Integrating Problem-Based Learning with Community-Engaged Learning in Teaching Program Development and Implementation

ERIC Educational Resources Information Center

Hou, Su-I

2014-01-01

Purpose: Problem-based learning (PBL) challenges students to learn and work in groups to seek solutions to real world problems. Connecting academic study with community-engaged learning (CEL) experience can deeper learning and thinking. This paper highlights the integration of PBL with CEL in the Implementation Course to engage graduate students…

First Spacelab mission status and lessons learned

NASA Technical Reports Server (NTRS)

Craft, H. G., Jr.; Smith, M. J.; Mullinger, D.

1982-01-01

There are 38 experiments and/or facilities currently under development, or undergoing testing, which will be incorporated into Spacelab for its first mission. These experiments cover a range of scientific disciplines which includes atmospheric research, life sciences, space plasma research, materials science, and space industrialization technology. In addition to the full development of individual experiments, the final design of the integrated payload and the development of all requisite integration hardware have been accomplished. Attention is given to the project management lessons learned during payload integration development.

Fast mapping rapidly integrates information into existing memory networks.

PubMed

Coutanche, Marc N; Thompson-Schill, Sharon L

2014-12-01

Successful learning involves integrating new material into existing memory networks. A learning procedure known as fast mapping (FM), thought to simulate the word-learning environment of children, has recently been linked to distinct neuroanatomical substrates in adults. This idea has suggested the (never-before tested) hypothesis that FM may promote rapid incorporation into cortical memory networks. We test this hypothesis here in 2 experiments. In our 1st experiment, we introduced 50 participants to 16 unfamiliar animals and names through FM or explicit encoding (EE) and tested participants on the training day, and again after sleep. Learning through EE produced strong declarative memories, without immediate lexical competition, as expected from slow-consolidation models. Learning through FM, however, led to almost immediate lexical competition, which continued to the next day. Additionally, the learned words began to prime related concepts on the day following FM (but not EE) training. In a 2nd experiment, we replicated the lexical integration results and determined that presenting an already-known item during learning was crucial for rapid integration through FM. The findings presented here indicate that learned items can be integrated into cortical memory networks at an accelerated rate through fast mapping. The retrieval of a related known concept, in order to infer the target of the FM question, is critical for this effect. PsycINFO Database Record (c) 2014 APA, all rights reserved.

A Comparison of Learning Outcomes for Adult Students in On-Site and Online Service-Learning

ERIC Educational Resources Information Center

Schwehm, Jeremy S.; Lasker-Scott, Tennille; Elufiede, Oluwakemi

2017-01-01

As noted by Kolb's (1984) experiential learning theory, adults learn best through experiences. Typically delivered in a traditional, face-to-face classroom setting, service-learning integrates the knowledge learned in the classroom with real-world experience and community service. E-service-learning, service-learning delivered in part or entirely…

An Examination of Game-Based Learning from Theories of Flow Experience and Cognitive Load

ERIC Educational Resources Information Center

Lai, Chih-Hung; Chu, Chih-Ming; Liu, Hsiang-Hsuan; Yang, Shun-Bo; Chen, Wei-Hsuan

2013-01-01

This study aims to discuss whether game-based learning with the integration of games and digital learning could enhance not only the flow experience in learning but achieve the same flow experience in pure games. In addition, the authors discovered that whether the game-based learning could make learners to reveal higher cognitive load. The…

A Case Study of Four Latina/o Pre-Service Teachers in Learning to Teach Mathematics for Understanding and Integrate a Child's Out-of-School Mathematical Knowledge and Experiences

ERIC Educational Resources Information Center

Kalinec-Craig, Crystal

2012-01-01

This dissertation study examines the experiences of four Latina/o pre-service teachers (PSTs) as they learn about teaching mathematics for understanding (TM4U) and integrating a child's out-of-school mathematical knowledge and experiences during instruction. Studying the knowledge and experiences of Latina/o PSTs is necessary because PSTs…

An Exploration of Middle School Teachers' Essences of Participation in Service-Learning Activities

ERIC Educational Resources Information Center

Cochran Holmes, Ashlee Elizabeth

2013-01-01

The purpose of this phenomenological study was to discover the essence of middle school service-learning teachers' experiences with service-learning. Service-learning is "a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility,…

Teachers' Self-Regulated Learning Lesson Design: Integrating Learning from Problems and Successes

ERIC Educational Resources Information Center

Michalsky, Tova; Schechter, Chen

2018-01-01

Teachers' design of a lesson is critical for helping their students develop academically effective forms of self-regulating learning (SRL) in classrooms. Using a quasi-experimental design, the researchers integrated systematic collaborative learning from problematic and successful experiences into teachers' preparatory programs and examined how…

Developing Students' Capacity for Learning and Thinking through Integrated Curriculum and Team Learning Experiences.

ERIC Educational Resources Information Center

Jutras, Phillip F.

Regis College (Massachusetts) has expanded student learning skills through through changes in the management program toward increasing integration of management and liberal arts disciplines and increased opportunities for cooperative and experiential learning. The program stresses making conceptual connections and part/whole relations in…

Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Education

ERIC Educational Resources Information Center

Goh, Tiong Thye, Ed.

2010-01-01

Multiplatform e-learning systems are emerging technologies that provide integrated learning content to various accessing devices. This book addresses technical challenges, design frameworks, and development experiences of the future that integrate multiple mobile devices into a single multiplatform e-learning system. With expert international…

The Integrative Learning Value of Field Courses

ERIC Educational Resources Information Center

Durrant, Kate L.; Hartman, Thomas P. V.

2015-01-01

The integrative learning ethos pervades modern higher education. Broadly speaking, this aims to produce well-rounded, adaptable graduates suited to a range of working environments. In a more narrow sense it should produce students that are able to make connections across learning experiences and achieve learning at the highest cognitive level. Our…

Integrating ecological and social knowledge: learning from CHANS research

Treesearch

Bruce Shindler; Thomas A. Spies; John P. Bolte; Jeffrey D. Kline

2017-01-01

Scientists are increasingly called upon to integrate across ecological and social disciplines to tackle complex coupled human and natural system (CHANS) problems. Integration of these disciplines is challenging and many scientists do not have experience with large integrated research projects. However, much can be learned about the complicated process of integration...

Issues in Integrating Information Technology in Learning and Teaching EFL: The Saudi Experience

ERIC Educational Resources Information Center

Al-Maini, Yousef Hamad

2013-01-01

The Saudi education system is facing a climate of change characterized by an interest in integrating new technology and educational approaches to improve teaching and learning. In this climate, the present paper explores the issues in integrating information technology in learning and teaching English as a foreign language (EFL) in government…

Improving the Work-Integrated Learning Experience through a Third-Party Advisory Service

ERIC Educational Resources Information Center

Jackson, Denise; Ferns, Sonia; Rowbottom, David; Mclaren, Diane

2017-01-01

This study trialled a Work-Integrated Learning (WIL) Advisory Service, provided by the Chamber of Commerce and Industry of Western Australia (CCIWA) in collaboration with four WA universities. The service was established to broker relationships between industry and universities, support employers engaged in WIL and enhance the WIL experience for…

Characteristics of Convergence Learning Experience Using an Educational Documentary Film

ERIC Educational Resources Information Center

Shin, Jongho; Cho, Eunbyul

2015-01-01

The purpose of the study was to investigate the characteristics of convergence learning experience when learners study integrated learning contents from various academic subjects. Specifically, cognitive and emotional experiences and their changes over time were investigated. Eight undergraduate and graduate students participated in the study.…

Theme-Based Project Learning: Design and Application of Convergent Science Experiments

ERIC Educational Resources Information Center

Chun, Man-Seog; Kang, Kwang Il; Kim, Young H.; Kim, Young Mee

2015-01-01

This case study aims to verify the benefits of theme-based project learning for convergent science experiments. The study explores the possibilities of enhancing creative, integrated and collaborative teaching and learning abilities in science-gifted education. A convergent project-based science experiment program of physics, chemistry and biology…

Using historical perspective in designing discovery learning on Integral for undergraduate students

NASA Astrophysics Data System (ADS)

Abadi; Fiangga, S.

2018-01-01

In the course of Integral Calculus, to be able to calculate an integral of a given function is becoming the main idea in the teaching beside the ability in implementing the application of integral. The students tend to be unable to understand the conceptual idea of what is integration actually. One of the promising perspectives that can be used to invite students to discover the idea of integral is the History and Pedagogy Mathematics (HPM). The method of exhaustion and indivisible appear in the discussion on the early history of area measurement. This paper study will discuss the designed learning activities based on the method of exhaustion and indivisible in providing the undergraduate student’s discovery materials for integral using design research. The designed learning activities were conducted into design experiment that consists of three phases, i.e., preliminary, design experimental, and teaching experiment. The teaching experiment phase was conducted in two cycles for refinement purpose. The finding suggests that the implementation of the method of exhaustion and indivisible enable students to reinvent the idea of integral by using the concept of derivative.

The Australian Collaborative Education Network Student Scholarship for Work-Integrated Learning 2010-2014

ERIC Educational Resources Information Center

Moore, Keri; Ferns, Sonia; Peach, Deborah

2015-01-01

The increasing emphasis on embedding work-integrated learning (WIL) in the higher education curriculum has impacted on teaching and learning approaches. While the benefits of incorporating experiential learning in the student experience are recognized by all stakeholders, additional costs incurred by students have not been identified. At the same…

Generic Service Integration in Adaptive Learning Experiences Using IMS Learning Design

ERIC Educational Resources Information Center

de-la-Fuente-Valentin, Luis; Pardo, Abelardo; Kloos, Carlos Delgado

2011-01-01

IMS Learning Design is a specification to capture the orchestration taking place in a learning scenario. This paper presents an extension called Generic Service Integration. This paradigm allows a bidirectional communication between the course engine in charge of the orchestration and conventional Web 2.0 tools. This communication allows the…

Effects of Online Problem-Based Learning on Teachers' Technology Perceptions and Planning

ERIC Educational Resources Information Center

Nelson, Erik T.

2007-01-01

The purpose of this qualitative study was to examine the ways in which the experience of learning through an online problem-based learning (PBL) model affect teachers' perceptions of integrating technology. Participant reflections were collected and analyzed to identify the pros, cons, and challenges of learning technology integration through this…

Meaning Making with Motion Is Messy: Developing a STEM Learning Community

ERIC Educational Resources Information Center

LópezLeiva, Carlos; Roberts-Harris, Deborah; von Toll, Elizabeth

2016-01-01

Through a collaborative effort between a sixth-grade teacher and two university faculty, we designed an integrated unit to learn about motion and we learned that an integrated teaching and learning experience about motion is MESSY (i.e., it includes movement, engagement, social interactions, spontaneity, yikes, and yippees!). We engaged in a…

Towards a Theory of the Ecology of Reflection: Reflective Practice for Experiential Learning in Higher Education

ERIC Educational Resources Information Center

Harvey, Marina; ; Coulson, Debra; McMaugh, Anne

2016-01-01

Reflective practice is widely adopted across the field of experience-based learning subjects in higher education, including practicums, work-integrated learning, internships, service learning and community participation. This adoption of reflective practice implies that it supports student learning through experience. When reviewing the evidence…

Integrated and Contextual Basic Science Instruction in Preclinical Education: Problem-Based Learning Experience Enriched with Brain/Mind Learning Principles

ERIC Educational Resources Information Center

Gülpinar, Mehmet Ali; Isoglu-Alkaç, Ümmühan; Yegen, Berrak Çaglayan

2015-01-01

Recently, integrated and contextual learning models such as problem-based learning (PBL) and brain/mind learning (BML) have become prominent. The present study aimed to develop and evaluate a PBL program enriched with BML principles. In this study, participants were 295 first-year medical students. The study used both quantitative and qualitative…

The fundamentals of integrating service in a post-licensure RN to BSN program.

PubMed

Washington-Brown, Linda; Ritchie, Arlene

2014-01-01

Integrating service in a post-licensure registered nurse to bachelor of science in nursing (RN to BSN) program provides licensed registered nurse (RN) students the opportunity to learn, develop, and experience different cultures while serving the community and populations in need (McKinnon & Fitzpatrick, 2012). Service to the community, integrated with academic learning can be applied in a wide variety of settings, including schools, universities, and community faith-based organizations. Academic service-learning (ASL) can involve a group of students, a classroom, or an entire school. In the RN to BSN program, the authors use a student-directed service learning approach that integrates service-learning throughout the curriculum. RN students are introduced to service-learning at program orientation prior to the start of classes and receive reinforcement and active engagement throughout the curriculum. The students and volunteer agencies receive and give benefits from the services provided and the life lessons gained through mentorship, education, and hands-on experiences.

The Impact of Work-Integrated Learning Experiences on Attaining Graduate Attributes for Exercise and Sports Science Students

ERIC Educational Resources Information Center

Hall, Melinda; Pascoe, Deborah; Charity, Megan

2017-01-01

Exercise and Sports Science (E&SS) programs at Federation University Australia provide work-integrated learning (WIL) opportunities for students to develop, apply and consolidate theoretical knowledge in the workplace. This study aimed to determine the influence of WIL experiences on achieving common graduate attributes for E&SS students.…

Intersections of Writing, Reflection, and Integration

ERIC Educational Resources Information Center

Herrington, Anne J.; Stassen, Martha L. A.

2016-01-01

In fall 2010, the University of Massachusetts Amherst instituted a new upper-division General Education requirement, the Integrative Experience (IE), designed to help students integrate the various components of their undergraduate experience and reflect upon their learning and development as a result of those experiences, both key dimensions of…

Application of Model Project Based Learning on Integrated Science in Water Pollution

NASA Astrophysics Data System (ADS)

Yamin, Y.; Permanasari, A.; Redjeki, S.; Sopandi, W.

2017-09-01

The function of this research was to analyze the influence model Project Based Learning (PjBl) on integrated science about the concept mastery for junior high school students. Method used for this research constitutes the quasi of experiment method. Population and sample for this research are the students junior high school in Bandung as many as two classes to be experiment and control class. The instrument that used for this research is the test concept mastery, assessment questionnaire of product and the questionnaire responses of the student about learning integrated science. Based on the result of this research get some data that with accomplishment the model of PjBl. Learning authority of integrated science can increase the concept mastery for junior high school students. The highest increase in the theme of pollution water is in the concept of mixtures and the separation method. The students give a positive response in learning of integrated science for the theme of pollution of the water used model PjBL with questionnaire of the opinion aspect in amount of 83.5%, the anxiety of the students in amount of 95.5%, the profit learning model of PjBL in amount of 96.25% and profit learning of integrated science in amount of 95.75%.

Embedding of Authentic Assessment in Work-Integrated Learning Curriculum

ERIC Educational Resources Information Center

Bosco, Anna Maria; Ferns, Sonia

2014-01-01

Contemporary perspectives of higher education endorse a work integrated learning (WIL) approach to curriculum content, delivery and assessment. It is agreed that authenticity in learning relates to real-world experience, however, differentiating and strategically linking WIL provision and facilitation to assessment tasks and collation of authentic…

Examining Students' Proportional Reasoning Strategy Levels as Evidence of the Impact of an Integrated LEGO Robotics and Mathematics Learning Experience

ERIC Educational Resources Information Center

Martínez Ortiz, Araceli

2015-01-01

The presented study used a problem-solving experience in engineering design with LEGO robotics materials as the real-world mathematics-learning context. The goals of the study were (a) to determine if a short but intensive extracurricular learning experience would lead to significant student learning of a particular academic topic and (b) to…

Research as Pedagogy: Using Experimental Data Collection as a Course Learning Tool

ERIC Educational Resources Information Center

Beard, Virginia; Booke, Paula

2016-01-01

Integrating research in the classroom experience is recognized as potentially important in enhancing student learning (Price 2001; Schmid 1992). This article asks if student integration as research subjects augments their learning about political science. A quasi-experimental project focused on media usage, construction, and influences on the…

Mobile Technology Integrated Pedagogical Model

ERIC Educational Resources Information Center

Khan, Arshia

2014-01-01

Integrated curricula and experiential learning are the main ingredients to the recipe to improve student learning in higher education. In the academic computer science world it is mostly assumed that this experiential learning takes place at a business as an internship experience. The intent of this paper is to schism the traditional understanding…

Learning Experiences in Technology: Integrated Teaching Unit Handbook: Book 1 for Grades K-2.

ERIC Educational Resources Information Center

Royal Oak City School District, MI.

The guide, part of Project LET (Learning Experiences in Technology), is intended to be used as a working copy and consists of 28 integrated teaching units for grade K-2 students. The duration of each teaching unit varies to allow for flexibility, individuality, creativity, and fulfillment of the needs and interests of each child. Each unit evolves…

Undergraduate Political Communication in Action: Volunteer Experiences in a Situated Learning Course

ERIC Educational Resources Information Center

Brubaker, Jennifer

2011-01-01

In many college classes, students spend their time learning about the theories from the linear logic of a textbook. However, true learning occurs when these theories are integrated with hands-on authentic experiences. Situated learning courses are designed to bridge the gap between the theoretical and the authentic. Students apply classroom…

From Playing to Designing: Enhancing Educational Experiences with Location-Based Mobile Learning Games

ERIC Educational Resources Information Center

Edmonds, Roger; Smith, Simon

2017-01-01

This paper presents research into the benefits and implementation strategies of integrating location-based mobile learning games in higher education courses to enhance educational experiences. Two approaches were studied: learning by playing, and learning by designing. In the first, games were developed for undergraduate courses in four discipline…

Investigating Affective Experiences in the Undergraduate Chemistry Laboratory: Students' Perceptions of Control and Responsibility

ERIC Educational Resources Information Center

Galloway, Kelli R.; Malakpa, Zoebedeh; Bretz, Stacey Lowery

2016-01-01

Meaningful learning requires the integration of cognitive and affective learning with the psychomotor, i.e., hands-on learning. The undergraduate chemistry laboratory is an ideal place for meaningful learning to occur. However, accurately characterizing students' affective experiences in the chemistry laboratory can be a very difficult task. While…

"What I Learn Is What I Like." How Do Students in ICT Supported Problem-Based Learning Rate the Quality of the Learning Experience, and How Does It Relate to the Acquisition of Competences?

ERIC Educational Resources Information Center

Scholkmann, Antonia

2017-01-01

Although advocated in theory, research findings on the benefits of ICT integration into inquiry-based learning arrangements such as problem-based learning (PBL) are still ambiguous. One explanation might be that until now students' subjective views on learning in ICT-integrated, inquiry-based arrangements have not been considered extensively. The…

The Impact of School Design and Arrangement on Learning Experiences: A Case Study of an Architecturally Significant Elementary School

ERIC Educational Resources Information Center

Churchill, Deirdre Lyne

2014-01-01

This qualitative study examined the impact of architectural design and arrangement on the learning experiences of students. Specifically, it examined how school design and arrangement foster interactions and relationships among students and adults relevant to integral learning experiences. This case study was limited to the breadth of knowledge…

Learning processes in the professional development of mental health counselors: knowledge restructuring and illness script formation.

PubMed

Strasser, Josef; Gruber, Hans

2015-05-01

An important part of learning processes in the professional development of counselors is the integration of declarative knowledge and professional experience. It was investigated in-how-far mental health counselors at different levels of expertise (experts, intermediates, novices) differ in their availability of experience-based knowledge structures. Participants were prompted with 20 client problems. They had to explain those problems, the explanations were analyzed using think-aloud protocols. The results show that experts' knowledge is organized in script-like structures that integrate declarative knowledge and professional experience and help experts in accessing relevant information about cases. Novices revealed less integrated knowledge structures. It is concluded that knowledge restructuring and illness script formation are crucial parts of the professional learning of counselors.

Content and Language Integrated Learning with Technologies: A Global Online Training Experience

ERIC Educational Resources Information Center

Cinganotto, Letizia

2016-01-01

The focus of this report is the link between CLIL (Content and Language Integrated Learning) and CALL (Computer-Assisted Language Learning), and in particular, the added value technologies can bring to the learning/teaching of a foreign language and to the delivery of subject content through a foreign language. An example of a free online global…

Integrating Adaptability into Special Operations Forces Intermediate Level Education

DTIC Science & Technology

2010-10-01

This model is based on the Experiential Learning Theory (ELT), which states that learning occurs by the transfer of experience into knowledge ( Kolb ...Report 529. Arlington, VA. Kolb , D.A., Boyatzis, R.E., & Mainemelis, C. (2000). Experiential Learning Theory : Previous research and new dimensions. In...adaptive thinking materials. Integrating this information will provide some continuity among concepts for instruction. Experiential Learning Model

Integration of Web 2.0 Tools in Learning a Programming Course

ERIC Educational Resources Information Center

Majid, Nazatul Aini Abd

2014-01-01

Web 2.0 tools are expected to assist students to acquire knowledge effectively in their university environment. However, the lack of effort from lecturers in planning the learning process can make it difficult for the students to optimize their learning experiences. The aim of this paper is to integrate Web 2.0 tools with learning strategy in…

Integration of Experience API Into CDET’s E-Learning

DTIC Science & Technology

2016-06-01

based on customers ’ actual usage on a transaction basis. Value-based Penetration Pricing • Market segments where buyers have high price...they need to accomplish the course learning objectives (see Figure 6). This method allows each student to customize their own learning experiences ... EXPERIENCE API INTO CDET’S E- LEARNING by Clayton C. MacAloney June 2016 Thesis Advisor: Man-Tak Shing Co-Advisor: Arijit Das THIS PAGE

Quantifying transfer after perceptual-motor sequence learning: how inflexible is implicit learning?

PubMed

Sanchez, Daniel J; Yarnik, Eric N; Reber, Paul J

2015-03-01

Studies of implicit perceptual-motor sequence learning have often shown learning to be inflexibly tied to the training conditions during learning. Since sequence learning is seen as a model task of skill acquisition, limits on the ability to transfer knowledge from the training context to a performance context indicates important constraints on skill learning approaches. Lack of transfer across contexts has been demonstrated by showing that when task elements are changed following training, this leads to a disruption in performance. These results have typically been taken as suggesting that the sequence knowledge relies on integrated representations across task elements (Abrahamse, Jiménez, Verwey, & Clegg, Psychon Bull Rev 17:603-623, 2010a). Using a relatively new sequence learning task, serial interception sequence learning, three experiments are reported that quantify this magnitude of performance disruption after selectively manipulating individual aspects of motor performance or perceptual information. In Experiment 1, selective disruption of the timing or order of sequential actions was examined using a novel response manipulandum that allowed for separate analysis of these two motor response components. In Experiments 2 and 3, transfer was examined after selective disruption of perceptual information that left the motor response sequence intact. All three experiments provided quantifiable estimates of partial transfer to novel contexts that suggest some level of information integration across task elements. However, the ability to identify quantifiable levels of successful transfer indicates that integration is not all-or-none and that measurement sensitivity is a key in understanding sequence knowledge representations.

Unconscious learning processes: mental integration of verbal and pictorial instructional materials.

PubMed

Kuldas, Seffetullah; Ismail, Hairul Nizam; Hashim, Shahabuddin; Bakar, Zainudin Abu

2013-12-01

This review aims to provide an insight into human learning processes by examining the role of cognitive and emotional unconscious processing in mentally integrating visual and verbal instructional materials. Reviewed literature shows that conscious mental integration does not happen all the time, nor does it necessarily result in optimal learning. Students of all ages and levels of experience cannot always have conscious awareness, control, and the intention to learn or promptly and continually organize perceptual, cognitive, and emotional processes of learning. This review suggests considering the role of unconscious learning processes to enhance the understanding of how students form or activate mental associations between verbal and pictorial information. The understanding would assist in presenting students with spatially-integrated verbal and pictorial instructional materials as a way of facilitating mental integration and improving teaching and learning performance.

Evaluation of Webquest in Biology: Teachers' Perception

ERIC Educational Resources Information Center

Osman, Kamisah

2014-01-01

Teaching and learning based on web or web-based learning is a concept which integrates information and technology in education. Teachers and instructors have to assist their learners to learn to function in this information environment. However, teacher trainers and instructors have limited experience in the integration of ICT by using web in…

Agriscience Teachers' Implementation of Digital Game-Based Learning in an Introductory Animal Science Course

ERIC Educational Resources Information Center

Webb, Angela W.; Bunch, J. C.; Wallace, Maria F.

2015-01-01

In today's technological age, visions for technology integration in the classroom continue to be explored and examined. Digital game-based learning is one way to purposefully integrate technology while maintaining a focus on learning objectives. This case study sought to understand agriscience teachers' experiences implementing digital game-based…

The Impact of Integrating Technology and Social Experience in the College Foreign Language Classroom

ERIC Educational Resources Information Center

Chen, Yulin

2013-01-01

Technology has been used widely in the field of education for a long period of time. It is a useful tool which could be a mediation to help language learners to learn the target language. In order to investigate how technology and social experience can be integrated into courses to promote language learners' desire to learn English, the researcher…

Addressing the Needs of a Developing Nation: Electronic Maps of Mathematical Learning Resources Accessible via the Internet

ERIC Educational Resources Information Center

Fathurrohman, Maman; Porter, Anne

2012-01-01

Teaching and learning of mathematics are integral parts of societies throughout the world. The fundamental or core nature of mathematics, its compulsory acquisition, requires high quality mathematics learning experiences. Moreover it is highly desirable that the emergence of new technology positively influences learning experiences in mathematics.…

Does integrating research into the prosthetics and orthotics undergraduate curriculum enhance students' clinical practice? An interview study on students' perception.

PubMed

Al Qaroot, Bashar S; Sobuh, Mohammad

2016-06-01

Problem-based learning (where rather than feeding students the knowledge, they look for it themselves) has long been thought of as an ideal approach in teaching because it would encourage students to acquire knowledge from an undetermined medium of wrong and right answers. However, the effect of such approach in the learning experience of prosthetics and orthotics students has never been investigated. This study explores the implications of integrating problem-based learning into teaching on the students' learning experience via implementing a research-informed clinical practice module into the curriculum of last year prosthetics and orthotics undergraduate students at the University of Jordan (Amman, Jordan). Qualitative research pilot study. Grounded theory approach was used based on the data collected from interviewing a focus group of four students. Students have identified a number of arguments from their experience in the research-informed clinical practice where, generally speaking, students described research-informed clinical practice as a very good method of education. Integrating problem-based learning into teaching has many positive implications. In particular, students pointed out that their learning experience and clinical practice have much improved after the research-informed clinical practice. Findings from this investigation demonstrate that embedding problem-based learning into prosthetics and orthotics students' curriculum has the potential to enhance students' learning experience, particularly students' evidence-based practice. This may lead to graduates who are more knowledgeable and thus who can offer the optimal patient care (i.e. clinical practice). © The International Society for Prosthetics and Orthotics 2014.

Integrating Work Experience with Classroom Instruction: A Strategy for Student Learning.

ERIC Educational Resources Information Center

Heinemann, Harry N.

1985-01-01

The measured results of one community college's experience with cooperative education suggest that incorporating productive work experience into classroom-based curricula can achieve excellence and equality of opportunity, offering opportunities for disadvantaged students without compromising academic integrity. (MSE)

Information-integration category learning and the human uncertainty response.

PubMed

Paul, Erick J; Boomer, Joseph; Smith, J David; Ashby, F Gregory

2011-04-01

The human response to uncertainty has been well studied in tasks requiring attention and declarative memory systems. However, uncertainty monitoring and control have not been studied in multi-dimensional, information-integration categorization tasks that rely on non-declarative procedural memory. Three experiments are described that investigated the human uncertainty response in such tasks. Experiment 1 showed that following standard categorization training, uncertainty responding was similar in information-integration tasks and rule-based tasks requiring declarative memory. In Experiment 2, however, uncertainty responding in untrained information-integration tasks impaired the ability of many participants to master those tasks. Finally, Experiment 3 showed that the deficit observed in Experiment 2 was not because of the uncertainty response option per se, but rather because the uncertainty response provided participants a mechanism via which to eliminate stimuli that were inconsistent with a simple declarative response strategy. These results are considered in the light of recent models of category learning and metacognition.

Cross-Cultural Learning: The Language Connection.

ERIC Educational Resources Information Center

Axelrod, Joseph

1981-01-01

If foreign language acquisition is disconnected from the cultural life of the foreign speech community, the learning yield is low. Integration of affective learning, cultural learning, and foreign language learning are essential to a successful cross-cultural experience. (MSE)

Creating International Community Service Learning Experiences in a Capstone Marketing-Projects Course

ERIC Educational Resources Information Center

Metcalf, Lynn E.

2010-01-01

This article outlines the development of a project-based capstone marketing course, specifically designed to provide marketing students with an international community service learning experience. It differs significantly from previous studies, which focus on integrating service learning into existing marketing courses and on helping local…

The Informal Workplace Learning Experiences of Virtual Team Members: A Look at the Role of Collaborative Technologies

ERIC Educational Resources Information Center

Jones, Frankie S.

2007-01-01

This qualitative study explored how collaborative technologies influence the informal learning experiences of virtual team members. Inputs revealed as critical to virtual informal learning were integrated, collaborative technological systems; positive relationships and trust; and organizational support and virtual team management. These inputs…

Integrating Service-Learning Pedagogy for Preservice Elementary Teachers' Science Identity Development

ERIC Educational Resources Information Center

Wilson, Rachel E.; Bradbury, Leslie U.; McGlasson, Martha A.

2015-01-01

The purpose of this article is to explore how preservice elementary teachers (PSETs) interpreted their service-learning experiences within a pre-methods environmentally focused course and how their interpretations shaped their science teaching identities. Along a continuum of service-learning experiences were events that emphasized science…

Learning Literature in an Era of Change: Innovations in Teaching.

ERIC Educational Resources Information Center

Hickey, Dona, J. Ed.; Reiss, Donna, Ed.

This essay collection presents a range of teaching strategies developed by teachers of literature who have heard the call from students, employers, and academic administrators for more relevant learning experiences in an ever-changing world. Integrating critical theory and classroom experiences, the essays demonstrate how to foster learning,…

The role of feedback contingency in perceptual category learning.

PubMed

Ashby, F Gregory; Vucovich, Lauren E

2016-11-01

Feedback is highly contingent on behavior if it eventually becomes easy to predict, and weakly contingent on behavior if it remains difficult or impossible to predict even after learning is complete. Many studies have demonstrated that humans and nonhuman animals are highly sensitive to feedback contingency, but no known studies have examined how feedback contingency affects category learning, and current theories assign little or no importance to this variable. Two experiments examined the effects of contingency degradation on rule-based and information-integration category learning. In rule-based tasks, optimal accuracy is possible with a simple explicit rule, whereas optimal accuracy in information-integration tasks requires integrating information from 2 or more incommensurable perceptual dimensions. In both experiments, participants each learned rule-based or information-integration categories under either high or low levels of feedback contingency. The exact same stimuli were used in all 4 conditions, and optimal accuracy was identical in every condition. Learning was good in both high-contingency conditions, but most participants showed little or no evidence of learning in either low-contingency condition. Possible causes of these effects, as well as their theoretical implications, are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The Role of Feedback Contingency in Perceptual Category Learning

PubMed Central

Ashby, F. Gregory; Vucovich, Lauren E.

2016-01-01

Feedback is highly contingent on behavior if it eventually becomes easy to predict, and weakly contingent on behavior if it remains difficult or impossible to predict even after learning is complete. Many studies have demonstrated that humans and nonhuman animals are highly sensitive to feedback contingency, but no known studies have examined how feedback contingency affects category learning, and current theories assign little or no importance to this variable. Two experiments examined the effects of contingency degradation on rule-based and information-integration category learning. In rule-based tasks, optimal accuracy is possible with a simple explicit rule, whereas optimal accuracy in information-integration tasks requires integrating information from two or more incommensurable perceptual dimensions. In both experiments, participants each learned rule-based or information-integration categories under either high or low levels of feedback contingency. The exact same stimuli were used in all four conditions and optimal accuracy was identical in every condition. Learning was good in both high-contingency conditions, but most participants showed little or no evidence of learning in either low-contingency condition. Possible causes of these effects are discussed, as well as their theoretical implications. PMID:27149393

Discovering eHealth Technology: An Innovative Interprofessional Graduate Student Learning Experience.

PubMed

Estes, Krista; Gilliam, Eric; Knapfel, Sarah; Lee, Chanmi; Skiba, Diane

2016-01-01

The use of eHealth has grown in recent years and is projected to continue to increase exponentially. In order to empower and prepare advanced practice providers to integrate eHealth into their clinical practice, curricular changes need to occur. The iTEAM grant provides a unique opportunity to prepare advanced practice disciplines to provide collaborative care using eHealth. Through the integration of a simulated telehealth using a standardized patient, Doctor of Pharmacy and Advanced Practice Registered Nursing students learned how to apply health information technology and coordinate care in an interprofessional manner. Opportunities and challenges to guide future efforts to integrate eHealth-learning experiences into the curriculum are identified.

Productive extension of semantic memory in school-aged children: Relations with reading comprehension and deployment of cognitive resources.

PubMed

Bauer, Patricia J; Blue, Shala N; Xu, Aoxiang; Esposito, Alena G

2016-07-01

We investigated 7- to 10-year-old children's productive extension of semantic memory through self-generation of new factual knowledge derived through integration of separate yet related facts learned through instruction or through reading. In Experiment 1, an experimenter read the to-be-integrated facts. Children successfully learned and integrated the information and used it to further extend their semantic knowledge, as evidenced by high levels of correct responses in open-ended and forced-choice testing. In Experiment 2, on half of the trials, the to-be-integrated facts were read by an experimenter (as in Experiment 1) and on half of the trials, children read the facts themselves. Self-generation performance was high in both conditions (experimenter- and self-read); in both conditions, self-generation of new semantic knowledge was related to an independent measure of children's reading comprehension. In Experiment 3, the way children deployed cognitive resources during reading was predictive of their subsequent recall of newly learned information derived through integration. These findings indicate self-generation of new semantic knowledge through integration in school-age children as well as relations between this productive means of extension of semantic memory and cognitive processes engaged during reading. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Productive Extension of Semantic Memory in School-aged Children: Relations with Reading Comprehension and Deployment of Cognitive Resources

PubMed Central

Bauer, Patricia J.; Blue, Shala N.; Xu, Aoxiang; Esposito, Alena G.

2016-01-01

We investigated 7- to 10-year-old children’s productive extension of semantic memory through self-generation of new factual knowledge derived through integration of separate yet related facts learned through instruction or through reading. In Experiment 1, an experimenter read the to-be-integrated facts. Children successfully learned and integrated the information and used it to further extend their semantic knowledge, as evidenced by high levels of correct responses in open-ended and forced-choice testing. In Experiment 2, on half of the trials, the to-be-integrated facts were read by an experimenter (as in Experiment 1) and on half of the trials, children read the facts themselves. Self-generation performance was high in both conditions (experimenter- and self-read); in both conditions, self-generation of new semantic knowledge was related to an independent measure of children’s reading comprehension. In Experiment 3, the way children deployed cognitive resources during reading was predictive of their subsequent recall of newly learned information derived through integration. These findings indicate self-generation of new semantic knowledge through integration in school-age children as well as relations between this productive means of extension of semantic memory and cognitive processes engaged during reading. PMID:27253263

The Role of Work-Integrated Learning in Student Preferences of Instructional Methods in an Accounting Curriculum

ERIC Educational Resources Information Center

Abeysekera, Indra

2015-01-01

The role of work-integrated learning in student preferences of instructional methods is largely unexplored across the accounting curriculum. This study conducted six experiments to explore student preferences of instructional methods for learning, in six courses of the accounting curriculum that differed in algorithmic rigor, in the context of a…

Service-Learning in Our Classroom

ERIC Educational Resources Information Center

English, Kevin; Moore, Deb

2010-01-01

Many schools use service-learning on their campus to enhance their classroom content. According to Learn and Serve Clearinghouse, "Service-learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility and strengthen…

Preceptors' perspectives of an integrated clinical learning model in a mental health environment.

