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

ERIC Educational Resources Information Center

Lau, Siong-Hoe; Woods, Peter C.

2009-01-01

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

Organizational Learning as an Organization Development Intervention in Six High-Technology Firms in Taiwan: An Exploratory Case Study

ERIC Educational Resources Information Center

Lien, Bella Ya-Hui; Hung, Richard Y.; McLean, Gary N.

2007-01-01

Organizational learning (OL) is about how individuals collect, absorb, and transform information into organizational memory and knowledge. This case study explored how six high-technology firms in Taiwan chose OL as an organization development intervention strategy. Issues included how best to implement OL; how individuals, teams, and…

Learning from Community: Agenda for Citizenship Education

ERIC Educational Resources Information Center

Ghosh, Sujay

2015-01-01

Citizenship is about individual's membership in the socio-political community. Education for citizenship conceives issues such as quality education, learning society and inclusion. Educational thinking in India has long valued community as a learning resource. With empirical experiences drawn from the programme of "Ecology and Natural…

Adult Learning in Free-Choice, Environmental Settings: What Makes It Different?

ERIC Educational Resources Information Center

Heimlich, Joe E.; Horr, E. Elaine T.

2010-01-01

Environmental learning, or how individuals make sense and meaning about nature, the environment, ecology, and environmental issues, is best understood as lifelong, life-wide, and life-deep (Banks and others, 2007). Lifelong learning refers to acquisition of skills, competencies, attitudes, and knowledge over time; life-wide is learning across…

Doomed to Read in a Second Language: Implications for Learning

ERIC Educational Resources Information Center

Miller, Paul; Peleg, Ora

2010-01-01

The aim of the study was to elucidate whether and how reliance on a second language impacts the learning of new information under very basic learning conditions. The paradigm used to investigate this issue required individuals to learn a series of associations between numerals and particular letter strings. Participants were two groups of…

Supporting Individuals with Autism Spectrum Disorder in Understanding and Coping with Complex Social Emotional Issues

ERIC Educational Resources Information Center

Ahlers, Kaitlyn P.; Gabrielsen, Terisa P.; Lewis, Danielle; Brady, Anna M.; Litchford, April

2017-01-01

Core deficits in autism spectrum disorder (ASD) center around social communication and behavior. For those with ASD, these deficits complicate the task of learning how to cope with and manage complex social emotional issues. Although individuals with ASD may receive sufficient academic and basic behavioral support in school settings, supports for…

Global Issues and Environmental Education. ERIC/CSMEE Digest.

ERIC Educational Resources Information Center

Trisler, Carmen E.

An action of an individual or a societal action that has an impact on other societies constitutes a "global issue." Global climate change, airborne toxins, ozone depletion, and solid waste management are a few of the global issues concerning the environment. This digest discusses methods by which students learn about global issues and…

Environmental Empowerment.

ERIC Educational Resources Information Center

Sumrall, William J.; Aronin, Gene

1993-01-01

Describes having students write individual letters to learn about environmental issues and get students involved. With encouragement, students will learn that they can make a difference by addressing their concerns to people who have the power to direct change. (PR)

Learning Disabilities and Juvenile Justice. Special Edition. Revised Edition.

ERIC Educational Resources Information Center

Tyner, Polly, Ed.

1995-01-01

This special newsletter issue on learning disabilities and juvenile justice includes statistics indicating unfavorable outcomes for many individuals with learning disabilities, presents findings of the Incarcerated Youth Task Force Report, and describes five successful programs for teaching reading. Articles include: "Parents Don't Care!--Or Do…

When Does Fading Enhance Perceptual Category Learning?

ERIC Educational Resources Information Center

Pashler, Harold; Mozer, Michael C.

2013-01-01

Training that uses exaggerated versions of a stimulus discrimination (fading) has sometimes been found to enhance category learning, mostly in studies involving animals and impaired populations. However, little is known about whether and when fading facilitates learning for typical individuals. This issue was explored in 7 experiments. In…

Shifting the Balance in First-Year Learning Support: From Staff Instruction to Peer-Learning Primacy

ERIC Educational Resources Information Center

van der Meer, Jacques; Scott, Carole

2008-01-01

Effective response to the learning needs of first-year students is a contested issue. In many learning support centres the dominant approach to developing student learning skills is through generic or tailored workshops and/or individual consultations. Although there is a place for these activities, we argue that the balance should be shifted…

Issues in Action Learning: A Critical Realist Interpretation

ERIC Educational Resources Information Center

Burgoyne, John

2009-01-01

The purpose of this paper is to argue that the perspective of "critical realism" has considerable potential for moving forward the theory and practice of action learning. The paper addresses three questions: (1) Does action learning emphasise the individual or the collective? (2) Can action learning be thought of as critical, but should it also be…

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

ERIC Educational Resources Information Center

Guler, Cetin; Altun, Arif

2010-01-01

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

Critical Issues in Learning Disabilities. The Cross-Cultural Nature of Learning Disabilities: A Profile in Perseverance.

ERIC Educational Resources Information Center

Lerner, Janet; Chen, Andy

1992-01-01

This article offers a profile of Dr. Andy Chen, an individual from Taiwan with learning disabilities who became an assistant professor of accounting at Northeastern Illinois University. The interview follows his progress through school, college, military service, and postgraduate work and describes learning strategies he developed to deal with his…

Informal Learning and Non-Formal Education for Development

ERIC Educational Resources Information Center

Latchem, Colin

2014-01-01

The following article examines the issues of open, distance and technology-based informal learning and non-formal education for individual and community development. It argues that these two modes of education, which are estimated to constitute 70-90% of lifelong learning, are insufficiently represented in the literature of open and distance…

Lifelong Learning and the Absence of Gender

ERIC Educational Resources Information Center

Rogers, Alan

2006-01-01

This paper identifies that (with very few exceptions) in most of current literature on lifelong learning, gender issues are ignored or overlooked. An extensive review of the literature demonstrates this neglect. Some reasons are given for this, including the fact that most analyses of lifelong learning tend to stress the individual learning…

Computer Software Training and HRD: What Are the Critical Issues?

ERIC Educational Resources Information Center

Altemeyer, Brad

2005-01-01

The paper explores critical issues for HRD practice from a parsonian framework across the HRD legs of organizational development, adult learning, and training and development. Insights into the critical issues emerge from this approach. Identifying successful transfer of training to be critical for organizational, group, and individual success.…

Learning about and from a Distribution of Program Impacts Using Multisite Trials

ERIC Educational Resources Information Center

Raudenbush, Stephen W.; Bloom, Howard S.

2015-01-01

The present article provides a synthesis of the conceptual and statistical issues involved in using multisite randomized trials to learn about and from a distribution of heterogeneous program impacts across individuals and/or program sites. Learning "about" such a distribution involves estimating its mean value, detecting and quantifying…

Action Learning--A Process Which Supports Organisational Change Initiatives

ERIC Educational Resources Information Center

Joyce, Pauline

2012-01-01

This paper reflects on how action learning sets (ALSs) were used to support organisational change initiatives. It sets the scene with contextualising the inclusion of change projects in a masters programme. Action learning is understood to be a dynamic process where a team meets regularly to help individual members address issues through a highly…

The Value of Writing-to-Learn when Using Question Prompts to Support Web-Based Learning in Ill-Structured Domains

ERIC Educational Resources Information Center

Papadopoulos, Pantelis M.; Demetriadis, Stavros N.; Stamelos, Ioannis G.; Tsoukalas, Ioannis A.

2011-01-01

This study investigates the effectiveness of two variants of a prompting strategy that guides students to focus on important issues when learning in an ill-structured domain. Students in three groups studied individually Software Project Management (SPM) cases for a week, using a web-based learning environment designed especially for this purpose.…

Practice-based learning and improvement.

PubMed

Moore, Donald E; Pennington, Floyd C

2003-01-01

Workplace learning is becoming increasingly important in all fields. While workplace learning in medicine, also called practice-based learning and improvement (PBLI) is not new, understanding how it works and how it fits with an individual physician's continuing professional development is new. In this article, we describe seven issues associated with PBLI and then pose questions for reflections, as continuing medical education (CME) planners consider working with PBLI.

Special Issue: Competencies from the Individual's Viewpoint.

ERIC Educational Resources Information Center

Career Planning and Adult Development Journal, 2003

2003-01-01

Ten articles in this special issue deal with competencies and how their use is revolutionizing human resource management and the work of career practitioners. Topics include competency technology, models, and mapping; behavioral interviewing; talent management; emotional intelligence; succession planning; and lifelong learning. (JOW)

Using a critical reflection process to create an effective learning community in the workplace.

PubMed

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

2013-05-01

Learning circles are an enabling process to critically examine and reflect on practices with the purpose of promoting individual and organizational growth and change. The authors adapted and developed a learning circle strategy to facilitate open discourse between registered nurses, clinical leaders, clinical facilitators and students, to critically reflect on practice experiences to promote a positive learning environment. This paper reports on an analysis of field notes taken during a critical reflection process used to create an effective learning community in the workplace. A total of 19 learning circles were conducted during in-service periods (that is, the time allocated for professional education between morning and afternoon shifts) over a 3 month period with 56 nurses, 33 students and 1 university-employed clinical supervisor. Participation rates ranged from 3 to 12 individuals per discussion. Ten themes emerged from content analysis of the clinical learning issues identified through the four-step model of critical reflection used in learning circle discussions. The four-step model of critical reflection allowed participants to reflect on clinical learning issues, and raise them in a safe environment that enabled topics to be challenged and explored in a shared and cooperative manner. Copyright © 2012 Elsevier Ltd. All rights reserved.

Supporting Students in Open and Distance Learning. Open and Distance Learning Series.

ERIC Educational Resources Information Center

Simpson, Ormond

This book, which is intended for individuals involved in recruiting and teaching students in open and distance learning (ODL) situations, examines academic and nonacademic student support issues in ODL. The following are among the topics discussed in the book's 14 chapters: (1) models and definitions of ODL systems; (2) rationale for student…

Learning Disabilities: A National Responsibility. Summit on Learning Disabilities (Washington, D.C., September 20-21, 1994). [Videotapes.

ERIC Educational Resources Information Center

National Center for Learning Disabilities, Inc., New York, NY.

Four videocassettes provide the presentations and discussion of four panels from a 1994 summit on the nation's responsibility in relation to individuals with learning disabilities. Each panel examined issues of research, public policy and legislation, good practices, and consumer interest within its area of concentration. The first panel was on…

Universal Design for Learning. Practice Perspectives--Highlighting Information on Deaf-Blindness. Number 8

ERIC Educational Resources Information Center

Hartmann, Elizabeth

2011-01-01

It is essential that children who are deaf-blind have learning experiences that improve their quality of life. Unfortunately, even when educational teams work together to create individualized education programs, these students do not always have full and equal opportunities to learn. This issue of "Practice Perspectives" describes the basics of…

Assessing Social Learning Outcomes through Participatory Mind Mapping

ERIC Educational Resources Information Center

Smith, Justin G.; DuBois, Bryce; Corwin, Jason

2016-01-01

This article presents a method for using mind mapping to assess social learning outcomes in collaborative environmental restoration and participatory natural resource management initiatives. Using mind mapping for preassessment and postassessment can reveal changes in individual and collective thinking about critical social and ecological issues.…

Addressing Learning Style Criticism: The Unified Learning Style Model Revisited

NASA Astrophysics Data System (ADS)

Popescu, Elvira

Learning style is one of the individual differences that play an important but controversial role in the learning process. This paper aims at providing a critical analysis regarding learning styles and their use in technology enhanced learning. The identified criticism issues are addressed by reappraising the so called Unified Learning Style Model (ULSM). A detailed description of the ULSM components is provided, together with their rationale. The practical applicability of the model in adaptive web-based educational systems and its advantages versus traditional learning style models are also outlined.

Lifelong Literacy: Some Trends and Issues in Conceptualising and Operationalising Literacy from a Lifelong Learning Perspective

ERIC Educational Resources Information Center

Hanemann, Ulrike

2015-01-01

In a fast-changing and highly inequitable world, lifelong learning is becoming increasingly important, not only as a key organising principle for all forms of education and learning but also as an absolute necessity for everyone. It is particularly important for disadvantaged individuals and groups who have been excluded from or failed to acquire…

Making the Lisbon Strategy Happen: A New Phase of Lifelong Learning Discourse in European Policy?

ERIC Educational Resources Information Center

Nordin, Andreas

2011-01-01

The discourse of lifelong learning has undergone great changes, from its initial engagement when it was a matter of social and humanitarian issues as outlined in the early documents of UNESCO, to emphasising lifelong learning as a moral and individual obligation in a more competitive and market-oriented language. This policy trajectory has taken…

Appropriate Use of Theory in the Scholarship of Teaching and Learning as a Strategy for Institutional Development

ERIC Educational Resources Information Center

Roxa, Torgny; Olsson, Thomas; Martensson, Katarina

2008-01-01

In this article we--as academic developers in two different faculties within a large, research-intensive university--discuss the scholarship of teaching and learning as a strategy for institutional improvement of teaching and learning. We focus on three related issues. Firstly, how can individual engagement in the scholarship of teaching and…

Differences of Learning Achievement between Bidikmisi Scholarship Students and the Paying Students in Islamic Courses at Indonesia University of Education Campus Purwakarta Academic Year 2014-2015

ERIC Educational Resources Information Center

TR, Burhanuddin; Ruswan, Acep; Kasmad, Mamad

2016-01-01

Learning is an effort or activities that are intentional and are based on an issue. Learning is a process of change in behavior and a way of fulfilling individual needs. People who have learned to be in the habit that is displayed in his behavior. In the study Differences of Learning Achievement Between Bidikmisi Scholarship Students and The…

Participation in Adult and Community Education: A Discourse of Diminishing Returns.

ERIC Educational Resources Information Center

Crowther, Jim

2000-01-01

Dominant discourse about participation in adult education assumes that (1) participation is good; (2) participation equates with formal learning; (3) learners are individuals, abstracted from their social context; and (4) there are barriers to participation, not resistance. These assumptions obscure issues about informal learning, collective…

English Language Learning: Revaluing Language as Resource. NCTE Reading Initiative.

ERIC Educational Resources Information Center

Whitmore, Kathryn F.; Martinez-Roldan, Carmen

In this inquiry study, teachers will explore the concept of English Language Learning and its implications for classrooms. Individually and in small groups, teachers will have opportunities to read, talk, and reflect about current issues regarding linguistic diversity in classrooms and schools, including bilingual/multilingual, ESL, and language…

CAVL: Does It Develop Learner's Attitude?

ERIC Educational Resources Information Center

Maleki, Hojjat; Ghasemi, Ali Aaghar; Moharami, Mehdi

2015-01-01

Individual's response to anything related to the immediate context can form attitudes concerning the learning situation where the language is taught. As an attempt to shed new light on the issues relevant to attitude, this study investigated the extent to which a Computer-Assisted Vocabulary Learning (CAVL), Mandegar, can improve learners'…

Why the Personal Competencies Matter. Connect: Making Learning Personal

ERIC Educational Resources Information Center

Redding, Sam

2015-01-01

This issue in the "Connect" series is a field report that discusses how a student's personal competencies--cognitive, metacognitive, motivational, and social/emotional--propel learning and other forms of goal attainment. These personal competencies are personal to the individual in their shape, size, and effect, but they are enhanced by…

Adaptive Educational Hypermedia Accommodating Learning Styles: A Content Analysis of Publications from 2000 to 2011

ERIC Educational Resources Information Center

Akbulut, Yavuz; Cardak, Cigdem Suzan

2012-01-01

Implementing instructional interventions to accommodate learner differences has received considerable attention. Among these individual difference variables, the empirical evidence regarding the pedagogical value of learning styles has been questioned, but the research on the issue continues. Recent developments in Web-based implementations have…

Dimensional Integration of Assessment Outcomes with Intervention Services for Children with Specific Learning Disabilities

ERIC Educational Resources Information Center

Decker, Scott

2012-01-01

This article reviews critical issues with integrating different procedures for identifying children with specific learning disabilities permitted in the federal regulations of the 2004 Individual With Disabilities Education Act 2004. Theoretical differences between behavioral approaches that focus on recording behavioral responses based on…

Collaborative learning: A next step in the training of peer support providers.

PubMed

Cronise, Rita

2016-09-01

This column explores how peer support provider training is enhanced through collaborative learning. Collaborative learning is an approach that draws upon the "real life" experiences of individual learners and encompasses opportunities to explore varying perspectives and collectively construct solutions that enrich the practice of all participants. This description draws upon published articles and examples of collaborative learning in training and communities of practice of peer support providers. Similar to person-centered practices that enhance the recovery experience of individuals receiving services, collaborative learning enhances the experience of peer support providers as they explore relevant "real world" issues, offer unique contributions, and work together toward improving practice. Three examples of collaborative learning approaches are provided that have resulted in successful collaborative learning opportunities for peer support providers. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Identifying, Preparing and Evaluating Army Instructors

DTIC Science & Technology

2016-04-01

Description WB1 Monitor/observe students to ensure learning is taking place and that problems/issues (e.g., learning off track, faulty thinking ) are...improve performance. S9 Apply educational technology in ways that enhance student learning . 8 Table 4 Abilities required for an Instructor to... mathematics and science at both the elementary and high school levels. Yet many individual studies often indicate no significant differences in student

Wage differentials between college graduates with and without learning disabilities.

PubMed

Dickinson, David L; Verbeek, Roelant L

2002-01-01

Wage differential studies examining legally protected groups typically focus on gender or racial differences. Legislation also fully protects individuals with learning disabilities (LD). This article is the first to decompose wage differentials between adults with and without LD. An original data set of college graduates with documented LD was constructed, and these individuals were compared to a control group from the National Longitudinal Survey of Youth (NLSY). Our results show that much of the observed lower wages for individuals with LD is due to differences in productivity characteristics. However, there is an unexplained portion of the wage gap that could possibly be considered wage discrimination against individuals with LD. This possibility seems smaller due to the fact that the subsample of the employers who knew of the employee's learning disabilities did not appear to pay significantly lower wages to these individuals. Alternative hypotheses are discussed, as are sample-specific issues.

Shaping Learning Cultures: A Strategic Challenge for Universities

NASA Astrophysics Data System (ADS)

Euler, Dieter

While there are strong stakeholders at universities arguing for increasing efforts to improve the research record, innovative actions for a corresponding commitment on teaching and learning are less frequent. In many cases, this issue is left to the discretion of individual teachers. In order to improve teaching and learning at universities, this approach does not seem to be appropriate. Rather, actions on different dimensions have to be organized, ranging from the individual, interactional, and institutional level of a university. The different perspectives on analysis and action are assembled in a construct called "learning cultures." This term covers the various dimensions impacting on student learning. The article provides a definition of "learning cultures," which will then be explained. Based on the explicated notion, a conceptual frame is put forward covering the key features of "learning cultures." Finally, some ideas are given providing some preliminary answers on how to shape learning cultures at the strategic level at universities.

Modeling Peer Assessment as Agent Negotiation in a Computer Supported Collaborative Learning Environment

ERIC Educational Resources Information Center

Lai, K. Robert; Lan, Chung Hsien

2006-01-01

This work presents a novel method for modeling collaborative learning as multi-issue agent negotiation using fuzzy constraints. Agent negotiation is an iterative process, through which, the proposed method aggregates student marks to reduce personal bias. In the framework, students define individual fuzzy membership functions based on their…

Concerted Cultivation and Music Learning: Global Issues and Local Variations

ERIC Educational Resources Information Center

Ilari, Beatriz

2013-01-01

"Concerted cultivation" has been described as a common, urban middle-class practice concerning the enrollment of children in a variety of age-specific activities that may promote the learning of valuable life skills as well as the development of individual abilities (Lareau, 2003). Music is one such activity. This study investigated the…

Somatic/Embodied Learning and Adult Education. Trends and Issues Alert.

ERIC Educational Resources Information Center

Kerka, Sandra

A somatic approach to education implies education that trusts individuals to learn from and listen to the information they are receiving from the interaction of self with the environment. Somatic or embodied knowing is experiential knowledge that involves senses, perceptions, and mind-body action and reaction. Western culture has been dominated by…

Suicide Attempts among Individuals with Specific Learning Disorders: An Underrecognized Issue

ERIC Educational Resources Information Center

Fuller-Thomson, Esme; Carroll, Samara Z.; Yang, Wook

2018-01-01

Several studies have linked specific learning disorders (SLDs) with suicidal ideation, but less is known about the disorders' association with suicide attempts. This gap in the literature is addressed via the 2012 nationally representative Canadian Community Health Survey (n = 21,744). The prevalence of lifetime suicide attempts among those with…

Radical Learning for Liberation. Maynooth Adult and Community Education Occasional Series Number 1.

ERIC Educational Resources Information Center

Connolly, Brid, Ed.; Fleming, Ted, Ed.; McCormack, David, Ed.; Ryan, Anne, Ed.

The six articles in this first issue comprise a critical discourse about theories, practices, and research with the intent of realizing the potential of adult learning to bring about social change. "Adult Education and Empowerment for Individual and Community Development" (Jack Mezirow) outlines and updates the author's transformation…

Adult Learners' Satisfaction and Its Relation to Characteristics of the Individual and the Educational Institution

ERIC Educational Resources Information Center

Boeren, Ellen; Nicaise, Ides; Baert, Herman

2012-01-01

This article explores satisfactory learning experiences of adult learners in Flemish formal adult education. Satisfaction is an important issue in motivational psychology. We used the Comprehensive Lifelong Learning Participation Model of Boeren, Nicaise and Baert and explored whether satisfactory experiences relate to characteristics of the…

Special Issue: Learning Analytics in Higher Education

ERIC Educational Resources Information Center

Lester, Jaime; Klein, Carrie; Rangwala, Huzefa; Johri, Aditya

2017-01-01

The purpose of this monograph is to give readers a practical and theoretical foundation in learning analytics in higher education, including an understanding of the challenges and incentives that are present in the institution, in the individual, and in the technologies themselves. Among questions that are explored and answered are: (1) What are…

Complementary learning systems within the hippocampus: a neural network modelling approach to reconciling episodic memory with statistical learning

PubMed Central

Turk-Browne, Nicholas B.; Botvinick, Matthew M.; Norman, Kenneth A.

2017-01-01

A growing literature suggests that the hippocampus is critical for the rapid extraction of regularities from the environment. Although this fits with the known role of the hippocampus in rapid learning, it seems at odds with the idea that the hippocampus specializes in memorizing individual episodes. In particular, the Complementary Learning Systems theory argues that there is a computational trade-off between learning the specifics of individual experiences and regularities that hold across those experiences. We asked whether it is possible for the hippocampus to handle both statistical learning and memorization of individual episodes. We exposed a neural network model that instantiates known properties of hippocampal projections and subfields to sequences of items with temporal regularities. We found that the monosynaptic pathway—the pathway connecting entorhinal cortex directly to region CA1—was able to support statistical learning, while the trisynaptic pathway—connecting entorhinal cortex to CA1 through dentate gyrus and CA3—learned individual episodes, with apparent representations of regularities resulting from associative reactivation through recurrence. Thus, in paradigms involving rapid learning, the computational trade-off between learning episodes and regularities may be handled by separate anatomical pathways within the hippocampus itself. This article is part of the themed issue ‘New frontiers for statistical learning in the cognitive sciences’. PMID:27872368

Complementary learning systems within the hippocampus: a neural network modelling approach to reconciling episodic memory with statistical learning.

PubMed

Schapiro, Anna C; Turk-Browne, Nicholas B; Botvinick, Matthew M; Norman, Kenneth A

2017-01-05

A growing literature suggests that the hippocampus is critical for the rapid extraction of regularities from the environment. Although this fits with the known role of the hippocampus in rapid learning, it seems at odds with the idea that the hippocampus specializes in memorizing individual episodes. In particular, the Complementary Learning Systems theory argues that there is a computational trade-off between learning the specifics of individual experiences and regularities that hold across those experiences. We asked whether it is possible for the hippocampus to handle both statistical learning and memorization of individual episodes. We exposed a neural network model that instantiates known properties of hippocampal projections and subfields to sequences of items with temporal regularities. We found that the monosynaptic pathway-the pathway connecting entorhinal cortex directly to region CA1-was able to support statistical learning, while the trisynaptic pathway-connecting entorhinal cortex to CA1 through dentate gyrus and CA3-learned individual episodes, with apparent representations of regularities resulting from associative reactivation through recurrence. Thus, in paradigms involving rapid learning, the computational trade-off between learning episodes and regularities may be handled by separate anatomical pathways within the hippocampus itself.This article is part of the themed issue 'New frontiers for statistical learning in the cognitive sciences'. © 2016 The Author(s).

Conceptualizing the Issue of Underserved Populations of Gifted Students.

ERIC Educational Resources Information Center

Whitmore, Joanne

1987-01-01

Among the underserved are gifted students who lack achievement motivation or environmental nurturance or have developmental delays or learning disabilities. Unified efforts by those involved in the education of the handicapped and the gifted can improve the identification of individual needs and individualization of instruction. (Author/CB)

Individual Differences, Intelligence, and Behavior Analysis

PubMed Central

Williams, Ben; Myerson, Joel; Hale, Sandra

2008-01-01

Despite its avowed goal of understanding individual behavior, the field of behavior analysis has largely ignored the determinants of consistent differences in level of performance among individuals. The present article discusses major findings in the study of individual differences in intelligence from the conceptual framework of a functional analysis of behavior. In addition to general intelligence, we discuss three other major aspects of behavior in which individuals differ: speed of processing, working memory, and the learning of three-term contingencies. Despite recent progress in our understanding of the relations among these aspects of behavior, numerous issues remain unresolved. Researchers need to determine which learning tasks predict individual differences in intelligence and which do not, and then identify the specific characteristics of these tasks that make such prediction possible. PMID:18831127

Best practice in caring for adults with dementia and learning disabilities.

PubMed

Strydom, André; Al-Janabi, Tamara; Houston, Marie; Ridley, James

2016-10-05

People with learning disabilities, particularly Down's syndrome, are at increased risk of dementia. At present, services and care tailored to people with both dementia and a learning disability are unsatisfactory. This article reviews the literature specific to dementia in people with learning disabilities, including: comprehensive screening, diagnosis, management, environmental considerations, end of life care and training issues for nursing staff. Recommendations for best practice and service improvement are made to improve the quality of life for individuals with dementia and learning disabilities, pre and post-diagnosis.

Outdoor Education and Mobile Learning: An Autobiographical Narrative Using Application-Based Information and Resources

ERIC Educational Resources Information Center

Nikolaeff, Ivan

2016-01-01

Although mobile learning using smartphones and applications or apps have the potential to inform and educate individuals in an outdoor environment, users may find that connectivity issues and basic knowledge of outdoor environments, including both physical and emotional, could be limited by what this technology provided. This study provided my…

Socially Shared Regulation of Learning in CSCL: Understanding and Prompting Individual- and Group-Level Shared Regulatory Activities

ERIC Educational Resources Information Center

Järvelä, Sanna; Kirschner, Paul A.; Hadwin, Allyson; Järvenoja, Hanna; Malmberg, Jonna; Miller, Mariel; Laru, Jari

2016-01-01

The field of computer supported collaborative learning (CSCL) is progressing instrumentally and theoretically. Nevertheless, few studies examine the effectiveness and efficiency of CSCL with respect to cognitive, motivational, emotional, and social issues, despite the fact that the role of regulatory processes is critical for the quality of…

Deception Detection in a Computer-Mediated Environment: Gender, Trust, and Training Issues

DTIC Science & Technology

2003-03-01

to the understanding of deception detection from both a practical and academic point of view. The lessons learned from the limitations of this...has truly been a learning experience and a great capstone to a challenging Master’s program. I also owe great appreciation to individuals that...83 Academic Implications and Suggestions

Mentoring and Individual Learning Plans: Issues of Practice in a Period of Transition

ERIC Educational Resources Information Center

Lawy, Robert; Tedder, Michael

2011-01-01

This article draws upon research undertaken with 28 teacher education mentors, managers and trainee teachers within the SW Centre for Excellence in Teacher Training (CETT) in 2008, following the introduction of the new revised Lifelong Learning UK (LLUK) standards. The first part of the article locates and contextualises the policy context in…

Critical Issues in Specific Learning Disability Identification: What We Need to Know about the PSW Model

ERIC Educational Resources Information Center

McGill, Ryan J.; Styck, Kara M.; Palomares, Ronald S.; Hass, Michael R.

2016-01-01

As a result of the upcoming Federal reauthorization of the Individuals With Disabilities Education Improvement Act (IDEA), practitioners and researchers have begun vigorously debating what constitutes evidence-based assessment for the identification of specific learning disability (SLD). This debate has resulted in strong support for a method that…

Teacher Subject Specialisms and Their Relationships to Learning Styles, Psychological Types and Multiple Intelligences: Implications for Course Development

ERIC Educational Resources Information Center

Perry, Chris; Ball, Ian

2004-01-01

This study explores issues in teacher education that increase our understanding of, and response to, the individual differences displayed by learners. A large undergraduate teacher education cohort provided evidence of the range and distribution of preferences in learning styles, psychological types and multiple intelligences. This information…

Are Changes in Students' Perceptions of the Learning Environment Related to Changes in Emotional and Behavioural Problems?

ERIC Educational Resources Information Center

Thuen, Elin; Bru, Edvin

2009-01-01

Previous cross-sectional based research suggests that students' perceptions of the learning environment are associated with emotional and behavioural problems (EBP). However, it is not clear to what extent the associations identified are merely reflections of individual student characteristics. The present study explored this issue by utilizing a…

Distance Learning for Information Professionals: A Practical, Reality-Driven Model for Postgraduate Education

ERIC Educational Resources Information Center

Gauld, Craig; Whatley, Patricia

2017-01-01

The expansion of distance learning and an understanding of the benefits it can offer to both the university and the individual has led to the growth of methodologies, pedagogies and models aimed at diversifying and maximising the student experience and increasing student numbers. This paper will address these issues in relation to the…

Ethical and Legal Issues Associated with Using Response-to-Intervention to Assess Learning Disabilities

ERIC Educational Resources Information Center

Burns, Matthew K.; Jacob, Susan; Wagner, Angela R.

2008-01-01

The Individuals with Disabilities Education Improvement Act of 2004 allows schools to use a child's response to research-based intervention (RTI) as a part of procedures to identify students with learning disabilities. This paper considers whether RTI-based assessment models meet ethical and legal standards for acceptable assessment practices.…

Understanding the Socio-Economic, Socio-Linguistic Situation and Social Psychology behind Learning a "Language" in Punjab

ERIC Educational Resources Information Center

Singh, Sukhdev

2006-01-01

The issue of language attitudes has become important in view of the regular formation and growth of multi-lingual societies. The individuals are under constant pressure to learn more than one language because of pragmatic/cultural/political reasons. The languages in such situations compete and often generate linguistic controversies about the…

Continuing Medical Education for European General Practitioners in Doctor-Patient Relationship Skills and Psychosocial Issues.

ERIC Educational Resources Information Center

Barker, L. Randol

1998-01-01

Most of the 23 European providers of continuing medical education (CME) surveyed reported programming on the doctor-patient relationship and psychosocial issues. Visits to programs in France, the Netherlands, and Spain identified the formats used most often in small group instruction, intensive individual learning, and national-level CME. (SK)

Therapeutic Relationships with Individuals with Learning Disabilities: A Qualitative Study of the Counselling Psychologists' Experience

ERIC Educational Resources Information Center

Jones, Rachel Ann

2014-01-01

The therapeutic relationship, between client and therapist, is seen as a fundamental aspect in the outcome of therapy in the nonlearning disabled population. Literature suggests that the issues that are important in psychological therapy with the nonlearning disabled population should not lose significance with individuals with learning…

Learning about Drinking Water: How Important Are the Three Dimensions of Knowledge That Can Change Individual Behavior?

ERIC Educational Resources Information Center

Fremerey, Christian; Bogner, Franz X.

2014-01-01

Clean drinking water, our most important resource, needs comprehensive protection. Due to its ubiquitous availability, the awareness of the importance of clean drinking water has partially vanished. Therefore, sensitizing within this context and improving individual ecological behavior has become an important issue in science curricula. We…

Social learning and human mate preferences: a potential mechanism for generating and maintaining between-population diversity in attraction

PubMed Central

Little, Anthony C.; Jones, Benedict C.; DeBruine, Lisa M.; Caldwell, Christine A.

2011-01-01

Inspired by studies demonstrating mate-choice copying effects in non-human species, recent studies of attractiveness judgements suggest that social learning also influences human preferences. In the first part of our article, we review evidence for social learning effects on preferences in humans and other animals. In the second part, we present new empirical evidence that social learning not only influences the attractiveness of specific individuals, but can also generalize to judgements of previously unseen individuals possessing similar physical traits. The different conditions represent different populations and, once a preference arises in a population, social learning can lead to the spread of preferences within that population. In the final part of our article, we discuss the theoretical basis for, and possible impact of, biases in social learning whereby individuals may preferentially copy the choices of those with high status or better access to critical information about potential mates. Such biases could mean that the choices of a select few individuals carry the greatest weight, rapidly generating agreement in preferences within a population. Collectively, these issues suggest that social learning mechanisms encourage the spread of preferences for certain traits once they arise within a population and so may explain certain cross-cultural differences. PMID:21199841

Remembering and Voting: Theory and Evidence from Amnesic Patients

PubMed Central

Coronel, Jason C.; Duff, Melissa C.; Warren, David E.; Federmeier, Kara D.; Gonsalves, Brian D.; Tranel, Daniel; Cohen, Neal J.

2013-01-01

One of the most prominent claims to emerge from the field of public opinion is that citizens can vote for candidates whose issue positions best reflect their own beliefs even when they cannot remember previously learned stances associated with the candidates. The current experiment provides a unique and powerful examination of this claim by determining whether individuals with profound amnesia, whose severe memory impairments prevent them from remembering specific issue information associated with any particular candidate, can vote for candidates whose issue positions come closest to their own political views. We report here that amnesic patients, despite not being able to remember any issue information, consistently voted for candidates with favored political positions. Thus, sound voting decisions do not require recall or recognition of previously learned associations between candidates and their issue positions. This result supports a multiple memory systems model of political decision making. PMID:24511170

Short-term motor learning through non-immersive virtual reality task in individuals with down syndrome.

PubMed

de Mello Monteiro, Carlos Bandeira; da Silva, Talita Dias; de Abreu, Luiz Carlos; Fregni, Felipe; de Araujo, Luciano Vieira; Ferreira, Fernando Henrique Inocêncio Borba; Leone, Claudio

2017-04-14

Down syndrome (DS) has unique physical, motor and cognitive characteristics. Despite cognitive and motor difficulties, there is a possibility of intervention based on the knowledge of motor learning. However, it is important to study the motor learning process in individuals with DS during a virtual reality task to justify the use of virtual reality to organize intervention programs. The aim of this study was to analyze the motor learning process in individuals with DS during a virtual reality task. A total of 40 individuals participated in this study, 20 of whom had DS (24 males and 8 females, mean age of 19 years, ranging between 14 and 30 yrs.) and 20 typically developing individuals (TD) who were matched by age and gender to the individuals with DS. To examine this issue, we used software that uses 3D images and reproduced a coincidence-timing task. The results showed that all individuals improved performance in the virtual task, but the individuals with DS that started the task with worse performance showed higher difference from the beginning. Besides that, they were able to retain and transfer the performance with increase of speed of the task. Individuals with DS are able to learn movements from virtual tasks, even though the movement time was higher compared to the TD individuals. The results showed that individuals with DS who started with low performance improved coincidence- timing task with virtual objects, but were less accurate than typically developing individuals. ClinicalTrials.gov Identifier: NCT02719600 .

Adaptive Semantic and Social Web-based learning and assessment environment for the STEM

NASA Astrophysics Data System (ADS)

Babaie, Hassan; Atchison, Chris; Sunderraman, Rajshekhar

2014-05-01

We are building a cloud- and Semantic Web-based personalized, adaptive learning environment for the STEM fields that integrates and leverages Social Web technologies to allow instructors and authors of learning material to collaborate in semi-automatic development and update of their common domain and task ontologies and building their learning resources. The semi-automatic ontology learning and development minimize issues related to the design and maintenance of domain ontologies by knowledge engineers who do not have any knowledge of the domain. The social web component of the personal adaptive system will allow individual and group learners to interact with each other and discuss their own learning experience and understanding of course material, and resolve issues related to their class assignments. The adaptive system will be capable of representing key knowledge concepts in different ways and difficulty levels based on learners' differences, and lead to different understanding of the same STEM content by different learners. It will adapt specific pedagogical strategies to individual learners based on their characteristics, cognition, and preferences, allow authors to assemble remotely accessed learning material into courses, and provide facilities for instructors to assess (in real time) the perception of students of course material, monitor their progress in the learning process, and generate timely feedback based on their understanding or misconceptions. The system applies a set of ontologies that structure the learning process, with multiple user friendly Web interfaces. These include the learning ontology (models learning objects, educational resources, and learning goal); context ontology (supports adaptive strategy by detecting student situation), domain ontology (structures concepts and context), learner ontology (models student profile, preferences, and behavior), task ontologies, technological ontology (defines devices and places that surround the student), pedagogy ontology, and learner ontology (defines time constraint, comment, profile).

From Group to Team: Skilled Facilitation Moves a Group from a Collection of Individuals to an Effective Team

ERIC Educational Resources Information Center

Lee, Ginny V.

2009-01-01

School-based learning depends on teachers' capacity to engage with each other around central issues of teaching and learning. While such collaboration is readily welcomed by some educators, others remain wedded to an "independent contractor" concept of teaching. Supporting teachers to view themselves as team members and to perform effectively as a…

The Effects of Interactive Learning Environments on Cooperative Learning Achievement and Student Anxiety in Environmental Education

ERIC Educational Resources Information Center

Yavuz, Soner

2007-01-01

All events in the world are caused by chemical events and reactions. One of the most important aims of life chemistry is bringing up individuals who have sensitivity towards the environment and environmental awareness; could apply their learnt knowledge to daily issues and problems; have the ability to comment and adopt their knowledge into…

"But I've Been Teaching for 20 Years...": Encouraging Teaching Accreditation for Experienced Staff Working in Higher Education

ERIC Educational Resources Information Center

Spowart, Lucy; Turner, Rebecca; Shenton, Deborah; Kneale, Pauline

2016-01-01

The status of teaching and learning is an issue those providing and supporting higher education grapple with. The UK Higher Education Academy offers accreditation aligned to the professional standards framework (PSF). The PSF contextualises the role of teaching and supporting learning, and offers a mechanism for individuals' commitment to be…

From the Classics to the Cuts: Valuing Teaching Public Administration as a Public Good

ERIC Educational Resources Information Center

Shand, Rory; Howell, Kerry E.

2015-01-01

This article intends to raise a number of issues regarding teaching public administration in the higher education sector and the value it has for individuals and society. The article explores the issue of value with reference to the teaching and learning of Public Administration as a discipline in the wider societal context. The article argues…

Matters of taste: bridging molecular physiology and the humanities.

PubMed

Rangachari, P K; Rangachari, Usha

2015-12-01

Taste perception was the focus of an undergraduate course in the health sciences that bridged the sciences and humanities. A problem-based learning approach was used to study the biological issues, whereas the cultural transmutations of these molecular mechanisms were explored using a variety of resources (novels, cookbooks, and films). Multiple evaluation procedures were used: problem summaries and problem-solving exercises (tripartite problem-solving exercise) for the problem-based learning component and group tasks and individual exercises for the cultural issues. Self-selected groups chose specific tasks from a prescribed list of options (setting up a journal in molecular gastronomy, developing an electronic tongue, designing a restaurant for synesthetes, organizing a farmers' market, marketing a culinary tour, framing hedonic scales, exploring changing tastes through works of art or recipe books, and crafting beers for space travel). Individual tasks were selected from a menu of options (book reviews, film reviews, conversations, creative writing, and oral exams). A few guest lecturers (wine making, cultural anthropology, film analysis, and nutritional epidemiology) added more flavor. The course was rated highly for its learning value (8.5 ± 1.2, n = 62) and helped students relate biological mechanisms to cultural issues (9.0 ± 0.9, n = 62). Copyright © 2015 The American Physiological Society.

Lessons Learned from Research on Individual Educational Plans in Sweden: Obstacles, Opportunities and Future Challenges

ERIC Educational Resources Information Center

Andreasson, Ingela; Asp-Onsjö, Lisa; Isaksson, Joakim

2013-01-01

Since 1995, all Swedish compulsory schools have had a legal obligation to establish individual educational plans (IEPs) for pupils with special educational needs. However, previous research shows that there are a number of issues associated with how these plans are used in schools' overall work and identifies a discrepancy between educational…

Experiences with Diversity in the Curriculum: Implications for Graduate Programs and Student Affairs Practice

ERIC Educational Resources Information Center

Gayles, Joy Gaston; Kelly, Bridget T.

2007-01-01

The purpose of this study was to assess individuals' perceptions of and experiences with diversity in the curriculum of graduate preparation programs in student affairs. We were particularly interested in how diversity is incorporated into the curriculum and how individuals have been able to apply what they learned about diversity issues to…

Money, Finance and the Personalisation Agenda for People with Learning Disabilities in the UK: Some Emerging Issues

ERIC Educational Resources Information Center

Abbott, David; Marriott, Anna

2013-01-01

In the UK, policy on adult social care places an emphasis on maximising choice and control for service users, including people with learning disabilities. The shift from the provision of organised services for groups of people to offering individual and personal budgets and pots of money for people to buy their own services has major implications…

Integrating experiential learning into a double degree masters program in nursing and health informatics.

PubMed

Borycki, Elizabeth M; Frisch, Noreen; Kushniruk, Andre W; McIntyre, Marjorie; Hutchinson, David

2012-01-01

In Canada there are few nurses who have advanced practice competencies in nursing informatics. This is a significant issue for regional health authorities, governments and electronic health record vendors in Canada who are implementing electronic health records. Few Schools of Nursing provide formalized opportunities for nurses to develop informatics competencies. Many of these opportunities take the form of post-baccalaureate certificate programs or individual undergraduate or graduate level courses in nursing. The purpose of this paper will be to: (1) describe the health and human resource issues in this area in Canada, (2) provide a brief overview of the design and development of a new, innovative double degree program at the intersection of nursing and health informatics that interleaves cooperative learning, (3) describe the integration of cooperative learning into this new program, and (4) outline the lessons learned in integrating cooperative education into such a graduate program.

NursingQuest: supporting an analysis of nursing issues.

PubMed

Bassendowski, Sandra L

2007-02-01

With the development and use of new strategies, practices, applications, and resources in technology, the teaching and learning context is shifting. Nurse educators are challenged to create instructional strategies that appeal to the newer generation of students and have the potential to enhance learning. Effective learning programs for these students require new digital communication skills, new pedagogies, and new practices. Nursing students should not be seeking the right answer as much as they should be seeking appropriate information and then developing approaches to issues or resolutions for problems. The focus of the teaching and learning context is shifting from the individual to the group, with the purpose of constructing new knowledge from available information. This article discusses the value of WebQuest activities as inquiry-oriented strategies and the process of adapting the WebQuest format for the development of a strategy called NursingQuest.

Women Reaching Women: Change in Action--Using Action Learning to Help Address Seemingly Intractable and Large Scale Social Issues

ERIC Educational Resources Information Center

Langley, Dawn; Watts, Richard

2010-01-01

In 2008, 28 women from the Women's Institute volunteered to join us in a project exploring the issue of world poverty and gender inequality, specifically highlighting the disproportionate effects of climate change on women. Collectively we were asking a big question about how we as individuals, based in England, make a difference on a global…

[Anaesthetists learn--do institutions also learn? Importance of institutional learning and corporate culture in clinics].

PubMed

Schüpfer, G; Gfrörer, R; Schleppers, A

2007-10-01

In only a few contexts is the need for substantial learning more pronounced than in health care. For a health care provider, the ability to learn is essential in a changing environment. Although individual humans are programmed to learn naturally, organisations are not. Learning that is limited to individual professions and traditional approaches to continuing medical education is not sufficient to bring about substantial changes in the learning capacity of an institution. Also, organisational learning is an important issue for anaesthesia departments. Future success of an organisation often depends on new capabilities and competencies. Organisational learning is the capacity or processes within an organisation to maintain or improve performance based on experience. Learning is seen as a system-level phenomenon as it stays in the organisation regardless of the players involved. Experience from other industries shows that learning strategies tend to focus on single loop learning, with relatively little double loop learning and virtually no meta-learning or non-learning. The emphasis on team delivery of health care reinforces the need for team learning. Learning organisations make learning an intrinsic part of their organisations and are a place where people continually learn how to learn together. Organisational learning practice can help to improve existing skills and competencies and to change outdated assumptions, procedures and structures. So far, learning theory has been ignored in medicine, due to a wide variety of complex political, economic, social, organisational culture and medical factors that prevent innovation and resist change. The organisational culture is central to every stage of the learning process. Learning organisations move beyond simple employee training into organisational problem solving, innovation and learning. Therefore, teamwork and leadership are necessary. Successful organisations change the competencies of individuals, the systems, the organisation, the strategy and the culture.

