Vocational Learning outside Institutions: Online Pedagogy and Deschooling.

ERIC Educational Resources Information Center

Whittington, Dave; McLean, Alan

2001-01-01

Using Illich's "Deschooling Society" as a framework, argues that online learning's flexibility and capacity to support dialogue will profoundly change vocational learning and challenge established institutions' dominance in vocational education and training. Calls for an inclusive approach involving informal learning and access for those…

"The Chinese Approach to Learning": Cultural Trait or Situated Response? The Case of a Self-Directed Learning Programme

ERIC Educational Resources Information Center

Gieve, Simon; Clark, Rose

2005-01-01

This paper raises the question of how flexible approaches to learning are to contextual factors, as opposed to being culturally determined, with specific reference to autonomy in Chinese students studying in the UK. We describe the outcome of a research project which investigated Chinese undergraduates studying English language as part of their UK…

Predictors of Reading Achievement: Time on Reading Instruction and Approaches to Learning

ERIC Educational Resources Information Center

Puccioni, Jaime

2015-01-01

Policies increasing the amount of time allocated to reading instruction are popular initiatives to meet the demands of accountability testing. Research suggests that time on instruction and children's approaches to learning (ATL), which generally includes measures of attention, persistence, motivation, and flexibility, are positively associated…

Guide to the Competency-Based Learning Survey for Students. REL 2016-165

ERIC Educational Resources Information Center

Ryan, Sarah; Cox, Joshua D.

2016-01-01

Many states are moving away from approaches that base student advancement on credits and "seat time" toward competency-based learning approaches that provide schools with the flexibility to link a student's advancement to mastery of content. Regional Educational Laboratory Northeast & Islands, in partnership with the Northeast…

Project-Based Learning in Scottish Prisons

ERIC Educational Resources Information Center

Sams, Kirsten

2014-01-01

The article describes the development of a project-based approach to learning in seven Scottish prisons. It argues that the project-based approach is ideally suited to prison education due to its flexibility and ability to enrich the relatively narrow prison curriculum and create meaningful links with wider society, reducing the isolation of…

User/Tutor Optimal Learning Path in E-Learning Using Comprehensive Neuro-Fuzzy Approach

ERIC Educational Resources Information Center

Fazlollahtabar, Hamed; Mahdavi, Iraj

2009-01-01

Internet evolution has affected all industrial, commercial, and especially learning activities in the new context of e-learning. Due to cost, time, or flexibility e-learning has been adopted by participators as an alternative training method. By development of computer-based devices and new methods of teaching, e-learning has emerged. The…

Digging deeper on "deep" learning: A computational ecology approach.

PubMed

Buscema, Massimo; Sacco, Pier Luigi

2017-01-01

We propose an alternative approach to "deep" learning that is based on computational ecologies of structurally diverse artificial neural networks, and on dynamic associative memory responses to stimuli. Rather than focusing on massive computation of many different examples of a single situation, we opt for model-based learning and adaptive flexibility. Cross-fertilization of learning processes across multiple domains is the fundamental feature of human intelligence that must inform "new" artificial intelligence.

Personalizing Distance Learning

ERIC Educational Resources Information Center

Coombs-Richardson, Rita

2007-01-01

This article discusses how a personal approach to online learning can yield a successful experience for adults earning advanced degrees or certification in teaching. Distance learning has become increasingly popular among learners with family and work obligations. Degree-seeking adult learners appreciate the flexibility and convenience of learning…

Toolkit Approach to Integrating Library Resources into the Learning Management System

ERIC Educational Resources Information Center

Black, Elizabeth L.

2008-01-01

As use of learning management systems (LMS) increases, it is essential that librarians are there. Ohio State University Libraries took a toolkit approach to integrate library content in the LMS to facilitate creative and flexible interactions between librarians, students and faculty in Ohio State University's large and decentralized academic…

Approaches to Learning Design: Past the Head and the Hands to the HEART of the Matter

ERIC Educational Resources Information Center

Donald, Claire; Blake, Adam; Girault, Isabelle; Datt, Ashwini; Ramsay, Elizabeth

2009-01-01

Digital technologies have been used increasingly in open, distance, and flexible learning to both facilitate learning and depict learning designs. While the portable nature of a learning design once captured in digital form appears to offer limitless possibilities for sharing and reuse, dissemination initiatives have failed to thrive. This may be…

The Role of Learning Tasks on Attitude Change Using Cognitive Flexibility Hypertext Systems

ERIC Educational Resources Information Center

Godshalk, Veronica M.; Harvey, Douglas M.; Moller, Leslie

2004-01-01

In this study, the authors examined the impact of task assignment on the effectiveness of a Web-based experiential exercise based on cognitive flexibility theory to enlighten learner attitudes toward the ill-structured topic of sexual harassment. In the research study, we sought to shed light on the use of a cognitive flexibility approach when…

An Operational Approach for Building Learning Environments Supporting Cognitive Flexibility

ERIC Educational Resources Information Center

Chieu, Vu Minh

2007-01-01

Constructivism is a learning theory that states that people learn by actively constructing their own knowledge, based on prior knowledge. A significant number of ICT-based constructivist learning systems have been proposed in recent years. According to our analysis, those systems exhibit only a few constructivist principles, and a critical problem…

Adaptive/learning control of large space structures - System identification techniques. [for multi-configuration flexible spacecraft

NASA Technical Reports Server (NTRS)

Thau, F. E.; Montgomery, R. C.

1980-01-01

Techniques developed for the control of aircraft under changing operating conditions are used to develop a learning control system structure for a multi-configuration, flexible space vehicle. A configuration identification subsystem that is to be used with a learning algorithm and a memory and control process subsystem is developed. Adaptive gain adjustments can be achieved by this learning approach without prestoring of large blocks of parameter data and without dither signal inputs which will be suppressed during operations for which they are not compatible. The Space Shuttle Solar Electric Propulsion (SEP) experiment is used as a sample problem for the testing of adaptive/learning control system algorithms.

Cautions: Implementing Interpersonal Interaction in Workplace E-Learning

ERIC Educational Resources Information Center

Githens, Rod P.

2006-01-01

E-learning programs in workplaces have been slow to incorporate social and collaborative methods. Although these programs provide flexibility and cost savings, poor learning outcomes and low completion rates have caused some organizations to transition to approaches that include interpersonal interaction. In reviewing studies of e-learning…

Holistic Context-Sensitivity for Run-Time Optimization of Flexible Manufacturing Systems.

PubMed

Scholze, Sebastian; Barata, Jose; Stokic, Dragan

2017-02-24

Highly flexible manufacturing systems require continuous run-time (self-) optimization of processes with respect to diverse parameters, e.g., efficiency, availability, energy consumption etc. A promising approach for achieving (self-) optimization in manufacturing systems is the usage of the context sensitivity approach based on data streaming from high amount of sensors and other data sources. Cyber-physical systems play an important role as sources of information to achieve context sensitivity. Cyber-physical systems can be seen as complex intelligent sensors providing data needed to identify the current context under which the manufacturing system is operating. In this paper, it is demonstrated how context sensitivity can be used to realize a holistic solution for (self-) optimization of discrete flexible manufacturing systems, by making use of cyber-physical systems integrated in manufacturing systems/processes. A generic approach for context sensitivity, based on self-learning algorithms, is proposed aiming at a various manufacturing systems. The new solution encompasses run-time context extractor and optimizer. Based on the self-learning module both context extraction and optimizer are continuously learning and improving their performance. The solution is following Service Oriented Architecture principles. The generic solution is developed and then applied to two very different manufacturing processes.

Holistic Context-Sensitivity for Run-Time Optimization of Flexible Manufacturing Systems

PubMed Central

Scholze, Sebastian; Barata, Jose; Stokic, Dragan

2017-01-01

Highly flexible manufacturing systems require continuous run-time (self-) optimization of processes with respect to diverse parameters, e.g., efficiency, availability, energy consumption etc. A promising approach for achieving (self-) optimization in manufacturing systems is the usage of the context sensitivity approach based on data streaming from high amount of sensors and other data sources. Cyber-physical systems play an important role as sources of information to achieve context sensitivity. Cyber-physical systems can be seen as complex intelligent sensors providing data needed to identify the current context under which the manufacturing system is operating. In this paper, it is demonstrated how context sensitivity can be used to realize a holistic solution for (self-) optimization of discrete flexible manufacturing systems, by making use of cyber-physical systems integrated in manufacturing systems/processes. A generic approach for context sensitivity, based on self-learning algorithms, is proposed aiming at a various manufacturing systems. The new solution encompasses run-time context extractor and optimizer. Based on the self-learning module both context extraction and optimizer are continuously learning and improving their performance. The solution is following Service Oriented Architecture principles. The generic solution is developed and then applied to two very different manufacturing processes. PMID:28245564

Pedagogical Management of Learning Activities of Students in the Electronic Educational Environment of the University: A Differentiated Approach

ERIC Educational Resources Information Center

Toktarova, Vera Ivanovna

2015-01-01

The present study considers issues related to the planning and implementation of the system of pedagogical management of learning activities of students in the context of modern electronic educational environment of the higher education institution. As a methodological basis considered a differentiated approach based on flexible individual…

Development and Evaluation of HawkLearn: A Next Generation Learning Management System

ERIC Educational Resources Information Center

Round, Kimberlee L.

2013-01-01

Cloud-based computing in higher education has the potential to impact institutions on a myriad of fronts, including technology governance, flexibility, financial, and intellectual property. As the demand for blended and online education increases, institutions are considering expedient approaches to implementing learning management systems (LMSs).…

Collaborative Planning: Cooking up an Inclusive Service-Learning Project

ERIC Educational Resources Information Center

Bonati, Michelle L.

2018-01-01

Collaborative planning between special education teachers and general education teachers that focuses on curriculum, instruction, and assessment can improve learning outcomes for students with and without disabilities. Service-learning is a teaching practice that can provide a flexible approach for teachers to collaboratively plan to meet the…

Constructive, Self-Regulated, Situated, and Collaborative Learning: An Approach for the Acquisition of Adaptive Competence

ERIC Educational Resources Information Center

de Corte, Erik

2012-01-01

In today's learning society, education must focus on fostering adaptive competence (AC) defined as the ability to apply knowledge and skills flexibly in different contexts. In this article, four major types of learning are discussed--constructive, self-regulated, situated, and collaborative--in relation to what students must learn in order to…

Adult Students' Experiences of a Flipped Mathematics Classroom

ERIC Educational Resources Information Center

Larsen, Judy

2015-01-01

The flipped classroom is a flexible blended learning model that is growing in popularity due to the emergent accessibility to online content delivery technology. By delivering content outside of class time asynchronously, teachers are able to dedicate their face to face class time for student-centred teaching approaches. The flexibility in…

Implementing Flexible Learning. Aspects of Educational and Training Technology XXIX. Proceedings of Annual Conference (29th, Plymouth, England, 1995).

ERIC Educational Resources Information Center

Bell, Chris, Ed.; Bowden, Mandy, Ed.; Trott, Andrew, Ed.

Thirty-four papers explore flexible learning and its applications in higher education in the United Kingdom. The papers are: "Flexible Learning: Your Flexible Friend! Keynote Address" (Ellington); "Flexible Learning or Learning to be Flexible?" (Chalkley); "Virtually There: Flexible Learning in the New Millennium"…

Integrating Curriculum: Developing Student Autonomy in Learning in Higher Education

ERIC Educational Resources Information Center

Yuksel, Ulku

2010-01-01

The need to combine social constructivist activities with cognitive constructivist ones has emerged which incorporates personalized learning approaches. Characteristics of education and educational institutions of the third millennium indicate that flexibility, inclusiveness, collaboration, authenticity, relevance and extended institutional…

The New Approaches to Organization of Students' Individual Work in Foreign Language Learning in Ukraine and Abroad

ERIC Educational Resources Information Center

Lysak, Halyna; Martynyuk, Olena

2017-01-01

Different approaches to organization of students' individual work using information technologies in Ukraine and abroad have been presented in the paper. The authors have analyzed the concept and role of students' individual work in the language learning process. It has been revealed that students' individual work is a rather flexible process and…

Designing E-Learning Programs for Rural Social Transformation and Poverty Reduction

ERIC Educational Resources Information Center

Murthy, C. S. H. N.; Mathur, Gaurav

2008-01-01

While the conventional education system with different forms of E-learning and rigid academic instructive curriculum could not bring desired changes in specified timeframe work at rural level in the targeted communities and groups, a multipronged sociological approach with a sociable and flexible curriculum in new E-Learning programs becomes need…

Putting the PLE into PLD: Virtual Professional Learning and Development

ERIC Educational Resources Information Center

Owen, Hazel

2014-01-01

The range of affordances that a virtual environment offers can provide opportunities for more formal Professional Learning and Development (PLD) that has flexibility of choice, time and approach for educators. It was this potential that inspired the design of the Virtual Professional Learning and Development (VPLD) program that was instigated in…

Marketing Open and Flexible Learning...The Direct Mail Approach.

ERIC Educational Resources Information Center

Hunter, Ian; Beeson, David

The first section of this instructional guide explains why open learning needs marketing and what steps go into preparing a marketing campaign, including marketing the college and tutor time, service definition, service delivery, and communications. Changes in education that have affected open learning in recent years are addressed in the second…

Transfer of Online Professional Learning to Teachers' Classroom Practice

ERIC Educational Resources Information Center

Herrington, Anthony; Herrington, Jan; Hoban, Garry; Reid, Doug

2009-01-01

Professional learning is an important process in enabling teachers to update their pedagogical knowledge and practices. The use of online technologies to support professional learning has a number of benefits in terms of flexibility and scalability. However, it is not clear how well the approach impacts on teachers' classroom practices. This…

An international virtual medical school (IVIMEDS): the future for medical education?

PubMed

Harden, R M; Hart, I R

2002-05-01

The introduction of new learning technologies, the exponential growth of Internet usage and the advent of the World Wide Web have the potential of changing the face of higher education. There are also demands in medical education for greater globalization, for the development of a common core curriculum, for improving access to training, for more flexible and student-centred training programmes including programmes with multi-professional elements and for maintaining quality while increasing student numbers and working within financial constraints. An international virtual medical school (IVIMEDS) with a high-quality education programme embodying a hybrid model of a blended curriculum of innovative e-learning approaches and the best of traditional face-to-face teaching is one response to these challenges. Fifty leading international medical schools and institutions are participating in a feasibility study. This is exploring: innovative thinking and approaches to the new learning technologies including e-learning and virtual reality; new approaches to curriculum planning and mapping and advanced instructional design based on the use of 'reusable learning objects'; an international perspective on medical education which takes into account the trend to globalization; a flexible curriculum which meets the needs of different students and has the potential of increasing access to medicine.

A Flexible Approach to Quantifying Various Dimensions of Environmental Complexity

DTIC Science & Technology

2004-08-01

dissertation, Cambridge University, Cambridge, England, 1989. [15] C. J. C. H. Watkins and P. Dayan, “Q-learning,” Machine Learning , vol. 8, pp. 279–292, 1992...16] I. Szita, B. Takács, and A. Lörincz, “²-MDPs: Learning in varying environments,” Journal of Machine Learning Research, vol. 3, pp. 145–174, 2002

Translational Approaches Targeting Reconsolidation

PubMed Central

Kroes, Marijn C.W.; LeDoux, Joseph E.; Phelps, Elizabeth A.

2017-01-01

Maladaptive learned responses and memories contribute to psychiatric disorders that constitute a significant socio-economic burden. Primary treatment methods teach patients to inhibit maladaptive responses, but do not get rid of the memory itself, which explains why many patients experience a return of symptoms even after initially successful treatment. This highlights the need to discover more persistent and robust techniques to diminish maladaptive learned behaviours. One potentially promising approach is to alter the original memory, as opposed to inhibiting it, by targeting memory reconsolidation. Recent research shows that reactivating an old memory results in a period of memory flexibility and requires restorage, or reconsolidation, for the memory to persist. This reconsolidation period allows a window for modification of a specific old memory. Renewal of memory flexibility following reactivation holds great clinical potential as it enables targeting reconsolidation and changing of specific learned responses and memories that contribute to maladaptive mental states and behaviours. Here, we will review translational research on non-human animals, healthy human subjects, and clinical populations aimed at altering memories by targeting reconsolidation using biological treatments (electrical stimulation, noradrenergic antagonists) or behavioural interference (reactivation–extinction paradigm). Both approaches have been used successfully to modify aversive and appetitive memories, yet effectiveness in treating clinical populations has been limited. We will discuss that memory flexibility depends on the type of memory tested and the brain regions that underlie specific types of memory. Further, when and how we can most effectively reactivate a memory and induce flexibility is largely unclear. Finally, the development of drugs that can target reconsolidation and are safe for use in humans would optimize cross-species translations. Increasing the understanding of the mechanism and limitations of memory flexibility upon reactivation should help optimize efficacy of treatments for psychiatric patients. PMID:27240676

The Effects of Brain Based Learning Approach on Motivation and Students Achievement in Mathematics Learning

NASA Astrophysics Data System (ADS)

Mekarina, M.; Ningsih, Y. P.

2017-09-01

This classroom action research is based by the facts that the students motivation and achievement mathematics learning is less. One of the factors causing is learning that does not provide flexibility to students to empower the potential of the brain optimally. The aim of this research was to improve the student motivation and achievement in mathematics learning by implementing brain based learning approach. The subject of this research was student of grade XI in senior high school. The research consisted of two cycles. Data of student achievement from test, and the student motivation through questionnaire. Furthermore, the finding of this research showed the result of the analysis was the implementation of brain based learning approach can improve student’s achievement and motivation in mathematics learning.

Online Learning: Research Readings.

ERIC Educational Resources Information Center

Guthrie, Hugh, Ed.

This book comprises an overview and 11 chapters that address issues related to flexible approaches to delivery and online learning in particular. "Overview" (Guthrie) highlights key points drawn from the chapters. "Does Digital Literacy Mean More Than Clicking Your Fingers?" (Candy) discusses the importance of information and…

Exploring the Impact of a Flexible, Technology-Enhanced Teaching Space on Pedagogy

ERIC Educational Resources Information Center

King, Emma; Joy, Mike; Foss, Jonathan; Sinclair, Jane; Sitthiworachart, Jirarat

2015-01-01

Approaches to teaching and learning are increasingly influenced by the introduction of new technologies and innovative use of space. Recognising the need to keep up to date many institutions has created technology-rich, flexible spaces. Studies so far have concentrated on how students use such facilities; however, their availability also strongly…

Services for All: Are Outcome-Based Education and Flexible School Structures the Answer?

ERIC Educational Resources Information Center

Smith, Sarah J.

1995-01-01

This paper discusses the recent controversy over outcome-based education (OBE), arguing that while OBE may be correct in establishing high standards for student learning, its implementation has tended to establish rigid "assembly line" approaches to teaching. A call is made for more flexible and individualized systems that respond to…

Mediating Authentic Learning: The Use of Wiki's and Blogs in an Undergraduate Curriculum in South Africa

ERIC Educational Resources Information Center

Titus, Simone

2013-01-01

Over the past few years, the virtual landscape of South African higher education institutions has changed as a result of ubiquitous and ever-present technological initiatives that can potentially provide students with a flexible learning space. Within these learning spaces, Web 2.0 tools have transformed educators' pedagogical approaches to…

Scaffolding Advice on Task Selection: A Safe Path toward Self-Directed Learning in On-Demand Education

ERIC Educational Resources Information Center

Kicken, Wendy; Brand-Gruwel, Saskia; van Merrienboer, Jeroen J. G.

2008-01-01

An intuitively appealing approach to increasing the flexibility of vocational education and training is to delegate choices on instruction, such as the selection of learning tasks, to students. However, empirical evidence shows that students often do not have sufficiently developed self-directed learning skills to select suitable tasks. This…

Smart Utilization of Tertiary Instructional Modes

ERIC Educational Resources Information Center

Hamilton, John; Tee, Singwhat

2010-01-01

This empirical research surveys first year tertiary business students across different campuses regarding their perceived views concerning traditional, blended and flexible instructional approaches. A structural equation modeling approach shows traditional instructional modes deliver lower levels of student-perceived learning quality, learning…

Deep learning for neuroimaging: a validation study.

PubMed

Plis, Sergey M; Hjelm, Devon R; Salakhutdinov, Ruslan; Allen, Elena A; Bockholt, Henry J; Long, Jeffrey D; Johnson, Hans J; Paulsen, Jane S; Turner, Jessica A; Calhoun, Vince D

2014-01-01

Deep learning methods have recently made notable advances in the tasks of classification and representation learning. These tasks are important for brain imaging and neuroscience discovery, making the methods attractive for porting to a neuroimager's toolbox. Success of these methods is, in part, explained by the flexibility of deep learning models. However, this flexibility makes the process of porting to new areas a difficult parameter optimization problem. In this work we demonstrate our results (and feasible parameter ranges) in application of deep learning methods to structural and functional brain imaging data. These methods include deep belief networks and their building block the restricted Boltzmann machine. We also describe a novel constraint-based approach to visualizing high dimensional data. We use it to analyze the effect of parameter choices on data transformations. Our results show that deep learning methods are able to learn physiologically important representations and detect latent relations in neuroimaging data.

Evolution of flexibility and rigidity in retaliatory punishment

PubMed Central

MacGlashan, James; Littman, Michael L.

2017-01-01

Natural selection designs some social behaviors to depend on flexible learning processes, whereas others are relatively rigid or reflexive. What determines the balance between these two approaches? We offer a detailed case study in the context of a two-player game with antisocial behavior and retaliatory punishment. We show that each player in this game—a “thief” and a “victim”—must balance two competing strategic interests. Flexibility is valuable because it allows adaptive differentiation in the face of diverse opponents. However, it is also risky because, in competitive games, it can produce systematically suboptimal behaviors. Using a combination of evolutionary analysis, reinforcement learning simulations, and behavioral experimentation, we show that the resolution to this tension—and the adaptation of social behavior in this game—hinges on the game’s learning dynamics. Our findings clarify punishment’s adaptive basis, offer a case study of the evolution of social preferences, and highlight an important connection between natural selection and learning in the resolution of social conflicts. PMID:28893996

Evolution of flexibility and rigidity in retaliatory punishment.

PubMed

Morris, Adam; MacGlashan, James; Littman, Michael L; Cushman, Fiery

2017-09-26

Natural selection designs some social behaviors to depend on flexible learning processes, whereas others are relatively rigid or reflexive. What determines the balance between these two approaches? We offer a detailed case study in the context of a two-player game with antisocial behavior and retaliatory punishment. We show that each player in this game-a "thief" and a "victim"-must balance two competing strategic interests. Flexibility is valuable because it allows adaptive differentiation in the face of diverse opponents. However, it is also risky because, in competitive games, it can produce systematically suboptimal behaviors. Using a combination of evolutionary analysis, reinforcement learning simulations, and behavioral experimentation, we show that the resolution to this tension-and the adaptation of social behavior in this game-hinges on the game's learning dynamics. Our findings clarify punishment's adaptive basis, offer a case study of the evolution of social preferences, and highlight an important connection between natural selection and learning in the resolution of social conflicts.

The Role of Frontal Cortical and Medial-Temporal Lobe Brain Areas in Learning a Bayesian Prior Belief on Reversals

PubMed Central

Jang, Anthony I.; Costa, Vincent D.; Rudebeck, Peter H.; Chudasama, Yogita; Murray, Elisabeth A.

2015-01-01

Reversal learning has been extensively studied across species as a task that indexes the ability to flexibly make and reverse deterministic stimulus–reward associations. Although various brain lesions have been found to affect performance on this task, the behavioral processes affected by these lesions have not yet been determined. This task includes at least two kinds of learning. First, subjects have to learn and reverse stimulus–reward associations in each block of trials. Second, subjects become more proficient at reversing choice preferences as they experience more reversals. We have developed a Bayesian approach to separately characterize these two learning processes. Reversal of choice behavior within each block is driven by a combination of evidence that a reversal has occurred, and a prior belief in reversals that evolves with experience across blocks. We applied the approach to behavior obtained from 89 macaques, comprising 12 lesion groups and a control group. We found that animals from all of the groups reversed more quickly as they experienced more reversals, and correspondingly they updated their prior beliefs about reversals at the same rate. However, the initial values of the priors that the various groups of animals brought to the task differed significantly, and it was these initial priors that led to the differences in behavior. Thus, by taking a Bayesian approach we find that variability in reversal-learning performance attributable to different neural systems is primarily driven by different prior beliefs about reversals that each group brings to the task. SIGNIFICANCE STATEMENT The ability to use prior knowledge to adapt choice behavior is critical for flexible decision making. Reversal learning is often studied as a form of flexible decision making. However, prior studies have not identified which brain regions are important for the formation and use of prior beliefs to guide choice behavior. Here we develop a Bayesian approach that formally characterizes learning set as a concept, and we show that, in macaque monkeys, the amygdala and medial prefrontal cortex have a role in establishing an initial belief about the stability of the reward environment. PMID:26290251

Digital Hardware Design Teaching: An Alternative Approach

ERIC Educational Resources Information Center

Benkrid, Khaled; Clayton, Thomas

2012-01-01

This article presents the design and implementation of a complete review of undergraduate digital hardware design teaching in the School of Engineering at the University of Edinburgh. Four guiding principles have been used in this exercise: learning-outcome driven teaching, deep learning, affordability, and flexibility. This has identified…

E-learning and blended learning in textile engineering education: a closed feedback loop approach

NASA Astrophysics Data System (ADS)

Charitopoulos, A.; Vassiliadis, S.; Rangoussi, M.; Koulouriotis, D.

2017-10-01

E-learning has gained a significant role in typical education and in professional training, thanks to the flexibility it offers to the time and location parameters of the education event framework. Purely e-learning scenarios are mostly limited either to Open University-type higher education institutions or to graduate level or professional degrees; blended learning scenarios are progressively becoming popular thanks to their balanced approach. The aim of the present work is to propose approaches that exploit the e-learning and the blended-learning scenarios for Textile Engineering education programmes, especially for multi-institutional ones. The “E-Team” European MSc degree programme organized by AUTEX is used as a case study. The proposed solution is based on (i) a free and open-source e-learning platform (moodle) and (ii) blended learning educational scenarios. Educational challenges addressed include student engagement, student error / failure handling, as well as collaborative learning promotion and support.

Anatomy drawing screencasts: enabling flexible learning for medical students.

PubMed

Pickering, James D

2015-01-01

The traditional lecture remains an essential method of disseminating information to medical students. However, due to the constant development of the modern medical curriculum many institutions are embracing novel means for delivering the core anatomy syllabus. Using mobile media devices is one such way, enabling students to access core material at a time and place that suits their specific learning style. This study has examined the effect of five anatomy drawing screencasts that replicate the popular anatomy drawing element of a lecture. These resources were uploaded to the University's Virtual Learning Environment for student access. Usage data and an end of module questionnaire were used to assess the impact of the screencasts on student education. The data revealed a high level of usage that varied in both the time of day and day of the week, with the number of downloads dramatically increasing towards the end of the module when the assessment was approaching. The student group found the additional resources extremely useful in consolidating information and revision, with many commenting on their preference to the screencasts compared to the more traditional approaches to learning. Scrutinizing the screencasts in relation to cognitive load theory and the cognitive theory of multimedia learning indicates a high correlation with an evidence-based approach to designing learning resources. Overall the screencasts have been a well-received enhancement that supports the student learning and has been shown to promote flexible learning. © 2014 American Association of Anatomists.

Implementing Blended Self-Managed Action Learning for Digital Entrepreneurs in Higher Education

ERIC Educational Resources Information Center

Shurville, Simon; Rospigliosi, Asher

2009-01-01

We report upon implementing blended self-managed action learning (SMAL) within graduate and postgraduate courses in digital entrepreneurship. In four out of five cases, we found that SMAL was highly motivating to our learners and integrated well with a blended and flexible approach to learning. We report a case where a SMAL set broke down due to…

Impact of Personalised Learning Styles on Online Delivery and Assessment

ERIC Educational Resources Information Center

Becker, Karen; Kehoe, Jo; Tennent, Beth

2007-01-01

Purpose: The purpose of this paper is to explore the extent to which learning styles influence tertiary students' preferences for flexible delivery and assessment methods in higher education. Design/methodology/approach: A voluntary self-administered questionnaire was distributed within three core undergraduate courses. A total of 891 students…

Using Elephant's Toothpaste as an Engaging and Flexible Curriculum Alignment Project

ERIC Educational Resources Information Center

Eldridge, Daniel S.

2015-01-01

There is an increasing focus across all educational sectors to ensure that learning objectives are aligned with learning activities and assessments. An attractive approach previously published is that of curriculum alignment projects. This paper discusses the use of the fun and famous "Elephant's Toothpaste" experiment as a customizable…

Online Learning Integrity Approaches: Current Practices and Future Solutions

ERIC Educational Resources Information Center

Lee-Post, Anita; Hapke, Holly

2017-01-01

The primary objective of this paper is to help institutions respond to the stipulation of the Higher Education Opportunity Act of 2008 by adopting cost-effective academic integrity solutions without compromising the convenience and flexibility of online learning. Current user authentication solutions such as user ID and password, security…

A Practical Reader in Universal Design for Learning

ERIC Educational Resources Information Center

Rose, David H., Ed.; Meyer, Anne, Ed.

2006-01-01

Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create universal access to educational curricula for all students, including those with disabilities. The "universal" in UDL does not mean there is a single optimal solution for everyone. Instead, it underscores the need for flexible approaches to…

A Multi-Agent System Approach for Distance Learning Architecture

ERIC Educational Resources Information Center

Turgay, Safiye

2005-01-01

The goal of this study is to suggest the agent systems by intelligence and adaptability properties in distance learning environment. The suggested system has flexible, agile, intelligence and cooperation features. System components are teachers, students (learners), and resources. Inter component relations are modeled and reviewed by using the…

Stop Making Sense: The Outdoors as Art. Part 1.

ERIC Educational Resources Information Center

Reed, Chris

2003-01-01

Applied outdoor experiences may be seen as theater and, as such, can allow a more flexible, integrative approach to outdoor learning. Both the arts (particularly theater) and outdoor experiential learning contain nine common elements, including elements of working with groups, and personal and transpersonal components of experience. Three…

Teaching and learning innovations for postgraduate education in nursing.

PubMed

Phillips, Diane; Forbes, Helen; Duke, Maxine

2013-01-01

This paper begins with a literature review of blended learning approaches, including the creation of learning spaces in the online environment and the model of community of inquiry and collaborative learning promoted by Garrison and others. This model, comprising of three elements including 'social presence', 'cognitive presence' and 'teaching presence', guides academics in the development and delivery of quality programs designed to enhance each student's experience of their course. The second part of this paper is the application of blended learning for the Deakin University Master of Nursing Practice (Nurse Practitioner), including a range of online independent learning activities, Elluminate Live use (a real time online program) and on-campus contact with students. The application of these flexible and innovative online modalities offered in this course, have been designed to promote quality learning experiences for students around their employment commitments and lifestyle factors. As an off-campus course, the Master of Nursing Practice (Nurse Practitioner) presents as a more flexible option for nurses residing in various parts of Australia. The three core elements of the model of community of inquiry and collaborative learning by Garrison and others have been integrated through online teaching and learning access and face-to-face contact for one day in two trimesters of the academic year. The success of blended learning approaches are underpinned by effective communication and interactions between both academics and students.

A Blended Learning Course Design in Clinical Pharmacology for Post-graduate Dental Students

PubMed Central

Rosenbaum, Paul-Erik Lillholm; Mikalsen, Øyvind; Lygre, Henning; Solheim, Einar; Schjøtt, Jan

2012-01-01

Postgraduate courses in clinical pharmacology are important for dentists to be updated on drug therapy and information related to their clinical practice, as well as knowledge of relevant adverse effects and interactions. A traditional approach with classroom delivery as the only method to teaching and learning has shortcomings regarding flexibility, individual learning preferences, and problem based learning (PBL) activities compared to online environments. This study examines a five week postgraduate course in clinical pharmacology with 15 hours of lectures and online learning activities, i.e. blended course design. Six postgraduate dental students participated and at the end of the course they were interviewed. Our findings emphasize that a blended learning course design can be successfully used in postgraduate dental education. Key matters for discussion were time flexibility and location convenience, change in teacher’s role, rein-forced learning strategies towards professional needs, scarcity in online communication, and proposed future utilization of e-learning components. PMID:23248716

The Importance of Flexibility of Pronunciation in Learning to Decode: A Training Study in Set for Variability

ERIC Educational Resources Information Center

Zipke, Marcy

2016-01-01

The ability to flexibly approach the pronunciation of unknown words, or set "for variability", has been shown to contribute to word recognition skills. However, this is the first study that has attempted to teach students strategies for increasing their set for variability. Beginning readers (N = 15) were instructed to correct oral…

Exploring the relationships between epistemic beliefs about medicine and approaches to learning medicine: a structural equation modeling analysis.

PubMed

Chiu, Yen-Lin; Liang, Jyh-Chong; Hou, Cheng-Yen; Tsai, Chin-Chung

2016-07-18

Students' epistemic beliefs may vary in different domains; therefore, it may be beneficial for medical educators to better understand medical students' epistemic beliefs regarding medicine. Understanding how medical students are aware of medical knowledge and how they learn medicine is a critical issue of medical education. The main purposes of this study were to investigate medical students' epistemic beliefs relating to medical knowledge, and to examine their relationships with students' approaches to learning medicine. A total of 340 undergraduate medical students from 9 medical colleges in Taiwan were surveyed with the Medical-Specific Epistemic Beliefs (MSEB) questionnaire (i.e., multi-source, uncertainty, development, justification) and the Approach to Learning Medicine (ALM) questionnaire (i.e., surface motive, surface strategy, deep motive, and deep strategy). By employing the structural equation modeling technique, the confirmatory factor analysis and path analysis were conducted to validate the questionnaires and explore the structural relations between these two constructs. It was indicated that medical students with multi-source beliefs who were suspicious of medical knowledge transmitted from authorities were less likely to possess a surface motive and deep strategies. Students with beliefs regarding uncertain medical knowledge tended to utilize flexible approaches, that is, they were inclined to possess a surface motive but adopt deep strategies. Students with beliefs relating to justifying medical knowledge were more likely to have mixed motives (both surface and deep motives) and mixed strategies (both surface and deep strategies). However, epistemic beliefs regarding development did not have significant relations with approaches to learning. Unexpectedly, it was found that medical students with sophisticated epistemic beliefs (e.g., suspecting knowledge from medical experts) did not necessarily engage in deep approaches to learning medicine. Instead of a deep approach, medical students with sophisticated epistemic beliefs in uncertain and justifying medical knowledge intended to employ a flexible approach and a mixed approach, respectively.

A Study to Determine Non-Academic Traits of a Successful Student in an Open Learning Center Environment at John Wood Community College.

ERIC Educational Resources Information Center

Kronquist, Shirley; And Others

John Wood Community College's Open Learning Center (OLC) offers an alternative to traditional classroom approaches using one-to-one instruction, a competency-based learning format, and flexible scheduling. Due to concern over the high attrition rate in OLC courses, a study was conducted to identify the characteristics and variables contributing to…

Small Private Online Research: A Proposal for A Numerical Methods Course Based on Technology Use and Blended Learning

ERIC Educational Resources Information Center

Cepeda, Francisco Javier Delgado

2017-01-01

This work presents a proposed model in blended learning for a numerical methods course evolved from traditional teaching into a research lab in scientific visualization. The blended learning approach sets a differentiated and flexible scheme based on a mobile setup and face to face sessions centered on a net of research challenges. Model is…

A Flexible Mobile Education System Approach

ERIC Educational Resources Information Center

Baloglu, Arzu

2007-01-01

Distance learning is appealing to small business owners, employees, municipalities, state establishments, non-governmental organizations. Distance-learning are ideal for people who have a full-time job or other commitments, who can't take time off to study full time. This might be a professional who needs to update his knowledge or skills, or a…

Shared Campus Smooths Post-Secondary Pathways

ERIC Educational Resources Information Center

Pearson, George

2012-01-01

At the opening of Olds High School, Principal Tom Christensen held his breath as he watched students inspect the new facilities designed with a new approach to learning in mind. The Alberta school is divided into four so-called "quads," each housing one-quarter of the school's 800 students, with flexible learning spaces to accommodate…

BBC Pioneers a Flexible Approach to Lifelong Learning

ERIC Educational Resources Information Center

Education & Training, 2002

2002-01-01

Describes a programme offered by the School of Informatics at the University of Northumbria, UK, to employees from document archives at the BBC. Recounts how the programme is delivered through face-to-face workshops, with learning consolidated by work based projects. Details how the individual participants, and the BBC, have benefited from the…

Generic Reflective Feedback: An Effective Approach to Developing Clinical Reasoning Skills

ERIC Educational Resources Information Center

Wojcikowski, K.; Brownie, S.

2013-01-01

Problem-based learning can be an effective tool to develop clinical reasoning skills. However, it traditionally takes place in tutorial groups, giving students little flexibility in how and when they learn. This pilot study compared the effectiveness of generic reflective feedback (GRF) with tutorial-based reflective feedback on the development of…

Integrating Existing Applications in Hypermedia Learning Material (General Issues & Experiences with OLE Technology).

ERIC Educational Resources Information Center

Borst Pauwels, H. W. J.; And Others

The integration of existing applications in hypermedia environments is a promising approach towards more flexible and user-friendly hypermedia learning materials. A hypermedia courseware editor, called HyDE (Hypermedia Document Editor) was developed using Microsoft Windows TM OLE technology. OLE (object Linking and Embedding) stands for an…

Data-driven methods towards learning the highly nonlinear inverse kinematics of tendon-driven surgical manipulators.

PubMed

Xu, Wenjun; Chen, Jie; Lau, Henry Y K; Ren, Hongliang

2017-09-01

Accurate motion control of flexible surgical manipulators is crucial in tissue manipulation tasks. The tendon-driven serpentine manipulator (TSM) is one of the most widely adopted flexible mechanisms in minimally invasive surgery because of its enhanced maneuverability in torturous environments. TSM, however, exhibits high nonlinearities and conventional analytical kinematics model is insufficient to achieve high accuracy. To account for the system nonlinearities, we applied a data driven approach to encode the system inverse kinematics. Three regression methods: extreme learning machine (ELM), Gaussian mixture regression (GMR) and K-nearest neighbors regression (KNNR) were implemented to learn a nonlinear mapping from the robot 3D position states to the control inputs. The performance of the three algorithms was evaluated both in simulation and physical trajectory tracking experiments. KNNR performed the best in the tracking experiments, with the lowest RMSE of 2.1275 mm. The proposed inverse kinematics learning methods provide an alternative and efficient way to accurately model the tendon driven flexible manipulator. Copyright © 2016 John Wiley & Sons, Ltd.

Teaching of anatomical sciences: A blended learning approach.

PubMed

Khalil, Mohammed K; Abdel Meguid, Eiman M; Elkhider, Ihsan A

2018-04-01

Blended learning is the integration of different learning approaches, new technologies, and activities that combine traditional face-to-face teaching methods with authentic online methodologies. Although advances in educational technology have helped to expand the selection of different pedagogies, the teaching of anatomical sciences has been challenged by implementation difficulties and other limitations. These challenges are reported to include lack of time, costs, and lack of qualified teachers. Easy access to online information and advances in technology make it possible to resolve these limitations by adopting blended learning approaches. Blended learning strategies have been shown to improve students' academic performance, motivation, attitude, and satisfaction, and to provide convenient and flexible learning. Implementation of blended learning strategies has also proved cost effective. This article provides a theoretical foundation for blended learning and proposes a validated framework for the design of blended learning activities in the teaching and learning of anatomical sciences. Clin. Anat. 31:323-329, 2018. © 2018 Wiley Periodicals, Inc. © 2018 Wiley Periodicals, Inc.

Exploring the potential of a multi-level approach to improve capability for continuous organizational improvement and learning in a Swedish healthcare region.

PubMed

Nyström, M E; Höög, E; Garvare, R; Andersson Bäck, M; Terris, D D; Hansson, J

2018-05-24

Eldercare and care of people with functional impairments is organized by the municipalities in Sweden. Improving care in these areas is complex, with multiple stakeholders and organizations. Appropriate strategies to develop capability for continuing organizational improvement and learning (COIL) are needed. The purpose of our study was to develop and pilot-test a flexible, multilevel approach for COIL capability building and to identify what it takes to achieve changes in key actors' approaches to COIL. The approach, named "Sustainable Improvement and Development through Strategic and Systematic Approaches" (SIDSSA), was applied through an action-research and action-learning intervention. The SIDSSA approach was tested in a regional research and development (R&D) unit, and in two municipalities handling care of the elderly and people with functional impairments. Our approach included a multilevel strategy, development loops of five flexible phases, and an action-learning loop. The approach was designed to support systems understanding, strategic focus, methodological practices, and change process knowledge - all of which required double-loop learning. Multiple qualitative methods, i.e., repeated interviews, process diaries, and documents, provided data for conventional content analyses. The new approach was successfully tested on all cases and adopted and sustained by the R&D unit. Participants reported new insights and skills. The development loop facilitated a sense of coherence and control during uncertainty, improved planning and problem analysis, enhanced mapping of context and conditions, and supported problem-solving at both the individual and unit levels. The systems-level view and structured approach helped participants to explain, motivate, and implement change initiatives, especially after working more systematically with mapping, analyses, and goal setting. An easily understood and generalizable model internalized by key organizational actors is an important step before more complex development models can be implemented. SIDSSA facilitated individual and group learning through action-learning and supported systems-level views and structured approaches across multiple organizational levels. Active involvement of diverse organizational functions and levels in the learning process was facilitated. However, the time frame was too short to fully test all aspects of the approach, specifically in reaching beyond the involved managers to front-line staff and patients.

Scalable, Flexible and Active Learning on Distributions

DTIC Science & Technology

2016-09-01

enthusiasm about widely varying research ideas was inspiring. Junier Oliva always knew the right way to think about something when I got stuck. Tzu -Kuo...109 Bibliography 113 iii iv Chapter 1 Introduction Traditional machine learning approaches focus on learning problems defined on...with Tzu -Kuo (TK) Huang. 2 et al. 2012; Ntampaka, Trac, Sutherland, Battaglia, et al. 2015; Jin 2016; Jin et al. 2016; Sutherland, J. B. Oliva, et al

FODEM: A Multi-Threaded Research and Development Method for Educational Technology

ERIC Educational Resources Information Center

Suhonen, Jarkko; de Villiers, M. Ruth; Sutinen, Erkki

2012-01-01

Formative development method (FODEM) is a multithreaded design approach that was originated to support the design and development of various types of educational technology innovations, such as learning tools, and online study programmes. The threaded and agile structure of the approach provides flexibility to the design process. Intensive…

Learning to Manage Change in the Third Age

ERIC Educational Resources Information Center

Innocent, Natasha

2010-01-01

Everyone is living through a period of considerable demographic change, which is predicted to continue and escalate. People are living longer and, generally, healthier lives, and the lifelong learning system in the UK needs to catch-up with this new reality. There is a need for a much more flexible approach that offers choice and opportunities to…

Impact of MOODLE Platform on the Pedagogy of Students and Staff: Cross-Curricular Comparison

ERIC Educational Resources Information Center

Jackson, Emerson Abraham

2017-01-01

In the current Information Age, technology is taking the lead in moving teaching and learning beyond that which was once viewed as typically didactic approach to knowledge acquisition. The outcome of this research paper have explored the importance of MOODLE learning platform and its contribution in promoting flexible teaching, and the need for…

Quality Teaching: Building a Flexible and Dynamic Approach. GEC Working Paper Series. Number 2

ERIC Educational Resources Information Center

Leu, Elizabeth; Hays, Frances; LeCzel, Donna Kay; O'Grady, Barbara

2005-01-01

Good basic education depends on several factors working in harmony. The first is that students be healthy, safe, and ready to learn. Other essentials include an enabling policy environment and transparent management; a curriculum that reflects the society's values and aspirations for learning; and community support for education and parents'…

Applying a Conceptual Model in Sport Sector Work- Integrated Learning Contexts

ERIC Educational Resources Information Center

Agnew, Deborah; Pill, Shane; Orrell, Janice

2017-01-01

This paper applies a conceptual model for work-integrated learning (WIL) in a multidisciplinary sports degree program. Two examples of WIL in sport will be used to illustrate how the conceptual WIL model is being operationalized. The implications for practice are that curriculum design must recognize a highly flexible approach to the nature of…

Effectiveness of Selected Teaching Strategies in Relation to the Learning Styles of Secondary School Students in India

ERIC Educational Resources Information Center

Kamboj, Pooja; Singh, Sushil Kumar

2015-01-01

Effective teaching in schools requires flexibility, energy and commitment. Successful teaching also requires that teachers are able to address learner's needs and understand the variations in learner's styles and approaches. Teachers can accomplish these requirements while creating an optimal teaching-learning environment by utilizing a variety of…

Improving Video Game Development: Facilitating Heterogeneous Team Collaboration through Flexible Software Processes

NASA Astrophysics Data System (ADS)

Musil, Juergen; Schweda, Angelika; Winkler, Dietmar; Biffl, Stefan

Based on our observations of Austrian video game software development (VGSD) practices we identified a lack of systematic processes/method support and inefficient collaboration between various involved disciplines, i.e. engineers and artists. VGSD includes heterogeneous disciplines, e.g. creative arts, game/content design, and software. Nevertheless, improving team collaboration and process support is an ongoing challenge to enable a comprehensive view on game development projects. Lessons learned from software engineering practices can help game developers to increase game development processes within a heterogeneous environment. Based on a state of the practice survey in the Austrian games industry, this paper presents (a) first results with focus on process/method support and (b) suggests a candidate flexible process approach based on Scrum to improve VGSD and team collaboration. Results showed (a) a trend to highly flexible software processes involving various disciplines and (b) identified the suggested flexible process approach as feasible and useful for project application.

The Balanced Literacy Diet.

ERIC Educational Resources Information Center

Willows, Dale

2002-01-01

Describes professional development program in Ontario school district to improve student reading and writing skills. Program used food-pyramid concepts to help teacher learn to provide a balanced and flexible approach to literacy instruction based on student needs. (PKP)

Flexible Learning in Teacher Education: Myths, Muddles and Models

ERIC Educational Resources Information Center

Bigum, Chris; Rowan, Leonie

2004-01-01

While there has been widespread take-up of the concept 'flexible learning' within various educational environments--and equally frequent references to the flexible 'natures' of the computer and communication technologies that often underpin flexible learning initiatives--the relationship between technologies and flexibility is not a simple one. In…

Flexible Learning Environments: Leveraging the Affordances of Flexible Delivery and Flexible Learning

ERIC Educational Resources Information Center

Hill, Janette R.

2006-01-01

The purpose of this article is to explore the key features of "flexible learning environments" (FLEs). Key principles associated with FLEs are explained. Underlying tenets and support mechanisms necessary for the implementation of FLEs are described. Similarities and differences in traditional learning and FLEs are explored. Finally, strategies…

Flexible Learning, Human Resource and Organisational Development: Putting Theory To Work.

ERIC Educational Resources Information Center

Jakupec, Viktor, Ed.; Garrick, John, Ed.

This book addresses contemporary contexts of flexible learning and its practices and provides insights about directions that education and training providers may be required to follow to implement flexible learning in a variety of settings. Key issues and debates include the following: social and economic dimensions of flexible learning and…

Problem Based Learning: Does It Provide Appropriate Levels of Guidance and Flexibility for Use in Police Recruit Education?

ERIC Educational Resources Information Center

Shipton, Brett

2009-01-01

Education programs for police recruits have often been criticised for their over-reliance on teacher-centred approaches that are less than ideal for promoting functional knowledge and critical thinking skills. Problem-Based Learning (PBL), which is suggested as an alternative, has been criticised for not providing novice learners with appropriate…

The Impact of Being Part of an Action Learning Set for New Lecturers: A Reflective Analysis

ERIC Educational Resources Information Center

Haith, Mark P.; Whittingham, Katrina A.

2012-01-01

What is an action learning set (ALS)? An ALS is a regular, action focused peer discussion group, generally facilitated, to address work place issues. Methods of undertaking ALS: methods are flexible within a range of approaches according to the group's developing needs. Benefits of ALS: builds trust, professional development, enables action,…

Student Engagement Patterns over the Duration of Level 1 and Level 3 Geography Modules: Influences on Student Attendance, Performance and Use of Online Resources

ERIC Educational Resources Information Center

Stewart, Martyn; Stott, Tim; Nuttall, Anne-Marie

2011-01-01

Greater flexibility in delivery resulting from increased use of e-learning will inevitably change the way university students approach studying. Recent studies have examined relationships between attendance, online learning and performance but findings are inconclusive. One concern is that an unintended consequence of placing lecture resources…

Cognitive flexibility and undergraduate physiology students: increasing advanced knowledge acquisition within an ill-structured domain.

PubMed

Rhodes, Ashley E; Rozell, Timothy G

2017-09-01

Cognitive flexibility is defined as the ability to assimilate previously learned information and concepts to generate novel solutions to new problems. This skill is crucial for success within ill-structured domains such as biology, physiology, and medicine, where many concepts are simultaneously required for understanding a complex problem, yet the problem consists of patterns or combinations of concepts that are not consistently used or needed across all examples. To succeed within ill-structured domains, a student must possess a certain level of cognitive flexibility: rigid thought processes and prepackaged informational retrieval schemes relying on rote memorization will not suffice. In this study, we assessed the cognitive flexibility of undergraduate physiology students using a validated instrument entitled Student's Approaches to Learning (SAL). The SAL evaluates how deeply and in what way information is processed, as well as the investment of time and mental energy that a student is willing to expend by measuring constructs such as elaboration and memorization. Our results indicate that students who rely primarily on memorization when learning new information have a smaller knowledge base about physiological concepts, as measured by a prior knowledge assessment and unit exams. However, students who rely primarily on elaboration when learning new information have a more well-developed knowledge base about physiological concepts, which is displayed by higher scores on a prior knowledge assessment and increased performance on unit exams. Thus students with increased elaboration skills possibly possess a higher level of cognitive flexibility and are more likely to succeed within ill-structured domains. Copyright © 2017 the American Physiological Society.

