E-Learning for Ungraded Schools of Kazakhstan: Experience, Implementation, and Innovation

ERIC Educational Resources Information Center

Kerimbayev, Nurassyl; Akramova, Aliya; Suleimenova, Jarkynbike

2016-01-01

The modernization of the educational process in the ungraded schools of the Republic of Kazakhstan requires the provision of affordable quality education for students in rural areas on information technology, the creation of e-learning. It was important to consider two points: how does e-learning influence the educational process in ungraded…

Learning Styles: A Pivotal Point for Retention and Career Decision Guidance.

ERIC Educational Resources Information Center

Jenkins, Jeannette

The importance of learning styles to student retention and career decision guidance is considered. Learning style is the way people process information and solve problems. Research on right and left brain processing, which indicates that the left hemisphere controls thoughts that are predominately rational and the right hemisphere controls…

Temporally Coordinated Deep Brain Stimulation in the Dorsal and Ventral Striatum Synergistically Enhances Associative Learning.

PubMed

Katnani, Husam A; Patel, Shaun R; Kwon, Churl-Su; Abdel-Aziz, Samer; Gale, John T; Eskandar, Emad N

2016-01-04

The primate brain has the remarkable ability of mapping sensory stimuli into motor behaviors that can lead to positive outcomes. We have previously shown that during the reinforcement of visual-motor behavior, activity in the caudate nucleus is correlated with the rate of learning. Moreover, phasic microstimulation in the caudate during the reinforcement period was shown to enhance associative learning, demonstrating the importance of temporal specificity to manipulate learning related changes. Here we present evidence that extends upon our previous finding by demonstrating that temporally coordinated phasic deep brain stimulation across both the nucleus accumbens and caudate can further enhance associative learning. Monkeys performed a visual-motor associative learning task and received stimulation at time points critical to learning related changes. Resulting performance revealed an enhancement in the rate, ceiling, and reaction times of learning. Stimulation of each brain region alone or at different time points did not generate the same effect.

Learning from Errors at Work: A Replication Study in Elder Care Nursing

ERIC Educational Resources Information Center

Leicher, Veronika; Mulder, Regina H.; Bauer, Johannes

2013-01-01

Learning from errors is an important way of learning at work. In this article, we analyse conditions under which elder care nurses use errors as a starting point for the engagement in social learning activities (ESLA) in the form of joint reflection with colleagues on potential causes of errors and ways to prevent them in future. The goal of our…

A Case for Community: Starting with Relationships and Prioritizing Community as Method in Service-Learning

ERIC Educational Resources Information Center

Morton, Keith; Bergbauer, Samantha

2015-01-01

This paper describes an eight-year service-learning experiment that created four distinct spaces in which campus and community members meet, reflect, and act together. This work explores the tensions between traditional and critical service-learning, and points to the importance of building relationships with members of local communities and…

Transformative Learning as a Metatheory: Definition, Criteria, and Typology

ERIC Educational Resources Information Center

Hoggan, Chad D.

2016-01-01

This article addresses a significant problem with transformative learning theory; namely, that it is increasingly being used to refer to almost any instance of learning. This article offers several points of clarity to resolve this problem. First, it portrays a subtle but important evolution in the way the theory has been used in the literature…

An In-Depth Analysis of Learning Goals in Higher Education: Evidence from the Programming Education

ERIC Educational Resources Information Center

Xia, Belle Selene

2017-01-01

Previous research has shown that, despite the importance of programming education, there is limited research done on programming education experiences from the students' point of view and the need to do so is strong. By understanding the student behaviour, their learning styles, their expectation and motivation to learn, the quality of teaching…

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…

Barriers and decisions when answering clinical questions at the point of care: a grounded theory study.

PubMed

Cook, David A; Sorensen, Kristi J; Wilkinson, John M; Berger, Richard A

2013-11-25

Answering clinical questions affects patient-care decisions and is important to continuous professional development. The process of point-of-care learning is incompletely understood. To understand what barriers and enabling factors influence physician point-of-care learning and what decisions physicians face during this process. Focus groups with grounded theory analysis. Focus group discussions were transcribed and then analyzed using a constant comparative approach to identify barriers, enabling factors, and key decisions related to physician information-seeking activities. Academic medical center and outlying community sites. Purposive sample of 50 primary care and subspecialist internal medicine and family medicine physicians, interviewed in 11 focus groups. Insufficient time was the main barrier to point-of-care learning. Other barriers included the patient comorbidities and contexts, the volume of available information, not knowing which resource to search, doubt that the search would yield an answer, difficulty remembering questions for later study, and inconvenient access to computers. Key decisions were whether to search (reasons to search included infrequently seen conditions, practice updates, complex questions, and patient education), when to search (before, during, or after the clinical encounter), where to search (with the patient present or in a separate room), what type of resource to use (colleague or computer), what specific resource to use (influenced first by efficiency and second by credibility), and when to stop. Participants noted that key features of efficiency (completeness, brevity, and searchability) are often in conflict. Physicians perceive that insufficient time is the greatest barrier to point-of-care learning, and efficiency is the most important determinant in selecting an information source. Designing knowledge resources and systems to target key decisions may improve learning and patient care.

Integrating Training Simulations and e-Learning Systems: The SimSCORM Platform (Integratie van Training Simulaties en e-Learning Systemen: Het SimSCORM Platform)

DTIC Science & Technology

2008-07-01

SimSCORM Opdrachtnummer Trainingsconcepten voor Defensie Datum Programmanummer Projectnummer juli 2008 V406 032.13224 Auteur (s) ir H.L.H. de Penning...simulators can provide learners with powerful and realistic learning environments: whereas e-learning systems provide them with interactive, mostly theory ...practice and theory , in both learning and evaluation, is becoming increasingly important. From a learner’s point of view, a powerful learning environment

Fixed Point Learning Based Intelligent Traffic Control System

NASA Astrophysics Data System (ADS)

Zongyao, Wang; Cong, Sui; Cheng, Shao

2017-10-01

Fixed point learning has become an important tool to analyse large scale distributed system such as urban traffic network. This paper presents a fixed point learning based intelligence traffic network control system. The system applies convergence property of fixed point theorem to optimize the traffic flow density. The intelligence traffic control system achieves maximum road resources usage by averaging traffic flow density among the traffic network. The intelligence traffic network control system is built based on decentralized structure and intelligence cooperation. No central control is needed to manage the system. The proposed system is simple, effective and feasible for practical use. The performance of the system is tested via theoretical proof and simulations. The results demonstrate that the system can effectively solve the traffic congestion problem and increase the vehicles average speed. It also proves that the system is flexible, reliable and feasible for practical use.

The Interest of the Diversity of Perspectives and Methodologies in Evaluating the Science Laboratory Learning Environment

ERIC Educational Resources Information Center

Membiela, Pedro; Vidal, Manuel

2017-01-01

The importance of researching the opinions of students and teachers has been pointed out concerning the improvement of teaching and learning in laboratory environments. In this regard, a study of the laboratory environment was carried out from a diversity of perspectives and methodologies. By means of a questionnaire it was learned that the…

An Assessment of Response, Direction and Place Learning by Rats in a Water T-Maze

ERIC Educational Resources Information Center

Whyte, Jacqueline T.; Martin, Gerard M.; Skinner, Darlene M.

2009-01-01

Behavioral data suggest that distinguishable orientations may be necessary for place learning even when distal cues define different start points in the room and a unique goal location. We examined whether changes in orientation are also important in place learning and navigation in a water T-maze. In Experiment 1, rats were trained to locate a…

Missed opportunities for diagnosis: lessons learned from diagnostic errors in primary care.

PubMed

Goyder, Clare R; Jones, Caroline H D; Heneghan, Carl J; Thompson, Matthew J

2015-12-01

Because of the difficulties inherent in diagnosis in primary care, it is inevitable that diagnostic errors will occur. However, despite the important consequences associated with diagnostic errors and their estimated high prevalence, teaching and research on diagnostic error is a neglected area. To ascertain the key learning points from GPs' experiences of diagnostic errors and approaches to clinical decision making associated with these. Secondary analysis of 36 qualitative interviews with GPs in Oxfordshire, UK. Two datasets of semi-structured interviews were combined. Questions focused on GPs' experiences of diagnosis and diagnostic errors (or near misses) in routine primary care and out of hours. Interviews were audiorecorded, transcribed verbatim, and analysed thematically. Learning points include GPs' reliance on 'pattern recognition' and the failure of this strategy to identify atypical presentations; the importance of considering all potentially serious conditions using a 'restricted rule out' approach; and identifying and acting on a sense of unease. Strategies to help manage uncertainty in primary care were also discussed. Learning from previous examples of diagnostic errors is essential if these events are to be reduced in the future and this should be incorporated into GP training. At a practice level, learning points from experiences of diagnostic errors should be discussed more frequently; and more should be done to integrate these lessons nationally to understand and characterise diagnostic errors. © British Journal of General Practice 2015.

ROOFN3D: Deep Learning Training Data for 3d Building Reconstruction

NASA Astrophysics Data System (ADS)

Wichmann, A.; Agoub, A.; Kada, M.

2018-05-01

Machine learning methods have gained in importance through the latest development of artificial intelligence and computer hardware. Particularly approaches based on deep learning have shown that they are able to provide state-of-the-art results for various tasks. However, the direct application of deep learning methods to improve the results of 3D building reconstruction is often not possible due, for example, to the lack of suitable training data. To address this issue, we present RoofN3D which provides a new 3D point cloud training dataset that can be used to train machine learning models for different tasks in the context of 3D building reconstruction. It can be used, among others, to train semantic segmentation networks or to learn the structure of buildings and the geometric model construction. Further details about RoofN3D and the developed data preparation framework, which enables the automatic derivation of training data, are described in this paper. Furthermore, we provide an overview of other available 3D point cloud training data and approaches from current literature in which solutions for the application of deep learning to unstructured and not gridded 3D point cloud data are presented.

To the point: medical education, technology, and the millennial learner.

PubMed

Hopkins, Laura; Hampton, Brittany S; Abbott, Jodi F; Buery-Joyner, Samantha D; Craig, LaTasha B; Dalrymple, John L; Forstein, David A; Graziano, Scott C; McKenzie, Margaret L; Pradham, Archana; Wolf, Abigail; Page-Ramsey, Sarah M

2018-02-01

This article, from the "To The Point" series that was prepared by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee, provides an overview of the characteristics of millennials and describes how medical educators can customize and reframe their curricula and teaching methods to maximize millennial learning. A literature search was performed to identify articles on generational learning. We summarize the importance of understanding the attitudes, ideas, and priorities of millennials to tailor educational methods to stimulate and enhance learning. Where relevant, a special focus on the obstetrics and gynecology curriculum is highlighted. Copyright © 2017 Elsevier Inc. All rights reserved.

Captioning Effects on Television News Learning.

ERIC Educational Resources Information Center

Reese, Stephen D.; Davie, William R.

Noting that the use of captions in television newscasts has grown from simple labeling of newsmakers to more complicated titling of graphics and enumerating important points in a script, a study examined the extent to which captioning assisted viewers in learning from different types of television news stories. Subjects, 100 undergraduate…

MUD for Learning: Classification and Instruction

ERIC Educational Resources Information Center

Hsieh, Chung-Hsiang; Sun, Chuen-Tsai

2006-01-01

From a constructivist point of view, the importance of MUDs (Multiple User Dungeons) in education is justified based on their community-forming, learning, and role-playing functions. The authors propose a typology for educational MUDs and discuss their individual instructional approaches in order to measure MUD potential in ten-os of…

Learning Mathematics in the Mobile Phone Environment: Students' Emotions

ERIC Educational Resources Information Center

Daher, Wajeeh

2011-01-01

Researchers point at the importance of emotions and its study in mathematics education. This research examines middle school students' emotions during learning mathematics outdoors using the mobile phone. The constant comparison method was used to analyze 30 middle school students' emotions while carrying out 15 outdoor activities using the mobile…

The Chicken Soup Effect: The Role of Recreation and Intramural Participation in Boosting Freshman Grade Point Average

ERIC Educational Resources Information Center

Gibbison, Godfrey A.; Henry, Tracyann L.; Perkins-Brown, Jayne

2011-01-01

Freshman grade point average, in particular first semester grade point average, is an important predictor of survival and eventual student success in college. As many institutions of higher learning are searching for ways to improve student success, one would hope that policies geared towards the success of freshmen have long term benefits…

Learning turning points--in life with long-term illness--visualized with the help of the life-world philosophy.

PubMed

Berglund, Mia M U

2014-01-01

A long-term illness is an occurrence that changes one's life and generates a need to learn how to live with it. This article is based on an empirical study of interviews on people living with different long-term illnesses. The results have shown that the learning process is a complex phenomenon interwoven with life as a whole. The essential meaning of learning to live with long-term illness concerns a movement toward a change of understanding of access to the world. In this movement, in which everyday lives as well as relationships with oneself and others are affected, a continual renegotiation is needed. Texts from existential/lifeworld philosopher, Heidegger and Gadamer, have been used to get a greater understanding of the empirical results. These texts have been analysed with particular focus on learning turning points and the importance of reflection. The results are highlighted under the following themes: Pursuit of balance-the aim of learning, The tense grip-the resistance to learning, To live more really-the possibilities of the learning, Distancing-the how of the learning, and The tense of the learning-the whole of the learning. In those learning turning points are present. Knowledge from this study has been used to make a didactic model designed to give caregivers a tool to support patients' learning. The didactic model is called: The challenge to take charge of life with a long-term illness.

Portuguese Coaches' Perceptions of and Preferences for Knowledge Sources Related to their Professional Background.

PubMed

Mesquita, Isabel; Isidro, Sofia; Rosado, António

2010-01-01

The purpose of this study was to analyse Portuguese coaches' perceptions of, and preferences for, knowledge sources as related to professional background; namely academic education level, coach education level and coaching experience. The study's participants comprised 336 Portuguese coaches from twenty-two sports. A questionnaire was used to identify coaches' demographic characteristics and representations about their preferred sources of coaching knowledge. MANOVA using Tukey's HSD test was used to compare groups. The results highlighted that coaches perceived that coaching knowledge is built from a broad range of sources from personal coaching and playing experiences to more explicit formal, informal and non-formal learning situations. Results indicated that the coaches ascribed more importance to experiential sources such as working with experts, learning by doing, interacting with peer coaches and attending informal seminars and clinics, than to the formal learning situations provided by the national coaching certification programs. Differences, however, were found in that coaches who had a greater background within higher education (physical) and sport valued informal and non-formal learning sources more than did coaches who were defined as not coming from an academic background. The findings point to the importance of developing new learning, experientially-based, opportunities within the Portuguese context, where curricula content continues to be delivered via didactic means. Key pointsCoaches recognized that learning is obtained from a broad range of sources of coaching knowledge and each source has a particular role in the development of a coach.Experiential guided sources reached more importance to coaches as working with experts, learning by doing, attending seminars/clinics outside of the formal system and interaction with peers were the most acknowledged.The only source that is related to formal learning, national certification programs, was recognized as the less importance than all informal and non-formal learning situations.The profile of the source of coaching knowledge showed to be stable among coaches as only the academic education level differentiated the coaches' perceptions.

Portuguese Coaches’ Perceptions of and Preferences for Knowledge Sources Related to their Professional Background

PubMed Central

Mesquita, Isabel; Isidro, Sofia; Rosado, António

2010-01-01

The purpose of this study was to analyse Portuguese coaches’ perceptions of, and preferences for, knowledge sources as related to professional background; namely academic education level, coach education level and coaching experience. The study’s participants comprised 336 Portuguese coaches from twenty-two sports. A questionnaire was used to identify coaches’ demographic characteristics and representations about their preferred sources of coaching knowledge. MANOVA using Tukey’s HSD test was used to compare groups. The results highlighted that coaches perceived that coaching knowledge is built from a broad range of sources from personal coaching and playing experiences to more explicit formal, informal and non-formal learning situations. Results indicated that the coaches ascribed more importance to experiential sources such as working with experts, learning by doing, interacting with peer coaches and attending informal seminars and clinics, than to the formal learning situations provided by the national coaching certification programs. Differences, however, were found in that coaches who had a greater background within higher education (physical) and sport valued informal and non-formal learning sources more than did coaches who were defined as not coming from an academic background. The findings point to the importance of developing new learning, experientially-based, opportunities within the Portuguese context, where curricula content continues to be delivered via didactic means. Key points Coaches recognized that learning is obtained from a broad range of sources of coaching knowledge and each source has a particular role in the development of a coach. Experiential guided sources reached more importance to coaches as working with experts, learning by doing, attending seminars/clinics outside of the formal system and interaction with peers were the most acknowledged. The only source that is related to formal learning, national certification programs, was recognized as the less importance than all informal and non-formal learning situations. The profile of the source of coaching knowledge showed to be stable among coaches as only the academic education level differentiated the coaches’ perceptions. PMID:24149644

Understanding the Process of Contextualization

ERIC Educational Resources Information Center

Wyatt, Tasha

2015-01-01

The literature on culture and education points to the importance of using students' cultural knowledge in the teaching and learning process. While the theory of culturally relevant education has expanded in the last several decades, the practical implementation continues to lag far behind. This disparity points to the lack of tools and other…

Cooperation-Controlled Learning for Explicit Class Structure in Self-Organizing Maps

PubMed Central

Kamimura, Ryotaro

2014-01-01

We attempt to demonstrate the effectiveness of multiple points of view toward neural networks. By restricting ourselves to two points of view of a neuron, we propose a new type of information-theoretic method called “cooperation-controlled learning.” In this method, individual and collective neurons are distinguished from one another, and we suppose that the characteristics of individual and collective neurons are different. To implement individual and collective neurons, we prepare two networks, namely, cooperative and uncooperative networks. The roles of these networks and the roles of individual and collective neurons are controlled by the cooperation parameter. As the parameter is increased, the role of cooperative networks becomes more important in learning, and the characteristics of collective neurons become more dominant. On the other hand, when the parameter is small, individual neurons play a more important role. We applied the method to the automobile and housing data from the machine learning database and examined whether explicit class boundaries could be obtained. Experimental results showed that cooperation-controlled learning, in particular taking into account information on input units, could be used to produce clearer class structure than conventional self-organizing maps. PMID:25309950

Connecting Sociocultural Theory and Educational Practice: Galperin's Approach

ERIC Educational Resources Information Center

Arievitch, Igor M.; Haenen, Jacques P. P.

2005-01-01

Learning and instruction have always been important topics in the sociocultural school of thought founded by Vygotsky and further developed by his followers. Taking sociocultural ideas as a starting point, Piotr Galperin developed an original conceptual system and a new method of investigation that made teaching and learning a central part of…

Talking with TJ: Conflict Resolution Series. Program Kit [Multimedia].

ERIC Educational Resources Information Center

Hallmark Corporate Foundation, Omaha, NE.

Noting that just as violent behavior is learned, so is nonviolent behavior, this instruction program is designed to help children in grades 2-4 learn to resolve conflicts without resorting to violence. Through the program, children develop important skills of managing anger and choosing alternatives to violence, respecting different points of view…

Assessment of Surgical Learning Curves in Transoral Robotic Surgery for Squamous Cell Carcinoma of the Oropharynx

PubMed Central

Albergotti, William G.; Gooding, William E.; Kubik, Mark W.; Geltzeiler, Mathew; Kim, Seungwon; Duvvuri, Umamaheswar; Ferris, Robert L.

2017-01-01

IMPORTANCE Transoral robotic surgery (TORS) is increasingly employed as a treatment option for squamous cell carcinoma of the oropharynx (OPSCC). Measures of surgical learning curves are needed particularly as clinical trials using this technology continue to evolve. OBJECTIVE To assess learning curves for the oncologic TORS surgeon and to identify the number of cases needed to identify the learning phase. DESIGN, SETTING, AND PARTICIPANTS A retrospective review of all patients who underwent TORS for OPSCC at the University of Pittsburgh Medical Center between March 2010 and March 2016. Cases were excluded for involvement of a subsite outside of the oropharynx, for nonmalignant abnormality or nonsquamous histology, unknown primary, no tumor in the main specimen, free flap reconstruction, and for an inability to define margin status. EXPOSURES Transoral robotic surgery for OPSCC. MAIN OUTCOMES AND MEASURES Primary learning measures defined by the authors include the initial and final margin status and time to resection of main surgical specimen. A cumulative sum learning curve was developed for each surgeon for each of the study variables. The inflection point of each surgeon’s curve was considered to be the point signaling the completion of the learning phase. RESULTS There were 382 transoral robotic procedures identified. Of 382 cases, 160 met our inclusion criteria: 68 for surgeon A, 37 for surgeon B, and 55 for surgeon C. Of the 160 included patients, 125 were men and 35 were women. The mean (SD) age of participants was 59.4 (9.5) years. Mean (SD) time to resection including robot set-up was 79 (36) minutes. The inflection points for the final margin status learning curves were 27 cases (surgeon A) and 25 cases (surgeon C). There was no inflection point for surgeon B for final margin status. Inflection points for mean time to resection were: 39 cases (surgeon A), 30 cases (surgeon B), and 27 cases (surgeon C). CONCLUSIONS AND RELEVANCE Using metrics of positive margin rate and time to resection of the main surgical specimen, the learning curve for TORS for OPSCC is surgeon-specific. Inflection points for most learning curves peak between 20 and 30 cases. PMID:28196200

Successful Women Superintendents: Developing as Leaders, Learning from Failure.

ERIC Educational Resources Information Center

Pankake, Anita M.; Schroth, Gwen; Funk, Carole

2000-01-01

In a Texas study, six successful women superintendents identified vision, passion and commitment, promotion of leadership in others, integrity, knowledge, and stamina as important leadership qualities. Family support, varied work experiences, mentors, formal education, turning points, and failure played important roles in their leadership…

Adult Learning--Providing Equal Opportunities or Widening Differences? The Polish Case

ERIC Educational Resources Information Center

Kocór, Marcin; Worek, Barbara

2017-01-01

Educational activity among adults is not only a key factor of social development but also one of the most important priorities of public policies. Although large sums have been earmarked and numerous actions undertaken to encourage adult learning, many people remain educationally passive, a particularly acute problem in Poland. We point to the…

Between Students' Instrumental Goals and How They Learn: Goal Content Is the Gap to Mind

ERIC Educational Resources Information Center

Fryer, Luke K.; Ginns, Paul; Walker, Richard

2014-01-01

Background: Experimental/correlational studies have consistently demonstrated that the contents of an individual's goals play an important role within future motivations, learning processes, and outcomes. Aims: The aim of the study was to extend past findings by employing a three-point, cross-lagged latent simultaneous structural model in the…

Developing CALL to Meet the Needs of Language Teaching and Learning

ERIC Educational Resources Information Center

Jiang, Zhaofeng

2008-01-01

This paper illustrates the advantages and disadvantages of CALL. It points out that CALL is influenced by traditional language teaching and learning approaches to some extent. It concludes that what is important in our university system is that CALL design and implementation should match the users' needs, since CALL is not always better than…

Testing Methodology in the Student Learning Process

ERIC Educational Resources Information Center

Gorbunova, Tatiana N.

2017-01-01

The subject of the research is to build methodologies to evaluate the student knowledge by testing. The author points to the importance of feedback about the mastering level in the learning process. Testing is considered as a tool. The object of the study is to create the test system models for defence practice problems. Special attention is paid…

Achieving meaningful mathematics literacy for students with learning disabilities. Cognition and Technology Group at Vanderbilt.

PubMed

Goldman, S R; Hasselbring, T S

1997-01-01

In this article we consider issues relevant to the future of mathematics instruction and achievement for students with learning disabilities. The starting point for envisioning the future is the changing standards for mathematics learning and basic mathematical literacy. We argue that the shift from behaviorist learning theories to constructivist and social constructivist theories (see Rivera, this series) provides an opportunity to develop and implement a hybrid model of mathematics instruction. The hybrid model we propose embeds, or situates, important skill learning in meaningful contexts. We discuss some examples of instructional approaches to complex mathematical problem solving that make use of meaningful contexts. Evaluation data on these approaches have yielded positive and encouraging results for students with learning disabilities as well as general education students. Finally, we discuss various ways in which technology is important for realizing hybrid instructional models in mathematics.

Risky decision making from childhood through adulthood: Contributions of learning and sensitivity to negative feedback.

PubMed

Humphreys, Kathryn L; Telzer, Eva H; Flannery, Jessica; Goff, Bonnie; Gabard-Durnam, Laurel; Gee, Dylan G; Lee, Steve S; Tottenham, Nim

2016-02-01

Decision making in the context of risk is a complex and dynamic process that changes across development. Here, we assessed the influence of sensitivity to negative feedback (e.g., loss) and learning on age-related changes in risky decision making, both of which show unique developmental trajectories. In the present study, we examined risky decision making in 216 individuals, ranging in age from 3-26 years, using the balloon emotional learning task (BELT), a computerized task in which participants pump up a series of virtual balloons to earn points, but risk balloon explosion on each trial, which results in no points. It is important to note that there were 3 balloon conditions, signified by different balloon colors, ranging from quick- to slow-to-explode, and participants could learn the color-condition pairings through task experience. Overall, we found age-related increases in pumps made and points earned. However, in the quick-to-explode condition, there was a nonlinear adolescent peak for points earned. Follow-up analyses indicated that this adolescent phenotype occurred at the developmental intersection of linear age-related increases in learning and decreases in sensitivity to negative feedback. Adolescence was marked by intermediate values on both these processes. These findings show that a combination of linearly changing processes can result in nonlinear changes in risky decision making, the adolescent-specific nature of which is associated with developmental improvements in learning and reduced sensitivity to negative feedback. (c) 2016 APA, all rights reserved).

Improved Extreme Learning Machine based on the Sensitivity Analysis

NASA Astrophysics Data System (ADS)

Cui, Licheng; Zhai, Huawei; Wang, Benchao; Qu, Zengtang

2018-03-01

Extreme learning machine and its improved ones is weak in some points, such as computing complex, learning error and so on. After deeply analyzing, referencing the importance of hidden nodes in SVM, an novel analyzing method of the sensitivity is proposed which meets people’s cognitive habits. Based on these, an improved ELM is proposed, it could remove hidden nodes before meeting the learning error, and it can efficiently manage the number of hidden nodes, so as to improve the its performance. After comparing tests, it is better in learning time, accuracy and so on.

The Data Warehouse: Keeping It Simple. MIT Shares Valuable Lessons Learned from a Successful Data Warehouse Implementation.

ERIC Educational Resources Information Center

Thorne, Scott

2000-01-01

Explains why the data warehouse is important to the Massachusetts Institute of Technology community, describing its basic functions and technical design points; sharing some non-technical aspects of the school's data warehouse implementation that have proved to be important; examining the importance of proper training in a successful warehouse…

First-Year College Students' Time Use: Relations With Self-Regulation and GPA

ERIC Educational Resources Information Center

Thibodeaux, Jordan; Deutsch, Aaron; Kitsantas, Anastasia; Winsler, Adam

2017-01-01

How students manage their time is critical for academic performance and is an important component of self-regulated learning. The purpose of the present study was to examine relationships among first-year college students' (N = 589) time use, academic self-regulation, and target and actual grade point average (GPA) at three time points. Findings…

[Application of mind map in teaching of medical parasitology].

PubMed

Zhou, Hong-Chang; Shao, Sheng-Wen; Xu, Bo-Ying

2012-12-30

To improve the teaching quality of medical parasitology, mind map, a simple and effective learning method, was introduced. The mind map of each chapter was drawn by teacher and distributed to students before the class. It was helpful for teacher to straighten out the teaching idea, and for students to grasp the important learning points, perfect the class notes and improve learning efficiency. The divergent characteristics of mind map can also help to develop the students' innovation ability.

Connecting Biotechnology and Society.

ERIC Educational Resources Information Center

McLaughlin, John; Glasson, George

2003-01-01

Points out the importance of socioscientific aspects of laboratory activities for the development of understanding of different cultures' contributions to science. Describes a lesson on gene splicing using the 5E Learning Model. (YDS)

Cause or effect? The relationship between student perception of the medical school learning environment and academic performance on USMLE Step 1.

PubMed

Wayne, Sharon J; Fortner, Sally A; Kitzes, Judith A; Timm, Craig; Kalishman, Summers

2013-05-01

A school's learning environment is believed to influence academic performance yet few studies have evaluated this association controlling for prior academic ability, an important factor since students who do well in school tend to rate their school's environment more highly than students who are less academically strong. To evaluate the effect of student perception of the learning environment on their performance on a standardized licensing test while controlling for prior academic ability. We measured perception of the learning environment after the first year of medical school in 267 students from five consecutive classes and related that measure to performance on United States Medical Licensing Examination (USMLE) Step 1, taken approximately six months later. We controlled for prior academic performance by including Medical College Admission Test score and undergraduate grade point average in linear regression models. Three of the five learning environment subscales were statistically associated with Step 1 performance (p < 0.05): meaningful learning environment, emotional climate, and student-student interaction. A one-point increase in the rating of the subscales (scale of 1-4) was associated with increases of 6.8, 6.6, and 4.8 points on the Step 1 exam. Our findings provide some evidence for the widely held assumption that a positively perceived learning environment contributes to better academic performance.

Teaching and Learning "False Friends": A Review of Some Useful Resources

ERIC Educational Resources Information Center

Varela, Maria Luisa Roca

2011-01-01

False friends are words in two languages that are similar in form but different in meaning (e.g. English "library" "place for reading and borrowing books" vs Spanish "libreria" "bookshop"). From the point of view of EFL teaching and learning, false friends are important because they lead us to errors in L2 production and comprehension (e.g. "I am…

Using Supplementary Video in Multimedia Instruction as a Teaching Tool to Increase Efficiency of Learning and Quality of Experience

ERIC Educational Resources Information Center

Ljubojevic, Milos; Vaskovic, Vojkan; Stankovic, Srecko; Vaskovic, Jelena

2014-01-01

The main objective of this research is to investigate efficiency of use of supplementary video content in multimedia teaching. Integrating video clips in multimedia lecture presentations may increase students' perception of important information and motivation for learning. Because of that, students can better understand and remember key points of…

Motivation: The Road to Successful Learning (La motivación: el camino para un aprendizaje exitoso)

ERIC Educational Resources Information Center

Espinar Redondo, Rocío; Ortega Martín, José Luis

2015-01-01

This research has the aim of highlighting the importance of motivation in the process of learning English as a foreign language. For that purpose, some factors that affect motivation are described, using as a starting point the answers obtained from a questionnaire given to students in their fourth year of compulsory secondary education. The main…

Attitudes among students and teachers on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum.

PubMed

Brynhildsen, J; Dahle, L O; Behrbohm Fallsberg, M; Rundquist, I; Hammar, M

2002-05-01

Important elements in the curriculum at the Faculty of Health Sciences in Linköping are vertical integration, i.e. integration between the clinical and basic science sections of the curriculum, and horizontal integration between different subject areas. Integration throughout the whole curriculum is time-consuming for both teachers and students and hard work is required for planning, organization and execution. The aim was to assess the importance of vertical and horizontal integration in an undergraduate medical curriculum, according to opinions among students and teachers. In a questionnaire 102 faculty teachers and 106 students were asked about the importance of 14 different components of the undergraduate medical curriculum including vertical and horizontal integration. They were asked to assign between one and six points to each component (6 points = extremely important for the quality of the curriculum; 1 point = unimportant). Students as well as teachers appreciated highly both forms of integration. Students scored horizontal integration slightly but significantly higher than the teachers (median 6 vs 5 points; p=0.009, Mann-Whitney U-test), whereas teachers scored vertical integration higher than students (6 vs 5; p=0.019, Mann-Whitney U-test). Both students and teachers considered horizontal and vertical integration to be highly important components of the undergraduate medical programme. We believe both kinds of integration support problem-based learning and stimulate deep and lifelong learning and suggest that integration should always be considered deeply when a new curriculum is planned for undergraduate medical education.

Education for Disaster Prevention in Elementary School in Japan

NASA Astrophysics Data System (ADS)

Shida, Masakuni

2013-04-01

Education for disaster prevention has become more and more important since the Great East Japan Earthquake and tsunami in 2011. More than 18 thousand people were killed or have not been found yet in the tragedy, however, in Kesn'numa, which is a city located in the seriously damaged area, there were few student victims of tsunami. This is because every school in Kesen'numa has excellent education systems for disaster prevention. They have several safety exercises and conducts emergency drills each year in unique ways which have been developed upon the tragic experiences of serious earthquakes and tsunami in the past. For disaster prevention education, we should learn two important points from the case in Kesen'numa; to learn from the ancient wisdom, and to ensure for students to have enough opportunities of safety exercises and emergency drills at school. In addition to these two points, another issue from the viewpoint of science education can be added, which is to learn about the mechanisms of earthquake. We have developed disaster prevention and reduction programs in educational context, taking these three points into consideration. First part of the program is to study local history, focusing on ancient wisdom. In Kesen'numa City, there were thirty-three monumental stones with cautionary lessons of the possible danger of tsunami before the great earthquake. The lessons were based on the disasters actually happened in the past and brought down to the current generation. Kesen'numa-Otani elementary school has conducted education for disaster prevention referring to this information with full of ancient wisdom. Second part of the program is to make sure that every student has enough and rich opportunities to simulate the worst situation of any disasters. For example, in the case of earthquake and tsunami, teachers take students to the safest place through the designated evacuation rout according to each school's original manual. Students can experience this emergency practice several times in a year so that they can act right in danger. The last part is to learn about the mechanisms of natural disasters such as earthquake and tsunami, and about the possible impact on people's lives. In science curriculum, students in the sixth grade are supposed to learn about crustal movement. They learn how earthquake occurs and what could happen to the area after the quake. They study some of the actual earthquakes in the past and gather information about the impact and damages. Then students apply the information to their own life environment. Combining these three points, students learn the importance of disaster prevention and they make the most of what they have learned to have sustainable development of their lives. In order to have a better disaster prevention and reduction programs for students' safety lives, it is important to develop the program on their daily basis.

A Tale of Two Cultures: Cross Cultural Comparison in Learning the Prezi Presentation Software Tool in the US and Norway

ERIC Educational Resources Information Center

Brock, Sabra; Brodahl, Cornelia

2013-01-01

Presentation software is an important tool for both student and professorial communicators. PowerPoint has been the standard since it was introduced in 1990. However, new "improved" software platforms are emerging. Prezi is one of these, claiming to remedy the linear thinking that underlies PowerPoint by creating one canvas and…

Use of the challenge point framework to guide motor learning of stepping reactions for improved balance control in people with stroke: a case series.

PubMed

Pollock, Courtney L; Boyd, Lara A; Hunt, Michael A; Garland, S Jayne

2014-04-01

Stepping reactions are important for walking balance and community-level mobility. Stepping reactions of people with stroke are characterized by slow reaction times, poor coordination of motor responses, and low amplitude of movements, which may contribute to their decreased ability to recover their balance when challenged. An important aspect of rehabilitation of mobility after stroke is optimizing the motor learning associated with retraining effective stepping reactions. The Challenge Point Framework (CPF) is a model that can be used to promote motor learning through manipulation of conditions of practice to modify task difficulty, that is, the interaction of the skill of the learner and the difficulty of the task to be learned. This case series illustrates how the retraining of multidirectional stepping reactions may be informed by the CPF to improve balance function in people with stroke. Four people (53-68 years of age) with chronic stroke (>1 year) and mild to moderate motor recovery received 4 weeks of multidirectional stepping reaction retraining. Important tenets of motor learning were optimized for each person during retraining in accordance with the CPF. Participants demonstrated improved community-level walking balance, as determined with the Community Balance and Mobility Scale. These improvements were evident 1 year later. Aspects of balance-related self-efficacy and movement kinematics also showed improvements during the course of the intervention. The application of CPF motor learning principles in the retraining of stepping reactions to improve community-level walking balance in people with chronic stroke appears to be promising. The CPF provides a plausible theoretical framework for the progression of functional task training in neurorehabilitation.

Assessment of two e-learning methods teaching undergraduate students cephalometry in orthodontics.

PubMed

Ludwig, B; Bister, D; Schott, T C; Lisson, J A; Hourfar, J

2016-02-01

Cephalometry is important for orthodontic diagnosis and treatment planning and is part of the core curriculum for training dentists. Training involves identifying anatomical landmarks. The aim of this investigation was to assess whether e-learning improves learning efficiency; a programme specifically designed for this purpose was compared to commercially available software. Thirty undergraduate students underwent traditional training of cephalometry consisting of lectures and tutorials. Tracing skills were tested immediately afterwards (T0). The students were then randomly allocated to three groups: 10 students served as control (CF); they were asked to improve their skills using the material provided so far. Ten students were given a program specifically designed for this study that was based on a power point presentation (PPT). The last group was given a commercially available program that included teaching elements (SW). The groups were tested at the end the six week training (T1). The test consisted of tracing 30 points on two radiographs and a point score improvement was calculated. The students were interviewed after the second test. Both e-learning groups improved more than the traditional group. Improvement scores were four for CF; 8.6 for PPT and 2.8 for SW. For PPT all participants improved and the student feedback was the best compared to the other groups. For the other groups some candidates worsened. Blended learning produced better learning outcomes compared to using a traditional teaching method alone. The easy to use Power Point based custom software produced better results than the commercially available software. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Promises and Perils of Assessing Character and Social and Emotional Learning

ERIC Educational Resources Information Center

McKown, Clark

2017-01-01

Dr. Card's article provides useful and clear standards for determining what good measurement is, identifies important problems in the measurement of constructs important to character education, and provides clear guidance about measurement development. In this article, I raise 4 points that build on Dr. Card's work. First, advancing assessment in…

Collaborative Action Research on Technology Integration for Science Learning

NASA Astrophysics Data System (ADS)

Wang, Chien-Hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua

2012-02-01

This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of "copy-and-paste" by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration.

Learning enhances intrinsic excitability in a subset of lateral amygdala neurons

PubMed Central

Sehgal, Megha; Ehlers, Vanessa L.; Moyer, James R.

2014-01-01

Learning-induced modulation of neuronal intrinsic excitability is a metaplasticity mechanism that can impact the acquisition of new memories. Although the amygdala is important for emotional learning and other behaviors, including fear and anxiety, whether learning alters intrinsic excitability within the amygdala has received very little attention. Fear conditioning was combined with intracellular recordings to investigate the effects of learning on the intrinsic excitability of lateral amygdala (LA) neurons. To assess time-dependent changes, brain slices were prepared either immediately or 24-h post-conditioning. Fear conditioning significantly enhanced excitability of LA neurons, as evidenced by both decreased afterhyperpolarization (AHP) and increased neuronal firing. These changes were time-dependent such that reduced AHPs were evident at both time points whereas increased neuronal firing was only observed at the later (24-h) time point. Moreover, these changes occurred within a subset (32%) of LA neurons. Previous work also demonstrated that learning-related changes in synaptic plasticity are also evident in less than one-third of amygdala neurons, suggesting that the neurons undergoing intrinsic plasticity may be critical for fear memory. These data may be clinically relevant as enhanced LA excitability following fear learning could influence future amygdala-dependent behaviors. PMID:24554670

Reforming pathology teaching in medical college by peer-assisted learning and student-oriented interest building activities: A pilot study.

PubMed

Grover, Sumit; Sood, Neena; Chaudhary, Anurag

2017-01-01

Peer-assisted learning (PAL) is a teaching-learning method in which students act as peer teachers and help other students to learn while also themselves learning by teaching. PAL through modified interest building activities (MIBAs) is seldom tried in teaching pathology in medical colleges. This study aimed to evaluate the usefulness of peer teaching using MIBA, obtain feedback from students, and compare different activities with each other and with traditional teaching-learning methods. An interventional pilot study was conducted in 2 months on the 2nd MBBS undergraduates learning pathology at a medical college in North India. Students acted as peer teachers and performed different MIBAs including role plays, demonstration of pathogenesis through props, student-led seminars such as PowerPoint teaching, blackboard teaching, multiple choice question seminars, case-based learning (CBL) exercises, and quizzes before teaching sessions. Feedback was obtained through structured questionnaires on a 5-point Likert scale. Paired t-test was used to compare traditional teaching with MIBAs, and Friedman test was used to compare among different MIBAs. Students found ease of understanding and the interaction and involvement of students as the most important benefits of PAL. MIBAs increased voluntary participation, coordination, teamwork, shared responsibility, and group dynamics among students. Quiz sessions followed by PowerPoint seminars and prop demonstrations received highest mean scores from students on most of the parameters. Quizzes, blackboard teaching, prop activities, and CBL helped students understand topics better and generated interest. Learners advocated for making MIBAs and PAL compulsory for future students. PAL complemented by MIBAs may be adopted to make teaching-learning more interesting and effective through the active involvement and participation of students.

Hierarchically organized behavior and its neural foundations: A reinforcement-learning perspective

PubMed Central

Botvinick, Matthew M.; Niv, Yael; Barto, Andrew C.

2009-01-01

Research on human and animal behavior has long emphasized its hierarchical structure — the divisibility of ongoing behavior into discrete tasks, which are comprised of subtask sequences, which in turn are built of simple actions. The hierarchical structure of behavior has also been of enduring interest within neuroscience, where it has been widely considered to reflect prefrontal cortical functions. In this paper, we reexamine behavioral hierarchy and its neural substrates from the point of view of recent developments in computational reinforcement learning. Specifically, we consider a set of approaches known collectively as hierarchical reinforcement learning, which extend the reinforcement learning paradigm by allowing the learning agent to aggregate actions into reusable subroutines or skills. A close look at the components of hierarchical reinforcement learning suggests how they might map onto neural structures, in particular regions within the dorsolateral and orbital prefrontal cortex. It also suggests specific ways in which hierarchical reinforcement learning might provide a complement to existing psychological models of hierarchically structured behavior. A particularly important question that hierarchical reinforcement learning brings to the fore is that of how learning identifies new action routines that are likely to provide useful building blocks in solving a wide range of future problems. Here and at many other points, hierarchical reinforcement learning offers an appealing framework for investigating the computational and neural underpinnings of hierarchically structured behavior. PMID:18926527

A brief educational intervention to teach residents shared decision making in the intensive care unit.

PubMed

Yuen, Jacqueline K; Mehta, Sonal S; Roberts, Jordan E; Cooke, Joseph T; Reid, M Carrington

2013-05-01

Effective communication is essential for shared decision making with families of critically ill patients in the intensive care unit (ICU), yet there is limited evidence on effective strategies to teach these skills. The study's objective was to pilot test an educational intervention to teach internal medicine interns skills in discussing goals of care and treatment decisions with families of critically ill patients using the shared decision making framework. The intervention consisted of a PowerPoint online module followed by a four-hour workshop implemented at a retreat for medicine interns training at an urban, academic medical center. Participants (N=33) completed post-intervention questionnaires that included self-assessed skills learned, an open-ended question on the most important learning points from the workshop, and retrospective pre- and post-workshop comfort level with ICU communication skills. Participants rated their satisfaction with the workshop. Twenty-nine interns (88%) completed the questionnaires. Important self-assessed communication skills learned reflect key components of shared decision making, which include assessing the family's understanding of the patient's condition (endorsed by 100%) and obtaining an understanding of the patient/family's perspectives, values, and goals (100%). Interns reported significant improvement in their comfort level with ICU communication skills (pre 3.26, post 3.73 on a five-point scale, p=0.004). Overall satisfaction with the intervention was high (mean 4.45 on a five-point scale). The findings suggest that a brief intervention designed to teach residents communication skills in conducting goals of care and treatment discussions in the ICU is feasible and can improve their comfort level with these conversations.

Neuroimaging of Fear-Associated Learning

PubMed Central

Greco, John A; Liberzon, Israel

2016-01-01

Fear conditioning has been commonly used as a model of emotional learning in animals and, with the introduction of functional neuroimaging techniques, has proven useful in establishing the neurocircuitry of emotional learning in humans. Studies of fear acquisition suggest that regions such as amygdala, insula, anterior cingulate cortex, and hippocampus play an important role in acquisition of fear, whereas studies of fear extinction suggest that the amygdala is also crucial for safety learning. Extinction retention testing points to the ventromedial prefrontal cortex as an essential region in the recall of the safety trace, and explicit learning of fear and safety associations recruits additional cortical and subcortical regions. Importantly, many of these findings have implications in our understanding of the pathophysiology of psychiatric disease. Recent studies using clinical populations have lent insight into the changes in regional activity in specific disorders, and treatment studies have shown how pharmaceutical and other therapeutic interventions modulate brain activation during emotional learning. Finally, research investigating individual differences in neurotransmitter receptor genotypes has highlighted the contribution of these systems in fear-associated learning. PMID:26294108

Distribution majorization of corner points by reinforcement learning for moving object detection

NASA Astrophysics Data System (ADS)

Wu, Hao; Yu, Hao; Zhou, Dongxiang; Cheng, Yongqiang

2018-04-01

Corner points play an important role in moving object detection, especially in the case of free-moving camera. Corner points provide more accurate information than other pixels and reduce the computation which is unnecessary. Previous works only use intensity information to locate the corner points, however, the information that former and the last frames provided also can be used. We utilize the information to focus on more valuable area and ignore the invaluable area. The proposed algorithm is based on reinforcement learning, which regards the detection of corner points as a Markov process. In the Markov model, the video to be detected is regarded as environment, the selections of blocks for one corner point are regarded as actions and the performance of detection is regarded as state. Corner points are assigned to be the blocks which are seperated from original whole image. Experimentally, we select a conventional method which uses marching and Random Sample Consensus algorithm to obtain objects as the main framework and utilize our algorithm to improve the result. The comparison between the conventional method and the same one with our algorithm show that our algorithm reduce 70% of the false detection.

Psychophysical Studies of Visual Cortical Function

DTIC Science & Technology

1992-01-12

principle of generic image samplin& a hypothesis which provides ageometric tool to understand visual surface learning. We also have investigated the...perception of depth from unpaired points ( DaVinci stereopsis), showing that such points lead to depth andsubjective contours. In color filling in, we have...outlined and systematized a number of important phenomenon which we label under the rubric of DaVinci stereopsis. We summarize these results in a number of

Strengthening ecological mindfulness through hybrid learning in vital coalitions

NASA Astrophysics Data System (ADS)

Sol, Jifke; Wals, Arjen E. J.

2015-03-01

In this contribution a key policy `tool' used in the Dutch Environmental Education and Learning for Sustainability Policy framework is introduced as a means to develop a sense of place and associated ecological mindfulness. The key elements of this tool, called the vital coalition, are described while an example of its use in practice, is analysed using a form of reflexive monitoring and evaluation. The example focuses on a multi-stakeholder learning process around the transformation of a somewhat sterile pre-school playground into an intergenerational green place suitable for play, discovery and engagement. Our analysis of the policy-framework and the case leads us to pointing out the importance of critical interventions at so-called tipping points within the transformation process and a discussion of the potential of hybrid learning in vital coalitions in strengthening ecological mindfulness. This paper does not focus on establishing an evidence base for the causality between this type of learning and a change in behavior or mindfulness among participants as a result contributing to a vital coalition but rather focusses on the conditions, processes and interventions that allow for such learning to take place in the first place.

Learning turning points—in life with long-term illness—visualized with the help of the life-world philosophy

PubMed Central

2014-01-01

A long-term illness is an occurrence that changes one's life and generates a need to learn how to live with it. This article is based on an empirical study of interviews on people living with different long-term illnesses. The results have shown that the learning process is a complex phenomenon interwoven with life as a whole. The essential meaning of learning to live with long-term illness concerns a movement toward a change of understanding of access to the world. In this movement, in which everyday lives as well as relationships with oneself and others are affected, a continual renegotiation is needed. Texts from existential/lifeworld philosopher, Heidegger and Gadamer, have been used to get a greater understanding of the empirical results. These texts have been analysed with particular focus on learning turning points and the importance of reflection. The results are highlighted under the following themes: Pursuit of balance—the aim of learning, The tense grip—the resistance to learning, To live more really—the possibilities of the learning, Distancing—the how of the learning, and The tense of the learning—the whole of the learning. In those learning turning points are present. Knowledge from this study has been used to make a didactic model designed to give caregivers a tool to support patients’ learning. The didactic model is called: The challenge to take charge of life with a long-term illness. PMID:24559547

An integrated method for atherosclerotic carotid plaque segmentation in ultrasound image.

PubMed

Qian, Chunjun; Yang, Xiaoping

2018-01-01

Carotid artery atherosclerosis is an important cause of stroke. Ultrasound imaging has been widely used in the diagnosis of atherosclerosis. Therefore, segmenting atherosclerotic carotid plaque in ultrasound image is an important task. Accurate plaque segmentation is helpful for the measurement of carotid plaque burden. In this paper, we propose and evaluate a novel learning-based integrated framework for plaque segmentation. In our study, four different classification algorithms, along with the auto-context iterative algorithm, were employed to effectively integrate features from ultrasound images and later also the iteratively estimated and refined probability maps together for pixel-wise classification. The four classification algorithms were support vector machine with linear kernel, support vector machine with radial basis function kernel, AdaBoost and random forest. The plaque segmentation was implemented in the generated probability map. The performance of the four different learning-based plaque segmentation methods was tested on 29 B-mode ultrasound images. The evaluation indices for our proposed methods were consisted of sensitivity, specificity, Dice similarity coefficient, overlap index, error of area, absolute error of area, point-to-point distance, and Hausdorff point-to-point distance, along with the area under the ROC curve. The segmentation method integrated the random forest and an auto-context model obtained the best results (sensitivity 80.4 ± 8.4%, specificity 96.5 ± 2.0%, Dice similarity coefficient 81.0 ± 4.1%, overlap index 68.3 ± 5.8%, error of area -1.02 ± 18.3%, absolute error of area 14.7 ± 10.9%, point-to-point distance 0.34 ± 0.10 mm, Hausdorff point-to-point distance 1.75 ± 1.02 mm, and area under the ROC curve 0.897), which were almost the best, compared with that from the existed methods. Our proposed learning-based integrated framework investigated in this study could be useful for atherosclerotic carotid plaque segmentation, which will be helpful for the measurement of carotid plaque burden. Copyright © 2017 Elsevier B.V. All rights reserved.

Supporting Disciplinary Talk from the Start of School: Teaching Students to Think and Talk Like Scientists

ERIC Educational Resources Information Center

Wright, Tanya S.; Gotwals, Amelia Wenk

2017-01-01

In this article, the authors first review the research literature to show why supporting talk from the start of school is important for students' long-term literacy development. The authors then define and describe disciplinary talk and argue that it is an important entry point into science and disciplinary literacy learning for young students.…

Barriers in Implementing E-Learning in Hormozgan University of Medical Sciences.

PubMed

Lakbala, Parvin

2015-11-03

E-learning provides an alternative way for higher educational institutes to deliver knowledge to learners at a distance, rather than the traditional way. The aim of this study is to identify the barrier factors of e-learning programs in Hormozgan University of Medical Sciences (HUMS) in respect of the students and lecturers' point of view. A cross-sectional study based on a questionnaire was conducted among 286 of students and lecturers in the nursing, midwifery and paramedic schools of HUMS. Two hundred and eighty-six participants filled in the questionnaire: 256 students, and 30 lecturers. Results of the study showed a lack of proper training in e-learning courses of the university 182 (69.1%), limited communication with the instructor 174 (68%) and the learners dominance of English language 174 (68%) showed the greatest importance for the students. The awareness about e-learning program was 80% and 43% among lecturers and students respectively.The dominance of English language 26 (86.7%) and lack of research grants for e-learning 23 (76.6%) and lack of proper training on e-learning courses from the university 20 (66.7 %) were the most important barrier factors of implementing e-learning for lecturers. E-learning courses to supplement classroom teaching was a solution that mentioned by the majority of students 240 (93.8%) and lecturers 29 (96.7%) in this study. The positive perception of e-learning is an important consequence effect in the future, educational development of nursing, midwifery and paramedic schools.

Explaining Achievement in Higher Education

ERIC Educational Resources Information Center

Jansen, Ellen P. W. A.; Bruinsma, Marjon

2005-01-01

This research project investigated the relationship between students' pre-entry characteristics, perceptions of the learning environment, reported work discipline, the use of deep information processing strategies, and academic achievement. Ability measured by grade-point average in pre-university education was the most important predictor of…

Using "Leaf Prints" To Investigate a Common Bacterium.

ERIC Educational Resources Information Center

Holland, Mark A.; Davis, Rebecca; Moffitt, Stephanie; O'Laughlin, Kristinae; Peach, Denise; Sussan, Stacy; Wimbrow, Lori; Tayman, Bryan

2000-01-01

Describes a laboratory activity investigating important concepts in microbiology and ecology in which students design and carry out their own experiments and learn about microorganisms. Points out that all microorganisms are not dangerous and studies the relationship between Methylobacterium and plants. (YDS)

Communicating to Learn: Infants' Pointing Gestures Result in Optimal Learning

ERIC Educational Resources Information Center

Lucca, Kelsey; Wilbourn, Makeba Parramore

2018-01-01

Infants' pointing gestures are a critical predictor of early vocabulary size. However, it remains unknown precisely how pointing relates to word learning. The current study addressed this question in a sample of 108 infants, testing one mechanism by which infants' pointing may influence their learning. In Study 1, 18-month-olds, but not…

Analysis of Student Satisfaction in The Process of Teaching and Learning Using Importance Performance Analysis

NASA Astrophysics Data System (ADS)

Sembiring, P.; Sembiring, S.; Tarigan, G.; Sembiring, OD

2017-12-01

This study aims to determine the level of student satisfaction in the learning process at the University of Sumatra Utara, Indonesia. The sample size of the study consisted 1204 students. Students’ response measured through questionnaires an adapted on a 5-point likert scale and interviews directly to the respondent. SERVQUAL method used to measure the quality of service with five dimensions of service characteristics, namely, physical evidence, reliability, responsiveness, assurance and concern. The result of Importance Performance Analysis reveals that six services attributes must be corrected by policy maker of University Sumatera Utara. The quality of service is still considered low by students.

Students distracted by electronic devices perform at the same level as those who are focused on the lecture.

PubMed

Nalliah, Romesh P; Allareddy, Veerasathpurush

2014-01-01

Background. Little is known about the characteristics of internet distractions that students may engage in during lecture. The objective of this pilot study is to identify some of the internet-based distractions students engage in during in-person lectures. The findings will help identify what activities most commonly cause students to be distracted from the lecture and if these activities impact student learning. Methods. This study is a quasi-experimental pilot study of 26 students from a single institution. In the current study, one class of third-year students were surveyed after a lecture on special needs dentistry. The survey identified self-reported utilization patterns of "smart" devices during the lecture. Additionally, twelve quiz-type questions were given to assess the students' recall of important points in the lecture material that had just been covered. Results. The sample was comprised of 26 students. Of these, 17 were distracted in some form (either checking email, sending email, checking Facebook, or sending texts). The overall mean score on the test was 9.85 (9.53 for distracted students and 10.44 for non-distracted students). There were no significant differences in test scores between distracted and non-distracted students (p = 0.652). Gender and types of distractions were not significantly associated with test scores (p > 0.05). All students believed that they understood all the important points from the lecture. Conclusions. Every class member felt that they acquired the important learning points during the lecture. Those who were distracted by electronic devices during the lecture performed similarly to those who were not. However, results should be interpreted with caution as this study was a small quasi-experimental design and further research should examine the influence of different types of distraction on different types of learning.

Robust hashing with local models for approximate similarity search.

PubMed

Song, Jingkuan; Yang, Yi; Li, Xuelong; Huang, Zi; Yang, Yang

2014-07-01

Similarity search plays an important role in many applications involving high-dimensional data. Due to the known dimensionality curse, the performance of most existing indexing structures degrades quickly as the feature dimensionality increases. Hashing methods, such as locality sensitive hashing (LSH) and its variants, have been widely used to achieve fast approximate similarity search by trading search quality for efficiency. However, most existing hashing methods make use of randomized algorithms to generate hash codes without considering the specific structural information in the data. In this paper, we propose a novel hashing method, namely, robust hashing with local models (RHLM), which learns a set of robust hash functions to map the high-dimensional data points into binary hash codes by effectively utilizing local structural information. In RHLM, for each individual data point in the training dataset, a local hashing model is learned and used to predict the hash codes of its neighboring data points. The local models from all the data points are globally aligned so that an optimal hash code can be assigned to each data point. After obtaining the hash codes of all the training data points, we design a robust method by employing l2,1 -norm minimization on the loss function to learn effective hash functions, which are then used to map each database point into its hash code. Given a query data point, the search process first maps it into the query hash code by the hash functions and then explores the buckets, which have similar hash codes to the query hash code. Extensive experimental results conducted on real-life datasets show that the proposed RHLM outperforms the state-of-the-art methods in terms of search quality and efficiency.

TU-D-213AB-01: How You Can Be the Speaker and Communicator Everyone Wants You to Be.