The spectrum of ethical issues in a Learning Health Care System: a systematic qualitative review.

PubMed

McLennan, Stuart; Kahrass, Hannes; Wieschowski, Susanne; Strech, Daniel; Langhof, Holger

2018-04-01

To determine systematically the spectrum of ethical issues that is raised for stakeholders in a 'Learning Health Care System' (LHCS). The systematic review was conducted in PubMed and Google Books between the years 2007 and 2015. The literature search retrieved 1258 publications. Each publication was independently screened by two reviewers for eligibility for inclusion. Ethical issues were defined as arising when a relevant normative principle is not adequately considered or two principles come into conflict. A total of 65 publications were included in the final analysis and were analysed using an adapted version of qualitative content analysis. A coding frame was developed inductively from the data, only the highest-level categories were generated deductively for a life-cycle perspective. A total of 67 distinct ethical issues could be categorized under different phases of the LHCS life-cycle. An overarching theme that was repeatedly raised was the conflict between the current regulatory system and learning health care. The implementation of a LHCS can help realize the ethical imperative to continuously improve the quality of health care. However, the implementation of a LHCS can also raise a number of important ethical issues itself. This review highlights the importance for health care leaders and policy makers to balance the need to protect and respect individual participants involved in learning health care activities with the social value of improving health care.

A network model of behavioural performance in a rule learning task.

PubMed

Hasselmo, Michael E; Stern, Chantal E

2018-04-19

Humans demonstrate differences in performance on cognitive rule learning tasks which could involve differences in properties of neural circuits. An example model is presented to show how gating of the spread of neural activity could underlie rule learning and the generalization of rules to previously unseen stimuli. This model uses the activity of gating units to regulate the pattern of connectivity between neurons responding to sensory input and subsequent gating units or output units. This model allows analysis of network parameters that could contribute to differences in cognitive rule learning. These network parameters include differences in the parameters of synaptic modification and presynaptic inhibition of synaptic transmission that could be regulated by neuromodulatory influences on neural circuits. Neuromodulatory receptors play an important role in cognitive function, as demonstrated by the fact that drugs that block cholinergic muscarinic receptors can cause cognitive impairments. In discussions of the links between neuromodulatory systems and biologically based traits, the issue of mechanisms through which these linkages are realized is often missing. This model demonstrates potential roles of neural circuit parameters regulated by acetylcholine in learning context-dependent rules, and demonstrates the potential contribution of variation in neural circuit properties and neuromodulatory function to individual differences in cognitive function.This article is part of the theme issue 'Diverse perspectives on diversity: multi-disciplinary approaches to taxonomies of individual differences'. © 2018 The Author(s).

Remedial training for the radiology resident: a template for optimization of the learning plan.

PubMed

Mar, Colin; Chang, Silvia; Forster, Bruce

2015-02-01

All radiology residency programs should strive for the early identification of individuals in need of remedial training and have an approach ready to address this situation. This article provides a template for a step-by-step approach which is team based. It includes definition of the learning or performance issues, creation of suitable learning objectives and learning plan, facilitation of feedback and assessment, and definition of outcomes. Using such a template will assist the resident in returning to the path toward a safe and competent radiologist. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.

The Salida Valley Unified School District: A Case Study in Policy Making with Regard to the Award of Credit for Experience-Based Learning.

ERIC Educational Resources Information Center

Banker, Nancy Sirmay

This case study of a small suburban school district in the San Francisco Bay Area examines the interplay among individuals and groups within the district who make and implement policy decisions. The issue of awarding credit for experience-based learning focuses and directs the study. As an introduction to examination of the ways decisions are…

Addressing Diversity: A Call for Action.

ERIC Educational Resources Information Center

Henderson, Ingeborg

1991-01-01

Suggests a series of steps that individuals in the foreign language profession can take to effectively address the issue of demographic changes in the U.S. college student populations and keeping foreign language learning a feasible discipline in the future. (26 references) (GLR)

Pitfalls in the psychoeducational assessment of adolescents with learning and school adjustment problems.

PubMed

Pollak, J M

1985-01-01

Over the past decade there has been a growing interest on the part of educators, medical specialists, mental health personnel, and the lay public in the diagnosis, evaluation, and remediation of specific learning disabilities in the school-age child. This paper attempts to show through case illustrations of five high school-age adolescents how parents can seek from clinical evaluators a diagnostic impression of primary learning disability for their nonlearning disabled children; how this otherwise legitimate diagnostic category can be inappropriately used in the service of denying the salient individual, emotional, and family system factors at work in the school-related difficulties; and how the label of learning disability can work as a formidable resistance on the part of the family when, following comprehensive, in-depth assessment, professional recommendations focus less on specific educational remediation and more on the need for individual or family psychotherapy. Suggestions are made for dealing with this clinical issue.

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

PubMed

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

2014-01-01

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

Abstraction and generalization in statistical learning: implications for the relationship between semantic types and episodic tokens

PubMed Central

2017-01-01

Statistical approaches to emergent knowledge have tended to focus on the process by which experience of individual episodes accumulates into generalizable experience across episodes. However, there is a seemingly opposite, but equally critical, process that such experience affords: the process by which, from a space of types (e.g. onions—a semantic class that develops through exposure to individual episodes involving individual onions), we can perceive or create, on-the-fly, a specific token (a specific onion, perhaps one that is chopped) in the absence of any prior perceptual experience with that specific token. This article reviews a selection of statistical learning studies that lead to the speculation that this process—the generation, on the basis of semantic memory, of a novel episodic representation—is itself an instance of a statistical, in fact associative, process. The article concludes that the same processes that enable statistical abstraction across individual episodes to form semantic memories also enable the generation, from those semantic memories, of representations that correspond to individual tokens, and of novel episodic facts about those tokens. Statistical learning is a window onto these deeper processes that underpin cognition. This article is part of the themed issue ‘New frontiers for statistical learning in the cognitive sciences’. PMID:27872378

Abstraction and generalization in statistical learning: implications for the relationship between semantic types and episodic tokens.

PubMed

Altmann, Gerry T M

2017-01-05

Statistical approaches to emergent knowledge have tended to focus on the process by which experience of individual episodes accumulates into generalizable experience across episodes. However, there is a seemingly opposite, but equally critical, process that such experience affords: the process by which, from a space of types (e.g. onions-a semantic class that develops through exposure to individual episodes involving individual onions), we can perceive or create, on-the-fly, a specific token (a specific onion, perhaps one that is chopped) in the absence of any prior perceptual experience with that specific token. This article reviews a selection of statistical learning studies that lead to the speculation that this process-the generation, on the basis of semantic memory, of a novel episodic representation-is itself an instance of a statistical, in fact associative, process. The article concludes that the same processes that enable statistical abstraction across individual episodes to form semantic memories also enable the generation, from those semantic memories, of representations that correspond to individual tokens, and of novel episodic facts about those tokens. Statistical learning is a window onto these deeper processes that underpin cognition.This article is part of the themed issue 'New frontiers for statistical learning in the cognitive sciences'. © 2016 The Author(s).

Developing Evidence & Gathering Data about Teacher Education Program Quality

ERIC Educational Resources Information Center

American Association of State Colleges and Universities, 2007

2007-01-01

Linking teacher practice to pupil outcomes has proven challenging for teacher educators. Methodological problems occur when linking individual teacher actions with subsequent pupil performance, including substantial intervening variables, questions about appropriate measures of student learning, issues regarding the lack of test standardization…

Solar Ready Vets Curriculum Design

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

Dalstrom, Tenley

The 5-week SRV program includes four sets of program learning goals aligned around (1) the NABCEP Entry Level body of knowledge; (2) gaining hands-on experience with solar system site analysis, design, installation, commissioning, operation, maintenance and financial considerations; (3) Safety issues unique to solar + OSHA 30; (4) Transition planning and individual support of entry into the solar industry. These goals, and the learning objectives associate with each, are pursued in parallel during the course.

Adding problem-based learning tutorials to a traditional lecture-based curriculum: a pilot study in a dental school.

PubMed

Katsuragi, Hiroaki

2005-09-01

This article reports on the implementation of a problem-based learning (PBL) tutorial in our advanced program for second year students within an existing curriculum. The program was opened on the last 5 days of the summer vacation and students could volunteer to be part of the group. Students separated themselves into small groups by random sampling. The PBL tutorials were done during the first 3 days for medical problems according to our original scenarios (based on medical cases), and during the last 2 days, students made presentations of their learning outcomes, using information technology (IT) by themselves. Throughout this program, students were expected to engage in self-learning, except for a 1(1/2)-h group session with a tutor. Assessment was done by attendance at a group session and by portfolio analysis. Following the portfolio analysis, students identified the number of learning issues (group A, 26 +/- 7 issues; group B, 20 +/- 3 issues; group C, 21 +/- 7 issues). Research, by questionnaire, revealed that 84% of the students were strongly interested in each scenario and 95% of the students felt familiar with each scenario. The levels of satisfaction with the tutor were different in the three groups. All of the students were comfortable in the discussion room and IT center. These results suggested that PBL tutorials are supported by the scenario, the tutor, and the location of the group session, as well as by self-learning. Moreover, one of the most important factors for a PBL tutorial that the student is ready for the free discussions and has enough time for individual self-learning.

The Elusive Goal of World Literacy.

ERIC Educational Resources Information Center

Bhola, H. S.; And Others

1980-01-01

This issue is devoted to discussions of world literacy and national programs which comparative studies indicate may be used as models for future UNESCO international campaigns. Individual articles explore economic incentives for literacy motivation, radio learning projects, media programs in Jamaica, literacy improvement in Somalia, and a…

Why Not Vote?

ERIC Educational Resources Information Center

Carr, Patricia

1984-01-01

Students need to learn about the real-world issues our nation faces. They need to understand how concerned individuals gather information, consider opposing opinions, come to conclusions, and act on their beliefs. Background information, resources, and classroom activities are provided to help students understand the importance of voting. (DF)

Melanges Pedagogiques (Pedagogical Mixture), 1984.

ERIC Educational Resources Information Center

Melanges Pedagogiques, 1984

1984-01-01

The 1984 issue of the journal on second language teaching and learning contains five articles in French and two in English. These include the following: "Enseignement individuel vs. enseignement de masse (Individual Instruction vs. Large Group Instruction)" (Jacqueline Billant, Pascal Fade); "Systemes 'autonomisants' d'apprentissage des langues…

Social learning theory and public perception of GMOs: What Blancke et al. (2015) and other plant biotechnologists are missing.

PubMed

Fluegge, Keith

2016-07-01

There exists a wide chasm between public opinion and scientific evidence on the safety of genetically engineered food, herein referred to as GMOs. Plant biotechnologists give credit to a small community of activists negatively influencing individual minds on this issue, but this approach neglects other social contexts in which such cognition operates. The author argues here that current public opinion on GMOs is a manifestation of the constant interaction between environmental, behavioral, and cognitive influences on this issue. In order to sway public opinion and be consistent with social learning theory, biotechnology advocates and plant scientists will need to move beyond their recognized expertise in order to rework the argument for GMOs in the modern-day food supply, one that wholly embraces an individual-level framing of the debate, tantamount to other successful professional trends like patient-centered medicine. © 2016 Society of Chemical Industry. © 2016 Society of Chemical Industry.

Enhancing students' higher order thinking skills through computer-based scaffolding in problem-based learning

NASA Astrophysics Data System (ADS)

Kim, Nam Ju

This multiple paper dissertation addressed several issues in Problem-based learning (PBL) through conceptual analysis, meta-analysis, and empirical research. PBL is characterized by ill-structured tasks, self-directed learning process, and a combination of individual and cooperative learning activities. Students who lack content knowledge and problem-solving skills may struggle to address associated tasks that are beyond their current ability levels in PBL. This dissertation addressed a) scaffolding characteristics (i.e., scaffolding types, delivery method, customization) and their effects on students' perception of optimal challenge in PBL, b) the possibility of virtual learning environments for PBL, and c) the importance of information literacy for successful PBL learning. Specifically, this dissertation demonstrated the effectiveness of scaffolding customization (i.e., fading, adding, and fading/adding) to enhance students' self-directed learning in PBL. Moreover, the effectiveness of scaffolding was greatest when scaffolding customization is self-selected than based on fixed-time interval and their performance. This suggests that it might be important for students to take responsibility for their learning in PBL and individualized and just-in-time scaffolding can be one of the solutions to address K-12 students' difficulties in improving problem-solving skills and adjusting to PBL.

Issues for Deployment of Mobile Learning by Nurses in Australian Healthcare Settings.

PubMed

Mather, Carey; Cummings, Elizabeth

2016-01-01

Undergraduate nursing curricula are being redesigned to include strategies for deployment of mobile learning as a legitimate nursing function. A recent online survey exploring the use of mobile learning by undergraduate student nurses revealed barriers, challenges, risks, and benefits to using mobile learning at the workplace. Inability to access mobile learning at both individual and organisational levels impacted on student learning and teaching opportunities. Students also indicated that educational preparation for ensuring appropriate use of mobile learning is necessary to guide learning and teaching in situ at point of care. This highlights the need for the development of policy to guide best practice that will enable this new pedagogy to be fully utilised for learning and teaching in healthcare settings. Until governance of mobile learning in educational and healthcare settings in Australia is addressed, harnessing the indubitable benefit of mobile learning and teaching will be unachievable.

Action learning across the decades.

PubMed

Eason, Ken

2017-05-02

Purpose The purpose of this paper is to explore how action learning concepts were used in two healthcare projects undertaken many decades apart. The specific purpose in both cases was to examine how action learning can contribute to shared learning across key stakeholders in a complex socio-technical system. In each case study, action learning supported joint design programmes and the sharing of perspectives about the complex system under investigation. Design/methodology/approach Two action learning projects are described: first, the Hospital Internal Communications (HIC) project led by Reg Revans in the 1960s. Senior staff in ten London hospitals formed action learning teams to address communication issues. Second, in the Better Outcomes for People with Learning Disabilities: Transforming Care (BOLDTC) project, videoconferencing equipment enabled people with learning disabilities to increase their opportunities to communicate. A mutual learning process was established to enable stakeholders to explore the potential of the technical system to improve individual care. Findings The HIC project demonstrated the importance of evidence being shared between team members and that action had to engage the larger healthcare system outside the hospital. The BOLDTC project confirmed the continuing relevance of action learning to healthcare today. Mutual learning was achieved between health and social care specialists and technologists. Originality/value This work draws together the socio-technical systems tradition (considering both social and technical issues in organisations) and action learning to demonstrate that complex systems development needs to be undertaken as a learning process in which action provides the fuel for learning and design.

Mathematical Learning Disabilities in Special Populations: Phenotypic Variation and Cross-Disorder Comparisons

PubMed Central

Dennis, Maureen; Berch, Daniel B.; Mazzocco, Michèle M.M.

2011-01-01

What is mathematical learning disability (MLD)? The reviews in this special issue adopt different approaches to defining the construct of MLD. Collectively, they demonstrate the current status of efforts to establish a consensus definition and the challenges faced in this endeavor. In this commentary, we reflect upon the proposed pathways to mathematical learning difficulties and disabilities presented across the reviews. Specifically we consider how each of the reviews contributes to identifying the MLD phenotype by specifying the range of assets and deficits in mathematics, identifying sources of individual variation, and characterizing the natural progression of MLD over the life course. We show how principled comparisons across disorders address issues about the cognitive and behavioral co-morbidities of MLD, and whether commonalities in brain dysmorphology are associated with common mathematics performance profiles. We project the status of MLD research ten years hence with respect to theoretical gains, advances in methodology, and principled intervention studies. PMID:19213019

Assessing Sustainability Teaching and Learning in Geography Education

ERIC Educational Resources Information Center

Widener, Jeffrey M.; Gliedt, Travis; Tziganuk, Ashlee

2016-01-01

Purpose: This study aims to understand if geographers, who teach in a new sustainability program, are conveying new knowledge, understanding, skills and competence about the integrated and holistic concept of "sustainability", rather than individual human-environmental issues to the students. In other words, are geography professors…

Teaching Individuals with Developmental Delays: Basic Intervention Techniques.

ERIC Educational Resources Information Center

Lovaas, O. Ivar

This teaching manual for treatment of children with developmental disabilities is divided into seven sections that address: (1) basic concepts; (2) transition into treatment; (3) early learning concepts; (4) expressive language; (5) strategies for visual learners; (6) programmatic considerations; and (7) organizational and legal issues. Among…

Developing Critical Curiosity in Adolescents

ERIC Educational Resources Information Center

Clark, Shelby; Seider, Scott

2017-01-01

Critical consciousness refers to the ways in which individuals come to understand and challenge oppressive social forces. Philosopher-educator Paulo Freire argued that critical curiosity--an eagerness to learn more about and develop a deep understanding of issues of social justice--serves as an important catalyst to critical consciousness…

Impact of a novel teaching method based on feedback, activity, individuality and relevance on students' learning.

PubMed

Edafe, Ovie; Brooks, William S; Laskar, Simone N; Benjamin, Miles W; Chan, Philip

2016-03-20

This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students' learning on clinical placement. This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model. The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of "standard" clinical teaching. Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching.

Engineering students' conceptions of entrepreneurial learning as part of their education

NASA Astrophysics Data System (ADS)

Täks, Marge; Tynjälä, Päivi; Kukemelk, Hasso

2016-01-01

The purpose of this study was to examine what kinds of conceptions of entrepreneurial learning engineering students expressed in an entrepreneurship course integrated in their study programme. The data were collected during an entrepreneurship course in Estonia that was organised for fourth-year engineering students, using video-recorded group interviews (N = 48) and individual in-depth interviews (N = 16). As a result of the phenomenographic analysis, four qualitatively distinctive conceptions of entrepreneurial learning were discerned. Entrepreneurial learning was seen to involve (1) applying entrepreneurial ideas to engineering, (2) understanding entrepreneurial issues in a new way, (3) action-oriented personal development, and (4) self-realising through collective effort. These qualitatively distinct categories differed from each other in four dimensions of variation: nature of learning, response to pedagogy, relation to teamwork, and learning outcomes.

Learning in the Beat: What Influences Environmental Journalists' Perception of Knowledge?

ERIC Educational Resources Information Center

Takahashi, Bruno; Tandoc, Edson C., Jr.

2013-01-01

We conducted a survey of environmental journalists in the United States to explore individual, routine, and organizational influences on perceived knowledge of environmental issues. Using the gatekeeping theory, we found that routine and organizational factors, such as orientation to particular sources and affiliation to an organization, predict…

Education, Evolution, and the Future.

ERIC Educational Resources Information Center

Ogilvy, James

1981-01-01

This paper explores some implications of applying evolutionary theory to education. New developments in evolutionary theory provide insights on both the macro- and micro-levels of learning: for trends in the educational system, and for a better understanding of individual cases. (Part of a theme issue on educational futures.) (Author/SJL)

The Vicious Cycle of Prejudice. Adult Education Series. Discussion Paper Three.

ERIC Educational Resources Information Center

Lethbridge Univ. (Alberta). Four Worlds Development Project.

Part of a series designed to help community groups engage in discussion on the possibility of individual and community transformation, this guide explores the issues of stereotyping, prejudice, and discrimination. Characteristics of stereotyping and factors producing prejudice (personality, learned beliefs, frustration, and economic competition)…

Investment Portfolio Simulation: An Assessment Task in Finance

ERIC Educational Resources Information Center

Parle, Gabrielle; Laing, Gregory K.

2017-01-01

The use of an investment portfolio simulation as an assessment task is intended to reinforce learning by involving students in practical application of theoretical principles in a real-time actual financial market. Simulation as a teaching pedagogy promotes individual involvement and provides students with a deeper understanding of the issues, and…

Transition to Postsecondary Education: Institutional and Individual Issues.

ERIC Educational Resources Information Center

Aune, Betty; Friehe, Mary

1996-01-01

Drawing on transition literature of a general nature and specific to language disorders and learning disabilities, this article challenges the efficacy of the existing special education paradigm and contends that changes in institutional policies and practices are needed. The article also discusses roles played by participants in the transition…

CLIL Implementation: From Policy-Makers to Individual Initiatives

ERIC Educational Resources Information Center

de Zarobe, Yolanda Ruiz

2013-01-01

Since Do Coyle and Hugo Baetens Beardsmore published their Special Issue on "Research on Content and Language Integrated Learning (CLIL)" in the "International Journal of Bilingual Education and Bilingualism" in 2007, there has been a great deal of interest and debate about the approach, which under the umbrella term of Content…

Audiovisual Mass Media and Education. TTW 27/28.

ERIC Educational Resources Information Center

van Stapele, Peter, Ed.; Sutton, Clifford C., Ed.

1989-01-01

The 15 articles in this special issue focus on learning about the audiovisual mass media and education, especially television and film, in relation to various pedagogical and didactical questions. Individual articles are: (1) "Audiovisual Mass Media for Education in Pakistan: Problems and Prospects" (Ahmed Noor Kahn); (2) "The Role of the…

Personalized Instruction: The Key to Student Achievement, Second Edition

ERIC Educational Resources Information Center

Keefe, James W.; Jenkins, John M.

2008-01-01

Personalization of learning and instruction is the most critical issue facing contemporary education--not state testing or vouchers or even aging schools. Personalization is an attempt on the part of a school to take into account individual student characteristics and needs and flexible instructional practices in organizing the learning…

Addressing Equity within Science Education Courses: Sharing Approaches and Ideas.

ERIC Educational Resources Information Center

Wieseman, Katherine C.; Bryan, Lynn; Hammrich, Penny; Lynch, Sharon; McGinnis, Randy; Pyle, Eric

A discussion session provided opportunities for individuals involved in science teacher education to exchange approaches and ideas on how equity issues in science teaching and learning are being addressed in science teacher education courses. Evaluative questions included: (1) What conceptions of equity in science education underpin individual…

Toward a Pedagogy of Ecological Responsibility: Learning to Reinhabit the Earth.

ERIC Educational Resources Information Center

Mische, Patricia M.

1992-01-01

Environmental damage harms the rights of future generations. Peace and disarmament are environmental issues necessitating rethinking of national security. Coevolutionary ethics involve balancing the individual with the common good and establishing equilibrium among the biosphere, technosphere, sociosphere, and the sphere of mind and spirit. (SK)

Assessing Complexity. Group Composing for a Secondary School Qualifcation

ERIC Educational Resources Information Center

Thorpe, Vicki

2017-01-01

This article examines a unique music curriculum and assessment environment through the fndings of a practical action research project carried out in secondary schools. I address two current international educational issues: the relationship between formal and informal learning in music, and how individuals' contributions in collaborative groups…

Gender and Autonomy-Supportive Contexts: Theoretical Perspectives of Self-Determination and Goal Setting

ERIC Educational Resources Information Center

Lin, Shinyi; Chen, Yu-Chuan

2013-01-01

In integrating theoretical perspectives of self-determination and goal-setting, this study proposes a conceptual model with moderating and mediating effects exploring gender issue in autonomy-supportive learning in higher education as research context. In the proposed model, goal-setting attributes, i.e., individual determinants, social…

Towards a theory of individual differences in statistical learning

PubMed Central

Bogaerts, Louisa; Christiansen, Morten H.; Frost, Ram

2017-01-01

In recent years, statistical learning (SL) research has seen a growing interest in tracking individual performance in SL tasks, mainly as a predictor of linguistic abilities. We review studies from this line of research and outline three presuppositions underlying the experimental approach they employ: (i) that SL is a unified theoretical construct; (ii) that current SL tasks are interchangeable, and equally valid for assessing SL ability; and (iii) that performance in the standard forced-choice test in the task is a good proxy of SL ability. We argue that these three critical presuppositions are subject to a number of theoretical and empirical issues. First, SL shows patterns of modality- and informational-specificity, suggesting that SL cannot be treated as a unified construct. Second, different SL tasks may tap into separate sub-components of SL that are not necessarily interchangeable. Third, the commonly used forced-choice tests in most SL tasks are subject to inherent limitations and confounds. As a first step, we offer a methodological approach that explicitly spells out a potential set of different SL dimensions, allowing for better transparency in choosing a specific SL task as a predictor of a given linguistic outcome. We then offer possible methodological solutions for better tracking and measuring SL ability. Taken together, these discussions provide a novel theoretical and methodological approach for assessing individual differences in SL, with clear testable predictions. This article is part of the themed issue ‘New frontiers for statistical learning in the cognitive sciences’. PMID:27872377

Patterns of verbal memory performance in mild cognitive impairment, Alzheimer disease, and normal aging.

PubMed

Greenaway, Melanie C; Lacritz, Laura H; Binegar, Dani; Weiner, Myron F; Lipton, Anne; Munro Cullum, C

2006-06-01

Individuals with mild cognitive impairment (MCI) typically demonstrate memory loss that falls between normal aging (NA) and Alzheimer disease (AD), but little is known about the pattern of memory dysfunction in MCI. To explore this issue, California Verbal Learning Test (CVLT) performance was examined across groups of MCI, AD, and NA. MCI subjects displayed a pattern of deficits closely resembling that of AD, characterized by reduced learning, rapid forgetting, increased recency recall, elevated intrusion errors, and poor recognition discriminability with increased false-positives. MCI performance was significantly worse than that of controls and better than that of AD patients across memory indices. Although qualitative analysis of CVLT profiles may be useful in individual cases, discriminant function analysis revealed that delayed recall and total learning were the best aspects of learning/memory on the CVLT in differentiating MCI, AD, and NA. These findings support the position that amnestic MCI represents an early point of decline on the continuum of AD that is different from normal aging.

Study on the Effects of Individualized Learning Therapy on Cognitive Function and Behavioral and Psychological Symptoms of Dementia in the Institutionalized Older Adults.

PubMed

Chen, Hsiao-Mei; Tsai, Li-Jane; Chao, Shu-Yuan; Clark, Mary Jo

2016-12-01

The increasing number of elderly people affected by dementia in Taiwan has made dementia care a crucial issue of concern. This issue is particularly important in terms of the proper management of behavioral symptoms and improvement of the cognitive functions of those affected by this disease. This study examined the effects of individualized learning therapy on cognition and neuropsychiatric symptoms among elderly people with dementia. A quasi-experimental, pretest-posttest research design was adopted. We recruited elderly people with dementia at the only two institutions for elderly patients with dementia in Central Taiwan. These institutions were assigned randomly as the experimental or control group, with totals of 23 and 21 participants, respectively. The participants in the experimental group received individualized learning therapy for 30 minutes twice weekly for 3 months. The comparison group received usual care only. The cognitive function and neuropsychiatric symptoms of all participants were measured using the Mini-Mental Status Examination (MMSE) before the start of and immediately after the 12-week intervention and the Chinese version of the Neuropsychiatric Inventory (CNPI), which was administered once per week during the intervention. Independent t tests (or Mann-Whitney U tests), chi-square tests (or Fisher's exact tests), paired t test, and generalized estimating equations were used for data analysis. Participants in the experimental group had significantly higher MMSE scores (p < .01) and lower CNPI scores (p < .01) than their comparison group peers after the intervention. Furthermore, the neuropsychiatric symptoms in the experimental group such as hallucinations, bizarre behavior, depression, apathetic expression, irritability, and sleep disorder had significantly improved by the seventh week. Individualized learning therapy may be an effective approach to improve cognitive function and reduce neuropsychiatric symptoms among older people with dementia. Therefore, future clinical application is warranted.

Stepwise Approach to Accessible MOOC Development.

PubMed

Draffan, E A; Wald, Mike; Dickens, Kate; Zimmermann, Gottfried; Kelle, Sebastian; Miesenberger, Klaus; Petz, Andrea

2015-01-01

Developing resources for online learning in its many guises and more recently for MOOCs has been discussed across the educational sector, usually by individuals working for one institution or organisation. Rarely are there discussions that highlight the issues of collaborative working on content that is delivered over a period of weeks for a wide range of abilities and skills. In particular there is a reluctance to face the issues presented by barriers to access for those with disabilities and even the issues that could arise should an academic be unable to access the development platform to present content. This paper aims to approach these issues by providing guidance in a series of practical steps that highlight an inclusive design approach.

Measuring the Interest of German Students in Agriculture: The Role of Knowledge, Nature Experience, Disgust, and Gender

ERIC Educational Resources Information Center

Bickel, Malte; Strack, Micha; Bögeholz, Susanne

2015-01-01

Modern knowledge-based societies, especially their younger members, have largely lost their bonds to farming. However, learning about agriculture and its interrelations with environmental issues may be facilitated by students' individual interests in agriculture. To date, an adequate instrument to investigate agricultural interests has been…

Domain Specificity of Personal Epistemology: Resolved Questions, Persistent Issues, New Models

ERIC Educational Resources Information Center

Hofer, Barbara K.

2006-01-01

Beliefs that individuals hold about knowledge and knowing, or what has been termed ''personal epistemology'', are related to learning and achievement in complex ways. These beliefs are also differentiated by discipline (e.g., math, science, history) as well as by judgment domains (e.g., personal taste, morality, meaning). This commentary on five…

Responsiveness to Intervention: An SLD Determination Resource. Information Digest. Winter 2007

ERIC Educational Resources Information Center

Tollefson, Julie M.; Mellard, Daryl F.; McKnight, Melinda A.

2007-01-01

The 2004 reauthorization of the Individuals with Disabilities Education Improvement Act (P.L. 108-446) (IDEA 2004) has brought the issue of specific learning disabilities (SLD) identification procedures and criteria to the forefront. Calls for reform are not new and are based on decades of various policy, implementation, and research agendas. The…

Don't Spoil the Promise of Cooperative Learning: Response to Slavin.

ERIC Educational Resources Information Center

Kohn, Alfie

1991-01-01

Responding to Slavin's critique of Kohn's article (in the same "Educational Leadership" issue) condemning cooperative rewards, Kohn slams Slavin's faulty research interpretations. Slavin may be correct that few non-reward-based classrooms exist in the U.S., but this hardly demonstrates that the best alternative to bribing individuals is to bribe…

Who Prophets from Big Data in Education? New Insights and New Challenges

ERIC Educational Resources Information Center

Lynch, Collin F.

2017-01-01

Big Data can radically transform education by enabling personalized learning, deep student modeling, and true longitudinal studies that compare changes across classrooms, regions, and years. With these promises, however, come risks to individual privacy and educational validity, along with deep policy and ethical issues. Education is largely a…

English for International Trade: China Enters the WTO.

ERIC Educational Resources Information Center

Pang, Jixian; Zhou, Xing; Fu, Zheng

2002-01-01

Reports on a survey into the impact of China's entry into the World Trade Organization (WTO) on business professionals and college English instruction. Individuals in business and trading companies from the five cities in Ahejiang province were polled on issues related to the learning and teaching of English with reference to China's entry into…

Online Education to Improve Workforce Skills: The Experience in the United States

ERIC Educational Resources Information Center

Robertson, Robert W.; De Aquino, Carlos Tasso E.

2016-01-01

The forces of globalization and technological advances are driving a need for skilled workers. In many countries, there is a "skill gap" that must be acknowledged. Individuals must increasingly embrace lifelong learning to remain competitive in turbulent times. This paper provides an introduction to the skills gap issue. In addition, the…

A Call for Teacher Professional Learning and the Study of Religion in Social Studies

ERIC Educational Resources Information Center

Patrick, Margaretta L.; Gulayets, Vanessa; Peck, Carla L.

2017-01-01

Religion is important to study in social studies because many religious individuals, groups, and movements engage with public issues and because countries are increasingly religiously diverse. In response, scholars are promoting education about religion in citizenship education. However, there remain few programs about religion in Canadian public…

Learning Science by Engaging Religion: A Novel Two-Course Approach for Biology Majors

ERIC Educational Resources Information Center

Eisen, Arri; Huang, Junjian

2014-01-01

Many issues in science create individual and societal tensions with important implications outside the classroom. We describe one model that directly addresses such tensions by integrating science and religion in two parallel, integrated courses for science majors. Evaluation of the goals of the project--(1) providing students with strategies to…

Knowledge Production within the Innovation System: A Case Study from the United Kingdom

ERIC Educational Resources Information Center

Wilson-Medhurst, Sarah

2010-01-01

This paper focuses on a key issue for university managers, educational developers and teaching practitioners: that of producing new operational knowledge in the innovation system. More specifically, it explores the knowledge required to guide individual and institutional styles of teaching and learning in a large multi-disciplinary faculty. The…

"The Road Less Traveled": Combining Disability Studies and Quantitative Analysis with Medium and Large Data Sets

ERIC Educational Resources Information Center

Cosier, Meghan

2012-01-01

Historically, researchers focused on individuals with severe disabilities have utilized single-subject research methodologies to study the application of the behavioral theory to learning. In contrast, disability studies scholars have primarily used qualitative research methodologies to study quality of life or policy issues related to individuals…

Problems of Bi- and Multilingualism (Part III of "Language Learning: Individual Needs, Interdisciplinary Co-operation, Bi- and Multilingualism").

ERIC Educational Resources Information Center

1978

The following papers on the issue of multilingualism in second language instruction are included: (1) "Problemes linguistiques dans les societes plurilingues (Linguistic Problems in Multilingual Societies)," by Amadou-Mahtar M'Bow; (2) "Aim: Multilingualism. The Dismantling of Resistance and Prejudice," by Eva Koberski; (3)…

SKOLE: The Journal of the National Coalition of Alternative Community Schools, 1988-1992.

ERIC Educational Resources Information Center

Leue, Mary M., Ed.

1988-01-01

This document consists of all eight issues of the journal SKOLE published between 1988 and 1992. This journal contains original articles and reprints related to alternatives or innovations in education; critiques of other forms of education; theories of schooling, learning, and teaching; accounts of individual schools; and "how-to"…

Psychoandragogy: Applying Insights from the Depth Psychology of Carl Jung to Adult Learning.

ERIC Educational Resources Information Center

Rock, Michael E.

The issue of relationship is important personally and organizationally. Individuals find themselves, discover who they are, existentially and psychologically speaking, in the living of their relationships. The question is then what adult education experience is available--solid in theory and in practice--to teach the art and science of the…

HBCUs as Critical Context for Identity Work: Reflections, Experiences, and Lessons Learned

ERIC Educational Resources Information Center

Greenfield, Derek F.; Innouvong, Tony; Aglugub, Richard Jay; Yusuf, Ismail A.

2015-01-01

Using narratives from a diverse group of students and staff in terms of race and religion, this chapter gives voice to these individuals' experiences with issues of diversity and inclusion at an HBCU. This chapter also discusses how these experiences helped to facilitate the authors' racial and cultural identity development.

Effective Student Teacher Supervision in the Era of "No Child Left Behind"

ERIC Educational Resources Information Center

Bates, Alisa J.; Burbank, Mary D.

2008-01-01

This research study addresses the issues and challenges for university supervisors of providing supervisory feedback in the accountability climate of No Child Left Behind. Several findings are detailed in the case below and include the following: (a) Feedback on individual learning needs of students differed between informal written observations…

77 FR 62236 - National and Governmental Advisory Committees to the U.S. Representative to the Commission for...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-12

... CEC's 2013 Draft Operational Plan and learn about Tribal issues in North America. The meeting will... services for individuals with disabilities, please contact Oscar Carrillo at 202- 564-0347 or [email protected] . To request accommodation of a disability, please contact Oscar Carrillo, preferably at...

On How Editors of Academic Journals at Institutions of Higher Learning Should Resist Academic Corruption

ERIC Educational Resources Information Center

Jing, Xiao

2007-01-01

Academic corruption is a hot issue in today's society. "Academic corruption" means that certain individuals in academic circles, driven by the desire for personal gain, resort to various kinds of nonnormative and unethical behavior in academic research activities. These include: academic self-piracy, academic piracy, copying and…

Examining Ableism in Higher Education through Social Dominance Theory and Social Learning Theory

ERIC Educational Resources Information Center

Kattari, Shanna K.

2015-01-01

In most societies, some social identity groups hold a disproportionate amount of social, cultural, and economic power, while other groups hold little. In contemporary U.S. society, examples of this power are evident around issues of ability/disability, with able-bodied individuals wielding social dominance and people with disabilities experiencing…

Civic Engagement and Gentrification Issues in Metropolitan Baltimore

ERIC Educational Resources Information Center

Durington, Matthew; Maddox, Camee; Ruhf, Adrienne; Gass, Shana; Schwermer, Justin

2009-01-01

Since the fall of 2006 a number of Towson University students concentrating in the discipline of anthropology have been part of a civic engagement and service-learning project focusing on an historic African-American community in Baltimore. While the focus of the research project concentrates on the processes of gentrification, individual student…

Performance of Children With Developmental Dyslexia on Two Skill Learning Tasks-Serial Reaction Time and Tower of Hanoi Puzzle: A Test of the Specific Procedural Learning Difficulties Theory.

PubMed

Vakil, Eli; Lowe, Michal; Goldfus, Carol

2015-01-01

Among the various theories proposed to explain developmental dyslexia (DD), the theory of specific procedural learning difficulties has gained certain support and is the framework for the current research. This theory claims that an inability to achieve skill automaticity explains the difficulties experienced by individuals with DD. Previous research on automaticity and DD has exhibited methodological issues such as a failure to test a range of skills. The current study broadens previous findings by delineating various reading skills correlated with several aspects of skill acquisition. Furthermore, the study utilizes two nonverbal tasks that reflect distinct types of skills: Serial Reaction Time (SRT) and the Tower of Hanoi Puzzle (TOHP). A total of 53 children aged 11 to 13 participated in the study, of whom 23 were children with DD and 30 were controls. Participants completed a test battery that consisted of reading tests, the SRT, and the TOHP. Results show no differences in learning rate between individuals with or without DD, although individuals with DD performed both tasks at a slower rate. Correlations were identified between a number of reading measures and measures of skill acquisition, expressed primarily in individuals with DD. Implications are examined in the discussion. © Hammill Institute on Disabilities 2013.

Impact of a novel teaching method based on feedback, activity, individuality and relevance on students’ learning

PubMed Central

Brooks, William S.; Laskar, Simone N.; Benjamin, Miles W.; Chan, Philip

2016-01-01

Objectives This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students’ learning on clinical placement. Methods This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Results Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model.  The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of “standard” clinical teaching. Conclusions Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching. PMID:26995588

Learning in and about rural places: Connections and tensions between students' everyday experiences and environmental quality issues in their community

NASA Astrophysics Data System (ADS)

Zimmerman, Heather Toomey; Weible, Jennifer L.

2017-03-01

Guided by sociocultural perspectives on the importance of place as a resource for learning, we investigated 14- and 15-year old students' understandings of their community and water quality during a school-based watershed unit. Methods included a theory-driven thematic analysis of field notes and video transcripts from four biology classrooms, a qualitative and quantitative analysis of 67 pairs of matched pre- and post-intervention mindmaps, and a content analysis of 73 student reflections. As they learned about water quality, learners recognized the relevance of the watershed's health to the health of their community. Students acknowledged the impacts of local economically driven activities (e.g., natural gas wells, application of agrichemicals) and leisure activities (e.g., boating, fishing) on the watershed's environmental health. As students learned in and about their watershed, they experienced both connections and tensions between their everyday experiences and the environmental problems in their community. The students suggested individual sustainability actions needed to address water quality issues; however, the students struggled to understand how to act collectively. Implications of rural experiences as assets to future environmental sciences learning are discussed as well as the implications of educational experiences that do not include an advocacy component when students uncover environmental health issues. We suggest further consideration is needed on how to help young people develop action-oriented science knowledge, not just inert knowledge of environmental problems, during place-based education units.

Difficulty understanding speech in noise by the hearing impaired: underlying causes and technological solutions.

PubMed

Healy, Eric W; Yoho, Sarah E

2016-08-01

A primary complaint of hearing-impaired individuals involves poor speech understanding when background noise is present. Hearing aids and cochlear implants often allow good speech understanding in quiet backgrounds. But hearing-impaired individuals are highly noise intolerant, and existing devices are not very effective at combating background noise. As a result, speech understanding in noise is often quite poor. In accord with the significance of the problem, considerable effort has been expended toward understanding and remedying this issue. Fortunately, our understanding of the underlying issues is reasonably good. In sharp contrast, effective solutions have remained elusive. One solution that seems promising involves a single-microphone machine-learning algorithm to extract speech from background noise. Data from our group indicate that the algorithm is capable of producing vast increases in speech understanding by hearing-impaired individuals. This paper will first provide an overview of the speech-in-noise problem and outline why hearing-impaired individuals are so noise intolerant. An overview of our approach to solving this problem will follow.

Bridge to the future: nontraditional clinical settings, concepts and issues.

PubMed

Faller, H S; Dowell, M A; Jackson, M A

1995-11-01

Healthcare restructuring in the wake of healthcare reform places greater emphasis on primary healthcare. Clinical education in acute care settings and existing community health agencies are not compatible with teaching basic concepts, principles and skills fundamental to nursing. Problems of clients in acute care settings are too complex and clients in the community are often too dispersed for necessary faculty support and supervision of beginning nursing students. Nontraditional learning settings offer the baccalaureate student the opportunity to practice fundamental skills of care and address professional skills of negotiation, assertiveness, organization, collaboration and leadership. An overview of faculty designed clinical learning experiences in nontraditional sites such as McDonald's restaurants, inner city churches, YWCA's, the campus community and homes are presented. The legal, ethical and academic issues associated with nontraditional learning settings are discussed in relation to individual empowerment, decision making and evaluation. Implications for the future address the role of the students and faculty as they interact with the community in which they live and practice.

Transfer of motor learning from virtual to natural environments in individuals with cerebral palsy.

PubMed

de Mello Monteiro, Carlos Bandeira; Massetti, Thais; da Silva, Talita Dias; van der Kamp, John; de Abreu, Luiz Carlos; Leone, Claudio; Savelsbergh, Geert J P

2014-10-01

With the growing accessibility of computer-assisted technology, rehabilitation programs for individuals with cerebral palsy (CP) increasingly use virtual reality environments to enhance motor practice. Thus, it is important to examine whether performance improvements in the virtual environment generalize to the natural environment. To examine this issue, we had 64 individuals, 32 of which were individuals with CP and 32 typically developing individuals, practice two coincidence-timing tasks. In the more tangible button-press task, the individuals were required to 'intercept' a falling virtual object at the moment it reached the interception point by pressing a key. In the more abstract, less tangible task, they were instructed to 'intercept' the virtual object by making a hand movement in a virtual environment. The results showed that individuals with CP timed less accurate than typically developing individuals, especially for the more abstract task in the virtual environment. The individuals with CP did-as did their typically developing peers-improve coincidence timing with practice on both tasks. Importantly, however, these improvements were specific to the practice environment; there was no transfer of learning. It is concluded that the implementation of virtual environments for motor rehabilitation in individuals with CP should not be taken for granted but needs to be considered carefully. Copyright © 2014 Elsevier Ltd. All rights reserved.

Legal and definitional issues affecting the identification and education of adults with specific learning disabilities in adult education programs.

PubMed

Taymans, Juliana M

2012-01-01

Although the exact prevalence is not determined, a noticeable subset of individuals who enroll in adult education and training programs have either diagnosed or undiagnosed specific learning disabilities (SLD). Understanding SLD is important basic information for adult educators to inform program policies as well as determine effective instructional practices. This article discusses the development of definitions of SLD and current agreement on the nature of SLD relevant to working with adults. It concludes with implications for adult education programs.

Designing an Assistive Learning Aid for Writing Acquisition: A Challenge for Children with Dyslexia.

PubMed

Latif, Seemab; Tariq, Rabbia; Tariq, Shehla; Latif, Rabia

2015-01-01

In Pakistan, the biggest challenge is to provide high quality education to the individuals with learning disabilities. Besides the well known affordance issue, there is a lack of awareness regarding the term dyslexia and remedial teaching training that causes the identification as well as remediation of the dyslexic individuals at early stages in Pakistan. The research was focused to exploit the benefits of using the modern mobile technology features in providing a learning platform for young dyslexic writers. Based on potential usability requirements of young dyslexic writers stated by remedial teachers of dyslexics, an android based application is designed and implemented using the usability engineering process model to encourage the learning process and help dyslexic children improve their fundamental handwriting skill. In addition, a handwriting learning algorithm based on concepts of machine learning is designed and implemented to decide the learning content, evaluate the learning performance, display the performance results and record the learning growth to show the strengths and weaknesses of a dyslexic child. The research was also aimed to assess the usability of the learner-centered application by the targeted population by conducting a user acceptance test to evaluate their learning experience and benefits of the developed application to dyslexic users. The results of the evaluation provided by the participants revealed that application has potential benefits to foster the learning process and help children with dyslexia by improving their foundational writing skills.

Relationship of biomedical science content acquisition performance to students' level of PBL group interaction: are students learning during PBL group?

