Long-Term Memory for Knowledge Learned in School.

ERIC Educational Resources Information Center

Semb, George B.; And Others

1993-01-01

Three experiments (initial total sample of 190 college students) examined students' long-term retention of knowledge learned in college courses. Results of all experiments suggest that students remember a great deal of what they learn up to 11 months later and that tutoring has positive effects on recall by tutors. (SLD)

Initial retrieval shields against retrieval-induced forgetting

PubMed Central

Racsmány, Mihály; Keresztes, Attila

2015-01-01

Testing, as a form of retrieval, can enhance learning but it can also induce forgetting of related memories, a phenomenon known as retrieval-induced forgetting (RIF). In four experiments we explored whether selective retrieval and selective restudy of target memories induce forgetting of related memories with or without initial retrieval of the entire learning set. In Experiment 1, subjects studied category-exemplar associations, some of which were then either restudied or retrieved. RIF occurred on a delayed final test only when memories were retrieved and not when they were restudied. In Experiment 2, following the study phase of category-exemplar associations, subjects attempted to recall all category-exemplar associations, then they selectively retrieved or restudied some of the exemplars. We found that, despite the huge impact on practiced items, selective retrieval/restudy caused no decrease in final recall of related items. In Experiment 3, we replicated the main result of Experiment 2 by manipulating initial retrieval as a within-subject variable. In Experiment 4 we replicated the main results of the previous experiments with non-practiced (Nrp) baseline items. These findings suggest that initial retrieval of the learning set shields against the forgetting effect of later selective retrieval. Together, our results support the context shift theory of RIF. PMID:26052293

Direct Comparisons of the Size and Persistence of Anisomycin-Induced Consolidation and Reconsolidation Deficits

ERIC Educational Resources Information Center

Stafford, James M.; Lattal, K. Matthew

2009-01-01

An issue of increasing theoretical interest in the study of learning is to compare the processes that follow an initial learning experience (such as learning an association between a context and a shock; memory consolidation processes) with those that follow retrieval of that learning experience (such as exposure to the context in the absence of…

The Workplace Learner: How to Align Training Initiatives with Individual Learning Competencies.

ERIC Educational Resources Information Center

Rothwell, William J.

This book explains how work organizations can create a workplace climate that encourages real-time, on-the-job learning and development of competent workplace learners, who are wiling and able to seize the initiative for identifying their own learning experiences and evaluating the results. The following are among the topics discussed: (1) the…

BRAIN MECHANISMS AND INTELLIGENCE, A QUANTITATIVE STUDY OF INJURIES TO THE BRAIN.

ERIC Educational Resources Information Center

LASHLEY, K.S.

SEVERAL EXPERIMENTS WITH RATS INVOLVING THE INFLUENCE OF CEREBRAL DESTRUCTION ON LEARNING ABILITY ARE DESCRIBED. THE TWO MAJOR EXPERIMENTS STUDY THE RETENTION OF THE MAZE HABIT AFTER CEREBRAL LESIONS AND THE INFLUENCE OF CEREBRAL LESIONS ON THE CAPACITY TO LEARN (INITIAL FORMATION OF HABITS). THEORECTICAL ANALYSIS OF THE LEARNING (BEHAVIOR)…

Own and Others' Prior Experiences Influence Children's Imitation of Causal Acts

ERIC Educational Resources Information Center

Williamson, Rebecca A.; Meltzoff, Andrew N.

2011-01-01

Young children learn from others' examples, and they do so selectively. We examine whether the efficacy of prior experiences influences children's imitation. Thirty-six-month-olds had initial experience on a causal learning task either by performing the task themselves or by watching an adult perform it. The nature of the experience was…

Student Teachers' Prior Experiences of History, Geography and Science: Initial Findings of an All-Ireland Survey

ERIC Educational Resources Information Center

Waldron, Fionnuala; Pike, Susan; Varley, Janet; Murphy, Colette; Greenwood, Richard

2007-01-01

Research into student teachers' perceptions, attitudes and prior experiences of learning suggests that these experiences can exert an influence on practice which can be relatively undisturbed by their initial teacher education. This article is based on the initial findings of an all-Ireland survey of all first-year students on B.Ed. courses in…

A Blended Learning Experience for Teaching Microbiology

PubMed Central

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

2006-01-01

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

Workplace Mentoring Guide For Education, Business and Industry Partners of Connecticut's School-to-Career Initiative: Connecticut LEARNS.

ERIC Educational Resources Information Center

Connecticut State Dept. of Education, Hartford. Bureau of Career and Adult Education.

This document is a guide to workplace mentoring that is intended to assist individuals who are interested in or involved in placing students in work-based learning experiences as part of Connecticut's school-to-work initiative, Connecticut Learns. The following are among the topics discussed: (1) the purposes and principles of workplace mentoring;…

Evaluation of multi-level social learning for sustainable landscapes: perspective of a development initiative in Bergslagen, Sweden.

PubMed

Axelsson, Robert; Angelstam, Per; Myhrman, Lennart; Sädbom, Stefan; Ivarsson, Milis; Elbakidze, Marine; Andersson, Kenneth; Cupa, Petr; Diry, Christian; Doyon, Frederic; Drotz, Marcus K; Hjorth, Arne; Hermansson, Jan Olof; Kullberg, Thomas; Lickers, F Henry; McTaggart, Johanna; Olsson, Anders; Pautov, Yurij; Svensson, Lennart; Törnblom, Johan

2013-03-01

To implement policies about sustainable landscapes and rural development necessitates social learning about states and trends of sustainability indicators, norms that define sustainability, and adaptive multi-level governance. We evaluate the extent to which social learning at multiple governance levels for sustainable landscapes occur in 18 local development initiatives in the network of Sustainable Bergslagen in Sweden. We mapped activities over time, and interviewed key actors in the network about social learning. While activities resulted in exchange of experiences and some local solutions, a major challenge was to secure systematic social learning and make new knowledge explicit at multiple levels. None of the development initiatives used a systematic approach to secure social learning, and sustainability assessments were not made systematically. We discuss how social learning can be improved, and how a learning network of development initiatives could be realized.

Prospective TESOL Teachers' Beliefs, Understandings, and Experiences of Cooperative Learning

ERIC Educational Resources Information Center

Wallestad, Chizuko Konishi

2010-01-01

The purpose of this present ethnographic case study is to explore the initial and developing beliefs, understandings, and experiences of prospective language teachers as they engage in the process of learning about cooperative learning (CL) and in putting it into practice in a TESOL graduate program in the U.S. Data collection includes multiple…

Exploring the Effects of Student-Centered Project-Based Learning with Initiation on Students' Computing Skills: A Quasi-Experimental Study of Digital Storytelling

ERIC Educational Resources Information Center

Tsai, Chia-Wen; Shen, Pei-Di; Lin, Rong-An

2015-01-01

This study investigated, via quasi-experiments, the effects of student-centered project-based learning with initiation (SPBL with Initiation) on the development of students' computing skills. In this study, 96 elementary school students were selected from four class sections taking a course titled "Digital Storytelling" and were assigned…

Financial Aid for Prior Learning Assessment: Early Successes and Lessons from the U.S. Department of Education's Experimental Sites Initiative

ERIC Educational Resources Information Center

Plumlee, Tucker; Klein-Collins, Rebecca

2017-01-01

In 2015, the U.S. Department of Labor invited postsecondary institutions to participate in an experiment to learn how federal financial aid might be used to cover the costs of prior learning assessment (PLA). PLA is the process of evaluating a student's prior workplace and experiential learning for academic credit. While the experiment is still…

Building and Sustaining Citywide Afterschool Initiatives: Experiences of the Cross-Cities Network Citywide Afterschool Initiatives.

ERIC Educational Resources Information Center

Hall, Georgia; Harvey, Brooke

This paper highlights the experiences of several citywide after school initiatives from the Cross-Cities Network, describing activities and strategies that contributed to building operational and sustainable citywide delivery of out-of-school time programs. The paper presents evidence of success and notes lessons learned, identifying key elements…

First Steps: Initial Information and Communication Technology (ICT) Events.

ERIC Educational Resources Information Center

Clarke, Alan

This document is intended to assist practitioners who are designing and organizing an initial information and communication technology (ICT) experience for adult learners. Section 1 presents an overview of the initial ICT learning experience. The concept of transferable skills is discussed in the context of ICT in Section 2. Section 3 explains new…

Fostering Collaborative Teaching and Learning Scholarship through an International Writing Group Initiative

ERIC Educational Resources Information Center

Marquis, Elizabeth; Healey, Mick; Vine, Michelle

2016-01-01

The research presented here explored the experiences of participants in an international collaborative writing group (ICWG) initiative that ran in conjunction with the 2012 International Society for the Scholarship of Teaching and Learning (ISSoTL) conference. The ICWG sought to cultivate collaborative pedagogical scholarship by bringing together…

The Intent and Processes of a Professional Learning Initiative Seeking to Foster Discussion around Innovative Approaches to Teaching

ERIC Educational Resources Information Center

Sullivan, Peter; Holmes, Marilyn; Ingram, Naomi; Linsell, Chris; Livy, Sharyn; McCormack, Melody

2016-01-01

The following outlines the rationale and structure of a professional learning initiative that seeks to explore teachers' ways of engaging students more actively in building mathematical connections for themselves. An example of one of the suggested experiences is presented.

Promoting Experiential Learning in Pre-Service Teacher Education

ERIC Educational Resources Information Center

Gao, Xuesong

2015-01-01

This report introduces the experiential learning initiative at a major university in Hong Kong that prepares pre-service teachers with experience of engaging with social and cultural issues in teaching. It calls on teacher educators in different contexts to work together on similar initiatives that help pre-service teachers grow professionally…

Moments: The Foxfire Experience.

ERIC Educational Resources Information Center

Wigginton, Eliot

The high school journalism teacher who initiated the Foxfire Project discusses the memorable learning experiences and community studies in which students are involved as they develop and publish the Foxfire magazines. The author describes the project objectives and the successfully implemented teaching techniques and learning activities so that…

That "Aha" Experience: Meta-Cognition and Student Understanding of Learning and Knowledge.

ERIC Educational Resources Information Center

Garii, Barbara

Little research has assessed the role of student-initiated metacognition in the learning of mathematics. In this study, secondary school students (junior high school and high school) were asked to consider their own thinking in terms of how they learn and when they know that they know (the "aha" experience). Students were able to define and…

Degrees of Change: Understanding Academics Experiences with a Shift to Flexible Technology- Enhanced Learning in Initial Teacher Education

ERIC Educational Resources Information Center

Kehrwald, Benjamin A.; McCallum, Faye

2015-01-01

The implementation of technology enhanced learning in higher education is often associated with changes to academic work. This article reports on a study of staff experiences with curriculum development and teaching in multiple modes of blended and online learning in a Bachelor of Education degree. The findings indicate that the changes…

Brain lateralisation and motor learning: selective effects of dominant and non-dominant hand practice on the early acquisition of throwing skills.

PubMed

Stöckel, Tino; Weigelt, Matthias

2012-01-01

Findings from neurosciences indicate that the two brain hemispheres are specialised for the processing of distinct movement features. How this knowledge can be useful in motor learning remains unclear. Two experiments were conducted to investigate the influence of initial practice with the dominant vs non-dominant hand on the acquisition of novel throwing skills. Within a transfer design two groups practised a novel motor task with the same amount of practice on each hand, but in opposite hand-order. In Experiment 1, participants acquired the position throw in basketball, which places high demands on throwing accuracy. Participants practising this task with their non-dominant hand first, before changing to the dominant hand, showed better skill acquisition than participants practising in opposite order. In Experiment 2 participants learned the overarm throw in team handball, which requires great throwing strength. Participants initially practising with their dominant hand benefited more from practice than participants beginning with their non-dominant hand. These results indicate that spatial accuracy tasks are learned better after initial practice with the non-dominant hand, whereas initial practice with the dominant hand is more efficient for maximum force production tasks. The effects are discussed in terms of brain lateralisation and bilateral practice schedules.

Learning To Learn: New TA Preparation in Computer Pedagogy.

ERIC Educational Resources Information Center

Duffelmeyer, Barb Blakely

2003-01-01

Examines graduate student teaching assistants' (TAs') adjustment to their first teaching experience in first-year composition (FYC) classrooms. Notes that the experience mirrors that of their FYC students. Considers how both new groups work within initially uncomfortable but ultimately developmentally positive levels of ambiguity, multiplicity,…

Learning to generate combinatorial action sequences utilizing the initial sensitivity of deterministic dynamical systems.

PubMed

Nishimoto, Ryu; Tani, Jun

2004-09-01

This study shows how sensory-action sequences of imitating finite state machines (FSMs) can be learned by utilizing the deterministic dynamics of recurrent neural networks (RNNs). Our experiments indicated that each possible combinatorial sequence can be recalled by specifying its respective initial state value and also that fractal structures appear in this initial state mapping after the learning converges. We also observed that the sequences of mimicking FSMs are encoded utilizing the transient regions rather than the invariant sets of the evolved dynamical systems of the RNNs.

Knowledgeable Lemurs Become More Central in Social Networks.

PubMed

Kulahci, Ipek G; Ghazanfar, Asif A; Rubenstein, Daniel I

2018-04-23

Strong relationships exist between social connections and information transmission [1-9], where individuals' network position plays a key role in whether or not they acquire novel information [2, 3, 5, 6]. The relationships between social connections and information acquisition may be bidirectional if learning novel information, in addition to being influenced by it, influences network position. Individuals who acquire information quickly and use it frequently may receive more affiliative behaviors [10, 11] and may thus have a central network position. However, the potential influence of learning on network centrality has not been theoretically or empirically addressed. To bridge this epistemic gap, we investigated whether ring-tailed lemurs' (Lemur catta) centrality in affiliation networks changed after they learned how to solve a novel foraging task. Lemurs who had frequently initiated interactions and approached conspecifics before the learning experiment were more likely to observe and learn the task solution. Comparing social networks before and after the learning experiment revealed that the frequently observed lemurs received more affiliative behaviors than they did before-they became more central after the experiment. This change persisted even after the task was removed and was not caused by the observed lemurs initiating more affiliative behaviors. Consequently, quantifying received and initiated interactions separately provides unique insights into the relationships between learning and centrality. While the factors that influence network position are not fully understood, our results suggest that individual differences in learning and becoming successful can play a major role in social centrality, especially when learning from others is advantageous. Copyright © 2018 Elsevier Ltd. All rights reserved.

Exploring the Experiences of Students and Professors in a Blended Learning Graduate Program: A Case Study of a Faculty of Education

ERIC Educational Resources Information Center

Taylor, Maurice; Atas, Sait; Ghani, Shehzad

2017-01-01

The purpose of this study was to explore the current experiences of students and professors in a Faculty of Education graduate program that has adopted blended learning. It was also intended to uncover some of the enablers and constraints faced by faculty administration in implementing a university wide blended learning initiative. Using a…

A Model for Establishing Learning Communities at a HBCU in Graduate Classes

ERIC Educational Resources Information Center

Duncan, Bernadine; Barber-Freeman, Pamela T.

2008-01-01

Because of the positive effects of learning communities with undergraduates, these researchers proposed the Collaborative Learning Initiatives that Motivate Bi-cultural experiences model (CLIMB) to implement learning communities within graduate counseling and educational administration courses. This article examines the concept of learning…

Serving PE Teachers' Professional Learning Experiences in Social Circus

ERIC Educational Resources Information Center

Li, Chung

2010-01-01

Background: Social circus has long been the folklore in the Chinese culture. Recently, initiatives have been undergoing to introduce it in the school physical education curriculum in Hong Kong. Aims: This article reports a study on 38 PE teachers' professional learning experiences while attending two 2-day workshops respectively concerning…

An Experience-Based Learning Framework: Activities for the Initial Development of Sustainability Competencies

ERIC Educational Resources Information Center

Caniglia, Guido; John, Beatrice; Kohler, Martin; Bellina, Leonie; Wiek, Arnim; Rojas, Christopher; Laubichler, Manfred D.; Lang, Daniel

2016-01-01

Purpose: This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and collaborative competencies in sustainability. Design/methodology/approach: The framework combines mental mapping with exploratory walking. It interweaves…

Are You a Leader? How We Learned to Stop Asking

ERIC Educational Resources Information Center

Bacal, Jessica; Ly, Minh; Walters, Jennifer L.; Einbinder, Allyson

2015-01-01

Smith College initiated an ePortfolio pilot project to guide students in documenting key learning experiences and in linking those experiences to Smith's institutional mission of "developing leaders for society's challenges" (Smith College, 2011). Twenty-one college students volunteered to participate in the pilot, based on the…

Mapping the Terrain: Educational Leadership Field Experiences in K-12 Virtual Schools

ERIC Educational Resources Information Center

LaFrance, Jason A.; Beck, Dennis

2014-01-01

Opportunities for K-12 students to choose virtual and blended learning experiences continue to grow. All 50 states including Washington, D.C., now offer some virtual experience in K-12 education. Of these, 40 states have state virtual schools or state-led online learning initiatives. In addition, federal and state support for this type of learning…

Opportunities and Challenges for Teacher Professional Development: A Case of Collaborative Learning Community in South Korea

ERIC Educational Resources Information Center

Park, Minjeong; So, Kyunghee

2014-01-01

This study investigates how characteristics of a collaborative professional learning activity support and hinder teacher learning and growth by examining the experiences of three Korean secondary teachers who participated in a school-initiated collaborative teacher learning project. The findings demonstrated that this learning opportunity…

Learning in the Absence of Experience-Dependent Regulation of NMDAR Composition

ERIC Educational Resources Information Center

Lebel, David; Sidhu, Nishchal; Barkai, Edi; Quinlan, Elizabeth M.

2006-01-01

Olfactory discrimination (OD) learning consists of two phases: an initial N-methyl-d-aspartate (NMDA) receptor--sensitive rule-learning phase, followed by an NMDA receptor (NMDAR)--insensitive pair-learning phase. The rule-learning phase is accompanied by changes in the composition and function of NMDARs at synapses in the piriform cortex,…

Learning in Early Childhood: Experiences, Relationships and "Learning to Be"

ERIC Educational Resources Information Center

Tayler, Collette

2015-01-01

Learning in the earliest stage of life--the infancy, toddlerhood and preschool period--is relational and rapid. Child-initiated and adult-mediated conversations, playful interactions and learning through active involvement are integral to young children making sense of their environments and to their development over time. The child's experience…

Health Assessment and Readiness To Learn: An Interagency Collaborative Model.

ERIC Educational Resources Information Center

Hatfield, Maryellen Brown

Consistent with the first of the National Educational Goals 1990 (to ensure that all children in America will start school ready to learn by the year 2000), South Carolina initiated the Pre-School Health Appraisal Project (PSHAP), a collaborative practice model based on the experiences of 4 years of project development and findings. Initiated in…

The Cost of Performance? Students' Learning about Acting as Change Agents in Their Schools

ERIC Educational Resources Information Center

Kehoe, Ian

2015-01-01

This paper explores how performance culture could affect students' learning about, and disposition towards, acting as organisational change agents in schools. This is based on findings from an initiative aimed to enable students to experience acting as change agents on an aspect of the school's culture that concerned them. The initiative was…

A Report on the Technological Enhancements Project Evaluation: Deepening Early Learning Experiences through Technology

ERIC Educational Resources Information Center

Hupert, Naomi; Cervantes, Francisco; DeGroof, Emily

2010-01-01

As part of the "Ready to Learn" Initiative, Education Development Center, Inc. (EDC), was charged with addressing the evaluation of Technological Enhancements for the outreach efforts of three producers: Out of the Blue's Super WHY! Technology Add-On; Sesame Workshop's The Electric Company School's Initiative Curriculum; and WordWorld's eBook…

Rhythmic grouping biases constrain infant statistical learning

PubMed Central

Hay, Jessica F.; Saffran, Jenny R.

2012-01-01

Linguistic stress and sequential statistical cues to word boundaries interact during speech segmentation in infancy. However, little is known about how the different acoustic components of stress constrain statistical learning. The current studies were designed to investigate whether intensity and duration each function independently as cues to initial prominence (trochaic-based hypothesis) or whether, as predicted by the Iambic-Trochaic Law (ITL), intensity and duration have characteristic and separable effects on rhythmic grouping (ITL-based hypothesis) in a statistical learning task. Infants were familiarized with an artificial language (Experiments 1 & 3) or a tone stream (Experiment 2) in which there was an alternation in either intensity or duration. In addition to potential acoustic cues, the familiarization sequences also contained statistical cues to word boundaries. In speech (Experiment 1) and non-speech (Experiment 2) conditions, 9-month-old infants demonstrated discrimination patterns consistent with an ITL-based hypothesis: intensity signaled initial prominence and duration signaled final prominence. The results of Experiment 3, in which 6.5-month-old infants were familiarized with the speech streams from Experiment 1, suggest that there is a developmental change in infants’ willingness to treat increased duration as a cue to word offsets in fluent speech. Infants’ perceptual systems interact with linguistic experience to constrain how infants learn from their auditory environment. PMID:23730217

Learning to Support Learning Together: An Experience with the Soft Systems Methodology

ERIC Educational Resources Information Center

Sanchez, Adolfo; Mejia, Andres

2008-01-01

An action research approach called soft systems methodology (SSM) was used to foster organisational learning in a school regarding the role of the learning support department within the school and its relation with the normal teaching-learning activities. From an initial situation of lack of coordination as well as mutual misunderstanding and…

Early Results in Capella's Prior Learning Assessment Experimental Site Initiative

ERIC Educational Resources Information Center

Klein, Jillian

2017-01-01

In July 2014, the U.S. Department of Education announced a new round of experimental sites focusing on competency-based education. Capella University was selected to participate in three of the Department of Education's competency-based education (CBE) experiments and began by implementing the prior learning assessment experiment, which allows…

OER, Resources for Learning--Experiences from an OER Project in Sweden

ERIC Educational Resources Information Center

Ossiannilsson, Ebba S. I.; Creelman, Alastair M.

2012-01-01

This article aims to share experience from a Swedish project on the introduction and implementation of Open Educational Resources (OER) in higher education with both national and international perspectives. The project, "OER--resources for learning", was part of the National Library of Sweden Open Access initiative and aimed at exploring, raising…

Virtual parameter-estimation experiments in Bioprocess-Engineering education.

PubMed

Sessink, Olivier D T; Beeftink, Hendrik H; Hartog, Rob J M; Tramper, Johannes

2006-05-01

Cell growth kinetics and reactor concepts constitute essential knowledge for Bioprocess-Engineering students. Traditional learning of these concepts is supported by lectures, tutorials, and practicals: ICT offers opportunities for improvement. A virtual-experiment environment was developed that supports both model-related and experimenting-related learning objectives. Students have to design experiments to estimate model parameters: they choose initial conditions and 'measure' output variables. The results contain experimental error, which is an important constraint for experimental design. Students learn from these results and use the new knowledge to re-design their experiment. Within a couple of hours, students design and run many experiments that would take weeks in reality. Usage was evaluated in two courses with questionnaires and in the final exam. The faculties involved in the two courses are convinced that the experiment environment supports essential learning objectives well.

Coalition readiness management system preliminary interoperability experiment (CReaMS PIE)

NASA Astrophysics Data System (ADS)

Clark, Peter; Ryan, Peter; Zalcman, Lucien; Robbie, Andrew

2003-09-01

The United States Navy (USN) has initiated the Coalition Readiness Management System (CReaMS) Initiative to enhance coalition warfighting readiness through advancing development of a team interoperability training and combined mission rehearsal capability. It integrates evolving cognitive team learning principles and processes with advanced technology innovations to produce an effective and efficient team learning environment. The JOint Air Navy Networking Environment (JOANNE) forms the Australian component of CReaMS. The ultimate goal is to link Australian Defence simulation systems with the USN Battle Force Tactical Training (BFTT) system to demonstrate and achieve coalition level warfare training in a synthetic battlespace. This paper discusses the initial Preliminary Interoperability Experiment (PIE) involving USN and Australian Defence establishments.

Lifelong Learning in Singapore: Where Are We?

ERIC Educational Resources Information Center

Sung, Johnny; Freebody, Simon

2017-01-01

Lifelong learning policy came and went in many countries in the last few decades. Much of the lifelong learning policy experience has been either ineffective or drifting in and out of policy discussions unnoticed. Yet, in 2015, Singapore launched a new policy initiative known as SkillsFuture, which brought lifelong learning back into mainstream…

An Investigation into the Public Health Roles of Community Learning Disability Nurses

ERIC Educational Resources Information Center

Mafuba, Kay; Gates, Bob

2015-01-01

International studies have shown poor uptake of public health initiatives by people with learning disabilities. In addition, studies have shown that people with learning disabilities experience poor access to public health services. The contribution of community learning disability nurses in meeting the public health needs of people with learning…

Physical Activity and Wellness: Applied Learning through Collaboration

ERIC Educational Resources Information Center

Long, Lynn Hunt; Franzidis, Alexia

2015-01-01

This article describes how two university professors teamed up to initiate a university-sponsored physical activity and wellness expo in an effort to promote an authentic and transformative learning experience for preservice students.

A Space-Based Learning Service for Schools Worldwide

NASA Astrophysics Data System (ADS)

White, Norman A.; Gibson, Alan

2002-01-01

This paper outlines a scheme for international collaboration to enrich the use of space in school education, to improve students' learning about science and related subjects and to enhance the continuity of science-related studies after the age of 16. Guidelines are presented for the design of an on-line learning service to provide schools worldwide with:- interactive curriculum-related learning resources for teaching about space and through - access to a purpose-designed education satellite or satellites; - opportunities for hands-on work by students in out-of-school hours; - news about space developments to attract, widen and deepen initial interest among teachers - support services to enable teachers to make effective use of the learning service. The Learning Service is the product of almost twenty years of experience by a significant number of UK schools in experimenting with, and in using, satellites and space to aid learning; and over four years of study and development by the SpaceLink Learning Foundation - a private-sector, not- for-profit UK registered charity, which is dedicated to help in increasing both the supply of scientists and engineers and the public understanding of science. This initiative provides scope for, and could benefit from, the involvement of relevant/interested organisations drawn from different countries. The Foundation would be ready, from its UK base, to be among such a group of initiating organisations.

The Role of Homework in Student Learning Outcomes: Evidence from a Field Experiment

ERIC Educational Resources Information Center

Grodner, Andrew; Rupp, Nicholas G.

2013-01-01

In this article, the authors describe a field experiment in the classroom where principles of micro-economics students are randomly assigned into homework-required and not-required groups. The authors find that homework plays an important role in student learning, especially so for students who initially perform poorly in the course. Students in…

The Role of Learning Support in Open & Distance Learning: Learners' Experiences and Perspectives

ERIC Educational Resources Information Center

Dzakiria, Hisham

2005-01-01

This qualitative study reports in some detail the experience of a small group of distance learners as they progress through their courses at Universiti Utara Malaysia (UUM). An initial literature review suggested that while a number of studies had been completed in the past two decades that report student characteristics, motivations, and prior…

Learning From Tests: Facilitation of Delayed Recall by Initial Recognition Alternatives.

ERIC Educational Resources Information Center

Whitten, William B., II; Leonard, Janet Mauriello

1980-01-01

Two experiments were designed to determine the effects of multiple-choice recognition test alternatives on subsequent memory for the correct answers. Results of both experiments are interpreted as demonstrations of the principle that long-term retention is facilitated such that memory evaluation occurs during initial recognition tests. (Author/RD)

New Teachers' Identity Shifts at the Boundary of Teacher Education and Initial Practice

ERIC Educational Resources Information Center

Beauchamp, Catherine; Thomas, Lynn

2011-01-01

As teachers enter the school communities of their initial practice, they experience identity shifts that reflect their learning. Throughout teacher education they have constructed an identity informed by their previous school experiences, the ideas and approaches promoted by their teacher education programs, and an ideal of the teachers they hope…

Effects of Direct Social Experience on Trust Decisions and Neural Reward Circuitry

PubMed Central

Fareri, Dominic S.; Chang, Luke J.; Delgado, Mauricio R.

2012-01-01

The human striatum is integral for reward-processing and supports learning by linking experienced outcomes with prior expectations. Recent endeavors implicate the striatum in processing outcomes of social interactions, such as social approval/rejection, as well as in learning reputations of others. Interestingly, social impressions often influence our behavior with others during interactions. Information about an interaction partner’s moral character acquired from biographical information hinders updating of expectations after interactions via top down modulation of reward circuitry. An outstanding question is whether initial impressions formed through experience similarly modulate the ability to update social impressions at the behavioral and neural level. We investigated the role of experienced social information on trust behavior and reward-related BOLD activity. Participants played a computerized ball-tossing game with three fictional partners manipulated to be perceived as good, bad, or neutral. Participants then played an iterated trust game as investors with these same partners while undergoing fMRI. Unbeknownst to participants, partner behavior in the trust game was random and unrelated to their ball-tossing behavior. Participants’ trust decisions were influenced by their prior experience in the ball-tossing game, investing less often with the bad partner compared to the good and neutral. Reinforcement learning models revealed that participants were more sensitive to updating their beliefs about good and bad partners when experiencing outcomes consistent with initial experience. Increased striatal and anterior cingulate BOLD activity for positive versus negative trust game outcomes emerged, which further correlated with model-derived prediction error learning signals. These results suggest that initial impressions formed from direct social experience can be continually shaped by consistent information through reward learning mechanisms. PMID:23087604

Learning at Transition for New and Experienced Staff

ERIC Educational Resources Information Center

Milligan, Colin; Margaryan, Anoush; Littlejohn, Allison

2013-01-01

Purpose: This study aims to improve the understanding of the learning and development that occurs during initial and subsequent role transitions within knowledge intensive workplaces. Design/methodology/approach: Semi-structured interviews were conducted with 19 knowledge workers in a multinational company and the learning experiences of new…

Constraints on the Transfer of Perceptual Learning in Accented Speech

PubMed Central

Eisner, Frank; Melinger, Alissa; Weber, Andrea

2013-01-01

The perception of speech sounds can be re-tuned through a mechanism of lexically driven perceptual learning after exposure to instances of atypical speech production. This study asked whether this re-tuning is sensitive to the position of the atypical sound within the word. We investigated perceptual learning using English voiced stop consonants, which are commonly devoiced in word-final position by Dutch learners of English. After exposure to a Dutch learner’s productions of devoiced stops in word-final position (but not in any other positions), British English (BE) listeners showed evidence of perceptual learning in a subsequent cross-modal priming task, where auditory primes with devoiced final stops (e.g., “seed”, pronounced [si:th]), facilitated recognition of visual targets with voiced final stops (e.g., SEED). In Experiment 1, this learning effect generalized to test pairs where the critical contrast was in word-initial position, e.g., auditory primes such as “town” facilitated recognition of visual targets like DOWN. Control listeners, who had not heard any stops by the speaker during exposure, showed no learning effects. The generalization to word-initial position did not occur when participants had also heard correctly voiced, word-initial stops during exposure (Experiment 2), and when the speaker was a native BE speaker who mimicked the word-final devoicing (Experiment 3). The readiness of the perceptual system to generalize a previously learned adjustment to other positions within the word thus appears to be modulated by distributional properties of the speech input, as well as by the perceived sociophonetic characteristics of the speaker. The results suggest that the transfer of pre-lexical perceptual adjustments that occur through lexically driven learning can be affected by a combination of acoustic, phonological, and sociophonetic factors. PMID:23554598

A Higher Education Case: Millennial Experience toward Learning in a Virtual World Designed as an Authentic Learning Environment

ERIC Educational Resources Information Center

Franetovic, Marija

2012-01-01

Current educational initiatives encourage the use of authentic learning environments to realistically prepare students for jobs in a constantly changing world. Many students of the Millennial generation may be social media savvy. However, what can be said about learning conditions and student readiness for active, reflective and collaborative…

Here Today, Gone Tomorrow – Adaptation to Change in Memory-Guided Visual Search

PubMed Central

Zellin, Martina; Conci, Markus; von Mühlenen, Adrian; Müller, Hermann J.

2013-01-01

Visual search for a target object can be facilitated by the repeated presentation of an invariant configuration of nontargets (‘contextual cueing’). Here, we tested adaptation of learned contextual associations after a sudden, but permanent, relocation of the target. After an initial learning phase targets were relocated within their invariant contexts and repeatedly presented at new locations, before they returned to the initial locations. Contextual cueing for relocated targets was neither observed after numerous presentations nor after insertion of an overnight break. Further experiments investigated whether learning of additional, previously unseen context-target configurations is comparable to adaptation of existing contextual associations to change. In contrast to the lack of adaptation to changed target locations, contextual cueing developed for additional invariant configurations under identical training conditions. Moreover, across all experiments, presenting relocated targets or additional contexts did not interfere with contextual cueing of initially learned invariant configurations. Overall, the adaptation of contextual memory to changed target locations was severely constrained and unsuccessful in comparison to learning of an additional set of contexts, which suggests that contextual cueing facilitates search for only one repeated target location. PMID:23555038

Evaluation and lessons learned from an undergraduate service learning course providing youth-focused relationship education.

PubMed

McElwain, Alyssa; Finnegan, Vanessa; Whittaker, Angela; Kerpelman, Jennifer; Adler-Baeder, Francesca; Duke, Adrienne

2016-10-01

Adolescent romantic relationships are known to have a significant impact on individual well-being and development. However, few teens experience formal education about the knowledge and skills necessary for building healthy romantic relationships. In response, a statewide relationship education initiative was developed at a large university in a Southeastern state. Undergraduates who enrolled in a service learning course in Human Development and Family Studies partnered with this initiative and implemented a relationship education program targeting high school students. A service learning model is used in this initiative because it offers opportunities for students' professional development and experiential learning. The present article provides a formative and illustrative summative evaluation of the service learning program. Specifically, the primary aims of this paper are to 1) provide an overview of the service learning course components; 2) describe preparation of the service learning students and their implementation of the relationship education program; 3) discuss challenges and lessons learned; and 4) offer initial evidence of effectiveness by showing change in targeted outcomes for the high school student recipients of the relationship education program. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Transformative Potential of Learning through Service While "Doing" Classroom-Based Research

ERIC Educational Resources Information Center

Breunig, Mary

2014-01-01

Experiential education and service-learning are "buzz words" within many educational circles. The purpose of this study was to explore students' (N=18) and professor experiences with/in a student-directed experiential education elective course, with a particular focus on a service-learning initiative. Stephen Brookfield's critical…

Input Variability Facilitates Unguided Subcategory Learning in Adults

ERIC Educational Resources Information Center

Eidsvåg, Sunniva Sørhus; Austad, Margit; Plante, Elena; Asbjørnsen, Arve E.

2015-01-01

Purpose: This experiment investigated whether input variability would affect initial learning of noun gender subcategories in an unfamiliar, natural language (Russian), as it is known to assist learning of other grammatical forms. Method: Forty adults (20 men, 20 women) were familiarized with examples of masculine and feminine Russian words. Half…

Capturing Teachers' Experience of Learning Design through Case Studies

ERIC Educational Resources Information Center

Masterman, Elizabeth; Jameson, Jill; Walker, Simon

2009-01-01

This article distinguishes three dimensions to learning design: a technological infrastructure, a conceptual framework for practice that focuses on the creation of structured sequences of learning activities, and a way to represent and share practice through the use of mediating artefacts. Focusing initially on the second of these dimensions, the…

An Integrated Evaluation Method for E-Learning: A Case Study

ERIC Educational Resources Information Center

Rentroia-Bonito, M. A.; Figueiredo, F.; Martins, A.; Jorge, J. A.; Ghaoui, C.

2006-01-01

Technological improvements in broadband and distributed computing are making it possible to distribute live media content cost-effectively. Because of this, organizations are looking into cost-effective approaches to implement e-Learning initiatives. Indeed, computing resources are not enough by themselves to promote better e-Learning experiences.…

E-Learning in Canada

ERIC Educational Resources Information Center

McGreal, Rory; Anderson, Terry

2007-01-01

A principal characteristic of the Canadian experience with e-learning is the uniquely Canadian feature of provincial jurisdiction over education. Canada is the only country that does not have a national department or ministry of education. Therefore, any investigation of e-learning in Canada must focus more on specific provincial initiatives in…

Late Departures from Paper-Based to Supported Networked Learning in South Africa: Lessons Learned

ERIC Educational Resources Information Center

Kok, Illasha; Beter, Petra; Esterhuizen, Hennie

2018-01-01

Fragmented connectivity in South Africa is the dominant barrier for digitising initiatives. New insights surfaced when a university-based nursing programme introduced tablets within a supportive network learning environment. A qualitative, explorative design investigated adult nurses' experiences of the realities when moving from paper-based…

Active Learning through Toy Design and Development

ERIC Educational Resources Information Center

Sirinterlikci, Arif; Zane, Linda; Sirinterlikci, Aleea L.

2009-01-01

This article presents an initiative that is based on active learning pedagogy by engaging elementary and middle school students in the toy design and development field. The case study presented in this article is about student learning experiences during their participation in the TOYchallenge National Toy Design Competition. Students followed the…

Own and Others' Prior Experiences Influence Children's Imitation of Causal Acts.

PubMed

Williamson, Rebecca A; Meltzoff, Andrew N

2011-07-01

Young children learn from others' examples, and they do so selectively. We examine whether the efficacy of prior experiences influences children's imitation. Thirty-six-month-olds had initial experience on a causal learning task either by performing the task themselves or by watching an adult perform it. The nature of the experience was manipulated such that the actor had either an easy or a difficult experience completing the task. Next, a second adult demonstrated an innovative technique for completing it. Children who had a difficult first-person experience, and those who had witnessed another person having difficulty, were significantly more likely to adopt and imitate the adult's innovation than those who had or witnessed an easy experience. Children who observed another were also more likely to imitate than were those who had the initial experience themselves. Imitation is influenced by prior experience, both when it is obtained through one's own hands-on motor manipulation and when it derives from observing the acts of others.

Freeing the Chi of Change: The Higher Education Academy and Enhancing Teaching and Learning in Higher Education

ERIC Educational Resources Information Center

Trowler, Paul; Fanghanel, Joelle; Wareham, Terry

2005-01-01

This article examines recent UK policy initiatives to enhance teaching and learning in higher education in the UK, and the quality of the student experience there. The Higher Education Academy has recently begun to work in this area and the Higher Education Bill (2004) has passed into law. A reflective review of previous initiatives is therefore…

Exploring the Self/Group Initiated and On-the-Job Learning Activities of Low Income Women.

ERIC Educational Resources Information Center

Butterwick, Shauna

The self- and group-initiated and on-the-job learning activities of low-income women were explored in a study of a small group of low-income mothers living in the greater Vancouver area of British Columbia, Canada. During the study, the low-income women attended meetings during which a participating researcher documented the women's experiences.…

The role of first impression in operant learning.

PubMed

Shteingart, Hanan; Neiman, Tal; Loewenstein, Yonatan

2013-05-01

We quantified the effect of first experience on behavior in operant learning and studied its underlying computational principles. To that goal, we analyzed more than 200,000 choices in a repeated-choice experiment. We found that the outcome of the first experience has a substantial and lasting effect on participants' subsequent behavior, which we term outcome primacy. We found that this outcome primacy can account for much of the underweighting of rare events, where participants apparently underestimate small probabilities. We modeled behavior in this task using a standard, model-free reinforcement learning algorithm. In this model, the values of the different actions are learned over time and are used to determine the next action according to a predefined action-selection rule. We used a novel nonparametric method to characterize this action-selection rule and showed that the substantial effect of first experience on behavior is consistent with the reinforcement learning model if we assume that the outcome of first experience resets the values of the experienced actions, but not if we assume arbitrary initial conditions. Moreover, the predictive power of our resetting model outperforms previously published models regarding the aggregate choice behavior. These findings suggest that first experience has a disproportionately large effect on subsequent actions, similar to primacy effects in other fields of cognitive psychology. The mechanism of resetting of the initial conditions that underlies outcome primacy may thus also account for other forms of primacy. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Proactive transfer of learning depends on the evolution of prior learned task in memory.

PubMed

Tallet, Jessica; Kostrubiec, Viviane; Zanone, Pier-Giorgio

2010-06-01

The aim of the present study was to investigate the processes underlying the proactive interference effect using bimanual coordination. Our rationale was that interference would only occur when the prior learned A coordination pattern enters in competition with the required subsequent B pattern. We hypothesized that competition would arise only if the A pattern persists in memory before introducing the B pattern. In the experimental group, both A and B patterns were practiced and recalled, whereas in the control group only the B pattern was practiced and recalled. In Experiment 1, which involved initially bistable participants, the persistence of the A pattern led to interference, while, surprisingly, the A pattern forgetting entailed facilitation. In Experiment 2, which involved initially tristable participants, no such transfer effect was found. The apparently contradictory results can be interpreted coherently in the light of dynamical principles of learning. (c) 2010 Elsevier B.V. All rights reserved.

The Integration of Study and Work-Integrated Learning Experience through the Sequential, Embedded Completion of Tertiary Qualifications

ERIC Educational Resources Information Center

Whannell, Patricia; Humphries, Judy; Whannell, Robert; Usher, Kim

2015-01-01

A number of different models have been developed to integrate both Vocational Education and Training (VET) and university study with a view to producing work-ready graduates. This paper describes one joint initiative which allows students to integrate their theoretical study and work-integrated learning (WIL) experience by supporting a sequential,…

Preparing Beginning Reading Teachers: An Experimental Comparison of Initial Early Literacy Field Experiences

ERIC Educational Resources Information Center

Al Otaiba, Stephanie; Lake, Vickie E.; Greulich, Luana; Folsom, Jessica S.; Guidry, Lisa

2012-01-01

This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor…

Digital Storytelling for Inclusive Education: An Experience in Initial Teacher Training

ERIC Educational Resources Information Center

Lazzari, Marco

2016-01-01

We present an experience of digital storytelling conducted as part of a course for initial teacher training. The students of a special education course produced a digital story as partial fulfillment of their distance learning assignment. We describe the structure of the work completed by the students and discuss the results of a questionnaire…

A longitudinal evaluation of a project-based learning initiative in an engineering undergraduate programme

NASA Astrophysics Data System (ADS)

Hall, Wayne; Palmer, Stuart; Bennett, Mitchell

2012-05-01

Project-based learning (PBL) is a well-known student-centred methodology for engineering design education. The methodology claims to offer a number of educational benefits. This paper evaluates the student perceptions of the initial and second offering of a first-year design unit at Griffith University in Australia. It builds on an earlier evaluation conducted after the initial offering of the unit. It considers the implementation of the recommended changes. Evaluations of the two offerings reveal that students (in both the initial and second offering) generally enjoyed the experience, but that the second offering was found to be a significantly more enjoyable learning experience. Students in the second offering also reported a significantly better understanding of what they needed to do for the design projects and where to find the requisite information. The oral presentation aspect of the initial and second offerings received the lowest satisfaction rating. The inclusion (and delivery) of the computer-aided drawing component of the unit is seen as a positive aspect by some students, but many others comment on it negatively. The best aspects of the PBL unit and those aspects needing further improvement were similar to the findings of other investigations documented in the literature.

Robot initiative in a team learning task increases the rhythm of interaction but not the perceived engagement.

PubMed

Ivaldi, Serena; Anzalone, Salvatore M; Rousseau, Woody; Sigaud, Olivier; Chetouani, Mohamed

2014-01-01

We hypothesize that the initiative of a robot during a collaborative task with a human can influence the pace of interaction, the human response to attention cues, and the perceived engagement. We propose an object learning experiment where the human interacts in a natural way with the humanoid iCub. Through a two-phases scenario, the human teaches the robot about the properties of some objects. We compare the effect of the initiator of the task in the teaching phase (human or robot) on the rhythm of the interaction in the verification phase. We measure the reaction time of the human gaze when responding to attention utterances of the robot. Our experiments show that when the robot is the initiator of the learning task, the pace of interaction is higher and the reaction to attention cues faster. Subjective evaluations suggest that the initiating role of the robot, however, does not affect the perceived engagement. Moreover, subjective and third-person evaluations of the interaction task suggest that the attentive mechanism we implemented in the humanoid robot iCub is able to arouse engagement and make the robot's behavior readable.

Robot initiative in a team learning task increases the rhythm of interaction but not the perceived engagement

PubMed Central

Ivaldi, Serena; Anzalone, Salvatore M.; Rousseau, Woody; Sigaud, Olivier; Chetouani, Mohamed

2014-01-01

We hypothesize that the initiative of a robot during a collaborative task with a human can influence the pace of interaction, the human response to attention cues, and the perceived engagement. We propose an object learning experiment where the human interacts in a natural way with the humanoid iCub. Through a two-phases scenario, the human teaches the robot about the properties of some objects. We compare the effect of the initiator of the task in the teaching phase (human or robot) on the rhythm of the interaction in the verification phase. We measure the reaction time of the human gaze when responding to attention utterances of the robot. Our experiments show that when the robot is the initiator of the learning task, the pace of interaction is higher and the reaction to attention cues faster. Subjective evaluations suggest that the initiating role of the robot, however, does not affect the perceived engagement. Moreover, subjective and third-person evaluations of the interaction task suggest that the attentive mechanism we implemented in the humanoid robot iCub is able to arouse engagement and make the robot's behavior readable. PMID:24596554

Caring For Kids Where They Live: interprofessional collaboration in teaching and learning in school settings.

PubMed

Ogenchuk, Marcella; Spurr, Shelley; Bally, Jill

2014-05-01

Across North America, educators are challenged with finding learning opportunities for students in the health professions. Faculty members with a pediatric specialization in nursing recognized that schools were an ideal setting to provide children with care from the health continuum including health promotion, assessment and treatment, and chronic disease management. The faculty of nursing at a Western Canadian University established a unique educational approach by creating an interprofessional pediatric clinical learning experience titled, Caring For Kids Where They Live. This practicum brings together students in the health professions (nurses, dentists, and kinesiologists) and students and their families from three urban schools; one elementary school and two high schools. The primary goals of this partnership were to create an interprofessional clinical learning experience and to promote health and wellness of children and youth. This initiative far exceeded the initial goals. This descriptive article with the use of reflective elements from student journals, identifies learning that occurred in an environment whereby students from the health professions had the opportunity to meet and interact, to collaborate, and to gain experience in caring for children and youth. Copyright © 2013 Elsevier Ltd. All rights reserved.

Linked Learning as a High School Transformation Strategy: Organizational Structures and Leadership Behaviors That Support Lasting Change

ERIC Educational Resources Information Center

Weiss, Elizabeth Rocio

2016-01-01

Linked Learning is an approach that has proven effective in transforming the learning experiences for high school students. An instrumental case study was conducted in a large urban district in Southern California where district and school leaders implemented Linked Learning as a systemic high school reform initiative. Analysis of the data…

Teacher Professional Development to Foster Authentic Student Research Experiences

NASA Astrophysics Data System (ADS)

Conn, K.; Iyengar, E.

2004-12-01

This presentation reports on a new teacher workshop design that encourages teachers to initiate and support long-term student-directed research projects in the classroom setting. Teachers were recruited and engaged in an intensive marine ecology learning experience at Shoals Marine Laboratory, Appledore Island, Maine. Part of the weeklong summer workshop was spent in field work, part in laboratory work, and part in learning experimental design and basic statistical analysis of experimental results. Teachers were presented with strategies to adapt their workshop learnings to formulate plans for initiating and managing authentic student research projects in their classrooms. The authors will report on the different considerations and constraints facing the teachers in their home school settings and teachers' progress in implementing their plans. Suggestions for replicating the workshop will be offered.

Current Practices in Global/International Advanced Pharmacy Practice Experiences: Preceptor and Student Considerations.

PubMed

Dornblaser, Emily K; Ratka, Anna; Gleason, Shaun E; Ombengi, David N; Tofade, Toyin; Wigle, Patricia R; Zapantis, Antonia; Ryan, Melody; Connor, Sharon; Jonkman, Lauren J; Ochs, Leslie; Jungnickel, Paul W; Abrons, Jeanine P; Alsharif, Naser Z

2016-04-25

The objective of this article is to describe the key areas of consideration for global/international advanced pharmacy practice experience (G/I APPE) preceptors, students and learning objectives. At the 2013 Annual Meeting of the American Association of Colleges of Pharmacy (AACP), the GPE SIG prepared and presented an initial report on the G/IAPPE initiatives. Round table discussions were conducted at the 2014 AACP Annual Meeting to document GPE SIG member input on key areas in the report. Literature search of PubMed, Google Scholar and EMBASE with keywords was conducted to expand this report. In this paper, considerations related to preceptors and students and learning outcomes are described. Preceptors for G/I APPEs may vary based on the learning outcomes of the experience. Student learning outcomes for G/I APPEs may vary based on the type of experiential site. Recommendations and future directions for development of G/IAPPEs are presented. Development of a successful G/I APPE requires significant planning and consideration of appropriate qualifications for preceptors and students.