Organizational Learning, Strategic Flexibility and Business Model Innovation: An Empirical Research Based on Logistics Enterprises

NASA Astrophysics Data System (ADS)

Bao, Yaodong; Cheng, Lin; Zhang, Jian

Using the data of 237 Jiangsu logistics firms, this paper empirically studies the relationship among organizational learning capability, business model innovation, strategic flexibility. The results show as follows; organizational learning capability has positive impacts on business model innovation performance; strategic flexibility plays mediating roles on the relationship between organizational learning capability and business model innovation; interaction among strategic flexibility, explorative learning and exploitative learning play significant roles in radical business model innovation and incremental business model innovation.

Human-robot skills transfer interfaces for a flexible surgical robot.

PubMed

Calinon, Sylvain; Bruno, Danilo; Malekzadeh, Milad S; Nanayakkara, Thrishantha; Caldwell, Darwin G

2014-09-01

In minimally invasive surgery, tools go through narrow openings and manipulate soft organs to perform surgical tasks. There are limitations in current robot-assisted surgical systems due to the rigidity of robot tools. The aim of the STIFF-FLOP European project is to develop a soft robotic arm to perform surgical tasks. The flexibility of the robot allows the surgeon to move within organs to reach remote areas inside the body and perform challenging procedures in laparoscopy. This article addresses the problem of designing learning interfaces enabling the transfer of skills from human demonstration. Robot programming by demonstration encompasses a wide range of learning strategies, from simple mimicking of the demonstrator's actions to the higher level imitation of the underlying intent extracted from the demonstrations. By focusing on this last form, we study the problem of extracting an objective function explaining the demonstrations from an over-specified set of candidate reward functions, and using this information for self-refinement of the skill. In contrast to inverse reinforcement learning strategies that attempt to explain the observations with reward functions defined for the entire task (or a set of pre-defined reward profiles active for different parts of the task), the proposed approach is based on context-dependent reward-weighted learning, where the robot can learn the relevance of candidate objective functions with respect to the current phase of the task or encountered situation. The robot then exploits this information for skills refinement in the policy parameters space. The proposed approach is tested in simulation with a cutting task performed by the STIFF-FLOP flexible robot, using kinesthetic demonstrations from a Barrett WAM manipulator. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Child vs. Adult in Second Language Acquisition: Some Reflections.

ERIC Educational Resources Information Center

Banu, Rahela

The popular view that children have an advantage in learning a second language has considerable support in research, although it is not uncontested. One approach proposes that the child possesses a unique capacity for language that the adult no longer has. Another view argues that the child's brain is more flexible. A third approach assumes that…

An integrated model of learning.

PubMed

Trigg, A M; Cordova, F D

1987-01-01

Worldwide, most educational systems are based on three levels of education that utilize the pedagogical approaches to learning. In the 1960s, scholars formulated another approach to education that has become known as andragogy and has been applied to adult education. Several innovative scholars have seen how andragogy can be applied to teaching children. As a result, both andragogy and pedagogy are viewed as the opposite ends of the educational spectrum. Both of these approaches have a place and function within the modern educational framework. If one assumes that the goal of education is for the acquisition and application of knowledge, then both of these approaches can be used effectively for the attainment of that goal. In order to utilize these approaches effectively, an integrated model of learning has been developed that consists of initial teaching and exploratory learning phases. This model has both the directive and flexible qualities found in the theories of pedagogy and andragogy. With careful consideration and analysis this educational model can be utilized effectively within most educational systems.

Task path planning, scheduling and learning for free-ranging robot systems

NASA Technical Reports Server (NTRS)

Wakefield, G. Steve

1987-01-01

The development of robotics applications for space operations is often restricted by the limited movement available to guided robots. Free ranging robots can offer greater flexibility than physically guided robots in these applications. Presented here is an object oriented approach to path planning and task scheduling for free-ranging robots that allows the dynamic determination of paths based on the current environment. The system also provides task learning for repetitive jobs. This approach provides a basis for the design of free-ranging robot systems which are adaptable to various environments and tasks.

Does the acceptance of hybrid learning affect learning approaches in France?

PubMed

Marco, Lionel Di; Venot, Alain; Gillois, Pierre

2017-01-01

Acceptance of a learning technology affects students' intention to use that technology, but the influence of the acceptance of a learning technology on learning approaches has not been investigated in the literature. A deep learning approach is important in the field of health, where links must be created between skills, knowledge, and habits. Our hypothesis was that acceptance of a hybrid learning model would affect students' way of learning. We analysed these concepts, and their correlations, in the context of a flipped classroom method using a local learning management system. In a sample of all students within a single year of study in the midwifery program (n= 38), we used 3 validated scales to evaluate these concepts (the Study Process Questionnaire, My Intellectual Work Tools, and the Hybrid E-Learning Acceptance Model: Learner Perceptions). Our sample had a positive acceptance of the learning model, but a neutral intention to use it. Students reported that they were distractible during distance learning. They presented a better mean score for the deep approach than for the superficial approach (P< 0.001), which is consistent with their declared learning strategies (personal reorganization of information; search and use of examples). There was no correlation between poor acceptance of the learning model and inadequate learning approaches. The strategy of using deep learning techniques was moderately correlated with acceptance of the learning model (r s = 0.42, P= 0.03). Learning approaches were not affected by acceptance of a hybrid learning model, due to the flexibility of the tool. However, we identified problems in the students' time utilization, which explains their neutral intention to use the system.

Does the acceptance of hybrid learning affect learning approaches in France?

PubMed Central

2017-01-01

Purpose Acceptance of a learning technology affects students’ intention to use that technology, but the influence of the acceptance of a learning technology on learning approaches has not been investigated in the literature. A deep learning approach is important in the field of health, where links must be created between skills, knowledge, and habits. Our hypothesis was that acceptance of a hybrid learning model would affect students’ way of learning. Methods We analysed these concepts, and their correlations, in the context of a flipped classroom method using a local learning management system. In a sample of all students within a single year of study in the midwifery program (n= 38), we used 3 validated scales to evaluate these concepts (the Study Process Questionnaire, My Intellectual Work Tools, and the Hybrid E-Learning Acceptance Model: Learner Perceptions). Results Our sample had a positive acceptance of the learning model, but a neutral intention to use it. Students reported that they were distractible during distance learning. They presented a better mean score for the deep approach than for the superficial approach (P< 0.001), which is consistent with their declared learning strategies (personal reorganization of information; search and use of examples). There was no correlation between poor acceptance of the learning model and inadequate learning approaches. The strategy of using deep learning techniques was moderately correlated with acceptance of the learning model (rs= 0.42, P= 0.03). Conclusion Learning approaches were not affected by acceptance of a hybrid learning model, due to the flexibility of the tool. However, we identified problems in the students’ time utilization, which explains their neutral intention to use the system. PMID:29051406

Flexible Learning in an Information Society

ERIC Educational Resources Information Center

Khan, Badrul, Ed.

2007-01-01

Flexible Learning in an Information Society uses a flexible learning framework to explain the best ways of creating a meaningful learning environment. This framework consists of eight factors--institutional, management, technological, pedagogical, ethical, interface design, resource support, and evaluation--and a systematic understanding of these…

Nourishing networks: an interprofessional learning model and its application to the Australian rural health workforce.

PubMed

Little, F; Brown, L; Grotowski, M; Harris, D

2012-01-01

Access to continuing professional development for rural health clinicians requires strategies to overcome barriers associated with finances, travel and a lack of resources. Approaches to providing professional development need to transcend conventional educational methods and consider interprofessional educational opportunities to meet the diverse needs of the rural health workforce. Rural clinicians often work in professional isolation and frequently work collaboratively with clinicians from a range of other health disciplines. Interprofessional learning and practice is therefore important in a rural areas as clinicians working in these settings are often more reliant on each other and require an understanding of other's roles to provide effective health care. In addition, specialist services are limited in rural areas, with health professionals increasingly required to perform extended roles at an advanced-practice level. A model for interprofessional learning has been developed to attempt to address the barriers related to the delivery of interprofessional education in the rural health setting in Australia. This model demonstrates a flexible approach to interprofessional learning which meets different educational needs across a number of health disciplines, and is tailored to varying levels of expertise. It incorporates three learning approaches: traditional learning, flexible learning and advanced practice. Each of these components of the model are described and the Nourishing Networks program is provided as an example of the application of the model in a rural setting, utilising 'eating disorders' as the educational topic. Interprofessional learning can be delivered effectively in a rural setting by utilising technology to help bridge the isolation experienced in rural practice. Challenges in delivering the interprofessional learning program included: engaging rural general practitioners, utilising technology and maintaining participant engagement. The use of technology is essential to access a broad group of rural clinicians however, there are limitations in its use that must be acknowledged. The pilot of the Stepped Interprofessional Rural Learning Model and its application to eating disorders has scope for use in delivering education for other health topics.

Has Distance Learning Become More Flexible? Reflections of a Distance Learning Student

ERIC Educational Resources Information Center

Thomas, Theda

2012-01-01

This paper provides insight into the way in which distance learning had changed over the past 30 years from the perspective of the author as a distance learning student. The question is then asked as to whether current practice is reducing flexibility for distance learning students? The paper starts with a discussion of flexible learning and the…

Cutting More than Metal: Breaking Through the Development Cycle

NASA Technical Reports Server (NTRS)

Singer, Christopher E.; Onken, Jay

2014-01-01

NASA is advancing a new development approach and new technologies in the design construction, and testing of the next great launch vehicle for space exploration. The ability to use these new tools is made possible by a learning culture able to embrace innovation, flexibility, and prudent risk tolerance, while retaining the hard-won lessons learned through the successes and failures of the past. This paper provides an overview of the Marshall Space Flight Center's new approach to launch vehicle development, as well as examples of how that approach has been leveraged by NASA's Space Launch System (SLS) Program to achieve its key goals to safety, affordability, and sustainability.

Valuing flexibilities in the design of urban water management systems.

PubMed

Deng, Yinghan; Cardin, Michel-Alexandre; Babovic, Vladan; Santhanakrishnan, Deepak; Schmitter, Petra; Meshgi, Ali

2013-12-15

Climate change and rapid urbanization requires decision-makers to develop a long-term forward assessment on sustainable urban water management projects. This is further complicated by the difficulties of assessing sustainable designs and various design scenarios from an economic standpoint. A conventional valuation approach for urban water management projects, like Discounted Cash Flow (DCF) analysis, fails to incorporate uncertainties, such as amount of rainfall, unit cost of water, and other uncertainties associated with future changes in technological domains. Such approach also fails to include the value of flexibility, which enables managers to adapt and reconfigure systems over time as uncertainty unfolds. This work describes an integrated framework to value investments in urban water management systems under uncertainty. It also extends the conventional DCF analysis through explicit considerations of flexibility in systems design and management. The approach incorporates flexibility as intelligent decision-making mechanisms that enable systems to avoid future downside risks and increase opportunities for upside gains over a range of possible futures. A water catchment area in Singapore was chosen to assess the value of a flexible extension of standard drainage canals and a flexible deployment of a novel water catchment technology based on green roofs and porous pavements. Results show that integrating uncertainty and flexibility explicitly into the decision-making process can reduce initial capital expenditure, improve value for investment, and enable decision-makers to learn more about system requirements during the lifetime of the project. Copyright © 2013 Elsevier Ltd. All rights reserved.

Distance Travelled: Outcomes and Evidence in Flexible Learning Options

ERIC Educational Resources Information Center

Thomas, Joseph; McGinty, Sue; te Riele, Kitty; Wilson, Kimberley

2017-01-01

Flexible learning options (FLOs) provide individualised learning pathways for disengaged young people with strong emphasis on inclusivity and wellbeing support. Amidst a rapid expansion of Australia's flexible learning sector, service providers are under increasing pressure to substantiate participant outcomes. This paper stems from a national…

Flexible Learning: Proceedings of the National Academy for Integration of Research, Teaching and Learning Annual Conference (4th, Dublin, Ireland, October 6-7, 2010)

ERIC Educational Resources Information Center

National Academy for Integration of Research, Teaching and Learning (NJ1), 2011

2011-01-01

This volume presents 64 abstracts of keynote and parallel paper presentations of the Irish National Academy for Integration of Research, Teaching and Learning's (NAIRTL) conference on the theme of flexible learning. The Flexible Learning conference was a joint initiative by NAIRTL and the Learning Innovation Network. The keynote presentations can…

Developing a Teaching Model Using an Online Collaboration Approach for a Digital Technique Practical Work

ERIC Educational Resources Information Center

Muchlas

2015-01-01

This research is aimed to produce a teaching model and its supporting instruments using a collaboration approach for a digital technique practical work attended by higher education students. The model is found to be flexible and relatively low cost. Through this research, feasibility and learning impact of the model will be determined. The model…

Supporting Teaching and Learning Via the Web: Transforming Hard-Copy Linear Mindsets into Web-Flexible Creative Thinking.

ERIC Educational Resources Information Center

Borkowski, Ellen Yu; Henry, David; Larsen, Lida L.; Mateik, Deborah

This paper describes a four-tiered approach to supporting University of Maryland faculty in the development of instructional materials to be delivered via the World Wide Web. The approach leverages existing equipment and staff by the design of Web posting, editing, and management tools for use on the campus-wide information server,…

Mediated Authentic Video: A Flexible Tool Supporting a Developmental Approach to Teacher Education

ERIC Educational Resources Information Center

Stutchbury, Kris; Woodward, Clare

2017-01-01

YouTube now has more searches than Google, indicating that video is a motivating and, potentially, powerful learning tool. This paper investigates how we can embrace video to support improvements in teacher education. It will draw on innovative approaches to teacher education, developed by the Open University UK, in order to explore in more depth…

node2vec: Scalable Feature Learning for Networks

PubMed Central

Grover, Aditya; Leskovec, Jure

2016-01-01

Prediction tasks over nodes and edges in networks require careful effort in engineering features used by learning algorithms. Recent research in the broader field of representation learning has led to significant progress in automating prediction by learning the features themselves. However, present feature learning approaches are not expressive enough to capture the diversity of connectivity patterns observed in networks. Here we propose node2vec, an algorithmic framework for learning continuous feature representations for nodes in networks. In node2vec, we learn a mapping of nodes to a low-dimensional space of features that maximizes the likelihood of preserving network neighborhoods of nodes. We define a flexible notion of a node’s network neighborhood and design a biased random walk procedure, which efficiently explores diverse neighborhoods. Our algorithm generalizes prior work which is based on rigid notions of network neighborhoods, and we argue that the added flexibility in exploring neighborhoods is the key to learning richer representations. We demonstrate the efficacy of node2vec over existing state-of-the-art techniques on multi-label classification and link prediction in several real-world networks from diverse domains. Taken together, our work represents a new way for efficiently learning state-of-the-art task-independent representations in complex networks. PMID:27853626

Transforming the Master's Degree in Human Development and Family Science

ERIC Educational Resources Information Center

Benson, Mark J.; Allen, Katherine R.; Few, April L.; Roberto, Karen A.; Blieszner, Rosemary; Meszaros, Peggy S.; Henderson, Tammy L.

2006-01-01

This study chronicles the transformation of a master's program from a traditional degree format to a more integrated, flexible, efficient, and relevant approach. The transformative strategies involve cohort learning, creative concentrations, portfolio documentation, and outreach presentation. Through integrating resources and goals, the new…

Learn More | Energy Analysis | NREL

Science.gov Websites

flexibility. Value of Demand Response: Quantities from Production Cost Modeling (Presentation) (2014 adding variable renewable generation to the grid. Market Design Evolution of Wholesale Electricity Market Design with Increasing Levels of Renewable Generation (2014) Reviewed market design approaches focused on

Vocational Education and Training in Denmark. Short Description

ERIC Educational Resources Information Center

Cedefop - European Centre for the Development of Vocational Training, 2012

2012-01-01

Vocational education and training in Denmark has embarked on a process of modernisation aiming at, primarily, increasing flexibility, and individualisation, quality and efficiency. Assessment and recognition of informal and non-formal learning, competence-based curricula, innovative approaches to teaching, and increased possibilities for partial…

Learning to cooperate in solving the traveling salesman problem.

PubMed

Qi, Dehu; Sun, Ron

2005-01-01

A cooperative team of agents may perform many tasks better than single agents. The question is how cooperation among self-interested agents should be achieved. It is important that, while we encourage cooperation among agents in a team, we maintain autonomy of individual agents as much as possible, so as to maintain flexibility and generality. This paper presents an approach based on bidding utilizing reinforcement values acquired through reinforcement learning. We tested and analyzed this approach and demonstrated that a team indeed performed better than the best single agent as well as the average of single agents.

Support Vector Data Descriptions and k-Means Clustering: One Class?

PubMed

Gornitz, Nico; Lima, Luiz Alberto; Muller, Klaus-Robert; Kloft, Marius; Nakajima, Shinichi

2017-09-27

We present ClusterSVDD, a methodology that unifies support vector data descriptions (SVDDs) and k-means clustering into a single formulation. This allows both methods to benefit from one another, i.e., by adding flexibility using multiple spheres for SVDDs and increasing anomaly resistance and flexibility through kernels to k-means. In particular, our approach leads to a new interpretation of k-means as a regularized mode seeking algorithm. The unifying formulation further allows for deriving new algorithms by transferring knowledge from one-class learning settings to clustering settings and vice versa. As a showcase, we derive a clustering method for structured data based on a one-class learning scenario. Additionally, our formulation can be solved via a particularly simple optimization scheme. We evaluate our approach empirically to highlight some of the proposed benefits on artificially generated data, as well as on real-world problems, and provide a Python software package comprising various implementations of primal and dual SVDD as well as our proposed ClusterSVDD.

An approach to integrating and creating flexible software environments

NASA Technical Reports Server (NTRS)

Bellman, Kirstie L.

1992-01-01

Engineers and scientists are attempting to represent, analyze, and reason about increasingly complex systems. Many researchers have been developing new ways of creating increasingly open environments. In this research on VEHICLES, a conceptual design environment for space systems, an approach was developed, called 'wrapping', to flexibility and integration based on the collection and then processing of explicit qualitative descriptions of all the software resources in the environment. Currently, a simulation is available, VSIM, used to study both the types of wrapping descriptions and the processes necessary to use the metaknowledge to combine, select, adapt, and explain some of the software resources used in VEHICLES. What was learned about the types of knowledge necessary for the wrapping approach is described along with the implications of wrapping for several key software engineering issues.

Analysis of creative mathematic thinking ability in problem based learning model based on self-regulation learning

NASA Astrophysics Data System (ADS)

Munahefi, D. N.; Waluya, S. B.; Rochmad

2018-03-01

The purpose of this research identified the effectiveness of Problem Based Learning (PBL) models based on Self Regulation Leaning (SRL) on the ability of mathematical creative thinking and analyzed the ability of mathematical creative thinking of high school students in solving mathematical problems. The population of this study was students of grade X SMA N 3 Klaten. The research method used in this research was sequential explanatory. Quantitative stages with simple random sampling technique, where two classes were selected randomly as experimental class was taught with the PBL model based on SRL and control class was taught with expository model. The selection of samples at the qualitative stage was non-probability sampling technique in which each selected 3 students were high, medium, and low academic levels. PBL model with SRL approach effectived to students’ mathematical creative thinking ability. The ability of mathematical creative thinking of low academic level students with PBL model approach of SRL were achieving the aspect of fluency and flexibility. Students of academic level were achieving fluency and flexibility aspects well. But the originality of students at the academic level was not yet well structured. Students of high academic level could reach the aspect of originality.

Variability in Dopamine Genes Dissociates Model-Based and Model-Free Reinforcement Learning

PubMed Central

Bath, Kevin G.; Daw, Nathaniel D.; Frank, Michael J.

2016-01-01

Considerable evidence suggests that multiple learning systems can drive behavior. Choice can proceed reflexively from previous actions and their associated outcomes, as captured by “model-free” learning algorithms, or flexibly from prospective consideration of outcomes that might occur, as captured by “model-based” learning algorithms. However, differential contributions of dopamine to these systems are poorly understood. Dopamine is widely thought to support model-free learning by modulating plasticity in striatum. Model-based learning may also be affected by these striatal effects, or by other dopaminergic effects elsewhere, notably on prefrontal working memory function. Indeed, prominent demonstrations linking striatal dopamine to putatively model-free learning did not rule out model-based effects, whereas other studies have reported dopaminergic modulation of verifiably model-based learning, but without distinguishing a prefrontal versus striatal locus. To clarify the relationships between dopamine, neural systems, and learning strategies, we combine a genetic association approach in humans with two well-studied reinforcement learning tasks: one isolating model-based from model-free behavior and the other sensitive to key aspects of striatal plasticity. Prefrontal function was indexed by a polymorphism in the COMT gene, differences of which reflect dopamine levels in the prefrontal cortex. This polymorphism has been associated with differences in prefrontal activity and working memory. Striatal function was indexed by a gene coding for DARPP-32, which is densely expressed in the striatum where it is necessary for synaptic plasticity. We found evidence for our hypothesis that variations in prefrontal dopamine relate to model-based learning, whereas variations in striatal dopamine function relate to model-free learning. SIGNIFICANCE STATEMENT Decisions can stem reflexively from their previously associated outcomes or flexibly from deliberative consideration of potential choice outcomes. Research implicates a dopamine-dependent striatal learning mechanism in the former type of choice. Although recent work has indicated that dopamine is also involved in flexible, goal-directed decision-making, it remains unclear whether it also contributes via striatum or via the dopamine-dependent working memory function of prefrontal cortex. We examined genetic indices of dopamine function in these regions and their relation to the two choice strategies. We found that striatal dopamine function related most clearly to the reflexive strategy, as previously shown, and that prefrontal dopamine related most clearly to the flexible strategy. These findings suggest that dissociable brain regions support dissociable choice strategies. PMID:26818509

Evolutionary Andragogy within Learning Community for Embodied Transformation in Higher Education: A Case Study of the Next Wave of Leadership Training

ERIC Educational Resources Information Center

Brabant, Michael Ian

2015-01-01

As the world is experiencing unprecedented changes and challenges, it is essential to develop educational approaches that enable current and future leaders to be effective in meeting them. To do so, education must foster transformation of the learner to achieve an inclusive, dynamic, and flexible approach to life. This dissertation involved a case…

A blended learning approach to teach fluid mechanics in engineering

NASA Astrophysics Data System (ADS)

Rahman, Ataur

2017-05-01

This paper presents a case study on the teaching and learning of fluid mechanics at the University of Western Sydney (UWS), Australia, by applying a blended learning approach (BLA). In the adopted BLA, various flexible learning materials have been made available to the students such as online recorded lectures, online recorded tutorials, hand written tutorial solutions, discussion board and online practice quizzes. The lecture and tutorial class times have been primarily utilised to discuss confusing topics and engage students with practical issues in applying the theories learnt in fluid mechanics. Based on the data of over 734 students over a 4-year period, it has been shown that a BLA has improved the learning experience of the fluid mechanics students in UWS. The overall percentage of student satisfaction in this subject has increased by 18% in the BLA case compared with the traditional one.

Learning molecular energies using localized graph kernels.

PubMed

Ferré, Grégoire; Haut, Terry; Barros, Kipton

2017-03-21

Recent machine learning methods make it possible to model potential energy of atomic configurations with chemical-level accuracy (as calculated from ab initio calculations) and at speeds suitable for molecular dynamics simulation. Best performance is achieved when the known physical constraints are encoded in the machine learning models. For example, the atomic energy is invariant under global translations and rotations; it is also invariant to permutations of same-species atoms. Although simple to state, these symmetries are complicated to encode into machine learning algorithms. In this paper, we present a machine learning approach based on graph theory that naturally incorporates translation, rotation, and permutation symmetries. Specifically, we use a random walk graph kernel to measure the similarity of two adjacency matrices, each of which represents a local atomic environment. This Graph Approximated Energy (GRAPE) approach is flexible and admits many possible extensions. We benchmark a simple version of GRAPE by predicting atomization energies on a standard dataset of organic molecules.

Learning molecular energies using localized graph kernels

NASA Astrophysics Data System (ADS)

Ferré, Grégoire; Haut, Terry; Barros, Kipton

2017-03-01

Recent machine learning methods make it possible to model potential energy of atomic configurations with chemical-level accuracy (as calculated from ab initio calculations) and at speeds suitable for molecular dynamics simulation. Best performance is achieved when the known physical constraints are encoded in the machine learning models. For example, the atomic energy is invariant under global translations and rotations; it is also invariant to permutations of same-species atoms. Although simple to state, these symmetries are complicated to encode into machine learning algorithms. In this paper, we present a machine learning approach based on graph theory that naturally incorporates translation, rotation, and permutation symmetries. Specifically, we use a random walk graph kernel to measure the similarity of two adjacency matrices, each of which represents a local atomic environment. This Graph Approximated Energy (GRAPE) approach is flexible and admits many possible extensions. We benchmark a simple version of GRAPE by predicting atomization energies on a standard dataset of organic molecules.

Flexible Learning in Action: Case Studies in Higher Education. Staff and Educational Development Series.

ERIC Educational Resources Information Center

Hudson, Rachel, Ed.; Maslin-Prothero, Sian, Ed.; Oates, Lyn, Ed.

Following an introduction (Hudson, Maslin-Prothero, Oates), the following 31 case studies describe flexible learning developments in the United Kingdom, Australia, and the United States: "Teaching Business Writing Online" (Fulkerth); "Don't Lecture Me about Flexible Learning!" (Dunning); "Improving Independent Learning…

Engaging Employers?

ERIC Educational Resources Information Center

Hillier, Yvonne

2008-01-01

A key factor in the successful development of workplace learning is employer engagement (Leitch, 2006; DfES, 2007). However, despite numerous approaches by government in the United Kingdom to bring together employers, providers and learners so that economic success is generated by a skilled and flexible workforce, there continue to be challenges…

The Effects of Embedded Generative Learning Strategies and Collaboration on Knowledge Acquisition in a Cognitive Flexibility-Based Computer Learning Environment

DTIC Science & Technology

1998-08-07

cognitive flexibility theory and generative learning theory which focus primarily on the individual student’s cognitive development , collaborative... develop "Handling Transfusion Hazards," a computer program based upon cognitive flexibility theory principles. The Program: Handling Transfusion Hazards...computer program was developed according to cognitive flexibility theory principles. A generative version was then developed by embedding

Flexible Learning in Perspective.

ERIC Educational Resources Information Center

Further Education Unit, London (England).

Those responsible for coordinating flexible and open learning in colleges should consider whether the time may be right to seek common ground on the issues and principles shared by the many related initiatives in Great Britain during the last two decades. Two principles that are important to flexible learning are that education's effectiveness is…

A Framework for Open, Flexible and Distributed Learning.

ERIC Educational Resources Information Center

Khan, Badrul H.

Designing open, flexible distance learning systems on the World Wide Web requires thoughtful analysis and investigation combined with an understanding of both the Web's attributes and resources and the ways instructional design principles can be applied to tap the Web's potential. A framework for open, flexible, and distributed learning has been…

A computational psychiatry approach identifies how alpha-2A noradrenergic agonist Guanfacine affects feature-based reinforcement learning in the macaque

PubMed Central

Hassani, S. A.; Oemisch, M.; Balcarras, M.; Westendorff, S.; Ardid, S.; van der Meer, M. A.; Tiesinga, P.; Womelsdorf, T.

2017-01-01

Noradrenaline is believed to support cognitive flexibility through the alpha 2A noradrenergic receptor (a2A-NAR) acting in prefrontal cortex. Enhanced flexibility has been inferred from improved working memory with the a2A-NA agonist Guanfacine. But it has been unclear whether Guanfacine improves specific attention and learning mechanisms beyond working memory, and whether the drug effects can be formalized computationally to allow single subject predictions. We tested and confirmed these suggestions in a case study with a healthy nonhuman primate performing a feature-based reversal learning task evaluating performance using Bayesian and Reinforcement learning models. In an initial dose-testing phase we found a Guanfacine dose that increased performance accuracy, decreased distractibility and improved learning. In a second experimental phase using only that dose we examined the faster feature-based reversal learning with Guanfacine with single-subject computational modeling. Parameter estimation suggested that improved learning is not accounted for by varying a single reinforcement learning mechanism, but by changing the set of parameter values to higher learning rates and stronger suppression of non-chosen over chosen feature information. These findings provide an important starting point for developing nonhuman primate models to discern the synaptic mechanisms of attention and learning functions within the context of a computational neuropsychiatry framework. PMID:28091572

Moving and Learning: Expanding Style and Increasing Flexibility

ERIC Educational Resources Information Center

Peterson, Kay; DeCato, Lisa; Kolb, David A.

2015-01-01

This article introduces ways in which movement can enhance one's understanding of how to learn using Experiential Learning Theory (ELT) concepts of the Learning Cycle, Learning Styles, and Learning Flexibility. The theoretical correspondence between the dialectic dimensions of the Learning Cycle and the dimensions of the Laban Movement Analysis…

Integration of Problem-Based Learning and Web-Based Multimedia to Enhance Soil Management Course

NASA Astrophysics Data System (ADS)

Strivelli, R.; Krzic, M.; Crowley, C.; Dyanatkar, S.; Bomke, A.; Simard, S.; Grand, S.

2012-04-01

In an attempt to address declining enrolment in soil science programs and the changing learning needs of 21st century students, several universities in North America and around the world have re-organized their soil science curriculum and adopted innovative educational approaches and web-based teaching resources. At the University of British Columbia, Canada, an interdisciplinary team set out to integrate teaching approaches to address this trend. The objective of this project was to develop an interactive web-based teaching resource, which combined a face-to-face problem-based learning (PBL) case study with multimedia to illustrate the impacts of three land-uses on soil transformation and quality. The Land Use Impacts (LUI) tool (http://soilweb.landfood.ubc.ca/luitool/) was a collaborative and concentrated effort to maximize the advantages of two educational approaches: (1) the web's interactivity, flexibility, adaptability and accessibility, and (2) PBL's ability to foster an authentic learning environment, encourage group work and promote the application of core concepts. The design of the LUI case study was guided by Herrington's development principles for web-based authentic learning. The LUI tool presented students with rich multimedia (streaming videos, text, data, photographs, maps, and weblinks) and real world tasks (site assessment and soil analysis) to encourage students to utilize knowledge of soil science in collaborative problem-solving. Preliminary student feedback indicated that the LUI tool effectively conveyed case study objectives and was appealing to students. The resource is intended primarily for students enrolled in an upper level undergraduate/graduate university course titled Sustainable Soil Management but it is flexible enough to be adapted to other natural resource courses. Project planning and an interactive overview of the tool will be given during the presentation.

Challenging Normative Assumptions Regarding Disengaged Youth: A Phenomenological Perspective

ERIC Educational Resources Information Center

Lewthwaite, Brian; Wilson, Kimberley; Wallace, Valda; McGinty, Sue; Swain, Luke

2017-01-01

This paper explores the experiences of 12 young people, all teenagers, who have chosen to attend alternative schools known as flexible learning options within the Australian context. Using a phenomenological approach, the study seeks to understand their experiences outside the normalised public discourse that they had "disengaged" from…

Digital Content: Making Learning Relevant

ERIC Educational Resources Information Center

Levin, Douglas A.

2011-01-01

Approximately 15 states are changing their policies to give school districts more flexibility in acquiring content. They have changed laws or policies or have bills pending in state legislatures to redefine "textbooks". Most of those changes are similar to the approach Indiana took in its new law: a "textbook" is not only a…

The University of Missouri Adult Basic Education System.

ERIC Educational Resources Information Center

Mocker, Donald W.; Veri, Clive C.

The University of Missouri adult basic education (ABE) system, developed from the ABE laboratory with the help of Title III funds, consists of a series of subsystems designed to effect behavioral change in undereducated adults through an individualized flexible approach to learning. The subsystems of diagnostic testing; individual counseling,…

A Thematic Instruction Approach to Teaching Technology and Engineering

ERIC Educational Resources Information Center

Moyer, Courtney D.

2016-01-01

Thematic instruction offers flexible opportunities to engage students with real-world experiences in the technology and engineering community. Whether used in a broad unifying theme or specific project-based theme, research has proven that thematic instruction has the capacity to link cross-curricular subjects, facilitate active learning, and…

University of Chicago School Mathematics Project (UCSMP). What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2016

2016-01-01

"University of Chicago School Mathematics Project" ("UCSMP") is a core mathematics curriculum that emphasizes problem solving, real-world applications, and the use of technology. The curriculum is based on a student-centered approach with a focus on active learning that incorporates reading and uses a flexible lesson…

Connecting Information Literacy and Social Justice: Why and How

ERIC Educational Resources Information Center

Saunders, Laura

2017-01-01

Libraries have a long, though not uncomplicated, history with social justice and social advocacy. The new ACRL "Framework for Information Literacy," which is more conceptual and flexible than the original Standards, offers an opportunity for librarians to approach teaching and learning from a social justice perspective. Indeed, the…

Flexible Pedagogies: Technology-Enhanced Learning. Flexible Pedagogies: Preparing for the Future Series

ERIC Educational Resources Information Center

Gordon, Neil

2014-01-01

This publication is part of our five-strand research project "Flexible Pedagogies: preparing for the future". It focuses on a better understanding of technology-enhanced learning (TEL) and: (1) identifies key international drivers in the move towards technology-enhanced learning; (2) highlights some of the challenges and opportunities…

Flexible Learning: The Needs and Perceptions of Young People.

ERIC Educational Resources Information Center

Halsall, Rob; Owen, Ray; Harrison, Ian

1998-01-01

A study of British 14-25 year-olds (745 in high school, 72 in postsecondary, and 64 unemployed) found that qualifications were highly valued by all groups; most wanted further education and training but faced financial and domestic barriers; many welcomed flexible learning opportunities but existing provision was limited. Flexible learning needed…

What can we learn from learning models about sensitivity to letter-order in visual word recognition?

PubMed Central

Lerner, Itamar; Armstrong, Blair C.; Frost, Ram

2014-01-01

Recent research on the effects of letter transposition in Indo-European Languages has shown that readers are surprisingly tolerant of these manipulations in a range of tasks. This evidence has motivated the development of new computational models of reading that regard flexibility in positional coding to be a core and universal principle of the reading process. Here we argue that such approach does not capture cross-linguistic differences in transposed-letter effects, nor do they explain them. To address this issue, we investigated how a simple domain-general connectionist architecture performs in tasks such as letter-transposition and letter substitution when it had learned to process words in the context of different linguistic environments. The results show that in spite of of the neurobiological noise involved in registering letter-position in all languages, flexibility and inflexibility in coding letter order is also shaped by the statistical orthographic properties of words in a language, such as the relative prevalence of anagrams. Our learning model also generated novel predictions for targeted empirical research, demonstrating a clear advantage of learning models for studying visual word recognition. PMID:25431521

Reworking or Reaffirming Practice? Perceptions of Professional Learning in Alternative and Flexible Education Settings

ERIC Educational Resources Information Center

Plows, Vicky

2017-01-01

The success of alternative and flexible education settings, serving young people for whom mainstream schooling has not worked well, rests on the practices of their staff. This paper explores interview and survey data on the professional learning experiences and perceptions of staff working in flexible learning programmes across Victoria,…

Foraging Ecology Predicts Learning Performance in Insectivorous Bats

PubMed Central

Clarin, Theresa M. A.; Ruczyński, Ireneusz; Page, Rachel A.

2013-01-01

Bats are unusual among mammals in showing great ecological diversity even among closely related species and are thus well suited for studies of adaptation to the ecological background. Here we investigate whether behavioral flexibility and simple- and complex-rule learning performance can be predicted by foraging ecology. We predict faster learning and higher flexibility in animals hunting in more complex, variable environments than in animals hunting in more simple, stable environments. To test this hypothesis, we studied three closely related insectivorous European bat species of the genus Myotis that belong to three different functional groups based on foraging habitats: M. capaccinii, an open water forager, M. myotis, a passive listening gleaner, and M. emarginatus, a clutter specialist. We predicted that M. capaccinii would show the least flexibility and slowest learning reflecting its relatively unstructured foraging habitat and the stereotypy of its natural foraging behavior, while the other two species would show greater flexibility and more rapid learning reflecting the complexity of their natural foraging tasks. We used a purposefully unnatural and thus species-fair crawling maze to test simple- and complex-rule learning, flexibility and re-learning performance. We found that M. capaccinii learned a simple rule as fast as the other species, but was slower in complex rule learning and was less flexible in response to changes in reward location. We found no differences in re-learning ability among species. Our results corroborate the hypothesis that animals’ cognitive skills reflect the demands of their ecological niche. PMID:23755146

Are Asian international medical students just rote learners?

PubMed

Tavakol, Mohsen; Dennick, Reg

2010-08-01

A wide variety of countries are seeking to attract international medical students. This could be due to the fact that their universities not only receive the economic benefit from these students, but also because they recognise the issues of cultural diversity and pedagogical practice. This review paper draws on literature to understand more fully the learning process of Asian international students. Whereas views on learning are different across cultures, medical school teachers must understand how Asian international students learn based on their culture. Two general themes emerged from the literature review: firstly culture's influence on learning and secondly memorisation versus understanding, both of which relate to the learning process of Asian international students. This study shows that Asian international students have a different approach to learning, which is not just about rote learning. Changes in attitudes towards Asian international students may stimulate the internationalisation of a more culturally sensitive form of medical education. The paper suggests further work on the area of appreciative thinking in order to identify the epistemological and ontological dimensions for a flexible approach to learning.

Comparative Analysis of Automatic Exudate Detection between Machine Learning and Traditional Approaches

NASA Astrophysics Data System (ADS)

Sopharak, Akara; Uyyanonvara, Bunyarit; Barman, Sarah; Williamson, Thomas

To prevent blindness from diabetic retinopathy, periodic screening and early diagnosis are neccessary. Due to lack of expert ophthalmologists in rural area, automated early exudate (one of visible sign of diabetic retinopathy) detection could help to reduce the number of blindness in diabetic patients. Traditional automatic exudate detection methods are based on specific parameter configuration, while the machine learning approaches which seems more flexible may be computationally high cost. A comparative analysis of traditional and machine learning of exudates detection, namely, mathematical morphology, fuzzy c-means clustering, naive Bayesian classifier, Support Vector Machine and Nearest Neighbor classifier are presented. Detected exudates are validated with expert ophthalmologists' hand-drawn ground-truths. The sensitivity, specificity, precision, accuracy and time complexity of each method are also compared.

Disentangling the Roles of Approach, Activation and Valence in Instrumental and Pavlovian Responding

PubMed Central

Huys, Quentin J. M.; Cools, Roshan; Gölzer, Martin; Friedel, Eva; Heinz, Andreas; Dolan, Raymond J.; Dayan, Peter

2011-01-01

Hard-wired, Pavlovian, responses elicited by predictions of rewards and punishments exert significant benevolent and malevolent influences over instrumentally-appropriate actions. These influences come in two main groups, defined along anatomical, pharmacological, behavioural and functional lines. Investigations of the influences have so far concentrated on the groups as a whole; here we take the critical step of looking inside each group, using a detailed reinforcement learning model to distinguish effects to do with value, specific actions, and general activation or inhibition. We show a high degree of sophistication in Pavlovian influences, with appetitive Pavlovian stimuli specifically promoting approach and inhibiting withdrawal, and aversive Pavlovian stimuli promoting withdrawal and inhibiting approach. These influences account for differences in the instrumental performance of approach and withdrawal behaviours. Finally, although losses are as informative as gains, we find that subjects neglect losses in their instrumental learning. Our findings argue for a view of the Pavlovian system as a constraint or prior, facilitating learning by alleviating computational costs that come with increased flexibility. PMID:21556131

Variability in Dopamine Genes Dissociates Model-Based and Model-Free Reinforcement Learning.

PubMed

Doll, Bradley B; Bath, Kevin G; Daw, Nathaniel D; Frank, Michael J

2016-01-27

Considerable evidence suggests that multiple learning systems can drive behavior. Choice can proceed reflexively from previous actions and their associated outcomes, as captured by "model-free" learning algorithms, or flexibly from prospective consideration of outcomes that might occur, as captured by "model-based" learning algorithms. However, differential contributions of dopamine to these systems are poorly understood. Dopamine is widely thought to support model-free learning by modulating plasticity in striatum. Model-based learning may also be affected by these striatal effects, or by other dopaminergic effects elsewhere, notably on prefrontal working memory function. Indeed, prominent demonstrations linking striatal dopamine to putatively model-free learning did not rule out model-based effects, whereas other studies have reported dopaminergic modulation of verifiably model-based learning, but without distinguishing a prefrontal versus striatal locus. To clarify the relationships between dopamine, neural systems, and learning strategies, we combine a genetic association approach in humans with two well-studied reinforcement learning tasks: one isolating model-based from model-free behavior and the other sensitive to key aspects of striatal plasticity. Prefrontal function was indexed by a polymorphism in the COMT gene, differences of which reflect dopamine levels in the prefrontal cortex. This polymorphism has been associated with differences in prefrontal activity and working memory. Striatal function was indexed by a gene coding for DARPP-32, which is densely expressed in the striatum where it is necessary for synaptic plasticity. We found evidence for our hypothesis that variations in prefrontal dopamine relate to model-based learning, whereas variations in striatal dopamine function relate to model-free learning. Decisions can stem reflexively from their previously associated outcomes or flexibly from deliberative consideration of potential choice outcomes. Research implicates a dopamine-dependent striatal learning mechanism in the former type of choice. Although recent work has indicated that dopamine is also involved in flexible, goal-directed decision-making, it remains unclear whether it also contributes via striatum or via the dopamine-dependent working memory function of prefrontal cortex. We examined genetic indices of dopamine function in these regions and their relation to the two choice strategies. We found that striatal dopamine function related most clearly to the reflexive strategy, as previously shown, and that prefrontal dopamine related most clearly to the flexible strategy. These findings suggest that dissociable brain regions support dissociable choice strategies. Copyright © 2016 the authors 0270-6474/16/361211-12$15.00/0.

Honors Students' Perceptions of Language Requirement as Part of a Global Literacy Competency

ERIC Educational Resources Information Center

Malecha, Katelynn; Dahlman, Anne

2017-01-01

Competency-based approaches to education are becoming increasingly common in higher education. One of the key principles of competency-based education is flexibility, which "allows students to progress as they demonstrate mastery of academic content, regardless of time, place, or pace of learning" (U.S. Department of Education). In some…

School Leadership in Turbulent Times and the Value of Negative Capability

ERIC Educational Resources Information Center

Clarke, Simon

2016-01-01

Given the turbulence of the contemporary education environment this paper argues it is necessary to adopt more flexible approaches to leadership than has traditionally been the case and involving new ways of learning and behaviours. In this regard, the paper investigates the paradoxical concept of "negative capability" and its potential…

Affordances and Constraints of a Blended Course in a Teacher Professional Development Program

ERIC Educational Resources Information Center

Bakir, Nesrin; Devers, Christopher; Hug, Barbara

2016-01-01

Using a descriptive research design approach, this study investigated the affordances and constraints of a graduate level blended course focused on science teaching and learning. Data were gathered from 24 in-service teacher interviews and surveys. Identified affordances included the structure and implementation of the course, the flexibility of…

Professional Development in an Online Context: Opportunities and Challenges from the Voices of College Faculty

ERIC Educational Resources Information Center

Wynants, Shelli; Dennis, Jessica

2018-01-01

Given the variety of learning and engagement needs of the increasingly diverse student population in higher education, flexible approaches to teaching are critical for improving student success. Professional development that provides faculty exposure to effective, evidence-based instructional strategies in an online context may enhance their…

Course Management Systems in Higher Education: Understanding Student Experiences

ERIC Educational Resources Information Center

Yuen, Allan; Fox, Robert; Sun, Angie; Deng, Liping

2009-01-01

Purpose: The course management system (CMS), as an evolving tool and innovation, is increasingly used to promote the quality, efficiency and flexibility of teaching and learning in higher education. This paper aims to examine students' experiences of CMSs across faculties at a comprehensive university in Hong Kong. Design/methodology/approach:…

A Computational Model of Learners Achievement Emotions Using Control-Value Theory

ERIC Educational Resources Information Center

Muñoz, Karla; Noguez, Julieta; Neri, Luis; Mc Kevitt, Paul; Lunney, Tom

2016-01-01

Game-based Learning (GBL) environments make instruction flexible and interactive. Positive experiences depend on personalization. Student modelling has focused on affect. Three methods are used: (1) recognizing the physiological effects of emotion, (2) reasoning about emotion from its origin and (3) an approach combining 1 and 2. These have proven…

Curriculum Inquiry and Design for School-­ and Community-­Based Art Education

ERIC Educational Resources Information Center

Beudert, Lynn; McClure, Marissa

2015-01-01

This book presents a range of possibilities and starting points for--and conversations about--meaningful journeys related to the exploration of visual arts content and the engagement of learning. The authors highlight and blend theoretical, practical, and flexible approaches to integrating curriculum inquiry and curriculum design. "Curriculum…

Online International Learning: Internationalising the Curriculum through Virtual Mobility at Coventry University

ERIC Educational Resources Information Center

Villar-Onrubia, Daniel; Rajpal, Brinder

2016-01-01

Virtual mobility initiatives are one of the most flexible, versatile and inclusive approaches in the provision of international experience opportunities. Given that in most universities only a small fraction of students can benefit from forms of academic mobility that involve travelling abroad, Internet-based intercultural interactions prove to be…

An Intuitive Approach to Learning Delivery in Higher Education

ERIC Educational Resources Information Center

Smith, David

2016-01-01

Preparing and teaching subjects in the Higher Education environment has been attracting much attention over the past decade as the sector diversifies and adds online instruction to its on campus delivery to cater to the increased demand for flexibility and choice from students. University lecturers are now required to assume greater responsibility…

Flexible functional regression methods for estimating individualized treatment regimes.

PubMed

Ciarleglio, Adam; Petkova, Eva; Tarpey, Thaddeus; Ogden, R Todd

2016-01-01

A major focus of personalized medicine is on the development of individualized treatment rules. Good decision rules have the potential to significantly advance patient care and reduce the burden of a host of diseases. Statistical methods for developing such rules are progressing rapidly, but few methods have considered the use of pre-treatment functional data to guide in decision-making. Furthermore, those methods that do allow for the incorporation of functional pre-treatment covariates typically make strong assumptions about the relationships between the functional covariates and the response of interest. We propose two approaches for using functional data to select an optimal treatment that address some of the shortcomings of previously developed methods. Specifically, we combine the flexibility of functional additive regression models with Q -learning or A -learning in order to obtain treatment decision rules. Properties of the corresponding estimators are discussed. Our approaches are evaluated in several realistic settings using synthetic data and are applied to real data arising from a clinical trial comparing two treatments for major depressive disorder in which baseline imaging data are available for subjects who are subsequently treated.

Hippocampus-dependent place learning enables spatial flexibility in C57BL6/N mice

PubMed Central

Kleinknecht, Karl R.; Bedenk, Benedikt T.; Kaltwasser, Sebastian F.; Grünecker, Barbara; Yen, Yi-Chun; Czisch, Michael; Wotjak, Carsten T.

2012-01-01

Spatial navigation is a fundamental capability necessary in everyday life to locate food, social partners, and shelter. It results from two very different strategies: (1) place learning which enables for flexible way finding and (2) response learning that leads to a more rigid “route following.” Despite the importance of knockout techniques that are only available in mice, little is known about mice' flexibility in spatial navigation tasks. Here we demonstrate for C57BL6/N mice in a water-cross maze (WCM) that only place learning enables spatial flexibility and relearning of a platform position, whereas response learning does not. This capability depends on an intact hippocampal formation, since hippocampus lesions by ibotenic acid (IA) disrupted relearning. In vivo manganese-enhanced magnetic resonance imaging revealed a volume loss of ≥60% of the hippocampus as a critical threshold for relearning impairments. In particular the changes in the left ventral hippocampus were indicative of relearning deficits. In summary, our findings establish the importance of hippocampus-dependent place learning for spatial flexibility and provide a first systematic analysis on spatial flexibility in mice. PMID:23293591

Dopamine D3 Receptor Availability Is Associated with Inflexible Decision Making.

PubMed

Groman, Stephanie M; Smith, Nathaniel J; Petrullli, J Ryan; Massi, Bart; Chen, Lihui; Ropchan, Jim; Huang, Yiyun; Lee, Daeyeol; Morris, Evan D; Taylor, Jane R

2016-06-22

Dopamine D2/3 receptor signaling is critical for flexible adaptive behavior; however, it is unclear whether D2, D3, or both receptor subtypes modulate precise signals of feedback and reward history that underlie optimal decision making. Here, PET with the radioligand [(11)C]-(+)-PHNO was used to quantify individual differences in putative D3 receptor availability in rodents trained on a novel three-choice spatial acquisition and reversal-learning task with probabilistic reinforcement. Binding of [(11)C]-(+)-PHNO in the midbrain was negatively related to the ability of rats to adapt to changes in rewarded locations, but not to the initial learning. Computational modeling of choice behavior in the reversal phase indicated that [(11)C]-(+)-PHNO binding in the midbrain was related to the learning rate and sensitivity to positive, but not negative, feedback. Administration of a D3-preferring agonist likewise impaired reversal performance by reducing the learning rate and sensitivity to positive feedback. These results demonstrate a previously unrecognized role for D3 receptors in select aspects of reinforcement learning and suggest that individual variation in midbrain D3 receptors influences flexible behavior. Our combined neuroimaging, behavioral, pharmacological, and computational approach implicates the dopamine D3 receptor in decision-making processes that are altered in psychiatric disorders. Flexible decision-making behavior is dependent upon dopamine D2/3 signaling in corticostriatal brain regions. However, the role of D3 receptors in adaptive, goal-directed behavior has not been thoroughly investigated. By combining PET imaging with the D3-preferring radioligand [(11)C]-(+)-PHNO, pharmacology, a novel three-choice probabilistic discrimination and reversal task and computational modeling of behavior in rats, we report that naturally occurring variation in [(11)C]-(+)-PHNO receptor availability relates to specific aspects of flexible decision making. We confirm these relationships using a D3-preferring agonist, thus identifying a unique role of midbrain D3 receptors in decision-making processes. Copyright © 2016 the authors 0270-6474/16/366732-10$15.00/0.