PubMed

Boardman, Gayelene; Lawrence, Karen; Polacsek, Meg

2018-02-14

Supervised clinical practice is an essential component of undergraduate nursing students' learning and development. In the mental health setting, nursing students traditionally undertake four-week block placements. An integrated clinical learning model, where preceptors mentor students on an individual basis, has been used successfully in the clinical learning environment. This flexible model provides the opportunity for students to work across morning, afternoon, night and weekend shifts. There is a need to improve the evidence base for a flexible model for students undertaking a mental health placement. The aim of this study was to understand preceptors' experience of, and satisfaction with, a mental health integrated clinical learning model. Focus groups were used to elicit the views of preceptors from a mental health service. Findings highlight the advantages and disadvantages of an integrated clinical learning model in the mental health setting. Participants suggested that students may benefit from flexible work arrangements, a variety of experiences and a more realistic experience of working in a mental health service. However, they found it challenging to mentor and evaluate students under this model. Most also agreed that the model impeded students' ability to engage with consumers and develop rapport with staff. The findings indicate the need to develop a placement model that meets the unique needs of the mental health setting. © 2018 Australian College of Mental Health Nurses Inc.

Student Experiences of Problem-Based Learning in Pharmacy: Conceptions of Learning, Approaches to Learning and the Integration of Face-to-Face and On-Line Activities

ERIC Educational Resources Information Center

Ellis, Robert A.; Goodyear, Peter; Brillant, Martha; Prosser, Michael

2008-01-01

This study investigates fourth-year pharmacy students' experiences of problem-based learning (PBL). It adopts a phenomenographic approach to the evaluation of problem-based learning, to shed light on the ways in which different groups of students conceive of, and approach, PBL. The study focuses on the way students approach solving problem…

Quantifying transfer after perceptual-motor sequence learning: how inflexible is implicit learning?

PubMed Central

Sanchez, Daniel J.; Yarnik, Eric N.

2015-01-01

Studies of implicit perceptual-motor sequence learning have often shown learning to be inflexibly tied to the training conditions during learning. Since sequence learning is seen as a model task of skill acquisition, limits on the ability to transfer knowledge from the training context to a performance context indicates important constraints on skill learning approaches. Lack of transfer across contexts has been demonstrated by showing that when task elements are changed following training, this leads to a disruption in performance. These results have typically been taken as suggesting that the sequence knowledge relies on integrated representations across task elements (Abrahamse, Jiménez, Verwey, & Clegg, Psychon Bull Rev 17:603–623, 2010a). Using a relatively new sequence learning task, serial interception sequence learning, three experiments are reported that quantify this magnitude of performance disruption after selectively manipulating individual aspects of motor performance or perceptual information. In Experiment 1, selective disruption of the timing or order of sequential actions was examined using a novel response manipulandum that allowed for separate analysis of these two motor response components. In Experiments 2 and 3, transfer was examined after selective disruption of perceptual information that left the motor response sequence intact. All three experiments provided quantifiable estimates of partial transfer to novel contexts that suggest some level of information integration across task elements. However, the ability to identify quantifiable levels of successful transfer indicates that integration is not all-or-none and that measurement sensitivity is a key in understanding sequence knowledge representations. PMID:24668505

Integration of Andragogy into Preceptorship

ERIC Educational Resources Information Center

Leigh, Katherine; Whitted, Kelli; Hamilton, Bernita

2015-01-01

Return of registered nurses to school dictates that mobility programs integrate principles and design elements of adult learning theory. The Decisional Matrix for Preceptorship Experiences (DMPE) was designed to support mutual needs assessment and identification of individualized clinical learning activities. Using the Andragogy in Practice…

An Overview: How FCS Integrates the Core Academics

ERIC Educational Resources Information Center

Newell, Becky A.

2004-01-01

No one learns in isolation; learning must be tied to real life experiences that are relevant to the student. "Integrated curriculum, interdisciplinary" and "multidisciplinary curriculum, teaming, standards" and "accountability" are terms with which every educator is familiar. "No Child Left Behind" is the…

Learning to walk before we run: what can medical education learn from the human body about integrated care.

PubMed

Manusov, Eron G; Marlowe, Daniel P; Teasley, Deborah J

2013-04-01

True integration requires a shift in all levels of medical and allied health education; one that emphasizes team learning, practicing, and evaluating from the beginning of each students' educational experience whether that is as physician, nurse, psychologist, or any other health profession. Integration of healthcare services will not occur until medical education focuses, like the human body, on each system working inter-dependently and cohesively to maintain balance through continual change and adaptation. The human body develops and maintains homeostasis by a process of communication: true integrated care relies on learned interprofessionality and ensures shared responsibility and practice.

Learning to walk before we run: what can medical education learn from the human body about integrated care

PubMed Central

Manusov, Eron G; Marlowe, Daniel P; Teasley, Deborah J

2013-01-01

True integration requires a shift in all levels of medical and allied health education; one that emphasizes team learning, practicing, and evaluating from the beginning of each students’ educational experience whether that is as physician, nurse, psychologist, or any other health profession. Integration of healthcare services will not occur until medical education focuses, like the human body, on each system working inter-dependently and cohesively to maintain balance through continual change and adaptation. The human body develops and maintains homeostasis by a process of communication: true integrated care relies on learned interprofessionality and ensures shared responsibility and practice. PMID:23882167

Design Study: Integer Subtraction Operation Teaching Learning Using Multimedia in Primary School

ERIC Educational Resources Information Center

Aris, Rendi Muhammad; Putri, Ratu Ilma Indra

2017-01-01

This study aims to develop a learning trajectory to help students understand concept of subtraction of integers using multimedia in the fourth grade. This study is thematic integrative learning in Curriculum 2013 PMRI based. The method used is design research consists of three stages; preparing for the experiment, design experiment, retrospective…

The Learning and Teaching Experiences in an Online Problem-Based Learning Course.

ERIC Educational Resources Information Center

Sage, Sara M.

This paper describes and examines the experiences of eight learners and two teachers in an online distance education graduate course taught using an asynchronous program and a problem-based learning (PBL) pedagogy. The course, "Integrating the Internet across the Curriculum," was offered by Indiana University Bloomington as a 6-week…

Mobile Distance Learning with PDAs: Development and Testing of Pedagogical and System Solutions Supporting Mobile Distance Learners

ERIC Educational Resources Information Center

Rekkedal, Torstein; Dye, Aleksander

2007-01-01

The article discusses basic teaching-learning philosophies and experiences from the development and testing of mobile learning integrated with the online distance education system at NKI (Norwegian Knowledge Institute) Distance Education. The article builds on experiences from three European Union (EU) supported "Leonardo da Vinci"…

Nursing Students' Qualitative Experiences in the Medical-Surgical Clinical Learning Environment: A Cross-Cultural Integrative Review.

PubMed

Hooven, Katie

2015-08-01

The nature of the clinical learning environment has a huge impact on student learning. For instance, research has supported the idea that a positive learning environment increases student learning. Therefore, the ability to gain information from the student perspective about the learning environment is essential to nursing education. This article reviews qualitative research on nursing students' experiences of the clinical learning environment. The significance of the issue, the purpose of the integrative review, the methods used in the literature search, and the results of the review are presented. Seventeen studies from 12 countries are identified for review, and six common themes are discussed. An exhaustive literature review revealed that among the 17 articles evaluated, six themes were common. The findings indicate the need to continue quality improvement to advance clinical education. Copyright 2015, SLACK Incorporated.

Engaging Youth in Underserved Communities through Digital-Mediated Arts Learning Experiences for Community Inquiry

ERIC Educational Resources Information Center

Lin, Ching-Chiu; Bruce, Bertram C.

2013-01-01

Learning for underserved youth is integral to social progress. Yet, too often, young people experience disconnects between their educational experiences and both individual and community needs. Arts can help these youth recover a unity through collective action in the community. Drawing from the experiences of a 4-year interdisciplinary research…

Service-Learning and Learning Communities: Tools for Integration and Assessment.

ERIC Educational Resources Information Center

Oates, Karen K.; Leavitt, Lynn H.

This publication attempts to provide fundamental theory about service-learning and learning communities, along with descriptions of best practices, lessons learned, and assessment strategies. The text is designed to provide resources to help readers offer service-learning experiences for their students. Learning communities are now commonly…

Measuring meaningful learning in the undergraduate chemistry laboratory

NASA Astrophysics Data System (ADS)

Galloway, Kelli R.

The undergraduate chemistry laboratory has been an essential component in chemistry education for over a century. The literature includes reports on investigations of singular aspects laboratory learning and attempts to measure the efficacy of reformed laboratory curriculum as well as faculty goals for laboratory learning which found common goals among instructors for students to learn laboratory skills, techniques, experimental design, and to develop critical thinking skills. These findings are important for improving teaching and learning in the undergraduate chemistry laboratory, but research is needed to connect the faculty goals to student perceptions. This study was designed to explore students' ideas about learning in the undergraduate chemistry laboratory. Novak's Theory of Meaningful Learning was used as a guide for the data collection and analysis choices for this research. Novak's theory states that in order for meaningful learning to occur the cognitive, affective, and psychomotor domains must be integrated. The psychomotor domain is inherent in the chemistry laboratory, but the extent to which the cognitive and affective domains are integrated is unknown. For meaningful learning to occur in the laboratory, students must actively integrate both the cognitive domain and the affective domains into the "doing" of their laboratory work. The Meaningful Learning in the Laboratory Instrument (MLLI) was designed to measure students' cognitive and affective expectations and experiences within the context of conducting experiments in the undergraduate chemistry laboratory. Evidence for the validity and reliability of the data generated by the MLLI were collected from multiple quantitative studies: a one semester study at one university, a one semester study at 15 colleges and universities across the United States, and a longitudinal study where the MLLI was administered 6 times during two years of general and organic chemistry laboratory courses. Results from these studies revealed students' narrow cognitive expectations for learning that go largely unmet by their experiences and diverse affective expectations and experiences. Concurrently, a qualitative study was carried out to describe and characterize students' cognitive and affective experiences in the undergraduate chemistry laboratory. Students were video recorded while performing one of their regular laboratory experiments and then interviewed about their experiences. The students' descriptions of their learning experiences were characterized by their overreliance on following the experimental procedure correctly rather than developing process-oriented problem solving skills. Future research could use the MLLI to intentionally compare different types of laboratory curricula or environments.

Lessons learned: A comparative study of the integration experiences of Armenian and Palestinian refugees in Lebanon

DTIC Science & Technology

2017-06-01

design is based on two comparative case studies, examining Palestinian and Armenian refugees in Lebanon, respectively. These two cases are particularly...A COMPARATIVE STUDY OF THE INTEGRATION EXPERIENCES OF ARMENIAN AND PALESTINIAN REFUGEES IN LEBANON by Pascal Ghobeira June 2017 Thesis...REPORT DATE June 2017 3. REPORT TYPE AND DATES COVERED Master’s thesis 4. TITLE AND SUBTITLE LESSONS LEARNED: A COMPARATIVE STUDY OF THE

Hippocampal and ventral medial prefrontal activation during retrieval-mediated learning supports novel inference.

PubMed

Zeithamova, Dagmar; Dominick, April L; Preston, Alison R

2012-07-12

Memory enables flexible use of past experience to inform new behaviors. Although leading theories hypothesize that this fundamental flexibility results from the formation of integrated memory networks relating multiple experiences, the neural mechanisms that support memory integration are not well understood. Here, we demonstrate that retrieval-mediated learning, whereby prior event details are reinstated during encoding of related experiences, supports participants' ability to infer relationships between distinct events that share content. Furthermore, we show that activation changes in a functionally coupled hippocampal and ventral medial prefrontal cortical circuit track the formation of integrated memories and successful inferential memory performance. These findings characterize the respective roles of these regions in retrieval-mediated learning processes that support relational memory network formation and inferential memory in the human brain. More broadly, these data reveal fundamental mechanisms through which memory representations are constructed into prospectively useful formats. Copyright © 2012 Elsevier Inc. All rights reserved.

Hippocampal and ventral medial prefrontal activation during retrieval-mediated learning supports novel inference

PubMed Central

Zeithamova, Dagmar; Dominick, April L.; Preston, Alison R.

2012-01-01

SUMMARY Memory enables flexible use of past experience to inform new behaviors. Though leading theories hypothesize that this fundamental flexibility results from the formation of integrated memory networks relating multiple experiences, the neural mechanisms that support memory integration are not well understood. Here, we demonstrate that retrieval-mediated learning, whereby prior event details are reinstated during encoding of related experiences, supports participants’ ability to infer relationships between distinct events that share content. Furthermore, we show that activation changes in a functionally coupled hippocampal and ventral medial prefrontal cortical circuit track the formation of integrated memories and successful inferential memory performance. These findings characterize the respective roles of these regions in retrieval-mediated learning processes that support relational memory network formation and inferential memory in the human brain. More broadly, these data reveal fundamental mechanisms through which memory representations are constructed into prospectively useful formats. PMID:22794270

Interdependence and Integration Learning in Student Project Teams: Do Team Project Assignments Achieve What We Want Them to?

ERIC Educational Resources Information Center

Skilton, Paul F.; Forsyth, David; White, Otis J.

2008-01-01

Building from research on learning in workplace project teams, the authors work forward from the idea that the principal condition enabling integration learning in student team projects is project complexity. Recognizing the challenges of developing and running complex student projects, the authors extend theory to propose that the experience of…

VET Students' Integration of Knowledge Engaged with in School-Based and Workplace-Based Learning Environments in the Netherlands

ERIC Educational Resources Information Center

Baartman, L. K. J.; Kilbrink, N.; de Bruijn, E.

2018-01-01

In vocational education, students learn in different school-based and workplace-based learning environments and engage with different types of knowledge in these environments. Students are expected to integrate these experiences and make meaning of them in relation to their own professional knowledge base. This study focuses both on…

Teachers in an Interdisciplinary Learning Community: Engaging, Integrating, and Strengthening K-12 Education

ERIC Educational Resources Information Center

Hardré, Patricia L.; Ling, Chen; Shehab, Randa L.; Nanny, Mark A.; Nollert, Matthias U.; Refai, Hazem; Ramseyer, Christopher; Herron, Jason; Wollega, Ebisa D.

2013-01-01

This study examines the inputs (processes and strategies) and outputs (perceptions, skill development, classroom transfer, disciplinary integration, social networking, and community development) of a yearlong, interdisciplinary teacher learning and development experience. Eleven secondary math and science teachers partnered with an…

Promoting Undergraduate Research through Integrative Learning

ERIC Educational Resources Information Center

Lewis, Elise C.

2017-01-01

Educators in higher education often seek innovative pedagogies to include in their classrooms. This article describes an integrative learning experience and details the planning, implementation, considerations, and benefits of creating a major-specific undergraduate research day. The event created an opportunity for students to gain confidence and…

Technology and Environmental Education: An Integrated Curriculum

ERIC Educational Resources Information Center

Willis, Jana M.; Weiser, Brenda

2005-01-01

Preparing teacher candidates to integrate technology into their future classrooms effectively requires experience in instructional planning that utilizes technology to enhance student learning. Teacher candidates need to work with curriculum that supports a variety of technologies. Using Project Learning Tree and environmental education (EE),…

Cooperative Education, Experiential Learning, and Personal Knowledge.

ERIC Educational Resources Information Center

Abrahamsson, Kenneth, Ed.

Cooperative education, experiential learning, and personal knowledge are addressed in nine conference papers. Kenneth Abrahamsson considers the nature of experiential learning, the recognition of prior learning, educational design and the assessment of quality, and policy and practice for integrating learning and experience. Harry Hienemann…

The connection between students' out-of-school experiences and science learning

NASA Astrophysics Data System (ADS)

Tran, Natalie A.

This study sought to understand the connection between students' out-of-school experiences and their learning in science. This study addresses the following questions: (a) What effects does contextualized information have on student achievement and engagement in science? (b) To what extent do students use their out-of-school activities to construct their knowledge and understanding about science? (c) To what extent do science teachers use students' skills and knowledge acquired in out-of-school settings to inform their instructional practices? This study integrates mixed methods using both quantitative and qualitative approaches to answer the research questions. It involves the use of survey questionnaire and science assessment and features two-level hierarchical analyses of student achievement outcomes nested within classrooms. Hierarchical Linear Model (HLM) analyses were used to account for the cluster effect of students nested within classrooms. Interviews with students and teachers were also conducted to provide information about how learning opportunities that take place in out-of-school settings can be used to facilitate student learning in science classrooms. The results of the study include the following: (a) Controlling for student and classroom factors, students' ability to transfer science learning across contexts is associated with positive learning outcomes such as achievement, interest, career in science, self-efficacy, perseverance, and effort. Second, teacher practice using students' out-of-school experiences is associated with decrease in student achievement in science. However, as teachers make more connection to students' out-of-school experiences, the relationship between student effort and perseverance in science learning and transfer gets weaker, thus closing the gaps on these outcomes between students who have more ability to establish the transfer of learning across contexts and those who have less ability to do so. Third, science teachers have limited information about students' out-of-school experiences thus rarely integrate these experiences into their instructional practices. Fourth, the lack of learning objectives for activities structured in out-of-school settings coupled with the limited opportunities to integrate students' out of school experiences into classroom instructions are factors that may prevent students from making further connection of science learning across contexts.

The entropy reduction engine: Integrating planning, scheduling, and control

NASA Technical Reports Server (NTRS)

Drummond, Mark; Bresina, John L.; Kedar, Smadar T.

1991-01-01

The Entropy Reduction Engine, an architecture for the integration of planning, scheduling, and control, is described. The architecture is motivated, presented, and analyzed in terms of its different components; namely, problem reduction, temporal projection, and situated control rule execution. Experience with this architecture has motivated the recent integration of learning. The learning methods are described along with their impact on architecture performance.

An integrated course in pain management and palliative care bridging the basic sciences and pharmacy practice.

PubMed

Kullgren, Justin; Radhakrishnan, Rajan; Unni, Elizabeth; Hanson, Eric

2013-08-12

To describe the development of an integrated pain and palliative care course and to investigate the long-term effectiveness of the course during doctor of pharmacy (PharmD) students' advanced pharmacy practice experiences (APPEs) and in their practice after graduation. Roseman University College of Pharmacy faculty developed a 3-week elective course in pain and palliative care by integrating relevant clinical and pharmaceutical sciences. Instructional strategies included lectures, team and individual activities, case studies, and student presentations. Students who participated in the course in 2010 and 2011 were surveyed anonymously to gain their perception about the class as well as the utility of the course during their APPEs and in their everyday practice. Traditional and nontraditional assessment of students confirmed that the learning outcomes objectives were achieved. Students taking the integrated course on pain management and palliative care achieved mastery of the learning outcome objectives. Surveys of students and practicing pharmacists who completed the course showed that the learning experience as well as retention was improved with the integrated mode of teaching. Integrating basic and clinical sciences in therapeutic courses is an effective learning strategy.

An Integrated Course in Pain Management and Palliative Care Bridging the Basic Sciences and Pharmacy Practice

PubMed Central

Kullgren, Justin; Unni, Elizabeth; Hanson, Eric

2013-01-01

Objective. To describe the development of an integrated pain and palliative care course and to investigate the long-term effectiveness of the course during doctor of pharmacy (PharmD) students’ advanced pharmacy practice experiences (APPEs) and in their practice after graduation. Design. Roseman University College of Pharmacy faculty developed a 3-week elective course in pain and palliative care by integrating relevant clinical and pharmaceutical sciences. Instructional strategies included lectures, team and individual activities, case studies, and student presentations. Assessment. Students who participated in the course in 2010 and 2011 were surveyed anonymously to gain their perception about the class as well as the utility of the course during their APPEs and in their everyday practice. Traditional and nontraditional assessment of students confirmed that the learning outcomes objectives were achieved. Conclusions. Students taking the integrated course on pain management and palliative care achieved mastery of the learning outcome objectives. Surveys of students and practicing pharmacists who completed the course showed that the learning experience as well as retention was improved with the integrated mode of teaching. Integrating basic and clinical sciences in therapeutic courses is an effective learning strategy. PMID:23966724

Active Learning in the Digital Age Classroom.

ERIC Educational Resources Information Center

Heide, Ann; Henderson, Dale

This book examines the theoretical and practical issues surrounding today's technology-integrated classroom. The chapters cover the following topics: (1) reasons to integrate technology into the classroom, including the changing world, enriched learning and increased productivity, the learner, the workplace, past experience, and future trends; (2)…

Integrative Motivation: Changes during a Year-Long Intermediate-Level Language Course

ERIC Educational Resources Information Center

Gardner, R. C.; Masgoret, A. M.; Tennant, J.; Mihic, L.

2004-01-01

The socioeducational model of second language acquisition postulates that language learning is a dynamic process in which affective variables influence language achievement and achievement and experiences in language learning can influence some affective variables. Five classes of variable are emphasized: integrativeness, attitudes toward the…

Experimenting with an Integrated Syllabus Design in Modern Languages.

ERIC Educational Resources Information Center

Towell, Richard

1991-01-01

Describes a university's experimental task-based French program that successfully integrated foreign language learning more fully with the learning of interpersonal skills and nonlinguistic content, although some language skills, especially those needed for advanced written language and translation, appeared to suffer. (14 references) (Author/CB)

Flexible Learning in a Digital World: Experiences and Expectations. Open & Distance Learning Series.

ERIC Educational Resources Information Center

Collis, Betty; Moonen, Jef

This book provides a series of proven, practical guidelines for using technology in education, giving the reader an overview of how technological applications in education can be harnessed and developed. The book presents an integrated vision of how technology is related to learning-related change, and how current and emerging experiences can…

Data Integration for Dynamic and Sustainable Systems Biology Resources: Challenges and Lessons Learned

PubMed Central

Gabbard, Joseph L.; Shukla, Maulik; Sobral, Bruno

2010-01-01

Systems biology and infectious disease (host-pathogen-environment) research and development is becoming increasingly dependent on integrating data from diverse and dynamic sources. Maintaining integrated resources over long periods of time presents distinct challenges. This paper describes experiences and lessons learned from integrating data in two five-year projects focused on pathosystems biology: the Pathosystems Resource Integration Center (PATRIC, http://patric.vbi.vt.edu/), with a goal of developing bioinformatics resources for the research and countermeasures development communities based on genomics data, and the Resource Center for Biodefense Proteomics Research (RCBPR, http://www.proteomicsresource.org/), with a goal of developing resources based on the experiment data such as microarray and proteomics data from diverse sources and technologies. Some challenges include integrating genomic sequence and experiment data, data synchronization, data quality control, and usability engineering. We present examples of a variety of data integration problems drawn from our experiences with PATRIC and RBPRC, as well as open research questions related to long term sustainability, and describe the next steps to meeting these challenges. Novel contributions of this work include (1) an approach for addressing discrepancies between experiment results and interpreted results and (2) expanding the range of data integration techniques to include usability engineering at the presentation level. PMID:20491070

Use it or lose it: How neurogenesis keeps the brain fit for learning

PubMed Central

Shors, T.J; Anderson, LM; Curlik, D. M.; Nokia, SM

2011-01-01

The presence of new neurons in the adult hippocampus indicates that this structure incorporates new neurons into its circuitry and uses them for some function related to learning and/or related thought processes. Their generation depends on a variety of factors ranging from age to aerobic exercise to sexual behavior to alcohol consumption. However, most of the cells will die unless the animal engages in some kind of effortful learning experience when the cells are about one week of age. If learning does occur, the new cells become incorporated into brain circuits used for learning. In turn, some processes of learning and mental activity appear to depend on their presence. In this review, we discuss the now rather extensive literature showing that new neurons are kept alive by effortful learning, a process that involves concentration in the present moment of experience over some extended period of time. As these thought processes occur, endogenous patterns of rhythmic electrophysiological activity engage the new cells with cell networks that already exist in the hippocampus and at efferent locations. Concurrent and synchronous activity provides a mechanism whereby the new neurons become integrated with the other neurons. This integration allows the present experience to become integrated with memories from the recent past in order to learn and predict when events will occur in the near future. In this way, neurogenesis and learning interact to maintain a fit brain. PMID:21536076

Integration of the e-Learning into the medical university curricula.

PubMed

Rusnakova, V; Bacharova, L; Simo, J; Krcmeryova, T; Finka, M; Kovac, R

2012-01-01

The aim of this contribution was to present the e-Learning introduction in the Slovak Medical University (SMU) with a focus on the implementation phase of the two blended courses - Healthcare Quality and Healthcare Professionals' Ethics. The introduction of the e-Learning was realized during the period 2008-2009 in the partnership of SMU and IBM Company, following strictly the project management approach. The development of the e-module beta-versions was evaluated by the modules' authors using a structured interview. In a consequent pilot testing, the blended courses were evaluated by 23 students of the bachelor program in Rescue health care, and by 61 public health students at the master level program, respectively, using the standardized questionnaires. The tangible results included the documented SMU strategy for the e-Learning integration, six e-Learning modules and evaluation results. The authors' evaluation showed high scores for the experience in collaboration with IBM, as well as for the experience with the LMS environment. The students' evaluation showed a high acceptance of the e-Learning by both part-time and full-time students. The access to Internet was not recognized as a serious barrier. The first experience with the integration of the e-Learning into the curricula of the Slovak Medical University showed the advantage of the systematic approach. The experience with developing the strategy in an interdisciplinary/ intercultural team, the knowledge about specific characteristics of distance learning by the involved SMU staff, and the know-how and skills represented the important benefits. It was demonstrated that the blended learning is recommended as optimal for the education in medical environment (Tab. 4, Fig. 1, Ref. 22).

Matrix Treatment of Ray Optics.

ERIC Educational Resources Information Center

Quon, W. Steve

1996-01-01

Describes a method to combine two learning experiences--optical physics and matrix mathematics--in a straightforward laboratory experiment that allows engineering/physics students to integrate a variety of learning insights and technical skills, including using lasers, studying refraction through thin lenses, applying concepts of matrix…

Eportfolios as Evidence of Standards and Outcomes in Work-Integrated Learning

ERIC Educational Resources Information Center

Ferns, Sonia; Comfort, Jude

2014-01-01

Electronic portfolios (ePortfolios) are a student focused tool which support and evidence work-integrated learning (WIL) experiences and capabilities in a tertiary education setting. Such settings are increasingly faced by a regulatory framework requiring evidence of student competency and skill acquisition. The commitment of educational…

Formative Assessment Design for PDA Integrated Ecology Observation

ERIC Educational Resources Information Center

Hung, Pi-Hsia; Lin, Yu-Fen; Hwang, Gwo-Jen

2010-01-01

Ubiquitous computing and mobile technologies provide a new perspective for designing innovative outdoor learning experiences. The purpose of this study is to propose a formative assessment design for integrating PDAs into ecology observations. Three learning activities were conducted in this study. An action research approach was applied to…

An Integrated Strategy for an Apparel Design Curriculum

ERIC Educational Resources Information Center

Bye, Elizabeth; Labat, Karen L.

2005-01-01

The core of apparel design education is the studio experience. This article discusses an Integrated Apparel Design Curriculum model built on a foundation of creative and technical experimentation and learning which contributes to developing abstract thinking skills. Various learning styles are supported as students work through the design process…

Model-Driven Design: Systematically Building Integrated Blended Learning Experiences

ERIC Educational Resources Information Center

Laster, Stephen

2010-01-01

Developing and delivering curricula that are integrated and that use blended learning techniques requires a highly orchestrated design. While institutions have demonstrated the ability to design complex curricula on an ad-hoc basis, these projects are generally successful at a great human and capital cost. Model-driven design provides a…

The effect of science learning integrated with local potential to improve science process skills

NASA Astrophysics Data System (ADS)

Rahardini, Riris Riezqia Budy; Suryadarma, I. Gusti Putu; Wilujeng, Insih

2017-08-01

This research was aimed to know the effectiveness of science learning that integrated with local potential to improve student`s science process skill. The research was quasi experiment using non-equivalent control group design. The research involved all student of Muhammadiyah Imogiri Junior High School on grade VII as a population. The sample in this research was selected through cluster random sampling, namely VII B (experiment group) and VII C (control group). Instrument that used in this research is a nontest instrument (science process skill observation's form) adapted Desak Megawati's research (2016). The aspect of science process skills were making observation and communication. The data were using univariat (ANOVA) analyzed at 0,05 significance level and normalized gain score for science process skill increase's category. The result is science learning that integrated with local potential was effective to improve science process skills of student (Sig. 0,00). This learning can increase science process skill, shown by a normalized gain score value at 0,63 (medium category) in experiment group and 0,29 (low category) in control group.

Kiva Microloans in a Learning Community: An Assignment for Interdisciplinary Synthesis

ERIC Educational Resources Information Center

Staats, Susan; Sintjago, Alfonso; Fitzpatrick, Renata

2013-01-01

Learning communities can strengthen early undergraduates' learning, but planning them can be daunting for instructors. Learning communities usually rely on integrative assignments that encourage interdisciplinary analysis. This article reports on our experiences using microloans as an interdisciplinary assignment in a learning community that…

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.

The development and evaluation of online stories to enhance clinical learning experiences across health professions in rural Australia.

PubMed

Paliadelis, Penny Susan; Stupans, Leva; Parker, Vicki; Piper, Donella; Gillan, Pauline; Lea, Jackie; Jarrott, Helen Mary; Wilson, Rhonda; Hudson, Judith N; Fagan, Anthea

2015-01-01

Clinical placement learning experiences are integral to all health and medical curricula as a means of integrating theory into practice and preparing graduates to deliver safe, high-quality care to health consumers. A growing challenge for education providers is to access sufficient clinical placements with experienced supervisors who are skilled at maximising learning opportunities for students. This paper reports on the development and evaluation of an innovative online learning program aimed at enhancing student and clinical supervisors' preparedness for effective workplace-based learning. The evidence-based learning program used 'story-telling' as the learning framework. The stories, which were supported by a range of resources, aimed to engage the learners in understanding student and supervisor responsibilities, as well as the expectations and competencies needed to support effective learning in the clinical environment. Evaluation of this program by the learners and stakeholders clearly indicated that they felt authentically 'connected' with the characters in the stories and developed insights that suggested effective learning had occurred.

Agriscience Teachers' Implementation of Digital Game-based Learning in an Introductory Animal Science Course

NASA Astrophysics Data System (ADS)

Webb, Angela W.; Bunch, J. C.; Wallace, Maria F. G.

2015-12-01

In today's technological age, visions for technology integration in the classroom continue to be explored and examined. Digital game-based learning is one way to purposefully integrate technology while maintaining a focus on learning objectives. This case study sought to understand agriscience teachers' experiences implementing digital game-based learning in an introductory animal science course. From interviews with agriscience teachers on their experiences with the game, three themes emerged: (1) the constraints of inadequate and inappropriate technologies, and time to game implementation; (2) the shift in teacher and student roles necessitated by implementing the game; and (3) the inherent competitive nature of learning through the game. Based on these findings, we recommend that pre-service and in-service professional development opportunities be developed for teachers to learn how to implement digital game-based learning effectively. Additionally, with the potential for simulations that address cross-cutting concepts in the next generation science standards, digital game-based learning should be explored in various science teaching and learning contexts.

Factors Influencing Learning Environments in an Integrated Experiential Program

NASA Astrophysics Data System (ADS)

Koci, Peter

The research conducted for this dissertation examined the learning environment of a specific high school program that delivered the explicit curriculum through an integrated experiential manner, which utilized field and outdoor experiences. The program ran over one semester (five months) and it integrated the grade 10 British Columbian curriculum in five subjects. A mixed methods approach was employed to identify the students' perceptions and provide richer descriptions of their experiences related to their unique learning environment. Quantitative instruments were used to assess changes in students' perspectives of their learning environment, as well as other supporting factors including students' mindfulness, and behaviours towards the environment. Qualitative data collection included observations, open-ended questions, and impromptu interviews with the teacher. The qualitative data describe the factors and processes that influenced the learning environment and give a richer, deeper interpretation which complements the quantitative findings. The research results showed positive scores on all the quantitative measures conducted, and the qualitative data provided further insight into descriptions of learning environment constructs that the students perceived as most important. A major finding was that the group cohesion measure was perceived by students as the most important attribute of their preferred learning environment. A flow chart was developed to help the researcher conceptualize how the learning environment, learning process, and outcomes relate to one another in the studied program. This research attempts to explain through the consideration of this case study: how learning environments can influence behavioural change and how an interconnectedness among several factors in the learning process is influenced by the type of learning environment facilitated. Considerably more research is needed in this area to understand fully the complexity learning environments and how they influence learning and behaviour. Keywords: learning environments; integrated experiential programs; environmental education.

Implementation of Content and Language Integrated Learning (CLIL) Programmes in Public Administration: Russian Students' and Matriculants' Opinion about Their First CLIL Experience

ERIC Educational Resources Information Center

Rubtcova, Mariia; Kaisarova, Valentina

2016-01-01

Content and Language Integrated Learning (CLIL) is a pedagogic approach that has developed in response to the demand for integrating education in both school/university subjects and language skills. Our paper is devoted to the implementation of CLIL programmes in Public Administration within a particular sociolinguistic context: that of Russian…

Designing and Evaluating Students' Transformative Learning

ERIC Educational Resources Information Center

Namaste, Nina B.

2017-01-01

Transformative learning hinges on navigating cognitive dissonance; thus, intercultural competency assignments and experiences need to be integrated into study abroad/away courses to help students process and make sense of the cognitive dissonance such an experience provides. Assignments, therefore, need to consciously and intentionally triangulate…

Students' Experiences of Learning in a Virtual Classroom

ERIC Educational Resources Information Center

Gedera, Dilani S. P.

2014-01-01

Online learning environments can offer learners opportunities for flexibility, interaction and collaboration distinctly different from face-to-face learning environments. However, the integration of educational technologies also presents challenges and concerns in relation to students' learning. This article attempts to develop a better…

Defining the Engaging Learning Experience from the Athletic Training Student Perspective

ERIC Educational Resources Information Center

Mazerolle, Stephanie M.; Bowman, Thomas G.; Benes, Sarah S.

2014-01-01

Context: Clinical experiences are an integral part of athletic training education and are where students gain the hands-on, practical knowledge and skills necessary to provide quality patient care in the field. However, some clinical education experiences may not allow athletic training students to become clinically integrated. Objective: To…

Student Perceptions and Attitudes about Community Service-Learning in the Teacher Training Curriculum

ERIC Educational Resources Information Center

Bender, Gerda; Jordaan, Rene

2007-01-01

Much of the international research on Community Service-Learning has investigated the benefits, outcomes, and learning experiences of students already engaged in service-learning projects and programmes. As there is scant research on students' attitudes to and perceptions of Service-Learning, before this learning became integrated into an academic…

Effects of Integrating Multimedia into the Third Grade Mathematics Curriculum to Improve Student Learning

ERIC Educational Resources Information Center

Liu, Yuliang

2012-01-01

This project was designed to test Mayer's multimedia theory in an elementary school to improve students' mathematics learning for low-income children. The study designed and developed two multimedia mathematics experiments in 3rd grade: 9's multiplication experiment and geometric solids experiment. The two experimental lessons were implemented in…

Creating an Alternate Reality: Critical, Creative, and Empathic Thinking Generated in the "Global Village Playground" Capstone Experience

ERIC Educational Resources Information Center

Dondlinger, Mary Jo; Wilson, Douglas A.

2012-01-01

The "Global Village Playground" ("GVP") was a capstone learning experience designed to address institutional assessment needs while providing an integrated and authentic learning experience for students aimed at fostering critical and creative thinking. In the "GVP", students work on simulated and real-world problems as a design team tasked with…

Mastering the Blend: A Professional Development Program for K-12 Teachers

ERIC Educational Resources Information Center

Moore, Michelle; Robinson, Heather A.; Sheffield, Anneliese; Phillips, Alana S.

2017-01-01

Blended learning is an instructional approach meant to enhance students' learning experiences by merging and deliberately integrating online technology into a face-to-face learning environment. With the increase in online instruction and blended learning comes the need for quality professional development programs that foster learning and…

Interpolated testing influences focused attention and improves integration of information during a video-recorded lecture.