PubMed

Romito, Laura M; Eckert, George J

2011-05-01

This study assessed biomedical science content acquisition from problem-based learning (PBL) and its relationship to students' level of group interaction. We hypothesized that learning in preparation for exams results primarily from individual study of post-case learning objectives and that outcomes would be unrelated to students' group involvement. During dental curricular years 1 and 2, student-generated biomedical learning issues (LIs) were identified from six randomly chosen PBL cases. Knowledge and application of case concepts were assessed with quizzes based on the identified LIs prior to dissemination of the learning objectives. Students and facilitators were surveyed on students' level of group involvement for the assessed LI topics. Year 1 students had significantly higher assessment scores (p=0.0001). For both student classes, means were significantly higher for the recall item (Q1) than for the application item (Q2). Q1 scores increased along with the student's reported role for Year 1 (p=0.04). However, there was no relationship between the student's reported role and Q1 for Year 2 (p=0.20). There was no relationship between the student's reported role and Q2 for Year 1 (p=0.09) or Year 2 (p=0.19). This suggests that students' level of group involvement on the biomedical learning issues did not significantly impact students' assessment performance.

Perspectives in patent law: overview, careers, and controversies.

PubMed

Davis, Clara

2009-01-01

This paper is directed to scientists and engineers who wish to learn more about careers in patent law. It presents an overview of the patent process along with a description of the various roles of individuals and institutions involved. Finally, the paper briefly discusses a few of the more controversial issues in the patent law field today.

Burnout in College Student Volunteers: A Cross-Level Study

ERIC Educational Resources Information Center

Kao, Yueh-tzu

2009-01-01

Burnout in college students is an issue of concern. It adversely affects the learning of students as well as their overall health and well-being. However, little attention has been paid to burnout in college students who donate their time as volunteers in services to their community. This study examined both individual and group factors…

Teaching Argumentation through the Visual Models in a Resource-Based Learning Environment

ERIC Educational Resources Information Center

Chang, Shu-Nu

2007-01-01

Scientific literacy is the ultimate goal in science education world-wide; especially in this modern society of science and technology. How to help individuals to make good judgments and promote their skills of argumentation becomes an important issue. Meanwhile, in the Information Age, visual image is an important medium for conveying information.…

Learning System of Web Navigation Patterns through Hypertext Probabilistic Grammars

ERIC Educational Resources Information Center

Cortes Vasquez, Augusto

2015-01-01

One issue of real interest in the area of web data mining is to capture users' activities during connection and extract behavior patterns that help define their preferences in order to improve the design of future pages adapting websites interfaces to individual users. This research is intended to provide, first of all, a presentation of the…

"Putting Music On": Everyday Leisure Activities, Choice-Making and Person-Centred Planning in a Supported Living Scheme

ERIC Educational Resources Information Center

Hassan, Nedim

2017-01-01

Background: Person-centred planning, which commonly becomes formalised within services for people with learning disabilities through an Essential Lifestyle Plan (ELP), was intended to help place the choices of individuals at the forefront of service provision. However, beyond UK government policy rhetoric, scholars have raised issues regarding the…

Fountains of Opportunity. National Association for Developmental Education Annual Conference Proceedings (18th, Kansas City, Missouri, March 2-6, 1994).

ERIC Educational Resources Information Center

Higbee, Jeanne L., Ed.; Dwinell, Patricia L., Ed.

This proceedings publication addresses issues in developmental education at the postsecondary level. Papers are: "Public Relations: Making Videos to Promote Your Program" (Carol H. Bader and Kathy Liles); "Winning Strategies Through Individualized Learning in the Success Center" (Deanna L. Culbertson and Phillip C. Johnson); "Implementing Holistic…

Bean Sprouts: A Television Series about Chinese-American Children.

ERIC Educational Resources Information Center

Chinese for Affirmative Action, San Francisco, CA. Chinese Media Committee.

This teaching guide accompanies a series of five half-hour television programs for children 7 through 12 years of age that depict Chinese American children in a variety of situations that foster a sense of group and individual identity. The emphasis of the series is on affective learning. The following issues are dealt with: (1) the ramifications…

Flexible Grouping as a Means for Classroom Management in a Heterogeneous Classroom

ERIC Educational Resources Information Center

Rytivaara, Anna

2011-01-01

This article concerns issues of classroom management in heterogeneous classrooms. Although research in the field of learning styles has yielded mixed results, there is a call for information about how they could be used to individualize instruction, especially in primary schools. This article is part of an ethnographic study aiming to examine…

Global National Qualifications Framework Inventory: Country Cases from EU and ETF Partner Countries

ERIC Educational Resources Information Center

Cedefop - European Centre for the Development of Vocational Training, 2013

2013-01-01

Certificates, diplomas and titles are commonly known as qualifications. Their purpose is to show employers, training providers, and individuals what the person holding the qualification has learned and can do. Every country issues many different qualifications, but for the European labor market to work as intended--that is for European citizens to…

Individual and Group Reflection Strategies: What We Learned from Preservice Teachers

ERIC Educational Resources Information Center

Lin, Miranda; Lucey, Thomas A.

2010-01-01

As classrooms become more diverse, one of the necessary goals of teacher education programs is to prepare preservice teachers (PSTs) to work with children of diverse populations. PSTs who derive largely from a dominant White culture will clearly face this challenge. One effective approach used to assist PSTs to grasp the issues of cultural…

Neuroscientific Studies of Mathematical Thinking and Learning: A Critical Look from a Mathematics Education Viewpoint

ERIC Educational Resources Information Center

Verschaffel, Lieven; Lehtinen, Erno; Van Dooren, Wim

2016-01-01

In this commentary we take a critical look at the various studies being reported in this issue about the relationship between cognitive neuroscience and mathematics, from a mathematics education viewpoint. After a discussion of the individual contributions, which we have grouped into three categories--namely neuroscientific studies of (a)…

Testing, Teaching and Learning: Chairmen's Report of a Conference on Research on Testing (August 17-26, 1978).

ERIC Educational Resources Information Center

Tyler, Ralph W.; White, Sheldon H.

Four broad issues of educational tests use are presented with their major criticisms: tests meant to hold educators and school systems accountable have limited value, and when used to make decisions concerning individual students tests do not fully reflect the cultural backgrounds of minority students. Testing to evaluate educational innovations…

Use of Ocean Exploration Learning Shapes (Geometric Solids) to Reinforce Student Inquiry

ERIC Educational Resources Information Center

Keener-Chavis, Paula; Goodwin, Mel

2009-01-01

The implications of Earth's ocean being little explored may not be immediately evident to individuals who are not ocean literate. For this reason, initiatives to improve ocean literacy must articulate compelling reasons for ocean exploration. A lesson plan that addresses this issue has been developed as part of the education and outreach program…

Learning, connecting, reconnecting: Summary of the 2007 National Silviculture Workshop

Treesearch

Russell T. Graham; Theresa B. Jain

2008-01-01

The National Silviculture Workshop's genesis in 1973 was the result of forward thinking individuals within the Timber Management staff of National Forest Systems. Several national issues of the 1970s including, but not limited to: 1) the passing of the National Forest Management Act, 2) the mandate that all timber removal, reforestation, and timber stand...

Theory and Practice in Communication Course Books

ERIC Educational Resources Information Center

Szoke-Milinte, Eniko

2013-01-01

The textbook is an essential individual studying and learning tool which helps the student gain insight into the theoretical system as well as the practical issues of a particular field of study. It can also raise interest in and develop a commitment to a discipline with the aid of appropriate tasks and exercises. However, most importantly, the…

Integrating Electronic Reverse Auctions into Defense Procurement: Exploratory Research on Opportunities, Issues, Processes, Risks, and Cultural Implications

DTIC Science & Technology

2009-12-18

TAM ) ...............................................21 F. Relational Exchange...SAF/AQC Secretary of the Air Force for Acquisition TAM Technology Adoption Model UA Uncertainty Avoidance USAAVE United States Army...of policy, thereby (1) easing the learning curve for individual COs, (2) maximizing e-RA use where it is appropriate and (3) saving substantial

Is the introduction of an accreditation program likely to generate organization-wide quality, change and learning?

PubMed

Lanteigne, Gilles; Bouchard, Chantal

2016-07-01

This research assesses whether integration of Accreditation Canada's program brings about change and organizational learning. Two health organizations, the Health Authority of Anguilla and the Ca' Foncella Opetale di Treviso, are studied on three levels: (1) members; (2) accreditation teams; and (3) organization. The methods used to collect data consisted of individual questionnaires administered to team members, semi-formal interviews with team leaders and quality coordinators, a documentation review and periodic assessments of compliance with the standards. The findings indicate that the organizations made strategic, organizational and relational changes. They improved their systems and management practices as well as their internal and external communications. There was also useful learning by individuals, teams and the organizations. Individual learning involved quality practice, client-focused approach, risk management, ethics, participatory management and assessment of services. The "self-assessment" and "make improvements and follow up on recommendations" stages of the accreditation cycle contributed the most to change and organizational learning. The interdisciplinary accreditation teams were the preferred vehicle for achieving these changes and this learning. The Health Authority of Anguilla and Ca' Foncella Opetale di Treviso have gradually improved their level of compliance with the standards in all quality dimensions. However, improvement in the overall compliance level was below the program's minimum requirements to obtain accreditation status without major restrictions. The scope of the changes and learning achieved raises the issue of the capacity of organizations to formalize this new knowledge throughout the organization. Copyright © 2015 John Wiley & Sons, Ltd. Copyright © 2015 John Wiley & Sons, Ltd.

How to facilitate freshmen learning and support their transition to a university study environment

NASA Astrophysics Data System (ADS)

Kangas, Jari; Rantanen, Elisa; Kettunen, Lauri

2017-11-01

Most freshmen enter universities with high expectations and with good motivation, but too many are driven into performing instead of true learning. The issues are not only related to the challenge of comprehending the substance, social and other factors have an impact as well. All these multifaceted needs should be accounted for to facilitate student learning. Learning is an individual process and remarkable improvement in the learning practices is possible, if proper actions are addressed early enough. We motivate and describe a study of the experience obtained from a set of tailor-made courses that were given alongside standard curriculum. The courses aimed to provide a 'safe community' to address the multifaceted needs. Such support was integrated into regular coursework where active learning techniques, e.g. interactive small groups were incorporated. To assess impact of the courses we employ the feedback obtained during the courses and longitudinal statistical data about students' success.

Computer-Assisted Learning Applications in Health Educational Informatics: A Review.

PubMed

Shaikh, Faiq; Inayat, Faisal; Awan, Omer; Santos, Marlise D; Choudhry, Adnan M; Waheed, Abdul; Kajal, Dilkash; Tuli, Sagun

2017-08-10

Computer-assisted learning (CAL) as a health informatics application is a useful tool for medical students in the era of expansive knowledge bases and the increasing need for and the consumption of automated and interactive systems. As the scope and breadth of medical knowledge expand, the need for additional learning outside of lecture hours is becoming increasingly important. CAL can be an impactful adjunct to conventional methods that currently exist in the halls of learning. There is an increasing body of literature that suggests that CAL should be a commonplace and the recommended method of learning for medical students. Factors such as technical issues that hinder the performance of CAL are also evaluated. We conclude by encouraging the use of CAL by medical students as a highly beneficial method of learning that complements and enhances lectures and provides intuitive, interactive modulation of a self-paced curriculum based on the individual's academic abilities.

Developing a service improvement initiative for people with learning disabilities in hospice settings.

PubMed

Springall, Fiona

2018-03-21

People with learning disabilities are often marginalised in healthcare, including in hospice settings, and as a result may not receive effective end of life care. Research in hospice settings has identified that many staff lack confidence, skills and knowledge in caring for people with learning disabilities, which can have a negative effect on the care these individuals receive. To address these issues, the author has proposed a service improvement initiative, which she developed as part of her learning disability nursing degree programme. This proposed initiative aimed to enhance end of life care for people with learning disabilities through the implementation of a community learning disability link nurse in the hospice setting. ©2018 RCN Publishing Company Ltd. All rights reserved. Not to be copied, transmitted or recorded in any way, in whole or part, without prior permission of the publishers.

Learning and Memory Processes Following Cochlear Implantation: The Missing Piece of the Puzzle.

PubMed

Pisoni, David B; Kronenberger, William G; Chandramouli, Suyog H; Conway, Christopher M

2016-01-01

At the present time, there is no question that cochlear implants (CIs) work and often work very well in quiet listening conditions for many profoundly deaf children and adults. The speech and language outcomes data published over the last two decades document quite extensively the clinically significant benefits of CIs. Although there now is a large body of evidence supporting the "efficacy" of CIs as a medical intervention for profound hearing loss in both children and adults, there still remain a number of challenging unresolved clinical and theoretical issues that deal with the "effectiveness" of CIs in individual patients that have not yet been successfully resolved. In this paper, we review recent findings on learning and memory, two central topics in the field of cognition that have been seriously neglected in research on CIs. Our research findings on sequence learning, memory and organization processes, and retrieval strategies used in verbal learning and memory of categorized word lists suggests that basic domain-general learning abilities may be the missing piece of the puzzle in terms of understanding the cognitive factors that underlie the enormous individual differences and variability routinely observed in speech and language outcomes following cochlear implantation.

Learning and Memory Processes Following Cochlear Implantation: The Missing Piece of the Puzzle

PubMed Central

Pisoni, David B.; Kronenberger, William G.; Chandramouli, Suyog H.; Conway, Christopher M.

2016-01-01

At the present time, there is no question that cochlear implants (CIs) work and often work very well in quiet listening conditions for many profoundly deaf children and adults. The speech and language outcomes data published over the last two decades document quite extensively the clinically significant benefits of CIs. Although there now is a large body of evidence supporting the “efficacy” of CIs as a medical intervention for profound hearing loss in both children and adults, there still remain a number of challenging unresolved clinical and theoretical issues that deal with the “effectiveness” of CIs in individual patients that have not yet been successfully resolved. In this paper, we review recent findings on learning and memory, two central topics in the field of cognition that have been seriously neglected in research on CIs. Our research findings on sequence learning, memory and organization processes, and retrieval strategies used in verbal learning and memory of categorized word lists suggests that basic domain-general learning abilities may be the missing piece of the puzzle in terms of understanding the cognitive factors that underlie the enormous individual differences and variability routinely observed in speech and language outcomes following cochlear implantation. PMID:27092098

Movement rehabilitation: are the principles of re-learning in the recovery of function the same as those of original learning?

PubMed

Newell, Karl M; Verhoeven, F Martijn

2017-01-01

This paper addresses the change in movement dynamics in rehabilitation through discussing issues that pertain to the question as to whether the principles of re-learning in functional recovery are the same as those of original learning. The many varieties of disease and injury states lead to significant differences in the constraints to action and these impairments in turn influence the pathway of change in re-learning and/or recovery of function. These altered constraints channel the effectiveness of many conditions and strategies of practice that influence learning and performance. Nevertheless, it is proposed that there is a small set of principles for the change in dynamics of motor learning, which drive the continuously evolving stability and instability of movement forms through the lifespan. However, this common set of dynamical principles is realized in individual pathways of change in the movement dynamics of learning, re-learning and recovery of function. The inherent individual differences of humans and environments insure that the coordination, control and skill of movement rehabilitation are challenged in distinct ways by the changing constraints arising from the many manifestations of disease and injury. Implications for rehabilitation The many varieties of disease and injury states lead to significant differences in the constraints to action that in turn influence the pathway of change in re-learning and/or recovery of function, and the effectiveness of the many conditions/strategies of practice to influence learning and performance. There are a small set of principles for the change in dynamics of motor learning that drive the continuously evolving ebb and flow of stability and instability of movement forms through the lifespan. The inherent individual differences of humans and environments insure that the coordination, control and skill of movement rehabilitation are uniquely challenged by the changing constraints arising from the many manifestations of disease and injury.

Issues in the use of visual supports to promote communication in individuals with autism spectrum disorder.

PubMed

Arthur-Kelly, Michael; Sigafoos, Jeff; Green, Vanessa; Mathisen, Bernice; Arthur-Kelly, Racheal

2009-01-01

Visual supports are widely used and generally regarded as an effective resource for intervention with individuals who function on the autism spectrum. More cross-contextual research into their efficacy is required. In this article, we selectively review the research literature around visual supports based on an original conceptual model that highlights their contribution in the interpersonal social and communicative milieu of classrooms, homes and other daily living contexts. Attention is drawn to a range of practical and research issues and challenges in the use of visual supports as well as evidence of their effectiveness in enhancing participation, learning and social membership in this population. Areas for further research relating to the introduction and use of visual supports with the autism spectrum disorder population are identified.

How clinical reasoning is taught and learned: Cultural perspectives from the University of Melbourne and Universitas Indonesia.

PubMed

Findyartini, Ardi; Hawthorne, Lesleyanne; McColl, Geoff; Chiavaroli, Neville

2016-07-21

The majority of schools in the Asia-Pacific region have adopted medical curricula based on western pedagogy. However to date there has been minimal exploration of the influence of the culture of learning on the teaching and learning process. This paper explores this issue in relation to clinical reasoning. A comparative case study was conducted in 2 medical schools in Australia (University of Melbourne) and Asia (Universitas Indonesia). It involved assessment of medical students' attitudes to clinical reasoning through administration of the Diagnostic Thinking Inventory (DTI), followed by qualitative interviews which explored related cultural issues. A total of 11 student focus group discussions (45 students) and 24 individual medical teacher interviews were conducted, followed by thematic analysis. Students from Universitas Indonesia were found to score lower on the Flexibility in Thinking subscale of the DTI. Qualitative data analysis based on Hofstede's theoretical constructs concerning the culture of learning also highlighted clear differences in relation to attitudes to authority and uncertainty avoidance, with potential impacts on attitudes to teaching and learning of clinical reasoning in undergraduate medical education. Different attitudes to teaching and learning clinical reasoning reflecting western and Asian cultures of learning were identified in this study. The potential impact of cultural differences should be understood when planning how clinical reasoning can be best taught and learned in the changing global contexts of medical education, especially when the western medical education approach is implemented in Asian contexts.

Three visual techniques to enhance interprofessional learning.

PubMed

Parsell, G; Gibbs, T; Bligh, J

1998-07-01

Many changes in the delivery of healthcare in the UK have highlighted the need for healthcare professionals to learn to work together as teams for the benefit of patients. Whatever the profession or level, whether for postgraduate education and training, continuing professional development, or for undergraduates, learners should have an opportunity to learn about and with, other healthcare practitioners in a stimulating and exciting way. Learning to understand how people think, feel, and react, and the parts they play at work, both as professionals and individuals, can only be achieved through sensitive discussion and exchange of views. Teaching and learning methods must provide opportunities for this to happen. This paper describes three small-group teaching techniques which encourage a high level of learner collaboration and team-working. Learning content is focused on real-life health-care issues and strong visual images are used to stimulate lively discussion and debate. Each description includes the learning objectives of each exercise, basic equipment and resources, and learning outcomes.

Recycling Mentors: an intergenerational, service-learning program to promote recycling and environmental awareness.

PubMed

D'abundo, Michelle L; Fugate-Whitlock, Elizabeth I; Fiala, Kelly A

2011-01-01

The purpose of Recycling Mentors was to implement an intergenerational, service-learning program focused on promoting recycling and environmental awareness among students enrolled in Community Health (HEA 301) and Current Issues in Gerontology (GRN 440/540) and adults older than 60 years. Recycling Mentors was conducted in New Hanover County (NHC), North Carolina, where a moderate climate and coastal location attracts many tourists, retirees, and college students. A community like NHC is a good place to implement service-learning that educates both students and older adults about the benefits of recycling to individual health and the environment. During the Fall 2009 semester, undergraduate and graduate students completed institutional review board training and then conducted the program with older adults. The education component of Recycling Mentors included a pre/post survey, brochure, and scheduled visits. Overall, Recycling Mentors was positive service-learning experience with students identifying salient outcomes such as learning about recycling and the environment and working with older adults. In addition, teaching the education component of Recycling Mentors was good practice for students who will be the future health professionals. While service-learning and environmentally themed projects are common, a program that combines the 2 like Recycling Mentors is unique and has the potential to motivate individual change while positively impacting the local community and the environment.

Patterns in clinical students' self-regulated learning behavior: a Q-methodology study.

PubMed

Berkhout, Joris J; Teunissen, Pim W; Helmich, Esther; van Exel, Job; van der Vleuten, Cees P M; Jaarsma, Debbie A D C

2017-03-01

Students feel insufficiently supported in clinical environments to engage in active learning and achieve a high level of self-regulation. As a result clinical learning is highly demanding for students. Because of large differences between students, supervisors may not know how to support them in their learning process. We explored patterns in undergraduate students' self-regulated learning behavior in the clinical environment, to improve tailored supervision, using Q-methodology. Q-methodology uses features of both qualitative and quantitative methods for the systematic investigation of subjective issues by having participants sort statements along a continuum to represent their opinion. We enrolled 74 students between December 2014 and April 2015 and had them characterize their learning behavior by sorting 52 statements about self-regulated learning behavior and explaining their response. The statements used for the sorting were extracted from a previous study. The data was analyzed using by-person factor analysis to identify clusters of individuals with similar sorts of the statements. The resulting factors and qualitative data were used to interpret and describe the patterns that emerged. Five resulting patterns were identified in students' self-regulated learning behavior in the clinical environment, which we labelled: Engaged, Critically opportunistic, Uncertain, Restrained and Effortful. The five patterns varied mostly regarding goals, metacognition, communication, effort, and dependence on external regulation for learning. These discrete patterns in students' self-regulated learning behavior in the clinical environment are part of a complex interaction between student and learning context. The results suggest that developing self-regulated learning behavior might best be supported regarding individual students' needs.

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.

Optimal Reward Functions in Distributed Reinforcement Learning

NASA Technical Reports Server (NTRS)

Wolpert, David H.; Tumer, Kagan

2000-01-01

We consider the design of multi-agent systems so as to optimize an overall world utility function when (1) those systems lack centralized communication and control, and (2) each agents runs a distinct Reinforcement Learning (RL) algorithm. A crucial issue in such design problems is to initialize/update each agent's private utility function, so as to induce best possible world utility. Traditional 'team game' solutions to this problem sidestep this issue and simply assign to each agent the world utility as its private utility function. In previous work we used the 'Collective Intelligence' framework to derive a better choice of private utility functions, one that results in world utility performance up to orders of magnitude superior to that ensuing from use of the team game utility. In this paper we extend these results. We derive the general class of private utility functions that both are easy for the individual agents to learn and that, if learned well, result in high world utility. We demonstrate experimentally that using these new utility functions can result in significantly improved performance over that of our previously proposed utility, over and above that previous utility's superiority to the conventional team game utility.

The Role of Cognitive Style in the Collocational Knowledge Development of Iranian EFL Learners through Input Flood Treatment

ERIC Educational Resources Information Center

Mahvelati, Elaheh Hamed; Mukundan, Jayakaran

2012-01-01

The differences in cognitive style between individuals and the effect these differences can have on second language learning have long been recognized by educators and researchers. Hence, this issue is the focal center of the present study. More precisely, the purpose of this study was to investigate the role of participants' cognitive style…

Using Social Network Graphs as Visualization Tools to Influence Peer Selection Decision-Making Strategies to Access Information about Complex Socioscientific Issues

ERIC Educational Resources Information Center

Yoon, Susan A.

2011-01-01

This study extends previous research that explores how visualization affordances that computational tools provide and social network analyses that account for individual- and group-level dynamic processes can work in conjunction to improve learning outcomes. The study's main hypothesis is that when social network graphs are used in instruction,…

Finding Community: A Guide to Community Research and Action.

ERIC Educational Resources Information Center

Jones, W. Ron; And Others

For those concerned with contemporary social problems, whether as students, members of community groups, or individual citizens, this book attempts not only to describe the issues, but also to offer some starting points for local research and action. As an educational tool, it is based on the belief that a good way to learn about a community is to…

Nicaraguan Sign Language and Theory of Mind: The Issue of Critical Periods and Abilities

ERIC Educational Resources Information Center

Morgan, Gary; Kegl, Judy

2006-01-01

Background: Previous studies in the literature report that deaf individuals who experience late access to language perform poorly on false belief tests of Theory of Mind (ToM) compared with age-matched deaf and hearing controls exposed to language early. Methods: A group of 22 deaf Nicaraguans (aged 7 to 39 years) who learned Nicaraguan Sign…

The Possibilities and Limits of the Structure-Agency Dialectic in Advancing Science for All

ERIC Educational Resources Information Center

Gutiérrez, Kris D.; Calabrese Barton, Angela

2015-01-01

In this special issue, the structure-agency dialectic is used to shift the analytic frame in science education from focusing on youth as in need of remediation to rethinking new arrangements, tools, and forms of assistance and participation in support of youth learning science. This shift from "fixing" the individual to re-mediating and…

"Your Mum and Dad Can't Teach You!": Constraints on Agency among Rural Learners of English in the Developing World

ERIC Educational Resources Information Center

Lamb, Martin

2013-01-01

Learning outcomes are always the product of the interaction between individual learner agency and social structures. Recently concern has been expressed about unequal access to English, recognised as an important resource for social advancement, for rural populations in developing countries. This paper explores this issue by focusing on one…

Advancing Excellence. Conference Proceedings of the Annual Society for the Advancement of Gifted Education (SAGE) Conference (5th, Calgary, Alberta, Canada, September 30-October 1, 1994).

ERIC Educational Resources Information Center

Society for the Advancement of Gifted Education, Calgary (Alberta).

These conference proceedings consider the unique needs of gifted and talented individuals, focusing on state-of-the-art knowledge regarding school reform initiatives, cooperative learning, creative achievement, social-emotional development, differentiated curriculum, charter schools, and parenting issues. Summaries are provided of the following…

The Right to Special Education in Pennsylvania: A Guide for Parents. Year 2000 Edition.

ERIC Educational Resources Information Center

Mancuso, Ellen; Stotland, Janet F.; Rieser, Len

This manual is designed to help Pennsylvania parents of children with disabilities learn how the special education system works in Pennsylvania and how they can make it work for their child. This revision of the manual incorporates changes made to the Individuals with Disabilities Education Act (IDEA) in 1997 and the regulations issued in 1999 to…

Professional development for university scientists around issues of equity and diversity: Investigating dissent within community

NASA Astrophysics Data System (ADS)

Bianchini, Julie A.; Hilton-Brown, Bryan A.; Breton, Therese D.

2002-10-01

We investigated the role of dissent in a community of university scientists, engineers, mathematicians, and social scientists engaged in a 2-year professional development project around issues of equity and diversity. Members of this teacher learning community explored issues related to gender and ethnicity in science education, and attempted to develop course materials and instructional strategies inclusive of students from underrepresented groups. We focused our attention on those professional development sessions (6 of the 19) devoted to a contentious yet integral topic in science education: the gendered and multicultural nature of science. We examined conversations initiated by a member's concerns to learn how dissent led (or failed to lead) to new insights into feminist science studies scholarship or to greater understanding of ways to address equity issues in undergraduate science education. We also explored how teacher learners' resulting views of feminist science studies scholarship informed (or failed to inform) changes in their own educational practices. From our qualitative analyses, we highlight the challenges in balancing respect for members' individual voices with collective progress toward project goals, and in structuring conversations initiated by dissent to provide adequate space for deliberation and movement toward deeper understanding of equity and excellence.

Teaching Strategies for Developing Students' Argumentation Skills About Socioscientific Issues in High School Genetics

NASA Astrophysics Data System (ADS)

Dawson, Vaille Maree; Venville, Grady

2010-03-01

An outcome of science education is that young people have the understandings and skills to participate in public debate and make informed decisions about science issues that influence their lives. Toulmin’s argumentation skills are emerging as an effective strategy to enhance the quality of evidence based decision making in science classrooms. In this case study, an Australian science teacher participated in a one-on-one professional learning session on argumentation before explicitly teaching argumentation skills to two year 10 classes studying genetics. Over two lessons, the teacher used whole class discussion and writing frames of two socioscientific issues to teach students about argumentation. An analysis of classroom observation field notes, audiotaped lesson transcripts, writing frames and student interviews indicate that four factors promoted student argumentation. The factors are: the role of the teacher in facilitating whole class discussion; the use of writing frames; the context of the socioscientific issue; and the role of the students. It is recommended that professional learning to promote student argumentation may need to be tailored to individual teachers and that extensive classroom based research is required to determine the impact of classroom factors on students’ argumentation.

Expanding the frontiers of national qualifications frameworks through lifelong learning

NASA Astrophysics Data System (ADS)

Owusu-Agyeman, Yaw

2017-10-01

The adoption of a national qualifications framework (NQF) by some governments in all world regions has shown some success in the area of formal learning. However, while NQFs continue to enhance formal learning in many countries, the same cannot be said for the recognition, validation and accreditation (RVA) of non-formal and informal learning. Focusing on competency-based technical and vocational education and training (TVET) within its NQF, Ghana introduced the National Technical and Vocational Education and Training Qualifications Framework (NTVETQF) as a sub-framework in 2012. In the wake of the NTVETQF's limited success, the author of this article reasons that a lifelong learning approach could enhance its effectiveness considerably. Comparing national and international policies, he argues that the NTVETQF should be able to properly address the issues of progression from informal and non-formal to formal modes of lifelong learning within the country's broad context of education. In addition, the study conceptualises the integration of lifelong learning within a broad NQF in four key domains: (1) individual; (2) institutional; (3) industry; and (4) state. The author concludes that, for the NTVETQF to achieve its goal of facilitating access to further education and training while also promoting lifelong learning for all (including workers in the informal economy), effective integration of all modes of lifelong learning is required. Although this entails some challenges, such as recognition of prior learning and validation of all modes of learning, it will help to widen access to education as well as providing individuals with a pathway for achieving their educational aspirations.

Ethics and radiation protection.

PubMed

Hansson, Sven Ove

2007-06-01

Some of the major problems in radiation protection are closely connected to issues that have a long, independent tradition in moral philosophy. This contribution focuses on two of these issues. One is the relationship between the protection of individuals and optimisation on the collective level, and the other is the relative valuation of future versus immediate damage. Some of the intellectual tools that have been developed by philosophers can be useful in radiation protection. On the other hand, philosophers have much to learn from radiation protectors, not least when it comes to finding pragmatic solutions to problems that may be intractable in principle.

Bilingual Children with Primary Language Impairment: Issues, Evidence and Implications for Clinical Actions

PubMed Central

Kohnert, Kathryn

2010-01-01

A clear understanding of how to best provide clinical serves to bilingual children with suspected or confirmed primary language impairment (PLI) is predicated on understanding typical development in dual-language learners as well as the PLI profile. This article reviews general characteristics of children learning two languages, including three that challenge the diagnosis and treatment of PLI; uneven distribution of abilities in the child's two languages, cross-linguistic associations within bilingual learners, and individual variation in response to similar social circumstances. The diagnostic category of PLI (also referred to in the literature as specific language impairment or SLI) is described with attention to how language impairment, in the face of otherwise typical development, manifests in children learning two languages. Empirical evidence related to differential diagnosis of PLI in bilingual children is then reviewed and issues related to the generalization of treatment gains in dual-language learners with PLI are introduced. PMID:20371080

Implementation of psychological clinical trials in epilepsy: Review and guide.

PubMed

Modi, Avani C; Wagner, Janelle; Smith, Aimee W; Kellermann, Tanja S; Michaelis, Rosa

2017-09-01

The International League Against Epilepsy (ILAE) Neuropsychiatry commission and United States Institute of Medicine report both identified cognitive and psychological comorbidities as a significant issue for individuals with epilepsy, with rates as high as 60%. However, there is a paucity of evidence-based treatments for many psychological conditions (e.g., learning disorders, cognitive disorders, behavioral disorders). Because of inherent challenges in the implementation of psychological therapy trials and specific considerations for the population with epilepsy, the focus of the current review was to provide guidance and recommendations to conduct psychological trials for individuals with epilepsy. Several key areas will be discussed, including selection of patients, trial design, psychological intervention considerations, outcomes and evaluation of results, publication of trial results, and special issues related to pediatric clinical trials. Rigorously designed psychological therapy trials will set the stage for evidence-based practice in the care of individuals with epilepsy, with the goal of improving seizures, side effects, and HRQOL. Copyright © 2017 Elsevier Inc. All rights reserved.

Situated learning theory: adding rate and complexity effects via Kauffman's NK model.

PubMed

Yuan, Yu; McKelvey, Bill

2004-01-01

For many firms, producing information, knowledge, and enhancing learning capability have become the primary basis of competitive advantage. A review of organizational learning theory identifies two approaches: (1) those that treat symbolic information processing as fundamental to learning, and (2) those that view the situated nature of cognition as fundamental. After noting that the former is inadequate because it focuses primarily on behavioral and cognitive aspects of individual learning, this paper argues the importance of studying learning as interactions among people in the context of their environment. It contributes to organizational learning in three ways. First, it argues that situated learning theory is to be preferred over traditional behavioral and cognitive learning theories, because it treats organizations as complex adaptive systems rather than mere information processors. Second, it adds rate and nonlinear learning effects. Third, following model-centered epistemology, it uses an agent-based computational model, in particular a "humanized" version of Kauffman's NK model, to study the situated nature of learning. Using simulation results, we test eight hypotheses extending situated learning theory in new directions. The paper ends with a discussion of possible extensions of the current study to better address key issues in situated learning.

Teaching Darwinian Evolution: Learning from Religious Education

NASA Astrophysics Data System (ADS)

Stolberg, Tonie L.

2010-06-01

This article examines what science education might be able to learn from phenomenological religious education’s attempts to teach classes where students hold a plurality of religious beliefs. Recent statements as to how best to accomplish the central pedagogical concept of ‘learning from religion’ as a vehicle for human transformation are explored, and then used to appraise the historical research into how Charles Darwin’s responses to religious ideas influenced and were influenced by his scientific work. The issues identified as crucial for science educators to be aware of when teaching students Darwinian evolution are then outlined and, finally, suggestions are made to enable individual students to examine how their personal religious beliefs might interact with their growing understanding of Darwin’s evolutionary approach.

A review of peer-assisted learning to deliver interprofessional supplementary image interpretation skills.

PubMed

Bain, P; Wareing, A; Henderson, I

2017-09-01

Peer-assisted learning provides a means through which individuals can learn from one another through a reciprocal process. Radiographic image interpretation skills are fundamental to both diagnostic radiography students and medical students due to their shared role in preliminary evaluation of conventional radiographic images. Medical students on graduation, may not be well prepared to carry out image interpretation, since evidence suggests that they perform less well than radiographers in e.g. Accident and Emergency situations. A review of literature was conducted exploring the application of peer-assisted learning within diagnostic radiography and health education more widely as well as the practice of initial image interpretation. An extensive and systematic search strategy was developed which provided a range of material related to the areas. An overview was obtained of the effectiveness of peer-assisted learning and the issues associated with development of image interpretation skills and a degree of discrepancy was identified between the two cohorts regarding their interpretative competence and confidence. This inconsistency may create an opportunity to apply peer-assisted learning, better preparing both disciplines for the practical application of image interpretation skills. The review identified the lack of a substantial evidence base relating to peer-assisted learning in radiography. Peer-assisted learning is not widely embraced in an interprofessional context. Multiple positive factors of such an intervention are identified which outweigh perceived negative issues. Student teacher and learner may benefit as should the clinical service from enhanced practitioner performance. The findings justify further research to develop the evidence base. Copyright © 2017 The College of Radiographers. Published by Elsevier Ltd. All rights reserved.

Machine learning in autistic spectrum disorder behavioral research: A review and ways forward.

PubMed

Thabtah, Fadi

2018-02-13

Autistic Spectrum Disorder (ASD) is a mental disorder that retards acquisition of linguistic, communication, cognitive, and social skills and abilities. Despite being diagnosed with ASD, some individuals exhibit outstanding scholastic, non-academic, and artistic capabilities, in such cases posing a challenging task for scientists to provide answers. In the last few years, ASD has been investigated by social and computational intelligence scientists utilizing advanced technologies such as machine learning to improve diagnostic timing, precision, and quality. Machine learning is a multidisciplinary research topic that employs intelligent techniques to discover useful concealed patterns, which are utilized in prediction to improve decision making. Machine learning techniques such as support vector machines, decision trees, logistic regressions, and others, have been applied to datasets related to autism in order to construct predictive models. These models claim to enhance the ability of clinicians to provide robust diagnoses and prognoses of ASD. However, studies concerning the use of machine learning in ASD diagnosis and treatment suffer from conceptual, implementation, and data issues such as the way diagnostic codes are used, the type of feature selection employed, the evaluation measures chosen, and class imbalances in data among others. A more serious claim in recent studies is the development of a new method for ASD diagnoses based on machine learning. This article critically analyses these recent investigative studies on autism, not only articulating the aforementioned issues in these studies but also recommending paths forward that enhance machine learning use in ASD with respect to conceptualization, implementation, and data. Future studies concerning machine learning in autism research are greatly benefitted by such proposals.

A contemporary examination of workplace learning culture: an ethnomethodology study.

PubMed

Newton, Jennifer M; Henderson, Amanda; Jolly, Brian; Greaves, Judith

2015-01-01

Creating and maintaining a sustainable workforce is currently an international concern. Extensive literature suggest that students and staff need to be 'engaged', that is they need to interact with the health team if they are to maximise learning opportunities. Despite many studies since the 1970s into what creates a 'good' learning environment, ongoing issues continue to challenge healthcare organisations and educators. A 'good' learning environment has been an intangible element for many professions as learning is hindered by the complexity of practice and by limitations on practitioners' time available to assist and guide novices. This study sought to explore the nature of the learning interactions and experiences in clinical nursing practice that enhance a 'good' workplace learning culture for both nursing students and qualified nurses. An ethnomethodology study. A range of clinical settings in Victoria and Queensland, Australia. Students and registered nurses (n=95). Fieldwork observations were carried out on student nurses and registered nurses, followed by an individual interview with each participant. An iterative approach to analysis was undertaken; field notes of observations were reviewed, interviews transcribed verbatim and entered into NVivo10. Major themes were then extracted. Three central themes: learning by doing, navigating through communication, and 'entrustability', emerged providing insights into common practices potentially enhancing or detracting from learning in the workplace. Students' and registered nurses' learning is constrained by a myriad of interactions and embedded workplace practices, which can either enhance the individual's opportunities for learning or detract from the richness of affordances that healthcare workplace settings have to offer. Until the culture/or routine practices of the healthcare workplace are challenged, the trust and meaningful communication essential to learning in practice, will be achievable only serendipitously. Copyright © 2014 Elsevier Ltd. All rights reserved.

Standards-Based Assessments in the Classroom: A Feasible Approach to Improving the Quality of Students' Learning

ERIC Educational Resources Information Center

Sharma, Priyanka

2015-01-01

In the new millennium, the Indian education system has experienced a major shift and the issue of the quality of education has taken centre stage in policy discussion fora. Globally, assessment has become an important means of improving the quality of education, both at the systemic level and at the level of individual students. It necessitates…

Dialogue on Issues of Lifelong Learning in a Democratic Society. Working Papers from a British and North American Faculty Exchange.

ERIC Educational Resources Information Center

Conti, Gary J., Ed.; Fellenz, Robert A., Ed.

These 12 papers are the products of an exchange of a group of promising British and North American adult education researchers, relatively new to the professoriate, for short intensive visits to the other country. These visits were to provide individuals and universities opportunities to develop linkages that might further comparative research and…

Learning in Adolescence. The Andover Review: A Journal for Secondary Education, Spring 1978. [Special Issue]. [And] Learning in Adolescence II. The Andover Review: A Journal for Secondary Education, Fall 1978. [Special Issue].

ERIC Educational Resources Information Center

Brown, William H., Ed.

The document comprises two issues of a journal devoted to learning and adolescence. Each issue contains articles which were contributed by participants in a conference on learning and adolescence held at Phillips Academy, Andover, Massachusetts, in 1977. Articles in the Spring issue deal with formation of adolescents' values, observations of…

Resident Wellness Matters: Optimizing Resident Education and Wellness Through the Learning Environment.

PubMed

Jennings, M L; Slavin, Stuart J

2015-09-01

The problem of poor mental health in residency is well established. Burnout, depression, and suicidal ideation are prevalent among resident physicians, and these problems appear to persist into practice. Leaders in graduate medical education such as policy makers at the Accreditation Council for Graduate Medical Education (ACGME) and directors of individual programs and institutions should acknowledge these important issues and take steps to address them. The ACGME's Clinical Learning Environment Review (CLER) Program currently outlines an expectation that institutions both educate residents about burnout and measure burnout annually. The CLER Program could go further by expecting institutions to create quality initiatives to enhance resident wellness and increase resident engagement. The ACGME should also call for and support research in this area. Leaders or directors of individual programs and institutions should consider wellness initiatives that both (1) identify and address suboptimal aspects of the learning environment and (2) train residents in resilience skills. Efforts to improve the residency learning environment could be guided by the work of Maslach and Leiter, who describe six categories of work stress that can contribute to burnout: (1) workload, (2) control, (3) balance between effort and reward, (4) community, (5) fairness, and (6) values.

eLearning: Is There a Place in Athletic Training Education?

PubMed Central

Wright, Kenneth E.; Stewart, Jeffrey; Wright, Vivian H.; Barker, Scott

2002-01-01

Objective: To provide an overview of current issue and research literature that discusses the use of eLearning in an academic curriculum. We address several components to be examined before eLearning is incorporated into athletic training education. Data Sources: We searched MEDLINE and Educational Resources Information Center (ERIC) from 2000 through 2002 using the key words distance education, online learning, and the individual research studies referenced in this article. Data Synthesis: Educational research studies have confirmed that multiple methods in instruction delivery exist. Within the changing culture of higher education, the use of effective communication tools has been shown to increase student knowledge and skills. Through eLearning, methods of instruction design are designed to be student centered and allow the educator to become a facilitator. Conclusions/Recommendations: Even though the use of eLearning faces many challenges in athletic training education, the research literature does support this method of instructional delivery in selected courses in athletic training education. PMID:12937546

eLearning: Is There a Place in Athletic Training Education?

PubMed

Wright, Kenneth E; Stewart, Jeffrey; Wright, Vivian H; Barker, Scott

2002-12-01

OBJECTIVE: To provide an overview of current issue and research literature that discusses the use of eLearning in an academic curriculum. We address several components to be examined before eLearning is incorporated into athletic training education. DATA SOURCES: We searched MEDLINE and Educational Resources Information Center (ERIC) from 2000 through 2002 using the key words distance education, online learning, and the individual research studies referenced in this article. DATA SYNTHESIS: Educational research studies have confirmed that multiple methods in instruction delivery exist. Within the changing culture of higher education, the use of effective communication tools has been shown to increase student knowledge and skills. Through eLearning, methods of instruction design are designed to be student centered and allow the educator to become a facilitator. CONCLUSIONS/RECOMMENDATIONS: Even though the use of eLearning faces many challenges in athletic training education, the research literature does support this method of instructional delivery in selected courses in athletic training education.

Is the learn unit a fundamental measure of pedagogy?

PubMed Central

Greer, R. Douglas; McDonough, Sally Hogin

1999-01-01

We propose a measure of teaching, the learn unit, that explicitly describes the interaction between teachers and their students. The theoretical, educational research, and applied behavior analysis literatures all converge on the learn unit as a fundamental measure of teaching. The theoretical literature proposes the construct of the interlocking operant and embraces verbal behavior, social interaction, and translations of psychological constructs into complex theoretical respondent-operant interactions and behavior-behavior relations. Research findings in education and applied behavior analysis on engaged academic time, opportunity to respond, active student responding, teacher-student responding, student-teacher responding, tutor-tutee responding, tutee-tutor responding, and verbal episodes between individuals all support a measure of interlocking responses. More recently, research analyzing the components of both the students' and teachers' behavior suggests that the learn unit is the strongest predictor of effective teaching. Finally, we propose applications of the learn unit to other issues in pedagogy not yet researched and the relation of learn units to the verbal behavior of students. PMID:22478317

Application of machine learning classification for structural brain MRI in mood disorders: Critical review from a clinical perspective.

PubMed

Kim, Yong-Ku; Na, Kyoung-Sae

2018-01-03

Mood disorders are a highly prevalent group of mental disorders causing substantial socioeconomic burden. There are various methodological approaches for identifying the underlying mechanisms of the etiology, symptomatology, and therapeutics of mood disorders; however, neuroimaging studies have provided the most direct evidence for mood disorder neural substrates by visualizing the brains of living individuals. The prefrontal cortex, hippocampus, amygdala, thalamus, ventral striatum, and corpus callosum are associated with depression and bipolar disorder. Identifying the distinct and common contributions of these anatomical regions to depression and bipolar disorder have broadened and deepened our understanding of mood disorders. However, the extent to which neuroimaging research findings contribute to clinical practice in the real-world setting is unclear. As traditional or non-machine learning MRI studies have analyzed group-level differences, it is not possible to directly translate findings from research to clinical practice; the knowledge gained pertains to the disorder, but not to individuals. On the other hand, a machine learning approach makes it possible to provide individual-level classifications. For the past two decades, many studies have reported on the classification accuracy of machine learning-based neuroimaging studies from the perspective of diagnosis and treatment response. However, for the application of a machine learning-based brain MRI approach in real world clinical settings, several major issues should be considered. Secondary changes due to illness duration and medication, clinical subtypes and heterogeneity, comorbidities, and cost-effectiveness restrict the generalization of the current machine learning findings. Sophisticated classification of clinical and diagnostic subtypes is needed. Additionally, as the approach is inevitably limited by sample size, multi-site participation and data-sharing are needed in the future. Copyright © 2017 Elsevier Inc. All rights reserved.