Learning molecular energies using localized graph kernels

DOE PAGES

Ferré, Grégoire; Haut, Terry Scot; Barros, Kipton Marcos

2017-03-21

We report that recent machine learning methods make it possible to model potential energy of atomic configurations with chemical-level accuracy (as calculated from ab initio calculations) and at speeds suitable for molecular dynamics simulation. Best performance is achieved when the known physical constraints are encoded in the machine learning models. For example, the atomic energy is invariant under global translations and rotations; it is also invariant to permutations of same-species atoms. Although simple to state, these symmetries are complicated to encode into machine learning algorithms. In this paper, we present a machine learning approach based on graph theory that naturallymore » incorporates translation, rotation, and permutation symmetries. Specifically, we use a random walk graph kernel to measure the similarity of two adjacency matrices, each of which represents a local atomic environment. This Graph Approximated Energy (GRAPE) approach is flexible and admits many possible extensions. Finally, we benchmark a simple version of GRAPE by predicting atomization energies on a standard dataset of organic molecules.« less

Learning molecular energies using localized graph kernels

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

Ferré, Grégoire; Haut, Terry Scot; Barros, Kipton Marcos

We report that recent machine learning methods make it possible to model potential energy of atomic configurations with chemical-level accuracy (as calculated from ab initio calculations) and at speeds suitable for molecular dynamics simulation. Best performance is achieved when the known physical constraints are encoded in the machine learning models. For example, the atomic energy is invariant under global translations and rotations; it is also invariant to permutations of same-species atoms. Although simple to state, these symmetries are complicated to encode into machine learning algorithms. In this paper, we present a machine learning approach based on graph theory that naturallymore » incorporates translation, rotation, and permutation symmetries. Specifically, we use a random walk graph kernel to measure the similarity of two adjacency matrices, each of which represents a local atomic environment. This Graph Approximated Energy (GRAPE) approach is flexible and admits many possible extensions. Finally, we benchmark a simple version of GRAPE by predicting atomization energies on a standard dataset of organic molecules.« less

Kernel Methods for Mining Instance Data in Ontologies

NASA Astrophysics Data System (ADS)

Bloehdorn, Stephan; Sure, York

The amount of ontologies and meta data available on the Web is constantly growing. The successful application of machine learning techniques for learning of ontologies from textual data, i.e. mining for the Semantic Web, contributes to this trend. However, no principal approaches exist so far for mining from the Semantic Web. We investigate how machine learning algorithms can be made amenable for directly taking advantage of the rich knowledge expressed in ontologies and associated instance data. Kernel methods have been successfully employed in various learning tasks and provide a clean framework for interfacing between non-vectorial data and machine learning algorithms. In this spirit, we express the problem of mining instances in ontologies as the problem of defining valid corresponding kernels. We present a principled framework for designing such kernels by means of decomposing the kernel computation into specialized kernels for selected characteristics of an ontology which can be flexibly assembled and tuned. Initial experiments on real world Semantic Web data enjoy promising results and show the usefulness of our approach.

Design of Adaptive Policy Pathways under Deep Uncertainties

NASA Astrophysics Data System (ADS)

Babovic, Vladan

2013-04-01

The design of large-scale engineering and infrastructural systems today is growing in complexity. Designers need to consider sociotechnical uncertainties, intricacies, and processes in the long- term strategic deployment and operations of these systems. In this context, water and spatial management is increasingly challenged not only by climate-associated changes such as sea level rise and increased spatio-temporal variability of precipitation, but also by pressures due to population growth and particularly accelerating rate of urbanisation. Furthermore, high investment costs and long term-nature of water-related infrastructure projects requires long-term planning perspective, sometimes extending over many decades. Adaptation to such changes is not only determined by what is known or anticipated at present, but also by what will be experienced and learned as the future unfolds, as well as by policy responses to social and water events. As a result, a pathway emerges. Instead of responding to 'surprises' and making decisions on ad hoc basis, exploring adaptation pathways into the future provide indispensable support in water management decision-making. In this contribution, a structured approach for designing a dynamic adaptive policy based on the concepts of adaptive policy making and adaptation pathways is introduced. Such an approach provides flexibility which allows change over time in response to how the future unfolds, what is learned about the system, and changes in societal preferences. The introduced flexibility provides means for dealing with complexities of adaptation under deep uncertainties. It enables engineering systems to change in the face of uncertainty to reduce impacts from downside scenarios while capitalizing on upside opportunities. This contribution presents comprehensive framework for development and deployment of adaptive policy pathway framework, and demonstrates its performance under deep uncertainties on a case study related to urban water catchment in Singapore. Ingredients of this approach are: (a) transient scenarios (time series of various uncertain developments such as climate change, economic developments, societal changes), (b) a methodology for exploring many options and sequences of these options across different futures, and (c) a stepwise policy analysis. The strategy is applied on case of flexible deployment of novel, so-called Next Generation Infrastructure, and assessed in context of the proposed. Results of the study show that flexible design alternatives deliver much enhanced performance compared to systems optimized under deterministic forecasts of the future. The work also demonstrates that explicit incorporation of uncertainty and flexibility into decision-making process reduces capital expenditures while allowing decision makers to learn about system evolution throughout the lifetime of the project.

Machine-learning approach for local classification of crystalline structures in multiphase systems

NASA Astrophysics Data System (ADS)

Dietz, C.; Kretz, T.; Thoma, M. H.

2017-07-01

Machine learning is one of the most popular fields in computer science and has a vast number of applications. In this work we will propose a method that will use a neural network to locally identify crystal structures in a mixed phase Yukawa system consisting of fcc, hcp, and bcc clusters and disordered particles similar to plasma crystals. We compare our approach to already used methods and show that the quality of identification increases significantly. The technique works very well for highly disturbed lattices and shows a flexible and robust way to classify crystalline structures that can be used by only providing particle positions. This leads to insights into highly disturbed crystalline structures.

Accounting for individual differences in human associative learning

PubMed Central

Byrom, Nicola C.

2013-01-01

Associative learning has provided fundamental insights to understanding psychopathology. However, psychopathology occurs along a continuum and as such, identification of disruptions in processes of associative learning associated with aspects of psychopathology illustrates a general flexibility in human associative learning. A handful of studies have looked specifically at individual differences in human associative learning, but while much work has concentrated on accounting for flexibility in learning caused by external factors, there has been limited work considering how to model the influence of dispositional factors. This review looks at the range of individual differences in human associative learning that have been explored and the attempts to account for, and model, this flexibility. To fully understand human associative learning, further research needs to attend to the causes of variation in human learning. PMID:24027551

Accounting for individual differences in human associative learning.

PubMed

Byrom, Nicola C

2013-09-04

Associative learning has provided fundamental insights to understanding psychopathology. However, psychopathology occurs along a continuum and as such, identification of disruptions in processes of associative learning associated with aspects of psychopathology illustrates a general flexibility in human associative learning. A handful of studies have looked specifically at individual differences in human associative learning, but while much work has concentrated on accounting for flexibility in learning caused by external factors, there has been limited work considering how to model the influence of dispositional factors. This review looks at the range of individual differences in human associative learning that have been explored and the attempts to account for, and model, this flexibility. To fully understand human associative learning, further research needs to attend to the causes of variation in human learning.

"I just had to be flexible and show good patience": management of interactional approaches to enact mentoring roles by peer mentors with developmental disabilities.

PubMed

Schwartz, Ariel E; Kramer, Jessica M

2017-06-08

Peer mentoring may be an effective approach for fostering skill development for mentors and mentees with developmental disabilities. However, little is known about how mentors with developmental disabilities perceive and enact their roles. (1) How do young adults with developmental disabilities describe their role as a peer mentor in the context of instrumental peer mentoring? (2) How do they enact their perceived roles? Thematic analysis of semi-structured reflections completed by six mentors with developmental disabilities (ages 17-35) with multiple mentoring experiences. Mentors perceived themselves as professionals with a primary role of teaching, and for some mentoring relationships, a secondary role of developing an interpersonal relationship. To enact these roles, mentors used a supportive interactional approach characterized by actions such as encouragement and sharing examples and dispositions, such as flexibility and patience. Mentors monitored mentee learning and engagement within the mentoring session and, as needed, adjusted their approach to optimize mentee learning and engagement. To successfully manage their interactional approach, mentors used supports such as peer mentoring scripts, tip sheets, and supervisors. While mentors reported several actions for teaching, they may benefit from training to learn approaches to facilitate more consistent development of interpersonal relationships. Implications for Rehabilitation Peer mentoring may be an effective approach for fostering skill development for young adult mentors and mentees with developmental disabilities. In this study, young adult peer mentors with developmental disabilities perceived themselves as professionals with a primary role of teaching and a secondary role of developing an interpersonal relationship. Peer mentors used actions and dispositions that matched their perceived roles and supported mentees with developmental disabilities to engage in instrumental mentoring. With supports and training, young adults with developmental disabilities can successfully execute the complex relational and teaching tasks required of peer mentoring.

Exploring ICT Integration as a Tool to Engage Young People at a Flexible Learning Centre

ERIC Educational Resources Information Center

Wilson, Kimberley Luanne; Boldeman, Suzi Ursula

2012-01-01

The Edmund Rice Education Australia (EREA) Flexible Learning Centres aim to provide a supportive learning environment for young people who find themselves outside of the mainstream secondary schooling system. Drawing on twenty first Century learning principles, the Centres aim to deliver a personalised learning experience with an emphasis on…

Completable scheduling: An integrated approach to planning and scheduling

NASA Technical Reports Server (NTRS)

Gervasio, Melinda T.; Dejong, Gerald F.

1992-01-01

The planning problem has traditionally been treated separately from the scheduling problem. However, as more realistic domains are tackled, it becomes evident that the problem of deciding on an ordered set of tasks to achieve a set of goals cannot be treated independently of the problem of actually allocating resources to the tasks. Doing so would result in losing the robustness and flexibility needed to deal with imperfectly modeled domains. Completable scheduling is an approach which integrates the two problems by allowing an a priori planning module to defer particular planning decisions, and consequently the associated scheduling decisions, until execution time. This allows a completable scheduling system to maximize plan flexibility by allowing runtime information to be taken into consideration when making planning and scheduling decision. Furthermore, through the criteria of achievability placed on deferred decision, a completable scheduling system is able to retain much of the goal-directedness and guarantees of achievement afforded by a priori planning. The completable scheduling approach is further enhanced by the use of contingent explanation-based learning, which enables a completable scheduling system to learn general completable plans from example and improve its performance through experience. Initial experimental results show that completable scheduling outperforms classical scheduling as well as pure reactive scheduling in a simple scheduling domain.

Trainable Nonlinear Reaction Diffusion: A Flexible Framework for Fast and Effective Image Restoration.

PubMed

Chen, Yunjin; Pock, Thomas

2017-06-01

Image restoration is a long-standing problem in low-level computer vision with many interesting applications. We describe a flexible learning framework based on the concept of nonlinear reaction diffusion models for various image restoration problems. By embodying recent improvements in nonlinear diffusion models, we propose a dynamic nonlinear reaction diffusion model with time-dependent parameters (i.e., linear filters and influence functions). In contrast to previous nonlinear diffusion models, all the parameters, including the filters and the influence functions, are simultaneously learned from training data through a loss based approach. We call this approach TNRD-Trainable Nonlinear Reaction Diffusion. The TNRD approach is applicable for a variety of image restoration tasks by incorporating appropriate reaction force. We demonstrate its capabilities with three representative applications, Gaussian image denoising, single image super resolution and JPEG deblocking. Experiments show that our trained nonlinear diffusion models largely benefit from the training of the parameters and finally lead to the best reported performance on common test datasets for the tested applications. Our trained models preserve the structural simplicity of diffusion models and take only a small number of diffusion steps, thus are highly efficient. Moreover, they are also well-suited for parallel computation on GPUs, which makes the inference procedure extremely fast.

Effective and Ethical and Interviewing of Young Children in Pedagogical Context

ERIC Educational Resources Information Center

Dunphy, Elizabeth

2005-01-01

Ethical and effective interviewing of young children in relation to their learning is a challenging and complex process. This paper describes the use of an experience-based flexible and focused interview methodology in a study based on young children's views and understandings of number. It shows how the approach used builds on previous work in…

Course Evaluation Matters: Improving Students' Learning Experiences with a Peer-Assisted Teaching Programme

ERIC Educational Resources Information Center

Carbone, Angela; Ross, Bella; Phelan, Liam; Lindsay, Katherine; Drew, Steve; Stoney, Sue; Cottman, Caroline

2015-01-01

In the rapidly changing global higher education sector, greater attention is being paid to the quality of university teaching. However, academics have traditionally not received formal teacher training. The peer-assisted teaching programme reported on in this paper provides a structured yet flexible approach for peers to assist each other in…

Inquiry-Based Learning in China: Do Teachers Practice What They Preach, and Why?

ERIC Educational Resources Information Center

Dai, David Yun; Gerbino, Kathryn A.; Daley, Michael J.

2011-01-01

China is undergoing an education reform that calls for a change from a rigid, fixed curriculum and didactic pedagogy to a more flexible, school-based curriculum and more inquiry-based pedagogy. This study investigated the extent to which Chinese middle and high school teachers (a) endorse an inquiry-based approach and underlying learning…

Dopaminergic control of cognitive flexibility in humans and animals

PubMed Central

Klanker, Marianne; Feenstra, Matthijs; Denys, Damiaan

2013-01-01

Striatal dopamine (DA) is thought to code for learned associations between cues and reinforcers and to mediate approach behavior toward a reward. Less is known about the contribution of DA to cognitive flexibility—the ability to adapt behavior in response to changes in the environment. Altered reward processing and impairments in cognitive flexibility are observed in psychiatric disorders such as obsessive compulsive disorder (OCD). Patients with this disorder show a disruption of functioning in the frontostriatal circuit and alterations in DA signaling. In this review we summarize findings from animal and human studies that have investigated the involvement of striatal DA in cognitive flexibility. These findings may provide a better understanding of the role of dopaminergic dysfunction in cognitive inflexibility in psychiatric disorders, such as OCD. PMID:24204329

System level mechanisms of adaptation, learning, memory formation and evolvability: the role of chaperone and other networks.

PubMed

Gyurko, David M; Soti, Csaba; Stetak, Attila; Csermely, Peter

2014-05-01

During the last decade, network approaches became a powerful tool to describe protein structure and dynamics. Here, we describe first the protein structure networks of molecular chaperones, then characterize chaperone containing sub-networks of interactomes called as chaperone-networks or chaperomes. We review the role of molecular chaperones in short-term adaptation of cellular networks in response to stress, and in long-term adaptation discussing their putative functions in the regulation of evolvability. We provide a general overview of possible network mechanisms of adaptation, learning and memory formation. We propose that changes of network rigidity play a key role in learning and memory formation processes. Flexible network topology provides ' learning-competent' state. Here, networks may have much less modular boundaries than locally rigid, highly modular networks, where the learnt information has already been consolidated in a memory formation process. Since modular boundaries are efficient filters of information, in the 'learning-competent' state information filtering may be much smaller, than after memory formation. This mechanism restricts high information transfer to the 'learning competent' state. After memory formation, modular boundary-induced segregation and information filtering protect the stored information. The flexible networks of young organisms are generally in a 'learning competent' state. On the contrary, locally rigid networks of old organisms have lost their 'learning competent' state, but store and protect their learnt information efficiently. We anticipate that the above mechanism may operate at the level of both protein-protein interaction and neuronal networks.

A Comparison Study of Machine Learning Based Algorithms for Fatigue Crack Growth Calculation.

PubMed

Wang, Hongxun; Zhang, Weifang; Sun, Fuqiang; Zhang, Wei

2017-05-18

The relationships between the fatigue crack growth rate ( d a / d N ) and stress intensity factor range ( Δ K ) are not always linear even in the Paris region. The stress ratio effects on fatigue crack growth rate are diverse in different materials. However, most existing fatigue crack growth models cannot handle these nonlinearities appropriately. The machine learning method provides a flexible approach to the modeling of fatigue crack growth because of its excellent nonlinear approximation and multivariable learning ability. In this paper, a fatigue crack growth calculation method is proposed based on three different machine learning algorithms (MLAs): extreme learning machine (ELM), radial basis function network (RBFN) and genetic algorithms optimized back propagation network (GABP). The MLA based method is validated using testing data of different materials. The three MLAs are compared with each other as well as the classical two-parameter model ( K * approach). The results show that the predictions of MLAs are superior to those of K * approach in accuracy and effectiveness, and the ELM based algorithms show overall the best agreement with the experimental data out of the three MLAs, for its global optimization and extrapolation ability.

Fulfilling a European Vision through Flexible Learning and Choice

ERIC Educational Resources Information Center

Harris, Margaret S. G.

2012-01-01

This article considers the value of flexibility and free choice in learning, and examines the increasing recognition of the evolving and wide range of appropriate environments for learning, such as the workplace, the home, the community, and the virtual world. This "Lifeplace Learning" is compared to the requirements and visions of the…

Loading the E-Learning Shopping Cart: First Examine the Product and Service for Student Results.

ERIC Educational Resources Information Center

Killion, Joellen

2002-01-01

Teachers and administrators have opportunities, via e- learning, to participate in multiple professional and personal learning experience. This paper examines what to consider before investing in e-learning products or related services (e.g., research results, content quality, content flexibility, flexible time, learner readiness, follow-up…

The Community Grant Writing Project: A Flexible Service-Learning Model for Writing-Intensive Courses

ERIC Educational Resources Information Center

Stevens, Courtney

2014-01-01

This article describes the Community Grant Writing Project (CGWP), a flexible service-learning framework designed for use in writing-intensive courses. The CGWP incorporates best-practice recommendations from the service-learning literature and addresses recent challenges identified for successful service-learning partnerships. In the CGWP,…

Redundancy Matters: Flexible Learning of Multiple Contingencies in Infants

ERIC Educational Resources Information Center

Sloutsky, Vladimir M.; Robinson, Christopher W.

2013-01-01

Many objects and events can be categorized in different ways, and learning multiple categories in parallel often requires flexibly attending to different stimulus dimensions in different contexts. Although infants and young children often exhibit poor attentional control, several theoretical proposals argue that such flexibility can be achieved…

Flexible Pedagogies: New Pedagogical Ideas. Flexible Pedagogies: Preparing for the Future Series

ERIC Educational Resources Information Center

Ryan, Alex; Tilbury, Daniella

2014-01-01

This publication is part of our five-strand research project "Flexible Pedagogies: preparing for the future". It identifies six "new pedagogical ideas" offering new pathways for learning. These include: (1) actively involving students in learning development and processes of "co-creation" thereby challenging existing…

Autism and the mirror neuron system: insights from learning and teaching

PubMed Central

Vivanti, Giacomo; Rogers, Sally J.

2014-01-01

Individuals with autism have difficulties in social learning domains which typically involve mirror neuron system (MNS) activation. However, the precise role of the MNS in the development of autism and its relevance to treatment remain unclear. In this paper, we argue that three distinct aspects of social learning are critical for advancing knowledge in this area: (i) the mechanisms that allow for the implicit mapping of and learning from others' behaviour, (ii) the motivation to attend to and model conspecifics and (iii) the flexible and selective use of social learning. These factors are key targets of the Early Start Denver Model, an autism treatment approach which emphasizes social imitation, dyadic engagement, verbal and non-verbal communication and affect sharing. Analysis of the developmental processes and treatment-related changes in these different aspects of social learning in autism can shed light on the nature of the neuropsychological mechanisms underlying social learning and positive treatment outcomes in autism. This knowledge in turn may assist in developing more successful pedagogic approaches to autism spectrum disorder. Thus, intervention research can inform the debate on relations among neuropsychology of social learning, the role of the MNS, and educational practice in autism. PMID:24778379

Autism and the mirror neuron system: insights from learning and teaching.

PubMed

Vivanti, Giacomo; Rogers, Sally J

2014-01-01

Individuals with autism have difficulties in social learning domains which typically involve mirror neuron system (MNS) activation. However, the precise role of the MNS in the development of autism and its relevance to treatment remain unclear. In this paper, we argue that three distinct aspects of social learning are critical for advancing knowledge in this area: (i) the mechanisms that allow for the implicit mapping of and learning from others' behaviour, (ii) the motivation to attend to and model conspecifics and (iii) the flexible and selective use of social learning. These factors are key targets of the Early Start Denver Model, an autism treatment approach which emphasizes social imitation, dyadic engagement, verbal and non-verbal communication and affect sharing. Analysis of the developmental processes and treatment-related changes in these different aspects of social learning in autism can shed light on the nature of the neuropsychological mechanisms underlying social learning and positive treatment outcomes in autism. This knowledge in turn may assist in developing more successful pedagogic approaches to autism spectrum disorder. Thus, intervention research can inform the debate on relations among neuropsychology of social learning, the role of the MNS, and educational practice in autism.

How Supervisor Experience Influences Trust, Supervision, and Trainee Learning: A Qualitative Study.

PubMed

Sheu, Leslie; Kogan, Jennifer R; Hauer, Karen E

2017-09-01

Appropriate trust and supervision facilitate trainees' growth toward unsupervised practice. The authors investigated how supervisor experience influences trust, supervision, and subsequently trainee learning. In a two-phase qualitative inductive content analysis, phase one entailed reviewing 44 internal medicine resident and attending supervisor interviews from two institutions (July 2013 to September 2014) for themes on how supervisor experience influences trust and supervision. Three supervisor exemplars (early, developing, experienced) were developed and shared in phase two focus groups at a single institution, wherein 23 trainees validated the exemplars and discussed how each impacted learning (November 2015). Phase one: Four domains of trust and supervision varying with experience emerged: data, approach, perspective, clinical. Early supervisors were detail oriented and determined trust depending on task completion (data), were rule based (approach), drew on their experiences as trainees to guide supervision (perspective), and felt less confident clinically compared with more experienced supervisors (clinical). Experienced supervisors determined trust holistically (data), checked key aspects of patient care selectively and covertly (approach), reflected on individual experiences supervising (perspective), and felt comfortable managing clinical problems and gauging trainee abilities (clinical). Phase two: Trainees felt the exemplars reflected their experiences, described their preferences and learning needs shifting over time, and emphasized the importance of supervisor flexibility to match their learning needs. With experience, supervisors differ in their approach to trust and supervision. Supervisors need to trust themselves before being able to trust others. Trainees perceive these differences and seek supervision approaches that align with their learning needs.

A neural learning classifier system with self-adaptive constructivism for mobile robot control.

PubMed

Hurst, Jacob; Bull, Larry

2006-01-01

For artificial entities to achieve true autonomy and display complex lifelike behavior, they will need to exploit appropriate adaptable learning algorithms. In this context adaptability implies flexibility guided by the environment at any given time and an open-ended ability to learn appropriate behaviors. This article examines the use of constructivism-inspired mechanisms within a neural learning classifier system architecture that exploits parameter self-adaptation as an approach to realize such behavior. The system uses a rule structure in which each rule is represented by an artificial neural network. It is shown that appropriate internal rule complexity emerges during learning at a rate controlled by the learner and that the structure indicates underlying features of the task. Results are presented in simulated mazes before moving to a mobile robot platform.

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.

Assessing the use of multiple sources in student essays.

PubMed

Hastings, Peter; Hughes, Simon; Magliano, Joseph P; Goldman, Susan R; Lawless, Kimberly

2012-09-01

The present study explored different approaches for automatically scoring student essays that were written on the basis of multiple texts. Specifically, these approaches were developed to classify whether or not important elements of the texts were present in the essays. The first was a simple pattern-matching approach called "multi-word" that allowed for flexible matching of words and phrases in the sentences. The second technique was latent semantic analysis (LSA), which was used to compare student sentences to original source sentences using its high-dimensional vector-based representation. Finally, the third was a machine-learning technique, support vector machines, which learned a classification scheme from the corpus. The results of the study suggested that the LSA-based system was superior for detecting the presence of explicit content from the texts, but the multi-word pattern-matching approach was better for detecting inferences outside or across texts. These results suggest that the best approach for analyzing essays of this nature should draw upon multiple natural language processing approaches.

The layered learning practice model: Lessons learned from implementation.

PubMed

Pinelli, Nicole R; Eckel, Stephen F; Vu, Maihan B; Weinberger, Morris; Roth, Mary T

2016-12-15

Pharmacists' views about the implementation, benefits, and attributes of a layered learning practice model (LLPM) were examined. Eligible and willing attending pharmacists at the same institution that had implemented an LLPM completed an individual, 90-minute, face-to-face interview using a structured interview guide developed by the interdisciplinary study team. Interviews were digitally recorded and transcribed verbatim without personal identifiers. Three researchers independently reviewed preliminary findings to reach consensus on emerging themes. In cases where thematic coding diverged, the researchers discussed their analyses until consensus was reached. Of 25 eligible attending pharmacists, 24 (96%) agreed to participate. The sample was drawn from both acute and ambulatory care practice settings and all clinical specialty areas. Attending pharmacists described several experiences implementing the LLPM and perceived benefits of the model. Attending pharmacists identified seven key attributes for hospital and health-system pharmacy departments that are needed to design and implement effective LLPMs: shared leadership, a systematic approach, good communication, flexibility for attending pharmacists, adequate resources, commitment, and evaluation. Participants also highlighted several potential challenges and obstacles for organizations to consider before implementing an LLPM. According to attending pharmacists involved in an LLPM, successful implementation of an LLPM required shared leadership, a systematic approach, communication, flexibility, resources, commitment, and a process for evaluation. Copyright © 2016 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

App Factory: A flexible approach to rehabilitation engineering in an era of rapid technology advancement.

PubMed

Jones, Michael; Mueller, James; Morris, John

2017-01-01

This article describes a flexible and effective approach to research and development in an era of rapid technological advancement. The approach relies on secondary dispersal of grant funds to commercial developers through a competitive selection process. This "App Factory" model balances the practical reliance on multi-year funding needed to sustain a rehabilitation engineering research center (RERC), with the need for agility and adaptability of development efforts undertaken in a rapidly changing technology environment. This approach also allows us to take advantage of technical expertise needed to accomplish a particular development task, and provides incentives to deliver successful products in a cost-effective manner. In this article, we describe the App Factory structure, process, and results achieved to date; and we discuss the lessons learned and the potential relevance of this approach for other grant-funded research and development efforts. Data presented on the direct costs and number of downloads of the 16 app development projects funded in the App Factory's first 3 years show that it can be an effective means for supporting focused, short-term assistive technology development projects.

Can goal-free problems facilitating students' flexible thinking?

NASA Astrophysics Data System (ADS)

Maulidya, Sity Rahmy; Hasanah, Rusi Ulfa; Retnowati, Endah

2017-08-01

Problem solving is the key of doing and also learning mathematics. It takes also the fundamental role of developing mathematical knowledge. Responding to the current reform movement in mathematics, students are expected to learn to be a flexible thinker. The ability to think flexible is challenged by the globalisation, hence influence mathematics education. A flexible thinking includes ability to apply knowledge in different contexts rather than simply use it in similar context when it is studied. Arguably problem solving activities can contribute to the development of the ability to apply skills to unfamiliar situations. Accordingly, an appropriate classroom instructional strategy must be developed. A cognitive load theory suggests that by reducing extraneous cognitive load during learning could enhance transfer learning. A goal-free problem strategy that is developed based in cognitive load theory have been showed to be effective for transfer learning. This strategy enables students to learn a large numbers of problem solving moves from a mathematics problem. The instruction in a goal-free problem directs students to `calculate as many solution as you can' rather than to calculate a single given goal. Many experiment research evident goal-free problem enhance learning. This literature review will discuss evidence goal-free problem facilitate students to solve problems flexibly and thus enhance their problem solving skills, including how its implication in the classroom.

Flexible Learning Strategies in Higher and Further Education.

ERIC Educational Resources Information Center

Thomas, Diana, Ed.

This book contains 15 papers written by contributors from all areas of Great Britain in further and higher education. The following papers are included: "Learning to Be Flexible" (Diana Thomas); "Managing Change: Towards a New Paradigm?" (Mac Stephenson, Timothy Lehmann); "Open Learning: Educational Opportunity or…

The Impact of a Flexible Assessment System on Students' Motivation, Performance and Attitude

ERIC Educational Resources Information Center

Pacharn, Parunchana; Bay, Darlene; Felton, Sandra

2013-01-01

We examine a flexible assessment system that allows students to determine the weights allocated to each course component and to re-allocate the weights in response to achieved scores. The flexibility is intended to encourage students' participation in the learning process, thereby promoting self-regulated learning skills. We compare this…

Developing Procedural Flexibility: Are Novices Prepared to Learn from Comparing Procedures?

ERIC Educational Resources Information Center

Rittle-Johnson, Bethany; Star, Jon R.; Durkin, Kelley

2012-01-01

Background: A key learning outcome in problem-solving domains is the development of procedural flexibility, where learners know multiple procedures and use them appropriately to solve a range of problems (e.g., Verschaffel, Luwel, Torbeyns, & Van Dooren, 2009). However, students often fail to become flexible problem solvers in mathematics. To…

Clinical skills education for graduate-entry nursing students: enhancing learning using a multimodal approach.

PubMed

Bloomfield, Jacqueline G; Cornish, Jocelyn C; Parry, Angela M; Pegram, Anne; Moore, Jaqualyn S

2013-03-01

This paper discusses the development of a new clinical skills course at a school of nursing and midwifery in London. The course, part of a two year pre-registration programme for graduates in other disciplines, adopted an innovative multimodal approach. This comprised a range of teaching, learning and assessment strategies designed to maximise comprehensiveness, complementarity and flexibility. The background to the development is discussed and each component is described in detail. A brief summary of relevant feedback generated from anonymous student evaluations is included. This provides important insights into the perceived strengths and weakness of the module from a learner perspective. The paper concludes by identifying proposed future developments and recommending wider applications of the multimodal approach within nursing and healthcare education on an international level. Copyright © 2011 Elsevier Ltd. All rights reserved.

Critical Success Factor for Implementing Vocational Blended Learning

NASA Astrophysics Data System (ADS)

Dewi, K. C.; Ciptayani, P. I.; Surjono, H. D.; Priyanto

2018-01-01

Blended learning provides many benefits to the flexibility of time, place and situation constraints. The research’s objectives was describing the factors that determine the successful implementation of blended learning in vocational higher education. The research used a qualitative approach, data collected through observations and interviews by questionnare based on the CSFs indicators refers to TAM and Kliger. Data analysis was inductive method. The result provided an illustration that the success of vocational blended learning implementation was largely determined by the selection of instructional models that are inline with learning achievement target. The effectiveness of blended learning required the existence of policy support, readiness of IT infrastructure. Changing lecturer’s culture by utilizing ICT can also encourage the accelerated process of successful implementation. It can concluded that determinant factor of successful implementation of blended learning in vocational education is determined by teacher’s ability in mastering the pedagogical knowledge of designing instructional models.

Climate Change and Forests of the Future: Managing in the Face of Uncertainty

Treesearch

Constance Millar; Nathan L. Stephenson; Scott L. Stephens

2007-01-01

We offer a conceptual framework for managing forested ecosystems under an assumption that future environments will be different from present but that we cannot be certain about the specifics of change. We encourage flexible approaches that promote reversible and incremental steps, and that favor ongoing learning and capacity to modify direction as situations change. We...

Scientizing with "ScienceKit": Social Media and Storytelling Mobile Apps for Developing Playful Scientist Dispositions

ERIC Educational Resources Information Center

Clegg, Tamara; Ahn, June; Yip, Jason C.; Bonsignore, Elizabeth; Pauw, Daniel

2016-01-01

This article provides an overview of several studies in which the authors draw on social media, storytelling, and mobile apps to help children playfully develop their own approaches to science. The authors detail their efforts to strike a balance between the structure needed to promote science learning and the flexibility needed to nurture…

Flexible Demand Management under Time-Varying Prices

NASA Astrophysics Data System (ADS)

Liang, Yong

In this dissertation, the problem of flexible demand management under time-varying prices is studied. This generic problem has many applications, which usually have multiple periods in which decisions on satisfying demand need to be made, and prices in these periods are time-varying. Examples of such applications include multi-period procurement problem, operating room scheduling, and user-end demand scheduling in the Smart Grid, where the last application is used as the main motivating story throughout the dissertation. The current grid is experiencing an upgrade with lots of new designs. What is of particular interest is the idea of passing time-varying prices that reflect electricity market conditions to end users as incentives for load shifting. One key component, consequently, is the demand management system at the user-end. The objective of the system is to find the optimal trade-off between cost saving and discomfort increment resulted from load shifting. In this dissertation, we approach this problem from the following aspects: (1) construct a generic model, solve for Pareto optimal solutions, and analyze the robust solution that optimizes the worst-case payoffs, (2) extend to a distribution-free model for multiple types of demand (appliances), for which an approximate dynamic programming (ADP) approach is developed, and (3) design other efficient algorithms for practical purposes of the flexible demand management system. We first construct a novel multi-objective flexible demand management model, in which there are a finite number of periods with time-varying prices, and demand arrives in each period. In each period, the decision maker chooses to either satisfy or defer outstanding demand to minimize costs and discomfort over a certain number of periods. We consider both the deterministic model, models with stochastic demand or prices, and when only partial information about the stochastic demand or prices is known. We first analyze the stochastic optimization problem when the objective is to minimize the expected total cost and discomfort, then since the decision maker is likely to be risk-averse, and she wants to protect herself from price spikes, we study the robust optimization problem to address the risk-aversion of the decision maker. We conduct numerical studies to evaluate the price of robustness. Next, we present a detailed model that manages multiple types of flexible demand in the absence of knowledge regarding the distributions of related stochastic processes. Specifically, we consider the case in which time-varying prices with general structures are offered to users, and an energy management system for each household makes optimal energy usage, storage, and trading decisions according to the preferences of users. Because of the uncertainties associated with electricity prices, local generation, and the arrival processes of demand, we formulate a stochastic dynamic programming model, and outline a novel and tractable ADP approach to overcome the curses of dimensionality. Then, we perform numerical studies, whose results demonstrate the effectiveness of the ADP approach. At last, we propose another approximation approach based on Q-learning. In addition, we also develop another decentralization-based heuristic. Both the Q-learning approach and the heuristic make necessary assumptions on the knowledge of information, and each of them has unique advantages. We conduct numerical studies on a testing problem. The simulation results show that both the Q-learning and the decentralization based heuristic approaches work well. Lastly, we conclude the paper with some discussions on future extension directions.

MILSTAR's flexible substrate solar array: Lessons learned, addendum

NASA Technical Reports Server (NTRS)

Gibb, John

1990-01-01

MILSTAR's Flexible Substrate Solar Array (FSSA) is an evolutionary development of the lightweight, flexible substrate design pioneered at Lockheed during the seventies. Many of the features of the design are related to the Solar Array Flight Experiment (SAFE), flown on STS-41D in 1984. FSSA development has created a substantial technology base for future flexible substrate solar arrays such as the array for the Space Station Freedom. Lessons learned during the development of the FSSA can and should be applied to the Freedom array and other future flexible substrate designs.

Flexible Classroom Furniture

ERIC Educational Resources Information Center

Kim Hassell,

2011-01-01

Classroom design for the 21st-century learning environment should accommodate a variety of learning skills and needs. The space should be large enough so it can be configured to accommodate a number of learning activities. This also includes furniture that provides flexibility and accommodates collaboration and interactive work among students and…

Flexibility Requirements concerning the Design of Synchronous E-Learning Systems

ERIC Educational Resources Information Center

Jahn, Matthias; Piesche, Claudia; Jablonski, Stefan

2012-01-01

Purpose: Today's requirements concerning successful learning support comprise a variety of application scenarios. Therefore, the development of supporting software preferably aims at modular design. This article discusses requirements regarding flexibility of e-learning systems and presents important principles, which should be met by successful…

The social transmission of metacontrol policies: Mechanisms underlying the interpersonal transfer of persistence and flexibility.

PubMed

Hommel, Bernhard; Colzato, Lorenza S

2017-10-01

Humans often face binary cognitive-control dilemmas, with the choice between persistence and flexibility being a crucial one. Tackling these dilemmas requires metacontrol, i.e., the control of the current cognitive-control policy. As predicted from functional, psychometric, neuroscientific, and modeling approaches, interindividual variability in metacontrol biases towards persistence or flexibility could be demonstrated in metacontrol-sensitive tasks. These biases covary systematically with genetic predispositions regarding mesofrontal and nigrostriatal dopaminergic functioning and the individualistic or collectivistic nature of the cultural background. However, there is also evidence for mood- and meditation-induced intraindividual variability (with negative mood and focused-attention meditation being associated with a bias towards persistence, and positive mood and open-monitoring meditation being associated with a bias towards flexibility), suggesting that genetic and cultural factors do not determine metacontrol settings entirely. We suggest a theoretical framework that explains how genetic predisposition and cultural learning can lead to the implementation of metacontrol defaults, which however can be shifted towards persistence or flexibility by situational factors. Copyright © 2017 Elsevier Ltd. All rights reserved.

Interactive Cumulative Burden Assessment: Engaging Stakeholders in an Adaptive, Participatory and Transdisciplinary Approach

PubMed Central

Shrestha, Rehana; van Maarseveen, Martin

2018-01-01

Cumulative burden assessment (CuBA) has the potential to inform planning and decision-making on health disparities related to multiple environmental burdens. However, scholars have raised concerns about the social complexity to be dealt with while conducting CuBA, suggesting that it should be addressed in an adaptive, participatory and transdisciplinary (APT) approach. APT calls for deliberation among stakeholders by engaging them in a process of social learning and knowledge co-production. We propose an interactive stakeholder-based approach that facilitates a science-based stakeholder dialogue as an interface for combining different knowledge domains and engendering social learning in CuBA processes. Our approach allows participants to interact with each other using a flexible and auditable CuBA model implemented within a shared workspace. In two workshops we explored the usefulness and practicality of the approach. Results show that stakeholders were enabled to deliberate on cumulative burdens collaboratively, to learn about the technical uncertainties and social challenges associated with CuBA, and to co-produce knowledge in a realm of both technical and societal challenges. The paper identifies potential benefits relevant for responding to social complexity in the CuBA and further recommends exploration of how our approach can enable or constraint social learning and knowledge co-production in CuBA processes under various institutional, social and political contexts. PMID:29401676

Flexible Ionic-Electronic Hybrid Oxide Synaptic TFTs with Programmable Dynamic Plasticity for Brain-Inspired Neuromorphic Computing.

PubMed

John, Rohit Abraham; Ko, Jieun; Kulkarni, Mohit R; Tiwari, Naveen; Chien, Nguyen Anh; Ing, Ng Geok; Leong, Wei Lin; Mathews, Nripan

2017-08-01

Emulation of biological synapses is necessary for future brain-inspired neuromorphic computational systems that could look beyond the standard von Neuman architecture. Here, artificial synapses based on ionic-electronic hybrid oxide-based transistors on rigid and flexible substrates are demonstrated. The flexible transistors reported here depict a high field-effect mobility of ≈9 cm 2 V -1 s -1 with good mechanical performance. Comprehensive learning abilities/synaptic rules like paired-pulse facilitation, excitatory and inhibitory postsynaptic currents, spike-time-dependent plasticity, consolidation, superlinear amplification, and dynamic logic are successfully established depicting concurrent processing and memory functionalities with spatiotemporal correlation. The results present a fully solution processable approach to fabricate artificial synapses for next-generation transparent neural circuits. © 2017 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

A Qualitative Study of Learning Spaces at a Midwest Elementary School and Its Relationship to Student Attitudes about Reading

ERIC Educational Resources Information Center

Limpert, Stefanie Marie

2017-01-01

This study investigated the relationship between flexible learning environments and student attitudes about reading. Flexible learning environments are spaces wherein learners can choose from different seating or standing options, locations within the learning space, and the size group with which to work. This allows the learner to find the…

Flexible Learning Itineraries Based on Conceptual Maps

ERIC Educational Resources Information Center

Agudelo, Olga Lucía; Salinas, Jesús

2015-01-01

The use of learning itineraries based on conceptual maps is studied in order to propose a more flexible instructional design that strengthens the learning process focused on the student, generating non-linear processes, characterising its elements, setting up relationships between them and shaping a general model with specifications for each…

Flexible Learning: A Luddite View

ERIC Educational Resources Information Center

Baggaley, Jon

2011-01-01

This article reflects on the flexible learning concept through the eyes of the 19th-century industrial activists known as the Luddites. During a period of economic uncertainty, the Luddite perspective provides a sensitive justification for a change-free educational environment, and for a backlash in favour of "inflexible learning" (IL). The…

Behavioral Flexibility Is Increased by Optogenetic Inhibition of Neurons in the Nucleus Accumbens Shell during Specific Time Segments

ERIC Educational Resources Information Center

Aquili, Luca; Liu, Andrew W.; Shindou, Mayumi; Shindou, Tomomi; Wickens, Jeffery R.

2014-01-01

Behavioral flexibility is vital for survival in an environment of changing contingencies. The nucleus accumbens may play an important role in behavioral flexibility, representing learned stimulus-reward associations in neural activity during response selection and learning from results. To investigate the role of nucleus accumbens neural activity…

Hybrid regulatory models: a statistically tractable approach to model regulatory network dynamics.

PubMed

Ocone, Andrea; Millar, Andrew J; Sanguinetti, Guido

2013-04-01

Computational modelling of the dynamics of gene regulatory networks is a central task of systems biology. For networks of small/medium scale, the dominant paradigm is represented by systems of coupled non-linear ordinary differential equations (ODEs). ODEs afford great mechanistic detail and flexibility, but calibrating these models to data is often an extremely difficult statistical problem. Here, we develop a general statistical inference framework for stochastic transcription-translation networks. We use a coarse-grained approach, which represents the system as a network of stochastic (binary) promoter and (continuous) protein variables. We derive an exact inference algorithm and an efficient variational approximation that allows scalable inference and learning of the model parameters. We demonstrate the power of the approach on two biological case studies, showing that the method allows a high degree of flexibility and is capable of testable novel biological predictions. http://homepages.inf.ed.ac.uk/gsanguin/software.html. Supplementary data are available at Bioinformatics online.

Cutting More than Metal: Breaking the Development Cycle

NASA Technical Reports Server (NTRS)

Singer, Chris

2014-01-01

New technology is changing the way we do business at NASA. The ability to use these new tools is made possible by a learning culture able to embrace innovation, flexibility, and prudent risk tolerance, while retaining the hard-won lessons learned of other successes and failures. Technologies such as 3-D manufacturing and structured light scanning are re-shaping the entire product life cycle, from design and analysis, through production, verification, logistics and operations. New fabrication techniques, verification techniques, integrated analysis, and models that follow the hardware from initial concept through operation are reducing the cost and time of building space hardware. Using these technologies to be more efficient, reliable and affordable requires we bring them to a level safe for NASA systems, maintain appropriate rigor in testing and acceptance, and transition new technology. Maximizing these technologies also requires cultural acceptance and understanding and balancing rules with creativity. Evolved systems engineering processes at NASA are increasingly more flexible than they have been in the past, enabling the implementation of new techniques and approaches. This paper provides an overview of NASA Marshall Space Flight Center's new approach to development, as well as examples of how that approach has been incorporated into NASA's Space Launch System (SLS) Program, which counts among its key tenants - safety, affordability, and sustainability. One of the 3D technologies that will be discussed in this paper is the design and testing of various rocket engine components.

Multivariate temporal dictionary learning for EEG.

PubMed

Barthélemy, Q; Gouy-Pailler, C; Isaac, Y; Souloumiac, A; Larue, A; Mars, J I

2013-04-30

This article addresses the issue of representing electroencephalographic (EEG) signals in an efficient way. While classical approaches use a fixed Gabor dictionary to analyze EEG signals, this article proposes a data-driven method to obtain an adapted dictionary. To reach an efficient dictionary learning, appropriate spatial and temporal modeling is required. Inter-channels links are taken into account in the spatial multivariate model, and shift-invariance is used for the temporal model. Multivariate learned kernels are informative (a few atoms code plentiful energy) and interpretable (the atoms can have a physiological meaning). Using real EEG data, the proposed method is shown to outperform the classical multichannel matching pursuit used with a Gabor dictionary, as measured by the representative power of the learned dictionary and its spatial flexibility. Moreover, dictionary learning can capture interpretable patterns: this ability is illustrated on real data, learning a P300 evoked potential. Copyright © 2013 Elsevier B.V. All rights reserved.

Effectiveness of simulation with team-based learning in newborn nursing care.

PubMed

Kang, Kyung-Ah; Kim, Shin-Jeong; Oh, Jina; Kim, Sunghee; Lee, Myung-Nam

2016-06-01

This study determines the effect of simulation with team-based learning (TBL) on newborn nursing care. This randomized controlled trial included 74 nursing students from one university located in Seoul, South Korea. Participants were categorized into two groups according to educational modality: one group involved both simulation and TBL, and the other involved simulation alone. Learning attitudes, academic achievement, and simulation performance were examined to assess effectiveness. The mean difference in learning attitudes between the two groups was non-significant. Low academic achievement differed significantly between the two groups (t = 3.445, P = 0.002). There was no significant difference in mean scores for simulation performance between the two groups. In this study, simulation with TBL was effective in improving learning outcomes. In current nursing education, various learning methods are employed within complex nursing situations and require flexibility and problem-solving approaches. © 2015 Wiley Publishing Asia Pty Ltd.

Learning from Inconsistency

NASA Technical Reports Server (NTRS)

Easterbrook, Steve

1996-01-01

This position paper argues that inconsistencies that occur during the development of a software specification offer an excellent way of learning more about the development process. We base this argument on our work on inconsistency management. Much attention has been devoted recently to the need to allow inconsistencies to occur during software development, to facilitate flexible development strategies, especially for collaborative work. Recent work has concentrated on reasoning in the presence of inconsistency, tracing inconsistencies with 'pollution markers' and supporting resolution. We argue here that one of the most important aspects of inconsistency is the learning opportunity it provides. We are therefore concerned with how to capture this learning outcome so that its significance is not lost. We present a small example of how apprentice software engineers learn from their mistakes, and outline how an inconsistency management tool could support this learning. We then argue that the approach can be used more generally as part of continuous process improvement.

A Model for an Open and Flexible E-Training Platform To Encourage Companies' Learning Culture and Meet Employees' Learning Needs.

ERIC Educational Resources Information Center

Bagnasco, Andrea; Chirico, Marco; Parodi, Giancarlo; Scapolla, A. Marina

2003-01-01

Distance education is an answer to the demand for flexibility in training. The aim is to build a virtual learning community on the basis of a knowledge model that meets different learning needs. This article analyzes possible innovations in corporate training, and proposes a framework that integrates all information sources and offers practice…

Acetylcholine Activity in Selective Striatal Regions Supports Behavioral Flexibility

PubMed Central

Ragozzino, Michael E.; Mohler, Eric G.; Prior, Margaret; Palencia, Carlos A.; Rozman, Suzanne

2009-01-01

Daily living often requires individuals to flexibly respond to new circumstances. There is considerable evidence that the striatum is part of a larger neural network that supports flexible adaptations. Cholinergic interneurons are situated to strongly influence striatal output patterns which may enable flexible adaptations. The present experiments investigated whether acetylcholine actions in different striatal regions support behavioral flexibility by measuring acetylcholine efflux during place reversal learning. Acetylcholine efflux selectively increased in the dorsomedial striatum, but not dorsolateral or ventromedial striatum during place reversal learning. In order to modulate the M2-class of autoreceptors, administration of oxotremorine sesquifumurate (100 nM) into the dorsomedial striatum, concomitantly impaired reversal learning and an increase in acetylcholine output. These effects were reversed by the m2 muscarinic receptor antagonist, AF-DX-116 (20 nM). The effects of oxotremorine sesquifumurate and AF-DX-116 on acetylcholine efflux were selective to behaviorally-induced changes as neither treatment affected acetylcholine output in a resting condition. In contrast to reversal learning, acetylcholine efflux in the dorsomedial striatum did not change during place acquisition. The results reveal an essential role for cholinergic activity and define its locus of control to the dorsomedial striatum in cognitive flexibility. PMID:18845266

Acetylcholine activity in selective striatal regions supports behavioral flexibility.

PubMed

Ragozzino, Michael E; Mohler, Eric G; Prior, Margaret; Palencia, Carlos A; Rozman, Suzanne

2009-01-01

Daily living often requires individuals to flexibly respond to new circumstances. There is considerable evidence that the striatum is part of a larger neural network that supports flexible adaptations. Cholinergic interneurons are situated to strongly influence striatal output patterns which may enable flexible adaptations. The present experiments investigated whether acetylcholine actions in different striatal regions support behavioral flexibility by measuring acetylcholine efflux during place reversal learning. Acetylcholine efflux selectively increased in the dorsomedial striatum, but not dorsolateral or ventromedial striatum during place reversal learning. In order to modulate the M2-class of autoreceptors, administration of oxotremorine sesquifumurate (100 nM) into the dorsomedial striatum, concomitantly impaired reversal learning and an increase in acetylcholine output. These effects were reversed by the m(2) muscarinic receptor antagonist, AF-DX-116 (20 nM). The effects of oxotremorine sesquifumurate and AF-DX-116 on acetylcholine efflux were selective to behaviorally-induced changes as neither treatment affected acetylcholine output in a resting condition. In contrast to reversal learning, acetylcholine efflux in the dorsomedial striatum did not change during place acquisition. The results reveal an essential role for cholinergic activity and define its locus of control to the dorsomedial striatum in cognitive flexibility.