PubMed

Collins, J; Aydogan, B

2012-06-01

Effectiveness of an oral presentation depends on the ability of the speaker to communicate with the audience. An important part of this communication is focusing on two to five key points and emphasizing those points during the presentation. Every aspect of the presentation should be purposeful and directed at facilitating learners' achievement of the objectives. This necessitates that the speaker has carefully developed the objectives and built the presentation around attainment of the objectives. A presentation should be designed to include as much audience participation as possible, no matter the size of the audience. Techniques to encourage audience participation include questioning, brainstorming, small-group activities, role-playing, case-based examples, directed listening, and use of an audience response system. It is first necessary to motivate and gain attention of the learner for learning to take place. This can be accomplished through appropriate use of humor, anecdotes, and quotations. This course will review adult learning principles and effective presentation skills, Learning Objectives: 1. Apply adult learning principles. 2. Demonstrate effective presentations skills. © 2012 American Association of Physicists in Medicine.

A Cluster-then-label Semi-supervised Learning Approach for Pathology Image Classification.

PubMed

Peikari, Mohammad; Salama, Sherine; Nofech-Mozes, Sharon; Martel, Anne L

2018-05-08

Completely labeled pathology datasets are often challenging and time-consuming to obtain. Semi-supervised learning (SSL) methods are able to learn from fewer labeled data points with the help of a large number of unlabeled data points. In this paper, we investigated the possibility of using clustering analysis to identify the underlying structure of the data space for SSL. A cluster-then-label method was proposed to identify high-density regions in the data space which were then used to help a supervised SVM in finding the decision boundary. We have compared our method with other supervised and semi-supervised state-of-the-art techniques using two different classification tasks applied to breast pathology datasets. We found that compared with other state-of-the-art supervised and semi-supervised methods, our SSL method is able to improve classification performance when a limited number of labeled data instances are made available. We also showed that it is important to examine the underlying distribution of the data space before applying SSL techniques to ensure semi-supervised learning assumptions are not violated by the data.

Barriers in Implementing E-Learning in Hormozgan University of Medical Sciences

PubMed Central

Lakbala, Parvin

2016-01-01

Background: E-learning provides an alternative way for higher educational institutes to deliver knowledge to learners at a distance, rather than the traditional way. The aim of this study is to identify the barrier factors of e-learning programs in Hormozgan University of Medical Sciences (HUMS) in respect of the students and lecturers’ point of view. Methods: A cross-sectional study based on a questionnaire was conducted among 286 of students and lecturers in the nursing, midwifery and paramedic schools of HUMS. Two hundred and eighty-six participants filled in the questionnaire: 256 students, and 30 lecturers. Results: Results of the study showed a lack of proper training in e-learning courses of the university 182 (69.1%), limited communication with the instructor 174 (68%) and the learners dominance of English language 174 (68%) showed the greatest importance for the students. The awareness about e-learning program was 80% and 43% among lecturers and students respectively. The dominance of English language 26 (86.7%) and lack of research grants for e-learning 23 (76.6%) and lack of proper training on e-learning courses from the university 20 (66.7 %) were the most important barrier factors of implementing e-learning for lecturers. E-learning courses to supplement classroom teaching was a solution that mentioned by the majority of students 240 (93.8%) and lecturers 29 (96.7%) in this study. Conclusions: The positive perception of e-learning is an important consequence effect in the future, educational development of nursing, midwifery and paramedic schools. PMID:26925885

Social media to supplement point-of-care ultrasound courses: the "sandwich e-learning" approach. A randomized trial.

PubMed

Hempel, Dorothea; Haunhorst, Stephanie; Sinnathurai, Sivajini; Seibel, Armin; Recker, Florian; Heringer, Frank; Michels, Guido; Breitkreutz, Raoul

2016-12-01

Point-of-care ultrasound (POC-US) is gaining importance in almost all specialties. E-learning has been used to teach theoretical knowledge and pattern recognition. As social media are universally available, they can be utilized for educational purposes. We wanted to evaluate the utility of the sandwich e-learning approach defined as a pre-course e-learning and a post-course learning activity using Facebook after a one-day point-of-care ultrasound (POC-US) course and its effect on the retention of knowledge. A total of 62 medial students were recruited for this study and randomly assigned to one of four groups. All groups received an identical hands-on training and performed several tests during the study period. The hands-on training was performed in groups of five students per instructor with the students scanning each other. Group 1 had access to pre-course e-learning, but not to post-course e-learning. Instead of a pre-course e-learning, group 2 listened to presentations at the day of the course (classroom teaching) and had access to the post-course learning activity using Facebook. Group 3 had access to both pre- and post-course e-learning (sandwich e-learning) activities, while group 4 listened classroom presentations only (classroom teaching only). Therefore only groups 2 and 3 had access to post-course learning via Facebook by joining a secured group. Posts containing ultrasound pictures and videos were published to this group. The students were asked to "like" the posts to monitor attendance. Knowledge retention was assessed 6 weeks after the course. After 6 weeks, group 3 achieved comparable results when compared to group 2 (82.2 % + -8.2 vs. 84.3 + -8.02) (p = 0.3). Students who participated in the post-course activity were more satisfied with the overall course than students without post-course learning (5.5 vs. 5.3 on a range from 1 to 6). In this study, the sandwich e-learning approach led to equal rates of knowledge retention compared to classroom lectures and post-course learning. Students appreciate new media for learning experiences and are more satisfied with their learning activity. The sandwich e-learning can be used to maximize hands-on training during courses.

Science Is for the Birds: Promoting Standards-Based Learning through Backyard Birdwatching.

ERIC Educational Resources Information Center

Coverdale, Gregory A.

2003-01-01

Explains forest fragmentation, the destruction of physical habitats for animals such as birds and points out the importance of studies on habitat and biodiversity. Introduces project ideas for songbird populations and their habitats which can be conducted in backyards or schoolyards. (YDS)

Advances in diagnostics of downy mildews: Lessons learned from other oomycetes and future challenges

USDA-ARS?s Scientific Manuscript database

Early detection of downy mildews in the environment is critical to establish pathogen presence and identity, determine fungicide resistance, and understand how pathogen populations disperse. Knowing when and where pathogens emerge is also important for identifying critical control points to restrict...

Personalized Learning in Algebra

ERIC Educational Resources Information Center

Walkington, Candace; Sherman, Milan; Howell, Elizabeth

2014-01-01

Mathematical "funds of knowledge" (Civil 2007) that students bring from their community and home lives can offer entry points for concepts such as functions and rate of change, which are important "big ideas" across all grade levels (NCTM 2000). The Common Core State Standards (CCSSI 2010) ask high school students to…

Cross-cultural communication: Tools for working with families and children.

PubMed

Ladha, Tehseen; Zubairi, Mohammad; Hunter, Andrea; Audcent, Tobey; Johnstone, Julie

2018-02-01

The ability to communicate effectively with patients and families is paramount for good patient care. This practice point reviews the importance of communicating effectively in cross-cultural encounters. The concept of cultural competence is introduced, along with the LEARN (Listen, Explain, Acknowledge, Recommend, Negotiate) model for cross-cultural communication. Three vignettes, one each in Indigenous, global, and newcomer child health, are used to illustrate challenges in cross-cultural communication and effective application of the LEARN model. Practical tips are provided for communicating across cultures.

Classification of Aerial Photogrammetric 3d Point Clouds

NASA Astrophysics Data System (ADS)

Becker, C.; Häni, N.; Rosinskaya, E.; d'Angelo, E.; Strecha, C.

2017-05-01

We present a powerful method to extract per-point semantic class labels from aerial photogrammetry data. Labelling this kind of data is important for tasks such as environmental modelling, object classification and scene understanding. Unlike previous point cloud classification methods that rely exclusively on geometric features, we show that incorporating color information yields a significant increase in accuracy in detecting semantic classes. We test our classification method on three real-world photogrammetry datasets that were generated with Pix4Dmapper Pro, and with varying point densities. We show that off-the-shelf machine learning techniques coupled with our new features allow us to train highly accurate classifiers that generalize well to unseen data, processing point clouds containing 10 million points in less than 3 minutes on a desktop computer.

Designing Interactive Multimedia Instruction to Address Soldiers’ Learning Needs

DTIC Science & Technology

2014-12-01

A point of need design seeks to identify and meet specific learning needs. It does so by focusing on the learning needs of an identified group ...instructional design and tailored training techniques to address the Army Learning Model (ALM) point of need concept. The point of need concept focuses both on ...developing six IMI exemplars focused on point of need training, including three variations of needs-focused designs : familiarization, core, and tailored

Effects of Didactic Instruction and Test-Enhanced Learning in a Nursing Review Course.

PubMed

Tu, Yu-Ching; Lin, Yi-Jung; Lee, Jonathan W; Fan, Lir-Wan

2017-11-01

Determining the most effective approach for students' successful academic performance and achievement on the national licensure examination for RNs is important to nursing education and practice. A quasi-experimental design was used to compare didactic instruction and test-enhanced learning among nursing students divided into two fundamental nursing review courses in their final semester. Students in each course were subdivided into low-, intermediate-, and high-score groups based on their first examination scores. Mixed model of repeated measure and two-way analysis of variance were applied to evaluate students' academic results and both teaching approaches. Intermediate-scoring students' performances improved more through didactic instruction, whereas low-scoring students' performances improved more through test-enhanced learning. Each method had differing effects on individual subgroups within the different performance level groups of their classes, which points to the importance of considering both the didactic and test-enhanced learning approaches. [J Nurs Educ. 2017;56(11):683-687.]. Copyright 2017, SLACK Incorporated.

Early Language Learning and Literacy: Neuroscience Implications for Education

PubMed Central

Kuhl, Patricia K.

2011-01-01

The last decade has produced an explosion in neuroscience research examining young children’s early processing of language that has implications for education. Noninvasive, safe functional brain measurements have now been proven feasible for use with children starting at birth. In the arena of language, the neural signatures of learning can be documented at a remarkably early point in development, and these early measures predict performance in children’s language and pre-reading abilities in the second, third, and fifth year of life, a finding with theoretical and educational import. There is evidence that children’s early mastery of language requires learning in a social context, and this finding also has important implications for education. Evidence relating socio-economic status (SES) to brain function for language suggests that SES should be considered a proxy for the opportunity to learn and that the complexity of language input is a significant factor in developing brain areas related to language. The data indicate that the opportunity to learn from complex stimuli and events are vital early in life, and that success in school begins in infancy. PMID:21892359

Lessons Out-of-School: Boy Scouts, Girl Scouts and 4-H Clubs as Educational Environments.

ERIC Educational Resources Information Center

Kleinfeld, Judith; Shinkwin, Anne

By providing opportunities for closer youth-adult contact, exercising responsibility, performing community service, and learning practical skills, well-functioning youth groups create important educational occasions which are often lacking in school. To point out the overlooked features of traditional youth groups, researchers interviewed and…

One Foot=One Cenxocpalli: Measuring in the Pre-Hispanic World.

ERIC Educational Resources Information Center

Talanquer, Vicente; Sarmiento, Griselda

2002-01-01

Points out the importance of having instructional materials on the contributions of culturally diverse groups to science and technology for student learning. Describes efforts to create interdisciplinary activities that promote critical thinking among students and focuses on pre-Hispanic and colonial periods in the history of Mexico. (YDS)

Creative Teaching: Why It Matters and where to Begin

ERIC Educational Resources Information Center

Rinkevich, Jennifer L.

2011-01-01

Current research indicates that creativity in teaching can and should be enhanced in order to promote student learning. This article begins by stressing the importance of creativity in education and the ways in which creative teaching benefits students. Next, it addresses key points for better understanding classroom creativity by identifying…

Institutionalizing Student Outcomes Assessment: The Need for Better Research to Inform Practice

ERIC Educational Resources Information Center

Kezar, Adrianna

2013-01-01

This article explores the organizational impediments and facilitators that influence the implementation of student learning outcomes assessment (SLOA). This review points to the importance of culture, leadership, and organizational policies to the implementation of SLOA. However, we need to approach research differently, both conceptually and…

Bumps in the Road: Expecting More Than Points on a Chart

ERIC Educational Resources Information Center

Hedrick, Wanda B.

2007-01-01

The behaviorist theory encourages educators to use rewards as teaching strategies. Extrinsic rewards eventually reduce intrinsic motivation, cheapen value and love of learning, give the wrong messages, and create an escalating no-win game. Three significant principles of motivation particularly important in fostering internal motivation for…

Towards the innovation for microbiology curriculum change: students' perception.

PubMed

Saha, Rumpa; Das, Shukla; Kaur, Iqbal R

2012-08-01

For a medical curriculum to be an effective means of learning for today's students, it has to be designed with knowledge of their priorities, needs and abilities. This can be best achieved by inviting students' view-point during curriculum planning. The present study thus elicits opinion of the medical students through a randomly issued set of questionnaires, towards the present microbiology curriculum in order to quantitate from their view-point, the weakness as well as the strengths of the existing curriculum. Their evaluation reveals that they welcome new techniques like problem-based learning but at the same time emphasise the need to integrate what is taught in close association with clinical circumstance. Hence it is important to understand the minds and needs of our students before implementing the syllabus content across to the consumers.

Critical thinking as a self-regulatory process component in teaching and learning.

PubMed

Phan, Huy P

2010-05-01

This article presents a theoretically grounded model of critical thinking and self-regulation in the context of teaching and learning. Critical thinking, deriving from an educational psychology perspective is a complex process of reflection that helps individuals become more analytical in their thinking and professional development. My conceptualisation in this discussion paper argues that both theoretical orientations (critical thinking and self-regulation) operate in a dynamic interactive system of teaching and learning. My argument, based on existing research evidence, suggests two important points: (i) critical thinking acts as another cognitive strategy of self-regulation that learners use in their learning, and (ii) critical thinking may be a product of various antecedents such as different self-regulatory strategies.

A Self-instructional Model to Teach Systems-based Practice and Practice-based Learning and Improvement

PubMed Central

Kimura, Joe; Ladden, MaryJoan D.; March, Elizabeth; Moore, Gordon T.

2008-01-01

Background When mandated as resident competencies in 1999, systems-based practice (SBP) and practice-based learning and improvement (PBLI) were new concepts to many. Objective To describe and evaluate a 4-week clinical elective (Achieving Competence Today—ACT) to teach residents SBP and PBLI. Design ACT consisted of a four-week active learning course and follow-up teaching experience, guided and supported by web-based materials. The curriculum included readings, scheduled activities, work products including an improvement project, and weekly meetings with a non-expert preceptor. The evaluation used a before–after cross-comparison of ACT residents and their peers. Participants Seventy-eight residents and 42 faculty in 18 US Internal Medicine residency programs participated between 2003 and 2005. Results and Main Measurements All residents and faculty preceptors responded to a knowledge test, survey of attitudes, and self-assessment of competency to do 15 tasks related to SBP/PBLI. All measures were normalized to a 100-point scale. Each program’s principal investigator (PI) identified aspects of ACT that were most and least effective in enhancing resident learning. ACT residents’ gains in knowledge (4.4 on a 100-point scale) and self-assessed competency (11.3) were greater than controls’ (−1.9, −8.0), but changes in attitudes were not significantly different. Faculty preceptors’ knowledge scores did not change, but their attitudes became more positive (15.8). PIs found a ready-to-use curriculum effective (rated 8.5 on a 10-point scale). Conclusions ACT increased residents’ knowledge and self-assessment of their own competency and raised faculty’s assessment of the importance of residents’ learning SBP/PBLI. Faculty content expertise is not required for residents to learn SBP/PBLI. PMID:18612719

A self-instructional model to teach systems-based practice and practice-based learning and improvement.

PubMed

Peters, Antoinette S; Kimura, Joe; Ladden, Maryjoan D; March, Elizabeth; Moore, Gordon T

2008-07-01

When mandated as resident competencies in 1999, systems-based practice (SBP) and practice-based learning and improvement (PBLI) were new concepts to many. To describe and evaluate a 4-week clinical elective (Achieving Competence Today-ACT) to teach residents SBP and PBLI. ACT consisted of a four-week active learning course and follow-up teaching experience, guided and supported by web-based materials. The curriculum included readings, scheduled activities, work products including an improvement project, and weekly meetings with a non-expert preceptor. The evaluation used a before-after cross-comparison of ACT residents and their peers. Seventy-eight residents and 42 faculty in 18 US Internal Medicine residency programs participated between 2003 and 2005. RESULTS AND MAIN MEASUREMENTS: All residents and faculty preceptors responded to a knowledge test, survey of attitudes, and self-assessment of competency to do 15 tasks related to SBP/PBLI. All measures were normalized to a 100-point scale. Each program's principal investigator (PI) identified aspects of ACT that were most and least effective in enhancing resident learning. ACT residents' gains in knowledge (4.4 on a 100-point scale) and self-assessed competency (11.3) were greater than controls' (-1.9, -8.0), but changes in attitudes were not significantly different. Faculty preceptors' knowledge scores did not change, but their attitudes became more positive (15.8). PIs found a ready-to-use curriculum effective (rated 8.5 on a 10-point scale). ACT increased residents' knowledge and self-assessment of their own competency and raised faculty's assessment of the importance of residents' learning SBP/PBLI. Faculty content expertise is not required for residents to learn SBP/PBLI.

Mediated learning in the workplace: student perspectives on knowledge resources.

PubMed

Shanahan, Madeleine

2015-01-01

In contemporary clinical practice, student radiographers can use many types of knowledge resources to support their learning. These include workplace experts, digital and nondigital information sources (eg, journals, textbooks, and the Internet), and electronic communication tools such as e-mail and social media. Despite the range of knowledge tools available, there is little available data about radiography students' use of these resources during clinical placement. A 68-item questionnaire was distributed to 62 students enrolled in an Australian university undergraduate radiography program after they completed a clinical placement. Researchers used descriptive statistics to analyze student access to workplace experts and their use of digital and nondigital information sources and electronic communication tools. A 5-point Likert scale (1 = very important; 5 = not important) was used to assess the present importance and perceived future value of knowledge tools for workplace learning. Of the 53 students who completed and returned the questionnaire anonymously, most rely on the knowledge of practicing technologists and on print and electronic information sources to support their learning; some students also use electronic communication tools. Students perceive that these knowledge resources also will be important tools for their future learning as qualified health professionals. The findings from this study present baseline data regarding the value students attribute to multiple knowledge tools and regarding student access to and use of these tools during clinical placement. In addition, most students have access to multiple knowledge tools in the workplace and incorporate these tools simultaneously into their overall learning practice during clinical placement. Although a range of knowledge tools is used in the workplace to support learning among student radiographers, the quality of each tool should be critically analyzed before it is adopted in practice. Integrating practice-based learning with learning mediated by information sources provides a more complete paradigm of learning during clinical placement.

Boring but important: a self-transcendent purpose for learning fosters academic self-regulation.

PubMed

Yeager, David S; Henderson, Marlone D; Paunesku, David; Walton, Gregory M; D'Mello, Sidney; Spitzer, Brian J; Duckworth, Angela Lee

2014-10-01

Many important learning tasks feel uninteresting and tedious to learners. This research proposed that promoting a prosocial, self-transcendent purpose could improve academic self-regulation on such tasks. This proposal was supported in 4 studies with over 2,000 adolescents and young adults. Study 1 documented a correlation between a self-transcendent purpose for learning and self-reported trait measures of academic self-regulation. Those with more of a purpose for learning also persisted longer on a boring task rather than giving in to a tempting alternative and, many months later, were less likely to drop out of college. Study 2 addressed causality. It showed that a brief, one-time psychological intervention promoting a self-transcendent purpose for learning could improve high school science and math grade point average (GPA) over several months. Studies 3 and 4 were short-term experiments that explored possible mechanisms. They showed that the self-transcendent purpose manipulation could increase deeper learning behavior on tedious test review materials (Study 3), and sustain self-regulation over the course of an increasingly boring task (Study 4). More self-oriented motives for learning--such as the desire to have an interesting or enjoyable career--did not, on their own, consistently produce these benefits (Studies 1 and 4). 2014 APA, all rights reserved

Can Hybrid Educational Activities of Team and Problem Based Learning Program be Effective for Japanese Medical Students?

PubMed

Iwata, Kentaro; Doi, Asako

2017-11-10

The purpose of this study is to investigate the medical students'perceptions of the Hybrid Educational Activities between team based learning (TBL) and problem based learning (PBL) Program (HEATAPP), a novel educational program that combines characteristics of PBL and TBL. A five-day HEATAPP on infectious diseases was provided to 4th year medical students at Kobe University School of Medicine, Kobe, Japan. After the program, a focus group discussion was held among 6 medical students who participated in HEATAPP. We qualitatively analyzed the recorded data to delineate the effectiveness of, and the perceptions on, HEATAPP. Some students considered HEATAPP being effective as an active learning, and in developing questions. However, some students found active learning difficult to execute, since they were so familiar with passive learning such as lectures and examinations. They also found it difficult to identify important points by reading authentic textbooks on given issues, particularly English textbooks. Even though active learning and group discussion are underscored as important in medicine, some Japanese medical students may be reluctant to shift towards these since they are so used to passive learning since childhood. English language is another barrier to active learning. The introduction of active learning in the earlier stages of education might be an effective solution. Teachers at medical schools in Japan should be mindful of the students'potentially negative attitudes towards active learning, which is claimed to be successful in western countries.

Learning in the Machine: Random Backpropagation and the Deep Learning Channel.

PubMed

Baldi, Pierre; Sadowski, Peter; Lu, Zhiqin

2018-07-01

Random backpropagation (RBP) is a variant of the backpropagation algorithm for training neural networks, where the transpose of the forward matrices are replaced by fixed random matrices in the calculation of the weight updates. It is remarkable both because of its effectiveness, in spite of using random matrices to communicate error information, and because it completely removes the taxing requirement of maintaining symmetric weights in a physical neural system. To better understand random backpropagation, we first connect it to the notions of local learning and learning channels. Through this connection, we derive several alternatives to RBP, including skipped RBP (SRPB), adaptive RBP (ARBP), sparse RBP, and their combinations (e.g. ASRBP) and analyze their computational complexity. We then study their behavior through simulations using the MNIST and CIFAR-10 bechnmark datasets. These simulations show that most of these variants work robustly, almost as well as backpropagation, and that multiplication by the derivatives of the activation functions is important. As a follow-up, we study also the low-end of the number of bits required to communicate error information over the learning channel. We then provide partial intuitive explanations for some of the remarkable properties of RBP and its variations. Finally, we prove several mathematical results, including the convergence to fixed points of linear chains of arbitrary length, the convergence to fixed points of linear autoencoders with decorrelated data, the long-term existence of solutions for linear systems with a single hidden layer and convergence in special cases, and the convergence to fixed points of non-linear chains, when the derivative of the activation functions is included.

Dynamical analysis of contrastive divergence learning: Restricted Boltzmann machines with Gaussian visible units.

PubMed

Karakida, Ryo; Okada, Masato; Amari, Shun-Ichi

2016-07-01

The restricted Boltzmann machine (RBM) is an essential constituent of deep learning, but it is hard to train by using maximum likelihood (ML) learning, which minimizes the Kullback-Leibler (KL) divergence. Instead, contrastive divergence (CD) learning has been developed as an approximation of ML learning and widely used in practice. To clarify the performance of CD learning, in this paper, we analytically derive the fixed points where ML and CDn learning rules converge in two types of RBMs: one with Gaussian visible and Gaussian hidden units and the other with Gaussian visible and Bernoulli hidden units. In addition, we analyze the stability of the fixed points. As a result, we find that the stable points of CDn learning rule coincide with those of ML learning rule in a Gaussian-Gaussian RBM. We also reveal that larger principal components of the input data are extracted at the stable points. Moreover, in a Gaussian-Bernoulli RBM, we find that both ML and CDn learning can extract independent components at one of stable points. Our analysis demonstrates that the same feature components as those extracted by ML learning are extracted simply by performing CD1 learning. Expanding this study should elucidate the specific solutions obtained by CD learning in other types of RBMs or in deep networks. Copyright © 2016 Elsevier Ltd. All rights reserved.

Professional Development Perceptions and Practices Among U.S. Physicians: A Cross-Specialty National Survey.

PubMed

Cook, David A; Blachman, Morris J; Price, David W; West, Colin P; Berger, Richard A; Wittich, Christopher M

2017-09-01

Professional development (PD)-both for-credit continuing medical education (CME) and informal self-directed or point-of-care learning-is vital to all physicians. The authors sought to understand physicians' PD perceptions and practices and how these vary by specialty and practice type. The authors administered an Internet and paper survey, from September 2015 to April 2016, to randomly sampled U.S. physicians. Survey items addressed perceived PD needs and barriers and how physicians identify knowledge/skills gaps. Of 4,648 invitees, 988 (21.6%) responded. Respondents believed that they already know what they need to learn (mean 5.8 [1 = strongly disagree; 7 = strongly agree]), can answer clinical questions using available resources (5.9), and want credit for learning during patient care (5.1). They did not strongly desire help identifying learning gaps (4.0) or indicate difficulty accumulating CME credits (3.1). Most PD was done during personal time (5.5). Competencies regarding medical knowledge/skills, wellness, informatics, and practice/systems improvement were rated the highest priority, while research, teaching, and professionalism were rated the lowest. The most important sources used to identify knowledge/skills gaps were immediate patient care needs (4.1 [1 = not important; 5 = extremely important]), personal awareness (3.8), and practice updates (3.7). The most important barriers were time (3.5) and cost (2.9). Differences by specialty and practice type were generally small and not statistically significant. Physicians feel confident in identifying their own learning needs, perceive medical knowledge/skills as their highest-priority need, and desire more credit for learning during patient care.

Balancing the Equity Equation: The Importance of Experience and Culture in Science Learning.

ERIC Educational Resources Information Center

Farenga, Stephen J.; Joyce, Beverly A.; Ness, Daniel

2003-01-01

Explains the rights of all students, no matter what their background, to have the opportunity to attain scientific literacy. Points out the challenges and opportunities teachers face in a diverse student environment and how culturally diverse students speaking different languages perform worse than native English speakers. Presents instructional…

Strategies That Make Learning Last

ERIC Educational Resources Information Center

Willingham, Daniel T.

2014-01-01

Researchers have asked college students how they study, and the results show that most use four inefficient strategies that do not often work: (1) reading assigned chapter, trying to understand individual sentences as he goes but not necessarily ensuring he's got the overall gist; (2) marking what he takes to be important points with a…

Intellectual Capital in the Context of STEM Assessment

ERIC Educational Resources Information Center

Scalise, Kathleen

2016-01-01

In this commentary, Kathleen Scalise highlights some of the points made in Alonzo and Ke's 2016 article, "Taking Stock: Existing Resources for Assessing a New Vision of Science Learning" (EJ1122509) and applies her own work experience to take the discussion further. Alonzo and Ke outline important resources available in large-scale…

My Very Own Imagination Library

ERIC Educational Resources Information Center

Conyers, Jeff

2012-01-01

Books in the home provide a pivotal connection point for caregivers and children for developing important social and emotional skills, as well the most critical life skills that children will acquire--literacy and a love of learning. However, access to books in many communities is limited and many households have no books at all. But what if…

The Treatment of Culture in the Foreign Language Curriculum: An Analysis of National Curriculum Documents

ERIC Educational Resources Information Center

Lavrenteva, Evgenia; Orland-Barak, Lily

2015-01-01

Teaching culture in the foreign language classroom has been widely debated ever since its importance was recognized. Current research suggests that centralized "top down" curricular policies can become potential constraints to teaching culture and points to the need for adapting curricula for culture-integrated language learning. This…

Fats, Oils, & Colors of a Nanoscale Material

ERIC Educational Resources Information Center

Lisensky, George C.; Horoszewski, Dana; Gentry, Kenneth L.; Zenner, Greta M.; Crone, Wendy C .

2006-01-01

Phase changes and intermolecular forces are important physical science concepts but are not always easy to present in an active learning format. This article presents several interactive activities in which students plot the melting points of some fatty acids and explore the effect that the nanoscale size and shape of molecules have on the…

Tips to Making Successful School Board Presentations

ERIC Educational Resources Information Center

Cheasty, Michelle

2011-01-01

Over the years, the author has had the opportunity to make several presentations to school boards. The author offers some tips and tricks she has learned, having given board presentations about the specific topics she listed in this article, and receiving feedback after each presentation. She points out that the most important thing to keep in…

Kagan Cooperative Learning Model and Mathematics Achievement of Economically Disadvantaged Middle School Students

ERIC Educational Resources Information Center

Mourning, Erica

2014-01-01

Economically disadvantaged students are being outperformed by their non-disadvantaged peers in middle school mathematics. This problem is evidenced by 2013 data from a national middle school mathematics assessment which revealed an achievement gap of 27 scale score points. Closing this gap is important to schools with high populations of…

Identifying and Investigating Difficult Concepts in Engineering Mechanics and Electric Circuits. Research Brief

ERIC Educational Resources Information Center

Streveler, Ruth; Geist, Monica; Ammerman, Ravel; Sulzbach, Candace; Miller, Ronald; Olds, Barbara; Nelson, Mary

2007-01-01

This study extends ongoing work to identify difficult concepts in thermal and transport science and measure students' understanding of those concepts via a concept inventory. Two research questions provided the focal point: "What important concepts in electric circuits and engineering mechanics do students find difficult to learn?" and…

Establishing Criteria for Effective Professional Development and Use in Evaluating an Action Research Based Programme

ERIC Educational Resources Information Center

Piggot-Irvine, Eileen

2006-01-01

A dialectical, or mutually informing and influencing, relationship exists between research, programmes for development and improved teaching and learning. Among a raft of other attributes, current perceptions of effective professional development (summarised in the paper) point to deep, collaborative, active and ongoing features as important. Such…

Examining Heterogeneity in the Effect of Taking Algebra in Eighth Grade

ERIC Educational Resources Information Center

Rickles, Jordan H.

2013-01-01

Increased access to algebra was a focal point of the National Mathematics Advisory Panel's 2008 report on improving mathematics learning in the United States. Past research found positive effects for early access to algebra, but the focus on average effects may mask important variation across student subgroups. The author addresses whether these…

Retention and Rewards: Promoting Career Advancement for Effective Leaders. [Federal Policy Platform Series. Brief 5

ERIC Educational Resources Information Center

New Leaders, 2014

2014-01-01

Principals are the leverage point for education reforms and the primary drivers of school improvement. A critical part of maintaining a corps of effective principals is rewarding and retaining the best school leaders. Unfortunately, few systems systematically identify principals that make important contributions to student learning or celebrate…

Emotional Intelligence as a Predictor for Success in Online Learning

ERIC Educational Resources Information Center

Berenson, Robin; Boyles, Gary; Weaver, Ann

2008-01-01

As students increasingly opt for online classes, it becomes more important for administrators to predict levels of potential academic success. This study examined the intrinsic factors of emotional intelligence (EI) and personality to determine the extent to which they predict grade point average (GPA), a measure of academic success, among…

M-learning in a geography lesson

NASA Astrophysics Data System (ADS)

Mirski, Katri

2014-05-01

We live in rapidly advancing world. Our homes and offices are invaded by new technological achievements. School is a part of the society and many students nowadays use smartphones and table pc's daily. Therefore it's important that schoolteachers advise them on how to manage in such a complex world of engineering miracles and show how to use this kind of equipment in their studies and everyday life. Geography is a natural substance and the best way to study nature is to see, touch and feel it directly. It's important to link the theoretical knowledge that students acquire in a classroom with a practical work in the nature. M-learning gives a great opportunity for that. M-learning, shortened from mobile learning is defined as learning across multiple contexts, through social and content interactions, using personal electronic devices. The main goal of M-learning is to bring new technological equipment to the studies for the purpose of diversifying the learning process. You can use M-learning whether students are doing individual or teamwork. By doing the practical work and thinking all the steps through the students are more actively involved in the learning process and can acquire and fix the knowledge more effectively. Personal electronic devices give the freedom to study anytime and anywhere. This means M-learning is really good for trails and other outdoor activities. In spring 2012 I did my Master's thesis about M-learning. For it I compiled a geographical trail in Tallinn city centre. There were many different geographical tasks that students had to solve. The trail included whether observation, practical work on a slope (measuring the height and the inclination of a slope), drawing a plan, questions about rocks, trees and many other tasks. The students had worksheets, where there were only geographical coordinates. They used GPS devices to get to the designated points. In every point they had a task to take a photo. After the exercises the students formed their work in Google Earth where they did a tour of their journey. In the feedback students said that it was a very interesting and an educational practical task. A new opportunity in M-learning is to use QR codes. This means that you don't have to print out worksheets with questions. You can hide question in the code and students can read them with their own devices on site. From the Master's thesis I also developed a tutorial material named "M-learning in a geography lesson" (in Estonian: M-õpe geograafiatunnis), you can see it in the webpage katrimope@wordpress.com. The tutorial received a second place on the Estonian study material contest in 2013. This is only one example on how to use M-learning. In Gustav Adolf Grammar School we use M-learning in lots of different subjects because it's really important in modern school to link new technologies, surrounding environment and learning for the purpose of better obtainment of knowledge.

Dental Students' Educational Achievement in Relation to Their Learning Styles: A Cross-Sectional Study in Iran.

PubMed

Hosseini, Seyed Masoud; Amery, Hamideh; Emadzadeh, Ali; Babazadeh, Saber

2015-02-24

In recent decades, many studies have been carried out on the importance of Kolb experiential learning theory (ELT) in teaching-learning processes and its effect on learning outcomes. However, some experts have criticized the Kolb theory and argue that there are some ambiguities on the validity of the theory as an important predictor of achievement. This study has been carried out on dental students' educational achievement in relation to their dominant learning styles based on Kolb theory in Mashhad University of Medical Sciences (Iran). In a cross sectional study, Kolb Learning Style Inventory (LSI Ver. 3.1) as well as a questionnaire containing students' demographic data, academic achievement marks including grade point average (GPA), theoretical and practical courses marks, and the comprehensive basic sciences exam (CBSE) scores were administered on a purposive sample of 162 dental students who had passed their comprehensive basic sciences exam. Educational achievement data were analyzed in relation to students' dominant learning styles, using descriptive and analytical statistics including χ2, Kruskal-Wallis and two-way ANOVA tests. The dominant learning styles of students were Assimilating (53.1%), Converging (24.1%), Diverging (14.2%) and Accommodating (8.6%). Although, the students with Assimilating and Converging learning styles had a better performance on their educational achievement, there was no significant relationship between educational achievement and dominant learning style (P≥0.05). Findings support that the dominant learning style is not exclusively an essential factor to predict educational achievement. Rather, it shows learning preferences of students that may be considered in designing learning opportunities by the teachers.

Automatic microseismic event picking via unsupervised machine learning

NASA Astrophysics Data System (ADS)

Chen, Yangkang

2018-01-01

Effective and efficient arrival picking plays an important role in microseismic and earthquake data processing and imaging. Widely used short-term-average long-term-average ratio (STA/LTA) based arrival picking algorithms suffer from the sensitivity to moderate-to-strong random ambient noise. To make the state-of-the-art arrival picking approaches effective, microseismic data need to be first pre-processed, for example, removing sufficient amount of noise, and second analysed by arrival pickers. To conquer the noise issue in arrival picking for weak microseismic or earthquake event, I leverage the machine learning techniques to help recognizing seismic waveforms in microseismic or earthquake data. Because of the dependency of supervised machine learning algorithm on large volume of well-designed training data, I utilize an unsupervised machine learning algorithm to help cluster the time samples into two groups, that is, waveform points and non-waveform points. The fuzzy clustering algorithm has been demonstrated to be effective for such purpose. A group of synthetic, real microseismic and earthquake data sets with different levels of complexity show that the proposed method is much more robust than the state-of-the-art STA/LTA method in picking microseismic events, even in the case of moderately strong background noise.

Out-of-Sample Extensions for Non-Parametric Kernel Methods.

PubMed

Pan, Binbin; Chen, Wen-Sheng; Chen, Bo; Xu, Chen; Lai, Jianhuang

2017-02-01

Choosing suitable kernels plays an important role in the performance of kernel methods. Recently, a number of studies were devoted to developing nonparametric kernels. Without assuming any parametric form of the target kernel, nonparametric kernel learning offers a flexible scheme to utilize the information of the data, which may potentially characterize the data similarity better. The kernel methods using nonparametric kernels are referred to as nonparametric kernel methods. However, many nonparametric kernel methods are restricted to transductive learning, where the prediction function is defined only over the data points given beforehand. They have no straightforward extension for the out-of-sample data points, and thus cannot be applied to inductive learning. In this paper, we show how to make the nonparametric kernel methods applicable to inductive learning. The key problem of out-of-sample extension is how to extend the nonparametric kernel matrix to the corresponding kernel function. A regression approach in the hyper reproducing kernel Hilbert space is proposed to solve this problem. Empirical results indicate that the out-of-sample performance is comparable to the in-sample performance in most cases. Experiments on face recognition demonstrate the superiority of our nonparametric kernel method over the state-of-the-art parametric kernel methods.

Understanding Learning: Assessment in the Turning Points School

ERIC Educational Resources Information Center

Center for Collaborative Education, 2005

2005-01-01

Turning Points helps middle schools create challenging, caring, and equitable learning communities that meet the needs of young adolescents as they reach the "turning point" between childhood and adulthood. Based on more than a decade of research and experience, this comprehensive school reform model focuses on improving student learning through…

Geological field study for science education on Elementary and Junior high school student, in Shimane prefecture, Japan

NASA Astrophysics Data System (ADS)

Matsumoto, I.

2011-12-01

The importance of learning at field has been increasing in the elementary and the junior high school in Japan. And, an environmental education is one of the important subjects even in the school education, too. It was important, as for science education, understanding with actual feeling and learning were specified as for the Teaching outlines (the Japanese Ministry of Education, Culture, Sports, Science and Technology) of the new science textbook of the elementary and the junior high school as well. However, It is a little actual situation that there is in an opportunity for the field learning enforced in the school lesson by the investigation of JST (Japan Science and Tecnology Agency). This tendency is strong as much as school of the city and that circumference. I have this cause think that there are a few suitable places for learning to observe geological and biological field near school. In addition, below two is pointed out as a big problem to obstruct the execution of field learning. 1) A natural experience isn't being done sufficient as much as a teacher can teach to the student. 2) It doesn't have the confidence that a teacher teaches a student geology and biology at the field. I introduce the practical example of geological field learning at the public elementary school of the Shimane prefecture by this research. Though it is the place where nature is comparatively rich even in Japan, it can't be said that field learning is popular in Shimane prefecture. A school teacher has to learning experience at field, and he must settle confidence to guide a student at the field. A specialist in the university and the museum must support continuous learning for that to the school teacher.

Doing Science and Asking Questions II: An Exercise That Generates Questions

NASA Astrophysics Data System (ADS)

Hurt Middlecamp, Catherine; Nickel, Anne-Marie L.

2005-08-01

Given the importance of questions in science, it is critical that students learn to ask questions as well as learning to answer them. This paper describes a classroom exercise to help students better ask their own questions. It has been classroom-tested in multiple formats and has also been used for curriculum development workshops for faculty. This exercise in creating questions can be easily customized to suit different instructional contexts; some variations are outlined. More broadly, this paper also discusses the pedagogical significance of questioning, raising four salient points: (1) learners are more likely to have a personal interest in the questions they raise; (2) questions can serve as entry points for issues relating to ethnicity and gender; (3) questions give control to the person who asks them; and (4) questions can challenge existing structures, categories, and norms.

Organizational culture in cardiovascular care in Chinese hospitals: a descriptive cross-sectional study.

PubMed

Yin, Emily S; Downing, Nicholas S; Li, Xi; Singer, Sara J; Curry, Leslie A; Li, Jing; Krumholz, Harlan M; Jiang, Lixin

2015-12-21

Organizational learning, the process by which a group changes its behavior in response to newly acquired knowledge, is critical to outstanding organizational performance. In hospitals, strong organizational learning culture is linked with improved health outcomes for patients. This study characterizes the organizational learning culture of hospitals in China from the perspective of a cardiology service. Using a modified Abbreviated Learning Organization Survey (27 questions), we characterized organizational learning culture in a nationally representative sample of 162 Chinese hospitals, selecting 2 individuals involved with cardiovascular care at each hospital. Responses were analyzed at the hospital level by calculating the average of the two responses to each question. Responses were categorized as positive if they were 5+ on a 7-point scale or 4+ on a 5-point scale. Univariate and multiple regression analyses were used to assess the relationship between selected hospital characteristics and perceptions of organizational learning culture. Of the 324 participants invited to take the survey, 316 responded (98 % response rate). Perceptions of organizational learning culture varied among items, among domains, and both among and within hospitals. Overall, the median proportion of positive responses was 82 % (interquartile range = 59 % to 93 %). "Training," "Performance Monitoring," and "Leadership that Reinforces Learning" were characterized as the most favorable domains, while "Time for Reflection" was the least favorable. Multiple regression analyses showed that region was the only factor significantly correlated with overall positive response rate. This nationally representative survey demonstrated variation in hospital organizational learning culture among hospitals in China. The variation was not substantially explained by hospital characteristics. Organizational learning culture domains with lower positive response rates reveal important areas for improvement.

Learning What to Learn: The Effects of Task Experience on Strategy Shifts in the Allocation of Study Time

ERIC Educational Resources Information Center

Ariel, Robert

2013-01-01

Learners typically allocate more resources to learning items that are higher in value than they do to items lower in value. For instance, when items vary in point value for learning, participants allocate more study time to the higher point items than they do to the lower point items. The current experiments extend this research to a context where…

Intra-accumbal blockade of endocannabinoid CB1 receptors impairs learning but not retention of conditioned relief.

PubMed

Bergado Acosta, Jorge R; Schneider, Miriam; Fendt, Markus

2017-10-01

Humans and animals are able to associate an environmental cue with the feeling of relief from an aversive event, a phenomenon called relief learning. Relief from an aversive event is rewarding and a relief-associated cue later induces an attenuation of the startle magnitude or approach behavior. Previous studies demonstrated that the nucleus accumbens is essential for relief learning. Here, we asked whether accumbal cannabinoid type 1 (CB1) receptors are involved in relief learning. In rats, we injected the CB1 receptor antagonist/inverse agonist SR141716A (rimonabant) directly into the nucleus accumbens at different time points during a relief learning experiment. SR141716A injections immediately before the conditioning inhibited relief learning. However, SR141716A injected immediately before the retention test was not effective when conditioning was without treatment. These findings indicate that accumbal CB1 receptors play an important role in the plasticity processes underlying relief learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Exploration of joint redundancy but not task space variability facilitates supervised motor learning.

PubMed

Singh, Puneet; Jana, Sumitash; Ghosal, Ashitava; Murthy, Aditya

2016-12-13

The number of joints and muscles in a human arm is more than what is required for reaching to a desired point in 3D space. Although previous studies have emphasized how such redundancy and the associated flexibility may play an important role in path planning, control of noise, and optimization of motion, whether and how redundancy might promote motor learning has not been investigated. In this work, we quantify redundancy space and investigate its significance and effect on motor learning. We propose that a larger redundancy space leads to faster learning across subjects. We observed this pattern in subjects learning novel kinematics (visuomotor adaptation) and dynamics (force-field adaptation). Interestingly, we also observed differences in the redundancy space between the dominant hand and nondominant hand that explained differences in the learning of dynamics. Taken together, these results provide support for the hypothesis that redundancy aids in motor learning and that the redundant component of motor variability is not noise.

Success in baccalaureate nursing programs: a matter of accommodation?

PubMed

Haislett, J; Hughes, R B; Atkinson, G; Williams, C L

1993-02-01

This article explores student learning styles as an important variable in four-year baccalaureate nursing programs. Student learning styles were assessed by Kolb's Learning Style Inventory-1985 (LSI-1985), which identifies the accommodator, diverger, assimilator, and converger learning styles. The authors examined the relationship between learning style and academic performance as measured by grade-point ratio (GPR) and studied behaviors and attitudes as measured by Brown and Holtzman's (1964) Survey of Study Habits and Attitudes. Analysis indicated that this sample (N = 100) included mainly assimilators and divergers, making reflective observation the most common mode of learning. Compared to the accommodator/converger group, the assimilator/diverger group earned a significantly higher GPR, significantly better scores on the study habits variable of Work Methods (WM), and moderately better scores on the study attitude variable of Educational Acceptance (EA). Accommodators were identified as the most at-risk learning style group, and specific interventions were suggested to assist accommodators in adapting to the academic rigors of a nursing curriculum.

Exploration of joint redundancy but not task space variability facilitates supervised motor learning

PubMed Central

Singh, Puneet; Jana, Sumitash; Ghosal, Ashitava; Murthy, Aditya

2016-01-01

The number of joints and muscles in a human arm is more than what is required for reaching to a desired point in 3D space. Although previous studies have emphasized how such redundancy and the associated flexibility may play an important role in path planning, control of noise, and optimization of motion, whether and how redundancy might promote motor learning has not been investigated. In this work, we quantify redundancy space and investigate its significance and effect on motor learning. We propose that a larger redundancy space leads to faster learning across subjects. We observed this pattern in subjects learning novel kinematics (visuomotor adaptation) and dynamics (force-field adaptation). Interestingly, we also observed differences in the redundancy space between the dominant hand and nondominant hand that explained differences in the learning of dynamics. Taken together, these results provide support for the hypothesis that redundancy aids in motor learning and that the redundant component of motor variability is not noise. PMID:27911808

The Impact of Presentation Format on Younger and Older Adults' Self-Regulated Learning.

PubMed

Price, Jodi

2017-01-01

Background/Study Context: Self-regulated learning involves deciding what to study and for how long. Debate surrounds whether individuals' selections are influenced more by item complexity, point values, or if instead people select in a left-to-right reading order, ignoring item complexity and value. The present study manipulated whether point values and presentation format favored selection of simple or complex Chinese-English pairs to assess the impact on younger and older adults' selection behaviors. One hundred and five younger (M age  = 20.26, SD = 2.38) and 102 older adults (M age  = 70.28, SD = 6.37) participated in the experiment. Participants studied four different 3 × 3 grids (two per trial), each containing three simple, three medium, and three complex Chinese-English vocabulary pairs presented in either a simple-first or complex-first order, depending on condition. Point values were assigned in either a 2-4-8 or 8-4-2 order so that either simple or complex items were favored. Points did not influence the order in which either age group selected items, whereas presentation format did. Younger and older adults selected more simple or complex items when they appeared in the first column. However, older adults selected and allocated more time to simpler items but recalled less overall than did younger adults. Memory beliefs and working memory capacity predicted study time allocation, but not item selection, behaviors. Presentation format must be considered when evaluating which theory of self-regulated learning best accounts for younger and older adults' study behaviors and whether there are age-related differences in self-regulated learning. The results of the present study combine with others to support the importance of also considering the role of external factors (e.g., working memory capacity and memory beliefs) in each age group's self-regulated learning decisions.

Analysis of Self-Directed Learning upon Student of Mathematics Education Study Program

ERIC Educational Resources Information Center

Kleden, Maria Agustina

2015-01-01

Various studies have rendered self-directed learning disposition to be significant in the learning of mathematics, however several previous studies have pointed the level of self-directed learning disposition to be at a low point. This research is aimed to enhance self-directed learning through implementing a metacognitive strategy in learning…

Effects of the Instructor's Pointing Gestures on Learning Performance in Video Lectures

ERIC Educational Resources Information Center

Pi, Zhongling; Hong, Jianzhong; Yang, Jiumin

2017-01-01

Recent research on video lectures has indicated that the instructor's pointing gestures facilitate learning performance. This study examined whether the instructor's pointing gestures were superior to nonhuman cues in enhancing video lectures learning, and second, if there was a positive effect, what the underlying mechanisms of the effect might…

Assessing the direct effects of streamflow on recreation: a literature review

USGS Publications Warehouse

Brown, Thomas C.; Taylor, Jonathan G.; Shelby, Bo

1991-01-01

A variety of methods have been used to learn about the relation between streamflow and recreation quality. Regardless of method, nearly all studies found a similar nonlinear relation of recreation to flow, with quality increasing with flow to a point, and then decreasing for further increases in flow. Points of minimum, optimum, and maximum flow differ across rivers and activities. Knowledge of the effects of streamflow on recreation, for the variety of relevant activities and skill levels, is an important ingredient in the determination of wise streamflow policies.

A Didactical User Guide for E-Learning in Science

NASA Astrophysics Data System (ADS)

Schuepbach, E.

2002-12-01

Development of e-learning courseware differs in many ways from conventional teaching, for example in terms of the role of tutors and students. Not all contents are suitable for e-learning; the construction of interactive graphs and complex animations is time-consuming and should be efficient and advantageous over an in-class lectures. Learning goals and tests are more important in e-learning than in conventional teaching; tests may be conditional, i.e. progression may be made dependent on successful completion of a test. Prior to production of an e-learning course, it is advised to develop a didactical concept, especially if e-learning strategies are missing in an organisation. The expectations on readily available pedagogical guidelines and didactic concepts from the point of view of science content providers are high. Here, concepts of e-pedagogy are introduced, and the highlights of a Didactical User Guide for E-Learning produced by Berne University, Switzerland and published by h.e.p. Publ. Switzerland in fall 2002 are presented. Selected didactic elements such as interactivity, communication, role of tutor and student are illustrated with an e-learning course on tropospheric ozone.

Evaluation of an active learning module to teach hazard and risk in Hazard Analysis and Critical Control Points (HACCP) classes.

PubMed

Oyarzabal, Omar A; Rowe, Ellen

2017-04-01

The terms hazard and risk are significant building blocks for the organization of risk-based food safety plans. Unfortunately, these terms are not clear for some personnel working in food manufacturing facilities. In addition, there are few examples of active learning modules for teaching adult participants the principles of hazard analysis and critical control points (HACCP). In this study, we evaluated the effectiveness of an active learning module to teach hazard and risk to participants of HACCP classes provided by the University of Vermont Extension in 2015 and 2016. This interactive module is comprised of a questionnaire; group playing of a dice game that we have previously introduced in the teaching of HACCP; the discussion of the terms hazard and risk; and a self-assessment questionnaire to evaluate the teaching of hazard and risk. From 71 adult participants that completed this module, 40 participants (56%) provided the most appropriate definition of hazard, 19 participants (27%) provided the most appropriate definition of risk, 14 participants (20%) provided the most appropriate definitions of both hazard and risk, and 23 participants (32%) did not provide an appropriate definition for hazard or risk. Self-assessment data showed an improvement in the understanding of these terms (P < 0.05). Thirty participants (42%) stated that the most valuable thing they learned with this interactive module was the difference between hazard and risk, and 40 participants (65%) responded that they did not attend similar presentations in the past. The fact that less than one third of the participants answered properly to the definitions of hazard and risk at baseline is not surprising. However, these results highlight the need for the incorporation of modules to discuss these important food safety terms and include more active learning modules to teach food safety classes. This study suggests that active learning helps food personnel better understand important food safety terms that serve as building blocks for the understanding of more complex food safety topics.

Progress testing in the medical curriculum: students' approaches to learning and perceived stress.

PubMed

Chen, Yan; Henning, Marcus; Yielder, Jill; Jones, Rhys; Wearn, Andy; Weller, Jennifer

2015-09-11

Progress Tests (PTs) draw on a common question bank to assess all students in a programme against graduate outcomes. Theoretically PTs drive deep approaches to learning and reduce assessment-related stress. In 2013, PTs were introduced to two year groups of medical students (Years 2 and 4), whereas students in Years 3 and 5 were taking traditional high-stakes assessments. Staged introduction of PTs into our medical curriculum provided a time-limited opportunity for a comparative study. The main purpose of the current study was to compare the impact of PTs on undergraduate medical students' approaches to learning and perceived stress with that of traditional high-stakes assessments. We also aimed to investigate the associations between approaches to learning, stress and PT scores. Undergraduate medical students (N = 333 and N = 298 at Time 1 and Time 2 respectively) answered the Revised Study Process Questionnaire (R-SPQ-2F) and the Perceived Stress Scale (PSS) at two time points to evaluate change over time. The R-SPQ-2F generated a surface approach and a deep approach score; the PSS generated an overall perceived stress score. We found no significant differences between the two groups in approaches to learning at either time point, and no significant changes in approaches to learning over time in either cohort. Levels of stress increased significantly at the end of the year (Time 2) for students in the traditional assessment cohort, but not in the PT cohort. In the PT cohort, surface approach to learning, but not stress, was a significant negative predictor of students' PT scores. While confirming an association between surface approaches to learning and lower PT scores, we failed to demonstrate an effect of PTs on approaches to learning. However, a reduction in assessment-associated stress is an important finding.

DESEGREGATION OR INTEGRATION IN PUBLIC SCHOOLS, THE POLICY IMPLICATIONS OF RESEARCH.

ERIC Educational Resources Information Center

KATZ, IRWIN

RECENT FEDERAL REPORTS ON NEGRO ACHIEVEMENT IN BIRACIAL SCHOOLS SUGGEST THAT ON THE AVERAGE NEGROES AND WHITES ACHIEVE BEST IN WHITE-MAJORITY SCHOOLS, AND THAT THE RACIAL CONTACT IS AN IMPORTANT VARIABLE IN THIS EFFECT. PSYCHOLOGICAL RESEARCH IN BIRACIAL LEARNING SETTINGS POINTS TO THREE FACTORS WHICH MAY HAVE A DETRIMENTAL EFFECT ON NEGRO…

What Is the Therapeutic Alliance and Why Does It Matter?

ERIC Educational Resources Information Center

Manso, Ana; Rauktis, Mary Elizabeth

2011-01-01

The most important task of teacher-counselors in Re-ED programs is to build a trusting relationship with youth. Hobbs defined trust between child and adult as "the glue that holds teaching and learning together, the beginning point for re-education" (Hobbs, 1994, p. 22). This trusting relationship, the foundation for all other Re-ED principles,…

In the Name of Liberation: Notes on Governmentality, Entrepreneurial Education, and Lifelong Learning

ERIC Educational Resources Information Center

Dahlstedt, Magnus; Hertzberg, Fredrik

2014-01-01

The focus of this article is the growing importance of entrepreneurship in the context of Swedish education policy. Departing from Foucault's concept of governmentality, this article analyzes some of the main ideas in the discourse on entrepreneurship education in Sweden and points out its specifics, as an instance of the broader educational and…

How Faculty Learn to Teach Online: What Administrators Need to Know

ERIC Educational Resources Information Center

Schmidt, Steven W.; Tschida, Christina M.; Hodge, Elizabeth M.

2016-01-01

Research shows most teachers teach as they were taught. However, distance educators lack a model or benchmark for online teaching because many of them have not taken online courses as students. Indeed, many studies on teaching online point to the importance of training for online instructors. Few studies go into specifics about exactly what that…

Teacher Perceptions of Head Start Preschool Programs in an Urban Public School District

ERIC Educational Resources Information Center

Perez, Salvador

2017-01-01

An initiative to coordinate early learning programs across a major city in the Midwestern United States was undertaken in 2013. The opinions of teachers regarding effects on instruction and children were not included in the development and implementation of the program. This omission is important because multiple scholars have pointed to the…

Guidance on the Organisation of the National Literacy Strategy in Reception Classes. The National Literacy Strategy.

ERIC Educational Resources Information Center

Department for Education and Employment, London (England).

The importance of appropriate communication, language and literacy learning in the early years cannot be overestimated. Children who enter school with well-developed communication and literacy skills have a considerable advantage over those who have yet to start. In England, children enter Reception classes at different points throughout the…

The Self Concept.

ERIC Educational Resources Information Center

Fitzgibbon, Ann

The purpose of this paper is to increase awareness of the self concept as a variable, to indicate what is known about the self concept from existing research, to discuss its importance to the school and its effect on learning, and to offer a method of assessment which is tied to a definition arbitrarily made as a starting point for researchers. A…

"Simultaneous Immersion": How Online Postgraduate Study Contributes to the Development of Reflective Practice among Public Service Practitioners

ERIC Educational Resources Information Center

Brooks, Sally; Roberts, Ellen

2016-01-01

This paper examines how the process of engaging simultaneously in study and work--through online distance-based study--affects students' capacity to apply their learning in and for the workplace. The paper takes as its starting point the importance of extending notions of "educational effectiveness" beyond course-based attainment to…

What Do We Learn about Technical Communication in Hungary through My Students and My Hungarian Colleagues: An Initial Investigation

ERIC Educational Resources Information Center

Ding, Daniel D.

2018-01-01

Very few articles exist that document technical communication in Hungary. My Fulbright research reveals two general points: First, technical communication pedagogy stresses correct use of professional terms and phrases in technical translations or technical articles for fictional audiences. Second, it does not emphasize the importance of…

Still Thinking: The Case for Meditation with Children

ERIC Educational Resources Information Center

Fisher, Robert

2006-01-01

This paper argues the case for meditation with children. It seeks to define what meditation is, why it is important and how it can be practised with children. Meditation provides a good starting point for learning and creativity. It builds upon a long tradition of meditative practice in religious and humanistic settings and research gives evidence…

The Term "Gifted Child" from Teachers' View

ERIC Educational Resources Information Center

Altintas, Esra; Ilgun, Sukru

2016-01-01

The aim of the present research is to present the term of "gifted child" from the point of view of teachers who work at middle and high schools.This study aims to obtain more information about gifted students and to learn their different characteristics. It is important to know the key characteristics of gifted students. To obtain…

Re-Learning Higher Education in the Age of Convergence: Example of Lithuania

ERIC Educational Resources Information Center

Ulvydiene, Loreta

2012-01-01

Since May of 1999, 46 European countries have been engaged in reconstructing their higher education systems to bring about a greater degree of "convergence," i.e. a move toward common reference points and operating procedures to create a European Higher Education Area. Education has always played an important role in the development of…

Children's Use of Mutual Exclusivity to Learn Labels for Parts of Objects

ERIC Educational Resources Information Center

Hansen, Mikkel B.; Markman, Ellen M.