School evolution: scientist-practitioner educators creating optimal learning environments for all students.

PubMed

Berninger, Virginia W; Dunn, Alnita; Lin, Shin-Ju Cindy; Shimada, Shirley

2004-01-01

Similarities and differences between discursive practitioners and scientist-practitioners are discussed in reference to a variety of issues. The scientist-practitioner's approach to generating and evaluating new knowledge is illustrated with two partnerships: (a) between the University of Washington Multidisciplinary Learning Disability Center and a school district (at-risk first graders in the Los Angeles Unified School District) and (b) between the University of Washington Literacy Trek Project and a local school (at-risk second graders in Seattle public schools). Both partnerships involved mostly children who were English language learners. These partnerships also illustrated how Vygotsky's approach to fostering cognitive development through social interaction can be integrated with that of his pupil Luria, who assessed the neuropsychological processes of the individual mind/brain. The most effective instruction for school-age children, who exhibit biological and cultural diversity, takes into account individual and social-cultural variables.

Experiences of Agency for Healthcare Research and Quality-funded projects that implemented practices for safer patient care.

PubMed

Taylor, Stephanie L; Ridgely, M Susan; Greenberg, Michael D; Sorbero, Melony E S; Teleki, Stephanie S; Damberg, Cheryl L; Farley, Donna O

2009-04-01

To synthesize lessons learned from the experiences of Agency for Healthcare Research and Quality-funded patient safety projects in implementing safe practices. Self-reported data from individual and group interviews with Original, Challenge, and Partnerships in Implementing Patient Safety (PIPS) grantees, from 2003 to 2006. Interviews with three grantee groups (n=60 total) implementing safe practice projects, with comparisons on factors influencing project implementation and sustainability. Semi-structured protocols contained open-ended questions on lessons learned and more structured questions on factors associated with project implementation and sustainability. The grantees shared common experiences, frequently identifying lessons learned regarding structural components needing to be in place before implementation, components of the implementation process, components of interventions' results needed for sustainability, changes in timelines or activities, unanticipated issues, and staff acceptance/adoption. Also, fewer Original grants had many of the factors related project to implementation/sustainability than the PIPS or Challenge grantees had. Although much of what was reported seemed like common sense, surprisingly few projects actually planned for or expected many of the barriers or facilitators they experienced during their project implementation. Others implementing practice improvements likely will share the experiences and issues identified by these implementation projects and can learn from their lessons.

Once upon a time.... Storytelling to enhance teaching and learning.

PubMed

Lordly, Daphne

2007-01-01

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

Advances in Patient Classification for Traditional Chinese Medicine: A Machine Learning Perspective

PubMed Central

Zhao, Changbo; Li, Guo-Zheng; Wang, Chengjun; Niu, Jinling

2015-01-01

As a complementary and alternative medicine in medical field, traditional Chinese medicine (TCM) has drawn great attention in the domestic field and overseas. In practice, TCM provides a quite distinct methodology to patient diagnosis and treatment compared to western medicine (WM). Syndrome (ZHENG or pattern) is differentiated by a set of symptoms and signs examined from an individual by four main diagnostic methods: inspection, auscultation and olfaction, interrogation, and palpation which reflects the pathological and physiological changes of disease occurrence and development. Patient classification is to divide patients into several classes based on different criteria. In this paper, from the machine learning perspective, a survey on patient classification issue will be summarized on three major aspects of TCM: sign classification, syndrome differentiation, and disease classification. With the consideration of different diagnostic data analyzed by different computational methods, we present the overview for four subfields of TCM diagnosis, respectively. For each subfield, we design a rectangular reference list with applications in the horizontal direction and machine learning algorithms in the longitudinal direction. According to the current development of objective TCM diagnosis for patient classification, a discussion of the research issues around machine learning techniques with applications to TCM diagnosis is given to facilitate the further research for TCM patient classification. PMID:26246834

On the perpetuation of ignorance: system dependence, system justification, and the motivated avoidance of sociopolitical information.

PubMed

Shepherd, Steven; Kay, Aaron C

2012-02-01

How do people cope when they feel uninformed or unable to understand important social issues, such as the environment, energy concerns, or the economy? Do they seek out information, or do they simply ignore the threatening issue at hand? One would intuitively expect that a lack of knowledge would motivate an increased, unbiased search for information, thereby facilitating participation and engagement in these issues-especially when they are consequential, pressing, and self-relevant. However, there appears to be a discrepancy between the importance/self-relevance of social issues and people's willingness to engage with and learn about them. Leveraging the literature on system justification theory (Jost & Banaji, 1994), the authors hypothesized that, rather than motivating an increased search for information, a lack of knowledge about a specific sociopolitical issue will (a) foster feelings of dependence on the government, which will (b) increase system justification and government trust, which will (c) increase desires to avoid learning about the relevant issue when information is negative or when information valence is unknown. In other words, the authors suggest that ignorance-as a function of the system justifying tendencies it may activate-may, ironically, breed more ignorance. In the contexts of energy, environmental, and economic issues, the authors present 5 studies that (a) provide evidence for this specific psychological chain (i.e., ignorance about an issue → dependence → government trust → avoidance of information about that issue); (b) shed light on the role of threat and motivation in driving the second and third links in this chain; and (c) illustrate the unfortunate consequences of this process for individual action in those contexts that may need it most.

Deconstructing barriers: perceptions of students labeled with learning disabilities in higher education.

PubMed

Denhart, Hazel

2008-01-01

This phenomenological study investigated barriers to higher education faced by 11 college students labeled with learning disabilities (LD) using their voice as the primary data. Data were analyzed and interpreted through a disability theory perspective revealing barriers stemmed largely from external social causes rather than individual pathology. Barriers included being misunderstood by faculty, being reluctant to request accommodations for fear of invoking stigma, and having to work considerably longer hours than nonlabeled peers. Findings indicated barriers could be overcome through raising faculty awareness about LD issues, engaging the assistance of the college LD specialist, and participation in a LD democratic empowerment community on campus.

The Impact of Situation-Based Learning to Students’ Quantitative Literacy

NASA Astrophysics Data System (ADS)

Latifah, T.; Cahya, E.; Suhendra

2017-09-01

Nowadays, the usage of quantities can be seen almost everywhere. There has been an increase of quantitative thinking, such as quantitative reasoning and quantitative literacy, within the context of daily life. However, many people today are still not fully equipped with the knowledge of quantitative thinking. There are still a lot of individuals not having enough quantitative skills to perform well within today’s society. Based on this issue, the research aims to improve students’ quantitative literacy in junior high school. The qualitative analysis of written student work and video observations during the experiment reveal that the impact of situation-based learning affects students’ quantitative literacy.

Practical issues regarding implementing a randomized clinical trial in a homeless population: strategies and lessons learned.

PubMed

Ojo-Fati, Olamide; Joseph, Anne M; Ig-Izevbekhai, Jed; Thomas, Janet L; Everson-Rose, Susan A; Pratt, Rebekah; Raymond, Nancy; Cooney, Ned L; Luo, Xianghua; Okuyemi, Kolawole S

2017-07-05

There is a critical need for objective data to guide effective health promotion and care for homeless populations. However, many investigators exclude homeless populations from clinical trials due to practical concerns about conducting research with this population. This report is based on our experience and lessons learned while conducting two large NIH-funded randomized controlled trials targeting smoking cessation among persons who are homeless. The current report also addresses challenges when conducting clinical trials among homeless populations and offers potential solutions. Homeless individuals face several challenges including the need to negotiate daily access to food, clothing, and shelter. Some of the critical issues investigators encounter include recruitment and retention obstacles; cognitive impairment, mental health and substance abuse disorders; transportation and scheduling challenges; issues pertaining to adequate study compensation; the need for safety protocols for study staff; and issues related to protecting the wellbeing of these potentially vulnerable adults. Anticipating realistic conditions in which to conduct studies with participants who are homeless will help investigators to design efficient protocols and may improve the feasibility of conducting clinical trials involving homeless populations and the quality of the data collected by the researchers. ClinicalTrials.gov, ID: NCT00786149 . Registered on 5 November 2008; ClinicalTrials.gov, ID: NCT01932996 . Registered on 20 November 2014.

The Cool Club: Creating engaging, experimental and creative encounters between young minds and polar researchers at SPRI

NASA Astrophysics Data System (ADS)

Weeks, S. M.; Pope, A.

2011-12-01

Whilst the scientific case for current climate change is compelling, the consequences of climate change have largely failed to permeate through to individuals. This lack of public awareness of the science and the potential impacts could be considered a key obstacle to action. The possible reasons for such limited success centre on the issue that climate change is a complex subject, and that a wide ranging academic, political and social research literature on the science and wider implications of climate change has failed to communicate the key issues in an accessible way. These failures to adequately communicate both the science and the social science of climate change at a number of levels results in ';communication gaps' that act as fundamental barriers to both understanding and engagement with the issue. Meyer and Land (2003) suggest that learners can find certain ideas and concepts within a discipline difficult to understand and these act as a barrier to deeper understanding of a subject. To move beyond these threshold concepts, they suggest that the expert needs to support the learner through a range of learning experiences that allows the development of learning strategies particular to the individual. Meyer and Land's research into these threshold concepts has been situated within Economics, but has been suggested to be more widely applicable though there has been no attempt to either define or evaluate threshold concepts to climate change science. By identifying whether common threshold concepts exist specifically in climate science for cohorts of either formal or informal learners, scientists will be better able to support the public in understanding these concepts by changing how the knowledge is communicated to help overcome these barriers to learning. This paper reports on the findings of a study that examined the role of threshold concepts as barriers to understanding climate science in a UK University and considers its implications for wider scientific engagement with the public to develop climate literacy. The analysis of 3 successive cohorts of students' journals who followed the same degree module identified that threshold concepts do exist within the field, such as those related to: role of ocean circulation, use of proxy indicators, forcing factors and feedback mechanisms. Once identified, the study looked at possible strategies to overcome these barriers to support student climate literacy. It concluded that the use of threshold concepts could be problematic when trying to improve climate literacy, as each individual has their own concepts they find ';troublesome' that do not necessarily relate to others. For scientists this presents the difficulty of how to develop a strategy that supports the individual that is cost and time effective. However, the study identifies that eLearning can be used effectively to help people understand troublesome knowledge.

Threshold concepts as barriers to understanding climate science

NASA Astrophysics Data System (ADS)

Walton, P.

2013-12-01

Whilst the scientific case for current climate change is compelling, the consequences of climate change have largely failed to permeate through to individuals. This lack of public awareness of the science and the potential impacts could be considered a key obstacle to action. The possible reasons for such limited success centre on the issue that climate change is a complex subject, and that a wide ranging academic, political and social research literature on the science and wider implications of climate change has failed to communicate the key issues in an accessible way. These failures to adequately communicate both the science and the social science of climate change at a number of levels results in ';communication gaps' that act as fundamental barriers to both understanding and engagement with the issue. Meyer and Land (2003) suggest that learners can find certain ideas and concepts within a discipline difficult to understand and these act as a barrier to deeper understanding of a subject. To move beyond these threshold concepts, they suggest that the expert needs to support the learner through a range of learning experiences that allows the development of learning strategies particular to the individual. Meyer and Land's research into these threshold concepts has been situated within Economics, but has been suggested to be more widely applicable though there has been no attempt to either define or evaluate threshold concepts to climate change science. By identifying whether common threshold concepts exist specifically in climate science for cohorts of either formal or informal learners, scientists will be better able to support the public in understanding these concepts by changing how the knowledge is communicated to help overcome these barriers to learning. This paper reports on the findings of a study that examined the role of threshold concepts as barriers to understanding climate science in a UK University and considers its implications for wider scientific engagement with the public to develop climate literacy. The analysis of 3 successive cohorts of students' journals who followed the same degree module identified that threshold concepts do exist within the field, such as those related to: role of ocean circulation, use of proxy indicators, forcing factors and feedback mechanisms. Once identified, the study looked at possible strategies to overcome these barriers to support student climate literacy. It concluded that the use of threshold concepts could be problematic when trying to improve climate literacy, as each individual has their own concepts they find ';troublesome' that do not necessarily relate to others. For scientists this presents the difficulty of how to develop a strategy that supports the individual that is cost and time effective. However, the study identifies that eLearning can be used effectively to help people understand troublesome knowledge.

Evidence-based practice guidelines for instructing individuals with neurogenic memory impairments: what have we learned in the past 20 years?

PubMed

Ehlhardt, Laurie A; Sohlberg, McKay Moore; Kennedy, Mary; Coelho, Carl; Ylvisaker, Mark; Turkstra, Lyn; Yorkston, Kathryn

2008-06-01

This article examines the instructional research literature pertinent to teaching procedures or information to individuals with acquired memory impairments due to brain injury or related conditions. The purpose is to evaluate the available evidence in order to generate practice guidelines for clinicians working in the field of cognitive rehabilitation. A systematic review of the instructional literature from 1986 to 2006 revealed 51 studies meeting search criteria. Studies were analysed and coded within the following four key domains: Population Sample, Intervention, Study Design, and Treatment Outcomes. Coding included 17 characteristics of the population sample; seven intervention parameters; five study design features; and five treatment outcome parameters. Interventions that were evaluated included systematic instructional techniques such as method of vanishing cues and errorless learning. The majority of the studies reported positive outcomes in favour of systematic instruction. However, issues related to the design and execution of effective instruction lack clarity and require further study. The interaction between the target learning objective and the individual learner profile is not well understood. The evidence review concludes with clinical recommendations based on the instructional literature and a call to clinicians to incorporate these methods into their practice to maximise patient outcomes.

Your Face(book) and MySpace: Let's Hook Up

NASA Astrophysics Data System (ADS)

Gay, P. L.; Foster, T.

2008-06-01

In the public social network venues of MySpace and Facebook, individuals of all ages and nationalities look for like-minded online denizens with whom they can build relationships. Through social networking sites, it is possible for EPO programs to bring together diverse individuals to laugh, learn, and socialize around pet projects and favorite topics. Astronomy is popular among these people, with over 5000 members of the MySpace community listing ``astronomy'' as an interest. By building interesting MySpace and Facebook profiles for your programs, you can plug into the intellectual and social hunger of these individuals. In this workshop, we will discuss the tricks for creating an interesting profile, how to hide such weirdnesses as age and zodiacal sign, and the proper netiquette for nurturing large friends lists and building large communities. Specific emphasis will be given to using Facebook to build one-on-one relationships with program volunteers and students, and how to use MySpace as a way to distribute program announcements to large populations. We will also address the issues of contacting minors, and coping with stalkers and crazies. Come learn how to reach people who already want to learn and love the cosmos, and are just waiting to hear what you have to share.

Understanding Game-Based Learning Cultures: Introduction to Special Issue

ERIC Educational Resources Information Center

Engerman, Jason A.; Carr-Chellman, Alison

2017-01-01

This special issue expands our understanding of teaching and learning through video game play, with specific attention to culture. The issue gives insight into the ways educators, researchers, and developers should be discussing and designing for impactful learner-centered game-based learning experiences. The issue features forward-thinking…

Role of cognitive theory in the study of learning disability in mathematics.

PubMed

Geary, David C

2005-01-01

Gersten, Jordan, and Flojo (in this issue) provide the beginnings of an essential bridge between basic research on mathematical disabilities (MD) in young children and the application of this research for the early identification and remediation of these forms of learning disability. As they acknowledge, the field of MD is in the early stages of development, and thus recommendations regarding identification measures and remedial techniques must be considered preliminary. I discuss the importance of maintaining a tight link between theoretical and empirical research on children's developing numerical, arithmetical, and mathematical competencies and future research on learning disabilities in mathematics. This link will provide the foundation for transforming experimental procedures into assessment measures, understanding the cognitive strengths and weaknesses of children with these forms of learning disability, and developing remedial approaches based on the pattern of cognitive strengths and weaknesses for individual children.

Lifelong Learning and Adult Education: Russia Meets the West

NASA Astrophysics Data System (ADS)

Zajda, Joseph

2003-03-01

This article examines the impact of social change and economic transformation on adult education and lifelong learning in post-Soviet Russia. The article begins with a brief economic and historical background to lifelong learning and adult education in terms of its significance as a feature of the Russian cultural heritage. An analysis of Ministerial education policy and curriculum changes reveals that these policies reflect neo-liberal and neo-conservative paradigms in the post-Soviet economy and education. Current issues and trends in adult education are also discussed, with particular attention to the Adult Education Centres, which operate as a vast umbrella framework for a variety of adult education and lifelong learning initiatives. The Centres are designed to promote social justice by means of compensatory education and social rehabilitation for individuals dislocated by economic restructuring. The article comments on their role in helping to develop popular consciousness of democratic rights and active citizenship in a participatory and pluralistic democracy.

Achieving enlightenment: what do we know about the implicit learning system and its interaction with explicit knowledge?

PubMed

Vidoni, Eric D; Boyd, Lara A

2007-09-01

Two major memory and learning systems operate in the brain: one for facts and ideas (ie, the declarative or explicit system), one for habits and behaviors (ie, the procedural or implicit system). Broadly speaking these two memory systems can operate either in concert or entirely independently of one another during the performance and learning of skilled motor behaviors. This Special Issue article has two parts. In the first, we present a review of implicit motor skill learning that is largely centered on the interactions between declarative and procedural learning and memory. Because distinct neuroanatomical substrates support unique aspects of learning and memory and thus focal injury can cause impairments that are dependent on lesion location, we also broadly consider which brain regions mediate implicit and explicit learning and memory. In the second part of this article, the interactive nature of these two memory systems is illustrated by the presentation of new data that reveal that both learning implicitly and acquiring explicit knowledge through physical practice lead to motor sequence learning. In our new data, we discovered that for healthy individuals use of the implicit versus explicit memory system differently affected variability of performance during acquisition practice; variability was higher early in practice for the implicit group and later in practice for the acquired explicit group. Despite the difference in performance variability, by retention both groups demonstrated comparable change in tracking accuracy and thus, motor sequence learning. Clinicians should be aware of the potential effects of implicit and explicit interactions when designing rehabilitation interventions, particularly when delivering explicit instructions before task practice, working with individuals with focal brain damage, and/or adjusting therapeutic parameters based on acquisition performance variability.

Developing high-performance cross-functional teams: Understanding motivations, functional loyalties, and teaming fundamentals

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

Miller, M.A.

1996-08-01

Teamwork is the key to the future of effective technology management. Today`s technologies and markets have become too complex for individuals to work alone. Global competition, limited resources, cost consciousness, and time pressures have forced organizations and project managers to encourage teamwork. Many of these teams will be cross-functional teams that can draw on a multitude of talents and knowledge. To develop high-performing cross-functional teams, managers must understand motivations, functional loyalties, and the different backgrounds of the individual team members. To develop a better understanding of these issues, managers can learn from experience and from literature on teams and teamingmore » concepts. When studying the literature to learn about cross-functional teaming, managers will find many good theoretical concepts, but when put into practice, these concepts have varying effects. This issue of varying effectiveness is what drives the research for this paper. The teaming concepts were studied to confirm or modify current understanding. The literature was compared with a {open_quotes}ground truth{close_quotes}, a survey of the reality of teaming practices, to examine the teaming concepts that the literature finds to be critical to the success of teams. These results are compared to existing teams to determine if such techniques apply in real-world cases.« less

Introduction to Community-Focused Exposure and Risk ...

EPA Pesticide Factsheets

C-FERST is a web-based “toolkit” of information, with community maps that show environmental data, public health data, and socioeconomic indications. It is used as a guide to help community assessments. With C-FERST you can: View maps of your community • Compare local, county, and state estimates • Explore and learn about issues in your environment • Find additional resources • Plan your project with guides • Interact with other C-FERST. Goals of this presentation: • Understand the purpose, functions, value and limitations of C-FERST • Identify and generate information about environmental public health issues • Describe C-FERST to communities or individuals

Students learn systems-based care and facilitate system change as stakeholders in a free clinic experience.

PubMed

Colbert, Colleen Y; Ogden, Paul E; Lowe, Darla; Moffitt, Michael J

2010-10-01

Systems-based practice (SBP) is rarely taught or evaluated during medical school, yet is one of the required competencies once students enter residency. We believe Texas A&M College of Medicine students learn about systems issues informally, as they care for patients at a free clinic in Temple, TX. The mandatory free clinic rotation is part of the Internal Medicine clerkship and does not include formal instruction in SBP. During 2008-2009, a sample of students (n = 31) on the IMED clerkship's free clinic rotation participated in a program evaluation/study regarding their experiences. Focus groups (M = 5 students/group) were held at the end of each outpatient rotation. Students were asked: "Are you aware of any system issues which can affect either the delivery of or access to care at the free clinic?" Data saturation was reached after six focus groups, when investigators noted a repetition of responses. Based upon investigator consensus opinion, data collection was discontinued. Based upon a content analysis, six themes were identified: access to specialists, including OB-GYN, was limited; cost containment; lack of resources affects delivery of care; delays in care due to lack of insurance; understanding of larger healthcare system and free clinic role; and delays in tests due to language barriers. Medical students were able to learn about SBP issues during free clinic rotations. Students experienced how SBP issues affected the health care of uninsured individuals. We believe these findings may be transferable to medical schools with mandatory free clinic rotations.

Current issues and actions in radiation protection of patients.

PubMed

Holmberg, Ola; Malone, Jim; Rehani, Madan; McLean, Donald; Czarwinski, Renate

2010-10-01

Medical application of ionizing radiation is a massive and increasing activity globally. While the use of ionizing radiation in medicine brings tremendous benefits to the global population, the associated risks due to stochastic and deterministic effects make it necessary to protect patients from potential harm. Current issues in radiation protection of patients include not only the rapidly increasing collective dose to the global population from medical exposure, but also that a substantial percentage of diagnostic imaging examinations are unnecessary, and the cumulative dose to individuals from medical exposure is growing. In addition to this, continued reports on deterministic injuries from safety related events in the medical use of ionizing radiation are raising awareness on the necessity for accident prevention measures. The International Atomic Energy Agency is engaged in several activities to reverse the negative trends of these current issues, including improvement of the justification process, the tracking of radiation history of individual patients, shared learning of safety significant events, and the use of comprehensive quality audits in the clinical environment. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Investigating Technical and Pedagogical Usability Issues of Collaborative Learning with Wikis

ERIC Educational Resources Information Center

Hadjerrouit, Said

2012-01-01

Wikis have been recently promoted as tools that foster collaborative learning. However, there has been little research devoted to the criteria that are suitable to address issues pertinent to collaborative learning. This paper proposes a set of criteria to explore technical and pedagogical usability issues of collaborative learning with wikis. The…

Exploring E-Learning. IES Report 376.

ERIC Educational Resources Information Center

Pollard, E.; Hillage, J.

This guide summarizes current research and commentary on e-learning, examining the key issues facing organizations exploring e-learning for employee development. The guide contains six sections. The first section provides an introduction to the issue of e-learning and a summary of the issues discussed in the remainder of the guide. Section 2…

Action Learning--An Experiential Tool for Solving Organizational Issues

ERIC Educational Resources Information Center

Kinsey, Sharon B.

2011-01-01

Action Learning can be effectively used in both large and small businesses and organizations by employees, stakeholders, or volunteers through this "learning by doing" approach to evaluate an issue or issues of importance to the organization. First developed in the 1940s, Action Learning has increasingly been used as a method to explore questions…

[An experience applying the teaching strategies of cooperative learning and creative thinking in a mental-health nursing practicum for undergraduates at a technical college].

PubMed

Huang, Yu-Hsien; Lin, Mei-Feng; Ho, Hsueh-Jen; Chang, Lu-Na; Chen, Shiue

2015-04-01

Lack of knowledge and experience is prevalent in undergraduate students who are taking their clinical practicum for mental-health nursing. This issue negatively affects the learning process. This article shares an experience of implementing a practicum-teaching program. This program was developed by the authors to facilitate the cooperative learning and clinical care competence of students. A series of multidimensional teaching activities was designed by integrating the strategies of peer cooperation and creative thinking to promote group and individual learning. Results indicate that the program successfully encouraged the students to participate more actively in the learning process. Additionally, the students demonstrated increased competence in empathetic caring toward patients, stronger friendship relationships with peers, and improved self-growth. The authors hope this teaching program provides a framework to increase the benefits for students of participating in clinical practicums and provides a teaching reference for clinical instructors.

Internet-Mediated Learning in Public Affairs Programs: Issues and Implications.

ERIC Educational Resources Information Center

Rahm, Dianne; Reed, B. J.; Rydl, Teri L.

1999-01-01

An overview of Internet-mediated learning in public affairs programs identifies issues for faculty, students, and administrators, including intellectual property rights, instructional issues, learning approaches, student expectations, logistics and support, complexity of coordination, and organizational control. (DB)

How are you feeling?: A personalized methodology for predicting mental states from temporally observable physical and behavioral information.

PubMed

Tuarob, Suppawong; Tucker, Conrad S; Kumara, Soundar; Giles, C Lee; Pincus, Aaron L; Conroy, David E; Ram, Nilam

2017-04-01

It is believed that anomalous mental states such as stress and anxiety not only cause suffering for the individuals, but also lead to tragedies in some extreme cases. The ability to predict the mental state of an individual at both current and future time periods could prove critical to healthcare practitioners. Currently, the practical way to predict an individual's mental state is through mental examinations that involve psychological experts performing the evaluations. However, such methods can be time and resource consuming, mitigating their broad applicability to a wide population. Furthermore, some individuals may also be unaware of their mental states or may feel uncomfortable to express themselves during the evaluations. Hence, their anomalous mental states could remain undetected for a prolonged period of time. The objective of this work is to demonstrate the ability of using advanced machine learning based approaches to generate mathematical models that predict current and future mental states of an individual. The problem of mental state prediction is transformed into the time series forecasting problem, where an individual is represented as a multivariate time series stream of monitored physical and behavioral attributes. A personalized mathematical model is then automatically generated to capture the dependencies among these attributes, which is used for prediction of mental states for each individual. In particular, we first illustrate the drawbacks of traditional multivariate time series forecasting methodologies such as vector autoregression. Then, we show that such issues could be mitigated by using machine learning regression techniques which are modified for capturing temporal dependencies in time series data. A case study using the data from 150 human participants illustrates that the proposed machine learning based forecasting methods are more suitable for high-dimensional psychological data than the traditional vector autoregressive model in terms of both magnitude of error and directional accuracy. These results not only present a successful usage of machine learning techniques in psychological studies, but also serve as a building block for multiple medical applications that could rely on an automated system to gauge individuals' mental states. Copyright © 2017 Elsevier Inc. All rights reserved.

The experiences of adults with learning disabilities attending a sexuality and relationship group: "I want to get married and have kids".

PubMed

Box, Matthew; Shawe, Jill

2014-04-01

People with learning disabilities are frequently denied or restricted in their right to express their sexuality by restrictive policies, negative attitudes or lack of awareness of their needs. They also tend to have differing and unrecognised sexual health needs to those of the general population. Evidence suggests that acquiring a greater knowledge and awareness of sexuality and relationship issues helps to decrease these disadvantages and to promote a greater sense of well-being for this group. The experiences of eight adults with learning disabilities attending a sexuality and relationship group, based on a mixture of validated and established sexuality and relationship programmes, were explored using a case study approach. Participants' experiences were gathered through semi-structured interviews and analysed using qualitative content analysis supported by participant observation and pre- and post-group assessment of knowledge. Participant experiences were unique and individual, with few shared opinions. All participants demonstrated increases in their total knowledge scores in the post-group assessment and felt that attending the group had changed their views on relationships; they felt that they were more able to talk to others, to trust someone, to feel confident to want longer relationships and to be married with children. Sexuality and relationship groups can offer participants a beneficial and positive experience to explore such issues. The experiences of participants could be enhanced through adopting a person-centred approach and through recognising that participants have individual experiences that may not be shared within the group environment.

Frames of Reference for the Assessment of Learning Disabilities: New Views on Measurement Issues.

ERIC Educational Resources Information Center

Lyon, G. Reid, Ed.

This book offers 27 papers addressing critical issues in the assessment of students with all kinds of learning disabilities. Papers have the following titles and authors: "Critical Issues in the Measurement of Learning Disabilities" (G. Reid Lyon); "A Matrix of Decision Points in the Measurement of Learning Disabilities" (Barbara K. Keogh);…

Special education for intellectual disability: current trends and perspectives.

PubMed

Kauffman, James M; Hung, Li-Yu

2009-09-01

To inform readers of current issues in special education for individuals with intellectual disabilities and summarize recent research and opinion. Two issues dominate special education for students with intellectual disabilities in the early 21st century. First, what should be taught to such students and who should teach them? Second, where should such students be taught - in 'inclusive' settings alongside normal peers or in special settings dedicated to their special needs? Research on teaching reading, arithmetic, and functional daily living skills to students with disabilities suggests the superiority of direct, systematic instruction. Universal design is often seen as supportive of inclusion. Inclusion has been seen as the central issue in special education but is gradually giving way to concern for what students learn. Direct, systematic instruction in reading, arithmetic, and daily living skills is the most effective approach to teaching students with intellectual disabilities. Basic concepts and logic suggest that special and general education cannot be equivalent. We conclude that what students are taught should be put ahead of where they are taught. Our fundamental concern is that students with intellectual disabilities be respected and be taught all they can learn.

In it together: Organizational learning through participation in environmental assessment

NASA Astrophysics Data System (ADS)

Fitzpatrick, Patricia

2005-07-01

Can organizations learn through participation in environmental assessment (EA)? This was the central research question of a study that explored the linkages among sustainable development, EA, public participation, and learning. To address this question, the research design involved a comparative case study of two concurrent but geographically separate projects, the Wuskwatim generation station and transmission lines projects (Wuskwatim projects), and the Snap Lake Diamonds Project (Snap Lake project). The Wuskwatim projects involve the construction of a low head dam and three 230 kV transmission line segments in Northern Manitoba, Canada. The Snap Lake Project involves the construction and operation of a diamond mine 220 km northwest of Yellowknife, Northwest Territories, Canada, at the headwaters of the Lockhart River drainage system. The EAs of these proposed developments provided multiple opportunities for public (and organizational) involvement in the review, including comments on the scope of the assessment, information requests, and public hearings. Data collection included participant observation, semi-structured interviews with EA participants, and documentation generated through the course of the reviews. Data were organized using QSR Nvivo, a database software system. In this dissertation, three key contributions are made. The theoretical framework that draws together a number of separate but related fields of study---communicative action, discursive democracy, transformative learning, organizational learning---is the first contribution. The second is verification that organizations learn through participation in EA. Third, empirical support is presented far the assertion that transformative learning can address change beyond that experienced by the individual, to account for both policy-oriented and organizational learning. Related to the second contribution, results indicate that participants of EA engage in Teaming on multiple scales. Furthermore, learning outcomes include both instrumental and communicative learning. Instrumental learning included an increased understanding of technical issues and assessment tools, such as information requests. Communicative teaming outcomes included the importance of dialogue as a means of resolving issues and a refinement of strategies For promoting organizational positions. At an organizational scale, teaming by state actors, including government and tribunals, emphasized mechanisms designed to improve performance within existing structures, or "single-loop learning". Public actors, however, identified more outcomes associated with changes to their theory-in-use, designed to change the structure of the EA process, or "double-loop learning". The discussion of learning supports the application of transformative learning as a framework for considering different scales of learning, the third contribution to research. Findings revealed that individuals and organizations use project specific EA as an opportunity to compel the development and implementation of sustainable initiatives. These findings suggest that higher order learning for sustainability may be occurring through project based EA. Results also revealed the importance of creating opportunities for discussion and debate as a means of engaging organizations in and encouraging learning through EA. These findings support Habermas' emphasis on dialogue as a means of negotiating political systems.

Teaching undergraduates the process of peer review: learning by doing.

PubMed

Rangachari, P K

2010-09-01

An active approach allowed undergraduates in Health Sciences to learn the dynamics of peer review at first hand. A four-stage process was used. In stage 1, students formed self-selected groups to explore specific issues. In stage 2, each group posted their interim reports online on a specific date. Each student read all the other reports and prepared detailed critiques. In stage 3, each report was discussed at sessions where the lead discussant was selected at random. All students participated in the peer review process. The written critiques were collated and returned to each group, who were asked to resubmit their revised reports within 2 wk. In stage 4, final submissions accompanied by rebuttals were graded. Student responses to a questionnaire were highly positive. They recognized the individual steps in the standard peer review, appreciated the complexities involved, and got a first-hand experience of some of the inherent variabilities involved. The absence of formal presentations and the opportunity to read each other's reports permitted them to study issues in greater depth.

All Things Death and Dying: Health Professional Students Participating in the Death Café Model.

PubMed

Nelson, Katie E; Wright, Rebecca; Abshire, Martha; Davidson, Patricia M

2018-06-01

Death and dying remains a taboo topic in many social settings, and is underrepresented in health profession training. This report describes the use of the Death Café model as a forum for engaging students in discussion of death and dying with their peers and other health professionals. A Death Café is an opportunity for individuals to gather in an informal environment to exchange thoughts about issues associated with death, dying, loss, and illness. This report outlines the preparation, implementation, and evaluation of a Death Café event hosted at a nursing school as part of an academic health center. Twenty-four participants from five disciplines participated in discussions, reported positive experiences, and desired to learn more about issues surrounding death and dying. Findings from this event suggest that this approach may be useful for institutions seeking to provide additional learning opportunities for students and/or healthcare professionals on palliative and end-of-life care in a supportive and enabling context.

Action research in gender issues in science education: Towards an understanding of group work with science teachers

NASA Astrophysics Data System (ADS)

Nyhof-Young, Joyce Marion

Action research is emerging as a promising means of promoting individual and societal change in the context of university programmes in teacher education. However, significant gaps exist in the literature regarding the use of action research groups for the education of science teachers. Therefore, an action research group, dealing with gender issues in science education, was established within the context of a graduate course in action research at OISE. For reasons outlined in the thesis, action research was deemed an especially appropriate means for addressing issues of gender. The group met 14 times from September 1992 until May 1993 and consisted of myself and five other science teachers from the Toronto area. Two of us were in the primary panel, two in the intermediate panel, and two in the tertiary panel. Five teachers were female. One was male. The experiences of the group form the basis of this study. A methodology of participant observation supported by interviews, classroom visits, journals, group feedback and participant portfolios provides a means of examining experiences from the perspective of the participants in the group. The case study investigates the nature of the support and learning opportunities that the action research group provided for science teachers engaged in curiculum and professional development in the realm of gender issues in science education, and details the development of individuals, the whole group and myself (as group worker, researcher and participant) over the life of the project. The action research group became a resource for science teachers by providing most participants with: A place to personalize learning and research; a place for systematic reflection and research; a forum for discussion; a source of personal/professional support; a source of friendship; and a place to break down isolation and build self-confidence. This study clarifies important relational and political issues that impinge on action research in groups through a critical examination of the group dynamics and power issues arising within our group. The results of this study challenge us as educators to clarify our visions, to share power, to negotiate and to collaborate across our differences.

Thinking about Distributed Learning? Issues and Questions To Ponder.

ERIC Educational Resources Information Center

Sorg, Steven

2001-01-01

Introduces other articles in this issue devoted to distributed learning at metropolitan universities. Discusses issues that institutions should address if considering distributed learning: institutional goals and strategic plans, faculty development needs and capabilities, student support services, technical and personnel infrastructure, policies,…

Implementation of Service-Learning in Business Education: Issues and Challenges

ERIC Educational Resources Information Center

Poon, Patrick; Chan, Tsang Sing; Zhou, Lianxi

2011-01-01

This paper examines the issues and challenges in the implementation of service-learning in undergraduate business education. It also provides an assessment of the students' learning efficacy and outcomes over time through the service-learning participation. Service-learning is a pedagogical approach that integrates academic learning and community…

A collective case study of nursing students with learning disabilities.

PubMed

Kolanko, Kathrine M

2003-01-01

This collective case study described the meaning of being a nursing student with a learning disability and examined how baccalaureate nursing students with learning disabilities experienced various aspects of the nursing program. It also examined how their disabilities and previous educational and personal experiences influenced the meaning that they gave to their educational experiences. Seven nursing students were interviewed, completed a demographic data form, and submitted various artifacts (test scores, evaluation reports, and curriculum-based material) for document analysis. The researcher used Stake's model for collective case study research and analysis (1). Data analysis revealed five themes: 1) struggle, 2) learning how to learn with LD, 3) issues concerning time, 4) social support, and 5) personal stories. Theme clusters and individual variations were identified for each theme. Document analysis revealed that participants had average to above average intellectual functioning with an ability-achievement discrepancy among standardized test scores. Participants noted that direct instruction, structure, consistency, clear directions, organization, and a positive instructor attitude assisted learning. Anxiety, social isolation from peers, and limited time to process and complete work were problems faced by the participants.

A course designed for undergraduate biochemistry students to learn about cultural diversity issues.

PubMed

Benore-Parsons, Marilee

2006-09-01

Biology, biochemistry, and other science students are well trained in science and familiar with how to conduct and evaluate scientific experiments. They are less aware of cultural issues or how these will impact their careers in research, education, or as professional health care workers. A course was developed for advanced undergraduate science majors to learn about diversity issues in a context that would be relevant to them, entitled "Diversity Issues in Health Care: Treatment and Research." Learning objectives included: developing awareness of current topics concerning diversity issues in health care; learning how research is carried out in health care, including pharmaceutical research, clinical trials, and social research; and learning about health care practices. Lectures and projects included readings on laboratory and clinical research, as well as literature on legal, race, gender, language, age, and income issues in health care research and clinical practice. Exams, papers, and a service learning project were used to determine the final course grade. Assessment indicated student understanding of diversity issues was improved, and the material was relevant. Copyright © 2006 International Union of Biochemistry and Molecular Biology, Inc.

Performance on a functional motor task is enhanced by sleep in middle-aged and older adults.

PubMed

Al-Sharman, Alham; Siengsukon, Catherine F

2014-07-01

Although sleep has been shown to enhance motor skill learning, it remains unclear whether sleep enhances learning of a functional motor task in middle-aged and older individuals. The purpose of this study was to examine whether sleep enhances motor learning of a functional motor task in middle-aged and older adults. Twenty middle-aged and 20 older individuals were randomly assigned to either the sleep condition or the no-sleep condition. Participants in the sleep condition practiced a novel walking task in the evening, and returned the following morning for retesting. Participants in the no-sleep condition practiced the walking task in the morning and returned the same day in the evening for a retest. Outcome measures included time around the walking path and spatiotemporal gait parameters. Only the middle-aged and older adults in the sleep condition demonstrated significant off-line improvement in performance, measured as a decline in time to walk around the novel path and improvement in spatiotemporal gait parameters. The middle-aged and older adults in the no-sleep condition failed to demonstrate off-line improvements in performance of this functional task. This is the first study to provide evidence that sleep facilitates learning a clinically relevant functional motor task in middle-aged and older adults. Because many neurologic conditions occur in the middle-aged and older adults and sleep issues are very prevalent in many neurologic conditions, it is imperative that physical therapists consider sleep as a factor that may impact motor learning and recovery in these individuals. (See Video, Supplemental Digital Content 1, http://links.lww.com/JNPT/A73) for more insights from the authors.

Lights, camera, education! The potentials of forum theatre in a learning disability nursing program.

PubMed

McClimens, Alex; Scott, Rachel

2007-04-01

Learning disability nurse education, with a current emphasis on inclusive practice and a history of listening to the person with the disability, is well placed to take advantage of more 'experimental' forms of classroom teaching. In this article we argue for the use of forum theatre as a method of addressing topics from practice within an educational setting. Based on our emergent and exploratory work with students we detail at length the theoretical background that supports such an approach and contextualise the issues with reference to a short piece of drama we have used successfully with different student groups. We feel that the success of this method is due to the involvement of students in directing their own education as well as the inclusion of individuals labelled with learning disability as an integral part of the process.

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

Brown, Carrie; LaRue, Anna; Pigman, Margaret

As more and more zero net energy (ZNE) buildings are built and monitored, we can learn from both careful case studies of individual projects as well as a broader perspective of trends over time. In a forum sponsored by Pacific Gas and Electric Company (PG&E), eight expert speakers discussed: results and lessons from monitoring occupied ZNE buildings; best practices for setting performance targets and getting actionable performance information, and; things that have surprised them about monitored ZNE buildings. This paper distills the content of the forum by laying out the most common hurdles that are encountered in setting up monitoringmore » projects, frequent performance issues that the monitoring uncovers, and lessons learned that can be applied to future projects.« less

Visualizing the process of interaction in a 3D environment

NASA Astrophysics Data System (ADS)

Vaidya, Vivek; Suryanarayanan, Srikanth; Krishnan, Kajoli; Mullick, Rakesh

2007-03-01

As the imaging modalities used in medicine transition to increasingly three-dimensional data the question of how best to interact with and analyze this data becomes ever more pressing. Immersive virtual reality systems seem to hold promise in tackling this, but how individuals learn and interact in these environments is not fully understood. Here we will attempt to show some methods in which user interaction in a virtual reality environment can be visualized and how this can allow us to gain greater insight into the process of interaction/learning in these systems. Also explored is the possibility of using this method to improve understanding and management of ergonomic issues within an interface.

Perspectives on learning through research on critical issues-based science center exhibitions

NASA Astrophysics Data System (ADS)

Pedretti, Erminia G.

2004-07-01

Recently, science centers have created issues-based exhibitions as a way of communicating socioscientific subject matter to the public. Research in the last decade has investigated how critical issues-based installations promote more robust views of science, while creating effective learning environments for teaching and learning about science. The focus of this paper is to explore research conducted over a 10-year period that informs our understanding of the nature of learning through these experiences. Two specific exhibitions - Mine Games and A Question of Truth - provide the context for discussing this research. Findings suggest that critical issues-based installations challenge visitors in different ways - intellectually and emotionally. They provide experiences beyond usual phenomenon-based exhibitions and carry the potential to enhance learning by personalizing subject matter, evoking emotion, stimulating dialogue and debate, and promoting reflexivity. Critical issues-based exhibitions serve as excellent environments in which to explore the nature of learning in these nonschool settings.

Learning, Motivation, and Transfer: Successful Teacher Professional Development

ERIC Educational Resources Information Center

McDonald, Lex

2012-01-01

In this article, I am concerned with three key issues of teacher professional development--teacher learning, motivation, and transfer of learning. Each issue has received minimal attention in teacher professional development literature. The three issues are discussed, and a model of an integrative professional development approach is outlined,…

Research Issues in Evaluating Learning Pattern Development in Higher Education

ERIC Educational Resources Information Center

Richardson, John T. E.

2013-01-01

This article concludes the special issue of "Studies in Educational Evaluation" concerned with "Evaluating learning pattern development in higher education" by discussing research issues that have emerged from the previous contributions. The article considers in turn: stability versus variability in learning patterns; old versus new analytic…

Problem-based learning: Using students' questions to drive knowledge construction

NASA Astrophysics Data System (ADS)

Chin, Christine; Chia, Li-Gek

2004-09-01

This study employed problem-based learning for project work in a year 9 biology class. The purpose of the study was to investigate (a) students' inspirations for their self-generated problems and questions, (b) the kinds of questions that students asked individually and collaboratively, and (c) how students' questions guided them in knowledge construction. Data sources included observation and field notes, students' written documents, audiotapes and videotapes of students working in groups, and student interviews. Sources of inspiration for students' problems and questions included cultural beliefs and folklore; wonderment about information propagated by advertisements and the media; curiosity arising from personal encounters, family members' concerns, or observations of others; and issues arising from previous lessons in the school curriculum. Questions asked individually pertained to validation of common beliefs and misconceptions, basic information, explanations, and imagined scenarios. The findings regarding questions asked collaboratively are presented as two assertions. Assertion 1 maintained that students' course of learning were driven by their questions. Assertion 2 was that the ability to ask the right'' questions and the extent to which these could be answered, were important in sustaining students' interest in the project. Implications of the findings for instructional practice are discussed.

A multi-site review of policies affecting opportunities for children with developmental disabilities to become bilingual.