Learners with Behavioural, Emotional and Social Difficulties' Experiences of Reintegration into Mainstream Education

ERIC Educational Resources Information Center

Pillay, Jace; Dunbar-Krige, Helen; Mostert, Jacques

2013-01-01

Behavioural, emotional and social difficulties (BESD) are a significant impediment to effective teaching and learning in England and Wales. Initiatives such as in-school Learning Support Units (LSUs) and off-site Pupil Referral Units (PRUs) aim to address BESD through short-term individualised learning programmes, followed by mandatory…

Integrating and Assessing Essential Learning Outcomes: The Syllabus and Formative Feedback

ERIC Educational Resources Information Center

Cydis, Susan; Galantino, MaryLou; Hood, Carra Leah; Padden, Mary; Richard, Marc

2017-01-01

This article describes the results of a follow-up investigation to a study in which researchers proposed a model for implementing a college-wide initiative in which ten essential learning outcomes students acquire from curricular and extra-curricular learning experiences were developed and implemented at the university. Using descriptive and…

Unstated and Unjust: Juggling Relational Requirements of Professional Experience for Pre-Service Teachers

ERIC Educational Resources Information Center

Buckworth, Jenny

2017-01-01

Overarching tasks faced by initial teacher education (ITE) students comprise a multitude of factors, not least learning to marry theoretical learning with practical application. Part of this learning is the gradual construction of relationships with learners and colleagues. Another, less exposed, challenge arises from a disparity of outlook that…

Students' perceptions of their learning experiences: A repeat regional survey of healthcare students.

PubMed

Hamshire, Claire; Barrett, Neil; Langan, Mark; Harris, Edwin; Wibberley, Christopher

2017-02-01

Student experience is an international concern and recent research has focused on initiatives to improve students' learning experiences and ultimately reduce attrition levels. To determine similarities and differences between students' perceptions of their learning experiences between 2011 and 2015 in relation to campus-based learning, placement-based learning and personal circumstances. A repeat online survey in 2011 and 2015; using a questionnaire developed from thematic analysis of narrative interviews with a subsample of the target population. Nine universities in the North West of England. A total of 1080 students completed the survey in 2011 and 1983 students in 2015 from a target population of all students studying on commissioned pre-registration healthcare education programmes. An online survey was made available to all undergraduate students studying on Health Education funded programmes within the region and survey respondents were invited to give demographic information and rate their agreement to statements on four-point Likert-type responses. Responses to a repeat survey of healthcare studying in the North West of England in 2015 were strikingly similar overall to those of an original 2011 survey. Although the students were positive overall about their experiences, a number were dissatisfied with some aspects of their experiences - particularly in relation to initial support on campus and whilst studying on placement. Four years on from the original survey, despite a considerable investment in improving students' experiences across the region, there appears to be little change in students' perceptions of their learning experiences CONCLUSION: In the short-term monitoring of student experience needs to be continued; and links to attrition (potential or actual) noted and acted upon. However, given that attrition from these courses has been a long-term problem and the complexity of its resolution a recurrent finding in the literature; new ways of framing and resolving the problem need to be considered. Copyright © 2016 Elsevier Ltd. All rights reserved.

The use of a science experiment curriculum with mothers and their preschool children in an Even Start literacy setting: A case study

NASA Astrophysics Data System (ADS)

Cadou, Judith Ann

The purpose of this study was to explore systematically the use of a science experiment curriculum in an Even Start program setting through an in-depth description of the verbal and nonverbal interaction of preschool children and their mothers engaged in constructing knowledge through active science experiment exploration, representative notation, and related informational text experiences. It also sought to document the mothers' perceptions of science exploration as a facilitator for their children's literacy and their awareness of ways to support such growth. Two in-depth studies were presented to profile, in detail, the process of mother and child meaning making within the structure of a science explorations context. An additional eight mother-child dyads participated for purposes of adding breadth to the study. Behaviors were documented through (a) videotape transcriptions of the mother-child interaction in this science inquiry context, (b) observation, (c) field notes, and (d) open-ended interviews with the mothers. Data were analyzed using the constant comparative method. The findings of this naturalistic study suggest the use of a linked mother-child dyad learning and literacy development process using prediction, experimentation, observation, and reflection, combined with related meaning-making verbal interaction, documentation, and reading, facilitated the child's knowledge acquisition, learning interests, and learning methodologies. Specifically, (a) the initiating setup for prediction placed the child at the center of her or his own inquiry and initiated verbal communication; (b) mother and child used the scientific thinking routine of predict, act on objects and observe, discover, evaluate, and make decisions, to be documented in second-level notation, as a mental organizer and scaffolding for inquiry and communication between them; (c) the children showed development in conceptual understanding within the context of active science exploration and across science units; (d) the children used the representative drawing and labeling of the experiment experience for extended experimentation and meaning making, thus using second-level notation for functional purposes; (e) the children showed increased initiative with expository text related to the experiment experiences; and (f) the mothers voiced perception of their children's and their own learning and a sense of efficacy in facilitating their children's learning.

Reminder Cues Modulate the Renewal Effect in Human Predictive Learning

PubMed Central

Bustamante, Javier; Uengoer, Metin; Lachnit, Harald

2016-01-01

Associative learning refers to our ability to learn about regularities in our environment. When a stimulus is repeatedly followed by a specific outcome, we learn to expect the outcome in the presence of the stimulus. We are also able to modify established expectations in the face of disconfirming information (the stimulus is no longer followed by the outcome). Both the change of environmental regularities and the related processes of adaptation are referred to as extinction. However, extinction does not erase the initially acquired expectations. For instance, following successful extinction, the initially learned expectations can recover when there is a context change – a phenomenon called the renewal effect, which is considered as a model for relapse after exposure therapy. Renewal was found to be modulated by reminder cues of acquisition and extinction. However, the mechanisms underlying the effectiveness of reminder cues are not well understood. The aim of the present study was to investigate the impact of reminder cues on renewal in the field of human predictive learning. Experiment I demonstrated that renewal in human predictive learning is modulated by cues related to acquisition or extinction. Initially, participants received pairings of a stimulus and an outcome in one context. These stimulus-outcome pairings were preceded by presentations of a reminder cue (acquisition cue). Then, participants received extinction in a different context in which presentations of the stimulus were no longer followed by the outcome. These extinction trials were preceded by a second reminder cue (extinction cue). During a final phase conducted in a third context, participants showed stronger expectations of the outcome in the presence of the stimulus when testing was accompanied by the acquisition cue compared to the extinction cue. Experiment II tested an explanation of the reminder cue effect in terms of simple cue-outcome associations. Therefore, acquisition and extinction cues were equated for their associative histories in Experiment II, which should abolish their impact on renewal if based on simple cue-outcome associations. In contrast to this prediction, Experiment II replicated the findings from Experiment I indicating that the effectiveness of reminder cues did not require direct reminder cue-outcome associations. PMID:28066293

Learning Experiences and Strategies of Parents of Young Children with Developmental Disabilities: Implications for Rehabilitation Professionals.

PubMed

Hurtubise, Karen; Carpenter, Christine

2017-10-20

To better understand the learning experiences of parents of children with developmental disabilities and the strategies they develop to support their caregiving role. A qualitative secondary analysis of in-depth interviews with parents of children with developmental disability was conducted to better understand parents' learning experiences and the strategies they developed to use this learning in supporting their children. A foundational thematic analysis process was used to identify the main themes, and the interpretive process was influenced by adult education theories. Findings suggest that participants are highly motivated to learn by a need to understand, to do, and to belong. They also demonstrated varying levels of cognitive, affective, and psychomotor learning. Learning style preferences are evident in participants' narratives and in their self-reported learning strategies. Conceptualizing parents, as adult learners, can be helpful in designing clinical interactions and education initiatives. Knowledge of adult learning principles may enable pediatric therapists to better meet the needs of parents and fulfill their information sharing responsibilities.

Evaluating the learning curve for robot-assisted laparoscopic radical cystectomy.

PubMed

Pruthi, Raj S; Smith, Angela; Wallen, Eric M

2008-11-01

We seek to describe the learning curve of robot-assisted laparoscopic radical cystectomy by evaluating some of the surgical, oncologic, and clinical outcomes in our initial experience with 50 consecutive patients undergoing this novel procedure. Fifty consecutive patients (representing our initial experience with robot-assisted cystectomy) underwent radical cystectomy and urinary diversion from January 2006 to December 2007. Several different metrics were used to evaluate the learning curve of this procedure, including estimated blood loss (EBL), operative (OR) time, pathologic outcomes, and complication rate. We evaluated patients as a continuous variable, divided into five distinct time periods (quintiles), and stratified by first half and second half of robotic experience. EBL was not significantly lower until the third quintile (patients 21-30), after which further significant reductions were not observed. Mean OR time declined between each quintile for the first 30 patients (1-10 v 11-20 v 21-30). No significant declines occurred after the third quintile (21-30). When evaluated as a continuous variable, the statistical cut point at which no further significant reductions were observed was after patient 20 for OR time. No differences were observed with regard to time to flatus, bowel movement, or hospital discharge. Furthermore, complications were not different between the initial 25 patients and the most recent patients. There has been no case of a positive margin, and there was only one inadvertent bladder entry. Lymph node yield has also not significantly changed over time. This report helps to define the learning curve associated with robot-assisted laparoscopic radical cystectomy for bladder cancer. Despite the higher OR times and blood loss that is observed early in the learning curve, no such compromises are observed with regard to these oncologic parameters even early in the experience.

Tiger salamanders' (Ambystoma tigrinum) response learning and usage of visual cues.

PubMed

Kundey, Shannon M A; Millar, Roberto; McPherson, Justin; Gonzalez, Maya; Fitz, Aleyna; Allen, Chadbourne

2016-05-01

We explored tiger salamanders' (Ambystoma tigrinum) learning to execute a response within a maze as proximal visual cue conditions varied. In Experiment 1, salamanders learned to turn consistently in a T-maze for reinforcement before the maze was rotated. All learned the initial task and executed the trained turn during test, suggesting that they learned to demonstrate the reinforced response during training and continued to perform it during test. In a second experiment utilizing a similar procedure, two visual cues were placed consistently at the maze junction. Salamanders were reinforced for turning towards one cue. Cue placement was reversed during test. All learned the initial task, but executed the trained turn rather than turning towards the visual cue during test, evidencing response learning. In Experiment 3, we investigated whether a compound visual cue could control salamanders' behaviour when it was the only cue predictive of reinforcement in a cross-maze by varying start position and cue placement. All learned to turn in the direction indicated by the compound visual cue, indicating that visual cues can come to control their behaviour. Following training, testing revealed that salamanders attended to stimuli foreground over background features. Overall, these results suggest that salamanders learn to execute responses over learning to use visual cues but can use visual cues if required. Our success with this paradigm offers the potential in future studies to explore salamanders' cognition further, as well as to shed light on how features of the tiger salamanders' life history (e.g. hibernation and metamorphosis) impact cognition.

Context modulation of learned attention deployment.

PubMed

Uengoer, Metin; Pearce, John M; Lachnit, Harald; Koenig, Stephan

2018-03-01

In three experiments, we investigated the contextual control of attention in human discrimination learning. In each experiment, participants initially received discrimination training in which the cues from Dimension A were relevant in Context 1 but irrelevant in Context 2, whereas the cues from Dimension B were irrelevant in Context 1 but relevant in Context 2. In Experiment 1, the same cues from each dimension were used in Contexts 1 and 2, whereas in Experiments 2 and 3, the cues from each dimension were changed across contexts. In each experiment, participants were subsequently shifted to a transfer discrimination involving novel cues from either dimension, to assess the contextual control of attention. In Experiment 1, measures of eye gaze during the transfer discrimination revealed that Dimension A received more attention than Dimension B in Context 1, whereas the reverse occurred in Context 2. Corresponding results indicating the contextual control of attention were found in Experiments 2 and 3, in which we used the speed of learning (associability) as an indirect marker of learned attentional changes. Implications of our results for current theories of learning and attention are discussed.

Limits to Self-Organising Systems of Learning--The Kalikuppam Experiment

ERIC Educational Resources Information Center

Mitra, Sugata; Dangwal, Ritu

2010-01-01

What and how much can children learn without subject teachers? In an attempt to find a limit to self organized learning, we explored the capacity of 10-14 year old Tamil-speaking children in a remote Indian village to learn basic molecular biology, initially on their own with a Hole-in-the-Wall public computer facility, and later with the help of…

What Drives a Successful E-Learning? An Empirical Investigation of the Critical Factors Influencing Learner Satisfaction

ERIC Educational Resources Information Center

Sun, Pei-Chen; Tsai, Ray J.; Finger, Glenn; Chen, Yueh-Yang; Yeh, Dowming

2008-01-01

E-Learning is emerging as the new paradigm of modern education. Worldwide, the e-Learning market has a growth rate of 35.6%, but failures exist. Little is known about why many users stop their online learning after their initial experience. Previous research done under different task environments has suggested a variety of factors affecting user…

Rejecting salient distractors: Generalization from experience.

PubMed

Vatterott, Daniel B; Mozer, Michael C; Vecera, Shaun P

2018-02-01

Distraction impairs performance of many important, everyday tasks. Attentional control limits distraction by preferentially selecting important items for limited-capacity cognitive operations. Research in attentional control has typically investigated the degree to which selection of items is stimulus-driven versus goal-driven. Recent work finds that when observers initially learn a task, the selection is based on stimulus-driven factors, but through experience, goal-driven factors have an increasing influence. The modulation of selection by goals has been studied within the paradigm of learned distractor rejection, in which experience over a sequence of trials enables individuals eventually to ignore a perceptually salient distractor. The experiments presented examine whether observers can generalize learned distractor rejection to novel distractors. Observers searched for a target and ignored a salient color-singleton distractor that appeared in half of the trials. In Experiment 1, observers who learned distractor rejection in a variable environment rejected a novel distractor more effectively than observers who learned distractor rejection in a less variable, homogeneous environment, demonstrating that variable, heterogeneous stimulus environments encourage generalizable learned distractor rejection. Experiments 2 and 3 investigated the time course of learned distractor rejection across the experiment and found that after experiencing four color-singleton distractors in different blocks, observers could effectively reject subsequent novel color-singleton distractors. These results suggest that the optimization of attentional control to the task environment can be interpreted as a form of learning, demonstrating experience's critical role in attentional control.

Parameter learning for performance adaptation

NASA Technical Reports Server (NTRS)

Peek, Mark D.; Antsaklis, Panos J.

1990-01-01

A parameter learning method is introduced and used to broaden the region of operability of the adaptive control system of a flexible space antenna. The learning system guides the selection of control parameters in a process leading to optimal system performance. A grid search procedure is used to estimate an initial set of parameter values. The optimization search procedure uses a variation of the Hooke and Jeeves multidimensional search algorithm. The method is applicable to any system where performance depends on a number of adjustable parameters. A mathematical model is not necessary, as the learning system can be used whenever the performance can be measured via simulation or experiment. The results of two experiments, the transient regulation and the command following experiment, are presented.

Lessons learned applying CASE methods/tools to Ada software development projects

NASA Technical Reports Server (NTRS)

Blumberg, Maurice H.; Randall, Richard L.

1993-01-01

This paper describes the lessons learned from introducing CASE methods/tools into organizations and applying them to actual Ada software development projects. This paper will be useful to any organization planning to introduce a software engineering environment (SEE) or evolving an existing one. It contains management level lessons learned, as well as lessons learned in using specific SEE tools/methods. The experiences presented are from Alpha Test projects established under the STARS (Software Technology for Adaptable and Reliable Systems) project. They reflect the front end efforts by those projects to understand the tools/methods, initial experiences in their introduction and use, and later experiences in the use of specific tools/methods and the introduction of new ones.

A global service-learning experience for nursing students in Tanzania: a model for collaboration.

PubMed

Kreye, Judy; Oetker-Black, Sharon

2013-01-01

This article addresses a model for creating a short-term global service-learning program. The Global Standards for the Initial Education of Professional Nurses and Midwives guided the development of a collaborative program involving a school of nursing in the Midwestern United States and one in Tanzania. Evaluation of the school of nursing and subsequent collaborative planning led to development and implementation of a 3-week global service-learning experience for nursing students. International academic partnerships, developed in accordance with WHO standards, will enhance educational experiences for nursing students both in the United States and abroad. © 2013 Wiley Periodicals, Inc.

Regulating approaches to learning: Testing learning strategy convergences across a year at university.

PubMed

Fryer, Luke K; Vermunt, Jan D

2018-03-01

Contemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to supporting student learning across university experiences. Develop and test a person-centred longitudinal model of learning strategies across the first-year university experience. Japanese university students (n = 933) completed surveys (deep and surface approaches to learning; self, external, and lack of regulation) at the beginning and end of their first year. Following invariance and cross-sectional tests, latent profile transition analysis (LPTA) was undertaken. Initial difference testing supported small but significant differences for self-/external regulation. Fit indices supported a four-group model, consistent across both measurement points. These subgroups were labelled Low Quality (low deep approaches and self-regulation), Low Quantity (low strategy use generally), Average (moderate strategy use), and High Quantity (intense use of all strategies) strategies. The stability of these groups ranged from stable to variable: Average (93% stayers), Low Quality (90% stayers), High Quantity (72% stayers), and Low Quantity (40% stayers). The three largest transitions presented joint shifts in processing/regulation strategy preference across the year, from adaptive to maladaptive and vice versa. Person-centred longitudinal findings presented patterns of learning transitions that different students experience during their first year at university. Stability/variability of students' strategy use was linked to the nature of initial subgroup membership. Findings also indicated strong connections between processing and regulation strategy changes across first-year university experiences. Implications for theory and practice are discussed. © 2017 The British Psychological Society.

The (Co-)Construction of Knowledge within Initial Teacher Training: Experiences from Croatia

ERIC Educational Resources Information Center

Vujicic, Lidija; Boneta, Željko; Ivkovic, Željka

2015-01-01

"Learning by doing" within and together with a "community that learns" ought to become the fundamental method of learning--not only for children, but also for their teachers and other participants in the educational process. To what extent are students of early and preschool education involved in such work methods, and what…

Using Immersive Healthcare Simulation for Physiology Education: Initial Experience in High School, College, and Graduate School Curricula

ERIC Educational Resources Information Center

Oriol, Nancy E.; Hayden, Emily M.; Joyal-Mowschenson, Julie; Muret-Wagstaff, Sharon; Faux, Russell; Gordon, James A.

2011-01-01

In the natural world, learning emerges from the joy of play, experimentation, and inquiry as part of everyday life. However, this kind of informal learning is often difficult to integrate within structured educational curricula. This report describes an educational program that embeds naturalistic learning into formal high school, college, and…

Flexible Learning Options: The Experiences and Perceptions of Regional Youth

ERIC Educational Resources Information Center

Msapenda, Vanessa; Hudson, Cate

2013-01-01

Over the past few decades a variety of alternative or re-entry educational programs have been developed in Australia as an approach to address early school leaving and promote engagement with learning. In South Australia, one of the largest initiatives has been the implementation of Flexible Learning Programs (FLPs) as part of the State…

Making Facilitation Work: The Challenges on an International DBA Action Learning Set

ERIC Educational Resources Information Center

OFarrell, Jack

2018-01-01

This account relates my experiences as facilitator of an action learning set on a DBA cohort comprising international students and myself. It outlines the reasons for my selection as facilitator and describes my initial expectations and assumptions of action learning. I chart the difficulty in separating the 'what' of my own research from the…

Relating print and speech: the effects of letter names and word position on reading and spelling performance.

PubMed

Bowman, Margo; Treiman, Rebecca

2002-08-01

From an early age, children can go beyond rote memorization to form links between print and speech that are based on letter names in the initial positions of words (Treiman & Rodriguez, 1999; Treiman, Sotak, & Bowman, 2001). For example, children's knowledge of the name of the letter t helps them learn that the novel word TM is pronounced as team. Four experiments were carried out to determine whether letter names at the ends of words are equally useful. Four- and five-year-olds derived little benefit from such information in reading (Experiments 1 and 3) or spelling (Experiment 2), although adults did (Experiment 4). For young children, word-final information appears to have less influence on reading and spelling performance than does word-initial information. The results help delineate the circumstances under which children can go beyond a logographic approach in learning about print.

Rapid learning of visual ensembles.

PubMed

Chetverikov, Andrey; Campana, Gianluca; Kristjánsson, Árni

2017-02-01

We recently demonstrated that observers are capable of encoding not only summary statistics, such as mean and variance of stimulus ensembles, but also the shape of the ensembles. Here, for the first time, we show the learning dynamics of this process, investigate the possible priors for the distribution shape, and demonstrate that observers are able to learn more complex distributions, such as bimodal ones. We used speeding and slowing of response times between trials (intertrial priming) in visual search for an oddly oriented line to assess internal models of distractor distributions. Experiment 1 demonstrates that two repetitions are sufficient for enabling learning of the shape of uniform distractor distributions. In Experiment 2, we compared Gaussian and uniform distractor distributions, finding that following only two repetitions Gaussian distributions are represented differently than uniform ones. Experiment 3 further showed that when distractor distributions are bimodal (with a 30° distance between two uniform intervals), observers initially treat them as uniform, and only with further repetitions do they begin to treat the distributions as bimodal. In sum, observers do not have strong initial priors for distribution shapes and quickly learn simple ones but have the ability to adjust their representations to more complex feature distributions as information accumulates with further repetitions of the same distractor distribution.

Spontaneous brain activity predicts learning ability of foreign sounds.

PubMed

Ventura-Campos, Noelia; Sanjuán, Ana; González, Julio; Palomar-García, María-Ángeles; Rodríguez-Pujadas, Aina; Sebastián-Gallés, Núria; Deco, Gustavo; Ávila, César

2013-05-29

Can learning capacity of the human brain be predicted from initial spontaneous functional connectivity (FC) between brain areas involved in a task? We combined task-related functional magnetic resonance imaging (fMRI) and resting-state fMRI (rs-fMRI) before and after training with a Hindi dental-retroflex nonnative contrast. Previous fMRI results were replicated, demonstrating that this learning recruited the left insula/frontal operculum and the left superior parietal lobe, among other areas of the brain. Crucially, resting-state FC (rs-FC) between these two areas at pretraining predicted individual differences in learning outcomes after distributed (Experiment 1) and intensive training (Experiment 2). Furthermore, this rs-FC was reduced at posttraining, a change that may also account for learning. Finally, resting-state network analyses showed that the mechanism underlying this reduction of rs-FC was mainly a transfer in intrinsic activity of the left frontal operculum/anterior insula from the left frontoparietal network to the salience network. Thus, rs-FC may contribute to predict learning ability and to understand how learning modifies the functioning of the brain. The discovery of this correspondence between initial spontaneous brain activity in task-related areas and posttraining performance opens new avenues to find predictors of learning capacities in the brain using task-related fMRI and rs-fMRI combined.

Aversive Learning and Trait Aggression Influence Retaliatory Behavior.

PubMed

Molapour, Tanaz; Lindström, Björn; Olsson, Andreas

2016-01-01

In two experiments (n = 35, n = 34), we used a modified fear-conditioning paradigm to investigate the role of aversive learning in retaliatory behavior in social context. Participants first completed an initial aversive learning phase in which the pairing of a neutral conditioned stimulus (CS; i.e., neutral face) with a naturally aversive unconditioned stimulus (US; electric shock) was learned. Then they were given an opportunity to interact (i.e., administer 0-2 shocks) with the same faces again, during a Test phase. In Experiment 2, we used the same paradigm with the addition of online trial-by-trial ratings (e.g., US expectancy and anger) to examine the role of aversive learning, anger, and the learned expectancy of receiving punishment more closely. Our results indicate that learned aversions influenced future retaliation in a social context. In both experiments, participants showed largest skin conductance responses (SCRs) to the faces paired with one or two shocks, demonstrating successful aversive learning. Importantly, participants administered more shocks to the faces paired with the most number of shocks when the opportunity was given during test. Also, our results revealed that aggressive traits (Buss and Perry Aggression scale) were associated with retaliation only toward CSs associated with aversive experiences. These two experiments show that aggressive traits, when paired with aversive learning experiences enhance the likelihood to act anti-socially toward others.

Aversive Learning and Trait Aggression Influence Retaliatory Behavior

PubMed Central

Molapour, Tanaz; Lindström, Björn; Olsson, Andreas

2016-01-01

In two experiments (n = 35, n = 34), we used a modified fear-conditioning paradigm to investigate the role of aversive learning in retaliatory behavior in social context. Participants first completed an initial aversive learning phase in which the pairing of a neutral conditioned stimulus (CS; i.e., neutral face) with a naturally aversive unconditioned stimulus (US; electric shock) was learned. Then they were given an opportunity to interact (i.e., administer 0–2 shocks) with the same faces again, during a Test phase. In Experiment 2, we used the same paradigm with the addition of online trial-by-trial ratings (e.g., US expectancy and anger) to examine the role of aversive learning, anger, and the learned expectancy of receiving punishment more closely. Our results indicate that learned aversions influenced future retaliation in a social context. In both experiments, participants showed largest skin conductance responses (SCRs) to the faces paired with one or two shocks, demonstrating successful aversive learning. Importantly, participants administered more shocks to the faces paired with the most number of shocks when the opportunity was given during test. Also, our results revealed that aggressive traits (Buss and Perry Aggression scale) were associated with retaliation only toward CSs associated with aversive experiences. These two experiments show that aggressive traits, when paired with aversive learning experiences enhance the likelihood to act anti-socially toward others. PMID:27375520

Infants Learn Phonotactic Regularities from Brief Auditory Experience.

ERIC Educational Resources Information Center

Chambers, Kyle E.; Onishi, Kristine H.; Fisher, Cynthia

2003-01-01

Two experiments investigated whether novel phonotactic regularities, not present in English, could be acquired by 16.5-month-olds from brief auditory experience. Subjects listened to consonant-vowel-consonant syllables in which particular consonants were artificially restricted to either initial or final position. Findings in a subsequent…

Initiating Training Stations As Clusters of Learning in Fashion Merchandising

ERIC Educational Resources Information Center

Garber, Jayne

1974-01-01

A Chicago business school offers fashion merchandising as one of several business curriculums that combines on-the-job training and classroom instruction. Instruction is organized around the occupational cluster concept which requires training stations that provide a wide variety of learning experiences. (EA)

Student-Centered Classrooms: Past Initiatives, Future Practices

ERIC Educational Resources Information Center

Hansen, Dee; Imse, Leslie A.

2016-01-01

Music teacher evaluations traditionally examine how teachers develop student music-learning objectives, assess cognitive and performance skills, and direct classroom learning experiences and behavior. A convergence of past and current educational ideas and directives is changing how teachers are evaluated on their use of student-centered…

Use of indocyanine green angiography in microsurgical subinguinal varicocelectomy - lessons learned from our initial experience.

PubMed

Cho, Chak-Lam; Ho, Kwan-Lun; Chan, Wayne Kwun-Wai; Chu, Ringo Wing-Hong; Law, In-Chak

2017-01-01

Microsurgical subinguinal varicocelectomy (MSV) is generally considered the gold standard nowadays in view of the lower risk of complications and recurrence. To achieve complete ligation of veins while preserving testicular artery (TA) during the procedure remains challenging despite the application of high power optical magnification and micro-Doppler ultrasonography. The use of intraoperative indocyanine green angiography (ICGA) with infrared fluorescence operative micro-scope in MSV potentially lowers the incidence of TA injury and shortens the learning curve of nov-ice surgeons. We present our initial experience in the application of the technique in nine patients and explore the potential of the new adjunct. Copyright® by the International Brazilian Journal of Urology.

Learning How to Identify Species in a Situated Learning Scenario: Using Dynamic-Static Visualizations to Prepare Students for Their Visit to the Aquarium

ERIC Educational Resources Information Center

Pfeiffer, Vanessa D. I.; Scheiter, Katharina; Kuhl, Tim; Gemballa, Sven

2011-01-01

This study investigated whether studying dynamic-static visualizations prepared first-year Biology students better for an out-of-classroom experience in an aquarium than learning how to identify species with more traditional instructional materials. During an initial classroom phase, learners either watched underwater videos of 15 freshwater fish…

Arts Education Academics' Perceptions of eLearning & Teaching in Australian Early Childhood and Primary ITE Degrees

ERIC Educational Resources Information Center

Baker, William J.; Hunter, Mary Ann; Thomas, Sharon

2016-01-01

This article presents the findings of an investigation of eLearning & teaching in Arts education in Australian Initial Teacher Education (ITE) degrees. This project used survey and interviews to collect data from academics in 16 universities in 5 Australian states regarding their experiences of eLearning and Arts education. A rigorous and…

Pilot Program of Online Learning in Three Small High Schools: Considerations of Learning Styles

ERIC Educational Resources Information Center

Garthwait, Abigail

2014-01-01

This case study was conducted in three schools in Maine, United States. The goal of this qualitative research was two-fold: to describe the process used by a small educational consortium as it initiated formal online education, and to view this experience through the lens of students' preferred learning styles. The United States does not have a…

Race to the Top--Early Learning Challenge: An Analysis of Impact on IDEIA, Part C Early Intervention Programs

ERIC Educational Resources Information Center

Bohjanen, Sharon L.

2016-01-01

Infants and toddlers who live in poverty are more likely to experience developmental delays or disabilities and less likely to access early intervention (EI) services. The federal initiative Race to the Top--Early Learning Challenge (RTT-ELC) was designed to increase access to high quality early learning programs for children at risk for…

Readiness for interprofessional learning: a cross-faculty comparison between architecture and occupational therapy students.

PubMed

Larkin, Helen; Hitch, Danielle; Watchorn, Valerie; Ang, Susan; Stagnitti, Karen

2013-09-01

Health and wellbeing includes a need for built environments to accommodate and be inclusive of the broadest range of people and a corresponding need to ensure graduates are ready to engage in this field of interprofessional and inter-industry practise. All too often, interprofessional education in higher education is neglected with a tendency towards educational silos, particularly at a cross-faculty level. This paper reports on an initiative that embedded universal design practice education into the curricula of first year architecture and third year occupational therapy students and evaluated the impact on students' readiness for interprofessional learning. The Readiness for Interprofessional Learning Scale (RIPLS) was given to students at the beginning and end of the semester during which students participated in a variety of online and face-to-face curriculum initiatives. Results showed that at the beginning of semester, occupational therapy students were significantly more positive about interprofessional learning than their architecture counterparts. Post-results showed that this trend continued but that occupational therapy students became less positive on some items after the interprofessional learning experience. This study provides insights into the interprofessional learning experiences of a group of students who have not previously been studied within the available literature.

Discovering Diversity Downtown: Questioning Phoenix

ERIC Educational Resources Information Center

Talmage, Craig A.; Dombrowski, Rosemarie; Pstross, Mikulas; Peterson, C. Bjørn; Knopf, Richard C.

2015-01-01

Applied community learning experiences for university students are promising endeavors in downtown urban environments. Past research is applied to help better comprehend a community engagement initiative conducted in downtown Phoenix, Arizona. The initiative aimed to illuminate the socio-cultural diversity of the downtown area utilizing…

Peer learning partnerships: exploring the experience of pre-registration nursing students.

PubMed

Christiansen, Angela; Bell, Amelia

2010-03-01

This paper explores the impact of a peer learning initiative developed to facilitate, purposefully, mutually supportive learning relationships between student nurses in the practice setting. Finding effective strategies to support learning in the practice setting has been the focus of professional concern for a considerable time. In the UK clinical mentorship is seen as pivotal to ensuring fitness to practice; however, recent debate on the nature of learning has revealed the clinical workplace as a rich learning environment where learning occurs not only through hierarchical relationships, but also from a network of peer relationships. Formalising peer relationships through peer assisted learning is increasingly suggested as a strategy to support workplace learning and support novice students' transition to the clinical setting. Despite the developing literature in this field there is limited understanding about how students experience facilitated peer relationships. An interpretive qualitative design. Focus group interviews were used to collect interactive and situated discourse from nursing students who had recently participated in peer learning partnerships (n = 54). Narrative data were analysed thematically. Findings suggest that active support from a fellow student reduced the feelings of social isolation experienced by novice students in initial clinical placements, helping them to deal more effectively with the challenges faced and reducing the factors that have an impact on attrition. In addition, the reciprocity of the peer learning partnerships facilitated understanding of mentorship and created a heightened sense of readiness for registration and professional practice. Peer learning partnerships facilitated by mentors in clinical practice can support the transition to nursing for first year students and can help more experienced students gain a confidence and a heightened readiness for mentorship and registered practice. Facilitated peer learning partnerships can enhance the student experience in the practice setting and can help maximise opportunities for learning and support. This suggests that peer assisted learning is a legitimate area for innovation and further research.

Assessment of the University of Michigan's dental hygiene partnership with the Huron Valley Boys & Girls Club: a study of students' and staffs' perceptions and service learning outcomes.

PubMed

Christensen Brydges, Sarah; Gwozdek, Anne E

2011-01-01

The Boys & Girls Club of America (BGCA) requires a health curriculum be taught. With the assistance of the University of Michigan (UM) Dental Hygiene program, these requirements have been addressed at the Huron Valley Boys & Girls Club (HVBGC) through dental hygiene students presenting oral health education to club members throughout the year. This study assessed the outcomes and benefits of the service learning initiative between the UM Dental Hygiene Program and the HVBGC from both the students' and staffs' perceptions. Three surveys were distributed: one to the HVBGC staff, one to UM's Dental Hygiene class of 2012 (with no service learning experience at the HVBGC) and one to UM Dental Hygiene classes of 2010 and 2011 (most of whom had experience at the HVBGC). Qualitative and quantitative data were collected and evaluated. The respondents from the class of 2012 were less knowledgeable about the BGCA and access to care issues. The members of the classes of 2010 and 2011, 79% of whom had HVBGC experience, identified they had benefitted from this service learning experience. The HVBGC staff survey indicated a high level of satisfaction with the student presentations and felt their curricular requirements were being met. Future topics of safety, orthodontics and gardening/nutrition were identified. This study indicates the service learning initiative has been beneficial for both the UM Dental Hygiene students and the HVBGC. Future studies should use a longitudinal design to obtain baseline and post-service learning data.

How collaborative governance can facilitate quality learning for sustainability in cities: A comparative case study of Bristol, Kitakyushu and Tongyeong

NASA Astrophysics Data System (ADS)

Ofei-Manu, Paul; Didham, Robert J.; Byun, Won Jung; Phillips, Rebecca; Dickella Gamaralalage, Premakumara Jagath; Rees, Sian

2017-09-01

Quality learning for sustainability can have a transformative effect in terms of promoting empowerment, leadership and wise investments in individual and collective lives and regenerating the local economies of cities, making them more inclusive, safe, resilient and sustainable. It can also help cities move towards achieving the United Nations Sustainable Development Goals (SDGs). Effecting the transformation of cities into Learning Cities, however, requires changes in the structure of governance. Drawing on interviews with key informants as well as secondary data, this article examines how collaborative governance has facilitated quality learning for sustainability in Bristol (United Kingdom), Kitakyushu (Japan) and Tongyeong (Republic of Korea). Focusing on a conceptual framework and practical application of learning initiatives, this comparative study reveals how these cities' governance mechanisms and institutional structures supported initiatives premised on cooperative learning relationships. While recognising differences in the scope and depth of the learning initiatives and the need for further improvements, the authors found evidence of general support for the governance structures and mechanisms for learning in these cities. The authors conclude by recommending that (1) to implement the Learning Cities concept based on UNESCO's Key Features of Learning Cities, recognition should be given to existing sustainability-related learning initiatives in cities; (2) collaborative governance of the Learning Cities concept at both local and international levels should be streamlined; and (3) UNESCO's Global Network of Learning Cities could serve as a hub for sharing education/learning resources and experiences for other international city-related programmes as an important contribution to the implementation of the SDGs.

Quantifying Interprofessional Learning in Health Professional Programs: The University of Manitoba Experience

ERIC Educational Resources Information Center

Grymonpre, Ruby E.; Dean, Heather J.; Wener, Pamela F.; Ready, A. Elizabeth; MacDonald, Laura L.; Holmqvist, Maxine E.; Fricke, Moni W.

2016-01-01

Internationally, a growing number of interprofessional education (IPE) offices are being established within academic institutions. However, few are applying educational improvement methodologies to evaluate and improve the interprofessional (IP) learning opportunities offered. The University of Manitoba IPE Initiative was established in 2008 to…

Blended Learning Innovations: Leadership and Change in One Australian Institution

ERIC Educational Resources Information Center

Mirriahi, Negin; Alonzo, Dennis; McIntyre, Simon; Kligyte, Giedre; Fox, Bob

2015-01-01

This paper reports on the current experience of one higher education institution in Australia embarking on the path towards mainstreaming online learning opportunities by providing three complementary academic development initiatives that can inform strategies undertaken by other institutions internationally. First, an academic development program…

Experiences of Parents with the Reading to Learn Approach: A Randomised Control Trial Initiative to Improve Literacy and Numeracy in Kenya and Uganda

ERIC Educational Resources Information Center

Abuya, Benta A.; Oketch, Moses; Ngware, Moses W.; Mutisya, Maurice; Musyoka, Peter K.

2015-01-01

Parental involvement in their children's schooling is in recognition that establishing the context in which a child attends school is important. Reading to Learn (RtL)was implemented in two districts of Kwale and Kinango in Kenya and of Amolatar and Dokolo in Uganda. This paper looks at parental involvement and their experiences with RtL. Data are…

The psychological characteristics of experiences that influence science motivation and content knowledge

NASA Astrophysics Data System (ADS)

Bathgate, Meghan; Schunn, Christian

2017-11-01

While motivational changes towards science are common during adolescence, our work asks which perceived classroom experiences are most strongly related to these changes. Additionally, we examine which experiences are most strongly associated with learning classroom content. In particular, using self-reports from a sample of approximately 3000 middle school students, this study investigates the influence of perceived science classroom experiences, namely student engagement and perceived success, on motivational change (fascination, values, competency belief) and content knowledge. Controlling for demographic information, school effects, and initial levels of motivation and content knowledge, we find that dimensions of engagement (affect, behavioural/cognitive) and perceived success are differentially associated with changes in particular motivational constructs and learning. Affective engagement is positively associated with motivational outcomes and negatively associated with learning outcomes, behavioural-cognitive engagement is associated only with learning, and perceived success is related only to motivational outcomes. Theoretical and practical implications are discussed.

If I Experience Formative Assessment Whilst Studying at University, Will I Put It into Practice Later as a Teacher? Formative and Shared Assessment in Initial Teacher Education (ITE)

ERIC Educational Resources Information Center

Hamodi, Carolina; López-Pastor, Víctor Manuel; López-Pastor, Ana Teresa

2017-01-01

The aim of this article is to analyse whether having experience of formative assessment during their initial teacher education courses (ITE) influences graduates' subsequent practice as teachers. That is, if the assessment methods that university students are subject to during their learning process are then actually employed by them during their…

International nursing students and what impacts their clinical learning: literature review.

PubMed

Edgecombe, Kay; Jennings, Michele; Bowden, Margaret

2013-02-01

This paper reviews the sparse literature about international nursing students' clinical learning experiences, and also draws on the literature about international higher education students' learning experiences across disciplines as well as nursing students' experiences when undertaking international clinical placements. The paper aims to identify factors that may impact international nursing students' clinical learning with a view to initiating further research into these students' attributes and how to work with these to enhance the students' clinical learning. Issues commonly cited as affecting international students are socialisation, communication, culture, relationships, and unmet expectations and aspirations. International student attributes tend to be included by implication rather than as part of the literature's focus. The review concludes that recognition and valuing of international nursing students' attributes in academic and clinical contexts are needed to facilitate effective strategies to support their clinical practice in new environments. Copyright © 2012. Published by Elsevier Ltd.

Child-Initiated Pedagogies in Finland, Estonia and England: Exploring Young Children's Views on Decisions

ERIC Educational Resources Information Center

Robertson, Leena Helavaara; Kinos, Jarmo; Barbour, Nancy; Pukk, Maarika; Rosqvist, Leif

2015-01-01

This paper focuses on child-initiated pedagogy that is based on the process of co-construction of learning experiences between children, adults and the environment, being part of longitudinal research project that analyses child-initiated pedagogies in formal early years settings with 3-6-year-old children. Drawing on an ethnographic approach this…

Innovative Leadership: Insights from a Learning Technologist

ERIC Educational Resources Information Center

Campbell, Bruce

2012-01-01

Professor Ricardo Torres Kompen is a leading proponent for, and researcher in, personal learning environments (PLEs). During his interview, Torres Kompen clarified his research on PLEs, particularly the digital toolbox within PLEs. He elaborated on experiences with implementing PLE initiatives, personal insights on using social media and Web 2.0…

Learning from Feedback: Spacing and the Delay-Retention Effect

ERIC Educational Resources Information Center

Smith, Troy A.; Kimball, Daniel R.

2010-01-01

Most modern research on the effects of feedback during learning has assumed that feedback is an error correction mechanism. Recent studies of feedback-timing effects have suggested that feedback might also strengthen initially correct responses. In an experiment involving cued recall of trivia facts, we directly tested several theories of…

Summer English Courses Abroad versus "at Home"

ERIC Educational Resources Information Center

Serrano, Raquel; Tragant, Elsa; Llanes, Àngels

2014-01-01

The purpose of this study is to examine two L2 learning contexts (study abroad versus EFL intensive instruction at home) in terms of language development and learners' characteristics (including students' initial predisposition to learn English and their experience in the programme they enrolled in). Two groups of teenagers were considered: one…

Environmental Sustainability Change Management in SMEs: Learning from Sustainability Champions

ERIC Educational Resources Information Center

Chadee, Doren; Wiesner, Retha; Roxas, Banjo

2011-01-01

This study identifies the change management processes involved in undertaking environmental sustainability (ES) initiatives within Small and Medium Size Enterprises (SMEs) and relate these to the main attributes of learning organisations. Using case study techniques, the study draws from the change management experiences of a sample of 12 ES…

From Process to Outcome: The Effect of Portfolio Assessment on Student Learning.

ERIC Educational Resources Information Center

Tiwari, Agnes; Tang, Catherine

2003-01-01

Three findings emerged from 12 Hong Kong student nurses' descriptions of their experiences of portfolio assessment: (1) despite initial anxiety, all favored portfolio use; (2) portfolios had positive academic and affective outcomes; and (3) unexpectedly, spontaneous collaborative learning and increased motivation resulted. (Contains 35…

MOOC Learning Experience Design: Issues and Challenges

ERIC Educational Resources Information Center

Fournier, Hélène; Kop, Rita

2015-01-01

This paper will present current work on various frameworks that are aimed at guiding the research, development, and evaluation efforts around Massive Open Online Courses (MOOCs). Initiatives and activities, including current work by the National Research Council (NRC) in the context of Learning and Performance Support Systems and MOOCs, will be…

Designing for Learning Engagement in Remote Communities: Narratives from North of Sixty

ERIC Educational Resources Information Center

Doering, Aaron; Henrickson, Jeni

2014-01-01

There are multiple challenges to designing learning experiences for schools in remote communities, including technology and infrastructure limitations, high teacher and administrator turnover, and conflicting interests between local culture and school curricula. In this paper, we offer a brief history of educational initiatives in remote Arctic…

Emotional Mood and Memory in Young Children.

ERIC Educational Resources Information Center

Bartlett, James C.; And Others

1982-01-01

Two experiments examined affect-dependent memory in preschool/kindergarten and third-grade children. A two-list intentional learning procedure was used to assess the effects of the congruent versus incongruent relationship between happy versus sad affect during initial list learning and happy versus sad affect during a delayed-recall test.…

Fostering Evidence-Informed Teaching in Crucial Classes: Faculty Development in Gateway Courses

ERIC Educational Resources Information Center

McGowan, Susannah; Felten, Peter; Caulkins, Joshua; Artze-Vega, Isis

2017-01-01

Faculty and faculty developers can improve student learning and outcomes in gateway courses by improving course design, integrating active learning, and aligning assessments with course goals. Drawing on the authors' varied experiences and a large national initiative, this chapter outlines challenges and strategies to support gateway-course…

Not Just Playing Around: The MoLeNET Experience of Using Games Technologies to Support Teaching and Learning

ERIC Educational Resources Information Center

Petley, Rebecca; Attewell, Jill; Savill-Smith, Carol

2011-01-01

MoLeNET is a unique collaborative initiative, currently in its third year, which encourages and enables the introduction of mobile learning in English post 14 education via supported shared-cost projects. Mobile learning in MoLeNET is defined by MoLeNET as "The exploitation of ubiquitous handheld technologies, together with wireless and…

Educating Young Children: Active Learning Practices for Preschool and Child Care Programs [and] A Study Guide to Educating Young Children: Exercises for Adult Learners. Second Edition.

ERIC Educational Resources Information Center

Hohmann, Mary; Weikart, David P.

High/Scope preschool curriculum is a model for developing high-quality early childhood programs that encourage and support children's initiatives and active learning experiences. This revised manual for early childhood practitioners and students presents essential strategies adults can use to make active learning a reality in their programs. The…

Learning, Engagement, and Technology: Middle School Students' Three-Year Experience in Pervasive Technology Environments in South Korea

ERIC Educational Resources Information Center

Hur, Jung Won; Oh, Jaekyeon

2012-01-01

This study explored an initiative that created a pervasive learning environment in a middle school in South Korea and examined its impact on student academic achievement and learning engagement. Forty students received a laptop to use for class projects, online collaboration, and lesson reviews over a 3-year period. To measure the effect of laptop…

Learning clinical skills in the simulation suite: the lived experiences of student nurses involved in peer teaching and peer assessment.

PubMed

Ramm, Dianne; Thomson, Anna; Jackson, Andrew

2015-06-01

The benefits of peer teaching and assessment are well documented within nurse education literature. However, research to date has predominantly focused on the advantages and disadvantages for the inexperienced learner, with a dearth of knowledge relating to the perceptions of senior nursing students involved in teaching their peers. This study sought to investigate the student experience of taking part in a peer teaching and assessment initiative to include the perceptions of both first year nursing students and second/third year participants. Data were collected via open-ended questionnaires and analysed with qualitative 'Framework' analysis. This initiative received a generally positive response both from students being taught and also from those acting as facilitators. Perceived benefits included the social learning experience, development of teaching skills, self-awareness and the opportunity to communicate both good and bad news. Suggestions for improvement included additional time working in small groups, specific supplementary learning materials and the introduction of peer teaching and assessment into other areas of the Adult Nursing Programme. Peer teaching and assessment principles represent valuable strategies which can be utilised in nurse education to develop clinical skills and prepare nurses for real-life scenarios. Further research needs to investigate how to enhance the student learning experience and to fully exploit the potential for simulated experience to prepare students for their future role as registered nurses in clinical practice. Copyright © 2015 Elsevier Ltd. All rights reserved.

A Framework for Assessing Initial Organizational Development Training in the U.S. Navy and the U.S. Army

DTIC Science & Technology

1982-12-01

recommends the addition of a practical, Nhands onv student learning ’experience to the HRM Specialist curriculum.I# X atS oRAA1 ’ DTIC TAB Unannounaed...historical evolution of the Navy’s Human Resource Management ( HRM ) and the Army’s Organizational Effectiveness (OE) programs, including a review of the...learning experi- ence to the HRM Specialist curriculum. . .. TABLE OF CONTENTS I. INTRODUCTION ---------------------------------- 10 A. GENERAL

[Teacher Preparation Program.

ERIC Educational Resources Information Center

Immaculate Heart Coll., Los Angeles, CA.

Immaculate Heart College, Los Angeles, California developed a self-initiated and self-directed curriculum in the Teacher Preparation Program. The curriculum was based on a spiral planning model. Emphasis was placed on continuous evaluation, exploration of the learning experience, development of experimental teacher training experiences in the…

Becoming an expert carer: the process of family carers learning to manage technical health procedures at home.