PubMed

Jing, Helen G; Szpunar, Karl K; Schacter, Daniel L

2016-09-01

Although learning through a computer interface has become increasingly common, little is known about how to best structure video-recorded lectures to optimize learning. In 2 experiments, we examine changes in focused attention and the ability for students to integrate knowledge learned during a 40-min video-recorded lecture. In Experiment 1, we demonstrate that interpolating a lecture with memory tests (tested group), compared to studying the lecture material for the same amount of time (restudy group), improves overall learning and boosts integration of related information learned both within individual lecture segments and across the entire lecture. Although mind wandering rates between the tested and restudy groups did not differ, mind wandering was more detrimental for final test performance in the restudy group than in the tested group. In Experiment 2, we replicate the findings of Experiment 1, and additionally show that interpolated tests influence the types of thoughts that participants report during the lecture. While the tested group reported more lecture-related thoughts, the restudy group reported more lecture-unrelated thoughts; furthermore, lecture-related thoughts were positively related to final test performance, whereas lecture-unrelated thoughts were negatively related to final test performance. Implications for the use of interpolated testing in video-recorded lectures are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Barriers to Practical Learning in the Field: A Qualitative Study of Iranian Nursing Students' Experiences.

PubMed

Jahanpour, Faezeh; Azodi, Parviz; Azodi, Farzan; Khansir, Ali Akbar

2016-06-01

Clinical training is an integral part of nursing education; however, some studies have shown that it is not always efficient. This study aimed to find out the factors that can impede nursing students' clinical learning. In this qualitative study, data were collected via reflective journal writing. Purposeful sampling was used, and 12 senior nursing students were recruited to the study. The data were analyzed using a content analysis method. Three main categories were derived, including inappropriate communication, ineffective role models, and theory-practice gaps. Students perceived that inappropriate communication between instructors, staff members, and students had the greatest impact on student learning. The competence of clinical instructors and staff is an important factor affecting students' training. The clinical learning environment does not always integrate theory and practice together. Nursing students did not experience effective clinical learning. Having expert instructors and supportive communication are important factors in creating a clinical learning environment.

Learning STEM Through Integrative Visual Representations

NASA Astrophysics Data System (ADS)

Virk, Satyugjit Singh

Previous cognitive models of memory have not comprehensively taken into account the internal cognitive load of chunking isolated information and have emphasized the external cognitive load of visual presentation only. Under the Virk Long Term Working Memory Multimedia Model of cognitive load, drawing from the Cowan model, students presented with integrated animations of the key neural signal transmission subcomponents where the interrelationships between subcomponents are visually and verbally explicit, were hypothesized to perform significantly better on free response and diagram labeling questions, than students presented with isolated animations of these subcomponents. This is because the internal attentional cognitive load of chunking these concepts is greatly reduced and hence the overall cognitive load is less for the integrated visuals group than the isolated group, despite the higher external load for the integrated group of having the interrelationships between subcomponents presented explicitly. Experiment 1 demonstrated that integrating the subcomponents of the neuron significantly enhanced comprehension of the interconnections between cellular subcomponents and approached significance for enhancing comprehension of the layered molecular correlates of the cellular structures and their interconnections. Experiment 2 corrected time on task confounds from Experiment 1 and focused on the cellular subcomponents of the neuron only. Results from the free response essay subcomponent subscores did demonstrate significant differences in favor of the integrated group as well as some evidence from the diagram labeling section. Results from free response, short answer and What-If (problem solving), and diagram labeling detailed interrelationship subscores demonstrated the integrated group did indeed learn the extra material they were presented with. This data demonstrating the integrated group learned the extra material they were presented with provides some initial support for the assertion that chunking mediated the greater gains in learning for the neural subcomponent concepts over the control.

Using blended learning and out-of-school visits: pedagogies for effective science teaching in the twenty-first century

NASA Astrophysics Data System (ADS)

Coll, Sandhya Devi; Coll, Richard Kevin

2018-04-01

Background: Recent research and curriculum reforms have indicated the need for diversifying teaching approaches by drawing upon student interest and engagement in ways which makes learning science meaningful. Purpose: This study examines the integration of informal/free choice learning which occurred during learning experiences outside school (LEOS) with classroom learning using digital technologies. Specifically, the digital technologies comprised a learning management system (LMS), Moodle, which fits well with students' lived experiences and their digital world. Design and Method: This study examines three out-of-school visits to Informal Science Institutes (ISI) using a digitally integrated fieldtrip inventory (DIFI) Model. Research questions were analysed using thematic approach emerging along with semi-structured interviews, before, during and after the visit, and assessing students' learning experiences. Data comprised photographs, field notes, and unobtrusive observations of the classroom, wiki postings, student work books and teacher planning diaries. Results: We argue, that pre- and post-visit planning using the DIFI Model is more likely to engage learners, and the use of a digital learning platform was even more likely to encourage collaborative learning. The conclusion can also be drawn that students' level of motivation for collaborative learning positively correlates with their improvement in academic achievement.

When more is less: Feedback effects in perceptual category learning ☆

PubMed Central

Maddox, W. Todd; Love, Bradley C.; Glass, Brian D.; Filoteo, J. Vincent

2008-01-01

Rule-based and information-integration category learning were compared under minimal and full feedback conditions. Rule-based category structures are those for which the optimal rule is verbalizable. Information-integration category structures are those for which the optimal rule is not verbalizable. With minimal feedback subjects are told whether their response was correct or incorrect, but are not informed of the correct category assignment. With full feedback subjects are informed of the correctness of their response and are also informed of the correct category assignment. An examination of the distinct neural circuits that subserve rule-based and information-integration category learning leads to the counterintuitive prediction that full feedback should facilitate rule-based learning but should also hinder information-integration learning. This prediction was supported in the experiment reported below. The implications of these results for theories of learning are discussed. PMID:18455155

A Three-Year Journey: Lessons Learned from Integrating Teacher Preparation and Urban Studies

ERIC Educational Resources Information Center

Yontz, Brian D.

2012-01-01

This narrative outlines the process of how an independent liberal arts college integrated coursework and learning experiences focused on urban school teacher preparation with an existing university program in Urban Studies. Programmatic changes and additions to teacher education programs at independent liberal arts colleges are often very…

Learning through Real-World Problem Solving: The Power of Integrative Teaching.

ERIC Educational Resources Information Center

Nagel, Nancy G.

This book is based on the idea that curriculum development projects focused on integrated or interdisciplinary teaching within the context of real-world problem solving creates dynamics and meaningful learning experiences for students. The real-world, problem-solving units presented in this book were created by four intern teachers, their mentor…

STEM Integration in Middle School Life Science: Student Learning and Attitudes

ERIC Educational Resources Information Center

Guzey, S. Selcen; Moore, Tamara J.; Harwell, Michael; Moreno, Mario

2016-01-01

In many countries around the world, there has been an increasing emphasis on improving science education. Recent reform efforts in the USA call for teachers to integrate scientific and engineering practices into science teaching; for example, science teachers are asked to provide learning experiences for students that apply crosscutting concepts…

Integrating Music into Math in a Virtual Reality Game: Learning Fractions

ERIC Educational Resources Information Center

Lim, Taehyeong; Lee, Sungwoong; Ke, Fengfeng

2016-01-01

The purpose of this study was to investigate future teachers' experiences and perceptions of using a virtual reality game for elementary math education. The virtual reality game was designed and developed to integrate a musical activity (beat-making) into the math learning of fractions. Five math education major students participated in this…

Learning from Texts: Activation of Information from Previous Texts during Reading

ERIC Educational Resources Information Center

Beker, Katinka; Jolles, Dietsje; Lorch, Robert F., Jr.; van den Broek, Paul

2016-01-01

Learning often involves integration of information from multiple texts. The aim of the current study was to determine whether relevant information from previously read texts is spontaneously activated during reading, allowing for integration between texts (experiment 1 and 2), and whether this process is related to the representation of the texts…

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

ERIC Educational Resources Information Center

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

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

Promoting Student Learning through the Integration of Lab and Lecture: The Seamless Biology Curriculum

ERIC Educational Resources Information Center

Burrowes, Patricia; Nazario, Gladys

2008-01-01

The authors engaged in an education experiment to determine if the integration of lab and lecture activities in zoology and botany proved beneficial to student learning and motivation toward biology. Their results revealed that this strategy positively influenced students' academic achievement, conceptual understanding, and ability to apply…

Crossing Borders: Evaluating a Work Integrated Learning Project Involving Australian and Vietnamese Students

ERIC Educational Resources Information Center

Welch, Bernadette; Vo-Tran, Huan; Pittayachawan, Siddhi; Reynolds, Sue

2012-01-01

The value of work integrated learning (WIL) is well-established in the education of information management (IM) professionals. Adding value to WIL through cross-cultural or cross-disciplinary experiences is considered in this article. Using online communication, simulation activities, and onsite work, students from RMIT Melbourne and RMIT Ho Chi…

A Collaborative Model for Influencing the Technology Integration Behaviors and Dispositions of Preservice Social Studies Teachers

ERIC Educational Resources Information Center

Jones, Raymond; Cunningham, Ann; Stewart, Loraine Moses

2005-01-01

Collaboration among faculty can enhance the learning experience for preservice teachers and reinforce the integral role of technology in teaching, learning, and professional development in social studies education. Organized around the Performance Profiles outlined by the National Educational Technology Standards for Teachers (NETS[middle dot]T),…

A Cross-Sectional Study to Describe Academics' Confidence, Attitudes, and Experience of Online Distance Learning in Higher Education

ERIC Educational Resources Information Center

Harrison, Roger; Hutt, Ian; Thomas-Varcoe, Catherine; Motteram, Gary; Else, Kathryn; Rawlings, Barbara; Gemmell, Isla

2017-01-01

Previous research, mainly from North America and Asia, has highlighted how many academics in Higher Education Institutions (HEIs) are concerned about the academic integrity of online distance learning (ODL) compared with face-to-face-teaching and its impact on their work and the student learning experience. Far less is known about this topic for…

Together We Can Live and Learn. Living-Learning Communities as Integrated Curricular Experiences

ERIC Educational Resources Information Center

Dunn, Merrily S.; Dean, Laura A.

2013-01-01

This article briefly outlines the history of living-learning communities (LLC) in colleges and universities. It details conceptualization, design, implementation and assessment of such programs. Model recreation and leisure LLC are highlighted and discussed.

Facilitating Service Learning in the Online Technical Communication Classroom

ERIC Educational Resources Information Center

Nielsen, Danielle

2016-01-01

Drawing from the author's experience teaching online technical communication courses with an embedded service-learning component, this essay opens the discussion to the potential problems involved in designing online service-learning courses and provides practical approaches to integrating service learning into online coursework. The essay…

Modules as Learning Tools in Linear Algebra

ERIC Educational Resources Information Center

Cooley, Laurel; Vidakovic, Draga; Martin, William O.; Dexter, Scott; Suzuki, Jeff; Loch, Sergio

2014-01-01

This paper reports on the experience of STEM and mathematics faculty at four different institutions working collaboratively to integrate learning theory with curriculum development in a core undergraduate linear algebra context. The faculty formed a Professional Learning Community (PLC) with a focus on learning theories in mathematics and…

Capturing the Magic of Classroom Training in Blended Learning

ERIC Educational Resources Information Center

Laiken, Marilyn E.; Milland, Russ; Wagner, Jon

2014-01-01

Organizations today are faced with the challenges of expanding their traditional classroom-based approaches into blended learning experiences which integrate regular classrooms, virtual classrooms, social learning, independent reading, on the job learning and other methodologies. Our team converted a two-day classroom-based program, taught from…

Evaluating and Implementing Learning Environments: A United Kingdom Experience.

ERIC Educational Resources Information Center

Ingraham, Bruce; Watson, Barbara; McDowell, Liz; Brockett, Adrian; Fitzpatrick, Simon

2002-01-01

Reports on ongoing work at five universities in northeastern England that have been evaluating and implementing online learning environments known as virtual learning environments (VLEs) or managed learning environments (MLEs). Discusses do-it-yourself versus commercial systems; transferability; Web-based versus client-server; integration with…

The Impact of Simulation-Based Learning Experience on Critical Thinking Acquisition

ERIC Educational Resources Information Center

Rome, Candice

2012-01-01

The purpose of this comparative experimental project was to compare the impact of simulation-based learning experiences to traditional clinical rotations on critical thinking acquisition of associate nursing students within a maternal-child course. Innovative pedagogies have been integrated in nursing programs to augment inadequate clinical…

Students as Teachers: What Faculty Learn by Living on Campus

ERIC Educational Resources Information Center

Sriram, Rishi; Shushok, Frank, Jr.; Perkins, Jennifer; Scales, T. Laine

2011-01-01

In its recent history, American higher education has segmented the student experience, especially as research universities have grown in size and complexity. To increase the integration of undergraduate learning experiences, many efforts have combined the curricular and cocurricular worlds of students. In one practice, housing and residence life…

Virtually Exploring A Pillar Of Experimental Physics: The Hertz Experiment

NASA Astrophysics Data System (ADS)

Bonanno, A.; Sapia, P.; Camarca, M.; Oliva, A.

2008-05-01

In the present work we report on the implementation and early assessment of a multimedia learning object, developed using the Java programming language, which also integrates in a creative way some internet freely available educational resources, intended to support the teaching/learning process of the historical Hertz experiment.

Developing International Managers: The Contribution of Cultural Experience to Learning

ERIC Educational Resources Information Center

Townsend, Peter; Regan, Padraic; Li, Liang Liang

2015-01-01

Purpose: The purpose of this paper is to evaluate cultural experience as a learning strategy for developing international managers. Design/methodology/approach: Using an integrated framework, two quantitative studies, based on empirical methodology, are conducted. Study 1, with an undergraduate sample situated in the Asia Pacific, aimed to examine…

Young Children Learning for the Environment: Researching a Forest Adventure

ERIC Educational Resources Information Center

Gambino, Agatha; Davis, Julie; Rowntree, Noeleen

2009-01-01

Field experiences for young children are an ideal medium for environmental education/education for sustainability because of opportunities for direct experience in nature, integrated learning, and high community involvement. This research documented the development--in 4-5 year old Prep children--of knowledge, attitudes and actions/advocacy in…

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

ERIC Educational Resources Information Center

Reed, Chris

2003-01-01

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

Solving Real World Problems with Alternate Reality Gaming: Student Experiences in the Global Village Playground Capstone Course Design

ERIC Educational Resources Information Center

Dondlinger, Mary Jo; McLeod, Julie K.

2015-01-01

The Global Village Playground (GVP) was a capstone learning experience designed to address institutional assessment needs while providing an integrated and authentic learning experience for students aimed at fostering complex problem solving, as well as critical and creative thinking. In the GVP, students work on simulated and real-world problems…

Game-Based Learning Engagement: A Theory- and Data-Driven Exploration

ERIC Educational Resources Information Center

Ke, Fengfeng; Xie, Kui; Xie, Ying

2016-01-01

The promise of using games for learning is that play- and learning-engagement would occur cohesively as a whole to compose a highly motivated learning experience. Yet the conceptualization of such an integrative process in the development of play-based learning engagement is lacking. In this analytical paper, we explored and conceptualized the…

Connecting intentional learning and cardiac specialty practice: The experiences of bachelor of science in nursing students.

PubMed

Rush, Kathy L; Wilson, Ryan; Costigan, Jeannine; Bannerman, Maggie; Donnelly, Sarah

2016-09-01

Internationally pre-registration education programs have ranged from entirely specialist to entirely generalist with varying degrees of specialty preparation in between. Students in generalist programs with specialty practice options may benefit from novel pedagogical approaches, such as intentional learning, to ease the transition from generalist to specialist practice. The purpose of this qualitative descriptive study was to understand undergraduate students' experiences of intentional learning in a 4-week consolidated cardiac specialty practicum. Eight students (7 females, 1 male) participated in a combination of weekly Blackboard discussions and an end-of-practicum focus group and completed a competency self-rating. Students had marred expectations about the integration of intentional learning in their specialty practice experience. They reflected advantages and disadvantages of both intentional and total patient care learning models but worked with their instructor to find the right balance that maximized learning. Students identified features that maximized intentional learning including open-ended questions, using learning versus workspaces, receiving feedback, and integrating peer interaction. Despite advancing their confidence and competence in specialty practice students remained anxious about their ability to assume the role of the graduate nurse in a years' time. Preparing a generalist nurse for the workforce needs to be balanced with meeting students' needs and increasing professional demands for specialty experiences in undergraduate nurse education programs. Copyright © 2016 Elsevier Ltd. All rights reserved.

Learning-dependent plasticity with and without training in the human brain.

PubMed

Zhang, Jiaxiang; Kourtzi, Zoe

2010-07-27

Long-term experience through development and evolution and shorter-term training in adulthood have both been suggested to contribute to the optimization of visual functions that mediate our ability to interpret complex scenes. However, the brain plasticity mechanisms that mediate the detection of objects in cluttered scenes remain largely unknown. Here, we combine behavioral and functional MRI (fMRI) measurements to investigate the human-brain mechanisms that mediate our ability to learn statistical regularities and detect targets in clutter. We show two different routes to visual learning in clutter with discrete brain plasticity signatures. Specifically, opportunistic learning of regularities typical in natural contours (i.e., collinearity) can occur simply through frequent exposure, generalize across untrained stimulus features, and shape processing in occipitotemporal regions implicated in the representation of global forms. In contrast, learning to integrate discontinuities (i.e., elements orthogonal to contour paths) requires task-specific training (bootstrap-based learning), is stimulus-dependent, and enhances processing in intraparietal regions implicated in attention-gated learning. We propose that long-term experience with statistical regularities may facilitate opportunistic learning of collinear contours, whereas learning to integrate discontinuities entails bootstrap-based training for the detection of contours in clutter. These findings provide insights in understanding how long-term experience and short-term training interact to shape the optimization of visual recognition processes.

The Impact of Teachers' Age, Gender and Experience on the Use of Information and Communication Technology in EFL Teaching

ERIC Educational Resources Information Center

Mahdi, Hassan Saleh; Al-Dera, Abdullah Sa'ad

2013-01-01

The integration of information and communication technology (ICT) into language teaching and learning depends on many factors. Some of these factors are associated with teachers. Teachers play a crucial role in the integration of ICT. This study investigates the impact of teacher's age, experience, and gender on the integration of ICT into…

Teaching with Videogames: How Experience Impacts Classroom Integration

ERIC Educational Resources Information Center

Bell, Amanda; Gresalfi, Melissa

2017-01-01

Digital games have demonstrated great potential for supporting students' learning across disciplines. But integrating games into instruction is challenging and requires teachers to shift instructional practices. One factor that contributes to the successful use of games in a classroom is teachers' experience implementing the technologies. But how…

Argumentation Based Joint Learning: A Novel Ensemble Learning Approach

PubMed Central

Xu, Junyi; Yao, Li; Li, Le

2015-01-01

Recently, ensemble learning methods have been widely used to improve classification performance in machine learning. In this paper, we present a novel ensemble learning method: argumentation based multi-agent joint learning (AMAJL), which integrates ideas from multi-agent argumentation, ensemble learning, and association rule mining. In AMAJL, argumentation technology is introduced as an ensemble strategy to integrate multiple base classifiers and generate a high performance ensemble classifier. We design an argumentation framework named Arena as a communication platform for knowledge integration. Through argumentation based joint learning, high quality individual knowledge can be extracted, and thus a refined global knowledge base can be generated and used independently for classification. We perform numerous experiments on multiple public datasets using AMAJL and other benchmark methods. The results demonstrate that our method can effectively extract high quality knowledge for ensemble classifier and improve the performance of classification. PMID:25966359

Differential impact of relevant and irrelevant dimension primes on rule-based and information-integration category learning.

PubMed

Grimm, Lisa R; Maddox, W Todd

2013-11-01

Research has identified multiple category-learning systems with each being "tuned" for learning categories with different task demands and each governed by different neurobiological systems. Rule-based (RB) classification involves testing verbalizable rules for category membership while information-integration (II) classification requires the implicit learning of stimulus-response mappings. In the first study to directly test rule priming with RB and II category learning, we investigated the influence of the availability of information presented at the beginning of the task. Participants viewed lines that varied in length, orientation, and position on the screen, and were primed to focus on stimulus dimensions that were relevant or irrelevant to the correct classification rule. In Experiment 1, we used an RB category structure, and in Experiment 2, we used an II category structure. Accuracy and model-based analyses suggested that a focus on relevant dimensions improves RB task performance later in learning while a focus on an irrelevant dimension improves II task performance early in learning. © 2013.

Learning from Simulation Design to Develop Better Experiential Learning Initiatives: An Integrative Approach

ERIC Educational Resources Information Center

Canhoto, Ana Isabel; Murphy, Jamie

2016-01-01

Simulations offer engaging learning experiences, via the provision of feedback or the opportunities for experimentation. However, they lack important attributes valued by marketing educators and employers. This article proposes a "back to basics" look at what constitutes an effective experiential learning initiative. Drawing on the…

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…

The Implications of Service-Learning for Technology Studies.

ERIC Educational Resources Information Center

Folkestad, James E.; Senior, Bolivar A.; DeMirana, Michael A.

2002-01-01

A "toys for tots" service-learning experience integrated into an industrial technology management course required development and planning using a process planning and costing model and work with a variety of stakeholders including an Even-Start learning center. Challenges include the lack of service-learning precedent in technology studies and…

Enhancing Integrative Experiences: Evidence of Student Perceptions of Learning Gains from Cross-Course Interactions

ERIC Educational Resources Information Center

Wingert, Jason R.; Wasileski, Sally A.; Peterson, Karin; Mathews, Leah Greden; Lanou, Amy Joy; Clarke, David

2011-01-01

This article offers food for thought on a strategy used by seven faculty to enhance students' integrative learning by offering cross-course, cross-disciplinary projects and shared activities focused on food. The faculty teach a cluster of ten courses in natural sciences, health sciences, social sciences and humanities that address food themes.…

Integrating Big Questions with Real-World Applications: Gradual Redesign in Philosophy and Art History

ERIC Educational Resources Information Center

Rose, Marice; Torosyan, Roben

2009-01-01

As a philosopher and an art historian, the authors decided to record their experience after discovering they shared similar journeys changing their courses. They had both been dissatisfied with their students' learning outcomes and their own tired patterns of teaching. After learning about Dee Fink's (2003) integrated course design (ICD) and his…

A Decade of Technology Enhanced Learning at the University of Dar es Salaam, Tanzania: Challenges, Achievements, and Opportunities

ERIC Educational Resources Information Center

Mtebe, Joel S.; Raphael, Christina

2017-01-01

For a decade past, integration of technology in teaching and learning has been received with both apprehension and skeptism from academics and student majority at the University of Dar es Salaam (UDSM). The study recounts real, professional and practical experiences, challenges, and opportunities of integrating educational technologies using…

Exploring Evidence of Reflective Thinking in Student Artifacts of Blogging-Mapping Tool: A Design-Based Research Approach

ERIC Educational Resources Information Center

Xie, Ying; Sharma, Priya

2011-01-01

Reflective learning can assist a learner's purposeful and conscious manipulation of ideas toward meaningful learning and knowledge integration. Blogs have been used to support reflection, but Blogs usually do not provide overt mechanisms for students to make connections between different parts of an experience, which is integral to reflective…

Productive Extension of Semantic Memory in School-Aged Children: Relations with Reading Comprehension and Deployment of Cognitive Resources

ERIC Educational Resources Information Center

Bauer, Patricia J.; Blue, Shala N.; Xu, Aoxiang; Esposito, Alena G.

2016-01-01

We investigated 7- to 10-year-old children's productive extension of semantic memory through self-generation of new factual knowledge derived through integration of separate yet related facts learned through instruction or through reading. In Experiment 1, an experimenter read the to-be-integrated facts. Children successfully learned and…

The impact of category structure and training methodology on learning and generalizing within-category representations.

PubMed

Ell, Shawn W; Smith, David B; Peralta, Gabriela; Hélie, Sébastien

2017-08-01

When interacting with categories, representations focused on within-category relationships are often learned, but the conditions promoting within-category representations and their generalizability are unclear. We report the results of three experiments investigating the impact of category structure and training methodology on the learning and generalization of within-category representations (i.e., correlational structure). Participants were trained on either rule-based or information-integration structures using classification (Is the stimulus a member of Category A or Category B?), concept (e.g., Is the stimulus a member of Category A, Yes or No?), or inference (infer the missing component of the stimulus from a given category) and then tested on either an inference task (Experiments 1 and 2) or a classification task (Experiment 3). For the information-integration structure, within-category representations were consistently learned, could be generalized to novel stimuli, and could be generalized to support inference at test. For the rule-based structure, extended inference training resulted in generalization to novel stimuli (Experiment 2) and inference training resulted in generalization to classification (Experiment 3). These data help to clarify the conditions under which within-category representations can be learned. Moreover, these results make an important contribution in highlighting the impact of category structure and training methodology on the generalization of categorical knowledge.

Examining the Effects of Learning Styles, Epistemic Beliefs and the Computational Experiment Methodology on Learners' Performance Using the Easy Java Simulator Tool in STEM Disciplines

ERIC Educational Resources Information Center

Psycharis, Sarantos; Botsari, Evanthia; Chatzarakis, George

2014-01-01

Learning styles are increasingly being integrated into computational-enhanced earning environments and a great deal of recent research work is taking place in this area. The purpose of this study was to examine the impact of the computational experiment approach, learning styles, epistemic beliefs, and engagement with the inquiry process on the…

Needs Assessments: An Integrated Assignment in Civic Service

ERIC Educational Resources Information Center

Norris, Debra S.; Schwartz, Charles L.

2009-01-01

An undergraduate social work program developed a service-learning experience in partnership with a local United Way organization to complete a community needs assessment project. The experience integrated the curricula of a social work research methods course and a generalist-macro practice course with the principles and actions of experiential…

Architecture. Intermediate ThemeWorks. An Integrated Activity Bank.

ERIC Educational Resources Information Center

Stewart, Kelly

This resource book offers an activity bank of learning experiences related to the theme of architecture. The activities, which are designed for use with students in grades 4-6, require active engagement of the students and integrate language arts, mathematics, science, social studies, and art experiences. Activities exploring the architectural…

Characters and clues: Factors affecting children’s extension of knowledge through integration of separate episodes

PubMed Central

Bauer, Patricia J.; King, Jessica E.; Larkina, Marina; Varga, Nicole L.; White, Elizabeth A.

2012-01-01

Children build up knowledge about the world and also remember individual episodes. How individual episodes during which children learn new things become integrated with one another to form general knowledge is only beginning to be explored. Integration between separate episodes is called on in educational contexts and in everyday life as a major means of extending knowledge and organizing information. Bauer and San Souci (2010) provided an initial demonstration that 6-year-olds extend their knowledge by integrating between separate but related episodes; the episodes shared a high level of surface similarity. Experiments 1A and 1B of the current research were tests of integration under low and high levels of surface similarity, respectively. In Experiment 1A, when surface similarity of the episodes was low, 6-year-olds integrated between passages of text, yet their performance was not as robust as observed previously. In Experiment 1B, when surface similarity of the episodes was high, a replication of Bauer and San Souci’s results was observed. In Experiment 2, we tested whether a “hint” to consult the information learned in the passages improved performance even when surface level similarity was low. The hint had a strong facilitating effect. Possible mechanisms of integration between separate yet related episodes are discussed. PMID:22153911

What Seams Do We Remove in Mobile-Assisted Seamless Learning? A Critical Review of the Literature

ERIC Educational Resources Information Center

Wong, Lung-Hsiang; Looi, Chee-Kit

2011-01-01

Seamless learning refers to the seamless integration of the learning experiences across various dimensions including formal and informal learning contexts, individual and social learning, and physical world and cyberspace. Inspired by the exposition by Chan et al. (2006) on the seamless learning model supported by the setting of one or more mobile…

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.

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

ERIC Educational Resources Information Center

Wilson, Kimberley Luanne; Boldeman, Suzi Ursula

2012-01-01

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

Integrating E-Learning 2.0 into Online Courses

ERIC Educational Resources Information Center

Yuen, Steve Chi-Yin

2014-01-01

This paper provides an overview of e-learning 2.0 concepts and presents a case study that involves the design, development, and teaching of two online courses based on e-learning 2.0 concepts. The design and the construction of e-learning 2.0 courses, and their effects on the students' learning experience are examined. In addition, students'…

Learning Processes in the Professional Development of Mental Health Counselors: Knowledge Restructuring and Illness Script Formation

ERIC Educational Resources Information Center

Strasser, Josef; Gruber, Hans

2015-01-01

An important part of learning processes in the professional development of counselors is the integration of declarative knowledge and professional experience. It was investigated in-how-far mental health counselors at different levels of expertise (experts, intermediates, novices) differ in their availability of experience-based knowledge…

The Node Acquisition and Integration Technique: A Node-Link Based Teaching/Learning Strategy.

ERIC Educational Resources Information Center

Diekhoff, George M.

This paper presents the results of three experiments conducted in connection with development of a node-link based teaching/learning strategy. In experiment 1, subjects were instructed to either define concepts selected from a unit of introductory psychology or to describe the relationships existing between pairs of concepts. The cognitive…

Filmmakers' Experiences in Learning the Art of Teaching Filmmaking

ERIC Educational Resources Information Center

Gorbe, Dorothy Catherine

2010-01-01

The purpose of this study was to explore with 25 filmmakers their perceptions of how they learned to develop the competencies needed to become proficient filmmakers-as-educators. Hence, this study describes (I) the filmmakers-as-educators' competency development as they integrated filmmaking into teaching film, and (2) key experiences that…

Novel Word Lexicalization and the Prime Lexicality Effect

ERIC Educational Resources Information Center

Qiao, Xiaomei; Forster, Kenneth I.

2013-01-01

This study investigates how newly learned words are integrated into the first-language lexicon using masked priming. Two lexical decision experiments are reported, with the aim of establishing whether newly learned words behave like real words in a masked form priming experiment. If they do, they should show a prime lexicality effect (PLE), in…

"Now the Pieces Are in Place...": Learning through Personal Storytelling in the Adult Classroom

ERIC Educational Resources Information Center

Clark, M. Carolyn; Rossiter, Marsha

2006-01-01

This article examines the potential of personal storytelling as a pedagogical method. When incorporated into the educational experience, autobiographical stories serve as a primary and fruitful link between lived experience and curricular content, a connection integral to adult learning. These stories enable learners to identify congruencies and…

Becoming Physics People: Development of Integrated Physics Identity through the Learning Assistant Experience

ERIC Educational Resources Information Center

Close, Eleanor W.; Conn, Jessica; Close, Hunter G.

2016-01-01

In this study, we analyze the experience of students in the Physics Learning Assistant (LA) program at Texas State University in terms of the existing theoretical frameworks of "community of practice" and "physics identity," and explore the implications suggested by these theories for LA program adoption and adaptation.…

Structure Learning in Bayesian Sensorimotor Integration

PubMed Central

Genewein, Tim; Hez, Eduard; Razzaghpanah, Zeynab; Braun, Daniel A.

2015-01-01

Previous studies have shown that sensorimotor processing can often be described by Bayesian learning, in particular the integration of prior and feedback information depending on its degree of reliability. Here we test the hypothesis that the integration process itself can be tuned to the statistical structure of the environment. We exposed human participants to a reaching task in a three-dimensional virtual reality environment where we could displace the visual feedback of their hand position in a two dimensional plane. When introducing statistical structure between the two dimensions of the displacement, we found that over the course of several days participants adapted their feedback integration process in order to exploit this structure for performance improvement. In control experiments we found that this adaptation process critically depended on performance feedback and could not be induced by verbal instructions. Our results suggest that structural learning is an important meta-learning component of Bayesian sensorimotor integration. PMID:26305797

Immediate lexical integration of novel word forms

PubMed Central

Kapnoula, Efthymia C.; McMurray, Bob

2014-01-01

It is well known that familiar words inhibit each other during spoken word recognition. However, we do not know how and under what circumstances newly learned words become integrated with the lexicon in order to engage in this competition. Previous work on word learning has highlighted the importance of offline consolidation (Gaskell & Dumay, 2003) and meaning (Leach & Samuel, 2007) to establish this integration. In two experiments we test the necessity of these factors by examining the inhibition between newly learned items and familiar words immediately after learning. Participants learned a set of nonwords without meanings in active (Exp 1) or passive (Exp 2) exposure paradigms. After training, participants performed a visual world paradigm task to assess inhibition from these newly learned items. An analysis of participants’ fixations suggested that the newly learned words were able to engage in competition with known words without any consolidation. PMID:25460382

The flying classroom - a cost effective integrated approach to learning and teaching flight dynamics

NASA Astrophysics Data System (ADS)

Bromfield, Michael A.; Belberov, Aleksandar

2017-11-01

In the UK, the Royal Aeronautical Society recommends the inclusion of practical flight exercises for accredited undergraduate aerospace engineering programmes to enhance learning and student experience. The majority of academic institutions teaching aerospace in the UK separate the theory and practice of flight dynamics with students attending a series of lectures supplemented by an intensive one-day flight exercise. Performance and/or handling qualities flight tests are performed in a dedicated aircraft fitted with specialist equipment for the recording and presentation of flight data. This paper describes an innovative approach to better integrate theory and practice and the use of portable Commercial-off-The-Shelf (COTS) technologies to enable a range of standard, unmodified aircraft to be used. The integration of theory and practice has enriched learning and teaching, improved coursework grades and the student experience. The use of COTS and unmodified aircraft has reduced costs and enabled increased student participation.

Capturing the Integration of Practice-Based Learning with Beliefs, Values, and Attitudes using Modified Concept Mapping.

PubMed

Mcnaughton, Susan; Barrow, Mark; Bagg, Warwick; Frielick, Stanley

2016-01-01

Practice-based learning integrates the cognitive, psychomotor, and affective domains and is influenced by students' beliefs, values, and attitudes. Concept mapping has been shown to effectively demonstrate students' changing concepts and knowledge structures. This article discusses how concept mapping was modified to capture students' perceptions of the connections between the domains of thinking and knowing, emotions, behavior, attitudes, values, and beliefs and the specific experiences related to these, over a period of eight months of practice-based clinical learning. The findings demonstrate that while some limitations exist, modified concept mapping is a manageable way to gather rich data about students' perceptions of their clinical practice experiences. These findings also highlight the strong integrating influence of beliefs and values on other areas of practice, suggesting that these need to be attended to as part of a student's educational program.

Capturing the Integration of Practice-Based Learning with Beliefs, Values, and Attitudes using Modified Concept Mapping

PubMed Central

Mcnaughton, Susan; Barrow, Mark; Bagg, Warwick; Frielick, Stanley

2016-01-01

Practice-based learning integrates the cognitive, psychomotor, and affective domains and is influenced by students’ beliefs, values, and attitudes. Concept mapping has been shown to effectively demonstrate students’ changing concepts and knowledge structures. This article discusses how concept mapping was modified to capture students’ perceptions of the connections between the domains of thinking and knowing, emotions, behavior, attitudes, values, and beliefs and the specific experiences related to these, over a period of eight months of practice-based clinical learning. The findings demonstrate that while some limitations exist, modified concept mapping is a manageable way to gather rich data about students’ perceptions of their clinical practice experiences. These findings also highlight the strong integrating influence of beliefs and values on other areas of practice, suggesting that these need to be attended to as part of a student's educational program. PMID:29349311

International academic service learning: lessons learned from students' travel experiences of diverse cultural and health care practices in morocco.

PubMed

Kaddoura, Mahmoud; Puri, Aditi; Dominick, Christine A

2014-01-01

Academic service learning (ASL) is an active teaching-learning approach to engage students in meaningful hands-on activities to serve community-based needs. Nine health professions students from a private college and a private university in the northeastern United States volunteered to participate in an ASL trip to Morocco. The participants were interviewed to reflect on their experiences. This article discusses the lessons learned from students' ASL experiences regarding integrating ASL into educational programs. The authors recommend a paradigm shift in nursing and dental hygiene curricula to appreciate diversity and promote cultural competency, multidisciplinary teamwork, and ethics-based education. Copyright 2014, SLACK Incorporated.

Enhanced Multisensory Integration and Motor Reactivation after Active Motor Learning of Audiovisual Associations

ERIC Educational Resources Information Center

Butler, Andrew J.; James, Thomas W.; James, Karin Harman

2011-01-01

Everyday experience affords us many opportunities to learn about objects through multiple senses using physical interaction. Previous work has shown that active motor learning of unisensory items enhances memory and leads to the involvement of motor systems during subsequent perception. However, the impact of active motor learning on subsequent…

Creating Significant Learning Experiences in a Large Undergraduate Psychology Class: A Pilot Study

ERIC Educational Resources Information Center

Fallahi, Carolyn R.; LaMonaca, Frank H., Jr.