Social Scripts in Educational Technology and Inclusiveness in Classroom Practice

ERIC Educational Resources Information Center

Heemskerk, Irma; Volman, Monique; ten Dam, Geert; Admiraal, Wilfried

2011-01-01

Educational Information and Communication Technology (ICT) can be an appropriate tool for creating flexible learning environments. ICT can contribute to flexibility through its potential to keep content up-to-date and to address personal learning needs. ICT could, thus, make learning more accessible to a wider group of students. However, doing…

Designing E-Learning Environments for Flexible Activity and Instruction

ERIC Educational Resources Information Center

Wilson, Brent G.

2004-01-01

The contributions to this issue share a focus on design of e-learning environments. Instructional designers stand at very early stages of knowledge in this area, but with great potential for growth and progress. This commentary offers an activity-based perspective on e-learning environments, resulting in a flexible stance toward instructional…

Lecture Recording: Structural and Symbolic Information vs. Flexibility of Presentation

ERIC Educational Resources Information Center

Stolzenberg, Daniel; Pforte, Stefan

2007-01-01

Rapid eLearning is an ongoing trend which enables flexible and cost-effective creation of learning materials. Especially, lecture recording has turned out to be a lightweight method particularly suited for existing lectures and blended learning strategies. In order to not only sequentially play back but offer full fledged navigation, search and…

A Web-Based Learning and Assessment System To Support Flexible Education.

ERIC Educational Resources Information Center

Gardner, Lesley; Sheridan, D.; White, D.

2002-01-01

Describes the development of a computer-supported, Web-based learning system, CECIL, at the University of Auckland (New Zealand). Discusses the potential benefits that a university-wide resource management system may have in terms of educational flexibility, such as online learning for distance education, and resource sharing, as well as…

Exploring the Moderating Role of Perceived Flexibility Advantages in Mobile Learning Continuance Intention (MLCI)

ERIC Educational Resources Information Center

Huang, Rui-Ting; Hsiao, Chia-Hua; Tang, Tzy-Wen; Lien, Tsung-Cheng

2014-01-01

The primary purpose of this study was to explore the key factors that could affect mobile learning continuance intention (MLCI), and examine the moderating effect of perceived flexibility advantages (PFA) on the relationship between key mobile learning elements and continuance intention. Five hundred undergraduate students who had previously…

High-bandwidth and flexible tracking control for precision motion with application to a piezo nanopositioner.

PubMed

Feng, Zhao; Ling, Jie; Ming, Min; Xiao, Xiao-Hui

2017-08-01

For precision motion, high-bandwidth and flexible tracking are the two important issues for significant performance improvement. Iterative learning control (ILC) is an effective feedforward control method only for systems that operate strictly repetitively. Although projection ILC can track varying references, the performance is still limited by the fixed-bandwidth Q-filter, especially for triangular waves tracking commonly used in a piezo nanopositioner. In this paper, a wavelet transform-based linear time-varying (LTV) Q-filter design for projection ILC is proposed to compensate high-frequency errors and improve the ability to tracking varying references simultaneously. The LVT Q-filter is designed based on the modulus maximum of wavelet detail coefficients calculated by wavelet transform to determine the high-frequency locations of each iteration with the advantages of avoiding cross-terms and segmenting manually. The proposed approach was verified on a piezo nanopositioner. Experimental results indicate that the proposed approach can locate the high-frequency regions accurately and achieve the best performance under varying references compared with traditional frequency-domain and projection ILC with a fixed-bandwidth Q-filter, which validates that through implementing the LTV filter on projection ILC, high-bandwidth and flexible tracking can be achieved simultaneously by the proposed approach.

Sequence-specific bias correction for RNA-seq data using recurrent neural networks.

PubMed

Zhang, Yao-Zhong; Yamaguchi, Rui; Imoto, Seiya; Miyano, Satoru

2017-01-25

The recent success of deep learning techniques in machine learning and artificial intelligence has stimulated a great deal of interest among bioinformaticians, who now wish to bring the power of deep learning to bare on a host of bioinformatical problems. Deep learning is ideally suited for biological problems that require automatic or hierarchical feature representation for biological data when prior knowledge is limited. In this work, we address the sequence-specific bias correction problem for RNA-seq data redusing Recurrent Neural Networks (RNNs) to model nucleotide sequences without pre-determining sequence structures. The sequence-specific bias of a read is then calculated based on the sequence probabilities estimated by RNNs, and used in the estimation of gene abundance. We explore the application of two popular RNN recurrent units for this task and demonstrate that RNN-based approaches provide a flexible way to model nucleotide sequences without knowledge of predetermined sequence structures. Our experiments show that training a RNN-based nucleotide sequence model is efficient and RNN-based bias correction methods compare well with the-state-of-the-art sequence-specific bias correction method on the commonly used MAQC-III data set. RNNs provides an alternative and flexible way to calculate sequence-specific bias without explicitly pre-determining sequence structures.

Interaction for Transfer: Flexible Approaches to Multilingualism and Their Pedagogical Implications for Classroom Interaction in Linguistically Diverse Mainstream Classrooms

ERIC Educational Resources Information Center

Rosiers, Kirsten; Willaert, Evita; Van Avermaet, Piet; Slembrouck, Stef

2016-01-01

This study focuses on how teachers construe and give meaning to a pedagogical experiment in which the use of the home language in a primary school in Flanders was permitted in order to acknowledge the urban multilingual realities and resources of the pupils and to turn them into didactic capital (functional multilingual learning, FML). Using…

Representational Flexibility and Problem-Solving Ability in Fraction and Decimal Number Addition: A Structural Model

ERIC Educational Resources Information Center

Deliyianni, Eleni; Gagatsis, Athanasios; Elia, Iliada; Panaoura, Areti

2016-01-01

The aim of this study was to propose and validate a structural model in fraction and decimal number addition, which is founded primarily on a synthesis of major theoretical approaches in the field of representations in Mathematics and also on previous research on the learning of fractions and decimals. The study was conducted among 1,701 primary…

Eating Your Lectures and Having Them Too: Is Online Lecture Availability Especially Helpful in "Skills-Based" Courses?

ERIC Educational Resources Information Center

Joordens, Steve; Le, Ada; Grinnell, Raymond; Chrysostomou, Sophie

2009-01-01

At the University of Toronto at Scarborough, we provide enhanced flexibility to our students using a blended learning approach (i.e., the webOption) whereby classes are videotaped as they are offered in a traditional manner, then posted online for subsequent student access. Students can attend lectures live, watch them online at their convenience,…

Monitoring Trends in Educational Growth: A Partnership Service to Monitor the Educational Growth of Students in the Early to Middle Years of Schooling

ERIC Educational Resources Information Center

Australian Council for Educational Research, 2015

2015-01-01

Monitoring Trends in Educational Growth (MTEG) offers a flexible, collaborative approach to developing and implementing an assessment of learning outcomes that yields high-quality, nationally relevant data. MTEG is a service that involves ACER staff working closely with each country to develop an assessment program that meets the country's…

A New Approach in Standardising a European Curriculum in Production Engineering

ERIC Educational Resources Information Center

Boud, F.; Bayard, O.; Chatti, S.; Axinte, D.; Nicolescu, M.; Agirre, J.

2009-01-01

The need for a flexible and versatile workforce that is constantly learning and upgrading its skills has led to a continual demand for courses in which employees are re-trained and updated on a lifelong basis. Students and workers now have to be prepared for a labour market in which they can be expected to change jobs many times, and they need to…

Leadership as a Personal Journey: An Indigenous Perspective.

PubMed

Doyle, Kerrie; Hungerford, Catherine

2015-05-01

Indigenous Australians have higher levels of mental illness, self-harm, suicide and substance abuse than non-Indigenous Australians, as well as more frequent contact with the criminal justice system. These indices point to the need for strong leadership to support Close the Gap programmes that have now been implemented across Australia. This article considers leadership as a journey of learning for Australian Indigenous leaders. Through the use of story, it is suggested that a situational leadership approach, incorporating the principles of mindfulness, provides the most appropriate framework for Indigenous leaders who work with Indigenous communities. Flexible approaches are needed to meet the needs of diverse Indigenous populations, and address the complex challenges involved, including lateral violence. Such flexibility will enable Indigenous leaders and communities to work together to achieve improvements in the health outcomes, not only for Indigenous Australians, but also for Indigenous populations worldwide.

A systematic review of online learning programs for nurse preceptors.

PubMed

Wu, Xi Vivien; Chan, Yah Shih; Tan, Kimberlyn Hui Shing; Wang, Wenru

2018-01-01

Nurse preceptors guide students to integrate theory into practice, teach clinical skills, assess clinical competency, and enhance problem solving skills. Managing the dual roles of a registered nurse and preceptor poses tremendous challenges to many preceptors. Online learning is recognized as an effective learning approach for enhancing nursing knowledge and skills. The systematic review aims to review and synthesise the online learning programs for preceptors. A systematic review was designed based on the Cochrane Handbook for Systematic Reviews of Programs. Articles published between January 2000 and June 2016 were sought from six electronic databases: CINAHL, Medline OVID, PubMed, Science Direct, Scopus, and Web of Science. All papers were reviewed and quality assessment was performed. Nine studies were finally selected. Data were extracted, organized and analysed using a narrative synthesis. The review identified five overarching themes: development of the online learning programs for nurse preceptors, major contents of the programs, uniqueness of each program, modes of delivery, and outcomes of the programs. The systematic review provides insightful information on educational programs for preceptors. At this information age, online learning offers accessibility, convenience, flexibility, which could of great advantage for the working adults. In addition, the online platform provides an alternative for preceptors who face challenges of workload, time, and support system. Therefore, it is paramount that continuing education courses need to be integrated with technology, increase the flexibility and responsiveness of the nursing workforce, and offer alternative means to take up courses. Copyright © 2017 Elsevier Ltd. All rights reserved.

No Trade-Off between Learning Speed and Associative Flexibility in Bumblebees: A Reversal Learning Test with Multiple Colonies

PubMed Central

Raine, Nigel E.; Chittka, Lars

2012-01-01

Potential trade-offs between learning speed and memory-related performance could be important factors in the evolution of learning. Here, we test whether rapid learning interferes with the acquisition of new information using a reversal learning paradigm. Bumblebees (Bombus terrestris) were trained to associate yellow with a floral reward. Subsequently the association between colour and reward was reversed, meaning bees then had to learn to visit blue flowers. We demonstrate that individuals that were fast to learn yellow as a predictor of reward were also quick to reverse this association. Furthermore, overnight memory retention tests suggest that faster learning individuals are also better at retaining previously learned information. There is also an effect of relatedness: colonies whose workers were fast to learn the association between yellow and reward also reversed this association rapidly. These results are inconsistent with a trade-off between learning speed and the reversal of a previously made association. On the contrary, they suggest that differences in learning performance and cognitive (behavioural) flexibility could reflect more general differences in colony learning ability. Hence, this study provides additional evidence to support the idea that rapid learning and behavioural flexibility have adaptive value. PMID:23028779

A knowledge-based system with learning for computer communication network design

NASA Technical Reports Server (NTRS)

Pierre, Samuel; Hoang, Hai Hoc; Tropper-Hausen, Evelyne

1990-01-01

Computer communication network design is well-known as complex and hard. For that reason, the most effective methods used to solve it are heuristic. Weaknesses of these techniques are listed and a new approach based on artificial intelligence for solving this problem is presented. This approach is particularly recommended for large packet switched communication networks, in the sense that it permits a high degree of reliability and offers a very flexible environment dealing with many relevant design parameters such as link cost, link capacity, and message delay.

Pricing and reimbursement experiences and insights in the European Union and the United States: Lessons learned to approach adaptive payer pathways.

PubMed

Faulkner, S D; Lee, M; Qin, D; Morrell, L; Xoxi, E; Sammarco, A; Cammarata, S; Russo, P; Pani, L; Barker, R

2016-12-01

Earlier patient access to beneficial therapeutics that addresses unmet need is one of the main requirements of innovation in global healthcare systems already burdened by unsustainable budgets. "Adaptive pathways" encompass earlier cross-stakeholder engagement, regulatory tools, and iterative evidence generation through the life cycle of the medicinal product. A key enabler of earlier patient access is through more flexible and adaptive payer approaches to pricing and reimbursement that reflect the emerging evidence generated. © 2016 American Society for Clinical Pharmacology and Therapeutics.

Flexible Modeling of Latent Task Structures in Multitask Learning

DTIC Science & Technology

2012-06-26

Flexible Modeling of Latent Task Structures in Multitask Learning Alexandre Passos† apassos@cs.umass.edu Computer Science Department, University of...of Maryland, College Park, MD USA Abstract Multitask learning algorithms are typically designed assuming some fixed, a priori known latent structure...shared by all the tasks. However, it is usually unclear what type of latent task structure is the most ap- propriate for a given multitask learning prob

Pathways to agility in the production of neutron generators

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

Stoltz, R.E.; Beavis, L.C.; Cutchen, J.T.

1994-02-01

This report is the result of a study team commissioned to explore pathways for increased agility in the manufacture of neutron generators. As a part of Sandia`s new responsibility for generator production, the goal of the study was to identify opportunities to reduce costs and increase flexibility in the manufacturing operation. Four parallel approaches (or pathways) were recommended: (1) Know the goal, (2) Use design leverage effectively, (3) Value simplicity, and (4) Configure for flexibility. Agility in neutron generator production can be enhanced if all of these pathways are followed. The key role of the workforce in achieving agility wasmore » also noted, with emphasis on ownership, continuous learning, and a supportive environment.« less

Development of a public health reporting data warehouse: lessons learned.

PubMed

Rizi, Seyed Ali Mussavi; Roudsari, Abdul

2013-01-01

Data warehouse projects are perceived to be risky and prone to failure due to many organizational and technical challenges. However, often iterative and lengthy processes of implementation of data warehouses at an enterprise level provide an opportunity for formative evaluation of these solutions. This paper describes lessons learned from successful development and implementation of the first phase of an enterprise data warehouse to support public health surveillance at British Columbia Centre for Disease Control. Iterative and prototyping approach to development, overcoming technical challenges of extraction and integration of data from large scale clinical and ancillary systems, a novel approach to record linkage, flexible and reusable modeling of clinical data, and securing senior management support at the right time were the main factors that contributed to the success of the data warehousing project.

The Use of Work-Based Learning Pedagogical Perspectives to Inform Flexible Practice within Higher Education

ERIC Educational Resources Information Center

Nottingham, Paula

2016-01-01

The renewed emphasis on developing flexible learning practices in higher education (HE) underscores the importance of understanding pedagogies for students who are based in the workplace or undertake significant work-related elements of study. This paper draws on research that explores how work-based learning (WBL) pedagogy operates in UK HE using…

An Experimental Comparison of the Flexibility in the Use of Thinking Styles in Traditional and Hypermedia Learning Environments

ERIC Educational Resources Information Center

Fan, Weiqiao

2012-01-01

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

Using online modules is a multi-modality teaching system: a high-touch high-tech approach to geriatric education.

PubMed

Gainor, Sara Jane; Goins, R Turner; Miller, Lee Ann

2004-01-01

Making geriatric education available to rural faculty/preceptors, students, and practitioners presents many challenges. Often the only options considered for educating those in the health professions about geriatrics are either traditional face-to-face courses or distance education programs. The purpose of this paper was to examine the use of Web-based modules or courses and other distance learning technology in concert with traditional learning modalities. The Mountain State Geriatric Education Center explored the use of a multi-modal approach within a high-touch, high-tech framework. Our findings indicate the following: it is important to start where participants are ready to begin; flexibility and variety are needed; soliciting evaluative feedback from participants is valuable; there is a need to integrate distance learning with more traditional modalities; and a high-tech, high-touch approach provides a format which participants find acceptable, accessible, and attractive. This assertion does not rule out the use of technology for distance education but rather encourages educators to take advantage of a wide range of modalities, traditional and technological, to reach rural practitioners, faculty, and students.

Teacher change in implementing a research-developed representation construction pedagogy

NASA Astrophysics Data System (ADS)

Hubber, Peter; Chittleborough, Gail

2016-05-01

The Representations in Learning Science (RiLS) project developed a representation construction approach to teaching and learning in science, which has successfully demonstrated enhanced student learning through sustained engagement with ideas, and enhancement of teachers' pedagogical knowledge and understandings of how knowledge in science is developed and communicated. The current Constructing Representations in Science Pedagogy (CRISP) project aims at wider scale implementation of the representation construction approach. This paper explores a range of issues that confronted four Year-8 teachers in implementing this research-developed approach, such as: preparedness of the teacher in terms of epistemological positioning and positioning as a learner, significant support for planning and modelling by the university expert, and a team ethos where teachers share ideas and plan jointly. The Year-8 teachers implemented a representation construction approach to the teaching of the topic of astronomy. The Interconnected Model of Teacher Growth (IMTG) (Clarke and Hollingworth, Teach. Educ., 18 (2001) 947) was used to analyse the teachers' experience in planning and delivering the teaching sequence. This model was found to be flexible in identifying the experiences of teachers in different situations and useful in identifying issues for implementation of a research-developed pedagogy.

The effects of neurocognitive remediation on executive processing in patients with schizophrenia.

PubMed

Wykes, T; Reeder, C; Corner, J; Williams, C; Everitt, B

1999-01-01

Approaches to cognitive remediation have differed across studies. Most of the larger studies have concentrated on group treatments designed without the benefit of recent laboratory-based studies. The current study describes a randomized trial of an intensive cognitive remediation program involving individual daily sessions of 1 hour for up to 3 months. It targets executive functioning deficits (cognitive flexibility, working memory, and planning) that are known to be problematic in people with schizophrenia. Procedural learning, as well as the principles of errorless learning, targeted reinforcement, and massed practice, was the basis of the intervention. The program was compared with an alternative therapy (intensive occupational therapy) to control for some of the effects of therapeutic contact. Some improvements in cognition followed both therapies. A differential effect in favor of cognitive remediation therapy was found for tests in the cognitive flexibility and the memory subgroups. There was a trend for those receiving atypical antipsychotic medication to benefit more from cognitive remediation for tests of cognitive flexibility. Although there were no consistent changes in symptoms or social functioning between groups, if improvement in cognitive flexibility tasks reached a threshold then there is some evidence that social functioning improved, even over the short duration of the trial. In addition, cognitive remediation differentially improved self-esteem. This study supports the view that cognitive remediation can reduce cognitive deficits and that this reduction may affect social outcome, at least in the short term.

OPUS One: An Intelligent Adaptive Learning Environment Using Artificial Intelligence Support

NASA Astrophysics Data System (ADS)

Pedrazzoli, Attilio

2010-06-01

AI based Tutoring and Learning Path Adaptation are well known concepts in e-Learning scenarios today and increasingly applied in modern learning environments. In order to gain more flexibility and to enhance existing e-learning platforms, the OPUS One LMS Extension package will enable a generic Intelligent Tutored Adaptive Learning Environment, based on a holistic Multidimensional Instructional Design Model (PENTHA ID Model), allowing AI based tutoring and adaptation functionality to existing Web-based e-learning systems. Relying on "real time" adapted profiles, it allows content- / course authors to apply a dynamic course design, supporting tutored, collaborative sessions and activities, as suggested by modern pedagogy. The concept presented combines a personalized level of surveillance, learning activity- and learning path adaptation suggestions to ensure the students learning motivation and learning success. The OPUS One concept allows to implement an advanced tutoring approach combining "expert based" e-tutoring with the more "personal" human tutoring function. It supplies the "Human Tutor" with precise, extended course activity data and "adaptation" suggestions based on predefined subject matter rules. The concept architecture is modular allowing a personalized platform configuration.

Writing Learning Materials for Adult Literacy and Basic Education Students for Flexible Delivery: Some Challenges.

ERIC Educational Resources Information Center

Kindler, Jan

1998-01-01

Describes development of CD-ROM and print materials designed for learners with low literacy levels. Explains the importance of group work, incorporation of different learning styles, and the benefits of flexible delivery. (SK)

Academics After-School Style: Informal, Experiential Approaches to Learning, with Flexibility Built in, Are Ideal

ERIC Educational Resources Information Center

Weisburd, Claudia

2005-01-01

Many adults today consider the hours after school to be an opportunity for students to squeeze in a little more help with schoolwork. For most children, though, that final bell rings freedom. The last thing they want is more school, and faced with an after-school program that looks like an extension of their school day, they'll opt out.…

The Use of Flexible, Interactive, Situation-Focused Software for the E-Learning of Mathematics.

ERIC Educational Resources Information Center

Farnsworth, Ralph Edward

This paper discusses the classroom, home, and distance use of new, flexible, interactive, application-oriented software known as Active Learning Suite. The actual use of the software, not just a controlled experiment, is reported on. Designed for the e-learning of university mathematics, the program was developed by a joint U.S.-Russia team and…

Learning outdoors: male lizards show flexible spatial learning under semi-natural conditions

PubMed Central

Noble, Daniel W. A.; Carazo, Pau; Whiting, Martin J.

2012-01-01

Spatial cognition is predicted to be a fundamental component of fitness in many lizard species, and yet some studies suggest that it is relatively slow and inflexible. However, such claims are based on work conducted using experimental designs or in artificial contexts that may underestimate their cognitive abilities. We used a biologically realistic experimental procedure (using simulated predatory attacks) to study spatial learning and its flexibility in the lizard Eulamprus quoyii in semi-natural outdoor enclosures under similar conditions to those experienced by lizards in the wild. To evaluate the flexibility of spatial learning, we conducted a reversal spatial-learning task in which positive and negative reinforcements of learnt spatial stimuli were switched. Nineteen (32%) male lizards learnt both tasks within 10 days (spatial task mean: 8.16 ± 0.69 (s.e.) and reversal spatial task mean: 10.74 ± 0.98 (s.e.) trials). We demonstrate that E. quoyii are capable of flexible spatial learning and suggest that future studies focus on a range of lizard species which differ in phylogeny and/or ecology, using biologically relevant cognitive tasks, in an effort to bridge the cognitive divide between ecto- and endotherms. PMID:23075525

Older people's adoption of e-learning services: a qualitative study of facilitators and barriers.

PubMed

Bai, Xue; He, Yiqin; Kohlbacher, Florian

2018-05-14

This research investigates the facilitators and barriers for older people to adopt e-learning services using qualitative data of older people in a Chinese city. A qualitative approach was applied to explore the perceived facilitators and obstacles toward e-learning adoption with 10 older Chinese aged over 50. The results indicate the following: (1a) Age-related changes and cohort effects were found to be the internal barriers for the adoption of e-learning. (1b) Equipment problems, lack of time, and the availability of alternatives were found to have negative effects on the acceptance of e-learning services. It is notable that alternatives including the University of the Third Age (U3A) were found to be more attractive for older Chinese. (2a) Work requirements and flexibility of e-learning services were found to have direct effects on the acceptance of services. (2b) User-friendly design and stimulation from family would facilitate older people to adopt. Practical implications of this research include that policymakers should consider investing more in education in later life and introducing e-learning services in public lectures and tutorials and that the age-related barrier should be taken into consideration in the design phase of e-learning services. U3As should consider integrating e-learning approaches and cooperating with the community.

GluN2B in corticostriatal circuits governs choice learning and choice shifting

PubMed Central

Brigman, Jonathan L.; Daut, Rachel; Wright, Tara; Gunduz-Cinar, Ozge; Graybeal, Carolyn; Davis, Margaret I.; Jiang, Zhihong; Saksida, Lisa; Jinde, Seiichiro; Pease, Matthew; Bussey, Timothy J.; Lovinger, David M.; Nakazawa, Kazu; Holmes, Andrew

2013-01-01

A choice that reliably produces a preferred outcome can be automated to liberate cognitive resources for other tasks. Should an outcome become less desirable, behavior must adapt in parallel or become perseverative. Corticostriatal systems are known to mediate choice learning and flexibility, but the molecular mechanisms subserving the instantiation of these processes are not well understood. We integrated mouse behavioral, immunocytochemical, in vivo electrophysiological, genetic, and pharmacological approaches to study choice. We found that the dorsal striatum (DS) was increasingly activated with choice learning, whereas reversal of learned choice engaged prefrontal regions. In vivo, DS neurons showed activity associated with reward anticipation and receipt that emerged with learning and relearning. Corticostriatal or striatal GluN2B gene deletion, or DS-restricted GluN2B antagonism, impaired choice learning, whereas cortical GluN2B deletion or OFC GluN2B antagonism impaired shifting. Our convergent data demonstrate how corticostriatal GluN2B circuits govern the ability to learn and shift choice behavior. PMID:23831965

Virus Particle Detection by Convolutional Neural Network in Transmission Electron Microscopy Images.

PubMed

Ito, Eisuke; Sato, Takaaki; Sano, Daisuke; Utagawa, Etsuko; Kato, Tsuyoshi

2018-06-01

A new computational method for the detection of virus particles in transmission electron microscopy (TEM) images is presented. Our approach is to use a convolutional neural network that transforms a TEM image to a probabilistic map that indicates where virus particles exist in the image. Our proposed approach automatically and simultaneously learns both discriminative features and classifier for virus particle detection by machine learning, in contrast to existing methods that are based on handcrafted features that yield many false positives and require several postprocessing steps. The detection performance of the proposed method was assessed against a dataset of TEM images containing feline calicivirus particles and compared with several existing detection methods, and the state-of-the-art performance of the developed method for detecting virus was demonstrated. Since our method is based on supervised learning that requires both the input images and their corresponding annotations, it is basically used for detection of already-known viruses. However, the method is highly flexible, and the convolutional networks can adapt themselves to any virus particles by learning automatically from an annotated dataset.

Improving peak detection in high-resolution LC/MS metabolomics data using preexisting knowledge and machine learning approach.

PubMed

Yu, Tianwei; Jones, Dean P

2014-10-15

Peak detection is a key step in the preprocessing of untargeted metabolomics data generated from high-resolution liquid chromatography-mass spectrometry (LC/MS). The common practice is to use filters with predetermined parameters to select peaks in the LC/MS profile. This rigid approach can cause suboptimal performance when the choice of peak model and parameters do not suit the data characteristics. Here we present a method that learns directly from various data features of the extracted ion chromatograms (EICs) to differentiate between true peak regions from noise regions in the LC/MS profile. It utilizes the knowledge of known metabolites, as well as robust machine learning approaches. Unlike currently available methods, this new approach does not assume a parametric peak shape model and allows maximum flexibility. We demonstrate the superiority of the new approach using real data. Because matching to known metabolites entails uncertainties and cannot be considered a gold standard, we also developed a probabilistic receiver-operating characteristic (pROC) approach that can incorporate uncertainties. The new peak detection approach is implemented as part of the apLCMS package available at http://web1.sph.emory.edu/apLCMS/ CONTACT: tyu8@emory.edu Supplementary data are available at Bioinformatics online. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

The rat's not for turning: Dissociating the psychological components of cognitive inflexibility☆

PubMed Central

Nilsson, Simon R.O.; Alsiö, Johan; Somerville, Elizabeth M.; Clifton, Peter G.

2015-01-01

Executive function is commonly assessed by assays of cognitive flexibility such as reversal learning and attentional set-shifting. Disrupted performance in these assays, apparent in many neuropsychiatric disorders, is frequently interpreted as inability to overcome prior associations with reward. However, non-rewarded or irrelevant associations may be of considerable importance in both discrimination learning and cognitive flexibility. Non-rewarded associations can have greater influence on choice behaviour than rewarded associations in discrimination learning. Pathology-related deficits in cognitive flexibility can produce selective disruptions to both the processing of irrelevant associations and associations with reward. Genetic and pharmacological animal models demonstrate that modulation of reversal learning may result from alterations in either rewarded or non-rewarded associations. Successful performance in assays of cognitive flexibility can therefore depend on a combination of rewarded, non-rewarded, and irrelevant associations derived from previous learning, accounting for some inconsistencies observed in the literature. Taking this combination into account may increase the validity of animal models and may also reveal pathology-specific differences in problem solving and executive function. PMID:26112128

Flexible Biomanufacturing Processes that Address the Needs of the Future.

PubMed

Diel, Bernhard; Manzke, Christian; Peuker, Thorsten

2014-01-01

: As the age of the blockbuster drug recedes, the business model for the biopharmaceutical industry is evolving at an ever-increasing pace. The personalization of medicine, the emergence of biosimilars and biobetters, and the need to provide vaccines globally are just some of the factors forcing biomanufacturers to rethink how future manufacturing capability is implemented. One thing is clear: the traditional manufacturing strategy of constructing large-scale, purpose-built, capital-intensive facilities will no longer meet the industry's emerging production and economic requirements. Therefore, the authors of this chapter describe the new approach for designing and implementing flexible production processes for monoclonal antibodies and focus on the points to consider as well as the lessons learned from past experience in engineering such systems. A conceptual integrated design is presented that can be used as a blueprint for next-generation biomanufacturing facilities. In addition, this chapter discusses the benefits of the new approach with respect to flexibility, cost, and schedule. The concept presented here can be applied to other biopharmaceutical manufacturing processes and facilities, including-but not limited to-vaccine manufacturing, multiproduct and/or multiprocess capability, clinical manufacturing, and so on.

Variable selection for confounder control, flexible modeling and Collaborative Targeted Minimum Loss-based Estimation in causal inference

PubMed Central

Schnitzer, Mireille E.; Lok, Judith J.; Gruber, Susan

2015-01-01

This paper investigates the appropriateness of the integration of flexible propensity score modeling (nonparametric or machine learning approaches) in semiparametric models for the estimation of a causal quantity, such as the mean outcome under treatment. We begin with an overview of some of the issues involved in knowledge-based and statistical variable selection in causal inference and the potential pitfalls of automated selection based on the fit of the propensity score. Using a simple example, we directly show the consequences of adjusting for pure causes of the exposure when using inverse probability of treatment weighting (IPTW). Such variables are likely to be selected when using a naive approach to model selection for the propensity score. We describe how the method of Collaborative Targeted minimum loss-based estimation (C-TMLE; van der Laan and Gruber, 2010) capitalizes on the collaborative double robustness property of semiparametric efficient estimators to select covariates for the propensity score based on the error in the conditional outcome model. Finally, we compare several approaches to automated variable selection in low-and high-dimensional settings through a simulation study. From this simulation study, we conclude that using IPTW with flexible prediction for the propensity score can result in inferior estimation, while Targeted minimum loss-based estimation and C-TMLE may benefit from flexible prediction and remain robust to the presence of variables that are highly correlated with treatment. However, in our study, standard influence function-based methods for the variance underestimated the standard errors, resulting in poor coverage under certain data-generating scenarios. PMID:26226129

Variable Selection for Confounder Control, Flexible Modeling and Collaborative Targeted Minimum Loss-Based Estimation in Causal Inference.

PubMed

Schnitzer, Mireille E; Lok, Judith J; Gruber, Susan

2016-05-01

This paper investigates the appropriateness of the integration of flexible propensity score modeling (nonparametric or machine learning approaches) in semiparametric models for the estimation of a causal quantity, such as the mean outcome under treatment. We begin with an overview of some of the issues involved in knowledge-based and statistical variable selection in causal inference and the potential pitfalls of automated selection based on the fit of the propensity score. Using a simple example, we directly show the consequences of adjusting for pure causes of the exposure when using inverse probability of treatment weighting (IPTW). Such variables are likely to be selected when using a naive approach to model selection for the propensity score. We describe how the method of Collaborative Targeted minimum loss-based estimation (C-TMLE; van der Laan and Gruber, 2010 [27]) capitalizes on the collaborative double robustness property of semiparametric efficient estimators to select covariates for the propensity score based on the error in the conditional outcome model. Finally, we compare several approaches to automated variable selection in low- and high-dimensional settings through a simulation study. From this simulation study, we conclude that using IPTW with flexible prediction for the propensity score can result in inferior estimation, while Targeted minimum loss-based estimation and C-TMLE may benefit from flexible prediction and remain robust to the presence of variables that are highly correlated with treatment. However, in our study, standard influence function-based methods for the variance underestimated the standard errors, resulting in poor coverage under certain data-generating scenarios.

Deep Unfolding for Topic Models.

PubMed

Chien, Jen-Tzung; Lee, Chao-Hsi

2018-02-01

Deep unfolding provides an approach to integrate the probabilistic generative models and the deterministic neural networks. Such an approach is benefited by deep representation, easy interpretation, flexible learning and stochastic modeling. This study develops the unsupervised and supervised learning of deep unfolded topic models for document representation and classification. Conventionally, the unsupervised and supervised topic models are inferred via the variational inference algorithm where the model parameters are estimated by maximizing the lower bound of logarithm of marginal likelihood using input documents without and with class labels, respectively. The representation capability or classification accuracy is constrained by the variational lower bound and the tied model parameters across inference procedure. This paper aims to relax these constraints by directly maximizing the end performance criterion and continuously untying the parameters in learning process via deep unfolding inference (DUI). The inference procedure is treated as the layer-wise learning in a deep neural network. The end performance is iteratively improved by using the estimated topic parameters according to the exponentiated updates. Deep learning of topic models is therefore implemented through a back-propagation procedure. Experimental results show the merits of DUI with increasing number of layers compared with variational inference in unsupervised as well as supervised topic models.

Student views on the role of self-regulated learning in a surgery clerkship.

PubMed

Lyons-Warren, Ariel M; Kirby, John P; Larsen, Douglas P

2016-12-01

Self-regulated learning, including student-generated learning goals and flexibility in the learning structure are increasingly being used to enhance medical education. The role of these practices in surgical education of medical students has not been studied. We administered an 18-question electronic survey to all third-year medical students at Washington University in St. Louis School of Medicine. Of the 126 students invited, 64 responded and 56 were included in the analysis. We found that third-year medical students develop learning goals at the beginning of the surgery clerkship. Although these learning goals theoretically can be a mechanism for enhanced student-faculty engagement, students are not aware of formal mechanisms for sharing these goals with faculty members. Furthermore, students report a lack of flexibility within the surgery clerkship and discomfort with requesting specific learning opportunities. Finally, students report that they believe increased flexibility could improve student engagement, learning, and the overall clerkship experience. We therefore propose that a mechanism for students to share their learning goals with faculty and an infrastructure in which student learning experiences can be tailored to fit with these individualized goals would enhance student surgical learning. Copyright © 2016 Elsevier Inc. All rights reserved.

A multi-method study to determine the effectiveness of, and student attitudes to, online instructional videos for teaching clinical nursing skills.

PubMed

Kelly, Mary; Lyng, Colette; McGrath, Mary; Cannon, Gerald

2009-04-01

E-learning is regularly promoted in higher education settings as a way of fostering more flexible approaches to learning. It has been argued however that the 'potential benefits of new information and communication technology instruments in education' have not been subjected to critical scrutiny (Debande, O., 2004. ICTs and the development of e-learning in Europe: the role of the public and private sectors. European Journal of Education 39 (2), 191-208, p. 192). This paper outlines a multi-method evaluation of an e-learning innovation designed to teach clinical skills to student nurses. Responding to the challenges of teaching clinical skills to large class sizes, we developed a set of instructional videos for one undergraduate skills-based module, which are now integral to the module and available online to students on a continuous basis. Evaluation suggests that students' performance outcomes are unchanged. The students view the flexible and self-management aspects of this method of learning positively, with some attitudinal differences between male and female, and mature and non-mature students. However, it is best used to complement rather than replace lecturer demonstration, lending support to a 'blended' model (Collis, B., van der Wende, M., 2002. Models of Technology and Change in Higher Education: An International Comparative Survey on The Current and Future Use of ICT in Higher Education, University of Twente, Center for Higher Education Policy Studies, The Netherlands).

Learning how the electron transport chain works: independent and interactive effects of instructional strategies and learners' characteristics.

PubMed

Darabi, Aubteen; Arrastia-Lloyd, Meagan C; Nelson, David W; Liang, Xinya; Farrell, Jennifer

2015-12-01

In order to develop an expert-like mental model of complex systems, causal reasoning is essential. This study examines the differences between forward and backward instructional strategies' in terms of efficiency, students' learning and progression of their mental models of the electronic transport chain in an undergraduate metabolism course (n = 151). Additionally, the participants' cognitive flexibility, prior knowledge, and mental effort in the learning process are also investigated. The data were analyzed using a series of general linear models to compare the strategies. Although the two strategies did not differ significantly in terms of mental model progression and learning outcomes, both groups' mental models progressed significantly. Mental effort and prior knowledge were identified as significant predictors of mental model progression. An interaction between instructional strategy and cognitive flexibility revealed that the backward instruction was more efficient than the conventional (forward) strategy for students with lower cognitive flexibility, whereas the conventional instruction was more efficient for students with higher cognitive flexibility. The results are discussed and suggestions for future research on the possible moderating role of cognitive flexibility in the area of health education are presented.

Creating constructive outcomes in conflict.

PubMed

Orchard, B

1998-06-01

1. Conflict and disagreement are a fact of business life. Effort toward optomizing differences rather than minimizing them is a value added activity--leading to greater creativity, increasing levels of respect in relationships, and better solutions. 2. Proactively looking at potential conflict--where diasgreeing parties are often inherent and/or predictable--can save energy, relationships, and costly mistakes. Diagnosing or "reading" a situation and planning an approach is wise. 3. Several options or responses are available when facing conflict. Knowing when to use a given response is an important interpersonal skill. Relying on learned, habitual, and exclusive approaches to conflict may be limiting. 4. Implementation of effective conflict resolution is a function of attitude, initiative, and flexibility. An exploratory posture and a willingness to learn are constructive in attempting to reach agreements with optimum short and long term effect.

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

Conditions of Flexibility: Securing a More Responsive Higher Education System

ERIC Educational Resources Information Center

Barnett, Ronald

2014-01-01

This report is the culmination of the "Flexible Pedagogies: Preparing for the Future" series of reports which have considered flexible learning from a range of perspectives. The report proposes fifteen conditions of flexibility to inject new thinking and new practices into an emerging new age. Flexible provision has the potential to…

A random forest learning assisted "divide and conquer" approach for peptide conformation search.

PubMed

Chen, Xin; Yang, Bing; Lin, Zijing

2018-06-11

Computational determination of peptide conformations is challenging as it is a problem of finding minima in a high-dimensional space. The "divide and conquer" approach is promising for reliably reducing the search space size. A random forest learning model is proposed here to expand the scope of applicability of the "divide and conquer" approach. A random forest classification algorithm is used to characterize the distributions of the backbone φ-ψ units ("words"). A random forest supervised learning model is developed to analyze the combinations of the φ-ψ units ("grammar"). It is found that amino acid residues may be grouped as equivalent "words", while the φ-ψ combinations in low-energy peptide conformations follow a distinct "grammar". The finding of equivalent words empowers the "divide and conquer" method with the flexibility of fragment substitution. The learnt grammar is used to improve the efficiency of the "divide and conquer" method by removing unfavorable φ-ψ combinations without the need of dedicated human effort. The machine learning assisted search method is illustrated by efficiently searching the conformations of GGG/AAA/GGGG/AAAA/GGGGG through assembling the structures of GFG/GFGG. Moreover, the computational cost of the new method is shown to increase rather slowly with the peptide length.

A Competency-Based Technical Training Model That Embraces Learning Flexibility and Rewards Competency

ERIC Educational Resources Information Center

Yasinski, Lee

2014-01-01

Today's adult learners are continuously searching for successful programs with added learner flexibility, a positive learning experience, and the best education for their investment. Red Deer College's unique competency based welder apprenticeship training model fulfills this desire for many adult learners.

The Python Spectral Analysis Tool (PySAT) for Powerful, Flexible, and Easy Preprocessing and Machine Learning with Point Spectral Data

NASA Astrophysics Data System (ADS)

Anderson, R. B.; Finch, N.; Clegg, S. M.; Graff, T.; Morris, R. V.; Laura, J.

2018-04-01

The PySAT point spectra tool provides a flexible graphical interface, enabling scientists to apply a wide variety of preprocessing and machine learning methods to point spectral data, with an emphasis on multivariate regression.

Posterior Cingulate Cortex: Adapting Behavior to a Changing World

PubMed Central

Pearson, John M.; Heilbronner, Sarah R.; Barack, David L.; Hayden, Benjamin Y.; Platt, Michael L.

2011-01-01

When has the world changed enough to warrant a new approach? The answer depends upon current needs, behavioral flexibility, and prior knowledge about the environment. Formal approaches solve the problem by integrating the recent history of rewards, errors, uncertainty, and context via Bayesian inference to detect changes in the world and alter behavioral policy. Neuronal activity in posterior cingulate cortex (CGp)—a key node in the default network—is known to vary with learning, memory, reward, and task engagement. We propose that these modulations reflect the underlying process of change detection and motivate subsequent shifts in behavior. PMID:21420893

Animal model of autism induced by prenatal exposure to valproate: behavioral changes and liver parameters.

PubMed

Bambini-Junior, Victorio; Rodrigues, Leticia; Behr, Guilherme Antônio; Moreira, José Cláudio Fonseca; Riesgo, Rudimar; Gottfried, Carmem

2011-08-23

Autism is characterized by behavioral impairments in three main domains: social interaction; language, communication and imaginative play; and range of interests and activities. This syndrome has attracted social attention by its high prevalence. The animal model induced by prenatal exposure to valproic acid (VPA) has been proposed to study autism. Several characteristics of behavioral abnormalities found in the VPA rats, such as repetitive/stereotypic-like activity and deficit in social interaction have been correlated with autism. Features like flexibility to change strategy, social memory and metabolic status of the induced rats have not been examined. Thus, the main aim of this work was to investigate additional behavioral rodent similarities with autism, as well as, liver redox parameters after prenatal exposure to VPA. Young rats from the VPA group presented aberrant approach to a stranger rat, decreased conditioned place preference to conspecifics, normal spatial learning and a lack of flexibility to change their strategy. As adults, they presented inappropriate social approach to a stranger rat, decreased preference for social novelty, apparently normal social recognition and no spatial learning deficits. Examination of the liver from the VPA group presented significantly increased (12%) levels of catalase (CAT) activity, no alteration in superoxide dismutase (SOD) activity and a decrease in the SOD/CAT ratio. TBARS, sulfhydril and carbonyl contents, and serum levels of aminotransferases remained unchanged. In summary, rats prenatally exposed to VPA presented decreased flexibility to change strategy and social impairments similar to the autism symptoms, contributing to the understanding of neurodevelopmental symptoms and oxidative imbalance associated to the autism spectrum disorder. Copyright © 2011. Published by Elsevier B.V.

Biologically plausible learning in recurrent neural networks reproduces neural dynamics observed during cognitive tasks

PubMed Central

Miconi, Thomas

2017-01-01

Neural activity during cognitive tasks exhibits complex dynamics that flexibly encode task-relevant variables. Chaotic recurrent networks, which spontaneously generate rich dynamics, have been proposed as a model of cortical computation during cognitive tasks. However, existing methods for training these networks are either biologically implausible, and/or require a continuous, real-time error signal to guide learning. Here we show that a biologically plausible learning rule can train such recurrent networks, guided solely by delayed, phasic rewards at the end of each trial. Networks endowed with this learning rule can successfully learn nontrivial tasks requiring flexible (context-dependent) associations, memory maintenance, nonlinear mixed selectivities, and coordination among multiple outputs. The resulting networks replicate complex dynamics previously observed in animal cortex, such as dynamic encoding of task features and selective integration of sensory inputs. We conclude that recurrent neural networks offer a plausible model of cortical dynamics during both learning and performance of flexible behavior. DOI: http://dx.doi.org/10.7554/eLife.20899.001 PMID:28230528

Biologically plausible learning in recurrent neural networks reproduces neural dynamics observed during cognitive tasks.

PubMed

Miconi, Thomas

2017-02-23

Neural activity during cognitive tasks exhibits complex dynamics that flexibly encode task-relevant variables. Chaotic recurrent networks, which spontaneously generate rich dynamics, have been proposed as a model of cortical computation during cognitive tasks. However, existing methods for training these networks are either biologically implausible, and/or require a continuous, real-time error signal to guide learning. Here we show that a biologically plausible learning rule can train such recurrent networks, guided solely by delayed, phasic rewards at the end of each trial. Networks endowed with this learning rule can successfully learn nontrivial tasks requiring flexible (context-dependent) associations, memory maintenance, nonlinear mixed selectivities, and coordination among multiple outputs. The resulting networks replicate complex dynamics previously observed in animal cortex, such as dynamic encoding of task features and selective integration of sensory inputs. We conclude that recurrent neural networks offer a plausible model of cortical dynamics during both learning and performance of flexible behavior.

Learning about the Benetic Code via Programming: Representing the Process of Translation.

ERIC Educational Resources Information Center

Ploger, Don

1991-01-01

This study examined the representations that a 16-year-old student made using the flexible computer system, "Boxer," in learning the genetic code. Results indicated that programing made it easier to build and explore flexible and useful representations and encouraged interdisciplinary collaboration between mathematics and biology…

Nonword Reading across Orthographies: How Flexible Is the Choice of Reading Units?

ERIC Educational Resources Information Center

Goswami, Usha; Ziegler, Johannes C.; Dalton, Louise; Schnieder, Wolfgang

2003-01-01

Used cross-language blocking experiments to test the hypothesis that children learning to read inconsistent orthographies would show considerable flexibility in making use of spelling-sound correspondences at different unit sizes, whereas children learning to read consistent orthographies should mainly employ small-size grapheme-phoneme…

Student Perceptions of a 21st Century Learning Space

ERIC Educational Resources Information Center

Adedokun, Omolola A.; Henke, Jacqueline N.; Parker, Loran Carleton; Burgess, Wilella D.

2017-01-01

Higher education institutions are increasingly building or remodeling classrooms to be flexible spaces that support learner-centered instruction. However, little is known about the actual impact of these spaces on student outcomes. Using a mixed method design, this study examined student perceptions of a flexible learning space on student learning…

Striatal volume predicts level of video game skill acquisition.

PubMed

Erickson, Kirk I; Boot, Walter R; Basak, Chandramallika; Neider, Mark B; Prakash, Ruchika S; Voss, Michelle W; Graybiel, Ann M; Simons, Daniel J; Fabiani, Monica; Gratton, Gabriele; Kramer, Arthur F

2010-11-01

Video game skills transfer to other tasks, but individual differences in performance and in learning and transfer rates make it difficult to identify the source of transfer benefits. We asked whether variability in initial acquisition and of improvement in performance on a demanding video game, the Space Fortress game, could be predicted by variations in the pretraining volume of either of 2 key brain regions implicated in learning and memory: the striatum, implicated in procedural learning and cognitive flexibility, and the hippocampus, implicated in declarative memory. We found that hippocampal volumes did not predict learning improvement but that striatal volumes did. Moreover, for the striatum, the volumes of the dorsal striatum predicted improvement in performance but the volumes of the ventral striatum did not. Both ventral and dorsal striatal volumes predicted early acquisition rates. Furthermore, this early-stage correlation between striatal volumes and learning held regardless of the cognitive flexibility demands of the game versions, whereas the predictive power of the dorsal striatal volumes held selectively for performance improvements in a game version emphasizing cognitive flexibility. These findings suggest a neuroanatomical basis for the superiority of training strategies that promote cognitive flexibility and transfer to untrained tasks.

The Experimental Research on E-Learning Instructional Design Model Based on Cognitive Flexibility Theory

NASA Astrophysics Data System (ADS)

Cao, Xianzhong; Wang, Feng; Zheng, Zhongmei

The paper reports an educational experiment on the e-Learning instructional design model based on Cognitive Flexibility Theory, the experiment were made to explore the feasibility and effectiveness of the model in promoting the learning quality in ill-structured domain. The study performed the experiment on two groups of students: one group learned through the system designed by the model and the other learned by the traditional method. The results of the experiment indicate that the e-Learning designed through the model is helpful to promote the intrinsic motivation, learning quality in ill-structured domains, ability to resolve ill-structured problem and creative thinking ability of the students.

Promoting Plasma Physics as a Career: A Generational Approach

NASA Astrophysics Data System (ADS)

Morgan, James

2005-10-01

A paradigm shift is occurring in education physics programs. Educators are shifting from the traditional teaching focus to concentrate on student learning. Students are unaware of physics as a career, plasma physics or the job opportunities afforded to them with a physics degree. The physics profession needs to promote itself to the younger generations, or specifically the millennial generation (Born in the 1980's-2000's). Learning styles preferred by ``Millennials'' include a technological environment that promotes learning through active task performance rather than passive attendance at lectures. Millennials respond well to anything experiential and will be motivated by opportunities for creativity and challenging learning environments. The open-ended access to information, the ability to tailor learning paths, and continuous and instantaneous performance assessment offer flexibility in the design of curricula as well as in the method of delivery. Educators need to understand the millennial generation, appeal to their motivations and offer a learning environment designed for their learning style. This poster suggests promoting a physics career by focusing on generational learning styles and preferences.

Design of environmental education module towards the needs of aboriginal community learning

NASA Astrophysics Data System (ADS)

Dasman, Siti Mariam; Yasin, Ruhizan Mohammad

2017-05-01

Non-formal education (NFE) refers to a program that is designed for personal and social education for learners to improve the level of skills and competencies outside formal educational curriculum. Issues related to geography and environment of different Aboriginal communities with other communities play an important role in determining the types and methods that should be made available to the minority community groups. Thus, this concept paper is intended to cater for educational environment through the design and development of learning modules based on non-formal education to the learning of Aboriginal community. Methods and techniques in the design and construction of the modules is based on the Design and Development Research (DDR) that was based on instructional design model of Morrison, Kemp and Ross which is more flexible and prioritizes the needs and characteristics of learners who were involved in the learning modules of the future. The discussion is related to the module development which is suitable to the learning needs of the community and there are several recommendations which may be applied in the implementation of this approach. In conclusion, the community of Orang Asli should be offered the same education as other communities but it is important to distinguish acceptance of learning techniques or approaches used in the education system to meet their standards. The implications of this concept paper is to meet the educational needs of the environment which includes a few aspects of science and some learning activities using effective approaches such as playing and building their own knowledge of meaning.

The internationalisation of prehospital education: a merging of ideologies between Australia and the USA.