2009-01-01

When teaching children part terms, adults frequently outline the relevant part rather than simply point. This pragmatic information very likely helps children interpret the label correctly. But the importance of gestures may not negate the need for default lexical biases such as the whole object assumption and mutual exclusivity. On this view,…

Inertial navigation sensor integrated motion analysis for autonomous vehicle navigation

NASA Technical Reports Server (NTRS)

Roberts, Barry; Bhanu, Bir

1992-01-01

Recent work on INS integrated motion analysis is described. Results were obtained with a maximally passive system of obstacle detection (OD) for ground-based vehicles and rotorcraft. The OD approach involves motion analysis of imagery acquired by a passive sensor in the course of vehicle travel to generate range measurements to world points within the sensor FOV. INS data and scene analysis results are used to enhance interest point selection, the matching of the interest points, and the subsequent motion-based computations, tracking, and OD. The most important lesson learned from the research described here is that the incorporation of inertial data into the motion analysis program greatly improves the analysis and makes the process more robust.

Dental Students’ Educational Achievement in Relation to Their Learning Styles: A Cross-sectional Study in Iran

PubMed Central

Hosseini, Seyed Masoud; Amery, Hamideh; Emadzadeh, Ali; Babazadeh, Saber

2015-01-01

Background and Objectives: In recent decades, many studies have been carried out on the importance of Kolb experiential learning theory (ELT) in teaching-learning processes and its effect on learning outcomes. However, some experts have criticized the Kolb theory and argue that there are some ambiguities on the validity of the theory as an important predictor of achievement. This study has been carried out on dental students’ educational achievement in relation to their dominant learning styles based on Kolb theory in Mashhad University of Medical Sciences (Iran). Methods: In a cross sectional study, Kolb Learning Style Inventory (LSI Ver. 3.1) as well as a questionnaire containing students’ demographic data, academic achievement marks including grade point average (GPA), theoretical and practical courses marks, and the comprehensive basic sciences exam (CBSE) scores were administered on a purposive sample of 162 dental students who had passed their comprehensive basic sciences exam. Educational achievement data were analyzed in relation to students’ dominant learning styles, using descriptive and analytical statistics including χ2, Kruskal-Wallis and two-way ANOVA tests. Results: The dominant learning styles of students were Assimilating (53.1%), Converging (24.1%), Diverging (14.2%) and Accommodating (8.6%). Although, the students with Assimilating and Converging learning styles had a better performance on their educational achievement, there was no significant relationship between educational achievement and dominant learning style (P≥0.05). Conclusion: Findings support that the dominant learning style is not exclusively an essential factor to predict educational achievement. Rather, it shows learning preferences of students that may be considered in designing learning opportunities by the teachers. PMID:26156915

Novel associative-memory-based self-learning neurocontrol model

NASA Astrophysics Data System (ADS)

Chen, Ke

1992-09-01

Intelligent control is an important field of AI application, which is closely related to machine learning, and the neurocontrol is a kind of intelligent control that controls actions of a physical system or a plant. Linear associative memory model is a good analytic tool for artificial neural networks. In this paper, we present a novel self-learning neurocontrol on the basis of the linear associative memory model to support intelligent control. Using our self-learning neurocontrol model, the learning process is viewed as an extension of one of J. Piaget's developmental stages. After a particular linear associative model developed by us is presented, a brief introduction to J. Piaget's cognitive theory is described as the basis of our self-learning style control. It follows that the neurocontrol model is presented, which usually includes two learning stages, viz. primary learning and high-level learning. As a demonstration of our neurocontrol model, an example is also presented with simulation techniques, called that `bird' catches an aim. The tentative experimental results show that the learning and controlling performance of this approach is surprisingly good. In conclusion, future research is pointed out to improve our self-learning neurocontrol model and explore other areas of application.

The virtual asthma guideline e-learning program: learning effectiveness and user satisfaction.

PubMed

Kang, Sung-Yoon; Kim, Sae-Hoon; Kwon, Yong-Eun; Kim, Tae-Bum; Park, Hye-Kyung; Park, Heung-Woo; Chang, Yoon-Seok; Jee, Young-Koo; Moon, Hee-Bom; Min, Kyung-Up; Cho, Sang-Heon

2018-05-01

Effective educational tools are important for increasing adherence to asthma guidelines and clinical improvement of asthma patients. We developed a computer-based interactive education program for asthma guideline named the Virtual Learning Center for Asthma Management (VLCAM). We evaluated the usefulness of program in terms of its effects on user awareness of asthma guideline and level of satisfaction. Physicians-in-training at tertiary hospitals in Korea were enrolled in a cross-sectional questionnaire survey. The e-learning program on asthma guideline was conducted over a 2-week period. We investigated changes in the awareness of asthma guideline using 35-item self-administered questionnaire aiming at assessing physicians' knowledge, attitude, and practice. Satisfaction with the program was scored on 4-point Likert scales. A total of 158 physicians-in-training at six tertiary hospitals completed the survey. Compared with baseline, the overall awareness obtained from the scores of knowledge, attitude, and practice was improved significantly. Participants were satisfied with the VLCAM program in the following aspects: helpfulness, convenience, motivation, effectiveness, physicians' confidence, improvement of asthma management, and willingness to recommend. All items in user satisfaction questionnaires received high scores over 3 points. Moreover, the problem-based learning with a virtual patient received the highest user satisfaction among all parts of the program. Our computer-based e-learning program is useful for improving awareness of asthma management. It could improve adherence to asthma guidelines and enhance the quality of asthma care.

The evaluation of reflective learning from the nursing student's point of view: A mixed method approach.

PubMed

Fernández-Peña, Rosario; Fuentes-Pumarola, Concepció; Malagón-Aguilera, M Carme; Bonmatí-Tomàs, Anna; Bosch-Farré, Cristina; Ballester-Ferrando, David

2016-09-01

Adapting university programmes to European Higher Education Area criteria has required substantial changes in curricula and teaching methodologies. Reflective learning (RL) has attracted growing interest and occupies an important place in the scientific literature on theoretical and methodological aspects of university instruction. However, fewer studies have focused on evaluating the RL methodology from the point of view of nursing students. To assess nursing students' perceptions of the usefulness and challenges of RL methodology. Mixed method design, using a cross-sectional questionnaire and focus group discussion. The research was conducted via self-reported reflective learning questionnaire complemented by focus group discussion. Students provided a positive overall evaluation of RL, highlighting the method's capacity to help them better understand themselves, engage in self-reflection about the learning process, optimize their strengths and discover additional training needs, along with searching for continuous improvement. Nonetheless, RL does not help them as much to plan their learning or identify areas of weakness or needed improvement in knowledge, skills and attitudes. Among the difficulties or challenges, students reported low motivation and lack of familiarity with this type of learning, along with concerns about the privacy of their reflective journals and about the grading criteria. In general, students evaluated RL positively. The results suggest areas of needed improvement related to unfamiliarity with the methodology, ethical aspects of developing a reflective journal and the need for clear evaluation criteria. Copyright © 2016 Elsevier Ltd. All rights reserved.

An Evaluation of the Generalized Intelligent Framework for Tutoring (GIFT) from a Learner’s Perspective

DTIC Science & Technology

2014-12-01

on the topic that included questions more in-depth than the pretest . The results from this experiment suggested that students learned significantly...information on the slide is important and what is not important. To alleviate this, the design of the slides makes use of PowerPoint bullets or numbers to...2003;41(1):77–86. Bloom BS. The 2 sigma problem: the search for methods of group instruction as effective as one - to- one tutoring. Educational

Lessons learned from KSC processing on STS science, applications, and commercial payloads

NASA Technical Reports Server (NTRS)

Williams, W. E.; Ragusa, J. M.

1984-01-01

The present investigation is concerned with an evaluation of the lessons learned in connection with the flights of the Shuttle orbiters Columbia, Challenger, and Discovery. A description is provided of several general and specific lessons related to the processing of free-flying and attached payloads. John F. Kennedy Space Center (KSC), as the prime launch and landing site, is responsible for managing all payload-to-payload, payload-to-simulated orbiter, and payload-to-orbiter operations. For each payload, a KSC Launch Site Support Manager (LSSM) is named as the primary point of contact for the customer. Attention is given to aspects of planning interaction, payload types, and problems of ground processing. The discussed lessons are partly related to the value of early contact between customers and KSC representatives, the primary point of contact, the launch site support plan, and the importance of customer participation.

Teaching pathology via online digital microscopy: positive learning outcomes for rurally based medical students.

PubMed

Sivamalai, Sundram; Murthy, Shashidhar Venkatesh; Gupta, Tarun Sen; Woolley, Torres

2011-02-01

Technology has revolutionised teaching. Teaching pathology via digital microscopy (DM) is needed to overcome increasing student numbers, a shortage of pathology academics in regional medical schools, and difficulties with teaching students on rural clinical placement. To identify whether an online DM approach, combining digital pathology software, Web-based slides and classroom management software, delivers effective, practical pathology teaching sessions to medical students located both on campus and on rural placement. An online survey collected feedback from fourth and fifth year undergraduate James Cook University medical students on the importance of 16 listed benefits and challenges of using online DM to teach pathology, via a structured five-point Likert survey. Fifty-three students returned the survey (response rate = 33%). Benefits of online DM to teach pathology rated as 'very important' or 'extremely important' by over 50% of students included: higher quality images; faster learning; more convenient; better technology; everyone sees the same image; greater accessibility; helpful annotations on slides; cost savings; and more opportunity for self-paced learning out-of-hours and for collaborative learning in class. Challenges of online DM rated as 'very important' or 'extremely important' by over 50% of students included: Internet availability in more remote locations and potential problems using online technology during class. Nearly all medical students welcomed learning pathology via online digital technology. DM should improve the quantity, quality, cost and accessibility of pathology teaching by regional medical schools, and has significant implications for the growing emphasis in Australia for decentralised medical education and rural clinical placements. © 2011 The Authors. Australian Journal of Rural Health © National Rural Health Alliance Inc.

A Spiral of Transitions Leading to Broader Influence and Action.

PubMed

Benton, David C

This article describes lessons learned through a reflective analysis of job transitions experienced by a registered nurse from the time of entry into the profession until the current point where the nurse is engaged in state, national, and international policy development work. The centrality and symbiotic nature of the link between policy and practice and the importance of evidence and leadership have emerged as key aspects of the expanding spiral of influence traversed as a result of various career moves. At every stage, lessons have been learned. Some of these are professional in nature, but on occasion, the lessons have been more personal. The importance of mentors cannot be underestimated in terms of the support and guidance they offer but also the challenges they bring to existing patterns of thought and behavior.

Temporally-Constrained Group Sparse Learning for Longitudinal Data Analysis in Alzheimer’s Disease

PubMed Central

Jie, Biao; Liu, Mingxia; Liu, Jun

2016-01-01

Sparse learning has been widely investigated for analysis of brain images to assist the diagnosis of Alzheimer’s disease (AD) and its prodromal stage, i.e., mild cognitive impairment (MCI). However, most existing sparse learning-based studies only adopt cross-sectional analysis methods, where the sparse model is learned using data from a single time-point. Actually, multiple time-points of data are often available in brain imaging applications, which can be used in some longitudinal analysis methods to better uncover the disease progression patterns. Accordingly, in this paper we propose a novel temporally-constrained group sparse learning method aiming for longitudinal analysis with multiple time-points of data. Specifically, we learn a sparse linear regression model by using the imaging data from multiple time-points, where a group regularization term is first employed to group the weights for the same brain region across different time-points together. Furthermore, to reflect the smooth changes between data derived from adjacent time-points, we incorporate two smoothness regularization terms into the objective function, i.e., one fused smoothness term which requires that the differences between two successive weight vectors from adjacent time-points should be small, and another output smoothness term which requires the differences between outputs of two successive models from adjacent time-points should also be small. We develop an efficient optimization algorithm to solve the proposed objective function. Experimental results on ADNI database demonstrate that, compared with conventional sparse learning-based methods, our proposed method can achieve improved regression performance and also help in discovering disease-related biomarkers. PMID:27093313

Risky decision-making in children with and without ADHD: A prospective study.

PubMed

Humphreys, Kathryn L; Tottenham, Nim; Lee, Steve S

2018-02-01

Learning from past decisions can enhance successful decision-making. It is unclear whether difficulties in learning from experience may contribute to risky decision-making, which may be altered among individuals with attention-deficit/hyperactivity disorder (ADHD). This study follows 192 children with and without ADHD aged 5 to 10 years for approximately 2.5 years and examines their risky decision-making using the Balloon Emotional Learning Task (BELT), a computerized assessment of sequential risky decision-making in which participants pump up a series of virtual balloons for points. The BELT contains three task conditions: one with a variable explosion point, one with a stable and early explosion point, and one with a stable and late explosion point. These conditions may be learned via experience on the task. Contrary to expectations, ADHD status was not found to be related to greater risk-taking on the BELT, and among younger children ADHD status is in fact associated with reduced risk-taking. In addition, the typically-developing children without ADHD showed significant learning-related gains on both stable task conditions. However, the children with ADHD demonstrated learning on the condition with a stable and early explosion point, but not on the condition with the stable and late explosion point, in which more pumps are required before learning when the balloon will explode. Learning during decision-making may be more difficult for children with ADHD. Because adapting to changing environmental demands requires the use of feedback to guide future behavior, negative outcomes associated with childhood ADHD may partially reflect difficulties in learning from experience.

Distribution-Preserving Stratified Sampling for Learning Problems.

PubMed

Cervellera, Cristiano; Maccio, Danilo

2017-06-09

The need for extracting a small sample from a large amount of real data, possibly streaming, arises routinely in learning problems, e.g., for storage, to cope with computational limitations, obtain good training/test/validation sets, and select minibatches for stochastic gradient neural network training. Unless we have reasons to select the samples in an active way dictated by the specific task and/or model at hand, it is important that the distribution of the selected points is as similar as possible to the original data. This is obvious for unsupervised learning problems, where the goal is to gain insights on the distribution of the data, but it is also relevant for supervised problems, where the theory explains how the training set distribution influences the generalization error. In this paper, we analyze the technique of stratified sampling from the point of view of distances between probabilities. This allows us to introduce an algorithm, based on recursive binary partition of the input space, aimed at obtaining samples that are distributed as much as possible as the original data. A theoretical analysis is proposed, proving the (greedy) optimality of the procedure together with explicit error bounds. An adaptive version of the algorithm is also introduced to cope with streaming data. Simulation tests on various data sets and different learning tasks are also provided.

Bilingual children weigh speaker’s referential cues and word-learning heuristics differently in different language contexts when interpreting a speaker’s intent

PubMed Central

Hung, Wan-Yu; Patrycia, Ferninda; Yow, W. Q.

2015-01-01

Past research has investigated how children use different sources of information such as social cues and word-learning heuristics to infer referential intents. The present research explored how children weigh and use some of these cues to make referential inferences. Specifically, we examined how switching between languages known (familiar) or unknown (unfamiliar) to a child would influence his or her choice of cue to interpret a novel label in a challenging disambiguation task, where a pointing cue was pitted against the mutual exclusivity (ME) principle. Forty-eight 3-and 4-years-old English–Mandarin bilingual children listened to a story told either in English only (No-Switch), English and Mandarin (Familiar-Switch), English and Japanese (Unfamiliar-Switch), or English and English-sounding nonsense sentences (Nonsense-Switch). They were then asked to select an object (from a pair of familiar and novel objects) after hearing a novel label paired with the speaker’s point at the familiar object, e.g., “Can you give me the blicket?” Results showed that children in the Familiar-Switch condition were more willing to relax ME to follow the speaker’s point to pick the familiar object than those in the Unfamiliar-Switch condition, who were more likely to pick the novel object. No significant differences were found between the other conditions. Further analyses revealed that children in the Unfamiliar-Switch condition looked at the speaker longer than children in the other conditions when the switch happened. Our findings suggest that children weigh speakers’ referential cues and word-learning heuristics differently in different language contexts while taking into account their communicative history with the speaker. There are important implications for general education and other learning efforts, such as designing learning games so that the history of credibility with the user is maintained and how learning may be best scaffolded in a helpful and trusting environment. PMID:26113836

Developing a Model and Applications for Probabilities of Student Success: A Case Study of Predictive Analytics

ERIC Educational Resources Information Center

Calvert, Carol Elaine

2014-01-01

This case study relates to distance learning students on open access courses. It demonstrates the use of predictive analytics to generate a model of the probabilities of success and retention at different points, or milestones, in a student journey. A core set of explanatory variables has been established and their varying relative importance at…

Primary School Teachers' Opinions on Teaching the Environmental Studies Subject outside of the Classroom

ERIC Educational Resources Information Center

Koprivnik, Minka; Korban-Crnjavic, Maja; Hus, Vlasta

2016-01-01

With the curriculum reform of the basic school in the Republic of Slovenia, the experiential learning and conducting classes outside the classroom become one of the more important starting points for the subject of Environmental Studies, which is taught in the first three years. With the empirical study, we wanted to research which location is…

Using Animation in Microsoft PowerPoint to Enhance Engagement and Learning in Young Learners with Developmental Delay

ERIC Educational Resources Information Center

Parette, Howard P., Jr.; Hourcade, Jack; Blum, Craig

2011-01-01

Over the past decade, a wide array of instructional technology applications have found their way into early intervention settings. Of particular importance to young learners who evidence developmental delays or are at risk for school failure are those technologies with the potential to more effectively teach basic emergent literacy skills: (1)…

Moving Ideas: An Exploration of Students' Use of Dialogue for Writing in History

ERIC Educational Resources Information Center

van Drie, Jannet; van de Ven, Piet-Hein

2017-01-01

In this study, we explored how students make use of whole-class interaction in individual writing. Although various studies show the importance of classroom interaction for writing, little is known about how this works, particularly in history. Starting point is the idea that learning can move from the interpersonal level in classroom discourse to…

Digital Diversity: A Basic Tool with Lots of Uses

ERIC Educational Resources Information Center

Coy, Mary

2006-01-01

In this article the author relates how the digital camera has altered the way she teaches and the way her students learn. She also emphasizes the importance for teachers to have software that can edit, print, and incorporate photos. She cites several instances in which a digital camera can be used: (1) PowerPoint presentations; (2) Open house; (3)…

Effective Integration of Technology and Instruction. Q&A with Michael Jay. REL Mid-Atlantic Educator Effectiveness Webinar Series

ERIC Educational Resources Information Center

Regional Educational Laboratory Mid-Atlantic, 2015

2015-01-01

In this webinar, long-time educator and developer of education technology Michael Jay discussed the importance of using technology to support learning and gave examples of how teachers can integrate technology into their instruction based on the Common Core State Standards and the Next Generation Science Standards. The PowerPoint presentation and…

A Framework and Algorithms for Multivariate Time Series Analytics (MTSA): Learning, Monitoring, and Recommendation

ERIC Educational Resources Information Center

Ngan, Chun-Kit

2013-01-01

Making decisions over multivariate time series is an important topic which has gained significant interest in the past decade. A time series is a sequence of data points which are measured and ordered over uniform time intervals. A multivariate time series is a set of multiple, related time series in a particular domain in which domain experts…

Rethinking Pedagogy for Second-Order Differential Equations: A Simplified Approach to Understanding Well-Posed Problems

ERIC Educational Resources Information Center

Tisdell, Christopher C.

2017-01-01

Knowing an equation has a unique solution is important from both a modelling and theoretical point of view. For over 70 years, the approach to learning and teaching "well posedness" of initial value problems (IVPs) for second- and higher-order ordinary differential equations has involved transforming the problem and its analysis to a…

Correlates of Critical Thinking and College and Career Readiness for Students with and without Disabilities

ERIC Educational Resources Information Center

Lombardi, Allison R.; Kowitt, Jennifer S.; Staples, Frank E.

2015-01-01

Considered a non-academic factor that is not necessarily measured by academic indicators of college and career readiness (e.g., grade point average, college admissions exams scores), critical thinking is an important aspect of 21st century learning and thus should be embedded into secondary school instruction and assessment. In this study,…

Deep learning in bioinformatics.

PubMed

Min, Seonwoo; Lee, Byunghan; Yoon, Sungroh

2017-09-01

In the era of big data, transformation of biomedical big data into valuable knowledge has been one of the most important challenges in bioinformatics. Deep learning has advanced rapidly since the early 2000s and now demonstrates state-of-the-art performance in various fields. Accordingly, application of deep learning in bioinformatics to gain insight from data has been emphasized in both academia and industry. Here, we review deep learning in bioinformatics, presenting examples of current research. To provide a useful and comprehensive perspective, we categorize research both by the bioinformatics domain (i.e. omics, biomedical imaging, biomedical signal processing) and deep learning architecture (i.e. deep neural networks, convolutional neural networks, recurrent neural networks, emergent architectures) and present brief descriptions of each study. Additionally, we discuss theoretical and practical issues of deep learning in bioinformatics and suggest future research directions. We believe that this review will provide valuable insights and serve as a starting point for researchers to apply deep learning approaches in their bioinformatics studies. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

The Effect of Animations within PowerPoint Presentations on Learning Introductory Astronomy

ERIC Educational Resources Information Center

Miller, Scott T.; James, C. Renee

2011-01-01

We present results of a two-semester study to determine whether the inclusion of basic animation techniques in PowerPoint presentations provides an additional learning aid, inhibits learning, or has no effect on student learning for students in an introductory astronomy course. We found that (1) students perceive that animated slides are…

Harmonic biases in child learners: In support of language universals

PubMed Central

Culbertson, Jennifer; Newport, Elissa L.

2015-01-01

A fundamental question for cognitive science concerns the ways in which languages are shaped by the biases of language learners. Recent research using laboratory language learning paradigms, primarily with adults, has shown that structures or rules that are common in the languages of the world are learned or processed more easily than patterns that are rare or unattested. Here we target child learners, investigating a set of biases for word order learning in the noun phrase studied by Culbertson, Smolensky & Legendre (2012) in college-age adults. We provide the first evidence that child learners exhibit a preference for typologically common harmonic word order patterns—those which preserve the order of the head with respect to its complements—validating the psychological reality of a principle formalized in many different linguistic theories. We also discuss important differences between child and adult learners in terms of both the strength and content of the biases at play during language learning. In particular, the bias favoring harmonic patterns is markedly stronger in children than adults, and children (unlike adults) acquire adjective ordering more readily than numeral ordering. The results point to the importance of investigating learning biases across development in order to understand how these biases may shape the history and structure of natural languages. PMID:25800352

Assessing learning styles of Saudi dental students using Kolb's Learning Style Inventory.

PubMed

ALQahtani, Dalal A; Al-Gahtani, Sara M

2014-06-01

Experiential learning theory (ELT), a theory developed by David Kolb that considers experience to be very important for learning, classifies learners into four categories: Divergers, Assimilators, Convergers, and Accommodators. Kolb used his Learning Style Inventory (LSI) to validate ELT. Knowing the learning styles of students facilitates their understanding of themselves and thereby increases teaching efficiency. Few studies have been conducted that investigate learning preferences of students in the field of dentistry. This study was designed to distinguish learning styles among Saudi dental students and interns utilizing Kolb's LSI. The survey had a response rate of 62 percent (424 of 685 dental students), but surveys with incomplete answers or errors were excluded, resulting in 291 usable surveys (42 percent of the student population). The independent variables of this study were gender, clinical experience level, academic achievement as measured by grade point average (GPA), and specialty interest. The Diverging learning style was the dominant style among those in the sample. While the students preferred the Assimilating style during their early preclinical years, they preferred the Diverging style during their later clinical years. No associations were found between students' learning style and their gender, GPA, or specialty interest. Further research is needed to support these findings and demonstrate the impact of learning styles on dental students' learning.

Should Attendance Be Required in Lecture Classrooms in Dental Education? Two Viewpoints: Viewpoint 1: Attendance in the Lecture Classroom Should Be Required and Viewpoint 2: Attendance Should Not Be Required in the Lecture Classroom.

PubMed

Cutler, Christopher W; Parise, Mary; Seminario, Ana Lucia; Mendez, Maria Jose Cervantes; Piskorowski, Wilhelm; Silva, Renato

2016-12-01

This Point/Counterpoint discusses the long-argued debate over whether lecture attendance in dental school at the predoctoral level should be required. Current educational practice relies heavily on the delivery of content in a traditional lecture style. Viewpoint 1 asserts that attendance should be required for many reasons, including the positive impact that direct contact of students with faculty members and with each other has on learning outcomes. In lectures, students can more easily focus on subject matter that is often difficult to understand. A counter viewpoint argues that required attendance is not necessary and that student engagement is more important than physical classroom attendance. This viewpoint notes that recent technologies support active learning strategies that better engage student participation, fostering independent learning that is not supported in the traditional large lecture classroom and argues that dental education requires assimilation of complex concepts and applying them to patient care, which passing a test does not ensure. The two positions agree that attendance does not guarantee learning and that, with the surge of information technologies, it is more important than ever to teach students how to learn. At this time, research does not show conclusively if attendance in any type of setting equals improved learning or ability to apply knowledge.

Enhancing student interactions with the instructor and content using pen-based technology, YouTube videos, and virtual conferencing.

PubMed

Cox, James R

2011-01-01

This report describes the incorporation of digital learning elements in organic chemistry and biochemistry courses. The first example is the use of pen-based technology and a large-format PowerPoint slide to construct a map that integrates various metabolic pathways and control points. Students can use this map to visualize the integrated nature of metabolism and how various hormones impact metabolic regulation. The second example is the embedding of health-related YouTube videos directly into PowerPoint presentations. These videos become a part of the course notes and can be viewed within PowerPoint as long as students are online. The third example is the use of a webcam to show physical models during online sessions using web-conferencing software. Various molecular conformations can be shown through the webcam, and snapshots of important conformations can be incorporated into the notes for further discussion and annotation. Each of the digital learning elements discussed in this report is an attempt to use technology to improve the quality of educational resources available outside of the classroom to foster student engagement with ideas and concepts. Biochemistry and Molecular Biology Education Vol. 39, No. 1, pp. 4-9, 2011. Copyright © 2011 Wiley Periodicals, Inc.

Classification of LIDAR Data for Generating a High-Precision Roadway Map

NASA Astrophysics Data System (ADS)

Jeong, J.; Lee, I.

2016-06-01

Generating of a highly precise map grows up with development of autonomous driving vehicles. The highly precise map includes a precision of centimetres level unlike an existing commercial map with the precision of meters level. It is important to understand road environments and make a decision for autonomous driving since a robust localization is one of the critical challenges for the autonomous driving car. The one of source data is from a Lidar because it provides highly dense point cloud data with three dimensional position, intensities and ranges from the sensor to target. In this paper, we focus on how to segment point cloud data from a Lidar on a vehicle and classify objects on the road for the highly precise map. In particular, we propose the combination with a feature descriptor and a classification algorithm in machine learning. Objects can be distinguish by geometrical features based on a surface normal of each point. To achieve correct classification using limited point cloud data sets, a Support Vector Machine algorithm in machine learning are used. Final step is to evaluate accuracies of obtained results by comparing them to reference data The results show sufficient accuracy and it will be utilized to generate a highly precise road map.

Noise-tolerant parity learning with one quantum bit

NASA Astrophysics Data System (ADS)

Park, Daniel K.; Rhee, June-Koo K.; Lee, Soonchil

2018-03-01

Demonstrating quantum advantage with less powerful but more realistic devices is of great importance in modern quantum information science. Recently, a significant quantum speedup was achieved in the problem of learning a hidden parity function with noise. However, if all data qubits at the query output are completely depolarized, the algorithm fails. In this work, we present a quantum parity learning algorithm that exhibits quantum advantage as long as one qubit is provided with nonzero polarization in each query. In this scenario, the quantum parity learning naturally becomes deterministic quantum computation with one qubit. Then the hidden parity function can be revealed by performing a set of operations that can be interpreted as measuring nonlocal observables on the auxiliary result qubit having nonzero polarization and each data qubit. We also discuss the source of the quantum advantage in our algorithm from the resource-theoretic point of view.

Analysis of the Team-Based Learning Literature: TBL Comes of Age

PubMed Central

Haidet, Paul; Kubitz, Karla; McCormack, Wayne T.

2015-01-01

Team-based learning, or TBL, is an application-oriented teaching method that combines small- and large-group learning by incorporating multiple small groups into a large group setting. It has been increasingly used in postsecondary and professional education over the past two decades. Given this increasing usage, many faculty wonder about the effects TBL has on learning outcomes. The authors performed a review and synthesis on the educational literature with respect to TBL to examine the quality of their descriptions of core TBL elements, then constructed narrative summaries of these selected articles. Their analysis demonstrated early evidence of positive educational outcomes in terms of knowledge acquisition, participation and engagement, and team performance. The authors conclude that the TBL literature is at an important maturation point, where more rigorous testing and study of additional questions relating to the method are needed, as well as more accurate reporting of TBL implementation. PMID:26568668

Individuals with Alzheimer's learn to play a tile placement game: Results of a pilot study.

PubMed

Miltiades, Helen B; Thatcher, W Gregory

2016-10-25

With the ongoing need to determine effective memory interventions for persons with dementia and other memory impairments, the purpose of this study was to create a unique learning opportunity, where persons with early to moderate Alzheimer's engaged in game play activity. Six female participants, diagnosed with early to moderate dementia, were recruited from an adult day care center and participated in a 10-week study. The participants were placed in groups of three and were taught a tile placement game. Results indicate playing the game yielded inconsistent, but some significant, increases and eventual plateauing of knowing when it was their turn. The results also indicate the participant's maintained improvement in tile placement over the study period. Tile placement accuracy increased over rounds, which points to the importance of practice to maintain learned behavior. The game provided a platform for learning, social engagement, and occupied their time meaningfully. © The Author(s) 2016.

The most common deviations in the development of hand motoricity in children from birth to one year of age.

PubMed

Matijević, Valentina; Secić, Ana; Zivković, Tamara Kauzlarić; Borosak, Jesenka; Kolak, Zeljka; Dimić, Zdenka

2013-09-01

The early child development, from birth until the age of one year is, amongst other changes, characterized by intense motor learning. During that period, the voluntary learning patterns evolve from reflexive patterns to coordinated voluntary patterns. All of the child's voluntary movements present active forms in which the child communicates with the environment. In this communication, the hand plays an important role. Its brain representation covers one-third of the entire motor region, situated in the close proximity to the speech region. For this reason, some authors refer to hand as a "speech organ". According to numerous studies, each separate finger also has a relatively large representation in the cerebral cortex, which points to the importance of the fine motor skills development, or precise, highly differentiated movements of hand muscles following the principles of differentiation and hierarchical integration. Development of the fine motor skills in the hand is important for the overall child development, and it also serves as a predictor pointing to immaturity of the central nervous system. The aim of this paper is to present the development of hand motoricity from birth until the age of one year, as well as the most frequent deviations observed in children hospitalized at Children's Department of Rehabilitation, Clinical Department of Rheumatology, Physical Medicine and Rehabilitation, Sestre milosrdnice University Hospital Center.

Impacts of visuomotor sequence learning methods on speed and accuracy: Starting over from the beginning or from the point of error.

PubMed

Tanaka, Kanji; Watanabe, Katsumi

2016-02-01

The present study examined whether sequence learning led to more accurate and shorter performance time if people who are learning a sequence start over from the beginning when they make an error (i.e., practice the whole sequence) or only from the point of error (i.e., practice a part of the sequence). We used a visuomotor sequence learning paradigm with a trial-and-error procedure. In Experiment 1, we found fewer errors, and shorter performance time for those who restarted their performance from the beginning of the sequence as compared to those who restarted from the point at which an error occurred, indicating better learning of spatial and motor representations of the sequence. This might be because the learned elements were repeated when the next performance started over from the beginning. In subsequent experiments, we increased the occasions for the repetitions of learned elements by modulating the number of fresh start points in the sequence after errors. The results showed that fewer fresh start points were likely to lead to fewer errors and shorter performance time, indicating that the repetitions of learned elements enabled participants to develop stronger spatial and motor representations of the sequence. Thus, a single or two fresh start points in the sequence (i.e., starting over only from the beginning or from the beginning or midpoint of the sequence after errors) is likely to lead to more accurate and faster performance. Copyright © 2016 Elsevier B.V. All rights reserved.

Learning for intelligent mobile robots

NASA Astrophysics Data System (ADS)

Hall, Ernest L.; Liao, Xiaoqun; Alhaj Ali, Souma M.

2003-10-01

Unlike intelligent industrial robots which often work in a structured factory setting, intelligent mobile robots must often operate in an unstructured environment cluttered with obstacles and with many possible action paths. However, such machines have many potential applications in medicine, defense, industry and even the home that make their study important. Sensors such as vision are needed. However, in many applications some form of learning is also required. The purpose of this paper is to present a discussion of recent technical advances in learning for intelligent mobile robots. During the past 20 years, the use of intelligent industrial robots that are equipped not only with motion control systems but also with sensors such as cameras, laser scanners, or tactile sensors that permit adaptation to a changing environment has increased dramatically. However, relatively little has been done concerning learning. Adaptive and robust control permits one to achieve point to point and controlled path operation in a changing environment. This problem can be solved with a learning control. In the unstructured environment, the terrain and consequently the load on the robot"s motors are constantly changing. Learning the parameters of a proportional, integral and derivative controller (PID) and artificial neural network provides an adaptive and robust control. Learning may also be used for path following. Simulations that include learning may be conducted to see if a robot can learn its way through a cluttered array of obstacles. If a situation is performed repetitively, then learning can also be used in the actual application. To reach an even higher degree of autonomous operation, a new level of learning is required. Recently learning theories such as the adaptive critic have been proposed. In this type of learning a critic provides a grade to the controller of an action module such as a robot. The creative control process is used that is "beyond the adaptive critic." A mathematical model of the creative control process is presented that illustrates the use for mobile robots. Examples from a variety of intelligent mobile robot applications are also presented. The significance of this work is in providing a greater understanding of the applications of learning to mobile robots that could lead to many applications.

Evaluating Motivation for the Use of an Electronic Health Record Simulation Game.

PubMed

McLeod, Alexander; Hewitt, Barbara; Gibbs, David; Kristof, Caitlin

2017-01-01

Experiential learning via simulation offers a variety of benefits including reduced risks, repetitive exposure, and mastery of complex processes. How to motivate people to engage in and enjoy playing games is an important concept in the creation of serious games focused on learning new skills. This study sought to determine the motivators that increase users' pleasurable experience when playing an electronic health record simulation game. To examine how intrinsic and extrinsic motivation affected both engagement and enjoyment, we surveyed students of health professions at one university. Results indicate that while both forms of motivation are significant in increasing engagement and enjoyment, extrinsic motivation such as badges, points, and scoreboards were much more important than internal motivations for our participants. These findings have implications for the development of an electronic health record simulation game.

Evaluating Motivation for the Use of an Electronic Health Record Simulation Game

PubMed Central

McLeod, Alexander; Hewitt, Barbara; Gibbs, David; Kristof, Caitlin

2017-01-01

Experiential learning via simulation offers a variety of benefits including reduced risks, repetitive exposure, and mastery of complex processes. How to motivate people to engage in and enjoy playing games is an important concept in the creation of serious games focused on learning new skills. This study sought to determine the motivators that increase users’ pleasurable experience when playing an electronic health record simulation game. To examine how intrinsic and extrinsic motivation affected both engagement and enjoyment, we surveyed students of health professions at one university. Results indicate that while both forms of motivation are significant in increasing engagement and enjoyment, extrinsic motivation such as badges, points, and scoreboards were much more important than internal motivations for our participants. These findings have implications for the development of an electronic health record simulation game. PMID:28566987

Improvement in critical thinking dispositions of undergraduate nursing students through problem-based learning: a crossover-experimental study.

PubMed

Yu, Dehong; Zhang, Yaqing; Xu, Yun; Wu, Juemin; Wang, Caifeng

2013-10-01

Critical thinking (CT) is important to nursing education and practice. Although there is evidence that active learning approaches, such as problem-based learning (PBL), are effective in developing CT dispositions, the findings are inconclusive. This study examines the effect of PBL on the development of CT dispositions in nursing students using a crossover-experimental study in a course offered to nursing students in China. All students were randomly assigned to two parallel groups, with one group receiving PBL and the other receiving lecture-based learning (LBL) as a control. The CT Dispositions Inventory-Chinese Version was administered before and after the semester-long course. Data were collected at three time points. No significant differences between groups were noted in overall and sub-scale scores at baseline; however, pronounced differences in overall posttest scores existed between the PBL and LBL groups. Thus, PBL learning significantly enhanced the CT dispositions of nursing students enrolled in Medical-Surgical Nursing II. Copyright 2013, SLACK Incorporated.

The Potential for Double-Loop Learning to Enable Landscape Conservation Efforts

NASA Astrophysics Data System (ADS)

Petersen, Brian; Montambault, Jensen; Koopman, Marni

2014-10-01

As conservation increases its emphasis on implementing change at landscape-level scales, multi-agency, cross-boundary, and multi-stakeholder networks become more important. These elements complicate traditional notions of learning. To investigate this further, we examined structures of learning in the Landscape Conservation Cooperatives (LCCs), which include the entire US and its territories, as well as parts of Canada, Mexico, and Caribbean and Pacific island states. We used semi-structured interviews, transcribed and analyzed using NVivo, as well as a charrette-style workshop to understand the difference between the original stated goals of individual LCCs and the values and purposes expressed as the collaboration matured. We suggest double-loop learning as a theoretical framework appropriate to landscape-scale conservation, recognizing that concerns about accountability are among the valid points of view that must be considered in multi-stakeholder collaborations. Methods from the social sciences and public health sectors provide insights on how such learning might be actualized.

Functional Equivalence of Spatial Images from Touch and Vision: Evidence from Spatial Updating in Blind and Sighted Individuals

PubMed Central

Giudice, Nicholas A.; Betty, Maryann R.; Loomis, Jack M.

2012-01-01

This research examines whether visual and haptic map learning yield functionally equivalent spatial images in working memory, as evidenced by similar encoding bias and updating performance. In three experiments, participants learned four-point routes either by seeing or feeling the maps. At test, blindfolded participants made spatial judgments about the maps from imagined perspectives that were either aligned or misaligned with the maps as represented in working memory. Results from Experiments 1 and 2 revealed a highly similar pattern of latencies and errors between visual and haptic conditions. These findings extend the well known alignment biases for visual map learning to haptic map learning, provide further evidence of haptic updating, and most importantly, show that learning from the two modalities yields very similar performance across all conditions. Experiment 3 found the same encoding biases and updating performance with blind individuals, demonstrating that functional equivalence cannot be due to visual recoding and is consistent with an amodal hypothesis of spatial images. PMID:21299331

Science education through informal education

NASA Astrophysics Data System (ADS)

Kim, Mijung; Dopico, Eduardo

2016-06-01

To develop the pedagogic efficiency of informal education in science teaching, promoting a close cooperation between institutions is suggested by Monteiro, Janerine, de Carvalho, and Martins. In their article, they point out effective examples of how teachers and educators work together to develop programs and activities at informal education places such as science museums. Their study explored and discussed the viability and relevancy of school visits to museums and possibilities to enhance the connection between students' visits in informal contexts and their learning in schools. Given that students learn science by crossing the boundaries of formal and informal learning contexts, it is critical to examine ways of integrated and collaborative approach to develop scientific literacy to help students think, act and communicate as members of problem solving communities. In this forum, we suggest the importance of students' lifeworld contexts in informal learning places as continuum of Monteiro, Janerine, de Carvalho, and Martins' discussion on enhancing the effectiveness of informal learning places in science education.

Goal Directed Model Inversion: Learning Within Domain Constraints

NASA Technical Reports Server (NTRS)

Colombano, Silvano P.; Compton, Michael; Raghavan, Bharathi; Friedland, Peter (Technical Monitor)

1994-01-01

Goal Directed Model Inversion (GDMI) is an algorithm designed to generalize supervised learning to the case where target outputs are not available to the learning system. The output of the learning system becomes the input to some external device or transformation, and only the output of this device or transformation can be compared to a desired target. The fundamental driving mechanism of GDMI is to learn from success. Given that a wrong outcome is achieved, one notes that the action that produced that outcome "would have been right if the outcome had been the desired one." The algorithm makes use of these intermediate "successes" to achieve the final goal. A unique and potentially very important feature of this algorithm is the ability to modify the output of the learning module to force upon it a desired syntactic structure. This differs from ordinary supervised learning in the following way: in supervised learning the exact desired output pattern must be provided. In GDMI instead, it is possible to require simply that the output obey certain rules, i.e., that it "make sense" in some way determined by the knowledge domain. The exact pattern that will achieve the desired outcome is then found by the system. The ability to impose rules while allowing the system to search for its own answers in the context of neural networks is potentially a major breakthrough in two ways: (1) it may allow the construction of networks that can incorporate immediately some important knowledge, i.e., would not need to learn everything from scratch as normally required at present; and (2) learning and searching would be limited to the areas where it is necessary, thus facilitating and speeding up the process. These points are illustrated with examples from robotic path planning and parametric design.

Goal Directed Model Inversion: Learning Within Domain Constraints

NASA Technical Reports Server (NTRS)

Colombano, Silvano P.; Compton, Michael; Raghavan, Bharathi; Lum, Henry, Jr. (Technical Monitor)

1994-01-01

Goal Directed Model Inversion (GDMI) is an algorithm designed to generalize supervised learning to the case where target outputs are not available to the learning system. The output of the learning system becomes the input to some external device or transformation, and only the output of this device or transformation can be compared to a desired target. The fundamental driving mechanism of GDMI is to learn from success. Given that a wrong outcome is achieved, one notes that the action that produced that outcome "would have been right if the outcome had been the desired one." The algorithm makes use of these intermediate "successes" to achieve the final goal. A unique and potentially very important feature of this algorithm is the ability to modify the output of the learning module to force upon it a desired syntactic structure. This differs from ordinary supervised learning in the following way: in supervised learning the exact desired output pattern must be provided. In GDMI instead, it is possible to require simply that the output obey certain rules, i.e., that it "make sense" in some way determined by the knowledge domain. The exact pattern that will achieve the desired outcome is then found by the system. The ability to impose rules while allowing the system to search for its own answers in the context of neural networks is potentially a major breakthrough in two ways: 1) it may allow the construction of networks that can incorporate immediately some important knowledge, i.e. would not need to learn everything from scratch as normally required at present, and 2) learning and searching would be limited to the areas where it is necessary, thus facilitating and speeding up the process. These points are illustrated with examples from robotic path planning and parametric design.

How Common are WM Deficits in Children with Difficulties in Reading and Mathematics?

PubMed

Gathercole, Susan E; Woolgar, Francesca; Kievit, Rogier A; Astle, Duncan; Manly, Tom; Holmes, Joni

2016-12-01

The extent to which deficits in working memory (WM) are characteristic of children with reading and mathematics difficulties was investigated in a large sample aged 5-15 years reported to have problems in attention, learning and memory. WM performance was highly correlated with reading and mathematics scores. Although deficits in individual tests of short-term memory (STM) and WM occurred in less than half of the children with detected learning difficulties, three-quarters of the children with low reading and mathematics scores obtained one or more WM scores in the deficit range. These findings are consistent with proposals that WM or the broader cognitive dimensions it taps impede school-based learning, and point to the importance of managing WM loads in the classroom.

Auditory–vocal mirroring in songbirds

PubMed Central

Mooney, Richard

2014-01-01

Mirror neurons are theorized to serve as a neural substrate for spoken language in humans, but the existence and functions of auditory–vocal mirror neurons in the human brain remain largely matters of speculation. Songbirds resemble humans in their capacity for vocal learning and depend on their learned songs to facilitate courtship and individual recognition. Recent neurophysiological studies have detected putative auditory–vocal mirror neurons in a sensorimotor region of the songbird's brain that plays an important role in expressive and receptive aspects of vocal communication. This review discusses the auditory and motor-related properties of these cells, considers their potential role on song learning and communication in relation to classical studies of birdsong, and points to the circuit and developmental mechanisms that may give rise to auditory–vocal mirroring in the songbird's brain. PMID:24778375

Auditory-vocal mirroring in songbirds.

PubMed

Mooney, Richard

2014-01-01

Mirror neurons are theorized to serve as a neural substrate for spoken language in humans, but the existence and functions of auditory-vocal mirror neurons in the human brain remain largely matters of speculation. Songbirds resemble humans in their capacity for vocal learning and depend on their learned songs to facilitate courtship and individual recognition. Recent neurophysiological studies have detected putative auditory-vocal mirror neurons in a sensorimotor region of the songbird's brain that plays an important role in expressive and receptive aspects of vocal communication. This review discusses the auditory and motor-related properties of these cells, considers their potential role on song learning and communication in relation to classical studies of birdsong, and points to the circuit and developmental mechanisms that may give rise to auditory-vocal mirroring in the songbird's brain.

Podium: Ranking Data Using Mixed-Initiative Visual Analytics.

PubMed

Wall, Emily; Das, Subhajit; Chawla, Ravish; Kalidindi, Bharath; Brown, Eli T; Endert, Alex

2018-01-01

People often rank and order data points as a vital part of making decisions. Multi-attribute ranking systems are a common tool used to make these data-driven decisions. Such systems often take the form of a table-based visualization in which users assign weights to the attributes representing the quantifiable importance of each attribute to a decision, which the system then uses to compute a ranking of the data. However, these systems assume that users are able to quantify their conceptual understanding of how important particular attributes are to a decision. This is not always easy or even possible for users to do. Rather, people often have a more holistic understanding of the data. They form opinions that data point A is better than data point B but do not necessarily know which attributes are important. To address these challenges, we present a visual analytic application to help people rank multi-variate data points. We developed a prototype system, Podium, that allows users to drag rows in the table to rank order data points based on their perception of the relative value of the data. Podium then infers a weighting model using Ranking SVM that satisfies the user's data preferences as closely as possible. Whereas past systems help users understand the relationships between data points based on changes to attribute weights, our approach helps users to understand the attributes that might inform their understanding of the data. We present two usage scenarios to describe some of the potential uses of our proposed technique: (1) understanding which attributes contribute to a user's subjective preferences for data, and (2) deconstructing attributes of importance for existing rankings. Our proposed approach makes powerful machine learning techniques more usable to those who may not have expertise in these areas.

Hands-On Surgical Training Workshop: an Active Role-Playing Patient Education for Adolescents.

PubMed

Wongkietkachorn, Apinut; Boonyawong, Pangpoom; Rhunsiri, Peera; Tantiphlachiva, Kasaya

2017-09-01

Most patient education involves passive learning. To improve patient education regarding surgery, an active learning workshop-based teaching method is proposed. The objective of this study was to assess level of patient surgical knowledge, achievement of workshop learning objectives, patient apprehension about future surgery, and participant workshop satisfaction after completing a surgical training workshop. A four-station workshop (surgical scrub, surgical suture, laparoscopic surgery, and robotic surgery) was developed to teach four important components of the surgical process. Healthy, surgery-naive adolescents were enrolled to attend this 1-h workshop-based training program. Training received by participants was technically and procedurally identical to training received by actual surgeons. Pre- and post-workshop questionnaires were used to assess learning outcomes. There were 1312 participants, with a mean age 15.9 ± 1.1 years and a gender breakdown of 303 males and 1009 females. For surgical knowledge, mean pre-workshop and post-workshop scores were 6.1 ± 1.5 and 7.5 ± 1.5 (out of 10 points), respectively (p < 0.001). Out of 5 possible points, achievement of learning objectives, decreased apprehension about future surgery, and overall workshop satisfaction scores were all higher than 4.5. Active, hands-on patient education is an effective way to improve understanding of surgery-related processes. This teaching method may also decrease apprehension that patients or potential patients harbor regarding a future surgical procedure.

Disaster damage detection through synergistic use of deep learning and 3D point cloud features derived from very high resolution oblique aerial images, and multiple-kernel-learning

NASA Astrophysics Data System (ADS)

Vetrivel, Anand; Gerke, Markus; Kerle, Norman; Nex, Francesco; Vosselman, George

2018-06-01

Oblique aerial images offer views of both building roofs and façades, and thus have been recognized as a potential source to detect severe building damages caused by destructive disaster events such as earthquakes. Therefore, they represent an important source of information for first responders or other stakeholders involved in the post-disaster response process. Several automated methods based on supervised learning have already been demonstrated for damage detection using oblique airborne images. However, they often do not generalize well when data from new unseen sites need to be processed, hampering their practical use. Reasons for this limitation include image and scene characteristics, though the most prominent one relates to the image features being used for training the classifier. Recently features based on deep learning approaches, such as convolutional neural networks (CNNs), have been shown to be more effective than conventional hand-crafted features, and have become the state-of-the-art in many domains, including remote sensing. Moreover, often oblique images are captured with high block overlap, facilitating the generation of dense 3D point clouds - an ideal source to derive geometric characteristics. We hypothesized that the use of CNN features, either independently or in combination with 3D point cloud features, would yield improved performance in damage detection. To this end we used CNN and 3D features, both independently and in combination, using images from manned and unmanned aerial platforms over several geographic locations that vary significantly in terms of image and scene characteristics. A multiple-kernel-learning framework, an effective way for integrating features from different modalities, was used for combining the two sets of features for classification. The results are encouraging: while CNN features produced an average classification accuracy of about 91%, the integration of 3D point cloud features led to an additional improvement of about 3% (i.e. an average classification accuracy of 94%). The significance of 3D point cloud features becomes more evident in the model transferability scenario (i.e., training and testing samples from different sites that vary slightly in the aforementioned characteristics), where the integration of CNN and 3D point cloud features significantly improved the model transferability accuracy up to a maximum of 7% compared with the accuracy achieved by CNN features alone. Overall, an average accuracy of 85% was achieved for the model transferability scenario across all experiments. Our main conclusion is that such an approach qualifies for practical use.

Education techniques for lifelong learning: giving a PowerPoint presentation: the art of communicating effectively.

PubMed

Collins, Jannette

2004-01-01

Effectiveness of an oral presentation depends on the ability of the speaker to communicate with the audience. An important part of this communication is focusing on two to five key points and emphasizing those points during the presentation. Every aspect of the presentation should be purposeful and directed at facilitating learners' achievement of the objectives. This necessitates that the speaker has carefully developed the objectives and built the presentation around attainment of the objectives. The best presentations are rehearsed, not so that the speaker memorizes exactly what he or she will say, but to facilitate the speaker's ability to interact with the audience and portray a relaxed, professional, and confident demeanor. Rehearsal also helps alleviate stage fright. The most useful method of controlling nervousness is to visualize success. When showing images, it is important to orient the audience with an adequate description, point out the relevant findings, and allow enough time for the audience to assimilate the information before moving on. This can be facilitated with appropriate use of a laser pointer, cursor, or use of builds and transitioning. A presentation should be designed to include as much audience participation as possible, no matter the size of the audience. Techniques to encourage audience participation include questioning, brainstorming, small-group activities, role-playing, case-based examples, and directed listening. It is first necessary to motivate and gain attention of the learner for learning to take place. This can be accomplished through appropriate use of humor, anecdotes, and quotations. Attention should be given to posture, body movement, eye contact, and voice when speaking, as how one appears to the audience will have an impact on their reaction to what is presented. Copyright RSNA, 2004

Contagion in the Classroom: Or, What Empathy Can Teach Us about the Importance of Face-to-Face Learning

ERIC Educational Resources Information Center

Major, William

2014-01-01

Debates over online education versus old-school brick-and mortar, face-to-face instruction generally go in one of several directions, often at the same time. Advocates for online instruction might point to the freedom it provides the learner who can advance at his or her own pace, retrieving and reviewing materials, attending "lectures,"…

Exposure to a Fearful Context during Periods of Memory Plasticity Impairs Extinction via Hyperactivation of Frontal-Amygdalar Circuits

ERIC Educational Resources Information Center

Stafford, James M.; Maughan, DeeAnna K.; Ilioi, Elena C.; Lattal, K. Matthew

2013-01-01

An issue of increasing theoretical and translational importance is to understand the conditions under which learned fear can be suppressed, or even eliminated. Basic research has pointed to extinction, in which an organism is exposed to a fearful stimulus (such as a context) in the absence of an expected aversive outcome (such as a shock). This…

A Comparison of the Influences of Verbal-Successive and Spatial-Simultaneous Factors on Achieving Readers in Fourth and Fifth Grade: A Multivariate Correlational Study.

ERIC Educational Resources Information Center

Solan, Harold A.

1987-01-01

This study involving 38 normally achieving fourth and fifth grade children confirmed previous studies indicating that both spatial-simultaneous (in which perceived stimuli are totally available at one point in time) and verbal-successive (information is presented in serial order) cognitive processing are important in normal learning. (DB)

Television and School Building Design in the Asian Region. School Building Digest 14.

ERIC Educational Resources Information Center

Vickery, D. J.

Television plays an important part in the process of teaching and learning in a number of countries in the Asian Region. Although television can be used in any normal classroom, there are a few aspects of television viewing that, if considered at the design stage, will result in greater convenience. This digest sets out the main points that should…

Can Boredom Educate Us? Tracing a Mood in Heidegger's Fundamental Ontology from an Educational Point of View

ERIC Educational Resources Information Center

Mansikka, Jan-Erik

2009-01-01

Martin Heidegger (1989-1976) was convinced that we can learn something about the way we inhabit the world by turning attention to our fundamental moods. It was one important theme of his fundamental ontology in the 1920s. There is, according to Heidegger, an intricate connection between awakening our moods and developing a reflexive stance. He…

An Evaluative Review of Hemispheric Learning Potential

DTIC Science & Technology

1985-10-01

suggests that the name response (Aa) involves different mechanisms than the physically identical match (AA) (Posner & Mitchell, 1967). Furthermore, the...probably not Important In tasks employing suprathreshold stimulation . Benton and his colleagues used an electromechanical device to stimulate the...back of the hand. Three points lying In a straight line were stimulated In quick succession, and the subject’s task was to indicate from among four

Understanding the Influence of Learners' Forethought on Their Use of Science Study Strategies in Postsecondary Science Learning

NASA Astrophysics Data System (ADS)

Dunn, Karee E.; Lo, Wen-Juo

2015-11-01

Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students' self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of science study strategies was explored using structural equation modeling. In addition, the study served to validate the first two stages of Zimmerman's cyclical model of self-regulation and to address the common methodological weakness in self-regulation research in which data are all collected at one point after the learning cycle is complete. Thus, data were collected across the learning cycle rather than asking students to reflect upon each construct after the learning cycle was complete. The findings supported the hypothesized model in which it was predicted that self-efficacy would significantly and positively influence students' perceived science strategy use, and the influence of students' valuation of science learning on science study strategies would be mediated by their learning goal orientation. The findings of the study are discussed and implications for undergraduate science instructors are proposed.

`Learning Experience' Provided by Science Teaching Practice in a Classroom and the Development of Students' Competences

NASA Astrophysics Data System (ADS)

Lopes, J. Bernardino; Branco, Julia; Jimenez-Aleixandre, Maria Pilar

2011-11-01

According to the literature, there is a very important corpus of knowledge that allows for the investigation of some dimensions of `learning experience' provided to students, in relation to epistemic, pedagogical and meta-cognitive practices. However, in the literature, there is little investigation into the invariance (or not) of the characteristics of students' learning experience while being taught a scientific subject by the same teacher. This paper suggests that the relationship between the learning experience provided and the competences developed is not properly highlighted. This paper analyses the learning experience provided to students in epistemic, pedagogical and meta-cognitive terms. The students were taught the proprieties and applications of light by one teacher, in three classes, over 7 weeks. We analysed the data in each referred learning experience, using a pre-defined category system. The students' competences were evaluated by a competence test. The epistemic demand of each item and the students' performances were also analysed. Our findings point to the non invariance of learning experiences provided to students and the influence of some dimensions of learning experiences provided in the development of certain competences. These findings and their implications are contextualized and discussed.

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.

Starting Point: Pedagogic Resources for Teaching and Learning Economics

ERIC Educational Resources Information Center

Maier, Mark H.; McGoldrick, KimMarie; Simkins, Scott P.

2012-01-01

This article describes Starting Point: Teaching and Learning Economics, a Web-based portal that makes innovative pedagogic resources and effective teaching practices easily accessible to economists. Starting Point introduces economists to teaching innovations through 16 online modules, each containing a general description of a specific pedagogic…

Navigational Aids: The Phenomenology of Transformative Learning

ERIC Educational Resources Information Center

Mälkki, Kaisu; Green, Larry

2014-01-01

Although the notion of transformative learning points to a desirable destination for educational endeavors, the difficulty in the journey is often neglected. Our intention is to map the experiential micro-processes involved in transformative learning such that the phenomenon is illuminated from a first-person rather than third-person point of…

On knowledge transfer management as a learning process for ad hoc teams

NASA Astrophysics Data System (ADS)

Iliescu, D.