2009-01-01

The authors redesigned a Lifespan Development course using Fink's (2003) taxonomy of significant learning and measured changes across his six domains: Knowledge, Application, Integration, Human Dimension, Caring, and Learning How to Learn. Using case studies and group work, 151 undergraduates completed identical pre- and post-tests that measured…

Equipping Novice Teachers with a Learning Map to Enhance Teaching Practice

ERIC Educational Resources Information Center

Xu, Zhe; Gu, Xiaoqing

2017-01-01

Using tools to support learning design has been proven feasible in improving the integration of technology into the curriculum. However, novice teachers are faced with two major issues, including their limited experience in learning design and limited ability in using new technologies. Learning map is explored and developed in e-Textbooks to…

Curricular Learning Communities and Unprepared Students: How Faculty Can Provide a Foundation for Success

ERIC Educational Resources Information Center

Engstrom, Cathy McHugh

2008-01-01

The pedagogical assumptions and teaching practices of learning community models reflect exemplary conditions for learning, so using these models with unprepared students seems desirable and worthy of investigation. This chapter describes the key role of faculty in creating active, integrative learning experiences for students in basic skills…

Applications of Cognitive Load Theory to Multimedia-Based Foreign Language Learning: An Overview

ERIC Educational Resources Information Center

Chen, I-Jung; Chang, Chi-Cheng; Lee, Yen-Chang

2009-01-01

This article reviews the multimedia instructional design literature based on cognitive load theory (CLT) in the context of foreign language learning. Multimedia are of particular importance in language learning materials because they incorporate text, image, and sound, thus offering an integrated learning experience of the four language skills…

Evaluating the Development of Science Research Skills in Work-Integrated Learning through the Use of Workplace Science Tools

ERIC Educational Resources Information Center

McCurdy, Susan M.; Zegwaard, Karsten E.; Dalgety, Jacinta

2013-01-01

Concept understanding, the development of analytical skills and a research mind set are explored through the use of academic tools common in a tertiary science education and relevant work-integrated learning (WIL) experiences. The use and development of the tools; laboratory book, technical report, and literature review are examined by way of…

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.…

Hybrid Learning Environments: Merging Learning and Work Processes to Facilitate Knowledge Integration and Transitions. OECD Education Working Papers, No. 81

ERIC Educational Resources Information Center

Zitter, Ilya; Hoeve, Aimee

2012-01-01

This paper deals with the problematic nature of the transition between education and the workplace. A smooth transition between education and the workplace requires learners to develop an integrated knowledge base, but this is problematic as most educational programmes offer knowledge and experiences in a fragmented manner, scattered over a…

Increasing Employability by Implementing a Work-Integrated Learning Partnership Model in South Africa--A Student Perspective

ERIC Educational Resources Information Center

Taylor, Susanne; Govender, Cookie M.

2017-01-01

In South Africa, 70 per cent of the population is under 35 years old. South Africa has a vision to increase youth employment by focusing on education, training and skills development that will promote employment opportunities. A work-integrated learning (WIL) partnership model was developed to provide students with work experience and to increase…

Thinking Skills by Design: Using a Capstone ePortfolio to Promote Reflection, Critical Thinking, and Curriculum Integration

ERIC Educational Resources Information Center

Morreale, Cathleen; Van Zile-Tamsen, Carol; Emerson, Cheryl A.; Herzog, Matthew

2017-01-01

A capstone ePortfolio is a digital space where students can gather and integrate their learning experiences from their undergraduate careers into a meaningful whole, demonstrate their growth as learners, and connect their learning to the world. The process of creating a capstone ePortfolio equips students with the digital composition skills…

An Integrative Experiential Learning Project in the Undergraduate Branding Course: Creating a Marketing Department Brochure

ERIC Educational Resources Information Center

Craciun, Georgiana; Corrigan, Hope Bober

2010-01-01

This article introduces a selective approach to curriculum integration that consists of linking the subject matter of a new course with knowledge and skills acquired in two or more completed courses to create a deeper and richer learning experience. Benefits and challenges of the selective approach and an example of implementing an integrative…

A Work-Integrated Learning (WIL) Framework to Develop Graduate Skills and Attributes in an Australian University's Accounting Program

ERIC Educational Resources Information Center

Leong, Raymond; Kavanagh, Marie

2013-01-01

Universities are being placed under increasing pressure to produce employable work ready graduates who are able to cope in a rapidly changing work environment. This has resulted in universities offering their undergraduate students the opportunity to gain business acumen and real world experience by undertaking work-integrated learning (WIL) as…

Integrative Learning: Putting the Pieces Together Again. Carnegie Perspectives

ERIC Educational Resources Information Center

Huber, Mary Taylor; Breen, Molly

2007-01-01

As one means to combat the dis-integration of the undergraduate experience, the authors make a case for the kinds of integrated education needed to prepare students to respond creatively and with commitment to our society's most critical challenges.

Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linköping, Sweden.

PubMed

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

2002-05-01

Problem-based learning (PBL), combined with early patient contact, multiprofessional education and emphasis on development of communications skills, has become the basis for the medical curriculum at the Faculty of Health Sciences in Linköping (FHS), Sweden, which was started in 1986. Important elements in the curriculum are vertical integration, i.e. integration between the clinical and basic science parts of the curriculum and horizontal integration between different subject areas. This article discusses the importance of vertical integration in an undergraduate medical curriculum, according to experiences from the Faculty of Health Sciences in Linköping, and also give examples on how it has been implemented during the latest 15 years. Results and views put forward in published articles concerning vertical integration within undergraduate medical education are discussed in relation to the experiences in Linköping. Vertical integration between basic sciences and clinical medicine in a PBL setting has been found to stimulate profound rather than superficial learning, and thereby stimulates better understanding of important biomedical principles. Integration probably leads to better retention of knowledge and the ability to apply basic science principles in the appropriate clinical context. Integration throughout the whole curriculum entails a lot of time and work in respect of planning, organization and execution. The teachers have to be deeply involved and enthusiastic and have to cooperate over departmental borders, which may produce positive spin-off effects in teaching and research but also conflicts that have to be resolved. The authors believe vertical integration supports PBL and stimulates deep and lifelong learning.

Soldier Development Following Negative Cross-Cultural Experiences: An Integrated Review of the Literature

DTIC Science & Technology

2014-03-01

and Practice, 10, 125-143. Bandura , A., (1997). Self-efficacy: Toward a unifying theory of behavioral social change. Psychology Review, 84, 191-21...external stimuli from interactions with people or in particular situations can also promote learning that results in social or procedural outcomes, such...behavior and can reduce the probability of learning from social interaction. Control. Learning from experience as a team depends heavily on the degree

Learning community health nursing concepts from clinical experience.

PubMed

Lasater, Kathie; Luce, Linda; Volpin, Miriam; Terwilliger, Allison; Wild, Jackson

2007-01-01

Clinical faculty often struggle to design competency demonstrations that promote quality learning experiences. A nursing program in Oregon combined mental health and community health nursing practica and required well-planned, integrated competency demonstrations. This requirement became the impetus for students to promote the health of clients and learn clinical concepts that are difficult to experience in a typical term. Faculty coached students to make a significant contribution that would last beyond their clinical practica. A case study in competency demonstration design is described, and implications for curriculum development are presented.

Integrating Emotion and Cognition in Successful Service Learning: A Complex System Approach (Invited)

NASA Astrophysics Data System (ADS)

Raia, F.

2010-12-01

Service-learning (S-L) has evolved as valuable pedagogic concept during the last two decades, based on the hypothesis that learning can best be accomplished when placed in the context of real-life social settings, e.g. schools, production, research, healthcare etc. What students learn in the academic course/context must be elaborated in the context of the S-L experience. In return for the authentic learning experience, the learner provides the service-provider with a "free" service. This reciprocality makes service-learning an appealing concept. Because of its attractive "win-win" design, the field of service-learning is continuously expanding. At a major public university CCNY with a very diverse student population, we were interested in developing and participating in S-L experience in the field of Earth System Science. We designed an upper level undergraduate course - Environmental Soil Science for Urban Sustainability - specifically targeted to students of Earth Science, Engineering, Economics and, Political Sciences to support environmental entrepreneurship. Specifically, we integrated S-L activities in the exploration of soil studies and urban agriculture. Students worked together in small groups both in class and for their S-L experience (30 hours) with urban garden and agriculture organizations. Students were required to apply the content learned in the academic course providing soil testing and soil evaluation to the partners, generate reports through a series of homework assignments and journal entries connecting three major components: Community Service, Personal Experience and Course Content. Our experience with this course shows the following results: S-L must be considered a complex system characterized by the continually changing interactions among the above mentioned three major components and three social and academic diverse groups of people involved: Students, Service-Providers and Academic Instructors. Because experience alone does not produce learning, this system requires participants to elaborate and connect the three major components and continually update, modify and build on the learning experience and personal growth. Critical reflection activities are considered to be a powerful tool to bridge community service activities and the educational content. Reflection activities gauge students’ expectations, thoughts and understanding and, by making these evident to the students, can reveal less obvious aspects of the experience and support different interpretations of an event. However, in the form of critical reflection, they tend to exclude the role emotion may play throughout the learning process specifically for one of the three components -Personal Growth. Moreover, in the last decade neuroscience and psychology research shows that emotion is indispensable for conceiving rational thoughts, understanding and memory development and that a purely cognitive view on learning is not working. In our course we strove to design reflections that involve emotion and cognition and their interdependence in connecting the three components of S-L. A complex system approach is fundamental when challenges of integrating emotion and cognition in Service Learning need to be addressed.

Teaching Technology Integration to K-12 Educators: A "Gamified" Approach

ERIC Educational Resources Information Center

Kopcha, Theodore J.; Ding, Lu; Neumann, Kalianne L.; Choi, Ikseon

2016-01-01

The purpose of this paper is to present the course design and evaluative data associated with the learning experiences of practicing teachers engaged in a gamified approach to a graduate level course on technology integration. Twenty-two teachers across three offerings of the course completed a survey examining their experience with the gamified…

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'…

Embedding Technology in Translation Teaching: Evaluative Considerations for Courseware Integration

ERIC Educational Resources Information Center

Barr, David

2013-01-01

This article shall discuss a number of factors to be considered in the process of integrating computer technology into the student language learning experience. It examines research on student attitudes and the factors that affect student engagement with the technology before looking at the experiences of a project undertaken at the University of…

Integration of Technology, Curriculum, and Professional Development for Advancing Middle School Mathematics: Three Large-Scale Studies

ERIC Educational Resources Information Center

Roschelle, Jeremy; Shechtman, Nicole; Tatar, Deborah; Hegedus, Stephen; Hopkins, Bill; Empson, Susan; Knudsen, Jennifer; Gallagher, Lawrence P.

2010-01-01

The authors present three studies (two randomized controlled experiments and one embedded quasi-experiment) designed to evaluate the impact of replacement units targeting student learning of advanced middle school mathematics. The studies evaluated the SimCalc approach, which integrates an interactive representational technology, paper curriculum,…

Computer Simulations: An Integrating Tool.

ERIC Educational Resources Information Center

Bilan, Bohdan J.

This introduction to computer simulations as an integrated learning experience reports on their use with students in grades 5 through 10 using commercial software packages such as SimCity, SimAnt, SimEarth, and Civilization. Students spent an average of 60 hours with the simulation games and reported their experiences each week in a personal log.…

Integrating Worked Examples into Problem Posing in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Hsiao, Ju-Yuan; Hung, Chun-Ling; Lan, Yu-Feng; Jeng, Yoau-Chau

2013-01-01

Most students always lack of experience and perceive difficult regarding problem posing. The study hypothesized that worked examples may have benefits for supporting students' problem posing activities. A quasi-experiment was conducted in the context of a business mathematics course for examining the effects of integrating worked examples into…

Higher Education Cooperation in ASEAN: Building towards Integration or Manufacturing Consent?

ERIC Educational Resources Information Center

Feuer, Hart N.; Hornidge, Anna-Katharina

2015-01-01

The triad of cooperation, international exchange, and integration among institutions of higher education has become the new norm in the global experience of learning and academic training. The goal of improving and standardising the academic experience across countries is now typically also associated with fostering cultural and political ties and…

Improving Students' Educational Experience by Harnessing Digital Technology: elgg in the ODL Environment

ERIC Educational Resources Information Center

Tung, Lai Cheng

2013-01-01

Given the rising popularity of both open and distance learning (ODL) and social networking tools, it seems logical to merge and harness these two popular technologies with the goal of improving student educational experience. The integration seems to hold tremendous promise for the open and distance learning mode. To reduce the gap in the…

Problem-Based Learning in Social Work Education: Students' Experiences in Denmark

ERIC Educational Resources Information Center

Monrad, Merete; Mølholt, Anne-Kirstine

2017-01-01

Problem-based learning (PBL) constitutes a promising way of integrating academia and social work practice because PBL fosters engagement with real-life problems and enhances important skills needed in social work practice. However, little attention has been given to social work students' experiences of PBL. In this article we address this gap by…

Strengthening Attainment of Student Learning Outcomes during Work-Integrated Learning: A Collaborative Governance Framework across Academia, Industry and Students

ERIC Educational Resources Information Center

Henderson, Amanda; Trede, Franziska

2017-01-01

Graduate capability and employability are regarded as critical success factors for degree programs by universities, industry, and the students. Furthering work-based experiences for academic credit within degree programs is being increasingly explored to assist employability. Effective work-based experiences are reliant on good partnerships…

The 21st century skills with model eliciting activities on linear program

NASA Astrophysics Data System (ADS)

Handajani, Septriana; Pratiwi, Hasih; Mardiyana

2018-04-01

Human resources in the 21st century are required to master various forms of skills, including critical thinking skills and problem solving. The teaching of the 21st century is a teaching that integrates literacy skills, knowledge, skills, attitudes, and mastery of ICT. This study aims to determine whether there are differences in the effect of applying Model Elliciting Activities (MEAs) that integrates 21st century skills, namely 4C and conventional learning to learning outcomes. This research was conducted at Vocational High School in the odd semester of 2017 and uses the experimental method. The experimental class is treated MEAs that integrates 4C skills and the control class is given conventional learning. Methods of data collection in this study using the method of documentation and test methods. The data analysis uses Z-test. Data obtained from experiment class and control class. The result of this study showed there are differences in the effect of applying MEAs that integrates 4C skills and conventional learning to learning outcomes. Classes with MEAs that integrates 4C skills give better learning outcomes than the ones in conventional learning classes. This happens because MEAs that integrates 4C skills can improved creativity skills, communication skills, collaboration skills, and problem-solving skills.

Benefits and Challenges of Service-Learning in Baccalaureate Social Work Programs

ERIC Educational Resources Information Center

Schelbe, Lisa; Petracchi, Helen E.; Weaver, Addie

2014-01-01

Service-learning is a pedagogical approach that integrates students' classroom instruction with community experience. This article discusses qualitative results from a national survey examining service-learning in Council on Social Work Education--accredited baccalaureate programs. Almost 80% of the 202 program respondents required…

EpiAssist: Service-learning in public health education.

PubMed

Horney, Jennifer A; Bamrara, Sanjana; Macik, Maria Lazo; Shehane, Melissa

2016-01-01

Although public health degree programs typically require practica and other field experiences, service-learning courses, with a focus on civic engagement and the application of classroom learning in real world settings, can go beyond these requirements and provide benefits to students and community-based practice partners. The goal of this paper is to assess potential benefits of service-learning programs for both graduate-level public health students and state and local public health agency partners. EpiAssist is a new service-learning program developed at the School of Public Health of the Texas A and M University Health Science Center, USA, in January 2015. EpiAssist was integrated into a new course, Methods in Field Epidemiology. The integration of service-learning was guided by a partnership with the Texas A and M Center for Teaching Excellence. State, regional, and local public health partners requested EpiAssist via email or telephone. A listserv was used to recruit student volunteers to meet requests. 54 of 86 registered EpiAssist students (63%) participated in at least one of ten service-learning and three training activities between January and June, 2015. Service-learning activities included questionnaire development, in-person and telephone data collection, and data analysis. Training topics for students included the Epi Info™ software, community assessment and communicable disease reporting. Students and partner organizations provided generally positive assessments of this service learning program through an online evaluation. Service-learning provides students with enhanced classroom learning through applied public health experience in state, regional and local health departments. These experiences provide both needed surge capacity to public health departments and valuable hands-on field experience to students.

Integrated methods for teaching population health.

PubMed

Sistrom, Maria Gilson; Zeigen, Laura; Jones, Melissa; Durham, Korana Fiol; Boudrot, Thomas

2011-01-01

The Institute of Medicine recommends reforms to public health education to better prepare the public health workforce. This study addresses the application of two of the recommended reforms in the population health nursing curriculum at one university: use of an ecological model and distance learning methods. Using interdisciplinary faculty, integrated teaching and learning methods, and a multimedia curriculum, this study examined the following question: can distance learning be designed to support learning goals and outcomes specific to an ecological approach and population health concepts in general? Course content was evaluated using students' perception of practice utility and understanding of population health concepts. Integrated teaching methods were evaluated using a scale as well as comparison to other student distance learning experiences within the university. Findings demonstrated that both the ecological model and distance learning methods were successfully used to teach population health to a large nursing student cohort. 2011, SLACK Incorporated.

A Collaborative Game-Based Learning Approach to Improving Students' Learning Performance in Science Courses

ERIC Educational Resources Information Center

Sung, Han-Yu; Hwang, Gwo-Jen

2013-01-01

In this study, a collaborative game-based learning environment is developed by integrating a grid-based Mindtool to facilitate the students to share and organize what they have learned during the game-playing process. To evaluate the effectiveness of the proposed approach, an experiment has been conducted in an elementary school natural science…

Faculty Experiences, Perceptions, and the Factors That Influence the Use of E-Learning Technologies in the Classroom

ERIC Educational Resources Information Center

Burgos, Rosalina

2014-01-01

The rapid growth of e-learning technologies in higher education challenges university faculty to make their teaching relevant in these new contexts. As e-learning technologies are widely available, faculty members integrated them to their teaching repertoire. Several researchers discussed the impact of e-learning technologies on teaching and…

The Potential of Experiential Learning Models and Practices in Career and Technical Education and Career and Technical Teacher Education

ERIC Educational Resources Information Center

Clark, Robert W.; Threeton, Mark D.; Ewing, John C.

2010-01-01

Since inception, career and technical education programs have embraced experiential learning as a true learning methodology for students to obtain occupational skills valued by employers. Programs have integrated classroom instruction with laboratory experiences to provide students a significant opportunity to learn. However, it is questionable as…

Using Blended Learning and Out-of-School Visits: Pedagogies for Effective Science Teaching in the Twenty-First Century

ERIC Educational Resources Information Center

Coll, Sandhya Devi; Coll, Richard Kevin

2018-01-01

Background: Recent research and curriculum reforms have indicated the need for diversifying teaching approaches by drawing upon student interest and engagement in ways which makes learning science meaningful. Purpose: This study examines the integration of informal/free choice learning which occurred during learning experiences outside school…

Overview of NASA's Universe of Learning: An Integrated Astrophysics STEM Learning and Literacy Program

NASA Astrophysics Data System (ADS)

Smith, Denise; Lestition, Kathleen; Squires, Gordon; Biferno, Anya A.; Cominsky, Lynn; Manning, Colleen; NASA's Universe of Learning Team

2018-01-01

NASA's Universe of Learning creates and delivers science-driven, audience-driven resources and experiences designed to engage and immerse learners of all ages and backgrounds in exploring the universe for themselves. The project is the result of a unique partnership between the Space Telescope Science Institute, Caltech/IPAC, Jet Propulsion Laboratory, Smithsonian Astrophysical Observatory, and Sonoma State University, and is one of 27 competitively-selected cooperative agreements within the NASA Science Mission Directorate STEM Activation program. The NASA's Universe of Learning team draws upon cutting-edge science and works closely with Subject Matter Experts (scientists and engineers) from across the NASA Astrophysics Physics of the Cosmos, Cosmic Origins, and Exoplanet Exploration themes. Together we develop and disseminate data tools and participatory experiences, multimedia and immersive experiences, exhibits and community programs, and professional learning experiences that meet the needs of our audiences, with attention to underserved and underrepresented populations. In doing so, scientists and educators from the partner institutions work together as a collaborative, integrated Astrophysics team to support NASA objectives to enable STEM education, increase scientific literacy, advance national education goals, and leverage efforts through partnerships. Robust program evaluation is central to our efforts, and utilizes portfolio analysis, process studies, and studies of reach and impact. This presentation will provide an overview of NASA's Universe of Learning, our direct connection to NASA Astrophysics, and our collaborative work with the NASA Astrophysics science community.

Integrated learning in dentistry: baseline data and first evaluation at the Dental School of Basel.

PubMed

Neuhaus, K W; Schegg, R; Krastl, G; Amato, M; Weiger, R; Walter, C

2008-08-01

Integrated learning modules were introduced and baseline information was collected, in order to identify the expectations regarding e-learning. Furthermore, first formative evaluation of fourth-year dental students was conducted and the experience gained with summative online assessment was reported. Questionnaires designed by Infratest dimap (Berlin, Germany) were distributed to undergraduate students (n = 72) of the School of Dentistry. The fourth-year dental students went through a preliminary evaluation process. An online test was evaluated and compared with a traditional examination. Sixty-three questionnaires were returned. Sixty-five per cent of the students were already familiar with e-learning. All but one student owned at least one personal computer or laptop. Ninety-one per cent of the students expected positive effects from the integration of online modules. Enhanced flexibility regarding time and location as well as comfortable access to learning materials were mentioned most frequently. Ninety per cent of the students expected to achieve better results by finding it easier to understand learning materials produced with multimedia tools. Sixty per cent of the students feared technical complications when using an online platform. The online test was successfully performed. A formative evaluation process demonstrated agreement between expectations and first experiences with e-learning. Most students expect the quality of their studies to improve by implementation of e-learning. Students appreciating regularly updated learning materials particularly emphasise the importance of its visualisation. Online tests might be an option for student's self-performance rating.

Digital Tools and Solutions for Inquiry-Based STEM Learning

ERIC Educational Resources Information Center

Levin, Ilya, Ed.; Tsybulsky, Dina, Ed.

2017-01-01

In the digital age, the integration of technology has become a ubiquitous aspect of modern society. These advancements have significantly enhanced the field of education, allowing students to receive a better learning experience. "Digital Tools and Solutions for Inquiry-Based STEM Learning" is a comprehensive source of scholarly material…

Disrupting Ourselves: The Problem of Learning in Higher Education

ERIC Educational Resources Information Center

Bass, Randy

2012-01-01

A growing appreciation for the porous boundaries between the classroom and life experience, along with the power of social learning, authentic audiences, and integrative contexts, has created not only promising changes in learning but also disruptive moments in teaching. Disruptive moments, the author means "disruption" in the way Clayton…

Open Learning and Formal Credentialing in Higher Education: Curriculum Models and Institutional Policies

ERIC Educational Resources Information Center

Reushle, Shirley, Ed.; Antonio, Amy, Ed.; Keppell, Mike, Ed.

2016-01-01

The discipline of education is a multi-faceted system that must constantly integrate new strategies and procedures to ensure successful learning experiences. Enhancements in education provide learners with greater opportunities for growth and advancement. "Open Learning and Formal Credentialing in Higher Education: Curriculum Models and…

Value Co-Creation through Learning Styles Segmentation and Integrated Course Design

ERIC Educational Resources Information Center

Young, Mark; Collins, Marianne K.

2014-01-01

This paper describes an innovative Principles of Marketing course design and delivery which matches learning and teaching styles, while reducing multi-section variation. Value co-creation is encouraged by instructors and students collaborating in the creation of customized learning experiences which facilitates both teaching style and learning…

Reflective Learning: Theory and Practice.

ERIC Educational Resources Information Center

Sugerman, Deborah A.; Doherty, Kathryn L.; Garvey, Daniel E.; Gass, Michael A.

An outdoor education leader's job is quite complex--the planning, logistics, preparation, teaching, watching, being aware of safety can be overwhelming. Pulling it all together so that participants can express what they learned from the experience is sometimes overlooked. The reflective process is integral to the success of learning, yet it takes…

Compassion's Echo: Experiential Learning about India

ERIC Educational Resources Information Center

Sider, Kenneth

2008-01-01

A real-life experience is a "moving force" that can be part of the elementary social studies curriculum. This article discusses an experiential learning about India and describes how the author integrates the arts and service learning in his third grade classroom. It also describes class activities that enhance social studies curriculum…

Teacher Perspectives on the Integration of Mobile-Assisted Language Learning

ERIC Educational Resources Information Center

Grimshaw, Jennica; Cardoso, Walcir; Collins, Laura

2017-01-01

Mobile-Assisted Language Learning (MALL) provides second language (L2) learners and teachers with resources to enhance the learning experience, including its anytime, anywhere accessibility (Traxler, 2007). However, factors such as lack of confidence with technology (Son, 2014) and time limitations (Godwin-Jones, 2015) may prevent teachers from…

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.…

Using ICT-Supported Narratives in Teaching Science and Their Effects on Middle School Students

ERIC Educational Resources Information Center

Ekici, Fatma Taskin; Pekmezci, Sultan

2015-01-01

Effective and sustainable science education is enriched by the use of visuals, auditory, and tactile experiences. In order to provide effective learning, instruction needs to include multimodal approaches. Integrating ICT supported narrations into learning environments may provide effective and sustainable learning methods. Investigated in this…

What Do We Learn from Binding Features? Evidence for Multilevel Feature Integration

ERIC Educational Resources Information Center

Colzato, Lorenza S.; Raffone, Antonino; Hommel, Bernhard

2006-01-01

Four experiments were conducted to investigate the relationship between the binding of visual features (as measured by their after-effects on subsequent binding) and the learning of feature-conjunction probabilities. Both binding and learning effects were obtained, but they did not interact. Interestingly, (shape-color) binding effects…

EHR Learning - It's about Nursing, Leadership and Long-Term Commitments.

PubMed

Furlong, Karen E

2016-01-01

Despite a global commitment to the adoption of technologies, such as electronic health records (EHRs), to support the delivery of health services, there is little empirical guidance to support effective planning for the integration of these tools into practice settings (Suter et al. 2009). In particular, although EHR learning is known to positively influence integration (Byrne 2012), individual perspectives are often overlooked because of investigative designs that devalue such viewpoints by exploring the utility of technologies rather than the lived experiences of individual users of the technology. Therefore, this qualitative study offered nurse participants opportunities to make sense of EHR learning through talking about their experiences. This narrative inquiry was a collaborative interpretive method of discovery: stories and thematic analysis were the two separate yet complementary frames used to support data analysis. Finally, several practice implications and recommendations about EHR learning are presented with an emphasis placed upon patient safety as a way to impart accountability on behalf of learners, educators and those charged with governing responsibilities during times of EHR integration. Copyright © 2016 Longwoods Publishing.

Integration

ERIC Educational Resources Information Center

Kalyn, Brenda

2006-01-01

Integrated learning is an exciting adventure for both teachers and students. It is not uncommon to observe the integration of academic subjects such as math, science, and language arts. However, educators need to recognize that movement experiences in physical education also can be linked to academic curricula and, may even lead the…

Curriculum Integration in Singapore: Teachers' Perspectives and Practice

ERIC Educational Resources Information Center

Lam, Chi Chung; Alviar-Martin, Theresa; Adler, Susan A.; Sim, Jasmine B.-Y.

2013-01-01

In this qualitative study, we examined eleven Singapore teachers' conceptions of teaching and learning as related to their experiences implementing integrated curriculum. Interviews revealed that the teachers' conceptions of integration spanned the spectrum of ideas found in relevant literature. Further, although participants saw benefits to…

Students' Difficulties with Integration in Electricity

ERIC Educational Resources Information Center

Nguyen, Dong-Hai; Rebello, N. Sanjay

2011-01-01

This study investigates the common difficulties that students in introductory physics experience when solving problems involving integration in the context of electricity. We conducted teaching-learning interviews with 15 students in a second-semester calculus-based introductory physics course on several problems involving integration. We found…

Selection as a learning experience: an exploratory study.

PubMed

de Visser, Marieke; Laan, Roland F; Engbers, Rik; Cohen-Schotanus, Janke; Fluit, Cornelia

2018-01-01

Research on selection for medical school does not explore selection as a learning experience, despite growing attention for the learning effects of assessment in general. Insight in the learning effects allows us to take advantage of selection as an inclusive part of medical students' learning process to become competent professionals. The aims of this study at Radboud University Medical Center, the Netherlands, were 1) to determine whether students have learning experiences in the selection process, and, if so, what experiences; and 2) to understand what students need in order to utilize the learning effects of the selection process at the start of the formal curriculum. We used focus groups to interview 30 students admitted in 2016 about their learning experiences in the selection process. Thematic analysis was used to explore the outcomes of the interviews and to define relevant themes. In the selection process, students learned about the curriculum, themselves, their relation to others, and the profession they had been selected to enter, although this was not explicitly perceived as learning. Students needed a connection between selection and the curriculum as well as feedback to be able to really use their learning experiences for their further development. Medical school selection qualifies as a learning experience, and students as well as medical schools can take advantage of this. We recommend a careful design of the selection procedure, integrating relevant selection learning experiences into the formal curriculum, providing feedback and explicitly approaching the selection and the formal curriculum as interconnected contributors to students' development.

The roots of physics students' motivations: Fear and integrity

NASA Astrophysics Data System (ADS)

Van Dusen, Ben

Too often, physics students are beset by feelings of failure and isolation rather than experiencing the creative joys of discovery that physics has to offer. This dissertation research was founded on the desire of a teacher to make physics class exciting and motivating to his students. This work explores how various aspects of learning environments interact with student motivation. This work uses qualitative and quantitative methods to explore how students are motivated to engage in physics and how they feel about themselves while engaging in physics. The collection of four studies in this dissertation culminates in a sociocultural perspective on motivation and identity. This perspective uses two extremes of how students experience physics as a lens for understanding motivation: fear and self-preservation versus integrity and self-expression. Rather than viewing motivation as a property of the student, or viewing students as inherently interested or disinterested in physics, the theoretical perspective on motivation and identity helps examine features of the learning environments that determine how students' experience themselves through physics class. This perspective highlights the importance of feeling a sense of belonging in the context of physics and the power that teachers have in shaping students' motivation through the construction of their classroom learning environments. Findings demonstrate how different ways that students experience themselves in physics class impact their performance and interest in physics. This dissertation concludes with a set of design principles that can foster integration and integrity among students in physics learning environments.

Students' with Disabilities Experience and Description of Integrating into an Academic Community in Higher Education: A Phenomenological Study

ERIC Educational Resources Information Center

Randolph, Terresa Shavawn

2012-01-01

Using a qualitative design, this study offers an understanding of the lived experience of students with attention deficit hyperactive disorder (ADHD), learning disability (LD), or traumatic brain injuries (TBI) who are integrating into an academic community within a higher education institution located in the southern United States. Additionally,…

Teachers' Perceived Self-Efficacy in Integrating Technology into Pedagogical Practice and Barriers to Technology Integration

ERIC Educational Resources Information Center

Burke, Lynne F.

2014-01-01

According to Mundy, Kupczynski, and Kee (2012), many teachers use technology primarily for administrative functions. This limits the learning potential students may experience from technology use that expands their thinking and exposes them to relevant applications of content knowledge to real world experiences. If teachers are to grow in their…

The Audio-Tutorial Approach to Learning Through Independent Study and Integrated Experiences.

ERIC Educational Resources Information Center

Postlethwait, S. N.; And Others

The rationale of the integrated experience approach to teaching botany at Purdue University is given and the history of the audio-tutorial course at Purdue and its present organization are described. A sample week's unit of study is given, including transcription of the tape, reproduction of printed materials and photographs of other materials…

Student Teachers' Workplace-Based Learning in Sweden on Early Childhood Education for Sustainability: Experiences in Practice Settings

ERIC Educational Resources Information Center

Ärlemalm-Hagsér, Eva

2017-01-01

Workplace-based learning experiences are integral to early childhood teacher education. In Sweden, the objectives of early childhood teacher education programmes require students to develop knowledge and skills about education for sustainability (EfS), in accordance with national policy documents. This includes how to work with EfS in everyday…

Poetic Transcription with a Twist: An Approach to Reflective Practice through Connection, Collaboration and Community

ERIC Educational Resources Information Center

Smart, Fiona

2017-01-01

Learning from experience is integral to professional development, with the processes by which it is expected and enabled, varying depending on context and discipline. There is general consensus that it does not just happen. Rather learning from experience is a deliberate act. In higher education, much attention is given to reflective practice and…

Becoming an L2 Learner (Again): How a Brief Language Learning Experience Sparked Connections with SLA Theory

ERIC Educational Resources Information Center

Forman, Ross

2015-01-01

A brief "language learning experience" (LLE) in Thai was integrated into a second language development course as part of postgraduate TESOL study at an Australian university. Sixty primary and secondary teachers from a range of schools evaluated the impact of the LLE by means of a questionnaire; the teachers proved highly affirming of…

Fostering Self-Reflection and Meaningful Learning: Earth Science Professional Development for Middle School Science Teachers

NASA Astrophysics Data System (ADS)

Monet, Julie A.; Etkina, Eugenia

2008-10-01

This paper describes the analysis of teachers’ journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We found that teachers have difficulties reflecting on their learning and posing meaningful questions. The teachers who could describe how they reasoned from evidence to understand a concept had the highest learning gains. In contrast those teachers who seldom or never described learning a concept by reasoning from evidence showed the smallest learning gains. This analysis suggests that learning to reflect on one’s learning should be an integral part of teachers’ professional development experiences.

The Social Classroom: Integrating Social Network Use in Education

ERIC Educational Resources Information Center

Mallia, Gorg, Ed.

2014-01-01

As technology is being integrated into educational processes, teachers are searching for new ways to enhance student motivation and learning. Through shared experiences and the results of empirical research, educators can ease social networking sites into instructional usage. "The Social Classroom: Integrating Social Network Use in…

Integration of Temporal and Ordinal Information During Serial Interception Sequence Learning

PubMed Central

Gobel, Eric W.; Sanchez, Daniel J.; Reber, Paul J.

2011-01-01

The expression of expert motor skills typically involves learning to perform a precisely timed sequence of movements (e.g., language production, music performance, athletic skills). Research examining incidental sequence learning has previously relied on a perceptually-cued task that gives participants exposure to repeating motor sequences but does not require timing of responses for accuracy. Using a novel perceptual-motor sequence learning task, learning a precisely timed cued sequence of motor actions is shown to occur without explicit instruction. Participants learned a repeating sequence through practice and showed sequence-specific knowledge via a performance decrement when switched to an unfamiliar sequence. In a second experiment, the integration of representation of action order and timing sequence knowledge was examined. When either action order or timing sequence information was selectively disrupted, performance was reduced to levels similar to completely novel sequences. Unlike prior sequence-learning research that has found timing information to be secondary to learning action sequences, when the task demands require accurate action and timing information, an integrated representation of these types of information is acquired. These results provide the first evidence for incidental learning of fully integrated action and timing sequence information in the absence of an independent representation of action order, and suggest that this integrative mechanism may play a material role in the acquisition of complex motor skills. PMID:21417511

Student Perspectives on the Impact of an Undergraduate Work-Integrated Learning Program on Admission and Transition to Medical School.

PubMed

McDonald, Rachel; Bobrowski, Adam; Drost, Leah; Rowbottom, Leigha; Pretti, Judene; Soliman, Hany; Chan, Stephanie; Chow, Edward

2018-05-05

Work-integrated learning (WIL) is a form of education that integrates academic and workplace study. Such programs provide students the opportunity to concurrently develop cognitive and non-cognitive competencies. The purpose of this study is to explore which experiences and skills learned in a WIL placement are useful in applying to medical school and transitioning into the first year of a Doctor of Medicine program. All individuals who worked in the Rapid Response Radiotherapy Program (RRRP; WIL placement) since 2004 and had completed at least 1 year of medical school were invited to participate. Semi-formal interviews were conducted and transcribed. A thematic analysis was completed to identify recurring concepts, and quotes were selected to represent them. Of 39 eligible individuals, 14 agreed to participate (36%). Students identified the volume of work, achieving a work-life balance, and time management as challenges in first-year medical school. Five themes emerged regarding the impact of the RRRP on applying and transitioning to medical school: time management skills, mentorship opportunities, research experience, clinical experience, and career choice. WIL placements present a unique opportunity for undergraduate students interested in pursuing medicine to acquire skills and experiences that will help them succeed in applying and transitioning to medical school.