PubMed

Pesco, Diane; MacLeod, Andrea A A N; Kay-Raining Bird, Elizabeth; Cleave, Patricia; Trudeau, Natacha; de Valenzuela, Julia Scherba; Cain, Kate; Marinova-Todd, Stefka H; Colozzo, Paola; Stahl, Hillary; Segers, Eliane; Verhoeven, Ludo

This review of special education and language-in-education policies at six sites in four countries (Canada, United States, United Kingdom, and Netherlands) aimed to determine the opportunities for bilingualism provided at school for children with developmental disabilities (DD). While research has demonstrated that children with DD are capable of learning more than one language (see Kay Raining Bird, Genesee, & Verhoeven, this issue), it was not clear whether recent policies reflect these findings. The review, conducted using the same protocol across sites, showed that special education policies rarely addressed second language learning explicitly. However, at all sites, the policies favoured inclusion and educational planning based on individual needs, and thus implied that students with DD would have opportunities for second language learning. The language-in-education policies occasionally specified the support individuals with special needs would receive. At some sites, policies and educational options provided little support for minority languages, a factor that could contribute to subtractive bilingualism. At others, we found stronger support for minority languages and optional majority languages: conditions that could be more conducive to additive bilingualism. Copyright © 2016 Elsevier Inc. All rights reserved.

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.

The dream interview method in addiction recovery. A treatment guide.

PubMed

Flowers, L K; Zweben, J E

1996-01-01

The Dream Interview Method is a recently developed tool for dream interpretation that can facilitate work on addiction issues at all stages of recovery. This paper describes the method in detail and discusses examples of its application in a group composed of individuals in varying stages of the recovery process. It permits the therapist to accelerate the development of insight, and once the method is learned, it can be applied in self-help formats.

Evaluation of the learning experiences afforded through multipractice learning in primary care: a project in the development of a multiprofessional learning organisation.

PubMed

Layzell, Sarah

2012-11-01

This mixed methods study used questionnaires and focus groups to evaluate a multiprofessional learning environment in which undergraduate pharmacy students were attached to general practices to learn alongside general practice specialist trainees (GPSTRs). All 27 of the first cohort of third-year undergraduate pharmacists elected to take part in the study. Mean Interdisciplinary Education Perception Scale (IEPS) scores showed little change between pre- and post-attachment questionnaires in the four domains: competency and autonomy; perceived need for cooperation; perception of actual cooperation and understanding of others' values. Individual paired tests showed an increase in understanding the values of others, which did not achieve statistical significance. The questionnaires further identified issues of trainee pharmacists' perceived low status, and feeling undervalued. Focus groups increased understanding of the perceptions and identified what the trainees saw as the unique learning experiences of their attachements: opportunities to practice their professional roles; to explore professional boundaries; and to achieve a better understanding of the organisation of primary care. However, full participation in interprofessional learning was limited by the interactions of powerplay between doctors and other team members and the perceived differences in professional standing.

When does fading enhance perceptual category learning?

PubMed

Pashler, Harold; Mozer, Michael C

2013-07-01

Training that uses exaggerated versions of a stimulus discrimination (fading) has sometimes been found to enhance category learning, mostly in studies involving animals and impaired populations. However, little is known about whether and when fading facilitates learning for typical individuals. This issue was explored in 7 experiments. In Experiments 1 and 2, observers discriminated stimuli based on a single sensory continuum (time duration and line length, respectively). Adaptive fading dramatically improved performance in training (unsurprisingly) but did not enhance learning as assessed in a final test. The same was true for nonadaptive linear fading (Experiment 3). However, when variation in length (predicting category membership) was embedded among other (category-irrelevant) variation, fading dramatically enhanced not only performance in training but also learning as assessed in a final test (Experiments 4 and 5). Fading also helped learners to acquire a color saturation discrimination amid category-irrelevant variation in hue and brightness, although this learning proved transitory after feedback was withdrawn (Experiment 7). Theoretical implications are discussed, and we argue that fading should have practical utility in naturalistic category learning tasks, which involve extremely high dimensional stimuli and many irrelevant dimensions. PsycINFO Database Record (c) 2013 APA, all rights reserved.

New Learning - The IPP Programme: Improvements in Learning and Self Esteem by Changing the Organization of Learning

NASA Astrophysics Data System (ADS)

Garber, Klaus; Ausserer, Oskar; Giacomuzzi, Salvatore

"New learning" is basically an individualized learning style. "New learning" starts by the individual itself. The individual is the basis for conditions, learning contents, rhythm, duration and intensity of the teaching. The appropriate slogan is: fetch the individual at his personal conditions.

Are Prescription Stimulants “Smart Pills”?

PubMed Central

Smith, M. Elizabeth; Farah, Martha J.

2013-01-01

Use of prescription stimulants by normal healthy individuals to enhance cognition is said to be on the rise. Who is using these medications for cognitive enhancement, and how prevalent is this practice? Do prescription stimulants in fact enhance cognition for normal healthy people? We review the epidemiological and cognitive neuroscience literatures in search of answers to these questions. Epidemiological issues addressed include the prevalence of nonmedical stimulant use, user demographics, methods by which users obtain prescription stimulants, and motivations for use. Cognitive neuroscience issues addressed include the effects of prescription stimulants on learning and executive function, as well as the task and individual variables associated with these effects. Little is known about the prevalence of prescription stimulant use for cognitive enhancement outside of student populations. Among college students, estimates of use vary widely but, taken together, suggest that the practice is commonplace. The cognitive effects of stimulants on normal healthy people cannot yet be characterized definitively, despite the volume of research that has been carried out on these issues. Published evidence suggests that declarative memory can be improved by stimulants, with some evidence consistent with enhanced consolidation of memories. Effects on the executive functions of working memory and cognitive control are less reliable but have been found for at least some individuals on some tasks. In closing, we enumerate the many outstanding questions that remain to be addressed by future research and also identify obstacles facing this research. PMID:21859174

Supporting Students' Learning and Socioscientific Reasoning About Climate Change—the Effect of Computer-Based Concept Mapping Scaffolds

NASA Astrophysics Data System (ADS)

Eggert, Sabina; Nitsch, Anne; Boone, William J.; Nückles, Matthias; Bögeholz, Susanne

2017-02-01

Climate change is one of the most challenging problems facing today's global society (e.g., IPCC 2013). While climate change is a widely covered topic in the media, and abundant information is made available through the internet, the causes and consequences of climate change in its full complexity are difficult for individuals, especially non-scientists, to grasp. Science education is a field which can play a crucial role in fostering meaningful education of students to become climate literate citizens (e.g., NOAA 2009; Schreiner et al., 41, 3-50, 2005). If students are, at some point, to participate in societal discussions about the sustainable development of our planet, their learning with respect to such issues needs to be supported. This includes the ability to think critically, to cope with complex scientific evidence, which is often subject to ongoing inquiry, and to reach informed decisions on the basis of factual information as well as values-based considerations. The study presented in this paper focused on efforts to advance students in (1) their conceptual understanding about climate change and (2) their socioscientific reasoning and decision making regarding socioscientific issues in general. Although there is evidence that "knowledge" does not guarantee pro-environmental behavior (e.g. Schreiner et al., 41, 3-50, 2005; Skamp et al., 97(2), 191-217, 2013), conceptual, interdisciplinary understanding of climate change is an important prerequisite to change individuals' attitudes towards climate change and thus to eventually foster climate literate citizens (e.g., Clark et al. 2013). In order to foster conceptual understanding and socioscientific reasoning, a computer-based learning environment with an embedded concept mapping tool was utilized to support senior high school students' learning about climate change and possible solution strategies. The evaluation of the effect of different concept mapping scaffolds focused on the quality of student-generated concept maps, as well as on students' test performance with respect to conceptual knowledge as well as socioscientific reasoning and socioscientific decision making.

Juvenile neuronal ceroid lipofuscinosis and education.

PubMed

von Tetzchner, Stephen; Fosse, Per; Elmerskog, Bengt

2013-11-01

Juvenile neuronal ceroid lipofuscinosis (JNCL) is characterized by severe visual impairment with onset around age 4-8 years, and a developmental course that includes blindness, epilepsy, speech problems, dementia, motor coordination problems, and emotional reactions. There is presently no cure and the disease leads to premature death. There have been few studies of non-medical intervention for individuals with JNCL, probably because of the negative prognosis. The present chapter discusses the education of children and adolescents with JNCL on the basis of current knowledge about the variation in perceptual, cognitive and language abilities through the course of the disease, and the possibilities that exist for supporting coping and learning within and outside the classroom. Adapted and special needs education may contribute significantly to improved learning conditions, better maintenance of skills and less frustration for individuals with JNCL. This article is part of a Special Issue entitled: The Neuronal Ceroid Lipofuscinoses or Batten Disease. Copyright © 2013 Elsevier B.V. All rights reserved.

Cell-Type-Specific Transcriptome Analysis in the Drosophila Mushroom Body Reveals Memory-Related Changes in Gene Expression.

PubMed

Crocker, Amanda; Guan, Xiao-Juan; Murphy, Coleen T; Murthy, Mala

2016-05-17

Learning and memory formation in Drosophila rely on a network of neurons in the mushroom bodies (MBs). Whereas numerous studies have delineated roles for individual cell types within this network in aspects of learning or memory, whether or not these cells can also be distinguished by the genes they express remains unresolved. In addition, the changes in gene expression that accompany long-term memory formation within the MBs have not yet been studied by neuron type. Here, we address both issues by performing RNA sequencing on single cell types (harvested via patch pipets) within the MB. We discover that the expression of genes that encode cell surface receptors is sufficient to identify cell types and that a subset of these genes, required for sensory transduction in peripheral sensory neurons, is not only expressed within individual neurons of the MB in the central brain, but is also critical for memory formation. Copyright © 2016 The Author(s). Published by Elsevier Inc. All rights reserved.

Chinese Children's Reading Acquisition: Theoretical and Pedagogical Issues.

ERIC Educational Resources Information Center

Li, Wenling, Ed.; Gaffney, Janet S., Ed.; Packard, Jerome L., Ed.

This book provides comprehensive resources for the critical discussion of major issues in learning to read Chinese from a child acquisition perspective. It is divided into 4 parts and 11 chapters. Part 1, "Theoretical Perspectives on Learning to Read" includes "Current Issues in Learning To Read Chinese" (Ovid J.L. Tzeng),…

Issues of Learning and Knowledge in Technology Education

ERIC Educational Resources Information Center

McCormick, Robert

2004-01-01

This article examines issues that arise from learning and knowledge in technology education. The issues examined are, first, the definition of technological knowledge and what the nature of that knowledge should be, where the concern is with "how" we define and think about that knowledge, especially in the context of how students learn and use…

Ethical Issues Associated with the Use of Interactive Technology in Learning Environments.

ERIC Educational Resources Information Center

Bork, Alfred

1988-01-01

Discusses general social, moral, and ethical issues connected with computers in education; considers ethical issues related to the development of computer-based learning materials; and examines the use of the computer as a medium for ethical and moral education. Highlights include equity of access, games and learning, and cultural bias. (seven…

The National Issues Forum: Bridging the Human Gap through Innovative Learning.

ERIC Educational Resources Information Center

McMahan, Eva M.

The National Issues Forum model, a series of community based public discussions on key domestic issues, may be a partial solution to the "human gap" between growing complexity and a capacity to deal with it, by exemplifying "innovative learning." To engage in innovative learning, characterized by anticipation and participation,…

Aquatic Toxic Analysis by Monitoring Fish Behavior Using Computer Vision: A Recent Progress

PubMed Central

Fu, Longwen; Liu, Zuoyi

2018-01-01

Video tracking based biological early warning system achieved a great progress with advanced computer vision and machine learning methods. Ability of video tracking of multiple biological organisms has been largely improved in recent years. Video based behavioral monitoring has become a common tool for acquiring quantified behavioral data for aquatic risk assessment. Investigation of behavioral responses under chemical and environmental stress has been boosted by rapidly developed machine learning and artificial intelligence. In this paper, we introduce the fundamental of video tracking and present the pioneer works in precise tracking of a group of individuals in 2D and 3D space. Technical and practical issues suffered in video tracking are explained. Subsequently, the toxic analysis based on fish behavioral data is summarized. Frequently used computational methods and machine learning are explained with their applications in aquatic toxicity detection and abnormal pattern analysis. Finally, advantages of recent developed deep learning approach in toxic prediction are presented. PMID:29849612

The role of social cognition in parasite and pathogen avoidance.

PubMed

Kavaliers, Martin; Choleris, Elena

2018-07-19

The acquisition and use of social information are integral to social behaviour and parasite/pathogen avoidance. This involves social cognition which encompasses mechanisms for acquiring, processing, retaining and acting on social information. Social cognition entails the acquisition of social information about others (i.e. social recognition) and from others (i.e. social learning). Social cognition involves assessing other individuals and their infection status and the pathogen and parasite threat they pose and deciding about when and how to interact with them. Social cognition provides a framework for examining pathogen and parasite avoidance behaviours and their associated neurobiological mechanisms. Here, we briefly consider the relationships between social cognition and olfactory-mediated pathogen and parasite avoidance behaviours. We briefly discuss aspects of (i) social recognition of actual and potentially infected individuals and the impact of parasite/pathogen threat on mate and social partner choice; (ii) the roles of 'out-groups' (strangers, unfamiliar individuals) and 'in-groups' (familiar individuals) in the expression of parasite/pathogen avoidance behaviours; (iii) individual and social learning, i.e. the utilization of the pathogen recognition and avoidance responses of others; and (iv) the neurobiological mechanisms, in particular the roles of the nonapeptide, oxytocin and steroid hormones (oestrogens) associated with social cognition and parasite/pathogen avoidance.This article is part of the Theo Murphy meeting issue 'Evolution of pathogen and parasite avoidance behaviours'. © 2018 The Author(s).

Learning Outcomes between Socioscientific Issues-Based Learning and Conventional Learning Activities

ERIC Educational Resources Information Center

Wongsri, Piyaluk; Nuangchalerm, Prasart

2010-01-01

Problem statement: Socioscientific issues-based learning activity is essential for scientific reasoning skills and it could be used for analyzing problems be applied to each situation for more successful and suitable. The purposes of this research aimed to compare learning achievement, analytical thinking and moral reasoning of seventh grade…

Understanding the Behavioral Intention to Play Austronesian Learning Games: From the Perspectives of Learning Outcome, Service Quality, and Hedonic Value

ERIC Educational Resources Information Center

Hsiao, Kuo-Lun; Huang, Tien-Chi; Chen, Mu-Yen; Chiang, Nien-Ting

2018-01-01

Although ubiquitous learning is a novel and creative teaching approach, two key issues inhibit its success overall: a lack of appropriate learning strategies regarding learning objectives, and ineffective learning tools for receiving knowledge regarding the chosen subjects. To address these issues, we develops and designs a game-based educational…

Using forum play to prevent abuse in health care organizations: A qualitative study exploring potentials and limitations for learning.

PubMed

Brüggemann, A Jelmer; Persson, Alma

2016-01-01

Abuse in health care organizations is a pressing issue for caregivers. Forum play, a participatory theater model, has been used among health care staff to learn about and work against abuse. This small-scale qualitative study aims to explore how forum play participants experience the potentials and limitations of forum play as an educational model for continued professional learning at a hospital clinic. Fifteen of 41 members of staff of a Swedish nephrology clinic, primarily nurses, voluntarily participated in either one or two forum play workshops, where they shared experiences and together practiced working against abuse in everyday health care situations. Interviews were conducted after the workshops with 14 of the participants, where they were asked to reflect on their own and others' participation or nonparticipation, and changes in their individual and collective understanding of abuse in health care. Before the workshops, the informants were either hesitant or very enthusiastic toward the drama-oriented form of learning. Afterward, they all agreed that forum play was a very effective way of individual as well as collective learning about abuse in health care. However, they saw little effect on their work at the clinic, primarily understood as a consequence of the fact that many of their colleagues did not take part in the workshops. This study, based on the analysis of forum play efforts at a single hospital clinic, suggests that forum play can be an innovative educational model that creates a space for reflection and learning in health care practices. It might be especially fruitful when a sensitive topic, such as abuse in health care, is the target of change. However, for the effects to reach beyond individual insights and a shared understanding among a small group of participants, strategies to include all members of staff need to be explored.

Image Reconstruction is a New Frontier of Machine Learning.

PubMed

Wang, Ge; Ye, Jong Chu; Mueller, Klaus; Fessler, Jeffrey A

2018-06-01

Over past several years, machine learning, or more generally artificial intelligence, has generated overwhelming research interest and attracted unprecedented public attention. As tomographic imaging researchers, we share the excitement from our imaging perspective [item 1) in the Appendix], and organized this special issue dedicated to the theme of "Machine learning for image reconstruction." This special issue is a sister issue of the special issue published in May 2016 of this journal with the theme "Deep learning in medical imaging" [item 2) in the Appendix]. While the previous special issue targeted medical image processing/analysis, this special issue focuses on data-driven tomographic reconstruction. These two special issues are highly complementary, since image reconstruction and image analysis are two of the main pillars for medical imaging. Together we cover the whole workflow of medical imaging: from tomographic raw data/features to reconstructed images and then extracted diagnostic features/readings.

Is a PBL curriculum a better nutrient medium for student-generated learning issues than a PBL island?

PubMed

Gehlhar, K; Wüller, A; Lieverscheidt, H; Fischer, M R; Schäfer, T

2010-12-01

Problem based learning (PBL) is often introduced in curricula in form of short segments. In the literature the value of these PBL-islands is doubted. In order to gain more insight in this curricular approach, we compared student generated learning issues, from a 7-week PBL-island introduced in a traditional curriculum (PBL-I), with the gold standard of a PBL-based model-curriculum (PBL-B) existing in parallel at the same University (Ruhr-University Bochum, Germany). Both tracks use five identical PBL-cases. Thousand seven hundred and three student-generated learning issues of 252 tutorial groups (193 PBL-I and 59 PBL-B groups with six to seven students per group) were analysed in seven different categories. Results showed that overall there were no substantial differences between both curricula. PBL-B students generated more problem-related and less basic science clinical learning issues than PBL-I students, but in both groups learning issues were related to the same number of different subjects. Furthermore, students in the PBL-curriculum tend to generate little less but slightly better phrased issues. Taken together, we found no substantial evidence with respect to student-generated learning issues that could prove that students cannot work with the PBL-method, even if it is introduced later in the curriculum and last only for a short period of time.

Structural plasticity in the language system related to increased second language proficiency.

PubMed

Stein, Maria; Federspiel, Andrea; Koenig, Thomas; Wirth, Miranka; Strik, Werner; Wiest, Roland; Brandeis, Daniel; Dierks, Thomas

2012-04-01

While functional changes linked to second language learning have been subject to extensive investigation, the issue of learning-dependent structural plasticity in the fields of bilingualism and language comprehension has so far received less notice. In the present study we used voxel-based morphometry to monitor structural changes occurring within five months of second language learning. Native English-speaking exchange students learning German in Switzerland were examined once at the beginning of their stay and once about five months later, when their German language skills had significantly increased. We show that structural changes in the left inferior frontal gyrus are correlated with the increase in second language proficiency as measured by a paper-and-pencil language test. Contrary to the increase in proficiency and grey matter, the absolute values of grey matter density and second language proficiency did not correlate (neither on first nor on second measurement). This indicates that the individual amount of learning is reflected in brain structure changes, regardless of absolute proficiency. Copyright © 2010 Elsevier Srl. All rights reserved.

Making Individual Prognoses in Psychiatry Using Neuroimaging and Machine Learning.

PubMed

Janssen, Ronald J; Mourão-Miranda, Janaina; Schnack, Hugo G

2018-04-22

Psychiatric prognosis is a difficult problem. Making a prognosis requires looking far into the future, as opposed to making a diagnosis, which is concerned with the current state. During the follow-up period, many factors will influence the course of the disease. Combined with the usually scarcer longitudinal data and the variability in the definition of outcomes/transition, this makes prognostic predictions a challenging endeavor. Employing neuroimaging data in this endeavor introduces the additional hurdle of high dimensionality. Machine-learning techniques are especially suited to tackle this challenging problem. This review starts with a brief introduction to machine learning in the context of its application to clinical neuroimaging data. We highlight a few issues that are especially relevant for prediction of outcome and transition using neuroimaging. We then review the literature that discusses the application of machine learning for this purpose. Critical examination of the studies and their results with respect to the relevant issues revealed the following: 1) there is growing evidence for the prognostic capability of machine-learning-based models using neuroimaging; and 2) reported accuracies may be too optimistic owing to small sample sizes and the lack of independent test samples. Finally, we discuss options to improve the reliability of (prognostic) prediction models. These include new methodologies and multimodal modeling. Paramount, however, is our conclusion that future work will need to provide properly (cross-)validated accuracy estimates of models trained on sufficiently large datasets. Nevertheless, with the technological advances enabling acquisition of large databases of patients and healthy subjects, machine learning represents a powerful tool in the search for psychiatric biomarkers. Copyright © 2018 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.

An extended ASLD trading system to enhance portfolio management.

PubMed

Hung, Kei-Keung; Cheung, Yiu-Ming; Xu, Lei

2003-01-01

An adaptive supervised learning decision (ASLD) trading system has been presented by Xu and Cheung (1997) to optimize the expected returns of investment without considering risks. In this paper, we propose an extension of the ASLD system (EASLD), which combines the ASLD with a portfolio optimization scheme to take a balance between the expected returns and risks. This new system not only keeps the learning adaptability of the ASLD, but also dynamically controls the risk in pursuit of great profits by diversifying the capital to a time-varying portfolio of N assets. Consequently, it is shown that: 1) the EASLD system gives the investment risk much smaller than the ASLD one; and 2) more returns are gained through the EASLD system in comparison with the two individual portfolio optimization schemes that statically determine the portfolio weights without adaptive learning. We have justified these two issues by the experiments.

Attitudes toward sex, arousal, and the retention of contraceptive information.

PubMed

Goldfarb, L; Gerrard, M; Gibbons, F X; Plante, T

1988-10-01

Previous research has suggested that women with a negative emotional orientation toward sexuality (i.e., erotophobia) have difficulty learning and retaining sexually relevant material such as contraceptive information. It has been hypothesized that these women become aroused by this material and that this arousal interferes with their ability to learn it. The importance of this issue led us to conduct the current study. Erotophobic and erotophilic women viewed presentations about contraception while their physiological responses were being monitored. In addition, they were tested on the information contained in the presentation before, immediately after, and again 4-6 weeks after the presentation. The results indicated that the erotophobic women knew less contraceptive information before the presentation and were more aroused by the presentation. This arousal, however, did not interfere with retention of the material. These results are discussed in terms of individual differences in reactions to sexual material and the ability to learn, retain, and use contraceptive information.

Challenges for academic accreditation: the UK experience

NASA Astrophysics Data System (ADS)

Shearman, Richard; Seddon, Deborah

2010-08-01

Several factors (government policy, demographic trends, employer pressure) are leading to new forms of degree programmes in UK universities. The government is strongly encouraging engagement between universities and employers. Work-based learning is increasingly found in first and second cycle programmes, along with modules designed by employers and increasing use of distance learning. Engineering faculties are playing a leading part in these developments, and the Engineering Council, the engineering professional bodies and some universities are collaborating to develop work-based learning programmes as a pathway to professional qualification. While potentially beneficial to the engineering profession, these developments pose a challenge to traditional approaches to programme accreditation. This paper explores how this system deals with these challenges and highlights the issues that will have to be addressed to ensure that the system can cope effectively with change, especially the development of individually tailored, work-based second cycle programmes, while maintaining appropriate standards and international confidence.

Nonintrusive Load Monitoring Based on Advanced Deep Learning and Novel Signature.

PubMed

Kim, Jihyun; Le, Thi-Thu-Huong; Kim, Howon

2017-01-01

Monitoring electricity consumption in the home is an important way to help reduce energy usage. Nonintrusive Load Monitoring (NILM) is existing technique which helps us monitor electricity consumption effectively and costly. NILM is a promising approach to obtain estimates of the electrical power consumption of individual appliances from aggregate measurements of voltage and/or current in the distribution system. Among the previous studies, Hidden Markov Model (HMM) based models have been studied very much. However, increasing appliances, multistate of appliances, and similar power consumption of appliances are three big issues in NILM recently. In this paper, we address these problems through providing our contributions as follows. First, we proposed state-of-the-art energy disaggregation based on Long Short-Term Memory Recurrent Neural Network (LSTM-RNN) model and additional advanced deep learning. Second, we proposed a novel signature to improve classification performance of the proposed model in multistate appliance case. We applied the proposed model on two datasets such as UK-DALE and REDD. Via our experimental results, we have confirmed that our model outperforms the advanced model. Thus, we show that our combination between advanced deep learning and novel signature can be a robust solution to overcome NILM's issues and improve the performance of load identification.

Distance learning through synchronous interactive television.

PubMed

Hall, Janis L

2007-01-01

The advent and popularity of asynchronous online learning has somewhat obscured a standby technology developed over the last two decades. Interactive videoconferencing, sometimes called "interactive television," though not as glamorous and popular a topic at distance-learning conferences, is still alive and well at many institutions. Three or four years ago, many of us were led to believe that interactive television would go the way of the dinosaurs-everything would soon be in an asynchronous format or on individual desktops. There would no longer be any need for elaborately designed classrooms, networks, and operations staff. To date, this prediction has not come true. In fact, synchronous interactive television has experienced significant growth as newer, easier, and cheaper technologies allow institutions to reach more students with less resource investment. Faculty and students, while appreciating the convenience of asynchronous delivery, still express a need for synchronous communication. This article explores the issues involved in synchronous distance education, the current technologies and proposed future developments, and best practices in terms of classroom design, faculty use, and operational issues. It is not a research article but an anecdotal case study based on Washington State University's experiences over the last 20 years in developing and adapting to new synchronous technologies and creating the support and technical infrastructure to best deliver academic courses through this medium.

Nonintrusive Load Monitoring Based on Advanced Deep Learning and Novel Signature

PubMed Central

Le, Thi-Thu-Huong; Kim, Howon

2017-01-01

Monitoring electricity consumption in the home is an important way to help reduce energy usage. Nonintrusive Load Monitoring (NILM) is existing technique which helps us monitor electricity consumption effectively and costly. NILM is a promising approach to obtain estimates of the electrical power consumption of individual appliances from aggregate measurements of voltage and/or current in the distribution system. Among the previous studies, Hidden Markov Model (HMM) based models have been studied very much. However, increasing appliances, multistate of appliances, and similar power consumption of appliances are three big issues in NILM recently. In this paper, we address these problems through providing our contributions as follows. First, we proposed state-of-the-art energy disaggregation based on Long Short-Term Memory Recurrent Neural Network (LSTM-RNN) model and additional advanced deep learning. Second, we proposed a novel signature to improve classification performance of the proposed model in multistate appliance case. We applied the proposed model on two datasets such as UK-DALE and REDD. Via our experimental results, we have confirmed that our model outperforms the advanced model. Thus, we show that our combination between advanced deep learning and novel signature can be a robust solution to overcome NILM's issues and improve the performance of load identification. PMID:29118809

SimZones: An Organizational Innovation for Simulation Programs and Centers.

PubMed

Roussin, Christopher J; Weinstock, Peter

2017-08-01

The complexity and volume of simulation-based learning programs have increased dramatically over the last decade, presenting several major challenges for those who lead and manage simulation programs and centers. The authors present five major issues affecting the organization of simulation programs: (1) supporting both single- and double-loop learning experiences; (2) managing the training of simulation teaching faculty; (3) optimizing the participant mix, including individuals, professional groups, teams, and other role-players, to ensure learning; (4) balancing in situ, node-based, and center-based simulation delivery; and (5) organizing simulation research and measuring value. They then introduce the SimZones innovation, a system of organization for simulation-based learning, and explain how it can alleviate the problems associated with these five issues.Simulations are divided into four zones (Zones 0-3). Zone 0 simulations include autofeedback exercises typically practiced by solitary learners, often using virtual simulation technology. Zone 1 simulations include hands-on instruction of foundational clinical skills. Zone 2 simulations include acute situational instruction, such as clinical mock codes. Zone 3 simulations involve authentic, native teams of participants and facilitate team and system development.The authors also discuss the translation of debriefing methods from Zone 3 simulations to real patient care settings (Zone 4), and they illustrate how the SimZones approach can enable the development of longitudinal learning systems in both teaching and nonteaching hospitals. The SimZones approach was initially developed in the context of the Boston Children's Hospital Simulator Program, which the authors use to illustrate this innovation in action.

The Search for the Learning-Centered College. New Expeditions: Charting the Second Century of Community Colleges. Issues Paper No. 9.

ERIC Educational Resources Information Center

Flynn, William J.

Whether the topic is the learning revolution, a learning college for the 21st century, the learning organization, or the growth of franchised learning centers throughout the country, we are in the grip of learning mania. This issue has galvanized higher education to such an extent that suddenly it is unfashionable to mention teaching without…

Brain potentials predict learning, transmission and modification of an artificial symbolic system.

PubMed

Lumaca, Massimo; Baggio, Giosuè

2016-12-01

It has recently been argued that symbolic systems evolve while they are being transmitted across generations of learners, gradually adapting to the relevant brain structures and processes. In the context of this hypothesis, little is known on whether individual differences in neural processing capacity account for aspects of 'variation' observed in symbolic behavior and symbolic systems. We addressed this issue in the domain of auditory processing. We conducted a combined behavioral and EEG study on 2 successive days. On day 1, participants listened to standard and deviant five-tone sequences: as in previous oddball studies, an mismatch negativity (MMN) was elicited by deviant tones. On day 2, participants learned an artificial signaling system from a trained confederate of the experimenters in a coordination game in which five-tone sequences were associated to affective meanings (emotion-laden pictures of human faces). In a subsequent game with identical structure, participants transmitted and occasionally changed the signaling system learned during the first game. The MMN latency from day 1 predicted learning, transmission and structural modification of signaling systems on day 2. Our study introduces neurophysiological methods into research on cultural transmission and evolution, and relates aspects of variation in symbolic systems to individual differences in neural information processing. © The Author (2016). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.

Are prescription stimulants "smart pills"? The epidemiology and cognitive neuroscience of prescription stimulant use by normal healthy individuals.

PubMed

Smith, M Elizabeth; Farah, Martha J

2011-09-01

Use of prescription stimulants by normal healthy individuals to enhance cognition is said to be on the rise. Who is using these medications for cognitive enhancement, and how prevalent is this practice? Do prescription stimulants in fact enhance cognition for normal healthy people? We review the epidemiological and cognitive neuroscience literatures in search of answers to these questions. Epidemiological issues addressed include the prevalence of nonmedical stimulant use, user demographics, methods by which users obtain prescription stimulants, and motivations for use. Cognitive neuroscience issues addressed include the effects of prescription stimulants on learning and executive function, as well as the task and individual variables associated with these effects. Little is known about the prevalence of prescription stimulant use for cognitive enhancement outside of student populations. Among college students, estimates of use vary widely but, taken together, suggest that the practice is commonplace. The cognitive effects of stimulants on normal healthy people cannot yet be characterized definitively, despite the volume of research that has been carried out on these issues. Published evidence suggests that declarative memory can be improved by stimulants, with some evidence consistent with enhanced consolidation of memories. Effects on the executive functions of working memory and cognitive control are less reliable but have been found for at least some individuals on some tasks. In closing, we enumerate the many outstanding questions that remain to be addressed by future research and also identify obstacles facing this research. (PsycINFO Database Record (c) 2011 APA, all rights reserved).

Improving students' understanding of quantum mechanics

NASA Astrophysics Data System (ADS)

Zhu, Guangtian

2011-12-01

Learning physics is challenging at all levels. Students' difficulties in the introductory level physics courses have been widely studied and many instructional strategies have been developed to help students learn introductory physics. However, research shows that there is a large diversity in students' preparation and skills in the upper-level physics courses and it is necessary to provide scaffolding support to help students learn advanced physics. This thesis explores issues related to students' common difficulties in learning upper-level undergraduate quantum mechanics and how these difficulties can be reduced by research-based learning tutorials and peer instruction tools. We investigated students' difficulties in learning quantum mechanics by administering written tests and surveys to many classes and conducting individual interviews with a subset of students. Based on these investigations, we developed Quantum Interactive Learning Tutorials (QuILTs) and peer instruction tools to help students build a hierarchical knowledge structure of quantum mechanics through a guided approach. Preliminary assessments indicate that students' understanding of quantum mechanics is improved after using the research-based learning tools in the junior-senior level quantum mechanics courses. We also designed a standardized conceptual survey that can help instructors better probe students' understanding of quantum mechanics concepts in one spatial dimension. The validity and reliability of this quantum mechanics survey is discussed.

Using the mixed media according to internet-based on the instructional multimedia for developing students' learning achievements in biology course on foundational cell issue of secondary students at the 10th grade level in Rangsit University demonstration school

NASA Astrophysics Data System (ADS)

Kangloan, Pichet; Chayaburakul, Kanokporn; Santiboon, Toansakul

2018-01-01

The aims of this research study were 1) to develop students' learning achievements in biology course on foundational cell issue, 2) to examine students' satisfactions of their learning activities through the mixed media according to internet-based multi-instruction in biology on foundational cell issue at the 10th grade level were used in the first semester in the academic year 2014, which a sample size of 17 students in Rangsit University Demonstration School with cluster random sampling was selected. Students' learning administrations were instructed with the 3-instructional lesson plans according to the 5-Step Ladder Learning Management Plan (LLMP) namely; the maintaining lesson plan on the equilibrium of cell issue, a lesson plan for learning how to communicate between cell and cell division. Students' learning achievements were assessed with the 30-item Assessment of Learning Biology Test (ALBT), students' perceptions of their satisfactions were satisfied with the 20-item Questionnaire on Students Satisfaction (QSS), and students' learning activities were assessed with the Mixed Media Internet-Based Instruction (MMIBI) on foundational cell issue was designed. The results of this research study have found that: statistically significant of students' post-learning achievements were higher than their pre-learning outcomes and indicated that the differences were significant at the .05 level. Students' performances of their satisfaction to their perceptions toward biology class with the mixed media according to internet-based multi instruction in biology on foundational cell issue were the highest level and evidence of average mean score as 4.59.

International child health.

PubMed

Staton, Donna M; Harding, Marcus H

2004-10-01

It is our hope that this issue of Pediatric Annals will stimulate among readers a desire to learn more about the difficult challenges faced by our colleagues who live and work in developing countries. They do so much with so little, and their dedication to their work is an inspiration to us all. Armed with such information, working as individuals and as members of political, educational, charitable, and service organizations, we can help many of the children who otherwise will be lost without our attention.

Staff Training on the Use of Health Information Systems: What Do We Know?

PubMed

Bygholm, Ann

2018-01-01

Staff training is acknowledged as an important activity when implementing health information systems (HISs). This paper reviews the literature on staff training in connection with HIS implementation. The aim is to identify critical issues to reflect on when planning or evaluating this type of training. Searches were conducted in three research databases, resulting in 423 hits. Sixty-four papers were retrieved for more detailed examination, and 12 papers were selected for analysis. The analysis focused on the content, organization and pedagogical approach. In general, the review revealed minor primarily descriptive studies focused on aspects of staff training rather than strategies for staff training. The review revealed specific agreed-upon issues that are considered important for the success of the training. The issues identified are transfer of knowledge and skills is not enough, ongoing training is important, training should be related to practice and address individual learning needs, and super-users are important facilitators.

Using an Interdisciplinary Approach to Teach About Climate Change

NASA Astrophysics Data System (ADS)

Schafer, K.; Spenner, C.

2017-12-01

The traditional methods of teaching science, or any particular discipline, are not necessarily well suited for preparing students to solve big messy problems like sustainable development, climate change and resource management. We have developed a summer course entitled, "Human Ecology: Our Place in Nature," with the goal of addressing such issues through a series of case studies. The goal of these case studies is to explore how people interact with nature through Agriculture, Fisheries and Energy Use issues and could easily be adapted to specific geographical regions with different land use challenges. The course was divided into two segments: the first took place at locations near our school in San Jose, California and the second piece at various locations in Southeastern Alaska. Students learned about the interdisciplinary nature of these issues and developed an individual project of their choosing to explore some aspect of the course in greater depth.

PROMET - The Journal of Meteorological Education issued by DWD

NASA Astrophysics Data System (ADS)

Rapp, J.

2009-09-01

Promet is published by the German Meteorological Service (DWD) since 1971 to improve meteorologists and weather forecasters skills. The journal comprises mainly contributions to topics like biometeorology, the NAO, or meteorology and insurance business. The science-based articles should illustrate the special issue in an understandable and transparent way. In addition, the journal contains portraits of other national meteorological services and university departments, book reviews, list of university degrees, and other individual papers. Promet is published only in German language, but included English titles and abstracts. The journal is peer-reviewed by renowned external scientists. It is distributed free of charge by DWD to the own meteorological staff. On the other hand, DMG (the German Meteorological Society) hand it out to all members of the society. The current issues deal with "Modern procedures of weather forecasting in DWD” and "E-Learning in Meteorology”.

Promoting individual learning for trainees with perceived high helplessness: experiences of a safety training program.

PubMed

Kiani, Fariba; Khodabakhsh, Mohamad Reza

2014-01-01

The article arises from a research project investigating the effectiveness of safety training on changing attitudes toward safety issues. Followed by the training intervention was observed that employees' helplessness decreased. The researchers have come to the idea of investigating how safety training can reduce perceived helplessness. Thus, this research examined the effectiveness of safety training on reducing employees' helplessness with attention to the mediating role of attitude toward safety issues. The current study was an experimental study with the control group. A total of 204 (101 experimental group and 103 control group) completed safety attitude questionnaire and perceived helplessness before a safety training course including four 90-min sessions over 4 consecutive days in Esfahan Steel Company in 2012 between October and December. Only members of the experimental group participated in this course. These questionnaires, approximately 30 days later, again were run on members of both groups. Data were analyzed using descriptive indexes, t-, and F-test. RESULTS by comparing the two groups showed that safety training was effective only on individuals with perceived low helplessness (p = 0.02). In individuals with perceived high helplessness, safety training only with changing safety attitudes can reduce the perceived helplessness.

Learning as Issue Framing in Agricultural Innovation Networks

ERIC Educational Resources Information Center

Tisenkopfs, Talis; Kunda, Ilona; Šumane, Sandra

2014-01-01

Purpose: Networks are increasingly viewed as entities of learning and innovation in agriculture. In this article we explore learning as issue framing in two agricultural innovation networks. Design/methodology/approach: We combine frame analysis and social learning theories to analyse the processes and factors contributing to frame convergence and…

The Effects of Socio-Scientific Issue Based Inquiry Learning on Pupils' Representations of Landscape

ERIC Educational Resources Information Center

Kärkkäinen, Sirpa; Keinonen, Tuula; Kukkonen, Jari; Juntunen, Seija; Ratinen, Ilkka

2017-01-01

Research has demonstrated that socio-scientific issues based inquiry learning has significant advantages for learning outcomes and students' motivation. Further, a successful understanding of landscapes in environmental and geographical education can be achieved by combining informal learning environments with school education. Therefore this case…

Legal Issues in Experiential Education. PANEL Resource Paper #3.

ERIC Educational Resources Information Center

Goldstein, Michael B.

Legal issues relevant to experiential learning are identified to help program administrators know when to seek expert assistance and advice. Much of the law of experiential learning is based on specific statutory provisions and decisions. The student involved in experiential learning may assume certain learning outcomes very different from those…

Integrating Augmented Reality Technology to Enhance Children's Learning in Marine Education

ERIC Educational Resources Information Center

Lu, Su-Ju; Liu, Ying-Chieh

2015-01-01

Marine education comprises rich and multifaceted issues. Raising general awareness of marine environments and issues demands the development of new learning materials. This study adapts concepts from digital game-based learning to design an innovative marine learning program integrating augmented reality (AR) technology for lower grade primary…

Journal of College Reading and Learning, Volume XIX, 1986.

ERIC Educational Resources Information Center

O'Hear, Michael F., Ed.; And Others

1986-01-01

Addressing issues on developmental education, instructional and learning methods, learning assistance and academic support, and reading and research, this issue of the Journal of College Reading and Learning includes the following articles: "Moving the Mountain to Mohammed: Study Skills Tutoring in the Residence Halls" (J. L. Rogers); "Memory…

[Families Involved in Learning.

ERIC Educational Resources Information Center

Ashby, Nicole, Ed.

2001-01-01

This issue of "Community Update" focuses on families involved in learning. The first article briefly discusses the "Ready to Read, Ready to Learn" White House summit that highlighted new research on early childhood learning. The center spread of this issue offers "Priming the Primary Educator: A Look at L. A. County's Parent Involvement Programs"…

Is There a Relationship between Individual Learning, Team Learning, and Organizational Learning?

ERIC Educational Resources Information Center

Tanyaovalaksna, Sumeth; Li, Xiaobin

2013-01-01

Scholars suggest that there is a need for more research, particularly quantitative designs, that aim to examine the relationship between individual learning, team learning, and organizational learning. The purpose of this study is to investigate whether there is a relationship between perceived individual learning, team learning, and…

An overview of learning disabilities: psychoeducational perspectives.

PubMed

Johnson, D J

1995-01-01

In general, people with learning disabilities are a heterogeneous population that require a multidisciplinary evaluation and careful, well-planned intervention. Despite this heterogeneity, patterns of problems often co-occur. Therefore, diagnosticians and educators should look beyond single areas of achievement such as reading or arithmetic. In addition, problems in one area of learning typically have secondary impacts on higher levels of learning. That is, comprehension problems typically interfere with expression. Every effort should be made to examine patterns of problems and to avoid fragmentation of services so that each area of underachievement is not treated separately. Although learning disabilities usually interfere with school performance, they are not simply academic handicaps. They interfere with certain social activities as well as occupational pursuits. In many instances, they impact on mental health and self-esteem. Therefore, students need multiple services. And, as emphasized throughout this journal issue, learning disabled individuals may have comorbid conditions such as attention deficit disorder, depression, and neurologic problems. Furthermore, the problems may change over time. Children may first be identified because of language comprehension problems but later have reading or mathematics difficulty. With intervention, oral expressive problems may be alleviated but may be manifested later in written language.

I came, I saw, I reflected: a qualitative study into learning outcomes of international electives for Japanese and British medical students.

PubMed

Nishigori, Hiroshi; Otani, Takashi; Plint, Simon; Uchino, Minako; Ban, Nobutaro

2009-05-01

Although medical students have increasingly more opportunities to participate in international electives, their experiences are usually unstructured and the literature referring to their learning outcomes, educational environment, and assessment is scanty. This study was undertaken to clarify qualitatively what students learn from their international electives. We carried out semi-structured individual interviews with 15 Japanese students studying clinical medicine in British medical schools and six British students studying in Japanese medical schools. The thematic synthesis method was used in analysing the transcribed data and triangulation by multiple researchers was used to achieve higher reliability. The main learning outcomes identified were skills in history taking and physical examination with clinical reasoning and in management of diseases rarely seen in the students' own countries; awareness of clinical ethics and merits and demerits of different systems of healthcare and medical education; sensitivity to issues in doctor-patient relationships and work ethics; enhancement of cultural competence; and personal development. Most learning outcomes of international electives are culture- or system-dependent. Students achieved outcomes related closely to medical professionalism, mainly through reflection. International electives may give students opportunities to learn both professionalism and cultural competence.

Contextual assessment in science education: Background, issues, and policy

NASA Astrophysics Data System (ADS)

Klassen, Stephen

2006-09-01

Contemporary assessment practices in science education have undergone significant changes in recent decades. The basis for these changes and the resulting new assessment practices are the subject of this two-part paper. Part 1 considers the basis of assessment that, more than 25 years ago, was driven by the assumptions of decomposability and decontextualization of knowledge, resulting in a low-inference testing system, often described as traditional. This assessment model was replaced not on account of direct criticism, but rather on account of a larger revolution - the change from behavioral to cognitive psychology, developments in the philosophy of science, and the rise of constructivism. Most notably, the study of the active cognitive processes of the individual resulted in a major emphasis on context in learning and assessment. These changes gave rise to the development of various contextual assessment methodologies in science education, for example, concept mapping assessment, performance assessment, and portfolio assessment. In Part 2, the literature relating to the assessment methods identified in Part 1 is reviewed, revealing that there is not much research that supports their validity and reliability. However, encouraging new work on selected-response tests is forming the basis for reconsideration of past criticisms of this technique. Despite the major developments in contextual assessment methodologies in science education, two important questions remain unanswered, namely, whether grades can be considered as genuine numeric quantities and whether the individual student is the appropriate unit of assessment in public accountability. Given these issues and the requirement for science assessment to satisfy the goals of the individual, the classroom, and the society, tentative recommendations are put forward addressing these parallel needs in the assessment of science learning.

Computational intelligence in earth sciences and environmental applications: issues and challenges.