PubMed

McDonald, Janet; McKinlay, Eileen; Keeling, Sally; Levack, William

2016-09-01

To describe the learning process of family carers who manage technical health procedures (such as enteral tube feeding, intravenous therapy, dialysis or tracheostomy care) at home. Increasingly, complex procedures are being undertaken at home but little attention has been paid to the experiences of family carers who manage such procedures. Grounded theory, following Charmaz's constructivist approach. Interviews with 26 family carers who managed technical health procedures and 15 health professionals who taught carers such procedures. Data collection took place in New Zealand over 19 months during 2011-2013. Grounded theory procedures of iterative data collection, coding and analysis were followed, with the gradual development of theoretical ideas. The learning journey comprised three phases: (1) an initial, concentrated period of training; (2) novice carers taking responsibility for day-to-day care of procedures while continuing their learning; and (3) with time, experience and ongoing self-directed learning, the development of expertise. Teaching and support by health professionals (predominantly nurses) was focussed on the initial phase, but carers' learning continued throughout, developed through their own experience and using additional sources of information (notably the Internet and other carers). Further work is needed to determine the best educational process for carers, including where to locate training, who should teach them, optimal teaching methods and how structured or individualized teaching should be. Supporting carers well also benefits patient care. © 2016 John Wiley & Sons Ltd.

Student Teachers' Reflections on Prior Experiences of Learning Geography

ERIC Educational Resources Information Center

Dolan, Anne M.; Waldron, Fionnuala; Pike, Susan; Greenwood, Richard

2014-01-01

Primary geography education is an important part of initial teacher education. The importance of prior experiences in the development of student teachers has long been recognised and there is growing evidence of the nature of those experiences in areas such as geography. This paper reports the findings of research conducted with one cohort of…

The effect of haptic guidance and visual feedback on learning a complex tennis task.

PubMed

Marchal-Crespo, Laura; van Raai, Mark; Rauter, Georg; Wolf, Peter; Riener, Robert

2013-11-01

While haptic guidance can improve ongoing performance of a motor task, several studies have found that it ultimately impairs motor learning. However, some recent studies suggest that the haptic demonstration of optimal timing, rather than movement magnitude, enhances learning in subjects trained with haptic guidance. Timing of an action plays a crucial role in the proper accomplishment of many motor skills, such as hitting a moving object (discrete timing task) or learning a velocity profile (time-critical tracking task). The aim of the present study is to evaluate which feedback conditions-visual or haptic guidance-optimize learning of the discrete and continuous elements of a timing task. The experiment consisted in performing a fast tennis forehand stroke in a virtual environment. A tendon-based parallel robot connected to the end of a racket was used to apply haptic guidance during training. In two different experiments, we evaluated which feedback condition was more adequate for learning: (1) a time-dependent discrete task-learning to start a tennis stroke and (2) a tracking task-learning to follow a velocity profile. The effect that the task difficulty and subject's initial skill level have on the selection of the optimal training condition was further evaluated. Results showed that the training condition that maximizes learning of the discrete time-dependent motor task depends on the subjects' initial skill level. Haptic guidance was especially suitable for less-skilled subjects and in especially difficult discrete tasks, while visual feedback seems to benefit more skilled subjects. Additionally, haptic guidance seemed to promote learning in a time-critical tracking task, while visual feedback tended to deteriorate the performance independently of the task difficulty and subjects' initial skill level. Haptic guidance outperformed visual feedback, although additional studies are needed to further analyze the effect of other types of feedback visualization on motor learning of time-critical tasks.

Northwest Forest Plan: outcomes and lessons learned from the Northwest economic adjustment initiative: Proceedings of a forum; 1997 July 29-30; Portland, OR.

Treesearch

Harriet H. Christensen; Terry L. Raettig; Paul Sommers; [tech. eds.].

1999-01-01

This monograph is an examination of the experience in the Pacific Northwest implementing the Northwest Forest Plan, Economic Adjustment Initiative (NWEAI). First, a brief description of the NWEAI background and framework, and a socioeconomic overview of the region prior to the NWEAI provide the setting. Next, accounts of the NWEAI experience in each of the three states...

Using Fuzzy Logic for Performance Evaluation in Reinforcement Learning

NASA Technical Reports Server (NTRS)

Berenji, Hamid R.; Khedkar, Pratap S.

1992-01-01

Current reinforcement learning algorithms require long training periods which generally limit their applicability to small size problems. A new architecture is described which uses fuzzy rules to initialize its two neural networks: a neural network for performance evaluation and another for action selection. This architecture is applied to control of dynamic systems and it is demonstrated that it is possible to start with an approximate prior knowledge and learn to refine it through experiments using reinforcement learning.

Learning and teaching clinical communication in the clinical workplace.

PubMed

Brown, Jo; Dearnaley, Jo

2016-08-01

Clinical communication teaching and learning has become increasingly separate from the clinical workplace over the last 20 years in the UK, and in many medical schools is front-loaded to the early years of the curriculum. Many reasons exist to explain this separation, including the increasing use of simulation. However, learning by simulation alone is not ideal, and the literature now points towards a new direction that blends simulation with authentic experiences in the clinical workplace to aid the transition to clinical life. This article presents a practical example of collaboration between a London medical school and a hospital trust to provide an integrated clinical communication learning experience for students by situating teaching on the clinical wards for senior medical students. Clinical communication teaching and learning has become increasingly separate from the clinical workplace We outline a new teaching initiative, the 'Communication on the wards' pilot project, that blends clinical communication teaching with ward-based learning in an authentic environment, with patients, medical students and teachers working together. This teaching initiative was a practical attempt to bridge the theory-practice gap in clinical communication education, and to place learning in the clinical workplace for students. As such, it was enjoyed by all those who took part, and may be the way forward for clinical communication teaching and learning in the future. © 2015 John Wiley & Sons Ltd.

Crossing the gender boundaries: The gender experiences of male nursing students in initial nursing clinical practice in Taiwan.

PubMed

Liu, Hsing-Yuan; Li, Yun Ling

2017-11-01

The initial nursing clinical practice is the necessary practicum required for nursing students. Because of the changing learning style, many of them are under great pressure for environmental change and therefore their daily routine is severe affected. Interacting directly with patients in a female-dominated occupation, along with the general gender stereotypes, the impact is especially significant to male nursing students than to female nursing students. The purpose of this preliminary qualitative study is to explore the gendered experiences of male nursing students during their first initial nursing clinical practice. Both focus group interviews and individual interviews are conducted with twenty-two sophomore nursing students from a university of technology in northern Taiwan, with ten male students and twelve female students. Two main themes emerge from the gendered experiences shared by the nursing students: Gender consciousness awakening and thus maintaining masculinity, and male advantage in the learning environments. The results identify the specific gendered experiences of nursing students, providing implications for future nursing education and counseling service. Further, this study may serve to promote an active yet gender-sensitive nursing education for training nursing professionals. Published by Elsevier Ltd.

"The magic is in the mix": lessons from research capacity building in the Canadian tobacco control community, 2000-2010.

PubMed

Riley, Barbara L; Viehbeck, Sarah M; Cohen, Joanna E; Chia, Marie C

2013-02-25

Global public health issues, including tobacco use, will be addressed most effectively if informed by relevant evidence. Additional capacity is needed to undertake and sustain relevant and rigorous research that will inform and enable learning from interventions. Despite the undisputed importance of research capacity building (RCB), there is little evidence about how to create relevant capacities. RCB for tobacco control in Canada from 2000-2010 offers a rich experience from which to learn. Lessons were derived using structured data collection from seven capacity-building initiatives and an invitational workshop, at which reflections on major contributions and lessons learned were discussed by initiative leads. Ten years of RCB for tobacco control in Canada revealed the importance of a) taking an organic approach to RCB, b) targeting and sustaining investments in a mix of RCB activities, c) vision and collaborative leadership at organizational and initiative levels, d) a focus on building community, and e) studying capacity building. The experience also provided tangible examples of RCB initiatives and how independent investments can be linked to create a coherent approach. Looking ahead, promising directions may include positioning RCB within a broader context of "field building", focusing on practical approaches to sustainability, and enhancing research on RCB.

Mayan Children's Creation of Learning Ecologies by Initiative and Cooperative Action.

PubMed

de León, Lourdes

2015-01-01

This chapter examines Mayan children's initiatives in creating their own learning environments in collaboration with others as they engage in culturally relevant endeavors of family and community life. To this end, I carry out a fine-grained ethnographic and linguistic analysis of the interactional emergence of learning ecologies. Erickson defines learning ecology as a socioecological system where participants mutually influence one another through verbal and nonverbal actions, as well as through other forms of semiotic communication (2010, 254). In analyzing learning ecologies, I adopt a "theory of action" approach, taking into account multimodal communication (e.g., talk, gesture, gaze, body positioning), participants' sociospatial organization, embodied action, objects, tools, and other culturally relevant materials brought together to build action (Goodwin, 2000, 2013; Hutchins, 1995). I use microethnographic analysis (Erickson, 1992) to bring to the surface central aspects of children's agentive roles in learning through "cooperative actions" (Goodwin, 2013) and "hands-on" experience (Ingold, 2007) the skills of competent members of their community. I examine three distinct Learning Ecologies created by children's initiatives among the Mayan children that I observed: (i) children requesting guidance to collaborate in a task, (ii) older children working on their own initiative with subsequent monitoring and correction from competent members, and (iii) children with near competence in a task with occasional monitoring and no guidance. I argue that these findings enrich and add power to models of family- and community-based learning such as Learning by Observing and Pitching In (Rogoff, 2014). © 2015 Elsevier Inc. All rights reserved.

Long-term memory biases auditory spatial attention.

PubMed

Zimmermann, Jacqueline F; Moscovitch, Morris; Alain, Claude

2017-10-01

Long-term memory (LTM) has been shown to bias attention to a previously learned visual target location. Here, we examined whether memory-predicted spatial location can facilitate the detection of a faint pure tone target embedded in real world audio clips (e.g., soundtrack of a restaurant). During an initial familiarization task, participants heard audio clips, some of which included a lateralized target (p = 50%). On each trial participants indicated whether the target was presented from the left, right, or was absent. Following a 1 hr retention interval, participants were presented with the same audio clips, which now all included a target. In Experiment 1, participants showed memory-based gains in response time and d'. Experiment 2 showed that temporal expectations modulate attention, with greater memory-guided attention effects on performance when temporal context was reinstated from learning (i.e., when timing of the target within audio clips was not changed from initially learned timing). Experiment 3 showed that while conscious recall of target locations was modulated by exposure to target-context associations during learning (i.e., better recall with higher number of learning blocks), the influence of LTM associations on spatial attention was not reduced (i.e., number of learning blocks did not affect memory-guided attention). Both Experiments 2 and 3 showed gains in performance related to target-context associations, even for associations that were not explicitly remembered. Together, these findings indicate that memory for audio clips is acquired quickly and is surprisingly robust; both implicit and explicit LTM for the location of a faint target tone modulated auditory spatial attention. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Nursing faculty roles in international service-learning projects.

PubMed

Kohlbry, Pamela; Daugherty, JoAnn

2013-01-01

The purpose of this article is to describe faculty roles related to the design and implementation of an international nursing service-learning project. The impetus for this project was the 2008 American Association of Colleges of Nursing (AACN) recommendations for using service-learning and immersion of students in diverse communities to improve nursing education in the area of cultural competency (American Association of Colleges of Nursing, 2008a). We define service-learning as a learning experience engaging students in meeting community needs in an international setting so as to offer a different perspective into community health practices and to promote cultural competency. Based on our experience with service-learning, we identified four faculty roles in developing these types of projects. We define these roles as initiator, collaborator, facilitator, and advocate. This article will discuss the application of these faculty roles in developing service-learning opportunities with students. Copyright © 2013 Elsevier Inc. All rights reserved.

Who Assists the Faculty? The Need for Mentorship Programs for Faculty Undertaking Global Education Initiatives

ERIC Educational Resources Information Center

Dean, Yasmin; London, Chad; Carston, Cathy; Salyers, Vincent

2015-01-01

This study explored the expectations, motivations, and experiences of Canadian faculty members undertaking development and implementation of global education initiatives (GEI) for students in the form of exchange and study abroad programs, supervised practical coursework, and experiential learning in international settings. Findings revealed that…

The Memory Bridge Initiative on Service Learners

ERIC Educational Resources Information Center

Wescott, Amy; Healy, Tara C.

2011-01-01

This study evaluated the Memory Bridge Initiative (MBI), an educational, experiential program pairing high school students with older adults who have dementia. A qualitative, single group design with baseline and follow-up measures examined whether or not students would have a positive learning experience while gaining newfound appreciation and…

CSPAP Professional Preparation and Research Initiatives at the University of South Carolina

ERIC Educational Resources Information Center

Webster, Collin

2017-01-01

Several comprehensive school physical activity program (CSPAP) professional preparation and research initiatives are underway in the Department of Physical Education and Athletic Training at the University of South Carolina. The CSPAP learning experiences have been mostly integrated into existing courses to help candidates in physical education…

Size and modality effects in Braille learning: Implications for the blind child from pre-reading sighted children.

PubMed

Barlow-Brown, Fiona; Barker, Christopher; Harris, Margaret

2018-06-17

Beginning readers are typically introduced to enlarged print, and the size of this print decreases as readers become more fluent. In comparison, beginning blind readers are expected to learn standard-sized Braille from the outset because past research suggests letter knowledge cannot be transferred across different sizes of Braille. The study aims to investigate whether learning Braille using an oversized pegboard leads to faster, transferable, letter learning and whether performance is mediated by either tactile or visual learning. Sixty-eight children participated in the study. All children were sighted pre-readers with no previous knowledge of Braille. The children came from two nursery schools with an average age of 47.8 months. Children were taught specific Braille letters using either an enlarged pegboard or standard Braille. Two other groups of children were taught using visually presented Braille characters in either an enlarged or standard size and a further control group mirrored the experience of blind children in receiving non-specific tactile training prior to being introduced to Braille. In all tactile conditions it was ensured that the children did not visually experience any Braille for the duration of the study. Results demonstrated that initially training children with large Braille tactually led to the best subsequent learning of standard Braille. Despite the fact that both initial visual and large tactual learning were significantly faster than learning standard Braille, when transferring letter knowledge to standard tactile Braille, previous tactile experience with the large pegboard offered the most efficient route. Braille letter knowledge can be transferred across size and modality particularly effectively with large tactile Braille. This has significant implications for the education of blind children. © 2018 The British Psychological Society.

Racial stereotypes impair flexibility of emotional learning

PubMed Central

Kubota, Jennifer T.; Li, Jian; Coelho, Cesar A.O.; Phelps, Elizabeth A.

2016-01-01

Flexibility of associative learning can be revealed by establishing and then reversing cue-outcome discriminations. Here, we used functional MRI to examine whether neurobehavioral correlates of reversal-learning are impaired in White and Asian volunteers when initial learning involves fear-conditioning to a racial out-group. For one group, the picture of a Black male was initially paired with shock (threat) and a White male was unpaired (safe). For another group, the White male was a threat and the Black male was safe. These associations reversed midway through the task. Both groups initially discriminated threat from safety, as expressed through skin conductance responses (SCR) and activity in the insula, thalamus, midbrain and striatum. After reversal, the group initially conditioned to a Black male exhibited impaired reversal of SCRs to the new threat stimulus (White male), and impaired reversals in the striatum, anterior cingulate cortex, midbrain and thalamus. In contrast, the group initially conditioned to a White male showed successful reversal of SCRs and successful reversal in these brain regions toward the new threat. These findings provide new evidence that an aversive experience with a racial out-group member impairs the ability to flexibly and appropriately adjust fear expression towards a new threat in the environment. PMID:27107298

Knowledge Strands: Enhancing Student Perception of Online Postings

ERIC Educational Resources Information Center

Gaudry-Hudson, Christine; Yalda, Sepideh

2008-01-01

An important component of student-centered learning is students' ability to connect to their own experiences and to build on their initial perspectives. In this collaborative project, two courses, one in foreign language and one in meteorology, use online postings and threaded discussions to guide the student in a self-study of progress, learning,…

Theories and Applications of Massive Online Open Courses (MOOCs): The Case for Hybrid Design

ERIC Educational Resources Information Center

Anders, Abram

2015-01-01

Initial studies of learning in massive open online courses (MOOCs) primarily focused on participation patterns and participant experiences. More recently, research has addressed learning theories and offered case studies of different pedagogical designs for MOOCs. Based on a meta-analysis and synthesis of the research literature, this study…

Re-Learning the Traditional Art of Inuit Grass Basket-Making

ERIC Educational Resources Information Center

Cowan, Cindy

2005-01-01

This paper describes an adult learning project to revitalise the traditional Inuit art of weaving grass baskets. The participants involved in the project, all older women who speak an indigenous first language (Inuktitut) and who have limited experience with formal education, largely on their own initiative, undertook the process of successfully…

From Student to Teacher: Changes in Preservice Teacher Educational Beliefs throughout the Learning-to-Teach Journey

ERIC Educational Resources Information Center

Wall, Carrie R. Giboney

2016-01-01

Preservice teachers enter programs with beliefs about teaching and learning, constructed from prior schooling experiences. This longitudinal study examines preservice teachers' K-12 memories, their initial educational beliefs, and the changes in those beliefs over their teacher education program. Analysis of questionnaires, interviews, work…

Accessing Mainstream: Examining the Struggle for Parents of Children Who Have Learning Difficulties

ERIC Educational Resources Information Center

Kenny, Mairin; Shevlin, Michael; Walsh, Patricia Noonan; McNeela, Eileen

2005-01-01

In the past decade Ireland has witnessed substantial changes in policy and provision for children with general learning difficulties as government policies and legislation increasingly underpin the move towards more inclusive provision. Despite this series of policy initiatives parents of children who experience Down syndrome and general learning…

Sustaining Engagement and Interest in the Classroom: Effects of the EngageALL Instructional Model

ERIC Educational Resources Information Center

Larson, Sue C.

2014-01-01

This chapter describes an empirical study that tests the motivational and learning effects of an intervention designed to initiate and sustain interest and engagement in high school biology classrooms. Positive effects were demonstrated for conceptual understanding, vocabulary acquisition, and perceptions of the learning experiences. [This article…

Assessing Peer Support and Usability of Blogging in Hybrid Learning Environments

ERIC Educational Resources Information Center

Chang, Y. J.; Chang, Y. S.

2014-01-01

Blogs provide contextualization of the information which is vital to the process of peer support. Through dialogues initiated by blog authors and followed by readers, blog platforms build a viable base of shared experiences and mutual relationships. We employ blogs as interactive learning tools for communities of practice in higher education.…

LEAD at Lunch: Inquiry, Learning, and Action

ERIC Educational Resources Information Center

Roberts, Cynthia

2012-01-01

This account of practice discusses the author's experience in facilitating a small group of managers in health care over lunchtime utilizing an action learning approach. This was part of a larger leadership development initiative which took place in the organization and the intention was to create a more intimate, informal and safe setting whereby…

Teacher as Trickster on the Learner's Journey

ERIC Educational Resources Information Center

Davis, Kenneth W.; Weeden, Scott R.

2009-01-01

For tens of thousands of years, teachers have used stories to promote learning. Today's teachers can do the same. In particular, we can employ Joseph Campbell's "monomyth"--with its stages of separation, initiation, and return--as a model for structuring learning experiences. Within the monomyth, one tempting role for teachers is the sage, but we…

Transnational Approaches to Teaching and Learning in Higher Education: Challenges and Possible Guiding Principles

ERIC Educational Resources Information Center

Bovill, C.; Jordan, L.; Watters, N.

2015-01-01

The higher education sector has become increasingly internationalised over recent decades. This paper examines a range of challenges that can arise where teaching staff in one context support and implement learning and teaching initiatives in another international context--transnational teaching. We use examples and experiences from our own…

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

ERIC Educational Resources Information Center

Fraser, Neil

2010-01-01

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

Differently Structured Advance Organizers Lead to Different Initial Schemata and Learning Outcomes

ERIC Educational Resources Information Center

Gurlitt, Johannes; Dummel, Sebastian; Schuster, Silvia; Nuckles, Matthias

2012-01-01

Does the specific structure of advance organizers influence learning outcomes? In the first experiment, 48 psychology students were randomly assigned to three differently structured advance organizers: a well-structured, a well-structured and key-concept emphasizing, and a less structured advance organizer. These were followed by a sorting task, a…

Teacher Perceptions of Project Based Learning in the Secondary Classroom

ERIC Educational Resources Information Center

MacMath, Sheryl; Sivia, Awneet; Britton, Vandy

2017-01-01

This study examines teacher perceptions of their experiences with Project Based Learning (PBL) at a secondary school in Western Canada. This PBL initiative included English language arts, mathematics, science, and digital literacy courses and all the grade nines at this large secondary school. This article reports on two teacher focus group…

Perceptions of Online Learning Spaces and Their Incorporation in Mathematics Teacher Education

ERIC Educational Resources Information Center

Moore-Russo, Deborah; Wilsey, Jillian; Grabowski, Jeremiah; Bampton, Tina M.

2015-01-01

While digital environments can offer convenient, viable options for preservice and inservice teachers to engage in or continue their studies, little is known about teachers' experiences with and perceptions of various existing online learning spaces. This paper describes an initial investigation using data from a group of preservice and in-service…

Preservice Training in Response to Intervention: Learning by Doing an Interdisciplinary Field Experience

ERIC Educational Resources Information Center

Hawkins, Renee O.; Kroeger, Stephen D.; Musti-Rao, Shobana; Barnett, David W.; Ward, Justine E.

2008-01-01

Marking major changes in professional role performance, response to intervention (RTI) is now in the Individuals with Disabilities Education Act (IDEA, 2004) as a possible method to improve the identification of specific learning disabilities. Moreover, RTI and related concepts and initiatives have fundamentally influenced more general methods of…

Crossing Borders for Civic Engagement: A Narrative Inquiry of Service-Learning's Participant Perspectives

ERIC Educational Resources Information Center

Mann, Jessica

2017-01-01

Service-learning initiatives often serve as higher education's approach to achieving institutional goals of fostering students' civic growth. Alternative Spring Breaks (ASBs), defined in this study as short-term immersion trips developed to engage college students in direct service experiences, have been understudied as service-learning…

Implementing Open Source Platform for Education Quality Enhancement in Primary Education: Indonesia Experience

ERIC Educational Resources Information Center

Kisworo, Marsudi Wahyu

2016-01-01

Information and Communication Technology (ICT)-supported learning using free and open source platform draws little attention as open source initiatives were focused in secondary or tertiary educations. This study investigates possibilities of ICT-supported learning using open source platform for primary educations. The data of this study is taken…

A Resource-Constrained Approach to Implementing Analytics in an Institution of Higher Education: An Experience Report

ERIC Educational Resources Information Center

Buerck, John P.; Mudigonda, Srikanth P.

2014-01-01

Academic analytics and learning analytics have been increasingly adopted by academic institutions of higher learning for improving student performance and retention. While several studies have reported the implementation details and the successes of specific analytics initiatives, relatively fewer studies exist in literature that describe the…

The Relation between Children's Conceptual Functioning with Color and Color Term Acquisition

ERIC Educational Resources Information Center

Kowalski, Kurt; Zimiles, Herbert

2006-01-01

Young children experience considerable difficulty in learning their first few color terms. One explanation for this difficulty is that initially they lack a conceptual representation of color sufficiently abstract to support word meaning. This hypothesis, that prior to learning color terms children do not represent color as an abstraction, was…

Deep imitation learning for 3D navigation tasks.

PubMed

Hussein, Ahmed; Elyan, Eyad; Gaber, Mohamed Medhat; Jayne, Chrisina

2018-01-01

Deep learning techniques have shown success in learning from raw high-dimensional data in various applications. While deep reinforcement learning is recently gaining popularity as a method to train intelligent agents, utilizing deep learning in imitation learning has been scarcely explored. Imitation learning can be an efficient method to teach intelligent agents by providing a set of demonstrations to learn from. However, generalizing to situations that are not represented in the demonstrations can be challenging, especially in 3D environments. In this paper, we propose a deep imitation learning method to learn navigation tasks from demonstrations in a 3D environment. The supervised policy is refined using active learning in order to generalize to unseen situations. This approach is compared to two popular deep reinforcement learning techniques: deep-Q-networks and Asynchronous actor-critic (A3C). The proposed method as well as the reinforcement learning methods employ deep convolutional neural networks and learn directly from raw visual input. Methods for combining learning from demonstrations and experience are also investigated. This combination aims to join the generalization ability of learning by experience with the efficiency of learning by imitation. The proposed methods are evaluated on 4 navigation tasks in a 3D simulated environment. Navigation tasks are a typical problem that is relevant to many real applications. They pose the challenge of requiring demonstrations of long trajectories to reach the target and only providing delayed rewards (usually terminal) to the agent. The experiments show that the proposed method can successfully learn navigation tasks from raw visual input while learning from experience methods fail to learn an effective policy. Moreover, it is shown that active learning can significantly improve the performance of the initially learned policy using a small number of active samples.

Culturally and linguistically diverse healthcare students' experiences of learning in a clinical environment: A systematic review of qualitative studies.

PubMed

Mikkonen, Kristina; Elo, Satu; Kuivila, Heli-Maria; Tuomikoski, Anna-Maria; Kääriäinen, Maria

2016-02-01

Learning in the clinical environment of healthcare students plays a significant part in higher education. The greatest challenges for culturally and linguistically diverse healthcare students were found in clinical placements, where differences in language and culture have been shown to cause learning obstacles for students. There has been no systematic review conducted to examine culturally and linguistically diverse healthcare students' experiences of their learning in the clinical environment. This systematic review aims to identify culturally and linguistically diverse healthcare students' experiences of learning in a clinical environment. The search strategy followed the guidelines of the Centre of Reviews and Dissemination. The original studies were identified from seven databases (CINAHL, Medline Ovid, Scopus, Web of Science, Academic Search Premiere, Eric and Cochrane Library) for the period 2000-2014. Two researchers selected studies based on titles, abstracts and full texts using inclusion criteria and assessed the quality of studies independently. Twelve original studies were chosen for the review. The culturally and linguistically diverse healthcare students' learning experiences were divided into three influential aspects of learning in a clinical environment: experiences with implementation processes and provision; experiences with peers and mentors; and experiences with university support and instructions. The main findings indicate that culturally and linguistically diverse healthcare students embarking on clinical placements initially find integration stressful. Implementing the process of learning in a clinical environment requires additional time, well prepared pedagogical orientation, prior cultural and language education, and support for students and clinical staff. Barriers to learning by culturally and linguistically diverse healthcare students were not being recognized and individuals were not considered motivated; learners experienced the strain of being different, and faced language difficulties. Clinical staff attitudes influenced students' clinical learning experiences and outcomes. Additional education in culture and language for students and clinical staff is considered essential to improve the clinical learning experiences of culturally and linguistically diverse healthcare students. Further studies of culturally and linguistically diverse healthcare students' learning experiences in the clinical environment need to be conducted in order to examine influential aspects on the clinical learning found in the review. Copyright © 2015 Elsevier Ltd. All rights reserved.

An Initial Approach for Learning Objects from Experience

DTIC Science & Technology

2018-05-02

The US Army Research Laboratorys Vehicle Technology Directorate (VTD) and the Human Research and Engineering Directorate , as part of VTDs 6.1 refresh...experience in an open-set framework. We have shown preliminary results from initial tests using a motion detection algorithm to delineate objects which are... performance and our topology can be defined using our nonparametric model. ARL will continue research to determine the best algorithms to use in the pipeline for the APPLE program.

Building Pathways to Working with Collections: Can Internships and Student Work Experience Help?

ERIC Educational Resources Information Center

Hoy, Marian

2011-01-01

How do internships and work experience, such as volunteering, give students a taste of the environment in which they hope to be employed? How do they provide pathways between educational institutions and the workplace? This paper reports on a qualitative research study about the initial professional learning experiences of individuals newly…

Preliminary experience and learning curve for laparoendoscopic single-site retroperitoneal pyeloplasty.

PubMed

Ou, Zhenyu; Qi, Lin; Yang, Jinrui; Chen, Xiang; Cao, Zhenzhen; Zu, Xiongbing; Liu, Longfei; Wang, Long

2013-09-01

To report our preliminary experience and to assess the learning curve for laparoendoscopic single-site retroperitoneal pyeloplasty (LESS-RP) for ureteropelvic junction obstruction (UPJO). From July 2010 to February 2012, LESS-RP was performed in 27 patients affected with UPJO by a single surgeon. A homemade single-access platform and both conventional and prebent instruments were applied. Patient characteristics and perioperative outcomes were analyzed. The cumulative sum (CUSUM) method was used to evaluate the learning curve. The LESS-RP was successfully accomplished in all 27 patients. The mean operative time (OT) was 175.9±22.5 minutes, and the mean estimated blood loss was 83.3±27.1 mL. We used the OT as a proxy to assess the learning curve. The CUSUM learning curve can be divided into two distinct phases: the initial 12 cases and the last 15 cases. There were significant differences in the mean OT (195.6 minutes versus 159.1 minutes, P<.001) and mean estimated blood loss (97.2 mL versus 72.2 mL, P=.014) between the two phases. The two phases did not differ in other parameters. LESS-RP is a safe and feasible procedure. The learning curve of a single surgeon suggests that the initial learning phase for LESS-RP can be completed after approximately 12 cases.

Retrieval attempts enhance learning regardless of time spent trying to retrieve.

PubMed

Vaughn, Kalif E; Hausman, Hannah; Kornell, Nate

2017-03-01

Attempting to retrieve information from memory is an engaging cognitive activity. We predicted that people would learn more when they had spent more time attempting to retrieve. In experiments 1a and 1b, participants were shown trivia questions for 0, 5, 10, or 30 seconds and then the answer was revealed. They took a final test immediately or after 48 hours. Retrieval enhanced learning, but the length of the retrieval attempt had no effect (i.e., final test performance was equivalent in the 5-, 10-, and 30-second conditions and worse in the 0-second condition). During the initial retrieval attempt, more time did increase recall, suggesting that participants continued to engage in productive retrieval activities when given more time. Showing the answer for longer (7 versus 2 seconds) increased learning in Experiments 2a and 2b. Experiment 3 examined the effect of retrieval success and Experiment 4 replicated the results using different materials. These results have direct implications for current theories of retrieval.

Innovating the Experience of Peer Learning and Earth Science Education in the Field

NASA Astrophysics Data System (ADS)

Scoates, J. S.; Hanano, D. W.; Weis, D.; Bilenker, L.; Sherman, S. B.; Gilley, B.

2017-12-01

The use of active learning and collaborative strategies is widely gaining momentum at the university level and is ideally suited to field instructional settings. Peer learning, when students learn with and from each other, is based on the principle that students learn in a more profound way by explaining their ideas to others and by participating in activities in which they can learn from their peers. The Multidisciplinary Applied Geochemistry Network (MAGNET), an NSERC Collaborative Research and Training Experience (CREATE) initiative in Canada, recently experimented with this approach during its fourth annual workshop in August 2016. With a group of 25 geochemistry graduate students from universities across Canada, three remarkable field sites in Montana and Wyoming were explored: the Stillwater Complex, the Beartooth Mountains, and Yellowstone National Park. Rather than developing a rigorous teaching curriculum led by faculty, groups of students were tasked with designing and delivering half-day teaching modules that included field activities at each of the locations. Over the course of two months and with feedback from mentors, the graduate students transformed their ideas into formal lesson plans, complete with learning goals, a schedule of teaching activities, equipment lists, and plans for safety and environmental mitigation. This shift, from teacher-centered to learner-centered education, requires students to take greater initiative and responsibility for their own learning and development. We highlight the goals, structure and implementation of the workshop, as well as some of the successes and challenges. We also present the results of participant feedback taken immediately after each lesson and both pre- and post-trip surveys. The outdoor classroom and hands-on activities accelerated learning of field techniques and enhanced understanding of complex geological systems and processes. The trainee-led format facilitated peer knowledge transfer and the development of professional skills in three key areas: (1) project and time management, (2) teamwork and communication, and (3) critical thinking and problem-solving. The MAGNET experience with peer learning represents a model that can readily be adapted for future field instruction in the Earth Sciences.

Improving students’ understanding of mathematical concept using maple

NASA Astrophysics Data System (ADS)

Ningsih, Y. L.; Paradesa, R.

2018-01-01

This study aimed to improve students’ understanding of mathematical concept ability through implementation of using Maple in learning and expository learning. This study used a quasi-experimental research with pretest-posttest control group design. The sample on this study was 61 students in the second semester of Mathematics Education of Universitas PGRI Palembang, South Sumatera in academic year 2016/2017. The sample was divided into two classes, one class as the experiment class who using Maple in learning and the other class as a control class who received expository learning. Data were collective through the test of mathematical initial ability and mathematical concept understanding ability. Data were analyzed by t-test and two ways ANOVA. The results of this study showed (1) the improvement of students’ mathematical concept understanding ability who using Maple in learning is better than those who using expository learning; (2) there is no interaction between learning model and students’ mathematical initial ability toward the improvement of students’ understanding of mathematical concept ability.

The Status of Rapid Response Learning in Aging

PubMed Central

Dew, Ilana T. Z.; Giovanello, Kelly S.

2010-01-01

Strong evidence exists for an age-related impairment in associative processing under intentional encoding and retrieval conditions, but the status of incidental associative processing has been less clear. Two experiments examined the effects of age on rapid response learning – the incidentally learned stimulus-response association that results in a reduction in priming when a learned response becomes inappropriate for a new task. Specifically, we tested whether priming was equivalently sensitive in both age groups to reversing the task-specific decision cue. Experiment 1 showed that cue inversion reduced priming in both age groups using a speeded inside/outside classification task, and in Experiment 2 cue inversion eliminated priming on an associative version of this task. Thus, the ability to encode an association between a stimulus and its initial task-specific response appears to be preserved in aging. These findings provide an important example of a form of associative processing that is unimpaired in older adults. PMID:20853961

South American Field Experience: An Initiative in International Education. The Implementation Journal for the South American Field Experience.

ERIC Educational Resources Information Center

Martin, William J.

A description is provided of Williamsport Area Community College's (WACC's) South American Field Experience program, a travel/study program for faculty and staff designed to provide a variety of learning experiences through a three week trip to Peru, Chile, Argentina, and Brazil. Chapter I presents an overview of the development of the project,…

Improving Teacher Practice: Teachers' Perspectives on Capacity-Building Initiatives in Literacy

ERIC Educational Resources Information Center

Mattos, Joseph C.

2011-01-01

Educational research over the past 15 years shows that schools and school districts have, on a large scale, failed to translate reform goals into improved teacher practice and student learning. Although classroom teachers are central to successful school reform, research has rarely examined how teachers experience reform initiatives and how that…

Self-Grading: A Simple Strategy for Formative Assessment in Activity-Based Instruction.

ERIC Educational Resources Information Center

Ulmer, M. B.

This paper discusses the author's personal experiences in developing and implementing a problem-based college mathematics course for liberal arts majors. This project was initiated in response to the realization that most students are dependent on "patterning" learning algorithms and have no expectation that self-initiated thinking is a…

The "More Capable Peer": Approaches to Collaborative Learning in a Mixed-Ability Classroom

ERIC Educational Resources Information Center

Roberts, Jenny

2016-01-01

This essay challenges assumptions that those labelled as "high achievers" are in some way "held back" by those perceived as having lower initial capability. By exploring collaborative pedagogical approaches and focussing on my experiences with two students, with widely differing initial capabilities, and exploring how they have…

Taking Play Seriously in the Pre-Primary English Classroom

ERIC Educational Resources Information Center

Mourão, Sandie

2014-01-01

Drawing on experience and the emerging results of a research project, this article examines the role of play, in particular child-initiated play, when learning languages in pre-primary settings. It begins by characterizing play and highlights the importance of a balanced relationship between adult-led and child-initiated play activities. It…

Online Course Design in a Programmatic Framework: A Case from Social Work

ERIC Educational Resources Information Center

Stewart, Patricia Lynn

2014-01-01

The focus of this study centers on the way instructors, and more specifically, instructors within a programmatic initiative, think about teaching and the decision-making process they employ to design learning experiences for an online environment. Often administrative initiatives do not consider the unique individual instructor needs when planning…

Learning beyond graduation: exploring newly qualified specialists' entrance into daily practice from a learning perspective.

PubMed

Cuyvers, Katrien; Donche, Vincent; Van den Bossche, Piet

2016-05-01

The entrance of newly qualified medical specialists into daily practice is considered to be a stressful period in which curriculum support is absent. Although engaging in both personal and professional learning and development activities is recognized fundamental for lifelong professional competence, research on medical professionals' entrance into practice is scarce. This research aims to contribute to the framework of medical professionals' informal learning and outlines the results of an exploratory study on the nature of learning in daily practice beyond postgraduate training. Eleven newly qualified physicians from different specialized backgrounds participated in a phenomenographic study, using a critical incident method and a grounded theory approach. Results demonstrated that learning in the workplace is, to a large extent, informal and associated with a variety of learning experiences. Analysis shows that experiences related to diagnostics and treatments are important sources for learning. Furthermore, incidents related to communication, changing roles, policy and organization offer learning opportunities, and therefore categorized as learning experiences. A broad range of learning activities are identified in dealing with these learning experiences. More specifically, actively engaging in actions and interactions, especially with colleagues of the same specialty, are the most mentioned. Observing others, consulting written sources, and recognizing uncertainties, are also referred to as learning activities. In the study, interaction, solely or combined with other learning activities, are deemed as very important by specialists in the initial entrance into practice. These insights can be used to develop workplace structures to support the entrance into practice following postgraduate training.

Contextual Complexity: The Professional Learning Experiences of Seven Classroom Teachers When Engaged in "Quality Teaching"

ERIC Educational Resources Information Center

Edge, Ken; Reynolds, Ruth; O'Toole, Mitch

2015-01-01

This research study interrogates the self-reported perceptions of seven experienced Human Society and Its Environment (HSIE) teachers about the professional learning influencing their classroom teaching after being involved in a number of initiatives to improve their teaching in New South Wales (Australia). The results indicated that the teachers'…

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

ERIC Educational Resources Information Center

Saunders, Fiona C.; Gale, Andrew W.

2012-01-01

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

Exploring the Impact of Global Studies Experiences on Undergraduate Student Development: Some Curricular Considerations

ERIC Educational Resources Information Center

Stephens, Christopher J.; Morford, Z. Harrison; Cihon, Traci M.; Forand, Elissa Hamilton; Neri-Hernández, Lucero

2018-01-01

In this manuscript, the authors detail the initial evaluations of the effects of participation in two iterations of an interdisciplinary learning community with a short-term study abroad opportunity on undergraduate student learning and behavior. The results suggest that the CHE (Cultural, Historical, and Environmental) log tool may be useful in…

The Influence of Framing on Transfer: Initial Evidence from a Tutoring Experiment

ERIC Educational Resources Information Center

Engle, Randi A.; Nguyen, Phi D.; Mendelson, Adam

2011-01-01

This paper investigates the idea that the framing of learning and transfer contexts can influence students' propensity to transfer what they have learned. We predicted that transfer would be promoted by framing contexts in an expansive manner in which students are positioned as having the opportunity to contribute to larger conversations that…

The Memory Quilt: Heart-and-Hands Learning for Palliative Care.

PubMed

Flanagan, Patricia; DeMetro, Nancy

Nursing students' learning of adult and pediatric palliative care is a daunting experience. An effective initial teaching strategy using a Memory Quilt activity can improve nursing students' interpersonal and communication skills and help prepare them for end-of-life caring. These skills help students meet patient and family needs, as they transition to care settings.

"If You Want to Win, You Have to Learn to Get Along:" Youth Talk about Their Participation in Extracurricular Activities

ERIC Educational Resources Information Center

Dworkin, Jodi; Bremer, Karin Lindstrom

2004-01-01

Young people report being both emotionally and cognitively engaged in youth activities in ways they are not in other parts of their lives. Research has identified six developmental processes that categorize youths' growth experiences in their activities. These include identity work; developing initiative; learning, emotional competencies;…

Challenges for Supporting the Development of Afterschool Tutors Who Tutor Children with Learning Disabilities

ERIC Educational Resources Information Center

McLurkin, Denise L.

2013-01-01

The purpose of my study was to examine how volunteer tutors without teaching experience who received minimal training perceived their ability to effectively tutor children with learning disabilities. I found that the tutors initially felt that they could improve their tutee's literacy skills; however, the data suggest that the tutors…

Family Caregivers as Lay Trainers: Perceptions of Learning and the Relationship between Life Experience and Learning

ERIC Educational Resources Information Center

Conceição, Simone C.O.; Johaningsmeir, Sarah; Colby, Holly; Gordon, John

2014-01-01

This article describes an initiative to train lay people, predominantly parents of children and youth with special health care needs (CYSHCN), to teach "Bridge to Independence"--a care coordination curriculum--to other family caregivers of CYSHCN. Using a model based on Kirkpatrick and Kirkpatrick's levels of evaluation, the goal…

Socioculturally Situated Narratives as Co-Authors of Student Teachers' Learning from Experience

ERIC Educational Resources Information Center

Philpott, Carey

2014-01-01

This paper reports on research into the ways in which student teachers' experiential learning is mediated by socioculturally situated narrative resources. The research uses Wertsch's idea of the narrative template as a co-author of individual narratives. This idea is developed to be useful in the particular context of initial teacher education…

Storyboarding: A Method for Bootstrapping the Design of Computer-Based Educational Tasks

ERIC Educational Resources Information Center

Jones, Ian

2008-01-01

There has been a recent call for the use of more systematic thought experiments when investigating learning. This paper presents a storyboarding method for capturing and sharing initial ideas and their evolution in the design of a mathematics learning task. The storyboards produced can be considered as "virtual data" created by thought experiments…

"Think Bigger about Science": Using Twitter for Learning in the Middle Grades

ERIC Educational Resources Information Center

Becker, Ryan; Bishop, Penny

2016-01-01

This article examines the use of Twitter as a learning tool in a middle grades science classroom. Relevant research, the direct experience of the teacher leading this unique initiative, and the invaluable perspectives of his middle level students are included to inform interested stakeholders. Following a discussion of open versus closed digital…

Transforming a University Tradition into a Geoscience Teaching and Learning Opportunity for the University Community

ERIC Educational Resources Information Center

Goldsmith, Steven T.; Trierweiler, Annette M.; Welch, Susan A.; Bancroft, Alyssa M.; Von Bargen, Justin M.; Carey, Anne E.

2013-01-01

Recent initiatives in geosciences education have focused on interactive and inquiry-based learning experiences both inside and outside of the classroom. While the concept is sound, examples and datasets seldom focus on opportunities to which the students can immediately relate. Herein we show how a university tradition has been transformed into an…

On the Spot: Using Mobile Devices for Listening and Speaking Practice on a French Language Programme

ERIC Educational Resources Information Center

Demouy, Valerie; Kukulska-Hulme, Agnes

2010-01-01

This paper presents and discusses the initial findings of a mobile language learning project undertaken in the context of an undergraduate distance-learning French language programme at The Open University (UK). The overall objective of the project was to investigate students' experiences when using their own portable devices for additional…

Connecting Entrepreneurial and Action Learning in Student-Initiated New Business Ventures: The Case of SPEED

ERIC Educational Resources Information Center

Rae, David

2009-01-01

The Student Placements for Entrepreneurs in Education (SPEED) project ran in 12 higher education institutes in the UK between 2006 and 2008, providing an innovative, action learning-based route that enabled students to start new business ventures as self-started work experience, and has influenced successor programmes. The paper addresses three…

Initiating Differentiated Instruction in General Education Classrooms with Inclusion Learning Support Students: A Multiple Case Study

ERIC Educational Resources Information Center

Berbaum, K. A.

2009-01-01

The purpose of this multiple case study was to describe and evaluate the experience of 5 general education teachers from a northeastern urban middle school as they integrated differentiated instruction with students who have specific learning disabilities. Educators are challenged to implement instruction that engages students with specific…

EFL Students' Experiences in Learning "CALL" through Project Based Instructions

ERIC Educational Resources Information Center

Mali, Yustinus Calvin Gai

2017-01-01

Various initiatives led by Ministries of Education and related entities in many countries around the world have encouraged teachers not only to integrate technology in their teaching practices but also to employ various sound teaching methods that allow learners to be actively involved in the teaching and learning process. As a response to these…

Responding to Outreach and Training Challenges in Health Information: A Case Study from Africa

ERIC Educational Resources Information Center

Chimalizeni, Michael; Chimwaza, Gracian; Chataira, Blessing; Msengezi, Chipo

2014-01-01

This article shares the experience and lessons learned by Information Training and Outreach Center for Africa (ITOCA) in rolling out an on-line distance learning course. Key objectives were to explore the efficacy of online courses in increasing skills and awareness of electronic resources access initiatives. This is in the context of responding…

Do Students' Topic Interest and Tutors' Instructional Style Matter in Problem-Based Learning?

ERIC Educational Resources Information Center

Wijnia, Lisette; Loyens, Sofie M. M.; Derous, Eva; Schmidt, Henk G.

2014-01-01

Two studies investigated the importance of initial topic interest (i.e., expectation of interest) and tutors' autonomy-supportive or controlling instructional styles for students' motivation and performance in problem-based learning (PBL). In Study 1 (N = 93, a lab experiment), each student participated in a simulated group discussion in…

Lessons Learned from the USAID Girls' Education Activity in Guatemala, Morocco, and Peru.

ERIC Educational Resources Information Center

Rugh, Andrea; Brush, Lorelei

The Girls' Education Activity (GEA) is a project of the United States Agency for International Development's (USAID's) Office of Women in Development (WID) in the Bureau for Economic Growth, Agriculture and Trade. This report summarizes the experiences and lessons learned from 12 project initiatives in the 3 participating countries (Guatemala,…

A Transformative Experience: A Short-Term Cross-Cultural Service-Learning Immersion to Kenya

ERIC Educational Resources Information Center

Kearney, Sean; Perkins, Timothy; Maakrun, Julie

2014-01-01

Initial teacher education programs are continuously looking for ways to grow and evolve to meet the changing needs of pre-service teachers (PSTs) who will face a diverse student population when they begin their careers. This study examines a short-term, cross-cultural, service-learning immersion undertaken by 21 undergraduate PSTs to an internally…

Stories Change a Person's Heart: ZERO TO THREE's Literacy, Learning, and Life Initiative

ERIC Educational Resources Information Center

Im, Janice; Merrill, Sarah; Osborn, Carol; Martens, Judith; Striniste, Nancy; Sanchez, Sylvia; Thorp, Eva

2004-01-01

"Storying" captures our interest in the unfolding stories of lives--those of young children, parents, caregivers, teachers, and ourselves. The sharing and building of stories is a social experience--a way to establish early connections that are essential to young children's learning and development. Stories, and the building of stories, are at the…

Journeys in the Learning Sciences: The Singapore Experience

ERIC Educational Resources Information Center

Koh, Thiam Seng; Huang, David; Lim, Kenneth Y. T.; Chen, Victor; Hung, David

2008-01-01

This article provides an overview of research in the Learning Sciences from a Design Research perspective, as it has been framed in Singapore by the National Institute of Education (NIE). The initial research agenda is considered in the light of challenges and the subsequent re-casting of objectives, based on the working out of a tripartite…

What's Growing on Here? Garden-Based Pedagogy in a Concrete Jungle

ERIC Educational Resources Information Center

Jagger, Susan; Sperling, Erin; Inwood, Hilary

2016-01-01

This study explores experiences of a learning garden project at an urban faculty of education. The project opens a space for the theoretical and practical consideration of garden-based pedagogies and their influence on university students, educators, and the community as a whole. The learning garden was created by a small group of initial teacher…

An Analysis of the Learning Center in Community Colleges.

ERIC Educational Resources Information Center

Peterson, Gary T.

A study was made to relate: (1) the concepts of a library of materials and (2) newer concepts such as instructional development activities which initiate a more scientific, systematic approach to the improvement and individualization of learning experiences. The major output of the study was to be a definitive model so that the fields of library…

Evidence-Based Decision-Making as a Practice-Based Learning Skill: A Pilot Study

ERIC Educational Resources Information Center

Falzer, Paul R.; Garman, Melissa

2012-01-01

Objectives: As physicians are being trained to adapt their practices to the needs and experience of patients, initiatives to standardize care have been gaining momentum. The resulting conflict can be addressed through a practice-based learning and improvement (PBL) program that develops competency in using treatment guidelines as decision aids and…

How Young Children Learn from Examples: Descriptive and Inferential Problems

ERIC Educational Resources Information Center

Kalish, Charles W.; Kim, Sunae; Young, Andrew G.