Interaction between Gaming and Multistage Guiding Strategies on Students' Field Trip Mobile Learning Performance and Motivation

ERIC Educational Resources Information Center

Chen, Chih-Hung; Liu, Guan-Zhi; Hwang, Gwo-Jen

2016-01-01

In this study, an integrated gaming and multistage guiding approach was proposed for conducting in-field mobile learning activities. A mobile learning system was developed based on the proposed approach. To investigate the interaction between the gaming and guiding strategies on students' learning performance and motivation, a 2 × 2 experiment was…

The Effect of Feedback Delay and Feedback Type on Perceptual Category Learning: The Limits of Multiple Systems

ERIC Educational Resources Information Center

Dunn, John C.; Newell, Ben R.; Kalish, Michael L.

2012-01-01

Evidence that learning rule-based (RB) and information-integration (II) category structures can be dissociated across different experimental variables has been used to support the view that such learning is supported by multiple learning systems. Across 4 experiments, we examined the effects of 2 variables, the delay between response and feedback…

The internal medicine clerkship and ambulatory learning experiences: results of the 2010 clerkship directors in internal medicine survey.

PubMed

Shaheen, Amy; Papp, Klara K; Torre, Dario

2013-01-01

Education in the ambulatory setting should be an integral part of undergraduate medical education. However, previous studies have shown education in this setting has been lacking in medical school. Ambulatory education occurs on some internal medicine clerkships. The extent of this education is unclear. The purpose of this survey was to assess the structure, curriculum, assessment methods, and barriers to implementation of ambulatory education on the internal medicine clerkship. An annual survey of institutional members of the Clerkship Directors in Internal Medicine (CDIM) was done in April 2010. The data were anonymous and descriptive statistics were used to summarize responses. Free text results were analyzed using qualitative techniques. The response rate was 75%. The majority of respondents had a required ambulatory component to the clerkship. Ambulatory experiences distinct from the inpatient internal medicine experience were common (46%). Integration with either the inpatient experiences or other departmental clerkships also occurred. The majority of ambulatory educational experiences were with generalists (74%) and/or subspecialists (45%). The most common assessment tool was the National Board of Medical Examiners (NBME) ambulatory shelf exam. Thematic analysis of the question about how practice based learning was taught elicited four major themes: Not taught; taught in the context of learning evidence based medicine; taught while learning chronic disease management with quality improvement; taught while learning about health care finance. Barriers to implementation included lack of faculty and financial resources. There have been significant increases in the amount of time dedicated to ambulatory internal medicine. The numbers of medical schools with ambulatory internal medicine education has increased. Integration of the ambulatory experiences with other clerkships such as family medicine occurs. Curriculum was varied but difficulties with dissemination and assessment in these disparate settings was noted. Overall, the results of this study demonstrate increased implementation and recognition of the importance of ambulatory education in internal medicine.

Patience, Persistence and Pragmatism: Experiences and Lessons Learnt from the Implementation of Clinically Integrated Teaching and Learning of Evidence-Based Health Care – A Qualitative Study

PubMed Central

Young, Taryn; Rohwer, Anke; van Schalkwyk, Susan; Volmink, Jimmy; Clarke, Mike

2015-01-01

Background Clinically integrated teaching and learning are regarded as the best options for improving evidence-based healthcare (EBHC) knowledge, skills and attitudes. To inform implementation of such strategies, we assessed experiences and opinions on lessons learnt of those involved in such programmes. Methods and Findings We conducted semi-structured interviews with 24 EBHC programme coordinators from around the world, selected through purposive sampling. Following data transcription, a multidisciplinary group of investigators carried out analysis and data interpretation, using thematic content analysis. Successful implementation of clinically integrated teaching and learning of EBHC takes much time. Student learning needs to start in pre-clinical years with consolidation, application and assessment following in clinical years. Learning is supported through partnerships between various types of staff including the core EBHC team, clinical lecturers and clinicians working in the clinical setting. While full integration of EBHC learning into all clinical rotations is considered necessary, this was not always achieved. Critical success factors were pragmatism and readiness to use opportunities for engagement and including EBHC learning in the curriculum; patience; and a critical mass of the right teachers who have EBHC knowledge and skills and are confident in facilitating learning. Role modelling of EBHC within the clinical setting emerged as an important facilitator. The institutional context exerts an important influence; with faculty buy-in, endorsement by institutional leaders, and an EBHC-friendly culture, together with a supportive community of practice, all acting as key enablers. The most common challenges identified were lack of teaching time within the clinical curriculum, misconceptions about EBHC, resistance of staff, lack of confidence of tutors, lack of time, and negative role modelling. Conclusions Implementing clinically integrated EBHC curricula requires institutional support, a critical mass of the right teachers and role models in the clinical setting combined with patience, persistence and pragmatism on the part of teachers. PMID:26110641

Creating Dynamic Learning Communities in Synchronous Online Courses: One Approach from the Center for the Integration of Research, Teaching and Learning (CIRTL)

ERIC Educational Resources Information Center

McDaniels, Melissa; Pfund, Christine; Barnicle, Katherine

2016-01-01

The ability to convert face-to-face curricula into rigorous and equally rich online experiences is a topic of much investigation. In this paper, we report on the conversion of a face-to-face research mentor training curriculum into a synchronous, online course. Graduate students and postdoc participants from the Center for the Integration of…

Application of Instructional Design Principles in Developing an Online Information Literacy Curriculum.

PubMed

Mi, Misa

2016-01-01

An online information literacy curriculum was developed as an intervention to engage students in independent study and self-assessment of their learning needs and learning outcomes, develop proficiency in information skills, and foster lifelong learning. This column demonstrates how instructional design principles were applied to create the learning experiences integrated into various courses of the medical curriculum to promote active learning of information skills and maximize self-directed learning outcomes for lifelong learning.

Contextual Teaching and Learning Approach of Mathematics in Primary Schools

NASA Astrophysics Data System (ADS)

Selvianiresa, D.; Prabawanto, S.

2017-09-01

The Contextual Teaching and Learning (CTL) approach is an approach involving active students in the learning process to discover the concepts learned through to knowledge and experience of the students. Similar to Piaget’s opinion that learning gives students an actives trying to do new things by relating their experiences and building their own minds. When students to connecting mathematics with real life, then students can looking between a conceptual to be learned with a concept that has been studied. So that, students can developing of mathematical connection ability. This research is quasi experiment with a primary school in the city of Kuningan. The result showed that CTL learning can be successful, when learning used a collaborative interaction with students, a high level of activity in the lesson, a connection to real-world contexts, and an integration of science content with other content and skill areas. Therefore, CTL learning can be applied by techer to mathematics learning in primary schools.

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.

Leveraging Computer-Mediated Communication Technologies to Enhance Interactions in Online Learning

ERIC Educational Resources Information Center

Wright, Linda J.

2011-01-01

Computer-mediated communication (CMC) technologies have been an integral part of distance education for many years. They are found in both synchronous and asynchronous platforms and are intended to enhance the learning experience for students. CMC technologies add an interactive element to the online learning environment. The findings from this…

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…

Introducing Case-Based Peer-Assisted Learning in a Professional Course

ERIC Educational Resources Information Center

Hodgson, Yvonne; Brack, Charlotte; Benson, Robyn

2014-01-01

This paper describes students' experience of participating in a case-based peer-assisted learning (PAL) program in order to examine whether the approach is pedagogically effective and likely to contribute to students' professional development. It presents the findings of a study which examined the integration of PAL and case-based learning (CBL)…

Using Mobile Learning in Free-Choice Educational Settings to Enhance Ecological Literacy

ERIC Educational Resources Information Center

Aguayo, Claudio; Eames, Chris

2017-01-01

This article presents the case for using mobile technologies to facilitate the integration of classroom and outside-of-classroom learning experiences designed to enhance the ecological literacy of primary school students and their parents. There is growing evidence supporting the transformative potential of mobile learning technologies and tools…

The Evolution of SCORM to Tin Can API: Implications for Instructional Design

ERIC Educational Resources Information Center

Lindert, Lisa; Su, Bude

2016-01-01

Integrating and documenting formal and informal learning experiences is challenging using the current Shareable Content Object Reference Model (SCORM) eLearning standard, which limits the media and data that are obtained from eLearning. In response to SCORM's limitations, corporate, military, and academic institutions have collaborated to develop…

Learning in Context: Technology Integration in a Teacher Preparation Program Informed by Situated Learning Theory

ERIC Educational Resources Information Center

Bell, Randy L.; Maeng, Jennifer L.; Binns, Ian C.

2013-01-01

This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to…

Social Skills of Slovenian Primary School Students with Learning Disabilities

ERIC Educational Resources Information Center

Schmidt, Majda; Prah, Alenka; Cagran, Branka

2014-01-01

Social skills of students with special needs play a very important role in their successful integration into inclusive learning environments. The aim of present empirical research was to establish whether students with learning disabilities (LD) attending grades 7-9 of regular primary school in Slovenia experience difficulties in social skills…

Exploring the Living Learning Laboratory: An Approach to Strengthen Campus Sustainability Initiatives by Using Sustainability Science Approach

ERIC Educational Resources Information Center

Zen, Irina Safitri

2017-01-01

Purpose: The paper aims to explore and analyse the potential of campus living learning laboratory (LLL) as an integrated mechanism to provide the innovative and creative teaching and learning experiences, robust research output and strengthening the campus sustainability initiatives by using the sustainability science approach.…

Bridging the Gap: Informal Learning Practices as a Pedagogy of Integration

ERIC Educational Resources Information Center

Feichas, Heloisa

2010-01-01

This work derives from a doctoral research study which looked at the differences in students' attitudes towards learning music in a Brazilian music higher education institution, while taking into account their different music learning backgrounds. The students' backgrounds (which consist of their set of musical experiences and music-learning…

Social Learning Theories--An Important Design Consideration for Geoscience Fieldwork

ERIC Educational Resources Information Center

Streule, M. J.; Craig, L. E.

2016-01-01

The nature of field trips in geoscience lends them to the application of social learning theories for three key reasons. First, they provide opportunity for meaningful practical experience and promote effective learning afforded by no other educational vehicle in the subject. Second, they are integral for students creating a strong but changing…

Developing Communication Management Skills: Integrated Assessment and Reflection in an Experiential Learning Context

ERIC Educational Resources Information Center

Cyphert, Dale; Dodge, Elena Nefedova; Duclos (Wilson), Leslie K.

2016-01-01

The value of experiential learning is widely acknowledged, especially for the development of communication skills, but students are not always aware of their own learning. While we can observe students practicing targeted skills during the experiential activity, the experience can also color their explicit understanding of those skills. Transfer…

Healthcare students' experiences when integrating e-learning and flipped classroom instructional approaches.

PubMed

Telford, Mark; Senior, Emma

2017-06-08

This article describes the experiences of undergraduate healthcare students taking a module adopting a 'flipped classroom' approach. Evidence suggests that flipped classroom as a pedagogical tool has the potential to enhance student learning and to improve healthcare practice. This innovative approach was implemented within a healthcare curriculum and in a module looking at public health delivered at the beginning of year two of a 3-year programme. The focus of the evaluation study was on the e-learning resources used in the module and the student experiences of these; with a specific aim to evaluate this element of the flipped classroom approach. A mixed-methods approach was adopted and data collected using questionnaires, which were distributed across a whole cohort, and a focus group involving ten participants. Statistical analysis of the data showed the positive student experience of engaging with e-learning. The thematic analysis identified two key themes; factors influencing a positive learning experience and the challenges when developing e-learning within a flipped classroom approach. The study provides guidance for further developments and improvements when developing e-learning as part of the flipped classroom approach.

Lexical Integration of Novel Words without Sleep

ERIC Educational Resources Information Center

Lindsay, Shane; Gaskell, M. Gareth

2013-01-01

Learning a new word involves integration with existing lexical knowledge. Previous work has shown that sleep-associated memory consolidation processes are important for the engagement of novel items in lexical competition. In 3 experiments we used spaced exposure regimes to investigate memory for novel words and whether lexical integration can…

Framework of Quality Assurance of TEL Integration into an Educational Organization

ERIC Educational Resources Information Center

Volungeviciene, Airina; Tereseviciene, Margarita; Tait, Alan

2014-01-01

This research paper addresses the issues of integration of technology enhanced learning (TEL) into an educational organization. Good practice experience cannot be directly transferred to new organisations due to different contextual conditions. The TEL integration depends significantly upon a very rapid development of services and information…

The Artful Teacher: A Conceptual Model for Arts Integration in Schools

ERIC Educational Resources Information Center

Chemi, Tatiana

2014-01-01

This article addresses specific issues within arts-integration experiences in schools. Focusing on the relationship between positive emotions, learning, and the Arts, the article discusses empirical data that has been drawn from a research study, Making the Ordinary Extraordinary: Adopting Artfulness in Danish Schools. When schools integrate the…

Statistical Measures of Integrity in Online Testing: Empirical Study

ERIC Educational Resources Information Center

Wielicki, Tom

2016-01-01

This paper reports on longitudinal study regarding integrity of testing in an online format as used by e-learning platforms. Specifically, this study explains whether online testing, which implies an open book format is compromising integrity of assessment by encouraging cheating among students. Statistical experiment designed for this study…

Development of Curriculum of Learning through Photograph

NASA Astrophysics Data System (ADS)

Suzuki, Keiko; Aoki, Naokazu; Kobayashi, Hiroyuki

A curriculum of an integrated learning using power of photography in the junior highschool was constructed, and was experimented in the class "Seminar for Photographic Expression" of the integrated learning at a junior high school. The center of the curriculum is viewing photographs and self-expression using photography. By comparing the results of questionnaires investigation between before and after the class it is suggested that the curriculum brings about increase in self-esteem, empathy, and motivation for learning. This educational effect is really to foster ability to live self-sufficient lives. On the basis of these results curriculums which can be conducted by anyone at every junior highschool were proposed.

Comparing the effects of positive and negative feedback in information-integration category learning.

PubMed

Freedberg, Michael; Glass, Brian; Filoteo, J Vincent; Hazeltine, Eliot; Maddox, W Todd

2017-01-01

Categorical learning is dependent on feedback. Here, we compare how positive and negative feedback affect information-integration (II) category learning. Ashby and O'Brien (2007) demonstrated that both positive and negative feedback are required to solve II category problems when feedback was not guaranteed on each trial, and reported no differences between positive-only and negative-only feedback in terms of their effectiveness. We followed up on these findings and conducted 3 experiments in which participants completed 2,400 II categorization trials across three days under 1 of 3 conditions: positive feedback only (PFB), negative feedback only (NFB), or both types of feedback (CP; control partial). An adaptive algorithm controlled the amount of feedback given to each group so that feedback was nearly equated. Using different feedback control procedures, Experiments 1 and 2 demonstrated that participants in the NFB and CP group were able to engage II learning strategies, whereas the PFB group was not. Additionally, the NFB group was able to achieve significantly higher accuracy than the PFB group by Day 3. Experiment 3 revealed that these differences remained even when we equated the information received on feedback trials. Thus, negative feedback appears significantly more effective for learning II category structures. This suggests that the human implicit learning system may be capable of learning in the absence of positive feedback.

Training future health providers to care for the underserved: a pilot interprofessional experience.

PubMed

Hasnain, Memoona; Koronkowski, Michael J; Kondratowicz, Diane M; Goliak, Kristen L

2012-01-01

Interprofessional teamwork is essential for effective delivery of health care to all patients, particularly the vulnerable and underserved. This brief communication describes a pilot interprofessional learning experience designed to introduce medicine and pharmacy students to critical health issues affecting at-risk, vulnerable patients and helping students learn the value of functioning effectively in interprofessional teams. With reflective practice as an overarching principle, readings, writing assignments, a community-based immersion experience, discussion seminars, and presentations were organized to cultivate students' insights into key issues impacting the health and well-being of vulnerable patients. A written program evaluation form was used to gather students' feedback about this learning experience. Participating students evaluated this learning experience positively. Both quantitative and qualitative input indicated the usefulness of this learning experience in stimulating learners' thinking and helping them learn to work collaboratively with peers from another discipline to understand and address health issues for at-risk, vulnerable patients within their community. This pilot educational activity helped medicine and pharmacy students learn the value of functioning effectively in interprofessional teams. Given the importance of interprofessional teamwork and the increasing need to respond to the health needs of underserved populations, integrating interprofessional learning experiences in health professions training is highly relevant, feasible, and critically needed.

Mission Possible: BioMedical Experiments on the Space Shuttle

NASA Technical Reports Server (NTRS)

Bopp, E.; Kreutzberg, K.

2011-01-01

Biomedical research, both applied and basic, was conducted on every Shuttle mission from 1981 to 2011. The Space Shuttle Program enabled NASA investigators and researchers from around the world to address fundamental issues concerning living and working effectively in space. Operationally focused occupational health investigations and tests were given priority by the Shuttle crew and Shuttle Program management for the resolution of acute health issues caused by the rigors of spaceflight. The challenges of research on the Shuttle included: limited up and return mass, limited power, limited crew time, and requirements for containment of hazards. The sheer capacity of the Shuttle for crew and equipment was unsurpassed by any other launch and entry vehicle and the Shuttle Program provided more opportunity for human research than any program before or since. To take advantage of this opportunity, life sciences research programs learned how to: streamline the complicated process of integrating experiments aboard the Shuttle, design experiments and hardware within operational constraints, and integrate requirements between different experiments and with operational countermeasures. We learned how to take advantage of commercial-off-the-shelf hardware and developed a hardware certification process with the flexibility to allow for design changes between flights. We learned the importance of end-to-end testing for experiment hardware with humans-in-the-loop. Most importantly, we learned that the Shuttle Program provided an excellent platform for conducting human research and for developing the systems that are now used to optimize research on the International Space Station. This presentation will include a review of the types of experiments and medical tests flown on the Shuttle and the processes that were used to manifest and conduct the experiments. Learning Objective: This paper provides a description of the challenges related to launching and implementing biomedical experiments aboard the Space Shuttle.

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.

A Discourse Analysis of Teacher-Trainees' Abstract Conceptualizations of Emerging Technologies in Teaching to Revitalise Luganda Language

ERIC Educational Resources Information Center

Kabugo, David; Masaazi, Fred Masagazi; Mugagga, Anthony Muwagga

2015-01-01

While many young learners of the 21st century have grown up with, and generally prefer to learn using Emerging Technologies (ETs), few teachers of Luganda language graduate with learning experiences of integrating ETs in their teaching. One of the most crucial stages of gaining experiences in any subject or object of interest is making Abstract…

Using Wenger's Social Theory of Learning to Examine University Teachers' Understanding of How Instructional Technology Affects Their Experience in Practice

ERIC Educational Resources Information Center

Adams, Laura L.

2010-01-01

The purpose of this study was to take an exploratory look at how university teachers come to understand their experience in educational practice and their professional role as teachers who integrate instructional technology into their coursework using the framework provided by Wenger's Social Theory of Learning. University faculty who teach in a…

Selection as a learning experience: an exploratory study

PubMed Central

de Visser, Marieke; Laan, Roland F; Engbers, Rik; Cohen-Schotanus, Janke; Fluit, Cornelia

2018-01-01

Introduction Research on selection for medical school does not explore selection as a learning experience, despite growing attention for the learning effects of assessment in general. Insight in the learning effects allows us to take advantage of selection as an inclusive part of medical students’ learning process to become competent professionals. The aims of this study at Radboud University Medical Center, the Netherlands, were 1) to determine whether students have learning experiences in the selection process, and, if so, what experiences; and 2) to understand what students need in order to utilize the learning effects of the selection process at the start of the formal curriculum. Materials and methods We used focus groups to interview 30 students admitted in 2016 about their learning experiences in the selection process. Thematic analysis was used to explore the outcomes of the interviews and to define relevant themes. Results In the selection process, students learned about the curriculum, themselves, their relation to others, and the profession they had been selected to enter, although this was not explicitly perceived as learning. Students needed a connection between selection and the curriculum as well as feedback to be able to really use their learning experiences for their further development. Discussion Medical school selection qualifies as a learning experience, and students as well as medical schools can take advantage of this. We recommend a careful design of the selection procedure, integrating relevant selection learning experiences into the formal curriculum, providing feedback and explicitly approaching the selection and the formal curriculum as interconnected contributors to students’ development. PMID:29785147

The Columbia-Bronx VA amalgamative clerkship: an effective, 12-week, integrated, longitudinal clinical experience

PubMed Central

Diuguid-Gerber, Jillian; Porter, Samuel; Quiah, Samuel C.; Nickerson, Katherine; Jones, Deborah; Audi, Zeena; Richards, Boyd F.

2017-01-01

ABSTRACT Background: Many medical schools have adopted the longitudinal integrated clerkship (LIC) model in response to calls for increased continuity in clinical learning environments. However, because of implementation challenges, such programs are not feasible at some institutions or are limited to a small number of students. Objective: In January 2014, Columbia University College of Physicians and Surgeons (P&S) recognized the need to explore different LIC formats and began offering four, 12-week amalgamative clerkships (AC). Students within this curricular track experienced primary care, internal medicine ‘away’, orthopedic surgery, urology, and an elective in an integrated format. Design: P&S developed the AC in partnership with the James J. Peters VA Medical Center in Bronx, NY (BVA). All patient care and educational conferences took place at the BVA during the 12-week experience. The learning objectives of the AC were aligned to the learning objectives of a 52-week LIC also offered at Columbia. An evaluation process was developed to determine student learning experiences and preliminary outcomes, including how well the LIC-related objectives could be achieved in a shorter period of time. Results: In 2015, P&S collected AC evaluation data through three student feedback sessions. Students reported that the AC provided opportunity for patient continuity, patient-centered care approaches, meaningful roles for students, career development opportunities, and health systems awareness. Conclusions: Early outcomes indicate that the BVA AC provides a degree of longitudinality that can influence student perceptions of patient care, career development, and health systems, consistent with the larger LIC. The team continues to gather additional data on students’ experiences and investigate additional sites that have potential to serve as future AC learning environments. PMID:28317473

eDrug: a dynamic interactive electronic drug formulary for medical students

PubMed Central

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

2006-01-01

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

NASA Experience with CMM and CMMI

NASA Technical Reports Server (NTRS)

Crumbley, Tim; Kelly, John C.

2010-01-01

This slide presentation reviews the experience NASA has had in using Capability Maturity Model (CMM) and Capability Maturity Model Integration (CMMI). In particular this presentation reviews the agency's experience within the software engineering discipline and the lessons learned and key impacts from using CMMI.

Integrating Work Experience and Management for College Bound Students

ERIC Educational Resources Information Center

Ryan, Leo V.; Coover, Thomas A.

1975-01-01

St. Viator High School, through a Business Management Seminar, converted job experiences into learning experiences by acknowledging the real value of the job as a laboratory for the study of principles of management and their application to the job. (Author/BP)

Interprofessional education and collaboration: A simulation-based learning experience focused on common and complementary skills in an acute care environment.

PubMed

Cunningham, S; Foote, L; Sowder, M; Cunningham, C

2018-05-01

The purpose of this mixed-methods study was to explore from the participant's perspective the influence of an interprofessional simulation-based learning experience on understanding the roles and responsibilities of healthcare professionals in the acute care setting, interprofessional collaboration, and communication. Participating students from two professional programs completed the Readiness for Interprofessional Learning Scale (RIPLS) prior to and following the simulation experience to explore the influence of the simulation experience on students' perceptions of readiness to learn together. A Wilcoxon signed rank analysis was performed for each of the four subscales of the RIPLS: shared learning (<.001), teamwork and collaboration (<.001), professional identity (.042), and roles and responsibilities (.001). In addition, participating students were invited to participate in focus group interviews to discuss the effectiveness of the simulation experience. Three key themes were discovered: interprofessional teamwork, discovering roles and responsibilities, and increased confidence in treatment skills. The integration of interprofessional education through a simulation-based learning experience within the nursing and physical therapy professional programs provided a positive experience for the students. Simulation-based learning experiences may provide an opportunity for institutions to collaborate and provide additional engagement with healthcare professions that may not be represented within a single institution.

Practice-based learning experience to develop residents as clinical faculty members.

PubMed

Slazak, Erin M; Zurick, Gina M

2009-07-01

A practice-based learning experience designed to expose postgraduate year 1 (PGY1) and 2 (PGY2) residents to and prepare them for a career as clinical faculty is described. A practice-based learning experience was designed to give PGY1 and PGY2 residents exposure to the responsibilities of a clinical faculty member, integrating clinical practice, preceptor duties, and other academia-related responsibilities. The learning experience is a four-week, elective rotation for PGY1 and PGY2 residents. The rotation is designed to correspond to a four-week advanced pharmacy practice experience (APPE) rotation, allowing the resident to work continuously with the same one or two APPE students for the entire rotation. The resident is required to design and implement a rotation for the students and provide clinical services while integrating students into daily tasks, facilitating topic and patient discussions, evaluating assignments, providing constructive feedback, and assigning a final rotation grade. The resident also attends all academic and committee meetings and teaching obligations with his or her residency director, if applicable. The resident is mentored by the residency director throughout all phases of the rotation and is evaluated using goals and objectives tailored to this experience. The development of a formal, structured rotation to give postgraduate residents experience as a preceptor provided an opportunity for residents to further explore their interests in academia and allowed them to serve as a primary preceptor while being guided and evaluated by a mentor.

What Drives Students' Loyalty-Formation in Social Media Learning within a Personal Learning Environment Approach? The Moderating Role of Need for Cognition

ERIC Educational Resources Information Center

Arquero, José L.; del Barrio-García, Salvador; Romero-Frías, Esteban

2017-01-01

Our study analyzes an educational experience based on the integrated use of social media within a higher education course under a personal learning environment approach and investigates the factors that determine students' loyalty to social media learning. We examined the moderating role of need for cognition (NFC) in students' formation of…

Task Integration Facilitates Multitasking.

PubMed

de Oliveira, Rita F; Raab, Markus; Hegele, Mathias; Schorer, Jörg

2017-01-01

The aim of this study was to investigate multi-task integration in a continuous tracking task. We were particularly interested in how manipulating task structure in a dual-task situation affects learning of a constant segment embedded in a pursuit-tracking task. Importantly, we examined if dual-task effects could be attributed to task integration by varying the structural similarity and difficulty of the primary and secondary tasks. In Experiment 1 participants performed a pursuit tracking task while counting high-pitched tones and ignoring low-pitched tones. The tones were either presented randomly or structurally 250 ms before each tracking turn. Experiment 2 increased the motor load of the secondary tasks by asking participants to tap their feet to the tones. Experiment 3 further increased motor load of the primary task by increasing its speed and having participants tracking with their non-dominant hand. The results show that dual-task interference can be moderated by secondary task conditions that match the structure of the primary task. Therefore our results support proposals of task integration in continuous tracking paradigms. We conclude that multi-tasking is not always detrimental for motor learning but can be facilitated through task-integration.

Discontinuous categories affect information-integration but not rule-based category learning.

PubMed

Maddox, W Todd; Filoteo, J Vincent; Lauritzen, J Scott; Connally, Emily; Hejl, Kelli D

2005-07-01

Three experiments were conducted that provide a direct examination of within-category discontinuity manipulations on the implicit, procedural-based learning and the explicit, hypothesis-testing systems proposed in F. G. Ashby, L. A. Alfonso-Reese, A. U. Turken, and E. M. Waldron's (1998) competition between verbal and implicit systems model. Discontinuous categories adversely affected information-integration but not rule-based category learning. Increasing the magnitude of the discontinuity did not lead to a significant decline in performance. The distance to the bound provides a reasonable description of the generalization profile associated with the hypothesis-testing system, whereas the distance to the bound plus the distance to the trained response region provides a reasonable description of the generalization profile associated with the procedural-based learning system. These results suggest that within-category discontinuity differentially impacts information-integration but not rule-based category learning and provides information regarding the detailed processing characteristics of each category learning system. ((c) 2005 APA, all rights reserved).

A neural framework for organization and flexible utilization of episodic memory in cumulatively learning baby humanoids.

PubMed

Mohan, Vishwanathan; Sandini, Giulio; Morasso, Pietro

2014-12-01

Cumulatively developing robots offer a unique opportunity to reenact the constant interplay between neural mechanisms related to learning, memory, prospection, and abstraction from the perspective of an integrated system that acts, learns, remembers, reasons, and makes mistakes. Situated within such interplay lie some of the computationally elusive and fundamental aspects of cognitive behavior: the ability to recall and flexibly exploit diverse experiences of one's past in the context of the present to realize goals, simulate the future, and keep learning further. This article is an adventurous exploration in this direction using a simple engaging scenario of how the humanoid iCub learns to construct the tallest possible stack given an arbitrary set of objects to play with. The learning takes place cumulatively, with the robot interacting with different objects (some previously experienced, some novel) in an open-ended fashion. Since the solution itself depends on what objects are available in the "now," multiple episodes of past experiences have to be remembered and creatively integrated in the context of the present to be successful. Starting from zero, where the robot knows nothing, we explore the computational basis of organization episodic memory in a cumulatively learning humanoid and address (1) how relevant past experiences can be reconstructed based on the present context, (2) how multiple stored episodic memories compete to survive in the neural space and not be forgotten, (3) how remembered past experiences can be combined with explorative actions to learn something new, and (4) how multiple remembered experiences can be recombined to generate novel behaviors (without exploration). Through the resulting behaviors of the robot as it builds, breaks, learns, and remembers, we emphasize that mechanisms of episodic memory are fundamental design features necessary to enable the survival of autonomous robots in a real world where neither everything can be known nor can everything be experienced.

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

NASA Astrophysics Data System (ADS)

Tonnis, Dorothy Ann

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

Integrating Service-Learning Pedagogy for Preservice Elementary Teachers' Science Identity Development

NASA Astrophysics Data System (ADS)

Wilson, Rachel E.; Bradbury, Leslie U.; McGlasson, Martha A.

2015-04-01

The purpose of this article is to explore how preservice elementary teachers (PSETs) interpreted their service-learning experiences within a pre-methods environmentally focused course and how their interpretations shaped their science teaching identities. Along a continuum of service-learning experiences were events that emphasized science learning, that focused on science teaching, and that were transitional, with elements of both science learning and science teaching. These various service-learning experiences were designed to be "boundary experiences" for professional identity development (Geijsel & Meijers in Educational Studies, 3(4), 419-430, 2005), providing opportunities for PSETs to reflect on meanings in cultural contexts and how they are related to their own personal meanings. We analyzed written reflections and end-of-course oral reflection interviews from 42 PSETs on their various service-learning experiences. PSETs discussed themes related to the meanings they made of the service-learning experiences: (a) experiencing science in relation to their lives as humans and future teachers, (b) interacting with elementary students and other PSETs, and (c) making an impact in the physical environment and in the community. The connections that PSETs were making between the discursive spaces (service-learning contexts) and their own meaning-making of these experiences (as connected to their own interests in relation to their future professions and daily lives) shows evidence of the potential that various types of science service-learning experiences have for PSETs in developing inbound science teaching identity trajectories (Wenger in Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press, 1998). The findings of this study point to positive outcomes for PSETs when they participate in structured service-learning experiences along a learning to teaching continuum (246).

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.

Differential-associative processing or example elaboration: Which strategy is best for learning the definitions of related and unrelated concepts?

PubMed

Hannon, Brenda

2012-10-01

Definitions of related concepts (e.g., genotype - phenotype ) are prevalent in introductory classes. Consequently, it is important that educators and students know which strategy(s) work best for learning them. This study showed that a new comparative elaboration strategy, called differential-associative processing, was better for learning definitions of related concepts than was an integrative elaborative strategy, called example elaboration. This outcome occurred even though example elaboration was administered in a naturalistic way (Experiment 1) and students spent more time in the example elaboration condition learning (Experiments 1, 2, 3), and generating pieces of information about the concepts (Experiments 2 and 3). Further, with unrelated concepts ( morpheme-fluid intelligence ), performance was similar regardless if students used differential-associative processing or example elaboration (Experiment 3). Taken as a whole, these results suggest that differential-associative processing is better than example elaboration for learning definitions of related concepts and is as good as example elaboration for learning definitions of unrelated concepts.

Differential-associative processing or example elaboration: Which strategy is best for learning the definitions of related and unrelated concepts?

PubMed Central

Hannon, Brenda

2013-01-01

Definitions of related concepts (e.g., genotype–phenotype) are prevalent in introductory classes. Consequently, it is important that educators and students know which strategy(s) work best for learning them. This study showed that a new comparative elaboration strategy, called differential-associative processing, was better for learning definitions of related concepts than was an integrative elaborative strategy, called example elaboration. This outcome occurred even though example elaboration was administered in a naturalistic way (Experiment 1) and students spent more time in the example elaboration condition learning (Experiments 1, 2, 3), and generating pieces of information about the concepts (Experiments 2 and 3). Further, with unrelated concepts (morpheme-fluid intelligence), performance was similar regardless if students used differential-associative processing or example elaboration (Experiment 3). Taken as a whole, these results suggest that differential-associative processing is better than example elaboration for learning definitions of related concepts and is as good as example elaboration for learning definitions of unrelated concepts. PMID:24347814

The time course of explicit and implicit categorization.

PubMed

Smith, J David; Zakrzewski, Alexandria C; Herberger, Eric R; Boomer, Joseph; Roeder, Jessica L; Ashby, F Gregory; Church, Barbara A

2015-10-01

Contemporary theory in cognitive neuroscience distinguishes, among the processes and utilities that serve categorization, explicit and implicit systems of category learning that learn, respectively, category rules by active hypothesis testing or adaptive behaviors by association and reinforcement. Little is known about the time course of categorization within these systems. Accordingly, the present experiments contrasted tasks that fostered explicit categorization (because they had a one-dimensional, rule-based solution) or implicit categorization (because they had a two-dimensional, information-integration solution). In Experiment 1, participants learned categories under unspeeded or speeded conditions. In Experiment 2, they applied previously trained category knowledge under unspeeded or speeded conditions. Speeded conditions selectively impaired implicit category learning and implicit mature categorization. These results illuminate the processing dynamics of explicit/implicit categorization.

Using Research to Inform Learning Technology Practice and Policy: A Qualitative Analysis of Student Perspectives

ERIC Educational Resources Information Center

Russell, Carol; Malfroy, Janne; Gosper, Maree; McKenzie, Jo

2014-01-01

As learning technologies are now integral to most higher education student learning experiences, universities need to make strategic choices about what technologies to adopt and how to best support and develop the use of these technologies, particularly in a climate of limited resources. Information from students is therefore a valuable…

A Learning-Center Solution for Using Technology in Elementary Music

ERIC Educational Resources Information Center

Casey, Amy C.

2005-01-01

The challenge for educators today is to overcome this barrage of media and technology and find innovative ways to help students learn. But, how can teachers compete for student attention when this is the challenge? How can they improve learning experiences and make them relevant to our students' lives? Integrating technology into the music…

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…

Mobile Augmented Reality as Usability to Enhance Nurse Prevent Violence Learning Satisfaction.

PubMed

Hsu, Han-Jen; Weng, Wei-Kai; Chou, Yung-Lang; Huang, Pin-Wei

2018-01-01

Violence in hospitals, nurses are at high risk of patient's aggression in the workplace. This learning course application Mobile Augmented Reality to enhance nurse to prevent violence skill. Increasingly, mobile technologies introduced and integrated into classroom teaching and clinical applications. Improving the quality of learning course and providing new experiences for nurses.

Internships: Perspectives on Experiential Learning. A Guide to Internship Management for Educators and Professionals.

ERIC Educational Resources Information Center

Ciofalo, Andrew, Ed.