PubMed

Cherkassky, V; Krasnopolsky, V; Solomatine, D P; Valdes, J

2006-03-01

This paper introduces a generic theoretical framework for predictive learning, and relates it to data-driven and learning applications in earth and environmental sciences. The issues of data quality, selection of the error function, incorporation of the predictive learning methods into the existing modeling frameworks, expert knowledge, model uncertainty, and other application-domain specific problems are discussed. A brief overview of the papers in the Special Issue is provided, followed by discussion of open issues and directions for future research.

Developing a novel Poverty in Healthcare curriculum for medical students at the University of Michigan Medical School.

PubMed

Doran, Kelly M; Kirley, Katherine; Barnosky, Andrew R; Williams, Joy C; Cheng, Jason E

2008-01-01

Nearly 90 million Americans live below 200% of the federal poverty threshold. The links between lower socioeconomic status and poor health are clear, and all physicians face the resulting challenges in patient care. Current medical school curricula do not adequately prepare students to address this issue despite recommendations from the Association of American Medical Colleges and the Institute of Medicine. In response, students and faculty at the University of Michigan Medical Center established the Poverty in Healthcare curriculum, which encompasses required learning experiences spanning all four years of undergraduate medical education. This article describes the design and implementation of this curriculum. The authors provide thorough descriptions of the individual learning experiences, including community site visits, longitudinal cases, mini-electives, and family centered experiences. The authors also discuss the history, costs, challenges, and evaluation process related to the Poverty in Healthcare curriculum, including issues specifically related to medical students' involvement in developing and implementing the curriculum. This information may be used as a guide for other medical schools in the development of curricula to address this current gap in medical student education.

Aportes del Aprendizaje Basado en Problemas (ABP) en la ensenanza de la Fisiologia Animal en un programa de Zootecnia

NASA Astrophysics Data System (ADS)

Reinartz-Estrada, Monica

Based on difficulties observed on the subject of technical-scientific conceptualization and the integration of theory and practice in learning animal physiology for students in the Animal Science program at the National University of Colombia in Medellin, this research paper proposes a problem-based learning strategy founded on the method of Problem Based Learning (PBL), applied specifically to the issues of thermoregulation and physiological stress in domestic animals. In this case study, a sample size of eight students was presented with a pedagogical problem during the first session that would then be solved during the course. In order to evaluate the process, three surveys were conducted called Level Test Formulations (NF) performed at different times of the trial: one before beginning the topic (NF 1), one after three theoretical classes had been given and before beginning the fieldwork (NF 2), and another one after the end of the process (NF 3). Finally, individual interviews were conducted with each student to know the students' perceptions regarding the method. The information obtained was subjected to a qualitative analysis and categorization, using the QDA Miner program which reviewed and coded texts from the surveys and individual interviews, supplemented in turn, by field observation, analyzing the conceptual change, the theory-practice relationship and the correlation between the variables and categories established. Among the main results obtained, it should be noted that following the implementation of PBL in this Animal Physiology course, support for conceptual change was demonstrated and the formulated problem served as a connector between theory and practice. Moreover, there was a fusion of prior knowledge with newly acquired knowledge, meaningful learning, improvement in the level of conceptualization and an increase in the scientificness of definitions; it also led to problem-solving and overcoming epistemological obstacles such as multidisciplinarity and nonlinearity. As a result of this research, it is recommended that this method be evaluated in other topics related to Animal Physiology, in other sciences, in larger sample sizes, as well as to address the issue of evaluation applied directly to this method. Key words: Problem Based Learning (PBL), conceptual change, integration of theory and practice, significatif learning, animal physiology, thermoregulation, physiological stress.

Current trends in the empirical study of cognitive remediation for schizophrenia.

PubMed

Saperstein, Alice M; Kurtz, Matthew M

2013-06-01

Cognitive remediation (CR) for schizophrenia is a learning-based behavioural skills training intervention designed to enhance neuro and (or) social cognitive skills, with the ultimate goal of generalization to improve psychosocial outcomes. This review summarizes conceptual approaches to CR for schizophrenia and the evidence for efficacy in clinical research settings. Four issues are at the forefront of ongoing research: the identification of techniques that produce the largest cognitive change, delineation of techniques that enhance transfer of cognitive skills to functional skills, the identification of CR methods that can be personalized to meet the specific cognitive and functional needs of each individual, and, all the while, ensuring that when CR methods are developed in a research setting, they remain scalable for delivery in the larger clinical community. In response to these issues, 3 prominent research trends have emerged: the rise of a new generation of computerized restorative cognitive training, the integration of CR with skills training to promote generalization, and the application of techniques to enhance motivation and learning during CR. As data on the neural basis of learning in people with schizophrenia become available, new technologies that harness the ability of the brain to make sustainable, functional changes may be integrated within a therapeutic context that promotes a personalized approach to learning. The development of transportable and scalable methods of CR that maximize the ability of people with schizophrenia to improve cognition will help them achieve personal goals for recovery.

Digital Media & Learning in Afterschool. MetLife Foundation Afterschool Alert. Issue Brief No. 58

ERIC Educational Resources Information Center

Afterschool Alliance, 2013

2013-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the final issue brief in its latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief explores afterschool and digital learning. At the core of…

Individualization of a Manualized Pressure Ulcer Prevention Program: Targeting Risky Life Circumstances Through a Community-Based Intervention for People with Spinal Cord Injury

PubMed Central

Vaishampayan, Ashwini; Clark, Florence; Carlson, Mike; Blanche, Erna Imperatore

2012-01-01

Purpose To sensitize practitioners working with individuals with spinal cord injury to the complex life circumstances that are implicated in the development of pressure ulcers, and to document the ways that interventions can be adapted to target individual needs. Methods Content analysis of weekly fidelity/ quality control meetings that were undertaken as part of a lifestyle intervention for pressure ulcer prevention in community-dwelling adults with spinal cord injury. Results Four types of lifestyle-relevant challenges to ulcer prevention were identified: risk-elevating life circumstances, communication difficulties, equipment problems, and individual personality issues. Intervention flexibility was achieved by changing the order of treatment modules, altering the intervention content or delivery approach, or going beyond the stipulated content. Conclusion Attention to recurrent types of individual needs, along with explicit strategies for tailoring manualized interventions, has potential to enhance pressure ulcer prevention efforts for adults with spinal cord injury. Target audience This continuing education article is intended for practitioners interested in learning about a comprehensive, context-sensitive, community-based pressure ulcer prevention program for people with spinal cord injury. Objectives After reading this article, the reader should be able to: Describe some of the contextual factors that increase pressure ulcer risk in people with spinal cord injury living in the community.Distinguish between tailored and individualized intervention approaches.Identify the issues that must be taken into account to design context-sensitive, community-based pressure ulcer prevention programs for people with spinal cord injury.Describe approaches that can be used to individualize manualized interventions. PMID:21586911

Collaborative Leadership and Motivation as Examples of Education for All Goals 1, 3, 4, and 6 at Work in Seven Schools in Trinidad

ERIC Educational Resources Information Center

Bissessar, Charmaine

2014-01-01

The underlying theoretical framework of this qualitative case study was leadership and motivation. The research questions were: What issues and challenges to effective teaching and learning do you have? What mechanisms do you use to resolve these teaching and learning issues? The issues surrounding teaching and learning were leadership and…

Learning from Sustainable Development: Education in the Light of Public Issues

ERIC Educational Resources Information Center

Van Poeck, Katrien; Vandenabeele, Joke

2012-01-01

Education for sustainable development plays an increasing role in environmental education policy and practice. In this article, we show how sustainable development is mainly seen as a goal that can be achieved by applying the proper processes of learning and how this learning perspective translates sustainability issues into learning problems of…

Personalized Learning in Wisconsin: FLIGHT Academy. Connect: Making Learning Personal

ERIC Educational Resources Information Center

Taege, Jeffrey; Krauter, Krista; Lees, Jonathan

2015-01-01

This field report is the third in a series produced by the Center on Innovations in Learning's League of Innovators. The series describes, discusses, and analyzes policies and practices that enable personalization in education. Issues of the series will present either issue briefs or, like this one, field reports on lessons learned by…

Learning Technologies: Affective and Social Issues in Computer-Supported Collaborative Learning

ERIC Educational Resources Information Center

Jones, Ann; Issroff, Kim

2005-01-01

This paper is concerned with "affective" issues in learning technologies in a collaborative context. Traditionally in learning there has been a division between cognition and affect: where cognition is concerned with skills and processes such as thinking and problem-solving and affect with emotional areas such as motivation, attitudes, feelings.…

A Framework for Institutional Adoption and Implementation of Blended Learning in Higher Education

ERIC Educational Resources Information Center

Graham, Charles R.; Woodfield, Wendy; Harrison, J. Buckley

2013-01-01

There has been rapid growth in blended learning implementation and research focused on course-level issues such as improved learning outcomes, but very limited research focused on institutional policy and adoption issues. More institutional-level blended learning research is needed to guide institutions of higher education in strategically…

Electronic Learning Communities: Issues and Practices.

ERIC Educational Resources Information Center

Reisman, Sorel, Ed.; Flores, John G., Ed.; Edge, Denzil, Ed.

This book provides information for researchers and practitioners on the current issues and best practices associated with electronic learning communities. Fourteen contributed chapters include: "Interactive Online Educational Experiences: E-volution of Graded Projects" (James Benjamin); "Hybrid Courses as Learning Communities"…

Collaborative innovations with rural and regional secondary teachers: enhancing student learning in mathematics

NASA Astrophysics Data System (ADS)

Pegg, John; Panizzon, Debra

2011-06-01

When questioned, secondary mathematics teachers in rural and regional schools in Australia refer to their limited opportunities to engage and share experiences with peers in other schools as an under-utilised and cost-effective mechanism to support their professional learning and enhance their students' learning. The paper reports on the creation and evaluation of a network of learning communities of rural secondary mathematics teachers around a common purpose—enhancement and increased engagement of student learning in mathematics. To achieve this goal, teams of teachers from six rural schools identified an issue hindering improved student learning of mathematics in their school. Working collaboratively with support from university personnel with expertise in curriculum, assessment and quality pedagogy, teachers developed and implemented strategies to address an identified issue in ways that were relevant to their teaching contexts. The research study identifies issues in mathematics of major concern to rural teachers of mathematics, the successes and challenges the teachers faced in working in learning communities on the issue they identified, and the efficacy of the professional learning model.

Opportunity to discuss ethical issues during clinical learning experience.

PubMed

Palese, Alvisa; Gonella, Silvia; Destrebecq, Anne; Mansutti, Irene; Terzoni, Stefano; Morsanutto, Michela; Altini, Pietro; Bevilacqua, Anita; Brugnolli, Anna; Canzan, Federica; Ponte, Adriana Dal; De Biasio, Laura; Fascì, Adriana; Grosso, Silvia; Mantovan, Franco; Marognolli, Oliva; Nicotera, Raffaela; Randon, Giulia; Tollini, Morena; Saiani, Luisa; Grassetti, Luca; Dimonte, Valerio

2018-01-01

Undergraduate nursing students have been documented to experience ethical distress during their clinical training and felt poorly supported in discussing the ethical issues they encountered. Research aims: This study was aimed at exploring nursing students' perceived opportunity to discuss ethical issues that emerged during their clinical learning experience and associated factors. An Italian national cross-sectional study design was performed in 2015-2016. Participants were invited to answer a questionnaire composed of four sections regarding: (1) socio-demographic data, (2) previous clinical learning experiences, (3) current clinical learning experience quality and outcomes, and (4) the opportunity to discuss ethical issues with nurses in the last clinical learning experience (from 0 - 'never' to 3 - 'very much'). Participants and research context: Participants were 9607 undergraduate nursing students who were attending 95 different three-year Italian baccalaureate nursing programmes, located at 27 universities in 15 Italian regions. Ethical considerations: This study was conducted in accordance with the Human Subject Research Ethics Committee guidelines after the research protocol was approved by an ethics committee. Overall, 4707 (49%) perceived to have discussed ethical issues 'much' or 'very much'; among the remaining, 3683 (38.3%) and 1217 (12.7%) students reported the perception of having discussed, respectively, 'enough' or 'never' ethical issues emerged in the clinical practice. At the multivariate logistic regression analysis explaining 38.1% of the overall variance, the factors promoting ethical discussion were mainly set at the clinical learning environment levels (i.e. increased learning opportunities, self-directed learning, safety and nursing care quality, quality of the tutorial strategies, competences learned and supervision by a clinical nurse). In contrast, being male was associated with a perception of less opportunity to discuss ethical issues. Nursing faculties should assess the clinical environment prerequisites of the settings as a context of student experience before deciding on their accreditation. Moreover, the nursing faculty and nurse managers should also enhance competence with regard to discussing ethical issues with students among clinical nurses by identifying factors that hinder this learning opportunity in daily practice.

Evolutionarily stable learning schedules and cumulative culture in discrete generation models.

PubMed

Aoki, Kenichi; Wakano, Joe Yuichiro; Lehmann, Laurent

2012-06-01

Individual learning (e.g., trial-and-error) and social learning (e.g., imitation) are alternative ways of acquiring and expressing the appropriate phenotype in an environment. The optimal choice between using individual learning and/or social learning may be dictated by the life-stage or age of an organism. Of special interest is a learning schedule in which social learning precedes individual learning, because such a schedule is apparently a necessary condition for cumulative culture. Assuming two obligatory learning stages per discrete generation, we obtain the evolutionarily stable learning schedules for the three situations where the environment is constant, fluctuates between generations, or fluctuates within generations. During each learning stage, we assume that an organism may target the optimal phenotype in the current environment by individual learning, and/or the mature phenotype of the previous generation by oblique social learning. In the absence of exogenous costs to learning, the evolutionarily stable learning schedules are predicted to be either pure social learning followed by pure individual learning ("bang-bang" control) or pure individual learning at both stages ("flat" control). Moreover, we find for each situation that the evolutionarily stable learning schedule is also the one that optimizes the learned phenotype at equilibrium. Copyright © 2012 Elsevier Inc. All rights reserved.

Cognitive Issues in Learning Advanced Physics: An Example from Quantum Mechanics

NASA Astrophysics Data System (ADS)

Singh, Chandralekha; Zhu, Guangtian

2009-11-01

We are investigating cognitive issues in learning quantum mechanics in order to develop effective teaching and learning tools. The analysis of cognitive issues is particularly important for bridging the gap between the quantitative and conceptual aspects of quantum mechanics and for ensuring that the learning tools help students build a robust knowledge structure. We discuss the cognitive aspects of quantum mechanics that are similar or different from those of introductory physics and their implications for developing strategies to help students develop a good grasp of quantum mechanics.

Lifelong Learning and Adult Education. Special Issue in Memory of CIHED Advisory Board Member J. Roby Kidd.

ERIC Educational Resources Information Center

CIHED Newsletter, 1982

1982-01-01

This newsletter deals with lifelong learning and adult and continuing education. Included in the issue are the following articles: "The Learning Society," by Solveig M. Turner; "Adult Education at the Beginning of the 1980s," by J. Roby Kidd; "Lifelong Learning in an International Perspective: Selected Case Studies,"…

Understanding Work-Related Learning: The Case of ICT Workers

ERIC Educational Resources Information Center

Gijbels, David; Raemdonck, Isabel; Vervecken, Dries; Van Herck, Jonas

2012-01-01

Purpose: A central issue in the field of workplace learning is how work-related learning can be stimulated so that a powerful learning work environment is created. This paper seeks to further enlarge understanding on this issue. Based on the demand-control-support the aim is to investigate the influence of job-characteristics on the work-related…

Issues and Recommendations: A Report of the Learning Disabilities Task Force on Definition, Criteria and Identification Procedures.

ERIC Educational Resources Information Center

Iowa State Dept. of Education, Des Moines. Bureau of Special Education.

The report, developed by a special Iowa task force, examined issues of definition, criteria, and identification procedures for learning disabilities as a point of departure for the examination of current practices affecting learning disabled students in Iowa. The committee's working definintion of learning disabilities is presented as a basis for…

Selective Social Learning: New Perspectives on Learning from Others

ERIC Educational Resources Information Center

Koenig, Melissa A.; Sabbagh, Mark A.

2013-01-01

This special issue was motivated by the recent, wide-ranging interest in the development of children's selective social learning. Human beings have a far-reaching dependence on others for information, and the focus of this issue is on the processes by which children selectively and intelligently learn from others. It showcases some of the finest…

Career Issues in Organizations.

ERIC Educational Resources Information Center

1997

This document contains four papers from a symposium on career issues in organizations. "Learning During Downsizing: Stories from the Survivors" (Sharon J. Confessore) describes a study to demonstrate that survivors of corporate downsizings undertake learning activities and use many resources to accomplish the learning tasks.…

Distance Learning: What's Holding Back This Boundless Delivery System?

ERIC Educational Resources Information Center

Bruder, Isabelle

1989-01-01

Discusses distance learning, identifies who distance learners may be, and examines issues involved in establishing distance learning systems. Topics discussed include teacher concerns, including job security and certification; curriculum concerns, including state and local requirements and cross-cultural issues; cooperative development,…

Evaluating the Cognition, Behavior, and Social Profile of an Adolescent With Learning Disabilities and Assessing the Effectiveness of an Individualized Educational Program

PubMed Central

Tabitha Louis, Preeti; Arnold Emerson, Isaac

2014-01-01

Objective: The present study seeks to outline a holistic assessment method that was used in understanding problems experienced by an adolescent boy and in designing and implementing an individualized educational program. Methods: An adolescent child referred for concerns in learning was screened for learning disability using standardized inventories and test batteries. The Connors Parent and Teacher Rating Scales (short forms), Wechsler's Intelligence Scale for Children (WISC), the Vineland Social Maturity Scale (VSMS), and the Kinetic Family Drawing (KFD) test were used to assess the behavior, cognition, and social profile of the child. An individualized educational program was designed and this intervention was provided for 6 months by using parents as co-therapists. Participant and parent interview schedules were used in identifying underlying issues of concern. The child was reassessed 6 months after the intervention was provided. Results: Findings on the Connors Parent Rating Scale revealed scores that were greater than the 50th percentile on the domains of inattention and cognitive problems. On the Connors Teacher Rating Scale, we observed scores greater than the 50th percentile on the hyperactivity, cognitive problems, and the inattention domains. The WISC revealed that the child had a "Dull Normal" Intellectual functioning and there was also a deficit of 2 years on the social skills as tested by the Vineland Social Maturity Scale (VSMS). The Kinetic Family Drawing Test revealed negative emotions within the child. Post intervention, we noticed a remarkable improvement in the scores across all domains of behavior, social, and cognitive functioning. Conclusion: Designing an individualized education program that is tailored to the specific needs of the child and using parents as co-therapists proved to be an effective intervention. PMID:25053954

Teaching and Learning Issues in Mathematics in the Context of Nepal

ERIC Educational Resources Information Center

Panthi, Ram Krishna; Belbase, Shashidhar

2017-01-01

In this paper, we discussed major issues of mathematics teaching and learning in Nepal. The issues coming from theories such as social and radical constructivism suggest that teachers are not trained to use such approach in teaching mathematics, and there is a lack of teaching aids and materials and technological tools. The issues related to…

Heart Health: Learn the Truth About Your Heart

MedlinePlus

... Bar Home Current Issue Past Issues Cover Story Heart Health Learn the Truth About Your Heart Past Issues / Winter 2009 Table of Contents For ... turn Javascript on. Photo: iStock February is American Heart Month. Now is the time to make sure ...

Situated peer coaching and unfolding cases in the fundamentals skills laboratory.

PubMed

Himes, Deborah O; Ravert, Patricia K

2012-09-03

Using unfolding case studies and situated peer coaching for the Fundamentals Skills Laboratory provides students with individualized feedback and creates a realistic clinical learning experience. A quasi-experimental design with pre- and post-intervention data was used to evaluate changes in student ratings of the course. An instrument was used to examine students' self-ratings and student comments about each lab. We found that students' ratings of the lab remained high with the new method and self-evaluations of their performance were higher as the semester progressed. Students appreciated the personalized feedback associated with peer coaching and demonstrated strong motivation and self-regulation in learning. By participating in unfolding case studies with situated peer coaching, students focus on safety issues, practice collaborative communication, and critical thinking in addition to performing psychomotor skills.

The Concept of Magnitude and What It Tells Us About How Struggling Students Learn Fractions.

PubMed

Woodward, John

This commentary summarizes emerging research into fractions instruction for students who are at risk for failure. Each of the three articles emphasizes a measure conception of fractions. Teaching fractions as measurement helps students learn the magnitude of rational numbers. However, measurement is only part of the way that students should conceptualize fractions. Instruction also needs to emphasize fractions as division. The article also draws attention to the teaching qualifications of those who typically instruct at-risk students in Tier 2 and 3 settings. More often than not, these individuals lack the pedagogical content knowledge needed to adapt instruction and address student misconceptions. This is a critical issue going forward as the field attempts to balance procedural understanding with key underlying fractional ideas such a measurement and division.

Top 10 Lessons Learned from Electronic Medical Record Implementation in a Large Academic Medical Center.

PubMed

Rizer, Milisa K; Kaufman, Beth; Sieck, Cynthia J; Hefner, Jennifer L; McAlearney, Ann Scheck

2015-01-01

Electronic medical record (EMR) implementation efforts face many challenges, including individual and organizational barriers and concerns about loss of productivity during the process. These issues may be particularly complex in large and diverse settings with multiple specialties providing inpatient and outpatient care. This case report provides an example of a successful EMR implementation that emphasizes the importance of flexibility and adaptability on the part of the implementation team. It also presents the top 10 lessons learned from this EMR implementation in a large midwestern academic medical center. Included are five overarching lessons related to leadership, initial approach, training, support, and optimization as well as five lessons related to the EMR system itself that are particularly important elements of a successful implementation.

Top 10 Lessons Learned from Electronic Medical Record Implementation in a Large Academic Medical Center

PubMed Central

Rizer, Milisa K.; Kaufman, Beth; Sieck, Cynthia J.; Hefner, Jennifer L.; McAlearney, Ann Scheck

2015-01-01

Electronic medical record (EMR) implementation efforts face many challenges, including individual and organizational barriers and concerns about loss of productivity during the process. These issues may be particularly complex in large and diverse settings with multiple specialties providing inpatient and outpatient care. This case report provides an example of a successful EMR implementation that emphasizes the importance of flexibility and adaptability on the part of the implementation team. It also presents the top 10 lessons learned from this EMR implementation in a large midwestern academic medical center. Included are five overarching lessons related to leadership, initial approach, training, support, and optimization as well as five lessons related to the EMR system itself that are particularly important elements of a successful implementation. PMID:26396558

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

Ethical and regulatory issues of pragmatic cluster randomized trials in contemporary health systems

PubMed Central

Anderson, Monique L; Califf, Robert M; Sugarman, Jeremy

2015-01-01

Cluster randomized trials (CRTs) randomly assign groups of individuals to examine research questions or test interventions and measure their effects on individuals. Recent emphasis on quality improvement, comparative effectiveness, and learning health systems has prompted expanded use of pragmatic CRTs in routine healthcare settings, which in turn poses practical and ethical challenges that current oversight frameworks may not adequately address. The 2012 Ottawa Statement provides a basis for considering many issues related to pragmatic CRTs but challenges remain, including some arising from the current U.S. research and healthcare regulations. In order to examine the ethical, regulatory, and practical questions facing pragmatic CRTs in healthcare settings, the National Institutes of Health (NIH) Health Care Systems Research Collaboratory convened a workshop in Bethesda, Maryland in July of 2013. Attendees included experts in clinical trials, patient advocacy, research ethics, and research regulations from academia, industry, the NIH, and other federal agencies. Workshop participants identified substantial barriers to implementing these types of CRTs, including issues related to research design, gatekeepers and governance in health systems, consent, institutional review boards, data monitoring, privacy, and special populations. We describe these barriers and suggest means for understanding and overcoming them to facilitate pragmatic CRTs in healthcare settings. PMID:25733677

The Impact of Individual Learning Accounts: A Study of the Early and Potential Impact of Individual Learning Accounts on Learning Providers and Learning. Research Report.

ERIC Educational Resources Information Center

Gray, Michael; Peters, Jane; Fletcher, Mick; Kirk, Gordon

The impact of individual learning accounts (ILAs) on the success of learners in post-16 education sector in the United Kingdom was explored through an examination of available research on ILAs. The following were among the study's 12 messages for providers, the Department for Education and Skills, and the Individual Learning Account Centre: (1)…

ABE NetNews, Volume 2.

ERIC Educational Resources Information Center

ABE NetNews, 2002

2002-01-01

These four newsletters focus on issues related to adult basic education and the challenges faced when teaching adult learners. The first issue introduces the LDA (Learning Disabilities Association) Learning Center, a private, nonprofit agency intended to maximize the potential of all people with learning disabilities or related learning…

ENED-GEM: A Conceptual Framework Model for Psychological Enjoyment Factors and Learning Mechanisms in Educational Games about the Environment.

PubMed

Fjællingsdal, Kristoffer S; Klöckner, Christian A

2017-01-01

Based on a thorough review of psychological literature, this article seeks to develop a model of game enjoyment and environmental learning (ENvironmental EDucational Game Enjoyment Model, ENED-GEM) and delineate psychological processes that might facilitate learning and inspire behavioral change from educational games about the environment. A critically acclaimed digital educational game about environmental issues (Fate of the World by Red Redemption/Soothsayer Games) was used as a case study. Two hundred forty-nine reviews of the game from the popular gaming and reviewing platform known as Steam were analyzed by means of a thematic content analysis in order to identify key player enjoyment factors believed to be relevant to the process of learning from games, as well as to gain an understanding of positive and negative impressions about the game's general content. The end results of the thematic analysis were measured up to the suggested ENED-GEM framework. Initial results generally support the main elements of the ENED-GEM, and future research into the importance of these individual core factors is outlined.

ENED-GEM: A Conceptual Framework Model for Psychological Enjoyment Factors and Learning Mechanisms in Educational Games about the Environment

PubMed Central

Fjællingsdal, Kristoffer S.; Klöckner, Christian A.

2017-01-01

Based on a thorough review of psychological literature, this article seeks to develop a model of game enjoyment and environmental learning (ENvironmental EDucational Game Enjoyment Model, ENED-GEM) and delineate psychological processes that might facilitate learning and inspire behavioral change from educational games about the environment. A critically acclaimed digital educational game about environmental issues (Fate of the World by Red Redemption/Soothsayer Games) was used as a case study. Two hundred forty-nine reviews of the game from the popular gaming and reviewing platform known as Steam were analyzed by means of a thematic content analysis in order to identify key player enjoyment factors believed to be relevant to the process of learning from games, as well as to gain an understanding of positive and negative impressions about the game’s general content. The end results of the thematic analysis were measured up to the suggested ENED-GEM framework. Initial results generally support the main elements of the ENED-GEM, and future research into the importance of these individual core factors is outlined. PMID:28701988

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

PubMed Central

Charland, Patrick; Léger, Pierre-Majorique; Sénécal, Sylvain; Courtemanche, François; Mercier, Julien; Skelling, Yannick; Labonté-Lemoyne, Elise

2015-01-01

In a recent theoretical synthesis on the concept of engagement, Fredricks, Blumenfeld and Paris1 defined engagement by its multiple dimensions: behavioral, emotional and cognitive. They observed that individual types of engagement had not been studied in conjunction, and little information was available about interactions or synergy between the dimensions; consequently, more studies would contribute to creating finely tuned teaching interventions. Benefiting from the recent technological advances in neurosciences, this paper presents a recently developed methodology to gather and synchronize data on multidimensional engagement during learning tasks. The technique involves the collection of (a) electroencephalography, (b) electrodermal, (c) eye-tracking, and (d) facial emotion recognition data on four different computers. This led to synchronization issues for data collected from multiple sources. Post synchronization in specialized integration software gives researchers a better understanding of the dynamics between the multiple dimensions of engagement. For curriculum developers, these data could provide informed guidelines for achieving better instruction/learning efficiency. This technique also opens up possibilities in the field of brain-computer interactions, where adaptive learning or assessment environments could be developed. PMID:26167712

Typology of College Student Perception on Institutional E-Learning Issues--An Extension Study of a Teacher's Typology in Taiwan

ERIC Educational Resources Information Center

Tao, Yu-Hui

2008-01-01

Recently, e-learning in Taiwan's higher education faces new challenges as the Ministry of Education begins to loosen its control over degree-awarding programs. Studies on stakeholder perceptions toward important e-learning issues become critical at this juncture for policy makers to make viable investment decisions toward e-learning programs.…

Avoiding Misinterpretations of Piaget and Vygotsky: Mathematical Teaching without Learning, Learning without Teaching, or Helpful Learning-Path Teaching?

ERIC Educational Resources Information Center

Fuson, Karen C.

2009-01-01

This article provides an overview of some perspectives about special issues in classroom mathematical teaching and learning that have stemmed from the huge explosion of research in children's mathematical thinking stimulated by Piaget. It concentrates on issues that are particularly important for less-advanced learners and for those who might be…

Banners for Books: "Mighty-Hearted" Kindergartners Take Action through Arts-Based Service Learning

ERIC Educational Resources Information Center

Montgomery, Sarah E.; Miller, Wendy; Foss, Page; Tallakson, Denise; Howard, Maria

2017-01-01

Teaching about the Universal Declaration of Human Rights, which was adopted by the United Nations General Assembly in 1948, is one way to support students' learning about issues of fairness. However, learning about this document is not enough. Students need to have experiences where they explore issues of justice and equity in order to learn about…

Development and Implementation of a Learning Object Repository for French Teaching and Learning: Issues and Promises

ERIC Educational Resources Information Center

Caws, Catherine

2008-01-01

This paper discusses issues surrounding the development of a learning object repository (FLORE) for teaching and learning French at the postsecondary level. An evaluation based on qualitative and quantitative data was set up in order to better assess how second-language (L2) students in French perceived the integration of this new repository into…

Queering College Writing: Writing Students' Learning of LGB Issues Using the Internet as an Instructional Tool

ERIC Educational Resources Information Center

Burnes, Theodore R.

2007-01-01

How do writing teachers use technology to help students learn about lesbian, gay, and bisexual (LGB) issues? What is the nature of writing students' learning about LGB sexual orientations and academic writing when the Internet is used as a learning tool? Participants completed a questionnaire in which they reflected on a writing assignment…

Who Gets to Be a Writer? Exploring Identity and Learning Issues in Becoming a Fiction Author

ERIC Educational Resources Information Center

Gouthro, Patricia A.

2014-01-01

Drawing upon a research study on lifelong learning, citizenship, and fiction writing, this paper explores issues around identity and learning in becoming a fiction author. Five main thematic areas are discussed: (1) envisioning a writing career, (2) compelled to write, (3) learning the craft, (4) getting published, and (5) online identity. The…

77 FR 46127 - Interim Staff Guidance on Changes to the Generic Aging Lessons Learned (GALL) Report Revision 2...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-08-02

... Aging Lessons Learned (GALL) Report Revision 2 AMP XI.M41, ``Buried and Underground Piping and Tanks... AMPs in NUREG-1801, Revision 2, ``Generic Aging Lessons Learned (GALL) Report,'' and the NRC staff's... issues LR-ISG to communicate insights and lessons learned and to address emergent issues not covered in...

The work of the Village: creating a new world for children with hearing loss and their families.

PubMed

Yoshinaga-Itano, Christine; Thomson, Vickie

2008-01-01

Though the health and economic issues in developing countries may create situations in which the development of early hearing detection and intervention (EHDI) programs could seem insurmountable, developing countries have some resources that are not easily available to those in the developed world. Developing countries often have well-organized communities in which members work together for the benefit of the individuals within their communities as well as a willingness to learn strategies that can improve the lives of individuals in their communities. Paradoxically, there also exists societal intolerance for disabilities that can result in stigmatization and ultimate isolation of affected families. Hopefully, education within these communities can begin to overcome historical intolerance. While some might argue that sufficient financial resources are the key to the development of an EHDI system, the Colorado system, although grateful for all financial resources, is dependent, first and foremost upon the human resources. This article provides information about the history of the Colorado system in the hopes that lessons learned will provide valuable input to others facing similar challenges.

Predictors of Outcomes in Autism Early Intervention: Why Don’t We Know More?

PubMed Central

Vivanti, Giacomo; Prior, Margot; Williams, Katrina; Dissanayake, Cheryl

2014-01-01

Response to early intervention programs in autism is variable. However, the factors associated with positive versus poor treatment outcomes remain unknown. Hence the issue of which intervention/s should be chosen for an individual child remains a common dilemma. We argue that lack of knowledge on “what works for whom and why” in autism reflects a number of issues in current approaches to outcomes research, and we provide recommendations to address these limitations. These include: a theory-driven selection of putative predictors; the inclusion of proximal measures that are directly relevant to the learning mechanisms demanded by the specific educational strategies; the consideration of family characteristics. Moreover, all data on associations between predictor and outcome variables should be reported in treatment studies. PMID:24999470

Service-learning, personal development, and social commitment: a case study of university students in Hong Kong.

PubMed

Ngai, Steven Sek-yum

2006-01-01

Service-learning, which combines academic study with community service, is becoming increasingly popular throughout the world. It is ideally suited to achieving both the personal and academic goals of students and the broader goals of civic responsibility and social justice. This paper describes the design of a local service-learning program the author implemented at a university in Hong Kong. Based on survey data collected from 93 university student participants in the program, it illustrates the impact of service-learning on student outcomes. Results show that the majority of the students benefitted as follows: (1) By developing personal autonomy through real world experiences, students develop a recognition of and faith in their potential. It enhances self-assurance, assumption of new responsibilities, and achievement of individual growth. (2) Students move toward becoming responsible citizens and agents of social change. By learning to care for deprived groups in the community, they are assuming meaningful roles and responding to real issues in ways that have a long-lasting impact on their own lives. Recommendations, based on the shortcomings we have witnessed and the changes we have implemented, are also made.

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

Human Factors Throughout the Life Cycle: Lessons Learned from the Shuttle Program. [Human Factors in Ground Processing

NASA Technical Reports Server (NTRS)

Kanki, Barbara G.

2011-01-01

With the ending of the Space Shuttle Program, it is critical that we not forget the Human Factors lessons we have learned over the years. At every phase of the life cycle, from manufacturing, processing and integrating vehicle and payload, to launch, flight operations, mission control and landing, hundreds of teams have worked together to achieve mission success in one of the most complex, high-risk socio-technical enterprises ever designed. Just as there was great diversity in the types of operations performed at every stage, there was a myriad of human factors that could further complicate these human systems. A single mishap or close call could point to issues at the individual level (perceptual or workload limitations, training, fatigue, human error susceptibilities), the task level (design of tools, procedures and aspects of the workplace), as well as the organizational level (appropriate resources, safety policies, information access and communication channels). While we have often had to learn through human mistakes and technological failures, we have also begun to understand how to design human systems in which individuals can excel, where tasks and procedures are not only safe but efficient, and how organizations can foster a proactive approach to managing risk and supporting human enterprises. Panelists will talk about their experiences as they relate human factors to a particular phase of the shuttle life cycle. They will conclude with a framework for tying together human factors lessons-learned into system-level risk management strategies.

Expressions of dissatisfaction and complaint by people with learning disabilities: a discourse analytic study.

PubMed

Jingree, Treena; Finlay, W M L

2013-06-01

This paper uses critical discursive psychology to examine expressions of dissatisfaction and complaint by people with learning disabilities. UK government policies stress that people with learning disabilities should have more control over their lives. Expressing dissatisfaction about services is an important aspect of this process. However, given that such individuals are often treated as incompetent, and given the delicate nature of complaining about services one might rely on for day-to-day support, this can be difficult to do. In building complaints, speakers drew on repertoires about competence and incompetence, the right to free choice as a principle, and tempered dissatisfaction to make contrasts between good and bad supporters and practice. While the complaints show many of the general features of complaints identified in previous work in the general population, they were crafted to the particular institutional context of social care, and attended both explicitly and implicitly to the particular issues of competence, power, and authority found in those services. Speakers positioned themselves as competent, and service workers as more or less competent in their roles. Issues of power in social care services were observed explicitly in the accounts, whereby people described staff as controlling and it being difficult to voice dissatisfaction. They were also implicit in the way speakers drew on the others with institutional authority for corroboration and comparison. © 2011 The British Psychological Society.

Service-Learning in Afterschool: Helping Students Grow and Communities Prosper. MetLife Foundation Afterschool Alert. Issue Brief No. 52

ERIC Educational Resources Information Center

Afterschool Alliance, 2011

2011-01-01

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the third in a series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief focuses on service-learning opportunities for middle schoolers. Pairing service…

Contextual Learning Issues.

ERIC Educational Resources Information Center

1996

This document consists of four papers presented at a symposium on contextual learning issues moderated by John Henschke at the 1996 conference of the Academy of Human Resource Development (AHRD). "Self-Directed Learning in Organizations: An Analysis of Policies and Practices of Seven Resource Companies in Western Canada" (H. K. Morris…

Learning from Multiple Collaborating Intelligent Tutors: An Agent-based Approach.

ERIC Educational Resources Information Center

Solomos, Konstantinos; Avouris, Nikolaos

1999-01-01

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

Collective Perspectives on Issues Affecting Learning Disabilities. Position Papers and Statements.

ERIC Educational Resources Information Center

National Joint Committee on Learning Disabilities, Baltimore, MD.

Position papers of the National Joint Committee on Learning Disabilities during 1981-1994 and information about this committee's history, mission, and operational procedures are presented. The position papers and statements are as follows: "Learning Disabilities: Issues on Definition" (1981); "In-service Programs in Learning…

Contextual Learning Issues. [Concurrent Symposium Session at AHRD Annual Conference, 1997.

ERIC Educational Resources Information Center

1997

This document contains four papers from a symposium on contextual learning issues. In "Creating Mosaics: The Interrelationships between Knowledge and Context" (Barbara J. Daley), nurses report using information from training programs to create a knowledge base for professional practice. "Analysis of Action Learning Experiences…

Learning Disabilities: Issues and Recommendations for Research

ERIC Educational Resources Information Center

Brainard, Suzanne Gage, Ed.

Presented are eight author contributed papers on research needs in the neuropsychological, socio-environmental, and educational aspects of learning disabilities. Issues focused on in the papers and conference include the definition of learning disabilities, the role of screening in prevention or remediation, and whether curriculum should focus on…

New Technology and Lifelong Learning.

ERIC Educational Resources Information Center

Thorpe, Mary

Key issues related to the relationship between new technology and lifelong learning in the United Kingdom and elsewhere were identified through reviews of the literature on information and communications technology (ICT) and the literature on lifelong learning. Two overarching issues related to the interplay of new technology and lifelong learning…

Towards an explicit account of implicit learning.

PubMed

Forkstam, Christian; Petersson, Karl Magnus

2005-08-01

The human brain supports acquisition mechanisms that can extract structural regularities implicitly from experience without the induction of an explicit model. Reber defined the process by which an individual comes to respond appropriately to the statistical structure of the input ensemble as implicit learning. He argued that the capacity to generalize to new input is based on the acquisition of abstract representations that reflect underlying structural regularities in the acquisition input. We focus this review of the implicit learning literature on studies published during 2004 and 2005. We will not review studies of repetition priming ('implicit memory'). Instead we focus on two commonly used experimental paradigms: the serial reaction time task and artificial grammar learning. Previous comprehensive reviews can be found in Seger's 1994 article and the Handbook of Implicit Learning. Emerging themes include the interaction between implicit and explicit processes, the role of the medial temporal lobe, developmental aspects of implicit learning, age-dependence, the role of sleep and consolidation. The attempts to characterize the interaction between implicit and explicit learning are promising although not well understood. The same can be said about the role of sleep and consolidation. Despite the fact that lesion studies have relatively consistently suggested that the medial temporal lobe memory system is not necessary for implicit learning, a number of functional magnetic resonance studies have reported medial temporal lobe activation in implicit learning. This issue merits further research. Finally, the clinical relevance of implicit learning remains to be determined.

Stimulus discriminability may bias value-based probabilistic learning.

PubMed

Schutte, Iris; Slagter, Heleen A; Collins, Anne G E; Frank, Michael J; Kenemans, J Leon

2017-01-01

Reinforcement learning tasks are often used to assess participants' tendency to learn more from the positive or more from the negative consequences of one's action. However, this assessment often requires comparison in learning performance across different task conditions, which may differ in the relative salience or discriminability of the stimuli associated with more and less rewarding outcomes, respectively. To address this issue, in a first set of studies, participants were subjected to two versions of a common probabilistic learning task. The two versions differed with respect to the stimulus (Hiragana) characters associated with reward probability. The assignment of character to reward probability was fixed within version but reversed between versions. We found that performance was highly influenced by task version, which could be explained by the relative perceptual discriminability of characters assigned to high or low reward probabilities, as assessed by a separate discrimination experiment. Participants were more reliable in selecting rewarding characters that were more discriminable, leading to differences in learning curves and their sensitivity to reward probability. This difference in experienced reinforcement history was accompanied by performance biases in a test phase assessing ability to learn from positive vs. negative outcomes. In a subsequent large-scale web-based experiment, this impact of task version on learning and test measures was replicated and extended. Collectively, these findings imply a key role for perceptual factors in guiding reward learning and underscore the need to control stimulus discriminability when making inferences about individual differences in reinforcement learning.

Probabilistic Reversal Learning in Schizophrenia: Stability of Deficits and Potential Causal Mechanisms.

PubMed

Reddy, Lena Felice; Waltz, James A; Green, Michael F; Wynn, Jonathan K; Horan, William P

2016-07-01

Although individuals with schizophrenia show impaired feedback-driven learning on probabilistic reversal learning (PRL) tasks, the specific factors that contribute to these deficits remain unknown. Recent work has suggested several potential causes including neurocognitive impairments, clinical symptoms, and specific types of feedback-related errors. To examine this issue, we administered a PRL task to 126 stable schizophrenia outpatients and 72 matched controls, and patients were retested 4 weeks later. The task involved an initial probabilistic discrimination learning phase and subsequent reversal phases in which subjects had to adjust their responses to sudden shifts in the reinforcement contingencies. Patients showed poorer performance than controls for both the initial discrimination and reversal learning phases of the task, and performance overall showed good test-retest reliability among patients. A subgroup analysis of patients (n = 64) and controls (n = 49) with good initial discrimination learning revealed no between-group differences in reversal learning, indicating that the patients who were able to achieve all of the initial probabilistic discriminations were not impaired in reversal learning. Regarding potential contributors to impaired discrimination learning, several factors were associated with poor PRL, including higher levels of neurocognitive impairment, poor learning from both positive and negative feedback, and higher levels of indiscriminate response shifting. The results suggest that poor PRL performance in schizophrenia can be the product of multiple mechanisms. © The Author 2016. Published by Oxford University Press on behalf of the Maryland Psychiatric Research Center. All rights reserved. For permissions, please email: journals.permissions@oup.com.

Design of a Blended Learning Environment: Considerations and Implementation Issues

ERIC Educational Resources Information Center

Gedik, Nuray; Kiraz, Ercan; Ozden, M. Yasar

2013-01-01

This study identified critical issues in the design of a blended learning environment by examining basic design considerations and implementation issues. Following a design-based research approach with the phenomenological tradition of qualitative research, the study investigated instructor experiences relating to the design, development, and…

Ant colony optimization and event-based dynamic task scheduling and staffing for software projects

NASA Astrophysics Data System (ADS)

Ellappan, Vijayan; Ashwini, J.

2017-11-01

In programming change organizations from medium to inconceivable scale broadens, the issue of wander orchestrating is amazingly unusual and testing undertaking despite considering it a manual system. Programming wander-organizing requirements to deal with the issue of undertaking arranging and in addition the issue of human resource portion (also called staffing) in light of the way that most of the advantages in programming ventures are individuals. We propose a machine learning approach with finds respond in due order regarding booking by taking in the present arranging courses of action and an event based scheduler revives the endeavour arranging system moulded by the learning computation in perspective of the conformity in event like the begin with the Ander, the instant at what time possessions be free starting to ended errands, and the time when delegates stick together otherwise depart the wander inside the item change plan. The route toward invigorating the timetable structure by the even based scheduler makes the arranging method dynamic. It uses structure components to exhibit the interrelated surges of endeavours, slip-ups and singular all through different progression organizes and is adjusted to mechanical data. It increases past programming wander movement ask about by taking a gander at a survey based process with a one of a kind model, organizing it with the data based system for peril assessment and cost estimation, and using a choice showing stage.

Resting-State Functional Connectivity Underlying Costly Punishment: A Machine-Learning Approach.