2012-01-01

Three experiments with preschool- and young school-aged children (N = 75 and 53) explored the kinds of relations children detect in samples of instances (descriptive problem) and how they generalize those relations to new instances (inferential problem). Each experiment initially presented a perfect biconditional relation between two features…

Practice Placement Experiences and Needs of Trainee Educational Psychologists in England

ERIC Educational Resources Information Center

Woods, Kevin; Atkinson, Cathy; Bond, Caroline; Gibbs, Simon; Hill, Vivian; Howe, Julia; Morris, Sue

2015-01-01

As part of initial professional training, educational psychologists in England undertake substantial periods of practice placement, within which the role of supervision is instrumental to their professional learning and effectiveness. The research reported here provides up-to-date and comprehensive information on the experiences and needs of…

How Musical Are Primary Generalist Student Teachers?

ERIC Educational Resources Information Center

Henley, Jennie

2017-01-01

Current inclusive pedagogical thinking advocates that learning should begin with what the learner can already do. As children bring rich musical experiences with them into school, primary generalist student teachers also bring rich experiences of music and music-making into their initial teacher education programmes. Yet debate still continues as…

Stepping into a Map: Initial Heading Direction Influences Spatial Memory Flexibility

ERIC Educational Resources Information Center

Gagnon, Stephanie A.; Brunyé, Tad T.; Gardony, Aaron; Noordzij, Matthijs L.; Mahoney, Caroline R.; Taylor, Holly A.

2014-01-01

Learning a novel environment involves integrating first-person perceptual and motoric experiences with developing knowledge about the overall structure of the surroundings. The present experiments provide insights into the parallel development of these egocentric and allocentric memories by intentionally conflicting body- and world-centered frames…

Teleconferencing across Borders: Promoting Literacy--and More--in the Elementary Grades.

ERIC Educational Resources Information Center

Szente, Judit

2003-01-01

Chronicles the experiences of teachers and elementary students from the United States and Costa Rica as they participated in a videoconferencing project, initiated by Costa Rican students and made possible by CATE, Center for Applied Technologies in Education. Notes that the distance learning experience enhanced academic, technological and…

Remembering Reflection in Pre-Service Teachers' Professional Experience

ERIC Educational Resources Information Center

Ditchburn, Geraldine M.

2015-01-01

In an Australian education policy environment where professional standards are determining the parameters of effective teaching and learning, it is important that we revisit ways to ensure reflection and collegial engagement are embedded in pre-service teachers' professional experience. This article reports on a university program initiative that…

Nursing students' perceptions of effective problem-based learning tutors.

PubMed

Matthew-Maich, Nancy; Martin, Lynn; Hammond, Cynthia; Palma, Amy; Pavkovic, Maria; Sheremet, Darlene; Roche, Carmen

2016-11-16

Aim To explore baccalaureate nursing students' perceptions of what makes an effective tutor in problem-based learning courses, and the influence of effective teaching on students' learning and experience. Method Students enrolled in all four years of a baccalaureate nursing programme completed online surveys (n=511) and participated in focus groups (n=19). Data were analysed and combined using content analysis. Findings The data were summarised using five themes, the '5 Ps' of effective teaching in problem-based learning. Nursing students perceived effective problem-based learning tutors to be prepared with knowledge and facilitation skills, person-centred, passionate, professional and able to prepare students for success in the nursing programme. Effective tutors adjusted their approaches to students throughout the four years of the nursing programme. Conclusion Effective teaching in problem-based learning is essential and has significant effects on nursing students' learning, motivation and experience. Important attributes, skills and strategies of effective problem-based learning tutors were identified and may be used to enhance teaching and plan professional development initiatives.

The combination of appetitive and aversive reinforcers and the nature of their interaction during auditory learning.

PubMed

Ilango, A; Wetzel, W; Scheich, H; Ohl, F W

2010-03-31

Learned changes in behavior can be elicited by either appetitive or aversive reinforcers. It is, however, not clear whether the two types of motivation, (approaching appetitive stimuli and avoiding aversive stimuli) drive learning in the same or different ways, nor is their interaction understood in situations where the two types are combined in a single experiment. To investigate this question we have developed a novel learning paradigm for Mongolian gerbils, which not only allows rewards and punishments to be presented in isolation or in combination with each other, but also can use these opposite reinforcers to drive the same learned behavior. Specifically, we studied learning of tone-conditioned hurdle crossing in a shuttle box driven by either an appetitive reinforcer (brain stimulation reward) or an aversive reinforcer (electrical footshock), or by a combination of both. Combination of the two reinforcers potentiated speed of acquisition, led to maximum possible performance, and delayed extinction as compared to either reinforcer alone. Additional experiments, using partial reinforcement protocols and experiments in which one of the reinforcers was omitted after the animals had been previously trained with the combination of both reinforcers, indicated that appetitive and aversive reinforcers operated together but acted in different ways: in this particular experimental context, punishment appeared to be more effective for initial acquisition and reward more effective to maintain a high level of conditioned responses (CRs). The results imply that learning mechanisms in problem solving were maximally effective when the initial punishment of mistakes was combined with the subsequent rewarding of correct performance. Copyright 2010 IBRO. Published by Elsevier Ltd. All rights reserved.

[Psychodrama as a pedagogical teaching strategy about worker's health].

PubMed

Martins, Júlia Trevisan; Opitz, Simone Perufo; Robazzi, Maria Lúcia do Carmo

2004-04-01

This study had the objective to report the experience of using pedagogic psychodrama as a teaching and learning strategy about the worker's health. It was developed with 18 students from the Master Program from the School of Nursing of the University of São Paulo at Ribeirão Preto, during the second semester of 2002. Interactive, dynamic and interpersonal activities, and role playing were initially conducted looking for students and educator's spontaneity. Moreno's psychodramatic theory was the theoretical framework used. Creativity, logical reasoning, involvement with learning, and organization of concepts using their own living experience were observed, contributing to the experience as a whole. Therefore, the experiment was considered successful.

Using a modified Learning Potential Assessment Device and Mediated Learning Experiences to Assess Minority Student Progress and Program Goals in an Undergraduate Research Based Geoscience Program Serving American Indians

NASA Astrophysics Data System (ADS)

Mitchell, L. W.

2002-12-01

During the initiation of a new program at the University of North Dakota designed to promote American Indians to engage in geoscience research and complete geoscience related degrees, an evaluation procedure utilizing a modified Learning Potential Assessment Device (LPAD) and Mediated Learning Experiences (MLE) to assess minority student progress was implemented. The program, called Indians Into Geosciences (INGEOS), utilized a modified form of the Learning Potential Assessment Device first to assess cultural factors, determination, and other baseline information, and second, utilized a series of Mediated Learning Experiences to enhance minority students' opportunities in a culturally appropriate, culturally diverse, and scientifically challenging manner in an effort to prepare students for competitive research careers in the geosciences. All of the LPADs and MLEs corresponded directly to the three goals or eight objectives of INGEOS. The three goals of the INGEOS program are: 1) increasing the number of American Indians earning degrees at all levels, 2) engaging American Indians in challenging and technically based scientific research, and 3) preparing American Indians for successful geoscience careers through multicultural community involvement. The eight objectives of the INGEOS program, called the Eight Points of Success, are: 1) spiritual health, 2) social health, 3) physical health, 4) mental health, 5) financial management, 6) research involvement, 7) technical exposure, and 8) multicultural community education. The INGEOS program goals were evaluated strictly quantitatively utilizing a variety of data sources such as grade point averages, number of credits earned, research project information, and developed products. The INGEOS Program goals reflected a combined quantitative score of all participants, whereas the objectives reflected qualitative measures and are specific for each INGEOS participant. Initial results indicate that those participants which show progress through Mediated Learning Experiences within all of the Eight Points of Success, have a higher likelihood of contributing to all three of the INGEOS programs goals.

A retrospective analysis of compact fluorescent lamp experience curves and their correlations to deployment programs

DOE PAGES

Smith, Sarah Josephine; Wei, Max; Sohn, Michael D.

2016-09-17

Experience curves are useful for understanding technology development and can aid in the design and analysis of market transformation programs. Here, we employ a novel approach to create experience curves, to examine both global and North American compact fluorescent lamp (CFL) data for the years 1990–2007. We move away from the prevailing method of fitting a single, constant, exponential curve to data and instead search for break points where changes in the learning rate may have occurred. Our analysis suggests a learning rate of approximately 21% for the period of 1990–1997, and 51% and 79% in global and North Americanmore » datasets, respectively, after 1998. We use price data for this analysis; therefore our learning rates encompass developments beyond typical “learning by doing”, including supply chain impacts such as market competition. We examine correlations between North American learning rates and the initiation of new programs, abrupt technological advances, and economic and political events, and find an increased learning rate associated with design advancements and federal standards programs. Our findings support the use of segmented experience curves for retrospective and prospective technology analysis, and may imply that investments in technology programs have contributed to an increase of the CFL learning rate.« less

A retrospective analysis of compact fluorescent lamp experience curves and their correlations to deployment programs

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

Smith, Sarah Josephine; Wei, Max; Sohn, Michael D.

Experience curves are useful for understanding technology development and can aid in the design and analysis of market transformation programs. Here, we employ a novel approach to create experience curves, to examine both global and North American compact fluorescent lamp (CFL) data for the years 1990–2007. We move away from the prevailing method of fitting a single, constant, exponential curve to data and instead search for break points where changes in the learning rate may have occurred. Our analysis suggests a learning rate of approximately 21% for the period of 1990–1997, and 51% and 79% in global and North Americanmore » datasets, respectively, after 1998. We use price data for this analysis; therefore our learning rates encompass developments beyond typical “learning by doing”, including supply chain impacts such as market competition. We examine correlations between North American learning rates and the initiation of new programs, abrupt technological advances, and economic and political events, and find an increased learning rate associated with design advancements and federal standards programs. Our findings support the use of segmented experience curves for retrospective and prospective technology analysis, and may imply that investments in technology programs have contributed to an increase of the CFL learning rate.« less

Structural conceptualization of learning experiences in nursing master's degree programs utilized in occupational health nursing activities.

PubMed

Aoyama, Wakako; Tatsumi, Asami

2017-01-31

In this study, concepts were constructed that express learning experiences in nursing master's degree programs utilized in occupational health nursing activities with the aim of clarifying those characteristics. This was based on the idea that elucidation of the characteristics of learning experiences in nursing master's degree programs used in occupational health nursing activities would be meaningful in providing high-quality occupational health services that respond to the needs of society. Semi-structured interviews were conducted with 10 people who fulfilled the three conditions of having completed a master's degree programs, working as an occupational health nurse after completion of the program, and not continuing on to a doctoral program. The nursing conceptualization method of Naomi Funashima was used. From the obtained data, 512 code items expressing learning experiences in master's degree programs utilized in occupational health nursing activities were identified. These items included five core categories (concepts), 34 categories, and 69 subcategories. The five concepts constructed were "Pursuit of expertise and self-evaluation," "Mutual understanding of various people that leads to human resources utilization," "Theoretical and academic learning that influences changes in activities," "Research learning that lead to activities based on scientific evidence," and "Learning that leads to high-quality activities making use of expertise." It was found that various learning experiences in the master's program to pursue the specialty of occupational health nurses in order to recognize their roles as well as the experiences to take the initiative in learning had been integrated in their activities after completion of the course and had contributed to their high-quality occupational health nursing activities. It was suggested that the learning experiences in the master's program, which had been revealed in this study, were the experiences necessary for providing high-quality occupational health nursing activities to satisfy the social needs.

Attention during memory retrieval enhances future remembering.

PubMed

Dudukovic, Nicole M; Dubrow, Sarah; Wagner, Anthony D

2009-10-01

Memory retrieval is a powerful learning event that influences whether an experience will be remembered in the future. Although retrieval can succeed in the presence of distraction, dividing attention during retrieval may reduce the power of remembering as an encoding event. In the present experiments, participants studied pictures of objects under full attention and then engaged in item recognition and source memory retrieval under full or divided attention. Two days later, a second recognition and source recollection test assessed the impact of attention during initial retrieval on long-term retention. On this latter test, performance was superior for items that had been tested initially under full versus divided attention. More importantly, even when items were correctly recognized on the first test, divided attention reduced the likelihood of subsequent recognition on the second test. The same held true for source recollection. Additionally, foils presented during the first test were also less likely to be later recognized if they had been encountered initially under divided attention. These findings demonstrate that attentive retrieval is critical for learning through remembering.

REU Students' Initial Perceptions of Scientific Ethics

NASA Astrophysics Data System (ADS)

Murphy, Sytil; Zollman, Dean

2010-10-01

One goal of undergraduate research, particularly Research Experience for Undergraduates (REU) programs, is to help students become aware of the importance of ethical conduct in research. The Survey of Undergraduate Research Experiences (SURE) indicates that biology students believe they learn more about ethical conduct from their research experiences than physics students. Motivated by this, we initiated a study of both biology and physics REU students at Kansas State University consisting of pre- and post-interviews regarding their understanding of ethics with results to be compared to the SURE. This paper presents the students' initial perceptions (from the pre-interview) of how ethical issues impact science in general as well as their own specific work. We also discuss the differences in the interview responses of the two groups.

Segmentation of Vowel-Initial Words Is Facilitated by Function Words

ERIC Educational Resources Information Center

Kim, Yun Jung; Sundara, Megha

2015-01-01

Within the first year of life, infants learn to segment words from fluent speech. Previous research has shown that infants at 0;7·5 can segment consonant-initial words, yet the ability to segment vowel-initial words does not emerge until the age of 1;1-1;4 (0;11 in some restricted cases). In five experiments, we show that infants aged 0;11 but not…

Experimenters' reference based upon Skylab experiment management

NASA Technical Reports Server (NTRS)

1974-01-01

The methods and techniques for experiment development and integration that evolved during the Skylab Program are described to facilitate transferring this experience to experimenters in future manned space programs. Management responsibilities and the sequential process of experiment evolution from initial concept through definition, development, integration, operation and postflight analysis are outlined and amplified, as appropriate. Emphasis is placed on specific lessons learned on Skylab that are worthy of consideration by future programs.

Medical students' unique experience of army leadership training: a qualitative study.

PubMed

Earis, John; Garner, J; Haddock, D; Jenkins, J; Jha, V

2017-10-01

To assess the interactive experience of first year medical students attending the leadership and management course hosted by a British Army Reserve Field Hospital developed in partnership with Liverpool University. 244 students submitted a 1000-word structured reflective learning assignment about their reaction to, learning from and any behaviour and attitude changes as a result of, the training. The assignments were thematically analysed to identify how aspects of the training had impacted upon the students' understanding of leadership and teamwork. Their comments relating to the army were analysed to gain insight into their views and experience of the training. Students were surprised at how enjoyable and useful they found the course. Initially they expressed scepticism about what they could learn in an army-based environment. However, the training, particularly command and planning tasks, helped them appreciate and understand the different skills individuals can bring to a team environment, and the importance of everyone contributing. While some students were challenged by aspects of the course, with support and encouragement from team-mates and the army personnel, they learned they could achieve more together. Teaching leadership and management skills to medical students is a challenge which can be effectively addressed by adapting and developing army training resources. Students overcame initial scepticism about participating, and learned a lot about themselves and each other. In addition, the army developed a better understanding of the doctors of the future. The expertise of the army in delivering this training was crucial to its success as the medical school could not have provided this experience unsupported. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

1000 days on orbit: lessons learned from the ACTEX-I flight experiment

NASA Astrophysics Data System (ADS)

Erwin, R. Scott; Denoyer, Keith K.

2000-06-01

This paper presents a review of the Air Force Research Laboratory advanced controls technology experiment program. Representing the first space-demonstration of smart structures technology, the ACTEX-I program has met or exceeded all program goals at each stage, beginning with the program initiation in 1991 through launch in 1996 to the conclusion of the Guest Investigator program and program conclusion in 1999. This paper will provide a summary of the ACTEX-I program from the AFRL perspective, focusing on lessons learned from the program both positive and negative.

[Interaction of immobilization stress and food-getting learning].

PubMed

Levshina, I P; Stashkevich, I S; Shuĭkin, N N

2009-01-01

The behavioral effects of emotional negative stress (immobilization) were studied in Wistar rats intact and those that had previous positive emotion experience. The food-getting learning has been chosen as positive emotion experience. Animals were trained in food pellet-reaching task by their preferred paw. It was shown that immobilization of intact rats leads to suppression of motor activity and increasing the duration of grooming. These effects indicate enhancement of passive-avoidance reactions. It was also shown that motor learning in group of rats with food reinforcement before immobilisation significantly reduces appearance of passive-avoidance reactions. It was found that immobilization stress does not inverse the initial direction of limb preference in majority of rats.

Learning preferences and learning styles: a study of Wessex general practice registrars.

PubMed Central

Lesmes-Anel, J; Robinson, G; Moody, S

2001-01-01

BACKGROUND: Experienced trainers know that individual registrars react very differently to identical learning experiences generated during the year in practice. This divergence reflects differences in registrars' learning styles. Only one study of United Kingdom (UK) general practitioners' learning styles has been undertaken. Learning style theory predicts that matching learning preference with learning style will enhance learning. This paper researches for the first time the evidence in the setting of UK general practice. AIM: To determine, for the general practice registrars within the Wessex Region, the nature of their learning preferences and learning styles and correlations between them. DESIGN OF STUDY: A descriptive confidential postal questionnaire survey. SETTING: Fifty-seven registrars identified in the Wessex Region with a minimum experience of six months in general practice. METHOD: The questionnaire gathered demographic data (sex, age, experience in general practice, years post-registration, and postgraduate qualifications). Learning preferences were elicited using a six-point Likert scale for learning experiences. The Honey and Mumford Learning Style Questionnaire (LSQ) elicited the registrars' learning styles. A second questionnaire was sent to non-responders. RESULTS: The response rate was 74%. Registrars report that interactive learning with feedback is preferred, but more passive learning formats remain valued. A wide range of learning style scores was found. The Honey and Mumford LSQ mean scores fell within the reflector-theorist quadrant. Evidence for correlations between learning preferences and learning styles was also found, in particular for the multiple choice question and audit components of summative assessment. CONCLUSION: A wide range of registrar learning styles exists in Wessex, and initial correlations are described between learning preferences and learning styles as predicted by style theory. This work sets the stage for a shared understanding and use of learning style theory to enhance professional learning throughout a GP's career. More research is needed in this domain. PMID:11462316

Building a quality culture in the Office of Space Flight: Approach, lessons learned and implications for the future

NASA Astrophysics Data System (ADS)

Roberts, C. Shannon

The purpose of this paper is to describe the approach and lessons learned by the Office of Space Flight (OSF), National Aeronautics and Space Administration (NASA), in its introduction of quality. In particular, the experience of OSF Headquarters is discussed as an example of an organization within NASA that is considering both the business and human elements of the change and the opportunities the quality focus presents to improve continuously. It is hoped that the insights shared will be of use to those embarking upon similar cultural changes. The paper is presented in the following parts: the leadership challenge; background; context of the approach to quality; initial steps; current initiatives; lessons learned; and implications for the future.

Building a quality culture in the Office of Space Flight: Approach, lessons learned and implications for the future

NASA Technical Reports Server (NTRS)

Roberts, C. Shannon

1992-01-01

The purpose of this paper is to describe the approach and lessons learned by the Office of Space Flight (OSF), National Aeronautics and Space Administration (NASA), in its introduction of quality. In particular, the experience of OSF Headquarters is discussed as an example of an organization within NASA that is considering both the business and human elements of the change and the opportunities the quality focus presents to improve continuously. It is hoped that the insights shared will be of use to those embarking upon similar cultural changes. The paper is presented in the following parts: the leadership challenge; background; context of the approach to quality; initial steps; current initiatives; lessons learned; and implications for the future.

How the baby learns to see: Donald O. Hebb Award Lecture, Canadian Society for Brain, Behaviour, and Cognitive Science, Ottawa, June 2015.

PubMed

Maurer, Daphne

2016-09-01

Hebb's (1949) book The Organisation of Behaviour presented a novel hypothesis about how the baby learns to see. This article summarizes the results of my research program that evaluated Hebb's hypothesis: first, by studying infants' eye movements and initial perceptual abilities and second, by studying the effect of visual deprivation (e.g., congenital cataracts) on later perceptual development. Collectively, the results support Hebb's hypothesis that the baby does indeed learn to see. Early visual experience not only drives the baby's initial scanning of objects, but also sets up the neural architecture that will come to underlie adults' perception. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Wild Beginnings: How a San Antonio Initiative Instills the Love of Nature in Young Children

ERIC Educational Resources Information Center

Kharod, Deepti; Arreguín-Anderson, Maria G.

2015-01-01

This paper describes an environmental education initiative called Starting out Wild (SoW) designed for toddlers and their caretakers. The program, developed by staff and volunteers of a city parks department, engages children ages 1-3 and their parents and caretakers through outdoor learning experiences. We suggest that environmental education…

Educational Transformation in Upper-Division Physics: The Science Education Initiative Model, Outcomes, and Lessons Learned

ERIC Educational Resources Information Center

Chasteen, Stephanie V.; Wilcox, Bethany; Caballero, Marcos D.; Perkins, Katherine K.; Pollock, Steven J.; Wieman, Carl E.

2015-01-01

In response to the need for a scalable, institutionally supported model of educational change, the Science Education Initiative (SEI) was created as an experiment in transforming course materials and faculty practices at two institutions--University of Colorado Boulder (CU) and University of British Columbia. We find that this departmentally…

Transferable Skills in Higher Education. Teaching and Learning in Higher Education Series.

ERIC Educational Resources Information Center

Assiter, Alison, Ed.

The 16 essays in this book discuss transferable skills in higher education drawing on the experience and information gained from two projects based in England, the Enterprise in Higher Education (EHE), initiated in 1989; and the Royal Society of Arts Education for Capability Initiative, instituted in 1991. Section 1 contains essays on transferable…

Critical and Social Literacy Practices from the Scottish Adult Literacy Experience: Resisting Deficit Approaches to Learning

ERIC Educational Resources Information Center

Crowther, Jim; Tett, Lyn

2011-01-01

Scotland provides an interesting context for studying adult literacy in that it is one of the few countries that explicitly acknowledge the idea of literacy as a social practice. By drawing on two initiatives we illustrate literacy learning derived from a mixture of social practice and critical literacy perspectives. Together they provide insights…

Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms

ERIC Educational Resources Information Center

Piasta, Shayne B.; Logan, Jessica A. R.; Pelatti, Christina Yeager; Capps, Janet L.; Petrill, Stephen A.

2015-01-01

Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hr) of training on math and science or on…

Learning How to Teach Chemistry with Technology: Pre-Service Teachers' Experiences with Integrating Technology into Their Learning and Teaching

ERIC Educational Resources Information Center

Chittleborough, Gail

2014-01-01

The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus.…

Promoting the Development of a Supportive Learning Environment through Action Research from the "Middle Out"

ERIC Educational Resources Information Center

Hodgson, David; May, Steve; Marks-Maran, Diane

2008-01-01

This paper reports on a case study of a supportive learning environment initiative (SLEI) for students on health and social care undergraduate programmes in one English university. It involved the development of small scale support projects that are firmly grounded in the outcomes of prior research as well as the ongoing experience of students and…

Case in Point: A Statewide Blended Learning Initiative for Students with Disabilities: What Makes It Work? A Director's Perspective

ERIC Educational Resources Information Center

Bell, Sherry D.; Smith, Sean J.; Basham, James D.

2016-01-01

When the North Carolina Virtual Public School (NCVPS) began their experiment with a blended statewide Occupational Course of Study (OCS) (see http://ncvps.org/ocs-blended-learning) program for high school students with intellectual and other developmental disabilities, it was with great ambition and optimism. Born of necessity to address highly…

The Improvement of the Learning Process of Basic Disciplines at the Engineering Design.

ERIC Educational Resources Information Center

de Oliveira, Vanderli Fava; Borges, Marcos Martins; Naveiro, Ricardo Manfredi

The goal of this paper is to reflect upon Engineering Education, starting from experiments that have been carried out at the Federal University of Juiz de Fora (UFJF), aiming to improve the learning process of the content of basic drawing disciplines concerned with graphic representation, which are subjects of the initial terms of the courses of…

Developmental Differences in the Relative Weighing of Informants' Social Attributes

ERIC Educational Resources Information Center

Reyes-Jaquez, Bolivar; Echols, Catharine H.

2013-01-01

We examined whether similarity, familiarity, and reliability cues guide children's learning and whether these cues are weighed differently with age. Three- to 5-year-olds (n = 184) met 2 informant puppets, 1 of which was similar (Experiment 1) or familiar (Experiment 2) to the participants. Initially, children's preference for either informant was…

Primary Science Teaching--Is It Integral and Deep Experience for Students?

ERIC Educational Resources Information Center

Timoštšuk, Inge

2016-01-01

Integral and deep pedagogical content knowledge can support future primary teachers' ability to follow ideas of education for sustainability in science class. Initial teacher education provides opportunity to learn what and how to teach but still the practical experiences of teaching can reveal uneven development of student teachers'…

Providing Authentic Leadership Opportunities through Collaboratively Developed Internships: A University-School District Partnership Initiative

ERIC Educational Resources Information Center

Havard, Timothy S.; Morgan, Joyce; Patrick, Lynne

2010-01-01

Programs designed to develop future educational leaders must include practical learning experiences that connect the theoretical content of university coursework with the realities of the K-12 workplace. Internships, which offer a common method of providing these experiences, have been generally lacking in the degree to which aspiring leaders…

Initiatives to Foster Engineering Student Motivation: A Case Study

ERIC Educational Resources Information Center

Reyes, Encarnación; Enfedaque, Alejandro; Gálvez, Jaime C.

2017-01-01

There is little doubt that student motivation is essential in providing a beneficial learning experience. One way to produce such motivation is to stimulate it through suitable assessment methods. This paper shares the experience acquired by the authors, who are university lecturers in Civil Engineering at the Universidad Politécnica de Madrid,…

Middle Years Science Teachers Voice Their First Experiences with Interactive Whiteboard Technology

ERIC Educational Resources Information Center

Gadbois, Shannon A.; Haverstock, Nicole

2012-01-01

Among new technologies, interactive whiteboards (IWBs) particularly seem to engage students and offer entertainment value that may make them highly beneficial for learning. This study examined 10 Grade 6 teachers' initial experiences and uses of IWBs for teaching science. Through interviews, classroom visits, and field notes, the outcomes…

A Mathematician Learns the Basics of Writing Instruction: An Immersion Experience with Long-Term Benefits

ERIC Educational Resources Information Center

Doty, Lynne L.

2012-01-01

Initially designed to be an interdisciplinary experiment that would change attitudes about mathematics, the semester-long collaboration between a writing instructor and a mathematics instructor yielded unexpected long-term results. The collaboration served as an immersion in methods and techniques used by writing instructors. Description of…

Achieving excellence in the management of accounts receivable.

PubMed

Ladewig, T L; Hecht, B A

1993-09-01

Recent changes in healthcare reimbursement rules and practices have made the task of accounts receivable management a particularly demanding one for most financial managers. One multihospital system, after pursuing numerous strategies to reduce its accounts receivable with only marginal levels of success, launched a systemwide initiative to share both the positive and the negative accounts receivable management experiences of each department at each hospital in the system with all patient accounting staff. The objective of the initiative was to use the lessons learned from those experiences to attain excellence in accounts receivable management throughout the system. The ultimate success of the initiative is detailed in the following article.

Retrieval enhances eyewitness suggestibility to misinformation in free and cued recall.

PubMed

Wilford, Miko M; Chan, Jason C K; Tuhn, Sam J

2014-03-01

Immediately recalling a witnessed event can increase people's susceptibility to later postevent misinformation. But this retrieval-enhanced suggestibility (RES) effect has been shown only when the initial recall test included specific questions that reappeared on the final test. Moreover, it is unclear whether this phenomenon is affected by the centrality of event details. These limitations make it difficult to generalize RES to criminal investigations, which often begin with free recall prior to more specific queries from legal officials and attorneys. In 3 experiments, we examined the influence of test formats (free recall vs. cued recall) and centrality of event details (central vs. peripheral) on RES. In Experiment 1, both the initial and final tests were cued recall. In Experiment 2, the initial test was free recall and the final test was cued recall. In Experiment 3, both the initial and final tests were free recall. Initial testing increased misinformation reporting on the final test for peripheral details in all experiments, but the effect was significant for central details only after aggregating the data from all 3 experiments. These results show that initial free recall can produce RES, and more broadly, that free recall can potentiate subsequent learning of complex prose materials. © 2013 American Psychological Association

Learning from fellow engineering students who have current professional experience

NASA Astrophysics Data System (ADS)

Davies, John W.; Rutherford, Ursula

2012-08-01

This paper presents an investigation of how experience-led content in an engineering degree can be strengthened by creating opportunities for engineering students to benefit from the knowledge, skills and resources of students with current professional experience. Students who study civil engineering part-time at Coventry University (while also working in the industry) are being used as mentors for full-time students, and careful attention is being paid to the input they can make to group project work. This paper reviews the results of evaluations of these two initiatives. The clearest enhancement to learning provided by the part-time students in these settings is the access they provide for the full-time students to real examples and the provision of actual physical artefacts such as drawings, photos, example documents and templates. Full-time students also gain an awareness of the value of the professional skills. The study confirms the value of these initiatives and points to future improvements.

An exploration of the relationship between academic and experiential learning approaches in vocational education.

PubMed

de Jong, Jan A Stavenga; Wierstra, Ronny F A; Hermanussen, José

2006-03-01

Research on individual learning approaches (or learning styles) is split in two traditions, one of which is biased towards academic learning, and the other towards learning from direct experience. In the reported study, the two traditions are linked by investigating the relationships between school-based (academic) and work-based (experiential) learning approaches of students in vocational education programs. Participants were 899 students of a Dutch school for secondary vocational education; 758 provided data on school-based learning, and 407 provided data on work-based learning, resulting in an overlap of 266 students from whom data were obtained on learning in both settings. Learning approaches in school and work settings were measured with questionnaires. Using factor analysis and cluster analysis, items and students were grouped, both with respect to school- and work-based learning. The study identified two academic learning dimensions (constructive learning and reproductive learning), and three experiential learning dimensions (analysis, initiative, and immersion). Construction and analysis were correlated positively, and reproduction and initiative negatively. Cluster analysis resulted in the identification of three school-based learning orientations and three work-based learning orientations. The relation between the two types of learning orientations, expressed in Cramér's V, appeared to be weak. It is concluded that learning approaches are relatively context specific, which implies that neither theoretical tradition can claim general applicability.

The Experiential Learning Initiative: A Student-Scientist Partnership for Urban Youth

NASA Astrophysics Data System (ADS)

Marshall, B. J.; Birdin, V. E.; Butler, J.

2001-05-01

The Experiential Learning Initiative is a student-scientist partnership initiated during the doctoral program of the author. Essential to the partnership were the cooperative relationships between the teaching and administrative staffs of Bellwood, IL School District 88 and the Michigan State University Department of Entomology. The use of insects, geophysical visualization activities, and extensive fieldwork by the students served as the foundation for non-traditional learning experiences. The university science partner worked with students in an after-school program several days each month. During these sessions, students were given opportunities to experience science as an on-going process based on personal curiosity and creativity. Through their personal investigations in laboratory, field, and field station situations, the students constructed knowledge of Earth processes and ecological interactions. Each academic year of the partnership was brought to closure with a capstone event that included travel to a major university or working field station for a week of on-site investigation, expanded exposure to practicing scientists, and residential living in a scientific community. All students presented posters about a topic of their own areas of interest at the end of the week and again upon return to their schools. The results of this partnership have included strong gains in both personal confidence among the students and in test scores from standardized state tests.

Classroom-based and distance learning education and training courses in end-of-life care for health and social care staff: a systematic review.

PubMed

Pulsford, David; Jackson, Georgina; O'Brien, Terri; Yates, Sue; Duxbury, Joy

2013-03-01

Staff from a range of health and social care professions report deficits in their knowledge and skills when providing end-of-life and palliative care, and education and training has been advocated at a range of levels. To review the literature related to classroom-based and distance learning education and training initiatives for health and social care staff in end-of-life and palliative care, in terms of their target audience, extent, modes of delivery, content and teaching and learning strategies, and to identify the most effective educational strategies for enhancing care. A systematic review of the literature evaluating classroom-based and distance learning education and training courses for health and social care staff in end-of-life and palliative care. Online databases CINAHL, MEDLINE, EMBASE and PSYCHINFO between January 2000 and July 2010. Studies were selected that discussed specific education and training initiatives and included pre-and post-test evaluation of participants' learning. 30 studies met eligibility criteria. The majority reported successful outcomes, though there were some exceptions. Level of prior experience and availability of practice reinforcement influenced learning. Participative and interactive learning strategies were predominantly used along with discussion of case scenarios. Multi-professional learning was infrequently reported and service user and carer input to curriculum development and delivery was reported in only one study. Classroom-based education and training is useful for enhancing professionals' skills and perceived preparedness for delivering end-of-life care but should be reinforced by actual practice experience.

Nonhomogeneous transfer reveals specificity in speech motor learning.

PubMed

Rochet-Capellan, Amélie; Richer, Lara; Ostry, David J

2012-03-01

Does motor learning generalize to new situations that are not experienced during training, or is motor learning essentially specific to the training situation? In the present experiments, we use speech production as a model to investigate generalization in motor learning. We tested for generalization from training to transfer utterances by varying the acoustical similarity between these two sets of utterances. During the training phase of the experiment, subjects received auditory feedback that was altered in real time as they repeated a single consonant-vowel-consonant utterance. Different groups of subjects were trained with different consonant-vowel-consonant utterances, which differed from a subsequent transfer utterance in terms of the initial consonant or vowel. During the adaptation phase of the experiment, we observed that subjects in all groups progressively changed their speech output to compensate for the perturbation (altered auditory feedback). After learning, we tested for generalization by having all subjects produce the same single transfer utterance while receiving unaltered auditory feedback. We observed limited transfer of learning, which depended on the acoustical similarity between the training and the transfer utterances. The gradients of generalization observed here are comparable to those observed in limb movement. The present findings are consistent with the conclusion that speech learning remains specific to individual instances of learning.

Nonhomogeneous transfer reveals specificity in speech motor learning

PubMed Central

Rochet-Capellan, Amélie; Richer, Lara

2012-01-01

Does motor learning generalize to new situations that are not experienced during training, or is motor learning essentially specific to the training situation? In the present experiments, we use speech production as a model to investigate generalization in motor learning. We tested for generalization from training to transfer utterances by varying the acoustical similarity between these two sets of utterances. During the training phase of the experiment, subjects received auditory feedback that was altered in real time as they repeated a single consonant-vowel-consonant utterance. Different groups of subjects were trained with different consonant-vowel-consonant utterances, which differed from a subsequent transfer utterance in terms of the initial consonant or vowel. During the adaptation phase of the experiment, we observed that subjects in all groups progressively changed their speech output to compensate for the perturbation (altered auditory feedback). After learning, we tested for generalization by having all subjects produce the same single transfer utterance while receiving unaltered auditory feedback. We observed limited transfer of learning, which depended on the acoustical similarity between the training and the transfer utterances. The gradients of generalization observed here are comparable to those observed in limb movement. The present findings are consistent with the conclusion that speech learning remains specific to individual instances of learning. PMID:22190628

Effects of self-administered cocaine in adolescent and adult male rats on orbitofrontal cortex-related neurocognitive functioning

PubMed Central

Harvey, Roxann C.; Dembro, Kimberly A.; Rajagopalan, Kiran; Mutebi, Michael M.; Kantak, Kathleen M.

2010-01-01

Rationale Deficits in amygdala-related stimulus-reward learning are produced following 18 drug-free days of cocaine self-administration or its passive delivery in rats exposed during adulthood. No deficits in stimulus-reward learning are produced by cocaine exposure initiated during adolescence. Objectives To determine if age of initiating cocaine exposure differentially affects behavioral functioning of an additional memory system linked to cocaine addiction, the orbitofrontal cortex. Materials and methods A yoked-triad design (n=8) was used. One rat controlled cocaine delivery and the other two passively received cocaine or saline. Rats controlling drug delivery (1.0 mg/kg) self-administered cocaine from either P37–P59 or P77–P99, and then underwent 18 drug-free days (P60–P77 vs. P100–P117). Rats next were tested for acquisition of odor-delayed win-shift behavior conducted over 15 sessions (P78–P96 vs. P118–P136). Results Cocaine self-administration did not differ between adults and adolescents. During the test phase of the odor-delayed win-shift task (relatively difficult task demands), rats from both drug-onset ages showed learning deficits. Rats with cocaine self-administration experience committed more errors and had longer session latencies compared to rats passively receiving saline or cocaine. Rats with adolescent-onset cocaine self-administration experience showed an additional learning deficit by requiring more sessions to reach criterion levels for task acquisition compared to same-aged passive saline controls or rats with adult-onset cocaine self-administration experience. Rats passively receiving cocaine did not differ from the passive saline control from either age group. Conclusions Rats with adolescent-onset cocaine self-administration experience were more impaired in an orbitofrontal cortex-related learning task than rats with adult-onset cocaine self-administration experience. PMID:19513699

Expectancy Learning from Probabilistic Input by Infants

PubMed Central

Romberg, Alexa R.; Saffran, Jenny R.

2013-01-01

Across the first few years of life, infants readily extract many kinds of regularities from their environment, and this ability is thought to be central to development in a number of domains. Numerous studies have documented infants’ ability to recognize deterministic sequential patterns. However, little is known about the processes infants use to build and update representations of structure in time, and how infants represent patterns that are not completely predictable. The present study investigated how infants’ expectations fora simple structure develope over time, and how infants update their representations with new information. We measured 12-month-old infants’ anticipatory eye movements to targets that appeared in one of two possible locations. During the initial phase of the experiment, infants either saw targets that appeared consistently in the same location (Deterministic condition) or probabilistically in either location, with one side more frequent than the other (Probabilistic condition). After this initial divergent experience, both groups saw the same sequence of trials for the rest of the experiment. The results show that infants readily learn from both deterministic and probabilistic input, with infants in both conditions reliably predicting the most likely target location by the end of the experiment. Local context had a large influence on behavior: infants adjusted their predictions to reflect changes in the target location on the previous trial. This flexibility was particularly evident in infants with more variable prior experience (the Probabilistic condition). The results provide some of the first data showing how infants learn in real time. PMID:23439947

Dealing with complex and ill-structured problems: results of a Plan-Do-Check-Act experiment in a business engineering semester

NASA Astrophysics Data System (ADS)

Riis, Jens Ove; Achenbach, Marlies; Israelsen, Poul; Kyvsgaard Hansen, Poul; Johansen, John; Deuse, Jochen

2017-07-01

Challenged by increased globalisation and fast technological development, we carried out an experiment in the third semester of a global business engineering programme aimed at identifying conditions for training student in dealing with complex and ill-structured problems of forming a new business. As this includes a fuzzy front end, learning cannot be measured in traditional, quantitative terms; therefore, we have explored the use of reflection to convert tacit knowledge to explicit knowledge. The experiment adopted a Plan-Do-Check-Act approach and concluded with developing a plan for new learning initiatives in the subsequent year's semester. The findings conclude that (1) problem-based learning develops more competencies than ordinarily measured at the examination, especially, the social/communication and personal competencies are developed; (2) students are capable of dealing with a complex and ambiguous problem, if properly guided. Four conditions were identified; (3) most students are not conscious of their learning, but are able to reflect if properly encouraged; and (4) improving engineering education should be considered as an organisational learning process.

Alterations in choice behavior by manipulations of world model.

PubMed

Green, C S; Benson, C; Kersten, D; Schrater, P

2010-09-14

How to compute initially unknown reward values makes up one of the key problems in reinforcement learning theory, with two basic approaches being used. Model-free algorithms rely on the accumulation of substantial amounts of experience to compute the value of actions, whereas in model-based learning, the agent seeks to learn the generative process for outcomes from which the value of actions can be predicted. Here we show that (i) "probability matching"-a consistent example of suboptimal choice behavior seen in humans-occurs in an optimal Bayesian model-based learner using a max decision rule that is initialized with ecologically plausible, but incorrect beliefs about the generative process for outcomes and (ii) human behavior can be strongly and predictably altered by the presence of cues suggestive of various generative processes, despite statistically identical outcome generation. These results suggest human decision making is rational and model based and not consistent with model-free learning.

Alterations in choice behavior by manipulations of world model

PubMed Central

Green, C. S.; Benson, C.; Kersten, D.; Schrater, P.

2010-01-01

How to compute initially unknown reward values makes up one of the key problems in reinforcement learning theory, with two basic approaches being used. Model-free algorithms rely on the accumulation of substantial amounts of experience to compute the value of actions, whereas in model-based learning, the agent seeks to learn the generative process for outcomes from which the value of actions can be predicted. Here we show that (i) “probability matching”—a consistent example of suboptimal choice behavior seen in humans—occurs in an optimal Bayesian model-based learner using a max decision rule that is initialized with ecologically plausible, but incorrect beliefs about the generative process for outcomes and (ii) human behavior can be strongly and predictably altered by the presence of cues suggestive of various generative processes, despite statistically identical outcome generation. These results suggest human decision making is rational and model based and not consistent with model-free learning. PMID:20805507

Nursing and healthcare students' experiences and use of e-learning in higher education.

PubMed

Moule, Pam; Ward, Rod; Lockyer, Lesley

2010-12-01

This paper presents research on nursing and healthcare students' experiences and use of e-learning. The inception of e-learning in higher education is supported by a policy background and technological developments, yet little is known of student experience and use in the United Kingdom. Conducted in 2007 and 2008, this study employed a mixed methods approach. An initial quantitative questionnaire was completed by 25 Higher Education Institutions and nine case study sites were visited. In the sites 41 students took part in focus groups and 35 staff were interviewed. Twenty-four Higher Education Institutions used a virtual learning environment and all respondents used e-learning to enable access to course materials and web-based learning resources. Three main themes were identified from student interviews, 'Pedagogic use'; 'Factors inhibiting use' and 'Facilitating factors to engagement'. Student's main engagement with e-learning was at an instructivist level and as a support to existing face-to-face modes of delivery. Student use of Web 2.0 was limited, although a number were using social software at home. Limited computer access, computing skills, technical issues and poor peer commitment affected use. Motivation and relevance to the course and practice, in addition to an appreciation of the potential for student-centred and flexible learning, facilitated use. There is scope to broaden the use of e-learning that would engage students in the social construction of knowledge. In addition, experiences of e-learning use could be improved if factors adversely affecting engagement were addressed. © 2010 The Authors. Journal of Advanced Nursing © 2010 Blackwell Publishing Ltd.

Students' research: tradition ahead of its time.

PubMed

Naqvi, Haider A

2010-10-01

This view point describes the experience of introducing research at an undergraduate level during clinical rotation in psychiatry. Objective of this initiative was to encourage critical thinking, self directed learning and sensitization to mental health issues. This contributed to student learning besides galvanizing their interest in the subject. The opinion piece aims to expose various issues to students' research in the context of medical education in Pakistan.

The Importance of Teaching Roles when Introducing Personal Digital Assistants in a Year 6 Classroom

ERIC Educational Resources Information Center

Hartnell-Young, Elizabeth

2009-01-01

This paper analyses the experience of a teacher and her Year 6 class (10-11 year-olds) over a school year, while participating in a pilot project introducing Personal Digital Assistants as a learning tool. The intervention was initiated and supported by the local City Learning Centre, which was concerned with how best to use technologies for…

The effects of divided attention on encoding processes under incidental and intentional learning instructions: underlying mechanisms?

PubMed

Naveh-Benjamin, Moshe; Guez, Jonathan; Hara, Yoko; Brubaker, Matthew S; Lowenschuss-Erlich, Iris

2014-01-01

Divided attention (DA) at encoding has been shown to significantly disrupt later memory for the studied information. However, what type of processing gets disrupted during DA remains unresolved. In this study, we assessed the degree to which strategic effortful processes are affected under DA by comparing the effects of DA at encoding under intentional and pure incidental learning instructions. In three experiments, participants studied list of words or word pairs under either full or divided attention. Results of three experiments, which used different methodologies, converged to show that the effects of DA at encoding reduce memory performance to the same degree under incidental and intentional learning. Secondary task performance indicated that encoding under intentional learning instructions was more effortful than under incidental learning instructions. In addition, the results indicated enhanced attention to the initial appearance of the words under both types of learning instructions. Results are interpreted to imply that other processes, rather than only strategic effortful ones, might be affected by DA at encoding.

Towards a Compositional SPIN

NASA Technical Reports Server (NTRS)

Pasareanu, Corina S.; Giannakopoulou, Dimitra

2006-01-01

This paper discusses our initial experience with introducing automated assume-guarantee verification based on learning in the SPIN tool. We believe that compositional verification techniques such as assume-guarantee reasoning could complement the state-reduction techniques that SPIN already supports, thus increasing the size of systems that SPIN can handle. We present a "light-weight" approach to evaluating the benefits of learning-based assume-guarantee reasoning in the context of SPIN: we turn our previous implementation of learning for the LTSA tool into a main program that externally invokes SPIN to provide the model checking-related answers. Despite its performance overheads (which mandate a future implementation within SPIN itself), this approach provides accurate information about the savings in memory. We have experimented with several versions of learning-based assume guarantee reasoning, including a novel heuristic introduced here for generating component assumptions when their environment is unavailable. We illustrate the benefits of learning-based assume-guarantee reasoning in SPIN through the example of a resource arbiter for a spacecraft. Keywords: assume-guarantee reasoning, model checking, learning.

Learning from Experience: A Cross-Case Comparison of School-to-Work Transition Reform Initiatives.

ERIC Educational Resources Information Center

Rogers, Anne M.; And Others

A cross-case study approach was used to determine how school-to-work reform affects clients and participants and to identify elements critical to the success of school-to-work systems. Fourteen school-to-work reform initiatives in communities across the United States were examined by using a research protocol that included individual interviews,…

Building Leadership Capacity in California's Public Education Systems: Lessons from the SCALE Initiative

ERIC Educational Resources Information Center

Knudson, Joel

2014-01-01

This report documents the history and evolution of the Stuart Foundation California Leaders in Education (SCALE) Initiative through 2014. It tells the story of how the work began, what it entails, and how it has developed across time. The report also identifies lessons learned from the SCALE experience. These lessons can inform the participants of…

A Pedagogical Framework for the Use of Information and Communications Technology in Initial Teacher Training

ERIC Educational Resources Information Center

Hramiak, Alison

2006-01-01

This paper describes the initial findings of a longitudinal case study that investigates the use of e-learning and communications technology to enhance the placement experience for full-time post graduate certificate in education (PGCE) students. It is a work in progress examining how a VLE might be used to support trainees while they are on…

Explorations into Becoming New, Radical, and Quite Possibly Dangerously Progressive within an Aotearoa New Zealand Context

ERIC Educational Resources Information Center

Dunham, Nicola; Owen, Hazel; Heta-Lensen, Yo

2015-01-01

This paper draws on an initiative where we experienced being new, radical, and, from some viewpoints, dangerously progressive at Unitec--a Polytechnic/Institute of Technology in Aotearoa, New Zealand. The initiative was driven by a need to improve student experiences of interdisciplinary learning and teaching, and to develop a common semester for…

Discussion on Reformation of Biotechnological Pharmacy Experimental Teaching

NASA Astrophysics Data System (ADS)

Wen, Zhang; Yanjun, Li; Qiao, Zeng

This article constructs a "comprehensive-designable-innovation" multi-level experimental teaching model, through integrating related disciplines courses, updating biopharmaceutical experiment teaching content, adding designing and innovation experiment item. During the teaching, the teacher mobilizes and stimulates the students' learning interest, enthusiasm and initiative fully by adopting the opening experiment teaching mode. The experiment not only consolidates the students' theory knowledge, makes them master the basic skills of biological pharmacy experiment, but also cultivates the students' independent innovating and independent ability.

How is spatial context learning integrated over signal versus noise? A primacy effect in contextual cueing.