PubMed

Williams, B; Upchurch, J

2006-07-01

The aim of this project was to promote internationalisation of prehospital education collaboratively between students and teachers from EMS Education and Training, Montana, USA, and Monash University Centre for Ambulance and Paramedic Studies (MUCAPS), Victoria, Australia. The project required students and teachers to engage in a series of face to face lectures, which was reinforced through distance education strategies, such as online learning. The overall project aim was to establish an objective and descriptive view of the internationalisation of prehospital and community based emergency health education using e-learning as the educational approach. A cross sectional survey design using paper based evaluation was adopted in this project. Results revealed a positive student reaction, with flexible pedagogical processes broadening student learning and facilitating an international dimension otherwise not achievable. Given the current state of globalisation, internationalisation has the capacity to improve educational standards, quality, student interactions and specific learning outcomes in prehospital education.

Hebbian learning in a model with dynamic rate-coded neurons: an alternative to the generative model approach for learning receptive fields from natural scenes.

PubMed

Hamker, Fred H; Wiltschut, Jan

2007-09-01

Most computational models of coding are based on a generative model according to which the feedback signal aims to reconstruct the visual scene as close as possible. We here explore an alternative model of feedback. It is derived from studies of attention and thus, probably more flexible with respect to attentive processing in higher brain areas. According to this model, feedback implements a gain increase of the feedforward signal. We use a dynamic model with presynaptic inhibition and Hebbian learning to simultaneously learn feedforward and feedback weights. The weights converge to localized, oriented, and bandpass filters similar as the ones found in V1. Due to presynaptic inhibition the model predicts the organization of receptive fields within the feedforward pathway, whereas feedback primarily serves to tune early visual processing according to the needs of the task.

Developing Personal Learning Environments Based on Calm Technologies

NASA Astrophysics Data System (ADS)

Fiaidhi, Jinan

Educational technology is constantly evolving and growing, and it is inevitable that this progression will continually offer new and interesting advances in our world. The instigation of calm technologies for the delivery of education is another new approach now emerging. Calm technology aims to reduce the "excitement" of information overload by letting the learner select what information is at the center of their attention and what information need to be at the peripheral. In this paper we report on the adaptation of calm technologies in an educational setting with emphasis on the needs to cater the preferences of the individual learner to respond to the challenge of providing truly learner-centered, accessible, personalized and flexible learning. Central to calm computing vision is the notion of representing learning objects as widgets, harvesting widgets from the periphery based on semantic wikis as well as widgets garbage collection from the virtual/central learning memory.

Building adaptive connectionist-based controllers: review of experiments in human-robot interaction, collective robotics, and computational neuroscience

NASA Astrophysics Data System (ADS)

Billard, Aude

2000-10-01

This paper summarizes a number of experiments in biologically inspired robotics. The common feature to all experiments is the use of artificial neural networks as the building blocks for the controllers. The experiments speak in favor of using a connectionist approach for designing adaptive and flexible robot controllers, and for modeling neurological processes. I present 1) DRAMA, a novel connectionist architecture, which has general property for learning time series and extracting spatio-temporal regularities in multi-modal and highly noisy data; 2) Robota, a doll-shaped robot, which imitates and learns a proto-language; 3) an experiment in collective robotics, where a group of 4 to 15 Khepera robots learn dynamically the topography of an environment whose features change frequently; 4) an abstract, computational model of primate ability to learn by imitation; 5) a model for the control of locomotor gaits in a quadruped legged robot.

Chronic pain impairs cognitive flexibility and engages novel learning strategies in rats.

PubMed

Cowen, Stephen L; Phelps, Caroline E; Navratilova, Edita; McKinzie, David L; Okun, Alec; Husain, Omar; Gleason, Scott D; Witkin, Jeffrey M; Porreca, Frank

2018-03-22

Cognitive flexibility, the ability to adapt behavior to changing outcomes, is critical for survival. The prefrontal cortex is a key site of cognitive control and chronic pain is known to lead to significant morphological changes to this brain region. Nevertheless, the effects of chronic pain on cognitive flexibility and learning remain uncertain. We used an instrumental paradigm to assess adaptive learning in an experimental model of chronic pain induced by tight ligation of the spinal nerves L5/6 (SNL model). Naïve, sham-operated, and SNL rats were trained to perform fixed-ratio, variable-ratio, and contingency-shift behaviors for food reward. Although all groups learned an initial lever-reward contingency, learning was slower in SNL animals in a subsequent choice task that reversed reinforcement contingencies. Temporal analysis of lever-press responses across sessions indicated no apparent deficits in memory consolidation or retrieval. However, analysis of learning within sessions revealed that the lever presses of SNL animals occurred in bursts followed by delays. Unexpectedly, the degree of bursting correlated positively with learning. Under a variable-ratio probabilistic task, SNL rats chose a less profitable behavioral strategy compared to naïve and sham-operated animals. Following extinction of behavior for learned preferences, SNL animals reverted to their initially preferred (i.e., less profitable) behavioral choice. Our data suggest, that in the face of uncertainty, chronic pain drives a preference for familiar associations, consistent with reduced cognitive flexibility. The observed burst-like responding may represent a novel learning strategy in animals with chronic pain.

Life Stories of Graduate Students in Chile and the United States: Becoming a Scientist from Childhood to Adulthood

NASA Astrophysics Data System (ADS)

Silva Fernandez, Marta A.

The purpose of this cross-national study was to gain a more comprehensive understanding about doctoral students in the United States and Chile and how their decisions to pursue a career in the life sciences field occurred throughout their lives. . I interviewed 15 doctoral students from the Seven Lakes University (Chile) and 15 students from the West Coast University (US), using a life history approach. Analyses revealed that the degree of flexibility in the schooling system and the degree of individualism and collectivism of the social groups in which the students were learning science seemed to influence the informants' vocational decisions in three interrelated processes: (1) Deciding the informants' degree of interest and ability in science by the opportunity of choosing science classes and activities. The highly tracked Chilean system socializes students to science at an early age. The more flexible school system in the US enabled the interviewees to gradually decide about pursuing their interest in science; (2) Experiencing science as a collective learning process for the Chilean informants and an individualistic learning process for the US students; (3) Perceiving science differently at each life stage for both groups of interviewees including: Playing science, Studying science, Doing science, Working in science, Practicing Science in their doctoral programs.

Reversal Learning Task in Children with Autism Spectrum Disorder: A Robot-Based Approach.

PubMed

Costescu, Cristina A; Vanderborght, Bram; David, Daniel O

2015-11-01

Children with autism spectrum disorder (ASD) engage in highly perseverative and inflexible behaviours. Technological tools, such as robots, received increased attention as social reinforces and/or assisting tools for improving the performance of children with ASD. The aim of our study is to investigate the role of the robotic toy Keepon in a cognitive flexibility task performed by children with ASD and typically developing (TD) children. The number of participants included in this study is 81 children: 40 TD children and 41 children with ASD. Each participant had to go through two conditions: robot interaction and human interaction in which they had performed the reversal learning task. Our primary outcomes are the number of errors from acquisition phase and from reversal phase of the task; as secondary outcomes we have measured attentional engagement and positive affect. The results of this study showed that children with ASD are more engaged in the task and they seem to enjoy more the task when interacting with the robot compared with the interaction with the adult. On the other hand their cognitive flexibility performance is, in general, similar in the robot and the human conditions with the exception of the learning phase where the robot can interfere with the performance. Implication for future research and practice are discussed.

Learning grammatical categories from distributional cues: flexible frames for language acquisition.

PubMed

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

2010-09-01

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

A sequence-based hybrid predictor for identifying conformationally ambivalent regions in proteins.

PubMed

Liu, Yu-Cheng; Yang, Meng-Han; Lin, Win-Li; Huang, Chien-Kang; Oyang, Yen-Jen

2009-12-03

Proteins are dynamic macromolecules which may undergo conformational transitions upon changes in environment. As it has been observed in laboratories that protein flexibility is correlated to essential biological functions, scientists have been designing various types of predictors for identifying structurally flexible regions in proteins. In this respect, there are two major categories of predictors. One category of predictors attempts to identify conformationally flexible regions through analysis of protein tertiary structures. Another category of predictors works completely based on analysis of the polypeptide sequences. As the availability of protein tertiary structures is generally limited, the design of predictors that work completely based on sequence information is crucial for advances of molecular biology research. In this article, we propose a novel approach to design a sequence-based predictor for identifying conformationally ambivalent regions in proteins. The novelty in the design stems from incorporating two classifiers based on two distinctive supervised learning algorithms that provide complementary prediction powers. Experimental results show that the overall performance delivered by the hybrid predictor proposed in this article is superior to the performance delivered by the existing predictors. Furthermore, the case study presented in this article demonstrates that the proposed hybrid predictor is capable of providing the biologists with valuable clues about the functional sites in a protein chain. The proposed hybrid predictor provides the users with two optional modes, namely, the high-sensitivity mode and the high-specificity mode. The experimental results with an independent testing data set show that the proposed hybrid predictor is capable of delivering sensitivity of 0.710 and specificity of 0.608 under the high-sensitivity mode, while delivering sensitivity of 0.451 and specificity of 0.787 under the high-specificity mode. Though experimental results show that the hybrid approach designed to exploit the complementary prediction powers of distinctive supervised learning algorithms works more effectively than conventional approaches, there exists a large room for further improvement with respect to the achieved performance. In this respect, it is of interest to investigate the effects of exploiting additional physiochemical properties that are related to conformational ambivalence. Furthermore, it is of interest to investigate the effects of incorporating lately-developed machine learning approaches, e.g. the random forest design and the multi-stage design. As conformational transition plays a key role in carrying out several essential types of biological functions, the design of more advanced predictors for identifying conformationally ambivalent regions in proteins deserves our continuous attention.

The Impact and Promise of Open-Source Computational Material for Physics Teaching

NASA Astrophysics Data System (ADS)

Christian, Wolfgang

2017-01-01

A computer-based modeling approach to teaching must be flexible because students and teachers have different skills and varying levels of preparation. Learning how to run the ``software du jour'' is not the objective for integrating computational physics material into the curriculum. Learning computational thinking, how to use computation and computer-based visualization to communicate ideas, how to design and build models, and how to use ready-to-run models to foster critical thinking is the objective. Our computational modeling approach to teaching is a research-proven pedagogy that predates computers. It attempts to enhance student achievement through the Modeling Cycle. This approach was pioneered by Robert Karplus and the SCIS Project in the 1960s and 70s and later extended by the Modeling Instruction Program led by Jane Jackson and David Hestenes at Arizona State University. This talk describes a no-cost open-source computational approach aligned with a Modeling Cycle pedagogy. Our tools, curricular material, and ready-to-run examples are freely available from the Open Source Physics Collection hosted on the AAPT-ComPADRE digital library. Examples will be presented.

Thinking about Thinking and Emotion: The Metacognitive Approach to the Medical Humanities that Integrates the Humanities with the Basic and Clinical Sciences

PubMed Central

Eichbaum, Quentin G

2014-01-01

Medical knowledge in recent decades has grown prodigiously and has outstripped the capacity of the human brain to absorb and understand it all. This burgeoning of knowledge has created a dilemma for medical educators. We can no longer expect students to continue memorizing this large body of increasingly complex knowledge. Instead, our efforts should be redirected at developing in students a competency as flexible thinkers and agile learners so they can adeptly deal with new knowledge, complexity, and uncertainty in a rapidly changing world. Such a competency would entail not only cognitive but also emotional skills essential for the holistic development of their professional identity. This article will argue that metacognition—“thinking about thinking (and emotion)”—offers the most viable path toward developing this competency. The overwhelming volume of medical knowledge has driven some medical schools to reduce the time allocated in their curricula to the “soft-option” humanities as they tend to consider them an expendable “luxury.” Vanderbilt University School of Medicine, Nashville, TN, has moved away from the traditional conception of the medical humanities as “the arts,” composed of art, music, and literature, toward an approach that integrates the humanities with the basic and clinical sciences, based on metacognition. This metacognitive approach to the humanities, described in this article, has three goals: 1) to develop students as flexible thinkers and agile learners and to provide them with essential cognitive and emotional skills for navigating medical complexity and uncertainty; 2) to elicit in students empathy and tolerance by making them aware of the immense diversity in human cognition (and emotion); and 3) to integrate the humanities with the basic and clinical sciences. Through this metacognitive approach, students come to understand their patterns of cognition and emotions, and in the group setting, they learn to mindfully calibrate their thinking and emotions. They gain a humbling appreciation of the fallibility of the human mind/brain and how cognitive biases and misperceptions can lead to medical error. They come to appreciate the complex interplay between cognition and emotion, and the importance of cognitive monitoring and emotional regulation. In the group setting, students also gain a sense of perspective of their thinking patterns and emotions in relation to those of their peers. Perspective taking and mindfulness engender tolerance and empathy, which ultimately serves as a platform for working collaboratively in teams as medical professionals. Students become aware of the social context in which thinking and learning occur, and this further shapes their professional identity. Thinking, learning, and interacting in the group setting ultimately induces a shift from self-preoccupation and an individualistic approach to knowledge toward an appreciation of collective cognition and empathy towards others. In this article, I describe the metacognitive approach to the medical humanities at Vanderbilt University School of Medicine and how it is designed to develop students as agile learners and flexible thinkers with the mindful capacity for cognitive and emotional monitoring and regulation. Thinking and learning in the group setting of the colloquium ultimately also fosters the student’s professional identity. PMID:25662528

Thinking about thinking and emotion: the metacognitive approach to the medical humanities that integrates the humanities with the basic and clinical sciences.

PubMed

Eichbaum, Quentin G

2014-01-01

Medical knowledge in recent decades has grown prodigiously and has outstripped the capacity of the human brain to absorb and understand it all. This burgeoning of knowledge has created a dilemma for medical educators. We can no longer expect students to continue memorizing this large body of increasingly complex knowledge. Instead, our efforts should be redirected at developing in students a competency as flexible thinkers and agile learners so they can adeptly deal with new knowledge, complexity, and uncertainty in a rapidly changing world. Such a competency would entail not only cognitive but also emotional skills essential for the holistic development of their professional identity. This article will argue that metacognition--“thinking about thinking (and emotion)”--offers the most viable path toward developing this competency. The overwhelming volume of medical knowledge has driven some medical schools to reduce the time allocated in their curricula to the “soft-option” humanities as they tend to consider them an expendable “luxury.” Vanderbilt University School of Medicine, Nashville, TN, has moved away from the traditional conception of the medical humanities as “the arts,” composed of art, music, and literature, toward an approach that integrates the humanities with the basic and clinical sciences, based on metacognition. This metacognitive approach to the humanities, described in this article, has three goals: 1) to develop students as flexible thinkers and agile learners and to provide them with essential cognitive and emotional skills for navigating medical complexity and uncertainty; 2) to elicit in students empathy and tolerance by making them aware of the immense diversity in human cognition (and emotion); and 3) to integrate the humanities with the basic and clinical sciences. Through this metacognitive approach, students come to understand their patterns of cognition and emotions, and in the group setting, they learn to mindfully calibrate their thinking and emotions. They gain a humbling appreciation of the fallibility of the human mind/brain and how cognitive biases and misperception can lead to medical error. They come to appreciate the complex interplay between cognition and emotion, and the importance of cognitive monitoring and emotional regulation. In the group setting, students also gain a sense of perspective of their thinking patterns and emotions in relation to those of their peers. Perspective taking and mindfulness engender tolerance and empathy, which ultimately serves as a platform for working collaboratively in teams as medical professionals. Students become aware of the social context in which thinking and learning occur, and this further shapes their professional identity. Thinking, learning, and interacting in the group setting ultimately induces a shift from self-preoccupation and an individualistic approach to knowledge toward an appreciation of collective cognition and empathy towards others. In this article, I describe the metacognitive approach to the medical humanities at Vanderbilt University School of Medicine and how it is designed to develop students as agile learners and flexible thinkers with the mindful capacity for cognitive and emotional monitoring and regulation. Thinking and learning in the group setting of the colloquium ultimately also fosters the student’s professional identity.

Precursors to the Development of Flexible Expertise: Metacognitive Self-Evaluations as Antecedences and Consequences in Adult Learning

ERIC Educational Resources Information Center

Birney, Damian P.; Beckmann, Jens F.; Wood, Robert E.

2012-01-01

The current study investigates a conceptualization of "flexible expertise" as it relates to adult learning within the context of management and leadership training. Three research domains and their relation to metacognitive outcomes are integrated: 1) individual differences in abilities, personality, and mindsets, 2) deliberate practice and…

Flexible Studies as Strategy for Lifelong Learning

ERIC Educational Resources Information Center

Bugge, Liv Susanne; Wikan, Gerd

2016-01-01

Many countries face a challenge in recruiting teachers. At the same time, the labour market is changing and the demand for re-education is increasing. In this situation, lifelong learning is seen as relevant and higher education institutions are asked to offer flexible and decentralised study programmes in order to accommodate the need for formal…

Collaborative Interactivity and Integrated Thinking in Brazilian Business Schools Using Cognitive Flexibility Hypertexts: The Panteon Project

ERIC Educational Resources Information Center

Lima, Marcos; Koehler, Matthew J.; Spiro, Rand J.

2004-01-01

In this article, we discuss how the Harvard Method of case study, Interactive Communication Technologies, and Cognitive Flexibility Theory may contribute to case-based learning about business decision-making. In particular, we are interested in designing learning environments that foster critical thinking, creativity, and reasoning that entertains…

The Flexible Learning Needs and Preferences of Regional Occupational Therapy Students In Australia

ERIC Educational Resources Information Center

Zeldenryk, Lynne; Bradey, Scott

2013-01-01

This study aimed to explore the flexible learning needs and preferences of occupational therapy students from a regional Australian university. Participants ("n"?=?170) were surveyed using a quantitative survey tool. Findings were analysed using SPSS to determine significant differences between variable attributes of the student cohort.…

The Assignment Pack. Materials for Flexible and Open Learning.

ERIC Educational Resources Information Center

Adult Literacy and Basic Skills Unit, London (England).

This assignment pack is designed for students and tutors working in open, flexible, or distance learning in Britain. Each of the six sections contains the following: (1) a detailed contents page that identifies the assignment under an activity heading, an individual title, and indication of the relationship to the City and Guilds of London…

Outcomes from Flexible Learning Options for Disenfranchised Youth: What Counts?

ERIC Educational Resources Information Center

te Riele, Kitty; Wilson, Kimberley; Wallace, Valda; McGinty, Sue; Lewthwaite, Brian

2017-01-01

Flexible Learning Options (FLOs) are common across many countries to enable secondary school completion by young people for whom mainstream schooling has not worked well. Access to high-quality education through FLOs is a social justice issue. In the context of an inclination among governments for accountability and evidence-based policy, as well…

Measuring Discrimination- and Reversal Learning in Mouse Models within 4 Days and without Prior Food Deprivation

ERIC Educational Resources Information Center

Remmelink, Esther; Smit, August B.; Verhage, Matthijs; Loos, Maarten

2016-01-01

Many neurological and psychiatric disorders are characterized by deficits in cognitive flexibility. Modeling cognitive flexibility in mice enables the investigation of mechanisms underlying these deficits. The majority of currently available behavioral tests targeting this cognitive domain are reversal learning tasks that require scheduled food…

Flexible word meaning in embodied agents

NASA Astrophysics Data System (ADS)

Wellens, Peter; Loetzsch, Martin; Steels, Luc

2008-06-01

Learning the meanings of words requires coping with referential uncertainty - a learner hearing a novel word cannot be sure which aspects or properties of the referred object or event comprise the meaning of the word. Data from developmental psychology suggest that human learners grasp the important aspects of many novel words after just a few exposures, a phenomenon known as fast mapping. Traditionally, word learning is viewed as a mapping task, in which the learner has to map a set of forms onto a set of pre-existing concepts. We criticise this approach and argue instead for a flexible nature of the coupling between form and meanings as a solution to the problem of referential uncertainty. We implemented and tested the model in populations of humanoid robots that play situated language games about objects in their shared environment. Results show that the model can handle an exponential increase in uncertainty and allows scaling towards very large meaning spaces, while retaining the ability to grasp an operational meaning almost instantly for a great number of words. In addition, the model captures some aspects of the flexibility of form-meaning associations found in human languages. Meanings of words can shift between being very specific (names) and general (e.g. 'small'). We show that this specificity is biased not by the model itself but by the distribution of object properties in the world.

Two Machine Learning Approaches for Short-Term Wind Speed Time-Series Prediction.

PubMed

Ak, Ronay; Fink, Olga; Zio, Enrico

2016-08-01

The increasing liberalization of European electricity markets, the growing proportion of intermittent renewable energy being fed into the energy grids, and also new challenges in the patterns of energy consumption (such as electric mobility) require flexible and intelligent power grids capable of providing efficient, reliable, economical, and sustainable energy production and distribution. From the supplier side, particularly, the integration of renewable energy sources (e.g., wind and solar) into the grid imposes an engineering and economic challenge because of the limited ability to control and dispatch these energy sources due to their intermittent characteristics. Time-series prediction of wind speed for wind power production is a particularly important and challenging task, wherein prediction intervals (PIs) are preferable results of the prediction, rather than point estimates, because they provide information on the confidence in the prediction. In this paper, two different machine learning approaches to assess PIs of time-series predictions are considered and compared: 1) multilayer perceptron neural networks trained with a multiobjective genetic algorithm and 2) extreme learning machines combined with the nearest neighbors approach. The proposed approaches are applied for short-term wind speed prediction from a real data set of hourly wind speed measurements for the region of Regina in Saskatchewan, Canada. Both approaches demonstrate good prediction precision and provide complementary advantages with respect to different evaluation criteria.

A developmental approach to learning causal models for cyber security

NASA Astrophysics Data System (ADS)

Mugan, Jonathan

2013-05-01

To keep pace with our adversaries, we must expand the scope of machine learning and reasoning to address the breadth of possible attacks. One approach is to employ an algorithm to learn a set of causal models that describes the entire cyber network and each host end node. Such a learning algorithm would run continuously on the system and monitor activity in real time. With a set of causal models, the algorithm could anticipate novel attacks, take actions to thwart them, and predict the second-order effects flood of information, and the algorithm would have to determine which streams of that flood were relevant in which situations. This paper will present the results of efforts toward the application of a developmental learning algorithm to the problem of cyber security. The algorithm is modeled on the principles of human developmental learning and is designed to allow an agent to learn about the computer system in which it resides through active exploration. Children are flexible learners who acquire knowledge by actively exploring their environment and making predictions about what they will find,1, 2 and our algorithm is inspired by the work of the developmental psychologist Jean Piaget.3 Piaget described how children construct knowledge in stages and learn new concepts on top of those they already know. Developmental learning allows our algorithm to focus on subsets of the environment that are most helpful for learning given its current knowledge. In experiments, the algorithm was able to learn the conditions for file exfiltration and use that knowledge to protect sensitive files.

FSMRank: feature selection algorithm for learning to rank.

PubMed

Lai, Han-Jiang; Pan, Yan; Tang, Yong; Yu, Rong

2013-06-01

In recent years, there has been growing interest in learning to rank. The introduction of feature selection into different learning problems has been proven effective. These facts motivate us to investigate the problem of feature selection for learning to rank. We propose a joint convex optimization formulation which minimizes ranking errors while simultaneously conducting feature selection. This optimization formulation provides a flexible framework in which we can easily incorporate various importance measures and similarity measures of the features. To solve this optimization problem, we use the Nesterov's approach to derive an accelerated gradient algorithm with a fast convergence rate O(1/T(2)). We further develop a generalization bound for the proposed optimization problem using the Rademacher complexities. Extensive experimental evaluations are conducted on the public LETOR benchmark datasets. The results demonstrate that the proposed method shows: 1) significant ranking performance gain compared to several feature selection baselines for ranking, and 2) very competitive performance compared to several state-of-the-art learning-to-rank algorithms.

Welcome to the techno highway: development of a health assessment CD-ROM and website.

PubMed

Bosco, Anna Maria; Ward, Catherine

2005-09-01

Traditionally teaching nursing students psychomotor skills took place in a laboratory setting; however, recent developments in computer technology have revolutionised how educators can transfer knowledge. To meet the need for an efficient and interactive learning experience a software product was required to educate nursing students about health assessment techniques. This paper presents how existing 'old technology' of a video was given new life by embracing new technology, resulting in development of an interactive CD-ROM with supporting WebCT. This innovation reflects a more flexible approach to learning as it is dynamic, portable, self-paced and more convenient for adult learners especially those in remote areas.

Mediodorsal thalamus hypofunction impairs flexible goal-directed behavior.

PubMed

Parnaudeau, Sébastien; Taylor, Kathleen; Bolkan, Scott S; Ward, Ryan D; Balsam, Peter D; Kellendonk, Christoph

2015-03-01

Cognitive inflexibility is a core symptom of several mental disorders including schizophrenia. Brain imaging studies in schizophrenia patients performing cognitive tasks have reported decreased activation of the mediodorsal thalamus (MD). Using a pharmacogenetic approach to model MD hypofunction, we recently showed that decreasing MD activity impairs reversal learning in mice. While this demonstrates causality between MD hypofunction and cognitive inflexibility, questions remain about the elementary cognitive processes that account for the deficit. Using the Designer Receptors Exclusively Activated by Designer Drugs system, we reversibly decreased MD activity during behavioral tasks assessing elementary cognitive processes inherent to flexible goal-directed behaviors, including extinction, contingency degradation, outcome devaluation, and Pavlovian-to-instrumental transfer (n = 134 mice). While MD hypofunction impaired reversal learning, it did not affect the ability to learn about nonrewarded cues or the ability to modulate action selection based on the outcome value. In contrast, decreasing MD activity delayed the ability to adapt to changes in the contingency between actions and their outcomes. In addition, while Pavlovian learning was not affected by MD hypofunction, decreasing MD activity during Pavlovian learning impaired the ability of conditioned stimuli to modulate instrumental behavior. Mediodorsal thalamus hypofunction causes cognitive inflexibility reflected by an impaired ability to adapt actions when their consequences change. Furthermore, it alters the encoding of environmental stimuli so that they cannot be properly utilized to guide behavior. Modulating MD activity could be a potential therapeutic strategy for promoting adaptive behavior in human subjects with cognitive inflexibility. Copyright © 2015 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.

A theory-driven, longitudinal evaluation of the impact of team training on safety culture in 24 hospitals.

PubMed

Jones, Katherine J; Skinner, Anne M; High, Robin; Reiter-Palmon, Roni

2013-05-01

Effective teamwork facilitates collective learning, which is integral to safety culture. There are no rigorous evaluations of the impact of team training on the four components of safety culture-reporting, just, flexible and learning cultures. We evaluated the impact of a year-long team training programme on safety culture in 24 hospitals using two theoretical frameworks. We used two quasi-experimental designs: a cross-sectional comparison of hospital survey on patient safety culture (HSOPS) results from an intervention group of 24 hospitals to a static group of 13 hospitals and a pre-post comparison of HSOPS results within intervention hospitals. Dependent variables were HSOPS items representing the four components of safety culture; independent variables were derived from items added to the HSOPS that measured the extent of team training, learning and transfer. We used a generalised linear mixed model approach to account for the correlated nature of the data. 59% of 2137 respondents from the intervention group reported receiving team training. Intervention group HSOPS scores were significantly higher than static group scores in three dimensions assessing the flexible and learning components of safety culture. The distribution of the adoption of team behaviours (transfer) varied in the intervention group from 2.8% to 31.0%. Adoption of team behaviours was significantly associated with odds of an individual reacting more positively at reassessment than baseline to nine items reflecting all four components of safety culture. Team training can result in transformational change in safety culture when the work environment supports the transfer of learning to new behaviour.

Stress attenuates the flexible updating of aversive value

PubMed Central

Raio, Candace M.; Hartley, Catherine A.; Orederu, Temidayo A.; Li, Jian; Phelps, Elizabeth A.

2017-01-01

In a dynamic environment, sources of threat or safety can unexpectedly change, requiring the flexible updating of stimulus−outcome associations that promote adaptive behavior. However, aversive contexts in which we are required to update predictions of threat are often marked by stress. Acute stress is thought to reduce behavioral flexibility, yet its influence on the modulation of aversive value has not been well characterized. Given that stress exposure is a prominent risk factor for anxiety and trauma-related disorders marked by persistent, inflexible responses to threat, here we examined how acute stress affects the flexible updating of threat responses. Participants completed an aversive learning task, in which one stimulus was probabilistically associated with an electric shock, while the other stimulus signaled safety. A day later, participants underwent an acute stress or control manipulation before completing a reversal learning task during which the original stimulus−outcome contingencies switched. Skin conductance and neuroendocrine responses provided indices of sympathetic arousal and stress responses, respectively. Despite equivalent initial learning, stressed participants showed marked impairments in reversal learning relative to controls. Additionally, reversal learning deficits across participants were related to heightened levels of alpha-amylase, a marker of noradrenergic activity. Finally, fitting arousal data to a computational reinforcement learning model revealed that stress-induced reversal learning deficits emerged from stress-specific changes in the weight assigned to prediction error signals, disrupting the adaptive adjustment of learning rates. Our findings provide insight into how stress renders individuals less sensitive to changes in aversive reinforcement and have implications for understanding clinical conditions marked by stress-related psychopathology. PMID:28973957

Evidence-Based Principles for Using Technology-Enhanced Learning in the Continuing Professional Development of Health Professionals.

PubMed

Scott, Karen M; Baur, Louise; Barrett, Jenny

2017-01-01

Increasingly, health professional training involves the use of educational technologies through what is broadly termed "Technology-Enhanced Learning" (TEL). TEL includes hardware, such as computers and mobile devices, and software, such as software applications (apps), learning management systems, and discussion boards. For many years, TEL has formed an integral part of health professional programs and is growing in acceptance, if not expectation, in postgraduate training and continuing education. TEL generally aims to be flexible, engaging, learner focused and interactive, and may involve collaboration and communication. It offers many benefits for learning and teaching, whether used on its own or in conjunction with face-to-face teaching through blended learning. The ubiquity of mobile devices in clinical settings means TEL is ideal for busy clinicians, both as learners and teachers. TEL enables participants to learn at a time and place that is convenient to them, so learners living in geographically dispersed locations can access standardized courses. To realize these potential benefits, we recommend that those developing TEL programs for health professionals take a systematic approach to planning, development, implementation, and evaluation. To that end, we propose 10 principles: clarify purpose and conduct a needs assessment; allocate adequate time and technology; incorporate proven approaches to improve learning; consider the need for a skills component; enable interaction between learners and with others; create different resources for different groups; pilot before implementing; incorporate measures to retain learners; provide opportunities for revision to aid retention; and evaluate learning outcomes, not just satisfaction.

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.

A Neural Circuit Model of Flexible Sensori-motor Mapping: Learning and Forgetting on Multiple Timescales

PubMed Central

Fusi, Stefano; Asaad, Wael F.; Miller, Earl K.; Wang, Xiao-Jing

2007-01-01

Summary Volitional behavior relies on the brain’s ability to remap sensory flow to motor programs whenever demanded by a changed behavioral context. To investigate the circuit basis of such flexible behavior, we have developed a biophysically-based decision-making network model of spiking neurons for arbitrary sensorimotor mapping. The model quantitatively reproduces behavioral and prefrontal single-cell data from an experiment in which monkeys learn visuo-motor associations that are reversed unpredictably from time to time. We show that when synaptic modifications occur on multiple timescales, the model behavior becomes flexible only when needed: slow components of learning usually dominate the decision process. However, if behavioral contexts change frequently enough, fast components of plasticity take over, and the behavior exhibits a quick forget-and-learn pattern. This model prediction is confirmed by monkey data. Therefore, our work reveals a scenario for conditional associative learning that is distinct from instant switching between sets of well established sensorimotor associations. PMID:17442251

A neural circuit model of flexible sensorimotor mapping: learning and forgetting on multiple timescales.

PubMed

Fusi, Stefano; Asaad, Wael F; Miller, Earl K; Wang, Xiao-Jing

2007-04-19

Volitional behavior relies on the brain's ability to remap sensory flow to motor programs whenever demanded by a changed behavioral context. To investigate the circuit basis of such flexible behavior, we have developed a biophysically based decision-making network model of spiking neurons for arbitrary sensorimotor mapping. The model quantitatively reproduces behavioral and prefrontal single-cell data from an experiment in which monkeys learn visuomotor associations that are reversed unpredictably from time to time. We show that when synaptic modifications occur on multiple timescales, the model behavior becomes flexible only when needed: slow components of learning usually dominate the decision process. However, if behavioral contexts change frequently enough, fast components of plasticity take over, and the behavior exhibits a quick forget-and-learn pattern. This model prediction is confirmed by monkey data. Therefore, our work reveals a scenario for conditional associative learning that is distinct from instant switching between sets of well-established sensorimotor associations.

Cerebellar contribution to higher and lower order rule learning and cognitive flexibility in mice.

PubMed

Dickson, P E; Cairns, J; Goldowitz, D; Mittleman, G

2017-03-14

Cognitive flexibility has traditionally been considered a frontal lobe function. However, converging evidence suggests involvement of a larger brain circuit which includes the cerebellum. Reciprocal pathways connecting the cerebellum to the prefrontal cortex provide a biological substrate through which the cerebellum may modulate higher cognitive functions, and it has been observed that cognitive inflexibility and cerebellar pathology co-occur in psychiatric disorders (e.g., autism, schizophrenia, addiction). However, the degree to which the cerebellum contributes to distinct forms of cognitive flexibility and rule learning is unknown. We tested lurcher↔wildtype aggregation chimeras which lose 0-100% of cerebellar Purkinje cells during development on a touchscreen-mediated attentional set-shifting task to assess the contribution of the cerebellum to higher and lower order rule learning and cognitive flexibility. Purkinje cells, the sole output of the cerebellar cortex, ranged from 0 to 108,390 in tested mice. Reversal learning and extradimensional set-shifting were impaired in mice with⩾95% Purkinje cell loss. Cognitive deficits were unrelated to motor deficits in ataxic mice. Acquisition of a simple visual discrimination and an attentional-set were unrelated to Purkinje cells. A positive relationship was observed between Purkinje cells and errors when exemplars from a novel, non-relevant dimension were introduced. Collectively, these data suggest that the cerebellum contributes to higher order cognitive flexibility, lower order cognitive flexibility, and attention to novel stimuli, but not the acquisition of higher and lower order rules. These data indicate that the cerebellar pathology observed in psychiatric disorders may underlie deficits involving cognitive flexibility and attention to novel stimuli. Copyright © 2016. Published by Elsevier Ltd.

The Ability of Psychological Flexibility and Job Control to Predict Learning, Job Performance, and Mental Health

ERIC Educational Resources Information Center

Bond, Frank W.; Flaxman, Paul E.

2006-01-01

This longitudinal study tested the degree to which an individual characteristic, psychological flexibility, and a work organization variable, job control, predicted ability to learn new skills at work, job performance, and mental health, amongst call center workers in the United Kingdom (N = 448). As hypothesized, results indicated that job…

An Architecture Combining IMS-LD and Web Services for Flexible Data-Transfer in CSCL

ERIC Educational Resources Information Center

Magnisalis, Ioannis; Demetriadis, Stavros

2017-01-01

This article presents evaluation data regarding the MAPIS3 architecture which is proposed as a solution for the data-transfer among various tools to promote flexible collaborative learning designs. We describe the problem that this architecture deals with as "tool orchestration" in collaborative learning settings. This term refers to a…

The Flexibility of 12-Month-Olds' Preferences for Phonologically Appropriate Object Labels

ERIC Educational Resources Information Center

MacKenzie, Heather K.; Graham, Susan A.; Curtin, Suzanne; Archer, Stephanie L.

2014-01-01

We explored 12-month-olds' flexibility in accepting phonotactically illegal or ill-formed word forms in a modified associative-learning task. Sixty-four English-learning infants were presented with a training phase that either clarified the purpose of a sound--object association task or left the task ambiguous. Infants were then habituated to sets…

Learning Grammatical Categories from Distributional Cues: Flexible Frames for Language Acquisition

ERIC Educational Resources Information Center

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

2010-01-01

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

Pairwise domain adaptation module for CNN-based 2-D/3-D registration.

PubMed

Zheng, Jiannan; Miao, Shun; Jane Wang, Z; Liao, Rui

2018-04-01

Accurate two-dimensional to three-dimensional (2-D/3-D) registration of preoperative 3-D data and intraoperative 2-D x-ray images is a key enabler for image-guided therapy. Recent advances in 2-D/3-D registration formulate the problem as a learning-based approach and exploit the modeling power of convolutional neural networks (CNN) to significantly improve the accuracy and efficiency of 2-D/3-D registration. However, for surgery-related applications, collecting a large clinical dataset with accurate annotations for training can be very challenging or impractical. Therefore, deep learning-based 2-D/3-D registration methods are often trained with synthetically generated data, and a performance gap is often observed when testing the trained model on clinical data. We propose a pairwise domain adaptation (PDA) module to adapt the model trained on source domain (i.e., synthetic data) to target domain (i.e., clinical data) by learning domain invariant features with only a few paired real and synthetic data. The PDA module is designed to be flexible for different deep learning-based 2-D/3-D registration frameworks, and it can be plugged into any pretrained CNN model such as a simple Batch-Norm layer. The proposed PDA module has been quantitatively evaluated on two clinical applications using different frameworks of deep networks, demonstrating its significant advantages of generalizability and flexibility for 2-D/3-D medical image registration when a small number of paired real-synthetic data can be obtained.

A collaborative approach to facilitate professionals to support the breathless patient.

PubMed

Shaw, Vanessa; Davies, Alison; Ong, Bie Nio

2017-07-22

Breathlessness is a major problem for people in their last weeks of life. Breathlessness is considered to be multidimensional with physical, psychological, emotional, social and spiritual factors all playing a part. It has been recognised that specific training to health professionals is beneficial in order to improve the care for patients with breathlessness.Breathlessness courses have tended to focus on senior nurses. A new flexible and collaborative training course was designed to include a wider range of nurses and other health professionals in hospital, hospice, primary care and community settings. The aim of the 'Practical Skills to Support the Breathless Patient' programme was to make patients and carers feel better supported in their breathlessness, for health professionals to develop confidence and skills in using proven interventions, and to adopt a flexible educational design that could be adapted to different contexts. The course is learner-centred and teaching methods encourage interaction and participation via a mix of lectures and discussions with practical skills-focused, experiential workshops in smaller groups. Case study work was included to integrate learning with participants' practice environment. Evaluation is built in during the course, so adaptations can be made throughout to respond to changing learner needs. Participants reported increased confidence in terms of knowledge and applying this within everyday practice. The theory-practice dynamic worked well within each participant' specific work context in particular through the case study approach. The course developed a number of innovative approaches, such as multi-disciplinary learning groups, regular feedback loops, reflexive learning about putting theory into practice and long-term follow-up. Combining these elements increases professionals' confidence and sustains new clinical practice. © 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.

Physiotherapy students' perspectives of online e-learning for interdisciplinary management of chronic health conditions: a qualitative study.

PubMed

Gardner, Peter; Slater, Helen; Jordan, Joanne E; Fary, Robyn E; Chua, Jason; Briggs, Andrew M

2016-02-16

To qualitatively explore physiotherapy students' perceptions of online e-learning for chronic disease management using a previously developed, innovative and interactive, evidence-based, e-learning package: Rheumatoid Arthritis for Physiotherapists e-Learning (RAP-eL). Physiotherapy students participated in three focus groups in Perth, Western Australia. Purposive sampling was employed to ensure maximum heterogeneity across age, gender and educational background. To explore students' perspectives on the advantages and disadvantages of online e-learning, ways to enhance e-learning, and information/learning gaps in relation to interdisciplinary management of chronic health conditions, a semi-structured interview schedule was developed. Verbatim transcripts were analysed using inductive methods within a grounded theory approach to derive key themes. Twenty-three students (78 % female; 39 % with previous tertiary qualification) of mean (SD) age 23 (3.6) years participated. Students expressed a preference for a combination of both online e-learning and lecture-style learning formats for chronic disease management, citing flexibility to work at one's own pace and time, and access to comprehensive information as advantages of e-learning learning. Personal interaction and ability to clarify information immediately were considered advantages of lecture-style formats. Perceived knowledge gaps included practical application of interdisciplinary approaches to chronic disease management and developing and implementing physiotherapy management plans for people with chronic health conditions. Physiotherapy students preferred multi-modal and blended formats for learning about chronic disease management. This study highlights the need for further development of practically-oriented knowledge and skills related to interdisciplinary care for people with chronic conditions among physiotherapy students. While RAP-eL focuses on rheumatoid arthritis, the principles of learning apply to the broader context of chronic disease management.

Scalable Nonparametric Low-Rank Kernel Learning Using Block Coordinate Descent.

PubMed

Hu, En-Liang; Kwok, James T

2015-09-01

Nonparametric kernel learning (NPKL) is a flexible approach to learn the kernel matrix directly without assuming any parametric form. It can be naturally formulated as a semidefinite program (SDP), which, however, is not very scalable. To address this problem, we propose the combined use of low-rank approximation and block coordinate descent (BCD). Low-rank approximation avoids the expensive positive semidefinite constraint in the SDP by replacing the kernel matrix variable with V(T)V, where V is a low-rank matrix. The resultant nonlinear optimization problem is then solved by BCD, which optimizes each column of V sequentially. It can be shown that the proposed algorithm has nice convergence properties and low computational complexities. Experiments on a number of real-world data sets show that the proposed algorithm outperforms state-of-the-art NPKL solvers.

Increasing medical students' engagement in public health: case studies illustrating the potential role of online learning.

PubMed

Sheringham, J; Lyon, A; Jones, A; Strobl, J; Barratt, H

2016-09-01

The value of e-learning in medical education is widely recognized but there is little evidence of its value in teaching medical students about public health. Such evidence is needed because medical students' engagement with public health has been low. We present three recent case studies from UK medical schools to illustrate diverse ways in which online approaches can increase medical students' engagement with learning public health. A comparative case study approach was used applying quantitative and qualitative data to examine engagement in terms of uptake/use amongst eligible students, acceptability and perceived effectiveness using an analytic framework based on Seven Principles of Effective Teaching. Across the three case studies, most (67-85%) eligible students accessed online materials, and rated them more favourably than live lectures. Students particularly valued opportunities to use e-learning flexibly in terms of time and place. Online technologies offered new ways to consolidate learning of key public health concepts. Although students found contributing to online discussions challenging, it provided opportunities for students to explore concepts in depth and enabled students that were uncomfortable speaking in face-to-face discussions to participate. E-learning can be applied in diverse ways that increase medical student engagement with public health teaching. © The Author 2015. Published by Oxford University Press on behalf of Faculty of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Neuromodulation of reward-based learning and decision making in human aging

PubMed Central

Eppinger, Ben; Hämmerer, Dorothea; Li, Shu-Chen

2013-01-01

In this paper, we review the current literature to highlight relations between age-associated declines in dopaminergic and serotonergic neuromodulation and adult age differences in adaptive goal-directed behavior. Specifically, we focus on evidence suggesting that deficits in neuromodulation contribute to older adults’ behavioral disadvantages in learning and decision making. These deficits are particularly pronounced when reward information is uncertain or the task context requires flexible adaptations to changing stimulus–reward contingencies. Moreover, emerging evidence points to age-related differences in the sensitivity to rewarding and aversive outcomes during learning and decision making if the acquisition of behavior critically depends on outcome processing. These age-related asymmetries in outcome valuation may be explained by age differences in the interplay of dopaminergic and serotonergic neuromodulation. This hypothesis is based on recent neurocomputational and psychopharmacological approaches, which suggest that dopamine and serotonin serve opponent roles in regulating the balance between approach behavior and inhibitory control. Studying adaptive regulation of behavior across the adult life span may shed new light on how the aging brain changes functionally in response to its diminishing resources. PMID:22023564

A framework for plasticity implementation on the SpiNNaker neural architecture.

PubMed

Galluppi, Francesco; Lagorce, Xavier; Stromatias, Evangelos; Pfeiffer, Michael; Plana, Luis A; Furber, Steve B; Benosman, Ryad B

2014-01-01

Many of the precise biological mechanisms of synaptic plasticity remain elusive, but simulations of neural networks have greatly enhanced our understanding of how specific global functions arise from the massively parallel computation of neurons and local Hebbian or spike-timing dependent plasticity rules. For simulating large portions of neural tissue, this has created an increasingly strong need for large scale simulations of plastic neural networks on special purpose hardware platforms, because synaptic transmissions and updates are badly matched to computing style supported by current architectures. Because of the great diversity of biological plasticity phenomena and the corresponding diversity of models, there is a great need for testing various hypotheses about plasticity before committing to one hardware implementation. Here we present a novel framework for investigating different plasticity approaches on the SpiNNaker distributed digital neural simulation platform. The key innovation of the proposed architecture is to exploit the reconfigurability of the ARM processors inside SpiNNaker, dedicating a subset of them exclusively to process synaptic plasticity updates, while the rest perform the usual neural and synaptic simulations. We demonstrate the flexibility of the proposed approach by showing the implementation of a variety of spike- and rate-based learning rules, including standard Spike-Timing dependent plasticity (STDP), voltage-dependent STDP, and the rate-based BCM rule. We analyze their performance and validate them by running classical learning experiments in real time on a 4-chip SpiNNaker board. The result is an efficient, modular, flexible and scalable framework, which provides a valuable tool for the fast and easy exploration of learning models of very different kinds on the parallel and reconfigurable SpiNNaker system.

A framework for plasticity implementation on the SpiNNaker neural architecture

PubMed Central

Galluppi, Francesco; Lagorce, Xavier; Stromatias, Evangelos; Pfeiffer, Michael; Plana, Luis A.; Furber, Steve B.; Benosman, Ryad B.

2015-01-01

Many of the precise biological mechanisms of synaptic plasticity remain elusive, but simulations of neural networks have greatly enhanced our understanding of how specific global functions arise from the massively parallel computation of neurons and local Hebbian or spike-timing dependent plasticity rules. For simulating large portions of neural tissue, this has created an increasingly strong need for large scale simulations of plastic neural networks on special purpose hardware platforms, because synaptic transmissions and updates are badly matched to computing style supported by current architectures. Because of the great diversity of biological plasticity phenomena and the corresponding diversity of models, there is a great need for testing various hypotheses about plasticity before committing to one hardware implementation. Here we present a novel framework for investigating different plasticity approaches on the SpiNNaker distributed digital neural simulation platform. The key innovation of the proposed architecture is to exploit the reconfigurability of the ARM processors inside SpiNNaker, dedicating a subset of them exclusively to process synaptic plasticity updates, while the rest perform the usual neural and synaptic simulations. We demonstrate the flexibility of the proposed approach by showing the implementation of a variety of spike- and rate-based learning rules, including standard Spike-Timing dependent plasticity (STDP), voltage-dependent STDP, and the rate-based BCM rule. We analyze their performance and validate them by running classical learning experiments in real time on a 4-chip SpiNNaker board. The result is an efficient, modular, flexible and scalable framework, which provides a valuable tool for the fast and easy exploration of learning models of very different kinds on the parallel and reconfigurable SpiNNaker system. PMID:25653580

Work station learning activities: a flexible and scalable instrument for integrating across basic subjects in biomedical education.

PubMed

González-Soltero, Rocío; Learte, Ana Isabel R; Sánchez, Ana Mª; Gal, Beatriz

2017-11-29

Establishing innovative teaching programs in biomedical education involves dealing with several national and supra-national (i.e. European) regulations as well as with new pedagogical and demographic demands. We aimed to develop and validate a suitable instrument to integrate activities across preclinical years in all Health Science Degrees while meeting requirements of national quality agencies. The new approach was conceived at two different levels: first, we identified potentially integrative units from different fields according to national learning goals established for each preclinical year (national quality agency regulations). Secondly, we implemented a new instrument that combines active methodologies in Work Station Learning Activities (WSLA), using clinical scenarios as a guiding common thread to instruct students from an integrated perspective. We evaluated students' perception through a Likert-type survey of a total of 118 students enrolled in the first year of the Bachelor's Degree in Medicine. Our model of integrated activities through WSLA is feasible, scalable and manageable with large groups of students and a minimum number of instructors, two major limitations in many medical schools. Students' perception of WSLA was positive in overall terms. Seventy nine percent of participants stated that WSLA sessions were more useful than non-integrated activities. Eighty three percent confirmed that the WSLA methodology was effective at integrating concepts covered by different subjects. The WSLA approach is a flexible and scalable instrument for moving towards integrated curricula, and it can be successfully adapted to teach basic subjects in preclinical years of Health Science degrees. WSLA can be applied to large groups of students in a variety of contexts or environments using clinical cases as connecting threads.

Flexible Pedagogies: Employer Engagement and Work-Based Learning. Flexible Pedagogies: Preparing for the Future Series

ERIC Educational Resources Information Center

Kettle, Jane

2013-01-01

This publication focuses on national and international policy initiatives to develop a better understanding of work-based learners and the types of flexibility that may well enhance their study especially pedagogically. As part of our five-strand research project "Flexible Pedagogies: preparing for the future" it: (1) highlights the…

Flexible Pedagogies: Part-Time Learners and Learning in Higher Education. Flexible Pedagogies: Preparing for the Future Series

ERIC Educational Resources Information Center

McLinden, Michael

2013-01-01

This publication focuses on national and international policy initiatives to develop a better understanding of part-time learners and the types of flexibility that may enhance their study especially pedagogically. As part of our five-strand research project "Flexible Pedagogies: preparing for the future" it: (1) highlights the challenges…

Sequence System Building Blocks: Using a Component Architecture for Sequencing Software

NASA Technical Reports Server (NTRS)

Streiffert, Barbara A.; O'Reilly, Taifun

2005-01-01

Over the last few years software engineering has made significant strides in making more flexible architectures and designs possible. However, at the same time, spacecraft have become more complex and flight software has become more sophisticated. Typically spacecraft are often one-of-a-kind entities that have different hardware designs, different capabilities, different instruments, etc. Ground software has become more complex and operations teams have had to learn a myriad of tools that all have different user interfaces and represent data in different ways. At Jet Propulsion Laboratory (JPL) these themes have collided to require an new approach to producing ground system software. Two different groups have been looking at tackling this particular problem. One group is working for the JPL Mars Technology Program in the Mars Science Laboratory (MSL) Focused Technology area. The other group is the JPL Multi-Mission Planning and Sequencing Group . The major concept driving these two approaches on a similar path is to provide software that can be a more cohesive flexible system that provides a act of planning and sequencing system of services. This paper describes the efforts that have been made to date to create a unified approach from these disparate groups.