PubMed

Feng, Chunliang; Zhu, Zhiyuan; Gu, Ruolei; Wu, Xia; Luo, Yue-Jia; Krueger, Frank

2018-06-08

A large number of studies have demonstrated costly punishment to unfair events across human societies. However, individuals exhibit a large heterogeneity in costly punishment decisions, whereas the neuropsychological substrates underlying the heterogeneity remain poorly understood. Here, we addressed this issue by applying a multivariate machine-learning approach to compare topological properties of resting-state brain networks as a potential neuromarker between individuals exhibiting different punishment propensities. A linear support vector machine classifier obtained an accuracy of 74.19% employing the features derived from resting-state brain networks to distinguish two groups of individuals with different punishment tendencies. Importantly, the most discriminative features that contributed to the classification were those regions frequently implicated in costly punishment decisions, including dorsal anterior cingulate cortex (dACC) and putamen (salience network), dorsomedial prefrontal cortex (dmPFC) and temporoparietal junction (mentalizing network), and lateral prefrontal cortex (central-executive network). These networks are previously implicated in encoding norm violation and intentions of others and integrating this information for punishment decisions. Our findings thus demonstrated that resting-state functional connectivity (RSFC) provides a promising neuromarker of social preferences, and bolster the assertion that human costly punishment behaviors emerge from interactions among multiple neural systems. Copyright © 2018 IBRO. Published by Elsevier Ltd. All rights reserved.

Systematic Assessment of Caregiving Skill Performance by Individuals with Tetraplegia and Their Caregivers

DTIC Science & Technology

2017-12-01

prepared for pilot- testing 1 Tasks are described using technical language when possible to facilitate discussion with people with tetraplegia and...you learn ‘he’s doing that, I’ll try that’…We’d all talk about similar issues, similar things that are going on with us… When I see other people , you...caregivers when there are multiple people providing care over the day or week 1. Set expectations early. “It’s also key that you put it all out in front

IEEE 1982. Proceedings of the international conference on cybernetics and society

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

Not Available

1982-01-01

The following topics were dealt with: knowledge-based systems; risk analysis; man-machine interactions; human information processing; metaphor, analogy and problem-solving; manual control modelling; transportation systems; simulation; adaptive and learning systems; biocybernetics; cybernetics; mathematical programming; robotics; decision support systems; analysis, design and validation of models; computer vision; systems science; energy systems; environmental modelling and policy; pattern recognition; nuclear warfare; technological forecasting; artificial intelligence; the Turin shroud; optimisation; workloads. Abstracts of individual papers can be found under the relevant classification codes in this or future issues.

Two-character motion analysis and synthesis.

PubMed

Kwon, Taesoo; Cho, Young-Sang; Park, Sang Il; Shin, Sung Yong

2008-01-01

In this paper, we deal with the problem of synthesizing novel motions of standing-up martial arts such as Kickboxing, Karate, and Taekwondo performed by a pair of human-like characters while reflecting their interactions. Adopting an example-based paradigm, we address three non-trivial issues embedded in this problem: motion modeling, interaction modeling, and motion synthesis. For the first issue, we present a semi-automatic motion labeling scheme based on force-based motion segmentation and learning-based action classification. We also construct a pair of motion transition graphs each of which represents an individual motion stream. For the second issue, we propose a scheme for capturing the interactions between two players. A dynamic Bayesian network is adopted to build a motion transition model on top of the coupled motion transition graph that is constructed from an example motion stream. For the last issue, we provide a scheme for synthesizing a novel sequence of coupled motions, guided by the motion transition model. Although the focus of the present work is on martial arts, we believe that the framework of the proposed approach can be conveyed to other two-player motions as well.

Learning Languages: The Journal of the National Network for Early Language Learning, 1996-1997.

ERIC Educational Resources Information Center

Learning Languages: The Journal of the National Network for Early Language Learning, 1997

1997-01-01

This document consists of the three issues of the journal "Learning Languages" published during volume year 2. These issues contain the following major articles: "Minneapolis and Brittany: Children Bridge Geographical and Social Differences Through Technology" (Janine Onffroy Shelley); "Student Reasons for Studying…

Achieving Quality Learning in Higher Education.

ERIC Educational Resources Information Center

Nightingale, Peggy; O'Neil, Mike

This volume on quality learning in higher education discusses issues of good practice particularly action learning and Total Quality Management (TQM)-type strategies and illustrates them with seven case studies in Australia and the United Kingdom. Chapter 1 discusses issues and problems in defining quality in higher education. Chapter 2 looks at…

Study Offers Keen Insights into Professional Development Research

ERIC Educational Resources Information Center

Killion, Joellen

2017-01-01

Joellen Killion is senior advisor to Learning Forward. In each issue of "The Learning Professional", Killion explores a recent research study to help practitioners understand the impact of particular professional learning practices on student outcomes. In this Issue Mary Kennedy conducts a review and analysis of the research on…

Learning from Dealing with Real World Problems

ERIC Educational Resources Information Center

Akcay, Hakan

2017-01-01

The purpose of this article is to provide an example of using real world issues as tools for science teaching and learning. Using real world issues provides students with experiences in learning in problem-based environments and encourages them to apply their content knowledge to solving current and local problems.

Current Status of Research in Teaching and Learning Evolution: I. Philosophical/Epistemological Issues

ERIC Educational Resources Information Center

Smith, Mike U.

2010-01-01

Scholarship that addresses teaching and learning about evolution has rapidly increased in recent years. This review of that scholarship first addresses the philosophical/epistemological issues that impinge on teaching and learning about evolution, including the proper philosophical goals of evolution instruction; the correlational and possibly…

Excelsior: Leadership in Teaching and Learning. Volume 1, Number 1, Fall/Winter 2006

ERIC Educational Resources Information Center

Lassonde, Cynthia A., Ed.

2006-01-01

"Excelsior: Leadership in Teaching and Learning" provides a forum to explore issues related to teaching and learning at public and independent colleges and universities with programs in teacher preparation. "Excelsior" solicits original, thought-provoking manuscripts of various formats, including papers presenting research on issues and practices…

How Can Museum Exhibits Enhance Earthquake and Tsunami Hazard Resiliency?

NASA Astrophysics Data System (ADS)

Olds, S. E.

2015-12-01

Creating a natural disaster-ready community requires interoperating scientific, technical, and social systems. In addition to the technical elements that need to be in place, communities and individuals need to be prepared to react when a natural hazard event occurs. Natural hazard awareness and preparedness training and education often takes place through informal learning at science centers and formal k-12 education programs as well as through awareness raising via strategically placed informational tsunami warning signs and placards. Museums and science centers are influential in raising science literacy within a community, however can science centers enhance earthquake and tsunami resiliency by providing hazard science content and preparedness exhibits? Museum docents and informal educators are uniquely situated within the community. They are transmitters and translators of science information to broad audiences. Through interaction with the public, docents are well positioned to be informants of the knowledge beliefs, and feelings of science center visitors. They themselves are life-long learners, both constantly learning from the museum content around them and sharing this content with visitors. They are also members of a community where they live. In-depth interviews with museum informal educators and docents were conducted at a science center in coastal Pacific Northwest. This region has a potential to be struck by a great 9+ Mw earthquake and subsequent tsunami. During the interviews, docents described how they applied learning from natural hazard exhibits at a science visitor center to their daily lives. During the individual interviews, the museum docents described their awareness (knowledge, attitudes, and behaviors) of natural hazards where they live and work, the feelings evoked as they learned about their hazard vulnerability, the extent to which they applied this learning and awareness to their lives, such as creating an evacuation plan, whether their behaviors changed as a result of learning about earthquakes and tsunamis, and other related questions. In this presentation, results from this qualitative study will be shared along with future research this is planned to explore the issue of community and individual resiliency further.

A Comparison of the Efficacy of Individual and Collaborative Music Learning in Ensemble Rehearsals

ERIC Educational Resources Information Center

Brandler, Brian J.; Peynircioglu, Zehra F.

2015-01-01

Collaboration is essential in learning ensemble music. It is unclear, however, whether an individual benefits more from collaborative or individual rehearsal in the initial stages of such learning. In nonmusical domains, the effect of collaboration has been mixed, sometimes enhancing and sometimes inhibiting an individual's learning process. In…

Learning Alone or Together? A Combination Can Be Best!

ERIC Educational Resources Information Center

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

2017-01-01

Collaborative and individual learning are both frequently used in classrooms to support learning. However, little research has investigated the benefits of combining individual and collaborative learning, as compared to learning only individually or only collaboratively. With our study, we address this research gap. We compared a combined…

After-Action Reports: Capturing Lessons Learned and Identifying Areas for Improvement. Lessons Learned from School Crises and Emergencies. Volume 2, Issue 1, 2007

ERIC Educational Resources Information Center

US Department of Education, 2007

2007-01-01

"Lessons Learned" is a series of publications that are a brief recounting of actual school emergencies and crises. This issue of "Lessons Learned" addresses after-action reports, which are an integral part of the emergency preparedness planning continuum and support effective crisis response. After-action reports have a threefold purpose. They…

Ethical Issues in E-Learning: Insights from the Application of Stakeholder Analysis in Three E-Learning Cases.

ERIC Educational Resources Information Center

Chozos, Polyneikis; Lytras, Miltos; Pouloudi, Nancy

The application of emerging digital technologies such as e-mail, the World Wide Web and the Internet in the educational setting has received wide acceptance all over the world. Both corporate and academic agendas have recognized the potential advantages of e-learning; however, as a new field, e-learning courses comes with important issues that…

Using Finance Policy To Reduce Barriers to Distance Learning. A Report and Recommendations in a Series on Distance Learning Policy Issues.

ERIC Educational Resources Information Center

Southern Regional Education Board, Atlanta, GA.

This study explored the ways in which state and system financing policies can advance the use of distance learning technologies and the goals outlined in other reports by the Distance Learning Policy Laboratory more effectively. The subcommittee on finance that examined the issue approached the task by establishing a framework that considered:…

Preservice Science Teachers' Informal Reasoning about Socioscientific Issues: The influence of issue context

NASA Astrophysics Data System (ADS)

Sami Topcu, Mustafa; Sadler, Troy D.; Yilmaz-Tuzun, Ozgul

2010-12-01

The purpose of the current study is to explicitly test the extent to which issue contexts affect the informal reasoning processes engaged in by individuals. In order to address the research question framing this study, we engaged 39 Turkish preservice science teachers (PSTs) in interviews designed to elicit argumentation related to multiple socioscientific scenarios. Three scenarios related to gene therapy, another three related to human cloning, and the final scenario related to global warming. The data were analyzed using an interpretive qualitative research approach. Our work builds on a framework initially proposed by Toulmin in 1958. This study has provided new evidence related to informal reasoning in the context of socioscientific issues (SSI). At the sample level, there was strong consistency in informal reasoning quality among varying socioscientific scenarios. However, finer-grained analyses indicated a greater level of variability in the informal reasoning practices of individual PSTs. These results support previous conclusions that suggest context dependence for informal reasoning related to SSI. This study provides an initial picture of the reasoning practices of preservice teachers as opposed to science learners. The results indicate that teachers, at least those in this Turkish setting, would benefit from learning experiences that support their own informal reasoning practices as well as their ability to foster development of these practices among their students. We encourage the field to continue the investigation of SSI as contexts for education particularly as it relates to the education of teachers.

A Mathematics Educator's Introduction to Rural Policy Issues

ERIC Educational Resources Information Center

Waters, Michael S., Ed.

2005-01-01

Most of the scholarship and commentary on mathematics education deals with issues of curriculum and instruction; this is understandable in a field logically belonging to the domain of curriculum and instruction. Moreover, issues of teaching and learning are compelling to people who love to learn and teach mathematics. Policy receives shorter…

Special nuclear materials cutoff exercise: Issues and lessons learned. Volume 3

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

Libby, R.A.; Segal, J.E.; Stanbro, W.D.

1995-08-01

This document is appendices D-J for the Special Nuclear Materials Cutoff Exercise: Issues and Lessons Learned. Included are discussions of the US IAEA Treaty, safeguard regulations for nuclear materials, issue sheets for the PUREX process, and the LANL follow up activity for reprocessing nuclear materials.

Contextual Classification of Point Cloud Data by Exploiting Individual 3d Neigbourhoods

NASA Astrophysics Data System (ADS)

Weinmann, M.; Schmidt, A.; Mallet, C.; Hinz, S.; Rottensteiner, F.; Jutzi, B.

2015-03-01

The fully automated analysis of 3D point clouds is of great importance in photogrammetry, remote sensing and computer vision. For reliably extracting objects such as buildings, road inventory or vegetation, many approaches rely on the results of a point cloud classification, where each 3D point is assigned a respective semantic class label. Such an assignment, in turn, typically involves statistical methods for feature extraction and machine learning. Whereas the different components in the processing workflow have extensively, but separately been investigated in recent years, the respective connection by sharing the results of crucial tasks across all components has not yet been addressed. This connection not only encapsulates the interrelated issues of neighborhood selection and feature extraction, but also the issue of how to involve spatial context in the classification step. In this paper, we present a novel and generic approach for 3D scene analysis which relies on (i) individually optimized 3D neighborhoods for (ii) the extraction of distinctive geometric features and (iii) the contextual classification of point cloud data. For a labeled benchmark dataset, we demonstrate the beneficial impact of involving contextual information in the classification process and that using individual 3D neighborhoods of optimal size significantly increases the quality of the results for both pointwise and contextual classification.

Promoting Individual Learning for Trainees with Perceived High Helplessness: Experiences of a Safety Training Program

PubMed Central

Kiani, Fariba; Khodabakhsh, Mohamad Reza

2014-01-01

Objective: The article arises from a research project investigating the effectiveness of safety training on changing attitudes toward safety issues. Followed by the training intervention was observed that employees’ helplessness decreased. The researchers have come to the idea of investigating how safety training can reduce perceived helplessness. Thus, this research examined the effectiveness of safety training on reducing employees’ helplessness with attention to the mediating role of attitude toward safety issues. Methods: The current study was an experimental study with the control group. A total of 204 (101 experimental group and 103 control group) completed safety attitude questionnaire and perceived helplessness before a safety training course including four 90-min sessions over 4 consecutive days in Esfahan Steel Company in 2012 between October and December. Only members of the experimental group participated in this course. These questionnaires, approximately 30 days later, again were run on members of both groups. Data were analyzed using descriptive indexes, t-, and F-test. Results: Results by comparing the two groups showed that safety training was effective only on individuals with perceived low helplessness (p = 0.02). Conclusion: In individuals with perceived high helplessness, safety training only with changing safety attitudes can reduce the perceived helplessness. PMID:25798170

Students' Argumentation Skills across Two Socio-Scientific Issues in a Confucian Classroom: Is transfer possible?

NASA Astrophysics Data System (ADS)

Foong, Chan-Choong; Daniel, Esther G. S.

2013-09-01

This paper argues the possible simultaneous development and transfer of students' argumentation skills from one socio-scientific issue to another in a Confucian classroom. In Malaysia, the Chinese vernacular schools follow a strict Confucian philosophy in the teaching and learning process. The teacher talks and the students listen. This case study explored the transfer of argumentation skills across two socio-scientific issues in such a Form 2 (8th grade) classroom. An instructional support to complement the syllabus was utilised. The teaching approach in the instructional support was more constructivist in nature and designed to introduce argumentation skills which is uncommon in a Confucian classroom. The two socio-scientific issues were genetically modified foods and deforestation. This paper presents a part of the bigger case study that was conducted. Data collected from written arguments were analysed using an analytical framework built upon Toulmin's ideas. The whole class analysis indicated progression in students' argumentation skills in their ability to give more valid grounds and rebuttals during the transfer. The individual analysis suggests progression in the majority of students' performance, while several students demonstrated non-progression when they faced a different socio-scientific issue.

Preparing pre-service teachers to integrate technology into inquiry-based science education: Three case studies in The Netherlands

NASA Astrophysics Data System (ADS)

Tran, Trinh-Ba; van den Berg, Ed; Ellermeijer, Ton; Beishuizen, Jos

2016-05-01

Integration of technology ( e.g. measuring with sensors, video measurement, and modeling) into secondary-school science teaching is a need globally recognized. A central issue of incorporating these technologies in teaching is how to turn manipulations of equipment and software into manipulations of ideas. Therefore, preparation for pre-service teachers to apply ICT tools should be combined with the issues of minds-on inquiring and meaning-making. From this perspective, we developed a course within the post-graduate teacher-education program in the Netherlands. During the course, pre-service teachers learnt not only to master ICT skills but also to design, teach, and evaluate an inquiry-based lesson in which the ICT tool was integrated. Besides three life sessions, teachers' learning scenario also consisted of individual tasks which teachers could carry out mostly in the school or at home with support materials and online assistance. We taught three iterations of the course within a design-research framework in 2013, 2014 and collected data on the teacher learning processes and outcomes. The analyses of these data from observation, interviews, questionnaires, and documents were to evaluate implementation of the course, then suggest for revisions of the course set-up, which was executed and then assessed again in a subsequent case study. Main outcomes of the three case studies can be summarized as follows: within a limited time (3 life sessions spread over 2-3 months), the heterogeneous groups of pre-service teachers achieved a reasonable level of competence regarding the use of ICT tools in inquiry-based lessons. The blended set-up with support materials, especially the Coach activities and the lesson-plan form for an ICT-integrated inquiry-based lesson, contributed to this result under the condition that the course participants really spent considerable time outside the life sessions. There was a need for more time for hands-on, in-group activities in life sessions and more detailed feedback on individual reports of pre-service teachers. The majority of the pre-service teachers were able to design a lesson plan aimed at a certain inquiry level with integration of ICT, but just a few could implement it faithfully in the classroom. There was still a considerable difference between intended inquiry activities and actual realized inquiry which parallels results from the literature for experienced teachers. The participants had to struggle with science --ICT conceptual issues as well as getting their students to focus on inquiry and concept learning in the classroom. Each evaluation guided iteration of the course resulted in better learning outcomes.

Knowledge and Ethical Issues in Organ Transplantation and Organ Donation: Perspectives from Iranian Health Personnel.

PubMed

Abbasi, Mahmoud; Kiani, Mehrzad; Ahmadi, Mehdi; Salehi, Bahare

2018-05-04

BACKGROUND Organ transplantation is one of the most critical topics in medical ethics that is commonplace in various countries. This study aimed to evaluate the knowledge and the ethical issues surrounding organ transplantation and organ donation among healthcare personnel in Tehran, Iran. MATERIAL AND METHODS In a cross-sectional study performed on 450 healthcare personnel, self-administered questionnaires were used to derive data from individuals. Among the 450 health personnel who received the questionnaires, 377 completed their questionnaires (83.77%). RESULTS The willingness and unwillingness to donate organs among individuals were 47.48% (n=179) and 52.51% (n=198), respectively. Among the individuals who signed the organ donation card, 96.5% (n=55) were willing to donate their organs and 3.5% (n=2) were unwilling to donate their organs. Most of the individuals that were willing (48.34%; n=175) and unwilling (51.66%; n=187) to donate their organs claimed religious support for organ donation (P=0.00). Out of these people, 110 willing people (67.48%) and 53 (32.52%) unwilling people were familiar with the idea of brain death. The individuals who selected cadavers (67.64%; n=255) and brain death (24.4%; n=92) were chosen as the best candidates for organ donation. Most individuals believed that young patients (n=123; 32.62%) and people who had not already had organ transplants (n=90; 23.87%) should be the preferred recipients of organs. Most individuals had learned about organ transplantation from television (30.24%; n=114), newspapers (23.61%; n=89), and the radio (19.89%; n=75). CONCLUSIONS In conclusion, there is a need for more educational programs for the improvement of knowledge and ethical consideration with regard to organ transplantation and organ donation among healthcare personnel.

A Comparison of Reasoning Processes in a Collaborative Modelling Environment: Learning about genetics problems using virtual chat

NASA Astrophysics Data System (ADS)

Pata, Kai; Sarapuu, Tago

2006-09-01

This study investigated the possible activation of different types of model-based reasoning processes in two learning settings, and the influence of various terms of reasoning on the learners’ problem representation development. Changes in 53 students’ problem representations about genetic issue were analysed while they worked with different modelling tools in a synchronous network-based environment. The discussion log-files were used for the “microgenetic” analysis of reasoning types. For studying the stages of students’ problem representation development, individual pre-essays and post-essays and their utterances during two reasoning phases were used. An approach for mapping problem representations was developed. Characterizing the elements of mental models and their reasoning level enabled the description of five hierarchical categories of problem representations. Learning in exploratory and experimental settings was registered as the shift towards more complex stages of problem representations in genetics. The effect of different types of reasoning could be observed as the divergent development of problem representations within hierarchical categories.

Peer Learning in Instrumental Practicing

PubMed Central

Nielsen, Siw G.; Johansen, Guro G.; Jørgensen, Harald

2018-01-01

In higher music education (HME), the notion of “private teaching, private learning” has a long tradition, where the learning part rests on the student's individual practicing between instrumental lessons. However, recent research suggests that collaborative learning among peers is beneficial in several aspects, such as sense of belonging, motivation and self-efficacy. This is consistent with the concept of vicarious learning. In this study, we conducted a survey among bachelor music students in church music, performance or music education programs enrolled in a music academy (N = 96), where parts of the questionnaire addressed peer learning and peer's influence on the students's instrumental practicing, and the degree of satisfaction with their practicing. These issues were seen in relation to gender, musical genre and study program. Overall, the students reported engaging in peer learning related to their instrumental practicing, to various degrees. This involved discussing practicing matters with peers, and practicing together with peers. However, student's reports of their views on peer learning, show that they perceive it more beneficial than the amount of time reported doing it would indicate. No significant gender differences were found, but students within improvised music/jazz engaged the most in peer learning, and church music students the least. Neither the degree of engaging in peer learning nor reported influence from peers correlated significantly with the degree of satisfaction. We discuss whether a general dissatisfaction is caused by being in a competitive learning environment combined with a privatized culture for learning. Finally, we suggest that collaborative forums for instrumental practicing within HME institutions can function as constructive and supportive arenas to enhance students learning and inner motivation. PMID:29599738

Hepatitis A Cases Among Food Handlers: A Local Health Department Response-New York City, 2013.

PubMed

Ridpath, Alison; Reddy, Vasudha; Layton, Marcelle; Misener, Mark; Scaccia, Allison; Starr, David; Stavinsky, Faina; Varma, Jay K; Waechter, HaeNa; Zucker, Jane R; Balter, Sharon

During 2013, the New York City Department of Health and Mental Hygiene (DOHMH) received reports of 6 hepatitis A cases among food handlers. We describe our decision-making process for public notification, type of postexposure prophylaxis (PEP) offered, and lessons learned. For 3 cases, public notification was issued and DOHMH offered only hepatitis A vaccine as PEP. Subsequent outbreaks resulted from 1 case for which no public notification was issued or PEP offered, and 1 for which public notification was issued and PEP was offered too late. DOHMH continues to use environmental assessments to guide public notification decisions and offer only hepatitis A vaccine as PEP after public notification but recognizes the need to evaluate each situation individually. The PEP strategy employed by DOHMH should be considered because hepatitis A vaccine is immunogenic in all age groups, can be obtained by local jurisdictions more quickly, and is logistically easier to administer in mass clinics than immunoglobulin.

Representation in incremental learning

NASA Technical Reports Server (NTRS)

1993-01-01

Work focused on two areas in machine learning: representation for inductive learning and how to apply concept learning techniques to learning state preferences, which can represent search control knowledge for problem solving. Specifically, in the first area the issues of the effect of representation on learning, on how learning formalisms are biased, and how concept learning can benefit from the use of a hybrid formalism are addressed. In the second area, the issues of developing an agent to learn search control knowledge from the relative values of states, of the source of that qualitative information, and of the ability to use both quantitative and qualitative information in order to develop an effective problem-solving policy are examined.

Learning and Knowledge: A Dream or Nightmare for Employees

ERIC Educational Resources Information Center

Newman, Nadine; Newman, Dunstan

2015-01-01

Purpose: The paper aims to focus on the issues relating to the concepts of knowledge management (KM) and the learning organization and discusses the relationship between these concepts and the issues of power and control. It looks at Coopey's (1998) critical review of the "Foucauldian gloom" with regard to the learning organization and…

Addressing the Context of E-Learning: Using Transactional Distance Theory to Inform Design

ERIC Educational Resources Information Center

Benson, Robyn; Samarawickrema, Gayani

2009-01-01

The rapidly expanding range of options available for innovative e-learning approaches based on emerging technologies has given renewed importance to teaching and learning issues that have long been familiar to distance educators. These issues arise from the separation between learners, and between teacher and learners, which occurs when learning…

Learning Hebrew by Writing in English

ERIC Educational Resources Information Center

Jacobson, Rolf A.

2011-01-01

This essay explores a midrange teaching and learning issue regarding the teaching of biblical languages and one strategy for addressing the issue. Seminary students do not yield a great enough return in exchange for the investment they are required to make in learning biblical languages. Students invest great time and money, but they do not learn…

Accelerated Learning Options: A Promising Strategy for States. Policy Insights

ERIC Educational Resources Information Center

Michelau, Demaree

2006-01-01

This issue of Policy Insights draws on findings from WICHE's report Accelerated Learning Options: Moving the Needle on Access and Success, to lay out some of the important policy issues that decision makers might consider when adopting new state policy related to accelerated learning or modifying policies already in existence. The publication…

Measuring Cognitive and Metacognitive Regulatory Processes during Hypermedia Learning: Issues and Challenges

ERIC Educational Resources Information Center

Azevedo, Roger; Moos, Daniel C.; Johnson, Amy M.; Chauncey, Amber D.

2010-01-01

Self-regulated learning (SRL) with hypermedia environments involves a complex cycle of temporally unfolding cognitive and metacognitive processes that impact students' learning. We present several methodological issues related to treating SRL as an event and strengths and challenges of using online trace methodologies to detect, trace, model, and…

Special Issue: "Getting of Wisdom", Learning in Later Life

ERIC Educational Resources Information Center

Krašovec, Sabina Jelenc; Golding, Barry; Findsen, Brian; Schmidt-Hertha, Bernhard

2017-01-01

This specially themed ""Getting of Wisdom," Learning in Later Life" Edition of the "Australian Journal of Adult Learning" ("AJAL") is not so much concerned with the issue of ageing itself, but more about quality of life regardless of age. It is about taking, but also giving back as best as possible at any…

Creating Next Generation Blended Learning Environments Using Mixed Reality, Video Games and Simulations

ERIC Educational Resources Information Center

Kirkley, Sonny E.; Kirkley, Jamie R.

2005-01-01

In this article, the challenges and issues of designing next generation learning environments using current and emerging technologies are addressed. An overview of the issues is provided as well as design principles that support the design of instruction and the overall learning environment. Specific methods for creating cognitively complex,…

Online Education and Adult Learning: New Frontiers for Teaching Practices

ERIC Educational Resources Information Center

Kidd, Terry T., Ed.

2010-01-01

The expanding field of adult learning encompasses the study and practice of utilizing sound instructional design principals, technology, and learning theory as a means to solve educational challenges and human performance issues relating to adults, often occurring online. This book disseminates current issues and trends emerging in the field of…

To Succeed or Not to Succeed: A Critical Review of Issues in Learned Helplessness.

ERIC Educational Resources Information Center

Mark, Sandra Fay

1983-01-01

A critical analysis of theoretical and methodological issues in research on learned helplessness is presented. As studied in achievement settings using achievement tasks, learned helplessness is perceived as maladaptive behavior. It has not been studied as an adaptive response to situational demands. New directions and educational implications are…

Some Issues for Cooperative Learning and Intercultural Education: Reflections on Aspects of the Recent Work of Jagdish Gundara

ERIC Educational Resources Information Center

Bash, Leslie

2014-01-01

This paper connects the two fields of cooperative learning and intercultural education, focusing on the argument that cooperative learning strategies need to be equipped with intercultural understandings. There is a consideration of assumptions that effective cooperative pedagogical strategies require an engagement with challenging issues related…

High-Performance Sport, Learning and Culture: New Horizons for Sport Pedagogues?

ERIC Educational Resources Information Center

Penney, Dawn; McMahon, Jenny

2016-01-01

Background: Research in sport coaching and sport pedagogy including studies published in this special issue bring to the fore the relationship between learning and culture in contexts of high-performance sport. This paper acknowledged that how learning, culture and their relationship are conceptualised is a crucial issue for researchers and…

Curriculum Issues: Teaching and Learning for Sustainable Development in Developing Countries--Zimbabwe Case Study

ERIC Educational Resources Information Center

Dambudzo, Ignatius Isaac

2015-01-01

The study sought to investigate curriculum issues, teaching and learning for sustainable development in secondary schools in Zimbabwe. Education for sustainable development (ESD) aims at changing the approach to education by integrating principles, values, practices and needs in all forms of learning. Literature has documented the importance of…

Communication and Collaboration During Natural Disasters: The Lessons Learned From Past Experience. Lessons Learned From School Crises and Emergencies, Volume 3, Issue 2, 2008

ERIC Educational Resources Information Center

US Department of Education, 2008

2008-01-01

"Lessons Learned" is a series of publications that are a brief recounting of actual school emergencies and crises. This "Lessons Learned" issue focuses on the response and recovery efforts to wildfires by the San Diego County Office of Education (SDCOE) and its school and community partners. Natural disasters such as floods,…

Cinemeducation: A pilot student project using movies to help students learn medical professionalism.

PubMed

Lumlertgul, Nuttha; Kijpaisalratana, Naruchorn; Pityaratstian, Nuttorn; Wangsaturaka, Danai

2009-07-01

Using movies has been accepted worldwide as a tool to help students learn medical professionalism. In the second year, a group of medical students conducted the "Cinemeducation" project to promote professionalism in the "Medical Ethics and Critical Thinking" course. Five movies with professionalism issues were screened with 20-30 students attending each session. After the show, participants then were asked to reflect on what they had learned in terms of professionalism. Two students led group discussion emphasizing questioning and argumentation for 60 min. Additional learning issues emerging from each session were also explored in more depth and arranged into a report. In the Cinemeducation Project, medical students have learned five main ethical issues in each film, which were the doctor-patient relationship, informed consent and clinical trials in patients, management of genetic disorders, patient management, and brain death and organ transplantation. In addition to issues of professionalism, they also developed critical thinking and moral reasoning skills. Using a case-based scenario in movies has proven to be an effective and entertaining method of facilitating students with learning on professionalism.

Individual differences in implicit motor learning: task specificity in sensorimotor adaptation and sequence learning

PubMed Central

Raza, Meher; Ivry, Richard B.

2016-01-01

In standard taxonomies, motor skills are typically treated as representative of implicit or procedural memory. We examined two emblematic tasks of implicit motor learning, sensorimotor adaptation and sequence learning, asking whether individual differences in learning are correlated between these tasks, as well as how individual differences within each task are related to different performance variables. As a prerequisite, it was essential to establish the reliability of learning measures for each task. Participants were tested twice on a visuomotor adaptation task and on a sequence learning task, either the serial reaction time task or the alternating reaction time task. Learning was evident in all tasks at the group level and reliable at the individual level in visuomotor adaptation and the alternating reaction time task but not in the serial reaction time task. Performance variability was predictive of learning in both domains, yet the relationship was in the opposite direction for adaptation and sequence learning. For the former, faster learning was associated with lower variability, consistent with models of sensorimotor adaptation in which learning rates are sensitive to noise. For the latter, greater learning was associated with higher variability and slower reaction times, factors that may facilitate the spread of activation required to form predictive, sequential associations. Interestingly, learning measures of the different tasks were not correlated. Together, these results oppose a shared process for implicit learning in sensorimotor adaptation and sequence learning and provide insight into the factors that account for individual differences in learning within each task domain. NEW & NOTEWORTHY We investigated individual differences in the ability to implicitly learn motor skills. As a prerequisite, we assessed whether individual differences were reliable across test sessions. We found that two commonly used tasks of implicit learning, visuomotor adaptation and the alternating serial reaction time task, exhibited good test-retest reliability in measures of learning and performance. However, the learning measures did not correlate between the two tasks, arguing against a shared process for implicit motor learning. PMID:27832611

Implementation of a documentation model comprising nursing terminologies--theoretical and methodological issues.

PubMed

von Krogh, Gunn; Nåden, Dagfinn

2008-04-01

To describe and discuss theoretical and methodological issues of implementation of a nursing services documentation model comprising NANDA nursing diagnoses, Nursing Intervention Classification and Nursing Outcome Classification terminologies. The model is developed for electronic patient record and was implemented in a psychiatric hospital on an organizational level and on five test wards in 2001-2005. The theory of Rogers guided the process of innovation, whereas the implementation procedure of McCloskey and Bulecheck combined with adult learning principals guided the test site implementation. The test wards managed in different degrees to adopt the model. Two wards succeeded fully, including a ward with high percentage of staff with interdisciplinary background. Better planning regarding the impact of the organization's innovative aptitude, the innovation strategies and the use of differentiated methods regarding the clinician's individual premises for learning nursing terminologies might have enhanced the adoption to the model. To better understand the nature of barriers and the importance of careful planning regarding the implementation of electronic patient record elements in nursing care services, focusing on nursing terminologies. Further to indicate how a theory and specific procedure can be used to guide the process of implementation throughout the different levels of management.

Basics for sensorimotor information processing: some implications for learning

PubMed Central

Vidal, Franck; Meckler, Cédric; Hasbroucq, Thierry

2015-01-01

In sensorimotor activities, learning requires efficient information processing, whether in car driving, sport activities or human–machine interactions. Several factors may affect the efficiency of such processing: they may be extrinsic (i.e., task-related) or intrinsic (i.e., subjects-related). The effects of these factors are intimately related to the structure of human information processing. In the present article we will focus on some of them, which are poorly taken into account, even when minimizing errors or their consequences is an essential issue at stake. Among the extrinsic factors, we will discuss, first, the effects of the quantity and quality of information, secondly, the effects of instruction and thirdly motor program learning. Among the intrinsic factors, we will discuss first the influence of prior information, secondly how individual strategies affect performance and, thirdly, we will stress the fact that although the human brain is not structured to function errorless (which is not new) humans are able to detect their errors very quickly and (in most of the cases), fast enough to correct them before they result in an overt failure. Extrinsic and intrinsic factors are important to take into account for learning because (1) they strongly affect performance, either in terms of speed or accuracy, which facilitates or impairs learning, (2) the effect of certain extrinsic factors may be strongly modified by learning and (3) certain intrinsic factors might be exploited for learning strategies. PMID:25762944

Content Analysis of Student Essays after Attending a Problem-Based Learning Course: Facilitating the Development of Critical Thinking and Communication Skills in Japanese Nursing Students.

PubMed

Itatani, Tomoya; Nagata, Kyoko; Yanagihara, Kiyoko; Tabuchi, Noriko

2017-08-22

The importance of active learning has continued to increase in Japan. The authors conducted classes for first-year students who entered the nursing program using the problem-based learning method which is a kind of active learning. Students discussed social topics in classes. The purposes of this study were to analyze the post-class essay, describe logical and critical thinking after attended a Problem-Based Learning (PBL) course. The authors used Mayring's methodology for qualitative content analysis and text mining. In the description about the skills required to resolve social issues, seven categories were extracted: (recognition of diverse social issues), (attitudes about resolving social issues), (discerning the root cause), (multi-lateral information processing skills), (making a path to resolve issues), (processivity in dealing with issues), and (reflecting). In the description about communication, five categories were extracted: (simple statement), (robust theories), (respecting the opponent), (communication skills), and (attractive presentations). As the result of text mining, the words extracted more than 100 times included "issue," "society," "resolve," "myself," "ability," "opinion," and "information." Education using PBL could be an effective means of improving skills that students described, and communication in general. Some students felt difficulty of communication resulting from characteristics of Japanese.

Social Learning as a Way to Overcome Choice-Induced Preferences? Insights from Humans and Rhesus Macaques

PubMed Central

Monfardini, Elisabetta; Gaveau, Valérie; Boussaoud, Driss; Hadj-Bouziane, Fadila; Meunier, Martine

2012-01-01

Much theoretical attention is currently devoted to social learning. Yet, empirical studies formally comparing its effectiveness relative to individual learning are rare. Here, we focus on free choice, which is at the heart of individual reward-based learning, but absent in social learning. Choosing among two equally valued options is known to create a preference for the selected option in both humans and monkeys. We thus surmised that social learning should be more helpful when choice-induced preferences retard individual learning than when they optimize it. To test this prediction, the same task requiring to find which among two items concealed a reward was applied to rhesus macaques and humans. The initial trial was individual or social, rewarded or unrewarded. Learning was assessed on the second trial. Choice-induced preference strongly affected individual learning. Monkeys and humans performed much more poorly after an initial negative choice than after an initial positive choice. Comparison with social learning verified our prediction. For negative outcome, social learning surpassed or at least equaled individual learning in all subjects. For positive outcome, the predicted superiority of individual learning did occur in a majority of subjects (5/6 monkeys and 6/12 humans). A minority kept learning better socially though, perhaps due to a more dominant/aggressive attitude toward peers. Poor learning from errors due to over-valuation of personal choices is among the decision-making biases shared by humans and animals. The present study suggests that choice-immune social learning may help curbing this potentially harmful tendency. Learning from successes is an easier path. The present data suggest that whether one tends to walk it alone or with a peer’s help might depend on the social dynamics within the actor/observer dyad. PMID:22969703

Conceptual Metaphor and Embodied Cognition in Science Learning: Introduction to Special Issue

ERIC Educational Resources Information Center

Amin, Tamer G.; Jeppsson, Fredrik; Haglund, Jesper

2015-01-01

This special issue of "International Journal of Science Education" is based on the theme "Conceptual Metaphor and Embodied Cognition in Science Learning." The idea for this issue grew out of a symposium organized on this topic at the conference of the European Science Education Research Association (ESERA) in September 2013.…

Defining and Measuring Engagement and Learning in Science: Conceptual, Theoretical, Methodological, and Analytical Issues

ERIC Educational Resources Information Center

Azevedo, Roger

2015-01-01

Engagement is one of the most widely misused and overgeneralized constructs found in the educational, learning, instructional, and psychological sciences. The articles in this special issue represent a wide range of traditions and highlight several key conceptual, theoretical, methodological, and analytical issues related to defining and measuring…

Sociocultural Paradoxes and Issues in E-Learning Use in Higher Education Africa

ERIC Educational Resources Information Center

Njenga, James Kariuki

2018-01-01

Sociocultural issues are major contributing factors in mass acceptance and effective use of technology. These issues are often perceived to contradict the benefits the technology brings about. E-learning use in higher education in Africa, as a technology, faces some sociocultural barriers that contradict its promise and benefits. This paper…

Rapid learning dynamics in individual honeybees during classical conditioning.

PubMed

Pamir, Evren; Szyszka, Paul; Scheiner, Ricarda; Nawrot, Martin P

2014-01-01

Associative learning in insects has been studied extensively by a multitude of classical conditioning protocols. However, so far little emphasis has been put on the dynamics of learning in individuals. The honeybee is a well-established animal model for learning and memory. We here studied associative learning as expressed in individual behavior based on a large collection of data on olfactory classical conditioning (25 datasets, 3298 animals). We show that the group-averaged learning curve and memory retention score confound three attributes of individual learning: the ability or inability to learn a given task, the generally fast acquisition of a conditioned response (CR) in learners, and the high stability of the CR during consecutive training and memory retention trials. We reassessed the prevailing view that more training results in better memory performance and found that 24 h memory retention can be indistinguishable after single-trial and multiple-trial conditioning in individuals. We explain how inter-individual differences in learning can be accommodated within the Rescorla-Wagner theory of associative learning. In both data-analysis and modeling we demonstrate how the conflict between population-level and single-animal perspectives on learning and memory can be disentangled.

Rapid learning dynamics in individual honeybees during classical conditioning

PubMed Central

Pamir, Evren; Szyszka, Paul; Scheiner, Ricarda; Nawrot, Martin P.

2014-01-01

Associative learning in insects has been studied extensively by a multitude of classical conditioning protocols. However, so far little emphasis has been put on the dynamics of learning in individuals. The honeybee is a well-established animal model for learning and memory. We here studied associative learning as expressed in individual behavior based on a large collection of data on olfactory classical conditioning (25 datasets, 3298 animals). We show that the group-averaged learning curve and memory retention score confound three attributes of individual learning: the ability or inability to learn a given task, the generally fast acquisition of a conditioned response (CR) in learners, and the high stability of the CR during consecutive training and memory retention trials. We reassessed the prevailing view that more training results in better memory performance and found that 24 h memory retention can be indistinguishable after single-trial and multiple-trial conditioning in individuals. We explain how inter-individual differences in learning can be accommodated within the Rescorla–Wagner theory of associative learning. In both data-analysis and modeling we demonstrate how the conflict between population-level and single-animal perspectives on learning and memory can be disentangled. PMID:25309366

Clarifying the learning experiences of healthcare professionals with in situ and off-site simulation-based medical education: a qualitative study

PubMed Central

Sørensen, Jette Led; Navne, Laura Emdal; Martin, Helle Max; Ottesen, Bent; Albrecthsen, Charlotte Krebs; Pedersen, Berit Woetmann; Kjærgaard, Hanne; van der Vleuten, Cees

2015-01-01

Objective To examine how the setting in in situ simulation (ISS) and off-site simulation (OSS) in simulation-based medical education affects the perceptions and learning experience of healthcare professionals. Design Qualitative study using focus groups and content analysis. Participants Twenty-five healthcare professionals (obstetricians, midwives, auxiliary nurses, anaesthesiologists, a nurse anaesthetist and operating theatre nurse) participated in four focus groups and were recruited due to their exposure to either ISS or OSS in multidisciplinary obstetric emergencies in a randomised trial. Setting Departments of obstetrics and anaesthesia, Rigshospitalet, Copenhagen, Denmark. Results Initially participants preferred ISS, but this changed after the training when the simulation site became of less importance. There was a strong preference for simulation in authentic roles. These perceptions were independent of the ISS or OSS setting. Several positive and negative factors in simulation were identified, but these had no relation to the simulation setting. Participants from ISS and OSS generated a better understanding of and collaboration with the various health professionals. They also provided individual and team reflections on learning. ISS participants described more experiences that would involve organisational changes than the OSS participants did. Conclusions Many psychological and sociological aspects related to the authenticity of the learning experience are important in simulation, but the physical setting of the simulation as an ISS and OSS is the least important. Based on these focus groups OSS can be used provided that all other authenticity elements are taken into consideration and respected. The only difference was that ISS had an organisational impact and ISS participants talked more about issues that would involve practical organisational changes. ISS and OSS participants did, however, go through similar individual and team learning experiences. PMID:26443655

Supervisors' pedagogical role at a clinical education ward - an ethnographic study.

PubMed

Manninen, Katri; Henriksson, Elisabet Welin; Scheja, Max; Silén, Charlotte

2015-01-01

Clinical practice is essential for health care students. The supervisor's role and how supervision should be organized are challenging issues for educators and clinicians. Clinical education wards have been established to meet these challenges and they are units with a pedagogical framework facilitating students' training in real clinical settings. Supervisors support students to link together theoretical and practical knowledge and skills. From students' perspectives, clinical education wards have shown potential to enhance students' learning. Thus there is a need for deeper understanding of supervisors' pedagogical role in this context. We explored supervisors' approaches to students' learning at a clinical education ward where students are encouraged to independently take care of patients. An ethnographic approach was used to study encounters between patients, students and supervisors. The setting was a clinical education ward for nursing students at a university hospital. Ten observations with ten patients, 11 students and five supervisors were included in the study. After each observation, individual follow-up interviews with all participants and a group interview with supervisors were conducted. Data were analysed using an ethnographic approach. Supervisors' pedagogical role has to do with balancing patient care and student learning. The students were given independence, which created pedagogical challenges for the supervisors. They handled these challenges by collaborating as a supervisory team and taking different acts of supervision such as allowing students their independence, being there for students and by applying patient-centredness. The supervisors' pedagogical role was perceived as to facilitate students' learning as a team. Supervisors were both patient- and student-centred by making a nursing care plan for the patients and a learning plan for the students. The plans were guided by clinical and pedagogical guidelines, individually adjusted and followed up.

The Small Helm Project: an academic activity addressing international corruption for undergraduate civil engineering and construction management students.

PubMed

Benzley, Steven E

2006-04-01

This paper presents an academic project that addresses the issue of international corruption in the engineering and construction industry, in a manner that effectively incorporates several learning experiences. The major objectives of the project are to provide the students a learning activity that will 1) make a meaningful contribution within the disciplines being studied; 2) teach by experience a significant principle that can be valuable in numerous situations during an individual's career, and 3) engage the minds, experiences, and enthusiasm of the participants in a real ethical challenge that is prevalent in all of their chosen professional fields. The paper describes the full details of the project, the actual implementation of it during Winter Semester 2005, the experiences gained during the initial trial, and the modifications and improvements incorporated for future implementation.

Psychotherapy with military personnel: lessons learned, challenges ahead.

PubMed

Miller, Laurence

2010-01-01

Increasingly, civilian mental health clinicians will be enlisted to evaluate and treat active duty and post-deployment military service members of the OIF/OEF theaters, as well as veterans of previous wars. This article provides a summary of some of the effective psychological treatment modalities for military service members that can be adapted to outpatient psychotherapeutic practice, including structured psychological interventions and specialized techniques of individual psychotherapy, with special applications for dealing with combat stress, depression, suicidality, conflicts over killing, brain injury effects, family issues, post-deployment readjustment, and long-term problems. By adapting and integrating psychotherapeutic lessons learned from treating related populations of law enforcement and emergency services personnel, clinicians who treat military service members and vets can become more flexible, well-rounded, and effective clinicians for a wide variety of high-need service members.