2017-08-01

Knowledge management represents an emerging domain becoming more and more important. Concepts like knowledge codification and personalisation, knowledge life-cycle, social and technological dimensions, knowledge transfer and learning management are integral parts. Focus goes here in the process of knowledge transfer for the case of ad hoc teams. The social dimension of knowledge transfer plays an important role. No single individual actors involved in the process, but a collective one, representing the organisation. It is critically important for knowledge to be managed from the life-cycle point of view. A complex communication network needs to be in place to supports the process of knowledge transfer. Two particular concepts, the bridge tie and transactive memory, would eventually enhance the communication. The paper focuses on an informational communication platform supporting the collaborative work on knowledge transfer. The platform facilitates the creation of a topic language to be used in knowledge modelling, storage and reuse, by the ad hoc teams.

Sociomateriality in medical practice and learning: attuning to what matters.

PubMed

Fenwick, Tara

2014-01-01

In current debates about professional practice and education, increasing emphasis is placed on understanding learning as a process of ongoing participation rather than one of acquiring knowledge and skills. However, although this socio-cultural view is important and useful, issues have emerged in studies of practice-based learning that point to certain oversights. Three issues are described here: (i) the limited attention paid to the importance of materiality - objects, technologies, nature, etc.-- in questions of learning; (ii) the human-centric view of practice that fails to note the relations among social and material forces, and (iii) the conflicts between ideals of evidence-based standardised models and the sociomaterial contingencies of clinical practice. It is argued here that a socio-material approach to practice and learning offers important insights for medical education. This view is in line with a growing field of research in the materiality of everyday life, which embraces wide-ranging families of theory that can be only briefly mentioned in this short paper. The main premise they share is that social and material forces, culture, nature and technology, are enmeshed in everyday practice. Objects and humans act upon one another in ways that mutually transform their characteristics and activity. Examples from research in medical practice show how materials actively influence clinical practice, how learning itself is a material matter, how protocols are in fact temporary sociomaterial achievements, and how practices form unique and sometimes conflicting sociomaterial worlds, with diverse diagnostic and treatment approaches for the same thing. This discussion concludes with implications for learning in practice. What is required is a shift from an emphasis on acquiring knowledge to participating more wisely in particular situations. This focus is on learning how to attune to minor material fluctuations and surprises, how to track one's own and others' effects on 'intra-actions' and emerging effects, and how to improvise solutions. © 2013 John Wiley & Sons Ltd.

NSDC Policy Points. Volume 1, Number 4

ERIC Educational Resources Information Center

National Staff Development Council, 2009

2009-01-01

"NSDC Policy Points" is a newsletter published by the National Staff Development Council (NSDC). This issue of "NSDC Policy Points" discusses why collaborative learning is critical to professional development. Included in this newsletter is an article about team learning in Cedar Rapids, Iowa. [For Volume 1, Number 3 of…

Focus in Grade 8: Teaching with Curriculum Focal Points

ERIC Educational Resources Information Center

Schielack, Jane

2010-01-01

This book describes and illustrates learning paths for the mathematical concepts and skills of each grade 8 Focal Point as presented in Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics. It includes representational supports for teaching and learning that can facilitate understanding, stimulate productive discussions about…

A multicenter study: how do medical students perceive clinical learning climate?

PubMed

Yilmaz, Nilufer Demiral; Velipasaoglu, Serpil; Ozan, Sema; Basusta, Bilge Uzun; Midik, Ozlem; Mamakli, Sumer; Karaoglu, Nazan; Tengiz, Funda; Durak, Halil İbrahim; Sahin, Hatice

2016-01-01

The relationship between students and instructors is of crucial importance for the development of a positive learning climate. Learning climate is a multifaceted concept, and its measurement is a complicated process. The aim of this cross-sectional study was to determine medical students' perceptions about the clinical learning climate and to investigate differences in their perceptions in terms of various variables. Medical students studying at six medical schools in Turkey were recruited for the study. All students who completed clinical rotations, which lasted for 3 or more weeks, were included in the study (n=3,097). Data were collected using the Clinical Learning Climate Scale (CLCS). The CLCS (36 items) includes three subscales: clinical environment, emotion, and motivation. Each item is scored using a 5-point Likert scale (1: strongly disagree to 5: strongly agree). The response rate for the trainees was 69.67% (n=1,519), and for the interns it was 51.47% (n=917). The mean total CLCS score was 117.20±17.19. The rotation during which the clinical learning climate was perceived most favorably was the Physical Therapy and Rehabilitation rotation (mean score: 137.77). The most negatively perceived rotation was the General Internal Medicine rotation (mean score: 104.31). There were significant differences between mean total scores in terms of trainee/intern characteristics, internal medicine/surgical medicine rotations, and perception of success. The results of this study drew attention to certain aspects of the clinical learning climate in medical schools. Clinical teacher/instructor/supervisor, clinical training programs, students' interactions in clinical settings, self-realization, mood, students' intrinsic motivation, and institutional commitment are important components of the clinical learning climate. For this reason, the aforementioned components should be taken into consideration in studies aiming to improve clinical learning climate.

A multicenter study: how do medical students perceive clinical learning climate?

PubMed

Yilmaz, Nilufer Demiral; Velipasaoglu, Serpil; Ozan, Sema; Basusta, Bilge Uzun; Midik, Ozlem; Mamakli, Sumer; Karaoglu, Nazan; Tengiz, Funda; Durak, Halil İbrahim; Sahin, Hatice

2016-01-01

Background The relationship between students and instructors is of crucial importance for the development of a positive learning climate. Learning climate is a multifaceted concept, and its measurement is a complicated process. The aim of this cross-sectional study was to determine medical students' perceptions about the clinical learning climate and to investigate differences in their perceptions in terms of various variables. Methods Medical students studying at six medical schools in Turkey were recruited for the study. All students who completed clinical rotations, which lasted for 3 or more weeks, were included in the study (n=3,097). Data were collected using the Clinical Learning Climate Scale (CLCS). The CLCS (36 items) includes three subscales: clinical environment, emotion, and motivation. Each item is scored using a 5-point Likert scale (1: strongly disagree to 5: strongly agree). Results The response rate for the trainees was 69.67% (n=1,519), and for the interns it was 51.47% (n=917). The mean total CLCS score was 117.20±17.19. The rotation during which the clinical learning climate was perceived most favorably was the Physical Therapy and Rehabilitation rotation (mean score: 137.77). The most negatively perceived rotation was the General Internal Medicine rotation (mean score: 104.31). There were significant differences between mean total scores in terms of trainee/intern characteristics, internal medicine/surgical medicine rotations, and perception of success. Conclusion The results of this study drew attention to certain aspects of the clinical learning climate in medical schools. Clinical teacher/instructor/supervisor, clinical training programs, students' interactions in clinical settings, self-realization, mood, students' intrinsic motivation, and institutional commitment are important components of the clinical learning climate. For this reason, the aforementioned components should be taken into consideration in studies aiming to improve clinical learning climate.

Techniques for improving transients in learning control systems

NASA Technical Reports Server (NTRS)

Chang, C.-K.; Longman, Richard W.; Phan, Minh

1992-01-01

A discrete modern control formulation is used to study the nature of the transient behavior of the learning process during repetitions. Several alternative learning control schemes are developed to improve the transient performance. These include a new method using an alternating sign on the learning gain, which is very effective in limiting peak transients and also very useful in multiple-input, multiple-output systems. Other methods include learning at an increasing number of points progressing with time, or an increasing number of points of increasing density.

Academic satisfaction among traditional and problem based learning medical students. A comparative study.

PubMed

Albarrak, Ahmed I; Mohammed, Rafiuddin; Abalhassan, Mohammed F; Almutairi, Nasser K

2013-11-01

To evaluate the academic satisfaction and importance among traditional learning (TL) and problem based learning (PBL) medical students, and to further evaluate the areas of concern in the academic education from the student's point of view. A cross sectional study was conducted at the College of Medicine, King Saud University, Riyadh, Kingdom of Saudi Arabia from May to June 2012. The survey questionnaires were self-administered and consisted of mainly 6 sections: teaching, learning, supervision, course organization, information technology (IT) facilities, and development of skills. A total of 92 TL (males: 66 [71.7%]; females: 26 [28.3%]), and 108 PBL (males: 84 [77.8%]; females: 24 [22.1%]), with a mean age of 21.3 +/- 1.3 (TL), and 20.7 +/- 1.0 (PBL) were included in the study. The overall satisfaction rate was higher in the PBL students when compared with TL students in: teaching (84.7%/60.3%); learning (81.4%/64.5%); supervision (80%/51.5%); course organization (69.3%/46.9%); IT facilities (74.0%/58.9%); and development of skills (79.1%/53.9%). There was statistical significance difference in academic satisfaction comparing both groups of students (p

Using concept mapping principles in PowerPoint.

PubMed

Kinchin, I M; Cabot, L B

2007-11-01

The use of linear PowerPoint templates to support lectures may inadvertently encourage dental students to adopt a passive approach to learning and a narrow appreciation of the field of study. Such presentations may support short-term learning gains and validate assessment regimes that promote surface learning approaches at the expense of developing a wider appreciation of the field that is necessary for development of clinical expertise. Exploitation of concept mapping principles can provide a balance for the negative learning behaviour that is promoted by the unreflective use of PowerPoint. This increases the opportunities for students to access holistic knowledge structures that are indicators of expertise. We illustrate this using the example of partial denture design and show that undergraduates' grasp of learning and teaching issues is sufficiently sophisticated for them to appreciate the implications of varying the mode of presentation. Our findings indicate that students understand the strategic value of bullet-pointed presentations for short-term assessment goals and the benefits of deep learning mediated by concept mapping that may support longer term professional development. Students are aware of the tension between these competing agendas.

Modellus: Learning Physics with Mathematical Modelling

NASA Astrophysics Data System (ADS)

Teodoro, Vitor

Computers are now a major tool in research and development in almost all scientific and technological fields. Despite recent developments, this is far from true for learning environments in schools and most undergraduate studies. This thesis proposes a framework for designing curricula where computers, and computer modelling in particular, are a major tool for learning. The framework, based on research on learning science and mathematics and on computer user interface, assumes that: 1) learning is an active process of creating meaning from representations; 2) learning takes place in a community of practice where students learn both from their own effort and from external guidance; 3) learning is a process of becoming familiar with concepts, with links between concepts, and with representations; 4) direct manipulation user interfaces allow students to explore concrete-abstract objects such as those of physics and can be used by students with minimal computer knowledge. Physics is the science of constructing models and explanations about the physical world. And mathematical models are an important type of models that are difficult for many students. These difficulties can be rooted in the fact that most students do not have an environment where they can explore functions, differential equations and iterations as primary objects that model physical phenomena--as objects-to-think-with, reifying the formal objects of physics. The framework proposes that students should be introduced to modelling in a very early stage of learning physics and mathematics, two scientific areas that must be taught in very closely related way, as they were developed since Galileo and Newton until the beginning of our century, before the rise of overspecialisation in science. At an early stage, functions are the main type of objects used to model real phenomena, such as motions. At a later stage, rates of change and equations with rates of change play an important role. This type of equations--differential equations--are the most important mathematical objects used for modelling Natural phenomena. In traditional approaches, they are introduced only at advanced level, because it takes a long time for students to be introduced to the fundamental principles of Calculus. With the new proposed approach, rates of change can be introduced also at early stages on learning if teachers stress semi-quantitative reasoning and use adequate computer tools. In this thesis, there is also presented Modellus, a computer tool for modelling and experimentation. This computer tool has a user interface that allows students to start doing meaningful conceptual and empirical experiments without the need to learn new syntax, as is usual with established tools. The different steps in the process of constructing and exploring models can be done with Modellus, both from physical points of view and from mathematical points of view. Modellus activities show how mathematics and physics have a unity that is very difficult to see with traditional approaches. Mathematical models are treated as concrete-abstract objects: concrete in the sense that they can be manipulated directly with a computer and abstract in the sense that they are representations of relations between variables. Data gathered from two case studies, one with secondary school students and another with first year undergraduate students support the main ideas of the thesis. Also data gathered from teachers (from college and secondary schools), mainly through an email structured questionnaire, shows that teachers agree on the potential of modelling in the learning of physics (and mathematics) and of the most important aspects of the proposed framework to integrate modelling as an essential component of the curriculum. Schools, as all institutions, change at a very slow rate. There are a multitude of reasons for this. And traditional curricula, where the emphasis is on rote learning of facts, can only be changed if schools have access to new and powerful views of learning and to new tools, that support meaningful conceptual learning and are as common and easy to use as pencil and paper.

Practical Insights for the Pharmacist Educator on Student Engagement

PubMed Central

Romanelli, Frank; Piascik, Peggy; Cain, Jeff

2016-01-01

Student engagement continues to be a point of emphasis in pharmacy education, yet there remains little data on tangible means to increase organic student engagement. This review attempts to better define student engagement, draws from educational theorists to emphasize the importance of student engagement, and provides the reader with practice philosophies that can be used across of variety of teaching settings to help develop an engaging learning environment. PMID:27899839

The Mirror Dance in retrospect.

PubMed

Krieger, Susan

2005-01-01

In this article, Susan Krieger reflects on lessons learned from her classic study of a lesbian community, The Mirror Dance, first published in 1983. Krieger's study was unusual in that it eschewed a traditional social scientist's narrative voice, and instead was written from the point of view of the multiple voices of community members. In this retrospective piece, Krieger again challenges us to think in "multiple voices" about the importance of lesbian communities.

Learning from Stories: Narrative Interviewing in Cross-cultural Research

PubMed Central

Mattingly, Cheryl; Lawlor, Mary

2010-01-01

This paper argues for the importance of eliciting stories when trying to understand the point of view and personal experience of one's informants. It also outlines one approach to eliciting and analyzing narrative data as part of a complex and multi-faceted ethnographic study. The paper draws upon ethnographic research among African-American families who have children with serious illnesses or disabilities. However, it is not a report of research findings per se. Rather, it is primarily a conceptual paper that addresses narrative as a research method. Features that distinguish a story from other sorts of discourse are sketched and current discussions in the occupational therapy and social science literature concerning the importance of narrative are examined. The heart of the paper focuses on a single narrative interview and examines what we learn about the client and family caregiver perspective through stories. PMID:21399739

QRAC-the-Code: a comprehension monitoring strategy for middle school social studies textbooks.

PubMed

Berkeley, Sheri; Riccomini, Paul J

2013-01-01

Requirements for reading and ascertaining information from text increase as students advance through the educational system, especially in content-rich classes; hence, monitoring comprehension is especially important. However, this is a particularly challenging skill for many students who struggle with reading comprehension, including students with learning disabilities. A randomized pre-post experimental design was employed to investigate the effectiveness of a comprehension monitoring strategy (QRAC-the-Code) for improving the reading comprehension of 323 students in grades 6 and 7 in inclusive social studies classes. Findings indicated that both general education students and students with learning disabilities who were taught a simple comprehension monitoring strategy improved their comprehension of textbook content compared to students who read independently and noted important points. In addition, students in the comprehension monitoring condition reported using more reading strategies after the intervention. Implications for research and practice are discussed.

(On)line dancing: choosing an appropriate distance education partner.

PubMed

Menn, Mindy; Don Chaney, J

2014-05-01

Online-delivered distance education is a burgeoning component of professional development and continuing education. Distance education programs allow individuals to learn in a different location and/or at a different time from fellow learners, thereby increasing the flexibility and number of learning options. Selecting the "right" program for personal development from the ever-growing body of online-delivered education is an individualized decision that can become an overwhelming and challenging process. This Tool presents four important definitions for navigating distance education program description materials and outlines a five-step process to assist in identifying an appropriate program for personal development. The five-step process includes key questions and points to consider while conducting a candid self-assessment, identifying and investigating distance education programs, and then compiling information, comparing programs, and prioritizing a list of programs suitable for application. Furthermore, this Tool highlights important websites for distance education degree program reviews, accreditation information, and open educational resources.

Young children's learning and transfer of biological information from picture books to real animals.

PubMed

Ganea, Patricia A; Ma, Lili; Deloache, Judy S

2011-01-01

Preschool children (N = 104) read a book that described and illustrated color camouflage in animals (frogs and lizards). Children were then asked to indicate and explain which of 2 novel animals would be more likely to fall prey to a predatory bird. In Experiment 1, 3- and 4-year-olds were tested with pictures depicting animals in camouflage and noncamouflage settings; in Experiment 2, 4-year-olds were tested with real animals. The results show that by 4 years of age, children can learn new biological facts from a picture book. Of particular importance, transfer from books to real animals was found. These findings point to the importance that early book exposure can play in framing and increasing children's knowledge about the world. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Theoretical assumptions of Maffesoli's sensitivity and Problem-Based Learning in Nursing Education1

PubMed Central

Rodríguez-Borrego, María-Aurora; Nitschke, Rosane Gonçalves; do Prado, Marta Lenise; Martini, Jussara Gue; Guerra-Martín, María-Dolores; González-Galán, Carmen

2014-01-01

Objective understand the everyday and the imaginary of Nursing students in their knowledge socialization process through the Problem-Based Learning (PBL) strategy. Method Action Research, involving 86 students from the second year of an undergraduate Nursing program in Spain. A Critical Incident Questionnaire and Group interview were used. Thematic/categorical analysis, triangulation of researchers, subjects and techniques. Results the students signal the need to have a view from within, reinforcing the criticism against the schematic dualism; PBL allows one to learn how to be with the other, with his mechanical and organic solidarity; the feeling together, with its emphasis on learning to work in group and wanting to be close to the person taking care. Conclusions The great contradictions the protagonists of the process, that is, the students experience seem to express that group learning is not a form of gaining knowledge, as it makes them lose time to study. The daily, the execution time and the imaginary of how learning should be do not seem to have an intersection point in the use of Problem-Based Learning. The importance of focusing on the daily and the imaginary should be reinforced when we consider nursing education. PMID:25029064

Simulated interprofessional education: an analysis of teaching and learning processes.

PubMed

van Soeren, Mary; Devlin-Cop, Sandra; Macmillan, Kathleen; Baker, Lindsay; Egan-Lee, Eileen; Reeves, Scott

2011-11-01

Simulated learning activities are increasingly being used in health professions and interprofessional education (IPE). Specifically, IPE programs are frequently adopting role-play simulations as a key learning approach. Despite this widespread adoption, there is little empirical evidence exploring the teaching and learning processes embedded within this type of simulation. This exploratory study provides insight into the nature of these processes through the use of qualitative methods. A total of 152 clinicians, 101 students and 9 facilitators representing a range of health professions, participated in video-recorded role-plays and debrief sessions. Videotapes were analyzed to explore emerging issues and themes related to teaching and learning processes related to this type of interprofessional simulated learning experience. In addition, three focus groups were conducted with a subset of participants to explore perceptions of their educational experiences. Five key themes emerged from the data analysis: enthusiasm and motivation, professional role assignment, scenario realism, facilitator style and background and team facilitation. Our findings suggest that program developers need to be mindful of these five themes when using role-plays in an interprofessional context and point to the importance of deliberate and skilled facilitation in meeting desired learning outcomes.

How to Trigger Emergence and Self-Organisation in Learning Networks

NASA Astrophysics Data System (ADS)

Brouns, Francis; Fetter, Sibren; van Rosmalen, Peter

The previous chapters of this section discussed why the social structure of Learning Networks is important and present guidelines on how to maintain and allow the emergence of communities in Learning Networks. Chapter 2 explains how Learning Networks rely on social interaction and active participations of the participants. Chapter 3 then continues by presenting guidelines and policies that should be incorporated into Learning Network Services in order to maintain existing communities by creating conditions that promote social interaction and knowledge sharing. Chapter 4 discusses the necessary conditions required for knowledge sharing to occur and to trigger communities to self-organise and emerge. As pointed out in Chap. 4, ad-hoc transient communities facilitate the emergence of social interaction in Learning Networks, self-organising them into communities, taking into account personal characteristics, community characteristics and general guidelines. As explained in Chap. 4 community members would benefit from a service that brings suitable people together for a specific purpose, because it will allow the participant to focus on the knowledge sharing process by reducing the effort or costs. In the current chapter, we describe an example of a peer support Learning Network Service based on the mechanism of peer tutoring in ad-hoc transient communities.

Gene repressive mechanisms in the mouse brain involved in memory formation

PubMed Central

Yu, Nam-Kyung; Kaang, Bong-Kiun

2016-01-01

Gene regulation in the brain is essential for long-term plasticity and memory formation. Despite this established notion, the quantitative translational map in the brain during memory formation has not been reported. To systematically probe the changes in protein synthesis during memory formation, our recent study exploited ribosome profiling using the mouse hippocampal tissues at multiple time points after a learning event. Analysis of the resulting database revealed novel types of gene regulation after learning. First, the translation of a group of genes was rapidly suppressed without change in mRNA levels. At later time points, the expression of another group of genes was downregulated through reduction in mRNA levels. This reduction was predicted to be downstream of inhibition of ESR1 (Estrogen Receptor 1) signaling. Overexpressing Nrsn1, one of the genes whose translation was suppressed, or activating ESR1 by injecting an agonist interfered with memory formation, suggesting the functional importance of these findings. Moreover, the translation of genes encoding the translational machineries was found to be suppressed, among other genes in the mouse hippocampus. Together, this unbiased approach has revealed previously unidentified characteristics of gene regulation in the brain and highlighted the importance of repressive controls. [BMB Reports 2016; 49(4): 199-200] PMID:26949020

Gene repressive mechanisms in the mouse brain involved in memory formation.

PubMed

Yu, Nam-Kyung; Kaang, Bong-Kiun

2016-04-01

Gene regulation in the brain is essential for long-term plasticity and memory formation. Despite this established notion, the quantitative translational map in the brain during memory formation has not been reported. To systematically probe the changes in protein synthesis during memory formation, our recent study exploited ribosome profiling using the mouse hippocampal tissues at multiple time points after a learning event. Analysis of the resulting database revealed novel types of gene regulation after learning. First, the translation of a group of genes was rapidly suppressed without change in mRNA levels. At later time points, the expression of another group of genes was downregulated through reduction in mRNA levels. This reduction was predicted to be downstream of inhibition of ESR1 (Estrogen Receptor 1) signaling. Overexpressing Nrsn1, one of the genes whose translation was suppressed, or activating ESR1 by injecting an agonist interfered with memory formation, suggesting the functional importance of these findings. Moreover, the translation of genes encoding the translational machineries was found to be suppressed, among other genes in the mouse hippocampus. Together, this unbiased approach has revealed previously unidentified characteristics of gene regulation in the brain and highlighted the importance of repressive controls. [BMB Reports 2016; 49(4): 199-200].

"I'm Ambivalent about It": The Dilemmas of PowerPoint

ERIC Educational Resources Information Center

Hill, Andrea; Arford, Tammi; Lubitow, Amy; Smollin, Leandra M.

2012-01-01

The increasing ubiquity of PowerPoint in the university classroom raises complex questions about pedagogy and the creation of dynamic and effective learning environments. Though much of the sociological teaching literature has focused on engagement and active learning, very little of this work has addressed the presence of PowerPoint in sociology…

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

PubMed Central

Svanholm, Jette R.; Schjødt, Inge; Mølgaard Jensen, Karsten; Silén, Charlotte; Karlgren, Klas

2017-01-01

Objectives To identify the learning needs of patients with heart failure between outpatients follow-up visits from their perspective and to ascertain what they emphasize as being important in the design of an educational website for them. Methods We conducted a two-step qualitative study at Aarhus University Hospital, Denmark. Twenty patients with heart failure participated either in focus group interviews, diary writing, or video-recorded design sessions. Data on learning needs were collected in step 1 and analyses, therefore, helped develop the preliminary prototypes of a website. In step 2, patients worked on the prototypes in video-recorded design sessions, employing a think-aloud method. The interviews were transcribed and a content analysis was performed on the text and video data. Results Patients’ learning needs were multifaceted, driven by anxiety, arising from, and often influenced by, such daily situations and contexts as the medical condition, medication, challenges in daily life, and where to get support and how to manage their self-care. They emphasized different ways of adapting the design to the patient group to enable interaction with peers and professionals and specific interface issues. Conclusions This study provided insights into the different learning needs of patients with heart failure, how managing daily situations is the starting point for these needs and how emotions play a part in patients’ learning. Moreover, it showed how patient co-designers proved to be useful for understanding how to design a website that supports patients’ learning: insights, which may become important in designing online learning tools for patients. PMID:28237976

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

PubMed

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

2017-02-25

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

Exploration of the affordances of mobile devices in integrating theory and clinical practice in an undergraduate nursing programme.

PubMed

Willemse, Juliana J; Bozalek, Vivienne

2015-01-01

Promoting the quality and effectiveness of nursing education is an important factor, given the increased demand for nursing professionals. It is important to establish learning environments that provide personalised guidance and feedback to students about their practical skills and application of their theoretical knowledge. To explore and describe the knowledge and points of view of students and educators about introduction of new technologies into an undergraduate nursing programme. The qualitative design used Tesch's (1990) steps of descriptive data analysis to complete thematic analysis of the data collected in focus group discussions (FGDs) and individual interviews to identify themes. Themes identified from the students’ FGDs and individual interviews included: mobile devices as a communication tool; email, WhatsApp and Facebook as methods of communication; WhatsApp as a method of communication; nurses as role-models in the clinical setting; setting personal boundaries; and impact of mobile devices in clinical practice on professionalism. Themes identified from the FGD, individual interviews and a discussion session held with educators included: peer learning via mobile devices; email, WhatsApp and Facebook as methods of communication; the mobile device as a positive learning method; students need practical guidance; and ethical concerns in clinical facilities about Internet access and use of mobile devices. The research project established an understanding of the knowledge and points of view of students and educators regarding introduction of new technologies into an undergraduate nursing programme with the aim of enhancing integration of theory and clinical practice through use of mobile devices.

Strategic value-directed learning and memory in Alzheimer's disease and behavioural-variant frontotemporal dementia.

PubMed

Wong, Stephanie; Irish, Muireann; Savage, Greg; Hodges, John R; Piguet, Olivier; Hornberger, Michael

2018-02-12

In healthy adults, the ability to prioritize learning of highly valued information is supported by executive functions and enhances subsequent memory retrieval for this information. In Alzheimer's disease (AD) and behavioural-variant frontotemporal dementia (bvFTD), marked deficits are evident in learning and memory, presenting in the context of executive dysfunction. It is unclear whether these patients show a typical memory bias for higher valued stimuli. We administered a value-directed word-list learning task to AD (n = 10) and bvFTD (n = 21) patients and age-matched healthy controls (n = 22). Each word was assigned a low, medium or high point value, and participants were instructed to maximize the number of points earned across three learning trials. Participants' memory for the words was assessed on a delayed recall trial, followed by a recognition test for the words and corresponding point values. Relative to controls, both patient groups showed poorer overall learning, delayed recall and recognition. Despite these impairments, patients with AD preferentially recalled high-value words on learning trials and showed significant value-directed enhancement of recognition memory for the words and points. Conversely, bvFTD patients did not prioritize recall of high-value words during learning trials, and this reduced selectivity was related to inhibitory dysfunction. Nonetheless, bvFTD patients showed value-directed enhancement of recognition memory for the point values, suggesting a mismatch between memory of high-value information and the ability to apply this in a motivationally salient context. Our findings demonstrate that value-directed enhancement of memory may persist to some degree in patients with dementia, despite pronounced deficits in learning and memory. © 2018 The British Psychological Society.

External quality assurance for HIV point-of-care testing in Africa: A collaborative country-partner approach to strengthen diagnostic services

PubMed Central

2016-01-01

It is important to consider the role of diagnostics and the critical need for quality diagnostics services in resource-limited settings. Accurate diagnostic tests play a key role in patient management and the prevention and control of most infectious diseases. As countries plan for implementation of HIV early infant diagnosis and viral load point-of-care testing, the London School of Hygiene & Tropical Medicine has worked with countries and partners with an interest in external quality assurance to support quality point-of-care testing on the continent. Through a series of collaborative consultations and workshops, the London School of Hygiene & Tropical Medicine has gathered lessons learned, tools, and resources and developed quality assurance models that will support point-of-care testing. The London School of Hygiene & Tropical Medicine is committed to the continued advancement of laboratory diagnostics in Africa and quality laboratory services and point-of-care testing. PMID:28879132

Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students.

PubMed

Azer, Samy A; Eizenberg, Norm

2007-03-01

The introduction of a problem-based learning (PBL) curriculum at the School of Medicine of the University of Melbourne has necessitated a reduction in the number of lectures and limited the use of dissection in teaching anatomy. In the new curriculum, students learn the anatomy of different body systems using PBL tutorials, practical classes, pre-dissected specimens, computer-aided learning multimedia and a few dissection classes. The aims of this study are: (1) to assess the views of first- and second-year medical students on the importance of dissection in learning about the anatomy, (2) to assess if students' views have been affected by demographic variables such as gender, academic background and being a local or an international student, and (3) to assess which educational tools helped them most in learning the anatomy and whether dissection sessions have helped them in better understanding anatomy. First- and second-year students enrolled in the medical course participated in this study. Students were asked to fill out a 5-point Likert scale questionnaire. Data was analysed using Mann-Whitney's U test, Wilcoxon's signed-ranks or the calculation of the Chi-square value. The response rates were 89% for both first- and second-year students. Compared to second-year students, first-year students perceived dissection to be important for deep understanding of anatomy (P < 0.001), making learning interesting (P < 0.001) and introducing them to emergency procedures (P < 0.001). Further, they preferred dissection over any other approach (P < 0.001). First-year students ranked dissection (44%), textbooks (23%), computer-aided learning (CAL), multimedia (10%), self-directed learning (6%) and lectures (5%) as the most valuable resources for learning anatomy, whereas second-year students found textbooks (38%), dissection (18%), pre-dissected specimens (11%), self-directed learning (9%), lectures (7%) and CAL programs (7%) as most useful. Neither of the groups showed a significant preference for pre-dissected specimens, CAL multimedia or lectures over dissection. Both first- and second-year students, regardless of their gender, academic background, or citizenship felt that the time devoted to dissection classes were not adequate. Students agreed that dissection deepened their understanding of anatomical structures, provided them with a three-dimensional perspective of structures and helped them recall what they learnt. Although their perception about the importance of dissection changed as they progressed in the course, good anatomy textbooks were perceived as an excellent resource for learning anatomy. Interestingly, innovations used in teaching anatomy, such as interactive multimedia resources, have not replaced students' perceptions about the importance of dissection.

Methods of learning in statistical education: Design and analysis of a randomized trial

NASA Astrophysics Data System (ADS)

Boyd, Felicity Turner

Background. Recent psychological and technological advances suggest that active learning may enhance understanding and retention of statistical principles. A randomized trial was designed to evaluate the addition of innovative instructional methods within didactic biostatistics courses for public health professionals. Aims. The primary objectives were to evaluate and compare the addition of two active learning methods (cooperative and internet) on students' performance; assess their impact on performance after adjusting for differences in students' learning style; and examine the influence of learning style on trial participation. Methods. Consenting students enrolled in a graduate introductory biostatistics course were randomized to cooperative learning, internet learning, or control after completing a pretest survey. The cooperative learning group participated in eight small group active learning sessions on key statistical concepts, while the internet learning group accessed interactive mini-applications on the same concepts. Controls received no intervention. Students completed evaluations after each session and a post-test survey. Study outcome was performance quantified by examination scores. Intervention effects were analyzed by generalized linear models using intent-to-treat analysis and marginal structural models accounting for reported participation. Results. Of 376 enrolled students, 265 (70%) consented to randomization; 69, 100, and 96 students were randomized to the cooperative, internet, and control groups, respectively. Intent-to-treat analysis showed no differences between study groups; however, 51% of students in the intervention groups had dropped out after the second session. After accounting for reported participation, expected examination scores were 2.6 points higher (of 100 points) after completing one cooperative learning session (95% CI: 0.3, 4.9) and 2.4 points higher after one internet learning session (95% CI: 0.0, 4.7), versus nonparticipants or controls, adjusting for other performance predictors. Students who preferred learning by reflective observation and active experimentation experienced improved performance through internet learning (5.9 points, 95% CI: 1.2, 10.6) and cooperative learning (2.9 points, 95% CI: 0.6, 5.2), respectively. Learning style did not influence study participation. Conclusions. No performance differences by group were observed by intent-to-treat analysis. Participation in active learning appears to improve student performance in an introductory biostatistics course and provides opportunities for enhancing understanding beyond that attained in traditional didactic classrooms.

Storytelling Supported by Technology: An Alternative for EFL Children with Learning Difficulties

ERIC Educational Resources Information Center

Lee, Sy-ying

2012-01-01

This action research aims to investigate how technology improves the conditions of storytelling to help enhance the learning attitude and motivation of EFL children with learning difficulty using power point designs and an online recording system--VoiceThread (http://voicethread.com/). The use of power point designs is to assure children of clear…

Four-chamber heart modeling and automatic segmentation for 3-D cardiac CT volumes using marginal space learning and steerable features.

PubMed

Zheng, Yefeng; Barbu, Adrian; Georgescu, Bogdan; Scheuering, Michael; Comaniciu, Dorin

2008-11-01

We propose an automatic four-chamber heart segmentation system for the quantitative functional analysis of the heart from cardiac computed tomography (CT) volumes. Two topics are discussed: heart modeling and automatic model fitting to an unseen volume. Heart modeling is a nontrivial task since the heart is a complex nonrigid organ. The model must be anatomically accurate, allow manual editing, and provide sufficient information to guide automatic detection and segmentation. Unlike previous work, we explicitly represent important landmarks (such as the valves and the ventricular septum cusps) among the control points of the model. The control points can be detected reliably to guide the automatic model fitting process. Using this model, we develop an efficient and robust approach for automatic heart chamber segmentation in 3-D CT volumes. We formulate the segmentation as a two-step learning problem: anatomical structure localization and boundary delineation. In both steps, we exploit the recent advances in learning discriminative models. A novel algorithm, marginal space learning (MSL), is introduced to solve the 9-D similarity transformation search problem for localizing the heart chambers. After determining the pose of the heart chambers, we estimate the 3-D shape through learning-based boundary delineation. The proposed method has been extensively tested on the largest dataset (with 323 volumes from 137 patients) ever reported in the literature. To the best of our knowledge, our system is the fastest with a speed of 4.0 s per volume (on a dual-core 3.2-GHz processor) for the automatic segmentation of all four chambers.

Enhanced low-rank representation via sparse manifold adaption for semi-supervised learning.

PubMed

Peng, Yong; Lu, Bao-Liang; Wang, Suhang

2015-05-01

Constructing an informative and discriminative graph plays an important role in various pattern recognition tasks such as clustering and classification. Among the existing graph-based learning models, low-rank representation (LRR) is a very competitive one, which has been extensively employed in spectral clustering and semi-supervised learning (SSL). In SSL, the graph is composed of both labeled and unlabeled samples, where the edge weights are calculated based on the LRR coefficients. However, most of existing LRR related approaches fail to consider the geometrical structure of data, which has been shown beneficial for discriminative tasks. In this paper, we propose an enhanced LRR via sparse manifold adaption, termed manifold low-rank representation (MLRR), to learn low-rank data representation. MLRR can explicitly take the data local manifold structure into consideration, which can be identified by the geometric sparsity idea; specifically, the local tangent space of each data point was sought by solving a sparse representation objective. Therefore, the graph to depict the relationship of data points can be built once the manifold information is obtained. We incorporate a regularizer into LRR to make the learned coefficients preserve the geometric constraints revealed in the data space. As a result, MLRR combines both the global information emphasized by low-rank property and the local information emphasized by the identified manifold structure. Extensive experimental results on semi-supervised classification tasks demonstrate that MLRR is an excellent method in comparison with several state-of-the-art graph construction approaches. Copyright © 2015 Elsevier Ltd. All rights reserved.

Internet Point of Care Learning at a Community Hospital

ERIC Educational Resources Information Center

Sinusas, Keith

2009-01-01

Introduction: Internet point of care (PoC) learning is a relatively new method for obtaining continuing medical education credits. Few data are available to describe physician utilization of this CME activity. Methods: We describe the Internet point of care system we developed at a medium-sized community hospital and report on its first year of…

A fast learning method for large scale and multi-class samples of SVM

NASA Astrophysics Data System (ADS)

Fan, Yu; Guo, Huiming

2017-06-01

A multi-class classification SVM(Support Vector Machine) fast learning method based on binary tree is presented to solve its low learning efficiency when SVM processing large scale multi-class samples. This paper adopts bottom-up method to set up binary tree hierarchy structure, according to achieved hierarchy structure, sub-classifier learns from corresponding samples of each node. During the learning, several class clusters are generated after the first clustering of the training samples. Firstly, central points are extracted from those class clusters which just have one type of samples. For those which have two types of samples, cluster numbers of their positive and negative samples are set respectively according to their mixture degree, secondary clustering undertaken afterwards, after which, central points are extracted from achieved sub-class clusters. By learning from the reduced samples formed by the integration of extracted central points above, sub-classifiers are obtained. Simulation experiment shows that, this fast learning method, which is based on multi-level clustering, can guarantee higher classification accuracy, greatly reduce sample numbers and effectively improve learning efficiency.

Value, Cost, and Sharing: Open Issues in Constrained Clustering

NASA Technical Reports Server (NTRS)

Wagstaff, Kiri L.

2006-01-01

Clustering is an important tool for data mining, since it can identify major patterns or trends without any supervision (labeled data). Over the past five years, semi-supervised (constrained) clustering methods have become very popular. These methods began with incorporating pairwise constraints and have developed into more general methods that can learn appropriate distance metrics. However, several important open questions have arisen about which constraints are most useful, how they can be actively acquired, and when and how they should be propagated to neighboring points. This position paper describes these open questions and suggests future directions for constrained clustering research.

Students perception on the usage of PowerPoint in learning calculus

NASA Astrophysics Data System (ADS)

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

2017-04-01

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

Do Safety Culture Scores in Nursing Homes Depend on Job Role and Ownership? Results from a National Survey.

PubMed

Banaszak-Holl, Jane; Reichert, Heidi; Todd Greene, M; Mody, Lona; Wald, Heidi L; Crnich, Christopher; McNamara, Sara E; Meddings, Jennifer

2017-10-01

To identify facility- and individual-level predictors of nursing home safety culture. Cross-sectional survey of individuals within facilities. Nursing homes participating in the national Agency for Healthcare Research and Quality Safety Program for Long-Term Care: Healthcare-Associated Infections/Catheter-Associated Urinary Tract Infections Project. Responding nursing home staff (N = 14,177) from 170 (81%) of 210 participating facilities. Staff responses to the Nursing Home Survey on Patient Safety Culture (NHSOPS), focused on five domains (teamwork, training and skills, communication openness, supervisor expectations, organizational learning) and individual respondent characteristics (occupation, tenure, hours worked), were merged with data on facility characteristics (from the Certification and Survey Provider Enhanced Reporting): ownership, chain membership, percentage residents on Medicare, bed size. Data were analyzed using multivariate hierarchical models. Nursing assistants rated all domains worse than administrators did (P < .001), with the largest differences for communication openness (24.3 points), teamwork (17.4 points), and supervisor expectations (16.1 points). Clinical staff rated all domains worse than administrators. Nonprofit ownership was associated with worse training and skills (by 6.0 points, P =.04) and communication openness (7.3 points, P =.004), and nonprofit and chain ownership were associated with worse supervisor expectations (5.2 points, P =.001 and 3.2 points, P =.03, respectively) and organizational learning (5.6 points, P =.009 and 4.2 points, P = .03). The percentage of variation in safety culture attributable to facility characteristics was less than 22%, with ownership having the strongest effect. Perceptions of safety culture vary widely among nursing home staff, with administrators consistently perceiving better safety culture than clinical staff who spend more time with residents. Reporting safety culture scores according to occupation may be more important than facility-level scores alone to describe and assess barriers, facilitators, and changes in safety culture. © 2017, Copyright the Authors Journal compilation © 2017, The American Geriatrics Society.

Hippocampal and prefrontal cortex contributions to learning and memory: analysis of lesion and aging effects on maze learning in rats.

PubMed

Winocur, G; Moscovitch, M

1990-08-01

Young adult rats with bilateral lesions to the hippocampus or prefrontal cortex, young operated controls, and normal old rats were tested on two complex mazes in the Hebb-Williams series. Approximately half the animals were previously trained on one of the mazes; the remainder received no previous training. The trained hippocampal rats showed sparing of memory for the general skill of maze learning but poor recall of the specific maze on which they had been previously trained. The opposite pattern was observed in trained prefrontal rats. In contrast, the aged rats' memory for maze-specific and maze-general information was impaired. The results confirmed the importance of the hippocampus for recalling highly specific information and pointed to a possible role for the frontal lobes in learning and remembering nonspecific skill-related information. The generalized deficit of the aged rats indicates that both types of memory were compromised and offers further evidence of frontal lobe and hippocampal dysfunction in normal aging.

Reinforcement learning or active inference?

PubMed

Friston, Karl J; Daunizeau, Jean; Kiebel, Stefan J

2009-07-29

This paper questions the need for reinforcement learning or control theory when optimising behaviour. We show that it is fairly simple to teach an agent complicated and adaptive behaviours using a free-energy formulation of perception. In this formulation, agents adjust their internal states and sampling of the environment to minimize their free-energy. Such agents learn causal structure in the environment and sample it in an adaptive and self-supervised fashion. This results in behavioural policies that reproduce those optimised by reinforcement learning and dynamic programming. Critically, we do not need to invoke the notion of reward, value or utility. We illustrate these points by solving a benchmark problem in dynamic programming; namely the mountain-car problem, using active perception or inference under the free-energy principle. The ensuing proof-of-concept may be important because the free-energy formulation furnishes a unified account of both action and perception and may speak to a reappraisal of the role of dopamine in the brain.

Comparing statistical and machine learning classifiers: alternatives for predictive modeling in human factors research.

PubMed

Carnahan, Brian; Meyer, Gérard; Kuntz, Lois-Ann

2003-01-01

Multivariate classification models play an increasingly important role in human factors research. In the past, these models have been based primarily on discriminant analysis and logistic regression. Models developed from machine learning research offer the human factors professional a viable alternative to these traditional statistical classification methods. To illustrate this point, two machine learning approaches--genetic programming and decision tree induction--were used to construct classification models designed to predict whether or not a student truck driver would pass his or her commercial driver license (CDL) examination. The models were developed and validated using the curriculum scores and CDL exam performances of 37 student truck drivers who had completed a 320-hr driver training course. Results indicated that the machine learning classification models were superior to discriminant analysis and logistic regression in terms of predictive accuracy. Actual or potential applications of this research include the creation of models that more accurately predict human performance outcomes.

Making connections: Where STEM learning and Earth science data services meet

NASA Astrophysics Data System (ADS)

Bugbee, K.; Ramachandran, R.; Maskey, M.; Gatlin, P. N.; Weigel, A. M.

2016-12-01

STEM learning is most effective when students are encouraged to see the connections between science, technology and real world problems. Helping to make these connections has become an increasingly important aspect of Earth science data research. The Global Hydrology Resource Center (GHRC), one of NASA's 12 EOSDIS data centers, has developed a new type of documentation called the micro article to facilitate making connections between data and Earth science research problems. Micro articles are short academic texts that enable a reader to quickly understand a scientific phenomena, a case study, or an instrument used to collect data. While originally designed to increase data discovery and usability, micro articles also serve as a reliable starting point for project-based learning, an educational approach in STEM education, for high school and higher education environments. This presentation will highlight micro articles at the Global Hydrology Resource Center data center and will demonstrate the potential applications of micro articles in project-based learning.

Habituation in non-neural organisms: evidence from slime moulds.

PubMed

Boisseau, Romain P; Vogel, David; Dussutour, Audrey

2016-04-27

Learning, defined as a change in behaviour evoked by experience, has hitherto been investigated almost exclusively in multicellular neural organisms. Evidence for learning in non-neural multicellular organisms is scant, and only a few unequivocal reports of learning have been described in single-celled organisms. Here we demonstrate habituation, an unmistakable form of learning, in the non-neural organism Physarum polycephalum In our experiment, using chemotaxis as the behavioural output and quinine or caffeine as the stimulus, we showed that P. polycephalum learnt to ignore quinine or caffeine when the stimuli were repeated, but responded again when the stimulus was withheld for a certain time. Our results meet the principle criteria that have been used to demonstrate habituation: responsiveness decline and spontaneous recovery. To distinguish habituation from sensory adaptation or motor fatigue, we also show stimulus specificity. Our results point to the diversity of organisms lacking neurons, which likely display a hitherto unrecognized capacity for learning, and suggest that slime moulds may be an ideal model system in which to investigate fundamental mechanisms underlying learning processes. Besides, documenting learning in non-neural organisms such as slime moulds is centrally important to a comprehensive, phylogenetic understanding of when and where in the tree of life the earliest manifestations of learning evolved. © 2016 The Author(s).

Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying Adequate Progress and Successful Learning Patterns.

PubMed

Storkel, Holly L; Komesidou, Rouzana; Fleming, Kandace K; Romine, Rebecca Swinburne

2017-04-20

The goal of this study was to provide guidance to clinicians on early benchmarks of successful word learning in an interactive book reading treatment and to examine how encoding and memory evolution during treatment contribute to word learning outcomes by kindergarten children with specific language impairment (SLI). Twenty-seven kindergarten children with SLI participated in a preliminary clinical trial using interactive book reading to teach 30 new words. Word learning was assessed at 4 points during treatment through a picture naming test. The results indicate that the following performance during treatment was cause for concern, indicating a need to modify the treatment: naming 0-1 treated words correctly at Naming Test 1; naming 0-2 treated words correctly at Naming Test 2; naming 0-3 treated words correctly at Naming Test 3. In addition, the results showed that encoding was the primary limiting factor in word learning, but rmemory evolution also contributed (albeit to a lesser degree) to word learning success. Case illustrations demonstrate how a clinician's understanding of a child's word learning strengths and weaknesses develop over the course of treatment, substantiating the importance of regular data collection and clinical decision-making to ensure the best possible outcomes for each individual child.

Evaluation of the role of incentive structure on student participation and performance in active learning strategies: A comparison of case-based and team-based learning.

PubMed

Carrasco, Gonzalo A; Behling, Kathryn C; Lopez, Osvaldo J

2018-04-01

Student participation is important for the success of active learning strategies, but participation is often linked to the level of preparation. At our institution, we use two types of active learning activities, a modified case-based learning exercise called active learning groups (ALG) and team-based learning (TBL). These strategies have different assessment and incentive structures for participation. Non-cognitive skills are assessed in ALG using a subjective five-point Likert scale. In TBL, assessment of individual student preparation is based on a multiple choice quiz conducted at the beginning of each session. We studied first-year medical student participation and performance in ALG and TBL as well as performance on course final examinations. Student performance in TBL, but not in ALG, was strongly correlated with final examination scores. Additionally, in students who performed in the upper 33rd percentile on the final examination, there was a positive correlation between final examination performance and participation in TBL and ALG. This correlation was not seen in students who performed in the lower 33rd percentile on the final examinations. Our results suggest that assessments of medical knowledge during active learning exercises could supplement non-cognitive assessments and could be good predictors of performance on summative examinations.

Habituation in non-neural organisms: evidence from slime moulds

PubMed Central

Boisseau, Romain P.; Vogel, David; Dussutour, Audrey

2016-01-01

Learning, defined as a change in behaviour evoked by experience, has hitherto been investigated almost exclusively in multicellular neural organisms. Evidence for learning in non-neural multicellular organisms is scant, and only a few unequivocal reports of learning have been described in single-celled organisms. Here we demonstrate habituation, an unmistakable form of learning, in the non-neural organism Physarum polycephalum. In our experiment, using chemotaxis as the behavioural output and quinine or caffeine as the stimulus, we showed that P. polycephalum learnt to ignore quinine or caffeine when the stimuli were repeated, but responded again when the stimulus was withheld for a certain time. Our results meet the principle criteria that have been used to demonstrate habituation: responsiveness decline and spontaneous recovery. To distinguish habituation from sensory adaptation or motor fatigue, we also show stimulus specificity. Our results point to the diversity of organisms lacking neurons, which likely display a hitherto unrecognized capacity for learning, and suggest that slime moulds may be an ideal model system in which to investigate fundamental mechanisms underlying learning processes. Besides, documenting learning in non-neural organisms such as slime moulds is centrally important to a comprehensive, phylogenetic understanding of when and where in the tree of life the earliest manifestations of learning evolved. PMID:27122563

Applying Organizational Learning Research to Accountable Care Organizations.

PubMed

Nembhard, Ingrid M; Tucker, Anita L

2016-12-01

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

Learning new faces in typical and atypical populations of children.

PubMed

Jones, Rebecca R; Blades, Mark; Coleman, Mike; Pascalis, Olivier

2013-02-01

Recognizing an individual as familiar is an important aspect of our social cognition, which requires both learning a face and recalling it. It has been suggested that children with autistic spectrum disorder (ASD) have deficits and abnormalities in face processing. We investigated whether the process by which unfamiliar faces become familiar differs in typically developing (TD) children, children with ASD, and children with developmental delay. Children were familiarized with a set of moving novel faces presented over a three-day period. Recognition of the learned faces was assessed at five time points during the three-day period. Both immediate and delayed recall of faces was tested. All groups showed improvements in face recognition at immediate recall, which indicated that learning had occurred. The TD population showed slightly better performance than the two other groups, however no difference was specific to the ASD group. All groups showed similar levels of improvements with time. Our results are discussed in terms of learning in ASD. © 2013 The Authors. Scandinavian Journal of Psychology © 2013 The Scandinavian Psychological Associations.

Environmental Monitoring Networks Optimization Using Advanced Active Learning Algorithms

NASA Astrophysics Data System (ADS)

Kanevski, Mikhail; Volpi, Michele; Copa, Loris

2010-05-01

The problem of environmental monitoring networks optimization (MNO) belongs to one of the basic and fundamental tasks in spatio-temporal data collection, analysis, and modeling. There are several approaches to this problem, which can be considered as a design or redesign of monitoring network by applying some optimization criteria. The most developed and widespread methods are based on geostatistics (family of kriging models, conditional stochastic simulations). In geostatistics the variance is mainly used as an optimization criterion which has some advantages and drawbacks. In the present research we study an application of advanced techniques following from the statistical learning theory (SLT) - support vector machines (SVM) and the optimization of monitoring networks when dealing with a classification problem (data are discrete values/classes: hydrogeological units, soil types, pollution decision levels, etc.) is considered. SVM is a universal nonlinear modeling tool for classification problems in high dimensional spaces. The SVM solution is maximizing the decision boundary between classes and has a good generalization property for noisy data. The sparse solution of SVM is based on support vectors - data which contribute to the solution with nonzero weights. Fundamentally the MNO for classification problems can be considered as a task of selecting new measurement points which increase the quality of spatial classification and reduce the testing error (error on new independent measurements). In SLT this is a typical problem of active learning - a selection of the new unlabelled points which efficiently reduce the testing error. A classical approach (margin sampling) to active learning is to sample the points closest to the classification boundary. This solution is suboptimal when points (or generally the dataset) are redundant for the same class. In the present research we propose and study two new advanced methods of active learning adapted to the solution of MNO problem: 1) hierarchical top-down clustering in an input space in order to remove redundancy when data are clustered, and 2) a general method (independent on classifier) which gives posterior probabilities that can be used to define the classifier confidence and corresponding proposals for new measurement points. The basic ideas and procedures are explained by applying simulated data sets. The real case study deals with the analysis and mapping of soil types, which is a multi-class classification problem. Maps of soil types are important for the analysis and 3D modeling of heavy metals migration in soil and prediction risk mapping. The results obtained demonstrate the high quality of SVM mapping and efficiency of monitoring network optimization by using active learning approaches. The research was partly supported by SNSF projects No. 200021-126505 and 200020-121835.

Point of care information services: a platform for self-directed continuing medical education for front line decision makers

PubMed Central

Moja, Lorenzo; Kwag, Koren Hyogene

2015-01-01

The structure and aim of continuing medical education (CME) is shifting from the passive transmission of knowledge to a competency-based model focused on professional development. Self-directed learning is emerging as the foremost educational method for advancing competency-based CME. In a field marked by the constant expansion of knowledge, self-directed learning allows physicians to tailor their learning strategy to meet the information needs of practice. Point of care information services are innovative tools that provide health professionals with digested evidence at the front line to guide decision making. By mobilising self-directing learning to meet the information needs of clinicians at the bedside, point of care information services represent a promising platform for competency-based CME. Several points, however, must be considered to enhance the accessibility and development of these tools to improve competency-based CME and the quality of care. PMID:25655251

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

Interventions for Learning Disorders

MedlinePlus

... about any treatment you are considering. Children and Learning Disabilities Here are some points to keep in mind about learning disabilities. Children with learning disabilities are a very heterogeneous ...

Endovascular Skills for Trauma and Resuscitative Surgery (ESTARS) Course: Curriculum Development, Content Validation, and Program Assessment

DTIC Science & Technology

2014-01-01

fundamental endovascular training for trauma surgeons. METHODS: ESTARS 2-day course incorporated pretest / posttest examinations, precourse materials...and 17 multiple true/false items. The purpose of the test was pri- marily formative; the same items were used for pretesting and posttesting , and the... pretest served as a learning tool focusing learners on the content of importance. Mean scores were computed, treating each item as one point (multiple

Proceedings of the Third International Workshop on Multistrategy Learning, May 23-25 Harpers Ferry, WV.

DTIC Science & Technology

1996-09-16

approaches are: • Adaptive filtering • Single exponential smoothing (Brown, 1963) * The Box-Jenkins methodology ( ARIMA modeling ) - Linear exponential... ARIMA • Linear exponential smoothing: Holt’s two parameter modeling (Box and Jenkins, 1976). However, there are two approach (Holt et al., 1960) very...crucial disadvantages: The most important point in - Winters’ three parameter method (Winters, 1960) ARIMA modeling is model identification. As shown in

Causes and consequences of sleepiness among college students.

PubMed

Hershner, Shelley D; Chervin, Ronald D

2014-01-01

Daytime sleepiness, sleep deprivation, and irregular sleep schedules are highly prevalent among college students, as 50% report daytime sleepiness and 70% attain insufficient sleep. The consequences of sleep deprivation and daytime sleepiness are especially problematic to college students and can result in lower grade point averages, increased risk of academic failure, compromised learning, impaired mood, and increased risk of motor vehicle accidents. This article reviews the current prevalence of sleepiness and sleep deprivation among college students, contributing factors for sleep deprivation, and the role of sleep in learning and memory. The impact of sleep and sleep disorders on academics, grade point average, driving, and mood will be examined. Most importantly, effective and viable interventions to decrease sleepiness and sleep deprivation through sleep education classes, online programs, encouragement of naps, and adjustment of class time will be reviewed. This paper highlights that addressing sleep issues, which are not often considered as a risk factor for depression and academic failure, should be encouraged. Promotion of university and college policies and class schedules that encourage healthy and adequate sleep could have a significant impact on the sleep, learning, and health of college students. Future research to investigate effective and feasible interventions, which disseminate both sleep knowledge and encouragement of healthy sleep habits to college students in a time and cost effective manner, is a priority.

Nonlinear identification using a B-spline neural network and chaotic immune approaches

NASA Astrophysics Data System (ADS)

dos Santos Coelho, Leandro; Pessôa, Marcelo Wicthoff

2009-11-01

One of the important applications of B-spline neural network (BSNN) is to approximate nonlinear functions defined on a compact subset of a Euclidean space in a highly parallel manner. Recently, BSNN, a type of basis function neural network, has received increasing attention and has been applied in the field of nonlinear identification. BSNNs have the potential to "learn" the process model from input-output data or "learn" fault knowledge from past experience. BSNN can be used as function approximators to construct the analytical model for residual generation too. However, BSNN is trained by gradient-based methods that may fall into local minima during the learning procedure. When using feed-forward BSNNs, the quality of approximation depends on the control points (knots) placement of spline functions. This paper describes the application of a modified artificial immune network inspired optimization method - the opt-aiNet - combined with sequences generate by Hénon map to provide a stochastic search to adjust the control points of a BSNN. The numerical results presented here indicate that artificial immune network optimization methods are useful for building good BSNN model for the nonlinear identification of two case studies: (i) the benchmark of Box and Jenkins gas furnace, and (ii) an experimental ball-and-tube system.

The Parallel Episodic Processing (PEP) model 2.0: A single computational model of stimulus-response binding, contingency learning, power curves, and mixing costs.

PubMed

Schmidt, James R; De Houwer, Jan; Rothermund, Klaus

2016-12-01

The current paper presents an extension of the Parallel Episodic Processing model. The model is developed for simulating behaviour in performance (i.e., speeded response time) tasks and learns to anticipate both how and when to respond based on retrieval of memories of previous trials. With one fixed parameter set, the model is shown to successfully simulate a wide range of different findings. These include: practice curves in the Stroop paradigm, contingency learning effects, learning acquisition curves, stimulus-response binding effects, mixing costs, and various findings from the attentional control domain. The results demonstrate several important points. First, the same retrieval mechanism parsimoniously explains stimulus-response binding, contingency learning, and practice effects. Second, as performance improves with practice, any effects will shrink with it. Third, a model of simple learning processes is sufficient to explain phenomena that are typically (but perhaps incorrectly) interpreted in terms of higher-order control processes. More generally, we argue that computational models with a fixed parameter set and wider breadth should be preferred over those that are restricted to a narrow set of phenomena. Copyright © 2016 Elsevier Inc. All rights reserved.