Sequencing System Building Blocks: Using a Component Architecture for Sequencing Software

NASA Technical Reports Server (NTRS)

Streiffert, Barbara A.; O'Reilly, Taifun

2006-01-01

Over the last few years software engineering has made significant strides in making more flexible architectures and designs possible. However, at the same time, spacecraft have become more complex and flight software has become more sophisticated. Typically spacecraft are often one-of-a-kind entities that have different hardware designs, different capabilities, different instruments, etc. Ground software has become more complex and operations teams have had to learn a myriad of tools that all have different user interfaces and represent data in different ways. At Jet Propulsion Laboratory (JPL) these themes have collided to require a new approach to producing ground system software. Two different groups have been looking at tackling this particular problem. One group is working for the JPL Mars Technology Program in the Mars Science Laboratory (MSL) Focused Technology area. The other group is the JPL Multi-Mission Planning and Sequencing Group. The major concept driving these two approaches on a similar path is to provide software that can be a more cohesive flexible system that provides a set of planning and sequencing system of services. This paper describes the efforts that have been made to date to create a unified approach from these disparate groups.

Neophobia is negatively related to reversal learning ability in females of a generalist bird of prey, the Chimango Caracara, Milvago chimango.

PubMed

Guido, Jorgelina María; Biondi, Laura Marina; Vasallo, Aldo Ivan; Muzio, Rubén Nestor

2017-07-01

In an ever-changing environment, the ability to adapt choices to new conditions is essential for daily living and ultimately, for survival. Behavioural flexibility allows animals to maximise survival and reproduction in novel settings by adjusting their behaviour based on specific information and feedback acquired in their current environments. However, a growing body of evidence indicates that an individual's personality type can limit the extent to which the individual might behave flexibly, by influencing the way an individual pays attention to novelty and how much information it collects and stores, which in turn affects the individual's decision-making and learning process. In this study, the behavioural flexibility of a generalist predator, the Chimango Caracara, Milvago chimango, was analysed using the reversal learning paradigm, focusing on the comparison between age classes, and the relation of learning flexibility with a personality trait, the level of neophobia. Due to the low number of male individuals captured, this study was carried out only with female birds. The results showed that age had no significant effect either on the acquisition of a stimulus-reward association, or on the capacity of reversing this previously learned association. Reversal of the response was a harder task for these birds in comparison with the initial acquisition process. The individual's performances in the learning tasks seemed to be uncorrelated with each other, suggesting that they involve different neural mechanisms. Contrary to the general pattern observed in the majority of previous work on personality and cognition in non-human animals, the level of neophobia did not correlate with the initial associative learning performance in both adults and juveniles, yet it showed a significant negative relationship with reversal learning ability, mainly in the regressive phase of this task, for the two age classes. Our results suggest that the predatory and generalist lifestyle of female individuals of M. chimango along with the selective pressures of the environment of the individuals studied might play a critical role in the degree and direction of the linkage between novelty response and learning flexibility observed in this study.

Geoscience Meets Social Science: A Flexible Data Driven Approach for Developing High Resolution Population Datasets at Global Scale

NASA Astrophysics Data System (ADS)

Rose, A.; McKee, J.; Weber, E.; Bhaduri, B. L.

2017-12-01

Leveraging decades of expertise in population modeling, and in response to growing demand for higher resolution population data, Oak Ridge National Laboratory is now generating LandScan HD at global scale. LandScan HD is conceived as a 90m resolution population distribution where modeling is tailored to the unique geography and data conditions of individual countries or regions by combining social, cultural, physiographic, and other information with novel geocomputation methods. Similarities among these areas are exploited in order to leverage existing training data and machine learning algorithms to rapidly scale development. Drawing on ORNL's unique set of capabilities, LandScan HD adapts highly mature population modeling methods developed for LandScan Global and LandScan USA, settlement mapping research and production in high-performance computing (HPC) environments, land use and neighborhood mapping through image segmentation, and facility-specific population density models. Adopting a flexible methodology to accommodate different geographic areas, LandScan HD accounts for the availability, completeness, and level of detail of relevant ancillary data. Beyond core population and mapped settlement inputs, these factors determine the model complexity for an area, requiring that for any given area, a data-driven model could support either a simple top-down approach, a more detailed bottom-up approach, or a hybrid approach.

Scalable cluster administration - Chiba City I approach and lessons learned.

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

Navarro, J. P.; Evard, R.; Nurmi, D.

2002-07-01

Systems administrators of large clusters often need to perform the same administrative activity hundreds or thousands of times. Often such activities are time-consuming, especially the tasks of installing and maintaining software. By combining network services such as DHCP, TFTP, FTP, HTTP, and NFS with remote hardware control, cluster administrators can automate all administrative tasks. Scalable cluster administration addresses the following challenge: What systems design techniques can cluster builders use to automate cluster administration on very large clusters? We describe the approach used in the Mathematics and Computer Science Division of Argonne National Laboratory on Chiba City I, a 314-node Linuxmore » cluster; and we analyze the scalability, flexibility, and reliability benefits and limitations from that approach.« less

Developmental Constraints on Learning Artificial Grammars with Fixed, Flexible and Free Word Order

PubMed Central

Nowak, Iga; Baggio, Giosuè

2017-01-01

Human learning, although highly flexible and efficient, is constrained in ways that facilitate or impede the acquisition of certain systems of information. Some such constraints, active during infancy and childhood, have been proposed to account for the apparent ease with which typically developing children acquire language. In a series of experiments, we investigated the role of developmental constraints on learning artificial grammars with a distinction between shorter and relatively frequent words (‘function words,’ F-words) and longer and less frequent words (‘content words,’ C-words). We constructed 4 finite-state grammars, in which the order of F-words, relative to C-words, was either fixed (F-words always occupied the same positions in a string), flexible (every F-word always followed a C-word), or free. We exposed adults (N = 84) and kindergarten children (N = 100) to strings from each of these artificial grammars, and we assessed their ability to recognize strings with the same structure, but a different vocabulary. Adults were better at recognizing strings when regularities were available (i.e., fixed and flexible order grammars), while children were better at recognizing strings from the grammars consistent with the attested distribution of function and content words in natural languages (i.e., flexible and free order grammars). These results provide evidence for a link between developmental constraints on learning and linguistic typology. PMID:29089910

A Global Model for Effective Use and Evaluation of e-Learning in Health

PubMed Central

Farrington, Conor; Brayne, Carol

2013-01-01

Abstract Healthcare systems worldwide face a wide range of challenges, including demographic change, rising drug and medical technology costs, and persistent and widening health inequalities both within and between countries. Simultaneously, issues such as professional silos, static medical curricula, and perceptions of “information overload” have made it difficult for medical training and continued professional development (CPD) to adapt to the changing needs of healthcare professionals in increasingly patient-centered, collaborative, and/or remote delivery contexts. In response to these challenges, increasing numbers of medical education and CPD programs have adopted e-learning approaches, which have been shown to provide flexible, low-cost, user-centered, and easily updated learning. The effectiveness of e-learning varies from context to context, however, and has also been shown to make considerable demands on users' motivation and “digital literacy” and on providing institutions. Consequently, there is a need to evaluate the effectiveness of e-learning in healthcare as part of ongoing quality improvement efforts. This article outlines the key issues for developing successful models for analyzing e-health learning. PMID:23472702

A global model for effective use and evaluation of e-learning in health.

PubMed

Ruggeri, Kai; Farrington, Conor; Brayne, Carol

2013-04-01

Healthcare systems worldwide face a wide range of challenges, including demographic change, rising drug and medical technology costs, and persistent and widening health inequalities both within and between countries. Simultaneously, issues such as professional silos, static medical curricula, and perceptions of "information overload" have made it difficult for medical training and continued professional development (CPD) to adapt to the changing needs of healthcare professionals in increasingly patient-centered, collaborative, and/or remote delivery contexts. In response to these challenges, increasing numbers of medical education and CPD programs have adopted e-learning approaches, which have been shown to provide flexible, low-cost, user-centered, and easily updated learning. The effectiveness of e-learning varies from context to context, however, and has also been shown to make considerable demands on users' motivation and "digital literacy" and on providing institutions. Consequently, there is a need to evaluate the effectiveness of e-learning in healthcare as part of ongoing quality improvement efforts. This article outlines the key issues for developing successful models for analyzing e-health learning.

Quantum-assisted Helmholtz machines: A quantum–classical deep learning framework for industrial datasets in near-term devices

NASA Astrophysics Data System (ADS)

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

2018-07-01

Machine learning has been presented as one of the key applications for near-term quantum technologies, given its high commercial value and wide range of applicability. In this work, we introduce the quantum-assisted Helmholtz machine:a hybrid quantum–classical framework with the potential of tackling high-dimensional real-world machine learning datasets on continuous variables. Instead of using quantum computers only to assist deep learning, as previous approaches have suggested, we use deep learning to extract a low-dimensional binary representation of data, suitable for processing on relatively small quantum computers. Then, the quantum hardware and deep learning architecture work together to train an unsupervised generative model. We demonstrate this concept using 1644 quantum bits of a D-Wave 2000Q quantum device to model a sub-sampled version of the MNIST handwritten digit dataset with 16 × 16 continuous valued pixels. Although we illustrate this concept on a quantum annealer, adaptations to other quantum platforms, such as ion-trap technologies or superconducting gate-model architectures, could be explored within this flexible framework.

An insula-frontostriatal network mediates flexible cognitive control by adaptively predicting changing control demands

PubMed Central

Jiang, Jiefeng; Beck, Jeffrey; Heller, Katherine; Egner, Tobias

2015-01-01

The anterior cingulate and lateral prefrontal cortices have been implicated in implementing context-appropriate attentional control, but the learning mechanisms underlying our ability to flexibly adapt the control settings to changing environments remain poorly understood. Here we show that human adjustments to varying control demands are captured by a reinforcement learner with a flexible, volatility-driven learning rate. Using model-based functional magnetic resonance imaging, we demonstrate that volatility of control demand is estimated by the anterior insula, which in turn optimizes the prediction of forthcoming demand in the caudate nucleus. The caudate's prediction of control demand subsequently guides the implementation of proactive and reactive attentional control in dorsal anterior cingulate and dorsolateral prefrontal cortices. These data enhance our understanding of the neuro-computational mechanisms of adaptive behaviour by connecting the classic cingulate-prefrontal cognitive control network to a subcortical control-learning mechanism that infers future demands by flexibly integrating remote and recent past experiences. PMID:26391305

Rapid instructed task learning: A new window into the human brain’s unique capacity for flexible cognitive control

PubMed Central

Cole, Michael W.; Laurent, Patryk; Stocco, Andrea

2012-01-01

The human ability to flexibly adapt to novel circumstances is extraordinary. Perhaps the most illustrative yet underappreciated form of this cognitive flexibility is rapid instructed task learning (RITL) – the ability to rapidly reconfigure our minds to perform new tasks from instruction. This ability is important for everyday life (e.g., learning to use new technologies), and is used to instruct participants in nearly every study of human cognition. We review the development of RITL as a circumscribed domain of cognitive neuroscience investigation, culminating in recent demonstrations that RITL is implemented via brain circuits centered on lateral prefrontal cortex. We then build on this and other insights to develop an integrative theory of cognitive flexibility and cognitive control, identifying theoretical principles and mechanisms that may make RITL possible in the human brain. Insights gained from this new theoretical account have important implications for further developments and applications of RITL research. PMID:23065743

Combating AIDS in South Africa and Mozambique: The Role of Open, Distance, and Flexible Learning

ERIC Educational Resources Information Center

Pridmore, Pat; Yates, Chris

2005-01-01

This article examines the potential for open, distance, and flexible learning (ODFL) to mitigate the impact of HIV and AIDS on young people. Based on experience from a field study in Mozambique and South Africa, the authors show how ODFL can support and extend the work of existing infrastructures supporting vulnerable youth. As neighboring…

"In and Against" Lifelong Learning: Flexibility and the Corrosion of Character

ERIC Educational Resources Information Center

Crowther, Jim

2004-01-01

This paper argues against the dominant discourse of lifelong learning. It is primarily a mode of social control that acts as a new disciplinary technology to make people more compliant and adaptable for work in the era of flexible capitalism. Whilst the main reference point is trends in the UK, the argument has a wider resonance. Lifelong learning…

Flexible Educational Facilities. An Annotated Reference List.

ERIC Educational Resources Information Center

Wakefield, Howard E.

These references on flexible educational facilities are abstracted by the ERIC Clearinghouse on Educational Facilities. College material includes an experimental learning center, a college health center, a fine arts center, and university library design. References on schools include secondary school design, flexible high school design, standard…

Brain enhancement through cognitive training: a new insight from brain connectome.

PubMed

Taya, Fumihiko; Sun, Yu; Babiloni, Fabio; Thakor, Nitish; Bezerianos, Anastasios

2015-01-01

Owing to the recent advances in neurotechnology and the progress in understanding of brain cognitive functions, improvements of cognitive performance or acceleration of learning process with brain enhancement systems is not out of our reach anymore, on the contrary, it is a tangible target of contemporary research. Although a variety of approaches have been proposed, we will mainly focus on cognitive training interventions, in which learners repeatedly perform cognitive tasks to improve their cognitive abilities. In this review article, we propose that the learning process during the cognitive training can be facilitated by an assistive system monitoring cognitive workloads using electroencephalography (EEG) biomarkers, and the brain connectome approach can provide additional valuable biomarkers for facilitating leaners' learning processes. For the purpose, we will introduce studies on the cognitive training interventions, EEG biomarkers for cognitive workload, and human brain connectome. As cognitive overload and mental fatigue would reduce or even eliminate gains of cognitive training interventions, a real-time monitoring of cognitive workload can facilitate the learning process by flexibly adjusting difficulty levels of the training task. Moreover, cognitive training interventions should have effects on brain sub-networks, not on a single brain region, and graph theoretical network metrics quantifying topological architecture of the brain network can differentiate with respect to individual cognitive states as well as to different individuals' cognitive abilities, suggesting that the connectome is a valuable approach for tracking the learning progress. Although only a few studies have exploited the connectome approach for studying alterations of the brain network induced by cognitive training interventions so far, we believe that it would be a useful technique for capturing improvements of cognitive functions.

An inquiry-based biochemistry laboratory structure emphasizing competency in the scientific process: a guided approach with an electronic notebook format.

PubMed

L Hall, Mona; Vardar-Ulu, Didem

2014-01-01

The laboratory setting is an exciting and gratifying place to teach because you can actively engage the students in the learning process through hands-on activities; it is a dynamic environment amenable to collaborative work, critical thinking, problem-solving and discovery. The guided inquiry-based approach described here guides the students through their laboratory work at a steady pace that encourages them to focus on quality observations, careful data collection and thought processes surrounding the chemistry involved. It motivates students to work in a collaborative manner with frequent opportunities for feedback, reflection, and modification of their ideas. Each laboratory activity has four stages to keep the students' efforts on track: pre-lab work, an in-lab discussion, in-lab work, and a post-lab assignment. Students are guided at each stage by an instructor created template that directs their learning while giving them the opportunity and flexibility to explore new information, ideas, and questions. These templates are easily transferred into an electronic journal (termed the E-notebook) and form the basic structural framework of the final lab reports the students submit electronically, via a learning management system. The guided-inquiry based approach presented here uses a single laboratory activity for undergraduate Introductory Biochemistry as an example. After implementation of this guided learning approach student surveys reported a higher level of course satisfaction and there was a statistically significant improvement in the quality of the student work. Therefore we firmly believe the described format to be highly effective in promoting student learning and engagement. © 2013 by The International Union of Biochemistry and Molecular Biology.

Brain enhancement through cognitive training: a new insight from brain connectome

PubMed Central

Taya, Fumihiko; Sun, Yu; Babiloni, Fabio; Thakor, Nitish; Bezerianos, Anastasios

2015-01-01

Owing to the recent advances in neurotechnology and the progress in understanding of brain cognitive functions, improvements of cognitive performance or acceleration of learning process with brain enhancement systems is not out of our reach anymore, on the contrary, it is a tangible target of contemporary research. Although a variety of approaches have been proposed, we will mainly focus on cognitive training interventions, in which learners repeatedly perform cognitive tasks to improve their cognitive abilities. In this review article, we propose that the learning process during the cognitive training can be facilitated by an assistive system monitoring cognitive workloads using electroencephalography (EEG) biomarkers, and the brain connectome approach can provide additional valuable biomarkers for facilitating leaners’ learning processes. For the purpose, we will introduce studies on the cognitive training interventions, EEG biomarkers for cognitive workload, and human brain connectome. As cognitive overload and mental fatigue would reduce or even eliminate gains of cognitive training interventions, a real-time monitoring of cognitive workload can facilitate the learning process by flexibly adjusting difficulty levels of the training task. Moreover, cognitive training interventions should have effects on brain sub-networks, not on a single brain region, and graph theoretical network metrics quantifying topological architecture of the brain network can differentiate with respect to individual cognitive states as well as to different individuals’ cognitive abilities, suggesting that the connectome is a valuable approach for tracking the learning progress. Although only a few studies have exploited the connectome approach for studying alterations of the brain network induced by cognitive training interventions so far, we believe that it would be a useful technique for capturing improvements of cognitive functions. PMID:25883555

Piece-wise quadratic approximations of arbitrary error functions for fast and robust machine learning.

PubMed

Gorban, A N; Mirkes, E M; Zinovyev, A

2016-12-01

Most of machine learning approaches have stemmed from the application of minimizing the mean squared distance principle, based on the computationally efficient quadratic optimization methods. However, when faced with high-dimensional and noisy data, the quadratic error functionals demonstrated many weaknesses including high sensitivity to contaminating factors and dimensionality curse. Therefore, a lot of recent applications in machine learning exploited properties of non-quadratic error functionals based on L 1 norm or even sub-linear potentials corresponding to quasinorms L p (0

Clinical Assessment of Risk Management: an INtegrated Approach (CARMINA).

PubMed

Tricarico, Pierfrancesco; Tardivo, Stefano; Sotgiu, Giovanni; Moretti, Francesca; Poletti, Piera; Fiore, Alberto; Monturano, Massimo; Mura, Ida; Privitera, Gaetano; Brusaferro, Silvio

2016-08-08

Purpose - The European Union recommendations for patient safety calls for shared clinical risk management (CRM) safety standards able to guide organizations in CRM implementation. The purpose of this paper is to develop a self-evaluation tool to measure healthcare organization performance on CRM and guide improvements over time. Design/methodology/approach - A multi-step approach was implemented including: a systematic literature review; consensus meetings with an expert panel from eight Italian leader organizations to get to an agreement on the first version; field testing to test instrument feasibility and flexibility; Delphi strategy with a second expert panel for content validation and balanced scoring system development. Findings - The self-assessment tool - Clinical Assessment of Risk Management: an INtegrated Approach includes seven areas (governance, communication, knowledge and skills, safe environment, care processes, adverse event management, learning from experience) and 52 standards. Each standard is evaluated according to four performance levels: minimum; monitoring; outcomes; and improvement actions, which resulted in a feasible, flexible and valid instrument to be used throughout different organizations. Practical implications - This tool allows practitioners to assess their CRM activities compared to minimum levels, monitor performance, benchmarking with other institutions and spreading results to different stakeholders. Originality/value - The multi-step approach allowed us to identify core minimum CRM levels in a field where no consensus has been reached. Most standards may be easily adopted in other countries.

A partial economic evaluation of blended learning in teaching health research methods: a three-university collaboration in South Africa, Sweden, and Uganda

PubMed Central

Kumpu, Minna; Atkins, Salla; Zwarenstein, Merrick; Nkonki, Lungiswa

2016-01-01

Background Novel research training approaches are needed in global health, particularly in sub-Saharan African universities, to support strengthening of health systems and services. Blended learning (BL), combining face-to-face teaching with computer-based technologies, is also an accessible and flexible education method for teaching global health and related topics. When organised as inter-institutional collaboration, BL also has potential for sharing teaching resources. However, there is insufficient data on the costs of BL in higher education. Objective Our goal was to evaluate the total provider costs of BL in teaching health research methods in a three-university collaboration. Design A retrospective evaluation was performed on a BL course on randomised controlled trials, which was led by Stellenbosch University (SU) in South Africa and joined by Swedish and Ugandan universities. For all three universities, the costs of the BL course were evaluated using activity-based costing with an ingredients approach. For SU, the costs of the same course delivered with a classroom learning (CL) approach were also estimated. The learning outcomes of both approaches were explored using course grades as an intermediate outcome measure. Results In this contextually bound pilot evaluation, BL had substantially higher costs than the traditional CL approach in South Africa, even when average per-site or per-student costs were considered. Staff costs were the major cost driver in both approaches, but total staff costs were three times higher for the BL course at SU. This implies that inter-institutional BL can be more time consuming, for example, due to use of new technologies. Explorative findings indicated that there was little difference in students’ learning outcomes. Conclusions The total provider costs of the inter-institutional BL course were higher than the CL course at SU. Long-term economic evaluations of BL with societal perspective are warranted before conclusions on full costs and consequences of BL in teaching global health topics can be made. PMID:27725076

A partial economic evaluation of blended learning in teaching health research methods: a three-university collaboration in South Africa, Sweden, and Uganda.

PubMed

Kumpu, Minna; Atkins, Salla; Zwarenstein, Merrick; Nkonki, Lungiswa

2016-01-01

Novel research training approaches are needed in global health, particularly in sub-Saharan African universities, to support strengthening of health systems and services. Blended learning (BL), combining face-to-face teaching with computer-based technologies, is also an accessible and flexible education method for teaching global health and related topics. When organised as inter-institutional collaboration, BL also has potential for sharing teaching resources. However, there is insufficient data on the costs of BL in higher education. Our goal was to evaluate the total provider costs of BL in teaching health research methods in a three-university collaboration. A retrospective evaluation was performed on a BL course on randomised controlled trials, which was led by Stellenbosch University (SU) in South Africa and joined by Swedish and Ugandan universities. For all three universities, the costs of the BL course were evaluated using activity-based costing with an ingredients approach. For SU, the costs of the same course delivered with a classroom learning (CL) approach were also estimated. The learning outcomes of both approaches were explored using course grades as an intermediate outcome measure. In this contextually bound pilot evaluation, BL had substantially higher costs than the traditional CL approach in South Africa, even when average per-site or per-student costs were considered. Staff costs were the major cost driver in both approaches, but total staff costs were three times higher for the BL course at SU. This implies that inter-institutional BL can be more time consuming, for example, due to use of new technologies. Explorative findings indicated that there was little difference in students' learning outcomes. The total provider costs of the inter-institutional BL course were higher than the CL course at SU. Long-term economic evaluations of BL with societal perspective are warranted before conclusions on full costs and consequences of BL in teaching global health topics can be made.

Recognizing human actions by learning and matching shape-motion prototype trees.

PubMed

Jiang, Zhuolin; Lin, Zhe; Davis, Larry S

2012-03-01

A shape-motion prototype-based approach is introduced for action recognition. The approach represents an action as a sequence of prototypes for efficient and flexible action matching in long video sequences. During training, an action prototype tree is learned in a joint shape and motion space via hierarchical K-means clustering and each training sequence is represented as a labeled prototype sequence; then a look-up table of prototype-to-prototype distances is generated. During testing, based on a joint probability model of the actor location and action prototype, the actor is tracked while a frame-to-prototype correspondence is established by maximizing the joint probability, which is efficiently performed by searching the learned prototype tree; then actions are recognized using dynamic prototype sequence matching. Distance measures used for sequence matching are rapidly obtained by look-up table indexing, which is an order of magnitude faster than brute-force computation of frame-to-frame distances. Our approach enables robust action matching in challenging situations (such as moving cameras, dynamic backgrounds) and allows automatic alignment of action sequences. Experimental results demonstrate that our approach achieves recognition rates of 92.86 percent on a large gesture data set (with dynamic backgrounds), 100 percent on the Weizmann action data set, 95.77 percent on the KTH action data set, 88 percent on the UCF sports data set, and 87.27 percent on the CMU action data set.

Habitat Demonstration Unit (HDU) Pressurized Excursion Module (PEM) Systems Integration Strategy

NASA Technical Reports Server (NTRS)

Gill, Tracy; Merbitz, Jerad; Kennedy, Kriss; Tri, Terry; Toups, Larry; Howe, A. Scott

2011-01-01

The Habitat Demonstration Unit (HDU) project team constructed an analog prototype lunar surface laboratory called the Pressurized Excursion Module (PEM). The prototype unit subsystems were integrated in a short amount of time, utilizing a rapid prototyping approach that brought together over 20 habitation-related technologies from a variety of NASA centers. This paper describes the system integration strategies and lessons learned, that allowed the PEM to be brought from paper design to working field prototype using a multi-center team. The system integration process was based on a rapid prototyping approach. Tailored design review and test and integration processes facilitated that approach. The use of collaboration tools including electronic tools as well as documentation enabled a geographically distributed team take a paper concept to an operational prototype in approximately one year. One of the major tools used in the integration strategy was a coordinated effort to accurately model all the subsystems using computer aided design (CAD), so conflicts were identified before physical components came together. A deliberate effort was made following the deployment of the HDU PEM for field operations to collect lessons learned to facilitate process improvement and inform the design of future flight or analog versions of habitat systems. Significant items within those lessons learned were limitations with the CAD integration approach and the impact of shell design on flexibility of placing systems within the HDU shell.

Recruitment Strategies and Lessons Learned from the Children's Healthy Living Program Prevalence Survey

PubMed Central

Fialkowski, Marie K.; Yamanaka, Ashley; Wilkens, Lynne R.; Braun, Kathryn L.; Butel, Jean; Ettienne, Reynolette; McGlone, Katalina; Remengesau, Shelley; Power, Julianne M.; Johnson, Emihner; Gilmatam, Daisy; Fleming, Travis; Acosta, Mark; Belyeu-Camacho, Tayna; Shomour, Moria; Sigrah, Cecilia; Nigg, Claudio; Novotny, Rachel

2016-01-01

The US Affiliated Pacific region's childhood obesity prevalence has reached epidemic proportions. To guide program and policy development, a multi-site study was initiated, in collaboration with partners from across the region, to gather comprehensive information on the regional childhood obesity prevalence. The environmental and cultural diversity of the region presented challenges to recruiting for and implementing a shared community-based, public health research program. This paper presents the strategies used to recruit families with young children (n = 5775 for children 2 – 8 years old) for obesity-related measurement across eleven jurisdictions in the US Affiliated Pacific Region. Data were generated by site teams that provided summaries of their recruitment strategies and lessons learned. Conducting this large multi-site prevalence study required considerable coordination, time and flexibility. In every location, local staff knowledgeable of the community was hired to lead recruitment, and participant compensation reflected jurisdictional appropriateness (e.g., gift cards, vouchers, or cash). Although recruitment approaches were site-specific, they were predominantly school-based or a combination of school- and community-based. Lessons learned included the importance of organization buy-in; communication, and advance planning; local travel and site peculiarities; and flexibility. Future monitoring of childhood obesity prevalence in the region should consider ways to integrate measurement activities into existing organizational infrastructures for sustainability and cost-effectiveness, while meeting programmatic (e.g. study) goals. PMID:29546153

Recruitment Strategies and Lessons Learned from the Children's Healthy Living Program Prevalence Survey.

PubMed

Fialkowski, Marie K; Yamanaka, Ashley; Wilkens, Lynne R; Braun, Kathryn L; Butel, Jean; Ettienne, Reynolette; McGlone, Katalina; Remengesau, Shelley; Power, Julianne M; Johnson, Emihner; Gilmatam, Daisy; Fleming, Travis; Acosta, Mark; Belyeu-Camacho, Tayna; Shomour, Moria; Sigrah, Cecilia; Nigg, Claudio; Novotny, Rachel

2016-01-01

The US Affiliated Pacific region's childhood obesity prevalence has reached epidemic proportions. To guide program and policy development, a multi-site study was initiated, in collaboration with partners from across the region, to gather comprehensive information on the regional childhood obesity prevalence. The environmental and cultural diversity of the region presented challenges to recruiting for and implementing a shared community-based, public health research program. This paper presents the strategies used to recruit families with young children (n = 5775 for children 2 - 8 years old) for obesity-related measurement across eleven jurisdictions in the US Affiliated Pacific Region. Data were generated by site teams that provided summaries of their recruitment strategies and lessons learned. Conducting this large multi-site prevalence study required considerable coordination, time and flexibility. In every location, local staff knowledgeable of the community was hired to lead recruitment, and participant compensation reflected jurisdictional appropriateness (e.g., gift cards, vouchers, or cash). Although recruitment approaches were site-specific, they were predominantly school-based or a combination of school- and community-based. Lessons learned included the importance of organization buy-in; communication, and advance planning; local travel and site peculiarities; and flexibility. Future monitoring of childhood obesity prevalence in the region should consider ways to integrate measurement activities into existing organizational infrastructures for sustainability and cost-effectiveness, while meeting programmatic (e.g. study) goals.

Flexibility in Problem Solving: The Case of Equation Solving

ERIC Educational Resources Information Center

Star, Jon R.; Rittle-Johnson, Bethany

2008-01-01

A key learning outcome in problem-solving domains is the development of flexible knowledge, where learners know multiple strategies and adaptively choose efficient strategies. Two interventions hypothesized to improve flexibility in problem solving were experimentally evaluated: prompts to discover multiple strategies and direct instruction on…

A Driver Pressure State Impact Response (DPSIR) framework applied to an interdisciplinary coastal zone management workshop along the eastern Gulf of Thailand.

NASA Astrophysics Data System (ADS)

Hines, E.; Baldwin, C.; Jones, C.; Lewison, R. L.; Lieske, S.; Rudd, M.

2016-02-01

The flexibility of the Driver Pressure State Impact Response (DPSIR) framework is demonstrated through application to the coastal zone of east Gulf of Thailand during an inter-disciplinary multi-cultural workshop comprised of participants (including practitioners) from south-east Asian coastal countries, North America and Australia in January 2015. The benefits of the framework as identified by participants included systematic and critical thinking, and identification of data gaps and other needs, such as capacity building. We use four case studies that highlight cross-border social-ecological challenges in Thailand and Cambodia to demonstrate: a) participant learning, b) individuality and flexibility of approaches (e.g. scales considered), c) participants' feedback on its application, and d) its potential use to identify both data-gaps and low-hanging-fruit type actions.

Data-Driven Learning of Q-Matrix

PubMed Central

Liu, Jingchen; Xu, Gongjun; Ying, Zhiliang

2013-01-01

The recent surge of interests in cognitive assessment has led to developments of novel statistical models for diagnostic classification. Central to many such models is the well-known Q-matrix, which specifies the item–attribute relationships. This article proposes a data-driven approach to identification of the Q-matrix and estimation of related model parameters. A key ingredient is a flexible T-matrix that relates the Q-matrix to response patterns. The flexibility of the T-matrix allows the construction of a natural criterion function as well as a computationally amenable algorithm. Simulations results are presented to demonstrate usefulness and applicability of the proposed method. Extension to handling of the Q-matrix with partial information is presented. The proposed method also provides a platform on which important statistical issues, such as hypothesis testing and model selection, may be formally addressed. PMID:23926363

Towards a category theory approach to analogy: Analyzing re-representation and acquisition of numerical knowledge.

PubMed

Navarrete, Jairo A; Dartnell, Pablo

2017-08-01

Category Theory, a branch of mathematics, has shown promise as a modeling framework for higher-level cognition. We introduce an algebraic model for analogy that uses the language of category theory to explore analogy-related cognitive phenomena. To illustrate the potential of this approach, we use this model to explore three objects of study in cognitive literature. First, (a) we use commutative diagrams to analyze an effect of playing particular educational board games on the learning of numbers. Second, (b) we employ a notion called coequalizer as a formal model of re-representation that explains a property of computational models of analogy called "flexibility" whereby non-similar representational elements are considered matches and placed in structural correspondence. Finally, (c) we build a formal learning model which shows that re-representation, language processing and analogy making can explain the acquisition of knowledge of rational numbers. These objects of study provide a picture of acquisition of numerical knowledge that is compatible with empirical evidence and offers insights on possible connections between notions such as relational knowledge, analogy, learning, conceptual knowledge, re-representation and procedural knowledge. This suggests that the approach presented here facilitates mathematical modeling of cognition and provides novel ways to think about analogy-related cognitive phenomena.

How do student nurses learn to care? An analysis of pre-registration adult nursing practice assessment documents.

PubMed

Young, Kate; Godbold, Rosemary; Wood, Pat

2018-01-01

There is international concern about the quality of nursing in resource constrained, high technology health care settings. This paper reports findings from a research study which explored the experiences and views of those involved in the education and learning of 'caring' with adult pre-registration students. A novel dataset of 39 practice assessment documents (PADs) were randomly sampled and analysed across both bachelors and masters programmes from September 2014-July 2015. Using an appreciative enquiry approach, the Caring Behaviours Inventory aided analysis of qualitative text from both mentors and students within the PADs to identify how student nurses learn to care and to establish whether there were any differences between Masters and Bachelors students. In contrast with existing research, we found a holistic, melded approach to caring. This combined softer skills with highly technologized care, and flexible, tailored approaches to optimise individualised care delivery. Both of these were highly valued by both students and mentors. Pre-registration MSc students tended to have higher perceptual skills and be more analytical than their BSc counterparts. We found no evidence to suggest that caring behaviour or attitudes diminish over the course of either programme. Copyright © 2017 Elsevier Ltd. All rights reserved.

A Joyful Classroom Learning System with Robot Learning Companion for Children to Learn Mathematics Multiplication

ERIC Educational Resources Information Center

Wei, Chun-Wang; Hung, I-Chun; Lee, Ling; Chen, Nian-Shing

2011-01-01

This research demonstrates the design of a Joyful Classroom Learning System (JCLS) with flexible, mobile and joyful features. The theoretical foundations of this research include the experiential learning theory, constructivist learning theory and joyful learning. The developed JCLS consists of the robot learning companion (RLC), sensing input…

Analysis of Distance Learning in Smart Schools in Iran: A Case Study of Tehran's Smart Schools

ERIC Educational Resources Information Center

Motamedi, Vahid; Piri, Roghayeh

2014-01-01

In the paradigm of information society the structure and facts have become flexible and subjective. In the recent social-economic order, IT and communication have taken over the leading role. Distance learning in smart schools is one of the flexible realities in the education field that has crossed the format of the hard and inflexible traditional…

Continuity Education in Emergency and Conflict Situations: The Case for Using Open, Distance and Flexible Learning

ERIC Educational Resources Information Center

Creed, Charlotte; Morpeth, Roslyn Louise

2014-01-01

Emergency and conflict in countries such as Syria, the Philippines, Sri Lanka and Afghanistan have made us more aware of the long-term serial disruption and psychosocial damage faced by people caught up in emergency and conflict areas. Open, distance and flexible learning (ODFL) has sometimes been employed in these regions to maintain a degree of…

How Flexible Is Your Data? A Comparative Analysis of Scoring Methodologies across Learning Platforms in the Context of Group Differentiation

ERIC Educational Resources Information Center

Ostrow, Korinn S.; Wang, Yan; Heffernan, Neil T.

2017-01-01

Data\tis flexible in that it is molded by not only the features and variables available to a researcher for analysis and interpretation, but also by how those features and variables are recorded and processed prior to evaluation. "Big Data" from online learning platforms and intelligent tutoring systems is no different. The work presented…

Part-Time Learners in Open and Distance Learning: Revisiting the Critical Importance of Choice, Flexibility and Employability

ERIC Educational Resources Information Center

Butcher, John; Rose-Adams, John

2015-01-01

In this article, we argue that, if open learning seeks to (re)assert a social justice mission, issues of openness and flexibility are more critical than ever. Drawing on qualitative data from a National Union of Students Wales/Open University study, which explored, in the voices of Welsh students, the identity, motivation and barriers faced by…

Undergraduate nursing students' perspectives on clinical assessment at transition to practice.

PubMed

Wu, Xi Vivien; Wang, Wenru; Pua, Lay Hoon; Heng, Doreen Gek Noi; Enskär, Karin

2015-01-01

Assessment of clinical competence requires explicitly defined standards meeting the national standards of the nursing profession. This is a complex process because of the diverse nature of nursing practice. To explore the perceptions of final-year undergraduate nursing students regarding clinical assessment at transition to practice. An exploratory qualitative approach was adopted. Twenty-four students participated in three focus group discussions. Thematic analysis was conducted. Five themes emerged: the need for a valid and reliable clinical assessment tool, the need for a flexible style of reflection and specific feedback, the dynamic clinical learning environment, students' efforts in learning and assessment, and the unclear support system for preceptors. Workload, time, resource availability, adequate preparation of preceptors, and the provision of valid and reliable clinical assessment tools were deemed to influence the quality of students' clinical learning and assessment. Nursing leadership in hospitals and educational institutions has a joint responsibility in shaping the clinical learning environment and providing clinical assessments for the students.

The internationalisation of prehospital education: a merging of ideologies between Australia and the USA

PubMed Central

Williams, B; Upchurch, J

2006-01-01

The aim of this project was to promote internationalisation of prehospital education collaboratively between students and teachers from EMS Education and Training, Montana, USA, and Monash University Centre for Ambulance and Paramedic Studies (MUCAPS), Victoria, Australia. The project required students and teachers to engage in a series of face to face lectures, which was reinforced through distance education strategies, such as online learning. The overall project aim was to establish an objective and descriptive view of the internationalisation of prehospital and community based emergency health education using e‐learning as the educational approach. A cross sectional survey design using paper based evaluation was adopted in this project. Results revealed a positive student reaction, with flexible pedagogical processes broadening student learning and facilitating an international dimension otherwise not achievable. Given the current state of globalisation, internationalisation has the capacity to improve educational standards, quality, student interactions and specific learning outcomes in prehospital education. PMID:16794111

Emerging trends in geospatial artificial intelligence (geoAI): potential applications for environmental epidemiology.

PubMed

VoPham, Trang; Hart, Jaime E; Laden, Francine; Chiang, Yao-Yi

2018-04-17

Geospatial artificial intelligence (geoAI) is an emerging scientific discipline that combines innovations in spatial science, artificial intelligence methods in machine learning (e.g., deep learning), data mining, and high-performance computing to extract knowledge from spatial big data. In environmental epidemiology, exposure modeling is a commonly used approach to conduct exposure assessment to determine the distribution of exposures in study populations. geoAI technologies provide important advantages for exposure modeling in environmental epidemiology, including the ability to incorporate large amounts of big spatial and temporal data in a variety of formats; computational efficiency; flexibility in algorithms and workflows to accommodate relevant characteristics of spatial (environmental) processes including spatial nonstationarity; and scalability to model other environmental exposures across different geographic areas. The objectives of this commentary are to provide an overview of key concepts surrounding the evolving and interdisciplinary field of geoAI including spatial data science, machine learning, deep learning, and data mining; recent geoAI applications in research; and potential future directions for geoAI in environmental epidemiology.

The selective serotonin reuptake inhibitor, escitalopram, enhances inhibition of prepotent responding and spatial reversal learning

PubMed Central

Brown, Holden D.; Amodeo, Dionisio A.; Sweeney, John A.; Ragozzino, Michael E.

2011-01-01

Previous findings indicate treatment with a selective serotonin reuptake inhibitor (SSRI) facilitates behavioral flexibility when conditions require inhibition of a learned response pattern. The present experiment investigated whether acute treatment with the SSRI, escitalopram, affects behavioral flexibility when conditions require inhibition of a naturally-biased response pattern (elevated conflict test) and/or reversal of a learned response pattern (spatial reversal learning). An additional experiment was carried out to determine whether escitalopram, at doses that affected behavioral flexibility, also reduced anxiety as tested in the elevated plus-maze. In each experiment, Long-Evans rats received an intraperitoneal injection of either saline or escitalopram (0.03, 0.3 or 1.0 mg/kg) 30 minutes prior to behavioral testing. Escitalopram, at all doses tested, enhanced acquisition in the elevated conflict test, but did not affect performance in the elevated plus-maze. Escitalopram (0.3 and 1.0 mg/kg) did not alter acquisition of the spatial discrimination, but facilitated reversal learning. In the elevated conflict and spatial reversal learning test, escitalopram enhanced the ability to maintain the relevant strategy after being initially selected. The present findings suggest that enhancing serotonin transmission with a SSRI facilitates inhibitory processes when conditions require a shift away from either a naturally-biased response pattern or a learned choice pattern. PMID:22219222

Novice medical students: individual patterns in the use of learning strategies and how they change during the first academic year.

PubMed

Fabry, Götz; Giesler, Marianne

2012-01-01

Adequate use of different learning strategies is one of the most important prerequisites of academic success. The actual use of learning strategies is the result of an interaction between individual and situational variables. Against this background we conducted a longitudinal study with first year medical students to investigate whether individuals show different patterns in their use of learning strategies and whether these patterns change during the first academic year. Medical students (N=175, 58% female) were surveyed three times in their first academic year regarding their use of learning strategies. A hierarchical cluster analysis (Ward) was conducted in order to identify groups of students with different patterns of learning strategies. We identified four different patterns in approaches to learning among novice medical students ("easy-going", "flexible", "problematic" and "hardworking" learners). Compared to their peers, the problematic learners had the worst final school grades. In addition changes in the use of learning strategies were identified, most of them occurred during the first term. Students start their academic studies with different patterns of learning strategies; the characteristics of these patterns change during the first academic year. Further research is necessary to better understand how individual and situational variables determine students' learning.

Educational and Institutional Flexibility of Australian Educational Software

ERIC Educational Resources Information Center

Shurville, Simon; O'Grady, Thomas; Mayall, Peter

2008-01-01

Purpose: This paper aims to provide context for papers in this special issue on Australasian e-learning. The paper aims to examine the background to Australian flexible and transnational education and to evaluate the educational and intuitional flexibility of three typical products of the Australian educational software industry.…

A Cross-Cultural Comparison of Children's Imitative Flexibility

ERIC Educational Resources Information Center

Clegg, Jennifer M.; Legare, Cristine H.

2016-01-01

Recent research with Western populations has demonstrated that children use imitation flexibly to engage in both instrumental and conventional learning. Evidence for children's imitative flexibility in non-Western populations is limited, however, and has only assessed imitation of instrumental tasks. This study (N = 142, 6- to 8-year-olds)…

Virtual experiments in electronics: beyond logistics, budgets, and the art of the possible

NASA Astrophysics Data System (ADS)

Chapman, Brian

1999-09-01

It is common and correct to suppose that computers support flexible delivery of educational resources by offering virtual experiments that replicate and substitute for experiments traditionally offered in conventional teaching laboratories. However, traditional methods are limited by logistics, costs, and what is physically possible to accomplish on a laboratory bench. Virtual experiments allow experimental approaches to teaching and learning to transcend these limits. This paper analyses recent and current developments in educational software for 1st- year physics, 2nd-year electronics engineering and 3rd-year communication engineering, based on three criteria: (1)Is the virtual experiment possible in a real laboratory? (2)How direct is the link between the experimental manipulation and the reinforcement of theoretical learning? (3) What impact might the virtual experiment have on the learner's acquisition of practical measurement skills? Virtual experiments allow more flexibility in the directness of the link between experimental manipulation and the theoretical message. However, increasing the directness of this link may reduce or even abolish the measurement processes associated with traditional experiments. Virtual experiments thus pose educational challenges: (a) expanding the design of experimentally based curricula beyond traditional boundaries and (b) ensuring that the learner acquires sufficient experience in making practical measurements.

E-learning and educational diversity.

PubMed

Forman, Dawn; Nyatanga, Lovemore; Rich, Terry

2002-01-01

This article discusses the nature of electronic learning (E-learning) and argues for its centrality to educational diversity and the shift from teaching to learning. It is argued that E-learning is the new wave strategy that sits comfortably with other strategies developed for the 21st century. As such it challenges the traditional 'banking concept' of education, where the teacher is seen as the font of knowledge as long as students acknowledge this and are eager to absorb the teacher's vital knowledge. The article argues that E-learning should replace what Freire (1994) calls the backing concept of education, which is at odds with other 21st century approaches such as lifelong learning, open and flexible learning and the accreditation of prior learning (APL) to name only a few. In suggesting the shift from the traditional approach to E-learning, the article acknowledges issues of quality assurance and the need to maintain not only standards of achievements but also the comparability of those standards. Strategies for developing E-learning material and maintaining standards are discussed. McKey (2000) and Salmon's (2001) model of E-learning development and management are used to show how E-learning works in practise. The article then focuses on the role of E-learning as a catalyst for educational diversity, freedom to learn and equality of opportunity. While E-learning encourages diversity it paradoxically creates programmes that are more specifically tailored to the market needs than traditionally validated programmes. This is seen as very good in terms of addressing specific needs, for instance, specific knowledge and skills for a particular market. The learners or students in that particular market will feel that their specific needs are recognized and addressed, and will thus see the E-learning programme as having relevance for them. The article concludes by asserting that adequate resources, particularly learner support, will distinguish quality or good programmes from bad ones. Copyright 2002 Harcourt Publishers Ltd.

Infiltrating history into the public health curriculum.

PubMed

Berridge, Virginia S

2018-03-26

The insertion of history into the medical school curriculum has been discussed over a long period of time. But the role of history in the public health curriculum has not been the subject of much discussion, despite the changes in UK public health training and the advent of multidisciplinary public health. This article reviews the history of inserting history into the curriculum in a leading public health postgraduate institution. It discusses the strategies used to secure acceptance for history; the positioning of history within the curriculum both as a core and a special subject; and the different curriculum content and learning approaches which have been used over time. It reviews recent developments in distance learning and the launch of a history Massive Open On line Course. It concludes that no one approach can be recommended for inserting history and that flexibility, persistence, alliances and the willingness to adapt to local circumstances are important. Students themselves are now more receptive to historical approaches and can appreciate the value of a discipline which teaches critical skills of analysis and assessment of evidence. It remains to be discussed how the discipline and such approaches can be transferred into wider professional public health training and at the undergraduate level.

Instrumental learning and cognitive flexibility processes are impaired in children exposed to early life stress.

PubMed

Harms, Madeline B; Shannon Bowen, Katherine E; Hanson, Jamie L; Pollak, Seth D

2017-10-19

Children who experience severe early life stress show persistent deficits in many aspects of cognitive and social adaptation. Early stress might be associated with these broad changes in functioning because it impairs general learning mechanisms. To explore this possibility, we examined whether individuals who experienced abusive caregiving in childhood had difficulties with instrumental learning and/or cognitive flexibility as adolescents. Fifty-three 14-17-year-old adolescents (31 exposed to high levels of childhood stress, 22 control) completed an fMRI task that required them to first learn associations in the environment and then update those pairings. Adolescents with histories of early life stress eventually learned to pair stimuli with both positive and negative outcomes, but did so more slowly than their peers. Furthermore, these stress-exposed adolescents showed markedly impaired cognitive flexibility; they were less able than their peers to update those pairings when the contingencies changed. These learning problems were reflected in abnormal activity in learning- and attention-related brain circuitry. Both altered patterns of learning and neural activation were associated with the severity of lifetime stress that the adolescents had experienced. Taken together, the results of this experiment suggest that basic learning processes are impaired in adolescents exposed to early life stress. These general learning mechanisms may help explain the emergence of social problems observed in these individuals. © 2017 The Authors. Developmental Science Published by John Wiley & Sons Ltd.

Standing to Preach, Moving to Teach: What TAs Learned from Teaching in Flexible and Less-Flexible Spaces

ERIC Educational Resources Information Center

Chen, Victoria; Leger, Andy; Riel, Annie

2016-01-01

This paper examines the effect of the architectural layout of two classrooms (one flexible and one less-flexible) on Teaching Assistants' (TAs) movement and interactions with students. Four TAs from a first-year undergraduate introductory course were chosen for the two studies. In study 1, the TAs taught the same lesson twice to two groups of…

The neural basis of reversal learning: An updated perspective

PubMed Central

Izquierdo, Alicia; Brigman, Jonathan L.; Radke, Anna K.; Rudebeck, Peter H.; Holmes, Andrew

2016-01-01

Reversal learning paradigms are among the most widely used tests of cognitive flexibility and have been used as assays, across species, for altered cognitive processes in a host of neuropsychiatric conditions. Based on recent studies in humans, non-human primates, and rodents, the notion that reversal learning tasks primarily measure response inhibition, has been revised. In this review, we describe how cognitive flexibility is measured by reversal learning and discuss new definitions of the construct validity of the task that are serving as an heuristic to guide future research in this field. We also provide an update on the available evidence implicating certain cortical and subcortical brain regions in the mediation of reversal learning, and an overview of the principle neurotransmitter systems involved. PMID:26979052

The development of implicit learning from infancy to adulthood: item frequencies, relations, and cognitive flexibility.

PubMed

Amso, Dima; Davidow, Juliet

2012-09-01

The majority of cognitive processes show measurable change over the lifespan. However, some argue that implicit learning from environmental structure is development invariant [e.g., Muelemans et al. [1998] Experimental Child Psychology, 69, 199-221; Reber [1993] Implicit learning and tacit knowledge: An essay on the cognitive unconscious. Oxford University Press], while others have shown that adults learn faster than children [Thomas et al. [2004] Journal of Cognitive Neuroscience, 16, 1339-1351]. In two experiments, we tested infants through adults using the same saccade latency measure and behavioral learning paradigm. We examined implicit learning when subjects are presented with interleaved regularities acting on one item, as well as the ability to adjust behavior when learned information is violated. In one comparison, the first- (item frequencies) and second- (spatiotemporal item relations) order statistics are in conflict, allowing us to examine flexibility in learning from multiple parameters. Data from Experiment 1 (N = 90, 6- to 30-year olds) showed no developmental differences in either implicit learning from environmental regularity or flexibility of learning from conflicting parameters across our age range. Accuracy data showed that children are especially sensitive to low frequency relative to high frequency items. In Experiment 2, we showed that 7- to 11-month-old infants had a saccade latency profile that was consistent with task structure, that is, they simultaneously learned both item frequencies and spatiotemporal relations, as indicated by data patterns similar to those obtained in Experiment 1. Taken together, these data provide support for developmental invariance in implicit learning from environmental regularities. Copyright © 2012 Wiley Periodicals, Inc.