The 31 papers in this book ar grouped into 5 sections, of which the first consists of an introductory essay by A. Ciofalo, "What Every Professor and Worksite Supervisor Should Know about Internships." Section 2, on learning from experience, contains "Perspectives on Learning in Internships" (D. T. Moore); "Integrating the Traditions of…

Impacts of Integrating the Repertory Grid into an Augmented Reality-Based Learning Design on Students' Learning Achievements, Cognitive Load and Degree of Satisfaction

ERIC Educational Resources Information Center

Wu, Po-Han; Hwang, Gwo-Jen; Yang, Mei-Ling; Chen, Chih-Hung

2018-01-01

Augmented reality (AR) offers potential advantages for intensifying environmental context awareness and augmenting students' experiences in real-world environments by dynamically overlapping digital materials with a real-world environment. However, some challenges to AR learning environments have been described, such as participants' cognitive…

The Effect of Learning Styles, Critical Thinking Disposition, and Critical Thinking on Clinical Judgment in Senior Baccalaureate Nursing Students during Human Patient Simulation

ERIC Educational Resources Information Center

McCormick, Kiyan

2014-01-01

Simulated learning experiences using high-fidelity human patient simulators (HPS) are increasingly being integrated into baccalaureate nursing programs. Thus, the purpose of this study was to examine relationships among learning style, critical thinking disposition, critical thinking, and clinical judgment during high-fidelity human patient…

Exploring Scaffolding Modes in PjBL: A Professional Development Course to Promote In-Service Teachers' Technology Integration

ERIC Educational Resources Information Center

Chen, Ching-Huei

2017-01-01

This study investigated in-service teachers' learning experiences in a scaffolded project-based learning environment. The participants were fifty-five teachers enrolled in a graduate-level learning-by-doing design course. The participants subsequently responded to a survey on the effects of different modes of scaffolds and were interviewed with…

Unleashing the Power of Science in Early Childhood: A Foundation for High-Quality Interactions and Learning

ERIC Educational Resources Information Center

Greenfield, Daryl B.; Alexander, Alexandra; Frechette, Elizabeth

2017-01-01

When science is integrated into early childhood learning experiences, it becomes a critical area supporting young children's development. Young children are natural scientists, curious about their world, and they engage in scientific practices to learn about and explore their world. This article describes how the K-12 Framework for Science…

Loaded Pistols: The Interplay of Social Intervention and Anti-Aesthetic Tradition in Learning Disabled Performance

ERIC Educational Resources Information Center

Calvert, Dave

2010-01-01

This article considers the aesthetics of applied performance with people with learning disabilities. Focusing on the integrated punk band Heavy Load, it explores how the aesthetic structure reconstructs notions of learning disability and intervenes in its social experience. It argues that this is facilitated through the punk form which positions…

The Online Writing Lab (OWL) and the Forum: A Tool for Writers in Distance Education Environments.

ERIC Educational Resources Information Center

Terryberry, Karl

2002-01-01

Demonstrates how to integrate static web pages with the dynamic forum for an effective learning experience on the online writing lab (OWL). Explains why asynchronous feedback provides effective, individualized writing instruction to students with various learning styles and how collaborative learning is fostered through threaded discussion groups.…

Constructively Aligning Technologies with Learning and Assessment in a Distance Education Master's Programme

ERIC Educational Resources Information Center

Rogerson-Revell, Pamela

2015-01-01

This paper reports on an action research study investigating the use of online learning activities or "e-tivities" to enhance the learning and assessment experience of students on a distance master's programme. The study suggests that to be successfully integrated in a programme, such activities need to be carefully aligned with learning…

Characterizing Learning-through-Service Students in Engineering by Gender and Academic Year

ERIC Educational Resources Information Center

Carberry, Adam Robert

2010-01-01

Service is increasingly being viewed as an integral part of education nationwide. Service-based courses and programs are growing in popularity as opportunities for students to learn and experience their discipline. Widespread adoption of learning-through-service (LTS) in engineering is stymied by a lack of a body of rigorous research supporting…

Using Mediated Learning Experience Parameters To Change Children's Behavior: Techniques for Parents and Childcare Providers.

ERIC Educational Resources Information Center

Falik, Louis H.

This paper describes the conceptual and activity focus of a training program for parents and childcare providers to help children develop their learning potential. The program thereby facilitates children's integration into society and enhancement of further learning propensities needed by them to adapt. The focus of the work is to create…

What is mLearning and How Can It Be Used to Support Learning and Teaching in Econometrics?

ERIC Educational Resources Information Center

Morales, Lucia

2013-01-01

The aim of case this study was to analyze the integration of mobile learning technologies in a postgraduate course in Finance (MSc in Finance) at Dublin Institute of Technology, where econometrics is an important course component. Previous experience with students undertaking econometrics modules supported this analysis, where the researcher…

International Service-Learning: Rethinking the Role of Emotions

ERIC Educational Resources Information Center

Larsen, Marianne A.

2017-01-01

Existing research on international service-learning (ISL) only implicitly alludes to emotions or considers emotions as a limited vehicle through which the more important work of learning occurs. This study set out to shift this focus on emotions to show how emotions are an integral part of the overall ISL experience. The aim was to understand how…

Using CAD Programs in CAL.

ERIC Educational Resources Information Center

Boardman, D.

1979-01-01

Practical experience has shown that computer aided design programs can provide an invaluable aid in the learning process when integrated into the syllabus in lecture and laboratory periods. This should be a major area of future development of computer assisted learning in engineering education. (Author/CMV)

The effectivenes of science domain-based science learning integrated with local potency

NASA Astrophysics Data System (ADS)

Kurniawati, Arifah Putri; Prasetyo, Zuhdan Kun; Wilujeng, Insih; Suryadarma, I. Gusti Putu

2017-08-01

This research aimed to determine the significant effect of science domain-based science learning integrated with local potency toward science process skills. The research method used was a quasi-experimental design with nonequivalent control group design. The population of this research was all students of class VII SMP Negeri 1 Muntilan. The sample of this research was selected through cluster random sampling, namely class VII B as an experiment class (24 students) and class VII C as a control class (24 students). This research used a test instrument that was adapted from Agus Dwianto's research. The aspect of science process skills in this research was observation, classification, interpretation and communication. The analysis of data used the one factor anova at 0,05 significance level and normalized gain score. The significance level result of science process skills with one factor anova is 0,000. It shows that the significance level < alpha (0,05). It means that there was significant effect of science domain-based science learning integrated with local potency toward science learning process skills. The results of analysis show that the normalized gain score are 0,29 (low category) in control class and 0,67 (medium category) in experiment class.

Predictable Locations Aid Early Object Name Learning

PubMed Central

Benitez, Viridiana L.; Smith, Linda B.

2012-01-01

Expectancy-based localized attention has been shown to promote the formation and retrieval of multisensory memories in adults. Three experiments show that these processes also characterize attention and learning in 16- to 18- month old infants and, moreover, that these processes may play a critical role in supporting early object name learning. The three experiments show that infants learn names for objects when those objects have predictable rather than varied locations, that infants who anticipate the location of named objects better learn those object names, and that infants integrate experiences that are separated in time but share a common location. Taken together, these results suggest that localized attention, cued attention, and spatial indexing are an inter-related set of processes in young children that aid in the early building of coherent object representations. The relevance of the experimental results and spatial attention for everyday word learning are discussed. PMID:22989872

Integral Students' Experiences: Measuring Instructional Quality and Instructors' Challenges in Calculus 1 Lessons

ERIC Educational Resources Information Center

Hong, Dae S.; Choi, Kyong Mi; Hwang, Jihyun; Runnalls, Cristina

2017-01-01

In this study, we examined 10 integral lessons to understand students' opportunities to learn cognitively challenging tasks and maintain cognitive demand during integral lessons. Our findings reveal issues with implemented tasks as well as the way these tasks were presented to students. We also examined mathematicians' reasons behind their…

Cultivating the Understanding of a Catholic University's Mission and the Principles of Catholic Social Teaching through a Faculty Service-Learning Experience

ERIC Educational Resources Information Center

Guiry, Michael

2012-01-01

The challenge for faculty teaching in Catholic business schools is how to integrate the University's mission and identity as well as the principles of Catholic Social Teaching (CST) into business school courses. Such integration is necessary if Catholic business schools are to provide students with a unique educational experience. This article…

The integration of blended learning into an occupational therapy curriculum: a qualitative reflection.

PubMed

Barnard-Ashton, Paula; Rothberg, Alan; McInerney, Patricia

2017-08-17

This paper presents a critical reflection of the integration of Blended Learning (BL) into an undergraduate occupational therapy curriculum which was delivered through Problem Based Learning (PBL). This is a qualitative reflection of a Participatory Action Research (PAR) study using Brookfield's model for critical reflection of an educator's practice. The model uses four 'lenses' through which to focus enquiry: Lens 1) our autobiography as a learner of practice; Lens 2) our learners' eyes; Lens 3) our colleagues' experiences; and Lens 4) the theoretical literature. Grounded theory analysis was applied to the data. The factors that contributed to successful integration of technology and e-Learning into an existing curriculum, the hurdles that were navigated along the way, and how these influenced decisions and innovation are explored. The core categories identified in the data were "drivers of change" and "outcomes of BL integration". Key situations and pivotal events are highlighted for their role in the process that led to the project maturing. Each lens reflects the successes and hurdles experienced during the study. Brookfield's model provides an objective method of reflection which showed that despite the hurdles, e-Learning was successfully integrated into the curriculum.

Reward maximization justifies the transition from sensory selection at childhood to sensory integration at adulthood.

PubMed

Daee, Pedram; Mirian, Maryam S; Ahmadabadi, Majid Nili

2014-01-01

In a multisensory task, human adults integrate information from different sensory modalities--behaviorally in an optimal Bayesian fashion--while children mostly rely on a single sensor modality for decision making. The reason behind this change of behavior over age and the process behind learning the required statistics for optimal integration are still unclear and have not been justified by the conventional Bayesian modeling. We propose an interactive multisensory learning framework without making any prior assumptions about the sensory models. In this framework, learning in every modality and in their joint space is done in parallel using a single-step reinforcement learning method. A simple statistical test on confidence intervals on the mean of reward distributions is used to select the most informative source of information among the individual modalities and the joint space. Analyses of the method and the simulation results on a multimodal localization task show that the learning system autonomously starts with sensory selection and gradually switches to sensory integration. This is because, relying more on modalities--i.e. selection--at early learning steps (childhood) is more rewarding than favoring decisions learned in the joint space since, smaller state-space in modalities results in faster learning in every individual modality. In contrast, after gaining sufficient experiences (adulthood), the quality of learning in the joint space matures while learning in modalities suffers from insufficient accuracy due to perceptual aliasing. It results in tighter confidence interval for the joint space and consequently causes a smooth shift from selection to integration. It suggests that sensory selection and integration are emergent behavior and both are outputs of a single reward maximization process; i.e. the transition is not a preprogrammed phenomenon.

Putting the Horse Back in Front of the Cart: Using Visions and Decisions about High-Quality Learning Experiences to Drive Course Design

ERIC Educational Resources Information Center

Allen, Deborah; Tanner, Kimberly

2007-01-01

This article discusses a systematic approach to designing significant learning experiences, often referred to as the "backward design process," which has been popularized by Wiggins and McTighe (1998) and is included as a central feature of L. Dee Fink's model for integrated course design (Fink, 2003). The process is referred to as backward…

Computer-based learning in neuroanatomy: A longitudinal study of learning, transfer, and retention

NASA Astrophysics Data System (ADS)

Chariker, Julia H.

A longitudinal experiment was conducted to explore computer-based learning of neuroanatomy. Using a realistic 3D graphical model of neuroanatomy, and sections derived from the model, exploratory graphical tools were integrated into interactive computer programs so as to allow adaptive exploration. 72 participants learned either sectional anatomy alone or learned whole anatomy followed by sectional anatomy. Sectional anatomy was explored either in perceptually continuous animation or discretely, as in the use of an anatomical atlas. Learning was measured longitudinally to a high performance criterion. After learning, transfer to biomedical images and long-term retention was tested. Learning whole anatomy prior to learning sectional anatomy led to a more efficient learning experience. Learners demonstrated high levels of transfer from whole anatomy to sectional anatomy and from sectional anatomy to complex biomedical images. All learning groups demonstrated high levels of retention at 2--3 weeks.

Ensemble positive unlabeled learning for disease gene identification.

PubMed

Yang, Peng; Li, Xiaoli; Chua, Hon-Nian; Kwoh, Chee-Keong; Ng, See-Kiong

2014-01-01

An increasing number of genes have been experimentally confirmed in recent years as causative genes to various human diseases. The newly available knowledge can be exploited by machine learning methods to discover additional unknown genes that are likely to be associated with diseases. In particular, positive unlabeled learning (PU learning) methods, which require only a positive training set P (confirmed disease genes) and an unlabeled set U (the unknown candidate genes) instead of a negative training set N, have been shown to be effective in uncovering new disease genes in the current scenario. Using only a single source of data for prediction can be susceptible to bias due to incompleteness and noise in the genomic data and a single machine learning predictor prone to bias caused by inherent limitations of individual methods. In this paper, we propose an effective PU learning framework that integrates multiple biological data sources and an ensemble of powerful machine learning classifiers for disease gene identification. Our proposed method integrates data from multiple biological sources for training PU learning classifiers. A novel ensemble-based PU learning method EPU is then used to integrate multiple PU learning classifiers to achieve accurate and robust disease gene predictions. Our evaluation experiments across six disease groups showed that EPU achieved significantly better results compared with various state-of-the-art prediction methods as well as ensemble learning classifiers. Through integrating multiple biological data sources for training and the outputs of an ensemble of PU learning classifiers for prediction, we are able to minimize the potential bias and errors in individual data sources and machine learning algorithms to achieve more accurate and robust disease gene predictions. In the future, our EPU method provides an effective framework to integrate the additional biological and computational resources for better disease gene predictions.

Imitation and Innovation: The Dual Engines of Cultural Learning.

PubMed

Legare, Cristine H; Nielsen, Mark

2015-11-01

Imitation and innovation work in tandem to support cultural learning in children and facilitate our capacity for cumulative culture. Here we propose an integrated theoretical account of how the unique demands of acquiring instrumental skills and cultural conventions provide insight into when children imitate, when they innovate, and to what degree. For instrumental learning, with an increase in experience, high fidelity imitation decreases and innovation increases. By contrast, for conventional learning, imitative fidelity stays high, regardless of experience, and innovation stays low. We synthesize cutting edge research on the development of imitative flexibility and innovation to provide insight into the social learning mechanisms underpinning the uniquely human mind. Copyright © 2015 Elsevier Ltd. All rights reserved.

Integrated learning of mathematics, science and technology concepts through LEGO/Logo projects

NASA Astrophysics Data System (ADS)

Wu, Lina

This dissertation examined integrated learning in the domains of mathematics, science and technology based on Piaget's constructivism, Papert's constructionism, and project-based approach to education. Ten fifth grade students were involved in a two-month long after school program where they designed and built their own computer-controlled LEGO/Logo projects that required the use of gears, ratios and motion concepts. The design of this study centered on three notions of integrated learning: (1) integration in terms of what educational materials/settings provide, (2) integration in terms of students' use of those materials, and (3) integration in the psychological sense. In terms of the first notion, the results generally showed that the LEGO/Logo environment supported the integrated learning of math, science and technology concepts. Regarding the second notion, the students all completed impressive projects of their own design. They successfully combined gears, motors, and LEGO parts together to create motion and writing control commands to manipulate the motion. But contrary to my initial expectations, their successful designs did not require numerical reasoning about ratios in designing effective gear systems. When they did reason about gear relationships, they worked with "qualitative" ratios, e.g., "a larger driver gear with a smaller driven gear increases the speed." In terms of the third notion of integrated learning, there was evidence in all four case study students of the psychological processes involved in linking mathematical, scientific, and/or technological concepts together to achieve new conceptual units. The students not only made connections between ideas and experiences, but also recognized decisive patterns and relationships in their project work. The students with stronger overall project performances showed more evidence of synthesis than the students with relatively weaker performances did. The findings support the conclusion that all three notions of the integrated learning are important for understanding what the students learned from their project work. By considering these notions together, and by deliberating about their interrelations, we take a step towards understanding the integrated learning.

Integrating across Episodes: Investigating the Long-term Accessibility of Self-derived Knowledge in 4-Year-Old Children

PubMed Central

Varga, Nicole L.; Stewart, Rebekah A.; Bauer, Patricia J.

2016-01-01

Semantic memory, defined as our store of knowledge about the world, provides representational support for all of our higher order cognitive functions. As such, it is crucial that the contents of semantic memory remain accessible over time. Although memory for knowledge learned through direct observation has been previously investigated, we know very little about the retention of knowledge derived through integration of information acquired across separate learning episodes. The present research investigated cross-episode integration in 4-year-old children. Participants were presented with novel facts via distinct story episodes and tested for knowledge extension through cross-episode integration, as well as for retention of the information over a 1-week delay. In Experiment 1, children retained the self-derived knowledge over the delay, though performance was primarily evidenced in a forced-choice format. In Experiment 2, we sought to facilitate the accessibility and robustness of self-derived knowledge by providing a verbal reminder after the delay. The accessibility of self-derived knowledge increased, irrespective of whether participants successfully demonstrated knowledge of the integration facts during the first visit. The results suggest knowledge extended through integration remains accessible after delays, even in a population in which this learning process is less robust. The findings also demonstrate the facilitative effect of reminders on the accessibility and further extension of knowledge over extended time periods. PMID:26774259

Examining the Effects of Integrated Science, Engineering, and Nonfiction Literature on Student Learning in Elementary Classrooms

NASA Astrophysics Data System (ADS)

Tank, Kristina Maruyama

In recent years there has been an increasing emphasis on the integration of multiple disciplines in order to help prepare more students to better address the complex challenges they will face in the 21st century. Exposing students to an integrated and multidisciplinary approach will help them to better understand the connections between subjects instead of as individual and separate subjects. Science, Technology, Engineering and Mathematics (STEM) Integration has been suggested as an approach that would model a multidisciplinary approach while also offering authentic and meaningful learning experiences to students. However, there is limited research on STEM integration in the elementary classroom and additional research is needed to better define and explore the effects of this integration for both students and science educators. With the recent recommendations for teaching both science and engineering in elementary classrooms (NRC, 2012), two common models include teaching science through inquiry and teaching science through engineering-design pedagogies. This study will explore both of these models as it seeks to better understand one piece of the larger issue of STEM and STEM integration by examining how the integration of science, engineering, and nonfiction literature affects students learning in elementary classrooms. This study employed an embedded mixed methods design to measure the effects of this integration on student learning in four fifth grade classrooms from the same elementary school. The findings revealed that the students who participated in the nonfiction reading instruction that was integrated with their science instruction showed a greater increase in all measures of student learning in both science and reading when compared to the control students. The findings from the integrated science, engineering and nonfiction literature revealed similar findings with the treatment students showing a greater increase in the measures of student learning in all three of the content areas. These results suggest that integrating nonfiction literature with science or science and engineering instruction can be an effective strategy in improving student learning in elementary classrooms.

Physical experience enhances science learning.

PubMed

Kontra, Carly; Lyons, Daniel J; Fischer, Susan M; Beilock, Sian L

2015-06-01

Three laboratory experiments involving students' behavior and brain imaging and one randomized field experiment in a college physics class explored the importance of physical experience in science learning. We reasoned that students' understanding of science concepts such as torque and angular momentum is aided by activation of sensorimotor brain systems that add kinetic detail and meaning to students' thinking. We tested whether physical experience with angular momentum increases involvement of sensorimotor brain systems during students' subsequent reasoning and whether this involvement aids their understanding. The physical experience, a brief exposure to forces associated with angular momentum, significantly improved quiz scores. Moreover, improved performance was explained by activation of sensorimotor brain regions when students later reasoned about angular momentum. This finding specifies a mechanism underlying the value of physical experience in science education and leads the way for classroom practices in which experience with the physical world is an integral part of learning. © The Author(s) 2015.

Description and student self-evaluation of a pilot integrated small group learning and simulation programme for medical students in the first clinical year.

PubMed

Levinson, Michele; Kelly, Diane; Zahariou, Krisoula; Johnson, Matthew; Jackman, Christine; Mackenzie, Sara

2017-02-01

Contemporary education for medical students should be student-centred, integrated and contextualised. Small group learning promotes clinical reasoning and skills for lifelong learning. Simulation can provide experiential learning in a safe and controlled environment. We developed a weekly integrated problem-based learning and simulation programme (IPS) over two semesters in the first clinical year to augment clinical placement experience and contextualise theory into work-relevant practice. To evaluate the new programme at Kirkpatrick level 1. An anonymous survey of participating students. The programme was well liked. Students found the programme relevant and that they had a better understanding of patient safety and the assessment of the deteriorating patient. They felt it contributed to integration of theory and practice, clinical reasoning and the acquisition of non-technical skills, particularly affective and communication elements. This IPS programme in the first clinical year can deliver a student-centred curriculum to complement clinical placement that delivers the important requirements of contemporary medical student education. © 2016 Royal Australasian College of Physicians.

Developing Dental Students' Awareness of Health Care Disparities and Desire to Serve Vulnerable Populations Through Service-Learning.

PubMed

Behar-Horenstein, Linda S; Feng, Xiaoying; Roberts, Kellie W; Gibbs, Micaela; Catalanotto, Frank A; Hudson-Vassell, Charisse M

2015-10-01

Service-learning in dental education helps students integrate knowledge with practice in an underserved community setting. The aim of this study was to explore how a service-learning experience affected a small group of dental students' beliefs about cultural competence, professionalism, career development, desire to practice in a community service setting, and perceptions about access and disparities issues. Prior to beginning their first year of dental school, five first-year dental students at one U.S. dental school participated in a six-week service-learning program in which they interned at one of three at-risk settings in order to experience health care delivery there. After the program, 60 reflective writing assignments completed by the participants were analyzed using grounded theory methods; interviews with the students were used to corroborate the findings from that analysis. Seven themes identified in the journal reflections and interview findings showed enhanced awareness of social health care issues and patient differences, as well as a social justice orientation and desire to address disparities. Building on this study, future research should explore the curricular components of service-learning programs to ensure students receive ample opportunity to reflect upon their experiences in order to integrate previously held assumptions with their newfound knowledge.

Surgical education and adult learning: Integrating theory into practice.

PubMed

Rashid, Prem

2017-01-01

Surgical education continues to evolve from the master-apprentice model. Newer methods of the process need to be used to manage the dual challenges of educating while providing safe surgical care. This requires integrating adult learning concepts into delivery of practical training and education in busy clinical environments. A narrative review aimed at outlining and integrating adult learning and surgical education theory was undertaken. Additionally, this information was used to relate the practical delivery of surgical training and education in day-to-day surgical practice. Concepts were sourced from reference material. Additional material was found using a PubMed search of the words: 'surgical education theory' and 'adult learning theory medical'. This yielded 1351 abstracts, of which 43 articles with a focus on key concepts in adult education theory were used. Key papers were used to formulate structure and additional cross-referenced papers were included where appropriate. Current concepts within adult learning have a lot to offer when considering how to better deliver surgical education and training. Better integration of adult learning theory can be fruitful. Individual teaching surgical units need to rethink their paradigms and consider how each individual can contribute to the education experience. Up skilling courses for trainers can do much to improve the delivery of surgical education. Understanding adult learning concepts and integrating these into day-to-day teaching can be valuable.

Surgical education and adult learning: Integrating theory into practice

PubMed Central

Rashid, Prem

2017-01-01

Surgical education continues to evolve from the master-apprentice model. Newer methods of the process need to be used to manage the dual challenges of educating while providing safe surgical care. This requires integrating adult learning concepts into delivery of practical training and education in busy clinical environments. A narrative review aimed at outlining and integrating adult learning and surgical education theory was undertaken. Additionally, this information was used to relate the practical delivery of surgical training and education in day-to-day surgical practice. Concepts were sourced from reference material. Additional material was found using a PubMed search of the words: ‘surgical education theory’ and ‘adult learning theory medical’. This yielded 1351 abstracts, of which 43 articles with a focus on key concepts in adult education theory were used. Key papers were used to formulate structure and additional cross-referenced papers were included where appropriate. Current concepts within adult learning have a lot to offer when considering how to better deliver surgical education and training. Better integration of adult learning theory can be fruitful. Individual teaching surgical units need to rethink their paradigms and consider how each individual can contribute to the education experience. Up skilling courses for trainers can do much to improve the delivery of surgical education. Understanding adult learning concepts and integrating these into day-to-day teaching can be valuable. PMID:28357046

Integrated Experiential Education: Definitions and a Conceptual Model

ERIC Educational Resources Information Center

Fenton, Lara; Gallant, Karen

2016-01-01

Universities are currently embracing community engagement strategies to increase opportunities for student learning in community settings such as community organizations. Experiential learning is often touted as the pedagogy underlying such experiences. We undertook a research project exploring the challenges and benefits for students and faculty…

"Experiential" Professional Development: Improving World Language Pedagogy inside Spanish Classrooms

ERIC Educational Resources Information Center

Burke, Brigid Moira

2012-01-01

"Experiential" professional development (EPD), influenced by Expeditionary Learning Outward Bound design, was integrated in the classrooms of secondary Spanish teachers to create opportunities for them to learn to use communicative language teaching (CLT) through experience. Teachers collaborated with colleagues, students, and a…

The Experience of Liberal Education

ERIC Educational Resources Information Center

Ayers, Edward L.

2010-01-01

"Experience" is a healthy-sounding word, but what do educators really mean by it? And how do educators persuade people that higher education fosters important forms of experience, that "experience" is an integral part of any vital liberal learning? The author suggests that educators might begin by getting clearer in their own minds just what they…

Students' Perceptions of the Impact of CLIL in a Mexican BA Program (Percepciones de los estudiantes sobre el impacto de la enseñanza de contenido-lengua integrados en un programa de pregrado en México)

ERIC Educational Resources Information Center

Asomoza, Alejandra Nuñez

2015-01-01

Content and language integrated learning is an innovative pedagogical approach used in educational institutions worldwide. This study considers information and experiences from various settings in order to explore content and language integrated learning within the Mexican context. This study reports the perceptions of students in a BA program.…

Digital case-based learning system in school.

PubMed

Gu, Peipei; Guo, Jiayang

2017-01-01

With the continuing growth of multi-media learning resources, it is important to offer methods helping learners to explore and acquire relevant learning information effectively. As services that organize multi-media learning materials together to support programming learning, the digital case-based learning system is needed. In order to create a case-oriented e-learning system, this paper concentrates on the digital case study of multi-media resources and learning processes with an integrated framework. An integration of multi-media resources, testing and learning strategies recommendation as the learning unit is proposed in the digital case-based learning framework. The learning mechanism of learning guidance, multi-media materials learning and testing feedback is supported in our project. An improved personalized genetic algorithm which incorporates preference information and usage degree into the crossover and mutation process is proposed to assemble the personalized test sheet for each learner. A learning strategies recommendation solution is proposed to recommend learning strategies for learners to help them to learn. The experiments are conducted to prove that the proposed approaches are capable of constructing personalized sheets and the effectiveness of the framework.

Digital case-based learning system in school

PubMed Central

Gu, Peipei

2017-01-01

With the continuing growth of multi-media learning resources, it is important to offer methods helping learners to explore and acquire relevant learning information effectively. As services that organize multi-media learning materials together to support programming learning, the digital case-based learning system is needed. In order to create a case-oriented e-learning system, this paper concentrates on the digital case study of multi-media resources and learning processes with an integrated framework. An integration of multi-media resources, testing and learning strategies recommendation as the learning unit is proposed in the digital case-based learning framework. The learning mechanism of learning guidance, multi-media materials learning and testing feedback is supported in our project. An improved personalized genetic algorithm which incorporates preference information and usage degree into the crossover and mutation process is proposed to assemble the personalized test sheet for each learner. A learning strategies recommendation solution is proposed to recommend learning strategies for learners to help them to learn. The experiments are conducted to prove that the proposed approaches are capable of constructing personalized sheets and the effectiveness of the framework. PMID:29107965

"Visual Learning Is the Best Learning--It Lets You Be Creative while Learning": Exploring Ways to Begin Guided Writing in Second Language Learning through the Use of Comics

ERIC Educational Resources Information Center

Rossetto, Marietta; Chiera-Macchia, Antonella

2011-01-01

This study investigated the use of comics (Cary, 2004) in a guided writing experience in secondary school Italian language learning. The main focus of the peer group interaction task included the exploration of visual sequencing and visual integration (Bailey, O'Grady-Jones, & McGown, 1995) using image and text to create a comic strip narrative in…

How Do Students Perceive the Enhancement of their Own Learning? A Comparison of Two Education Faculties' Experiences in Building an Online Learning Community for Bachelor of Music Education and Bachelor of Education Students

ERIC Educational Resources Information Center

Rowley, Jennifer; O'Dea, Jennifer

2009-01-01

Enhancing learning and teaching in blended learning environments is a strategic goal of The University of Sydney as eLearning continues to grow. Blackboard (WebCT) was integrated into the undergraduate Bachelor of Education program curricula through e-readings, discussion boards, lectures and online assessment tasks. The study was undertaken among…

Multimodal sequence learning.

PubMed

Kemény, Ferenc; Meier, Beat

2016-02-01

While sequence learning research models complex phenomena, previous studies have mostly focused on unimodal sequences. The goal of the current experiment is to put implicit sequence learning into a multimodal context: to test whether it can operate across different modalities. We used the Task Sequence Learning paradigm to test whether sequence learning varies across modalities, and whether participants are able to learn multimodal sequences. Our results show that implicit sequence learning is very similar regardless of the source modality. However, the presence of correlated task and response sequences was required for learning to take place. The experiment provides new evidence for implicit sequence learning of abstract conceptual representations. In general, the results suggest that correlated sequences are necessary for implicit sequence learning to occur. Moreover, they show that elements from different modalities can be automatically integrated into one unitary multimodal sequence. Copyright © 2015 Elsevier B.V. All rights reserved.

Learning, retention, and generalization of haptic categories

NASA Astrophysics Data System (ADS)

Do, Phuong T.

This dissertation explored how haptic concepts are learned, retained, and generalized to the same or different modality. Participants learned to classify objects into three categories either visually or haptically via different training procedures, followed by an immediate or delayed transfer test. Experiment I involved visual versus haptic learning and transfer. Intermodal matching between vision and haptics was investigated in Experiment II. Experiments III and IV examined intersensory conflict in within- and between-category bimodal situations to determine the degree of perceptual dominance between sight and touch. Experiment V explored the intramodal relationship between similarity and categorization in a psychological space, as revealed by MDS analysis of similarity judgments. Major findings were: (1) visual examination resulted in relatively higher performance accuracy than haptic learning; (2) systematic training produced better category learning of haptic concepts across all modality conditions; (3) the category prototypes were rated newer than any transfer stimulus followed learning both immediately and after a week delay; and, (4) although they converged at the apex of two transformational trajectories, the category prototypes became more central to their respective categories and increasingly structured as a function of learning. Implications for theories of multimodal similarity and categorization behavior are discussed in terms of discrimination learning, sensory integration, and dominance relation.

Imaging learning and memory: classical conditioning.

PubMed

Schreurs, B G; Alkon, D L

2001-12-15

The search for the biological basis of learning and memory has, until recently, been constrained by the limits of technology to classic anatomic and electrophysiologic studies. With the advent of functional imaging, we have begun to delve into what, for many, was a "black box." We review several different types of imaging experiments, including steady state animal experiments that image the functional labeling of fixed tissues, and dynamic human studies based on functional imaging of the intact brain during learning. The data suggest that learning and memory involve a surprising conservation of mechanisms and the integrated networking of a number of structures and processes. Copyright 2001 Wiley-Liss, Inc.

Integrating Professional Development across the Curriculum: An Effectiveness Study

ERIC Educational Resources Information Center

Ciarocco, Natalie J.; Dinella, Lisa M.; Hatchard, Christine J.; Valosin, Jayde

2016-01-01

The current study empirically tested the effectiveness of a modular approach to integrating professional development across an undergraduate psychology curriculum. Researchers conducted a two-group, between-subjects experiment on 269 undergraduate psychology students assessing perceptions of professional preparedness and learning. Analysis…

From OER to OEP: Shifting Practitioner Perspectives and Practices with Innovative Learning Experience Design

ERIC Educational Resources Information Center

Karunanayaka, Shironica P.; Naidu, Som; Rajendra, J. C. N.; Ratnayake, H. U. W.

2015-01-01

Like any other educational resource, the integration of OER in teaching and learning requires careful thought and support for the teaching staff. The Faculty of Education at the Open University of Sri Lanka approached this challenge with the help of a professional development course on OER-based e-Learning. Modules in the course incorporated the…

Influence of Problem-Based Learning Strategy on Enhancing Student's Industrial Oriented Competences Learned: An Action Research on Learning Weblog Analysis

ERIC Educational Resources Information Center

Chung, Pansy; Yeh, Ron Chuen; Chen, Yi-Cheng

2016-01-01

In order to respond to the ever-changing global economic environment, the technological and vocational education system in Taiwan needs to be dramatically reformed to the changing needs of the domestic industrial structure. Integrating practical talents with practical industrial experiences and competences can help avoid discrepancy and close the…

Effectiveness and Obstacle of Using Facebook as a Tool to Facilitate Student-Centred Learning in Higher Education

ERIC Educational Resources Information Center

Cheng, Irene Nga Yee; Chan, Janet Kit Yan; Kong, Suria Suet Yee; Leung, Kenneth Mei Yee

2016-01-01

Blended learning which combines face-to-face and online experiences of students by integrating technology into the curriculum is increasingly prevalent in university education. In a context of long time arguments on the educational value of using social networking websites on teaching and learning, this study was conducted in two higher education…

Are Dewey's Ideas Alive and Well in New Zealand Undergraduate Education? Kiwi Case Studies of Inquiry-Based Learning

ERIC Educational Resources Information Center

O'Steen, Billy

2008-01-01

Inquiry-based learning (IBL) is an approach that could be used by undergraduate educators that appears to meet the suggestions by Dewey to integrate students' interests and experiences with content knowledge. The IBL approach has been described as "a range of strategies used to promote learning through students' active, and increasingly…

Undergraduate Students' Development of Social, Cultural, and Human Capital in a Networked Research Experience

ERIC Educational Resources Information Center

Thompson, Jennifer Jo; Conaway, Evan; Dolan, Erin L.

2016-01-01

Recent calls for reform in undergraduate biology education have emphasized integrating research experiences into the learning experiences of all undergraduates. Contemporary science research increasingly demands collaboration across disciplines and institutions to investigate complex research questions, providing new contexts and models for…

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.

Students perception on the usage of PowerPoint in learning calculus

NASA Astrophysics Data System (ADS)

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

2017-04-01

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

Work Measurements: Interdisciplinary Overlap in Manufacturing and Algebra I

ERIC Educational Resources Information Center

Rose, Mary Annette

2007-01-01

Manufacturing engineering provides a relevant context from which to envision interdisciplinary learning experiences because engineers integrate their knowledge and skills of manufacturing and algebra processes in order to plan the efficient manufacture of products. In this article, the author describes an interdisciplinary learning activity that…

Transforming Early Childhood Education through Critical Reflection

ERIC Educational Resources Information Center

Anderson, Elizabeth M.

2014-01-01

There is tension growing in early childhood education between an emphasis on higher learning standards, teacher-directed activities, and evidence-based instructional methods and maintaining active, dynamic and integrated learning experiences for young children. This short essay highlights the ways in which our existing values and beliefs,…

Identifying STEM Concepts Associated with Junior Livestock Projects

ERIC Educational Resources Information Center

Wooten, Kate; Rayfield, John; Moore, Lori L.

2013-01-01

Science, technology, engineering, and mathematics (STEM) education is intended to provide students with a cross-subject, contextual learning experience. To more fully prepare our nation's students to enter the globally competitive workforce, STEM integration allows students to make connections between the abstract concepts learned in core subject…

Location-Based Learning through Augmented Reality

ERIC Educational Resources Information Center

Chou, Te-Lien; Chanlin, Lih-Juan

2014-01-01

A context-aware and mixed-reality exploring tool cannot only effectively provide an information-rich environment to users, but also allows them to quickly utilize useful resources and enhance environment awareness. This study integrates Augmented Reality (AR) technology into smartphones to create a stimulating learning experience at a university…

Adaptivity and Autonomy Development in a Learning Personalization Process

ERIC Educational Resources Information Center

Verpoorten, D.