Friendship in childhood and adulthood: lessons across the life span.

PubMed

Sherman, A M; de Vries, B; Lansford, J E

2000-01-01

Friendship occupies an important place in the growing body of literature in child development and gerontological research. As such, it may be useful for researchers from both fields to consider what can be learned from work carried out in each tradition. Therefore, we present a selected review of topics in friendship research across the life span. Through discussion of the value of friendship, the development of friendship, challenges to friendship, the gendered nature of friendship, and the connection between friends and family, points of commonality and contrast are identified. We conclude by presenting possible avenues for future investigation for researchers interested in friendship at any point in the life span.

Slower reacquisition after partial extinction in human contingency learning.

PubMed

Morís, Joaquín; Barberia, Itxaso; Vadillo, Miguel A; Andrades, Ainhoa; López, Francisco J

2017-01-01

Extinction is a very relevant learning phenomenon from a theoretical and applied point of view. One of its most relevant features is that relapse phenomena often take place once the extinction training has been completed. Accordingly, as extinction-based therapies constitute the most widespread empirically validated treatment of anxiety disorders, one of their most important limitations is this potential relapse. We provide the first demonstration of relapse reduction in human contingency learning using mild aversive stimuli. This effect was found after partial extinction (i.e., reinforced trials were occasionally experienced during extinction, Experiment 1) and progressive extinction treatments (Experiment 3), and it was not only because of differences in uncertainty levels between the partial and a standard extinction group (Experiment 2). The theoretical explanation of these results, the potential uses of this strategy in applied situations, and its current limitations are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Dual Low-Rank Pursuit: Learning Salient Features for Saliency Detection.

PubMed

Lang, Congyan; Feng, Jiashi; Feng, Songhe; Wang, Jingdong; Yan, Shuicheng

2016-06-01

Saliency detection is an important procedure for machines to understand visual world as humans do. In this paper, we consider a specific saliency detection problem of predicting human eye fixations when they freely view natural images, and propose a novel dual low-rank pursuit (DLRP) method. DLRP learns saliency-aware feature transformations by utilizing available supervision information and constructs discriminative bases for effectively detecting human fixation points under the popular low-rank and sparsity-pursuit framework. Benefiting from the embedded high-level information in the supervised learning process, DLRP is able to predict fixations accurately without performing the expensive object segmentation as in the previous works. Comprehensive experiments clearly show the superiority of the proposed DLRP method over the established state-of-the-art methods. We also empirically demonstrate that DLRP provides stronger generalization performance across different data sets and inherits the advantages of both the bottom-up- and top-down-based saliency detection methods.

Learning from each other: cross-cultural insights on palliative care in Indian and Australian regions.

PubMed

McGrath, Pam; Holewa, Hamish; Koilparampil, Thomas; Koshy, Cherian; George, Shobha

2009-10-01

This article presents the findings of a cross-cultural research project that explored similarities and differences between palliative care service provision in Kerala, India and South-East Queensland, Australia, to inform a process of mutual learning for service development. Three major points of difference that can inform this process of mutual learning were identified: 1) an understanding of the significance of honesty in information-giving to the patient, 2) recognition of the importance of palliative care specialists providing education to mainstream health professionals, and 3) appreciation of the need for palliative care to be cognizant of the socio-economic impact of dying-especially for families experiencing poverty-by embracing strategies for financial and material support. The findings highlight the effectiveness of a cross-cultural collaboration between health professionals and researchers in South-East Queensland, Australia and Kerala, India.

Comparing Hybrid Learning with Traditional Approaches on Learning the Microsoft Office Power Point 2003 Program in Tertiary Education

ERIC Educational Resources Information Center

Vernadakis, Nikolaos; Antoniou, Panagiotis; Giannousi, Maria; Zetou, Eleni; Kioumourtzoglou, Efthimis

2011-01-01

The purpose of this study was to determine the effectiveness of a hybrid learning approach to deliver a computer science course concerning the Microsoft office PowerPoint 2003 program in comparison to delivering the same course content in the form of traditional lectures. A hundred and seventy-two first year university students were randomly…

SEMANTIC3D.NET: a New Large-Scale Point Cloud Classification Benchmark

NASA Astrophysics Data System (ADS)

Hackel, T.; Savinov, N.; Ladicky, L.; Wegner, J. D.; Schindler, K.; Pollefeys, M.

2017-05-01

This paper presents a new 3D point cloud classification benchmark data set with over four billion manually labelled points, meant as input for data-hungry (deep) learning methods. We also discuss first submissions to the benchmark that use deep convolutional neural networks (CNNs) as a work horse, which already show remarkable performance improvements over state-of-the-art. CNNs have become the de-facto standard for many tasks in computer vision and machine learning like semantic segmentation or object detection in images, but have no yet led to a true breakthrough for 3D point cloud labelling tasks due to lack of training data. With the massive data set presented in this paper, we aim at closing this data gap to help unleash the full potential of deep learning methods for 3D labelling tasks. Our semantic3D.net data set consists of dense point clouds acquired with static terrestrial laser scanners. It contains 8 semantic classes and covers a wide range of urban outdoor scenes: churches, streets, railroad tracks, squares, villages, soccer fields and castles. We describe our labelling interface and show that our data set provides more dense and complete point clouds with much higher overall number of labelled points compared to those already available to the research community. We further provide baseline method descriptions and comparison between methods submitted to our online system. We hope semantic3D.net will pave the way for deep learning methods in 3D point cloud labelling to learn richer, more general 3D representations, and first submissions after only a few months indicate that this might indeed be the case.

Sources of self-efficacy in academic contexts: A longitudinal perspective.

PubMed

Phan, Huy P; Ngu, Bing H

2016-12-01

The formation of self-efficacy, according to Bandura's (1997) social-cognitive theory, is an important area of inquiry. This theoretical tenet posits the importance of enactive learning experience, followed by lesser influences of vicarious experience, verbal persuasion, and emotional and physiological states. Quantitative research, predominantly, has produced clear and consistent evidence that supports this position. We argue that the elementary school years may indicate differently, whereby children's limited cognitive maturity and learning experiences could compel them to rely on other psychosocial informational sources. To date and to our knowledge, very few studies, if any, have explored the sustained influence of enactive learning experience across time. In this study, consequently, we tested a sequential predictive model that involved the differential influences of the 4 major informational sources on self-efficacy and then self-efficacy on academic achievement. Three time points of data (N = 328, Year 6) were collected across the calendar year, and Mplus 7.3 (Muthén & Muthén, 1998-2012) was used to assist us in our structural modeling testing. At Time 1, only enactive learning experience and vicarious experience positively influenced self-efficacy. At Time 2, after controlling for prior variance of Time 1 corresponding factors, only enactive learning experience remained significant. At Time 3, after controlling for autoregressive paths, enactive learning experience remained significant, and both verbal persuasion and emotional and physiological states positively influenced self-efficacy. The impact of self-efficacy on academic achievement was significant across the 3 occasions (βs = .20-.46). (PsycINFO Database Record (c) 2016 APA, all rights reserved).

TH-F-202-03: Advances in MRI for Radiation Therapy

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

Cai, J.

MRI has excellent soft tissue contrast and can provide both anatomical and physiological information. It is becoming increasingly important in radiation therapy for treatment planning, image-guided radiation therapy, and treatment assessment. It is critically important at this time point to educate and update our medical physicists about MRI to prepare for the upcoming surge of MRI applications in radiation therapy. This session will review important basics of MR physics, pulse sequence designs, and current radiotherapy application, as well as showcase exciting new developments in MRI that can be potentially useful in radiation therapy. Learning Objectives: To learn basics of MRmore » physics and understand the differences between various pulse sequences To review current applications of MRI in radiation therapy.To discuss recent MRI advances for future MRI guided radiation therapy Partly supported by NIH (1R21CA165384).; W. Miller, Research supported in part by Siemens Healthcare; G. Li, My clinical research is in part supported by NIH U54CA137788. I have a collaborative research project with Philips Healthcare.; J. Cai, jing cai.« less

TH-F-202-00: MRI for Radiation Therapy

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

NONE

MRI has excellent soft tissue contrast and can provide both anatomical and physiological information. It is becoming increasingly important in radiation therapy for treatment planning, image-guided radiation therapy, and treatment assessment. It is critically important at this time point to educate and update our medical physicists about MRI to prepare for the upcoming surge of MRI applications in radiation therapy. This session will review important basics of MR physics, pulse sequence designs, and current radiotherapy application, as well as showcase exciting new developments in MRI that can be potentially useful in radiation therapy. Learning Objectives: To learn basics of MRmore » physics and understand the differences between various pulse sequences To review current applications of MRI in radiation therapy.To discuss recent MRI advances for future MRI guided radiation therapy Partly supported by NIH (1R21CA165384).; W. Miller, Research supported in part by Siemens Healthcare; G. Li, My clinical research is in part supported by NIH U54CA137788. I have a collaborative research project with Philips Healthcare.; J. Cai, jing cai.« less

TH-F-202-01: MRI Basics

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

Miller, W.

MRI has excellent soft tissue contrast and can provide both anatomical and physiological information. It is becoming increasingly important in radiation therapy for treatment planning, image-guided radiation therapy, and treatment assessment. It is critically important at this time point to educate and update our medical physicists about MRI to prepare for the upcoming surge of MRI applications in radiation therapy. This session will review important basics of MR physics, pulse sequence designs, and current radiotherapy application, as well as showcase exciting new developments in MRI that can be potentially useful in radiation therapy. Learning Objectives: To learn basics of MRmore » physics and understand the differences between various pulse sequences To review current applications of MRI in radiation therapy.To discuss recent MRI advances for future MRI guided radiation therapy Partly supported by NIH (1R21CA165384).; W. Miller, Research supported in part by Siemens Healthcare; G. Li, My clinical research is in part supported by NIH U54CA137788. I have a collaborative research project with Philips Healthcare.; J. Cai, jing cai.« less

TH-F-202-02: Current Applications of MRI in Radiotherapy

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

Li, G.

MRI has excellent soft tissue contrast and can provide both anatomical and physiological information. It is becoming increasingly important in radiation therapy for treatment planning, image-guided radiation therapy, and treatment assessment. It is critically important at this time point to educate and update our medical physicists about MRI to prepare for the upcoming surge of MRI applications in radiation therapy. This session will review important basics of MR physics, pulse sequence designs, and current radiotherapy application, as well as showcase exciting new developments in MRI that can be potentially useful in radiation therapy. Learning Objectives: To learn basics of MRmore » physics and understand the differences between various pulse sequences To review current applications of MRI in radiation therapy.To discuss recent MRI advances for future MRI guided radiation therapy Partly supported by NIH (1R21CA165384).; W. Miller, Research supported in part by Siemens Healthcare; G. Li, My clinical research is in part supported by NIH U54CA137788. I have a collaborative research project with Philips Healthcare.; J. Cai, jing cai.« less

Association between neuroendocrinological parameters and learning and memory functions in adolescent anorexia nervosa before and after weight recovery.

PubMed

Buehren, Katharina; Konrad, Kerstin; Schaefer, Kerstin; Kratzsch, Juergen; Kahraman-Lanzerath, Berak; Lente, Christina; Herpertz-Dahlmann, Beate

2011-06-01

A growing body of evidence indicates that hormones play an important role in learning and memory functions as well as in mood modulation. During the acute stage of anorexia nervosa (AN), weight loss has a significant effect on serum levels of estrogen, thyroid hormones, and cortisol. Furthermore deficits in learning and memory functions are evident in patients with eating disorders during emaciation. Hormonal and neuropsychological alterations at least partly remit during weight restoration. We investigated the association between learning and memory functions as well as mood and neuroendocrinological parameters before and after weight gain in adolescent AN. Twenty-eight female subjects with AN, diagnosed according to DSM-IV, were examined before and after weight recovery. Both investigations took place while the patients were receiving hospital treatment, and the results were compared to a control group consisting of 18 age- and IQ-matched normal-weight female adolescents also tested twice within 4 months. Verbal memory and learning were assessed by a German paper-pencil-test (LGT). We performed correlation calculations between neuropsychological functions and depressive symptoms and estrogen, cortisol and free triiodothyronine (fT₃) in the plasma at both time points. Compared to normal controls adolescents with AN performed worse in one subtest of the LGT which requires the verbal reproduction of figural material across both time points. Verbal learning was positively correlated with estrogen levels after weight recovery. Depressive symptoms of AN patients significantly decreased during weight rehabilitation and correlated negatively with fT₃ at T₁. We did not find a relationship between cortisol levels and neuropsychological functions. We observed subtle memory impairments and depressive symptoms in subjects with adolescent AN associated with starvation-induced estrogen and triiodothyronine deficits, respectively. Normalization of body weight and resuming of menses is needed to restore learning and memory functions as well as to alleviate depressive symptoms.

Attitudes and Perceptions of Medical Undergraduates Towards Mobile Learning (M-learning).

PubMed

Patil, Rakesh Narayan; Almale, Balaji D; Patil, Mrunal; Gujrathi, Amit; Dhakne-Palwe, Supriya; Patil, Anuradha R; Gosavi, Shriram

2016-10-01

Mobile technology is one of the latest extensions of technological innovations that can be integrated into medical education. With the aid of these devices, students learn faster outside the classroom by having quick access to the internet and easy retrieval of required health related learning resources to keep alongside of recent trend and development. In medicine practice one has to continuously update his/her medical knowledge and mobile learning will serve as a tool for self-directed learning. To explore the attitudes and perceptions of undergraduate students towards M-learning. This educational research included 90 third year MBBS students having clinical posting under the Department of Community Medicine from tertiary healthcare institute in Nashik. Students learning approach was studied with the help of pre-validated questionnaire to know whether they have deep or surface approach to learning. M-learning group was formed on mobile social app to supplement conventional teaching-learning. One subject topic (Tuberculosis, Dengue fever/DHF, Hypertension and Diabetes Mellitus etc.) per week was allotted and after conventional teaching on first day of week the learning materials for the topic chosen for that week were uploaded on the group and students could download as well as share their ideas, learning resources, ask doubts and answer questions at least twice weekly through this mobile platform anytime, anywhere. At the end of three months students attitudes and perceptions towards M-learning were studied by pre-validated structured questionnaires. A five point Likert scale was used (5= strongly agree to 1= strongly disagree) for answering each item of all three questionnaires. The score of 60% (90 out of 150) and the score of 75% (30 out of 40) for each item was considered as the measure that indicates whether or not the student had a positive attitude and perceived the importance of M-learning respectively. Utilisation of M-learning was also studied. It was found that 47 (52.2%) students had deep learning approach, 10 (11.1%) students had surface learning approach. An 80% of students had positive attitude towards M-learning and 76.7% students had perceived the importance of M-learning. A 52.2% of students were actively involved in M-learning group for learning purpose. But 57.8% students did not download (at least twice weekly) the shared reference material, 38.9% students never read and/or replied to the questions asked and 60.0% students never asked any doubts/questions related to the discussion. Students had positive attitude and perceived the importance of M-learning. But when they were provided with the opportunity, they did not show appreciable M-learning utilization. This could be because, M-learning was not implemented by all departments; also it was not the part of student's regular assessment and probably a lesser study duration.

Attitudes and Perceptions of Medical Undergraduates Towards Mobile Learning (M-learning)

PubMed Central

Almale, Balaji D; Patil, Mrunal; Gujrathi, Amit; Dhakne-Palwe, Supriya; Patil, Anuradha R; Gosavi, Shriram

2016-01-01

Introduction Mobile technology is one of the latest extensions of technological innovations that can be integrated into medical education. With the aid of these devices, students learn faster outside the classroom by having quick access to the internet and easy retrieval of required health related learning resources to keep alongside of recent trend and development. In medicine practice one has to continuously update his/her medical knowledge and mobile learning will serve as a tool for self-directed learning. Aim To explore the attitudes and perceptions of undergraduate students towards M-learning. Materials and Methods This educational research included 90 third year MBBS students having clinical posting under the Department of Community Medicine from tertiary healthcare institute in Nashik. Students learning approach was studied with the help of pre-validated questionnaire to know whether they have deep or surface approach to learning. M-learning group was formed on mobile social app to supplement conventional teaching-learning. One subject topic (Tuberculosis, Dengue fever/DHF, Hypertension and Diabetes Mellitus etc.) per week was allotted and after conventional teaching on first day of week the learning materials for the topic chosen for that week were uploaded on the group and students could download as well as share their ideas, learning resources, ask doubts and answer questions at least twice weekly through this mobile platform anytime, anywhere. At the end of three months students attitudes and perceptions towards M-learning were studied by pre-validated structured questionnaires. A five point Likert scale was used (5= strongly agree to 1= strongly disagree) for answering each item of all three questionnaires. The score of 60% (90 out of 150) and the score of 75% (30 out of 40) for each item was considered as the measure that indicates whether or not the student had a positive attitude and perceived the importance of M-learning respectively. Utilisation of M-learning was also studied. Results It was found that 47 (52.2%) students had deep learning approach, 10 (11.1%) students had surface learning approach. An 80% of students had positive attitude towards M-learning and 76.7% students had perceived the importance of M-learning. A 52.2% of students were actively involved in M-learning group for learning purpose. But 57.8% students did not download (at least twice weekly) the shared reference material, 38.9% students never read and/or replied to the questions asked and 60.0% students never asked any doubts/questions related to the discussion. Conclusion Students had positive attitude and perceived the importance of M-learning. But when they were provided with the opportunity, they did not show appreciable M-learning utilization. This could be because, M-learning was not implemented by all departments; also it was not the part of student’s regular assessment and probably a lesser study duration. PMID:27891356

What does fault tolerant Deep Learning need from MPI?

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

Amatya, Vinay C.; Vishnu, Abhinav; Siegel, Charles M.

Deep Learning (DL) algorithms have become the {\\em de facto} Machine Learning (ML) algorithm for large scale data analysis. DL algorithms are computationally expensive -- even distributed DL implementations which use MPI require days of training (model learning) time on commonly studied datasets. Long running DL applications become susceptible to faults -- requiring development of a fault tolerant system infrastructure, in addition to fault tolerant DL algorithms. This raises an important question: {\\em What is needed from MPI for designing fault tolerant DL implementations?} In this paper, we address this problem for permanent faults. We motivate the need for amore » fault tolerant MPI specification by an in-depth consideration of recent innovations in DL algorithms and their properties, which drive the need for specific fault tolerance features. We present an in-depth discussion on the suitability of different parallelism types (model, data and hybrid); a need (or lack thereof) for check-pointing of any critical data structures; and most importantly, consideration for several fault tolerance proposals (user-level fault mitigation (ULFM), Reinit) in MPI and their applicability to fault tolerant DL implementations. We leverage a distributed memory implementation of Caffe, currently available under the Machine Learning Toolkit for Extreme Scale (MaTEx). We implement our approaches by extending MaTEx-Caffe for using ULFM-based implementation. Our evaluation using the ImageNet dataset and AlexNet neural network topology demonstrates the effectiveness of the proposed fault tolerant DL implementation using OpenMPI based ULFM.« less

Important learning factors in high- and low-achieving students in undergraduate biomechanics.

PubMed

Hsieh, ChengTu; Knudson, Duane

2017-07-21

The purpose of the present study was to document crucial factors associated with students' learning of biomechanical concepts, particularly between high- and-low achieving students. Students (N = 113) from three introductory biomechanics classes at two public universities volunteered for the study. Two measures of students' learning were obtained, final course grade and improvement on the Biomechanics Concept Inventory version 3 administered before and after the course. Participants also completed a 15-item questionnaire documenting student learning characteristics, effort, and confidence. Partial correlations controlling for all other variables in the study, confirmed previous studies that students' grade point average (p < 0.01), interest in biomechanics, (p < 0.05), and physics credits passed (p < 0.05) are factors uniquely associated with learning biomechanics concepts. Students' confidence when encountering difficult biomechanics concepts was also significantly (p < 0.05) associated with final grade. There were significant differences between top 15% and bottom 15% achievers on these variables (p < 0.05), as well as on readings completed, work to pay for college per week, and learning epistemology. Consequently, instructors should consider strategies to promote students' interest in biomechanics and confidence in solving relevant professional problems in order to improve learning for both low- and high-ability students.

Lifelong learning in the 21st century and beyond.

PubMed

Collins, Jannette

2009-01-01

Lifelong learning is now recognized by educators, governing bodies, accreditation organizations, certification boards, employers, third-party payers, and the general public as one of the most important competencies that people must possess. Promoting lifelong learning as continuous, collaborative, self-directed, active, broad in domain, everlasting, positive and fulfilling, and applicable to one's profession as well as all aspects of one's life has emerged as a major global educational challenge. Meeting this challenge will require changes in the way teachers teach and learners learn, as teachers take on a more facilitative role and learners take more responsibility for setting goals, identifying resources for learning, and reflecting on and evaluating their learning. For physicians, this will require less dependence on traditional educational venues, such as passive continuing medical education activities, and greater participation in self-assessment, peer assessment, evaluation of performance in practice, documentation of practice-based learning and improvement activities, and learning at the point of care. Radiologists in an academic setting are exposed to multiple opportunities for practicing lifelong learning, such as teaching others, participating in multidisciplinary conferences and journal clubs, and engaging in research. All radiologists can participate in self-audits and group audits of performance and become active participants in national radiology societies, where they can learn from each other. Participation in the American Board of Radiology's Maintenance of Certification program reflects a commitment to actively engage in lifelong learning and is one way of demonstrating to the general public a commitment to maintaining competence. (c) RSNA, 2009.

The impact of the learning contract on self-directed learning and satisfaction in nursing students in a clinical setting.

PubMed

Sajadi, Mahboobeh; Fayazi, Neda; Fournier, Andrew; Abedi, Ahmad Reza

2017-01-01

Background: The most important responsibilities of an education system are to create self-directed learning opportunities and develop the required skills for taking the responsibility for change. The present study aimed at determining the impact of a learning contract on self-directed learning and satisfaction of nursing students. Methods: A total of 59 nursing students participated in this experimental study. They were divided into six 10-member groups. To control the communications among the groups, the first 3 groups were trained using conventional learning methods and the second 3 groups using learning contract method. In the first session, a pretest was performed based on educational objectives. At the end of the training, the students in each group completed the questionnaires of self-directed learning and satisfaction. The results of descriptive and inferential statistical methods (dependent and independent t tests) were presented using SPSS. Results: There were no significant differences between the 2 groups in gender, grade point average of previous years, and interest toward nursing. However, the results revealed a significant difference between the 2 groups in the total score of self-directed learning (p= 0.019). Although the mean satisfaction score was higher in the intervention group, the difference was not statistically significant. Conclusion: This study suggested that the use of learning contract method in clinical settings enhances self-directed learning among nursing students. Because this model focuses on individual differences, the researcher highly recommends the application of this new method to educators.

A Point of Discrimination--Public Law 94-142.

ERIC Educational Resources Information Center

Padula, William V.

1979-01-01

The paper points out that because of an incorrect interpretation of the development of learning disabilities, physically handicapped children with learning disabilities are being discriminated against in the provisions of Public Law 94-142, the Education for All Handicapped Children Act. (PHR)

Population size vs. social connectedness - A gene-culture coevolutionary approach to cumulative cultural evolution.

PubMed

Kobayashi, Yutaka; Ohtsuki, Hisashi; Wakano, Joe Y

2016-10-01

It has long been debated if population size is a crucial determinant of the level of culture. While empirical results are mixed, recent theoretical studies suggest that social connectedness between people may be a more important factor than the size of the entire population. These models, however, do not take into account evolutionary responses of learning strategies determining the mode of transmission and innovation and are hence not suitable for predicting the long-term implications of parameters of interest. In the present paper, to address this issue, we provide a gene-culture coevolution model, in which the microscopic learning process of each individual is explicitly described as a continuous-time stochastic process and time allocation to social and individual learning is allowed to evolve. We have found that social connectedness has a larger impact on the equilibrium level of culture than population size especially when connectedness is weak and population size is large. This result, combined with those of previous culture-only models, points to the importance of studying separate effects of population size and internal social structure to better understand spatiotemporal variation in the level of culture. Copyright © 2016 Elsevier Inc. All rights reserved.

Cerebral interactions of pain and reward and their relevance for chronic pain.

PubMed

Becker, Susanne; Gandhi, Wiebke; Schweinhardt, Petra

2012-06-29

Pain and reward are opponent, interacting processes. Such interactions are enabled by neuroanatomical and neurochemical overlaps of brain systems that process pain and reward. Cerebral processing of hedonic ('liking') and motivational ('wanting') aspects of reward can be separated: the orbitofrontal cortex and opioids play an important role for the hedonic experience, and the ventral striatum and dopamine predominantly process motivation for reward. Supported by neuroimaging studies, we present here the hypothesis that the orbitofrontal cortex and opioids are responsible for pain modulation by hedonic experience, while the ventral striatum and dopamine mediate motivational effects on pain. A rewarding stimulus that appears to be particularly important in the context of pain is pain relief. Further, reward, including pain relief, leads to operant learning, which can affect pain sensitivity. Indirect evidence points at brain mechanisms that might underlie pain relief as a reward and related operant learning but studies are scarce. Investigating the cerebral systems underlying pain-reward interactions as well as related operant learning holds the potential of better understanding mechanisms that contribute to the development and maintenance of chronic pain, as detailed in the last section of this review. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

Mixed Integer Linear Programming based machine learning approach identifies regulators of telomerase in yeast.

PubMed

Poos, Alexandra M; Maicher, André; Dieckmann, Anna K; Oswald, Marcus; Eils, Roland; Kupiec, Martin; Luke, Brian; König, Rainer

2016-06-02

Understanding telomere length maintenance mechanisms is central in cancer biology as their dysregulation is one of the hallmarks for immortalization of cancer cells. Important for this well-balanced control is the transcriptional regulation of the telomerase genes. We integrated Mixed Integer Linear Programming models into a comparative machine learning based approach to identify regulatory interactions that best explain the discrepancy of telomerase transcript levels in yeast mutants with deleted regulators showing aberrant telomere length, when compared to mutants with normal telomere length. We uncover novel regulators of telomerase expression, several of which affect histone levels or modifications. In particular, our results point to the transcription factors Sum1, Hst1 and Srb2 as being important for the regulation of EST1 transcription, and we validated the effect of Sum1 experimentally. We compiled our machine learning method leading to a user friendly package for R which can straightforwardly be applied to similar problems integrating gene regulator binding information and expression profiles of samples of e.g. different phenotypes, diseases or treatments. © The Author(s) 2016. Published by Oxford University Press on behalf of Nucleic Acids Research.

Teaching points-do they occur and what do they contain? An observation study concerning the general practice rotation.

PubMed

Duncan, Gertrude Florence; Roth, Lisa Marie; Donner-Banzhoff, Nobert; Boesner, Stefan

2016-04-18

A general practice rotation is mandatory in most undergraduate medical education programs. However, little is known about the student-teacher interaction which takes place in this setting. In this study we analyzed occurrence and content of teaching points. From April to December 2012, 410 individual patient consultations were observed in twelve teaching practices associated with the Philipps University Marburg, Germany. Material was collected using structured field-note forms and videotaping. Data analysis was descriptive in form. A teaching point is defined here as a general rule or specific, case-related information divulged by the teaching practitioner. According to the analysis of 410 consultations, teaching points were made in 66.3% of consultations. During these consultations, 74.3% general- and 46.3% case related teaching points occurred; multiple categorizations were possible. Of seven possible topics, therapy was most common, followed, in frequency of occurrence, by patient history, diagnostic procedure, physical examination, disease pathology, differential diagnosis, risk factors and case presentation. The majority of consultations conducted within student presence contained teaching points, most frequently concerning therapy. General teaching points were more common than specific teaching points. Whilst it is encouraging that most consultations included teaching points, faculty development aimed at raising awareness for teaching and learning techniques is important.

Distance Metric Tracking

DTIC Science & Technology

2016-03-02

some close- ness constant and dissimilar pairs be more distant than some larger constant. Online and non -linear extensions to the ITML methodology are...is obtained, instead of solving an objective function formed from the entire dataset. Many online learning methods have regret guarantees, that is... function Metric learning seeks to learn a metric that encourages data points marked as similar to be close and data points marked as different to be far

Bench to Bedside: Understanding Symptom Response to Acupuncture Treatment and Designing a Successful Acupuncture Treatment Program

DTIC Science & Technology

2017-09-01

analysis. Along the way we learned that the Chinese Medicine information will be difficult to integrate into the main data set. At this point only a poster... psychological health, social context, physical function. We completed and submitted for review a simpler analysis of this relationship in The Importance and...the unfolding integration of complementary medical practices into regular medicine. It will assist acupuncturists and VA officials in determining if

Second Language Experience Facilitates Statistical Learning of Novel Linguistic Materials.

PubMed

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

2017-04-01

Recent research has begun to explore individual differences in statistical learning, and how those differences may be related to other cognitive abilities, particularly their effects on language learning. In this research, we explored a different type of relationship between language learning and statistical learning: the possibility that learning a new language may also influence statistical learning by changing the regularities to which learners are sensitive. We tested two groups of participants, Mandarin Learners and Naïve Controls, at two time points, 6 months apart. At each time point, participants performed two different statistical learning tasks: an artificial tonal language statistical learning task and a visual statistical learning task. Only the Mandarin-learning group showed significant improvement on the linguistic task, whereas both groups improved equally on the visual task. These results support the view that there are multiple influences on statistical learning. Domain-relevant experiences may affect the regularities that learners can discover when presented with novel stimuli. Copyright © 2016 Cognitive Science Society, Inc.

Second language experience facilitates statistical learning of novel linguistic materials

PubMed Central

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

2016-01-01

Recent research has begun to explore individual differences in statistical learning, and how those differences may be related to other cognitive abilities, particularly their effects on language learning. In the present research, we explored a different type of relationship between language learning and statistical learning: the possibility that learning a new language may also influence statistical learning by changing the regularities to which learners are sensitive. We tested two groups of participants, Mandarin Learners and Naïve Controls, at two time points, six months apart. At each time point, participants performed two different statistical learning tasks: an artificial tonal language statistical learning task and a visual statistical learning task. Only the Mandarin-learning group showed significant improvement on the linguistic task, while both groups improved equally on the visual task. These results support the view that there are multiple influences on statistical learning. Domain-relevant experiences may affect the regularities that learners can discover when presented with novel stimuli. PMID:27988939

The Global Ocean Observing System: One perspective

NASA Technical Reports Server (NTRS)

Wilson, J. Ron

1992-01-01

This document presents a possible organization for a Global Ocean Observing System (GOOS) within the Intergovernmental Oceanographic Commission and the joint ocean programs with the World Meteorological Organization. The document and the organization presented here is not intended to be definitive, complete or the best possible organization for such an observation program. It is presented at this time to demonstrate three points. The first point to be made is that an international program office for GOOS along the lines of the WOCE and TOGA IPOs is essential. The second point is that national programs will have to continue to collect data at the scale of WOCE plus TOGA and more. The third point is that there are many existing groups and committees within the IOC and joint IOC/WMO ocean programs that can contribute essential experience to and form part of the basis of a Global Ocean Observing System. It is particularly important to learn from what has worked and what has not worked in the past if a successful ocean observing system is to result.

A multicenter study: how do medical students perceive clinical learning climate?

PubMed Central

Yilmaz, Nilufer Demiral; Velipasaoglu, Serpil; Ozan, Sema; Basusta, Bilge Uzun; Midik, Ozlem; Mamakli, Sumer; Karaoglu, Nazan; Tengiz, Funda; Durak, Halil İbrahim; Sahin, Hatice

2016-01-01

Background The relationship between students and instructors is of crucial importance for the development of a positive learning climate. Learning climate is a multifaceted concept, and its measurement is a complicated process. The aim of this cross-sectional study was to determine medical students’ perceptions about the clinical learning climate and to investigate differences in their perceptions in terms of various variables. Methods Medical students studying at six medical schools in Turkey were recruited for the study. All students who completed clinical rotations, which lasted for 3 or more weeks, were included in the study (n=3,097). Data were collected using the Clinical Learning Climate Scale (CLCS). The CLCS (36 items) includes three subscales: clinical environment, emotion, and motivation. Each item is scored using a 5-point Likert scale (1: strongly disagree to 5: strongly agree). Results The response rate for the trainees was 69.67% (n=1,519), and for the interns it was 51.47% (n=917). The mean total CLCS score was 117.20±17.19. The rotation during which the clinical learning climate was perceived most favorably was the Physical Therapy and Rehabilitation rotation (mean score: 137.77). The most negatively perceived rotation was the General Internal Medicine rotation (mean score: 104.31). There were significant differences between mean total scores in terms of trainee/intern characteristics, internal medicine/surgical medicine rotations, and perception of success. Conclusion The results of this study drew attention to certain aspects of the clinical learning climate in medical schools. Clinical teacher/instructor/supervisor, clinical training programs, students’ interactions in clinical settings, self-realization, mood, students’ intrinsic motivation, and institutional commitment are important components of the clinical learning climate. For this reason, the aforementioned components should be taken into consideration in studies aiming to improve clinical learning climate. PMID:27640648

Effective educational practice of river learning by using of Hiikawa-river of elementary school, Shimane prefecture, Japan

NASA Astrophysics Data System (ADS)

Tomoyuki, U.; Matsumoto, I.

2012-12-01

The importance of field learning has been increasing at elementary school and junior high school in Japan. However, In Japan, it is little actual situation that there is in an opportunity for the field learning enforced in the school science lesson. This tendency is strong as much as school of the city and that circumference. I think that this cause is that there are few suitable places for educational tool to observe geological field near the school. Children learn about "Function of running water" in Grade 5 of elementary school in Japan. Therefore, In this study, We remark the river called "Hiikawa-river" which flow in Izumo city, Shimane prefecture as the science teaching materials. Hiikawa is the river which flowing through the granitic rock district. Therefore We can observe granitic rock from in the upper stream, midstream, to the down stream. That is, we can observe the function of running water and diameter (size) of granitic boulders. It is mean that Hiikawa is the one of good educational tool for Children to learn the function of running water. Though it is the place where nature is comparatively rich even in Japan, it can't be said that field learning is relatively popular in Shimane prefecture. I think that teacher has to learning experience at field, because teacher should settle confidence to guide to the student at the field. That is, if it is not, you can not teach children with truly important of curriculum view point of natural and field science. In this research, we introduce practice of geological field learning at the public elementary school of the Shimane prefecture by using of Hiikawa as educational tool which children learn about the function of running water in grade 5, elementary school. In addition, we hope that this study contribute to teachers teaching method and to children natural science literacy.

The Effects of Case-Based Team Learning on Students’ Learning, Self Regulation and Self Direction

PubMed Central

Rezaee, Rita; Mosalanejad, Leili

2015-01-01

Introduction: The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. Material & Methods: This is aquasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliablequestionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students’with points of view on educational methods. Results: The Results showed an increase in the students’ self directed learning based on their performance on the post-test. The results showed that the students’ self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students’ learning (p=0.003). Conclusion: This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students’ ’knowledge, but also the advancement of long- life learning skills. PMID:25946918

Learning in the real place: medical students' learning and socialization in clerkships at one medical school.

PubMed

Han, Heeyoung; Roberts, Nicole K; Korte, Russell

2015-02-01

To understand medical students' learning experiences in clerkships: learning expectations (what they expect to learn), learning process (how they learn), and learning outcomes (what they learn). Using a longitudinal qualitative research design, the authors followed the experiences of 12 participants across their clerkship year (2011-2012) at the Southern Illinois University School of Medicine. Interview data from each participant were collected at three points (preclerkship, midclerkship, and postclerkship) and analyzed using a grounded theory approach. Additionally, the authors observed participants through a full clerkship day to augment the interviews. Before clerkships, students expected to have more hands-on experiences and become more knowledgeable by translating textbook knowledge to real patients and practicing diagnostic thinking. During clerkships, students experienced ambiguity and subjectivity of attending physicians' expectations and evaluation criteria. They perceived that impression management was important to ensure that they received learning opportunities and good evaluations. After clerkships, students perceived that their confidence increased in navigating the health care environments and interacting with patients, attendings, and residents. However, they felt that there were limited opportunities to practice diagnostic thinking. Students could not clearly discern the decision-making processes used by attending physicians. Although they saw many patients, they perceived that their learning was at the surface level. Students' experiential learning in clerkships occurred through impression management as a function of dynamic social and reciprocal relationships between students and attendings or residents. Students reported that they did not learn comprehensive clinical reasoning skills to the degree they expected in clerkships.

Addressing Point of Need in Interactive Multimedia Instruction: A Conceptual Review and Evaluation

DTIC Science & Technology

2013-11-01

classroom setting, ability grouping refers to the practice of putting students into groups on the basis of individual group members’ ability levels...presentation of elaborated/basic vs. advanced material, color cuing, pretesting and modifying learning presentation based on performance) ...learners’ points of need. The point of need concept is focused both on the accessibility of information to support the learning process as well as

Continuing education for staff in long-term care facilities: corporate philosophies and approaches.

PubMed

Ross, M M; Carswell, A; Dalziel, W B; Aminzadeh, F

2001-01-01

The purpose of this study was to determine corporate philosophies of continuing education and approaches to meeting the learning needs of staff who strive to provide for the increasingly challenging care requirements of seniors who reside in long-term care facilities. In-depth interviews lasting approximately 1 hour were conducted with key informants at the administrative level from nine long-term care facilities. Content analysis revealed a commitment to continuing education for staff. While recognizing the importance of organizational responsibility for continuing education, administrators placed emphasis on the individual responsibility of staff. Learning needs were identified as affective, managerial, and physical in nature. Challenges to providing continuing education programs were derived from a general lack of fiscal and human resources. A variety of measures was suggested as important to supporting the continuing learning of staff. Implications of this study point to the need for long-term care facilities to incorporate into their strategic plans measures of ensuring continuing education as a basis for the ongoing competence and development of staff. In addition, there is a need for collaboration between long-term care facilities and other institutions of a long-term care, acute care, and educational nature in the development of strategies to operationalize a philosophy of continuing learning as a basis for the provision of optimal care to residents.

Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying Adequate Progress and Successful Learning Patterns

PubMed Central

Komesidou, Rouzana; Fleming, Kandace K.; Romine, Rebecca Swinburne

2017-01-01

Purpose The goal of this study was to provide guidance to clinicians on early benchmarks of successful word learning in an interactive book reading treatment and to examine how encoding and memory evolution during treatment contribute to word learning outcomes by kindergarten children with specific language impairment (SLI). Method Twenty-seven kindergarten children with SLI participated in a preliminary clinical trial using interactive book reading to teach 30 new words. Word learning was assessed at 4 points during treatment through a picture naming test. Results The results indicate that the following performance during treatment was cause for concern, indicating a need to modify the treatment: naming 0–1 treated words correctly at Naming Test 1; naming 0–2 treated words correctly at Naming Test 2; naming 0–3 treated words correctly at Naming Test 3. In addition, the results showed that encoding was the primary limiting factor in word learning, but rmemory evolution also contributed (albeit to a lesser degree) to word learning success. Conclusion Case illustrations demonstrate how a clinician's understanding of a child's word learning strengths and weaknesses develop over the course of treatment, substantiating the importance of regular data collection and clinical decision-making to ensure the best possible outcomes for each individual child. PMID:28419188

Supervised Outlier Detection in Large-Scale Mvs Point Clouds for 3d City Modeling Applications

NASA Astrophysics Data System (ADS)

Stucker, C.; Richard, A.; Wegner, J. D.; Schindler, K.

2018-05-01

We propose to use a discriminative classifier for outlier detection in large-scale point clouds of cities generated via multi-view stereo (MVS) from densely acquired images. What makes outlier removal hard are varying distributions of inliers and outliers across a scene. Heuristic outlier removal using a specific feature that encodes point distribution often delivers unsatisfying results. Although most outliers can be identified correctly (high recall), many inliers are erroneously removed (low precision), too. This aggravates object 3D reconstruction due to missing data. We thus propose to discriminatively learn class-specific distributions directly from the data to achieve high precision. We apply a standard Random Forest classifier that infers a binary label (inlier or outlier) for each 3D point in the raw, unfiltered point cloud and test two approaches for training. In the first, non-semantic approach, features are extracted without considering the semantic interpretation of the 3D points. The trained model approximates the average distribution of inliers and outliers across all semantic classes. Second, semantic interpretation is incorporated into the learning process, i.e. we train separate inlieroutlier classifiers per semantic class (building facades, roof, ground, vegetation, fields, and water). Performance of learned filtering is evaluated on several large SfM point clouds of cities. We find that results confirm our underlying assumption that discriminatively learning inlier-outlier distributions does improve precision over global heuristics by up to ≍ 12 percent points. Moreover, semantically informed filtering that models class-specific distributions further improves precision by up to ≍ 10 percent points, being able to remove very isolated building, roof, and water points while preserving inliers on building facades and vegetation.

Teaching and learning experiences in a collaborative distance-education environment.

PubMed

Martin, Peter; Scheetz, Laura Temple

2011-01-01

The Great Plains Distance Education Alliance (Great Plains IDEA) emphasizes the importance of a collaborative environment for instructors and students in distance education. The authors highlight a number of important principles for distance-education programs and point out similarities and differences when compared to traditional face-face-to classes such as communication, classroom management, connectivity, and technical challenges. They summarize general topics concerning the faculty, the syllabus, office hours, the calendar, and announcements. Three essential lesson components are noted: an overview, the lesson itself, and supplemanetary material. The authors also take the student perspective, emphasizing the diversity of students, the importance of computer proficiency, and student interactions. Finally, they summarize a first round of course evaluations in the Great Plains IDEA gerontology master's program.

Anatomy meets dentistry! Linking anatomy and clinical practice in the preclinical dental curriculum.

PubMed

Rafai, Nicole; Lemos, Martin; Kennes, Lieven Nils; Hawari, Ayichah; Gerhardt-Szép, Susanne; Classen-Linke, Irmgard

2016-11-25

Establishing a strong link early on between preclinical coursework and the clinical context is necessary for students to be able to recognize the practical relevance of the curriculum during their preclinical anatomical courses and to transfer knowledge more easily. Our objective was to enhance the clinical relevance of a preclinical anatomy course for second-year medical students of dentistry by implementing an interdisciplinary skills training course on "Palpation of the Head and Neck Muscles" and to measure the learning outcomes. For the curricular development of the expanded course module, Kern's 6-step approach was applied including subjective evaluation. We used a peer-teaching format supported by an e-learning application. A randomized control study measured effects of the two components (skills training, e-module) on learning outcomes. Four learning methods were compared: (1) lecture, (2) lecture + e-module, (3) lecture + skills training, (4) lecture + skills training + e-module. An objective structured clinical examination (OSCE) was used to measure and compare learning outcomes. The two-way variance analysis demonstrated that participation in the skills training had a statistically significant effect on the OSCE results (p = 0.0007). Students who participated in the skills training did better (φ 107.4 ± 14.4 points) than students who only attended the lecture (φ 88.8 ± 26.2 points). Students who used the e-module but did not attend the skills training earned a slightly but not significantly higher average number of points (φ 91.8 ± 31.3 points) than those who only attended the lecture. The learning outcomes of the skills training were again significantly increased when the training was combined with the e-module (φ 121.8 ± 21.8 points), thus making it the ideal method for achieving the learning objectives defined in this study. The "Palpation of the Head and Neck Muscles" interdisciplinary skills training course linking basic anatomical knowledge and clinical skills led to clearly improved learning outcomes for both, anatomical knowledge and clinical skills. The additional use of an e-learning tool (e-module) improved the learning effect.

The Application of Linear and Nonlinear Water Tanks Case Study in Teaching of Process Control

NASA Astrophysics Data System (ADS)

Li, Xiangshun; Li, Zhiang

2018-02-01

In the traditional process control teaching, the importance of passing knowledge is emphasized while the development of creative and practical abilities of students is ignored. Traditional teaching methods are not very helpful to breed a good engineer. Case teaching is a very useful way to improve students’ innovative and practical abilities. In the traditional case teaching, knowledge points are taught separately based on different examples or no examples, thus it is very hard to setup the whole knowledge structure. Though all the knowledge is learned, how to use the knowledge to solve engineering problems keeps challenging for students. In this paper, the linear and nonlinear tanks are taken as illustrative examples which involves several knowledge points of process control. The application method of each knowledge point is discussed in detail and simulated. I believe the case-based study will be helpful for students.

Imaging Techniques for Dense 3D reconstruction of Swimming Aquatic Life using Multi-view Stereo

NASA Astrophysics Data System (ADS)

Daily, David; Kiser, Jillian; McQueen, Sarah

2016-11-01

Understanding the movement characteristics of how various species of fish swim is an important step to uncovering how they propel themselves through the water. Previous methods have focused on profile capture methods or sparse 3D manual feature point tracking. This research uses an array of 30 cameras to automatically track hundreds of points on a fish as they swim in 3D using multi-view stereo. Blacktip sharks, sting rays, puffer fish, turtles and more were imaged in collaboration with the National Aquarium in Baltimore, Maryland using the multi-view stereo technique. The processes for data collection, camera synchronization, feature point extraction, 3D reconstruction, 3D alignment, biological considerations, and lessons learned will be presented. Preliminary results of the 3D reconstructions will be shown and future research into mathematically characterizing various bio-locomotive maneuvers will be discussed.

A Cognitive Simulator for Learning the Nature of Human Problem Solving

NASA Astrophysics Data System (ADS)

Miwa, Kazuhisa

Problem solving is understood as a process through which states of problem solving are transferred from the initial state to the goal state by applying adequate operators. Within this framework, knowledge and strategies are given as operators for the search. One of the most important points of researchers' interest in the domain of problem solving is to explain the performance of problem solving behavior based on the knowledge and strategies that the problem solver has. We call the interplay between problem solvers' knowledge/strategies and their behavior the causal relation between mental operations and behavior. It is crucially important, we believe, for novice learners in this domain to understand the causal relation between mental operations and behavior. Based on this insight, we have constructed a learning system in which learners can control mental operations of a computational agent that solves a task, such as knowledge, heuristics, and cognitive capacity, and can observe its behavior. We also introduce this system to a university class, and discuss which findings were discovered by the participants.

Students' and residents' perceptions regarding technology in medical training.

PubMed

Briscoe, Gregory W; Fore Arcand, Lisa G; Lin, Terence; Johnson, Joel; Rai, Aanmol; Kollins, Kevin

2006-01-01

This pilot study provides firsthand feedback from medical students and residents in training regarding their perceptions of technology in medicine. The authors distributed an e-mail invitation to an anonymous Web-based survey to medical students and residents in two different U.S. training institutions. Respondents unanimously expressed that technology skills were important in medical training and felt it most important to learn about electronic medical records and accessing scientific information on the Internet. At the point of patient care, trainees' preferred reference sources were the Internet and PDA, in that order. Most clinical trainees felt PDAs were critical in patient care and met their clinical needs, and they were most likely to use them for medication reference. The majority of trainees preferred printed media over digital media for initial learning, but the converse for referencing. Instructor-led small groups were viewed as the best environment in which to receive instruction. Trainees in medical education are technologically savvy and provide invaluable feedback regarding initiation, development and refinement of technological systems in medical training.

Towards an organization with a memory: exploring the organizational generation of adverse events in health care.

PubMed

Smith, Denis; Toft, Brian

2005-05-01

The role of organizational factors in the generation of adverse events, and the manner in which such factors can also inhibit an organization's abilities to learn, have become important agenda items within health care. The government report 'An organization with a memory' highlighted many of the problems facing health care and suggested changes that need to be made if the sector is to learn effective lessons and prevent adverse events from occurring. This paper seeks to examine some of these organizational factors in more detail and suggests issues that managers need to consider as part of their wider strategies for the prevention and management of risk. The paper sets out five core elements that are held to be importance in shaping the manner in which the potential for risk is incubated within organizations. Although the paper focuses its attention on health care, the points made have validity across the public sector and into private sector organizations.

LearnAlaska Portal

Science.gov Websites

ESS (Employee Self Service) E-Travel Online Login IRIS FIN/PROC Login IRIS HRM Login LearnAlaska SFOA SharePoint Site TRIPS (Traveler Integrated Profile System) Vendor Self Service (VSS) Resources Alaska & Resources Manuals Payment Detail Report Salary Schedules SFOA SharePoint Site (SOA Only) Training

Resident burnout: evaluating the role of the learning environment.

PubMed

van Vendeloo, Stefan N; Godderis, Lode; Brand, Paul L P; Verheyen, Kees C P M; Rowell, Suria A; Hoekstra, Harm

2018-03-27

Although burnout is viewed as a syndrome rooted in the working environment and organizational culture, the role of the learning environment in the development of resident burnout remains unclear. We aimed to evaluate the association between burnout and the learning environment in a cohort of Belgian residents. We conducted a cross-sectional online survey among residents in a large university hospital in Belgium. We used the Dutch version of the Maslach Burnout Inventory (UBOS-C) to assess burnout and the Dutch Residency Educational Climate Test (D-RECT) to assess the learning environment. A total of 236 residents (29 specialties) completed the survey (response rate 34.6%), of which 98 (41.5%) met standard criteria for burnout. After multivariate regression analysis adjusting for hours worked per week, quality of life and satisfaction with work-life balance, we found an inverse association between D-RECT scores and the risk of burnout (adjusted odds ratio; 0.47 for each point increase in D-RECT score; 95% CI, 0.23 - 0.95; p = 0.01). Resident burnout is highly prevalent in our cohort of Belgian residents. Our results suggest that the learning environment plays an important role in reducing the risk of burnout among residents.

Improving Inquiry Teaching through Reflection on Practice

NASA Astrophysics Data System (ADS)

Lotter, Christine R.; Miller, Cory

2017-08-01

In this paper, we explore middle school science teachers' learning of inquiry-based instructional strategies through reflection on practice teaching sessions during a summer enrichment program with middle level students. The reflection sessions were part of a larger year-long inquiry professional development program in which teachers learned science content and inquiry pedagogy. The program included a 2-week summer institute in which teachers participated in science content sessions, practice teaching to middle level students, and small group-facilitated reflection sessions on their teaching. For this study, data collection focused on teachers' recorded dialogue during the facilitator - run reflection sessions, the teachers' daily written reflections, a final written reflection, and a written reflection on a videotaped teaching session. We investigated the teachers' reflection levels and the themes teachers focused on during their reflection sessions. Teachers were found to reflect at various reflection levels, from simple description to a more sophisticated focus on how to improve student learning. Recurrent themes point to the importance of providing situated learning environments, such as the practice teaching with immediate reflection for teachers to have time to practice new instructional strategies and gain insight from peers and science educators on how to handle student learning issues.

Play, attention, and learning: How do play and timing shape the development of attention and influence classroom learning?

PubMed Central

Hedges, James H; Adolph, Karen E; Amso, Dima; Bavelier, Daphne; Fiez, Julie A; Krubitzer, Leah; McAuley, J Devin; Newcombe, Nora S; Fitzpatrick, Susan M; Ghajar, Jamshid

2013-01-01

The behavioral and neurobiological connections between play and the development of critical cognitive functions, such as attention, remain largely unknown. We do not yet know how these connections relate to the formation of specific abilities, such as spatial ability, and to learning in formal environments, such as in the classroom. Insights into these issues would be beneficial not only for understanding play, attention, and learning individually, but also for the development of more efficacious systems for learning and for the treatment of neurodevelopmental disorders. Different operational definitions of play can incorporate or exclude varying types of behavior, emphasize varying developmental time points, and motivate different research questions. Relevant questions to be explored in this area include, How do particular kinds of play relate to the development of particular kinds of abilities later in life? How does play vary across societies and species in the context of evolution? Does play facilitate a shift from reactive to predictive timing, and is its connection to timing unique or particularly significant? This report will outline important research steps that need to be taken in order to address these and other questions about play, human activity, and cognitive functions. PMID:23763338

Learning and Control Model of the Arm for Loading

NASA Astrophysics Data System (ADS)

Kim, Kyoungsik; Kambara, Hiroyuki; Shin, Duk; Koike, Yasuharu

We propose a learning and control model of the arm for a loading task in which an object is loaded onto one hand with the other hand, in the sagittal plane. Postural control during object interactions provides important points to motor control theories in terms of how humans handle dynamics changes and use the information of prediction and sensory feedback. For the learning and control model, we coupled a feedback-error-learning scheme with an Actor-Critic method used as a feedback controller. To overcome sensory delays, a feedforward dynamics model (FDM) was used in the sensory feedback path. We tested the proposed model in simulation using a two-joint arm with six muscles, each with time delays in muscle force generation. By applying the proposed model to the loading task, we showed that motor commands started increasing, before an object was loaded on, to stabilize arm posture. We also found that the FDM contributes to the stabilization by predicting how the hand changes based on contexts of the object and efferent signals. For comparison with other computational models, we present the simulation results of a minimum-variance model.

Supervised Learning Applied to Air Traffic Trajectory Classification

NASA Technical Reports Server (NTRS)

Bosson, Christabelle S.; Nikoleris, Tasos

2018-01-01

Given the recent increase of interest in introducing new vehicle types and missions into the National Airspace System, a transition towards a more autonomous air traffic control system is required in order to enable and handle increased density and complexity. This paper presents an exploratory effort of the needed autonomous capabilities by exploring supervised learning techniques in the context of aircraft trajectories. In particular, it focuses on the application of machine learning algorithms and neural network models to a runway recognition trajectory-classification study. It investigates the applicability and effectiveness of various classifiers using datasets containing trajectory records for a month of air traffic. A feature importance and sensitivity analysis are conducted to challenge the chosen time-based datasets and the ten selected features. The study demonstrates that classification accuracy levels of 90% and above can be reached in less than 40 seconds of training for most machine learning classifiers when one track data point, described by the ten selected features at a particular time step, per trajectory is used as input. It also shows that neural network models can achieve similar accuracy levels but at higher training time costs.

[The first national Whole-time Training Class for Western Physicians Learning Traditional Chinese Medicine in China].

PubMed

Sun, Qiaosi; Hu, Xiaofeng

2015-11-01

On 19 October, 1955, at the time when the Academy of Traditional Chinese Medicine affiliated with the Ministry of Health was established, the opening ceremony of the first Whole-time Training Class for Western Physicians Learning Systematically Traditional Chinese Medicine was also held. Altogether 84 new graduates from western medical colleges and skilled doctors of western medicine from all over the country were registered. During the 2.5 year term of training, the students learnt 16 professional courses and then practiced at the clinic, and graduated with gratifying results in July, 1958. On 11 October the same year, Chairman Mao made an important instruction to the report submitted by the Leading Party Group of the Ministry of Health, "A Report to the Party Central Committee about the situation, results and experience of Whole-time Training Class for Western Physicians Learning Traditional Chinese Medicine", by pointing out that "in the future, the Training Class for Western Physicians Learning Traditional Chinese Medicine should be held across the country hereafter. This is a top issue and is not to be ignored".

Great expectations: points of congruencies and discrepancies between incoming accelerated second-degree nursing students and faculty.

PubMed

D'Antonio, Patricia; Beal, Margaret W; Underwood, Patricia W; Ward, Frances Rieth; McKelvey, Michele; Guthrie, Barbara; Lindell, Deborah

2010-12-01

This study analyzes the expectations that incoming students and faculty bring to accelerated pre-licensure education programs for second-degree students. Although research supports the congruence of expectations between students and faculty as essential to learning, anecdotal evidence and single case reports suggest there may be important discrepancies in expectations of second-degree students and their faculty. Data are intended to support curriculum review, refinement, and innovation in these programs. Copyright 2010, SLACK Incorporated.

Causes and consequences of sleepiness among college students

PubMed Central

Hershner, Shelley D; Chervin, Ronald D

2014-01-01

Daytime sleepiness, sleep deprivation, and irregular sleep schedules are highly prevalent among college students, as 50% report daytime sleepiness and 70% attain insufficient sleep. The consequences of sleep deprivation and daytime sleepiness are especially problematic to college students and can result in lower grade point averages, increased risk of academic failure, compromised learning, impaired mood, and increased risk of motor vehicle accidents. This article reviews the current prevalence of sleepiness and sleep deprivation among college students, contributing factors for sleep deprivation, and the role of sleep in learning and memory. The impact of sleep and sleep disorders on academics, grade point average, driving, and mood will be examined. Most importantly, effective and viable interventions to decrease sleepiness and sleep deprivation through sleep education classes, online programs, encouragement of naps, and adjustment of class time will be reviewed. This paper highlights that addressing sleep issues, which are not often considered as a risk factor for depression and academic failure, should be encouraged. Promotion of university and college policies and class schedules that encourage healthy and adequate sleep could have a significant impact on the sleep, learning, and health of college students. Future research to investigate effective and feasible interventions, which disseminate both sleep knowledge and encouragement of healthy sleep habits to college students in a time and cost effective manner, is a priority. PMID:25018659

The Nature of Self-Directed Learning and Transformational Learning in Self-Managing Bipolar Disorder to Stay Well

ERIC Educational Resources Information Center

Francik, Wendy A.