PubMed

Jungé, Justin A; Scholl, Brian J; Chun, Marvin M

2007-01-01

Over repeated exposure to particular visual search displays, subjects are able to implicitly extract regularities that then make search more efficient-a phenomenon known as contextual cueing. Here we explore how the learning involved in contextual cueing is formed, maintained, and updated over experience. During an initial training phase, a group of signal first subjects searched through a series of predictive displays (where distractor locations were perfectly correlated with the target location), followed with no overt break by a series of unpredictive displays (where repeated contexts were uncorrelated with target locations). A second noise first group of subjects encountered the unpredictive displays followed by the predictive displays. Despite the fact that both groups had the same overall exposure to signal and noise, only the signal first group demonstrated subsequent contextual cueing. This primacy effect indicates that initial experience can result in hypotheses about regularities in displays-or the lack thereof-which then become resistant to updating. The absence of regularities in early stages of training even blocked observers from learning predictive regularities later on.

How is spatial context learning integrated over signal versus noise? A primacy effect in contextual cueing

PubMed Central

Jungé, Justin A.; Scholl, Brian J.; Chun, Marvin M.

2008-01-01

Over repeated exposure to particular visual search displays, subjects are able to implicitly extract regularities that then make search more efficient—a phenomenon known as contextual cueing. Here we explore how the learning involved in contextual cueing is formed, maintained, and updated over experience. During an initial training phase, a group of signal first subjects searched through a series of predictive displays (where distractor locations were perfectly correlated with the target location), followed with no overt break by a series of unpredictive displays (where repeated contexts were uncorrelated with target locations). A second noise first group of subjects encountered the unpredictive displays followed by the predictive displays. Despite the fact that both groups had the same overall exposure to signal and noise, only the signal first group demonstrated subsequent contextual cueing. This primacy effect indicates that initial experience can result in hypotheses about regularities in displays—or the lack thereof—which then become resistant to updating. The absence of regularities in early stages of training even blocked observers from learning predictive regularities later on. PMID:18725966

"Trying to Decide … What Sort of Teacher I Wanted to Be": Mentoring as a Dialogic Practice

ERIC Educational Resources Information Center

Talbot, Debra; Denny, Jane; Henderson, Sarah

2018-01-01

Mentoring of pre-service teachers in school contexts is acknowledged as an important part of initial teacher education. However, finding sufficient school-based professional experience placements for pre-service teachers, ensuring the quality of the learning experiences provided by such placements, and gaining a clear understanding of what…

Expanding the Conversation about SEM: Advancing SEM Efforts to Improve Student Learning and Persistence--Part I

ERIC Educational Resources Information Center

Yale, Amanda

2010-01-01

It's now nearly ten years since the author started participating in and presenting at national conferences related to strategic enrollment management (SEM). Having entered this profession with nearly 20 years of experience in transitional initiatives related to the first-year experience and academic advisement services, she has perceived an…

Receiving the Initial Down Syndrome Diagnosis: A Comparison of Prenatal and Postnatal Parent Group Experiences

ERIC Educational Resources Information Center

Nelson Goff, Briana S.; Springer, Nicole; Foote, Laura Cline; Frantz, Courtney; Peak, Madison; Tracy, Courtney; Veh, Taylor; Bentley, Gail E.; Cross, Kayli A.

2013-01-01

This study explored the preliminary experiences of parents upon learning of their child's diagnosis of Down syndrome. Qualitative data from a web-based, national survey were analyzed based on two groups: prenatal ("n" = 46) or postnatal ("n" = 115) diagnosis. Three primary categories emerged from the data analysis:…

Parent Involvement in Meaningful Post-School Experiences for Young Adults with IDD and Pervasive Support Needs

ERIC Educational Resources Information Center

Rossetti, Zachary; Lehr, Donna; Pelerin, Dana; Huang, Shuoxi; Lederer, Leslie

2016-01-01

Despite initiatives supporting young adults with intellectual and developmental disabilities (IDD) to engage in post-secondary education and integrated employment, those with more intensive support needs are not as easily involved in these post-school experiences. In an effort to learn from positive examples, we examined parent involvement in…

Complex Adaptive Systems and the Origins of Adaptive Structure: What Experiments Can Tell Us

ERIC Educational Resources Information Center

Cornish, Hannah; Tamariz, Monica; Kirby, Simon

2009-01-01

Language is a product of both biological and cultural evolution. Clues to the origins of key structural properties of language can be found in the process of cultural transmission between learners. Recent experiments have shown that iterated learning by human participants in the laboratory transforms an initially unstructured artificial language…

Tribal experiences and lessons learned in riparian ecosystem restoration

Treesearch

Ronald K. Miller; James E. Enote; Cameron L. Martinez

1996-01-01

Riparian ecosystems have been part of the culture of land use of native peoples in the Southwest United States for thousands of years. The experiences of tribal riparian initiatives to incorporate modern elements of environment and development with cultural needs are relatively few. This paper describes tribal case examples and approaches in riparian management which...

Designing an Effective Prevention Program: Principles Underlying the Rand Smoking and Drug Prevention Experiment.

ERIC Educational Resources Information Center

Ellickson, Phyllis L.

This paper describes the Project ALERT program (Adolescent Learning Experiences in Resistance Training) which was established by the Rand Corporation to prevent smoking and drug use among seventh graders. The program is based on the social influence model of drug use initiation. Curriculum features are described including motivation to resist and…

A phenomenological study of assessment methods in the inquiry-based science classroom: How do educators decide?

NASA Astrophysics Data System (ADS)

Tash, Gina G.

The purpose of this phenomenological study was to describe the experiences of science educators as they select and develop assessment methods for inquiry learning. Balancing preparations for standardized tests and authentic inquiry assessment experiences can be challenging for science educators. The review of literature revealed that current research focused on instructional methods and assessment, students' assessment experiences, and teachers' instructional methods experiences. There remains a gap in current literature regarding the experiences of science educators as they select and develop assessment methods for inquiry learning. This study filled the gap by providing a description of the experiences of science educators as they select and develop assessments for inquiry learning. The participants in this study were 16 fifth through eighth grade science teachers who participate in the Alabama Math, Science, and Technology Initiative (AMSTI) in northwest Alabama. A phenomenological research method was chosen in order to describe the experiences of AMSTI science teachers as they select and develop assessments for inquiry learning. Data were collected through interviews and focus group discussions. The data analysis used a modified Stevick-Colaizzi-Keen framework. The results showed AMSTI science teachers use a variety of assessment resources and methods, feel pressures to meet Adequate Yearly Progress (AYP), and implement varying degrees of change in their assessment process due to No Child Left Behind (NCLB). Contributing a positive social change, this study's findings supplied science teachers with descriptions of successful inquiry classrooms and creative assessments that correspond to inquiry-based learning methods.

First year undergraduate nursing students and nursing mentors: An evaluation of their experience of specialist areas as their hub practice learning environment.

PubMed

McCallum, Jacqueline; Lamont, David; Kerr, Emma-Louise

2016-01-01

Specialist environments have traditionally not been considered as practice learning environments for year one nursing students. Through implementation of the hub and spoke model of practice learning this was implemented across one health board and Higher Education Institution in Scotland. Sixty nine students from specialist and 147 from general areas out of a total population of 467 students (46.2%) and thirteen mentors from specialist and 26 from general areas out of a total 577 mentors (6.7%) completed a questionnaire. The findings support this initiative and suggest in some cases student experiences are more positive in specialist environments. Copyright © 2015 Elsevier Ltd. All rights reserved.

A self-agency bias in preschoolers' causal inferences

PubMed Central

Kushnir, Tamar; Wellman, Henry M.; Gelman, Susan A.

2013-01-01

Preschoolers' causal learning from intentional actions – causal interventions – is subject to a self-agency bias. We propose that this bias is evidence-based; it is responsive to causal uncertainty. In the current studies, two causes (one child-controlled, one experimenter-controlled) were associated with one or two effects, first independently, then simultaneously. When initial independent effects were probabilistic, and thus subsequent simultaneous actions were causally ambiguous, children showed a self-agency bias. Children showed no bias when initial effects were deterministic. Further controls establish that children's self-agency bias is not a wholesale preference but rather is influenced by uncertainty in causal evidence. These results demonstrate that children's own experience of action influences their causal learning, and suggest possible benefits in uncertain and ambiguous everyday learning contexts. PMID:19271843

Blended learning in paediatric emergency medicine: preliminary analysis of a virtual learning environment.

PubMed

Spedding, Ruth; Jenner, Rachel; Potier, Katherine; Mackway-Jones, Kevin; Carley, Simon

2013-04-01

Paediatric emergency medicine (PEM) currently faces many competing educational challenges. Recent changes to the working patterns have made the delivery of effective teaching to trainees extremely difficult. We developed a virtual learning environment, on the basis of socioconstructivist principles, which allows learning to take place regardless of time or location. The aim was to evaluate the effectiveness of a blended e-learning approach for PEM training. We evaluated the experiences of ST3 trainees in PEM using a multimodal approach. We classified and analysed message board discussions over a 6-month period to look for evidence of practice change and learning. We conducted semistructured qualitative interviews with trainees approximately 5 months after they completed the course. Trainees embraced the virtual learning environment and had positive experiences of the blended approach to learning. Socioconstructivist learning did take place through the use of message boards on the virtual learning environment. Despite their initial unfamiliarity with the online learning system, the participants found it easy to access and use. The participants found the learning relevant and there was an overlap between shop floor learning and the online content. Clinical discussion was often led by trainees on the forums and these were described as enjoyable and informative. A blended approach to e-learning in basic PEM is effective and enjoyable to trainees.

Contextual cueing in 3D visual search depends on representations in planar-, not depth-defined space.

PubMed

Zang, Xuelian; Shi, Zhuanghua; Müller, Hermann J; Conci, Markus

2017-05-01

Learning of spatial inter-item associations can speed up visual search in everyday life, an effect referred to as contextual cueing (Chun & Jiang, 1998). Whereas previous studies investigated contextual cueing primarily using 2D layouts, the current study examined how 3D depth influences contextual learning in visual search. In two experiments, the search items were presented evenly distributed across front and back planes in an initial training session. In the subsequent test session, the search items were either swapped between the front and back planes (Experiment 1) or between the left and right halves (Experiment 2) of the displays. The results showed that repeated spatial contexts were learned efficiently under 3D viewing conditions, facilitating search in the training sessions, in both experiments. Importantly, contextual cueing remained robust and virtually unaffected following the swap of depth planes in Experiment 1, but it was substantially reduced (to nonsignificant levels) following the left-right side swap in Experiment 2. This result pattern indicates that spatial, but not depth, inter-item variations limit effective contextual guidance. Restated, contextual cueing (even under 3D viewing conditions) is primarily based on 2D inter-item associations, while depth-defined spatial regularities are probably not encoded during contextual learning. Hence, changing the depth relations does not impact the cueing effect.

Long-term avoidance memory formation is associated with a transient increase in mushroom body synaptic complexes in leaf-cutting ants

PubMed Central

Falibene, Agustina; Roces, Flavio; Rössler, Wolfgang

2015-01-01

Long-term behavioral changes related to learning and experience have been shown to be associated with structural remodeling in the brain. Leaf-cutting ants learn to avoid previously preferred plants after they have proved harmful for their symbiotic fungus, a process that involves long-term olfactory memory. We studied the dynamics of brain microarchitectural changes after long-term olfactory memory formation following avoidance learning in Acromyrmex ambiguus. After performing experiments to control for possible neuronal changes related to age and body size, we quantified synaptic complexes (microglomeruli, MG) in olfactory regions of the mushroom bodies (MBs) at different times after learning. Long-term avoidance memory formation was associated with a transient change in MG densities. Two days after learning, MG density was higher than before learning. At days 4 and 15 after learning—when ants still showed plant avoidance—MG densities had decreased to the initial state. The structural reorganization of MG triggered by long-term avoidance memory formation clearly differed from changes promoted by pure exposure to and collection of novel plants with distinct odors. Sensory exposure by the simultaneous collection of several, instead of one, non-harmful plant species resulted in a decrease in MG densities in the olfactory lip. We hypothesize that while sensory exposure leads to MG pruning in the MB olfactory lip, the formation of long-term avoidance memory involves an initial growth of new MG followed by subsequent pruning. PMID:25904854

Learning for autonomous navigation : extrapolating from underfoot to the far field

NASA Technical Reports Server (NTRS)

Matthies, Larry; Turmon, Michael; Howard, Andrew; Angelova, Anelia; Tang, Benyang; Mjolsness, Eric

2005-01-01

Autonomous off-road navigation of robotic ground vehicles has important applications on Earth and in space exploration. Progress in this domain has been retarded by the limited lookahead range of 3-D sensors and by the difficulty of preprogramming systems to understand the traversability of the wide variety of terrain they can encounter. Enabling robots to learn from experience may alleviate both of these problems. We define two paradigms for this, learning from 3-D geometry and learning from proprioception, and describe initial instantiations of them we have developed under DARPA and NASA programs. Field test results show promise for learning traversability of vegetated terrain, learning to extend the lookahead range of the vision system, and learning how slip varies with slope.

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

PubMed Central

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

2011-01-01

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

Consultant's Playbook: A Survey of Pharmacy Consultant Experiences Among Hospitals In the University HealthSystem Consortium.

PubMed

Hicks, Dave; McCarthy, Bryan; Fanikos, John; Emamifar, Amir; Nedved, Andrea; Thompson, Bruce; Bender, Fred; McMahon, Patrick

2013-10-01

Our team surveyed a group of pharmacy directors to learn about their experiences with pharmacy consultants so that the directors might be able to use their consulting resources in a more effective manner. In May 2012, the University HealthSystem Consortium (UHC) Pharmacy Council Financial Performance Committee developed an electronic survey that collectively measured the characteristics, goals, and methodology of historical pharmacy consultant engagements and level of satisfaction. After e-mailing the initial electronic survey, we conducted follow-up telephone interviews with respondents from July through November 2012. These interviews were designed to include questions about expected outcomes, recommendations for evaluation processes, timelines for implementing the recommendations, consultants' expenses, and insights gained. A total of 23 pharmacy directors responded to the initial electronic survey; their organizations had engaged at least one consultant within the previous 5 years. Data were collected for 28 consultant engagements. Subsequent telephone interviews were conducted with 20 of the 23 pharmacy directors (87%) who completed the initial electronic survey, accounting for 25 of the 28 consultant engagements (89%). Cost reduction along with revenue enhancement was most often the focus of these engagements. These engagements were also mainly within the scope of an organization-wide effort initiated by the executive board or executive team. Consultant experiences varied greatly in terms of (1) the degree to which assistance was provided to the organization, (2) benchmarking methodologies and resources, and (3) timelines for implementing the consultants' recommendations. In general, most respondents rated their consultant experience as positive and were able to provide "pearls of wisdom" or lessons learned.

Performing a reaching task with one arm while adapting to a visuomotor rotation with the other can lead to complete transfer of motor learning across the arms

PubMed Central

Lei, Yuming; Binder, Jeffrey R.

2015-01-01

The extent to which motor learning is generalized across the limbs is typically very limited. Here, we investigated how two motor learning hypotheses could be used to enhance the extent of interlimb transfer. According to one hypothesis, we predicted that reinforcement of successful actions by providing binary error feedback regarding task success or failure, in addition to terminal error feedback, during initial training would increase the extent of interlimb transfer following visuomotor adaptation (experiment 1). According to the other hypothesis, we predicted that performing a reaching task repeatedly with one arm without providing performance feedback (which prevented learning the task with this arm), while concurrently adapting to a visuomotor rotation with the other arm, would increase the extent of transfer (experiment 2). Results indicate that providing binary error feedback, compared with continuous visual feedback that provided movement direction and amplitude information, had no influence on the extent of transfer. In contrast, repeatedly performing (but not learning) a specific task with one arm while visuomotor adaptation occurred with the other arm led to nearly complete transfer. This suggests that the absence of motor instances associated with specific effectors and task conditions is the major reason for limited interlimb transfer and that reinforcement of successful actions during initial training is not beneficial for interlimb transfer. These findings indicate crucial contributions of effector- and task-specific motor instances, which are thought to underlie (a type of) model-free learning, to optimal motor learning and interlimb transfer. PMID:25632082

Extinction in multiple contexts: Effects on the rate of extinction and the strength of response recovery.

PubMed

Bustamante, Javier; Uengoer, Metin; Thorwart, Anna; Lachnit, Harald

2016-09-01

In two human predictive-learning experiments, we investigated the effects of extinction in multiple contexts on the rate of extinction and the strength of response recovery. In each experiment, participants initially received acquisition training with a target cue in one context, followed by extinction either in a different context (extinction in a single context) or in three different contexts (extinction in multiple contexts). The results of both experiments showed that conducting extinction in multiple contexts led to higher levels of responding during extinction than did extinction in a single context. Additionally, Experiment 2 showed that extinction in multiple contexts prevented ABC renewal but had no detectable impact on ABA renewal. Our results are discussed within the framework of contemporary learning theories of contextual control and extinction.

Students take the lead for learning in practice: A process for building self-efficacy into undergraduate nursing education.

PubMed

Henderson, Amanda; Harrison, Penny; Rowe, Jennifer; Edwards, Sam; Barnes, Margaret; Henderson, Simon; Henderson, Amanda

2018-04-10

To prepare graduate nurses for practice, the curriculum and pedagogy need to facilitate student engagement, active learning and the development of self-efficacy. This pilot project describes and explores an initiative, the Check-in and Check-out process, that aims to engage students as active partners in their learning and teaching in their clinical preparation for practice. Three interdependent elements make up the process: a check-in (briefing) part; a clinical practice part, which supports students as they engage in their learning and practise clinical skills; and a check-out (debriefing) part. A student evaluation of this initiative confirmed the value of the process, which has subsequently been embedded in the preparation for practice and work-integrated learning courses in the undergraduate nursing programs at the participating university. The introduction of a singular learning process provides consistency in the learning approach used across clinical learning spaces, irrespective of their location or focus. A consistent learning process-including a common language that easily transfers across all clinical courses and clinical settings-arguably enhances the students' learning experience, helps them to actively manage their preparation for clinical practice and to develop self-efficacy. Copyright © 2018. Published by Elsevier Ltd.

Lifelong learning skills: how experienced are students when they enter medical school?

PubMed

Whittle, Sue R; Murdoch-Eaton, Deborah G

2004-09-01

Widening participation initiatives together with changes in school curricula in England may broaden the range of lifelong learning skills experience of new undergraduates. This project examines the experience levels of current students, as a comparative baseline. First-year medical students completed a questionnaire on arrival, investigating their practice of 31 skills during the previous two years. Responses show that most students have regularly practised transferable skills. However, significant numbers report little experience, particularly in IT skills such as email, using the Internet, spreadsheets and databases. Some remain unfamiliar with word processing. Library research, essay writing and oral presentation are also rarely practised by substantial numbers. One-third of students lack experience of evaluating their own strengths and weaknesses. Current students already show diversity of experience in skills on arrival at medical school. Changes in the near future may increase this range of experience further, and necessitate changes to undergraduate courses.

Active learning methods for interactive image retrieval.

PubMed

Gosselin, Philippe Henri; Cord, Matthieu

2008-07-01

Active learning methods have been considered with increased interest in the statistical learning community. Initially developed within a classification framework, a lot of extensions are now being proposed to handle multimedia applications. This paper provides algorithms within a statistical framework to extend active learning for online content-based image retrieval (CBIR). The classification framework is presented with experiments to compare several powerful classification techniques in this information retrieval context. Focusing on interactive methods, active learning strategy is then described. The limitations of this approach for CBIR are emphasized before presenting our new active selection process RETIN. First, as any active method is sensitive to the boundary estimation between classes, the RETIN strategy carries out a boundary correction to make the retrieval process more robust. Second, the criterion of generalization error to optimize the active learning selection is modified to better represent the CBIR objective of database ranking. Third, a batch processing of images is proposed. Our strategy leads to a fast and efficient active learning scheme to retrieve sets of online images (query concept). Experiments on large databases show that the RETIN method performs well in comparison to several other active strategies.

Listening to the Learners' Voices in HE: How Do Students Reflect on Their Use of Technology for Learning?

ERIC Educational Resources Information Center

Jefferies, Amanda; Hyde, Ruth

2009-01-01

The importance of the Learner's Voice and thus of listening to students' views has been evidenced in various high profile initiatives in the UK. The work presented here is from the JISC Learners' Experiences of E-Learning Phase 2 Learners' Journeys STROLL project. The seven JISC funded projects were set up in 2007 to investigate inter alia the…

How a Small Family Run Business Adopted Critical Reflection Action Learning Using Hand Drawn Images to Initiate Organisational Change

ERIC Educational Resources Information Center

Shepherd, Gary

2016-01-01

In this account of practice I would like to share my experiences of facilitating a Critical Reflection Action Learning (CRAL) set with a small family run business, struggling to make change and expand their services due to the problems they encountered in separating their business lives from their family lives. The account I present here is based…

Student perception of travel service learning experience in Morocco.

PubMed

Puri, Aditi; Kaddoura, Mahmoud; Dominick, Christine

2013-08-01

This study explores the perceptions of health profession students participating in academic service learning in Morocco with respect to adapting health care practices to cultural diversity. Authors utilized semi-structured, open-ended interviews to explore the perceptions of health profession students. Nine dental hygiene and nursing students who traveled to Morocco to provide oral and general health services were interviewed. After interviews were recorded, they were transcribed verbatim to ascertain descriptive validity and to generate inductive and deductive codes that constitute the major themes of the data analysis. Thereafter, NVIVO 8 was used to rapidly determine the frequency of applied codes. The authors compared the codes and themes to establish interpretive validity. Codes and themes were initially determined independently by co-authors and applied to the data subsequently. The authors compared the applied codes to establish intra-rater reliability. International service learning experiences led to perceptions of growth as a health care provider among students. The application of knowledge and skills learned in academic programs and service learning settings were found to help in bridging the theory-practice gap. The specific experience enabled students to gain an understanding of diverse health care and cultural practices in Morocco. Students perceived that the experience gained in international service learning can heighten awareness of diverse cultural and health care practices to foster professional growth of health professionals.

Issues in NASA Program and Project Management. Special Report: 1997 Conference. Project Management Now and in the New Millennium

NASA Technical Reports Server (NTRS)

Hoffman, Edward J. (Editor); Lawbaugh, William M. (Editor)

1997-01-01

Topics Considered Include: NASA's Shared Experiences Program; Core Issues for the Future of the Agency; National Space Policy Strategic Management; ISO 9000 and NASA; New Acquisition Initiatives; Full Cost Initiative; PM Career Development; PM Project Database; NASA Fast Track Studies; Fast Track Projects; Earned Value Concept; Value-Added Metrics; Saturn Corporation Lessons Learned; Project Manager Credibility.

Educative Mentors? The Role of Classroom Teachers in Initial Teacher Education. A New Zealand Study

ERIC Educational Resources Information Center

Trevethan, Helen

2017-01-01

Classroom experience is an important part of initial teacher education (ITE) and the teachers who work with student teachers in schools have a significant impact on learning in this context. While many studies have documented what the role of these teachers should be, it is also important to consider how the role is conceptualised by the teachers…

Teaching caring and competence: Student transformation during an older adult focused service-learning course.

PubMed

Brown, Karen M; Bright, Leslie M

2017-11-01

Innovative teaching strategies develop nurses' knowledge, skills, and attitudes while simultaneously integrating the art of caring and transforming attitudes toward adults over age 65. The study's purpose was to explore students' experiences and attitudes toward older adults with cognitive and/or physical limitations as well as the effects on students' knowledge and skills during a baccalaureate nursing, course which included a service-learning experience. Service-learning synthesizes meaningful community service, academic instruction, and reflection. Participants included baccalaureate students enrolled in a service-learning nursing course focused on older adults. This retrospective, qualitative, phenomenological study used reflective journals and an online survey to explore baccalaureate nursing students' experiences toward older adults with cognitive and/or physical limitations. Themes included initial attitudes of anticipation, apprehension, anxiety, and ageist stereotypes. Final attitudes included a "completely changed perspective" of caring, compassion, and respect indicative of a rewarding, "life-changing" experience. Participants cited enhanced learning, especially in the areas of patient-centered care, collaboration, communication, advocacy, empathy, assessment skills, and evidence-based practice. This innovative teaching strategy led to transformed attitudes toward older adults, reduced fear of older adult populations, an increased desire to work with older adults, and the ability to form a transpersonal, caring relationship while enhancing nursing knowledge and skills. Copyright © 2017 Elsevier Ltd. All rights reserved.

Predicting the integration of overlapping memories by decoding mnemonic processing states during learning

PubMed Central

Richter, Franziska R.; Chanales, Avi J. H.; Kuhl, Brice A.

2015-01-01

The hippocampal memory system is thought to alternate between two opposing processing states: encoding and retrieval. When present experience overlaps with past experience, this creates a potential tradeoff between encoding the present and retrieving the past. This tradeoff may be resolved by memory integration—that is, by forming a mnemonic representation that links present experience with overlapping past experience. Here, we used fMRI decoding analyses to predict when—and establish how—past and present experiences become integrated in memory. In an initial experiment, we alternately instructed subjects to adopt encoding, retrieval or integration states during overlapping learning. We then trained across-subject pattern classifiers to ‘read out’ the instructed processing states from fMRI activity patterns. We show that an integration state was clearly dissociable from encoding or retrieval states. Moreover, trial-by-trial fluctuations in decoded evidence for an integration state during learning reliably predicted behavioral expressions of successful memory integration. Strikingly, the decoding algorithm also successfully predicted specific instances of spontaneous memory integration in an entirely independent sample of subjects for whom processing state instructions were not administered. Finally, we show that medial prefrontal cortex and hippocampus differentially contribute to encoding, retrieval, and integration states: whereas hippocampus signals the tradeoff between encoding vs. retrieval states, medial prefrontal cortex actively represents past experience in relation to new learning. PMID:26327243

How do early emotional experiences in the operating theatre influence medical student learning in this environment?

PubMed

Bowrey, David J; Kidd, Jane M

2014-01-01

The emotions experienced by medical students on first exposure to the operating theatre are unknown. It is also unclear what influence these emotions have on the learning process. To understand the emotions experienced by students when in the operating theatre for the first time and the impact of these emotions on learning. Nine 3rd-year medical students participated in semistructured interviews to explore these themes. A qualitative approach was used; interviews were transcribed and coded thematically. All participants reported initial negative emotions (apprehension, anxiety, fear, shame, overwhelmed), with excitement being reported by 3. Six participants considered that their anxiety was so overwhelming that it was detrimental to their learning. Participants described a period of familiarization to the environment, after which learning was facilitated. Early learning experiences centered around adjustment to the physical environment of the operating theatre. Factors driving initial negative feelings were loss of familiarity, organizational issues, concerns about violating protocol, and a fear of syncope. Participants considered that it took a median of 1 week (range = 1 day-3 weeks) or 5 visits to the operating theatre (range = 1-10) before feeling comfortable in the new setting. Emotions experienced on subsequent visits to the operating theatre were predominantly positive (enjoyment, happiness, confident, involved, pride). Two participants reported negative feelings related to social exclusion. Being included in the team was a powerful determinant of enjoyment. These findings indicate that for learning in the operating theatre to be effective, addressing the negative emotions of the students might be beneficial. This could be achieved by a formal orientation program for both learners and tutors in advance of attendance in the operating theatre. For learning to be optimized, students must feel a sense of inclusion in the theatre community of practice.

Manipulating memory efficacy affects the behavioral and neural profiles of deterministic learning and decision-making.

PubMed

Tremel, Joshua J; Ortiz, Daniella M; Fiez, Julie A

2018-06-01

When making a decision, we have to identify, collect, and evaluate relevant bits of information to ensure an optimal outcome. How we approach a given choice can be influenced by prior experience. Contextual factors and structural elements of these past decisions can cause a shift in how information is encoded and can in turn influence later decision-making. In this two-experiment study, we sought to manipulate declarative memory efficacy and decision-making in a concurrent discrimination learning task by altering the amount of information to be learned. Subjects learned correct responses to pairs of items across several repetitions of a 50- or 100-pair set and were tested for memory retention. In one experiment, this memory test interrupted learning after an initial encoding experience in order to test for early encoding differences and associate those differences with changes in decision-making. In a second experiment, we used fMRI to probe neural differences between the two list-length groups related to decision-making across learning and assessed subsequent memory retention. We found that a striatum-based system was associated with decision-making patterns when learning a longer list of items, while a medial cortical network was associated with patterns when learning a shorter list. Additionally, the hippocampus was exclusively active for the shorter list group. Altogether, these behavioral, computational, and imaging results provide evidence that multiple types of mnemonic representations contribute to experienced-based decision-making. Moreover, contextual and structural factors of the task and of prior decisions can influence what types of evidence are drawn upon during decision-making. Copyright © 2018 Elsevier Ltd. All rights reserved.

MSFC Skylab experimenter's reference

NASA Technical Reports Server (NTRS)

1974-01-01

The methods and techniques for experiment development and integration that evolved during the Skylab Program are described to facilitate transferring this experience to experimenters in future manned space programs. Management responsibilities and the sequential process of experiment evolution from initial concept through definition, development, integration, operation and postflight analysis are outlined in the main text and amplified, as appropriate, in appendixes. Emphasis is placed on specific lessons learned on Skylab that are worthy of consideration by future programs.

Entry and Transition to Academic Leadership: Experiences of Women Leaders from Turkey and the U.S.

ERIC Educational Resources Information Center

Hacifazlioglu, Ozge

2010-01-01

Academics who aspire to become academic leaders experience a number of changes as they move into administration. New academic leaders find themselves immersed in a transition that demands personal development and creates new learning settings. The purpose of this study is to examine initial challenges experienced by women academic leaders in the…

Shifting the paradigm of music instruction: implications of embodiment stemming from an augmented reality guitar learning system

PubMed Central

Keebler, Joseph R.; Wiltshire, Travis J.; Smith, Dustin C.; Fiore, Stephen M.; Bedwell, Jeffrey S.

2014-01-01

Musical instruction often includes materials that can act as a barrier to learning. New technologies using augmented reality may aid in reducing the initial difficulties involved in learning music by lowering these barriers characteristic of traditional instructional materials. Therefore, this set of studies examined a novel augmented reality guitar learning system (i.e., the Fretlight® guitar) in regards to current theories of embodied music cognition. Specifically, we examined the effects of using this system in comparison to a standard instructional material (i.e., diagrams). First, we review major theories related to musical embodiment and specify a niche within this research space we call embodied music technology for learning. Following, we explicate two parallel experiments that were conducted to address the learning effects of this system. Experiment 1 examined short-term learning effects within one experimental session, while Experiment 2 examined both short-term and long-term effects across two sessions spaced at a 2-week interval. Analyses demonstrated that, for many of our dependent variables, all participants increased in performance across time. Further, the Fretlight® condition consistently led to significantly better outcomes via interactive effects, including significantly better long term retention for the learned information across a 2 week time interval. These results are discussed in the context of embodied cognition theory as it relates to music. Potential limitations and avenues for future research are described. PMID:24999334

Language experience differentiates prefrontal and subcortical activation of the cognitive control network in novel word learning

PubMed Central

King, Kelly E.; Hernandez, Arturo E.

2012-01-01

The purpose of this study was to examine the cognitive control mechanisms in adult English speaking monolinguals compared to early sequential Spanish-English bilinguals during the initial stages of novel word learning. Functional magnetic resonance imaging during a lexico-semantic task after only two hours of exposure to novel German vocabulary flashcards showed that monolinguals activated a broader set of cortical control regions associated with higher-level cognitive processes, including the supplementary motor area (SMA), anterior cingulate (ACC), and dorsolateral prefrontal cortex (DLPFC), as well as the caudate, implicated in cognitive control of language. However, bilinguals recruited a more localized subcortical network that included the putamen, associated more with motor control of language. These results suggest that experience managing multiple languages may differentiate the learning strategy and subsequent neural mechanisms of cognitive control used by bilinguals compared to monolinguals in the early stages of novel word learning. PMID:23194816

Executive function predicts artificial language learning

PubMed Central

Kapa, Leah L.; Colombo, John

2017-01-01

Previous research suggests executive function (EF) advantages among bilinguals compared to monolingual peers, and these advantages are generally attributed to experience controlling two linguistic systems. However, the possibility that the relationship between bilingualism and EF might be bidirectional has not been widely considered; while experience with two languages might improve EF, better EF skills might also facilitate language learning. In the current studies, we tested whether adults’ and preschool children’s EF abilities predicted success in learning a novel artificial language. After controlling for working memory and English receptive vocabulary, adults’ artificial language performance was predicted by their inhibitory control ability (Study 1) and children’s performance was predicted by their attentional monitoring and shifting ability (Study 2). These findings provide preliminary evidence suggesting that EF processes may be employed during initial stages of language learning, particularly vocabulary acquisition, and support the possibility of a bidirectional relationship between EF and language acquisition. PMID:29129958

Is the learning curve endless? One surgeon's experience with robotic prostatectomy

NASA Astrophysics Data System (ADS)

Patel, Vipul; Thaly, Rahul; Shah, Ketul

2007-02-01

Introduction: After performing 1,000 robotic prostatectomies we reflected back on our experience to determine what defined the learning curve and the essential elements that were the keys to surmounting it. Method: We retrospectively assessed our experience to attempt to define the learning curve(s), key elements of the procedure, technical refinements and changes in technology that facilitated our progress. Result: The initial learning curve to achieve basic competence and the ability to smoothly perform the procedure in less than 4 hours with acceptable outcomes was approximately 25 cases. A second learning curve was present between 75-100 cases as we approached more complicated patients. At 200 cases we were comfortably able to complete the procedure routinely in less than 2.5 hours with no specific step of the procedure hindering our progression. At 500 cases we had the introduction of new instrumentation (4th arm, biopolar Maryland, monopolar scissors) that changed our approach to the bladder neck and neurovascular bundle dissection. The most challenging part of the procedure was the bladder neck dissection. Conclusion: There is no single parameter that can be used to assess or define the learning curve. We used a combination of factors to make our subjective definition this included: operative time, smoothness of technical progression during the case along with clinical outcomes. The further our case experience progressed the more we expected of our outcomes, thus we continually modified our technique and hence embarked upon yet a new learning curve.

Retrospective North American CFL Experience Curve Analysis and Correlation to Deployment Programs

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

Smith, Sarah J.; Wei, Max; Sohn, Michael D.

Retrospective experience curves are a useful tool for understanding historic technology development, and can contribute to investment program analysis and future cost estimation efforts. This work documents our development of an analysis approach for deriving retrospective experience curves with a variable learning rate, and its application to develop an experience curve for compact fluorescent lamps for the global and North American markets over the years 1990-2007. Uncertainties and assumptions involved in interpreting data for our experience curve development are discussed, including the processing and transformation of empirical data, the selection of system boundaries, and the identification of historical changes inmore » the learning rate over the course of 15 years. In the results that follow, we find that that the learning rate has changed at least once from 1990-2007. We also explore if, and to what degree, public deployment programs may have contributed to an increased technology learning rate in North America. We observe correlations between the changes in the learning rate and the initiation of new policies, abrupt technological advances, including improvements to ballast technology, and economic and political events such as trade tariffs and electricity prices. Finally, we discuss how the findings of this work (1) support the use of segmented experience curves for retrospective and prospective analysis and (2) may imply that investments in technological research and development have contributed to a change in market adoption and penetration.« less

National Wind Distance Learning Collaborative

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

Dr. James B. Beddow

2013-03-29

Executive Summary The energy development assumptions identified in the Department of Energy's position paper, 20% Wind Energy by 2030, projected an exploding demand for wind energy-related workforce development. These primary assumptions drove a secondary set of assumptions that early stage wind industry workforce development and training paradigms would need to undergo significant change if the workforce needs were to be met. The current training practice and culture within the wind industry is driven by a relatively small number of experts with deep field experience and knowledge. The current training methodology is dominated by face-to-face, classroom based, instructor present training. Givenmore » these assumptions and learning paradigms, the purpose of the National Wind Distance Learning Collaborative was to determine the feasibility of developing online learning strategies and products focused on training wind technicians. The initial project scope centered on (1) identifying resources that would be needed for development of subject matter and course design/delivery strategies for industry-based (non-academic) training, and (2) development of an appropriate Learning Management System (LMS). As the project unfolded, the initial scope was expanded to include development of learning products and the addition of an academic-based training partner. The core partners included two training entities, industry-based Airstreams Renewables and academic-based Lake Area Technical Institute. A third partner, Vision Video Interactive, Inc. provided technology-based learning platforms (hardware and software). The revised scope yielded an expanded set of results beyond the initial expectation. Eight learning modules were developed for the industry-based Electrical Safety course. These modules were subsequently redesigned and repurposed for test application in an academic setting. Software and hardware developments during the project's timeframe enabled redesign providing for student access through the use of tablet devices such as iPads. Early prototype Learning Management Systems (LMS) featuring more student-centric access and interfaces with emerging social media were developed and utilized during the testing applications. The project also produced soft results involving cross learning between and among the partners regarding subject matter expertise, online learning pedagogy, and eLearning technology-based platforms. The partners believe that the most significant, overarching accomplishment of the project was the development and implementation of goals, activities, and outcomes that significantly exceeded those proposed in the initial grant application submitted in 2009. Key specific accomplishments include: (1) development of a set of 8 online learning modules addressing electrical safety as it relates to the work of wind technicians; (3) development of a flexible, open-ended Learning Management System (LMS): (3) creation of a robust body of learning (knowledge, experience, skills, and relationships). Project leaders have concluded that there is substantial resource equity that could be leverage and recommend that it be carried forward to pursue a Next Stage Opportunity relating to development of an online core curriculum for institute and community college energy workforce development programs.« less

Role Played by the Passage of Time in Reversal Learning.

PubMed

Goarin, Estelle H F; Lingawi, Nura W; Laurent, Vincent

2018-01-01

Reversal learning is thought to involve an extinction-like process that inhibits the expression of the initial learning. However, behavioral evidence for this inhibition remains difficult to interpret as various procedures have been employed to study reversal learning. Here, we used a discrimination task in rats to examine whether the inhibition produced by reversal learning is as sensitive to the passage of time as the inhibition produced by extinction. Experiment 1 showed that when tested immediately after reversal training, rats were able to use the reversed contingencies to solve the discrimination task in an outcome-specific manner. This ability to use outcome-specific information was lost when a delay was inserted between reversal training and test. However, interpretation of these data was made difficult by a potential floor effect. This concern was addressed in Experiment 2 in which it was confirmed that the passage of time impaired the ability of the rats to use the reversed contingencies in an outcome-specific manner to solve the task. Further, it revealed that the delay between initial learning and test was not responsible for this impairment. Additional work demonstrated that solving the discrimination task was unaffected by Pavlovian extinction but that the discriminative stimuli were able to block conditioning to a novel stimulus, suggesting that Pavlovian processes were likely to contribute to solving the discrimination. We therefore concluded that the expression of reversal and extinction learning do share the same sensitivity to the effect of time. However, this sensitivity was most obvious when we assessed outcome-specific information following reversal learning. This suggests that the processes involved in reversal learning are somehow distinct from those underlying extinction learning, as the latter has usually been found to leave outcome-specific information relatively intact. Thus, the present study reveals that a better understanding of the mechanisms supporting reversal training requires assessing the impact that this training exerts on the content of learning rather than performance per se .

Role Played by the Passage of Time in Reversal Learning

PubMed Central

Goarin, Estelle H. F.; Lingawi, Nura W.; Laurent, Vincent

2018-01-01

Reversal learning is thought to involve an extinction-like process that inhibits the expression of the initial learning. However, behavioral evidence for this inhibition remains difficult to interpret as various procedures have been employed to study reversal learning. Here, we used a discrimination task in rats to examine whether the inhibition produced by reversal learning is as sensitive to the passage of time as the inhibition produced by extinction. Experiment 1 showed that when tested immediately after reversal training, rats were able to use the reversed contingencies to solve the discrimination task in an outcome-specific manner. This ability to use outcome-specific information was lost when a delay was inserted between reversal training and test. However, interpretation of these data was made difficult by a potential floor effect. This concern was addressed in Experiment 2 in which it was confirmed that the passage of time impaired the ability of the rats to use the reversed contingencies in an outcome-specific manner to solve the task. Further, it revealed that the delay between initial learning and test was not responsible for this impairment. Additional work demonstrated that solving the discrimination task was unaffected by Pavlovian extinction but that the discriminative stimuli were able to block conditioning to a novel stimulus, suggesting that Pavlovian processes were likely to contribute to solving the discrimination. We therefore concluded that the expression of reversal and extinction learning do share the same sensitivity to the effect of time. However, this sensitivity was most obvious when we assessed outcome-specific information following reversal learning. This suggests that the processes involved in reversal learning are somehow distinct from those underlying extinction learning, as the latter has usually been found to leave outcome-specific information relatively intact. Thus, the present study reveals that a better understanding of the mechanisms supporting reversal training requires assessing the impact that this training exerts on the content of learning rather than performance per se. PMID:29740293

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

PubMed Central

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

2015-01-01

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

Biological impact of auditory expertise across the life span: musicians as a model of auditory learning

PubMed Central

Strait, Dana L.; Kraus, Nina

2013-01-01

Experience-dependent characteristics of auditory function, especially with regard to speech-evoked auditory neurophysiology, have garnered increasing attention in recent years. This interest stems from both pragmatic and theoretical concerns as it bears implications for the prevention and remediation of language-based learning impairment in addition to providing insight into mechanisms engendering experience-dependent changes in human sensory function. Musicians provide an attractive model for studying the experience-dependency of auditory processing in humans due to their distinctive neural enhancements compared to nonmusicians. We have only recently begun to address whether these enhancements are observable early in life, during the initial years of music training when the auditory system is under rapid development, as well as later in life, after the onset of the aging process. Here we review neural enhancements in musically trained individuals across the life span in the context of cellular mechanisms that underlie learning, identified in animal models. Musicians’ subcortical physiologic enhancements are interpreted according to a cognitive framework for auditory learning, providing a model by which to study mechanisms of experience-dependent changes in auditory function in humans. PMID:23988583

Dopamine Dependence in Aggregate Feedback Learning: A Computational Cognitive Neuroscience Approach

PubMed Central

Valentin, Vivian V.; Maddox, W. Todd; Ashby, F. Gregory

2016-01-01

Procedural learning of skills depends on dopamine-mediated striatal plasticity. Most prior work investigated single stimulus-response procedural learning followed by feedback. However, many skills include several actions that must be performed before feedback is available. A new procedural-learning task is developed in which three independent and successive unsupervised categorization responses receive aggregate feedback indicating either that all three responses were correct, or at least one response was incorrect. Experiment 1 showed superior learning of stimuli in position 3, and that learning in the first two positions was initially compromised, and then recovered. An extensive theoretical analysis that used parameter space partitioning found that a large class of procedural-learning models, which predict propagation of dopamine release from feedback to stimuli, and/or an eligibility trace, fail to fully account for these data. The analysis also suggested that any dopamine released to the second or third stimulus impaired categorization learning in the first and second positions. A second experiment tested and confirmed a novel prediction of this large class of procedural-learning models that if the to-be-learned actions are introduced one-by-one in succession then learning is much better if training begins with the first action (and works forwards) than if it begins with the last action (and works backwards). PMID:27596541

"Detached concern" of medical students in a cadaver dissection course: A phenomenological study.

PubMed

Tseng, Wei-Ting; Lin, Ya-Ping

2016-05-06

The cadaver dissection course remains a time-honored tradition in medical education, partly because of its importance in cultivating professional attitudes in students. This study aims to investigate students' attitudes-specifically characterized as "detached concern"-in a cadaver dissection course. An interpretative phenomenological analysis was performed with semi-structured, focus group interviews among 12 third-year medical students from a Taiwanese medical school to reveal their perceptions and learning experiences regarding human cadaver dissection. Based on these interviews, four relevant categories of perspectives were delineated: (1) initial emotional impact, (2) human referents, (3) coping strategies, and (4) ways of perceiving cadavers. Students were divided into two groups based on these categories. Students in Group 1 developed mechanisms described as "detachment" to cope with their initial emotional reactions to cadaveric dissection, which was noted to have disruptive effects on their learning. They considered human referents to be learning obstacles and avoided contact with or thinking about the human referents while performing dissections. Some of them faced a conflict between perceiving the cadaver as a learning tool versus as a human being. This impasse could be resolved if they latently adopted a "perspective switch" between the concept of a learning tool (rational aspect) and a human being (sensitive aspect). The students in Group 2 had no obvious initial emotional reaction. For them, the human referents functioned as learning supports, and the cadavers were consistently perceived as humans. These students held the notion that "cadaver dissection is an act of love"; therefore, they did not experience any need to detach themselves from their feelings during dissection. This alternative attitude revealed that detached concern alone is not sufficient to describe the entire range of medical students' attitudes toward cadaver dissection. Anat Sci Educ 9: 265-271. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

Benefits of fading in perceptual learning are driven by more than dimensional attention.

PubMed

Wisniewski, Matthew G; Radell, Milen L; Church, Barbara A; Mercado, Eduardo

2017-01-01

Individuals learn to classify percepts effectively when the task is initially easy and then gradually increases in difficulty. Some suggest that this is because easy-to-discriminate events help learners focus attention on discrimination-relevant dimensions. Here, we tested whether such attentional-spotlighting accounts are sufficient to explain easy-to-hard effects in auditory perceptual learning. In two experiments, participants were trained to discriminate periodic, frequency-modulated (FM) tones in two separate frequency ranges (300-600 Hz or 3000-6000 Hz). In one frequency range, sounds gradually increased in similarity as training progressed. In the other, stimulus similarity was constant throughout training. After training, participants showed better performance in their progressively trained frequency range, even though the discrimination-relevant dimension across ranges was the same. Learning theories that posit experience-dependent changes in stimulus representations and/or the strengthening of associations with differential responses, predict the observed specificity of easy-to-hard effects, whereas attentional-spotlighting theories do not. Calibrating the difficulty and temporal sequencing of training experiences to support more incremental representation-based learning can enhance the effectiveness of practice beyond any benefits gained from explicitly highlighting relevant dimensions.

Mobile phone application for mathematics learning

NASA Astrophysics Data System (ADS)

Supandi; Ariyanto, L.; Kusumaningsih, W.; Aini, A. N.

2018-03-01

This research was aimed to determine the role of the use of Mobile Phone Application (MPA) in Mathematics learning. The Pre and Post-test Quasy Experiment method was applied. The Pre-test was performed to understand the initial capability. In contrast, the Post-test was selected to identify changes in student ability after they were introduced to the application of Mobile Technology. Student responses to the use of this application were evaluated by a questionnaire. Based on the questionnaire, high scores were achieved, indicating the student's interest in this application. Also, learning results showed significant improvement in the learning achievement and the student learning behaviour. It was concluded that education supported by the MPA application gave a positive impact on learning outcomes as well as learning atmosphere both in class and outside the classroom.

Rats' learning of a new motor skill: insight into the evolution of motor sequence learning.

PubMed

Hermer-Vazquez, Linda; Moshtagh, Nasim

2009-05-01

Recent behavioral and neural evidence has suggested that ethologically relevant sub-movements (movement primitives) are used by primates for more complex motor skill learning. These primitives include extending the hand, grasping an object, and holding food while moving it toward the mouth. In prior experiments with rats performing a reach-to-grasp-food task, we observed that especially during early task learning, rats appeared to have movement primitives similar to those seen in primates. Unlike primates, however, during task learning the rats performed these sub-movements in a disordered manner not seen in humans or macaques, e.g. with the rat chewing before placing the food pellet in its mouth. Here, in two experiments, we tested the hypothesis that for rats, learning this ecologically relevant skill involved learning to concatenate the sub-movements in the correct order. The results confirmed our initial observations, and suggested that several aspects of forepaw/hand use, taken for granted in primate studies, must be learned by rats to perform a logically connected and seemingly ecologically important series of sub-movements. We discuss our results from a comparative and evolutionary perspective.

Emulation, imitation, over-imitation and the scope of culture for child and chimpanzee

PubMed Central

Whiten, Andrew; McGuigan, Nicola; Marshall-Pescini, Sarah; Hopper, Lydia M.

2009-01-01

We describe our recent studies of imitation and cultural transmission in chimpanzees and children, which question late twentieth-century characterizations of children as imitators, but chimpanzees as emulators. As emulation entails learning only about the results of others' actions, it has been thought to curtail any capacity to sustain cultures. Recent chimpanzee diffusion experiments have by contrast documented a significant capacity for copying local behavioural traditions. Additionally, in recent ‘ghost’ experiments with no model visible, chimpanzees failed to replicate the object movements on which emulation is supposed to focus. We conclude that chimpanzees rely more on imitation and have greater cultural capacities than previously acknowledged. However, we also find that they selectively apply a range of social learning processes that include emulation. Recent studies demonstrating surprisingly unselective ‘over-imitation’ in children suggest that children's propensity to imitate has been underestimated too. We discuss the implications of these developments for the nature of social learning and culture in the two species. Finally, our new experiments directly address cumulative cultural learning. Initial results demonstrate a relative conservatism and conformity in chimpanzees' learning, contrasting with cumulative cultural learning in young children. This difference may contribute much to the contrast in these species' capacities for cultural evolution. PMID:19620112

Retrieval attempts enhance learning, but retrieval success (versus failure) does not matter.