Effects of training strategies implemented in a complex videogame on functional connectivity of attentional networks.

PubMed

Voss, Michelle W; Prakash, Ruchika Shaurya; Erickson, Kirk I; Boot, Walter R; Basak, Chandramallika; Neider, Mark B; Simons, Daniel J; Fabiani, Monica; Gratton, Gabriele; Kramer, Arthur F

2012-01-02

We used the Space Fortress videogame, originally developed by cognitive psychologists to study skill acquisition, as a platform to examine learning-induced plasticity of interacting brain networks. Novice videogame players learned Space Fortress using one of two training strategies: (a) focus on all aspects of the game during learning (fixed priority), or (b) focus on improving separate game components in the context of the whole game (variable priority). Participants were scanned during game play using functional magnetic resonance imaging (fMRI), both before and after 20 h of training. As expected, variable priority training enhanced learning, particularly for individuals who initially performed poorly. Functional connectivity analysis revealed changes in brain network interaction reflective of more flexible skill learning and retrieval with variable priority training, compared to procedural learning and skill implementation with fixed priority training. These results provide the first evidence for differences in the interaction of large-scale brain networks when learning with different training strategies. Our approach and findings also provide a foundation for exploring the brain plasticity involved in transfer of trained abilities to novel real-world tasks such as driving, sport, or neurorehabilitation. Copyright © 2011 Elsevier Inc. All rights reserved.

System Quality Characteristics for Selecting Mobile Learning Applications

ERIC Educational Resources Information Center

Sarrab, Mohamed; Al-Shihi, Hafedh; Al-Manthari, Bader

2015-01-01

The majority of M-learning (Mobile learning) applications available today are developed for the formal learning and education environment. These applications are characterized by the improvement in the interaction between learners and instructors to provide high interaction and flexibility to the learning process. M-learning is gaining increased…

Blended Learning: A Disruption that Has Found Its Time

ERIC Educational Resources Information Center

Gonzales, Lisa; Vodicka, Devin

2012-01-01

"Blended learning" is learning facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and applying them in an interactively meaningful learning environment. There are four standard modes of blended learning that have proven to meet student academic needs and provide flexibility with…

Development and Validation of Mobile Learning Acceptance Measure

ERIC Educational Resources Information Center

Sharma, Sujeet Kumar; Sarrab, Mohamed; Al-Shihi, Hafedh

2017-01-01

The growth of Smartphone usage, increased acceptance of electronic learning (E-learning), the availability of high reliability mobile networks and need for flexibility in learning have resulted in the growth of mobile learning (M-learning). This has led to a tremendous interest in the acceptance behaviors related to M-learning users among the…

More Than the Sum of Its Parts: A Role for the Hippocampus in Configural Reinforcement Learning.

PubMed

Duncan, Katherine; Doll, Bradley B; Daw, Nathaniel D; Shohamy, Daphna

2018-05-02

People often perceive configurations rather than the elements they comprise, a bias that may emerge because configurations often predict outcomes. But how does the brain learn to associate configurations with outcomes and how does this learning differ from learning about individual elements? We combined behavior, reinforcement learning models, and functional imaging to understand how people learn to associate configurations of cues with outcomes. We found that configural learning depended on the relative predictive strength of elements versus configurations and was related to both the strength of BOLD activity and patterns of BOLD activity in the hippocampus. Configural learning was further related to functional connectivity between the hippocampus and nucleus accumbens. Moreover, configural learning was associated with flexible knowledge about associations and differential eye movements during choice. Together, this suggests that configural learning is associated with a distinct computational, cognitive, and neural profile that is well suited to support flexible and adaptive behavior. Copyright © 2018 Elsevier Inc. All rights reserved.

Aberrant function of learning and cognitive control networks underlie inefficient cognitive flexibility in anorexia nervosa: a cross-sectional fMRI study.

PubMed

Lao-Kaim, Nick P; Fonville, Leon; Giampietro, Vincent P; Williams, Steven C R; Simmons, Andrew; Tchanturia, Kate

2015-01-01

People with Anorexia Nervosa exhibit difficulties flexibly adjusting behaviour in response to environmental changes. This has previously been attributed to problematic behavioural shifting, characterised by a decrease in fronto-striatal activity. Additionally, alterations of instrumental learning, which relies on fronto-striatal networks, may contribute to the observation of inflexible behaviour. The authors sought to investigate the neural correlates of cognitive flexibility and learning in Anorexia Nervosa. Thirty-two adult females with Anorexia Nervosa and thirty-two age-matched female control participants completed the Wisconsin Card Sorting Task whilst undergoing functional magnetic resonance imaging. Event-related analysis permitted the comparison of cognitive shift trials against those requiring maintenance of rule-sets and allowed assessment of trials representing learning. Although both groups performed similarly, we found significant interactions in the left middle frontal gyrus, precuneus and superior parietal lobule whereby blood-oxygenated-level dependent response was higher in Anorexia Nervosa patients during shifting but lower when maintaining rule-sets, as compared to healthy controls. During learning, posterior cingulate cortex activity in healthy controls decreased whilst increasing in the Anorexia Nervosa group, whereas the right precuneus exhibited the opposite pattern. Furthermore, learning was associated with lower blood-oxygenated-level dependent response in the caudate body, as compared to healthy controls. People with Anorexia Nervosa display widespread changes in executive function. Whilst cognitive flexibility appears to be associated with aberrant functioning of the fronto-parietal control network that mediates between internally and externally directed cognition, fronto-striatal alterations, particularly within the caudate body, were associated with instrumental learning. Together, this shows how perseverative tendencies could be a substrate of multiple high-order processes that may contribute to the maintenance of Anorexia Nervosa.

Vocal learning beyond imitation: mechanisms of adaptive vocal development in songbirds and human infants

PubMed Central

Tchernichovski, Ofer; Marcus, Gary

2014-01-01

Studies of vocal learning in songbirds typically focus on the acquisition of sensory templates for song imitation and on the consequent process of matching song production to templates. However, functional vocal development also requires the capacity to adaptively diverge from sensory templates, and to flexibly assemble vocal units. Examples of adaptive divergence include the corrective imitation of abnormal songs, and the decreased tendency to copy overabundant syllables. Such frequency-dependent effects might mirror tradeoffs between the assimilation of group identity (culture) while establishing individual and flexibly expressive songs. Intriguingly, although the requirements for vocal plasticity vary across songbirds, and more so between birdsong and language, the capacity to flexibly assemble vocal sounds develops in a similar, stepwise manner across species. Therefore, universal features of vocal learning go well beyond the capacity to imitate. PMID:25005823

Formalization of software requirements for information systems using fuzzy logic

NASA Astrophysics Data System (ADS)

Yegorov, Y. S.; Milov, V. R.; Kvasov, A. S.; Sorokoumova, S. N.; Suvorova, O. V.

2018-05-01

The paper considers an approach to the design of information systems based on flexible software development methodologies. The possibility of improving the management of the life cycle of information systems by assessing the functional relationship between requirements and business objectives is described. An approach is proposed to establish the relationship between the degree of achievement of business objectives and the fulfillment of requirements for the projected information system. It describes solutions that allow one to formalize the process of formation of functional and non-functional requirements with the help of fuzzy logic apparatus. The form of the objective function is formed on the basis of expert knowledge and is specified via learning from very small data set.

Model Update of a Micro Air Vehicle (MAV) Flexible Wing Frame with Uncertainty Quantification

NASA Technical Reports Server (NTRS)

Reaves, Mercedes C.; Horta, Lucas G.; Waszak, Martin R.; Morgan, Benjamin G.

2004-01-01

This paper describes a procedure to update parameters in the finite element model of a Micro Air Vehicle (MAV) to improve displacement predictions under aerodynamics loads. Because of fabrication, materials, and geometric uncertainties, a statistical approach combined with Multidisciplinary Design Optimization (MDO) is used to modify key model parameters. Static test data collected using photogrammetry are used to correlate with model predictions. Results show significant improvements in model predictions after parameters are updated; however, computed probabilities values indicate low confidence in updated values and/or model structure errors. Lessons learned in the areas of wing design, test procedures, modeling approaches with geometric nonlinearities, and uncertainties quantification are all documented.

Trajectory-Oriented Approach to Managing Traffic Complexity: Trajectory Flexibility Metrics and Algorithms and Preliminary Complexity Impact Assessment

NASA Technical Reports Server (NTRS)

Idris, Husni; Vivona, Robert A.; Al-Wakil, Tarek

2009-01-01

This document describes exploratory research on a distributed, trajectory oriented approach for traffic complexity management. The approach is to manage traffic complexity based on preserving trajectory flexibility and minimizing constraints. In particular, the document presents metrics for trajectory flexibility; a method for estimating these metrics based on discrete time and degree of freedom assumptions; a planning algorithm using these metrics to preserve flexibility; and preliminary experiments testing the impact of preserving trajectory flexibility on traffic complexity. The document also describes an early demonstration capability of the trajectory flexibility preservation function in the NASA Autonomous Operations Planner (AOP) platform.

Acute Δ-9-tetrahydrocannabinol administration in female rats attenuates immediate responses following losses but not multi-trial reinforcement learning from wins.

PubMed

Wong, Scott A; Randolph, Sienna H; Ivan, Victorita E; Gruber, Aaron J

2017-09-29

Δ-9-Tetrahydrocannabinol (THC) is the main psychoactive component of marijuana and has potent effects on decision-making, including a proposed reduction in cognitive flexibility. We demonstrate here that acute THC administration differentially affects some of the processes that contribute to cognitive flexibility. Specifically, THC reduces lose-shift responding in which female rats tend to immediately shift choice responses away from options that result in reward omission on the previous trial. THC, however, did not impair the ability of rats to flexibly bias responses toward feeders with higher probability of reward in a reversal task. This response adaptation developed over several trials, suggesting that THC did not impair slower forms of reinforcement learning needed to choose among options with unequal utility. This dissociation of THC's effects on innate/rapid and learned/gradual decision-making processes was unexpected, but is supported by emerging evidence that lose-shift responding is mediated by neural mechanisms distinct from those involved in other forms of reinforcement learning. The present data suggest that, at least in some tasks, the apparent reductions in cognitive flexibility by THC may be explained by the immediate effects on loss sensitivity, rather than impairments of all processes used for choice adaptation. Copyright © 2017 Elsevier B.V. All rights reserved.

Gifted Students and Logo: Teacher's Role.

ERIC Educational Resources Information Center

Flickinger, Gayle Glidden

1987-01-01

The Logo computer program is well-suited to gifted students' learning style characteristics (independence, fluency, persistence); learning style preferences (learning alone, use of tactile and kinesthetic senses, and sound in the learning environment); and teaching method preferences (independent projects, discussion, flexibility, and traditional…

Learning without labeling: domain adaptation for ultrasound transducer localization.

PubMed

Heimann, Tobias; Mountney, Peter; John, Matthias; Ionasec, Razvan

2013-01-01

The fusion of image data from trans-esophageal echography (TEE) and X-ray fluoroscopy is attracting increasing interest in minimally-invasive treatment of structural heart disease. In order to calculate the needed transform between both imaging systems, we employ a discriminative learning based approach to localize the TEE transducer in X-ray images. Instead of time-consuming manual labeling, we generate the required training data automatically from a single volumetric image of the transducer. In order to adapt this system to real X-ray data, we use unlabeled fluoroscopy images to estimate differences in feature space density and correct covariate shift by instance weighting. An evaluation on more than 1900 images reveals that our approach reduces detection failures by 95% compared to cross validation on the test set and improves the localization error from 1.5 to 0.8 mm. Due to the automatic generation of training data, the proposed system is highly flexible and can be adapted to any medical device with minimal efforts.

A Hybrid dasymetric and machine learning approach to high-resolution residential electricity consumption modeling

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

Morton, April M; Nagle, Nicholas N; Piburn, Jesse O

As urban areas continue to grow and evolve in a world of increasing environmental awareness, the need for detailed information regarding residential energy consumption patterns has become increasingly important. Though current modeling efforts mark significant progress in the effort to better understand the spatial distribution of energy consumption, the majority of techniques are highly dependent on region-specific data sources and often require building- or dwelling-level details that are not publicly available for many regions in the United States. Furthermore, many existing methods do not account for errors in input data sources and may not accurately reflect inherent uncertainties in modelmore » outputs. We propose an alternative and more general hybrid approach to high-resolution residential electricity consumption modeling by merging a dasymetric model with a complementary machine learning algorithm. The method s flexible data requirement and statistical framework ensure that the model both is applicable to a wide range of regions and considers errors in input data sources.« less

Learner Flexibility Profiles. Coombe Lodge Working Paper. Information Bank Number 1612.

ERIC Educational Resources Information Center

Latcham, J.; Spencer, D. C.

To help in the exploration of developments in increasing learning flexibility in Great Britain's further education system, this paper suggests the development of learner flexibility profiles as devices for analyzing and recording the nature and extent of student choice or discretion. The introductory section reviews developments in open learning…

Creating Belonging and Transformation through the Adoption of Flexible Pedagogies in Masters Level International Business Management Students

ERIC Educational Resources Information Center

Matheson, Ruth; Sutcliffe, Mark

2017-01-01

Flexible pedagogies [Ryan and Tilbury 2013. "Flexible Pedagogies: New Pedagogical Ideas." York: Higher Education Academy] place learner empowerment at the centre of curriculum development. Learner empowerment requires students to feel that they belong and are active in the learning process. This paper illuminates how, through the…

Barriers to Learners' Successful Completion of VET Flexible Delivery Programs.

ERIC Educational Resources Information Center

Grace, Lauri

In the early 1990s, Australian policymakers began explicitly promoting increased use of flexible delivery in vocational education and training (VET). Some researchers argued that many students lack the learning skills required to deal with the unique demands of flexible delivery. Concerns were also raised about the VET sector's capacity to help…

Flexible Training's Intrusion on Work/Life Balance

ERIC Educational Resources Information Center

Takiya, Seema; Archbold, Jennifer; Berge, Zane

2005-01-01

With more companies allowing "flextime", more access to elearning, and telecomuting, the line between workplace flexibility and work-life balance begins to blur. Companies "sell" to employees the flexibility of being able to complete training programs from the comfort of the participant's home, allowing them to learn at their own speed. In many…

The role of cognitive flexibility in cognitive restructuring skill acquisition among older adults.

PubMed

Johnco, C; Wuthrich, V M; Rapee, R M

2013-08-01

Cognitive flexibility is one aspect of executive functioning that encompasses the ability to produce diverse ideas, consider response alternatives, and modify behaviors to manage changing circumstances. These processes are likely to be important for implementing cognitive restructuring. The present study investigated the impact of cognitive flexibility on older adults' ability to learn cognitive restructuring. Neuropsychological measures of cognitive flexibility were administered to 40 normal community-dwelling older adult volunteers and their ability to implement cognitive restructuring was coded and analyzed. Results indicated that the majority of participants showed good cognitive restructuring skill acquisition with brief training. The multiple regression analysis suggested that those with poorer cognitive flexibility on neuropsychological testing demonstrated poorer quality cognitive restructuring. In particular, perseverative thinking styles appear to negatively impact the ability to learn cognitive restructuring. Further research is needed to clarify whether older adults with poor cognitive flexibility can improve their cognitive restructuring skills with repetition over treatment or whether alternative skills should be considered. Crown Copyright © 2012. Published by Elsevier Ltd. All rights reserved.

The involvement of model-based but not model-free learning signals during observational reward learning in the absence of choice.

PubMed

Dunne, Simon; D'Souza, Arun; O'Doherty, John P

2016-06-01

A major open question is whether computational strategies thought to be used during experiential learning, specifically model-based and model-free reinforcement learning, also support observational learning. Furthermore, the question of how observational learning occurs when observers must learn about the value of options from observing outcomes in the absence of choice has not been addressed. In the present study we used a multi-armed bandit task that encouraged human participants to employ both experiential and observational learning while they underwent functional magnetic resonance imaging (fMRI). We found evidence for the presence of model-based learning signals during both observational and experiential learning in the intraparietal sulcus. However, unlike during experiential learning, model-free learning signals in the ventral striatum were not detectable during this form of observational learning. These results provide insight into the flexibility of the model-based learning system, implicating this system in learning during observation as well as from direct experience, and further suggest that the model-free reinforcement learning system may be less flexible with regard to its involvement in observational learning. Copyright © 2016 the American Physiological Society.

Common Mobile Learning Characteristics--An Analysis of Mobile Learning Models and Frameworks

ERIC Educational Resources Information Center

Imtinan, Umera; Chang, Vanessa; Issa, Tomayess

2013-01-01

Mobile learning offers learning opportunities to learners without the limitations of time and space. Mobile learning has introduced a number of flexible options to the learners across disciplines and at different educational levels. However, designing mobile learning content is an equally challenging task for the instructional designers.…

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

ERIC Educational Resources Information Center

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

2004-01-01

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

E-Learning QUICK Checklist

ERIC Educational Resources Information Center

Khan, Badrul

2005-01-01

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

Distance Training in the European Union. ZIFF Papiere 96.

ERIC Educational Resources Information Center

Keegan, Desmond

A study examined distance training in the European Union (EU) countries. First, recent literature on the following topics was reviewed: technology-supported learning, flexible and distance learning, development of open distance learning, and teleconferencing and distance learning. Next, enrollments and trends in distance learning in the EU as a…

The Comparison of Students' Satisfaction between Ubiquitous and Web-Based Learning Environments

ERIC Educational Resources Information Center

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

2017-01-01

Higher education is moving towards digitalized learning. The rapid development of technological resources, devices and wireless networks enables more flexible opportunities to study and learn in innovative learning environments. New technologies enable combining of authentic and virtual learning spaces and digital resources as multifunctional…

Predicting ground contact events for a continuum of gait types: An application of targeted machine learning using principal component analysis.

PubMed

Osis, Sean T; Hettinga, Blayne A; Ferber, Reed

2016-05-01

An ongoing challenge in the application of gait analysis to clinical settings is the standardized detection of temporal events, with unobtrusive and cost-effective equipment, for a wide range of gait types. The purpose of the current study was to investigate a targeted machine learning approach for the prediction of timing for foot strike (or initial contact) and toe-off, using only kinematics for walking, forefoot running, and heel-toe running. Data were categorized by gait type and split into a training set (∼30%) and a validation set (∼70%). A principal component analysis was performed, and separate linear models were trained and validated for foot strike and toe-off, using ground reaction force data as a gold-standard for event timing. Results indicate the model predicted both foot strike and toe-off timing to within 20ms of the gold-standard for more than 95% of cases in walking and running gaits. The machine learning approach continues to provide robust timing predictions for clinical use, and may offer a flexible methodology to handle new events and gait types. Copyright © 2016 Elsevier B.V. All rights reserved.

From SOPs to Reports to Evaluations: Learning and Memory ...

EPA Pesticide Factsheets

In an era of global trade and regulatory cooperation, consistent and scientifically based interpretation of developmental neurotoxicity (DNT) studies is essential. Because there is flexibility in the selection of test method(s), consistency can be especially challenging for learning and memory tests required by EPA and OECD DNT guidelines (chemicals and pesticides) and recommended for ICH prenatal/postnatal guidelines (pharmaceuticals). A well­ reasoned uniform approach is particularly important for variable endpoints and if non-standard tests are used. An understanding of the purpose behind the tests and expected outcomes is critical, and attention to elements of experimental design, conduct, and reporting can improve study design by the investigator as well as accuracy and consistency of interpretation by evaluators. This understanding also directs which information must be clearly described in study reports. While missing information may be available in standardized operating procedures (SOPs), if not clearly reflected in report submissions there may be questions and misunderstandings by evaluators which could impact risk assessments. A practical example will be presented to provide insights into important variables and reporting approaches. Cognitive functions most often tested in guidelines studies include associative, positional, sequential, and spatial learning and memory in weanling and adult animals. These complex behaviors tap different bra

Students' Experiences of Learning in a Virtual Classroom

ERIC Educational Resources Information Center

Gedera, Dilani S. P.

2014-01-01

Online learning environments can offer learners opportunities for flexibility, interaction and collaboration distinctly different from face-to-face learning environments. However, the integration of educational technologies also presents challenges and concerns in relation to students' learning. This article attempts to develop a better…

Innovation and behavioral flexibility in wild redfronted lemurs (Eulemur rufifrons).

PubMed

Huebner, Franziska; Fichtel, Claudia

2015-05-01

Innovations and problem-solving abilities can provide animals with important ecological advantages as they allow individuals to deal with novel social and ecological challenges. Innovation is a solution to a novel problem or a novel solution to an old problem, with the latter being especially difficult. Finding a new solution to an old problem requires individuals to inhibit previously applied solutions to invent new strategies and to behave flexibly. We examined the role of experience on cognitive flexibility to innovate and to find new problem-solving solutions with an artificial feeding task in wild redfronted lemurs (Eulemur rufifrons). Four groups of lemurs were tested with feeding boxes, each offering three different techniques to extract food, with only one technique being available at a time. After the subjects learned a technique, this solution was no longer successful and subjects had to invent a new technique. For the first transition between task 1 and 2, subjects had to rely on their experience of the previous technique to solve task 2. For the second transition, subjects had to inhibit the previously learned technique to learn the new task 3. Tasks 1 and 2 were solved by most subjects, whereas task 3 was solved by only a few subjects. In this task, besides behavioral flexibility, especially persistence, i.e., constant trying, was important for individual success during innovation. Thus, wild strepsirrhine primates are able to innovate flexibly, suggesting a general ecological relevance of behavioral flexibility and persistence during innovation and problem solving across all primates.

Inactivation of the Ventrolateral Orbitofrontal Cortex Impairs Flexible Use of Safety Signals.

PubMed

Sarlitto, Mary C; Foilb, Allison R; Christianson, John P

2018-05-21

Survival depends on adaptation to shifting environmental risks and opportunities. Regarding risks, the mechanisms which permit acquisition, recall, and flexible use of aversive associations is poorly understood. Drawing on the evidence that the orbital frontal cortex is critical to integrating outcome expectancies with flexible appetitive behavioral responses, we hypothesized that OFC would contribute to behavioral flexibility within an aversive learning domain. We introduce a fear conditioning procedure in which adult male rats were presented with shock-paired conditioned stimulus (CS+) or a safety cue (CS-). In a recall test, rats exhibit greater freezing to the CS+ than the CS-. Temporary inactivation of the ventrolateral OFC with muscimol prior to conditioning did not affect later discrimination, but inactivation after learning and prior to recall impaired discrimination between safety and danger cues. This result complements prior research in the appetitive domain and suggests that the OFC plays a general role in behavioral flexibility regardless of the valence of the CS. Copyright © 2018 IBRO. Published by Elsevier Ltd. All rights reserved.

Nonlinear mechanical response of the extracellular matrix: learning from articular cartilage

NASA Astrophysics Data System (ADS)

Kearns, Sarah; Das, Moumita

2015-03-01

We study the mechanical structure-function relations in the extracellular matrix (ECM) with focus on nonlinear shear and compression response. As a model system, our study focuses on the ECM in articular cartilage tissue which has two major mechanobiological components: a network of the biopolymer collagen that acts as a stiff, reinforcing matrix, and a flexible aggrecan network that facilitates deformability. We model this system as a double network hydrogel made of interpenetrating networks of stiff and flexible biopolymers respectively. We study the linear and nonlinear mechanical response of the model ECM to shear and compression forces using a combination of rigidity percolation theory and energy minimization approaches. Our results may provide useful insights into the design principles of the ECM as well as biomimetic hydrogels that are mechanically robust and can, at the same time, easily adapt to cues in their surroundings.

Positive affect and cognitive control: approach-motivation intensity influences the balance between cognitive flexibility and stability.

PubMed

Liu, Ya; Wang, Zhenhong

2014-05-01

In most prior research, positive affect has been consistently found to promote cognitive flexibility. However, the motivational dimensional model of affect assumes that the influence of positive affect on cognitive processes is modulated by approach-motivation intensity. In the present study, we extended the motivational dimensional model to the domain of cognitive control by examining the effect of low- versus high-approach-motivated positive affect on the balance between cognitive flexibility and stability in an attentional-set-shifting paradigm. Results showed that low-approach-motivated positive affect promoted cognitive flexibility but also caused higher distractibility, whereas high-approach-motivated positive affect enhanced perseverance but simultaneously reduced distractibility. These results suggest that the balance between cognitive flexibility and stability is modulated by the approach-motivation intensity of positive affective states. Therefore, it is essential to incorporate motivational intensity into studies on the influence of affect on cognitive control.

Learning language from within: Children use semantic generalizations to infer word meanings.

PubMed

Srinivasan, Mahesh; Al-Mughairy, Sara; Foushee, Ruthe; Barner, David

2017-02-01

One reason that word learning presents a challenge for children is because pairings between word forms and meanings are arbitrary conventions that children must learn via observation - e.g., the fact that "shovel" labels shovels. The present studies explore cases in which children might bypass observational learning and spontaneously infer new word meanings: By exploiting the fact that many words are flexible and systematically encode multiple, related meanings. For example, words like shovel and hammer are nouns for instruments, and verbs for activities involving those instruments. The present studies explored whether 3- to 5-year-old children possess semantic generalizations about lexical flexibility, and can use these generalizations to infer new word meanings: Upon learning that dax labels an activity involving an instrument, do children spontaneously infer that dax can also label the instrument itself? Across four studies, we show that at least by age four, children spontaneously generalize instrument-activity flexibility to new words. Together, our findings point to a powerful way in which children may build their vocabulary, by leveraging the fact that words are linked to multiple meanings in systematic ways. Copyright © 2016 Elsevier B.V. All rights reserved.

NMDA and D2-like receptors modulate cognitive flexibility in a color discrimination reversal task in pigeons.

PubMed

Herold, Christina

2010-06-01

Reversal and extinction learning represent forms of cognitive flexibility that refer to the ability of an animal to alter behavior in response to unanticipated changes on environmental demands. A role for dopamine and glutamate in modulating this behavior has been implicated. Here, we determined the effects of intracerebroventricular injections in pigeons' forebrain of the D2-like receptor agonist quinpirole, the D2-like receptor antagonist sulpiride and the N-methyl-d-aspartate receptor antagonist AP-5 on initial acquisition and reversal of a color discrimination task. On day one, pigeons had to learn to discriminate two color keys. On day two, pigeons first performed a retention test, which was followed by a reversal of the reward contingencies of the two color keys. None of the drugs altered performance in the initial acquisition of color discrimination or affected the retention of the learned color key. In contrast, all drugs impaired reversal learning by increasing trials and incorrect responses in the reversal session. Our data support the hypothesis that D2-like receptor mechanisms, like N-methyl-d-aspartate receptor modulations, are involved in cognitive flexibility and relearning processes, but not in initial learning of stimulus-reward association.

Using the Knowledge, Process, Practice (KPP) model for driving the design and development of online postgraduate medical education.

PubMed

Shaw, Tim; Barnet, Stewart; Mcgregor, Deborah; Avery, Jennifer

2015-01-01

Online learning is a primary delivery method for continuing health education programs. It is critical that programs have curricula objectives linked to educational models that support learning. Using a proven educational modelling process ensures that curricula objectives are met and a solid basis for learning and assessment is achieved. To develop an educational design model that produces an educationally sound program development plan for use by anyone involved in online course development. We have described the development of a generic educational model designed for continuing health education programs. The Knowledge, Process, Practice (KPP) model is founded on recognised educational theory and online education practice. This paper presents a step-by-step guide on using this model for program development that encases reliable learning and evaluation. The model supports a three-step approach, KPP, based on learning outcomes and supporting appropriate assessment activities. It provides a program structure for online or blended learning that is explicit, educationally defensible, and supports multiple assessment points for health professionals. The KPP model is based on best practice educational design using a structure that can be adapted for a variety of online or flexibly delivered postgraduate medical education programs.

Unsupervised active learning based on hierarchical graph-theoretic clustering.

PubMed

Hu, Weiming; Hu, Wei; Xie, Nianhua; Maybank, Steve

2009-10-01

Most existing active learning approaches are supervised. Supervised active learning has the following problems: inefficiency in dealing with the semantic gap between the distribution of samples in the feature space and their labels, lack of ability in selecting new samples that belong to new categories that have not yet appeared in the training samples, and lack of adaptability to changes in the semantic interpretation of sample categories. To tackle these problems, we propose an unsupervised active learning framework based on hierarchical graph-theoretic clustering. In the framework, two promising graph-theoretic clustering algorithms, namely, dominant-set clustering and spectral clustering, are combined in a hierarchical fashion. Our framework has some advantages, such as ease of implementation, flexibility in architecture, and adaptability to changes in the labeling. Evaluations on data sets for network intrusion detection, image classification, and video classification have demonstrated that our active learning framework can effectively reduce the workload of manual classification while maintaining a high accuracy of automatic classification. It is shown that, overall, our framework outperforms the support-vector-machine-based supervised active learning, particularly in terms of dealing much more efficiently with new samples whose categories have not yet appeared in the training samples.

ECLIPPx: an innovative model for reflective portfolios in life-long learning.

PubMed

Cheung, C Ronny

2011-03-01

For healthcare professionals, the educational portfolio is the most widely used component of lifelong learning - a vital aspect of modern medical practice. When used effectively, portfolios provide evidence of continuous learning and promote reflective practice. But traditional portfolio models are in danger of becoming outmoded, in the face of changing expectations of healthcare provider competences today. Portfolios in health care have generally focused on competencies in clinical skills. However, many other domains of professional development, such as professionalism and leadership skills, are increasingly important for doctors and health care professionals, and must be addressed in amassing evidence for training and revalidation. There is a need for modern health care learning portfolios to reflect this sea change. A new model for categorising the health care portfolios of professionals is proposed. The ECLIPPx model is based on personal practice, and divides the evidence of ongoing professional learning into four categories: educational development; clinical practice; leadership, innovation and professionalism; and personal experience. The ECLIPPx model offers a new approach for personal reflection and longitudinal learning, one that gives flexibility to the user whilst simultaneously encompassing the many relatively new areas of competence and expertise that are now required of a modern doctor. © Blackwell Publishing Ltd 2011.

Top 10 Lessons Learned from Electronic Medical Record Implementation in a Large Academic Medical Center.

PubMed

Rizer, Milisa K; Kaufman, Beth; Sieck, Cynthia J; Hefner, Jennifer L; McAlearney, Ann Scheck

2015-01-01

Electronic medical record (EMR) implementation efforts face many challenges, including individual and organizational barriers and concerns about loss of productivity during the process. These issues may be particularly complex in large and diverse settings with multiple specialties providing inpatient and outpatient care. This case report provides an example of a successful EMR implementation that emphasizes the importance of flexibility and adaptability on the part of the implementation team. It also presents the top 10 lessons learned from this EMR implementation in a large midwestern academic medical center. Included are five overarching lessons related to leadership, initial approach, training, support, and optimization as well as five lessons related to the EMR system itself that are particularly important elements of a successful implementation.

Top 10 Lessons Learned from Electronic Medical Record Implementation in a Large Academic Medical Center

PubMed Central

Rizer, Milisa K.; Kaufman, Beth; Sieck, Cynthia J.; Hefner, Jennifer L.; McAlearney, Ann Scheck

2015-01-01

Electronic medical record (EMR) implementation efforts face many challenges, including individual and organizational barriers and concerns about loss of productivity during the process. These issues may be particularly complex in large and diverse settings with multiple specialties providing inpatient and outpatient care. This case report provides an example of a successful EMR implementation that emphasizes the importance of flexibility and adaptability on the part of the implementation team. It also presents the top 10 lessons learned from this EMR implementation in a large midwestern academic medical center. Included are five overarching lessons related to leadership, initial approach, training, support, and optimization as well as five lessons related to the EMR system itself that are particularly important elements of a successful implementation. PMID:26396558

Knowledge Visualization for Self-Regulated Learning

ERIC Educational Resources Information Center

Wang, Minhong; Peng, Jun; Cheng, Bo; Zhou, Hance; Liu, Jie

2011-01-01

The Web allows self-regulated learning through interaction with large amounts of learning resources. While enjoying the flexibility of learning, learners may suffer from cognitive overload and conceptual and navigational disorientation when faced with various information resources under disparate topics and complex knowledge structures. This study…

Self-regulation as a moderator of the relation between coping and symptomatology in children of divorce.

PubMed

Lengua, L J; Sandler, I N

1996-12-01

Investigated the effects of self-regulation as a moderator of the relations between coping efforts and psychological symptoms of children of divorce. The interactions of two dimensions of self-regulation (task orientation and approach-flexibility) and two dimensions of coping (active and avoidant) predicting children's postdivorce symptoms were tested using a sample of 199 divorced mothers and their children, ages 8 to 12. The approach-flexibility dimension moderated the relations of both active and avoidant coping with children's self-report of anxiety. At higher levels of approach-flexibility, active coping was negatively related to anxiety, while at lower levels of approach-flexibility, active coping was unrelated to anxiety. Avoidant coping was unrelated to anxiety at higher levels of approach-flexibility, whereas at lower levels of approach-flexibility, avoidant coping was positively related to anxiety. The task orientation dimension did not interact with coping, but had direct, independent effects on children's self-report of conduct problems, depression, and parent-report of internalizing and externalizing behavior problems. The implications for understanding children's coping with divorce and future directions for research are discussed.

Worker Learning and Worktime Flexibility. A Policy Discussion Paper.

ERIC Educational Resources Information Center

Meier, Gretl S.

A study explored the feasibility of research on the impact of flexible work patterns on the educational and training opportunities available to women in low-status jobs. Intended to provide a basis for a more informed discussion of policy questions pertaining to flexible worktime, the study involved a review of related literature, a series of…

Location-Driven Image Retrieval for Images Collected by a Mobile Robot

NASA Astrophysics Data System (ADS)

Tanaka, Kanji; Hirayama, Mitsuru; Okada, Nobuhiro; Kondo, Eiji

Mobile robot teleoperation is a method for a human user to interact with a mobile robot over time and distance. Successful teleoperation depends on how well images taken by the mobile robot are visualized to the user. To enhance the efficiency and flexibility of the visualization, an image retrieval system on such a robot’s image database would be very useful. The main difference of the robot’s image database from standard image databases is that various relevant images exist due to variety of viewing conditions. The main contribution of this paper is to propose an efficient retrieval approach, named location-driven approach, utilizing correlation between visual features and real world locations of images. Combining the location-driven approach with the conventional feature-driven approach, our goal can be viewed as finding an optimal classifier between relevant and irrelevant feature-location pairs. An active learning technique based on support vector machine is extended for this aim.

Flexible inorganic light emitting diodes based on semiconductor nanowires

PubMed Central

Guan, Nan; Dai, Xing; Babichev, Andrey V.; Julien, François H.

2017-01-01

The fabrication technologies and the performance of flexible nanowire light emitting diodes (LEDs) are reviewed. We first introduce the existing approaches for flexible LED fabrication, which are dominated by organic technologies, and we briefly discuss the increasing research effort on flexible inorganic LEDs achieved by micro-structuring and transfer of conventional thin films. Then, flexible nanowire-based LEDs are presented and two main fabrication technologies are discussed: direct growth on a flexible substrate and nanowire membrane formation and transfer. The performance of blue, green, white and bi-color flexible LEDs fabricated following the transfer approach is discussed in more detail. PMID:29568439

The experiences of lecturers in African, Asian and European universities in preparing and delivering blended health research methods courses: a qualitative study

PubMed Central

Protsiv, Myroslava; Atkins, Salla

2016-01-01

Background Growing demand for Global Health (GH) training and the internationalisation of education requires innovative approaches to training. Blended learning (BL, a form of e-learning combining face-to-face or real-time interaction with computer-assisted learning) is a promising approach for increasing GH research capacity in low- to middle-income countries. Implementing BL, however, requires additional skills and efforts from lecturers. This paper explores lecturers’ views and experiences of delivering BL courses within the context of two north–south collaborative research capacity building projects, ARCADE HSSR and ARCADE RSDH. Design We used a qualitative approach to explore the experiences and perceptions of 11 lecturers involved in designing and delivering BL courses collaboratively across university campuses in four countries (South Africa, Uganda, India and Sweden). Data were collected using interviews in person or via Skype. Inductive qualitative content analysis was used. Results Participants reported that they felt BL increased access to learning opportunities and made training more flexible and convenient for adult learners, which were major motivations to engage in BL. However, despite eagerness to implement and experiment with BL courses, they lacked capacity and support, and found the task time consuming. They needed to make compromises between course objectives and available technological tools, in the context of poor Internet infrastructure. Conclusions BL courses have the potential to build bridges between low- and middle-income contexts and between lecturers and students to meet the demand for GH training. Lecturers were very motivated to try these approaches but encountered obstacles in implementing BL courses. Considerable investments are needed to implement BL and support lecturers in delivering courses. PMID:27725078

The experiences of lecturers in African, Asian and European universities in preparing and delivering blended health research methods courses: a qualitative study.

PubMed

Protsiv, Myroslava; Atkins, Salla

2016-01-01

Growing demand for Global Health (GH) training and the internationalisation of education requires innovative approaches to training. Blended learning (BL, a form of e-learning combining face-to-face or real-time interaction with computer-assisted learning) is a promising approach for increasing GH research capacity in low- to middle-income countries. Implementing BL, however, requires additional skills and efforts from lecturers. This paper explores lecturers' views and experiences of delivering BL courses within the context of two north-south collaborative research capacity building projects, ARCADE HSSR and ARCADE RSDH. We used a qualitative approach to explore the experiences and perceptions of 11 lecturers involved in designing and delivering BL courses collaboratively across university campuses in four countries (South Africa, Uganda, India and Sweden). Data were collected using interviews in person or via Skype. Inductive qualitative content analysis was used. Participants reported that they felt BL increased access to learning opportunities and made training more flexible and convenient for adult learners, which were major motivations to engage in BL. However, despite eagerness to implement and experiment with BL courses, they lacked capacity and support, and found the task time consuming. They needed to make compromises between course objectives and available technological tools, in the context of poor Internet infrastructure. BL courses have the potential to build bridges between low- and middle-income contexts and between lecturers and students to meet the demand for GH training. Lecturers were very motivated to try these approaches but encountered obstacles in implementing BL courses. Considerable investments are needed to implement BL and support lecturers in delivering courses.

Digital Literacy: A Prerequisite for Effective Learning in a Blended Learning Environment?

ERIC Educational Resources Information Center

Tang, Chun Meng; Chaw, Lee Yen

2016-01-01

Blended learning has propelled into mainstream education in recent years with the help of digital technology. Commonly available digital devices and the Internet have made access to learning resources such as learning management systems, online libraries, digital media, etc. convenient and flexible for both lecturers and students. Beyond the…

Use of Handwriting Recognition Technologies in Tablet-Based Learning Modules for First Grade Education

ERIC Educational Resources Information Center

Yanikoglu, Berrin; Gogus, Aytac; Inal, Emre

2017-01-01

Learning through modules on a tablet helps students participate effectively in learning activities in classrooms and provides flexibility in the learning process. This study presents the design and evaluation of an application that is based on handwriting recognition technologies and e-content for the developed learning modules. The application…

Closing the Gap: Impact of Student Proactivity and Learning Goal Orientation on E-Learning Outcomes

ERIC Educational Resources Information Center

Kickul, Gerard; Kickul, Jill

2006-01-01

To increase flexibility in course offerings and to enhance student-learning experiences, universities and management educators have introduced and incorporated a number of new and innovative e-learning technologies. However, little systematic research has been conducted to examine the value of using the technology to facilitate learning and…

Evaluation of iTunes University Courses through Instructional Design Strategies and m-Learning Framework

ERIC Educational Resources Information Center

Tseng, Hung Wei; Tang, Yingqi; Morris, Betty

2016-01-01

As mobile learning technology promotes learning accessibility and flexibility, students benefit from social interactivity and connective learning process which will also foster students' performance and satisfaction on learning content. The primary purpose of this research was to evaluate iTunes U courses based on instructional design strategies…

Blended Learning as an Effective Pedagogical Paradigm for Biomedical Science

ERIC Educational Resources Information Center

Hartfield, Perry

2013-01-01

Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication…

Developing Guidelines for Evaluating the Adaptation of Accessible Web-Based Learning Materials

ERIC Educational Resources Information Center

Radovan, Marko; Perdih, Mojca

2016-01-01

E-learning is a rapidly developing form of education. One of the key characteristics of e-learning is flexibility, which enables easier access to knowledge for everyone. Information and communications technology (ICT), which is e-learning's main component, enables alternative means of accessing the web-based learning materials that comprise the…

A Study of the Effects of Digital Learning on Learning Motivation and Learning Outcome

ERIC Educational Resources Information Center

Lin, Ming-Hung; Chen, Huang-Cheng; Liu, Kuang-Sheng

2017-01-01

In the modern society when intelligent mobile devices become popular, the Internet breaks through the restrictions on time and space and becomes a ubiquitous learning tool. Designing teaching activity for digital learning and flexibly applying technology tools are the key issues for current information technology integrated education. In this…

Self-Assessment in University Assessment of Prior Learning Procedures

ERIC Educational Resources Information Center

Brinke, D. Joosten-Ten; Sluijsmans, D. M. A.; Jochems, W. M. G.

2009-01-01

Competency-based university education, in which lifelong learning and flexible learning are key elements, demands a renewed vision on assessment. Within this vision, Assessment of Prior Learning (APL), in which learners have to show their prior learning in order for their goals to be recognised, becomes an important element. This article focuses…

Philosophy with Children: Talking, Thinking and Learning Together

ERIC Educational Resources Information Center

Cassidy, Claire; Christie, Donald

2013-01-01

Scotland's "Curriculum for Excellence" affords greater autonomy and flexibility to teachers and schools through advocating curriculum integration and experiential and active learning with greater emphasis on the processes of learning rather than detailed learning outcomes. It is in this context that the present article is grounded. This…

The Marriage of Constructivism and Flipped Learning

ERIC Educational Resources Information Center

Chang, Sau Hou

2016-01-01

This report talks about how a constructivist teacher used flipped learning in a college class. To illustrate how to use flipped learning in a constructivist classroom, examples were given with the four pillars of F-L-I-P: Flexible environment, learning culture, intentional content, and professional educator.

Detecting Abnormal Vehicular Dynamics at Intersections Based on an Unsupervised Learning Approach and a Stochastic Model

PubMed Central

Jiménez-Hernández, Hugo; González-Barbosa, Jose-Joel; Garcia-Ramírez, Teresa

2010-01-01

This investigation demonstrates an unsupervised approach for modeling traffic flow and detecting abnormal vehicle behaviors at intersections. In the first stage, the approach reveals and records the different states of the system. These states are the result of coding and grouping the historical motion of vehicles as long binary strings. In the second stage, using sequences of the recorded states, a stochastic graph model based on a Markovian approach is built. A behavior is labeled abnormal when current motion pattern cannot be recognized as any state of the system or a particular sequence of states cannot be parsed with the stochastic model. The approach is tested with several sequences of images acquired from a vehicular intersection where the traffic flow and duration used in connection with the traffic lights are continuously changed throughout the day. Finally, the low complexity and the flexibility of the approach make it reliable for use in real time systems. PMID:22163616

Detecting abnormal vehicular dynamics at intersections based on an unsupervised learning approach and a stochastic model.

PubMed

Jiménez-Hernández, Hugo; González-Barbosa, Jose-Joel; Garcia-Ramírez, Teresa

2010-01-01

This investigation demonstrates an unsupervised approach for modeling traffic flow and detecting abnormal vehicle behaviors at intersections. In the first stage, the approach reveals and records the different states of the system. These states are the result of coding and grouping the historical motion of vehicles as long binary strings. In the second stage, using sequences of the recorded states, a stochastic graph model based on a Markovian approach is built. A behavior is labeled abnormal when current motion pattern cannot be recognized as any state of the system or a particular sequence of states cannot be parsed with the stochastic model. The approach is tested with several sequences of images acquired from a vehicular intersection where the traffic flow and duration used in connection with the traffic lights are continuously changed throughout the day. Finally, the low complexity and the flexibility of the approach make it reliable for use in real time systems.

Flexible Vinyl and Urethane Coating and Printing: New Source Performance Standards (NSPS)

EPA Pesticide Factsheets

Learn about the New Source Performance Standards (NSPS) for flexible vinyl and urethane coating and printing by reading the rule summary, the rule history, the code of federal regulations subpart and related rules

Convergent Technologies in Distance Learning Delivery.

ERIC Educational Resources Information Center

Wheeler, Steve

1999-01-01

Describes developments in British education in distance learning technologies. Highlights include networking the rural areas; communication, community, and paradigm shifts; digital compression techniques and telematics; Web-based material delivered over the Internet; system flexibility; social support; learning support; videoconferencing; and…

Enhancing OSCE preparedness with video exemplars in undergraduate nursing students. A mixed method study.

PubMed

Massey, D; Byrne, J; Higgins, N; Weeks, B; Shuker, M-A; Coyne, E; Mitchell, M; Johnston, A N B

2017-07-01

Objective structured clinical examinations (OSCEs) are designed to assess clinical skill performance and competency of students in preparation for 'real world' clinical responsibilities. OSCEs are commonly used in health professional education and are typically associated with high levels of student anxiety, which may present a significant barrier to performance. Students, including nursing students, have identified that flexible access to exemplar OSCEs might reduce their anxiety and enable them to better prepare for such examinations. To implement and evaluate an innovative approach to preparing students for OSCEs in an undergraduate (registration) acute care nursing course. A set of digitized OSCE exemplars were prepared and embedded in the University-based course website as part of usual course learning activities. Use of the exemplars was monitored, pre and post OSCE surveys were conducted, and qualitative data were collected to evaluate the approach. OSCE grades were also examined. The online OSCE exemplars increased self-rated student confidence, knowledge, and capacity to prepare and provided clarity around assessment expectations. OSCE exemplars were accessed frequently and positively received; but did not impact on performance. Video exemplars aid student preparation for OSCEs, providing a flexible, innovative and clear example of the assessment process. Video exemplars improved self-rated student confidence and understanding of performance expectations, leading to increased engagement and reduced anxiety when preparing for the OSCE, but not overall OSCE performance. Such OSCE exemplars could be used to increase staff capacity and improve the quality of the student learning experience. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Minimally invasive aortic valve replacement surgery through lower half sternotomy

PubMed Central

Fenton, James R.

2013-01-01

Less invasive approaches to aortic valve surgery frequently rely upon the development of new technology and instrumentation. While not suitable for every patient requiring an aortic valve procedure, these less invasive operations can offer certain clinical benefits and are becoming an important part of the modern cardiothoracic surgeon’s skillset. A lower partial sternotomy approach provides excellent visualization of the operative field, efficient execution of the operation and many of the benefits of minimally invasive surgery. Importantly, the lower partial sternotomy requires no new or unusual instruments and presents a familiar view to the surgeon. The technique, therefore, lends itself well to being adapted and utilized quickly with a potentially shorter “learning curve” for maximal surgical flexibility and patient benefit. PMID:24251024

Using Instructional Design, Analyze, Design, Develop, Implement, and Evaluate, to Develop e-Learning Modules to Disseminate Supported Employment for Community Behavioral Health Treatment Programs in New York State.

PubMed

Patel, Sapana R; Margolies, Paul J; Covell, Nancy H; Lipscomb, Cristine; Dixon, Lisa B

2018-01-01

Implementation science lacks a systematic approach to the development of learning strategies for online training in evidence-based practices (EBPs) that takes the context of real-world practice into account. The field of instructional design offers ecologically valid and systematic processes to develop learning strategies for workforce development and performance support. This report describes the application of an instructional design framework-Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model-in the development and evaluation of e-learning modules as one strategy among a multifaceted approach to the implementation of individual placement and support (IPS), a model of supported employment for community behavioral health treatment programs, in New York State. We applied quantitative and qualitative methods to develop and evaluate three IPS e-learning modules. Throughout the ADDIE process, we conducted formative and summative evaluations and identified determinants of implementation using the Consolidated Framework for Implementation Research (CFIR). Formative evaluations consisted of qualitative feedback received from recipients and providers during early pilot work. The summative evaluation consisted of levels 1 and 2 (reaction to the training, self-reported knowledge, and practice change) quantitative and qualitative data and was guided by the Kirkpatrick model for training evaluation. Formative evaluation with key stakeholders identified a range of learning needs that informed the development of a pilot training program in IPS. Feedback on this pilot training program informed the design document of three e-learning modules on IPS: Introduction to IPS, IPS Job development, and Using the IPS Employment Resource Book . Each module was developed iteratively and provided an assessment of learning needs that informed successive modules. All modules were disseminated and evaluated through a learning management system. Summative evaluation revealed that learners rated the modules positively, and self-report of knowledge acquisition was high (mean range: 4.4-4.6 out of 5). About half of learners indicated that they would change their practice after watching the modules (range: 48-51%). All learners who completed the level 1 evaluation demonstrated 80% or better mastery of knowledge on the level 2 evaluation embedded in each module. The CFIR was used to identify implementation barriers and facilitators among the evaluation data which facilitated planning for subsequent implementation support activities in the IPS initiative. Instructional design approaches such as ADDIE may offer implementation scientists and practitioners a flexible and systematic approach for the development of e-learning modules as a single component or one strategy in a multifaceted approach for training in EBPs.

High-efficiency and flexible generation of vector vortex optical fields by a reflective phase-only spatial light modulator.