2012-01-01

The purpose of the research was to explore the self-directed learning and transformational learning experiences among persons with bipolar disorder. A review of previous research pointed out how personal experiences with self-directed learning and transformational learning facilitated individuals' learning to manage HIV, Methicillan-resitant…

Plasticity of left perisylvian white-matter tracts is associated with individual differences in math learning.

PubMed

Jolles, Dietsje; Wassermann, Demian; Chokhani, Ritika; Richardson, Jennifer; Tenison, Caitlin; Bammer, Roland; Fuchs, Lynn; Supekar, Kaustubh; Menon, Vinod

2016-04-01

Plasticity of white matter tracts is thought to be essential for cognitive development and academic skill acquisition in children. However, a dearth of high-quality diffusion tensor imaging (DTI) data measuring longitudinal changes with learning, as well as methodological difficulties in multi-time point tract identification have limited our ability to investigate plasticity of specific white matter tracts. Here, we examine learning-related changes of white matter tracts innervating inferior parietal, prefrontal and temporal regions following an intense 2-month math tutoring program. DTI data were acquired from 18 third grade children, both before and after tutoring. A novel fiber tracking algorithm based on a White Matter Query Language (WMQL) was used to identify three sections of the superior longitudinal fasciculus (SLF) linking frontal and parietal (SLF-FP), parietal and temporal (SLF-PT) and frontal and temporal (SLF-FT) cortices, from which we created child-specific probabilistic maps. The SLF-FP, SLF-FT, and SLF-PT tracts identified with the WMQL method were highly reliable across the two time points and showed close correspondence to tracts previously described in adults. Notably, individual differences in behavioral gains after 2 months of tutoring were specifically correlated with plasticity in the left SLF-FT tract. Our results extend previous findings of individual differences in white matter integrity, and provide important new insights into white matter plasticity related to math learning in childhood. More generally, our quantitative approach will be useful for future studies examining longitudinal changes in white matter integrity associated with cognitive skill development.

A qualitative study of science education in nursing school: Narratives of Hispanic female nurses' sense of identity and participation in science learning

NASA Astrophysics Data System (ADS)

Gensemer, Patricia S.

The purpose of this qualitative study was to learn from Hispanic nursing students regarding their experiences as participants in science learning. The participants were four female nursing students of Hispanic origin attending a small, rural community college in a southeastern state. The overarching question of this study was "In what ways does being Hispanic mediate the science-related learning and practices of nursing students?" The following questions more specifically provided focal points for the research: (1) In what ways do students perceive being Hispanic as relevant to their science education experiences? (a) What does it mean to be Hispanic in the participants' home community? (b) What has it meant to be Hispanic in the science classroom? (2) In what ways might students' everyday knowledge (at home) relate to the knowledge or ways of knowing they practice in the nursing school community? The study took place in Alabama, which offered a rural context where Hispanic populations are rapidly increasing. A series of four interviews was conducted with each participant, followed by one focus group interview session. Results of the study were re presented in terms of portrayals of participant's narratives of identity and science learning, and then as a thematic interpretation collectively woven across the individuals' narratives. Portraitures of each participant draw upon the individual experiences of the four nursing students involved in this study in order to provide a beginning point towards exploring "community" as both personal and social aspects of science practices. Themes explored broader interpretations of communities of practice in relation to guiding questions of the study. Three themes emerged through the study, which included the following: Importance of Science to Nurses, Crossing with a Nurturing and Caring Identity, and Different Modes of Participation. Implications were discussed with regard to participation in a community of practice and rethinking scientific literacy in terms of different modes of participation that are brought to the community of science learning.

Learning and the transformative potential of citizen science.

PubMed

Bela, Györgyi; Peltola, Taru; Young, Juliette C; Balázs, Bálint; Arpin, Isabelle; Pataki, György; Hauck, Jennifer; Kelemen, Eszter; Kopperoinen, Leena; Van Herzele, Ann; Keune, Hans; Hecker, Susanne; Suškevičs, Monika; Roy, Helen E; Itkonen, Pekka; Külvik, Mart; László, Miklós; Basnou, Corina; Pino, Joan; Bonn, Aletta

2016-10-01

The number of collaborative initiatives between scientists and volunteers (i.e., citizen science) is increasing across many research fields. The promise of societal transformation together with scientific breakthroughs contributes to the current popularity of citizen science (CS) in the policy domain. We examined the transformative capacity of citizen science in particular learning through environmental CS as conservation tool. We reviewed the CS and social-learning literature and examined 14 conservation projects across Europe that involved collaborative CS. We also developed a template that can be used to explore learning arrangements (i.e., learning events and materials) in CS projects and to explain how the desired outcomes can be achieved through CS learning. We found that recent studies aiming to define CS for analytical purposes often fail to improve the conceptual clarity of CS; CS programs may have transformative potential, especially for the development of individual skills, but such transformation is not necessarily occurring at the organizational and institutional levels; empirical evidence on simple learning outcomes, but the assertion of transformative effects of CS learning is often based on assumptions rather than empirical observation; and it is unanimous that learning in CS is considered important, but in practice it often goes unreported or unevaluated. In conclusion, we point to the need for reliable and transparent measurement of transformative effects for democratization of knowledge production. © 2016 The Authors. Conservation Biology published by Wiley Periodicals, Inc. on behalf of Society for Conservation Biology.

Comfort and experience with online learning: trends over nine years and associations with knowledge.

PubMed

Cook, David A; Thompson, Warren G

2014-07-01

Some evidence suggests that attitude toward computer-based instruction is an important determinant of success in online learning. We sought to determine how comfort using computers and perceptions of prior online learning experiences have changed over the past decade, and how these associate with learning outcomes. Each year from 2003-2011 we conducted a prospective trial of online learning. As part of each year's study, we asked medicine residents about their comfort using computers and if their previous experiences with online learning were favorable. We assessed knowledge using a multiple-choice test. We used regression to analyze associations and changes over time. 371 internal medicine and family medicine residents participated. Neither comfort with computers nor perceptions of prior online learning experiences showed a significant change across years (p > 0.61), with mean comfort rating 3.96 (maximum 5 = very comfortable) and mean experience rating 4.42 (maximum 6 = strongly agree [favorable]). Comfort showed no significant association with knowledge scores (p = 0.39) but perceptions of prior experiences did, with a 1.56% rise in knowledge score for a 1-point rise in experience score (p = 0.02). Correlations among comfort, perceptions of prior experiences, and number of prior experiences were all small and not statistically significant. Comfort with computers and perceptions of prior experience with online learning remained stable over nine years. Prior good experiences (but not comfort with computers) demonstrated a modest association with knowledge outcomes, suggesting that prior course satisfaction may influence subsequent learning.

Neuromodulatory adaptive combination of correlation-based learning in cerebellum and reward-based learning in basal ganglia for goal-directed behavior control

PubMed Central

Dasgupta, Sakyasingha; Wörgötter, Florentin; Manoonpong, Poramate

2014-01-01

Goal-directed decision making in biological systems is broadly based on associations between conditional and unconditional stimuli. This can be further classified as classical conditioning (correlation-based learning) and operant conditioning (reward-based learning). A number of computational and experimental studies have well established the role of the basal ganglia in reward-based learning, where as the cerebellum plays an important role in developing specific conditioned responses. Although viewed as distinct learning systems, recent animal experiments point toward their complementary role in behavioral learning, and also show the existence of substantial two-way communication between these two brain structures. Based on this notion of co-operative learning, in this paper we hypothesize that the basal ganglia and cerebellar learning systems work in parallel and interact with each other. We envision that such an interaction is influenced by reward modulated heterosynaptic plasticity (RMHP) rule at the thalamus, guiding the overall goal directed behavior. Using a recurrent neural network actor-critic model of the basal ganglia and a feed-forward correlation-based learning model of the cerebellum, we demonstrate that the RMHP rule can effectively balance the outcomes of the two learning systems. This is tested using simulated environments of increasing complexity with a four-wheeled robot in a foraging task in both static and dynamic configurations. Although modeled with a simplified level of biological abstraction, we clearly demonstrate that such a RMHP induced combinatorial learning mechanism, leads to stabler and faster learning of goal-directed behaviors, in comparison to the individual systems. Thus, in this paper we provide a computational model for adaptive combination of the basal ganglia and cerebellum learning systems by way of neuromodulated plasticity for goal-directed decision making in biological and bio-mimetic organisms. PMID:25389391

Neuromodulatory adaptive combination of correlation-based learning in cerebellum and reward-based learning in basal ganglia for goal-directed behavior control.

PubMed

Dasgupta, Sakyasingha; Wörgötter, Florentin; Manoonpong, Poramate

2014-01-01

Goal-directed decision making in biological systems is broadly based on associations between conditional and unconditional stimuli. This can be further classified as classical conditioning (correlation-based learning) and operant conditioning (reward-based learning). A number of computational and experimental studies have well established the role of the basal ganglia in reward-based learning, where as the cerebellum plays an important role in developing specific conditioned responses. Although viewed as distinct learning systems, recent animal experiments point toward their complementary role in behavioral learning, and also show the existence of substantial two-way communication between these two brain structures. Based on this notion of co-operative learning, in this paper we hypothesize that the basal ganglia and cerebellar learning systems work in parallel and interact with each other. We envision that such an interaction is influenced by reward modulated heterosynaptic plasticity (RMHP) rule at the thalamus, guiding the overall goal directed behavior. Using a recurrent neural network actor-critic model of the basal ganglia and a feed-forward correlation-based learning model of the cerebellum, we demonstrate that the RMHP rule can effectively balance the outcomes of the two learning systems. This is tested using simulated environments of increasing complexity with a four-wheeled robot in a foraging task in both static and dynamic configurations. Although modeled with a simplified level of biological abstraction, we clearly demonstrate that such a RMHP induced combinatorial learning mechanism, leads to stabler and faster learning of goal-directed behaviors, in comparison to the individual systems. Thus, in this paper we provide a computational model for adaptive combination of the basal ganglia and cerebellum learning systems by way of neuromodulated plasticity for goal-directed decision making in biological and bio-mimetic organisms.

Managing Contextual Complexity in an Experiential Learning Course: A Dynamic Systems Approach through the Identification of Turning Points in Students' Emotional Trajectories

PubMed Central

Nogueiras, Gloria; Kunnen, E. Saskia; Iborra, Alejandro

2017-01-01

This study adopts a dynamic systems approach to investigate how individuals successfully manage contextual complexity. To that end, we tracked individuals' emotional trajectories during a challenging training course, seeking qualitative changes–turning points—and we tested their relationship with the perceived complexity of the training. The research context was a 5-day higher education course based on process-oriented experiential learning, and the sample consisted of 17 students. The students used a five-point Likert scale to rate the intensity of 16 emotions and the complexity of the training on 8 measurement points. Monte Carlo permutation tests enabled to identify 30 turning points in the 272 emotional trajectories analyzed (17 students * 16 emotions each). 83% of the turning points indicated a change of pattern in the emotional trajectories that consisted of: (a) increasingly intense positive emotions or (b) decreasingly intense negative emotions. These turning points also coincided with particularly complex periods in the training as perceived by the participants (p = 0.003, and p = 0.001 respectively). The relationship between positively-trended turning points in the students' emotional trajectories and the complexity of the training may be interpreted as evidence of a successful management of the cognitive conflict arising from the clash between the students' prior ways of meaning-making and the challenging demands of the training. One of the strengths of this study is that it provides a relatively simple procedure for identifying turning points in developmental trajectories, which can be applied to various longitudinal experiences that are very common in educational and developmental contexts. Additionally, the findings contribute to sustaining that the assumption that complex contextual demands lead unfailingly to individuals' learning is incomplete. Instead, it is how individuals manage complexity which may or may not lead to learning. Finally, this study can also be considered a first step in research on the developmental potential of process-oriented experiential learning training. PMID:28515703

The Founding of the Learning Communities Association

ERIC Educational Resources Information Center

Huerta, Juan Carlos

2017-01-01

Learning communities have reached the point in their growth that we now need a professional association to allow for more opportunities for participation in advancing learning communities. This is the story of the founding of the new Learning Communities Association.

The historicity of the physics class: enactments, mimes and imitation

NASA Astrophysics Data System (ADS)

Bergwik, Staffan

2014-06-01

This essay discusses Anna Danielsson's article "In the physics class: university physics students' enactments of class and gender in the context of laboratory work". The situated co-construction of knowledge and identity forms the crucial vantage point and I argue that it is a point of intersection between the history of science and research in science education. The former can provide a valuable understanding of the historicity of learning science. I thus highlight the importance of knowledge as situated in time and space, for instance the importance of the historical division between "head and hand" clearly visible in the discourse of Danielsson's informants. Moreover, the article discusses how identity is produced in specific knowledge contexts through repeated performances. The article closes by briefly suggesting analytical alternatives, in particular "belonging" and "imitation". Both draw on post-structuralist ideas about the citational nature of identity. Belonging is created by citing and reinstating norms. Imitating knowledge, identity and norms is an issue that should be brought to the fore when we speak of education and training.

Six Myths About Spatial Thinking

NASA Astrophysics Data System (ADS)

Newcombe, Nora S.; Stieff, Mike

2012-04-01

Visualizations are an increasingly important part of scientific education and discovery. However, users often do not gain knowledge from them in a complete or efficient way. This article aims to direct research on visualizations in science education in productive directions by reviewing the evidence for widespread assumptions that learning styles, sex differences, developmental stages, and spatial language determine the impact of visualizations on science learning. First, we examine the assumption that people differ in their verbal versus visual learning style. Due to the lack of rigorous evaluation, there is no current support for this distinction. Future research should distinguish between two different kinds of visual learning style. Second, we consider the belief that there are large and intractable sex differences in spatial ability resultant from immutable biological reasons. Although there are some spatial sex differences (in some types of spatial tests although not all), there is actually only very mixed support for biological causation. Most important, there is conclusive evidence that spatial skills can be improved through training and education. Third, we explore educators' use of Piaget's ideas about spatial development to draw conclusions about 'developmental appropriateness'. However, recent research on spatial development has focused on identifying sequences that begin with early starting points of skill, and spatial education is possible in some form at all ages. Fourth, although spatial language does not determine spatial thought, it does frame attention in a way that can have impact on learning and understanding. We examine the empirical support for each assumption and its relevance to future research on visualizations in science education.

OLIVER: an online library of images for veterinary education and research.

PubMed

McGreevy, Paul; Shaw, Tim; Burn, Daniel; Miller, Nick

2007-01-01

As part of a strategic move by the University of Sydney toward increased flexibility in learning, the Faculty of Veterinary Science undertook a number of developments involving Web-based teaching and assessment. OLIVER underpins them by providing a rich, durable repository for learning objects. To integrate Web-based learning, case studies, and didactic presentations for veterinary and animal science students, we established an online library of images and other learning objects for use by academics in the Faculties of Veterinary Science and Agriculture. The objectives of OLIVER were to maximize the use of the faculty's teaching resources by providing a stable archiving facility for graphic images and other multimedia learning objects that allows flexible and precise searching, integrating indexing standards, thesauri, pull-down lists of preferred terms, and linking of objects within cases. OLIVER offers a portable and expandable Web-based shell that facilitates ongoing storage of learning objects in a range of media. Learning objects can be downloaded in common, standardized formats so that they can be easily imported for use in a range of applications, including Microsoft PowerPoint, WebCT, and Microsoft Word. OLIVER now contains more than 9,000 images relating to many facets of veterinary science; these are annotated and supported by search engines that allow rapid access to both images and relevant information. The Web site is easily updated and adapted as required.

A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments

PubMed Central

Soneral, Paula A. G.; Wyse, Sara A.

2017-01-01

Student-centered learning environments with upside-down pedagogies (SCALE-UP) are widely implemented at institutions across the country, and learning gains from these classrooms have been well documented. This study investigates the specific design feature(s) of the SCALE-UP classroom most conducive to teaching and learning. Using pilot survey data from instructors and students to prioritize the most salient SCALE-UP classroom features, we created a low-tech “Mock-up” version of this classroom and tested the impact of these features on student learning, attitudes, and satisfaction using a quasi-­experimental setup. The same instructor taught two sections of an introductory biology course in the SCALE-UP and Mock-up rooms. Although students in both sections were equivalent in terms of gender, grade point average, incoming ACT, and drop/fail/withdraw rate, the Mock-up classroom enrolled significantly more freshmen. Controlling for class standing, multiple regression modeling revealed no significant differences in exam, in-class, preclass, and Introduction to Molecular and Cellular Biology Concept Inventory scores between the SCALE-UP and Mock-up classrooms. Thematic analysis of student comments highlighted that collaboration and whiteboards enhanced the learning experience, but technology was not important. Student satisfaction and attitudes were comparable. These results suggest that the benefits of a SCALE-UP experience can be achieved at lower cost without technology features. PMID:28213582

Benchmarking Teacher Education: What Can We Learn from the Military?

ERIC Educational Resources Information Center

Wilmore, Elaine L.

This paper examines how the United States Military Academy at West Point produces consistently high standards of quality, discussing what teacher education can learn from the military. West Point's mission is to educate and train the Corps of Cadets so that each graduate shall have the attributes essential to professional growth throughout a…

System for Training Aviation Regulations (STAR): Using Multiple Vantage Points To Learn Complex Information through Scenario-Based Instruction and Multimedia Techniques.

ERIC Educational Resources Information Center

Chandler, Terrell N.

1996-01-01

The System for Training of Aviation Regulations (STAR) provides comprehensive training in understanding and applying Federal aviation regulations. STAR gives multiple vantage points with multimedia presentations and storytelling within four categories of learning environments: overviews, scenarios, challenges, and resources. Discusses the…

Inclusive Assessment at Point-of-Design

ERIC Educational Resources Information Center

Keating, Neil; Zybutz, Tanya; Rouse, Karl

2012-01-01

Recognising assessment as a driver for learning and a key part of the student learning experience, this case study considers the impact of opening the assessment process to active student engagement as well as placing inclusivity at the heart of the assessment task at point-of-design. This case study presents an approach to assessment that both…

Integrating the ACR Appropriateness Criteria Into the Radiology Clerkship: Comparison of Didactic Format and Group-Based Learning.

PubMed

Stein, Marjorie W; Frank, Susan J; Roberts, Jeffrey H; Finkelstein, Malka; Heo, Moonseong

2016-05-01

The aim of this study was to determine whether group-based or didactic teaching is more effective to teach ACR Appropriateness Criteria to medical students. An identical pretest, posttest, and delayed multiple-choice test was used to evaluate the efficacy of the two teaching methods. Descriptive statistics comparing test scores were obtained. On the posttest, the didactic group gained 12.5 points (P < .0001), and the group-based learning students gained 16.3 points (P < .0001). On the delayed test, the didactic group gained 14.4 points (P < .0001), and the group-based learning students gained 11.8 points (P < .001). The gains in scores on both tests were statistically significant for both groups. However, the differences in scores were not statistically significant comparing the two educational methods. Compared with didactic lectures, group-based learning is more enjoyable, time efficient, and equally efficacious. The choice of educational method can be individualized for each institution on the basis of group size, time constraints, and faculty availability. Copyright © 2016 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Superior cognitive mapping through single landmark-related learning than through boundary-related learning.

PubMed

Zhou, Ruojing; Mou, Weimin

2016-08-01

Cognitive mapping is assumed to be through hippocampus-dependent place learning rather than striatum-dependent response learning. However, we proposed that either type of spatial learning, as long as it involves encoding metric relations between locations and reference points, could lead to a cognitive map. Furthermore, the fewer reference points to specify individual locations, the more accurate a cognitive map of these locations will be. We demonstrated that participants have more accurate representations of vectors between 2 locations and of configurations among 3 locations when locations are individually encoded in terms of a single landmark than when locations are encoded in terms of a boundary. Previous findings have shown that learning locations relative to a boundary involve stronger place learning and higher hippocampal activation whereas learning relative to a single landmark involves stronger response learning and higher striatal activation. Recognizing this, we have provided evidence challenging the cognitive map theory but favoring our proposal. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Methodological Reflections: Designing and Understanding Computer-Supported Collaborative Learning

ERIC Educational Resources Information Center

Hamalainen, Raija

2012-01-01

Learning involves more than just a small group of participants, which makes designing and managing collaborative learning processes in higher education a challenging task. As a result, emerging concerns in current research have pointed increasingly to teacher orchestrated learning processes in naturalistic learning settings. In line with this…

Implementation of a Multimodal Mobile System for Point-of-Sale Surveillance: Lessons Learned From Case Studies in Washington, DC, and New York City.

PubMed

Cantrell, Jennifer; Ganz, Ollie; Ilakkuvan, Vinu; Tacelosky, Michael; Kreslake, Jennifer; Moon-Howard, Joyce; Aidala, Angela; Vallone, Donna; Anesetti-Rothermel, Andrew; Kirchner, Thomas R

2015-01-01

In tobacco control and other fields, point-of-sale surveillance of the retail environment is critical for understanding industry marketing of products and informing public health practice. Innovations in mobile technology can improve existing, paper-based surveillance methods, yet few studies describe in detail how to operationalize the use of technology in public health surveillance. The aims of this paper are to share implementation strategies and lessons learned from 2 tobacco, point-of-sale surveillance projects to inform and prepare public health researchers and practitioners to implement new mobile technologies in retail point-of-sale surveillance systems. From 2011 to 2013, 2 point-of-sale surveillance pilot projects were conducted in Washington, DC, and New York, New York, to capture information about the tobacco retail environment and test the feasibility of a multimodal mobile data collection system, which included capabilities for audio or video recording data, electronic photographs, electronic location data, and a centralized back-end server and dashboard. We established a preimplementation field testing process for both projects, which involved a series of rapid and iterative tests to inform decisions and establish protocols around key components of the project. Important components of field testing included choosing a mobile phone that met project criteria, establishing an efficient workflow and accessible user interfaces for each component of the system, training and providing technical support to fieldworkers, and developing processes to integrate data from multiple sources into back-end systems that can be utilized in real-time. A well-planned implementation process is critical for successful use and performance of multimodal mobile surveillance systems. Guidelines for implementation include (1) the need to establish and allow time for an iterative testing framework for resolving technical and logistical challenges; (2) developing a streamlined workflow and user-friendly interfaces for data collection; (3) allowing for ongoing communication, feedback, and technology-related skill-building among all staff; and (4) supporting infrastructure for back-end data systems. Although mobile technologies are evolving rapidly, lessons learned from these case studies are essential for ensuring that the many benefits of new mobile systems for rapid point-of-sale surveillance are fully realized.

Implementation of a Multimodal Mobile System for Point-of-Sale Surveillance: Lessons Learned From Case Studies in Washington, DC, and New York City

PubMed Central

Ganz, Ollie; Ilakkuvan, Vinu; Tacelosky, Michael; Kreslake, Jennifer; Moon-Howard, Joyce; Aidala, Angela; Vallone, Donna; Anesetti-Rothermel, Andrew; Kirchner, Thomas R

2015-01-01

Background In tobacco control and other fields, point-of-sale surveillance of the retail environment is critical for understanding industry marketing of products and informing public health practice. Innovations in mobile technology can improve existing, paper-based surveillance methods, yet few studies describe in detail how to operationalize the use of technology in public health surveillance. Objective The aims of this paper are to share implementation strategies and lessons learned from 2 tobacco, point-of-sale surveillance projects to inform and prepare public health researchers and practitioners to implement new mobile technologies in retail point-of-sale surveillance systems. Methods From 2011 to 2013, 2 point-of-sale surveillance pilot projects were conducted in Washington, DC, and New York, New York, to capture information about the tobacco retail environment and test the feasibility of a multimodal mobile data collection system, which included capabilities for audio or video recording data, electronic photographs, electronic location data, and a centralized back-end server and dashboard. We established a preimplementation field testing process for both projects, which involved a series of rapid and iterative tests to inform decisions and establish protocols around key components of the project. Results Important components of field testing included choosing a mobile phone that met project criteria, establishing an efficient workflow and accessible user interfaces for each component of the system, training and providing technical support to fieldworkers, and developing processes to integrate data from multiple sources into back-end systems that can be utilized in real-time. Conclusions A well-planned implementation process is critical for successful use and performance of multimodal mobile surveillance systems. Guidelines for implementation include (1) the need to establish and allow time for an iterative testing framework for resolving technical and logistical challenges; (2) developing a streamlined workflow and user-friendly interfaces for data collection; (3) allowing for ongoing communication, feedback, and technology-related skill-building among all staff; and (4) supporting infrastructure for back-end data systems. Although mobile technologies are evolving rapidly, lessons learned from these case studies are essential for ensuring that the many benefits of new mobile systems for rapid point-of-sale surveillance are fully realized. PMID:27227138

Does Learning to Read Improve Intelligence? A Longitudinal Multivariate Analysis in Identical Twins From Age 7 to 16

PubMed Central

Ritchie, Stuart J; Bates, Timothy C; Plomin, Robert

2015-01-01

Evidence from twin studies points to substantial environmental influences on intelligence, but the specifics of this influence are unclear. This study examined one developmental process that potentially causes intelligence differences: learning to read. In 1,890 twin pairs tested at 7, 9, 10, 12, and 16 years, a cross-lagged monozygotic-differences design was used to test for associations of earlier within-pair reading ability differences with subsequent intelligence differences. The results showed several such associations, which were not explained by differences in reading exposure and were not restricted to verbal cognitive domains. The study highlights the potentially important influence of reading ability, driven by the nonshared environment, on intellectual development and raises theoretical questions about the mechanism of this influence. PMID:25056688

Initiatives by the government and physician groups to improve awareness of medical ethics: Challenges in Japan

PubMed Central

MORIOKA, Yasuhiko

2012-01-01

Physicians have been required to possess high ethical standards, as medical practice is directly involved with patients' lives. Although ethics arise out of an individual's consciousness, ethical regulations imposed by the nation/government together with self-regulation by physician groups are important in the practice of ethics, for which reason countries around the world undertake various initiatives. This paper investigates physician licensure, organizations governing physician status, the role of physician groups, and the actual conditions of lifelong learning and ethics education in developed countries worldwide, in contrast with which it throws problems in the situation in Japan into relief. Organizations governing physician status, the form of medical associations, and the improvement of lifelong learning are pointed out as critical issues especially in Japan. PMID:22498978

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Resolution of Singularities Introduced by Hierarchical Structure in Deep Neural Networks.

PubMed

Nitta, Tohru

2017-10-01

We present a theoretical analysis of singular points of artificial deep neural networks, resulting in providing deep neural network models having no critical points introduced by a hierarchical structure. It is considered that such deep neural network models have good nature for gradient-based optimization. First, we show that there exist a large number of critical points introduced by a hierarchical structure in deep neural networks as straight lines, depending on the number of hidden layers and the number of hidden neurons. Second, we derive a sufficient condition for deep neural networks having no critical points introduced by a hierarchical structure, which can be applied to general deep neural networks. It is also shown that the existence of critical points introduced by a hierarchical structure is determined by the rank and the regularity of weight matrices for a specific class of deep neural networks. Finally, two kinds of implementation methods of the sufficient conditions to have no critical points are provided. One is a learning algorithm that can avoid critical points introduced by the hierarchical structure during learning (called avoidant learning algorithm). The other is a neural network that does not have some critical points introduced by the hierarchical structure as an inherent property (called avoidant neural network).

Predict Brain MR Image Registration via Sparse Learning of Appearance and Transformation

PubMed Central

Wang, Qian; Kim, Minjeong; Shi, Yonghong; Wu, Guorong; Shen, Dinggang

2014-01-01

We propose a new approach to register the subject image with the template by leveraging a set of intermediate images that are pre-aligned to the template. We argue that, if points in the subject and the intermediate images share similar local appearances, they may have common correspondence in the template. In this way, we learn the sparse representation of a certain subject point to reveal several similar candidate points in the intermediate images. Each selected intermediate candidate can bridge the correspondence from the subject point to the template space, thus predicting the transformation associated with the subject point at the confidence level that relates to the learned sparse coefficient. Following this strategy, we first predict transformations at selected key points, and retain multiple predictions on each key point, instead of allowing only a single correspondence. Then, by utilizing all key points and their predictions with varying confidences, we adaptively reconstruct the dense transformation field that warps the subject to the template. We further embed the prediction-reconstruction protocol above into a multi-resolution hierarchy. In the final, we refine our estimated transformation field via existing registration method in effective manners. We apply our method to registering brain MR images, and conclude that the proposed framework is competent to improve registration performances substantially. PMID:25476412

Effects of a blended learning approach on student outcomes in a graduate-level public health course.

PubMed

Kiviniemi, Marc T

2014-03-11

Blended learning approaches, in which in-person and online course components are combined in a single course, are rapidly increasing in health sciences education. Evidence for the relative effectiveness of blended learning versus more traditional course approaches is mixed. The impact of a blended learning approach on student learning in a graduate-level public health course was examined using a quasi-experimental, non-equivalent control group design. Exam scores and course point total data from a baseline, "traditional" approach semester (n = 28) was compared to that from a semester utilizing a blended learning approach (n = 38). In addition, student evaluations of the blended learning approach were evaluated. There was a statistically significant increase in student performance under the blended learning approach (final course point total d = 0.57; a medium effect size), even after accounting for previous academic performance. Moreover, student evaluations of the blended approach were very positive and the majority of students (83%) preferred the blended learning approach. Blended learning approaches may be an effective means of optimizing student learning and improving student performance in health sciences courses.

Automatic detection of anatomical regions in frontal x-ray images: comparing convolutional neural networks to random forest

NASA Astrophysics Data System (ADS)

Olory Agomma, R.; Vázquez, C.; Cresson, T.; De Guise, J.

2018-02-01

Most algorithms to detect and identify anatomical structures in medical images require either to be initialized close to the target structure, or to know that the structure is present in the image, or to be trained on a homogeneous database (e.g. all full body or all lower limbs). Detecting these structures when there is no guarantee that the structure is present in the image, or when the image database is heterogeneous (mixed configurations), is a challenge for automatic algorithms. In this work we compared two state-of-the-art machine learning techniques in order to determine which one is the most appropriate for predicting targets locations based on image patches. By knowing the position of thirteen landmarks points, labelled by an expert in EOS frontal radiography, we learn the displacement between salient points detected in the image and these thirteen landmarks. The learning step is carried out with a machine learning approach by exploring two methods: Convolutional Neural Network (CNN) and Random Forest (RF). The automatic detection of the thirteen landmarks points in a new image is then obtained by averaging the positions of each one of these thirteen landmarks estimated from all the salient points in the new image. We respectively obtain for CNN and RF, an average prediction error (both mean and standard deviation in mm) of 29 +/-18 and 30 +/- 21 for the thirteen landmarks points, indicating the approximate location of anatomical regions. On the other hand, the learning time is 9 days for CNN versus 80 minutes for RF. We provide a comparison of the results between the two machine learning approaches.

Knowledge brokerage - potential for increased capacities and shared power in impact assessment

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

Rosario Partidario, Maria, E-mail: mrp@civil.ist.utl.pt; Sheate, William R., E-mail: w.sheate@imperial.ac.uk; Collingwood Environmental Planning Ltd, London, 1E, The Chandlery, 50 Westminster Bridge Road, London SE1 7QY

2013-02-15

Constructive and collaborative planning theory has exposed the perceived limitations of public participation in impact assessment. At strategic levels of assessment the established norm can be misleading and practice is illusive. For example, debates on SEA effectiveness recognize insufficiencies, but are often based on questionable premises. The authors of this paper argue that public participation in strategic assessment requires new forms of information and engagement, consistent with the complexity of the issues at these levels and that strategic assessments can act as knowledge brokerage instruments with the potential to generate more participative environments and attitudes. The paper explores barriers andmore » limitations, as well as the role of knowledge brokerage in stimulating the engagement of the public, through learning-oriented processes and responsibility sharing in more participative models of governance. The paper concludes with a discussion on building and inter-change of knowledge, towards creative solutions to identified problems, stimulating learning processes, largely beyond simple information transfer mechanisms through consultative processes. The paper argues fundamentally for the need to conceive strategic assessments as learning platforms and design knowledge brokerage opportunities explicitly as a means to enhance learning processes and power sharing in IA. - Highlights: Black-Right-Pointing-Pointer Debates on SEA recognize insufficiencies on public participation Black-Right-Pointing-Pointer We propose new forms of engagement consistent with complex situations at strategic levels of decision-making Black-Right-Pointing-Pointer Constructive and collaborative planning theories help explain how different actors acquire knowledge and the value of knowledge exchange Black-Right-Pointing-Pointer Strategic assessments can act as knowledge brokerage instruments Black-Right-Pointing-Pointer The paper argues for strategic assessments as learning platforms as a means to enhance learning processes and power sharing in IA.« less

Conceptualizing School-Based Teacher Learning from Teachers' Points of View: Holistically Leveraging Formal, Informal, and Independent Learning Activities

ERIC Educational Resources Information Center

Jones, Monty; Dexter, Sara

2016-01-01

Improving in-service teacher education is paramount to improving student learning outcomes, and while research in this area typically examines formal teacher learning opportunities, emerging research indicates that teachers also engage in informal and independent modes of learning. Our inquiry into how teachers learned about integrating technology…

The depth estimation of 3D face from single 2D picture based on manifold learning constraints

NASA Astrophysics Data System (ADS)

Li, Xia; Yang, Yang; Xiong, Hailiang; Liu, Yunxia

2018-04-01

The estimation of depth is virtual important in 3D face reconstruction. In this paper, we propose a t-SNE based on manifold learning constraints and introduce K-means method to divide the original database into several subset, and the selected optimal subset to reconstruct the 3D face depth information can greatly reduce the computational complexity. Firstly, we carry out the t-SNE operation to reduce the key feature points in each 3D face model from 1×249 to 1×2. Secondly, the K-means method is applied to divide the training 3D database into several subset. Thirdly, the Euclidean distance between the 83 feature points of the image to be estimated and the feature point information before the dimension reduction of each cluster center is calculated. The category of the image to be estimated is judged according to the minimum Euclidean distance. Finally, the method Kong D will be applied only in the optimal subset to estimate the depth value information of 83 feature points of 2D face images. Achieving the final depth estimation results, thus the computational complexity is greatly reduced. Compared with the traditional traversal search estimation method, although the proposed method error rate is reduced by 0.49, the number of searches decreases with the change of the category. In order to validate our approach, we use a public database to mimic the task of estimating the depth of face images from 2D images. The average number of searches decreased by 83.19%.

Using Foreign Virtual Patients With Medical Students in Germany: Are Cultural Differences Evident and Do They Impede Learning?

PubMed

Walldorf, Jens; Jähnert, Tina; Berman, Norman B; Fischer, Martin R

2016-09-27

Learning with virtual patients (VPs) is considered useful in medical education for fostering clinical reasoning. As the authoring of VPs is highly demanding, an international exchange of cases might be desirable. However, cultural differences in foreign VPs might hamper learning success. We investigated the need for support for using VPs from the United States at a German university, with respect to language and cultural differences. Our goal was to better understand potential implementation barriers of a intercultural VP exchange. Two VPs were presented to 30 German medical students featuring a cultural background different from German standards with respect to diagnostic and therapeutic procedures, ethical aspects, role models, and language (as identified by a cultural adaptation framework). Participants were assigned to two groups: 14 students were advised to complete the cases without further instructions (basic group), and 16 students received written explanatory supplemental information specifically with regard to cultural differences (supplement group). Using a 6-point scale (6=strongly agree), we analyzed the results of an integrated assessment of learning success as well as an evaluation of cases by the students on usefulness for learning and potential issues regarding the language and cultural background. The German students found it motivating to work with cases written in English (6-point scale, 4.5 points). The clinical relevance of the VPs was clearly recognized (6 points), and the foreign language was considered a minor problem in this context (3 points). The results of the integrated learning assessment were similar in both groups (basic 53% [SD 4] vs supplement 52% [SD 4] correct answers, P=.32). However, students using the supplemental material more readily realized culturally different diagnostic and therapeutic strategies (basic 4 vs supplement 5 points, P=.39) and were less affirmative when asked about the transferability of cases to a German context (basic 5 vs supplement 3 points, P=.048). German students found English VPs to be highly clinically relevant, and they rated language problems much lower than they rated motivation to work on cases in English. This should encourage the intercultural exchange of VPs. The provision of supplemental explanatory material facilitates the recognition of cultural differences and might help prevent unexpected learning effects.

Influence of reward motivation on human declarative memory.

PubMed

Miendlarzewska, Ewa A; Bavelier, Daphne; Schwartz, Sophie

2016-02-01

Motivational relevance can prioritize information for memory encoding and consolidation based on reward value. In this review, we pinpoint the possible psychological and neural mechanisms by which reward promotes learning, from guiding attention to enhancing memory consolidation. We then discuss how reward value can spill-over from one conditioned stimulus to a non-conditioned stimulus. Such generalization can occur across perceptually similar items or through more complex relations, such as associative or logical inferences. Existing evidence suggests that the neurotransmitter dopamine boosts the formation of declarative memory for rewarded information and may also control the generalization of reward values. In particular, temporally-correlated activity in the hippocampus and in regions of the dopaminergic circuit may mediate value-based decisions and facilitate cross-item integration. Given the importance of generalization in learning, our review points to the need to study not only how reward affects later memory but how learned reward values may generalize to related representations and ultimately alter memory structure. Copyright © 2015 Elsevier Ltd. All rights reserved.

Ever since language and learning: afterthoughts on the Piaget-Chomsky debate.

PubMed

Piattelli-Palmarini, M

1994-01-01

The central arguments and counter-arguments presented by several participants during the debate between Piaget and Chomsky at the Royaumont Abbey in October 1975 are here reconstructed in a particularly consice chronological and "logical" sequence. Once the essential points of this important exchange are thus clearly laid out, it is easy to witness that recent developments in generative grammar, as well as new data on language acquisition, especially in the acquisition of pronouns by the congenitally deaf child, corroborate the "language specificity" thesis defended by Chomsky. By the same token these data and these new theoretical refinements refute the Piagetian hypothesis that language is constructed upon abstractions from sensorimotor schemata. Moreover, in the light of modern evolutionary theory, Piaget's basic assumptions on the biological roots of cognition, language and learning turn out to be unfounded. In hindsight, all this accrues to the validity of Fodor's seemingly "paradoxical" argument against "learning" as a transition from "less" powerful to "more" powerful conceptual systems.

Emotional engagement, social interactions, and the development of an afterschool game design curriculum

NASA Astrophysics Data System (ADS)

Kwah, Helen; Milne, Catherine; Tsai, Tzuchi; Goldman, Ricki; Plass, Jan L.

2016-09-01

This formative design study examines how a program curriculum and implementation was emergently (re)designed in dynamic relation to the expressed emotions of teachers and students. The context was a yearlong afterschool game design program for STEM learning at an urban and public all-girls middle school. Using Randall Collins' (Interaction ritual chains, Princeton University Press, Princeton, 2004) sociology of emotions framework, our analysis of field notes and video data reveal how the original intended curriculum hindered the generation of positive emotions, mutual foci of attention, and feelings of group solidarity—factors important in the generation of successful group interactions. In response to teacher and student expressed emotions, we took these factors as a guide for redesigning the program curriculum and implementation in order to foster a more positive emotional climate and redirect students' positive emotions toward engagement in learning goals. This study's implications point to the possibilities for designing curricula and program implementations to engender more emotionally responsive environments for STEM learning.

The Relationship Between the California Critical Thinking Disposition Inventory and Student Learning Outcomes in Baccalaureate Nursing Students.

PubMed

Searing, Lisabeth Meade; Kooken, Wendy Carter

2016-04-01

Critical thinking is the foundation for nurses' decision making. One school of nursing used the California Critical Thinking Disposition Inventory (CCTDI) to document improvement in critical thinking dispositions. A retrospective study of 96 nursing students' records examined the relationships between the CCTDI and learning outcomes. Correlational statistics assessed relationships between CCTDI scores and cumulative grade point averages (GPA) and scores on two Health Education Systems Incorporated (HESI) examinations. Ordinal regression assessed predictive relationships between CCTDI scores and science course grades and NCLEX-RN success. First-year CCTDI scores did not predict first-year science grades. Senior-year CCTDI scores did not correlate with cumulative GPA or HESI RN Exit Exam scores, but were weakly correlated with HESI Pharmacology Exam scores. CCTDI scores did not predict NCLEX-RN success. This study did not identify meaningful relationships between critical thinking dispositions, as measured by the CCTDI, and important learning outcomes. The results do not support the efficacy of using the CCTDI in nursing education. Copyright 2016, SLACK Incorporated.

John Falk and Lynn Dierking: building the field of informal/free-choice science education

NASA Astrophysics Data System (ADS)

Rennie, Léonie J.

2016-03-01

This article establishes the importance of "context", a concept that underpins the academic contributions that John Falk and Lynn Dierking have made in building the field of informal/free-choice learning in science education. I consider, in turn, the individual contributions made by each of them prior to their seminal co-authored work, entitled The Museum Experience. I then document their joint contributions to the field, pointing out that although their interests and skills overlap in complementary ways to produce their jointly authored works, both have continued to make their individual contributions; Falk in his work on identity and impact, and Dierking in her work on community, youth, family and equity. Finally I come to the present, describing how they each continue their research and publication in lifelong, life-wide, and life-deep learning, with a particular focus on free-choice learning and the role it can play in addressing critical issues in the world.

Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning

PubMed Central

Fischer, Frank; Kollar, Ingo; Stegmann, Karsten; Wecker, Christof

2013-01-01

This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its 4 types of components of internal and external scripts (play, scene, role, and scriptlet) and 7 principles, this theory addresses the question of how CSCL practices are shaped by dynamically reconfigured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over nontransactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points toward conceptual challenges and future research questions. PMID:23378679

Self-regulated learning of important information under sequential and simultaneous encoding conditions.

PubMed

Middlebrooks, Catherine D; Castel, Alan D

2018-05-01

Learners make a number of decisions when attempting to study efficiently: they must choose which information to study, for how long to study it, and whether to restudy it later. The current experiments examine whether documented impairments to self-regulated learning when studying information sequentially, as opposed to simultaneously, extend to the learning of and memory for valuable information. In Experiment 1, participants studied lists of words ranging in value from 1-10 points sequentially or simultaneously at a preset presentation rate; in Experiment 2, study was self-paced and participants could choose to restudy. Although participants prioritized high-value over low-value information, irrespective of presentation, those who studied the items simultaneously demonstrated superior value-based prioritization with respect to recall, study selections, and self-pacing. The results of the present experiments support the theory that devising, maintaining, and executing efficient study agendas is inherently different under sequential formatting than simultaneous. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Neurobiological Underpinnings of Math and Reading Learning Disabilities

PubMed Central

Ashkenazi, Sarit; Black, Jessica M.; Abrams, Daniel A.; Hoeft, Fumiko; Menon, Vinod

2013-01-01

The primary goal of this review is to highlight current research and theories describing the neurobiological basis of math (MD), reading (RD), and comorbid math and reading disability (MD+RD). We first describe the unique brain and cognitive processes involved in acquisition of math and reading skills, emphasizing similarities and differences in each domain. Next we review functional imaging studies of MD and RD in children, integrating relevant theories from experimental psychology and cognitive neuroscience to characterize the functional neuroanatomy of cognitive dysfunction in MD and RD. We then review recent research on the anatomical correlates of MD and RD. Converging evidence from morphometry and tractography studies are presented to highlight distinct patterns of white matter pathways which are disrupted in MD and RD. Finally, we examine how the intersection of MD and RD provides a unique opportunity to clarify the unique and shared brain systems which adversely impact learning and skill acquisition in MD and RD, and point out important areas for future work on comorbid learning disabilities. PMID:23572008

The Developing Infant Creates a Curriculum for Statistical Learning.

PubMed

Smith, Linda B; Jayaraman, Swapnaa; Clerkin, Elizabeth; Yu, Chen

2018-04-01

New efforts are using head cameras and eye-trackers worn by infants to capture everyday visual environments from the point of view of the infant learner. From this vantage point, the training sets for statistical learning develop as the sensorimotor abilities of the infant develop, yielding a series of ordered datasets for visual learning that differ in content and structure between timepoints but are highly selective at each timepoint. These changing environments may constitute a developmentally ordered curriculum that optimizes learning across many domains. Future advances in computational models will be necessary to connect the developmentally changing content and statistics of infant experience to the internal machinery that does the learning. Copyright © 2018 Elsevier Ltd. All rights reserved.

Learning Cities for All: Directions to a New Adult Education and Learning Movement

ERIC Educational Resources Information Center

Scott, Leodis

2015-01-01

This chapter features a conceptual framework that considers the practical characteristics of learning cities, pointing to the field of adult and continuing education to lead a movement for the purposes of education, learning, and engagement for all.

Developing an instrument to measure emotional behaviour abilities of meaningful learning through the Delphi technique.

PubMed

Cadorin, Lucia; Bagnasco, Annamaria; Tolotti, Angela; Pagnucci, Nicola; Sasso, Loredana

2017-09-01

To identify items for a new instrument that measures emotional behaviour abilities of meaningful learning, according to Fink's Taxonomy. Meaningful learning is an active process that promotes a wider and deeper understanding of concepts. It is the result of an interaction between new and previous knowledge and produces a long-term change of knowledge and skills. To measure meaningful learning capability, it is very important in the education of health professionals to identify problems or special learning needs. For this reason, it is necessary to create valid instruments. A Delphi Study technique was implemented in four phases by means of e-mail. The study was conducted from April-September 2015. An expert panel consisting of ten researchers with experience in Fink's Taxonomy was established to identify the items of the instrument. Data were analysed for conceptual description and item characteristics and attributes were rated. Expert consensus was sought in each of these phases. An 87·5% consensus cut-off was established. After four rounds, consensus was obtained for validation of the content of the instrument 'Assessment of Meaningful learning Behavioural and Emotional Abilities'. This instrument consists of 56 items evaluated on a 6-point Likert-type scale. Foundational Knowledge, Application, Integration, Human Dimension, Caring and Learning How to Learn were the six major categories explored. This content validated tool can help educators (teachers, trainers and tutors) to identify and improve the strategies to support students' learning capability, which could increase their awareness of and/or responsibility in the learning process. © 2017 John Wiley & Sons Ltd.

Deep Artificial Neural Networks and Neuromorphic Chips for Big Data Analysis: Pharmaceutical and Bioinformatics Applications.

PubMed

Pastur-Romay, Lucas Antón; Cedrón, Francisco; Pazos, Alejandro; Porto-Pazos, Ana Belén

2016-08-11

Over the past decade, Deep Artificial Neural Networks (DNNs) have become the state-of-the-art algorithms in Machine Learning (ML), speech recognition, computer vision, natural language processing and many other tasks. This was made possible by the advancement in Big Data, Deep Learning (DL) and drastically increased chip processing abilities, especially general-purpose graphical processing units (GPGPUs). All this has created a growing interest in making the most of the potential offered by DNNs in almost every field. An overview of the main architectures of DNNs, and their usefulness in Pharmacology and Bioinformatics are presented in this work. The featured applications are: drug design, virtual screening (VS), Quantitative Structure-Activity Relationship (QSAR) research, protein structure prediction and genomics (and other omics) data mining. The future need of neuromorphic hardware for DNNs is also discussed, and the two most advanced chips are reviewed: IBM TrueNorth and SpiNNaker. In addition, this review points out the importance of considering not only neurons, as DNNs and neuromorphic chips should also include glial cells, given the proven importance of astrocytes, a type of glial cell which contributes to information processing in the brain. The Deep Artificial Neuron-Astrocyte Networks (DANAN) could overcome the difficulties in architecture design, learning process and scalability of the current ML methods.

Deep Artificial Neural Networks and Neuromorphic Chips for Big Data Analysis: Pharmaceutical and Bioinformatics Applications

PubMed Central

Pastur-Romay, Lucas Antón; Cedrón, Francisco; Pazos, Alejandro; Porto-Pazos, Ana Belén

2016-01-01

Over the past decade, Deep Artificial Neural Networks (DNNs) have become the state-of-the-art algorithms in Machine Learning (ML), speech recognition, computer vision, natural language processing and many other tasks. This was made possible by the advancement in Big Data, Deep Learning (DL) and drastically increased chip processing abilities, especially general-purpose graphical processing units (GPGPUs). All this has created a growing interest in making the most of the potential offered by DNNs in almost every field. An overview of the main architectures of DNNs, and their usefulness in Pharmacology and Bioinformatics are presented in this work. The featured applications are: drug design, virtual screening (VS), Quantitative Structure–Activity Relationship (QSAR) research, protein structure prediction and genomics (and other omics) data mining. The future need of neuromorphic hardware for DNNs is also discussed, and the two most advanced chips are reviewed: IBM TrueNorth and SpiNNaker. In addition, this review points out the importance of considering not only neurons, as DNNs and neuromorphic chips should also include glial cells, given the proven importance of astrocytes, a type of glial cell which contributes to information processing in the brain. The Deep Artificial Neuron–Astrocyte Networks (DANAN) could overcome the difficulties in architecture design, learning process and scalability of the current ML methods. PMID:27529225

Improved method in distance teaching of physics

NASA Astrophysics Data System (ADS)

Gustafsson, Peter

2004-03-01

Results of introducing cooperative working methods on a distance learning course in physics are reported. This has increased the throughput of students in the course as measured in the number of ECTS points generated by the students. There is no significant indication that students more experienced in academic studies manage to complete the course more often than those with less experience. In student groups where the cooperative concept was fully realized a larger gain of knowledge was achieved, as measured by the force concept inventory test. Hence, it is important for the tutor to monitor activities in the groups by follow-up questions during the course and to stress the importance of all students participating actively.

A massive open online course (MOOC) can be used to teach physiotherapy students about spinal cord injuries: a randomised trial.

PubMed

Hossain, Mohammad S; Shofiqul Islam, Md; Glinsky, Joanne V; Lowe, Rachael; Lowe, Tony; Harvey, Lisa A

2015-01-01

Does a massive open online course (MOOC) based around an online learning module about spinal cord injuries improve knowledge or confidence among physiotherapy students more than if physiotherapy students are left to work through the online learning module at their own pace. Which method of presenting the content leads to greater satisfaction among the students? Randomised controlled trial with concealed allocation and intention-to-treat analysis. Forty-eight physiotherapy students in Bangladesh. Participants randomised to the control group were instructed to work at their own pace over a 5-week period through a physiotherapy-specific online learning module available at www.elearnSCI.org. Experimental participants were enrolled in a 5-week MOOC. The MOOC involved completing the same online learning module but experimental participants' progress through the module was guided each week and they were provided with the opportunity to engage in online discussion through Facebook. The primary outcome was knowledge, and the secondary outcomes were perceived confidence to treat people with spinal cord injuries and satisfaction with the learning experience. The mean between-group difference for knowledge was 0.7 points (95% CI -1.3 to 2.6) on a 0 to 20-point scale. The equivalent results for perceived confidence and satisfaction with the learning experience were 0.4 points (95% CI -1.0 to 1.8) and 0.0 points (95% CI -1.1 to 1.2) on a 0 to 10-point scale. The MOOC was no better for students than working at their own pace through an online learning module for increasing knowledge, confidence or satisfaction. However, students in the MOOC group highlighted positive aspects of the course that were unique to their group, such as interacting with students from other countries through the MOOC Facebook group. ACTRN12614000422628. Copyright © 2014. Published by Elsevier B.V.

Classroom quality and academic skills: Approaches to learning as a moderator.

PubMed

Meng, Christine

2015-12-01

The purpose of this study was to examine whether approaches to learning moderated the association between child care classroom environment and Head Start children's academic skills. The data came from the Head Start Family and Child Experiences Survey (FACES-2003 Cohort). The dataset is a nationally representative longitudinal study of Head Start children. The sample was selected using the stratified 4-stage sampling procedure. Data was collected in fall 2003, spring 2004, spring 2005, and spring 2006 in the first year of kindergarten. Participants included 3- and 4-year-old Head Start children (n = 786; 387 boys, 399 girls; 119 Hispanic children, 280 African American children, 312 Caucasian children). Head Start children's academic skills in letter-word identification, dictation/spelling, and mathematics at the 4 time points were measured by the Woodcock-Johnson Achievement Battery tests. Approaches to learning in fall 2003 was measured by the teacher report of the Preschool Learning Behaviors Scale. Child care classroom quality in fall 2003 was measured by the revised Early Childhood Environment Rating Scale. Results of the linear mixed effects models demonstrated that approaches to learning significantly moderated the effect of child care classroom quality on Head Start children's writing and spelling. Specifically, positive approaches to learning mitigated the negative effect of lower levels of classroom quality on dictation/spelling. Results underscore the important role of approaches to learning as a protective factor. Implications for early childhood educators with an emphasis on learning goals for disengaged children are discussed. (c) 2015 APA, all rights reserved).

Teaching Astronomy through e-learning in Poland: Astronomical Education in teacher training conducted by the Regional Teacher Training Center in Skierniewice

NASA Astrophysics Data System (ADS)

Dabrowska, A. E.

2014-12-01

Regional Teacher Training Centre (RTTC) in Skierniewice is one of 49 public, accredited institutions in Poland carrying out it statutory goals at the regional level. It has been operating since 1989 and is responsible for organizing of support of schools, institutions, networks of teachers for cooperation and self-education, organizing various forms of in-service training and disseminating examples of good practice. It also has rich experience in teaching by using modern Interactive Computer Technology (ICT) tools and e-learning platform. I present examples about teaching of Astronomical issues through teacher training both as hands on workshops as well as through e-learning. E-learning is playing an important role in organizing educational activities not only in the field of modern didactic but also in learning Science subjects. Teachers find e-learning as a very economical, easy and convenient way of learning and developing their knowledge and skills. Moreover, they are no longer afraid of using new ICT tools and programs which help them to cooperate with students effectively. Since 2011 RTTC in Skierniewice has been an organizer of many on-line in-service programs for teachers, in learning Science. Some of them are organized as blended-learning programs which allow teachers to participate first in hands on activities then continue learning on the Moodle platform. These courses include two 15 and 30-hours of Astronomical topics. Teachers have the opportunity to gain knowledge and receive materials not only about the Universe and the Solar System but also can learn to use tools like Stellarium, Celestia, WorldWide Telescope, Your Sky and other tools. E-learning modules consist of both publishing learning materials in various forms, eg. PowerPoint Presentations, Word & PDF materials, web sites, publications, working sheets as well as practical duties like participation in chats, forums, tasks, Wiki, group workshop. Teachers use these materials for extending their knowledge as well as for preparing their own tasks, like lesson's scenarios and school projects. Realizing school projects pay an important role in students' education. It is obligatory for students representing lower secondary level to implement school project during their 3 years education. Some of these projects are devoted to Astronomy.

Learning optimal eye movements to unusual faces

PubMed Central

Peterson, Matthew F.; Eckstein, Miguel P.

2014-01-01

Eye movements, which guide the fovea’s high resolution and computational power to relevant areas of the visual scene, are integral to efficient, successful completion of many visual tasks. How humans modify their eye movements through experience with their perceptual environments, and its functional role in learning new tasks, has not been fully investigated. Here, we used a face identification task where only the mouth discriminated exemplars to assess if, how, and when eye movement modulation may mediate learning. By interleaving trials of unconstrained eye movements with trials of forced fixation, we attempted to separate the contributions of eye movements and covert mechanisms to performance improvements. Without instruction, a majority of observers substantially increased accuracy and learned to direct their initial eye movements towards the optimal fixation point. The proximity of an observer’s default face identification eye movement behavior to the new optimal fixation point and the observer’s peripheral processing ability were predictive of performance gains and eye movement learning. After practice in a subsequent condition in which observers were directed to fixate different locations along the face, including the relevant mouth region, all observers learned to make eye movements to the optimal fixation point. In this fully learned state, augmented fixation strategy accounted for 43% of total efficiency improvements while covert mechanisms accounted for the remaining 57%. The findings suggest a critical role for eye movement planning to perceptual learning, and elucidate factors that can predict when and how well an observer can learn a new task with unusual exemplars. PMID:24291712

A Model for Learning Development

ERIC Educational Resources Information Center

Kilfoil, W. R.

2008-01-01

This article looks at the way in which people perceive learning and the impact of these perceptions on teaching methods within the context of learning development in distance education. The context could, in fact, be any type of teaching and learning environment. The point is to balance approaches to teaching and learning depending on student…

Using a Game Environment to Foster Collaborative Learning: A Design-Based Study

ERIC Educational Resources Information Center

Hamalainen, Raija

2011-01-01

Designing collaborative three-dimensional learning games for vocational learning may be one way to respond to the needs of working life. The theoretical vantage points of collaborative learning for game development and the "design-based research" methodology are described; these have been used to support collaborative learning in the…

Superior Cognitive Mapping through Single Landmark-Related Learning than through Boundary-Related Learning

ERIC Educational Resources Information Center

Zhou, Ruojing; Mou, Weimin

2016-01-01

Cognitive mapping is assumed to be through hippocampus-dependent place learning rather than striatum-dependent response learning. However, we proposed that either type of spatial learning, as long as it involves encoding metric relations between locations and reference points, could lead to a cognitive map. Furthermore, the fewer reference points…

Talking-Point: Books about Children with Learning Disabilities.