PubMed

Kornell, Nate; Klein, Patricia Jacobs; Rawson, Katherine A

2015-01-01

Retrieving information from memory enhances learning. We propose a 2-stage framework to explain the benefits of retrieval. Stage 1 takes place as one attempts to retrieve an answer, which activates knowledge related to the retrieval cue. Stage 2 begins when the answer becomes available, at which point appropriate connections are strengthened and inappropriate connections may be weakened. This framework raises a basic question: Does it matter whether Stage 2 is initiated via successful retrieval or via an external presentation of the answer? To test this question, we asked participants to attempt retrieval and then randomly assigned items (which were equivalent otherwise) to be retrieved successfully or to be copied (i.e., not retrieved). Experiments 1, 2, 4, and 5 tested assumptions necessary for interpreting Experiments 3a, 3b, and 6. Experiments 3a, 3b, and 6 did not support the hypothesis that retrieval success produces more learning than does retrieval failure followed by feedback. It appears that retrieval attempts promote learning but retrieval success per se does not. PsycINFO Database Record (c) 2015 APA, all rights reserved.

Proline-containing dipeptide GVS-111 retains nootropic activity after oral administration.

PubMed

Ostrovskaya, R U; Mirsoev, T K; Romanova, G A; Gudasheva, T A; Kravchenko, E V; Trofimov, C C; Voronina, T A; Seredenin, S B

2001-10-01

Experiments on rats trained passive avoidance task showed that N-phenyl-acetyl-L-prolyl-glycyl ethyl ester, peptide analog of piracetam (GVS-111, Noopept) after oral administration retained antiamnesic activity previously observed after its parenteral administration. Effective doses were 0.5-10 mg/kg. Experiments on a specially-developed model of active avoidance (massive one-session learning schedule) showed that GVS-111 stimulated one-session learning after single administration, while after repeated administration it increased the number of successful learners among those animals who failed after initial training. In this respect, GVS-111 principally differs from its main metabolite cycloprolylglycine and standard nootropic piracetam.

Contextual control of attentional allocation in human discrimination learning.

PubMed

Uengoer, Metin; Lachnit, Harald; Lotz, Anja; Koenig, Stephan; Pearce, John M

2013-01-01

In 3 human predictive learning experiments, we investigated whether the allocation of attention can come under the control of contextual stimuli. In each experiment, participants initially received a conditional discrimination for which one set of cues was trained as relevant in Context 1 and irrelevant in Context 2, and another set was relevant in Context 2 and irrelevant in Context 1. For Experiments 1 and 2, we observed that a second discrimination based on cues that had previously been trained as relevant in Context 1 during the conditional discrimination was acquired more rapidly in Context 1 than in Context 2. Experiment 3 revealed a similar outcome when new stimuli from the original dimensions were used in the test stage. Our results support the view that the associability of a stimulus can be controlled by the stimuli that accompany it.

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.

The AGING Initiative experience: a call for sustained support for team science networks.

PubMed

Garg, Tullika; Anzuoni, Kathryn; Landyn, Valentina; Hajduk, Alexandra; Waring, Stephen; Hanson, Leah R; Whitson, Heather E

2018-05-18

Team science, defined as collaborative research efforts that leverage the expertise of diverse disciplines, is recognised as a critical means to address complex healthcare challenges, but the practical implementation of team science can be difficult. Our objective is to describe the barriers, solutions and lessons learned from our team science experience as applied to the complex and growing challenge of multiple chronic conditions (MCC). MCC is the presence of two or more chronic conditions that have a collective adverse effect on health status, function or quality of life, and that require complex healthcare management, decision-making or coordination. Due to the increasing impact on the United States society, MCC research has been identified as a high priority research area by multiple federal agencies. In response to this need, two national research entities, the Healthcare Systems Research Network (HCSRN) and the Claude D. Pepper Older Americans Independence Centers (OAIC), formed the Advancing Geriatrics Infrastructure and Network Growth (AGING) Initiative to build nationwide capacity for MCC team science. This article describes the structure, lessons learned and initial outcomes of the AGING Initiative. We call for funding mechanisms to sustain infrastructures that have demonstrated success in fostering team science and innovation in translating findings to policy change necessary to solve complex problems in healthcare.

Both memory and attention systems contribute to visual search for targets cued by implicitly learned context

PubMed Central

Giesbrecht, Barry; Sy, Jocelyn L.; Guerin, Scott A.

2012-01-01

Environmental context learned without awareness can facilitate visual processing of goal-relevant information. According to one view, the benefit of implicitly learned context relies on the neural systems involved in spatial attention and hippocampus-mediated memory. While this view has received empirical support, it contradicts traditional models of hippocampal function. The purpose of the present work was to clarify the influence of spatial context on visual search performance and on brain structures involved memory and attention. Event-related functional magnetic resonance imaging revealed that activity in the hippocampus as well as in visual and parietal cortex was modulated by learned visual context even though participants’ subjective reports and performance on a post-experiment recognition task indicated no explicit knowledge of the learned context. Moreover, the magnitude of the initial selective hippocampus response predicted the magnitude of the behavioral benefit due to context observed at the end of the experiment. The results suggest that implicit contextual learning is mediated by attention and memory and that these systems interact to support search of our environment. PMID:23099047

Integrating on campus problem based learning and practice based learning: issues and challenges in using computer mediated communication.

PubMed

Conway, J; Sharkey, R

2002-10-01

The Faculty of Nursing, University of Newcastle, Australia, has been keen to initiate strategies that enhance student learning and nursing practice. Two strategies are problem based learning (PBL) and clinical practice. The Faculty has maintained a comparatively high proportion of the undergraduate hours in the clinical setting in times when financial constraints suggest that simulations and on campus laboratory experiences may be less expensive.Increasingly, computer based technologies are becoming sufficiently refined to support the exploration of nursing practice in a non-traditional lecture/tutorial environment. In 1998, a group of faculty members proposed that computer mediated instruction would provide an opportunity for partnership between students, academics and clinicians that would promote more positive outcomes for all and maintain the integrity of the PBL approach. This paper discusses the similarities between problem based and practice based learning and presents the findings of an evaluative study of the implementation of a practice based learning model that uses computer mediated communication to promote integration of practice experiences with the broader goals of the undergraduate curriculum.

Timing of quizzes during learning: Effects on motivation and retention.

PubMed

Healy, Alice F; Jones, Matt; Lalchandani, Lakshmi A; Tack, Lindsay Anderson

2017-06-01

This article investigates how the timing of quizzes given during learning impacts retention of studied material. We investigated the hypothesis that interspersing quizzes among study blocks increases student engagement, thus improving learning. Participants learned 8 artificial facts about each of 8 plant categories, with the categories blocked during learning. Quizzes about 4 of the 8 facts from each category occurred either immediately after studying the facts for that category (standard) or after studying the facts from all 8 categories (postponed). In Experiment 1, participants were given tests shortly after learning and several days later, including both the initially quizzed and unquizzed facts. Test performance was better in the standard than in the postponed condition, especially for categories learned later in the sequence. This result held even for the facts not quizzed during learning, suggesting that the advantage cannot be due to any direct testing effects. Instead the results support the hypothesis that interrupting learning with quiz questions is beneficial because it can enhance learner engagement. Experiment 2 provided further support for this hypothesis, based on participants' retrospective ratings of their task engagement during the learning phase. These findings have practical implications for when to introduce quizzes in the classroom. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Rhythm Perception and Its Role in Perception and Learning of Dysrhythmic Speech.

PubMed

Borrie, Stephanie A; Lansford, Kaitlin L; Barrett, Tyson S

2017-03-01

The perception of rhythm cues plays an important role in recognizing spoken language, especially in adverse listening conditions. Indeed, this has been shown to hold true even when the rhythm cues themselves are dysrhythmic. This study investigates whether expertise in rhythm perception provides a processing advantage for perception (initial intelligibility) and learning (intelligibility improvement) of naturally dysrhythmic speech, dysarthria. Fifty young adults with typical hearing participated in 3 key tests, including a rhythm perception test, a receptive vocabulary test, and a speech perception and learning test, with standard pretest, familiarization, and posttest phases. Initial intelligibility scores were calculated as the proportion of correct pretest words, while intelligibility improvement scores were calculated by subtracting this proportion from the proportion of correct posttest words. Rhythm perception scores predicted intelligibility improvement scores but not initial intelligibility. On the other hand, receptive vocabulary scores predicted initial intelligibility scores but not intelligibility improvement. Expertise in rhythm perception appears to provide an advantage for processing dysrhythmic speech, but a familiarization experience is required for the advantage to be realized. Findings are discussed in relation to the role of rhythm in speech processing and shed light on processing models that consider the consequence of rhythm abnormalities in dysarthria.

Diminishing-cues retrieval practice: A memory-enhancing technique that works when regular testing doesn't.

PubMed

Fiechter, Joshua L; Benjamin, Aaron S

2017-08-28

Retrieval practice has been shown to be a highly effective tool for enhancing memory, a fact that has led to major changes to educational practice and technology. However, when initial learning is poor, initial retrieval practice is unlikely to be successful and long-term benefits of retrieval practice are compromised or nonexistent. Here, we investigate the benefit of a scaffolded retrieval technique called diminishing-cues retrieval practice (Finley, Benjamin, Hays, Bjork, & Kornell, Journal of Memory and Language, 64, 289-298, 2011). Under learning conditions that favored a strong testing effect, diminishing cues and standard retrieval practice both enhanced memory performance relative to restudy. Critically, under learning conditions where standard retrieval practice was not helpful, diminishing cues enhanced memory performance substantially. These experiments demonstrate that diminishing-cues retrieval practice can widen the range of conditions under which testing can benefit memory, and so can serve as a model for the broader application of testing-based techniques for enhancing learning.

Deliberate Learning in Health Care: The Effect of Importing Best Practices and Creative Problem Solving on Hospital Performance Improvement

PubMed Central

Nembhard, Ingrid M.; Cherian, Praseetha; Bradley, Elizabeth H.

2015-01-01

This article examines the effect on quality improvement of two common but distinct approaches to organizational learning: importing best practices (an externally oriented approach rooted in learning by imitating others’ best practices) and internal creative problem solving (an internally oriented approach rooted in learning by experimenting with self-generated solutions). We propose that independent and interaction effects of these approaches depend on where organizations are in their improvement journey – initial push or later phase. We examine this contingency in hospitals focused on improving treatment time for patients with heart attacks. Our results show that importing best practices helps hospitals achieve initial phase but not later phase improvement. Once hospitals enter the later phase of their efforts, however, significant improvement requires creative problem solving as well. Together, our results suggest that importing best practices delivers greater short-term improvement, but continued improvement depends on creative problem solving. PMID:24876100

Reflections on experiential learning in evaluation capacity building with a community organization, Dancing With Parkinson's.

PubMed

Nakaima, April; Sridharan, Sanjeev

2017-05-08

This paper discusses what was learned about evaluation capacity building with community organizations who deliver services to individuals with neurological disorders. Evaluation specialists engaged by the Ontario Brain Institute Evaluation Support Program were paired with community organizations, such as Dancing With Parkinson's. Some of the learning included: relationship building is key for this model of capacity building; community organizations often have had negative experiences with evaluation and the idea that evaluations can be friendly tools in implementing meaningful programs is one key mechanism by which such an initiative can work; community organizations often need evaluation most to be able to demonstrate their value; a strength of this initiative was that the focus was not just on creating products but mostly on developing a learning process in which capacities would remain; evaluation tools and skills that organizations found useful were developing a theory of change and the concept of heterogeneous mechanisms (informed by a realist evaluation lens). Copyright © 2017. Published by Elsevier Ltd.

We are not alone: international learning for professionals caring for children requiring palliative care.

PubMed

Price, Jayne; Quinn, Karen; McNeilly, Patricia; Heywood, Melissa

2015-06-01

Educational opportunities for professionals working with children requiring palliative care are central to future development within the specialty across countries. International educational initiatives involving a range of professionals are important for learning with and from others working within the field. To explore the experiences and value to students from participating in an international online discussion forum. This article examines one such initiative; the use of an international asynchronous discussion forum with students in Melbourne, Australia and Belfast, UK who work with children and families. The innovation is examined and student perspectives of the forum's value are presented. Students endorsed the value of the forum, identifying three main areas of learning: differences across locations within countries, respecting different views and being open, and need for continued learning within children's palliative care. The overarching theme 'we are not alone' supported the idea that participation in the international discussion forum enabled students to see a broader perspective. Ideas for future developments of similar forums are also explored.

Virtual navigation performance: the relationship to field of view and prior video gaming experience.

PubMed

Richardson, Anthony E; Collaer, Marcia L

2011-04-01

Two experiments examined whether learning a virtual environment was influenced by field of view and how it related to prior video gaming experience. In the first experiment, participants (42 men, 39 women; M age = 19.5 yr., SD = 1.8) performed worse on a spatial orientation task displayed with a narrow field of view in comparison to medium and wide field-of-view displays. Counter to initial hypotheses, wide field-of-view displays did not improve performance over medium displays, and this was replicated in a second experiment (30 men, 30 women; M age = 20.4 yr., SD = 1.9) presenting a more complex learning environment. Self-reported video gaming experience correlated with several spatial tasks: virtual environment pointing and tests of Judgment of Line Angle and Position, mental rotation, and Useful Field of View (with correlations between .31 and .45). When prior video gaming experience was included as a covariate, sex differences in spatial tasks disappeared.

Building effective learning experiences around visualizations: NASA Eyes on the Solar System and Infiniscope

NASA Astrophysics Data System (ADS)

Tamer, A. J. J.; Anbar, A. D.; Elkins-Tanton, L. T.; Klug Boonstra, S.; Mead, C.; Swann, J. L.; Hunsley, D.

2017-12-01

Advances in scientific visualization and public access to data have transformed science outreach and communication, but have yet to realize their potential impacts in the realm of education. Computer-based learning is a clear bridge between visualization and education, but creating high-quality learning experiences that leverage existing visualizations requires close partnerships among scientists, technologists, and educators. The Infiniscope project is working to foster such partnerships in order to produce exploration-driven learning experiences around NASA SMD data and images, leveraging the principles of ETX (Education Through eXploration). The visualizations inspire curiosity, while the learning design promotes improved reasoning skills and increases understanding of space science concepts. Infiniscope includes both a web portal to host these digital learning experiences, as well as a teaching network of educators using and modifying these experiences. Our initial efforts to enable student discovery through active exploration of the concepts associated with Small Worlds, Kepler's Laws, and Exoplanets led us to develop our own visualizations at Arizona State University. Other projects focused on Astrobiology and Mars geology led us to incorporate an immersive Virtual Field Trip platform into the Infiniscope portal in support of virtual exploration of scientifically significant locations. Looking to apply ETX design practices with other visualizations, our team at Arizona State partnered with the Jet Propulsion Lab to integrate the web-based version of NASA Eyes on the Eclipse within Smart Sparrow's digital learning platform in a proof-of-concept focused on the 2017 Eclipse. This goes a step beyond the standard features of "Eyes" by wrapping guided exploration, focused on a specific learning goal into standards-aligned lesson built around the visualization, as well as its distribution through Infiniscope and it's digital teaching network. Experience from this development effort has laid the groundwork to explore future integrations with JPL and other NASA partners.

Youth voices: connections between history, enacted culture and identity in a digital divide initiative

NASA Astrophysics Data System (ADS)

Degennaro, Donna; Brown, Tiffany L.

2009-03-01

The design of educational experiences is often mediated by historical, institutional, and social conceptions. Although these influences can initially shape the way that educational opportunities are created and implemented, this preliminary form has the potential to reorganize. In this paper, we illustrate how history shows its presence in the ways that instructors systematically arrange a technology course for urban youth. This original approach to the course inhibits youth participation. Incrementally, however, the cultural enactments of instructors and students lead to a reorganization of activity. Through highlighting history and examining the intersection of culture, we provide insight into the ways in which adolescents of color become successfully engaged in learning technology. We focus our study by asking how co-existence and the dialectic of structure and agency play a role as youth develop an identity as a technology user. Further, this emergent learning design affords outsiders a unique view of the educational and contextual experiences of these youth. Our illustration of how history, enacted culture and identity mediate the emergent learning design stems from a grounded theory approach to analyzing video, interview and artifact data in this after-school technology course.

Worklife Improvement and Leadership Development study: a learning experience in leadership development and "planned" organizational change.

PubMed

Cummings, Greta G; Spiers, Judith A; Sharlow, Janice; Germann, Paula; Yurtseven, Ozden; Bhatti, Aslam

2013-01-01

In response to increasing recognition of the importance of quality health care work environments, the Alberta Cancer Board initiated a province-wide leadership development program to plan for organizational change through a series of stages. In 2004, the Leadership Development Initiative (LDI) was implemented to facilitate organizational learning using a cohort-based leadership intervention based on a communities of practice framework. The aim of the Worklife Improvement and Leadership Development study was to examine both the outcomes and experiences of participants of the LDI program to better understand leadership development, implementation, and its impact on worklife quality among 5 cohorts of health care managers and staff at the Alberta Cancer Board. This study used both structured survey and interview methods, using a pretest-intervention-posttest quasi-experiment without a control group design, to assess the effects of LDI on worklife of leaders and staff. Surveys included the Leadership Practices Inventory and Areas of Worklife Scale, which looked at meaningfulness of work and organizational engagement. Interviews and focus group data provided a more detailed description of the experience of leadership development and perceptions of organizational worklife. The study revealed layers of information about the complexity of individual and collective leadership in a cohort-based design, perceptions of leadership initiatives, organizational worklife, and planned organizational change. Our findings suggest that early changes in how leaders reflected on their own skills and practices (Leading Self) were positive; however, growing disengagement as the LDI continued was evident in the focus group data, particularly when change in behavior of others was not perceived to be evident. To support the effectiveness and success of a leadership initiative, managers and administrators need to implement strategies designed to help leaders grow and cope with ongoing flux of organizational change and stagnation.

Look and SEES

ERIC Educational Resources Information Center

Hillier, Dan

2006-01-01

Primary science in Scotland has got the wind in its sails. The Scottish science education initiative, "Improving Science Education" (ISE) 5-14, has invested millions in professional development (CPD) materials and experiences for science teachers, harnessing and developing their enthusiasm for effective learning and teaching in science.…

Are the concepts of andragogy and pedagogy relevant to veterinary undergraduate teaching?

PubMed

Parkinson, Tim J; St George, Alison M

2003-01-01

Knowles and colleagues have described teaching methods as being either teacher centered, with dependent learning (pedagogy), or learner centered, with independent learning underpinned by the learners' experience and intrinsic motivation (andragogy). This paper argues that both models can be recognized within veterinary undergraduate programs. Veterinary students enter the program with a high level of intrinsic motivation and are prepared to invest considerably in comprehending the material that is presented to them. While this should result in learners whose behavior fits the assumptions underlying andragogy, information overload, poor communication of the relevance of material, teaching by transmission, and examination by memorization often confine learning to the dependent learning characteristic of pedagogical approaches. Students' experience and practical ability should develop as they progress through the program. Drawing upon experience provides opportunities for both fleshing out and putting in context the declarative knowledge from the didactic components of the curriculum. Where this is achieved (either in the clinical or preclinical curriculum), students' motivation and interest is stimulated, resulting in andragogical responses of enhanced motivation and engagement with the subject. Pedagogy and andragogy can, however, be complementary, rather than antithetical. Students enter a new subject with minimal experience and little knowledge about it, so a pedagogical methodology may be the most efficient way of initiating understanding. However, as understanding develops, an andragogical method becomes more appropriate, progressively developing students' independence of learning. The cycle may repeat itself during the program, with the balance changing along with changes in knowledge, goals, experience, and context.

Personalized Learning: From Neurogenetics of Behaviors to Designing Optimal Language Training

PubMed Central

Wong, Patrick C. M.; Vuong, Loan; Liu, Kevin

2016-01-01

Variability in drug responsivity has prompted the development of Personalized Medicine, which has shown great promise in utilizing genotypic information to develop safer and more effective drug regimens for patients. Similarly, individual variability in learning outcomes has puzzled researchers who seek to create optimal learning environments for students. “Personalized Learning” seeks to identify genetic, neural and behavioral predictors of individual differences in learning and aims to use predictors to help create optimal teaching paradigms. Evidence for Personalized Learning can be observed by connecting research in pharmacogenomics, cognitive genetics and behavioral experiments across domains of learning, which provides a framework for conducting empirical studies from the laboratory to the classroom and holds promise for addressing learning effectiveness in the individual learners. Evidence can also be seen in the subdomain of speech learning, thus providing initial support for the applicability of Personalized Learning to language. PMID:27720749

A National Partnership-Based Summer Learning Initiative to Engage Underrepresented Students with Science, Technology, Engineering and Mathematics

NASA Technical Reports Server (NTRS)

Melvin, Leland

2010-01-01

In response to the White House Educate to Innovate campaign, NASA developed a new science, technology, engineering, and mathematics (STEM) education program for non-traditional audiences that also focused on public-private partnerships and nationwide participation. NASA recognized that summer break is an often overlooked but opportune time to engage youth in STEM experiences, and elevated its ongoing commitment to the cultivation of diversity. The Summer of Innovation (SoI) is the resulting initiative that uses NASA's unique missions and resources to boost summer learning, particularly for students who are underrepresented, underserved and underperforming in STEM. The SoI pilot, launched in June 2010, is a multi-faceted effort designed to improve STEM teaching and learning through partnership, multi-week summer learning programs, special events, a national concluding event, and teacher development. The SoI pilot features strategic infusion of NASA content and educational resource materials, sustainability through STEM Learning Communities, and assessments of effectiveness of SoI interventions with other pilot efforts. This paper examines the inception and development of the Summer of Innovation pilot project, including achievements and effectiveness, as well as lessons learned for future efforts.

Input Variability Facilitates Unguided Subcategory Learning in Adults

PubMed Central

Eidsvåg, Sunniva Sørhus; Austad, Margit; Asbjørnsen, Arve E.

2015-01-01

Purpose This experiment investigated whether input variability would affect initial learning of noun gender subcategories in an unfamiliar, natural language (Russian), as it is known to assist learning of other grammatical forms. Method Forty adults (20 men, 20 women) were familiarized with examples of masculine and feminine Russian words. Half of the participants were familiarized with 32 different root words in a high-variability condition. The other half were familiarized with 16 different root words, each repeated twice for a total of 32 presentations in a high-repetition condition. Participants were tested on untrained members of the category to assess generalization. Familiarization and testing was completed 2 additional times. Results Only participants in the high-variability group showed evidence of learning after an initial period of familiarization. Participants in the high-repetition group were able to learn after additional input. Both groups benefited when words included 2 cues to gender compared to a single cue. Conclusions The results demonstrate that the degree of input variability can influence learners' ability to generalize a grammatical subcategory (noun gender) from a natural language. In addition, the presence of multiple cues to linguistic subcategory facilitated learning independent of variability condition. PMID:25680081

Input Variability Facilitates Unguided Subcategory Learning in Adults.

PubMed

Eidsvåg, Sunniva Sørhus; Austad, Margit; Plante, Elena; Asbjørnsen, Arve E

2015-06-01

This experiment investigated whether input variability would affect initial learning of noun gender subcategories in an unfamiliar, natural language (Russian), as it is known to assist learning of other grammatical forms. Forty adults (20 men, 20 women) were familiarized with examples of masculine and feminine Russian words. Half of the participants were familiarized with 32 different root words in a high-variability condition. The other half were familiarized with 16 different root words, each repeated twice for a total of 32 presentations in a high-repetition condition. Participants were tested on untrained members of the category to assess generalization. Familiarization and testing was completed 2 additional times. Only participants in the high-variability group showed evidence of learning after an initial period of familiarization. Participants in the high-repetition group were able to learn after additional input. Both groups benefited when words included 2 cues to gender compared to a single cue. The results demonstrate that the degree of input variability can influence learners' ability to generalize a grammatical subcategory (noun gender) from a natural language. In addition, the presence of multiple cues to linguistic subcategory facilitated learning independent of variability condition.

LEARNING NONADJACENT DEPENDENCIES IN PHONOLOGY: TRANSPARENT VOWELS IN VOWEL HARMONY

PubMed Central

Finley, Sara

2015-01-01

Nonadjacent dependencies are an important part of the structure of language. While the majority of syntactic and phonological processes occur at a local domain, there are several processes that appear to apply at a distance, posing a challenge for theories of linguistic structure. This article addresses one of the most common nonadjacent phenomena in phonology: transparent vowels in vowel harmony. Vowel harmony occurs when adjacent vowels are required to share the same phonological feature value (e.g. V+F C V+F). However, transparent vowels create a second-order nonadjacent pattern because agreement between two vowels can ‘skip’ the transparent neutral vowel in addition to consonants (e.g. V+F C VT−F C V+F). Adults are shown to display initial learning biases against second-order nonadjacency in experiments that use an artificial grammar learning paradigm. Experiments 1–3 show that adult learners fail to learn the second-order long-distance dependency created by the transparent vowel (as compared to a control condition). In experiments 4–5, training in terms of overall exposure as well as the frequency of relevant transparent items was increased. With adequate exposure, learners reliably generalize to novel words containing transparent vowels. The experiments suggest that learners are sensitive to the structure of phonological representations, even when learning occurs at a relatively rapid pace.* PMID:26146423

Developing an online chemistry laboratory for non-chemistry majors

NASA Astrophysics Data System (ADS)

Poole, Jacqueline H.

Distance education, also known as online learning, is student-centered/self-directed educational opportunities. This style of learning is expanding in scope and is increasingly being accepted throughout the academic curriculum as a result of its flexibility for the student as well as the cost-effectiveness for the institution. Nevertheless, the introduction of online science courses including chemistry and physics have lagged behind due to the challenge of re-creation of the hands-on laboratory learning experience. This dissertation looks at the effectiveness of the design of a series of chemistry laboratory experiments for possible online delivery that provide students with simulated hands-on experiences. One class of college Chemistry 101 students conducted chemistry experiments inside and outside of the physical laboratory using instructions on Blackboard and Late Nite Labs(TM). Learning outcomes measured by (a) pretests, (b) written laboratory reports, (c) posttest assessments, (d) student reactions as determined by a questionnaire, and (e) a focus group interview were utilized to compare both types of laboratory experiences. The research findings indicated learning outcomes achieved by students outside of the traditional physical laboratory were statistically greater than the equivalent face-to-face instruction in the traditional laboratory. Evidence from student reactions comparing both types of laboratory formats (online and traditional face-to-face) indicated student preference for the online laboratory format. The results are an initial contribution to the design of a complete sequence of experiments that can be performed independently by online students outside of the traditional face-to-face laboratory that will satisfy the laboratory requirement for the two-semester college Chemistry 101 laboratory course.

Accelerating the connection between experiments and models: The FACE-MDS experience

NASA Astrophysics Data System (ADS)

Norby, R. J.; Medlyn, B. E.; De Kauwe, M. G.; Zaehle, S.; Walker, A. P.

2014-12-01

The mandate is clear for improving communication between models and experiments to better evaluate terrestrial responses to atmospheric and climatic change. Unfortunately, progress in linking experimental and modeling approaches has been slow and sometimes frustrating. Recent successes in linking results from the Duke and Oak Ridge free-air CO2 enrichment (FACE) experiments with ecosystem and land surface models - the FACE Model-Data Synthesis (FACE-MDS) project - came only after a period of slow progress, but the experience points the way to future model-experiment interactions. As the FACE experiments were approaching their termination, the FACE research community made an explicit attempt to work together with the modeling community to synthesize and deliver experimental data to benchmark models and to use models to supply appropriate context for the experimental results. Initial problems that impeded progress were: measurement protocols were not consistent across different experiments; data were not well organized for model input; and parameterizing and spinning up models that were not designed for simulating a specific site was difficult. Once these problems were worked out, the FACE-MDS project has been very successful in using data from the Duke and ORNL FACE experiment to test critical assumptions in the models. The project showed, for example, that the stomatal conductance model most widely used in models was supported by experimental data, but models did not capture important responses such as increased leaf mass per unit area in elevated CO2, and did not appropriately represent foliar nitrogen allocation. We now have an opportunity to learn from this experience. New FACE experiments that have recently been initiated, or are about to be initiated, include a eucalyptus forest in Australia; the AmazonFACE experiment in a primary, tropical forest in Brazil; and a mature oak woodland in England. Cross-site science questions are being developed that will have a strong modeling framework, and modelers and experimentalists will work to establish common measurement protocols and data format. By starting the model-experiment connection early and learning from our past experiences, we expect to significantly shorten the time lags between advances in process-oriented studies and large-scale models.

Attention toward contexts modulates context-specificity of behavior in human predictive learning: Evidence from the n-back task.

PubMed

Uengoer, Metin; Lucke, Sara; Lachnit, Harald

2018-02-20

According to the attentional theory of context processing (ATCP), learning becomes context specific when acquired under conditions that promote attention toward contextual stimuli regardless of whether attention deployment is guided by learning experience or by other factors unrelated to learning. In one experiment with humans, we investigated whether performance in a predictive learning task can be brought under contextual control by means of a secondary task that was unrelated to predictive learning, but supposed to modulate participants' attention toward contexts. Initially, participants acquired cue-outcome relationships presented in contexts that were each composed of two elements from two dimensions. Acquisition training in the predictive learning task was combined with a one-back task that required participants to match across consecutive trials context elements belonging to one of the two dimensions. During a subsequent test, we observed that acquisition behavior in the predictive learning task was disrupted by changing the acquisition context along the dimension that was relevant for the one-back task, while there was no evidence for context specificity of predictive learning when the acquisition context was changed along the dimension that was irrelevant for the one-back task. Our results support the generality of the principles advocated by ATCP.

From Doing to Learning: Changed focus during a pre-school learning study project on organic decomposition

NASA Astrophysics Data System (ADS)

Ljung-Djärf, Agneta; Magnusson, Andreas; Peterson, Sam

2014-03-01

We explored the use of the learning study (LS) model in developing Swedish pre-school science learning. This was done by analysing a 3-cycle LS project implemented to help a group of pre-school teachers (n = 5) understand their science educational practice, by collaboratively and systematically challenging it. Data consisted of video recordings of 1 screening (n = 7), 1 initial planning meeting, 3 analysis meetings, 3 interventions, and 78 individual test interviews with the children (n = 26). The study demonstrated that the teachers were initially uncomfortable with using scientific concepts and with maintaining the children's focus on the object of learning without framing it with play. During the project, we noted a shift in focus towards the object of learning and how to get the children to discern it. As teachers' awareness changed, enhanced learning was noted among the children. The study suggests that the LS model can promote pre-school science learning as follows: by building on, re-evaluating, and expanding children's experiences; and by helping the teachers focus on and contrast critical aspects of an object of learning, and to reflect on the use of play, imagination, and concepts and on directing the children's focus when doing so. Our research showed that the LS model holds promise to advance pre-school science learning by offering a theoretical tool useable to shift the focus from doing to learning while teaching science using learning activities.

The core learning objectives education model: an approach to the teaching of core concepts in the clinical clerkship.

PubMed

Rapp, David E; Lyon, Mark B; Orvieto, Marcelo A; Zagaja, Gregory P

2005-10-01

The classical approach to the undergraduate medical clerkship has several limitations, including variability of clinical exposure and method of examination. As a result, the clerkship experience does not ensure exposure to and reinforcement of the fundamental concepts of a given specialty. This article reviews the classic approach to clerkship education within the undergraduate medical education. Specific attention is placed on clinical exposure and clerkship examination. We describe the introduction of the Core Learning Objective (CLO) educational model at the University of Chicago Section of Urology. This model is designed to provide an efficient exposure to and evaluation of core clerkship learning objectives. The CLO model has been successfully initiated, focusing on both technical and clinical skill sets. The proposed model has been introduced with positive initial results and should allow for an efficient approach to the teaching and evaluation of core objectives in clerkship education.

Using immersive healthcare simulation for physiology education: initial experience in high school, college, and graduate school curricula.

PubMed

Oriol, Nancy E; Hayden, Emily M; Joyal-Mowschenson, Julie; Muret-Wagstaff, Sharon; Faux, Russell; Gordon, James A

2011-09-01

In the natural world, learning emerges from the joy of play, experimentation, and inquiry as part of everyday life. However, this kind of informal learning is often difficult to integrate within structured educational curricula. This report describes an educational program that embeds naturalistic learning into formal high school, college, and graduate school science class work. Our experience is based on work with hundreds of high school, college, and graduate students enrolled in traditional science classes in which mannequin simulators were used to teach physiological principles. Specific case scenarios were integrated into the curriculum as problem-solving exercises chosen to accentuate the basic science objectives of the course. This report also highlights the historic and theoretical basis for the use of mannequin simulators as an important physiology education tool and outlines how the authors' experience in healthcare education has been effectively translated to nonclinical student populations. Particular areas of focus include critical-thinking and problem-solving behaviors and student reflections on the impact of the teaching approach.

Visual search for changes in scenes creates long-term, incidental memory traces.

PubMed

Utochkin, Igor S; Wolfe, Jeremy M

2018-05-01

Humans are very good at remembering large numbers of scenes over substantial periods of time. But how good are they at remembering changes to scenes? In this study, we tested scene memory and change detection two weeks after initial scene learning. In Experiments 1-3, scenes were learned incidentally during visual search for change. In Experiment 4, observers explicitly memorized scenes. At test, after two weeks observers were asked to discriminate old from new scenes, to recall a change that they had detected in the study phase, or to detect a newly introduced change in the memorization experiment. Next, they performed a change detection task, usually looking for the same change as in the study period. Scene recognition memory was found to be similar in all experiments, regardless of the study task. In Experiment 1, more difficult change detection produced better scene memory. Experiments 2 and 3 supported a "depth-of-processing" account for the effects of initial search and change detection on incidental memory for scenes. Of most interest, change detection was faster during the test phase than during the study phase, even when the observer had no explicit memory of having found that change previously. This result was replicated in two of our three change detection experiments. We conclude that scenes can be encoded incidentally as well as explicitly and that changes in those scenes can leave measurable traces even if they are not explicitly recalled.

Problem-based learning biotechnology courses in chemical engineering.

PubMed

Glatz, Charles E; Gonzalez, Ramon; Huba, Mary E; Mallapragada, Surya K; Narasimhan, Balaji; Reilly, Peter J; Saunders, Kevin P; Shanks, Jacqueline V

2006-01-01

We have developed a series of upper undergraduate/graduate lecture and laboratory courses on biotechnological topics to supplement existing biochemical engineering, bioseparations, and biomedical engineering lecture courses. The laboratory courses are based on problem-based learning techniques, featuring two- and three-person teams, journaling, and performance rubrics for guidance and assessment. Participants initially have found them to be difficult, since they had little experience with problem-based learning. To increase enrollment, we are combining the laboratory courses into 2-credit groupings and allowing students to substitute one of them for the second of our 2-credit chemical engineering unit operations laboratory courses.

Initial Reading through Computer Animation.

ERIC Educational Resources Information Center

Geoffrion, Leo D.; Bergeron, R. Daniel

The Computer Animated Reading Instruction System (CARIS) was developed to introduce reading to children with varied sensory, cognitive, and physical handicaps. CARIS employs an exploratory learning approach which encourages children to experiment with the reading and writing of words and sentences. Brief computer-animated cartoons provide the…

Assurance of Learning in Short-Term, Study Abroad Programs

ERIC Educational Resources Information Center

Tucker, Mary L.; Gullekson, Nicole L.; McCambridge, Jim

2011-01-01

Business students are increasingly seeking international experience in short-term, study abroad programs to enhance their intercultural knowledge, intercultural communication skills, and global perspectives to be more competitive in the global arena. Intuitively, universities initiating these programs and the students sojourning abroad believe in…

Fragments and Coherence

ERIC Educational Resources Information Center

Watson, Anne

2008-01-01

Can teachers contact the inner coherence of mathematics while working in a context fragmented by always-new objectives, criteria, and initiatives? How, more importantly, can learners experience the inner coherence of mathematics while working in a context fragmented by testing, modular curricular, short-term learning objectives, and lessons that…

Utilizing VA Information Technology to Develop Psychiatric Resident Prescription Profiles

ERIC Educational Resources Information Center

Rohrbaugh, Robert; Federman, Daniel G.; Borysiuk, Lydia; Sernyak, Michael

2009-01-01

Objectives: Feedback about resident prescription practices allows psychiatry educators to ensure that residents have broad prescribing experience and can facilitate practice-based learning initiatives. The authors report on a procedure utilizing U.S. Department of Veterans Affairs' computerized pharmacy records to efficiently construct…

Confidence and Loose Opportunism in the Science Classroom: Towards a pedagogy of investigative science for beginning teachers

NASA Astrophysics Data System (ADS)

McNally, Jim

2006-03-01

This paper attempts to establish a conceptual basis on which beginning teachers may be introduced to investigative science teaching in a way that accommodates the teacher voice. It draws mainly on preliminary theory from the shared reflections of 20 science teachers, augmented by a more general interview-based study of the experience of early professional learning of 18 new teachers. Internationally, it is situated in the wider concern in the literature with the nature of science, mainly in initial teacher education. Empirically located within the Scottish context, a grounded epistemological base of teacher knowledge is illustrated and presented as components of confidence in a cycle of professional learning that needs to be set in motion during initial teacher education. It is proposed that, given protected experience in their early attempts to teach investigatively, new teachers can begin to develop a confident pedagogy of loose opportunism that comes close to authentic science for the children they teach.

On Deep Learning for Trust-Aware Recommendations in Social Networks.

PubMed

Deng, Shuiguang; Huang, Longtao; Xu, Guandong; Wu, Xindong; Wu, Zhaohui

2017-05-01

With the emergence of online social networks, the social network-based recommendation approach is popularly used. The major benefit of this approach is the ability of dealing with the problems with cold-start users. In addition to social networks, user trust information also plays an important role to obtain reliable recommendations. Although matrix factorization (MF) becomes dominant in recommender systems, the recommendation largely relies on the initialization of the user and item latent feature vectors. Aiming at addressing these challenges, we develop a novel trust-based approach for recommendation in social networks. In particular, we attempt to leverage deep learning to determinate the initialization in MF for trust-aware social recommendations and to differentiate the community effect in user's trusted friendships. A two-phase recommendation process is proposed to utilize deep learning in initialization and to synthesize the users' interests and their trusted friends' interests together with the impact of community effect for recommendations. We perform extensive experiments on real-world social network data to demonstrate the accuracy and effectiveness of our proposed approach in comparison with other state-of-the-art methods.

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

NASA Astrophysics Data System (ADS)

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

2017-09-01

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

The 'wayfinding' experience of family carers who learn to manage technical health procedures at home: a grounded theory study.

PubMed

McDonald, Janet; McKinlay, Eileen; Keeling, Sally; Levack, William

2017-12-01

With more care taking place in the home, family carers play an important role in supporting patients. Some family carers undertake technical health procedures generally managed by health professionals in hospital settings (e.g. managing a tracheostomy or enteral feeding). To explore how family carers learn to manage technical health procedures in order to help health professionals better understand and support this process. A grounded theory study using data from interviews with 26 New Zealand family carers who managed technical health procedures including nasogastric or gastrostomy feeding, stoma care, urinary catheterisation, tracheostomy management, intravenous therapy, diabetes management and complex wound dressings. Most (20 participants) were caring for their child and the remaining six for their spouse, parent or grandparent. Following grounded theory methods, each interview was coded soon after completion. Additional data were compared with existing material, and as analysis proceeded, initial codes were grouped into higher order concepts until a core concept was developed. Interviewing continued until no new ideas emerged and concepts were well defined. The core concept of 'wayfinding' indicates that the learning process for family carers is active, individualised and multi-influenced, developing over time as a response to lived experience. Health professional support was concentrated on the initial phase of carers' training, reducing and becoming more reactive as carers took responsibility for day-to-day management. Wayfinding involves self-navigation by carers, in contrast to patient navigator models which provide continuing professional assistance to patients receiving cancer or chronic care services. Wayfinding by carers raises questions about how carers should be best supported in their initial and ongoing learning as the management of these procedures changes over time. © 2017 Nordic College of Caring Science.

Dopamine dependence in aggregate feedback learning: A computational cognitive neuroscience approach.

PubMed

Valentin, Vivian V; Maddox, W Todd; Ashby, F Gregory

2016-11-01

Procedural learning of skills depends on dopamine-mediated striatal plasticity. Most prior work investigated single stimulus-response procedural learning followed by feedback. However, many skills include several actions that must be performed before feedback is available. A new procedural-learning task is developed in which three independent and successive unsupervised categorization responses receive aggregate feedback indicating either that all three responses were correct, or at least one response was incorrect. Experiment 1 showed superior learning of stimuli in position 3, and that learning in the first two positions was initially compromised, and then recovered. An extensive theoretical analysis that used parameter space partitioning found that a large class of procedural-learning models, which predict propagation of dopamine release from feedback to stimuli, and/or an eligibility trace, fail to fully account for these data. The analysis also suggested that any dopamine released to the second or third stimulus impaired categorization learning in the first and second positions. A second experiment tested and confirmed a novel prediction of this large class of procedural-learning models that if the to-be-learned actions are introduced one-by-one in succession then learning is much better if training begins with the first action (and works forwards) than if it begins with the last action (and works backwards). Copyright © 2016 Elsevier Inc. All rights reserved.

Moderate psychosocial stress appears not to impair recall of words learned 4 weeks prior to stress exposure.

PubMed

Wolf, Oliver T; Schommer, Nicole C; Hellhammer, Dirk H; Reischies, Friedel M; Kirschbaum, Clemens

2002-02-01

Recent studies in humans have reported that recall of previously learned material is especially sensitive to the disruptive effects of pharmacologically induced cortisol elevations. Whether similar effects occur after exposure to psychosocial stress remains to be shown. Moreover it is unknown whether stress before or after the initial learning interacts with the later effects of repeated stress on delayed recall (e.g. state-dependent learning). Forty subjects participated in the present experiment. They learned a word list either one hour before or 10 min after exposure to a psychosocial laboratory stressor. Delayed recall was tested 4 weeks later, again either before or after stress. Salivary cortisol levels increased significantly in response to both stress exposures. Stress had no effects on the initial learning and also did not impair delayed recall. Moreover there was no evidence for state-dependent learning. The current data seem to be in conflict with previous studies demonstrating that delayed recall is especially sensitive to elevated cortisol levels. Several reasons for these discrepancies are discussed. Among them is the small sample size, the moderate cortisol increase in response to the second stress exposure but also the long recall delay, which might lead to memory traces less susceptible to stress.

Informal learning processes in support of clinical service delivery in a service-oriented community pharmacy.

PubMed

Patterson, Brandon J; Bakken, Brianne K; Doucette, William R; Urmie, Julie M; McDonough, Randal P

The evolving health care system necessitates pharmacy organizations' adjustments by delivering new services and establishing inter-organizational relationships. One approach supporting pharmacy organizations in making changes may be informal learning by technicians, pharmacists, and pharmacy owners. Informal learning is characterized by a four-step cycle including intent to learn, action, feedback, and reflection. This framework helps explain individual and organizational factors that influence learning processes within an organization as well as the individual and organizational outcomes of those learning processes. A case study of an Iowa independent community pharmacy with years of experience in offering patient care services was made. Nine semi-structured interviews with pharmacy personnel revealed initial evidence in support of the informal learning model in practice. Future research could investigate more fully the informal learning model in delivery of patient care services in community pharmacies. Copyright © 2016 Elsevier Inc. All rights reserved.

Memory reactivation during rest supports upcoming learning of related content.

PubMed

Schlichting, Margaret L; Preston, Alison R

2014-11-04

Although a number of studies have highlighted the importance of offline processes for memory, how these mechanisms influence future learning remains unknown. Participants with established memories for a set of initial face-object associations were scanned during passive rest and during encoding of new related and unrelated pairs of objects. Spontaneous reactivation of established memories and enhanced hippocampal-neocortical functional connectivity during rest was related to better subsequent learning, specifically of related content. Moreover, the degree of functional coupling during rest was predictive of neural engagement during the new learning experience itself. These results suggest that through rest-phase reactivation and hippocampal-neocortical interactions, existing memories may come to facilitate encoding during subsequent related episodes.

Memory reactivation during rest supports upcoming learning of related content

PubMed Central

Schlichting, Margaret L.; Preston, Alison R.

2014-01-01

Although a number of studies have highlighted the importance of offline processes for memory, how these mechanisms influence future learning remains unknown. Participants with established memories for a set of initial face–object associations were scanned during passive rest and during encoding of new related and unrelated pairs of objects. Spontaneous reactivation of established memories and enhanced hippocampal–neocortical functional connectivity during rest was related to better subsequent learning, specifically of related content. Moreover, the degree of functional coupling during rest was predictive of neural engagement during the new learning experience itself. These results suggest that through rest-phase reactivation and hippocampal–neocortical interactions, existing memories may come to facilitate encoding during subsequent related episodes. PMID:25331890

Remote-controlled optics experiment for supporting senior high school and undergraduate teaching

NASA Astrophysics Data System (ADS)

Choy, S. H.; Jim, K. L.; Mak, C. L.; Leung, C. W.

2017-08-01

This paper reports the development of a remote laboratory (RemoteLab) platform for practising technologyenhanced learning of optics. The development of RemoteLab enhances students' understanding of experimental methodologies and outcomes, and enable students to conduct experiments everywhere at all times. While the initial goal of the system was for physics major undergradutes, the sytem was also made available for senior secondary school students. To gauge the impact of the RemoteLab, we evaluated two groups of students, which included 109 physics 1st-year undergraduates and 11 students from a local secondary school. After the experiments, evaluation including questionnaire survey and interviews were conducted to collect data on students' perceptions on RemoteLab and implementation issues related to the platform. The surveys focused on four main topics, including user interface, experiment setup, booking system and learning process. The survey results indicated that most of the participants' views towards RemoteLab was positive.

From sound to syntax: phonological constraints on children's lexical categorization of new words.

PubMed

Fitneva, Stanka A; Christiansen, Morten H; Monaghan, Padraic

2009-11-01

Two studies examined the role of phonological cues in the lexical categorization of new words when children could also rely on learning by exclusion and whether the role of phonology depends on extensive experience with a language. Phonological cues were assessed via phonological typicality - an aggregate measure of the relationship between the phonology of a word and the phonology of words in the same lexical class. Experiment 1 showed that when monolingual English-speaking seven-year-olds could rely on learning by exclusion, phonological typicality only affected their initial inferences about the words. Consistent with recent computational analyses, phonological cues had stronger impact on the processing of verb-like than noun-like items. Experiment 2 revealed an impact of French on the performance of seven-year-olds in French immersion when tested in a French language environment. Thus, phonological knowledge may affect lexical categorization even in the absence of extensive experience.

Supporting and activating clinical governance development in Ireland: sharing our learning.

PubMed

Flynn, Maureen A; Burgess, Thora; Crowley, Philip

2015-01-01

The purpose of this paper is to present a description of the Irish national clinical governance development initiative and an evaluation of the initiative with the purpose of sharing the learning and proposing actions to activate structures and processes for quality and safety. The Quality and Patient Safety Division of the Health Service Executive established the initiative to counterbalance a possible focus on finances during the economic crisis in Ireland and bring attention to the quality of clinical care. A clinical governance framework for quality in healthcare in Ireland was developed to clearly articulate the fundamentals of clinical governance. The project plan involved three overlapping phases. The first was designing resources for practice; the second testing the implementation of the national resources in practice; and the third phase focused on gathering feedback and learning. Staff responded positively to the clinical governance framework. At a time when there are a lot of demands (measurement and scrutiny) the health services leads and responds well to focused support as they improve the quality and safety of services. Promoting the use of the term "governance for quality and safety" assisted in gaining an understanding of the more traditional term "clinical governance". The experience and outcome of the initiative informed the identification of 12 key learning points and a series of recommendations The initial evaluation was conducted at 24 months so at this stage it is not possible to assess the broader impact of the clinical governance framework beyond the action project hospitals. The single most important obligation for any health system is patient safety and improving the quality of care. The easily accessible, practical resources assisted project teams to lead changes in structures and processes within their services. This paper describes the fundamentals of the clinical governance framework which might serve as a guide for more integrative research endeavours on governance for quality and safety. Experience was gained in both the development of national guidance and their practical use in targeted action projects activating structures and processes that are a prerequisite to delivering safe quality services.