2009-01-01

Within the iClass (Integrated Project 507922) and Enhanced Learning Experience and Knowledge Transfer (ELEKTRA; Specific Targeted Research or Innovation Project 027986) European projects, the author was requested to harness his pedagogical knowledge to the production of educational adaptive systems. The article identifies and documents the…

Measurement of information and communication technology experience and attitudes to e-learning of students in the healthcare professions: integrative review.

PubMed

Wilkinson, Ann; While, Alison E; Roberts, Julia

2009-04-01

This paper is a report of a review to describe and discuss the psychometric properties of instruments used in healthcare education settings measuring experience and attitudes of healthcare students regarding their information and communication technology skills and their use of computers and the Internet for education. Healthcare professionals are expected to be computer and information literate at registration. A previous review of evaluative studies of computer-based learning suggests that methods of measuring learners' attitudes to computers and computer aided learning are problematic. A search of eight health and social science databases located 49 papers, the majority published between 1995 and January 2007, focusing on the experience and attitudes of students in the healthcare professions towards computers and e-learning. An integrative approach was adopted, with narrative description of findings. Criteria for inclusion were quantitative studies using survey tools with samples of healthcare students and concerning computer and information literacy skills, access to computers, experience with computers and use of computers and the Internet for education purposes. Since the 1980s a number of instruments have been developed, mostly in the United States of America, to measure attitudes to computers, anxiety about computer use, information and communication technology skills, satisfaction and more recently attitudes to the Internet and computers for education. The psychometric properties are poorly described. Advances in computers and technology mean that many earlier tools are no longer valid. Measures of the experience and attitudes of healthcare students to the increased use of e-learning require development in line with computer and technology advances.

Community-based medical education: is success a result of meaningful personal learning experiences?

PubMed

Kelly, Len; Walters, Lucie; Rosenthal, David

2014-01-01

Community-based medical education (CBME) is the delivery of medical education in a specific social context. Learners become a part of social and medical communities where their learning occurs. Longitudinal integrated clerkships (LICs) are year-long community-based placements where the curriculum and clinical experience is typically delivered by primary care physicians. These programs have proven to be robust learning environments, where learners develop strong communication skills and excellent clinical reasoning. To date, no learning model has been offered to describe CBME. The characteristics of CBME are explored by the authors who suggest that the social and professional context provided in small communities enhances medical education. The authors postulate that meaningfulness is engendered by the authentic context, which develops over time. These relationships with preceptors, patients and the community provide meaningfulness, which in turn enhances learning. The authors develop a novel learning model. They propose that the context-rich environment of CBME allows for meaningful relationships and experiences for students and that such meaningfulness enhances learning.

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.

Curriculum Integration: The Central Problem in Teacher Education. Teacher Education Forum; Volume 4, Number 19.

ERIC Educational Resources Information Center

Wallen, Carl J.

A central problem in teacher education is the lack of curriculum integration in both competency-based and traditional teacher preparation programs. Curriculum integration is achieved when students are able to perceive a meaningful relationship between what they have learned in the different educational experiences in the program, and between those…

The Integrated Elementary Classroom: A Developmental Model of Education for the 21st Century.

ERIC Educational Resources Information Center

Charbonneau, Manon P.; Reider, Barbara E.

Targeting the elementary school-age child, 5 to 12 years old, this book sets forth an integrated approach to developing classroom experiences, supporting a holistic curriculum intended to stimulate learning and social and emotional gains. The integrated approach has at its hub a child-centered classroom where students' individual needs form the…

Understanding Science Teachers' Implementations of Integrated STEM Curricular Units through a Phenomenological Multiple Case Study

ERIC Educational Resources Information Center

Dare, Emily A.; Ellis, Joshua A.; Roehrig, Gillian H.

2018-01-01

Background: Current reforms in K-12 STEM education call for integration between science, technology, engineering, and mathematics (STEM). Such integration of STEM disciplines at the K-12 level offers students an opportunity to experience learning in real-world, multidisciplinary contexts; however, there is little reported research about teachers'…

Case of the Drunken Holon: An Integral Performative Co-Inquiry

ERIC Educational Resources Information Center

Fisher, R. Michael; Davis, Tess

2012-01-01

A postmodern and integral co-inquiry led by the authors, with Lucinda as "client," offered a unique unconventional and postconventional perspective on a client's case review. Utilizing integral theory (Wilber) as a guideline for a theory of holons and change, the co-investigators reflect upon and trans(per)form a learning experiment around the…

The Time Course of Explicit and Implicit Categorization

PubMed Central

Zakrzewski, Alexandria C.; Herberger, Eric; Boomer, Joseph; Roeder, Jessica; Ashby, F. Gregory; Church, Barbara A.

2015-01-01

Contemporary theory in cognitive neuroscience distinguishes, among the processes and utilities that serve categorization, explicit and implicit systems of category learning that learn, respectively, category rules by active hypothesis testing or adaptive behaviors by association and reinforcement. Little is known about the time course of categorization within these systems. Accordingly, the present experiments contrasted tasks that fostered explicit categorization (because they had a one-dimensional, rule-based solution) or implicit categorization (because they had a two-dimensional, information-integration solution). In Experiment 1, participants learned categories under unspeeded or speeded conditions. In Experiment 2, they applied previously trained category knowledge under unspeeded or speeded conditions. Speeded conditions selectively impaired implicit category learning and implicit mature categorization. These results illuminate the processing dynamics of explicit/implicit categorization. PMID:26025556

Critical brain circuits at the intersection between stress and learning.

PubMed

Bangasser, Debra A; Shors, Tracey J

2010-07-01

The effects of stressful life experience on learning are pervasive and vary greatly both within and between individuals. It is therefore unlikely that any one mechanism will underlie these complicated processes. Nonetheless, without identifying the necessary and sufficient circuitry, no complete mechanism or set of mechanisms can be identified. In this review, we provide two anatomical frameworks through which stressful life experience can influence processes related to learning and memory. In the first, stressful experience releases stress hormones, primarily from the adrenals, which directly impact brain areas engaged in learning. In the second, stressful experience indirectly alters the circuits used in learning via intermediary brain regions. Importantly, these intermediary brain regions are not integral to the stress response or learning itself, but rather link the consequences of a stressful experience with circuits used to learn associations. As reviewed, the existing literature provides support for both frameworks, with somewhat more support for the first but sufficient evidence for the latter which involves intermediary structures. Once we determine the circumstances that engage each framework and identify which one is most predominant, we can begin to focus our efforts on describing the neuronal and hormonal mechanisms that operate within these circuits to influence cognitive processes after stressful life experience.

Integration of Innovative Technologies for Enhancing Students' Motivation for Science Learning and Career

NASA Astrophysics Data System (ADS)

Xie, Yichun; Reider, David

2014-06-01

This paper analyzes the outcomes of an innovative technology experience for students and teachers (ITEST) project, Mayor's Youth Technology Corps (MYTCs) in Detroit, MI, which was funded by the NSF ITEST program. The MYTC project offered an integration of two technologies, geographic information system (GIS) and information assurance (IA), to stimulate students' interests in science, technology, engineering, and mathematics (STEM) career pathways and learning opportunities among high schools in underserved communities of the City of Detroit. Pre- and post-surveys demonstrated that the MYTC students showed growth in nearly every area covered in the surveys, including dispositions about STEM career and learning. A STEM career goal measure showed that overall interest in having a career in STEM increased 9 % throughout the program, with an additional 10 % for those who participated in an internship experience, the capstone of the MYTC project.

Bridging the gap: strategies to integrate classroom and clinical learning.

PubMed

Flood, Lisa Sue; Robinia, Kristi

2014-08-01

Nursing students often feel their classroom (didactic) learning and clinical (practice) experiences are disconnected which can lead to a rejection of academe and dissatisfaction with the profession. This classroom/clinical divide may be exacerbated because of the increased use of part-time clinical faculty, who are often isolated from their didactic peers. If clinical faculty, either novice or experienced, are disconnected from didactic faculty, is it any wonder students feel their learning is fragmented? The purpose of this paper is to discuss strategies to help bridge the gap between didactic and clinical learning. Specific integration strategies for faculty are presented using examples from a baccalaureate adult nursing didactic course and its related clinical course. The role of a clinical coordinator in facilitating course integration and support for part-time clinical faculty is described. Ideas for using technology to enhance learning and suggestions to promote socialization to decrease faculty isolation are also discussed. Copyright © 2014 Elsevier Ltd. All rights reserved.

Assessing Understanding through Reading and Writing in Mathematics

ERIC Educational Resources Information Center

Adu-Gyamfi, Kwaku; Bosse, Michael J.; Faulconer, Johna

2010-01-01

The mathematics education community recognizes the integrality of reading and writing in learning and communicating mathematics knowledge. Unfortunately, many students have yet to significantly experience this integrality in their mathematics classrooms despite the power these tools offer teachers for assessing student knowledge. This paper…

Adventure Programming and Spirituality: Integration Models, Methods, and Research.

ERIC Educational Resources Information Center

Anderson-Hanley, Cay

1997-01-01

Reviews the literature on the relationship of adventure education and experiential learning to spiritual experiences and development. Discusses definitions of spirituality, religion, and related terms; two frameworks for integration of psychology and spirituality and their application to experiential education; specific strategies for integrating…

Skill dependent audiovisual integration in the fusiform induces repetition suppression.

PubMed

McNorgan, Chris; Booth, James R

2015-02-01

Learning to read entails mapping existing phonological representations to novel orthographic representations and is thus an ideal context for investigating experience driven audiovisual integration. Because two dominant brain-based theories of reading development hinge on the sensitivity of the visual-object processing stream to phonological information, we were interested in how reading skill relates to audiovisual integration in this area. Thirty-two children between 8 and 13 years of age spanning a range of reading skill participated in a functional magnetic resonance imaging experiment. Participants completed a rhyme judgment task to word pairs presented unimodally (auditory- or visual-only) and cross-modally (auditory followed by visual). Skill-dependent sub-additive audiovisual modulation was found in left fusiform gyrus, extending into the putative visual word form area, and was correlated with behavioral orthographic priming. These results suggest learning to read promotes facilitatory audiovisual integration in the ventral visual-object processing stream and may optimize this region for orthographic processing. Copyright © 2014 Elsevier Inc. All rights reserved.

Skill Dependent Audiovisual Integration in the Fusiform Induces Repetition Suppression

PubMed Central

McNorgan, Chris; Booth, James R.

2015-01-01

Learning to read entails mapping existing phonological representations to novel orthographic representations and is thus an ideal context for investigating experience driven audiovisual integration. Because two dominant brain-based theories of reading development hinge on the sensitivity of the visual-object processing stream to phonological information, we were interested in how reading skill relates to audiovisual integration in this area. Thirty-two children between 8 and 13 years of age spanning a range of reading skill participated in a functional magnetic resonance imaging experiment. Participants completed a rhyme judgment task to word pairs presented unimodally (auditory- or visual-only) and cross-modally (auditory followed by visual). Skill-dependent sub-additive audiovisual modulation was found in left fusiform gyrus, extending into the putative visual word form area, and was correlated with behavioral orthographic priming. These results suggest learning to read promotes facilitatory audiovisual integration in the ventral visual-object processing stream and may optimize this region for orthographic processing. PMID:25585276

Pedagogical alternatives for triple integrals: moving towards more inclusive and personalized learning

NASA Astrophysics Data System (ADS)

Tisdell, Christopher C.

2018-07-01

This paper is based on the presumption that teaching multiple ways to solve the same problem has academic and social value. In particular, we argue that such a multifaceted approach to pedagogy moves towards an environment of more inclusive and personalized learning. From a mathematics education perspective, our discussion is framed around pedagogical approaches to triple integrals seen in a standard multivariable calculus curriculum. We present some critical perspectives regarding the dominant and long-standing approach to the teaching of triple integrals currently seen in hegemonic calculus textbooks; and we illustrate the need for more diverse pedagogical methods. Finally, we take a constructive position by introducing a new and alternate pedagogical approach to solve some of the classical problems involving triple integrals from the literature through a simple application of integration by parts. This pedagogical alternative for triple integrals is designed to question the dominant one-size-fits-all approach of rearranging the order of integration and the privileging of graphical methods; and to enable a shift towards a more inclusive, enhanced and personalized learning experience.

STEM the Boredom: Engage Students in the Australian Curriculum Using ICT with Problem-Based Learning and Assessment

NASA Astrophysics Data System (ADS)

Newhouse, Christopher Paul

2017-02-01

The well-being of modern economies and societies is increasingly requiring citizens to possess capabilities in integrating knowledge and skills in science, technology, engineering and science to solve problems. However, by the end of schooling, the majority of Australian students show little interest in these discipline areas and have no plans to continue study or work in them; many refer to these disciplines as boring. Further, they typically have little experience in integrating knowledge and skills from these disciplines and/or in applying this to solve relevant problems. Therefore, there is a need to engage students with such learning experiences to develop their interest and capabilities, particularly during the early years of secondary schooling. This is not easy for teachers to respond to, but with the support of modern digital technologies and the new Australian curriculum, the potential is expanded and the challenge is more readily achievable. However, appropriate pedagogies need to be supported that include more authentic approaches to assessment. Learning activities need to support students to integrate knowledge and skills across discipline areas in tackling real problems, and this also needs to be reflected in how students are assessed. In this paper, I will draw on personal experience as a teacher, a review of recent literature, components of the Australian Curriculum, and findings from research projects associated with my University research centre, to argue for, and illustrate how, teachers can orchestrate powerful learning activities to promote an interdisciplinary approach to STEM.

Undergraduate engineering students' experiences of interdisciplinary learning: a phenomenographic perspective

NASA Astrophysics Data System (ADS)

Hsu, Ming-Chien

Engineers are expected to work with people with different disciplinary knowledge to solve real-world problems that are inherently complex, which is one of the reasons that interdisciplinary learning has become a common pedagogical practice in engineering education. However, empirical evidence on the impact of interdisciplinary learning on undergraduates is lacking. Regardless of the differences in the scope of methods used to assess interdisciplinary learning, frameworks of interdisciplinary learning are imperative for developing attainable outcomes as well as interpreting assessment data. Existing models of interdisciplinary learning have been either conceptual or based on research faculty members' experiences rather than empirical data. The study addressed the gap by exploring the different ways that undergraduate engineering students experience interdisciplinary learning. A phenomenographic methodological framework was used to guide the design, data collection, and data analysis of the study. Twenty-two undergraduate engineering students with various interdisciplinary learning experiences were interviewed using semi-structured protocols. They concretely described their experiences and reflected meaning associated with those experiences. Analysis of the data revealed eight qualitatively different ways that students experience interdisciplinary learning, which include: interdisciplinary learning as (A) no awareness of differences, (B) control and assertion, (C) coping with differences, (D) navigating creative differences, (E) learning from differences, (F) bridging differences, (G) expanding intellectual boundaries, and (H) commitment to holistic perspectives. Categories D through H represent a hierarchical structure of increasingly comprehensive way of experiencing interdisciplinary learning. Further analysis uncovered two themes that varied throughout the categories: (i) engagement with differences and (ii) purpose and integration. Students whose experiences lie outside of the hierarchical structure need to engage difference in a positive manner and also have a purpose in engaging differences in order to experience interdisciplinary learning in a more comprehensive way. The results offer insights into the design of curriculum and classroom interdisciplinary experiences in engineering education.

A Web-based e-learning course: integration of pathophysiology into pharmacology.

PubMed

Tse, Mimi M Y; Lo, Lisa W L

2008-11-01

The Internet is becoming the preferred place to find information. Millions of people go online in search of health and medical information. Likewise, the demand for Web-based courses is growing. This paper presents the development, utilization, and evaluation of a Web-based e-learning course for nursing students, entitled Integration of Pathophysiology into Pharmacology. The pathophysiology component included cardiovascular, respiratory, central nervous and immune system diseases, while the pharmacology component was developed based on 150 commonly used drugs. One hundred and nineteen Year 1 nursing students took part in the course. The Web-based e-learning course materials were uploaded to a WebCT for students' self-directed learning and attempts to pass two scheduled online quizzes. At the end of the semester, students were given a questionnaire to measure the e-learning experience. Their experience in the e-learning course was a positive one. Students stated that they were able to understand rather than memorize the subject content, and develop their problem solving and critical thinking abilities. Online quizzes yielded satisfactory results. In the focus group interview, students indicated that they appreciated the time flexibility and convenience associated with Web-based learning, and also made good suggestions for enhancing Web-based learning. The Web-based approach is promising for teaching and learning pathophysiology and pharmacology for nurses and other healthcare professionals.

The viewing room: A lens for developing ethical comportment.

PubMed

McAllister, Margaret; Levett-Jones, Tracy; Petrini, Marcia A; Lasater, Kathie

2016-01-01

Healthcare is dynamic and complex, and against this background, nursing students must negotiate the transition from lay person to healthcare professional. Diverse life experiences and learning styles can further complicate this journey of transformation. The contemporary role of the nurse includes caring for and making clinical decisions about patients based on ethical principles. Learning about and integrating ethical comportment as part of the transformative journey requires nurse educators to create and implement learning experiences that challenge nursing students to think deeply and broadly about the experiences they encounter, to question their previous assumptions and prejudices, to consider the world of healthcare through a new lens, and to reflect on and learn from the process. The judicious use of film has the potential to assist students to recognize and develop ethical comportment as they prepare for real-world clinical practice experiences. In this paper, we present three film exemplars and related teaching strategies designed to facilitate transformative learning and development of ethical comportment. Copyright © 2015 Elsevier Ltd. All rights reserved.

Exploring Art and Science Integration in an Afterschool Program

NASA Astrophysics Data System (ADS)

Bolotta, Alanna

Science, technology, engineering, arts and math (STEAM) education integrates science with art, presenting a unique and interesting opportunity to increase accessibility in science for learners. This case study examines an afterschool program grounded in art and science integration. Specifically, I studied the goals of the program, it's implementation and the student experience (thinking, feeling and doing) as they participated in the program. My findings suggest that these programs can be powerful methods to nurture scientific literacy, creativity and emotional development in learners. To do so, this program made connections between disciplines and beyond, integrated holistic teaching and learning practices, and continually adapted programming while also responding to challenges. The program is therefore specially suited to engage the heads, hands and hearts of learners, and can make an important contribution to their learning and development. To conclude, I provide some recommendations for STEAM implementation in both formal and informal learning settings.

Learning Robotics in a Science Museum Theatre Play: Investigation of Learning Outcomes, Contexts and Experiences

NASA Astrophysics Data System (ADS)

Peleg, Ran; Baram-Tsabari, Ayelet

2017-12-01

Theatre is often introduced into science museums to enhance visitor experience. While learning in museums exhibitions received considerable research attention, learning from museum theatre has not. The goal of this exploratory study was to investigate the potential educational role of a science museum theatre play. The study aimed to investigate (1) cognitive learning outcomes of the play, (2) how these outcomes interact with different viewing contexts and (3) experiential learning outcomes through the theatrical experience. The play `Robot and I', addressing principles in robotics, was commissioned by a science museum. Data consisted of 391 questionnaires and interviews with 47 children and 20 parents. Findings indicate that explicit but not implicit learning goals were decoded successfully. There was little synergy between learning outcomes of the play and an exhibition on robotics, demonstrating the effect of two different physical contexts. Interview data revealed that prior knowledge, experience and interest played a major role in children's understanding of the play. Analysis of the theatrical experience showed that despite strong identification with the child protagonist, children often doubted the protagonist's knowledge jeopardizing integration of scientific content. The study extends the empirical knowledge and theoretical thinking on museum theatre to better support claims of its virtues and respond to their criticism.

An Exploratory [Silver] Path to Interagency Reconstruction

DTIC Science & Technology

2011-05-31

problem is different, even if there are similarities with previous experiences , so planners use lessons learned from previous experiences at their...Department of State, especially the US Agency for International Development, has extensive development experience , while the Department of Defense...development experience , while the Department of Defense knows combat and security operations. Integration comes in the middle ground, where we

Facilitating Guided Participation through Mobile Technologies: Designing Creative Learning Environments for Self and Others

ERIC Educational Resources Information Center

Evans, Michael A.; Johri, Aditya

2008-01-01

We appropriate Rogoff's ("Apprenticeship in thinking: Cognitive development in social context," 1991; in: Wertsch et al. (eds.) "Sociocultural studies of mind," 1993) notion of guided participation to demonstrate, through abbreviated case studies, our strategy for integrating mobile technology-based learning experiences in higher education. Guided…

Integrating Experiential and Distributional Data to Learn Semantic Representations

ERIC Educational Resources Information Center

Andrews, Mark; Vigliocco, Gabriella; Vinson, David

2009-01-01

The authors identify 2 major types of statistical data from which semantic representations can be learned. These are denoted as "experiential data" and "distributional data". Experiential data are derived by way of experience with the physical world and comprise the sensory-motor data obtained through sense receptors. Distributional data, by…

Grounded in Theory: Immersing Preservice Teachers in Technology-Mediated Learning

ERIC Educational Resources Information Center

DeGennaro, Donna

2010-01-01

The integration of technology into preservice teacher education continues to be emphasized as important. The hope is that if future teachers obtain technology skills they will design meaningful technology-mediated learning experiences for their students. However, gaining technology skills alone does not ensure the ability to envision and employ…

Students Delivering Health Care to a Vulnerable Appalachian Population through Interprofessional Service-Learning

ERIC Educational Resources Information Center

Lee, Michelle L.; Hayes, Patricia A.; McConnell, Peggy; Henry, Robin M.

2013-01-01

Interprofessional student service-learning experiences are integrated into the preventive care of older adult residents of public housing in Appalachia. Receiving a Health Resources and Services Administration grant provided the College of Nursing at East Tennessee State University the opportunity to expand interprofessional clinical experiences…

Activating a Teaching Philosophy in Social Work Education: Articulation, Implementation, and Evaluation

ERIC Educational Resources Information Center

Owens, Larry W.; Miller, J. Jay; Grise-Owens, Erlene

2014-01-01

This article describes how to develop a comprehensive teaching philosophy from articulation through implementation to evaluation. Using literature and teaching-learning experiences, we discuss pragmatic steps for using a teaching philosophy to inform, engage, and evaluate teaching-learning. We promote an integrated teaching philosophy to ensure…

Learning natural resource asssessment protocols: Elements for success and lessons from an international workshop in Inner Mongolia, China.

USDA-ARS?s Scientific Manuscript database

Learning to complete natural resource assessments requires hands-on training. This paper illustrates eight elements of successful international workshops illustrated by data and experiences from a workshop in Inner Mongolia, China: translation, integration of a site potential-based land classificati...

TESOL in Context: Authentic Workplace Learning for Pre-Service Teachers

ERIC Educational Resources Information Center

Thomsett, Janeen; Leggett, Bridget; Ainsworth, Sharon

2011-01-01

The action research project entitled "Engaging pre-service TESOL teachers in authentic workplace learning" aimed to enhance the TESOL practicum experience of pre-service teachers in the Graduate Diploma of Education at Edith Cowan University in Perth, Western Australia. Integrated into the relevant TESOL curriculum unit was the…

Stop Teaching and Let Students Learn Geometry

ERIC Educational Resources Information Center

Bosse, Michael J.; Adu-Gyamfi, Kwaku

2011-01-01

For many high school students as well as preservice teachers, geometry can be difficult to learn without experiences that allow them to build their own understanding. The authors' approach to geometry instruction--with its integration of content, multiple representations, real-world examples, reading and writing, communication and collaboration as…

Encouraging Greater Student Inquiry Engagement in Science through Motivational Support by Online Scientist-Mentors

ERIC Educational Resources Information Center

Scogin, Stephen C.; Stuessy, Carol L.

2015-01-01

Next Generation Science Standards (NGSS) call for integrating knowledge and practice in learning experiences in K-12 science education. "PlantingScience" (PS), an ideal curriculum for use as an NGSS model, is a computer-mediated collaborative learning environment intertwining scientific inquiry, classroom instruction, and online…

Putting the Laboratory at the Center of Teaching Chemistry

ERIC Educational Resources Information Center

Bopegedera, A. M. R. P.

2011-01-01

This article describes an effective approach to teaching chemistry by bringing the laboratory to the center of teaching, to bring the excitement of discovery to the learning process. The lectures and laboratories are closely integrated to provide a holistic learning experience. The laboratories progress from verification to open-inquiry and…

Learning to Teach Mathematics with Technology: A Survey of Professional Development Needs, Experiences and Impacts

ERIC Educational Resources Information Center

Bennison, Anne; Goos, Merrilyn

2010-01-01

The potential for digital technologies to enhance students' mathematics learning is widely recognised, and use of computers and graphics calculators is now encouraged or required by secondary school mathematics curriculum documents throughout Australia. However, previous research indicates that effective integration of technology into classroom…

Using Clinical Gait Case Studies to Enhance Learning in Biomechanics

ERIC Educational Resources Information Center

Chester, Victoria

2011-01-01

Clinical case studies facilitate the development of clinical reasoning strategies through knowledge and integration of the basic sciences. Case studies have been shown to be more effective in developing problem-solving abilities than the traditional lecture format. To enhance the learning experiences of students in biomechanics, clinical case…

Contextual Learning and Tech Prep Curriculum Integration.

ERIC Educational Resources Information Center

Edling, Walter

Because tech prep has the twin goals of preparing students for entry into postsecondary/continuing education or the work force after high school, tech prep programs require significant modification of conventional curricula and teaching methodologies. Both research and experience have demonstrated that the ability to transfer learning from one…

Reframing Knowing, Being, and Doing in the Seminary Classroom

ERIC Educational Resources Information Center

Cahalan, Kathleen A.

2011-01-01

Seminary education requires that students learn a complex body of theological knowledge, engage in the practices of ministry, and develop as persons of faith and vocation. Utilizing the six aspects of significant learning experiences defined by L. Dee Fink--foundational knowledge, application, integration, the human dimension, caring, and learning…

Attitude Towards Computers and Classroom Management of Language School Teachers

ERIC Educational Resources Information Center

Jalali, Sara; Panahzade, Vahid; Firouzmand, Ali

2014-01-01

Computer-assisted language learning (CALL) is the realization of computers in schools and universities which has potentially enhanced the language learning experience inside the classrooms. The integration of the technologies into the classroom demands that the teachers adopt a number of classroom management procedures to maintain a more…

Expanding Horizons through Global Learning in Out-of-School Time

ERIC Educational Resources Information Center

Menten, Alexis

2011-01-01

The demands and opportunities of globalization involve not only America's economic competitiveness, but also national security, the need for tolerance in increasingly diverse communities, and a need to solve pressing social issues. To be successful, students need a comprehensive and integrated set of global learning experiences that help them…

A Preschool Investigation: The Skyscraper Project

ERIC Educational Resources Information Center

McCormick, Kelly K.; Twitchell, Guinevere

2017-01-01

Young children thrive in classrooms that allow them to explore and discover their environment and interests and also support them in this learning. Because children learn best when they are interested and excited, early-childhood educators should offer children play-based, integrated mathematical experiences (NRC 2009). In this article, the…

Neural and Cognitive Plasticity: From Maps to Minds

ERIC Educational Resources Information Center

Mercado, Eduardo, III

2008-01-01

Some species and individuals are able to learn cognitive skills more flexibly than others. Learning experiences and cortical function are known to contribute to such differences, but the specific factors that determine an organism's intellectual capacities remain unclear. Here, an integrative framework is presented suggesting that variability in…

The Great Pyramid Builders: An Integrated Theme on Ancient Egypt

ERIC Educational Resources Information Center

Stone, Brian

2008-01-01

This article describes a themed classroom project designed to teach about the culture and civilization of ancient Egypt. In preparing the project, it is noted that teachers should remember that different learning styles, including activities that provide meaningful experiences, are appropriate in accommodating the various ways children learn.…

Integrating Early Writing into Science Instruction in Preschool

ERIC Educational Resources Information Center

Wheatley, Barbara C.; Gerde, Hope K.; Cabell, Sonia Q.

2016-01-01

Providing children with early writing opportunities in preschool is a meaningful way to facilitate their language and literacy learning. Young children have an innate curiosity of the natural world around them that motivates their learning; therefore science experiences are logical areas in which to incorporate early writing opportunities.…

The Impact of Integrated Student Experiences on Learning

ERIC Educational Resources Information Center

Wingert, Jason R.; Wasileski, Sally A.; Peterson, Karin; Mathews, Leah Greden; Lanou, Amy Joy; Clarke, David

2014-01-01

In a cluster of courses called Food for Thought, seven faculty from different departments (including Biology, Economics, Sociology, Chemistry, Health and Wellness, and Foreign Language) teach students about food information, food consumerism, nutrition and health. The classes all have a shared learning outcome focused on developing the student as…

Conditional Processes of Effective Instructor Communication and Increases in Students' Cognitive Learning

ERIC Educational Resources Information Center

Bolkan, San; Goodboy, Alan K.; Myers, Scott A.

2017-01-01

This study examined two effective teaching behaviors traditionally considered by instructional communication scholars to associate positively with students' academic experiences: instructor clarity and immediacy. Our study situated these teaching behaviors in a conditional process model that integrated two key assumptions about student learning:…

Enhancing Professional Learning Communities through Knowledge Artefacts in Mainland China

ERIC Educational Resources Information Center

Qiao, Xuefeng; Yu, Shulin

2016-01-01

This qualitative case study examines the perspectives and experiences of seven Chinese primary teachers on the integration of shared knowledge artefacts into teaching in professional learning communities. The analysis of the semi-structured interviews and observation data revealed that using knowledge artefacts, such as preview sheets, flowing…

New Goals and Changed Roles: Re-Visioning Teacher Education.

ERIC Educational Resources Information Center

Hawley, Willis D.

1993-01-01

It is argued that the current agenda for improving teacher education only seeks to improve the present system. A new, radically restructured approach would train teachers to learn from their experiences, communicate clearly, know their subject matter, integrate ideas into practice, apply learning theory and child development principles, and…

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…

Personalized Learning and the Ultraversity Experience

ERIC Educational Resources Information Center

Powell, Stephen; Tindal, Ian; Millwood, Richard

2008-01-01

This paper describes a model of personalized work-integrated learning that is collaborative in nature, uses emerging Internet technologies and is accessed fully online. The Ultraversity project was set up by Ultralab at Anglia Ruskin University to develop a fully online, 3-year duration, undergraduate degree program with an emphasis on action…

Blended learning in anesthesia education: current state and future model.

PubMed

Kannan, Jaya; Kurup, Viji

2012-12-01

Educators in anesthesia residency programs across the country are facing a number of challenges as they attempt to integrate blended learning techniques in their curriculum. Compared with the rest of higher education, which has made advances to varying degrees in the adoption of online learning anesthesiology education has been sporadic in the active integration of blended learning. The purpose of this review is to discuss the challenges in anesthesiology education and relevance of the Universal Design for Learning framework in addressing them. There is a wide chasm between student demand for online education and the availability of trained faculty to teach. The design of the learning interface is important and will significantly affect the learning experience for the student. This review examines recent literature pertaining to this field, both in the realm of higher education in general and medical education in particular, and proposes the application of a comprehensive learning model that is new to anesthesiology education and relevant to its goals of promoting self-directed learning.

Developing 21st century skills in chemistry classrooms: Opportunities and challenges of STEAM integration

NASA Astrophysics Data System (ADS)

Hadinugrahaningsih, Tritiyatma; Rahmawati, Yuli; Ridwan, Achmad

2017-08-01

The paper portrays the first year of two-year study in integration Science, Technology, Engineering, Art, and Mathematics (STEAM) in chemistry learning. The research focused on developing 21st-century skills of chemistry students in secondary schools. The 21st-century skills as a set of abilities that students need to develop in facing the future challenge which involves learning, literacy, and life skills. The study was conducted in two secondary schools both public and private school in topics of hydrocarbon, petroleum, solubility, and acid base in year 10 and 11. The qualitative methodology was applied to explore the students' learning experiences and understanding the research context. Data was collected through observation, interview, reflective journal, and 21st-century rubric. The STEAM approach was integrated through modification of project-based learning model. The students had opportunities to develop their own projects by integrating chemistry and STEAM principles to their project. The results show that students have developed their critical and creative thinking, problem-solving skills, collaboration and argumentation skills, leadership and responsibility, information and literacy skills. The researchers faced the challenges of integrating STEAM within the chemistry curricula, empowering students, and managing the teaching and time resources. Students have started to challenge their critical and creative thinking within the existing learning environments. Integrating STEAM into chemistry learning has developed students' 21st-century skills in those three areas. Teachers also learned to develop their competencies for being facilitators and agents of change, in addition to skills development in dealing with students' differences.

Cortical inter-hemispheric circuits for multimodal vocal learning in songbirds.

PubMed

Paterson, Amy K; Bottjer, Sarah W

2017-10-15

Vocal learning in songbirds and humans is strongly influenced by social interactions based on sensory inputs from several modalities. Songbird vocal learning is mediated by cortico-basal ganglia circuits that include the SHELL region of lateral magnocellular nucleus of the anterior nidopallium (LMAN), but little is known concerning neural pathways that could integrate multimodal sensory information with SHELL circuitry. In addition, cortical pathways that mediate the precise coordination between hemispheres required for song production have been little studied. In order to identify candidate mechanisms for multimodal sensory integration and bilateral coordination for vocal learning in zebra finches, we investigated the anatomical organization of two regions that receive input from SHELL: the dorsal caudolateral nidopallium (dNCL SHELL ) and a region within the ventral arcopallium (Av). Anterograde and retrograde tracing experiments revealed a topographically organized inter-hemispheric circuit: SHELL and dNCL SHELL , as well as adjacent nidopallial areas, send axonal projections to ipsilateral Av; Av in turn projects to contralateral SHELL, dNCL SHELL , and regions of nidopallium adjacent to each. Av on each side also projects directly to contralateral Av. dNCL SHELL and Av each integrate inputs from ipsilateral SHELL with inputs from sensory regions in surrounding nidopallium, suggesting that they function to integrate multimodal sensory information with song-related responses within LMAN-SHELL during vocal learning. Av projections share this integrated information from the ipsilateral hemisphere with contralateral sensory and song-learning regions. Our results suggest that the inter-hemispheric pathway through Av may function to integrate multimodal sensory feedback with vocal-learning circuitry and coordinate bilateral vocal behavior. © 2017 Wiley Periodicals, Inc.

Natuculture Systems: Addressing Students' STEM and Agriculture Knowledge

NASA Astrophysics Data System (ADS)

Joyce, Alexander Augusto

The purpose of this study was to assess the inclusion of a Natuculture systems learning experience into selected high school STEM courses to determine high school students' interests in majoring in STEM and for pursuing careers in agricultural sciences. Natuculture is defined as "any human-made system that mimics nature in human-disturbed landscapes". The research occurred at an urban area high school located in the Piedmont region of North Carolina. Fifty-three students in grades 9-12 participated during an academic semester learning experience which included planting, maintenance, & harvesting for an oasissofa. Data was collected using a questionnaire and reflective journals to gather students' attitudes towards agriculture and science and knowledge towards agriculture. Results showed that while the experiences did not improve students' interest in pursuing careers in agricultural sciences, overall, they did increase their knowledge of concepts related to agriculture. It was concluded that students benefit from experiential learning experiences. Based on the study, it is recommended that future research follow up with students to learn of their educational and career choices in agriculture and future learning experiences include curricula that integrates agricultural topics with STEM courses.

Preregistration nursing students' perspectives on the learning, teaching and application of bioscience knowledge within practice.