ERIC Educational Resources Information Center

Winsor, Pamela J. T.

1998-01-01

Four children's books on learning disabilities are profiled: "Trouble with School: A Family Story about Learning Disabilities" (Kathryn and Allison Dunn); "The Don't Give-up Kid" (Jeanne Gehret); "Keeping a Head in School: A Student's Book about Learning Abilities and Learning Disorders" (Mel Levine); and "What Do You Mean I Have a Learning…

Unveiling the Mobile Learning Paradox.

PubMed

Mather, Carey; Cummings, Elizabeth

2015-01-01

A mobile learning paradox exists in Australian healthcare settings. Although it is increasingly acknowledged that timely, easy, and convenient access to health information using mobile learning technologies can enhance care and improve patient outcomes, currently there is an inability for nurses to access information at the point of care. Rapid growth in the use of mobile technology has created challenges for learning and teaching in the workplace. Easy access to educational resources via mobile devices challenges traditional strategies of knowledge and skill acquisition. Redesign of learning and teaching in the undergraduate curriculum and the development of policies to support the use of mobile learning at point of care is overdue. This study explored mobile learning opportunities used by clinical supervisors in tertiary and community-based facilities in two Australian States. Individual, organisation and systems level governance were sub-themes of professionalism that emerged as the main theme and impacts on learning and teaching in situ in healthcare environments. It is imperative healthcare work redesign includes learning and teaching that supports professional identity formation of students during work integrated learning.

Integrating machine learning techniques and high-resolution imagery to generate GIS-ready information for urban water consumption studies

NASA Astrophysics Data System (ADS)

Wolf, Nils; Hof, Angela

2012-10-01

Urban sprawl driven by shifts in tourism development produces new suburban landscapes of water consumption on Mediterranean coasts. Golf courses, ornamental, 'Atlantic' gardens and swimming pools are the most striking artefacts of this transformation, threatening the local water supply systems and exacerbating water scarcity. In the face of climate change, urban landscape irrigation is becoming increasingly important from a resource management point of view. This paper adopts urban remote sensing towards a targeted mapping approach using machine learning techniques and highresolution satellite imagery (WorldView-2) to generate GIS-ready information for urban water consumption studies. Swimming pools, vegetation and - as a subgroup of vegetation - turf grass are extracted as important determinants of water consumption. For image analysis, the complex nature of urban environments suggests spatial-spectral classification, i.e. the complementary use of the spectral signature and spatial descriptors. Multiscale image segmentation provides means to extract the spatial descriptors - namely object feature layers - which can be concatenated at pixel level to the spectral signature. This study assesses the value of object features using different machine learning techniques and amounts of labeled information for learning. The results indicate the benefit of the spatial-spectral approach if combined with appropriate classifiers like tree-based ensembles or support vector machines, which can handle high dimensionality. Finally, a Random Forest classifier was chosen to deliver the classified input data for the estimation of evaporative water loss and net landscape irrigation requirements.

Building a Learning Organization.

ERIC Educational Resources Information Center

Mohr, Nancy; Dichter, Alan

2001-01-01

Faculties must pass through several stages when becoming learning organizations: the honeymoon, conflict, confusion, messy, scary, and mature-group stages. Mature school communities have learned to view power differently, make learning more meaningful for students, and model a just and democratic society. Consensus is the starting point. (MLH)

Intelligent Computer-Assisted Language Learning.

ERIC Educational Resources Information Center

Harrington, Michael

1996-01-01

Introduces the field of intelligent computer assisted language learning (ICALL) and relates them to current practice in computer assisted language learning (CALL) and second language learning. Points out that ICALL applies expertise from artificial intelligence and the computer and cognitive sciences to the development of language learning…

A study of the impact of collaborative learning on student learning of major concepts in a microbiology laboratory exercise

NASA Astrophysics Data System (ADS)

Baumgarten, Kristyne A.

This study investigated the possible relationship between collaborative learning strategies and the learning of core concepts. This study examined the differences between two groups of nursing students enrolled in an introductory microbiology laboratory course. The control group consisted of students enrolled in sections taught in the traditional method. The experimental group consisted of those students enrolled in the sections using collaborative learning strategies. The groups were assessed on their degrees of learning core concepts using a pre-test/post-test method. Scores from the groups' laboratory reports were also analyzed. There was no difference in the two group's pre-test scores. The post-test scores of the experimental group averaged 11 points higher than the scores of the control group. The lab report scores of the experimental group averaged 15 points higher than those scores of the control group. The data generated from this study demonstrated that collaborative learning strategies can be used to increase students learning of core concepts in microbiology labs.

Live animal assessments of rump fat and muscle score in Angus cows and steers using 3-dimensional imaging.

PubMed

McPhee, M J; Walmsley, B J; Skinner, B; Littler, B; Siddell, J P; Cafe, L M; Wilkins, J F; Oddy, V H; Alempijevic, A

2017-04-01

The objective of this study was to develop a proof of concept for using off-the-shelf Red Green Blue-Depth (RGB-D) Microsoft Kinect cameras to objectively assess P8 rump fat (P8 fat; mm) and muscle score (MS) traits in Angus cows and steers. Data from low and high muscled cattle (156 cows and 79 steers) were collected at multiple locations and time points. The following steps were required for the 3-dimensional (3D) image data and subsequent machine learning techniques to learn the traits: 1) reduce the high dimensionality of the point cloud data by extracting features from the input signals to produce a compact and representative feature vector, 2) perform global optimization of the signatures using machine learning algorithms and a parallel genetic algorithm, and 3) train a sensor model using regression-supervised learning techniques on the ultrasound P8 fat and the classified learning techniques for the assessed MS for each animal in the data set. The correlation of estimating hip height (cm) between visually measured and assessed 3D data from RGB-D cameras on cows and steers was 0.75 and 0.90, respectively. The supervised machine learning and global optimization approach correctly classified MS (mean [SD]) 80 (4.7) and 83% [6.6%] for cows and steers, respectively. Kappa tests of MS were 0.74 and 0.79 in cows and steers, respectively, indicating substantial agreement between visual assessment and the learning approaches of RGB-D camera images. A stratified 10-fold cross-validation for P8 fat did not find any differences in the mean bias ( = 0.62 and = 0.42 for cows and steers, respectively). The root mean square error of P8 fat was 1.54 and 1.00 mm for cows and steers, respectively. Additional data is required to strengthen the capacity of machine learning to estimate measured P8 fat and assessed MS. Data sets for and continental cattle are also required to broaden the use of 3D cameras to assess cattle. The results demonstrate the importance of capturing curvature as a form of representing body shape. A data-driven model from shape to trait has established a proof of concept using optimized machine learning techniques to assess P8 fat and MS in Angus cows and steers.

Socialization into science: An ethnographic study in a field research station

NASA Astrophysics Data System (ADS)

Calovini, Theresa Ann

While the place of language in building the tasks and activities of the science classroom has received attention in the education literature, how students do the work of affiliation building through language remains poorly understood. This dissertation is based on ethnographic research in an apprenticeship learning situation at a biological field research station. I carried out this research with five undergraduates apprentices. I focus on how the language used in this apprenticeship situation positioned the apprentices with science. Issues of access and diversity in science education have motivated this research but this point can be missed because the five apprentices were all fairly successful in university science. They had all secured their job for the summer as paid research assistants. Yet, even with these successful students, science had a complicated place in their lives. I draw on Gee's (1999) notion of Discourse to understand this complexity. I focus on four Discourses--- Science, Knowing about the Animals, Senior Projects and RAships, and Relationships ---which were important in the apprentices' learning about and socialization with science. I try to understand the inter-workings of these four Discourses through a detailed analysis of three conversations involving one of the participants, Michelle. Michelle's use of narrative emerged as a linguistic resource which she used to explore dilemmas she experienced in the tensions between these four Discourses. Michelle was in many ways an ideal apprentice. She did her job well and she sought and received expert advice on her Senior project. Nonetheless, Michelle faced obstacles in her pursuit of a career in science and these obstacles related to language use and her use of narrative. I show how her use of narrative either facilitated or impeded her learning, depending on the context of the interaction. My analysis of Discourse points to important issues in language use by both students and teachers, with broad implications across a range of teaching/learning contexts. I describe multi-genre science reports as a pedagogy that might allow flexibility for students' representations with science, a flexibility that might be necessary given the complicated ways science plays out in the lives of students.

Neurodegenerative disease and cognitive retest learning.

PubMed

Wilson, Robert S; Capuano, Ana W; Yu, Lei; Yang, Jingyun; Kim, Namhee; Leurgans, Sue E; Lamar, Melissa; Schneider, Julie A; Bennett, David A; Boyle, Patricia A

2018-06-01

Retest learning impacts estimates of cognitive aging, but its bases are uncertain. Here, we test the hypothesis that dementia-related neurodegeneration impairs retest learning. Older persons without cognitive impairment at enrollment (n = 567) had annual cognitive testing for a mean of 11 years, died, and had a neuropathologic examination to quantify 5 neurodegenerative pathologies. Change point models were used to divide cognitive trajectories into an early retest sensitive component and a later component less sensitive to retest. Performance on a global cognitive measure (baseline mean = 0.227, standard deviation = 0.382) increased an estimated mean of 0.142-unit per year for a mean of 1.5 years and declined an estimated mean of 0.123-unit per year thereafter. No pathologic marker was related to cognitive change before the change point; each was related to cognitive decline after the change point. Results were comparable in analyses that used specific cognitive outcomes, included 220 individuals with mild cognitive impairment at enrollment, or allowed a longer retest learning period. The findings suggest that neurodegeneration does not impact cognitive retest learning. Copyright © 2018 Elsevier Inc. All rights reserved.

Learning-based computing techniques in geoid modeling for precise height transformation

NASA Astrophysics Data System (ADS)

Erol, B.; Erol, S.

2013-03-01

Precise determination of local geoid is of particular importance for establishing height control in geodetic GNSS applications, since the classical leveling technique is too laborious. A geoid model can be accurately obtained employing properly distributed benchmarks having GNSS and leveling observations using an appropriate computing algorithm. Besides the classical multivariable polynomial regression equations (MPRE), this study attempts an evaluation of learning based computing algorithms: artificial neural networks (ANNs), adaptive network-based fuzzy inference system (ANFIS) and especially the wavelet neural networks (WNNs) approach in geoid surface approximation. These algorithms were developed parallel to advances in computer technologies and recently have been used for solving complex nonlinear problems of many applications. However, they are rather new in dealing with precise modeling problem of the Earth gravity field. In the scope of the study, these methods were applied to Istanbul GPS Triangulation Network data. The performances of the methods were assessed considering the validation results of the geoid models at the observation points. In conclusion the ANFIS and WNN revealed higher prediction accuracies compared to ANN and MPRE methods. Beside the prediction capabilities, these methods were also compared and discussed from the practical point of view in conclusions.

Practicing doctors' perceptions on new learning objectives for Vietnamese medical schools.

PubMed

Hoat, Luu Ngoc; Dung, Do Van; Wright, E Pamela

2007-06-28

As part of the process to develop more community-oriented medical teaching in Vietnam, eight medical schools prepared a set of standard learning objectives with attention to the needs of a doctor working with the community. Because they were prepared based on government documents and the opinions of the teachers, it was necessary to check them with doctors who had already graduated and were working at different sites in the community. Each of the eight medical faculties asked 100 practising recent graduates to complete a questionnaire to check the relevance of the skills that the teachers considered most important. We used mean and standard deviation to summarize the scores rated by the respondents for each skill and percentile at four points: p50, p25, p10 and p5 to describe the variation of scores among the respondents. Correlation coefficient was used to measure the relationship between skill levels set by the teachers and the perception of practicing doctors regarding frequency of using skills and priority for each skill. Additional information was taken from the records of focus group discussions to clarify, explain or expand on the results from the quantitative data. In many cases the skills considered important by teachers were also rated as highly necessary and/or frequently used by the respondents. There were, however, discrepancies: some skills important to teachers were seldom used and not considered important by the doctors. In focus group discussions the doctors also identified skills that are not taught at all in the medical schools but would be needed by practising doctors. Although most of the skills and skill levels included in the learning objectives by the teachers were consistent with the opinions of their graduates, the match was not perfect. The experience of the graduates and their additional comments should be included as inputs to the definition of learning objectives for medical students.

Language Learning Strategies and Its Training Model

ERIC Educational Resources Information Center

Liu, Jing

2010-01-01

This paper summarizes and reviews the literature regarding language learning strategies and it's training model, pointing out the significance of language learning strategies to EFL learners and an applicable and effective language learning strategies training model, which is beneficial both to EFL learners and instructors, is badly needed.

Understanding levels of best practice: An empirical validation.

PubMed

Phan, Huy P; Ngu, Bing H; Wang, Hui-Wen; Shih, Jen-Hwa; Shi, Sheng-Ying; Lin, Ruey-Yih

2018-01-01

Recent research has explored the nature of the theoretical concept of optimal best practice, which emphasizes the importance of personal resolve, inner strength, and the maximization of a person's development, whether it is mental, cognitive, social, or physical. In the context of academia, the study of optimal functioning places emphasis on a student's effort expenditure, positive outlook, and determination to strive for educational success and enriched subjective well-being. One major inquiry closely associated with optimal functioning is the process of optimization. Optimization, in brief, delves into the enactment of different psychological variables that could improve a person's internal state of functioning (e.g., cognitive functioning). From a social sciences point of view, very little empirical evidence exists to affirm and explain a person's achievement of optimal best practice. Over the past five years, we have made extensive progress in the area of optimal best practice by developing different quantitative measures to assess and evaluate the importance of this theoretical concept. The present study, which we collaborated with colleagues in Taiwan, involved the use of structural equation modeling (SEM) to analyze a cohort of Taiwanese university students' (N = 1010) responses to a series of Likert-scale measures that focused on three major entities: (i) the importance of optimal best practice, (ii) three major psychological variables (i.e., effective functioning, personal resolve, and emotional functioning) that could optimize student' optimal best levels in academic learning, and (iii) three comparable educational outcomes (i.e., motivation towards academic learning, interest in academic learning, and academic liking experience) that could positively associate with optimal best practice and the three mentioned psychological variables. Findings that we obtained, overall, fully supported our initial a priori model. This evidence, in its totality, has made substantive practical, theoretical, and methodological contributions. Foremost, from our point of view, is clarity into the psychological process of optimal best practice in the context of schooling. For example, in relation to subjective well-being experiences, how can educators optimize students' positive emotions? More importantly, aside from practical relevance, our affirmed research inquiry has produced insightful information for further advancement. One distinction, in this case, entails consideration of a more complex methodological design that could measure, assess, and evaluate the impact of optimization.

Understanding levels of best practice: An empirical validation

PubMed Central

Wang, Hui-Wen; Shih, Jen-Hwa; Shi, Sheng-Ying; Lin, Ruey-Yih

2018-01-01

Recent research has explored the nature of the theoretical concept of optimal best practice, which emphasizes the importance of personal resolve, inner strength, and the maximization of a person’s development, whether it is mental, cognitive, social, or physical. In the context of academia, the study of optimal functioning places emphasis on a student’s effort expenditure, positive outlook, and determination to strive for educational success and enriched subjective well-being. One major inquiry closely associated with optimal functioning is the process of optimization. Optimization, in brief, delves into the enactment of different psychological variables that could improve a person’s internal state of functioning (e.g., cognitive functioning). From a social sciences point of view, very little empirical evidence exists to affirm and explain a person’s achievement of optimal best practice. Over the past five years, we have made extensive progress in the area of optimal best practice by developing different quantitative measures to assess and evaluate the importance of this theoretical concept. The present study, which we collaborated with colleagues in Taiwan, involved the use of structural equation modeling (SEM) to analyze a cohort of Taiwanese university students’ (N = 1010) responses to a series of Likert-scale measures that focused on three major entities: (i) the importance of optimal best practice, (ii) three major psychological variables (i.e., effective functioning, personal resolve, and emotional functioning) that could optimize student’ optimal best levels in academic learning, and (iii) three comparable educational outcomes (i.e., motivation towards academic learning, interest in academic learning, and academic liking experience) that could positively associate with optimal best practice and the three mentioned psychological variables. Findings that we obtained, overall, fully supported our initial a priori model. This evidence, in its totality, has made substantive practical, theoretical, and methodological contributions. Foremost, from our point of view, is clarity into the psychological process of optimal best practice in the context of schooling. For example, in relation to subjective well-being experiences, how can educators optimize students’ positive emotions? More importantly, aside from practical relevance, our affirmed research inquiry has produced insightful information for further advancement. One distinction, in this case, entails consideration of a more complex methodological design that could measure, assess, and evaluate the impact of optimization. PMID:29902278

Nursing students' perception of a Web-based intervention to support learning.

PubMed

Koch, Jane; Andrew, Sharon; Salamonson, Yenna; Everett, Bronwyn; Davidson, Patricia M

2010-08-01

Tailoring information to the needs of the learner is an important strategy in contemporary education settings. Web-based learning support, informed by multimedia theory, comprising interactive quizzes, glossaries with audio, short narrated Power Point(R) presentations, animations and digitised video clips were introduced in a first year Bachelor of Nursing biological sciences subject at a university in metropolitan Sydney. All students enrolled in this unit were invited to obtain access to the site and the number of hits to the site was recorded using the student tracking facility available on WebCT, an online course delivery tool adopted widely by many educational institutions and used in this study. Eighty-five percent of students enrolled in the subject accessed the learning support site. Students' perception of the value of a learning support site was assessed using a web-based survey. The survey was completed by 123 participants, representing a response rate of 22%. Three themes emerged from the qualitative data concerning nursing students' perception of the web-based activities: 'enhances my learning', 'study at my own pace', and 'about the activities: what I really liked/disliked'. Web-based interventions, supplementing a traditionally presented nursing science course were perceived by students to be beneficial in both learning and language development. Although students value interactive, multimedia learning they were not ready to completely abandon traditional modes of learning including face-to-face lectures. The findings of this study contribute to an understanding of how web-based resources can be best used to support students' learning in bioscience. Copyright 2009 Elsevier Ltd. All rights reserved.

Comfort and experience with online learning: trends over nine years and associations with knowledge

PubMed Central

2014-01-01

Background Some evidence suggests that attitude toward computer-based instruction is an important determinant of success in online learning. We sought to determine how comfort using computers and perceptions of prior online learning experiences have changed over the past decade, and how these associate with learning outcomes. Methods Each year from 2003–2011 we conducted a prospective trial of online learning. As part of each year’s study, we asked medicine residents about their comfort using computers and if their previous experiences with online learning were favorable. We assessed knowledge using a multiple-choice test. We used regression to analyze associations and changes over time. Results 371 internal medicine and family medicine residents participated. Neither comfort with computers nor perceptions of prior online learning experiences showed a significant change across years (p > 0.61), with mean comfort rating 3.96 (maximum 5 = very comfortable) and mean experience rating 4.42 (maximum 6 = strongly agree [favorable]). Comfort showed no significant association with knowledge scores (p = 0.39) but perceptions of prior experiences did, with a 1.56% rise in knowledge score for a 1-point rise in experience score (p = 0.02). Correlations among comfort, perceptions of prior experiences, and number of prior experiences were all small and not statistically significant. Conclusions Comfort with computers and perceptions of prior experience with online learning remained stable over nine years. Prior good experiences (but not comfort with computers) demonstrated a modest association with knowledge outcomes, suggesting that prior course satisfaction may influence subsequent learning. PMID:24985690

New supervised learning theory applied to cerebellar modeling for suppression of variability of saccade end points.

PubMed

Fujita, Masahiko

2013-06-01

A new supervised learning theory is proposed for a hierarchical neural network with a single hidden layer of threshold units, which can approximate any continuous transformation, and applied to a cerebellar function to suppress the end-point variability of saccades. In motor systems, feedback control can reduce noise effects if the noise is added in a pathway from a motor center to a peripheral effector; however, it cannot reduce noise effects if the noise is generated in the motor center itself: a new control scheme is necessary for such noise. The cerebellar cortex is well known as a supervised learning system, and a novel theory of cerebellar cortical function developed in this study can explain the capability of the cerebellum to feedforwardly reduce noise effects, such as end-point variability of saccades. This theory assumes that a Golgi-granule cell system can encode the strength of a mossy fiber input as the state of neuronal activity of parallel fibers. By combining these parallel fiber signals with appropriate connection weights to produce a Purkinje cell output, an arbitrary continuous input-output relationship can be obtained. By incorporating such flexible computation and learning ability in a process of saccadic gain adaptation, a new control scheme in which the cerebellar cortex feedforwardly suppresses the end-point variability when it detects a variation in saccadic commands can be devised. Computer simulation confirmed the efficiency of such learning and showed a reduction in the variability of saccadic end points, similar to results obtained from experimental data.

Detection of longitudinal visual field progression in glaucoma using machine learning.

PubMed

Yousefi, Siamak; Kiwaki, Taichi; Zheng, Yuhui; Suigara, Hiroki; Asaoka, Ryo; Murata, Hiroshi; Lemij, Hans; Yamanishi, Kenji

2018-06-16

Global indices of standard automated perimerty are insensitive to localized losses, while point-wise indices are sensitive but highly variable. Region-wise indices sit in between. This study introduces a machine-learning-based index for glaucoma progression detection that outperforms global, region-wise, and point-wise indices. Development and comparison of a prognostic index. Visual fields from 2085 eyes of 1214 subjects were used to identify glaucoma progression patterns using machine learning. Visual fields from 133 eyes of 71 glaucoma patients were collected 10 times over 10 weeks to provide a no-change, test-retest dataset. The parameters of all methods were identified using visual field sequences in the test-retest dataset to meet fixed 95% specificity. An independent dataset of 270 eyes of 136 glaucoma patients and survival analysis were utilized to compare methods. The time to detect progression in 25% of the eyes in the longitudinal dataset using global mean deviation (MD) was 5.2 years (95% confidence interval, 4.1 - 6.5 years); 4.5 years (4.0 - 5.5) using region-wise, 3.9 years (3.5 - 4.6) using point-wise, and 3.5 years (3.1 - 4.0) using machine learning analysis. The time until 25% of eyes showed subsequently confirmed progression after two additional visits were included were 6.6 years (5.6 - 7.4 years), 5.7 years (4.8 - 6.7), 5.6 years (4.7 - 6.5), and 5.1 years (4.5 - 6.0) for global, region-wise, point-wise, and machine learning analyses, respectively. Machine learning analysis detects progressing eyes earlier than other methods consistently, with or without confirmation visits. In particular, machine learning detects more slowly progressing eyes than other methods. Copyright © 2018 Elsevier Inc. All rights reserved.

PowerPoint Workshop for Teachers[TM].

ERIC Educational Resources Information Center

Caughlin, Janet

This guide for teachers to the Microsoft PowerPoint multimedia presentation program begins with a section that introduces what PowerPoint is and why teachers should use it, Windows 95/98 basics, Macintosh basics, getting started, PowerPoint toolbars, and presentation tips. The next section discusses learning PowerPoint, including creating a…

Student Learning Centre (SLC) Embraces the New Melbourne Model of Teaching: Facilitating Collaborative Learning

ERIC Educational Resources Information Center

Ball, Sarah

2010-01-01

Learning is about discovery and change. As schools and universities look to the future, it is fundamental that they provide environments that facilitate collaborative learning and act as points for interaction and social activity. The redevelopment of the existing Engineering Library into a Student Learning Centre (SLC) embraces the new Melbourne…

Construction of Course Ubiquitous Learning Based on Network

ERIC Educational Resources Information Center

Wang, Xue; Zhang, Wei; Yang, Xinhui

2017-01-01

Ubiquitous learning has been more and more recognized, which describes a new generation of learning from a new point of view. Ubiquitous learning will bring the new teaching practice and teaching reform, which will become an essential way of learning in 21st century. Taking translation course as a case study, this research constructed a system of…

Designing a Semantic Bliki System to Support Different Types of Knowledge and Adaptive Learning

ERIC Educational Resources Information Center

Huang, Shiu-Li; Yang, Chia-Wei

2009-01-01

Though blogs and wikis have been used to support knowledge management and e-learning, existing blogs and wikis cannot support different types of knowledge and adaptive learning. A case in point, types of knowledge vary greatly in category and viewpoints. Additionally, adaptive learning is crucial to improving one's learning performance. This study…

Meaningful Learning with Mobile Devices: Pre-Service Class Teachers' Experiences of Mobile Learning in the Outdoors

ERIC Educational Resources Information Center

Kärki, Tomi; Keinänen, Heli; Tuominen, Anu; Hoikkala, Marianna; Matikainen, Eila; Maijala, Hanna

2018-01-01

The authors consider the use of mobile learning environment ActionTrack in teacher education. Pre-service class teachers' (N = 277) experiences of the mobile learning environment were measured with a 7-point Likert-scale questionnaire based on seven attributes of meaningful learning. Students' ratings for different attributes were analysed…

Measuring the Effect of an Online Learning Community on Engineering Cooperative Education Students' Perceived and Measured Learning

ERIC Educational Resources Information Center

Todd, Anita M.

2013-01-01

This quasi-experimental, static-group comparison study of two non-equivalent groups examined how Work-Integrated Learning (WIL) community participation of at-work, cooperative education students affected student perceived performance, perceived learning, and measured learning with student grade point average (GPA) and work term as covariates. The…

A Scale Development for Teacher Competencies on Cooperative Learning Method

ERIC Educational Resources Information Center

Kocabas, Ayfer; Erbil, Deniz Gokce

2017-01-01

Cooperative learning method is a learning method studied both in Turkey and in the world for long years as an active learning method. Although cooperative learning method takes place in training programs, it cannot be implemented completely in the direction of its principles. The results of the researches point out that teachers have problems with…

The Impact of E-Learning on Medical Education in Russia

ERIC Educational Resources Information Center

Trukhacheva, N.; Tchernysheva, S.; Krjaklina, T.

2011-01-01

New educational technologies prove to be capable of solving many problems in medical training. Students do not see e-learning as replacing traditional instructor-led training but as a complement to it, forming part of a blended-learning strategy. Innovations in e-learning technologies point toward a revolution in education, allowing learning to be…

Machine Learning Principles Can Improve Hip Fracture Prediction.

PubMed

Kruse, Christian; Eiken, Pia; Vestergaard, Peter

2017-04-01

Apply machine learning principles to predict hip fractures and estimate predictor importance in Dual-energy X-ray absorptiometry (DXA)-scanned men and women. Dual-energy X-ray absorptiometry data from two Danish regions between 1996 and 2006 were combined with national Danish patient data to comprise 4722 women and 717 men with 5 years of follow-up time (original cohort n = 6606 men and women). Twenty-four statistical models were built on 75% of data points through k-5, 5-repeat cross-validation, and then validated on the remaining 25% of data points to calculate area under the curve (AUC) and calibrate probability estimates. The best models were retrained with restricted predictor subsets to estimate the best subsets. For women, bootstrap aggregated flexible discriminant analysis ("bagFDA") performed best with a test AUC of 0.92 [0.89; 0.94] and well-calibrated probabilities following Naïve Bayes adjustments. A "bagFDA" model limited to 11 predictors (among them bone mineral densities (BMD), biochemical glucose measurements, general practitioner and dentist use) achieved a test AUC of 0.91 [0.88; 0.93]. For men, eXtreme Gradient Boosting ("xgbTree") performed best with a test AUC of 0.89 [0.82; 0.95], but with poor calibration in higher probabilities. A ten predictor subset (BMD, biochemical cholesterol and liver function tests, penicillin use and osteoarthritis diagnoses) achieved a test AUC of 0.86 [0.78; 0.94] using an "xgbTree" model. Machine learning can improve hip fracture prediction beyond logistic regression using ensemble models. Compiling data from international cohorts of longer follow-up and performing similar machine learning procedures has the potential to further improve discrimination and calibration.

Students' perception of the educational environment in medical college: a study based on DREEM questionnaire.

PubMed

Patil, Asmita Ashok; Chaudhari, Vijaya Laxman

2016-09-01

The educational environment (EE) plays a very important role in effective student learning. The Dundee Ready Education Environment Measure (DREEM) is a validated tool to assess the EE. This study aimed to collect baseline information about our medical student's perception of the EE, and to identify areas of strengths and weaknesses as well as scope for improvements in the current EE. Medical students and interns were included in this cross-sectional study. The DREEM questionnaire was used to measure students' perceptions about the EE, which has five domains: students' perceptions of learning; students' perceptions of teachers; students' academic self-perceptions; students' perceptions of atmosphere; and students' social self-perceptions. Students were asked to respond using a 5-point Likert-type scale. Data was analyzed using suitable tests and statistical significance was set at p<0.05. The mean global DREEM score was 123/200. All students had more positive than negative academic self-perception (21.24/32), perception of atmosphere (29.21/48), and perception of learning (28.99/48), while their social self-perception (17.48/28) was not too bad and perception of teachers (26.71/44) moved in the right direction. The fifth semester students perceived EE more positively than other semester students. The present study revealed that all students perceived their EE positively. The positive points were that teachers were knowledgeable, that students had good friends, and they were confident about passing their exams. Problem areas observed were authoritarian teachers, overemphasis on factual learning, overly teacher-centered teaching, teachers getting angry, and the need for a support system for stressed students.

Integration of Gravitational Torques in Cerebellar Pathways Allows for the Dynamic Inverse Computation of Vertical Pointing Movements of a Robot Arm

PubMed Central

Gentili, Rodolphe J.; Papaxanthis, Charalambos; Ebadzadeh, Mehdi; Eskiizmirliler, Selim; Ouanezar, Sofiane; Darlot, Christian

2009-01-01

Background Several authors suggested that gravitational forces are centrally represented in the brain for planning, control and sensorimotor predictions of movements. Furthermore, some studies proposed that the cerebellum computes the inverse dynamics (internal inverse model) whereas others suggested that it computes sensorimotor predictions (internal forward model). Methodology/Principal Findings This study proposes a model of cerebellar pathways deduced from both biological and physical constraints. The model learns the dynamic inverse computation of the effect of gravitational torques from its sensorimotor predictions without calculating an explicit inverse computation. By using supervised learning, this model learns to control an anthropomorphic robot arm actuated by two antagonists McKibben artificial muscles. This was achieved by using internal parallel feedback loops containing neural networks which anticipate the sensorimotor consequences of the neural commands. The artificial neural networks architecture was similar to the large-scale connectivity of the cerebellar cortex. Movements in the sagittal plane were performed during three sessions combining different initial positions, amplitudes and directions of movements to vary the effects of the gravitational torques applied to the robotic arm. The results show that this model acquired an internal representation of the gravitational effects during vertical arm pointing movements. Conclusions/Significance This is consistent with the proposal that the cerebellar cortex contains an internal representation of gravitational torques which is encoded through a learning process. Furthermore, this model suggests that the cerebellum performs the inverse dynamics computation based on sensorimotor predictions. This highlights the importance of sensorimotor predictions of gravitational torques acting on upper limb movements performed in the gravitational field. PMID:19384420

A presentation system for just-in-time learning in radiology.

PubMed

Kahn, Charles E; Santos, Amadeu; Thao, Cheng; Rock, Jayson J; Nagy, Paul G; Ehlers, Kevin C

2007-03-01

There is growing interest in bringing medical educational materials to the point of care. We sought to develop a system for just-in-time learning in radiology. A database of 34 learning modules was derived from previously published journal articles. Learning objectives were specified for each module, and multiple-choice test items were created. A web-based system-called TEMPO-was developed to allow radiologists to select and view the learning modules. Web services were used to exchange clinical context information between TEMPO and the simulated radiology work station. Preliminary evaluation was conducted using the System Usability Scale (SUS) questionnaire. TEMPO identified learning modules that were relevant to the age, sex, imaging modality, and body part or organ system of the patient being viewed by the radiologist on the simulated clinical work station. Users expressed a high degree of satisfaction with the system's design and user interface. TEMPO enables just-in-time learning in radiology, and can be extended to create a fully functional learning management system for point-of-care learning in radiology.

[Motivation and learning strategies in pediatric residents].

PubMed

Sepúlveda-Vildósola, Ana Carolina; Carrada-Legaria, Sol; Reyes-Lagunes, Isabel

2015-01-01

Motivation is an internal mood that moves individuals to act, points them in certain directions, and maintains them in activities, playing a very important role in self-regulated learning and academic performance. Our objective was to evaluate motivation and self-regulation of knowledge in pediatric residents in a third-level hospital, and to determine if there are differences according to the type of specialty and sociodemographic variables. All residents who agreed to participate responded to the Motivated Strategies for Learning Questionnaire. Cronbach alpha was performed to determine reliability. The mean value of each subscale was compared with Student's t test or ANOVA, correlation of subscales with Pearson test. A value of p≤0.05 was considered significant. We included 118 residents. The questionnaire was highly reliable (α=0.939). There were no significant differences in motivation or learning strategies according to sex, marital status, or age. Those residents studying a second or third specialization had significantly higher scores in elaboration, critical thinking, and peer learning. There were significant correlations between intrinsic motivation and self-efficacy with the development of knowledge strategies such as elaboration, critical thinking, and metacognitive self-regulation. Our students present average-to-high scores of motivation and knowledge strategies, with a significant difference according to type of specialization. There is a high correlation between motivation and knowledge strategies.

Clinical evaluation of atlas and deep learning based automatic contouring for lung cancer.

PubMed

Lustberg, Tim; van Soest, Johan; Gooding, Mark; Peressutti, Devis; Aljabar, Paul; van der Stoep, Judith; van Elmpt, Wouter; Dekker, Andre

2018-02-01

Contouring of organs at risk (OARs) is an important but time consuming part of radiotherapy treatment planning. The aim of this study was to investigate whether using institutional created software-generated contouring will save time if used as a starting point for manual OAR contouring for lung cancer patients. Twenty CT scans of stage I-III NSCLC patients were used to compare user adjusted contours after an atlas-based and deep learning contour, against manual delineation. The lungs, esophagus, spinal cord, heart and mediastinum were contoured for this study. The time to perform the manual tasks was recorded. With a median time of 20 min for manual contouring, the total median time saved was 7.8 min when using atlas-based contouring and 10 min for deep learning contouring. Both atlas based and deep learning adjustment times were significantly lower than manual contouring time for all OARs except for the left lung and esophagus of the atlas based contouring. User adjustment of software generated contours is a viable strategy to reduce contouring time of OARs for lung radiotherapy while conforming to local clinical standards. In addition, deep learning contouring shows promising results compared to existing solutions. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

How medical education can contribute towards the reduction of maternal mortality in Angola: the teaching/learning process of Gynecology and Obstetrics.

PubMed

Mendes, M; Barbosa, J; Loureiro, E; Ferreira, M A

2014-03-01

In Angola the maternal mortality ratio is among the highest in the world. Medical students are an important target for intervention. To evaluate how students perceive the curricular unit of Gynecology and Obstetrics (G&O) in a public institution of reference in Angola. The study involved a sample of 147 students of the faculty of Medicine of the University Agostinho Neto, Luanda, Angola, attending the curricular unit of G&O in the 5th and 6th years of the medical course. Data were obtained through surveys of opinion. The information of the scales was summarized through the construction of scores from the original items using the Principal Components Analysis. Students evaluated positively the curricular unit although emphasizing the lack of human and physical resources. The 5th year scored with higher values Teacher Performance and 6th year Students' Performance. Both years considered to have insufficient skills to meet the learning objectives. Constraints were identified in the outcomes of the teaching/learning program. Several points emerged as crucial from this study: widespread the areas of teaching/learning, increase the number and quality of teaching staff, improve the monitoring of students and provide adequate infrastructures and medical equipment to support the teaching/learning program.

The role of δ-opioid receptors in learning and memory underlying the development of addiction.

PubMed

Klenowski, Paul; Morgan, Michael; Bartlett, Selena E

2015-01-01

Opioids are important endogenous ligands that exist in both invertebrates and vertebrates and signal by activation of opioid receptors to produce analgesia and reward or pleasure. The μ-opioid receptor is the best known of the opioid receptors and mediates the acute analgesic effects of opiates, while the δ-opioid receptor (DOR) has been less well studied and has been linked to effects that follow from chronic use of opiates such as stress, inflammation and anxiety. Recently, DORs have been shown to play an essential role in emotions and increasing evidence points to a role in learning actions and outcomes. The process of learning and memory in addiction has been proposed to involve strengthening of specific brain circuits when a drug is paired with a context or environment. The DOR is highly expressed in the hippocampus, amygdala, striatum and other basal ganglia structures known to participate in learning and memory. In this review, we will focus on the role of the DOR and its potential role in learning and memory underlying the development of addiction. This article is part of a themed section on Opioids: New Pathways to Functional Selectivity. To view the other articles in this section visit http://dx.doi.org/10.1111/bph.2015.172.issue-2. © 2014 The British Pharmacological Society.

Effects of a blended learning approach on student outcomes in a graduate-level public health course

PubMed Central

2014-01-01

Background Blended learning approaches, in which in-person and online course components are combined in a single course, are rapidly increasing in health sciences education. Evidence for the relative effectiveness of blended learning versus more traditional course approaches is mixed. Method The impact of a blended learning approach on student learning in a graduate-level public health course was examined using a quasi-experimental, non-equivalent control group design. Exam scores and course point total data from a baseline, “traditional” approach semester (n = 28) was compared to that from a semester utilizing a blended learning approach (n = 38). In addition, student evaluations of the blended learning approach were evaluated. Results There was a statistically significant increase in student performance under the blended learning approach (final course point total d = 0.57; a medium effect size), even after accounting for previous academic performance. Moreover, student evaluations of the blended approach were very positive and the majority of students (83%) preferred the blended learning approach. Conclusions Blended learning approaches may be an effective means of optimizing student learning and improving student performance in health sciences courses. PMID:24612923

Teacher training of secondary - Orient from the point of view practice

NASA Astrophysics Data System (ADS)

Hai, Tuong Duy; Huong, Nguyen Thanh

2018-01-01

The article presents the point of view about teacher training based on analysis of practices of teaching/learning in disciplinary in high school. Basing on analysis results of teaching faculty and the learning process of students in the disciplinary in high school to offer tags referred to the ongoing training of secondary teachers to adapt to educational.

The Effect of a Token Reinforcement Program on the Reading Comprehension of a Learning Disabled Student.

ERIC Educational Resources Information Center

Galbreath, Joy; Feldman, David

The relationship of reading comprehension accuracy and a contingently administered token reinforcement program used with an elementary level learning disabled student in the classroom was examined. The S earned points for each correct answer made after oral reading sessions. At the conclusion of the class he could exchange his points for rewards.…

Evaluation of Computer Based Foreign Language Learning Software by Teachers and Students

ERIC Educational Resources Information Center

Baz, Fatih Çagatay; Tekdal, Mehmet

2014-01-01

The aim of this study is to evaluate Computer Based Foreign Language Learning software called Dynamic Education (DYNED) by teachers and students. The study is conducted with randomly chosen ten primary schools with the participants of 522 7th grade students and 7 English teachers. Three points Likert scale for teachers and five points Likert scale…

Walking the Razor's Edge: Risks and Rewards for Students and Faculty Adopting Case in Point Teaching and Learning Approaches

ERIC Educational Resources Information Center

Wildermuth, Cristina de-Mello-e-Souza; Smith-Bright, Elaine; Noll-Wilson, Sarah; Fink, Alex

2015-01-01

Case in Point (CIP) is an interactive leadership development method pioneered by Ronald Heifetz. CIP instructors follow a fluid class structure, in which group dynamics and student concerns become catalysts for learning. CIP proponents defend the method's potential to help students experience real life leadership challenges. To date, however, very…

Enhancing Student Engagement and Active Learning through Just-in-Time Teaching and the Use of Powerpoint

ERIC Educational Resources Information Center

Wanner, Thomas

2015-01-01

This instructional article is about an innovative teaching approach for enhancing student engagement and active learning in higher education through a combination of just-in-time teaching and the use of PowerPoint technology. The central component of this approach was students' pre-lecture preparation of a short PowerPoint presentation in which…

Service Matters: Single Service Point as a Collaborative and Professional Learning Initiative for Service Excellence

ERIC Educational Resources Information Center

Chauvet, Marianne; Bourbous, Vicki; Liston, Frances

2016-01-01

Changes and innovations in higher education learning and teaching acted as a catalyst for rethinking the way in which service was delivered to library clients at Australian Catholic University. The Single Service Point was piloted at one campus library in 2014 to develop a best practice approach to service delivery. The merging of cultures within…

Subjective Estimates of Job Performance after Job Preview: Determinants of Anticipated Learning Curves

ERIC Educational Resources Information Center

Ackerman, Phillip L.; Shapiro, Stacey; Beier, Margaret E.

2011-01-01

When people choose a particular occupation, they presumably make an implicit judgment that they will perform well on a job at some point in the future, typically after extensive education and/or on-the-job experience. Research on learning and skill acquisition has pointed to a power law of practice, where large gains in performance come early in…

Successful Application of Active Learning Techniques to Introductory Microbiology.

ERIC Educational Resources Information Center

Hoffman, Elizabeth A.

2001-01-01

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

Using cancer to make cellular reproduction rigorous and relevant

NASA Astrophysics Data System (ADS)

Duncan, Cynthia F.

The 1983 report Nation at Risk highlighted the fact that test scores of American students were far below that of competing nations and educational standards were being lowered. This trend has continued and studies have also shown that students are not entering college ready for success. This trend can be reversed. Students can better understand and retain biology content expectations if they are taught in a way that is both rigorous and relevant. In the past, students have learned the details of cellular reproduction with little knowledge of why it is important to their everyday lives. This material is learned only for the test. Knowing the details of cellular reproduction is crucial for understanding cancer. Cancer is a topic that will likely affect all of my students at some point in their lives. Students used hands on activities, including simulations, labs, and models to learn about cellular reproduction with cancer as a theme throughout. Students were challenged to learn how to use the rigorous biology content expectations to think about cancer, including stem cell research. Students that will some day be college students, voting citizens, and parents, will become better learners. Students were assessed before and after the completion of the unit to determine if learning occurs. Students did learn the material and became more critical thinkers. Statistical analysis was completed to insure confidence in the results.

Self-controlled learning benefits: exploring contributions of self-efficacy and intrinsic motivation via path analysis.

PubMed

Ste-Marie, Diane M; Carter, Michael J; Law, Barbi; Vertes, Kelly; Smith, Victoria

2016-09-01

Research has shown learning advantages for self-controlled practice contexts relative to yoked (i.e., experimenter-imposed) contexts; yet, explanations for this phenomenon remain relatively untested. We examined, via path analysis, whether self-efficacy and intrinsic motivation are important constructs for explaining self-controlled learning benefits. The path model was created using theory-based and empirically supported relationships to examine causal links between these psychological constructs and physical performance. We hypothesised that self-efficacy and intrinsic motivation would have greater predictive power for learning under self-controlled compared to yoked conditions. Participants learned double-mini trampoline progressions, and measures of physical performance, self-efficacy and intrinsic motivation were collected over two practice days and a delayed retention day. The self-controlled group (M = 2.04, SD = .98) completed significantly more skill progressions in retention than their yoked counterparts (M = 1.3, SD = .65). The path model displayed adequate fit, and similar significant path coefficients were found for both groups wherein each variable was predominantly predicted by its preceding time point (e.g., self-efficacy time 1 predicts self-efficacy time 2). Interestingly, the model was not moderated by group; thus, failing to support the hypothesis that self-efficacy and intrinsic motivation have greater predictive power for learning under self-controlled relative to yoked conditions.

Change is hard: What science teachers are telling us about reform and teacher learning of innovative practices

NASA Astrophysics Data System (ADS)

Davis, Kathleen S.

2003-01-01

Over the last decade, significant efforts have been made to bring change to science classrooms. Educational researchers (Anderson, R. D., & Helms, J. V. (2001). Journal of Research in Science Teaching, 38(1), 3-16.) have pointed to the need to examine reform efforts systemically to understand the pathways and impediments to successful reform. This study provides a critical analysis of the implementation of an innovative science curriculum at a middle school site. In particular, the author explores the issues that surround teacher learning of new practices including the structures, policies, and practices that were in place within the reform context that supported or impeded teacher learning. Parallels are drawn between student and teacher learning and the importance of autonomy and decision-making structures for both populations of learners. Findings presented include (1) how staff development with constructivist underpinnings facilitated teacher learning; (2) how regular and frequent opportunities for interactions with colleagues and outside support personnel contributed to teacher learning; (3) how the decline of such interactive forums and the continuation of old decision-making structures restricted the development of teacher knowledge, expertise, and a common vision of the science program; and (4) how the process of field-testing at this site limited the incorporation of teachers' prior knowledge and impacted teacher acquisition of new knowledge and skills.

Exploring Diversity of Learning Outcomes in E-Learning Courses: Results of a Qualitative Study in a French Multinational Company

ERIC Educational Resources Information Center

Baudoin, Emmanuel

2010-01-01

The implementation of e-learning by companies in France is ongoing. One of their issues is to improve the learning experience of their employees. From our point of view, this implies that they must better understand the learning experience of the employees. This paper suggests a qualitative approach to learning in order to identify the diversity…

Active Learning by Play Dough Modeling in the Medical Profession

ERIC Educational Resources Information Center

Herur, Anita; Kolagi, Sanjeev; Chinagudi, Surekharani; Manjula, R.; Patil, Shailaja

2011-01-01

Active learning produces meaningful learning, improves attitudes toward learning, and increases knowledge and retention, but is still not fully institutionalized in the undergraduate sciences. A few studies have compared the effectiveness of PowerPoint presentations, student seminars, quizzes, and use of CD-ROMs with blackboard teaching and…

Problem-Based Learning: A Critical Rationalist Perspective

ERIC Educational Resources Information Center

Parton, Graham; Bailey, Richard

2008-01-01

Although problem-based learning is being adopted by many institutions around the world as an effective model of learning in higher education, there is a surprising lack of critique in the problem-based learning literature in relation to its philosophical characteristics. This paper explores epistemology as a starting point for investigating the…

E-Learning, Time and Unconscious Thinking

ERIC Educational Resources Information Center

Mathew, David

2014-01-01

This article views the temporal dimensions of e-learning through a psychoanalytic lens, and asks the reader to consider links between online learning and psychoanalysis. It argues that time and its associated philosophical puzzles impinge on both psychoanalytic theory and on e-learning at two specific points. The first is in the distinction…

Teachers' and Students' Beliefs regarding Aspects of Language Learning

ERIC Educational Resources Information Center

Davis, Adrian

2003-01-01

The similarities and dissimilarities between teachers' and students' conceptions of language learning were addressed through a questionnaire survey concerning the nature and methods of language learning. The results indicate points of congruence between teachers' and students' beliefs about language learning in respect of eight main areas.…

Rethinking pedagogy for second-order differential equations: a simplified approach to understanding well-posed problems

NASA Astrophysics Data System (ADS)

Tisdell, Christopher C.

2017-07-01

Knowing an equation has a unique solution is important from both a modelling and theoretical point of view. For over 70 years, the approach to learning and teaching 'well posedness' of initial value problems (IVPs) for second- and higher-order ordinary differential equations has involved transforming the problem and its analysis to a first-order system of equations. We show that this excursion is unnecessary and present a direct approach regarding second- and higher-order problems that does not require an understanding of systems.

[Within the boundaries of music. Case report: Music therapy with a pre-psychotic adolescent. Importance of music in psychotherapeutic processes].

PubMed

Niedecken, D

1991-02-01

In presenting the case of a 12-15 year old boy with severe learning difficulties and antisocial tendencies the author reflects upon the process of musical enculturation in music therapy. The deployment of symbolical meaning through the therapeutic use of sound and music is described - from music as a self object up to the point where music is fully acknowledged as a cultural object. It is shown, how this process goes with the unfolding and working through of the transference relationship.

Large-scale urban point cloud labeling and reconstruction

NASA Astrophysics Data System (ADS)

Zhang, Liqiang; Li, Zhuqiang; Li, Anjian; Liu, Fangyu

2018-04-01

The large number of object categories and many overlapping or closely neighboring objects in large-scale urban scenes pose great challenges in point cloud classification. In this paper, a novel framework is proposed for classification and reconstruction of airborne laser scanning point cloud data. To label point clouds, we present a rectified linear units neural network named ReLu-NN where the rectified linear units (ReLu) instead of the traditional sigmoid are taken as the activation function in order to speed up the convergence. Since the features of the point cloud are sparse, we reduce the number of neurons by the dropout to avoid over-fitting of the training process. The set of feature descriptors for each 3D point is encoded through self-taught learning, and forms a discriminative feature representation which is taken as the input of the ReLu-NN. The segmented building points are consolidated through an edge-aware point set resampling algorithm, and then they are reconstructed into 3D lightweight models using the 2.5D contouring method (Zhou and Neumann, 2010). Compared with deep learning approaches, the ReLu-NN introduced can easily classify unorganized point clouds without rasterizing the data, and it does not need a large number of training samples. Most of the parameters in the network are learned, and thus the intensive parameter tuning cost is significantly reduced. Experimental results on various datasets demonstrate that the proposed framework achieves better performance than other related algorithms in terms of classification accuracy and reconstruction quality.

CTS focus about the information and communication technologies on the development of Angola

NASA Astrophysics Data System (ADS)

Patrocínio, Gilberto; Ferreira, Orlando Rodrigues; Schimiguel, Juliano; Silveira, Ismar; Voelzke, Marcos Rincon

2012-10-01

This paper aims at developing a systematic analysis on the Information and Communication Technologies (ICT) and Distance Learning in the development of Angola. Currently Angola as one of the most important African countries, the protagonist of the African Union (AU), is in extensive development and rebuilding themselves socially, economically and politically. In the process, Education becomes essential and, together with a proposal to insert through the Information and Communication Technologies (ICTs), proceeds to the achievement of a future process where science and technology apply in favor of a society, a real action CTS. In this effort we analyzed the most sensitive aspects of the Angolan reality, trying to identify the main points that require dependence on imports in the ICT sector, were also exposed fundamental strategies and initiatives for the implementation of an ICT industry in Angola. It also presented the main center of the Angolan Network for Distance Learning (NDL) and its major partners. And as a proposed application, was taken into consideration the statement of partnership between Southern Cross University and the University Agostinho Neto (UAN) for Distance Education.

Predictive analysis of the influence of the chemical composition and pre-processing regimen on structural properties of steel alloys using machine learning techniques

NASA Astrophysics Data System (ADS)

Krishnamurthy, Narayanan; Maddali, Siddharth; Romanov, Vyacheslav; Hawk, Jeffrey

We present some structural properties of multi-component steel alloys as predicted by a random forest machine-learning model. These non-parametric models are trained on high-dimensional data sets defined by features such as chemical composition, pre-processing temperatures and environmental influences, the latter of which are based upon standardized testing procedures for tensile, creep and rupture properties as defined by the American Society of Testing and Materials (ASTM). We quantify the goodness of fit of these models as well as the inferred relative importance of each of these features, all with a conveniently defined metric and scale. The models are tested with synthetic data points, generated subject to the appropriate mathematical constraints for the various features. By this we highlight possible trends in the increase or degradation of the structural properties with perturbations in the features of importance. This work is presented as part of the Data Science Initiative at the National Energy Technology Laboratory, directed specifically towards the computational design of steel alloys.

Acute stress affects risk taking but not ambiguity aversion

PubMed Central

Buckert, Magdalena; Schwieren, Christiane; Kudielka, Brigitte M.; Fiebach, Christian J.

2014-01-01

Economic decisions are often made in stressful situations (e.g., at the trading floor), but the effects of stress on economic decision making have not been systematically investigated so far. The present study examines how acute stress influences economic decision making under uncertainty (risk and ambiguity) using financially incentivized lotteries. We varied the domain of decision making as well as the expected value of the risky prospect. Importantly, no feedback was provided to investigate risk taking and ambiguity aversion independent from learning processes. In a sample of 75 healthy young participants, 55 of whom underwent a stress induction protocol (Trier Social Stress Test for Groups), we observed more risk seeking for gains. This effect was restricted to a subgroup of participants that showed a robust cortisol response to acute stress (n = 26). Gambling under ambiguity, in contrast to gambling under risk, was not influenced by the cortisol response to stress. These results show that acute psychosocial stress affects economic decision making under risk, independent of learning processes. Our results further point to the importance of cortisol as a mediator of this effect. PMID:24834024

Acute stress affects risk taking but not ambiguity aversion.

PubMed

Buckert, Magdalena; Schwieren, Christiane; Kudielka, Brigitte M; Fiebach, Christian J

2014-01-01

Economic decisions are often made in stressful situations (e.g., at the trading floor), but the effects of stress on economic decision making have not been systematically investigated so far. The present study examines how acute stress influences economic decision making under uncertainty (risk and ambiguity) using financially incentivized lotteries. We varied the domain of decision making as well as the expected value of the risky prospect. Importantly, no feedback was provided to investigate risk taking and ambiguity aversion independent from learning processes. In a sample of 75 healthy young participants, 55 of whom underwent a stress induction protocol (Trier Social Stress Test for Groups), we observed more risk seeking for gains. This effect was restricted to a subgroup of participants that showed a robust cortisol response to acute stress (n = 26). Gambling under ambiguity, in contrast to gambling under risk, was not influenced by the cortisol response to stress. These results show that acute psychosocial stress affects economic decision making under risk, independent of learning processes. Our results further point to the importance of cortisol as a mediator of this effect.

The effects of sleep deprivation on dissociable prototype learning systems.

PubMed

Maddox, W Todd; Glass, Brian D; Zeithamova, Dagmar; Savarie, Zachary R; Bowen, Christopher; Matthews, Michael D; Schnyer, David M

2011-03-01

The cognitive neural underpinnings of prototype learning are becoming clear. Evidence points to 2 different neural systems, depending on the learning parameters. A/not-A (AN) prototype learning is mediated by posterior brain regions that are involved in early perceptual learning, whereas A/B (AB) is mediated by frontal and medial temporal lobe regions. To investigate the effects of sleep deprivation on AN and AB prototype learning and to use established prototype models to provide insights into the cognitive-processing locus of sleep-deprivation deficits. Participants performed an AN and an AB prototype learning task twice, separated by a 24-hour period, with or without sleep between testing sessions. Eighteen West Point cadets participated in the sleep-deprivation group, and 17 West Point cadets participated in a control group. Sleep deprivation led to an AN, but not an AB, performance deficit. Prototype model analyses indicated that the AN deficit was due to changes in attentional focus and a decrease in confidence that is reflected in an increased bias to respond non-A. The findings suggest that AN, but not AB, prototype learning is affected by sleep deprivation. Prototype model analyses support the notion that the effect of sleep deprivation on AN is consistent with lapses in attentional focus that are more detrimental to AN than to AB. This finding adds to a growing body of work that suggests that different performance changes associated with sleep deprivation can be attributed to a common mechanism of changes in simple attention and vigilance.

Elicitation of neurological knowledge with argument-based machine learning.

PubMed

Groznik, Vida; Guid, Matej; Sadikov, Aleksander; Možina, Martin; Georgiev, Dejan; Kragelj, Veronika; Ribarič, Samo; Pirtošek, Zvezdan; Bratko, Ivan

2013-02-01

The paper describes the use of expert's knowledge in practice and the efficiency of a recently developed technique called argument-based machine learning (ABML) in the knowledge elicitation process. We are developing a neurological decision support system to help the neurologists differentiate between three types of tremors: Parkinsonian, essential, and mixed tremor (comorbidity). The system is intended to act as a second opinion for the neurologists, and most importantly to help them reduce the number of patients in the "gray area" that require a very costly further examination (DaTSCAN). We strive to elicit comprehensible and medically meaningful knowledge in such a way that it does not come at the cost of diagnostic accuracy. To alleviate the difficult problem of knowledge elicitation from data and domain experts, we used ABML. ABML guides the expert to explain critical special cases which cannot be handled automatically by machine learning. This very efficiently reduces the expert's workload, and combines expert's knowledge with learning data. 122 patients were enrolled into the study. The classification accuracy of the final model was 91%. Equally important, the initial and the final models were also evaluated for their comprehensibility by the neurologists. All 13 rules of the final model were deemed as appropriate to be able to support its decisions with good explanations. The paper demonstrates ABML's advantage in combining machine learning and expert knowledge. The accuracy of the system is very high with respect to the current state-of-the-art in clinical practice, and the system's knowledge base is assessed to be very consistent from a medical point of view. This opens up the possibility to use the system also as a teaching tool. Copyright © 2012 Elsevier B.V. All rights reserved.

Interpolated memory tests reduce mind wandering and improve learning of online lectures.

PubMed

Szpunar, Karl K; Khan, Novall Y; Schacter, Daniel L

2013-04-16

The recent emergence and popularity of online educational resources brings with it challenges for educators to optimize the dissemination of online content. Here we provide evidence that points toward a solution for the difficulty that students frequently report in sustaining attention to online lectures over extended periods. In two experiments, we demonstrate that the simple act of interpolating online lectures with memory tests can help students sustain attention to lecture content in a manner that discourages task-irrelevant mind wandering activities, encourages task-relevant note-taking activities, and improves learning. Importantly, frequent testing was associated with reduced anxiety toward a final cumulative test and also with reductions in subjective estimates of cognitive demand. Our findings suggest a potentially key role for interpolated testing in the development and dissemination of online educational content.