Accurate monitoring leads to effective control and greater learning of patient education materials.

PubMed

Rawson, Katherine A; O'Neil, Rochelle; Dunlosky, John

2011-09-01

Effective management of chronic diseases (e.g., diabetes) can depend on the extent to which patients can learn and remember disease-relevant information. In two experiments, we explored a technique motivated by theories of self-regulated learning for improving people's learning of information relevant to managing a chronic disease. Materials were passages from patient education booklets on diabetes from NIDDK. Session 1 included an initial study trial, Session 2 included self-regulated restudy, and Session 3 included a final memory test. The key manipulation concerned the kind of support provided for self-regulated learning during Session 2. In Experiment 1, participants either were prompted to self-test and then evaluate their learning before selecting passages to restudy, were shown the prompt questions but did not overtly self-test or evaluate learning prior to selecting passages, or were not shown any prompts and were simply given the menu for selecting passages to restudy. Participants who self-tested and evaluated learning during Session 2 had a small but significant advantage over the other groups on the final test. Secondary analyses provided evidence that the performance advantage may have been modest because of inaccurate monitoring. Experiment 2 included a group who also self-tested but who evaluated their learning using idea-unit judgments (i.e., by checking their responses against a list of key ideas from the correct response). Participants who self-tested and made idea-unit judgments exhibited a sizable advantage on final test performance. Secondary analyses indicated that the performance advantage was attributable in part to more accurate monitoring and more effective self-regulated learning. An important practical implication is that learning of patient education materials can be enhanced by including appropriate support for learners' self-regulatory processes. (c) 2011 APA, all rights reserved.

Effects of laterality and sex on cognitive strategy in a water maze place learning task and modification by nicotine and nitric oxide synthase inhibition in rats.

PubMed

Kanit, L; Koylu, E O; Erdogan, O; Pogun, S

2005-08-15

The aim of the present study was to investigate sex differences in learning strategies and to elucidate the mechanisms, which may underlie these differences. In two separate experiments, rats were presented with different strategies that could be employed to learn the position of a platform in a water maze (WM); furthermore, rats received treatments that could influence these strategies. In the first experiment, we demonstrated that the response-learning paradigm can be applied to the WM and can be compared with visually cued learning and reversal learning. Naïve rats of either sex could acquire this protocol relatively easily. On the probe trial, where the rats are presented with a choice between using response versus visually cued learning, initially response learning was preferred, however, during these experiments, laterality emerged as a significant factor and rats trained to turn right had difficulty in reversing the learned pattern to find the platform. The second part of our study evaluated the effects of nicotine and nitric oxide synthase (NOS) inhibition on the aforementioned parameters. Drug treatments impaired acquisition compared to saline treatments and the effect was more pronounced with NOS inhibition. During the probe trial, while NOS inhibition enhanced the right-side bias in both sexes, nicotine treatment had the same effect only in males. In conclusion, naïve rats can acquire place learning using visible cues or response learning; however, there is a right side bias in both sexes and the laterality effect is more pronounced in male rats. In drug-treated animals, while NOS inhibition enhances laterality (right bias) in both sexes similarly, nicotine modifies the cognitive strategy in a sexually dimorphic manner by augmenting the right bias only in male rats.

The Play Experience Scale: development and validation of a measure of play.

PubMed

Pavlas, Davin; Jentsch, Florian; Salas, Eduardo; Fiore, Stephen M; Sims, Valerie

2012-04-01

A measure of play experience in video games was developed through literature review and two empirical validation studies. Despite the considerable attention given to games in the behavioral sciences, play experience remains empirically underexamined. One reason for this gap is the absence of a scale that measures play experience. In Study 1, the initial Play Experience Scale (PES) was tested through an online validation that featured three different games (N = 203). In Study 2, a revised PES was assessed with a serious game in the laboratory (N = 77). Through principal component analysis of the Study 1 data, the initial 20-item PES was revised, resulting in the 16-item PES-16. Study 2 showed the PES-16 to be a robust instrument with the same patterns of correlations as in Study 1 via (a) internal consistency estimates, (b) correlations with established scales of motivation, (c) distributions of PES-16 scores in different game conditions, and (d) examination of the average variance extracted of the PES and the Intrinsic Motivation Scale. We suggest that the PES is appropriate for use in further validation studies. Additional examinations of the scale are required to determine its applicability to other contexts and its relationship with other constructs. The PES is potentially relevant to human factors undertakings involving video games, including basic research into play, games, and learning; prototype testing; and exploratory learning studies.

ICT integration in mathematics initial teacher training and its impact on visualization: the case of GeoGebra

NASA Astrophysics Data System (ADS)

Dockendorff, Monika; Solar, Horacio

2018-01-01

This case study investigates the impact of the integration of information and communications technology (ICT) in mathematics visualization skills and initial teacher education programmes. It reports on the influence GeoGebra dynamic software use has on promoting mathematical learning at secondary school and on its impact on teachers' conceptions about teaching and learning mathematics. This paper describes how GeoGebra-based dynamic applets - designed and used in an exploratory manner - promote mathematical processes such as conjectures. It also refers to the changes prospective teachers experience regarding the relevance visual dynamic representations acquire in teaching mathematics. This study observes a shift in school routines when incorporating technology into the mathematics classroom. Visualization appears as a basic competence associated to key mathematical processes. Implications of an early integration of ICT in mathematics initial teacher training and its impact on developing technological pedagogical content knowledge (TPCK) are drawn.

Retrieval practice with short-answer, multiple-choice, and hybrid tests.

PubMed

Smith, Megan A; Karpicke, Jeffrey D

2014-01-01

Retrieval practice improves meaningful learning, and the most frequent way of implementing retrieval practice in classrooms is to have students answer questions. In four experiments (N=372) we investigated the effects of different question formats on learning. Students read educational texts and practised retrieval by answering short-answer, multiple-choice, or hybrid questions. In hybrid conditions students first attempted to recall answers in short-answer format, then identified answers in multiple-choice format. We measured learning 1 week later using a final assessment with two types of questions: those that could be answered by recalling information verbatim from the texts and those that required inferences. Practising retrieval in all format conditions enhanced retention, relative to a study-only control condition, on both verbatim and inference questions. However, there were little or no advantages of answering short-answer or hybrid format questions over multiple-choice questions in three experiments. In Experiment 4, when retrieval success was improved under initial short-answer conditions, there was an advantage of answering short-answer or hybrid questions over multiple-choice questions. The results challenge the simple conclusion that short-answer questions always produce the best learning, due to increased retrieval effort or difficulty, and demonstrate the importance of retrieval success for retrieval-based learning activities.

Establishment of Symbolic Communication in Persons with Severe Retardation.

ERIC Educational Resources Information Center

Romski, Mary Ann; And Others

1988-01-01

Three of four severely retarded adolescents and young adults learned to use computer-based lexigrams to request foods and, subsequently, objects. Additional request experience with lexigrams resulted in consistent improvement on labeling and comprehension tasks, emergence of subject-initiated lexigram communications, and facilitation of spoken…

Understanding Rigid Geometric Transformations: Jeff's Learning Path for Translation

ERIC Educational Resources Information Center

Yanik, Huseyin Bahadir; Flores, Alfinio

2009-01-01

This article describes the development of knowledge and understanding of translations of Jeff, a prospective elementary teacher, during a teaching experiment that also included other rigid transformations. His initial conceptions of translations and other rigid transformations were characterized as undefined motions of a single object. He…

Internationalization of MBA Programs in Asia-Pacific: Looking beyond Business Study Missions.

ERIC Educational Resources Information Center

Teck-Meng, Tan; And Others

1997-01-01

Internationalization of the curriculum in the Nanyang University (Singapore) master's program in business administration (MBA) is described, highlighting its parallels with formation of government policy initiatives that encourage regional expansion of Singapore businesses. Lessons learned from the internationalization experiences of MBA programs…

The Monmouth University Partnership: Redesigning Practice

ERIC Educational Resources Information Center

Henning, John E.; Bragen, Bernard F., Jr.; Mulvaney, Tracy; George, William O., III.; Duffy, Greg; Aldarelli, Edward; Grabowski, Christine; Harriott, Wendy; Riddle, Meredith; Falco, James; Heaney, Patricia; Earle, Corina; Foster, Linda; Borlan, Christine A.

2018-01-01

In this article, the Monmouth University partners describe our efforts to constantly explore new dimensions of learning, teaching, and teacher preparation. We begin by describing two recent initiatives developed by our partnership: the piloting and implementation of a yearlong clinical internship experience to replace traditional student teaching,…

"A Strategy of Distinction" Unfolds: Unsettling the Undergraduate Outbound Mobility Experience

ERIC Educational Resources Information Center

Sidhu, Ravinder; Dall'Alba, Gloria

2017-01-01

Although short-term mobility programmes are increasingly promoted to university students as sources of competitive advantage, there is little research on academic learnings arising from these initiatives. A "field analysis" of outbound mobility is undertaken to identify convergences and disjunctures between institutional discourses,…

Principles and Actions: A Framework for Systemic Change.

ERIC Educational Resources Information Center

Barkley, Robert, Jr.; Castle, Shari

This paper outlines a framework designed to help school districts evaluate themselves during the implementation of systemic change. Based on the experiences of districts that participated in the NEA Learning Laboratories Initiative, a process called "rapporteuring" was developed. The process provokes the particular site into serious…

Learning Strategic Planning from Australian and New Zealand University Experience

ERIC Educational Resources Information Center

Zhang, Anfu

2014-01-01

Initiating a strategic development plan is necessary for universities to be managed scientifically; a university's strategic development plan includes both the educational philosophy and development orientation as determined by the university, including the future reallocation of resources and measures for their integration. The development…

Improving Teaching in Higher Education in Malaysia: Issues and Challenges

ERIC Educational Resources Information Center

Mohd. Deni, Ann Rosnida; Zainal, Zainor Izat; Malakolunthu, Suseela

2014-01-01

Various initiatives at national and faculty levels are carried out to improve teaching quality at Malaysian universities. Measures such as auditing and accrediting university programs and obtaining certification for quality management help improve program management and standardize students' learning experiences. However, these do not guarantee…

A Scenario for the Future of Museums

ERIC Educational Resources Information Center

Cunningham, Mary Kay

2009-01-01

More than any other staff member, museum educators' knowledge and experience working with visitors make them uniquely qualified to take on leadership roles as museums transform themselves into lifelong learning organizations. The article encourages museum educators to initiate discussions about change by offering a fictional scenario of future…

Developing Educational Goals: Insights from a Peer Assisted Teaching Scheme

ERIC Educational Resources Information Center

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

2016-01-01

The rapid changes facing higher education are placing increased focus on the quality of the student experience, achieving learning outcomes, and employability expectations. As a result, academics in teaching roles are increasingly measured on performance via student evaluations amplifying attention on professional development initiatives for…

Language experience differentiates prefrontal and subcortical activation of the cognitive control network in novel word learning.

PubMed

Bradley, Kailyn A L; King, Kelly E; Hernandez, Arturo E

2013-02-15

The purpose of this study was to examine the cognitive control mechanisms in adult English speaking monolinguals compared to early sequential Spanish-English bilinguals during the initial stages of novel word learning. Functional magnetic resonance imaging during a lexico-semantic task after only 2h of exposure to novel German vocabulary flashcards showed that monolinguals activated a broader set of cortical control regions associated with higher-level cognitive processes, including the supplementary motor area (SMA), anterior cingulate (ACC), and dorsolateral prefrontal cortex (DLPFC), as well as the caudate, implicated in cognitive control of language. However, bilinguals recruited a more localized subcortical network that included the putamen, associated more with motor control of language. These results suggest that experience managing multiple languages may differentiate the learning strategy and subsequent neural mechanisms of cognitive control used by bilinguals compared to monolinguals in the early stages of novel word learning. Copyright © 2012 Elsevier Inc. All rights reserved.

First-Year Students' Initial Motivational Beliefs at University: Predicted by Motivational Beliefs Derived from Within and Out-of-School Experience and Malleable Regardless of the Extent of Students' Out-of-School Experience.

PubMed

Gorges, Julia

2017-01-01

The present study tested how academic self-concept of ability (ASC) and intrinsic task value (ITV) transpose onto novel university programs that depart from traditional subject areas within the framework of expectancy-value theory. The study focused on two potential sources of information used to anticipate one's ASC and ITV regarding new learning content (here: business administration). First, students' experiences from secondary school, especially their ASCs and ITVs established in a school subject they consider similar to business administration-mathematics-should predict their business administration-specific ASC and ITV. Second, students may have gained relevant experience in out-of-school settings such as internships with business companies or commercial vocational training prior to entering higher education. ASC and ITV developed from out-of-school experiences was hypothesized to predict students' business administration-specific ASC and ITV as well. However, the likely mismatch between anticipated and actual experience with new contents should lead to revisions of ASC and ITV after entering university reflected in a presumably lower stability compared to secondary school settings. In addition, the extent of students' out-of-school experience might act as a moderator. Data were collected from 341 first-year students in higher education in Germany before they began their study program and again 3-4 months later. Confirmatory factor analyses support the discriminant validity of the measures used in the study. Results from structural equation modeling show that students' ASC/ITV derived from relevant out-of-school experience make an important contribution to their initial business administration-specific ASC and ITV beyond their mathematics-specific ASC/ITV. Furthermore, both business administration-specific ASC and ITV showed significantly lower stability coefficients over the initial study phase than research from secondary school indicating revisions to them via experience. Multiple-group structural equation modeling showed no moderating effect of the extent of students' out-of-school experience. The discussion focuses on interpretations of the expectancy-value theory that explicitly include motivational beliefs derived from out-of-school settings as antecedents of expectancy and value. With respect to practical implications, results are discussed in the light of student counseling and support to help students develop an adequate picture of a study program's learning contents and overcome initial motivational setbacks.

First-Year Students’ Initial Motivational Beliefs at University: Predicted by Motivational Beliefs Derived from Within and Out-of-School Experience and Malleable Regardless of the Extent of Students’ Out-of-School Experience

PubMed Central

Gorges, Julia

2017-01-01

The present study tested how academic self-concept of ability (ASC) and intrinsic task value (ITV) transpose onto novel university programs that depart from traditional subject areas within the framework of expectancy-value theory. The study focused on two potential sources of information used to anticipate one’s ASC and ITV regarding new learning content (here: business administration). First, students’ experiences from secondary school, especially their ASCs and ITVs established in a school subject they consider similar to business administration—mathematics—should predict their business administration-specific ASC and ITV. Second, students may have gained relevant experience in out-of-school settings such as internships with business companies or commercial vocational training prior to entering higher education. ASC and ITV developed from out-of-school experiences was hypothesized to predict students’ business administration-specific ASC and ITV as well. However, the likely mismatch between anticipated and actual experience with new contents should lead to revisions of ASC and ITV after entering university reflected in a presumably lower stability compared to secondary school settings. In addition, the extent of students’ out-of-school experience might act as a moderator. Data were collected from 341 first-year students in higher education in Germany before they began their study program and again 3–4 months later. Confirmatory factor analyses support the discriminant validity of the measures used in the study. Results from structural equation modeling show that students’ ASC/ITV derived from relevant out-of-school experience make an important contribution to their initial business administration-specific ASC and ITV beyond their mathematics-specific ASC/ITV. Furthermore, both business administration-specific ASC and ITV showed significantly lower stability coefficients over the initial study phase than research from secondary school indicating revisions to them via experience. Multiple-group structural equation modeling showed no moderating effect of the extent of students’ out-of-school experience. The discussion focuses on interpretations of the expectancy-value theory that explicitly include motivational beliefs derived from out-of-school settings as antecedents of expectancy and value. With respect to practical implications, results are discussed in the light of student counseling and support to help students develop an adequate picture of a study program’s learning contents and overcome initial motivational setbacks. PMID:28790951

Assessment of Student Learning in Modern Experiments in the Introductory Calculus-Based Physics Labs

NASA Astrophysics Data System (ADS)

Woodahl, Brian; Ross, John; Lang, Sarah; Scott, Derek; Williams, Jeremy

2010-10-01

With the advent of newer microelectronic sensors it's now possible to modernize introductory physics labs with the latest technology and this may allow for enhanced student participation/learning in the experiments. For example, force plate sensors can digitize and record the force on an object, later it can be analyzed in detail (i.e, impulse from force vs. time). Small 3-axis accelerometers can record 3-dim, time-dependent acceleration of objects undergoing complex motions. These devices are small, fairly easy to use, and importantly, are likely to enhance student learning by ``personalizing'' data collection, i.e. making the student an active part of the measurement process and no longer a passive observer. To assess whether these new high-tech labs enhance student learning, we have implemented pre- and post- test sessions to measure the effectiveness of student learning. Four of our calculus-based lab sections were used: Two sections the control group, using the previous ``old technology'' labs, the other two, the experimental group, using the new ``modern technology'' labs. Initial returns of assessment data offer some surprising insight.

Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms.

PubMed

Piasta, Shayne B; Logan, Jessica A R; Pelatti, Christina Yeager; Capps, Janet L; Petrill, Stephen A

2015-05-01

Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators' provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children ( n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children's math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children's learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age.

Perceptual statistical learning over one week in child speech production.

PubMed

Richtsmeier, Peter T; Goffman, Lisa

2017-07-01

What cognitive mechanisms account for the trajectory of speech sound development, in particular, gradually increasing accuracy during childhood? An intriguing potential contributor is statistical learning, a type of learning that has been studied frequently in infant perception but less often in child speech production. To assess the relevance of statistical learning to developing speech accuracy, we carried out a statistical learning experiment with four- and five-year-olds in which statistical learning was examined over one week. Children were familiarized with and tested on word-medial consonant sequences in novel words. There was only modest evidence for statistical learning, primarily in the first few productions of the first session. This initial learning effect nevertheless aligns with previous statistical learning research. Furthermore, the overall learning effect was similar to an estimate of weekly accuracy growth based on normative studies. The results implicate other important factors in speech sound development, particularly learning via production. Copyright © 2017 Elsevier Inc. All rights reserved.

Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms

PubMed Central

Piasta, Shayne B.; Logan, Jessica A. R.; Pelatti, Christina Yeager; Capps, Janet L.; Petrill, Stephen A.

2014-01-01

Because recent initiatives highlight the need to better support preschool-aged children’s math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty-five educators were randomly assigned to experience 10.5 days (64 hours) of training on math and science or on an alternative topic. Educators’ provision of math and science learning opportunities were documented, as were the fall-to-spring math and science learning gains of children (n = 385) enrolled in their classrooms. Professional development significantly impacted provision of science, but not math, learning opportunities. Professional development did not directly impact children’s math or science learning, although science learning was indirectly affected via the increase in science learning opportunities. Both math and science learning opportunities were positively associated with children’s learning. Results suggest that substantive efforts are necessary to ensure that children have opportunities to learn math and science from a young age. PMID:26257434

Breaking bad news--parents' experience of learning that their child has leukaemia.

PubMed

Oshea, J; Smith, O; O'Marcaigh, A; McMahon, C; Geoghegan, R; Cotter, M

2007-10-01

This study aimed to seek parents' experiences of how they learned their child had leukaemia and therefore identify ways of improving this process. To achieve this task a questionnaire was designed to ask parents about specific elements of the initial interview and give them opportunity to add their thoughts and feelings on the subject. All children with a diagnosis of leukaemia over an eighteen-year period were identified and parents of those children still alive were invited to partake in the study. 49 out of 50 families agreed to participate of which 35 (72%) returned completed questionnaires. The majority 29 (83%) expressed overall satisfaction. Their replies confirmed some findings of previous studies, and also offered some new insights. Examples of new findings or expansion on previous findings include observations on the presence of young children at the initial interview; the importance of the language used in conveying the diagnosis and prognostic information, and a preference for actuarial terms when discussing prognosis. Telling parents their child has leukaemia is a challenging and important task. The experience of parents gives us valuable insights into our own communication skills and highlights areas of possible improvement in this difficult area.

Enhancing an introductory Pharmacy Practice Experience at free medical clinics.

PubMed

Morello, Candis M; Singh, Renu F; Chen, Karen J; Best, Brookie M

2010-02-01

The aim of the study was to assess and improve first-year student pharmacists' satisfaction and learning experience in a Student-Run Free Medical Clinic Project (SFMCP) providing medical care to an underserved population. Two consecutive classes of first-year student pharmacists at the University of California San Diego (UCSD) Skaggs School of Pharmacy and Pharmaceutical Sciences participated in an Introductory Pharmacy Practice Experience (IPPE) at the UCSD SFMCP. This IPPE involved two inter-professional evening free clinics which provide medical care to an underserved population and opportunities for healthcare professional training and service. Year 1 students completed a self-assessment survey instrument and year 2 students completed the survey instrument plus a new competency checklist tool. Average scores from the self-assessment survey instrument were compared between years 1 and 2. Initial survey results showed that students felt the SFMCP was worthwhile; however, they did not experience enough involvement in the patient assistance programme or non-pharmacy-related clinic activities. After the competency checklist tool implementation, overall student pharmacist satisfaction of the SFMCP IPPE remained high (88%), participation in identified weak areas improved and students agreed that the tool helped focus their clinic experience. Areas of improvement were identified with the survey instrument and the competency checklist tool increased achievement of learning objectives. Overall, student pharmacists felt the SFMCP IPPE was a good learning experience. Practising pharmacists can employ these or similar tools in specific practice settings, to evaluate and help ensure that student pharmacists or interns are achieving applicable learning objectives.

Using Technology, Bioinformatics and Health Informatics Approaches to Improve Learning Experiences in Optometry Education, Research and Practice.

PubMed

Gupta, Vivek K; Gupta, Veer B

2016-11-15

Rapid advances in ocular diagnostic approaches and emerging links of pathological changes in the eye with systemic disorders have widened the scope of optometry as the front line of eye health care. Expanding professional requirements stipulate that optometry students get a meticulous training in relevant information and communication technologies (ICT) and various bioinformatics and health informatics software to meet current and future challenges. Greater incorporation of ICT approaches in optometry education can facilitate increased student engagement in shared learning experiences and improve collaborative learning. This, in turn, will enable students to participate in and prepare for the complex real-world situations. A judicious use of ICTs by teachers in learning endeavors can help students develop innovative patterns of thinking to be a successful optometry professional. ICT-facilitated learning enables students and professionals to carry out their own research and take initiatives and thus shifts the equilibrium towards self-education. It is important that optometry and allied vision science schools adapt to the changing professional requirements with pedagogical evolution and react appropriately to provide the best educational experience for the students and teachers. This review aims to highlight the scope of ICT applications in optometry education and professional development drawing from similar experiences in other disciplines. Further, while enhanced use of ICT in optometry has the potential to create opportunities for transformative learning experiences, many schools use it merely to reinforce conventional teaching practices. Tremendous developments in ICT should allow educators to consider using ICT tools to enhance communication as well as providing a novel, richer, and more meaningful medium for the comprehensive knowledge construction in optometry and allied health disciplines.

Using Technology, Bioinformatics and Health Informatics Approaches to Improve Learning Experiences in Optometry Education, Research and Practice

PubMed Central

Gupta, Vivek K.; Gupta, Veer B.

2016-01-01

Rapid advances in ocular diagnostic approaches and emerging links of pathological changes in the eye with systemic disorders have widened the scope of optometry as the front line of eye health care. Expanding professional requirements stipulate that optometry students get a meticulous training in relevant information and communication technologies (ICT) and various bioinformatics and health informatics software to meet current and future challenges. Greater incorporation of ICT approaches in optometry education can facilitate increased student engagement in shared learning experiences and improve collaborative learning. This, in turn, will enable students to participate in and prepare for the complex real-world situations. A judicious use of ICTs by teachers in learning endeavors can help students develop innovative patterns of thinking to be a successful optometry professional. ICT-facilitated learning enables students and professionals to carry out their own research and take initiatives and thus shifts the equilibrium towards self-education. It is important that optometry and allied vision science schools adapt to the changing professional requirements with pedagogical evolution and react appropriately to provide the best educational experience for the students and teachers. This review aims to highlight the scope of ICT applications in optometry education and professional development drawing from similar experiences in other disciplines. Further, while enhanced use of ICT in optometry has the potential to create opportunities for transformative learning experiences, many schools use it merely to reinforce conventional teaching practices. Tremendous developments in ICT should allow educators to consider using ICT tools to enhance communication as well as providing a novel, richer, and more meaningful medium for the comprehensive knowledge construction in optometry and allied health disciplines. PMID:27854266

Effects of Prior Experience on Shelter-Seeking Behavior of Juvenile American Lobsters.

PubMed

Bayer, Skylar R; Bianchi, Katherine M; Atema, Jelle; Jacobs, Molly W

2017-04-01

Shelter-seeking behaviors are vital for survival for a range of juvenile benthic organisms. These behaviors may be innate or they may be affected by prior experience. After hatching, American lobsters Homarus americanus likely first come into contact with shelter during the late postlarval (decapodid) stage, known as stage IV. After the subsequent molt to the first juvenile stage (stage V), they are entirely benthic and are thought to be highly cryptic. We hypothesized that postlarval (stage IV) experience with shelter would carry over into the first juvenile stage (stage V) and reduce the time needed for juveniles to locate and enter shelters (sheltering). We found some evidence of a carryover effect, but not the one we predicted: stage V juveniles with postlarval shelter experience took significantly longer to initiate sheltering. We also hypothesized that stage V juveniles would demonstrate learning by relocating shelters more quickly with immediate prior experience. Our findings were mixed. In a maze, juveniles with immediate prior experience were faster to regain visual contact with shelter, suggesting that they had learned the location of the shelter. In contrast, there was no significant effect of immediate prior experience on time to initiate sheltering in an open arena, or in the maze after juveniles had regained visual contact. We conclude that very young (stage V) juvenile lobsters modify their shelter-seeking behavior based on prior experiences across several timescales. Ecologically relevant variation in habitat exposure among postlarval and early juvenile lobsters may influence successful recruitment in this culturally and commercially important fishery species.

Sex is not everything: the role of gender in early performance of a fundamental laparoscopic skill.

PubMed

Kolozsvari, Nicoleta O; Andalib, Amin; Kaneva, Pepa; Cao, Jiguo; Vassiliou, Melina C; Fried, Gerald M; Feldman, Liane S

2011-04-01

Existing literature on the acquisition of surgical skills suggests that women generally perform worse than men. This literature is limited by looking at an arbitrary number of trials and not adjusting for potential confounders. The objective of this study was to evaluate the impact of gender on the learning curve for a fundamental laparoscopic task. Thirty-two medical students performed the FLS peg transfer task and their scores were plotted to generate a learning curve. Nonlinear regression was used to estimate learning plateau and learning rate. Variables that may affect performance were assessed using a questionnaire. Innate visual-spatial abilities were evaluated using tests for spatial orientation, spatial scanning, and perceptual abilities. Score on first peg transfer attempt, learning plateau, and learning rate were compared for men and women using Student's t test. Innate abilities were correlated to simulator performance using Pearson's coefficient. Multivariate linear regression was used to investigate the effect of gender on early laparoscopic performance after adjusting for factors found significant on univariate analysis. Statistical significance was defined as P < 0.05. Nineteen men and 13 women participated in the study; 30 were right-handed, 12 reported high interest in surgery, and 26 had video game experience. There were no differences between men and women in initial peg transfer score, learning plateau, or learning rate. Initial peg transfer score and learning rate were higher in subjects who reported having a high interest in surgery (P = 0.02, P = 0.03). Initial score also correlated with perceptual ability score (P = 0.03). In multivariate analysis, only surgical interest remained a significant predictor of score on first peg transfer (P = 0.03) and learning rate (P = 0.02), while gender had no significant relationship to early performance. Gender did not affect the learning curve for a fundamental laparoscopic task, while interest in surgery and perceptual abilities did influence early performance.

New models to support the professional education of health visitors: A qualitative study of the role of space and place in creating 'community of learning hubs'.

PubMed

Donetto, Sara; Malone, Mary; Sayer, Lynn; Robert, Glenn

2017-07-01

In response to a policy-driven workforce expansion in England new models of preparing health visitors for practice have been implemented. 'Community of Learning hubs' (COLHs) are one such model, involving different possible approaches to student support in clinical practice placements (for example, 'long arm mentoring' or 'action learning set' sessions). Such models present opportunities for studying the possible effects of spatiality on the learning experiences of students and newly qualified health visitors, and on team relationships more broadly. To explore a 'community of learning hub' model in health visitor education and reflect on the role of space and place in the learning experience and professional identity development of student health visitors. Qualitative research conducted during first year of implementation. Three 'community of learning hub' projects based in two NHS community Trusts in London during the period 2013-2015. Managers and leads (n=7), practice teachers and mentors (n=6) and newly qualified and student health visitors (n=16). Semi-structured, audio-recorded interviews analysed thematically. Participants had differing views as to what constituted a 'hub' in their projects. Two themes emerged around the spaces that shape the learning experience of student and newly qualified health visitors. Firstly, a generalised need for a 'quiet place' which allows pause for reflection but also for sharing experiences and relieving common anxieties. Secondly, the role of physical arrangements in open-plan spaces to promote access to support from more experienced practitioners. Attention to spatiality can shed light on important aspects of teaching and learning practices, and on the professional identities these practices shape and support. New configurations of time and space as part of educational initiatives can surface new insights into existing practices and learning models. Copyright © 2017. Published by Elsevier Ltd.

Implementation of formal learning objectives during a physical medicine and rehabilitation sports medicine rotation.

PubMed

Smith, Jay; Laskowski, Edward R; Newcomer-Aney, Karen L; Thompson, Jeffrey M; Schaefer, Michael P; Morfe, Erasmus G

2005-04-01

To develop and implement formal learning objectives during a physical medicine and rehabilitation sports medicine rotation and characterize resident experiences with the objectives over a 16-mo period. Prospective, including learning objective development, implementation, and postrotation survey. A total of 69 learning objectives were developed by physical medicine and rehabilitation staff physician consensus, including 39 core objectives. Eighteen residents completed 4-wk sports medicine rotations from January 2003 through April 2004. Residents completed an average of 31 total objectives (45%; range, 3-52), of which 24 (62%; range, 3-35) were core. Residents completed the highest percentage of knee (60%), shoulder (57%), and ankle-foot (57%) objectives and reported that objectives related to these areas were most effective to facilitate learning. In general, residents reported that objective content was good and that the objectives delineated important concepts to learn during the rotation. Seventeen of 18 residents indicated that the objectives should be permanently implemented into the sports rotation and that similar objectives should be developed for other rotations. Based on our experience and the recommendations of residents, the average resident should be able to complete approximately 30 objectives during a typical 4-wk rotation. Successful implementation of specific, consensus-derived learning objectives is possible within the context of a busy clinical practice. Our initial physician staff and resident experience with the objectives suggests that this model may be useful as a supplementary educational tool in physical medicine and rehabilitation residency programs.

Learning in an exotic social wasp while relocating a food source.

PubMed

Lozada, Mariana; D'Adamo, Paola

2014-01-01

In this paper we review several studies on Vespulagermanica behavioral plasticity while relocating a food source in natural environments. This exotic social wasp, which has become established in many parts of the world, displays diverse cognitive abilities when foraging. Given its successful invasiveness worldwide, our initial hypothesis was that this species has great behavioral plasticity, which enables it to face environmental uncertainty. In our work we have analyzed foraging behavior associated with undepleted resources. Throughout several experiments, rapid learning was observed in this species; after few learning experiences they associate diverse contextual cues with a food source. However, by exploring wasp behavior when food suddenly disappeared, either because it had been removed or displaced, we found that they continued searching over a no longer rewarding site for a considerable period of time, suggesting that past experience can hinder new learning. Particularly surprising is the fact that when food was displaced nearby, wasps persisted in searching over the empty dish, ignoring the presence of food close by. We propose that this species could be a suitable model for studying cognitive plasticity in relation to environmental uncertainty. Copyright © 2014 Elsevier Ltd. All rights reserved.

Building organizational capacity for evidence use: the experience of two Canadian healthcare organizations.

PubMed

Humphries, Serena; Hampe, Tanis; Larsen, Derrick; Bowen, Sarah

2013-01-01

The use of evidence to inform decisions at the program level within healthcare organizations is a priority. The purpose of this article is to provide an overview of an innovative collaboration between two Canadian healthcare organizations to build organizational capacity for evidence use in program planning, implementation, and evaluation. The lessons learned from the initiative suggest that other healthcare organizations would find the capacity-building strategies identified and developed through the initiative useful.

Introducing students to patient safety through an online interprofessional course.

PubMed

Blue, Amy V; Charles, Laurine; Howell, David; Koutalos, Yiannis; Mitcham, Maralynne; Nappi, Jean; Zoller, James

2010-01-01

Interprofessional education (IPE) is increasingly called upon to improve health care systems and patient safety. Our institution is engaged in a campus-wide IPE initiative. As a component of this initiative, a required online interprofessional patient-safety-focused course for a large group (300) of first-year medical, dental, and nursing students was developed and implemented. We describe our efforts with developing the course, including the use of constructivist and adult learning theories and IPE competencies to structure students' learning in a meaningful fashion. The course was conducted online to address obstacles of academic calendars and provide flexibility for faculty participation. Students worked in small groups online with a faculty facilitator. Thematic modules were created with associated objectives, online learning materials, and assignments. Students posted completed assignments online and responded to group members' assignments for purposes of group discussion. Students worked in interprofessional groups on a project requiring them to complete a root cause analysis and develop recommendations based on a fictional sentinel event case. Through project work, students applied concepts learned in the course related to improving patient safety and demonstrated interprofessional collaboration skills. Projects were presented during a final in-class session. Student course evaluation results suggest that learning objectives and content goals were achieved. Faculty course evaluation results indicate that the course was perceived to be a worthwhile learning experience for students. We offer the following recommendations to others interested in developing an in-depth interprofessional learning experience for a large group of learners: 1) consider a hybrid format (inclusion of some face-to-face sessions), 2) address IPE and broader curricular needs, 3) create interactive opportunities for shared learning and working together, 4) provide support to faculty facilitators, and 5) recognize your learners' educational level. The course has expanded to include students from additional programs for the current academic year.

Introducing students to patient safety through an online interprofessional course

PubMed Central

Blue, Amy V; Charles, Laurine; Howell, David; Koutalos, Yiannis; Mitcham, Maralynne; Nappi, Jean; Zoller, James

2010-01-01

Interprofessional education (IPE) is increasingly called upon to improve health care systems and patient safety. Our institution is engaged in a campus-wide IPE initiative. As a component of this initiative, a required online interprofessional patient-safety-focused course for a large group (300) of first-year medical, dental, and nursing students was developed and implemented. We describe our efforts with developing the course, including the use of constructivist and adult learning theories and IPE competencies to structure students’ learning in a meaningful fashion. The course was conducted online to address obstacles of academic calendars and provide flexibility for faculty participation. Students worked in small groups online with a faculty facilitator. Thematic modules were created with associated objectives, online learning materials, and assignments. Students posted completed assignments online and responded to group members’ assignments for purposes of group discussion. Students worked in interprofessional groups on a project requiring them to complete a root cause analysis and develop recommendations based on a fictional sentinel event case. Through project work, students applied concepts learned in the course related to improving patient safety and demonstrated interprofessional collaboration skills. Projects were presented during a final in-class session. Student course evaluation results suggest that learning objectives and content goals were achieved. Faculty course evaluation results indicate that the course was perceived to be a worthwhile learning experience for students. We offer the following recommendations to others interested in developing an in-depth interprofessional learning experience for a large group of learners: 1) consider a hybrid format (inclusion of some face-to-face sessions), 2) address IPE and broader curricular needs, 3) create interactive opportunities for shared learning and working together, 4) provide support to faculty facilitators, and 5) recognize your learners’ educational level. The course has expanded to include students from additional programs for the current academic year. PMID:23745069

MLS student active learning within a "cloud" technology program.

PubMed

Tille, Patricia M; Hall, Heather

2011-01-01

In November 2009, the MLS program in a large public university serving a geographically large, sparsely populated state instituted an initiative for the integration of technology enhanced teaching and learning within the curriculum. This paper is intended to provide an introduction to the system requirements and sample instructional exercises used to create an active learning technology-based classroom. Discussion includes the following: 1.) define active learning and the essential components, 2.) summarize teaching methods, technology and exercises utilized within a "cloud" technology program, 3.) describe a "cloud" enhanced classroom and programming 4.) identify active learning tools and exercises that can be implemented into laboratory science programs, and 5.) describe the evaluation and assessment of curriculum changes and student outcomes. The integration of technology in the MLS program is a continual process and is intended to provide student-driven active learning experiences.

Medical students' use of Facebook for educational purposes.

PubMed

Ali, Anam

2016-06-01

Medical students use Facebook to interact with one another both socially and educationally. This study investigates how medical students in a UK medical school use Facebook to support their learning. In particular, it identifies the nature of their educational activities, and details their experiences of using an educational Facebook group. Twenty-four medical students who self-identified as being Facebook users were invited to focus groups to attain a general overview of Facebook use within an educational context. A textual analysis was then conducted on a small group of intercalating medical students who used a self-created Facebook group to supplement their learning. Five of these students participated in semi-structured interviews. Six common themes were generated. These included 'collaborative learning', 'strategic uses for the preparation for assessment', 'sharing experiences and providing support', 'creating and maintaining connections', 'personal planning and practical organization' and 'sharing and evaluating educational resources'. Evidence from this study shows that medical students are using Facebook informally to enhance their learning and undergraduate lives. Facebook has enabled students to create a supportive learning community amongst their peers. Medical educators wishing to capitalize on Facebook, as a platform for formal educational initiatives, should remain cautious of intruding on this peer online learning community.

How actions shape perception: learning action-outcome relations and predicting sensory outcomes promote audio-visual temporal binding

PubMed Central

Desantis, Andrea; Haggard, Patrick

2016-01-01

To maintain a temporally-unified representation of audio and visual features of objects in our environment, the brain recalibrates audio-visual simultaneity. This process allows adjustment for both differences in time of transmission and time for processing of audio and visual signals. In four experiments, we show that the cognitive processes for controlling instrumental actions also have strong influence on audio-visual recalibration. Participants learned that right and left hand button-presses each produced a specific audio-visual stimulus. Following one action the audio preceded the visual stimulus, while for the other action audio lagged vision. In a subsequent test phase, left and right button-press generated either the same audio-visual stimulus as learned initially, or the pair associated with the other action. We observed recalibration of simultaneity only for previously-learned audio-visual outcomes. Thus, learning an action-outcome relation promotes temporal grouping of the audio and visual events within the outcome pair, contributing to the creation of a temporally unified multisensory object. This suggests that learning action-outcome relations and the prediction of perceptual outcomes can provide an integrative temporal structure for our experiences of external events. PMID:27982063

How actions shape perception: learning action-outcome relations and predicting sensory outcomes promote audio-visual temporal binding.

PubMed

Desantis, Andrea; Haggard, Patrick

2016-12-16

To maintain a temporally-unified representation of audio and visual features of objects in our environment, the brain recalibrates audio-visual simultaneity. This process allows adjustment for both differences in time of transmission and time for processing of audio and visual signals. In four experiments, we show that the cognitive processes for controlling instrumental actions also have strong influence on audio-visual recalibration. Participants learned that right and left hand button-presses each produced a specific audio-visual stimulus. Following one action the audio preceded the visual stimulus, while for the other action audio lagged vision. In a subsequent test phase, left and right button-press generated either the same audio-visual stimulus as learned initially, or the pair associated with the other action. We observed recalibration of simultaneity only for previously-learned audio-visual outcomes. Thus, learning an action-outcome relation promotes temporal grouping of the audio and visual events within the outcome pair, contributing to the creation of a temporally unified multisensory object. This suggests that learning action-outcome relations and the prediction of perceptual outcomes can provide an integrative temporal structure for our experiences of external events.

Memory Impairment in Multiple Sclerosis is Due to a Core Deficit in Initial Learning

PubMed Central

DeLuca, John; Leavitt, Victoria M.; Chiaravalloti, Nancy; Wylie, Glenn

2013-01-01

Persons with multiple sclerosis (MS) suffer memory impairment, but research on the nature of MS-related memory problems is mixed. Some have argued for a core deficit in retrieval, while others have identified deficient initial learning as the core deficit. We used a selective reminding paradigm to determine whether deficient initial learning or delayed retrieval represents the primary memory deficit in 44 persons with MS. Brain atrophy was measured from high-resolution MRIs. Regression analyses examined the impact of brain atrophy on (a) initial learning and delayed retrieval separately, and then (b) delayed retrieval controlling for initial learning. Brain atrophy was negatively associated with both initial learning and delayed retrieval (ps < .01), but brain atrophy was unrelated to retrieval when controlling for initial learning (p > .05). In addition, brain atrophy was associated with inefficient learning across initial acquisition trials, and brain atrophy was unrelated to delayed recall among MS subjects who successfully acquired the word list (although such learning frequently required many exposures). Taken together, memory deficits in MS are a result of deficits in initial learning; moreover, initial learning mediates the relationship between brain atrophy and subsequent retrieval, thereby supporting the core learning-deficit hypothesis of memory impairment in MS. PMID:23832311

The equivalence of learning paths in early science instruction: effect of direct instruction and discovery learning.

PubMed

Klahr, David; Nigam, Milena

2004-10-01

In a study with 112 third- and fourth-grade children, we measured the relative effectiveness of discovery learning and direct instruction at two points in the learning process: (a) during the initial acquisition of the basic cognitive objective (a procedure for designing and interpreting simple, unconfounded experiments) and (b) during the subsequent transfer and application of this basic skill to more diffuse and authentic reasoning associated with the evaluation of science-fair posters. We found not only that many more children learned from direct instruction than from discovery learning, but also that when asked to make broader, richer scientific judgments, the many children who learned about experimental design from direct instruction performed as well as those few children who discovered the method on their own. These results challenge predictions derived from the presumed superiority of discovery approaches in teaching young children basic procedures for early scientific investigations.

Integrated learning through student goal development.

PubMed

Price, Deborah; Tschannen, Dana; Caylor, Shandra

2013-09-01

New strategies are emerging to promote structure and increase learning in the clinical setting. Nursing faculty designed a mechanism by which integrative learning and situated coaching could occur more readily in the clinical setting. The Clinical Goals Initiative was implemented for sophomore-, junior-, and senior-level students in their clinical practicums. Students developed weekly goals reflecting three domains of professional nursing practice. Goals were shared with faculty and staff nurse mentors at the beginning of the clinical day to help guide students and mentors with planning for learning experiences. After 6 weeks, faculty and students were surveyed to evaluate project effectiveness. Faculty indicated that goal development facilitated clinical learning by providing more student engagement, direction, and focus. Students reported that goal development allowed them to optimize clinical learning opportunities and track their growth and progress. Faculty and students indicated the goals promoted student self-learning, autonomy, and student communication with nurse mentors and faculty. Copyright 2013, SLACK Incorporated.

An innovative strategy in evaluation: using a student engagement framework to evaluate a role-based simulation.

PubMed

Smith, Morgan; Warland, Jane; Smith, Colleen

2012-03-01

Online role-play has the potential to actively engage students in authentic learning experiences and help develop their clinical reasoning skills. However, evaluation of student learning for this kind of simulation focuses mainly on the content and outcome of learning, rather than on the process of learning through student engagement. This article reports on the use of a student engagement framework to evaluate an online role-play offered as part of a course in Bachelor of Nursing and Bachelor of Midwifery programs. Instruments that measure student engagement to date have targeted large numbers of students at program and institutional levels, rather than at the level of a specific learning activity. Although the framework produced some useful findings for evaluation purposes, further refinement of the questions is required to be certain that deep learning results from the engagement that occurs with course-level learning initiatives. Copyright 2012, SLACK Incorporated.

Observation learning versus physical practice leads to different consolidation outcomes in a movement timing task.

PubMed

Trempe, Maxime; Sabourin, Maxime; Rohbanfard, Hassan; Proteau, Luc

2011-03-01

Motor learning is a process that extends beyond training sessions. Specifically, physical practice triggers a series of physiological changes in the CNS that are regrouped under the term "consolidation" (Stickgold and Walker 2007). These changes can result in between-session improvement or performance stabilization (Walker 2005). In a series of three experiments, we tested whether consolidation also occurs following observation. In Experiment 1, participants observed an expert model perform a sequence of arm movements. Although we found evidence of observation learning, no significant difference was revealed between participants asked to reproduce the observed sequence either 5 min or 24 h later (no between-session improvement). In Experiment 2, two groups of participants observed an expert model perform two distinct movement sequences (A and B) either 10 min or 8 h apart; participants then physically performed both sequences after a 24-h break. Participants in the 8-h group performed Sequence B less accurately compared to participants in the 5-min group, suggesting that the memory representation of the first sequence had been stabilized and that it interfered with the learning of the second sequence. Finally, in Experiment 3, the initial observation phase was replaced by a physical practice phase. In contrast with the results of Experiment 2, participants in the 8-h group performed Sequence B significantly more accurately compared to participants in the 5-min group. Together, our results suggest that the memory representation of a skill learned through observation undergoes consolidation. However, consolidation of an observed motor skill leads to distinct behavioural outcomes in comparison with physical practice.

Navigating the Complex Practices of Specialized Literacy Professionals in Formalized Teacher Leadership Positions

ERIC Educational Resources Information Center

Yurkewecz, Thea A.

2017-01-01

This dissertation reports on how one school community engaged in a professional development grant initiative that incorporated teacher leadership. Teacher leaders may have numerous roles and responsibilities that support the professional learning and instructional practices of school communities. This study examined the experiences of three…

YouthALIVE! From Enrichment to Employment: The YouthALIVE! Experience.

ERIC Educational Resources Information Center

Association of Science-Technology Centers, Washington, DC.

This document introduces the national initiative YouthALIVE (Youth Achievement through Learning, Involvement, Volunteering, and Employment). The YouthALIVE program focuses on the needs of children of color from low-income communities and provides financial and technical assistance to science centers, zoos, botanical gardens, and museums for the…

Student-Initiated Changes in the Academic Curriculum.

ERIC Educational Resources Information Center

Shoenfeld, Janet D.

The literature on student unrest at colleges and universities cites dissatisfaction with the learning experience as a primary cause of student rebellion. Student charges that many college courses are irrelevant to social realities and needs, and that the traditional structure of the academic curriculum results in a fragmented and superficial…

The University of Dayton Core Program.

ERIC Educational Resources Information Center

Lasley, Thomas J., II; Geiger, John; Palermo, Patrick

This paper describes how the University of Dayton, Ohio, has strengthened teacher education through the creation of two institutional general education initiatives that integrate general and professional education in a coherent learning experience. The first is a CORE program that is open to all students pursuing degree work in the elementary…

Bring Your Own Device: Parental Guidance (PG) Suggested

ERIC Educational Resources Information Center

Kiger, Derick; Herro, Dani

2015-01-01

Educators are incorporating students' mobile devices into the schooling experience via Bring Your Own Device (BYOD) initiatives. This is advantageous for many reasons, most notably, improving access to Internet resources and digital tools in support of teaching and learning. Obtaining parental support is key to BYOD success. Therefore, this study…

On the Origins of Emergent Differential Sample Behavior

ERIC Educational Resources Information Center

Urcuioli, Peter J.; Vasconcelos, Marco

2008-01-01

Two experiments evaluated the source(s) of emergent differential sample behavior in pigeons. Initially, pigeons learned two-sample, two-alternative symbolic matching in which different patterns of sample responding were required to produce the comparisons. Afterwards, two other samples nominally identical to the comparisons were added to the…

Enhancing Elementary Teacher Practice through Technological/Engineering Design Based Learning

ERIC Educational Resources Information Center

Deck, Anita S.