Multimedia Learning: Beyond Modality. Commentary.

ERIC Educational Resources Information Center

Reimann, P.

2003-01-01

Identifies and summarizes instructional messages in the articles in this theme issue and also identifies central theoretical issues, focusing on: (1) external representations; (2) dual coding theory; and (3) the effects of animations on learning. (SLD)

Measuring students' attitudes toward college education's role in addressing social issues.

PubMed

Weber, James E; Weber, Paula S; Craven, Barney L

2008-06-01

As service-learning projects have spread throughout academia, efforts to assess the service-learning experience have assumed a greater importance. The BERSI scale (Business Education's Role in addressing Social Issues) was developed as a measure of business students' attitudes toward social issues being addressed as part of a business education. As such, it was intended to be useful in assessing attitudinal outcomes of service learning. In order for the BERSI to be useful for nonbusiness students, the scale would need to be reconceptualized and revalidated. This study modified the BERSI items with a focus on college students in general rather than business students, making the resulting scale, College Education's Role in addressing Social Issues (CERSI), potentially helpful to service-learning researchers in a broader setting. The CERSI scale was then validated using standard techniques and normative data were reported.

Design issues for a reinforcement-based self-learning fuzzy controller

NASA Technical Reports Server (NTRS)

Yen, John; Wang, Haojin; Dauherity, Walter

1993-01-01

Fuzzy logic controllers have some often cited advantages over conventional techniques such as PID control: easy implementation, its accommodation to natural language, the ability to cover wider range of operating conditions and others. One major obstacle that hinders its broader application is the lack of a systematic way to develop and modify its rules and as result the creation and modification of fuzzy rules often depends on try-error or pure experimentation. One of the proposed approaches to address this issue is self-learning fuzzy logic controllers (SFLC) that use reinforcement learning techniques to learn the desirability of states and to adjust the consequent part of fuzzy control rules accordingly. Due to the different dynamics of the controlled processes, the performance of self-learning fuzzy controller is highly contingent on the design. The design issue has not received sufficient attention. The issues related to the design of a SFLC for the application to chemical process are discussed and its performance is compared with that of PID and self-tuning fuzzy logic controller.

When Does Diversity Trump Ability (and Vice Versa) in Group Decision Making? A Simulation Study

PubMed Central

Luan, Shenghua; Katsikopoulos, Konstantinos V.; Reimer, Torsten

2012-01-01

It is often unclear which factor plays a more critical role in determining a group's performance: the diversity among members of the group or their individual abilities. In this study, we addressed this “diversity vs. ability” issue in a decision-making task. We conducted three simulation studies in which we manipulated agents' individual ability (or accuracy, in the context of our investigation) and group diversity by varying (1) the heuristics agents used to search task-relevant information (i.e., cues); (2) the size of their groups; (3) how much they had learned about a good cue search order; and (4) the magnitude of errors in the information they searched. In each study, we found that a manipulation reducing agents' individual accuracy simultaneously increased their group's diversity, leading to a conflict between the two. These conflicts enabled us to identify certain conditions under which diversity trumps individual accuracy, and vice versa. Specifically, we found that individual accuracy is more important in task environments in which cues differ greatly in the quality of their information, and diversity matters more when such differences are relatively small. Changing the size of a group and the amount of learning by an agent had a limited impact on this general effect of task environment. Furthermore, we found that a group achieves its highest accuracy when there is an intermediate amount of errors in the cue information, regardless of the environment and the heuristic used, an effect that we believe has not been previously reported and warrants further investigation. PMID:22359562

Positive Identity as a Positive Youth Development Construct: A Conceptual Review

PubMed Central

Tsang, Sandra K. M.; Hui, Eadaoin K. P.; Law, Bella C. M.

2012-01-01

Identity is a core construct in psychology because it refers to how a person addresses issues dealing with who that person is. Important theorists studying the concept of identity, like Erikson, Marcia, and Higgins, assert that identity is organized,is learned, and is dynamic, and a subjective evaluation of an individual's identity has emotional consequences for that individual. Adolescents who can cultivate a clear and positive identity after their developmental struggles during adolescence often advance more smoothly into adulthood. This paper reviews literature on the nature and structure of identity and examines its importance on adolescent developmental outcomes. It traces significant determinants of identity and proposes strategies for cultivation of positive identity. Observations on current research gaps in the study of identity and future research directions will also be discussed. PMID:22649296

Environmental Discourse: Helping Graduate Students Build Effective Deliberation and Communication Skills

NASA Astrophysics Data System (ADS)

Huntzinger, D. N.; Downard, J.; Nielsen, E.

2015-12-01

The environmental sciences are at the forefront of critical issues facing society in the coming decades. As a result, many graduates in the environmental sciences find themselves working with the public to help inform the democratic process of making reasonable public policies. In order to be successful, students need to be confronted with the same kinds of questions and problems that practicing scientists face when they are working at the intersection of science and public policy. Otherwise, they lack the skills and confidence needed to work effectively with the public—especially on hotly contested environmental issues when the skills are needed the most. As part of a new Professional Science Master's (PSM) Program in Climate Science and Solutions at Northern Arizona University we have developed a three-semester course series focused on framing discussions on climate change mitigation and adaptation. Each semester, students use a deliberative model to design, frame, and facilitate a public discussion on a targeted issue of regional and local interest. The deliberative model is built around an approach to practical dilemmas that enables students to isolate and clarify the various sources of conflict around the issue. Working in an iterative manner, students learn to identify and untangling some of the sources of disagreement (e.g., policy, ethics and ideals, difference in scientific understanding) around and issue. As a result, students are in a much better position to clarify the key questions and sort through the competing solutions. The course series helps to improve the communication skills of students and promote productive public discourse with individuals from diverse backgrounds within the community. This type of experiential learning provides unique training to our students that not only broadens there understanding of complex issues surrounding climate change, but also provides them with professional skills that are transferrable to their careers.

Evolution of costly explicit memory and cumulative culture.

PubMed

Nakamaru, Mayuko

2016-06-21

Humans can acquire new information and modify it (cumulative culture) based on their learning and memory abilities, especially explicit memory, through the processes of encoding, consolidation, storage, and retrieval. Explicit memory is categorized into semantic and episodic memories. Animals have semantic memory, while episodic memory is unique to humans and essential for innovation and the evolution of culture. As both episodic and semantic memory are needed for innovation, the evolution of explicit memory influences the evolution of culture. However, previous theoretical studies have shown that environmental fluctuations influence the evolution of imitation (social learning) and innovation (individual learning) and assume that memory is not an evolutionary trait. If individuals can store and retrieve acquired information properly, they can modify it and innovate new information. Therefore, being able to store and retrieve information is essential from the perspective of cultural evolution. However, if both storage and retrieval were too costly, forgetting and relearning would have an advantage over storing and retrieving acquired information. In this study, using mathematical analysis and individual-based simulations, we investigate whether cumulative culture can promote the coevolution of costly memory and social and individual learning, assuming that cumulative culture improves the fitness of each individual. The conclusions are: (1) without cumulative culture, a social learning cost is essential for the evolution of storage-retrieval. Costly storage-retrieval can evolve with individual learning but costly social learning does not evolve. When low-cost social learning evolves, the repetition of forgetting and learning is favored more than the evolution of costly storage-retrieval, even though a cultural trait improves the fitness. (2) When cumulative culture exists and improves fitness, storage-retrieval can evolve with social and/or individual learning, which is not influenced by the degree of the social learning cost. Whether individuals socially learn a low level of culture from observing a high or the low level of culture influences the evolution of memory and learning, especially individual learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Key Issues and Policy Considerations in Promoting Lifelong Learning in Selected African Countries: Ethiopia, Kenya, Namibia, Rwanda and Tanzania. UIL Publication Series on Lifelong Learning Policies and Strategies. No. 1

ERIC Educational Resources Information Center

Walters, Shirley; Yang, Jim; Roslander, Peter

2014-01-01

This cross-national study focuses on key issues and policy considerations in promoting lifelong learning in Ethiopia, Kenya, Namibia, Rwanda, and Tanzania (the five African countries that took part in a pilot workshop on "Developing Capacity for Establishing Lifelong Learning Systems in UNESCO Member States: at the UNESCO Institute for…

Learning Careers/Learning Trajectories. Trends and Issues Alert.

ERIC Educational Resources Information Center

Kerka, Sandra

"Learning autobiography,""learning career," and "learning trajectory" are related descriptors for the process of developing attitudes toward learning and the origins of interests, learning styles, and learning processes. The learning career is composed of events, activities, and interpretations that develop individual…

Responding To School Walkout Demonstrations. Lessons Learned From School Crises and Emergencies, Volume 3, Issue 1, 2008

ERIC Educational Resources Information Center

US Department of Education, 2008

2008-01-01

"Lessons Learned" is a series of publications that are a brief recounting of actual school emergencies and crises. This "Lessons Learned" issue examines the incidence of student walkout demonstrations and the various ways in which administrators, school staff, law enforcement, and the community at large can help keep youths…

Objects and Issues--A Sunday Supplement View of Continuing Professional Development in Higher Education

ERIC Educational Resources Information Center

Pegler, Chris

2005-01-01

This paper draws on the presentation of three online pilot "series" of learning objects aimed at offering university staff convenient updating opportunities around issues connected with e-learning. The "Hot Topics" format presented short themed sets (series) of learning objects to a wide-range of staff, encouraging sampling strategies to support…

Video and Second Language Learning. Special Issue.

ERIC Educational Resources Information Center

Gillespie, Junetta B., Ed.

1985-01-01

The extent to which video has come of age with respect to language learning is the focus of this special issue, which provides information on sources of materials and offers practical ideas for the effective and creative use of those materials in second language instruction. Articles include: "Video and Language Learning: A Medium Comes of Age"…

An Analysis of Technological Issues Emanating from Faculty Transition to a New Learning Management System

ERIC Educational Resources Information Center

Sanga, Mapopa William

2016-01-01

This case study investigated the process 119 faculty members underwent as they transitioned from using Desire to Learn (D2L) learning management system (LMS), to using Canvas LMS. Other than analyzing technological issues faculty members encountered while navigating various aspects of the Canvas interface, the study also analyzed technological…

Dialogue, Language and Identity: Critical Issues for Networked Management Learning

ERIC Educational Resources Information Center

Ferreday, Debra; Hodgson, Vivien; Jones, Chris

2006-01-01

This paper draws on the work of Mikhail Bakhtin and Norman Fairclough to show how dialogue is central to the construction of identity in networked management learning. The paper is based on a case study of a networked management learning course in higher education and attempts to illustrate how participants negotiate issues of difference,…

Issues in Integrating Information Technology in Learning and Teaching EFL: The Saudi Experience

ERIC Educational Resources Information Center

Al-Maini, Yousef Hamad

2013-01-01

The Saudi education system is facing a climate of change characterized by an interest in integrating new technology and educational approaches to improve teaching and learning. In this climate, the present paper explores the issues in integrating information technology in learning and teaching English as a foreign language (EFL) in government…

Information Security Trends and Issues in the Moodle E-Learning Platform: An Ethnographic Content Analysis

ERIC Educational Resources Information Center

Schultz, Christopher

2012-01-01

Empirical research on information security trends and practices in e-learning is scarce. Many articles that have been published apply basic information security concepts to e-learning and list potential threats or propose frameworks for classifying threats. The purpose of this research is to identify, categorize and understand trends and issues in…

How Does a Principal in Detroit Public Schools Produce a Productive Learning Environment within the Current System?

ERIC Educational Resources Information Center

Davenport, Marcus G.

2017-01-01

In this dissertation, the researcher investigates the success of productive learning environments in Detroit Public Schools. Using interviews with three productive principals from the Detroit school system, the researcher explores three related issues in public schooling. The first issue is the definition of a productive learning environment. By…

The Relationship between Learning Effectiveness, Teacher Competence and Teachers Performance Madrasah Tsanawiyah at Serang, Banten, Indonesia

ERIC Educational Resources Information Center

Rahmatullah, Mamat

2016-01-01

In this study, the problem is limited factors relating to the learning effectiveness and teacher competence in improving the teacher performance. Therefore, this study will try to get explanations from some main issues which include the learning effectiveness issue, and teacher competence to increase teacher performance in Madrasah Tsanawiyah at…

In Two Minds? Learner Attitudes to Bilingualism and the Bilingual Tandem Analyser

ERIC Educational Resources Information Center

Kapec, Peter; Schwienhorst, Klaus

2005-01-01

One of the issues that has been debated in the context of fairly open learning partnerships such as tandem learning has been whether and, if so, how much pedagogical support should be provided. Another issue is how do language learners who have grown accustomed to maximising their learning through comprehensible input and output make the…

Transformative Learning around Issues of Language and Culture among ESL Teachers

ERIC Educational Resources Information Center

Schmick, Dara Pachence

2014-01-01

The purpose of this qualitative study was to explore the significant teaching and learning experiences of ESL teachers around the issues of culture and language. The theoretical framework of the study was informed by transformative learning theory. The study began with semi-structured in-depth interviews with twelve teachers who obtained their ESL…

Knowledge of Mental Capacity Issues in Community Teams for Adults with Learning Disabilities

ERIC Educational Resources Information Center

Willner, Paul; Jenkins, Rosemary; Rees, Paul; Griffiths, Vanessa J.; John, Elinor

2011-01-01

Background: The aim of this study was to evaluate the state of knowledge of mental capacity issues among health and social services professionals working in community teams supporting people with learning disabilities. Methods A structured interview was constructed around three scenarios, based on actual cases, concerning a financial/legal issue,…

Positive Emotional Responses to Hybridised Writing about a Socio-Scientific Issue

ERIC Educational Resources Information Center

Tomas, Louisa; Ritchie, Stephen M.

2012-01-01

In order to understand better the role of affect in learning about socio-scientific issues (SSI), this study investigated Year 12 students' emotional arousal as they participated in an online writing-to-learn science project about the socio-scientific issue of biosecurity. Students wrote a series of hybridised scientific narratives, or BioStories,…

Socio-Scientific Issues--A Way to Improve Students' Interest and Learning?

ERIC Educational Resources Information Center

Lindahl, Britt; Rosberg, Maria; Ekborg, Margareta; Ideland, Malin; Malmberg, Claes; Rehn, Agneta; Ottander, Christina; Silfver, Eva; Winberg, Mikael

2011-01-01

According to many documents, there is a strong need to renew science education. One way could be to work with SSI (socio-scientific issues). This paper reports on both students' and teachers' experiences and learning when working with socio-scientific issues in science education in secondary school (aged from 13 to 16). The approach is…

Statistically Modeling Individual Students' Learning over Successive Collaborative Practice Opportunities

ERIC Educational Resources Information Center

Olsen, Jennifer; Aleven, Vincent; Rummel, Nikol

2017-01-01

Within educational data mining, many statistical models capture the learning of students working individually. However, not much work has been done to extend these statistical models of individual learning to a collaborative setting, despite the effectiveness of collaborative learning activities. We extend a widely used model (the additive factors…

International service learning programs: ethical issues and recommendations.

PubMed

Reisch, Rebecca A

2011-08-01

Inequities in global health are increasingly of interest to health care providers in developed countries. In response, many academic healthcare programs have begun to offer international service learning programs. Participants in these programs are motivated by ethical principles, but this type of work presents significant ethical challenges, and no formalized ethical guidelines for these activities exist. In this paper the ethical issues presented by international service learning programs are described and recommendations are made for how academic healthcare programs can carry out international service learning programs in a way that minimizes ethical conflicts and maximizes benefits for all stakeholders. Issues related to project sustainability and community involvement are emphasized. © 2011 Blackwell Publishing Ltd.

Mind map learning for advanced engineering study: case study in system dynamics

NASA Astrophysics Data System (ADS)

Woradechjumroen, Denchai

2018-01-01

System Dynamics (SD) is one of the subjects that were use in learning Automatic Control Systems in dynamic and control field. Mathematical modelling and solving skills of students for engineering systems are expecting outcomes of the course which can be further used to efficiently study control systems and mechanical vibration; however, the fundamental of the SD includes strong backgrounds in Dynamics and Differential Equations, which are appropriate to the students in governmental universities that have strong skills in Mathematics and Scientifics. For private universities, students are weak in the above subjects since they obtained high vocational certificate from Technical College or Polytechnic School, which emphasize the learning contents in practice. To enhance their learning for improving their backgrounds, this paper applies mind maps based problem based learning to relate the essential relations of mathematical and physical equations. With the advantages of mind maps, each student is assigned to design individual mind maps for self-leaning development after they attend the class and learn overall picture of each chapter from the class instructor. Four problems based mind maps learning are assigned to each student. Each assignment is evaluated via mid-term and final examinations, which are issued in terms of learning concepts and applications. In the method testing, thirty students are tested and evaluated via student learning backgrounds in the past. The result shows that well-design mind maps can improve learning performance based on outcome evaluation. Especially, mind maps can reduce time-consuming and reviewing for Mathematics and Physics in SD significantly.

Evolution of learning in fluctuating environments: when selection favors both social and exploratory individual learning.

PubMed

Borenstein, Elhanan; Feldman, Marcus W; Aoki, Kenichi

2008-03-01

Cumulative cultural change requires organisms that are capable of both exploratory individual learning and faithful social learning. In our model, an organism's phenotype is initially determined innately (by its genotypic value) or by social learning (copying a phenotype from the parental generation), and then may or may not be modified by individual learning (exploration around the initial phenotype). The environment alternates periodically between two states, each defined as a certain range of phenotypes that can survive. These states may overlap, in which case the same phenotype can survive in both states, or they may not. We find that a joint social and exploratory individual learning strategy-the strategy that supports cumulative culture-is likely to spread when the environmental states do not overlap. In particular, when the environmental states are contiguous and mutation is allowed among the genotypic values, this strategy will spread in either moderately or highly stable environments, depending on the exact nature of the individual learning applied. On the other hand, natural selection often favors a social learning strategy without exploration when the environmental states overlap. We find only partial support for the "consensus" view, which holds that individual learning, social learning, and innate determination of behavior will evolve at short, intermediate, and long environmental periodicities, respectively.

Social stress reactivity alters reward and punishment learning

PubMed Central

Frank, Michael J.; Allen, John J. B.

2011-01-01

To examine how stress affects cognitive functioning, individual differences in trait vulnerability (punishment sensitivity) and state reactivity (negative affect) to social evaluative threat were examined during concurrent reinforcement learning. Lower trait-level punishment sensitivity predicted better reward learning and poorer punishment learning; the opposite pattern was found in more punishment sensitive individuals. Increasing state-level negative affect was directly related to punishment learning accuracy in highly punishment sensitive individuals, but these measures were inversely related in less sensitive individuals. Combined electrophysiological measurement, performance accuracy and computational estimations of learning parameters suggest that trait and state vulnerability to stress alter cortico-striatal functioning during reinforcement learning, possibly mediated via medio-frontal cortical systems. PMID:20453038

Social stress reactivity alters reward and punishment learning.

PubMed

Cavanagh, James F; Frank, Michael J; Allen, John J B

2011-06-01

To examine how stress affects cognitive functioning, individual differences in trait vulnerability (punishment sensitivity) and state reactivity (negative affect) to social evaluative threat were examined during concurrent reinforcement learning. Lower trait-level punishment sensitivity predicted better reward learning and poorer punishment learning; the opposite pattern was found in more punishment sensitive individuals. Increasing state-level negative affect was directly related to punishment learning accuracy in highly punishment sensitive individuals, but these measures were inversely related in less sensitive individuals. Combined electrophysiological measurement, performance accuracy and computational estimations of learning parameters suggest that trait and state vulnerability to stress alter cortico-striatal functioning during reinforcement learning, possibly mediated via medio-frontal cortical systems.

Social learning solves the problem of narrow-peaked search landscapes: experimental evidence in humans.

PubMed

Acerbi, Alberto; Tennie, Claudio; Mesoudi, Alex

2016-09-01

The extensive use of social learning is considered a major reason for the ecological success of humans. Theoretical considerations, models and experiments have explored the evolutionary basis of social learning, showing the conditions under which learning from others is more adaptive than individual learning. Here we present an extension of a previous experimental set-up, in which individuals go on simulated 'hunts' and their success depends on the features of a 'virtual arrowhead' they design. Individuals can modify their arrowhead either by individual trial and error or by copying others. We study how, in a multimodal adaptive landscape, the smoothness of the peaks influences learning. We compare narrow peaks, in which solutions close to optima do not provide useful feedback to individuals, to wide peaks, where smooth landscapes allow an effective hill-climbing individual learning strategy. We show that individual learning is more difficult in narrow-peaked landscapes, but that social learners perform almost equally well in both narrow- and wide-peaked search spaces. There was a weak trend for more copying in the narrow than wide condition, although as in previous experiments social information was generally underutilized. Our results highlight the importance of tasks' design space when studying the adaptiveness of high-fidelity social learning.

Individual differences in implicit motor learning: task specificity in sensorimotor adaptation and sequence learning.

PubMed

Stark-Inbar, Alit; Raza, Meher; Taylor, Jordan A; Ivry, Richard B

2017-01-01

In standard taxonomies, motor skills are typically treated as representative of implicit or procedural memory. We examined two emblematic tasks of implicit motor learning, sensorimotor adaptation and sequence learning, asking whether individual differences in learning are correlated between these tasks, as well as how individual differences within each task are related to different performance variables. As a prerequisite, it was essential to establish the reliability of learning measures for each task. Participants were tested twice on a visuomotor adaptation task and on a sequence learning task, either the serial reaction time task or the alternating reaction time task. Learning was evident in all tasks at the group level and reliable at the individual level in visuomotor adaptation and the alternating reaction time task but not in the serial reaction time task. Performance variability was predictive of learning in both domains, yet the relationship was in the opposite direction for adaptation and sequence learning. For the former, faster learning was associated with lower variability, consistent with models of sensorimotor adaptation in which learning rates are sensitive to noise. For the latter, greater learning was associated with higher variability and slower reaction times, factors that may facilitate the spread of activation required to form predictive, sequential associations. Interestingly, learning measures of the different tasks were not correlated. Together, these results oppose a shared process for implicit learning in sensorimotor adaptation and sequence learning and provide insight into the factors that account for individual differences in learning within each task domain. We investigated individual differences in the ability to implicitly learn motor skills. As a prerequisite, we assessed whether individual differences were reliable across test sessions. We found that two commonly used tasks of implicit learning, visuomotor adaptation and the alternating serial reaction time task, exhibited good test-retest reliability in measures of learning and performance. However, the learning measures did not correlate between the two tasks, arguing against a shared process for implicit motor learning. Copyright © 2017 the American Physiological Society.

Content Analysis of Student Essays after Attending a Problem-Based Learning Course: Facilitating the Development of Critical Thinking and Communication Skills in Japanese Nursing Students

PubMed Central

Itatani, Tomoya; Nagata, Kyoko; Yanagihara, Kiyoko; Tabuchi, Noriko

2017-01-01

The importance of active learning has continued to increase in Japan. The authors conducted classes for first-year students who entered the nursing program using the problem-based learning method which is a kind of active learning. Students discussed social topics in classes. The purposes of this study were to analyze the post-class essay, describe logical and critical thinking after attended a Problem-Based Learning (PBL) course. The authors used Mayring’s methodology for qualitative content analysis and text mining. In the description about the skills required to resolve social issues, seven categories were extracted: (recognition of diverse social issues), (attitudes about resolving social issues), (discerning the root cause), (multi-lateral information processing skills), (making a path to resolve issues), (processivity in dealing with issues), and (reflecting). In the description about communication, five categories were extracted: (simple statement), (robust theories), (respecting the opponent), (communication skills), and (attractive presentations). As the result of text mining, the words extracted more than 100 times included “issue,” “society,” “resolve,” “myself,” “ability,” “opinion,” and “information.” Education using PBL could be an effective means of improving skills that students described, and communication in general. Some students felt difficulty of communication resulting from characteristics of Japanese. PMID:28829362

Methodological Issues in Mobile Computer-Supported Collaborative Learning (mCSCL): What Methods, What to Measure and When to Measure?

ERIC Educational Resources Information Center

Song, Yanjie

2014-01-01

This study aims to investigate (1) methods utilized in mobile computer-supported collaborative learning (mCSCL) research which focuses on studying, learning and collaboration mediated by mobile devices; (2) whether these methods have examined mCSCL effectively; (3) when the methods are administered; and (4) what methodological issues exist in…

Learning Societies in the New Millennium: Creativity, Caring & Commitments. International Conference on Computers in Education/International Conference on Computer Assisted Instruction (Taipei, Taiwan, November 21-24, 2000).

ERIC Educational Resources Information Center

Association for the Advancement of Computing in Education. Asia-Pacific Chapter.

This conference addressed pedagogical, social, and technological issues related to computers in education. The conference theme, "Learning Societies in the New Millennium: Creativity, Caring & Commitments," focused on creative learning, caring for diverse cultures and global issues, and committing oneself to a new way of…

A Comparison Study of Augmented Reality versus Interactive Simulation Technology to Support Student Learning of a Socio-Scientific Issue

ERIC Educational Resources Information Center

Chang, Hsin-Yi; Hsu, Ying-Shao; Wu, Hsin-Kai

2016-01-01

We investigated the impact of an augmented reality (AR) versus interactive simulation (IS) activity incorporated in a computer learning environment to facilitate students' learning of a socio-scientific issue (SSI) on nuclear power plants and radiation pollution. We employed a quasi-experimental research design. Two classes (a total of 45…

Confronting Dilemmas Posed by Three-Dimensional Classroom Assessment: Introduction to a Virtual Issue of "Science Education"

ERIC Educational Resources Information Center

Furtak, Erin Marie

2017-01-01

Wide-scale adoption of the "Next Generation Science Standards" has raised new challenges for classroom teachers as they learn not only how to engage students in this new vision of science learning, but also how to assess students' engagement in that learning. This paper introduces a virtual special issue of "Science Education"…

Learning Analytics in Small-Scale Teacher-Led Innovations: Ethical and Data Privacy Issues

ERIC Educational Resources Information Center

Rodríguez-Triana, María Jesús; Martínez-Monés, Alejandra; Villagrá-Sobrino, Sara

2016-01-01

As a further step towards maturity, the field of learning analytics (LA) is working on the definition of frameworks that structure the legal and ethical issues that scholars and practitioners must take into account when planning and applying LA solutions to their learning contexts. However, current efforts in this direction tend to be focused on…

Leading Online: An Autoethnography Focused on Leading an Instructional Focus on Student Learning in an Online School

ERIC Educational Resources Information Center

Lancaster, Sally Ann

2012-01-01

The purpose in writing this autoethnography was to describe, analyze and interpret one leader's experience in leading a group of online teachers. I specifically wanted to identify the characteristics of an online learning environment that triggered teachers to focus on management issues rather than instructional learning issues; that is what…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Students' Perceptions on Incorporating E-Learning into Teaching and Learning at the University of Ghana

ERIC Educational Resources Information Center

Tagoe, Michael

2012-01-01

Technological advancement has led to significant changes in the way university education is being provided in the developed countries. Whilst their universities have made great strides in addressing issues of access, cost of higher education and quality through e-learning, Africans are in the 21st century still grappling with these issues.…

An Investigation on Individual Students' Perceptions of Interest Utilizing a Blended Learning Approach

ERIC Educational Resources Information Center

Shroff, Ronnie H.; Vogel, Douglas R.

2010-01-01

Research has established that individual student interest has a positive effect on learning and academic achievement. However, little is known about the impact of a blended learning approach on individual student interest and whether combinations of online and face-to-face learning activities significantly enhance student interest. This paper…

Organizational Learning as an Analogy to Individual Learning? A Case of Augmented Interaction Intensity

ERIC Educational Resources Information Center

Döös, Marianne; Johansson, Peter; Wilhelmson, Lena

2015-01-01

This paper attempts to explore an analogy between individual and organizational learning within experiential learning theory (ELT). The focus is on both the possibility of identifying a learning subject that learns in action, and on the genesis process behind the learning of a suggested learning subject at organizational level. The exploration…

Cognitive Neuroscience and Mathematics Learning: How Far Have We Come? Where Do We Need to Go?

ERIC Educational Resources Information Center

Ansari, Daniel; Lyons, Ian M.

2016-01-01

In this commentary on the ZDM special issue: "Cognitive neuroscience and mathematics learning--revisited after 5 years," we explore the progress that has been made since ZDM published a similar special issue in 2010. We consider the extent to which future frontiers and methodological concerns raised in the commentary on the 2010 issue by…

Notes on Accounting Capstone Course Design: Contemporary Issues versus Case Analysis Enhances Student Interest and Learning

ERIC Educational Resources Information Center

Ehoff, Clemense, Jr.

2010-01-01

This paper presents how the Internet can be used to bring contemporary issues into the accounting capstone course to enhance student interest and learning. While existing cases have been reviewed and structured, they focus on issues that may not be at the forefront of the items currently under examination and/or debate by the accounting…

Project Recon

DTIC Science & Technology

2012-06-14

Management tool • Current Risk Recon functionality • Issues Recon & Opportunity Recon – Launching Fall 2012 • FMEA and Lessons Learned – Planned Future...Lessons learned UNCLASSIFIED Integrated Risk Management FMEA Failure Mode and Effects Analysis Risk Recon Fields from FMEA software pre...populate Risk Info sheet. Risk Mitigation from Risk Recon trace back and populate FMEA , new RPN numbers. Issues Recon When a risk becomes an issue

Towards Contextualized Learning Services

NASA Astrophysics Data System (ADS)

Specht, Marcus

Personalization of feedback and instruction has often been considered as a key feature in learning support. The adaptations of the instructional process to the individual and its different aspects have been investigated from different research perspectives as learner modelling, intelligent tutoring systems, adaptive hypermedia, adaptive instruction and others. Already in the 1950s first commercial systems for adaptive instruction for trainings of keyboard skills have been developed utilizing adaptive configuration of feedback based on user performance and interaction footprints (Pask 1964). Around adaptive instruction there is a variety of research issues bringing together interdisciplinary research from computer science, engineering, psychology, psychotherapy, cybernetics, system dynamics, instructional design, and empirical research on technology enhanced learning. When classifying best practices of adaptive instruction different parameters of the instructional process have been identified which are adapted to the learner, as: sequence and size of task difficulty, time of feedback, pace of learning speed, reinforcement plan and others these are often referred to the adaptation target. Furthermore Aptitude Treatment Interaction studies explored the effect of adapting instructional parameters to different characteristics of the learner (Tennyson and Christensen 1988) as task performance, personality characteristics, or cognitive abilities, this is information is referred to as adaptation mean.

Robust Machine Learning Variable Importance Analyses of Medical Conditions for Health Care Spending.

PubMed

Rose, Sherri

2018-03-11

To propose nonparametric double robust machine learning in variable importance analyses of medical conditions for health spending. 2011-2012 Truven MarketScan database. I evaluate how much more, on average, commercially insured enrollees with each of 26 of the most prevalent medical conditions cost per year after controlling for demographics and other medical conditions. This is accomplished within the nonparametric targeted learning framework, which incorporates ensemble machine learning. Previous literature studying the impact of medical conditions on health care spending has almost exclusively focused on parametric risk adjustment; thus, I compare my approach to parametric regression. My results demonstrate that multiple sclerosis, congestive heart failure, severe cancers, major depression and bipolar disorders, and chronic hepatitis are the most costly medical conditions on average per individual. These findings differed from those obtained using parametric regression. The literature may be underestimating the spending contributions of several medical conditions, which is a potentially critical oversight. If current methods are not capturing the true incremental effect of medical conditions, undesirable incentives related to care may remain. Further work is needed to directly study these issues in the context of federal formulas. © Health Research and Educational Trust.

Moving Past Exploration and Adoption: Considering Priorities for Implementing Mobile Learning by Nurses.

PubMed

Mather, Carey; Cummings, Elizabeth

2017-01-01

Successful implementation of mobile technology for informal learning and continuing professional development within healthcare settings cannot be achieved or sustained, until end-users recognise that the benefits of using this innovation, outweigh the issues of non-use. At a systems level there is a need for standards, guidelines and codes of conduct to support deployment of mobile technology at an individual level. The aim of this research was to explore findings of a previous focus group study to elucidate priorities for action, provide evidence and focus impetus for advocating progression of the installation of standards and guidelines at an organisation level. The study confirms nurse supervisors' preparedness and readiness to employ mobile learning at point of care. However, successful implementation requires organisations engaging with, and embracing the evolving digital landscape, and supporting this new andragogy. Organisational level commitment will promote contemporary nursing practice, support the best clinical outcomes for patients, and provide educational support for nurses. Nurse leaders and professional bodies must drive and guide development of robust standards, guidelines, and codes of conduct to prioritise mobile learning as a component of digital professionalism within healthcare organisations.

Awareness and Learning in Participatory Noise Sensing

PubMed Central

Becker, Martin; Caminiti, Saverio; Fiorella, Donato; Francis, Louise; Gravino, Pietro; Haklay, Mordechai (Muki); Hotho, Andreas; Loreto, Vittorio; Mueller, Juergen; Ricchiuti, Ferdinando; Servedio, Vito D. P.; Sîrbu, Alina; Tria, Francesca

2013-01-01

The development of ICT infrastructures has facilitated the emergence of new paradigms for looking at society and the environment over the last few years. Participatory environmental sensing, i.e. directly involving citizens in environmental monitoring, is one example, which is hoped to encourage learning and enhance awareness of environmental issues. In this paper, an analysis of the behaviour of individuals involved in noise sensing is presented. Citizens have been involved in noise measuring activities through the WideNoise smartphone application. This application has been designed to record both objective (noise samples) and subjective (opinions, feelings) data. The application has been open to be used freely by anyone and has been widely employed worldwide. In addition, several test cases have been organised in European countries. Based on the information submitted by users, an analysis of emerging awareness and learning is performed. The data show that changes in the way the environment is perceived after repeated usage of the application do appear. Specifically, users learn how to recognise different noise levels they are exposed to. Additionally, the subjective data collected indicate an increased user involvement in time and a categorisation effect between pleasant and less pleasant environments. PMID:24349102

Principal Leadership for Technology-enhanced Learning in Science

NASA Astrophysics Data System (ADS)

Gerard, Libby F.; Bowyer, Jane B.; Linn, Marcia C.

2008-02-01

Reforms such as technology-enhanced instruction require principal leadership. Yet, many principals report that they need help to guide implementation of science and technology reforms. We identify strategies for helping principals provide this leadership. A two-phase design is employed. In the first phase we elicit principals' varied ideas about the Technology-enhanced Learning in Science (TELS) curriculum materials being implemented by teachers in their schools, and in the second phase we engage principals in a leadership workshop designed based on the ideas they generated. Analysis uses an emergent coding scheme to categorize principals' ideas, and a knowledge integration framework to capture the development of these ideas. The analysis suggests that principals frame their thinking about the implementation of TELS in terms of: principal leadership, curriculum, educational policy, teacher learning, student outcomes and financial resources. They seek to improve their own knowledge to support this reform. The principals organize their ideas around individual school goals and current political issues. Principals prefer professional development activities that engage them in reviewing curricula and student work with other principals. Based on the analysis, this study offers guidelines for creating learning opportunities that enhance principals' leadership abilities in technology and science reform.

How to make experience your company's best teacher.

PubMed

Kleiner, A; Roth, G

1997-01-01

In our personal life, experience is often the best teacher. Not so in corporate life. After a major event--a product failure, a downsizing crisis, or a merger--many companies stumble along, oblivious to the lessons of the past. Mistakes get repeated, but smart decisions do not. Most important, the old ways of thinking are never discussed, so they are still in place to spawn new mishaps. Individuals will often tell you that they understand what went wrong (or right). Yet their insights are rarely shared openly. And they are analyzed and internalized by the company even less frequently. Why? Because managers have few tools with which to capture institutional experience, disseminate its lessons, and translate them into effective action. In an effort to solve this problem, a group of social scientists, business managers, and journalists at MIT have developed and tested a tool called the learning history. It is a written narrative of a company's recent critical event, nearly all of it presented in two columns. In one column, relevant episodes are described by the people who took part in them, were affected by them, or observed them. In the other, learning historians--trained outsiders and knowledgeable insiders--identify recurrent themes in the narrative, pose questions, and raise "undiscussable" issues. The learning history forms the basis for group discussions, both for those involved in the event and for others who also might learn from it. The authors believe that this tool--based on the ancient practice of community storytelling--can build trust, raise important issues, transfer knowledge from one part of a company to another, and help build a body of generalizable knowledge about management.

Supporting culturally and linguistically diverse students during clinical placement: strategies from both sides of the table.

PubMed

O'Reilly, Sharleen L; Milner, Julia

2015-10-15

Increasing proportions of Culturally and Linguistically Diverse (CALD) students within health professional courses at universities creates challenges in delivering inclusive training and education. Clinical placements are a core component of most health care degrees as they allow for applied learning opportunities. A research gap has been identified in regard to understanding challenges and strategies for CALD students in health professional placements. A key stakeholder approach was used to examine barriers and enablers experienced by CALD students in clinical placement. Semi-structured focus groups with healthcare students (n = 13) and clinical placement supervisors (n = 12) were employed. The focus groups were analysed using open coding and thematic analysis. Three main barrier areas were identified: placement planning and preparation; teaching, assessment and feedback; and cultural and language issues. Potential solutions included addressing placement planning and preparation barriers, appropriate student placement preparation, pre-placement identification of higher risk CALD students, and diversity training for supervisors. For the barrier of teaching, assessment & feedback, addressing strategies were to: adapt student caseloads, encourage regular casual supervisor-student conversations, develop supportive placement delivery modes and structures, set expectations early, model the constructive feedback process, use visual aids, and tailor the learning environment to individual student needs. The enablers for cultural & language issues were to: build language and practical approaches for communication, raise awareness of the healthcare system (how it interacts with healthcare professions and how patients access it), and initiate mentoring programs. The findings suggest that teaching and learning strategies should be student-centred, aiming to promote awareness of difference and its impacts then develop appropriate responses by both student and teacher. Universities and partnering agencies, such as clinical training providers, need to provide an inclusive learning environment for students from multiple cultural backgrounds.

Forum for Organisational Learning: Combining Learning at Work, Organisational Learning and Training in New Ways.

ERIC Educational Resources Information Center

Simons, P. R. J.; Germans, J.; Ruijters, M.

2003-01-01

The Forum for Organisational Learning is designed to bridge gaps among individual, group/team, and organizational learning. Organizational representatives form communities of learning; their core content involves five paradoxes: top-down and bottom-up approaches, working and learning, individual and organizational goals, structure and empowerment…

The High Jump: Transition Issues of Learning Disabled Students and Their Parents.

ERIC Educational Resources Information Center

Ness, Jean E.

1989-01-01

Issues that face learning-disabled students and their parents during the transition from a secondary to a postsecondary setting are explored, and recommendations are offered for consideration in resolving problems during this period. (JDD)

Developing and assessing research-based tools for teaching quantum mechanics and thermodynamics

NASA Astrophysics Data System (ADS)

Brown, Benjamin R.

Research-based tools to educate college students in physics courses from introductory level to graduate level are essential for helping students with a diverse set of goals and backgrounds learn physics. This thesis explores issues related to student common difficulties with some topics in undergraduate quantum mechanics and thermodynamics courses. Student difficulties in learning quantum mechanics and thermodynamics are investigated by administering written tests and surveys to many classes and conducting individual interviews with a subset of students outside the class to unpack the cognitive mechanisms of the difficulties. The quantum mechanics research also focuses on using the research on student difficulties for the development and evaluation of a Quantum Interactive Learning Tutorial (QuILT) to help students learn about the time-dependence of expectation values using the context of Larmor precession of spin and evaluating the role of asking students to self-diagnose their mistakes on midterm examination on their performance on subsequent problem solving. The QuILT on Larmor precession of spin has both paper-pencil activities and a simulation component to help students learn these foundational issues in quantum mechanics. Preliminary evaluations suggest that the QuILT, which strives to help students build a robust knowledge structure of time-dependence of expectation values in quantum mechanics using a guided approach, is successful in helping students learn these topics in the junior-senior level quantum mechanics courses. The technique to help upper-level students in quantum mechanics courses effectively engage in the process of learning from their mistakes is also found to be effective. In particular, research shows that the self-diagnosis activity in upper-level quantum mechanics significantly helps students who are struggling and this activity can reduce the gap between the high and low achieving students on subsequent problem solving. Finally, a survey of Thermodynamic Processes and the First and Second Laws (STPFaSL) is developed and validated with the purpose of evaluating the effectiveness of these topics in a thermodynamics curriculum. The validity and reliability of this survey are discussed and the student difficulties with these topics among various groups from introductory students to physics graduate students are cataloged.

Virtual reality simulation training of mastoidectomy - studies on novice performance.

PubMed

Andersen, Steven Arild Wuyts

2016-08-01

Virtual reality (VR) simulation-based training is increasingly used in surgical technical skills training including in temporal bone surgery. The potential of VR simulation in enabling high-quality surgical training is great and VR simulation allows high-stakes and complex procedures such as mastoidectomy to be trained repeatedly, independent of patients and surgical tutors, outside traditional learning environments such as the OR or the temporal bone lab, and with fewer of the constraints of traditional training. This thesis aims to increase the evidence-base of VR simulation training of mastoidectomy and, by studying the final-product performances of novices, investigates the transfer of skills to the current gold-standard training modality of cadaveric dissection, the effect of different practice conditions and simulator-integrated tutoring on performance and retention of skills, and the role of directed, self-regulated learning. Technical skills in mastoidectomy were transferable from the VR simulation environment to cadaveric dissection with significant improvement in performance after directed, self-regulated training in the VR temporal bone simulator. Distributed practice led to a better learning outcome and more consolidated skills than massed practice and also resulted in a more consistent performance after three months of non-practice. Simulator-integrated tutoring accelerated the initial learning curve but also caused over-reliance on tutoring, which resulted in a drop in performance when the simulator-integrated tutor-function was discontinued. The learning curves were highly individual but often plateaued early and at an inadequate level, which related to issues concerning both the procedure and the VR simulator, over-reliance on the tutor function and poor self-assessment skills. Future simulator-integrated automated assessment could potentially resolve some of these issues and provide trainees with both feedback during the procedure and immediate assessment following each procedure. Standard setting by establishing a proficiency level that can be used for mastery learning with deliberate practice could also further sophisticate directed, self-regulated learning in VR simulation-based training. VR simulation-based training should be embedded in a systematic and competency-based training curriculum for high-quality surgical skills training, ultimately leading to improved safety and patient care.

Design and Evaluation of an Interactive Exercise Coaching System for Older Adults: Lessons Learned

PubMed Central

Ofli, Ferda; Kurillo, Gregorij; Obdržálek, Štěpán; Bajcsy, Ruzena; Jimison, Holly; Pavel, Misha

2016-01-01

Although the positive effects of exercise on the well-being and quality of independent living for older adults are well-accepted, many elderly individuals lack access to exercise facilities, or the skills and motivation to perform exercise at home. To provide a more engaging environment that promotes physical activity, various fitness applications have been proposed. Many of the available products, however, are geared toward a younger population and are not appropriate or engaging for an older population. To address these issues, we developed an automated interactive exercise coaching system using the Microsoft Kinect. The coaching system guides users through a series of video exercises, tracks and measures their movements, provides real-time feedback, and records their performance over time. Our system consists of exercises to improve balance, flexibility, strength, and endurance, with the aim of reducing fall risk and improving performance of daily activities. In this paper, we report on the development of the exercise system, discuss the results of our recent field pilot study with six independently-living elderly individuals, and highlight the lessons learned relating to the in-home system setup, user tracking, feedback, and exercise performance evaluation. PMID:25594988

Cultural competence and medical education: many names, many perspectives, one goal.

PubMed

Betancourt, Joseph R

2006-06-01

Two contemporary reports from the Institute of Medicine--Crossing the Quality Chasm and Unequal Treatment--highlighted the importance of patient-centered care and cultural competence training as a means of improving the quality of health care for all and eliminating racial/ethnic disparities in health care. Previous efforts in cultural competence have aimed to teach about the attitudes, values, beliefs, and behavior of certain groups. A more effective approach is to learn a practical framework to guide inquiry with individual patients about how social, cultural, or economic factors influence their health values, beliefs, and behaviors. Rather than learning about individual cultures and their characteristics, this approach focuses on the issues that arise most commonly due to cultural differences, and how they may affect a physician's interaction with any patient. At the end of the day, physicians need a practical set of tools and skills that will enable them to provide quality care to patients everywhere, from anywhere, with whatever differences in background that may exist, in what is likely to be a brief clinical encounter. Call it what you will, the field of cultural competence aims quite simply to assure that health care providers are prepared to provide quality care to diverse populations.