Peer tutoring for college students with learning disabilities: perceptions of tutors and tutees.

PubMed

Vogel, Gila; Fresko, Barbara; Wertheim, Cheruta

2007-01-01

Peer tutoring is a commonly provided support service for students with learning disabilities (LD) in institutions of higher education. A large-scale survey was conducted to evaluate the PERACH peer tutoring project for students with LD at 25 universities, regional colleges, and teacher training colleges in Israel. The purpose of the study was to understand the tutoring process from the point of view of both tutees and tutors with respect to 5 main areas: tutees' needs, focus of tutoring activities, difficulties surrounding the tutoring endeavor, importance of similar study experiences, and satisfaction with the project. It is our supposition that major discrepancies in perceptions are likely to undermine the effectiveness of the tutoring. Similarities and differences in perceptions were identified, and implications that can be useful in guiding service providers are discussed.

The importance of knowledge-based technology.

PubMed

Cipriano, Pamela F

2012-01-01

Nurse executives are responsible for a workforce that can provide safer and more efficient care in a complex sociotechnical environment. National quality priorities rely on technologies to provide data collection, share information, and leverage analytic capabilities to interpret findings and inform approaches to care that will achieve better outcomes. As a key steward for quality, the nurse executive exercises leadership to provide the infrastructure to build and manage nursing knowledge and instill accountability for following evidence-based practices. These actions contribute to a learning health system where new knowledge is captured as a by-product of care delivery enabled by knowledge-based electronic systems. The learning health system also relies on rigorous scientific evidence embedded into practice at the point of care. The nurse executive optimizes use of knowledge-based technologies, integrated throughout the organization, that have the capacity to help transform health care.

Interpolated memory tests reduce mind wandering and improve learning of online lectures

PubMed Central

Szpunar, Karl K.; Khan, Novall Y.; Schacter, Daniel L.

2013-01-01

The recent emergence and popularity of online educational resources brings with it challenges for educators to optimize the dissemination of online content. Here we provide evidence that points toward a solution for the difficulty that students frequently report in sustaining attention to online lectures over extended periods. In two experiments, we demonstrate that the simple act of interpolating online lectures with memory tests can help students sustain attention to lecture content in a manner that discourages task-irrelevant mind wandering activities, encourages task-relevant note-taking activities, and improves learning. Importantly, frequent testing was associated with reduced anxiety toward a final cumulative test and also with reductions in subjective estimates of cognitive demand. Our findings suggest a potentially key role for interpolated testing in the development and dissemination of online educational content. PMID:23576743

Adaptive design of an X-ray magnetic circular dichroism spectroscopy experiment with Gaussian process modelling

NASA Astrophysics Data System (ADS)

Ueno, Tetsuro; Hino, Hideitsu; Hashimoto, Ai; Takeichi, Yasuo; Sawada, Masahiro; Ono, Kanta

2018-01-01

Spectroscopy is a widely used experimental technique, and enhancing its efficiency can have a strong impact on materials research. We propose an adaptive design for spectroscopy experiments that uses a machine learning technique to improve efficiency. We examined X-ray magnetic circular dichroism (XMCD) spectroscopy for the applicability of a machine learning technique to spectroscopy. An XMCD spectrum was predicted by Gaussian process modelling with learning of an experimental spectrum using a limited number of observed data points. Adaptive sampling of data points with maximum variance of the predicted spectrum successfully reduced the total data points for the evaluation of magnetic moments while providing the required accuracy. The present method reduces the time and cost for XMCD spectroscopy and has potential applicability to various spectroscopies.

Web-conference supervision for advanced psychotherapy training: a practical guide.

PubMed

Abbass, Allan; Arthey, Stephen; Elliott, Jason; Fedak, Tim; Nowoweiski, Dion; Markovski, Jasmina; Nowoweiski, Sarah

2011-06-01

The advent of readily accessible, inexpensive Web-conferencing applications has opened the door for distance psychotherapy supervision, using video recordings of treated clients. Although relatively new, this method of supervision is advantageous given the ease of use and low cost of various Internet applications. This method allows periodic supervision from point to point around the world, with no travel costs and no long gaps between direct training contacts. Web-conferencing permits face-to-face training so that the learner and supervisor can read each other's emotional responses while reviewing case material. It allows group learning from direct supervision to complement local peer-to-peer learning methods. In this article, we describe the relevant literature on this type of learning method, the practical points in its utilization, its limitations, and its benefits.

Real time unsupervised learning of visual stimuli in neuromorphic VLSI systems

NASA Astrophysics Data System (ADS)

Giulioni, Massimiliano; Corradi, Federico; Dante, Vittorio; Del Giudice, Paolo

2015-10-01

Neuromorphic chips embody computational principles operating in the nervous system, into microelectronic devices. In this domain it is important to identify computational primitives that theory and experiments suggest as generic and reusable cognitive elements. One such element is provided by attractor dynamics in recurrent networks. Point attractors are equilibrium states of the dynamics (up to fluctuations), determined by the synaptic structure of the network; a ‘basin’ of attraction comprises all initial states leading to a given attractor upon relaxation, hence making attractor dynamics suitable to implement robust associative memory. The initial network state is dictated by the stimulus, and relaxation to the attractor state implements the retrieval of the corresponding memorized prototypical pattern. In a previous work we demonstrated that a neuromorphic recurrent network of spiking neurons and suitably chosen, fixed synapses supports attractor dynamics. Here we focus on learning: activating on-chip synaptic plasticity and using a theory-driven strategy for choosing network parameters, we show that autonomous learning, following repeated presentation of simple visual stimuli, shapes a synaptic connectivity supporting stimulus-selective attractors. Associative memory develops on chip as the result of the coupled stimulus-driven neural activity and ensuing synaptic dynamics, with no artificial separation between learning and retrieval phases.

Closed-loop and robust control of quantum systems.

PubMed

Chen, Chunlin; Wang, Lin-Cheng; Wang, Yuanlong

2013-01-01

For most practical quantum control systems, it is important and difficult to attain robustness and reliability due to unavoidable uncertainties in the system dynamics or models. Three kinds of typical approaches (e.g., closed-loop learning control, feedback control, and robust control) have been proved to be effective to solve these problems. This work presents a self-contained survey on the closed-loop and robust control of quantum systems, as well as a brief introduction to a selection of basic theories and methods in this research area, to provide interested readers with a general idea for further studies. In the area of closed-loop learning control of quantum systems, we survey and introduce such learning control methods as gradient-based methods, genetic algorithms (GA), and reinforcement learning (RL) methods from a unified point of view of exploring the quantum control landscapes. For the feedback control approach, the paper surveys three control strategies including Lyapunov control, measurement-based control, and coherent-feedback control. Then such topics in the field of quantum robust control as H(∞) control, sliding mode control, quantum risk-sensitive control, and quantum ensemble control are reviewed. The paper concludes with a perspective of future research directions that are likely to attract more attention.

[Motivation and self-directed learning among medical students].

PubMed

Fasce H, Eduardo; Ortega B, Javiera; Ibáñez G, Pilar; Márquez U, Carolina; Pérez V, Cristhian; Bustamante D, Carolina; Ortiz M, Liliana; Matus B, Olga; Bastías V, Nancy; Espinoza P, Camila

2016-05-01

Motivation is an essential aspect in the training process of medical students. The association that motivation can have with learning self-regulation is of utmost importance for the design of curriculum, teaching methods and evaluation. To describe the motivational aspects of self-directed learning among medical students from a traditional Chilean University. A qualitative, descriptive study based on grounded theory of Strauss and Corbin. Twenty 4th and 5th year medical students were selected using a maximum variation sampling technique. After obtaining an informed consent, semi-structured interviews and field notes were carried out. Data were analyzed to the level of open coding through Atlas-ti 7.5.2. From the student point of view, personal motivational aspects are linked to the search for information, constant updating, the perception of the physician-patient relationship and interest in subject matters. From the scope of teachers, a main issue is related to their ability to motivate students to develop independent study skills. Personal motivational aspects facilitate the development of independent study skills, specifically in the search of information. The role of teachers is crucial in promoting these skills and the perception of medical students from their learning process.

Promoting Collaborative Classrooms: The Impacts of Interdependent Cooperative Learning on Undergraduate Interactions and Achievement.

PubMed

Premo, Joshua; Cavagnetto, Andy; Davis, William B; Brickman, Peggy

2018-06-01

Collaboration is an important career skill and vital to student understanding of the social aspects of science, but less is known about relationships among collaborative-learning strategies, classroom climate, and student learning. We sought to increase the collaborative character of introductory undergraduate laboratory classrooms by analyzing a 9-week intervention in 10 classrooms ( n = 251) that participated in cooperative-learning modules (promoting interdependence via a modified jigsaw technique). Students in an additional 10 classrooms ( n = 232) completed the same material in an unstructured format representative of common educational practice. Results showed that, when between-class variance was controlled for, intervention students did not score higher on weekly quizzes, but science interest and prior science experience had a reduced relationship to quiz performance in intervention classrooms. Also, intervention classrooms showed increased collaborative engagement at both whole-class and individual levels (24 students at three time points), but the intervention was only one of several factors found to account for late-intervention classroom collaborative engagement (prosocial behavior and discussion practices). Taken together, findings suggest that integrating interdependence-based tasks may foster collaborative engagement at both small-group and whole-classroom levels, but by itself may not be enough to promote increased student achievement.

Real time unsupervised learning of visual stimuli in neuromorphic VLSI systems.

PubMed

Giulioni, Massimiliano; Corradi, Federico; Dante, Vittorio; del Giudice, Paolo

2015-10-14

Neuromorphic chips embody computational principles operating in the nervous system, into microelectronic devices. In this domain it is important to identify computational primitives that theory and experiments suggest as generic and reusable cognitive elements. One such element is provided by attractor dynamics in recurrent networks. Point attractors are equilibrium states of the dynamics (up to fluctuations), determined by the synaptic structure of the network; a 'basin' of attraction comprises all initial states leading to a given attractor upon relaxation, hence making attractor dynamics suitable to implement robust associative memory. The initial network state is dictated by the stimulus, and relaxation to the attractor state implements the retrieval of the corresponding memorized prototypical pattern. In a previous work we demonstrated that a neuromorphic recurrent network of spiking neurons and suitably chosen, fixed synapses supports attractor dynamics. Here we focus on learning: activating on-chip synaptic plasticity and using a theory-driven strategy for choosing network parameters, we show that autonomous learning, following repeated presentation of simple visual stimuli, shapes a synaptic connectivity supporting stimulus-selective attractors. Associative memory develops on chip as the result of the coupled stimulus-driven neural activity and ensuing synaptic dynamics, with no artificial separation between learning and retrieval phases.

Academics' perceptions of the use and relevance of software in quantitative and financial disciplines

NASA Astrophysics Data System (ADS)

Kyng, Timothy; Tickle, Leonie; Wood, Leigh

2013-03-01

Software may be used in university teaching both to enhance student learning of discipline-content knowledge and skills, and to equip students with capabilities that will be useful in their future careers. Although research has indicated that software may be used as an effective way of engaging students and enhancing learning in certain scenarios, relatively little is known about academic practices with regard to the use of software more generally or about the extent to which this software is subsequently used by graduates in the workplace. This article reports on the results of a survey of academics in quantitative and financial disciplines, which is part of a broader study also encompassing recent graduates and employers. Results indicate that a variety of software packages are in widespread use in university programmes in quantitative and financial disciplines. Most surveyed academics believe that the use of software enhances learning and enables students to solve otherwise intractable problems. A majority also rate spreadsheet skills in particular as very important for the employability of graduates. A better understanding of the use of software in university teaching points the way to how curricula can be revised to enhance learning and prepare graduates for professional work.

Making meaning from sensory cues: a qualitative investigation of postgraduate learning in the operating room.

PubMed

Cope, Alexandra C; Mavroveli, Stella; Bezemer, Jeff; Hanna, George B; Kneebone, Roger

2015-08-01

The authors aimed to map and explicate what surgeons perceive they learn in the operating room. The researchers used a grounded theory method in which data were iteratively collected through semistructured one-to-one interviews in 2010 and 2011 at four participating hospital sites. A four-person data analysis team from differing academic backgrounds qualitatively analyzed the content of the transcripts employing an immersion/crystallization approach. Participants were 22 UK surgeons, some of whom were in training at the time of the study and some of whom were attending surgeons. Major themes of learning in the operating room were perceived to be factual knowledge, motor skills, sensory semiosis, adaptive strategies, team working and management, and attitudes and behaviors. The analysis team classified 277 data points (short paragraphs or groups of sentences conveying meaning) under these major themes and subthemes. A key component of learning in the operating room that emerged from these data was sensory semiosis, defined as learning to make sense of visual and haptic cues. Although the authors found that learning in the operating room occurred across a wide range of domains, sensory semiosis was found to be an important theme that has not previously been fully acknowledged or discussed in the surgical literature. The discussion draws on the wider literature from the social sciences and cognitive psychology literature to examine how professionals learn to make meaning from "signs" making parallels with other medical specialties.

Does my high blood pressure improve your survival? Overall and subgroup learning curves in health.

PubMed

Van Gestel, Raf; Müller, Tobias; Bosmans, Johan

2017-09-01

Learning curves in health are of interest for a wide range of medical disciplines, healthcare providers, and policy makers. In this paper, we distinguish between three types of learning when identifying overall learning curves: economies of scale, learning from cumulative experience, and human capital depreciation. In addition, we approach the question of how treating more patients with specific characteristics predicts provider performance. To soften collinearity problems, we explore the use of least absolute shrinkage and selection operator regression as a variable selection method and Theil-Goldberger mixed estimation to augment the available information. We use data from the Belgian Transcatheter Aorta Valve Implantation (TAVI) registry, containing information on the first 860 TAVI procedures in Belgium. We find that treating an additional TAVI patient is associated with an increase in the probability of 2-year survival by about 0.16%-points. For adverse events like renal failure and stroke, we find that an extra day between procedures is associated with an increase in the probability for these events by 0.12%-points and 0.07%-points, respectively. Furthermore, we find evidence for positive learning effects from physicians' experience with defibrillation, treating patients with hypertension, and the use of certain types of replacement valves during the TAVI procedure. Copyright © 2017 John Wiley & Sons, Ltd.

Evaluation of an e-learning system for diagnosis of gastric lesions using magnifying narrow-band imaging: a multicenter randomized controlled study.

PubMed

Nakanishi, Hiroyoshi; Doyama, Hisashi; Ishikawa, Hideki; Uedo, Noriya; Gotoda, Takuji; Kato, Mototsugu; Nagao, Shigeaki; Nagami, Yasuaki; Aoyagi, Hiroyuki; Imagawa, Atsushi; Kodaira, Junichi; Mitsui, Shinya; Kobayashi, Nozomu; Muto, Manabu; Takatori, Hajime; Abe, Takashi; Tsujii, Masahiko; Watari, Jiro; Ishiyama, Shuhei; Oda, Ichiro; Ono, Hiroyuki; Kaneko, Kazuhiro; Yokoi, Chizu; Ueo, Tetsuya; Uchita, Kunihisa; Matsumoto, Kenshi; Kanesaka, Takashi; Morita, Yoshinori; Katsuki, Shinichi; Nishikawa, Jun; Inamura, Katsuhisa; Kinjo, Tetsu; Yamamoto, Katsumi; Yoshimura, Daisuke; Araki, Hiroshi; Kashida, Hiroshi; Hosokawa, Ayumu; Mori, Hirohito; Yamashita, Haruhiro; Motohashi, Osamu; Kobayashi, Kazuhiko; Hirayama, Michiaki; Kobayashi, Hiroyuki; Endo, Masaki; Yamano, Hiroo; Murakami, Kazunari; Koike, Tomoyuki; Hirasawa, Kingo; Miyaoka, Youichi; Hamamoto, Hidetaka; Hikichi, Takuto; Hanabata, Norihiro; Shimoda, Ryo; Hori, Shinichiro; Sato, Tadashi; Kodashima, Shinya; Okada, Hiroyuki; Mannami, Tomohiko; Yamamoto, Shojiro; Niwa, Yasumasa; Yashima, Kazuo; Tanabe, Satoshi; Satoh, Hiro; Sasaki, Fumisato; Yamazato, Tetsuro; Ikeda, Yoshiou; Nishisaki, Hogara; Nakagawa, Masahiro; Matsuda, Akio; Tamura, Fumio; Nishiyama, Hitoshi; Arita, Keiko; Kawasaki, Keisuke; Hoppo, Kazushige; Oka, Masashi; Ishihara, Shinichi; Mukasa, Michita; Minamino, Hiroaki; Yao, Kenshi

2017-10-01

Background and study aim  Magnifying narrow-band imaging (M-NBI) is useful for the accurate diagnosis of early gastric cancer (EGC). However, acquiring skill at M-NBI diagnosis takes substantial effort. An Internet-based e-learning system to teach endoscopic diagnosis of EGC using M-NBI has been developed. This study evaluated its effectiveness. Participants and methods  This study was designed as a multicenter randomized controlled trial. We recruited endoscopists as participants from all over Japan. After completing Test 1, which consisted of M-NBI images of 40 gastric lesions, participants were randomly assigned to the e-learning or non-e-learning groups. Only the e-learning group was allowed to access the e-learning system. After the e-learning period, both groups received Test 2. The analysis set was participants who scored < 80 % accuracy on Test 1. The primary end point was the difference in accuracy between Test 1 and Test 2 for the two groups. Results  A total of 395 participants from 77 institutions completed Test 1 (198 in the e-learning group and 197 in the non-e-learning group). After the e-learning period, all 395 completed Test 2. The analysis sets were e-learning group: n = 184; and non-e-learning group: n = 184. The mean Test 1 score was 59.9 % for the e-learning group and 61.7 % for the non-e-learning group. The change in accuracy in Test 2 was significantly higher in the e-learning group than in the non-e-learning group (7.4 points vs. 0.14 points, respectively; P  < 0.001). Conclusion This study clearly demonstrated the efficacy of the e-learning system in improving practitioners' capabilities to diagnose EGC using M-NBI.Trial registered at University Hospital Medical Information Network Clinical Trials Registry (UMIN000008569). © Georg Thieme Verlag KG Stuttgart · New York.

The role of information and communication technology in community outreach, academic and research collaboration, and education and support services (IT-CARES).

PubMed

Joshi, Ashish; Meza, Jane; Costa, Sergio; Puricelli Perin, Douglas Marcel; Trout, Kate; Rayamajih, Atul

2013-01-01

The purpose of this study is to examine the role of information and communication technology (ICT) in enhancing community outreach, academic and research collaboration, and education and support services (IT-CARES) in an academic setting. A survey was deployed to assess the ICT needs in an academic setting. The survey was developed using the Delphi methodology. Questionnaire development was initiated by asking key stakeholders involved in community outreach, academic, research, education, and support to provide feedback on current ICT issues and future recommendations for relevant ICT tools that would be beneficial to them in their job, and to capture current ICT issues. Participants were asked to rate the level of importance of each ICT question on five-point Likert scales. The survey was sent to 359 participants, including faculty, staff, and students. The total number of respondents was 96, for a 27 percent response rate. The majority of the participants (54.1 percent, n = 46) placed a high importance on learning the available research capabilities of the college. The majority of the participants placed moderate (43.5 percent, n = 37) to high importance (40 percent, n = 34) on having an intranet that could support collaborative grant writing. A majority of the participants attributed high importance to learning to interact with the online learning management system Blackboard. A majority of the participants agreed that social media should being more actively utilized for diverse activities for academic and research purposes. The study helped to identify the current needs and challenges faced by professionals and students when interacting with ICT. More research is needed in order to effectively integrate the use of ICT in the field of higher education, especially related to the modern global public health context.

Play along: effects of music and social interaction on word learning.

PubMed

Verga, Laura; Bigand, Emmanuel; Kotz, Sonja A

2015-01-01

Learning new words is an increasingly common necessity in everyday life. External factors, among which music and social interaction are particularly debated, are claimed to facilitate this task. Due to their influence on the learner's temporal behavior, these stimuli are able to drive the learner's attention to the correct referent of new words at the correct point in time. However, do music and social interaction impact learning behavior in the same way? The current study aims to answer this question. Native German speakers (N = 80) were requested to learn new words (pseudo-words) during a contextual learning game. This learning task was performed alone with a computer or with a partner, with or without music. Results showed that music and social interaction had a different impact on the learner's behavior: Participants tended to temporally coordinate their behavior more with a partner than with music, and in both cases more than with a computer. However, when both music and social interaction were present, this temporal coordination was hindered. These results suggest that while music and social interaction do influence participants' learning behavior, they have a different impact. Moreover, impaired behavior when both music and a partner are present suggests that different mechanisms are employed to coordinate with the two types of stimuli. Whether one or the other approach is more efficient for word learning, however, is a question still requiring further investigation, as no differences were observed between conditions in a retrieval phase, which took place immediately after the learning session. This study contributes to the literature on word learning in adults by investigating two possible facilitating factors, and has important implications for situations such as music therapy, in which music and social interaction are present at the same time.

Play along: effects of music and social interaction on word learning

PubMed Central

Verga, Laura; Bigand, Emmanuel; Kotz, Sonja A.

2015-01-01

Learning new words is an increasingly common necessity in everyday life. External factors, among which music and social interaction are particularly debated, are claimed to facilitate this task. Due to their influence on the learner’s temporal behavior, these stimuli are able to drive the learner’s attention to the correct referent of new words at the correct point in time. However, do music and social interaction impact learning behavior in the same way? The current study aims to answer this question. Native German speakers (N = 80) were requested to learn new words (pseudo-words) during a contextual learning game. This learning task was performed alone with a computer or with a partner, with or without music. Results showed that music and social interaction had a different impact on the learner’s behavior: Participants tended to temporally coordinate their behavior more with a partner than with music, and in both cases more than with a computer. However, when both music and social interaction were present, this temporal coordination was hindered. These results suggest that while music and social interaction do influence participants’ learning behavior, they have a different impact. Moreover, impaired behavior when both music and a partner are present suggests that different mechanisms are employed to coordinate with the two types of stimuli. Whether one or the other approach is more efficient for word learning, however, is a question still requiring further investigation, as no differences were observed between conditions in a retrieval phase, which took place immediately after the learning session. This study contributes to the literature on word learning in adults by investigating two possible facilitating factors, and has important implications for situations such as music therapy, in which music and social interaction are present at the same time. PMID:26388818

The Impact of Peer Review on Creative Self-Efficacy and Learning Performance in Web 2.0 Learning Activities

ERIC Educational Resources Information Center

Liu, Chen-Chung; Lu, Kuan-Hsien; Wu, Leon Yufeng; Tsai, Chin-Chung

2016-01-01

Many studies have pointed out the significant contrast between the creative nature of Web 2.0 learning activities and the structured learning in school. This study proposes an approach to leveraging Web 2.0 learning activities and classroom teaching to help students develop both specific knowledge and creativity based on Csikzentmihalyi's system…

Meta-Analysis and Empirical Research of Learning Style Theories in Higher Education: The Case of Slovenia

ERIC Educational Resources Information Center

Penger, Sandra; Tekavcic, Metka; Dimovski, Vlado

2008-01-01

Researchers have pointed out that students learn effectively in a harmonic environment and by using teaching aids which match the students' learning style preferences (Li et al., 2008). The learning styles literature is having a revival during last years. Although learning styles have been heavily researched (Coffield et al., 2004; Reynold &…

A general CPL-AdS methodology for fixing dynamic parameters in dual environments.

PubMed

Huang, De-Shuang; Jiang, Wen

2012-10-01

The algorithm of Continuous Point Location with Adaptive d-ary Search (CPL-AdS) strategy exhibits its efficiency in solving stochastic point location (SPL) problems. However, there is one bottleneck for this CPL-AdS strategy which is that, when the dimension of the feature, or the number of divided subintervals for each iteration, d is large, the decision table for elimination process is almost unavailable. On the other hand, the larger dimension of the features d can generally make this CPL-AdS strategy avoid oscillation and converge faster. This paper presents a generalized universal decision formula to solve this bottleneck problem. As a matter of fact, this decision formula has a wider usage beyond handling out this SPL problems, such as dealing with deterministic point location problems and searching data in Single Instruction Stream-Multiple Data Stream based on Concurrent Read and Exclusive Write parallel computer model. Meanwhile, we generalized the CPL-AdS strategy with an extending formula, which is capable of tracking an unknown dynamic parameter λ in both informative and deceptive environments. Furthermore, we employed different learning automata in the generalized CPL-AdS method to find out if faster learning algorithm will lead to better realization of the generalized CPL-AdS method. All of these aforementioned contributions are vitally important whether in theory or in practical applications. Finally, extensive experiments show that our proposed approaches are efficient and feasible.

Comparing Digital Badges-and-Points with Classroom Token Systems: Effects on Elementary School ESL Students' Classroom Behavior and English Learning

ERIC Educational Resources Information Center

Homer, Ryan; Hew, Khe Foon; Tan, Cheng Yong

2018-01-01

This paper reports the findings of a field experiment that gamified the classroom experience of elementary school ESL students by implementing digital badges-and-points which students could earn by achieving specific behavioral and learning goals. Altogether, 120 children in eight different classes participated in this study. Four of the classes…

Human dynamics of spending: Longitudinal study of a coalition loyalty program

NASA Astrophysics Data System (ADS)

Yi, Il Gu; Jeong, Hyang Min; Choi, Woosuk; Jang, Seungkwon; Lee, Heejin; Kim, Beom Jun

2014-09-01

Large-scale data of a coalition loyalty program is analyzed in terms of the temporal dynamics of customers' behaviors. We report that the two main activities of a loyalty program, earning and redemption of points, exhibit very different behaviors. It is also found that as customers become older from their early 20's, both male and female customers increase their earning and redemption activities until they arrive at the turning points, beyond which both activities decrease. The positions of turning points as well as the maximum earned and redeemed points are found to differ for males and females. On top of these temporal behaviors, we identify that there exists a learning effect and customers learn how to earn and redeem points as their experiences accumulate in time.

Instructional Learning Objects in the Digital Classroom: Effectively Measuring Impact on Student Success

ERIC Educational Resources Information Center

Contrino, Jacline L.

2016-01-01

Demonstrating library impact on student success is critical for all academic libraries today. This article discusses how the library of a large online university serving non-traditional students evaluated how customized point-of-need learning objects (LOs) embedded in the learning management system impacted student learning. Using a comprehensive…

Sensorimotor Distractions When Learning with Mobile Phones On-the-Move

ERIC Educational Resources Information Center

Castellano, Soledad; Arnedillo-Sánchez, Inmaculada

2016-01-01

This paper presents a discussion on potential conflicts originated by sensorimotor distractions when learning with mobile phones on-the-move. While research in mobile learning points to the possibility of everywhere, all the time learning; research in the area suggests that tasks performed while on-the-move predominantly require low cognitive…

Influence of Students' Learning Styles on the Effectiveness of Instructional Interventions

ERIC Educational Resources Information Center

Lehmann, Thomas; Ifenthaler, Dirk

2012-01-01

This research contributes to answer the question whether learning/cognitive styles of students serve as a justified starting point for creating target-group appropriate instruction. The study was realized in a self-regulated problem-based learning environment. Data of 56 participants on their individual learning styles, their acquired problem…

A Teacher-Friendly Instrument in Identifying Learning Styles in the Classroom.

ERIC Educational Resources Information Center

Pitts, Joseph I.

This report describes a reliability and validity study on a learning styles instrument that was developed based on the Dunn, Dunn, & Price model. That model included 104 Likert five-point scale items for investigating 24 scales grouped into five categories considered likely to affect learning. The Learning Style Preference Inventory (LSPI)…

Learning Strategies and Performance in a Technology Integrated Classroom

ERIC Educational Resources Information Center

Debevec, Kathleen; Shih, Mei-Yau; Kashyap, Vishal

2006-01-01

This study examines students' use of technology for learning (accessing the course Web site to download PowerPoint slides for note taking and exam preparation) relative to more traditional learning methods (reading the textbook and taking notes in class and from the textbook) and the effect of their learning strategies on exam performance and…

Successful Students in an Open and Distance Learning System

ERIC Educational Resources Information Center

Puspitasari, Kristanti Ambar; Oetoyo, Boedhi

2018-01-01

Learning in a higher education institution that applies an open and distance learning system requires the students to study as independent learners. This research is a survey research with the purpose of exploring the characteristics, habits and learning motivation of high-achiever students or those who obtained a high level of Grade Point Average…

Psychology of Learning Spaces: Impact on Teaching and Learning

ERIC Educational Resources Information Center

Granito, Vincent J.; Santana, Mary E.

2016-01-01

New research is emerging that focuses on the role the physical classroom space plays in the teaching-learning dynamic. The purpose of this exploratory research is to describe the students' and instructors' perspectives of how the classroom space and environment impact teaching and learning. Focus groups were utilized with data points coming from…

Open Source for Knowledge and Learning Management: Strategies beyond Tools

ERIC Educational Resources Information Center

Lytras, Miltiadis, Ed.; Naeve, Ambjorn, Ed.

2007-01-01

In the last years, knowledge and learning management have made a significant impact on the IT research community. "Open Source for Knowledge and Learning Management: Strategies Beyond Tools" presents learning and knowledge management from a point of view where the basic tools and applications are provided by open source technologies.…

The Construction of an Online Competitive Game-Based Learning System for Junior High School Students

ERIC Educational Resources Information Center

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

2012-01-01

The purpose of this study aimed to construct an online competitive game-based learning system by using freeware for junior high school students and to assess its effectiveness. From the learning standpoints, game mechanisms including learning points, competition mechanism, training room mechanism, questioning & answering mechanism, tips, and…

Resisting an Isolated Learning Discourse

ERIC Educational Resources Information Center

Tanggaard, Lene

2009-01-01

The primary objective of this paper is to suggest that researchers on workplace learning avoid an isolated learning discourse. The point at issue is that being a learner is just one aspect of people's sometimes complicated lives in the workplace, and that people may sometimes--for good reasons--resist a learning discourse if it is linked…

The toxicity of dietary trans fats.

PubMed

Ganguly, Riya; Pierce, Grant N

2015-04-01

Cardiovascular disease remains the leading cause of death today. Trans fatty acids have been identified as an important cause of cardiovascular disease and the resulting clinical end points such as strokes and heart attacks. Although legislative efforts have limited the trans fats in our diet, significant amounts remain. Understanding the impact trans fats have on our body, therefore, remains a critical focus of study. In addition, paradoxically, recent research has now identified an important cardioprotective role for a sub-category of trans fats, the ruminant trans fats. Learning more about the mechanisms responsible for not only the toxic actions of trans fats but also their potential as beneficial compounds within our diet is essential to modulate cardiovascular disease today. Copyright © 2015 Elsevier Ltd. All rights reserved.

Preparing Graduate Teaching Assistant's to Teach Introduction Geosciences in the 21st Century

NASA Astrophysics Data System (ADS)

Teasdale, R.; Monet, J.

2008-12-01

Effective teaching requires in-depth content knowledge and pedagogical understanding of the subject. Most graduate teaching assistants (GTAs) are well prepared in content, they often lack pedagogical knowledge needed to teach undergraduate students. There are no consistent, nationwide standards for preparing GTAs in the delivery of high quality instruction in the Geosciences. Without formal training on strategies to engage students in active learning, GTA's often implement a traditional approach to teaching science modeled on their own learning experiences. In the Department of Geological and Environmental Sciences at CSU Chico, every semester approximately 700 undergraduate students enroll in GE courses with required lab sections taught by GTAs. Classroom observations completed by faculty members often reveal that GTAs have a good understanding of the content, but remain entrenched in traditional approaches to teaching science. Classroom observers commonly report on the lack of undergraduate student engagement, or the instructor's inability to ask skillful questions. We view this not as a shortcoming of the GTA, but as a weakness of their preparation. This study examines the outcomes of GTA's learning in a science teaching methods course offered in Spring 2008. This one unit pilot-course was designed to introduce reformed teaching practices to GTAs. In addition to addressing the mechanics of teaching, the course focused on six areas of instruction that were identified by faculty and GTAs as important areas for improvement. Faculty instructors completed classroom visits then met with GTAs to debrief and determine numerical rankings in the areas of reform teaching practices. Rankings helped GTAs select three of the six areas of instruction as goals for the rest of the semester. In the 14th week of class, GTAs ranked themselves again. In most cases, rankings assigned early in the course by GTAs and faculty instructors were within 0.5 points (on a 4 point scale) of each other. GTA improvements of reformed teaching practices were as much as 2.5 points higher than the initial rankings, with average improvement of 0.76 points. These outcomes led to implementation of a more in- depth course for GTA's in the form of a three- unit science teaching methods course for Fall 2008.

C-learning: A new classification framework to estimate optimal dynamic treatment regimes.

PubMed

Zhang, Baqun; Zhang, Min

2017-12-11

A dynamic treatment regime is a sequence of decision rules, each corresponding to a decision point, that determine that next treatment based on each individual's own available characteristics and treatment history up to that point. We show that identifying the optimal dynamic treatment regime can be recast as a sequential optimization problem and propose a direct sequential optimization method to estimate the optimal treatment regimes. In particular, at each decision point, the optimization is equivalent to sequentially minimizing a weighted expected misclassification error. Based on this classification perspective, we propose a powerful and flexible C-learning algorithm to learn the optimal dynamic treatment regimes backward sequentially from the last stage until the first stage. C-learning is a direct optimization method that directly targets optimizing decision rules by exploiting powerful optimization/classification techniques and it allows incorporation of patient's characteristics and treatment history to improve performance, hence enjoying advantages of both the traditional outcome regression-based methods (Q- and A-learning) and the more recent direct optimization methods. The superior performance and flexibility of the proposed methods are illustrated through extensive simulation studies. © 2017, The International Biometric Society.

Optimized Graph Learning Using Partial Tags and Multiple Features for Image and Video Annotation.

PubMed

Song, Jingkuan; Gao, Lianli; Nie, Feiping; Shen, Heng Tao; Yan, Yan; Sebe, Nicu

2016-11-01

In multimedia annotation, due to the time constraints and the tediousness of manual tagging, it is quite common to utilize both tagged and untagged data to improve the performance of supervised learning when only limited tagged training data are available. This is often done by adding a geometry-based regularization term in the objective function of a supervised learning model. In this case, a similarity graph is indispensable to exploit the geometrical relationships among the training data points, and the graph construction scheme essentially determines the performance of these graph-based learning algorithms. However, most of the existing works construct the graph empirically and are usually based on a single feature without using the label information. In this paper, we propose a semi-supervised annotation approach by learning an optimized graph (OGL) from multi-cues (i.e., partial tags and multiple features), which can more accurately embed the relationships among the data points. Since OGL is a transductive method and cannot deal with novel data points, we further extend our model to address the out-of-sample issue. Extensive experiments on image and video annotation show the consistent superiority of OGL over the state-of-the-art methods.

The job satisfaction of physical therapists.

PubMed

Speakman, H G; Pleasant, J M; Sutton, G B

1996-01-01

Ten statements were created for the purpose of measuring job satisfaction in the practise of physiotherapy. The subjects consisted of 96 of the 106 (90%) of the physical therapists licensed with the Texas State Board of Physical Therapy Examiners, and listed as residing in El Paso, Texas, USA. To indicate their job satisfaction, subjects indicated on a seven-point scale their level of agreement or disagreement with each statement. They then indicated on a different seven-point scale how important they thought each statement was to their job satisfaction. The results indicated that subjects thought that their jobs were challenging in a positive sense; enabled them to use their abilities; and were interesting. They also thought that they had sufficient independence in decision-making; were learning and improving in their work; and were given significant autonomy. The most dissatisfying aspect of their work was the amount of paperwork. In addition, the results suggest that some subjects may feel overworked, and think their jobs may be too physically demanding and mentally stressful. The subjects felt that all the statements had validity and measured important aspects of job satisfaction in physical therapy.

Comparison of Deep Learning With Multiple Machine Learning Methods and Metrics Using Diverse Drug Discovery Data Sets.

PubMed

Korotcov, Alexandru; Tkachenko, Valery; Russo, Daniel P; Ekins, Sean

2017-12-04

Machine learning methods have been applied to many data sets in pharmaceutical research for several decades. The relative ease and availability of fingerprint type molecular descriptors paired with Bayesian methods resulted in the widespread use of this approach for a diverse array of end points relevant to drug discovery. Deep learning is the latest machine learning algorithm attracting attention for many of pharmaceutical applications from docking to virtual screening. Deep learning is based on an artificial neural network with multiple hidden layers and has found considerable traction for many artificial intelligence applications. We have previously suggested the need for a comparison of different machine learning methods with deep learning across an array of varying data sets that is applicable to pharmaceutical research. End points relevant to pharmaceutical research include absorption, distribution, metabolism, excretion, and toxicity (ADME/Tox) properties, as well as activity against pathogens and drug discovery data sets. In this study, we have used data sets for solubility, probe-likeness, hERG, KCNQ1, bubonic plague, Chagas, tuberculosis, and malaria to compare different machine learning methods using FCFP6 fingerprints. These data sets represent whole cell screens, individual proteins, physicochemical properties as well as a data set with a complex end point. Our aim was to assess whether deep learning offered any improvement in testing when assessed using an array of metrics including AUC, F1 score, Cohen's kappa, Matthews correlation coefficient and others. Based on ranked normalized scores for the metrics or data sets Deep Neural Networks (DNN) ranked higher than SVM, which in turn was ranked higher than all the other machine learning methods. Visualizing these properties for training and test sets using radar type plots indicates when models are inferior or perhaps over trained. These results also suggest the need for assessing deep learning further using multiple metrics with much larger scale comparisons, prospective testing as well as assessment of different fingerprints and DNN architectures beyond those used.

Comparison of the filtering models for airborne LiDAR data by three classifiers with exploration on model transfer

NASA Astrophysics Data System (ADS)

Ma, Hongchao; Cai, Zhan; Zhang, Liang

2018-01-01

This paper discusses airborne light detection and ranging (LiDAR) point cloud filtering (a binary classification problem) from the machine learning point of view. We compared three supervised classifiers for point cloud filtering, namely, Adaptive Boosting, support vector machine, and random forest (RF). Nineteen features were generated from raw LiDAR point cloud based on height and other geometric information within a given neighborhood. The test datasets issued by the International Society for Photogrammetry and Remote Sensing (ISPRS) were used to evaluate the performance of the three filtering algorithms; RF showed the best results with an average total error of 5.50%. The paper also makes tentative exploration in the application of transfer learning theory to point cloud filtering, which has not been introduced into the LiDAR field to the authors' knowledge. We performed filtering of three datasets from real projects carried out in China with RF models constructed by learning from the 15 ISPRS datasets and then transferred with little to no change of the parameters. Reliable results were achieved, especially in rural area (overall accuracy achieved 95.64%), indicating the feasibility of model transfer in the context of point cloud filtering for both easy automation and acceptable accuracy.

Emotion Estimation Algorithm from Facial Image Analyses of e-Learning Users

NASA Astrophysics Data System (ADS)

Shigeta, Ayuko; Koike, Takeshi; Kurokawa, Tomoya; Nosu, Kiyoshi

This paper proposes an emotion estimation algorithm from e-Learning user's facial image. The algorithm characteristics are as follows: The criteria used to relate an e-Learning use's emotion to a representative emotion were obtained from the time sequential analysis of user's facial expressions. By examining the emotions of the e-Learning users and the positional change of the facial expressions from the experiment results, the following procedures are introduce to improve the estimation reliability; (1) some effective features points are chosen by the emotion estimation (2) dividing subjects into two groups by the change rates of the face feature points (3) selection of the eigenvector of the variance-co-variance matrices (cumulative contribution rate>=95%) (4) emotion calculation using Mahalanobis distance.

The hospital of tomorrow in 10 points.

PubMed

Vincent, Jean-Louis; Creteur, Jacques

2017-04-11

Technology has advanced rapidly in recent years and is continuing to do so, with associated changes in multiple areas, including hospital structure and function. Here we describe in 10 points our vision of some of the ways in which we see our hospitals, particularly those in developed countries, evolving in the future, including increased specialization, greater use of telemedicine and robots, the changing place of the intensive care unit, improved pre-hospital and post-hospital management, and improved end-of-life care. New technology is going to increasingly impact how we practice medicine. We must learn how best to adapt to and encompass these changes if we are to achieve maximum benefit from them for ourselves and our patients. Importantly, while the future hospital will be more advanced technologically, it will also be more advanced on a personal, humane patient care level.

Understanding self-assessment as an informed process: residents' use of external information for self-assessment of performance in simulated resuscitations.

PubMed

Plant, Jennifer L; Corden, Mark; Mourad, Michelle; O'Brien, Bridget C; van Schaik, Sandrijn M

2013-05-01

Self-directed learning requires self-assessment of learning needs and performance, a complex process that requires collecting and interpreting data from various sources. Learners' approaches to self-assessment likely vary depending on the learner and the context. The aim of this study was to gain insight into how learners process external information and apply their interpretation of this information to their self-assessment and learning during a structured educational activity. The study combined quantitative performance data with qualitative interview data. Pediatric residents led video-recorded simulated resuscitations and rated their crisis resource management skills on a validated 6-item instrument. Three independent observers rated the videos using the same instrument. During semi-structured interviews, each resident reviewed the video, rerated performance, discussed the self-assessment process, and interpreted feedback and observer scores. Transcripts were analyzed for themes. Sixteen residents participated. Residents' self-assessed scores ranged widely but usually fell within two points of the observers. They almost universally lowered their scores when self-assessing after the video review. Five major themes emerged from qualitative analysis of their interviews: (1) residents found self-assessment important and useful in certain contexts and conditions; (2) residents varied in their self-directed learning behaviors after the simulated resuscitation; (3) quantitative observer assessment had limited usefulness; (4) video review was difficult but useful; and (5) residents focused on their weaknesses and felt a need for constructive feedback to enhance learning. The residents in our study almost uniformly embraced the importance of self-assessment for all medical professionals. Even though video review had a negative impact on their self-assessment scores and was perceived as painful, residents saw this as the most useful aspect of the study exercises residents. They were less accepting of the quantitative assessment by observers. Residents explained their tendency to focus on weaknesses as a way to create an incentive for learning, demonstrating that self-assessment is closely linked to self-directed learning. How learners can use video review and external assessment most effectively to guide their self-directed learning deserves further study.

Effects of Concept-Mapping-Based Interactive E-Books on Active and Reflective-Style Students' Learning Performances in Junior High School Law Courses

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Sung, Han-Yu; Chang, Hsuan

2017-01-01

Researchers have pointed out that interactive e-books have rich content and interactive features which can promote students' learning interest. However, researchers have also indicated the need to integrate effective learning supports or tools to help students organize what they have learned so as to increase their learning performance, in…

Higher Education Quality and Work-Based Learning: Two Concepts Not yet Fully Integrated

ERIC Educational Resources Information Center

Gibbs, Paul; Armsby, Pauline

2010-01-01

This short paper recognises the growth in emphasis in work-based learning as Europe moves forward on economically driven life-long learning. We support such a move and point to issues which still need to be resolved.

Interactive E-learning module in pharmacology: a pilot project at a rural medical college in India.

PubMed

Gaikwad, Nitin; Tankhiwale, Suresh

2014-01-01

Many medical educators are experimenting with innovative ways of E-learning. E-learning provides opportunities to students for self-directed learning in addition to other advantages. In this study, we designed and evaluated an interactive E-learning module in pharmacology for effectiveness, acceptability and feasibility, with the aim of promoting active learning in this fact-filled subject. A quasi-experimental single-group pre-test/post-test study was conducted with fourth-semester students of the second professionals course (II MBBS), selected using non-probability convenience sampling method. An E-learning module in endocrine pharmacology was designed to comprise three units of interactive PowerPoint presentations. The pre-validated presentations were uploaded on the website according to a predefined schedule and the 42 registered students were encouraged to self-learning using these interactive presentations. Cognitive gain was assessed using an online pre- and post-test for each unit. Students' perceptions were recorded using an online feedback questionnaire on a 5-point Likert scale. Finally, focused group discussion was conducted to further explore students' views on E-learning activity. Significant attrition was observed during the E-learning activity. Of the 42 registered students, only 16 students completed the entire E-learning module. The summed average score of all three units (entire module) was increased significantly from 38.42 % (summed average pre-test score: 11.56/30 ± 2.90) to 66.46 % (summed average post-test score: 19.94/30 ± 6.13). The class-average normalized gain for the entire module was 0.4542 (45.42). The students accepted this E-learning activity well as they perceived it to be innovative, convenient, flexible and useful. The average rating was between 4 (agree) and 5 (strongly agree). The interactive E-learning module in pharmacology was moderately effective and well perceived by the students. The simple, cost-effective and readily available Microsoft PowerPoint tool appealed to medical educators to use this kind of simple E-learning technology blended with traditional teaching to encourage active learning among students especially in a rural setup is attractive.

How PowerPoint Is Killing Education

ERIC Educational Resources Information Center

Isseks, Marc

2011-01-01

Although it is essential to incorporate new technologies into the classroom, says Isseks, one trend has negatively affected instruction--the misuse of PowerPoint presentations. The author describes how poorly designed PowerPoint presentations reduce complex thoughts to bullet points and reduce the act of learning to transferring text from slide to…

Constructing the L2-Graph for Robust Subspace Learning and Subspace Clustering.

PubMed

Peng, Xi; Yu, Zhiding; Yi, Zhang; Tang, Huajin

2017-04-01

Under the framework of graph-based learning, the key to robust subspace clustering and subspace learning is to obtain a good similarity graph that eliminates the effects of errors and retains only connections between the data points from the same subspace (i.e., intrasubspace data points). Recent works achieve good performance by modeling errors into their objective functions to remove the errors from the inputs. However, these approaches face the limitations that the structure of errors should be known prior and a complex convex problem must be solved. In this paper, we present a novel method to eliminate the effects of the errors from the projection space (representation) rather than from the input space. We first prove that l 1 -, l 2 -, l ∞ -, and nuclear-norm-based linear projection spaces share the property of intrasubspace projection dominance, i.e., the coefficients over intrasubspace data points are larger than those over intersubspace data points. Based on this property, we introduce a method to construct a sparse similarity graph, called L2-graph. The subspace clustering and subspace learning algorithms are developed upon L2-graph. We conduct comprehensive experiment on subspace learning, image clustering, and motion segmentation and consider several quantitative benchmarks classification/clustering accuracy, normalized mutual information, and running time. Results show that L2-graph outperforms many state-of-the-art methods in our experiments, including L1-graph, low rank representation (LRR), and latent LRR, least square regression, sparse subspace clustering, and locally linear representation.

Performance of thigh-mounted triaxial accelerometer algorithms in objective quantification of sedentary behaviour and physical activity in older adults

PubMed Central

Verschueren, Sabine M. P.; Degens, Hans; Morse, Christopher I.; Onambélé, Gladys L.

2017-01-01

Accurate monitoring of sedentary behaviour and physical activity is key to investigate their exact role in healthy ageing. To date, accelerometers using cut-off point models are most preferred for this, however, machine learning seems a highly promising future alternative. Hence, the current study compared between cut-off point and machine learning algorithms, for optimal quantification of sedentary behaviour and physical activity intensities in the elderly. Thus, in a heterogeneous sample of forty participants (aged ≥60 years, 50% female) energy expenditure during laboratory-based activities (ranging from sedentary behaviour through to moderate-to-vigorous physical activity) was estimated by indirect calorimetry, whilst wearing triaxial thigh-mounted accelerometers. Three cut-off point algorithms and a Random Forest machine learning model were developed and cross-validated using the collected data. Detailed analyses were performed to check algorithm robustness, and examine and benchmark both overall and participant-specific balanced accuracies. This revealed that the four models can at least be used to confidently monitor sedentary behaviour and moderate-to-vigorous physical activity. Nevertheless, the machine learning algorithm outperformed the cut-off point models by being robust for all individual’s physiological and non-physiological characteristics and showing more performance of an acceptable level over the whole range of physical activity intensities. Therefore, we propose that Random Forest machine learning may be optimal for objective assessment of sedentary behaviour and physical activity in older adults using thigh-mounted triaxial accelerometry. PMID:29155839

Learning stochastic reward distributions in a speeded pointing task.

PubMed

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

2008-04-23

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

Performance of thigh-mounted triaxial accelerometer algorithms in objective quantification of sedentary behaviour and physical activity in older adults.

PubMed

Wullems, Jorgen A; Verschueren, Sabine M P; Degens, Hans; Morse, Christopher I; Onambélé, Gladys L

2017-01-01

Accurate monitoring of sedentary behaviour and physical activity is key to investigate their exact role in healthy ageing. To date, accelerometers using cut-off point models are most preferred for this, however, machine learning seems a highly promising future alternative. Hence, the current study compared between cut-off point and machine learning algorithms, for optimal quantification of sedentary behaviour and physical activity intensities in the elderly. Thus, in a heterogeneous sample of forty participants (aged ≥60 years, 50% female) energy expenditure during laboratory-based activities (ranging from sedentary behaviour through to moderate-to-vigorous physical activity) was estimated by indirect calorimetry, whilst wearing triaxial thigh-mounted accelerometers. Three cut-off point algorithms and a Random Forest machine learning model were developed and cross-validated using the collected data. Detailed analyses were performed to check algorithm robustness, and examine and benchmark both overall and participant-specific balanced accuracies. This revealed that the four models can at least be used to confidently monitor sedentary behaviour and moderate-to-vigorous physical activity. Nevertheless, the machine learning algorithm outperformed the cut-off point models by being robust for all individual's physiological and non-physiological characteristics and showing more performance of an acceptable level over the whole range of physical activity intensities. Therefore, we propose that Random Forest machine learning may be optimal for objective assessment of sedentary behaviour and physical activity in older adults using thigh-mounted triaxial accelerometry.

Radiologists' preferences for just-in-time learning.

PubMed

Kahn, Charles E; Ehlers, Kevin C; Wood, Beverly P

2006-09-01

Effective learning can occur at the point of care, when opportunities arise to acquire information and apply it to a clinical problem. To assess interest in point-of-care learning, we conducted a survey to explore radiologists' attitudes and preferences regarding the use of just-in-time learning (JITL) in radiology. Following Institutional Review Board approval, we invited 104 current radiology residents and 86 radiologists in practice to participate in a 12-item Internet-based survey to assess their attitudes toward just-in-time learning. Voluntary participation in the survey was solicited by e-mail; respondents completed the survey on a web-based form. Seventy-nine physicians completed the questionnaire, including 47 radiology residents and 32 radiologists in practice; the overall response rate was 42%. Respondents generally expressed a strong interest for JITL: 96% indicated a willingness to try such a system, and 38% indicated that they definitely would use a JITL system. They expressed a preference for learning interventions of 5-10 min in length. Current and recent radiology trainees have expressed a strong interest in just-in-time learning. The information from this survey should be useful in pursuing the design of learning interventions and systems for delivering just-in-time learning to radiologists.

College students' understanding of stereochemistry: Difficulties in learning and critical junctures

NASA Astrophysics Data System (ADS)

Lyon, Gary Lester

Because stereochemistry is an important part of both high school and college chemistry curricula, a study of difficulties experienced by students in the learning of stereochemistry was undertaken in a one-semester college organic chemistry course. This study, conducted over the course of two semesters with more than two hundred students, utilized clinical interviews, concept maps, and student journals to identify these difficulties, which were then tabulated and categorized. Although student journals were not a productive source of information, the types of difficulties that emerged from the concept maps were compared and contrasted with those that emerged from the clinical interviews. Data from the concept maps were analyzed using Kendall's W, a nonparametric statistic that was deemed appropriate for determining concordance between individual concept maps. The correlation between values of Kendall's W for sets of concept maps and multiple choice questions designed to evaluate the content of these same maps was determined, with values of Pearson's r of .8093 (p = .051) and .7191 (p = .044) for the Fall, 1997 and Spring, 1998 semesters, respectively. These data were used to estimate the occurrence of critical junctures in the learning of stereochemistry, or points at which students must possess a certain framework of understanding of previous concepts in order to master new material (Trowbridge & Wandersee, 1994). One critical juncture was identified that occurred when the topics of enantiorners, absolute configuration, and inversion of configuration were introduced. Among the more important conclusions of this study to the learning of stereochemistry are the following. Both concept maps and interviews provided useful information regarding difficulties in the learning of stereochemistry; this information was complementary in some aspects and similar in others. Concept maps were useful in diagnosing difficulties in application of terms and definitions, whereas interviews were useful when seeking information about difficulties in the manipulation of chemical structures. Both concept maps and interviews were superior to student journals as tools to probe student difficulties in the learning of stereochemistry.

PowerPoint presentation in learning physiology by undergraduates with different learning styles.

PubMed

Ankad, Roopa B; Shashikala, G V; Herur, Anita; Manjula, R; Chinagudi, Surekharani; Patil, Shailaja

2015-12-01

PowerPoint presentations (PPTs) have become routine in medical colleges because of their flexible and varied presentation capabilities. Research indicates that students prefer PPTs over the chalk-and-talk method, and there is a lot of debate over advantages and disadvantages of PPTs. However, there is no clear evidence that PPTs improve student learning/performance. Furthermore, there are a variety of learning styles with sex differences in classrooms. It is the responsibility of teacher/facilitator and student to be aware of learning style preferences to improve learning. The present study asked the following research question: do PPTs equally affect the learning of students with different learning styles in a mixed sex classroom? After we assessed students' predominant learning style according to the sensory modality that one most prefers to use when learning, a test was conducted before and after a PPT to assess student performance. The results were analyzed using Student's t-test and ANOVA with a Bonferroni post hoc test. A z-test showed no sex differences in preferred learning styles. There was significant increase in posttest performance compared with that of the pretest in all types of learners of both sexes. There was also a nonsignificant relationship among sex, learning style, and performance after the PPT. A PPT is equally effective for students with different learning style preferences and supports mixed sex classrooms. Copyright © 2015 The American Physiological Society.

The Effects of Sleep Deprivation on Dissociable Prototype Learning Systems

PubMed Central

Maddox, W. Todd; Glass, Brian D.; Zeithamova, Dagmar; Savarie, Zachary R.; Bowen, Christopher; Matthews, Michael D.; Schnyer, David M.

2011-01-01

Background: The cognitive neural underpinnings of prototype learning are becoming clear. Evidence points to 2 different neural systems, depending on the learning parameters. A/not-A (AN) prototype learning is mediated by posterior brain regions that are involved in early perceptual learning, whereas A/B (AB) is mediated by frontal and medial temporal lobe regions. Study Objectives: To investigate the effects of sleep deprivation on AN and AB prototype learning and to use established prototype models to provide insights into the cognitive-processing locus of sleep-deprivation deficits. Design: Participants performed an AN and an AB prototype learning task twice, separated by a 24-hour period, with or without sleep between testing sessions. Participants: Eighteen West Point cadets participated in the sleep-deprivation group, and 17 West Point cadets participated in a control group. Measurements and Results: Sleep deprivation led to an AN, but not an AB, performance deficit. Prototype model analyses indicated that the AN deficit was due to changes in attentional focus and a decrease in confidence that is reflected in an increased bias to respond non-A. Conclusions: The findings suggest that AN, but not AB, prototype learning is affected by sleep deprivation. Prototype model analyses support the notion that the effect of sleep deprivation on AN is consistent with lapses in attentional focus that are more detrimental to AN than to AB. This finding adds to a growing body of work that suggests that different performance changes associated with sleep deprivation can be attributed to a common mechanism of changes in simple attention and vigilance. Citation: Maddox WT; Glass BD; Zeithamova D; Savarie ZR; Bowen C; Matthews MD; Schnyer DM. The effects of sleep deprivation on dissociable prototype learning systems. SLEEP 2011;34(3):253-260. PMID:21358842

Point-of-care ultrasound education: the increasing role of simulation and multimedia resources.

PubMed

Lewiss, Resa E; Hoffmann, Beatrice; Beaulieu, Yanick; Phelan, Mary Beth

2014-01-01

This article reviews the current technology, literature, teaching models, and methods associated with simulation-based point-of-care ultrasound training. Patient simulation appears particularly well suited for learning point-of-care ultrasound, which is a required core competency for emergency medicine and other specialties. Work hour limitations have reduced the opportunities for clinical practice, and simulation enables practicing a skill multiple times before it may be used on patients. Ultrasound simulators can be categorized into 2 groups: low and high fidelity. Low-fidelity simulators are usually static simulators, meaning that they have nonchanging anatomic examples for sonographic practice. Advantages are that the model may be reused over time, and some simulators can be homemade. High-fidelity simulators are usually high-tech and frequently consist of many computer-generated cases of virtual sonographic anatomy that can be scanned with a mock probe. This type of equipment is produced commercially and is more expensive. High-fidelity simulators provide students with an active and safe learning environment and make a reproducible standardized assessment of many different ultrasound cases possible. The advantages and disadvantages of using low- versus high-fidelity simulators are reviewed. An additional concept used in simulation-based ultrasound training is blended learning. Blended learning may include face-to-face or online learning often in combination with a learning management system. Increasingly, with simulation and Web-based learning technologies, tools are now available to medical educators for the standardization of both ultrasound skills training and competency assessment.