2016-01-01

As widespread as Science, Technology, Engineering, and Math (STEM) initiatives and reforms are today in education, a rudimentary problem with these endeavors is being overlooked. In general, education programs and school districts are failing to ensure that elementary teachers who provide children's early academic experiences have the appropriate…

Effective Programmatic Tutor Training for Interprofessional Problem-Based Learning

ERIC Educational Resources Information Center

D'Eon, Marcel; Proctor, Peggy; Bassendowski, Sandra; Dobson, Roy; Udahl, Brenda

2010-01-01

A provincial initiative to encourage interprofessional education and research resulted in the implementation of three interprofessional PBL (iPBL) modules at the University of Saskatchewan. The ambitious target of 1200 student iPBL experiences over three years presented a substantial teaching development challenge. Training incorporated many of…

Using Workplace Changes as Learning Opportunities: Antecedents to Reflection in Professional Work

ERIC Educational Resources Information Center

Hetzner, Stefanie; Heid, Helmut; Gruber, Hans

2015-01-01

Purpose: This paper aims to contribute to an understanding of how individual characteristics and perceived contextual conditions shape reflection in professional work, particularly in workplaces that provide a variety of work experiences related to changes. The authors examine the effects of personal initiative, self-efficacy and perceived…

"Teacher You Are Stupid!"--Cultivating a Reflective Disposition

ERIC Educational Resources Information Center

Farrell, Thomas S. C.

2014-01-01

There is a longstanding recognition in the field of language education that teachers must continually shape and reshape their knowledge of teaching and learning throughout their careers (Farrell, 2015). Much of a teacher's early knowledge is developed initially in teacher education programs, and then through teaching experiences and…

Integrated Laboratories: Laying the Foundation for Undergraduate Research Experiences

ERIC Educational Resources Information Center

Dillner, Debra K.; Ferrante, Robert F.; Fitzgerald, Jeffrey P.; Schroeder, Maria J.

2011-01-01

Interest in undergraduate student research has grown in response to initiatives from various professional societies and educational organizations. Participation in research changes student attitudes towards courses as they realize the utility and relevance of what they are learning. At the U.S. Naval Academy, the chemistry majors' curriculum was…

Developing ecosystem service indicators: Experiences and lessons learned from sub-global assessments and other initiatives - new

EPA Science Inventory

People depend upon ecosystems to supply a range of services necessary for their survival and well-being. Ecosystem service indicators are critical for knowing whether or not these essential services are being maintained and used in a sustainable manner, thus enabling policy maker...

A Science Fair Partnership: An Active Learning Experience for Teacher Candidates

ERIC Educational Resources Information Center

McCarthy, Deborah Louise

2015-01-01

STEM (science, technology, engineering, and mathematics) education is a national instructional priority. As part of Southeastern Louisiana University's STEM Outreach Initiative, funded by a Shell Oil Company Foundation grant to raise interest in STEM-related activities, teacher candidates were given the opportunity to leave their classroom to…

"The Child's World": a creative and visual trigger to stimulate student enquiry in a problem based learning module.

PubMed

Barron, Carol; Lambert, Veronica; Conlon, Joy; Harrington, Tracey

2008-11-01

Despite the abundance of literature on problem based learning (PBL) [Murray, I., Savin-Baden, M., 2000. Staff development in problem-based learning. Teaching in Higher Education 5 (1), 107-126; Johnson, A.K., Tinning, R.S., 2001. Meeting the challenge of problem-based learning: developing the facilitators. Nurse Education Today 21 (3), 161-169; McCourt, C., Thomas, G., 2001. Evaluation of a problem based curriculum in midwifery. Midwifery 17 (4), 323-331; Cooke, M., Moyle, K., 2002. Students' evaluation of problem-based learning. Nurse Education Today 22, 330-339; Haith-Cooper, M., 2003a. An exploration of tutors' experiences of facilitating problem-based learning. Part 1--an educational research methodology combining innovation and philosophical tradition. Nurse Education Today 23, 58-64; Haith-Cooper, M., 2003b. An exploration of tutor' experiences of facilitating problem-based learning. Part 2--implications for the facilitation of problem based learning. Nurse Education Today 23, 65-75; Rowan, C.J., Mc Court, C., Beake, S., 2007. Problem based learning in midwifery--The teacher's perspective. Nurse Education Today 27, 131-138; Rowan, C.J., Mc Court, C., Beake, S., 2008. Problem based learning in midwifery--The students' perspective. Nurse Education Today 28, 93-99] few studies focus on describing "triggers", the process involved in their development and their evaluation from students' perspective. It is clearly documented that well designed, open ended, real life and challenging "triggers" are key to the success of PBL implementation [Roberts, D., Ousey, K., 2004. Problem based learning: developing the triggers. Experiences from a first wave site. Nurse Education in Practice 4, 154-158, Gibson, I., 2005. Designing projects for learning. In: Barrett, T., Mac Labhrainn, I., Fallon, H., (Eds.), Handbook of Enquiry and Problem-based Learning: Irish Case Studies and International Perspectives. AISHE & CELT: NUI Galway. , Barrett, T., 2005. Understanding problem-based learning. In: Barrett, T. Mac Labhrainn, I., Fallon, H., (Eds.), Handbook of Enquiry and Problem-based Learning: Irish Case Studies and International Perspectives. AISHE & CELT, NUI Galway. ]. This paper outlines the planning, implementation and evaluation of a "trigger" developed for a first year undergraduate nursing module. To meet specific module learning outcomes and to stimulate student inquiry through the learning strategy of PBL, a bright and colourful collage, was constructed. This tool was then evaluated using focus group interviews. Students' perspectives centered round a core theme, 'finding a focus and taking control'. Four categories were identified illustrating students progress from 'initial confusion' to engaging with the 'trigger diversity' before confidently 'exploring their own line of inquiry', thus leading to the 'stimulation of their learning'. Consistent with previous research, we also suggest it is customary for students to experience an initial period of ambiguity as they switch from teacher led to student centered learning [Biley, F., 1999. Creating tension: under graduate students nurses' response to a problem-based learning curriculum. Nurse Education Today 19 (7), 586-589]. One challenge in developing "triggers" is that the process is primarily controlled by lecturers. We suggest that a possible way forward would be to also engage students in the development of "triggers".

Learning together, working together: an evaluation of experiences of a pilot programme for partnership between unions and management in the health service.

PubMed

Young, Pat; Moule, Pam; Evans, David; Simmons, Sue; Crack, Meg; Mayo, Gillian

2012-07-01

This article describes an innovative initiative to support partnership working between trade unions and management in three National Health Service Trusts, by means of shared participation in a series of learning and development days. Although there is existing evidence, within the literature on partnership, of the benefits of partnership working for employees and employers, there is little discussion of processes by which effective partnership is developed. More specifically, there is no current academic literature on the role of education in enabling improved partnership working between trade unions and managers. The findings of the evaluation suggest that the pilot provided a successful learning experience as well as a number of pointers for improving future developments of this nature. The recommendations include embedding of partnership work within existing staff development processes. Copyright © 2011 Elsevier Ltd. All rights reserved.

The Si Huan Playgroup: An Initiative to Provide Non-Formal Early Childhood Education Experiences to Children of Migrants in Beijing

ERIC Educational Resources Information Center

Nyland, Berenice; Nyland, Chris; Gao, Yang; Ng, Josephine; Zeng, Xiaodong

2016-01-01

This paper is about an experiment in non-formal early childhood education for migrant children in Beijing. The Si Huan Playgroup was set up by a group of volunteers in 2004 and is built on ideas of early childhood pedagogy, equity, life-long learning and non-formal education. Non-formal education has implications for policy makers as this is a…

CELT: a computerised evaluative learning tool for continuing professional development.

PubMed

Kelly, Diane R; MacKay, Linda

2003-04-01

To evaluate a computerised, evaluative learning tool (CELT) designed to encourage self-directed learning and help users make changes in practice following learning. The study aimed to evaluate how CELT was used and to ascertain user perceptions of the program. Qualitative analysis of interviews and quantitative analysis of entries made using the software. West of Scotland region, comprising six Health Board areas with a total of 2176 general practitioners (GPs), 39 of whom took part in the study. Of the 39 GPs who started on the project, 34 used CELT. Of these 34, 28 GPs sent in files and six did not. Of the 28 GPs who sent in files, 25 entered data and 76% (22/29) considered the program easy to use. The program was used 7 days a week during the day and night. It raised participants' awareness of the educational value of everyday experiences and led to increased thought about learning. In 41% (45/111) of entries there was evidence that some action had been initiated by users as a result of learning. CELT was designed to encourage self-directed learning and help users make changes in practice following learning. The study has shown that it can be used to deliver individual continuing professional development. It encourages a disciplined approach to learning, promotes thought about learning needs and increases the ability of GPs to learn from everyday experiences. In some instances, users were able to apply what had been learned.

Long-term adaptation to change in implicit contextual learning.

PubMed

Zellin, Martina; von Mühlenen, Adrian; Müller, Hermann J; Conci, Markus

2014-08-01

The visual world consists of spatial regularities that are acquired through experience in order to guide attentional orienting. For instance, in visual search, detection of a target is faster when a layout of nontarget items is encountered repeatedly, suggesting that learned contextual associations can guide attention (contextual cuing). However, scene layouts sometimes change, requiring observers to adapt previous memory representations. Here, we investigated the long-term dynamics of contextual adaptation after a permanent change of the target location. We observed fast and reliable learning of initial context-target associations after just three repetitions. However, adaptation of acquired contextual representations to relocated targets was slow and effortful, requiring 3 days of training with overall 80 repetitions. A final test 1 week later revealed equivalent effects of contextual cuing for both target locations, and these were comparable to the effects observed on day 1. That is, observers learned both initial target locations and relocated targets, given extensive training combined with extended periods of consolidation. Thus, while implicit contextual learning efficiently extracts statistical regularities of our environment at first, it is rather insensitive to change in the longer term, especially when subtle changes in context-target associations need to be acquired.

Affective learning in adults with intellectual disability: an experiment using evaluative conditioning.

PubMed

Blanchette, I; Treillet, V; Davies, S R

2016-03-01

Evaluative conditioning is a form of affective learning in which initially neutral stimuli acquire an affective value through association with negative or positive stimuli. Recent research shows an important role for cognitive resources in this type of learning. This form of affective learning has rarely been studied in intellectual disability (ID). We examined evaluative conditioning in 16 adults with mild to moderate ID compared to age- and gender-matched control participants. Neutral shapes and symbols were repeatedly paired with positive, neutral or negative unconditioned stimuli (faces or International Affective Picture System images). There was also an extinction phase. There was significant acquisition of conditioning in both groups. Stimuli paired with positive images were evaluated more positively, and stimuli paired with negative images were evaluated more negatively. Post-extinction ratings however show that these novel affective associations were not maintained by individuals with ID as much as by individuals in the control group. We conclude that ID modulates some aspects of affective learning but not necessarily initial preference acquisition. © 2015 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd.

A digital peer-to-peer learning platform for clinical skills development.

PubMed

Basnak, Jesse; Ortynski, Jennifer; Chow, Meghan; Nzekwu, Emeka

2017-02-01

Due to constraints in time and resources, medical curricula may not provide adequate opportunities for pre-clerkship students to practice clinical skills. To address this, medical students at the University of Alberta developed a digital peer-to-peer learning initiative. The initiative assessed if students can learn clinical skills from their peers in co-curricular practice objective structured clinical exams (OSCEs). A total of 144 first-year medical students participated. Students wrote case scenarios that were reviewed by physicians. Students enacted the cases in practice OSCEs, acting as the patient, physician, and evaluator. Verbal and electronic evaluations were completed. A digital platform was used to automate the process. Surveys were disseminated to assess student perceptions of their experience. Seventy-five percent of participants said they needed opportunities to practice patient histories and physical exams in addition to those provided in the medical school curriculum. All participants agreed that the co-curricular practice OSCEs met this need. The majority of participants also agreed that the digital platform was efficient and easy to use. Students found the practice OSCEs and digital platform effective for learning clinical skills. Thus, peer-to-peer learning and computer automation can be useful adjuncts to traditional medical curricula.

Effects of prior aversive experience upon retrograde amnesia induced by hypothermia.

PubMed

Jensen, R A; Riccio, D C; Gehres, L

1975-08-01

Two experiments examined the extent to which retrograde amnesia (RA) is attenuated by prior learning experiences. In Experiment 1, rats initially received either passive avoidance training in a step-through apparatus, exposure to the apparatus, or noncontingent footshock. When training on a second but different passive avoidance task was followed by hypothermia treatment, RA was obtained only in the latter two groups. In Experiment 2, one-way active avoidance training, yoked noncontingent shocks, or apparatus exposure constituted the initial experience. Subsequent step-down passive avoidance training and amnestic treatment resulted in memory loss for the prior apparatus exposure group, but not for either of the preshocked conditions. These experiments demonstrate that certain types of prior aversive experience can substantially modify the magnitude of RA, and, in conjunction with other familiarization studies, emphasize a paradox for interpretations of RA based solely upon CNS disruption. The possibility that hypothermia treatment serves as an important contextual or encoding cue necessary for memory retrieval was considered. It was suggested that prior experience may block RA by enabling rats to differentiate training and treatment conditions.

Bridging the gap between what is praised and what is practiced: Supporting the work of change as anatomy and physiology instructors introduce active learning into their undergraduate classroom

NASA Astrophysics Data System (ADS)

Thorn, Patti Marie

When college Anatomy & Physiology instructors begin using active learning in their classrooms, what do they experience? How do their beliefs about teaching and learning change? What obstacles do they encounter and how do they respond? How do their responses influence future decisions regarding the use of active learning? This study documented the experiences of seven instructors from diverse types of institutions as they began using active learning in their classrooms. Conceptual change and social cognitive motivation theory provided guidance for the 15-month project. A classroom-situated professional development framework that included goal setting, planning and doing active learning and formative assessment, and reflecting on experiences was used. Multiple data sources (verbatim transcripts from emergent and semi-structured interviews, observation notes, surveys, written correspondence, instructional materials, and student surveys) and research methods allowed rigorous exploration of the research questions. A number of important findings emerged from the study. Data indicated that instructors struggled with a lack of instructional, pedagogical and clinical content knowledge, student resistance, personal and professional risk-taking issues, and widely shifting attitudes toward active learning. Data also suggested a developmental progression in beliefs about teaching and learning as instructors implemented active learning, and the progression shared similarities with reports of preservice teacher development documented in the learning-to-teach literature. Initially, instructors' beliefs shifted from knowledge transmission and intuitive theories to constructivist theories; however there was marked variation in the intelligibility, status, and endurance of the new beliefs. Data also allowed identification of two distinct conceptual change experiences. Analysis of instructor beliefs within and between the change groups strongly suggested that causal attribution constructs either facilitated or precluded belief development, conceptual change, and a more encompassing and sophisticated definition of active learning, and supported the emergence of an Attribution-Based Conceptual Change Schematic. The findings have significant implications for both change-desiring instructors and faculty development staff. The findings allow faculty to familiarize themselves with the obstacles and response patterns that may shape their own change experiences and allow development staff to design empirically grounded learning opportunities that may facilitate the development of beliefs about teaching and learning and promote faculty conceptual change.

The enquiry-based learning experience: An evaluation project.

PubMed

Ashby, Jayne; Hubbert, Vanessa; Cotrel-Gibbons, Liz; Cox, Karen; Digan, John; Lewis, Kerry; Langmack, Gill; Matiti, Milika; McCormick, Damion; Roberts, Lorraine; Taylor, Derek; Thom, Natasha; Wiggs, Mary; Wilson, Linda

2006-01-01

A research and nursing development initiative group consisting of health lecturers and lecturer practitioners set out to evaluate how learners and teachers felt about the introduction of an enquiry based learning (EBL) approach to education. Five focus groups, teachers (1 group) post-registration students (1 group) and pre-registration diploma students (3 groups) were interviewed. Discussions were tape recorded, transcribed, and analysed. The results revealed that students and teachers held disparative views on the efficiency of EBL. Teachers, surprisingly, felt more doubtful and discouraged than learners. Several concerns were raised over the ability of EBL to establish a foothold in a curriculum more noted for a pedagogical stance on learning.

Using distance technology to learn across borders: a virtual travel course in nursing.

PubMed

Gallagher-Lepak, Susan; Block, Derryl; Rojas, Yrene Esperanza Urbina; Birkholz, Lorri; Melgar Morán, Carlos Christian

2011-08-01

A 6-week online course was developed and delivered to nursing students and instructors at universities in two countries. The course exposed students and faculty to nursing and health concerns in both countries. All course communications were conducted in both English and Spanish, with support from online translation software as needed. Course content covered professional nursing, global health issues, and nursing interventions used with clinical problems. Although students were initially intimidated by the course language requirements, students valued the opportunity to learn about cultural and health issues. Faculty experienced a learning curve as well and enjoyed this international experience. Copyright 2011, SLACK Incorporated.

NASA scientific and technical information program multimedia initiative

NASA Technical Reports Server (NTRS)

Cotter, Gladys A.; Kaye, Karen

1993-01-01

This paper relates the experiences of the NASA Scientific and Technical Information Program in introducing multimedia within the STI Program framework. A discussion of multimedia technology is included to provide context for the STI Program effort. The STI Program's Multimedia Initiative is discussed in detail. Parallels and differences between multimedia and traditional information systems project development are highlighted. Challenges faced by the program in initiating its multimedia project are summarized along with lessons learned. The paper concludes with a synopsis of the benefits the program hopes to provide its users through the introduction of multimedia illustrated by examples of successful multimedia projects.

STI Program Multimedia Initiative

NASA Technical Reports Server (NTRS)

Cotter, Gladys A.; Kaye, Karen

1993-01-01

This paper relates the experience of the NASA Scientific and Technical Information Program in introducing multimedia within the STI Program framework. A discussion of multimedia technology is included to provide context for the STI Program effort. The STI Program's Multimedia Initiative is discussed in detail. Parallels and differences between multimedia and traditional information systems project development are highlighted. Challenges faced by the program in initiating its multimedia project are summarized along with lessons learned. The paper concludes with a synopsis of the benefits the program hopes to provide its users through the introduction of multimedia illustrated by examples of successful multimedia projects.

'The challenge to take charge of life with long-term illness': nurses' experiences of supporting patients' learning with the didactic model.

PubMed

Andersson, Susanne; Svanström, Rune; Ek, Kristina; Rosén, Helena; Berglund, Mia

2015-12-01

The aim of this implementation study is to describe nurses' experiences of supporting patient learning using the model called 'The challenge to take charge of life with long-term illness'. Supporting patient learning for those suffering from a long-term illness is a complex art in nursing. Genuine learning occurs at a deep and existential level. If the patient's resistance to illness can be challenged and reflected upon, the patient may take charge of his/her life. The project lasted for 2 years and was initiated by a former patient on an assisted haemodialysis ward and involved 14 registered nurses. The project began with a session to review patients' learning and the didactic model. Monthly reflective meetings and group supervisions were held that focused on the nurses' experiences of supporting patient learning. Notes were written during these reflective meetings and group sessions. Data collected from interviews, notes and written stories were subjected to phenomenological analysis. Three aspects of nurses' experiences of the learning support approach were assessed: To have the courage to listen sincerely, a movement from providing information to supporting learning, and to let the patient indicate the direction. The approach resulted in an increased focus on genuine dialogue and the courage to encourage patients to take charge of their health process. The changes in nurses' approach to learning support reveal that they shift from providing information on the disease, illness and treatment to strengthening and supporting the patient in making decisions and taking responsibility. For nurses, the change entails accepting the patient's goals and regarding their own role as supportive rather than controlling. The didactic model and involved supervision contributed to the change in the nurses' approach. The didactic model might be useful in caring for persons with long-term illness, making the care more person-centred and enhancing the patient's self-care ability. © 2015 John Wiley & Sons Ltd.

Dating violence and girls in the juvenile justice system.

PubMed

Kelly, Patricia J; Cheng, An-Lin; Peralez-Dieckmann, Esther; Martinez, Elisabeth

2009-09-01

The purpose of this study is to explore the prevalence and associated behaviors of dating violence among a population of girls in the juvenile justice system. A sample of 590 girls from an urban juvenile justice system completed a questionnaire assessing attitudes and self-efficacy about and occurrence of dating violence. The analysis developed a random effect model to determine a risk profile for dating violence. The strongest predictors of dating violence were (a) initial sexual experience at age 13 or earlier, (b) unwillingness of initial sexual experience, (c) drug use, and (d) low self-efficacy about preventing dating violence. The high prevalence of dating violence and associated behaviors among participants suggests the importance of implementing primary prevention programs to assist preteen girls in delaying initial sexual intercourse and in learning techniques to prevent dating violence.

Case study of a problem-based learning course of physics in a telecommunications engineering degree

NASA Astrophysics Data System (ADS)

Macho-Stadler, Erica; Jesús Elejalde-García, Maria

2013-08-01

Active learning methods can be appropriate in engineering, as their methodology promotes meta-cognition, independent learning and problem-solving skills. Problem-based learning is the educational process by which problem-solving activities and instructor's guidance facilitate learning. Its key characteristic involves posing a 'concrete problem' to initiate the learning process, generally implemented by small groups of students. Many universities have developed and used active methodologies successfully in the teaching-learning process. During the past few years, the University of the Basque Country has promoted the use of active methodologies through several teacher training programmes. In this paper, we describe and analyse the results of the educational experience using the problem-based learning (PBL) method in a physics course for undergraduates enrolled in the technical telecommunications engineering degree programme. From an instructors' perspective, PBL strengths include better student attitude in class and increased instructor-student and student-student interactions. The students emphasised developing teamwork and communication skills in a good learning atmosphere as positive aspects.

Dynamic changes in network activations characterize early learning of a natural language.

PubMed

Plante, Elena; Patterson, Dianne; Dailey, Natalie S; Kyle, R Almyrde; Fridriksson, Julius

2014-09-01

Those who are initially exposed to an unfamiliar language have difficulty separating running speech into individual words, but over time will recognize both words and the grammatical structure of the language. Behavioral studies have used artificial languages to demonstrate that humans are sensitive to distributional information in language input, and can use this information to discover the structure of that language. This is done without direct instruction and learning occurs over the course of minutes rather than days or months. Moreover, learners may attend to different aspects of the language input as their own learning progresses. Here, we examine processing associated with the early stages of exposure to a natural language, using fMRI. Listeners were exposed to an unfamiliar language (Icelandic) while undergoing four consecutive fMRI scans. The Icelandic stimuli were constrained in ways known to produce rapid learning of aspects of language structure. After approximately 4 min of exposure to the Icelandic stimuli, participants began to differentiate between correct and incorrect sentences at above chance levels, with significant improvement between the first and last scan. An independent component analysis of the imaging data revealed four task-related components, two of which were associated with behavioral performance early in the experiment, and two with performance later in the experiment. This outcome suggests dynamic changes occur in the recruitment of neural resources even within the initial period of exposure to an unfamiliar natural language. Copyright © 2014 Elsevier Ltd. All rights reserved.

Combining lived experience with the facilitation of enquiry-based learning: a 'trigger' for transformative learning.

PubMed

Stacey, G; Oxley, R; Aubeeluck, A

2015-09-01

What is known on the subject The values underpinning recovery-orientated practice are recited in the literature and influential in the content of mental health nurse education internationally. However, scepticism exists regarding the degree to which students' assimilate the principles of recovery into their practice due to the troublesome and challenging nature of learning at a transformational level, also known as threshold concept learning. Evaluation suggests that this combination of educational approaches positively influences students' prior understandings, beliefs and values in relation to the prospect for people with significant mental health problems to recover. The components of threshold concepts are useful as a deductive framework for the evaluation of educational initiatives which attempt to initiate transformative learning. While this forum clearly holds significant potential for student development, support and preparation is needed for both the student and the facilitator in order to enable the possibility of learning which influences attitudes, beliefs and practice. The aim of this paper is to discuss the potential for combining lived experience of mental distress with the facilitation of enquiry-based learning (EBL) to act as a trigger for transformative learning in the context of promoting the understanding of mental health 'recovery' in nurse education.The values underpinning recovery-orientated practice are recited in the literature and influential in mental health nurse education internationally. However, scepticism exists regarding the degree to which students assimilate into their practice. An open-ended was distributed to a cohort of pre-registration nursing students receiving the co-facilitated EBL (n = 112). Data demonstrated how the specific attributes of this educational approach were identified by students as impacting positively on ill-informed preconceptions, understanding of complex theory and their future practice. Results were considered in light of the identification of 'recovery' as a 'threshold concept' and offered evidence to support the value of this specific educational forum in the promotion of learning which is transformative, integrative, bounded and at times troublesome. Support and significant preparation is needed for both the student and the facilitator in order to enable the possibility of transformatory learning. © 2015 John Wiley & Sons Ltd.

The Initial Development of Object Knowledge by a Learning Robot

PubMed Central

Modayil, Joseph; Kuipers, Benjamin

2008-01-01

We describe how a robot can develop knowledge of the objects in its environment directly from unsupervised sensorimotor experience. The object knowledge consists of multiple integrated representations: trackers that form spatio-temporal clusters of sensory experience, percepts that represent properties for the tracked objects, classes that support efficient generalization from past experience, and actions that reliably change object percepts. We evaluate how well this intrinsically acquired object knowledge can be used to solve externally specified tasks including object recognition and achieving goals that require both planning and continuous control. PMID:19953188

Using Communication Technology to Facilitate Scientific Literacy: A Framework for Engaged Learning

NASA Astrophysics Data System (ADS)

VanBuskirk, Shireen Adele

The purpose of this research project is to describe how existing communication technologies are used to foster scientific literacy for secondary students. This study develops a new framework as an analytic tool to categorize the activities of teachers and students involved in scientific literacy to describe what elements of scientific literacy are facilitated by such technologies. Four case studies are analyzed using the framework to describe the scientific literacy initiatives. Data collection at each site included interviews with the teacher, student focus groups, student surveys, and classroom observations. Qualitative analysis of the data provided insight into the learning activities and student experiences in the four cases. This study intentionally provides a platform for student voice. Very few previous empirical studies in the area of scientific literacy include the student experience. This represents a significant gap in the current literature on scientific literacy. An interpretation of scientific literacy that promotes student engagement, interaction, and initiative corresponds to a need to listen to students' perspectives on these experiences. Findings of the study indicated that the classroom activities depended on the teacher's philosophy regarding scientific literacy. Communication technology was ubiquitous; where the teacher did not initiate the use of social media in the classroom, the students did. The goal of supporting scientific literacy in students is an objective that extends beyond the boundaries of classroom walls, and it can be facilitated by technologies that seem both abundant and underutilized. Technology-enhanced pedagogy altered the classroom practices and resulted in more student participation and engagement.

Student reflections following exposure to a case-based interprofessional learning experience: Preliminary findings.

PubMed

Goldberg, Lynette R; Brown, Gina R; Mosack, Victoria A; Fletcher, Phyllis A

2015-01-01

This study analyzed students' written reflections following their initial exposure to interprofessional teamwork in case-based problem-solving. A three-hour seminar featuring three sequenced scenarios was developed and offered 12-times over two semesters. A total of 305 students from a variety of healthcare programs worked together with standardized patients in an on-campus laboratory simulating hospital ward and rehabilitation settings. A thematic analysis of students' reflections showed that they valued the shared learning and realistic case study. However, they felt the experience would be strengthened by working in smaller, more representative teams that included students from medicine, psychology, and social work to enable more effective communication and comprehensive case discussion. While useful for future planning, the identified themes did not enable a comparative statistical analysis of what students found helpful and difficult and a re-coding of students' responses now is underway. Implications for measuring the effectiveness of future interprofessional case-based learning center on addressing the identified weaknesses, and establishing a research design that enables a comparison of pre- and post-seminar data, and the effectiveness of the IPE experience compared to profession-specific experiences.

Reaching for the Stars in your Golden Years: The Importance of Outreach for Senior Citizens

NASA Astrophysics Data System (ADS)

Rapson, Valerie

2015-01-01

Astronomy outreach is often conducted in science classrooms, museums, observatories, and even at the local park. The intended audiences are usually families with young children, who we are training to be the next generation of scientists, inventors and world-changers. Science outreach is rarely geared towards senior citizens, and yet this group can be the most receptive audience, willing to share past experiences and engage in learning. Educating our seniors about astronomy, especially current discoveries, upcoming technology, and funding challenges, is of the utmost importance. Here, I share my experience conducting astronomy outreach at senior living communities in Rochester, NY as part of their Lifelong Learning initiative, and discuss why this type of outreach is important.

Development of the Clinical Teaching Effectiveness Questionnaire in the United States.

PubMed

Wormley, Michelle E; Romney, Wendy; Greer, Anna E

2017-01-01

The purpose of this study was to develop a valid measure for assessing clinical teaching effectiveness within the field of physical therapy. The Clinical Teaching Effectiveness Questionnaire (CTEQ) was developed via a 4-stage process, including (1) initial content development, (2) content analysis with 8 clinical instructors with over 5 years of clinical teaching experience, (3) pilot testing with 205 clinical instructors from 2 universities in the Northeast of the United States, and (4) psychometric evaluation, including principal component analysis. The scale development process resulted in a 30-item questionnaire with 4 sections that relate to clinical teaching: learning experiences, learning environment, communication, and evaluation. The CTEQ provides a preliminary valid measure for assessing clinical teaching effectiveness in physical therapy practice.

Sector activities and lessons learned around initial implementation of the United States national physical activity plan.

PubMed

Evenson, Kelly R; Satinsky, Sara B

2014-08-01

National plans are increasingly common but infrequently evaluated. The 2010 United States National Physical Activity Plan (NPAP) provided strategies to increase population levels of physical activity. This paper describes (i) the initial accomplishments of the NPAP sector teams, and (ii) results from a process evaluation to determine how the sectors operated, their cross-sector collaboration, challenges encountered, and positive experiences. During 2011, a quarterly reporting system was developed to capture sector-level activities. A year-end interview derived more detailed information. Interviews with 12 sector leads were recorded, transcribed verbatim, and analyzed for common themes. The 6 sectors worked on goals from the implementation plan that focused broadly on education, promotion, intervention, policy, collaboration, and evaluation. Through year-end interviews, themes were generated around operations, goal setting, and cross-sector collaboration. Challenges to the NPAP work included lack of funding and time, the need for marketing and promotion, and organizational support. Positive experiences included collaboration, efficiency of work, enhanced community dynamic, and accomplishments toward NPAP goals. These initial results on the NPAP sector teams can be used as a baseline assessment for future monitoring. The lessons learned may be useful to other practitioners developing evaluations around state- or national-level plans.

Sector Activities and Lessons Learned Around Initial Implementation of the United States National Physical Activity Plan

PubMed Central

Evenson, Kelly R.; Satinsky, Sara B.

2016-01-01

Background National plans are increasingly common but infrequently evaluated. The 2010 United States National Physical Activity Plan (NPAP) provided strategies to increase population levels of physical activity. This paper describes (i) the initial accomplishments of the NPAP sector teams, and (ii) results from a process evaluation to determine how the sectors operated, their cross-sector collaboration, challenges encountered, and positive experiences. Methods During 2011, a quarterly reporting system was developed to capture sector-level activities. A year-end interview derived more detailed information. Interviews with 12 sector leads were recorded, transcribed verbatim, and analyzed for common themes. Results The 6 sectors worked on goals from the implementation plan that focused broadly on education, promotion, intervention, policy, collaboration, and evaluation. Through year-end interviews, themes were generated around operations, goal setting, and cross-sector collaboration. Challenges to the NPAP work included lack of funding and time, the need for marketing and promotion, and organizational support. Positive experiences included collaboration, efficiency of work, enhanced community dynamic, and accomplishments toward NPAP goals. Conclusions These initial results on the NPAP sector teams can be used as a baseline assessment for future monitoring. The lessons learned may be useful to other practitioners developing evaluations around state- or national-level plans. PMID:24176800

An initial experience with hip resurfacing versus cementless total hip arthroplasty.

PubMed

Arndt, Justin Michael; Wera, Glenn D; Goldberg, Victor M

2013-07-01

Hip resurfacing is an alternative to total hip arthroplasty. We aimed to compare an experienced hip surgeon's initial clinical results of hip resurfacing with a new cementless total hip arthroplasty (THA). The first 55 consecutive hip resurfacing arthroplasties were compared to 100 consecutive cementless THAs using a cylindrical tapered femoral stem. The learning curve between the two procedures was compared utilizing the incidence of reoperation, complications, Harris Hip Scores (HHS), and implant survivorship. The reoperation rate was significantly higher (p = 0.019) for hip resurfacing (14.5%) versus THA (4%). The overall complication rate between the two groups was not significantly different (p = 0.398). Preoperative HHS were similar between the two groups (p = 0.2). The final mean HHS was similar in both the resurfacing and THA groups (96 vs. 98.3, respectively, p < 0.65). Kaplan-Meier survival analysis with an endpoint of reoperation suggests complications occurred earlier in the resurfacing group versus the THA group (log-rank test, p = 0.007). In comparison to our initial experience with a cementless THA stem, operative complications occur earlier and more often after hip resurfacing during the learning period. The clinical outcomes in both groups however are similar at 5 year follow-up.

Retrieval activates related words more than presentation.

PubMed

Hausman, Hannah; Rhodes, Matthew G

2018-03-23

Retrieving information enhances learning more than restudying. One explanation of this effect is based on the role of mediators (e.g., sand-castle can be mediated by beach). Retrieval is hypothesised to activate mediators more than restudying, but existing tests of this hypothesis have had mixed results [Carpenter, S. K. (2011). Semantic information activated during retrieval contributes to later retention: Support for the mediator effectiveness hypothesis of the testing effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(6), 1547-1552. doi: 10.1037/a0024140 ; Lehman, M., & Karpicke, J. D. (2016). Elaborative retrieval: Do semantic mediators improve memory? Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(10), 1573-1591. doi: 10.1037/xlm0000267 ]. The present experiments explored an explanation of the conflicting results, testing whether mediator activation during a retrieval attempt depends on the accessibility of the target information. A target was considered less versus more accessible when fewer versus more cues were given during retrieval practice (Experiments 1 and 2), when the target had been studied once versus three times initially (Experiment 3), or when the target could not be recalled versus could be recalled during retrieval practice (Experiments 1-3). A mini meta-analysis of all three experiments revealed a small effect such that retrieval activated mediators more than presentation, but mediator activation was not reliably related to target accessibility. Thus, retrieval may enhance learning by activating mediators, in part, but these results suggest the role of other processes, too.

Effects of musicality and motivational orientation on auditory category learning: a test of a regulatory-fit hypothesis.

PubMed

McAuley, J Devin; Henry, Molly J; Wedd, Alan; Pleskac, Timothy J; Cesario, Joseph

2012-02-01

Two experiments investigated the effects of musicality and motivational orientation on auditory category learning. In both experiments, participants learned to classify tone stimuli that varied in frequency and duration according to an initially unknown disjunctive rule; feedback involved gaining points for correct responses (a gains reward structure) or losing points for incorrect responses (a losses reward structure). For Experiment 1, participants were told at the start that musicians typically outperform nonmusicians on the task, and then they were asked to identify themselves as either a "musician" or a "nonmusician." For Experiment 2, participants were given either a promotion focus prime (a performance-based opportunity to gain entry into a raffle) or a prevention focus prime (a performance-based criterion that needed to be maintained to avoid losing an entry into a raffle) at the start of the experiment. Consistent with a regulatory-fit hypothesis, self-identified musicians and promotion-primed participants given a gains reward structure made more correct tone classifications and were more likely to discover the optimal disjunctive rule than were musicians and promotion-primed participants experiencing losses. Reward structure (gains vs. losses) had inconsistent effects on the performance of nonmusicians, and a weaker regulatory-fit effect was found for the prevention focus prime. Overall, the findings from this study demonstrate a regulatory-fit effect in the domain of auditory category learning and show that motivational orientation may contribute to musician performance advantages in auditory perception.

The problem-solving approach in the teaching of number theory

NASA Astrophysics Data System (ADS)

Toh, Pee Choon; Hoong Leong, Yew; Toh, Tin Lam; Dindyal, Jaguthsing; Quek, Khiok Seng; Guan Tay, Eng; Him Ho, Foo

2014-02-01

Mathematical problem solving is the mainstay of the mathematics curriculum for Singapore schools. In the preparation of prospective mathematics teachers, the authors, who are mathematics teacher educators, deem it important that pre-service mathematics teachers experience non-routine problem solving and acquire an attitude that predisposes them to adopt a Pólya-style approach in learning mathematics. The Practical Worksheet is an instructional scaffold we adopted to help our pre-service mathematics teachers develop problem-solving dispositions alongside the learning of the subject matter. The Worksheet was initially used in a design experiment aimed at teaching problem solving in a secondary school. In this paper, we describe an application and adaptation of the MProSE (Mathematical Problem Solving for Everyone) design experiment to a university level number theory course for pre-service mathematics teachers. The goal of the enterprise was to help the pre-service mathematics teachers develop problem-solving dispositions alongside the learning of the subject matter. Our analysis of the pre-service mathematics teachers' work shows that the MProSE design holds promise for mathematics courses at the tertiary level.

Community hospitals and general practice: extended attachments for medical students.

PubMed

Grant, J; Ramsay, A; Bain, J

1997-09-01

The first year experience of an innovative experiment in undergraduate medical education is described. The study investigated the educational effectiveness of prolonged clinical attachments for medical undergraduates in community hospital-based general practice. It has also assessed the ability of students to take some responsibility for their own learning in a clinically challenging environment. A retrospective evaluation of the experience obtained during the 3 month attachments for a self-selected group of fourth year Dundee medical school undergraduates was made. These undergraduates were placed in 10 mainly rural Scottish general practices with attached community hospitals providing a wide spectrum of inpatient and outpatient medical and surgical care. Students were assessed on the satisfactory completion of a portfolio of learning experiences and a practical clinical skills list. They were also required to submit a clinical project based on some aspect of their work during the attachment. The initial results showed a high degree of student and tutor satisfaction with the attachments. The assessment of all 10 of the students' educational achievements in their attachment were regarded as satisfactory and two were assessed as outstanding. Tutor assessment confirmed the validity of the initiative. Prolonged attachments in community hospital-based general practice for medical undergraduates have proved educationally valid and popular with both students and tutors. The development and dissemination of this model on a wider scale has resource issues which require to be addressed.

Facilitation of learning induced by both random and gradual visuomotor task variation

PubMed Central

Braun, Daniel A.; Wolpert, Daniel M.

2012-01-01

Motor task variation has been shown to be a key ingredient in skill transfer, retention, and structural learning. However, many studies only compare training of randomly varying tasks to either blocked or null training, and it is not clear how experiencing different nonrandom temporal orderings of tasks might affect the learning process. Here we study learning in human subjects who experience the same set of visuomotor rotations, evenly spaced between −60° and +60°, either in a random order or in an order in which the rotation angle changed gradually. We compared subsequent learning of three test blocks of +30°→−30°→+30° rotations. The groups that underwent either random or gradual training showed significant (P < 0.01) facilitation of learning in the test blocks compared with a control group who had not experienced any visuomotor rotations before. We also found that movement initiation times in the random group during the test blocks were significantly (P < 0.05) lower than for the gradual or the control group. When we fit a state-space model with fast and slow learning processes to our data, we found that the differences in performance in the test block were consistent with the gradual or random task variation changing the learning and retention rates of only the fast learning process. Such adaptation of learning rates may be a key feature of ongoing meta-learning processes. Our results therefore suggest that both gradual and random task variation can induce meta-learning and that random learning has an advantage in terms of shorter initiation times, suggesting less reliance on cognitive processes. PMID:22131385

e-Learning initiatives to support prescribing

PubMed Central

Maxwell, Simon; Mucklow, John

2012-01-01

Preparing medical students to prescribe is a major challenge of undergraduate education. They must develop an understanding of clinical pharmacology and acquire knowledge about drugs and therapeutics, as well as the skills to prescribe for individual patients in the face of multiple variables. The task of delivering the learning required to achieve these attributes relies upon limited numbers of teachers, who have increasingly busy clinical commitments. There is evidence that training is currently insufficient to meet the demands of the workplace. e-Learning provides an opportunity to improve the learning experience. The advantages for teachers are improved distribution of learning content, ease of update, standardization and tracking of learner activities. The advantages for learners are ease of access, greater interactivity and individual choice concerning the pace and mix of learning. Important disadvantages are the considerable resource required to develop e-Learning projects and difficulties in simulating some aspects of the real world prescribing experience. Pre-requisites for developing an e-Learning programme to support prescribing include academic expertise, institutional support, learning technology services and an effective virtual learning environment. e-Learning content might range from complex interactive learning sessions through to static web pages with links. It is now possible to simulate and provide feedback on prescribing decisions and this will improve with advances in virtual reality. Other content might include a student formulary, self-assessment exercises (e.g. calculations), a glossary and an on-line library. There is some evidence for the effectiveness of e-Learning but better research is required into its potential impact on prescribing. PMID:22509885

e-Learning initiatives to support prescribing.

PubMed

Maxwell, Simon; Mucklow, John

2012-10-01

Preparing medical students to prescribe is a major challenge of undergraduate education. They must develop an understanding of clinical pharmacology and acquire knowledge about drugs and therapeutics, as well as the skills to prescribe for individual patients in the face of multiple variables. The task of delivering the learning required to achieve these attributes relies upon limited numbers of teachers, who have increasingly busy clinical commitments. There is evidence that training is currently insufficient to meet the demands of the workplace. e-Learning provides an opportunity to improve the learning experience. The advantages for teachers are improved distribution of learning content, ease of update, standardization and tracking of learner activities. The advantages for learners are ease of access, greater interactivity and individual choice concerning the pace and mix of learning. Important disadvantages are the considerable resource required to develop e-Learning projects and difficulties in simulating some aspects of the real world prescribing experience. Pre-requisites for developing an e-Learning programme to support prescribing include academic expertise, institutional support, learning technology services and an effective virtual learning environment. e-Learning content might range from complex interactive learning sessions through to static web pages with links. It is now possible to simulate and provide feedback on prescribing decisions and this will improve with advances in virtual reality. Other content might include a student formulary, self-assessment exercises (e.g. calculations), a glossary and an on-line library. There is some evidence for the effectiveness of e-Learning but better research is required into its potential impact on prescribing. © 2012 The Authors. British Journal of Clinical Pharmacology © 2012 The British Pharmacological Society.

Learning to Read in the Wake of Reform: Young Children's Experiences with Scientifically Based Reading Curriculum

ERIC Educational Resources Information Center

Spencer, Tamara

2011-01-01

In recent years, researchers have called into question the efficacy of prescribed commercial curricula in early childhood classrooms (Genishi & Dyson, 2009). Despite these concerns, federally funded initiatives and such findings as those presented in the Report of the National Early Literacy Panel continue to promote scientifically based…

Changing Teaching and Learning in the Primary School

ERIC Educational Resources Information Center

Webb, Rosemary, Ed.

2006-01-01

In this topical book, leading academics in primary education evaluate New Labour's Education policy. They draw on the findings of the latest research to discuss the impact of policies on primary school practice and on the views and experiences of primary school teachers and pupils. Current issues and initiatives are analyzed to identify the extent…

Aural Skills: At the Juncture of Research in Early Reading and Music Literacy

ERIC Educational Resources Information Center

Hansen, Dee; Milligan, Sarah A.

2012-01-01

Pressure on music educators to accommodate reading initiatives in their schools continues to challenge genuine music-learning experiences. Children are taken out of music classrooms for additional reading time, although mounting research informs us of the value of music as a formidable avenue for developing crucial auditory skills needed for…

Navigating Government Service as a Physician

ERIC Educational Resources Information Center

Koh, Howard K.

2016-01-01

Working in government can be a remarkable life experience for anyone but particularly for those who have trained in the worlds of medicine and public health. This article describes some lessons learned from a physician initially based in academic medicine and public health who has since spent more than a decade serving in leadership positions at…

Building Model Preschools: The Newark Lighthouse Initiative

ERIC Educational Resources Information Center

Blagman, Amanda; Rice, Cynthia; Seplocha, Holly

2006-01-01

More states are recognizing that preschool is a vital first step toward helping children succeed in school. Ensuring that preschoolers have a high quality early learning experience provides them with the skills they need for later school success. In New Jersey, the poorest school districts have been collaborating with community-based child care…

Prediction Error Associated with the Perceptual Segmentation of Naturalistic Events

ERIC Educational Resources Information Center

Zacks, Jeffrey M.; Kurby, Christopher A.; Eisenberg, Michelle L.; Haroutunian, Nayiri

2011-01-01

Predicting the near future is important for survival and plays a central role in theories of perception, language processing, and learning. Prediction failures may be particularly important for initiating the updating of perceptual and memory systems and, thus, for the subjective experience of events. Here, we asked observers to make predictions…

The Preparation of Pre-Service Student Teachers' Competence to Work in Schools

ERIC Educational Resources Information Center

Tang, Sylvia Y. F.; Cheng, May M. H.; Wong, Angel K. Y.

2016-01-01

Competence to work in schools is an important dimension of professional competence, although it is often a neglected dimension of teacher development. This article reports a qualitative study that examined student teachers' learning experiences in initial teacher education (ITE) in relation to competence to work in schools. In-depth interviews…

Preservice Primary Teachers' Geometric Thinking: Is Pre-Tertiary Mathematics Education Building Sufficiently Strong Foundations?

ERIC Educational Resources Information Center

Hourigan, Mairéad; Leavy, Aisling M.

2017-01-01

Teacher knowledge is a critical focus of educational research in light of the potential impact of teacher knowledge on student learning. The dearth of research exploring entry-level preservice teachers' geometric knowledge poses an onerous challenge for mathematics educators in initial teacher education (ITE) when designing experiences that…

Bootstrapping Cognition from Behavior--A Computerized Thought Experiment

ERIC Educational Resources Information Center

Moller, Ralf; Schenck, Wolfram

2008-01-01

We show that simple perceptual competences can emerge from an internal simulation of action effects and are thus grounded in behavior. A simulated agent learns to distinguish between dead ends and corridors without the necessity to represent these concepts in the sensory domain. Initially, the agent is only endowed with a simple value system and…

Teaching and Learning about Epistemic Insight

ERIC Educational Resources Information Center

Billingsley, Berry

2017-01-01

Epistemic Insight is a research and education initiative that is seeking to establish effective ways to help school students to appreciate the power and limitations of science. In particular, the idea is that experiences and explanations devised by a teacher who is focused on what happens inside the science classroom might not be interpreted as…

Fibroblast Growth Factor-2 Alters the Nature of Extinction

ERIC Educational Resources Information Center

Graham, Bronwyn M.; Richardson, Rick

2011-01-01

These experiments examined the effects of the NMDA-receptor (NMDAr) antagonist MK801 on reacquisition and re-extinction of a conditioned fear that had been previously extinguished before injection of fibroblast growth factor-2 (FGF2) or vehicle. Recent findings have shown that relearning and re-extinction, unlike initial learning and extinction,…

When Diversity Training Goes Awry

ERIC Educational Resources Information Center

Watson, Jamal

2008-01-01

Initially, Courtney Halligan, a first-year student at the University of Delaware (UD), was not opposed to attending a diversity training session that was required of all incoming freshmen. In fact, the 18-year-old New Jersey native assumed that the experience would be an opportunity for her to learn more about students from different backgrounds.…

Influences on Visual Spatial Rotation: Science, Technology, Engineering, and Mathematics (STEM) Experiences, Age, and Gender

ERIC Educational Resources Information Center

Perry, Paula Christine

2013-01-01

Science, Technology, Engineering, and Mathematics (STEM) education curriculum is designed to strengthen students' science and math achievement through project based learning activities. As part of a STEM initiative, SeaPerch was developed at Massachusetts Institute of Technology. SeaPerch is an innovative underwater robotics program that instructs…

Creatively Employing Funding to Support Innovation

ERIC Educational Resources Information Center

Millard, Luke; Hargreaves, Janet

2015-01-01

Innovations within higher education are often prompted through the capture of supportive funding. One of the largest examples of this arose from the Centres for Excellence in Teaching and Learning (CETLs) initiative in England (2005-2010). Drawing on the experience of two such Centres, this paper analyses some of the consequences of that funding.…

Failure to Replicate the "Work Ethic" Effect in Pigeons

ERIC Educational Resources Information Center

Vasconcelos, Marco; Urcuioli, Peter J.; Lionello-DeNolf, Karen M.

2007-01-01

We report six unsuccessful attempts to replicate the "work ethic" phenomenon reported by Clement, Feltus, Kaiser, and Zentall (2000). In Experiments 1-5, pigeons learned two simultaneous discriminations in which the S+ and S- stimuli were obtained by pecking an initial stimulus once or multiple (20 or 40) times. Subsequent preference tests between…