PubMed

Cai, Meng-Qiang; Wang, Zhou-Xiang; Liang, Juan; Wang, Yan-Kun; Gao, Xu-Zhen; Li, Yongnan; Tu, Chenghou; Wang, Hui-Tian

2017-08-01

The scheme for generating vector optical fields should have not only high efficiency but also flexibility for satisfying the requirements of various applications. However, in general, high efficiency and flexibility are not compatible. Here we present and experimentally demonstrate a solution to directly, flexibly, and efficiently generate vector vortex optical fields (VVOFs) with a reflective phase-only liquid crystal spatial light modulator (LC-SLM) based on optical birefringence of liquid crystal molecules. To generate the VVOFs, this approach needs in principle only a half-wave plate, an LC-SLM, and a quarter-wave plate. This approach has some advantages, including a simple experimental setup, good flexibility, and high efficiency, making the approach very promising in some applications when higher power is need. This approach has a generation efficiency of 44.0%, which is much higher than the 1.1% of the common path interferometric approach.

What do we gain from simplicity versus complexity in species distribution models?

USGS Publications Warehouse

Merow, Cory; Smith, Matthew J.; Edwards, Thomas C.; Guisan, Antoine; McMahon, Sean M.; Normand, Signe; Thuiller, Wilfried; Wuest, Rafael O.; Zimmermann, Niklaus E.; Elith, Jane

2014-01-01

Species distribution models (SDMs) are widely used to explain and predict species ranges and environmental niches. They are most commonly constructed by inferring species' occurrence–environment relationships using statistical and machine-learning methods. The variety of methods that can be used to construct SDMs (e.g. generalized linear/additive models, tree-based models, maximum entropy, etc.), and the variety of ways that such models can be implemented, permits substantial flexibility in SDM complexity. Building models with an appropriate amount of complexity for the study objectives is critical for robust inference. We characterize complexity as the shape of the inferred occurrence–environment relationships and the number of parameters used to describe them, and search for insights into whether additional complexity is informative or superfluous. By building ‘under fit’ models, having insufficient flexibility to describe observed occurrence–environment relationships, we risk misunderstanding the factors shaping species distributions. By building ‘over fit’ models, with excessive flexibility, we risk inadvertently ascribing pattern to noise or building opaque models. However, model selection can be challenging, especially when comparing models constructed under different modeling approaches. Here we argue for a more pragmatic approach: researchers should constrain the complexity of their models based on study objective, attributes of the data, and an understanding of how these interact with the underlying biological processes. We discuss guidelines for balancing under fitting with over fitting and consequently how complexity affects decisions made during model building. Although some generalities are possible, our discussion reflects differences in opinions that favor simpler versus more complex models. We conclude that combining insights from both simple and complex SDM building approaches best advances our knowledge of current and future species ranges.

Toward an Alternative Learning Environment Interface for Learning Management Systems

ERIC Educational Resources Information Center

Abdous, M'hammed

2013-01-01

An effective learning environment interface (LEI) is a means to enable students to focus on learning and to understand content, while establishing connections and relationships among course activities. Using this fundamental premise, we propose a flexible, user-centered, and seamless LEI which is intended to remediate the fragmented interface…

Offering a Framework for Value Co-Creation in Virtual Academic Learning Environments

ERIC Educational Resources Information Center

Ranjbarfard, Mina; Heidari Sureshjani, Mahboobeh

2018-01-01

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

Online Collaborative Learning in Health Care Education

ERIC Educational Resources Information Center

Westbrook, Catherine

2012-01-01

At our University, the Faculty of Health, Social Care and Education has delivered a variety of undergraduate and postgraduate courses via flexible distance learning for many years. Distance learning can be a lonely experience for students who may feel isolated and unsupported. However e-learning provides an opportunity to use technology to…

Styles and Style-Stretching: How Are They Related to Successful Learning?

ERIC Educational Resources Information Center

Griffiths, Carol; Inceçay, Görsev

2016-01-01

Although the learning style construct has aroused much interest over the years, questions remain regarding basic issues such as definition, the validity and/or reliability of various measurement instruments, and the relationship between learning style and successful learning. Furthermore, although maintaining stylistic flexibility is recommended…

Collaborative Language Learning for Professional Adults

ERIC Educational Resources Information Center

Mesh, Linda Joy

2010-01-01

Institutions of higher education realise the importance of the role of learning organisations in terms of providing personnel training and updating. Yet further consideration should be given to flexible and accessible means for meeting the growing request for continuous learning. Jason Hughes describes an organization's capability to "learn how to…

Learner-Focused Evaluation Cycles: Facilitating Learning Using Feedforward, Concurrent and Feedback Evaluation

ERIC Educational Resources Information Center

Cathcart, Abby; Greer, Dominique; Neale, Larry

2014-01-01

There is a growing trend to offer students learning opportunities that are flexible, innovative and engaging. As educators embrace student-centred agile teaching and learning methodologies, which require continuous reflection and adaptation, the need to evaluate students' learning in a timely manner has become more pressing. Conventional…

Cognitive flexibility predicts early reading skills

PubMed Central

Colé, Pascale; Duncan, Lynne G.; Blaye, Agnès

2014-01-01

An important aspect of learning to read is efficiency in accessing different kinds of linguistic information (orthographic, phonological, and semantic) about written words. The present study investigates whether, in addition to the integrity of such linguistic skills, early progress in reading may require a degree of cognitive flexibility in order to manage the coordination of this information effectively. Our study will look for evidence of a link between flexibility and both word reading and passage reading comprehension, and examine whether any such link involves domain-general or reading-specific flexibility. As the only previous support for a predictive relationship between flexibility and early reading comes from studies of reading comprehension in the opaque English orthography, another possibility is that this relationship may be largely orthography-dependent, only coming into play when mappings between representations are complex and polyvalent. To investigate these questions, 60 second-graders learning to read the more transparent French orthography were presented with two multiple classification tasks involving reading-specific cognitive flexibility (based on words) and non-specific flexibility (based on pictures). Reading skills were assessed by word reading, pseudo-word decoding, and passage reading comprehension measures. Flexibility was found to contribute significant unique variance to passage reading comprehension even in the less opaque French orthography. More interestingly, the data also show that flexibility is critical in accounting for one of the core components of reading comprehension, namely, the reading of words in isolation. Finally, the results constrain the debate over whether flexibility has to be reading-specific to be critically involved in reading. PMID:24966842

Pedagogy for teaching and learning cooperatively on the Web: a Web-based pharmacology course.

PubMed

Tse, Mimi M Y; Pun, Sandra P Y; Chan, Moon Fai

2007-02-01

The Internet is becoming a preferred place to find information. Millions of people go online in the search of health and medical information. Likewise, the demand for Web-based courses grows. This article presents the development, utilization and evaluation of a web-based pharmacology course for nursing students. The course was developed based on 150 commonly used drugs. There were 110 year 1 nursing students took part in the course. After attending six hours face to face lecture of pharmacology over three weeks, students were invited to complete a questionnaire (pre-test) about learning pharmacology. The course materials were then uploaded to a WebCT for student's self-directed learning and attempts to pass two scheduled online quizzes. At the end of the semester, students were given the same questionnaire (post-test). There were a significant increase in the understanding compared with memorizing the subject content, the development of problem solving ability in learning pharmacology and becoming an independent learner (p ,0.05). Online quizzes yielded satisfactory results. In the focused group interview, students appreciated the time flexibility and convenience associated with web-based learning, also, they had made good suggestions in enhancing web-based learning. Web-based approach is promising for teaching and learning pharmacology for nurses and other health-care professionals.

Undergraduates Learn Evolution Through Teaching Kindergartners About Blind Mexican Cavefish

PubMed Central

Gross, Joshua B.; Gangidine, Andrew; Schafer, Rachel E.

2017-01-01

The development and implementation of a scientific outreach activity comes with a number of challenges. A successful outreach event must match the sophistication of content to the audience, be engaging, expand the knowledge base for participants, and be inclusive for a diverse audience. Ideally, a successful event will also convey the importance of scientific outreach for future scientists and citizens. In this paper, we present a simple, hands-on guide to a scientific outreach event targeted to kindergarten learners. This activity also pursued a second goal: the inclusion of undergraduate students in the development and delivery of the event. We provided a detailed set of four activities, focusing on the blind Mexican cavefish, which were enthusiastically received by kindergarten audiences. The engagement of undergraduate students in the development of this activity encouraged public outreach involvement and fostered new scientific and communication skills. The format of the outreach event we describe is flexible. We provide a set of guidelines and suggestions for adapting this approach to other biological topics. The activity and approach we describe enables the implementation of effective scientific outreach, using active learning approaches, which benefits both elementary school learners and undergraduate students. PMID:28936469

A novel approach to improve hand hygiene compliance of student nurses

PubMed Central

2013-01-01

Background The National University Hospital, Singapore routinely undertakes standardized Hand Hygiene auditing with results produced by ward and by staff type. In 2010 concern was raised over consistently low compliance by nursing students averaging 45% (95% CI 42%–48%) prompting us to explore novel approaches to educating our next generation of nurses to improve their hand hygiene practice. We introduced an experiential learning assignment to final year student nurses on attachment to NUH inclusive of hand hygiene auditor training followed by a period of hand hygiene observation. The training was based on the World Health Organisation (WHO) “My 5 moments for hand hygiene” approach. Upon completion students completed an anonymous questionnaire to evaluate their learning experience. Findings By 2012, nursing students were 40% (RR: 1.4, 95% CI 1.3–1.5, p<0.001) more likely to comply with hand hygiene practices. 97.5% (359/368) of nursing students felt that the experience would enhance their own hand hygiene practice and would recommend participating in audits as a learning instrument. Conclusions With consideration of all stakeholders a sustainable, flexible, programme was implemented. Experiential learning of hand hygiene was a highly valued educational tool and in our project was directly associated with improved hand hygiene compliance. Feedback demonstrated popularity amongst participants and success in achieving its program objectives. While this does not guarantee long term behavioural change it is intuitive that instilling good habits and messages at the early stages of a career will potentially have significant long-term impact. PMID:23721611

Flexible Use of Predictive Cues beyond the Orbitofrontal Cortex: Role of the Submedius Thalamic Nucleus.

PubMed

Alcaraz, Fabien; Marchand, Alain R; Vidal, Elisa; Guillou, Alexandre; Faugère, Angélique; Coutureau, Etienne; Wolff, Mathieu

2015-09-23

The orbitofrontal cortex (OFC) is known to play a crucial role in learning the consequences of specific events. However, the contribution of OFC thalamic inputs to these processes is largely unknown. Using a tract-tracing approach, we first demonstrated that the submedius nucleus (Sub) shares extensive reciprocal connections with the OFC. We then compared the effects of excitotoxic lesions of the Sub or the OFC on the ability of rats to use outcome identity to direct responding. We found that neither OFC nor Sub lesions interfered with the basic differential outcomes effect. However, more specific tests revealed that OFC rats, but not Sub rats, were disproportionally relying on the outcome, rather than on the discriminative stimulus, to guide behavior, which is consistent with the view that the OFC integrates information about predictive cues. In subsequent experiments using a Pavlovian contingency degradation procedure, we found that both OFC and Sub lesions produced a severe deficit in the ability to update Pavlovian associations. Altogether, the submedius therefore appears as a functionally relevant thalamic component in a circuit dedicated to the integration of predictive cues to guide behavior, previously conceived as essentially dependent on orbitofrontal functions. Significance statement: In the present study, we identify a largely unknown thalamic region, the submedius nucleus, as a new functionally relevant component in a circuit supporting the flexible use of predictive cues. Such abilities were previously conceived as largely dependent on the orbitofrontal cortex. Interestingly, this echoes recent findings in the field showing, in research involving an instrumental setup, an additional involvement of another thalamic nuclei, the parafascicular nucleus, when correct responding requires an element of flexibility (Bradfield et al., 2013a). Therefore, the present contribution supports the emerging view that limbic thalamic nuclei may contribute critically to adaptive responding when an element of flexibility is required after the establishment of initial learning. Copyright © 2015 the authors 0270-6474/15/3513183-11$15.00/0.

What Do We Put in the Place of Ability Grouping? (When the Principal Asks).

ERIC Educational Resources Information Center

Harp, Bill

1989-01-01

Presents two alternatives to ability grouping--flexible grouping (based on students' level of independence as learners), and cooperative learning groups. Discusses the benefits of cooperative learning, and provides a sample cooperative learning lesson. (MM)

Student Acceptance of Web-Based Learning: A Quantitative Analysis within a Public University in Thailand

ERIC Educational Resources Information Center

Bhrommalee, Panu

2011-01-01

Online learning provides learners with more convenient and flexible ways of learning than does a traditional learning environment. Many Thai universities have implemented online learning for their students despite a lack of knowledge and understanding about students' attitudes toward and behavioral intention to using the system. The purpose of…

From Reload to ReCourse: Learning from IMS Learning Design Implementations

ERIC Educational Resources Information Center

Griffiths, David; Beauvoir, Phillip; Liber, Oleg; Barrett-Baxendale, Mark

2009-01-01

The use of the Web to deliver open, distance, and flexible learning has opened up the potential for social interaction and adaptive learning, but the usability, expressivity, and interoperability of the available tools leave much to be desired. This article explores these issues as they relate to teachers and learning designers through the case of…

m-Learning: Positioning Educators for a Mobile, Connected Future

ERIC Educational Resources Information Center

Peters, Kristine

2007-01-01

Mobile learning is variously viewed as a fad, a threat, and an answer to the learning needs of time-poor mobile workers, so does it have a place in delivering mainstream learning? Based on a 2005 comparative research project, commissioned by the Australian Flexible Learning Framework, the paper reports on research into Web-based information…

Interactive and Non-Interactive Pictures in Multimedia Learning Environments: Effects on Learning Outcomes and Learning Efficiency

ERIC Educational Resources Information Center

Rasch, Thorsten; Schnotz, Wolfgang

2009-01-01

New technologies enable flexible combinations of text and interactive or non-interactive pictures. The aim of the present study was to investigate (a) whether adding pictures to texts is generally beneficial for learning or whether it can also have detrimental effects, (b) how interactivity of pictures affects learning, (c) whether the…

All the world's a stage: evaluating psychiatry role-play based learning for medical students.

PubMed

King, Joel; Hill, Kathryn; Gleason, Andrew

2015-02-01

This paper describes an evaluation of an innovative approach, role-play based learning (RBL), as a vehicle for teaching psychiatry. The aim of this intervention, where medical students perform both doctor and patients roles, was to provide an interactive learning format that engaged students while developing clinical knowledge and communication skills in a structured, reflective environment. Questionnaires were completed by 107 students from three clinical schools of the University of Melbourne. Data were analysed using descriptive and inferential statistics and thematic content analysis. Student evaluations of the RBL sessions were overwhelmingly positive. Respondents reported improvements in engagement, confidence and empathy, as well as in their learning, and that the sessions provided good preparation for internship as well as for exams. The RBL tutorial programme is unique and flexible and could readily be adapted for use in other specialty rotations. It is also timely, given the increased interest in simulation prompted by increasing pressure on training places across the health sciences in Australia. © The Royal Australian and New Zealand College of Psychiatrists 2014.

Preceptors' perspectives of an integrated clinical learning model in a mental health environment.

PubMed

Boardman, Gayelene; Lawrence, Karen; Polacsek, Meg

2018-02-14

Supervised clinical practice is an essential component of undergraduate nursing students' learning and development. In the mental health setting, nursing students traditionally undertake four-week block placements. An integrated clinical learning model, where preceptors mentor students on an individual basis, has been used successfully in the clinical learning environment. This flexible model provides the opportunity for students to work across morning, afternoon, night and weekend shifts. There is a need to improve the evidence base for a flexible model for students undertaking a mental health placement. The aim of this study was to understand preceptors' experience of, and satisfaction with, a mental health integrated clinical learning model. Focus groups were used to elicit the views of preceptors from a mental health service. Findings highlight the advantages and disadvantages of an integrated clinical learning model in the mental health setting. Participants suggested that students may benefit from flexible work arrangements, a variety of experiences and a more realistic experience of working in a mental health service. However, they found it challenging to mentor and evaluate students under this model. Most also agreed that the model impeded students' ability to engage with consumers and develop rapport with staff. The findings indicate the need to develop a placement model that meets the unique needs of the mental health setting. © 2018 Australian College of Mental Health Nurses Inc.

A Web-based e-learning course: integration of pathophysiology into pharmacology.

PubMed

Tse, Mimi M Y; Lo, Lisa W L

2008-11-01

The Internet is becoming the preferred place to find information. Millions of people go online in search of health and medical information. Likewise, the demand for Web-based courses is growing. This paper presents the development, utilization, and evaluation of a Web-based e-learning course for nursing students, entitled Integration of Pathophysiology into Pharmacology. The pathophysiology component included cardiovascular, respiratory, central nervous and immune system diseases, while the pharmacology component was developed based on 150 commonly used drugs. One hundred and nineteen Year 1 nursing students took part in the course. The Web-based e-learning course materials were uploaded to a WebCT for students' self-directed learning and attempts to pass two scheduled online quizzes. At the end of the semester, students were given a questionnaire to measure the e-learning experience. Their experience in the e-learning course was a positive one. Students stated that they were able to understand rather than memorize the subject content, and develop their problem solving and critical thinking abilities. Online quizzes yielded satisfactory results. In the focus group interview, students indicated that they appreciated the time flexibility and convenience associated with Web-based learning, and also made good suggestions for enhancing Web-based learning. The Web-based approach is promising for teaching and learning pathophysiology and pharmacology for nurses and other healthcare professionals.

Advances in Diagnostic Bronchoscopy

PubMed Central

Haas, Andrew R.; Vachani, Anil; Sterman, Daniel H.

2010-01-01

Diagnostic bronchoscopy has undergone two major paradigm shifts in the last 40 years. First, the advent of flexible bronchoscopy gave chest physicians improved access to the tracheobronchial tree with a rapid learning curve and greater patient comfort compared with rigid bronchoscopy. The second paradigm shift has evolved over the last 5 years with the proliferation of new technologies that have significantly enhanced the diagnostic capabilities of flexible bronchoscopy compared with traditional methods. At the forefront of these new technologies is endobronchial ultrasound. In its various forms, endobronchial ultrasound has improved diagnostic yield for pulmonary masses, nodules, intrathoracic adenopathy, and disease extent, thereby reducing the need for more invasive surgical interventions. Various navigational bronchoscopy systems have become available to increase flexible bronchoscope access to small peripheral pulmonary lesions. Furthermore, various modalities of airway assessment, including optical microscopic imaging technologies, may play significant roles in the diagnosis of a variety of pulmonary diseases in the future. Finally, the combination of new diagnostic bronchoscopy technologies and novel approaches in molecular analysis and biomarker assessment hold promise for enhanced diagnosis and personalized management of many pulmonary disorders. In this review, we provide a contemporary review of diagnostic bronchoscopy developments over the past decade. PMID:20378726

Learning in non-formal education: Is it "youthful" for youth in action?

NASA Astrophysics Data System (ADS)

Norqvist, Lars; Leffler, Eva

2017-04-01

This article offers insights into the practices of a non-formal education programme for youth provided by the European Union (EU). It takes a qualitative approach and is based on a case study of the European Voluntary Service (EVS). Data were collected during individual and focus group interviews with learners (the EVS volunteers), decision takers and trainers, with the aim of deriving an understanding of learning in non-formal education. The research questions concerned learning, the recognition of learning and perspectives of usefulness. The study also examined the Youthpass documentation tool as a key to understanding the recognition of learning and to determine whether the learning was useful for learners (the volunteers). The findings and analysis offer several interpretations of learning, and the recognition of learning, which take place in non-formal education. The findings also revealed that it is complicated to divide learning into formal and non- formal categories; instead, non-formal education is useful for individual learners when both formal and non-formal educational contexts are integrated. As a consequence, the division of formal and non-formal (and possibly even informal) learning creates a gap which works against the development of flexible and interconnected education with ubiquitous learning and mobility within and across formal and non-formal education. This development is not in the best interests of learners, especially when seeking useful learning and education for youth (what the authors term "youthful" for youth in action).

Rapid Transfer of Abstract Rules to Novel Contexts in Human Lateral Prefrontal Cortex

PubMed Central

Cole, Michael W.; Etzel, Joset A.; Zacks, Jeffrey M.; Schneider, Walter; Braver, Todd S.

2011-01-01

Flexible, adaptive behavior is thought to rely on abstract rule representations within lateral prefrontal cortex (LPFC), yet it remains unclear how these representations provide such flexibility. We recently demonstrated that humans can learn complex novel tasks in seconds. Here we hypothesized that this impressive mental flexibility may be possible due to rapid transfer of practiced rule representations within LPFC to novel task contexts. We tested this hypothesis using functional MRI and multivariate pattern analysis, classifying LPFC activity patterns across 64 tasks. Classifiers trained to identify abstract rules based on practiced task activity patterns successfully generalized to novel tasks. This suggests humans can transfer practiced rule representations within LPFC to rapidly learn new tasks, facilitating cognitive performance in novel circumstances. PMID:22125519

Storytelling in Community Intervention Research: Lessons Learned From the Walk Your Heart to Health Intervention

PubMed Central

LeBron, Alana M. W.; Schulz, Amy J.; Bernal, Cristina; Gamboa, Cindy; Wright, Conja; Sand, Sharon; Valerio, Melissa; Caver, Deanna

2015-01-01

Background Contextually and culturally congruent interventions are urgently needed to reduce racial, ethnic, and socio economic inequities in physical activity and cardiovascular disease. Objectives To examine a community-based participatory research (CBPR) process that incorporated storytelling into a physical activity intervention, and consider implications for reducing health inequities. Methods We used a CBPR process to incorporate storytelling in an existing walking group intervention. Stories conveyed social support and problem-solving intervention themes designed to maintain increases in physical activity over time, and were adapted to the walking group context, group dynamics, challenges, and traditions. Lessons Learned After describing of the CBPR process used to adapt stories to walking group sites, we discuss challenges and lessons learned regarding the adaptation and implementation of stories to convey key intervention themes. Conclusions A CBPR approach to incorporating storytelling to convey intervention themes offers an innovative and flexible strategy to promote health toward the elimination of health inequities. PMID:25727980

A Systematic Approach for Determining Vertical Pile Depth of Embedment in Cohensionless Soils to Withstand Lateral Barge Train Impact Loads

DTIC Science & Technology

2017-01-30

dynamic structural time- history response analysis of flexible approach walls founded on clustered pile groups using Impact_Deck. In Preparation, ERDC...research (Ebeling et al. 2012) has developed simplified analysis procedures for flexible approach wall systems founded on clustered groups of vertical...history response analysis of flexible approach walls founded on clustered pile groups using Impact_Deck. In Preparation, ERDC/ITL TR-16-X. Vicksburg, MS

Personalizing Learning

ERIC Educational Resources Information Center

McNair, Ellen L.

2017-01-01

The creation and identification of high-yield practices for empowering students to think, wonder, and own their learning is a high priority for school librarians who value instructional leadership. Future-ready librarians are working to create flexible learning environments in which their students design solutions, consider possibilities, and…

Making the Most of Education and Training: An Employer Perspective.

ERIC Educational Resources Information Center

Pollitt, David, Ed.

2002-01-01

Eleven articles focus on issues surrounding employer investment in training in Britain. Topics include employee induction, flexible lifelong learning, workplace learning partnerships, retention through training, management development, cooperation with competitors, technician career paths to management, online learning in small businesses, and…

Flexible manufacturing of aircraft engine parts

NASA Astrophysics Data System (ADS)

Hassan, Ossama M.; Jenkins, Douglas M.

1992-06-01

GE Aircraft Engines, a major supplier of jet engines for commercial and military aircraft, has developed a fully integrated manufacturing facility to produce aircraft engine components in flexible manufacturing cells. This paper discusses many aspects of the implementation including process technologies, material handling, software control system architecture, socio-technical systems and lessons learned. Emphasis is placed on the appropriate use of automation in a flexible manufacturing system.

Practising What We Teach: Vocational Teachers Learn to Research through Applying Action Learning Techniques

ERIC Educational Resources Information Center

Lasky, Barbara; Tempone, Irene

2004-01-01

Action learning techniques are well suited to the teaching of organisation behaviour students because of their flexibility, inclusiveness, openness, and respect for individuals. They are no less useful as a tool for change for vocational teachers, learning, of necessity, to become researchers. Whereas traditional universities have always had a…

Self-Organising Navigational Support in Lifelong Learning: How Predecessors Can Lead the Way

ERIC Educational Resources Information Center

Janssen, Jose; Tattersall, Colin; Waterink, Wim; van den Berg, Bert; van Es, Rene; Bolman, Catherine; Koper, Rob

2007-01-01

Increased flexibility and modularisation in higher education complicates the process of learners finding their way through the offerings of higher education institutions. In lifelong learning, where learning opportunities are diverse and reach beyond institutional boundaries, it becomes even more complex to decide on a learning path. However,…

Synchronous and Asynchronous Communication in Distance Learning: A Review of the Literature

ERIC Educational Resources Information Center

Watts, Lynette

2016-01-01

Distance learning is commonplace in higher education, with increasing numbers of students enjoying the flexibility e-learning provides. Keeping students connected with peers and instructors has been a challenge with e-learning, but as technology has advanced, the methods by which educators keep students engaged, synchronously and asynchronously,…

Motivational Factors Affecting Online Learning by Japanese MBA Students

ERIC Educational Resources Information Center

Kikuchi, Hisayo

2006-01-01

In Japan, Internet based learning is still at an early stage. However, adult learners in Japanese society expect the development of flexible e-learning programs. This case study examines motivational factors affecting online learning in a Japanese and Australian MBA program, using observations, interviews and a questionnaire survey. The data were…

Blended Learning and Team Teaching: Adapting Pedagogy in Response to the Changing Digital Tertiary Environment

ERIC Educational Resources Information Center

Crawford, Renée; Jenkins, Louise

2017-01-01

Increased accessibility of advanced technology, the targeted use of online learning platforms, student flexible learning expectations and the pressures of faculty budget constraints and priorities have called into question the effectiveness of traditional tertiary teaching and learning models. The tertiary education context must evolve at a pace…

Enhancing Online Language Learning as a Tool to Boost Employability

ERIC Educational Resources Information Center

Escobar, Sol; Krauß, Susanne

2017-01-01

Online learning is a very flexible way to build and improve language knowledge alongside other work and/or study commitments whilst at the same time encouraging autonomous learning, time management, self-motivation and other skills relevant to employability. Learning on your own, however, can also be daunting. Therefore, the Languages for All…

The Costs of Supervised Classification: The Effect of Learning Task on Conceptual Flexibility

ERIC Educational Resources Information Center

Hoffman, Aaron B.; Rehder, Bob

2010-01-01

Research has shown that learning a concept via standard supervised classification leads to a focus on diagnostic features, whereas learning by inferring missing features promotes the acquisition of within-category information. Accordingly, we predicted that classification learning would produce a deficit in people's ability to draw "novel…

An e-Learning System for Extracting Text Comprehension and Learning Style Characteristics

ERIC Educational Resources Information Center

Samarakou, Maria; Tsaganou, Grammatiki; Papadakis, Andreas

2018-01-01

Technology-mediated learning is very actively and widely researched, with numerous e-learning environments designed for different educational purposes developed during the past few decades. Still, their organization and texts are not structured according to any theory of educational comprehension. Modern education is even more flexible and, thus,…

A National Primer on K-12 Online Learning

ERIC Educational Resources Information Center

Watson, John F.

2007-01-01

Online learning is growing rapidly across the United States within all levels of education, as more and more students and educators become familiar with the benefits of learning unconstrained by time and place. Across most states and all grade levels, students are finding increased opportunity, flexibility, and convenience through online learning.…

Activity patterns of serotonin neurons underlying cognitive flexibility

PubMed Central

Matias, Sara; Lottem, Eran; Dugué, Guillaume P; Mainen, Zachary F

2017-01-01

Serotonin is implicated in mood and affective disorders. However, growing evidence suggests that a core endogenous role is to promote flexible adaptation to changes in the causal structure of the environment, through behavioral inhibition and enhanced plasticity. We used long-term photometric recordings in mice to study a population of dorsal raphe serotonin neurons, whose activity we could link to normal reversal learning using pharmacogenetics. We found that these neurons are activated by both positive and negative prediction errors, and thus report signals similar to those proposed to promote learning in conditions of uncertainty. Furthermore, by comparing the cue responses of serotonin and dopamine neurons, we found differences in learning rates that could explain the importance of serotonin in inhibiting perseverative responding. Our findings show how the activity patterns of serotonin neurons support a role in cognitive flexibility, and suggest a revised model of dopamine–serotonin opponency with potential clinical implications. DOI: http://dx.doi.org/10.7554/eLife.20552.001 PMID:28322190

Building adaptive capacity to climate change in tropical coastal communities

NASA Astrophysics Data System (ADS)

Cinner, Joshua E.; Adger, W. Neil; Allison, Edward H.; Barnes, Michele L.; Brown, Katrina; Cohen, Philippa J.; Gelcich, Stefan; Hicks, Christina C.; Hughes, Terry P.; Lau, Jacqueline; Marshall, Nadine A.; Morrison, Tiffany H.

2018-01-01

To minimize the impacts of climate change on human wellbeing, governments, development agencies, and civil society organizations have made substantial investments in improving people's capacity to adapt to change. Yet to date, these investments have tended to focus on a very narrow understanding of adaptive capacity. Here, we propose an approach to build adaptive capacity across five domains: the assets that people can draw upon in times of need; the flexibility to change strategies; the ability to organize and act collectively; learning to recognize and respond to change; and the agency to determine whether to change or not.

Practical Issues of Conducting a Q Methodology Study: Lessons Learned From a Cross-cultural Study.

PubMed

Stone, Teresa Elizabeth; Maguire, Jane; Kang, Sook Jung; Cha, Chiyoung

This article advances nursing research by presenting the methodological challenges experienced in conducting a multination Q-methodology study. This article critically analyzes the relevance of the methodology for cross-cultural and nursing research and the challenges that led to specific responses by the investigators. The use of focus groups with key stakeholders supplemented the Q-analysis results. The authors discuss practical issues and shared innovative approaches and provide best-practice suggestions on the use of this flexible methodology. Q methodology has the versatility to explore complexities of contemporary nursing practice and cross-cultural health research.

Beyond vertical integration--Community based medical education.

PubMed

Kennedy, Emma Margaret

2006-11-01

The term 'vertical integration' is used broadly in medical education, sometimes when discussing community based medical education (CBME). This article examines the relevance of the term 'vertical integration' and provides an alternative perspective on the complexities of facilitating the CBME process. The principles of learner centredness, patient centredness and flexibility are fundamental to learning in the diverse contexts of 'community'. Vertical integration as a structural concept is helpful for academic organisations but has less application to education in the community setting; a different approach illuminates the strengths and challenges of CBME that need consideration by these organisations.

A model for the use of blended learning in large group teaching sessions.

PubMed

Herbert, Cristan; Velan, Gary M; Pryor, Wendy M; Kumar, Rakesh K

2017-11-09

Although blended learning has the potential to enhance the student experience, both in terms of engagement and flexibility, it can be difficult to effectively restructure existing courses. To achieve these goals for an introductory Pathology course, offered to more than 250 undergraduate students at UNSW Sydney, we devised a novel approach. For each topic presented over 2-3 weeks, a single face-to-face overview lecture was retained. The remaining content that had previously been delivered as conventional lectures was converted into short (12-18 min) online modules. These were based on lecture slides with added animations/highlights, plus narration using edited excerpts of previous lecture recordings. The modules also incorporated interactive questions and review quizzes with feedback which used various question types. Modules were developed in PowerPoint and iSpring and uploaded to Moodle as SCORM packages. Each topic concluded with an interactive large-group session focussing on integration of the content, with in-class questions to which students could respond via the Echo360 Active Learning Platform (ALP). Overall, more than 50% of face-to-face lecture time was replaced by online modules and interactive large-group sessions. Quantitative evaluation data included usage statistics from 264 students and feedback via online survey responses from 41 students. Qualitative evaluation data consisted of reflective commentaries from 160 student ePortfolios, which were analysed to identify factors affecting learning benefits and user acceptability. All of the modules were completed by 74% of students and on average, 83.1% of students eventually passed the optional review quizzes. Notably, 88.4% of students responded to in-class questions during the integration and feedback sessions via the ALP. Student reflections emphasised that the modules promoted understanding, which was reinforced through active learning. The modules were described as enjoyable, motivating and were appreciated for their flexibility, which enabled students to work at their own pace. In transforming this introductory Pathology course, we have demonstrated a model for the use of blended learning in large group teaching sessions, which achieved high levels of completion, satisfaction and value for learning.

Evaluation of a Web-based social network electronic game in enhancing mental health literacy for young people.

PubMed

Li, Tim M H; Chau, Michael; Wong, Paul W C; Lai, Eliza S Y; Yip, Paul S F

2013-05-15

Internet-based learning programs provide people with massive health care information and self-help guidelines on improving their health. The advent of Web 2.0 and social networks renders significant flexibility to embedding highly interactive components, such as games, to foster learning processes. The effectiveness of game-based learning on social networks has not yet been fully evaluated. The aim of this study was to assess the effectiveness of a fully automated, Web-based, social network electronic game on enhancing mental health knowledge and problem-solving skills of young people. We investigated potential motivational constructs directly affecting the learning outcome. Gender differences in learning outcome and motivation were also examined. A pre/posttest design was used to evaluate the fully automated Web-based intervention. Participants, recruited from a closed online user group, self-assessed their mental health literacy and motivational constructs before and after completing the game within a 3-week period. The electronic game was designed according to cognitive-behavioral approaches. Completers and intent-to-treat analyses, using multiple imputation for missing data, were performed. Regression analysis with backward selection was employed when examining the relationship between knowledge enhancement and motivational constructs. The sample included 73 undergraduates (42 females) for completers analysis. The gaming approach was effective in enhancing young people's mental health literacy (d=0.65). The finding was also consistent with the intent-to-treat analysis, which included 127 undergraduates (75 females). No gender differences were found in learning outcome (P=.97). Intrinsic goal orientation was the primary factor in learning motivation, whereas test anxiety was successfully alleviated in the game setting. No gender differences were found on any learning motivation subscales (P>.10). We also found that participants' self-efficacy for learning and performance, as well as test anxiety, significantly affected their learning outcomes, whereas other motivational subscales were statistically nonsignificant. Electronic games implemented through social networking sites appear to effectively enhance users' mental health literacy.

Collaboration in E-Learning: A Study Using the Flexible E-Learning Framework

ERIC Educational Resources Information Center

Vandenhouten, C.; Gallagher-Lepak, S.; Reilly, J.; Ralston-Berg, P.

2014-01-01

E-Learning remains a new frontier for many faculty. When compared to the traditional classroom, E- Learning requires the talents of many team members from a variety of departments as well as the use of different teaching and learning strategies. Pedagogy as well as team configurations must change when moving to the online environment. As a result,…

Investigating the Drivers of Student Interaction and Engagement in Online Courses: A Study of State-of-the-Art

ERIC Educational Resources Information Center

Purarjomandlangrudi, Afrooz; Chen, David; Nguyen, Anne

2016-01-01

Online learning has become a widespread method for providing learning at different levels of education. It has facilitated the learning in many ways and made it more flexible and available by providing learners with more opportunities to learn information, further access to different learning resources, and collaboration rather than face-to-face…

The New School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module: A Practical Implementation in the Technical and Vocational Education (TVE) System in Bahrain

NASA Astrophysics Data System (ADS)

Alseddiqi, M.; Mishra, R.; Pislaru, C.

2012-05-01

This paper diagnoses the implementation of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Bahrain Technical and Vocational Education (TVE) learning environment. The module was designed to incorporate an innovative education and training approach with a variety of learning activities that are included in various learning case studies. Each case study was based on with learning objectives coupled with desired learning outcomes. The TVE students should meet the desired outcomes after the completion of the learning activities and assessments. To help with the implementation phase of the new module, the authors developed guidelines for each case study. The guidelines incorporated learning activities to be delivered in an integrated learning environment. The skills to be transferred were related to cognitive, affective, and technical proficiencies. The guidelines included structured instructions to help students during the learning process. In addition, technology was introduced to improve learning effectiveness and flexibility. The guidelines include learning indicators for each learning activity and were based on their interrelation with competencies to be achieved with respect to modern industrial requirements. Each learning indicator was then correlated against the type of learning environment, teaching and learning styles, examples of mode of delivery, and assessment strategy. Also, the learning activities were supported by technological features such as discussion forums for social perception and engagement and immediate feedback exercises for self-motivation. Through the developed module, TVE teachers can effectively manage the teaching and learning process as well as the assessment strategy to satisfy students' individual requirements and enable them to meet workplace requirements.

The curse of planning: dissecting multiple reinforcement-learning systems by taxing the central executive.

PubMed

Otto, A Ross; Gershman, Samuel J; Markman, Arthur B; Daw, Nathaniel D

2013-05-01

A number of accounts of human and animal behavior posit the operation of parallel and competing valuation systems in the control of choice behavior. In these accounts, a flexible but computationally expensive model-based reinforcement-learning system has been contrasted with a less flexible but more efficient model-free reinforcement-learning system. The factors governing which system controls behavior-and under what circumstances-are still unclear. Following the hypothesis that model-based reinforcement learning requires cognitive resources, we demonstrated that having human decision makers perform a demanding secondary task engenders increased reliance on a model-free reinforcement-learning strategy. Further, we showed that, across trials, people negotiate the trade-off between the two systems dynamically as a function of concurrent executive-function demands, and people's choice latencies reflect the computational expenses of the strategy they employ. These results demonstrate that competition between multiple learning systems can be controlled on a trial-by-trial basis by modulating the availability of cognitive resources.

The Curse of Planning: Dissecting multiple reinforcement learning systems by taxing the central executive

PubMed Central

Otto, A. Ross; Gershman, Samuel J.; Markman, Arthur B.; Daw, Nathaniel D.

2013-01-01

A number of accounts of human and animal behavior posit the operation of parallel and competing valuation systems in the control of choice behavior. Along these lines, a flexible but computationally expensive model-based reinforcement learning system has been contrasted with a less flexible but more efficient model-free reinforcement learning system. The factors governing which system controls behavior—and under what circumstances—are still unclear. Based on the hypothesis that model-based reinforcement learning requires cognitive resources, we demonstrate that having human decision-makers perform a demanding secondary task engenders increased reliance on a model-free reinforcement learning strategy. Further, we show that across trials, people negotiate this tradeoff dynamically as a function of concurrent executive function demands and their choice latencies reflect the computational expenses of the strategy employed. These results demonstrate that competition between multiple learning systems can be controlled on a trial-by-trial basis by modulating the availability of cognitive resources. PMID:23558545

Acquiring and Producing Sentences: Whether Learners Use Verb-Specific or Verb-General Information Depends on Cue Validity

PubMed Central

Thothathiri, Malathi; Rattinger, Michelle G.

2016-01-01

Learning to produce sentences involves learning patterns that enable the generation of new utterances. Language contains both verb-specific and verb-general regularities that are relevant to this capacity. Previous research has focused on whether one source is more important than the other. We tested whether the production system can flexibly learn to use either source, depending on the predictive validity of different cues in the input. Participants learned new sentence structures in a miniature language paradigm. In three experiments, we manipulated whether individual verbs or verb-general mappings better predicted the structures heard during learning. Evaluation of participants’ subsequent production revealed that they could use either the structural preferences of individual verbs or abstract meaning-to-form mappings to construct new sentences. Further, this choice varied according to cue validity. These results demonstrate flexibility within the production architecture and the importance of considering how language was learned when discussing how language is used. PMID:27047428

Self-regulated Learning in a Hybrid Science Course at a Community College

NASA Astrophysics Data System (ADS)

Manuelito, Shannon Joy

Community college students are attracted to courses with alternative delivery formats such as hybrid courses because the more flexible delivery associated with such courses provides convenience for busy students. In a hybrid course, face-to-face, structured seat time is exchanged for online components. In such courses, students take more responsibility for their learning because they assume additional responsibility for learning more of the course material on their own. Thus, self-regulated learning (SRL) behaviors have the potential to be useful for students to successfully navigate hybrid courses because the online components require exercise of more personal control over the autonomous learning situations inherent in hybrid courses. Self-regulated learning theory includes three components: metacognition, motivation, and behavioral actions. In the current study, this theoretical framework is used to examine how inducing self-regulated learning activities among students taking a hybrid course influence performance in a community college science course. The intervention for this action research study consisted of a suite of activities that engage students in self-regulated learning behaviors to foster student performance. The specific SRL activities included predicting grades, reflections on coursework and study efforts in course preparation logs, explanation of SRL procedures in response to a vignette, photo ethnography work on their personal use of SRL approaches, and a personalized study plan. A mixed method approach was employed to gather evidence for the study. Results indicate that community college students use a variety of self-regulated learning strategies to support their learning of course material. Further, engaging community college students in learning reflection activities appears to afford some students with opportunities to refine their SRL skills and influence their learning. The discussion focuses on integrating the quantitative and qualitative data and explanation of the findings using the SRL framework. Additionally, lessons learned, limitations, and implications for practice and research are discussed. Specifically, it is suggested that instructors can foster student learning in hybrid courses by teaching students to engage in SRL processes and behaviors rather than merely focusing on delivery of course content. Such SRL behaviors allow students to exercise greater control over the autonomous learning situations inherent in hybrid courses.

Computational approaches to schizophrenia: A perspective on negative symptoms.

PubMed

Deserno, Lorenz; Heinz, Andreas; Schlagenhauf, Florian

2017-08-01

Schizophrenia is a heterogeneous spectrum disorder often associated with detrimental negative symptoms. In recent years, computational approaches to psychiatry have attracted growing attention. Negative symptoms have shown some overlap with general cognitive impairments and were also linked to impaired motivational processing in brain circuits implementing reward prediction. In this review, we outline how computational approaches may help to provide a better understanding of negative symptoms in terms of the potentially underlying behavioural and biological mechanisms. First, we describe the idea that negative symptoms could arise from a failure to represent reward expectations to enable flexible behavioural adaptation. It has been proposed that these impairments arise from a failure to use prediction errors to update expectations. Important previous studies focused on processing of so-called model-free prediction errors where learning is determined by past rewards only. However, learning and decision-making arise from multiple cognitive mechanisms functioning simultaneously, and dissecting them via well-designed tasks in conjunction with computational modelling is a promising avenue. Second, we move on to a proof-of-concept example on how generative models of functional imaging data from a cognitive task enable the identification of subgroups of patients mapping on different levels of negative symptoms. Combining the latter approach with behavioural studies regarding learning and decision-making may allow the identification of key behavioural and biological parameters distinctive for different dimensions of negative symptoms versus a general cognitive impairment. We conclude with an outlook on how this computational framework could, at some point, enrich future clinical studies. Copyright © 2016. Published by Elsevier B.V.

Racial stereotypes impair flexibility of emotional learning

PubMed Central

Kubota, Jennifer T.; Li, Jian; Coelho, Cesar A.O.; Phelps, Elizabeth A.

2016-01-01

Flexibility of associative learning can be revealed by establishing and then reversing cue-outcome discriminations. Here, we used functional MRI to examine whether neurobehavioral correlates of reversal-learning are impaired in White and Asian volunteers when initial learning involves fear-conditioning to a racial out-group. For one group, the picture of a Black male was initially paired with shock (threat) and a White male was unpaired (safe). For another group, the White male was a threat and the Black male was safe. These associations reversed midway through the task. Both groups initially discriminated threat from safety, as expressed through skin conductance responses (SCR) and activity in the insula, thalamus, midbrain and striatum. After reversal, the group initially conditioned to a Black male exhibited impaired reversal of SCRs to the new threat stimulus (White male), and impaired reversals in the striatum, anterior cingulate cortex, midbrain and thalamus. In contrast, the group initially conditioned to a White male showed successful reversal of SCRs and successful reversal in these brain regions toward the new threat. These findings provide new evidence that an aversive experience with a racial out-group member impairs the ability to flexibly and appropriately adjust fear expression towards a new threat in the environment. PMID:27107298

Testing the predictions of coping styles theory in threespined sticklebacks

PubMed Central

Bensky, Miles K.; Paitz, Ryan; Pereira, Laura; Bell, Alison M.

2017-01-01

Coping styles theory provides a framework for understanding individual variation in how animals respond to environmental change, and predicts how individual differences in stress responsiveness and behavior might relate to cognitive differences. According to coping styles theory, proactive individuals are bolder, less reactive to stressors, and more routinized than their reactive counterparts. A key tenet of coping styles theory is that variation in coping styles is maintained by tradeoffs with behavioral flexibility: proactive individuals excel in stable environments while more flexible, reactive individuals perform better in variable environments. Here, we assess evidence for coping styles within a natural population of threespined sticklebacks (Gasterosteus aculeatus). We developed a criterion-based learning paradigm to evaluate individual variation in initial and reversal learning. We observed strong individual differences in boldness, cortisol production, and learning performance. Consistent with coping styles, fish that released more cortisol were more timid in response to a predator attack and slower to learn a color discrimination task. However, there was no evidence that reactive individuals performed better when the environment changed (when the rewarded color was reversed). The failure to detect trade-offs between behavioral routinization and flexibility prompts other explanations for the maintenance of differing coping styles. PMID:28017848

Practical considerations for transitioning early childhood interventions to scale: lessons from the Saving Brains portfolio.

PubMed

Radner, James M; Ferrer, Marvin J S; McMahon, Dominique; Shankar, Anuraj H; Silver, Karlee L

2018-05-01

Small pilot studies of young children have frequently shown promise, but very few have been successfully scaled to the regional or national levels. How can we ensure that these promising approaches move from a suite of pilots to full-scale implementation that can deliver sustainable impact for hundreds of millions of children? To elucidate concrete lessons learned and suggestions on accelerating the transition to impact at scale, we reviewed the Saving Brains portfolio to better understand three points: (1) the extent to which useful signals of impact could be extracted from data at the seed phase, (2) the ways in which innovators (project leaders) were approaching human resource challenges critical for scaling, and (3) the multisector diversity of the portfolio and the way innovators entered partnerships. The findings suggest key considerations for transitioning early childhood development interventions to scale and sustainability: strong entrepreneurial leadership, rigorous measurement and active use of data in support of adaptive learning, and champions acting at subnational levels. Together, these can enable flexible, iterative learning that can make the scaling process an opportunity to increase the level of benefit each child receives from an intervention. © 2018 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals, Inc. on behalf of The New York Academy of Sciences.

Cueing cognitive flexibility: Item-specific learning of switch readiness.

PubMed

Chiu, Yu-Chin; Egner, Tobias

2017-12-01

The rich behavioral repertoire of the human species derives from our ability to flexibly reconfigure processing strategies (task sets) in response to changing requirements. This updating of task sets is effortful, as reflected by longer response times when switching a task than repeating it (switch costs). However, some recent data suggest that switch costs can be reduced by cueing switch readiness bottom-up, by associating particular stimuli with frequent switch requirements. This type of "stimulus-control (S-C) learning" would be highly adaptive, as it combines the speed of automatic (bottom-up) processing with the flexibility and generalizability of controlled (top-down) processing. However, it is unclear whether S-C learning of switch readiness is truly possible, and what the underlying mechanisms are. Here we address these questions by pairing specific stimuli with a need to update task-sets either frequently or rarely. In all 3 experiments, we observe robust item-specific switch probability (ISSP) effects as revealed by smaller switch costs for frequent switch items than for rare switch items. By including a neutral condition, we also show that the ISSP effect is primarily driven by S-C learning reducing switch costs in frequent switch items. Furthermore, by employing 3 tasks in Experiment 3, we establish that the ISSP effect reflects an enhancement of general switch readiness, rather than of the readiness to switch to a specific alternate task. These results firmly establish that switch readiness is malleable by item-specific S-C learning processes, documenting that a generalizable state of cognitive flexibility can be primed by a bottom-up stimulus. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Sustaining patient and public involvement in research: A case study of a research centre

PubMed Central

Jinks, Clare; Carter, Pam; Rhodes, Carol; Beech, Roger; Dziedzic, Krysia; Hughes, Rhian; Blackburn, Steven; Ong, Bie Nio

2013-01-01

The literature on patient and public involvement (PPI) in research covers a wide range of topics. However, one area of investigation that appears under developed is the sustainability and impact of PPI beyond involvement in time-limited research projects. This paper presents a case study of PPI development in one primary care research centre in England, and its approach to making this sustainable using documentary sources and material from a formal evaluation. We provide narrative accounts of the set-up, operation and main processes of PPI, and its perceived impact. PPI requires a long-term perspective with participation and trust growing over time, and both users and researchers learning what approaches work best. PPI is a complex interplay of clarity of purpose, defined roles and relationships, organised support (paid PPI staff) and a well-funded infrastructure. ‘Soft systems’ are equally important such as flexible and informal approaches to meetings, adapting timetables and environments to meet the needs of lay members and to create spaces for relationships to develop between researchers and lay members that are based on mutual trust and respect. This case study highlights that the right combination of ethos, flexible working practices, leadership, and secure funding goes a long way to embedding PPI beyond ad hoc involvement. This allows PPI in research to be integrated in the infrastructure and sustainable. PMID:26705412

ChemBrowser: a flexible framework for mining chemical documents.

PubMed

Wu, Xian; Zhang, Li; Chen, Ying; Rhodes, James; Griffin, Thomas D; Boyer, Stephen K; Alba, Alfredo; Cai, Keke

2010-01-01

The ability to extract chemical and biological entities and relations from text documents automatically has great value to biochemical research and development activities. The growing maturity of text mining and artificial intelligence technologies shows promise in enabling such automatic chemical entity extraction capabilities (called "Chemical Annotation" in this paper). Many techniques have been reported in the literature, ranging from dictionary and rule-based techniques to machine learning approaches. In practice, we found that no single technique works well in all cases. A combinatorial approach that allows one to quickly compose different annotation techniques together for a given situation is most effective. In this paper, we describe the key challenges we face in real-world chemical annotation scenarios. We then present a solution called ChemBrowser which has a flexible framework for chemical annotation. ChemBrowser includes a suite of customizable processing units that might be utilized in a chemical annotator, a high-level language that describes the composition of various processing units that would form a chemical annotator, and an execution engine that translates the composition language to an actual annotator that can generate annotation results for a given set of documents. We demonstrate the impact of this approach by tailoring an annotator for extracting chemical names from patent documents and show how this annotator can be easily modified with simple configuration alone.