PubMed

Molesworth, Mark; Lewitt, Moira

2016-03-01

This paper aims to explore student nurses' experiences of bioscience learning, teaching and application within the practice setting. It draws upon the social learning theory of communities of practice to consider the issues raised. The teaching of bioscience within many nursing curricula has shifted from traditional to more integrated approaches. Student nurses recognise bioscience as a valuable component of their studies, but many find it challenging. The focus of previous research in this area has often focussed on bioscience learning in theoretical rather than practice settings. A phenomenological study. Data were collected via focus group or interview with a total of seven students across two campuses in a Scottish university. Participants were offered the opportunity to share their experiences at both the end of year one and year two of their studies. A thematic analysis was undertaken independently then jointly by the authors. The findings suggest that although participants recognise the value of bioscience within practice settings, they found that opportunities for learning were often limited. Bioscience-related learning, teaching and application was perceived to have been given less legitimacy by the practice setting than other aspects of placement activity. To enhance bioscience approaches participants expressed a desire for more structured and integrated approaches within both practice and university along with further peer learning opportunities. Students recognise that bioscience knowledge is important in relation to the provision of safe and effective care. They request greater structure and consistency in relation to the learning, teaching and application of this topic during their placements. Those with a stake in educating nurses within clinical settings may find the views of student nurses on the topic of bioscience learning useful when planning and facilitating placement experiences. © 2015 John Wiley & Sons Ltd.

Twelve tips for delivering successful interprofessional case conferences.

PubMed

O'Brien, Bridget C; Patel, Shalini R; Pearson, Meg; Eastburn, Abigail P; Earnest, Gillian E; Strewler, Anna; Gager, Krista; Manuel, Jennifer K; Dulay, Maya; Bachhuber, Melissa R; Shunk, Rebecca

2017-12-01

Interprofessional case conferences (ICCs) offer an interactive, practical way to engage members of two or more health professions in discussions that involve learning and working together to improve patient care. Well-orchestrated ICCs provide opportunities to integrate interprofessional (IP) education into routine clinical practice. The authors provide 12 tips to support the conceptualization, planning, implementation, facilitation, evaluation, and sustainability of ICCs. They draw from extensive experience as IP educators and facilitators of ICCs and from literature on IP education, case-based learning, small-group facilitation, peer-assisted learning, and learner engagement - all of which offer insights into ICCs but have not been integrated and applied to this context.

The Future of Service-Learning and Community Engagement: Asset-Based Approaches and Student Learning in First-Year Courses

ERIC Educational Resources Information Center

Bauer, Tamara; Kniffin, Lori E.; Priest, Kerry L.

2015-01-01

In the 20 years since Zlotkowski (1995) called for curricular integration of service-learning (SL) across the academy, the authors have observed an increasing adoption of and support for the pedagogy in students' first-year experience. In another article, Gardner (2002) suggests that SL in the first year is particularly important because it can…

FUNCTION Follows FORM: Building the Foundations for Student Achievement Employing "School as a Teaching Tool" Protocol a Place-Based Learning Approach

ERIC Educational Resources Information Center

da Silva, Joseph; Alvarado, Manuel Cordero

2011-01-01

The experience of observing students actively engaged in the learning process is precious. There is no better way to celebrate "Children's Health and Energy Awareness Month" than assembling in a world class high performance green school with gifted and talented students learning how to take an integrated approach to sustainable school…

Improving K-12 STEM Education Outcomes through Technological Integration

ERIC Educational Resources Information Center

Urban, Michael J., Ed.; Falvo, David A., Ed.

2016-01-01

The application of technology in classroom settings has equipped educators with innovative tools and techniques for effective teaching practice. Integrating digital technologies at the elementary and secondary levels helps to enrich the students' learning experience and maximize competency in the areas of science, technology, engineering, and…

Modeling development of natural multi-sensory integration using neural self-organisation and probabilistic population codes

NASA Astrophysics Data System (ADS)

Bauer, Johannes; Dávila-Chacón, Jorge; Wermter, Stefan

2015-10-01

Humans and other animals have been shown to perform near-optimally in multi-sensory integration tasks. Probabilistic population codes (PPCs) have been proposed as a mechanism by which optimal integration can be accomplished. Previous approaches have focussed on how neural networks might produce PPCs from sensory input or perform calculations using them, like combining multiple PPCs. Less attention has been given to the question of how the necessary organisation of neurons can arise and how the required knowledge about the input statistics can be learned. In this paper, we propose a model of learning multi-sensory integration based on an unsupervised learning algorithm in which an artificial neural network learns the noise characteristics of each of its sources of input. Our algorithm borrows from the self-organising map the ability to learn latent-variable models of the input and extends it to learning to produce a PPC approximating a probability density function over the latent variable behind its (noisy) input. The neurons in our network are only required to perform simple calculations and we make few assumptions about input noise properties and tuning functions. We report on a neurorobotic experiment in which we apply our algorithm to multi-sensory integration in a humanoid robot to demonstrate its effectiveness and compare it to human multi-sensory integration on the behavioural level. We also show in simulations that our algorithm performs near-optimally under certain plausible conditions, and that it reproduces important aspects of natural multi-sensory integration on the neural level.

The Columbia-Bronx VA amalgamative clerkship: an effective, 12-week, integrated, longitudinal clinical experience.

PubMed

Diuguid-Gerber, Jillian; Porter, Samuel; Quiah, Samuel C; Nickerson, Katherine; Jones, Deborah; Audi, Zeena; Richards, Boyd F

2017-01-01

Many medical schools have adopted the longitudinal integrated clerkship (LIC) model in response to calls for increased continuity in clinical learning environments. However, because of implementation challenges, such programs are not feasible at some institutions or are limited to a small number of students. In January 2014, Columbia University College of Physicians and Surgeons (P&S) recognized the need to explore different LIC formats and began offering four, 12-week amalgamative clerkships (AC). Students within this curricular track experienced primary care, internal medicine 'away', orthopedic surgery, urology, and an elective in an integrated format. P&S developed the AC in partnership with the James J. Peters VA Medical Center in Bronx, NY (BVA). All patient care and educational conferences took place at the BVA during the 12-week experience. The learning objectives of the AC were aligned to the learning objectives of a 52-week20 LIC also offered at Columbia. An evaluation process was developed to determine studentlearning experiences and preliminary outcomes, including how well the LIC-related objectivescould be achieved in a shorter period of time. In 2015, P&S collected AC evaluation data through three student feedback sessions. Students reported that the AC provided opportunity for patient continuity, patient-centered care approaches, meaningful roles for students, career development opportunities, and health systems awareness. Early outcomes indicate that the BVA AC provides a degree of longitudinality that can influence student perceptions of patient care, career development, and health systems, consistent with the larger LIC. The team continues to gather additional data on students' experiences and investigate additional sites that have potential to serve as future AC learning environments.

Movement Experiences for Preschool Children

ERIC Educational Resources Information Center

Herkowitz, Jacqueline

1977-01-01

Through movement, children learn to orient themselves in space, defining for themselves such conceptions as up and down, right and left, through, around and inside; the integration of motor and sensory experiences may well be the foundation upon which complex cognitive skills are built. (JD)

The Crabapple Experience: Insights from Program Evaluations.

ERIC Educational Resources Information Center

Elmore, Randy; Wisenbaker, Joe

2000-01-01

An evaluation of a Georgia middle school's multi-age grouping program revealed significant progress regarding student self-esteem, achievement, community building, and teacher collaboration. The Crabapple experience illustrates how one model of student-centered, developmentally appropriate, and integrated learning can benefit middle-level…

Bridging Authentic Experiences and Literacy Skills through the Language Experience Approach

ERIC Educational Resources Information Center

Huang, Jiuhan

2013-01-01

Although the research base is small on adult English language learners (ELLs) who are learning English while also acquiring basic literacy, this research can still guide instructional practices. The essential components of reading skills suggests that the Language Experience Approach has the potential to integrate relevant meaning-focused reading…

Offering Remotely Triggered, Real-Time Experiments in Electrochemistry for Distance Learners

ERIC Educational Resources Information Center

Saxena, Sachin; Satsangee, Soami P.

2014-01-01

Remote access to real experiments is crucial for distance learners to experience the sciences. The exploitation of technology for this purpose is advantageous in global teaching and in exchange of ideas on a single front irrespective of distance barriers. Implementation of the distance method leads to cost-effective integrated-e-learning where…

Scene recognition based on integrating active learning with dictionary learning

NASA Astrophysics Data System (ADS)

Wang, Chengxi; Yin, Xueyan; Yang, Lin; Gong, Chengrong; Zheng, Caixia; Yi, Yugen

2018-04-01

Scene recognition is a significant topic in the field of computer vision. Most of the existing scene recognition models require a large amount of labeled training samples to achieve a good performance. However, labeling image manually is a time consuming task and often unrealistic in practice. In order to gain satisfying recognition results when labeled samples are insufficient, this paper proposed a scene recognition algorithm named Integrating Active Learning and Dictionary Leaning (IALDL). IALDL adopts projective dictionary pair learning (DPL) as classifier and introduces active learning mechanism into DPL for improving its performance. When constructing sampling criterion in active learning, IALDL considers both the uncertainty and representativeness as the sampling criteria to effectively select the useful unlabeled samples from a given sample set for expanding the training dataset. Experiment results on three standard databases demonstrate the feasibility and validity of the proposed IALDL.

The Role of the Visual Arts in Enhancing the Learning Process

PubMed Central

Tyler, Christopher W.; Likova, Lora T.

2011-01-01

With all the wealth of scientific activities, there remains a certain stigma associated with careers in science, as a result of the inevitable concentration on narrow specializations that are inaccessible to general understanding. Enhancement of the process of scientific learning remains a challenge, particularly in the school setting. While direct explanation seems the best approach to expedite learning any specific subject, it is well known that the ability to deeply absorb facts and concepts is greatly enhanced by placing them in a broader context of relevance to the issues of everyday life and to the larger goals of improvement of the quality of life and advancement to a more evolved society as a whole. If the sciences can be associated with areas of artistic endeavor, they may be viewed as more accessible and favorable topics of study. There is consequently an urgent need for research in the relationship between learning and experience in the arts because both art education and scientific literacy remain at an inadequate level even in economically advanced countries. The focus of this review is the concept that inspiration is an integral aspect of the artistic experience, both for the artist and for the viewer of the artwork. As an integrative response, inspiration involves not only higher cortical circuitry but its integration with the deep brain structures such as limbic system and medial frontal structures, which are understood to mediate the experience of emotions, motivational rewards, and the appreciation of the esthetic values of the impinging stimuli. In this sense, inspiration can turn almost any occupation in life into an avocation, a source of satisfaction in achieving life goals. Conversely, when inspiration is lacking, the motivation to learn, adapt, and prosper is impeded. Thus, inspiration may be viewed as a potent aspect of human experience in linking art and science. PMID:22347854

Blended learning: strengths, challenges, and lessons learned in an interprofessional training program.

PubMed

Lotrecchiano, G R; McDonald, P L; Lyons, L; Long, T; Zajicek-Farber, M

2013-11-01

This field report outlines the goals of providing a blended learning model for an interdisciplinary training program for healthcare professionals who care for children with disabilities. The curriculum blended traditional face-to-face or on-site learning with integrated online interactive instruction. Credit earning and audited graduate level online coursework, community engagement experiences, and on-site training with maternal and child health community engagement opportunities were blended into a cohesive program. The training approach emphasized adult learning principles in different environmental contexts integrating multiple components of the Leadership Education in Neurodevelopmental and Related Disabilities Program. This paper describes the key principles adopted for this blended approach and the accomplishments, challenges, and lessons learned. The discussion offers examples from training content, material gathered through yearly program evaluation, as well as university course evaluations. The lessons learned consider the process and the implications for the role of blended learning in this type of training program with suggestions for future development and adoption by other programs.

Problems Encountered in Teaching/Learning Integrated Photosynthesis: A Case of Ineffective Pedagogical Practice?

ERIC Educational Resources Information Center

Panijpan, Bhinyo; Ruenwongsa, Pintip; Sriwattanarothai, Namkang

2008-01-01

In this article we recount our experiences of teaching photosynthesis in an integrated way to secondary school students and teachers, science undergraduates and postgraduates. Conceptual questions were posed to investigate learners' fundamental understanding of simple light-dependent and light-independent processes taught to most students at…

Creative Curriculum Integration in Atlantic Canada: A "MindShift"

ERIC Educational Resources Information Center

Warner, Alan; de Vreede, Cate

2011-01-01

Curriculum integration through block programs has not taken hold in Atlantic Canada, but another approach has blossomed in Nova Scotia that is achieving some of the key benefits--interdisciplinary, holistic and problem-based learning, student engagement, community building, collaborative relationships, and real-world experiences. If block programs…

Integrating Streaming Media to Web-based Learning: A Modular Approach.

ERIC Educational Resources Information Center

Miltenoff, Plamen

2000-01-01

Explains streaming technology and discusses how to integrate it into Web-based instruction based on experiences at St. Cloud State University (Minnesota). Topics include a modular approach, including editing, copyright concerns, digitizing, maintenance, and continuing education needs; the role of the library; and how streaming can enhance…

TPACK in Special Education: Preservice Teacher Decision Making While Integrating Ipads into Instruction

ERIC Educational Resources Information Center

Anderson, Susan; Griffith, Robin; Crawford, Lindy

2017-01-01

This study provides insight into preservice teachers' experiences with integrating technology into lessons with children who had mild learning disabilities. Participants included 14 junior early childhood education majors enrolled in a special education course with a fieldwork component. The researchers collected and analyzed lesson plans, journal…

Considerations for Teaching Integrated STEM Education

ERIC Educational Resources Information Center

Stohlmann, Micah; Moore, Tamara J.; Roehrig, Gillian H.

2012-01-01

Quality Science, Technology, Engineering, and Mathematics (STEM) education is vital for the future success of students. Integrated STEM education is one way to make learning more connected and relevant for students. There is a need for further research and discussion on the knowledge, experiences, and background that teachers need to effectively…

Combining Critical Reflection and Design Thinking to Develop Integrative Learners

ERIC Educational Resources Information Center

Welsh, M. Ann; Dehler, Gordon E.

2013-01-01

In this article, we argue for advancing grounded curricula, which explicitly link theory and pedagogy, and executing them in authentic and multidisciplinary settings as a means to facilitate student growth into integrative learners. We describe the development of a student-centered learning experience that combines elements of critical management…

Integrating Technology into the Montessori Elementary Classroom.

ERIC Educational Resources Information Center

Hubbell, Elizabeth Ross

2003-01-01

Asserts that if used correctly, with forethought and respect to the Montessori philosophy, technology will advance and complement the experiences made available to children. Addresses the integration of technology into the Montessori elementary classroom focusing on the learning environment and the reduction of teacher time spent on tedious tasks.…

Using Student Managed Businesses to Integrate the Business Curriculum

ERIC Educational Resources Information Center

Massad, Victor J.; Tucker, Joanne M.

2009-01-01

To teach business today requires that we go beyond classroom learning and encourage real world, cross-functional experiences and applied management decision-making. This paper describes an innovative approach that requires students to apply their function-specific knowledge of business, integrated with other functional areas, to an authentic…

Developing Visual Creative Literacies through Integrating Art-Based Inquiry

ERIC Educational Resources Information Center

Smilan, Cathy

2016-01-01

Visual literacy and the ability to think creatively are critical skills requisite to full participation and communication in the twenty-first century. Learning experiences that integrate studio-based inquiry and other academic concepts can develop discipline skills as well as communication skills of deciphering visual cues and de/re-constructing…

Student experience of a scenario-centred curriculum

NASA Astrophysics Data System (ADS)

Bell, Sarah; Galilea, Patricia; Tolouei, Reza

2010-06-01

In 2006 UCL implemented new scenario-centred degree programmes in Civil and Environmental Engineering. The new curriculum can be characterised as a hybrid of problem-based, project-based and traditional approaches to learning. Four times a year students work in teams for one week on a scenario which aims to integrate learning from lecture and laboratory classes and to develop generic skills including team working and communication. Student experience of the first two years the old and new curricula were evaluated using a modified Course Experience Questionnaire. The results showed that students on the new programme were motivated by the scenarios and perceived better generic skills development, but had a lower perception of teaching quality and the development of design skills. The results of the survey support the implementation new curriculum but highlight the importance of strong integration between conventional teaching and scenarios, and the challenges of adapting teaching styles to suit.

Developing Global-Ready Graduates: The CANEU-COOP Experience

ERIC Educational Resources Information Center

McRae, Norah; Ramji, Karima; Lu, Linghong; Lesperance, Mary

2016-01-01

Post-secondary institutions spend considerable resources on programs, such as study abroad and international work-integrated learning, which involve students' participation in international experiences. One significant impetus for these programs is the hope that through exposing students to international settings these students will be better…

Learning from Conflicting Texts: The Role of Intertextual Conflict Resolution in Between-Text Integration

ERIC Educational Resources Information Center

Kobayashi, Keiichi

2015-01-01

The present study examined the effect of intertextual conflict resolution on learning from conflicting texts. In two experiments, participants read sets of two texts under the condition of being encouraged either to resolve a conflict between the texts' arguments (the resolution condition) or to comprehend the arguments (the comprehension…

Strategies to Reduce the Negative Effects of Spoken Explanatory Text on Integrated Tasks

ERIC Educational Resources Information Center

Singh, Anne-Marie; Marcus, Nadine; Ayres, Paul

2017-01-01

Two experiments involving 125 grade-10 students learning about commerce investigated strategies to overcome the transient information effect caused by explanatory spoken text. The transient information effect occurs when learning is reduced as a result of information disappearing before the learner has time to adequately process it, or link it…

Using Digital Storytelling as a Language Experience Approach Activity: Integrating English Language Learners into a Museum Field Trip

ERIC Educational Resources Information Center

Pappamihiel, N. Eleni; Knight, Jennifer Hatch

2016-01-01

Second language learners face countless obstacles in the classroom, including communication and comprehension limitations and difficulty building relationships with peers. Many teachers struggle to build an inclusive classroom environment and ensure all students, especially those with linguistic and other learning disadvantages, are learning. This…

Challenging Ideals of Reciprocity in Undergraduate Teaching: The Unexpected Benefits of Unpredictable Cross-Cultural Fieldwork

ERIC Educational Resources Information Center

Hammersley, Laura A.; Bilous, Rebecca H.; James, Sarah W.; Trau, Adam M.; Suchet-Pearson, Sandie

2014-01-01

Geographers are increasingly grappling with the theoretical and practical implications of integrating an ethics of reciprocity into undergraduate learning and teaching. This paper draws on the unexpected experiences of a third-year human geography research methods fieldtrip to examine the process of balancing undergraduate student learning and…

A Virtual Walk through London: Culture Learning through a Cultural Immersion Experience

ERIC Educational Resources Information Center

Shih, Ya-Chun

2015-01-01

Integrating Google Street View into a three-dimensional virtual environment in which users control personal avatars provides these said users with access to an innovative, interactive, and real-world context for communication and culture learning. We have selected London, a city famous for its rich historical, architectural, and artistic heritage,…

Artful Reading, Spontaneous Design: Integrating Philosophy, English, and Art in a Creativity Cluster

ERIC Educational Resources Information Center

Albrecht, Vera; Comins, Barbara

2014-01-01

This article informs about a multidisciplinary learning community targeting first year students from diverse cultural backgrounds at an urban community college. The combination of English, art, and philosophy of art in a "Creativity Cluster" offers an excellent opportunity for great teaching and learning experiences. Yet, how can faculty…

Engaged Learning across the Curriculum: The Vertical Integration of Food for Thought

ERIC Educational Resources Information Center

Duster, Troy; Waters, Alice

2006-01-01

This article discusses a relatively new and decidedly healthy educational movement emerging across the United States, from grade schools to high schools, from community colleges to graduate programs at the nation's most prestigious universities. The movement goes by the name of "engaged learning." The authors describe two experiments to…

Developing Self-Management and Teamwork Using Digital Games in 3D Simulations

ERIC Educational Resources Information Center

Cela-Ranilla, Jose M.; Esteve-Mon, Francesc M.; Esteve-González, Vanessa; Gisbert-Cervera, Merce

2014-01-01

Emerging technologies are providing opportunities for designing new learning environments, especially environments in which students can learn by putting their skills into practice. Knowledge about the development of these experiences needs to be accumulated and processed so that they can be integrated effectively into training programmes. In this…

Integrating the Secondary School Foreign Language Classroom through Multiple Learning Activities

ERIC Educational Resources Information Center

DeFalco, Laura

2011-01-01

Foreign language teachers experience difficulties in teaching students with learning disabilities. The challenge is to teach students with and without disabilities in the same classroom while having no background knowledge of how to teach towards all these students. Through observations and interviews with two foreign language teachers, the use of…

The Benefits & Drawbacks of Integrating Cloud Computing and Interactive Whiteboards in Teacher Preparation

ERIC Educational Resources Information Center

Blue, Elfreda; Tirotta, Rose

2011-01-01

Twenty-first century technology has changed the way tools are used to support and enhance learning and instruction. Cloud computing and interactive white boards, make it possible for learners to interact, simulate, collaborate, and document learning experiences and real world problem-solving. This article discusses how various technologies (blogs,…

Social Networking Tools and Teacher Education Learning Communities: A Case Study

ERIC Educational Resources Information Center

Poulin, Michael T.

2014-01-01

Social networking tools have become an integral part of a pre-service teacher's educational experience. As a result, the educational value of social networking tools in teacher preparation programs must be examined. The specific problem addressed in this study is that the role of social networking tools in teacher education learning communities…

What Works and Why? Student Perceptions of "Useful" Digital Technology in University Teaching and Learning

ERIC Educational Resources Information Center

Henderson, Michael; Selwyn, Neil; Aston, Rachel

2017-01-01

Digital technologies are now an integral aspect of the university student experience. As such, academic research has understandably focused on the potential of various digital technologies to enable, extend and even "enhance" student learning. This paper offers an alternate perspective on these issues by exploring students' actual…

The Flying Classroom--A Cost Effective Integrated Approach to Learning and Teaching Flight Dynamics

ERIC Educational Resources Information Center

Bromfield, Michael A.; Belberov, Aleksandar

2017-01-01

In the UK, the Royal Aeronautical Society recommends the inclusion of practical flight exercises for accredited undergraduate aerospace engineering programmes to enhance learning and student experience. The majority of academic institutions teaching aerospace in the UK separate the theory and practice of flight dynamics with students attending a…

Increasing Digital Media and Learning in Classrooms through School-University Partnerships

ERIC Educational Resources Information Center

Herro, Danielle; Qian, Meihua; Jacques, Lorraine

2017-01-01

This article describes findings from a faculty-in-residence program at a Southern middle school in the United States. The goal of the school-university partnership was to increase digital media and learning (DML) integration in classrooms and provide the university with contextualized experiences to strengthen its teacher education programs.…

Does ERP Hands-On Experience Help Students Learning Business Process Concepts?

ERIC Educational Resources Information Center

Rienzo, Thomas; Han, Bernard

2011-01-01

Over the past decade, more and more business schools are attempting to teach business processes (BPs) by using enterprise resource planning (ERP) software in their curricula. Currently, most studies involving ERP software in the academy have concentrated on learning and teaching via self-assessment surveys or curriculum integration. This research…

Every Other Day. Keynote Address.

ERIC Educational Resources Information Center

Tiller, Tom

Schools need to be reoriented and restructured so that what is taught and learned, and the way in which it is taught and learned, are better integrated with young people's real-world experiences. Many indicators suggest that the meaningful aspects of school have been lost in the encounter with modern times. The title of this address--"Every…

Teachers Develop CLIL Materials in Argentina: A Workshop Experience

ERIC Educational Resources Information Center

Banegas, Darío Luis

2016-01-01

Content and language integrated learning (CLIL) is a Europe-born approach. Nevertheless, CLIL as a language learning approach has been implemented in Latin America in different ways and models: content-driven models and language-driven models. As regards the latter, new school curricula demand that CLIL be used in secondary education in Argentina…

The Impact of the Perceived Value of Critical-Thinking Skills

ERIC Educational Resources Information Center

Denial, A.

2012-01-01

From 2003-2007 at the New England College of Optometry, the Integrative Seminar Course (ISC) was used to facilitate students' learning of clinical reasoning. To examine students' perceptions and experiences regarding their learning, an end-of-year Likert-style survey was administered to 96 first-year students after completion of the ISC. Analysis…

GeoGebra in Professional Development: The Experience of Rural Inservice Elementary School (K-8) Teachers

ERIC Educational Resources Information Center

Bu, Ligguo; Mumba, Frackson; Henson, Harvey; Wright, Mary

2013-01-01

GeoGebra is an emergent open-source Dynamic and Interactive Mathematics Learning Environment (DIMLE) (Martinovic & Karadag, 2012) that invites a modeling perspective in mathematics teaching and learning. In springs of 2010 and 2012, GeoGebra was integrated respectively into two online professional development courses on mathematical problem…

Cotton Island: Students' Learning Motivation Using a Virtual World

ERIC Educational Resources Information Center

Wyss, Jamie; Lee, Seung-Eun; Domina, Tanya; MacGillivray, Maureen

2014-01-01

As technology advances, it is important for teachers to seamlessly integrate technology into their innovative teaching techniques. Using virtual worlds is one alternative to traditional teaching methods that can provide rich learning experiences. The purpose of this article is twofold: (a) to present Cotton Island, an avatar-based 3-D virtual…

Assessment in Open and Distance Learning System (ODL): A Challenge

ERIC Educational Resources Information Center

Chaudhary, S. V. S.; Dey, Niradhar

2013-01-01

Assessment is an integral part of the learning process. The traditional practice of assessment has changed to meet the need of the contemporary society. In this paper assessment strategies used in Open and Distance Education are discussed and constructive suggestions are given to meet the challenges of assessment. Recently we experience a paradigm…

Student Experience of a Scenario-Centred Curriculum

ERIC Educational Resources Information Center

Bell, Sarah; Galilea, Patricia; Tolouei, Reza

2010-01-01

In 2006 UCL implemented new scenario-centred degree programmes in Civil and Environmental Engineering. The new curriculum can be characterised as a hybrid of problem-based, project-based and traditional approaches to learning. Four times a year students work in teams for one week on a scenario which aims to integrate learning from lecture and…

A Conceptual Model and Evaluation Process for Educational Technology Learning Resources: A Legal Case Study

ERIC Educational Resources Information Center

McDonald, Jacquie; McPhail, Janelle; Maguire, Michael; Millett, Bruce

2004-01-01

The University of Southern Queensland (USQ), Australia, has more than 25 years experience in distributed education. More recently, USQ has embraced information and communication technologies to delivery learning resources in a more integrated and interactive environment to on-campus and external students. To understand the complex reactions of…

RoboResource Technology Learning Activities.

ERIC Educational Resources Information Center

Keck, Tom, Comp.; Frye, Ellen, Ed.

Preparing students to be successful in a rapidly changing world means showing them how to use the tools of technology and how to integrate those tools into all areas of learning. This booklet is divided into three sections: Design Activities, Experiments, and Resources. The design activities ask students to collaborate on design projects. In these…

Integrated and Independent Learning of Hand-Related Constituent Sequences

ERIC Educational Resources Information Center

Berner, Michael P.; Hoffmann, Joachim

2009-01-01

In almost all daily activities fingers of both hands are used in coordinated succession. The present experiments explored whether learning in such tasks pertains not only to the overall sequence spanning both hands but also to the constituent sequences of each hand. In a serial reaction time task, 2 repeating hand-related sequences were…

A Gallery of Portraits in Service-Learning: Action Research in Teacher Education.

ERIC Educational Resources Information Center

Duckenfield, Marty, Ed.; Swick, Kevin J., Ed.

This book presents papers by teacher educators who describe how they foster the integration of service learning into their teacher education programs, with the eventual goal of institutionalization. The papers are: "Introduction" (Marty Duckenfield and Kevin J. Swick); "An Experiment in Implementation" (Bill Yost); "Pathways to Partnership:…

Learning to Manipulate and Categorize in Human and Artificial Agents

ERIC Educational Resources Information Center

Morlino, Giuseppe; Gianelli, Claudia; Borghi, Anna M.; Nolfi, Stefano

2015-01-01

This study investigates the acquisition of integrated object manipulation and categorization abilities through a series of experiments in which human adults and artificial agents were asked to learn to manipulate two-dimensional objects that varied in shape, color, weight, and color intensity. The analysis of the obtained results and the…

Grounding Assessment in Authentic Pedagogy: A Case Study of General Education Assessment

ERIC Educational Resources Information Center

Hall, Kevin

2012-01-01

The purpose of the study was to understand how instructors of general education courses, seeking to improve student learning, integrate assessment into their pedagogy. These assessment approaches, embedded within rich pedagogical understandings and experiences, reside at the core of the teaching and learning process. The study explored how…

Promoting Creativity in the Kitchen: Digital Lessons from the Learning Environment

ERIC Educational Resources Information Center

Surgenor, Dawn; McMahon-Beattie, Una S. M.; Burns, Amy; Hollywood, Lynsey E.

2016-01-01

Creativity and learning are heightened when individuals are exposed to problem-solving activity (Y. Cho, Chung, Choi, Sea, & Baek, 2013); however, while creativity has historically been promoted in schools, educationalists experience difficulty in integrating it meaningfully to the curriculum (Y. Cho et al., 2013). This is relevant in terms of…

Transnational Learning: The Integration of Jugyou Kenkyuu into Iranian Teacher Training

ERIC Educational Resources Information Center

Arani, Mohammad Reza Sarkar

2006-01-01

I clarify in this chapter what Iran can learn from Japan's experience of jugyou kenkyuu(lesson study) model, and what we can apply to the Iranian educational context. The chapter also discusses the process, progress and challenges of incorporating jugyou kenkyuu into Iranian teacher training. I examine how Iranian teachers and school…

How to Improve Integrated Care for People with Chronic Conditions: Key Findings from EU FP-7 Project INTEGRATE and Beyond.

PubMed

Borgermans, Liesbeth; Marchal, Yannick; Busetto, Loraine; Kalseth, Jorid; Kasteng, Frida; Suija, Kadri; Oona, Marje; Tigova, Olena; Rösenmuller, Magda; Devroey, Dirk

2017-09-25

Political and public health leaders increasingly recognize the need to take urgent action to address the problem of chronic diseases and multi-morbidity. European countries are facing unprecedented demand to find new ways to deliver care to improve patient-centredness and personalization, and to avoid unnecessary time in hospitals. People-centred and integrated care has become a central part of policy initiatives to improve the access, quality, continuity, effectiveness and sustainability of healthcare systems and are thus preconditions for the economic sustainability of the EU health and social care systems. This study presents an overview of lessons learned and critical success factors to policy making on integrated care based on findings from the EU FP-7 Project Integrate, a literature review, other EU projects with relevance to this study, a number of best practices on integrated care and our own experiences with research and policy making in integrated care at the national and international level. Seven lessons learned and critical success factors to policy making on integrated care were identified. The lessons learned and critical success factors to policy making on integrated care show that a comprehensive systems perspective should guide the development of integrated care towards better health practices, education, research and policy.

How to Improve Integrated Care for People with Chronic Conditions: Key Findings from EU FP-7 Project INTEGRATE and Beyond

PubMed Central

Marchal, Yannick; Busetto, Loraine; Kalseth, Jorid; Kasteng, Frida; Suija, Kadri; Oona, Marje; Tigova, Olena; Rösenmuller, Magda; Devroey, Dirk

2017-01-01

Background: Political and public health leaders increasingly recognize the need to take urgent action to address the problem of chronic diseases and multi-morbidity. European countries are facing unprecedented demand to find new ways to deliver care to improve patient-centredness and personalization, and to avoid unnecessary time in hospitals. People-centred and integrated care has become a central part of policy initiatives to improve the access, quality, continuity, effectiveness and sustainability of healthcare systems and are thus preconditions for the economic sustainability of the EU health and social care systems. Purpose: This study presents an overview of lessons learned and critical success factors to policy making on integrated care based on findings from the EU FP-7 Project Integrate, a literature review, other EU projects with relevance to this study, a number of best practices on integrated care and our own experiences with research and policy making in integrated care at the national and international level. Results: Seven lessons learned and critical success factors to policy making on integrated care were identified. Conclusion: The lessons learned and critical success factors to policy making on integrated care show that a comprehensive systems perspective should guide the development of integrated care towards better health practices, education, research and policy. PMID:29588630

Learning to teach mathematics with technology: A survey of professional development needs, experiences and impacts

NASA Astrophysics Data System (ADS)

Bennison, Anne; Goos, Merrilyn

2010-04-01

The potential for digital technologies to enhance students' mathematics learning is widely recognised, and use of computers and graphics calculators is now encouraged or required by secondary school mathematics curriculum documents throughout Australia. However, previous research indicates that effective integration of technology into classroom practice remains patchy, with factors such as teacher knowledge, confidence, experience and beliefs, access to resources, and participation in professional development influencing uptake and implementation. This paper reports on a large-scale survey of technology-related professional development experiences and needs of Queensland secondary mathematics teachers. Teachers who had participated in professional development were found to be more confident in using technology and more convinced of its benefits in supporting students' learning of mathematics. Experienced, specialist mathematics teachers in large metropolitan schools were more likely than others to have attended technology-related professional development, with lack of time and limited access to resources acting as hindrances to many. Teachers expressed a clear preference for professional development that helps them meaningfully integrate technology into lessons to improve student learning of specific mathematical topics. These findings have implications for the design and delivery of professional development that improves teachers' knowledge, understanding, and skills in a diverse range of contexts.

LATIST: A Performance Support Tool for Integrating Technologies into Defense Acquisition University Learning Assets

DTIC Science & Technology

2011-07-01

TECHNOLOGIES INTO DEFENSE ACqUISITION UNIVERSITY LEARNING ASSETS Nada Dabbagh, Kevin Clark, Susan Dass , Salim Al Waaili, Sally Byrd, Susan...demographic data, four Likert- scale questions that targeted respondents’ familiarity with ALT, and one Likert- scale question addressing the...use of technology in learning with under- served populations. (E-mail address: kclark6@gmu.edu) Ms. Susan Dass has over 20 years’ experi- ence in

Seamless Integration of Desktop and Mobile Learning Experience through an Ontology-Based Adaptation Engine: Report of a Pilot-Project

ERIC Educational Resources Information Center

Mercurio, Marco; Torre, Ilaria; Torsani, Simone

2014-01-01

The paper describes a module within the distance language learning environment of the Language Centre at the Genoa University which adapts, through an ontology, learning activities to the device in use. Adaptation means not simply resizing a page but also the ability to transform the nature of a task so that it fits the device with the smallest…

ePortfolios, Badges, and the Whole Digital Self: How Evidence-Based Learning Pedagogies and Technologies Can Support Integrative Learning and Identity Development

ERIC Educational Resources Information Center

Kehoe, Ashley; Goudzwaard, Michael

2015-01-01

Extensive research on student development and learning theory shows that the value of a college experience can be challenging to measure because its impact is not strictly academic, but holistic (e.g., Evans, Forney, & Guido-DiBrito, 1998). ePortfolio programs have been successfully implemented at many campuses as 1 way for students to…

Validation of TGLF in C-Mod and DIII-D using machine learning and integrated modeling tools

NASA Astrophysics Data System (ADS)

Rodriguez-Fernandez, P.; White, Ae; Cao, Nm; Creely, Aj; Greenwald, Mj; Grierson, Ba; Howard, Nt; Meneghini, O.; Petty, Cc; Rice, Je; Sciortino, F.; Yuan, X.

2017-10-01

Predictive models for steady-state and perturbative transport are necessary to support burning plasma operations. A combination of machine learning algorithms and integrated modeling tools is used to validate TGLF in C-Mod and DIII-D. First, a new code suite, VITALS, is used to compare SAT1 and SAT0 models in C-Mod. VITALS exploits machine learning and optimization algorithms for the validation of transport codes. Unlike SAT0, the SAT1 saturation rule contains a model to capture cross-scale turbulence coupling. Results show that SAT1 agrees better with experiments, further confirming that multi-scale effects are needed to model heat transport in C-Mod L-modes. VITALS will next be used to analyze past data from DIII-D: L-mode ``Shortfall'' plasma and ECH swing experiments. A second code suite, PRIMA, allows for integrated modeling of the plasma response to Laser Blow-Off cold pulses. Preliminary results show that SAT1 qualitatively reproduces the propagation of cold pulses after LBO injections and SAT0 does not, indicating that cross-scale coupling effects play a role in the plasma response. PRIMA will be used to ``predict-first'' cold pulse experiments using the new LBO system at DIII-D, and analyze existing ECH heat pulse data. Work supported by DE-FC02-99ER54512, DE-FC02-04ER54698.

An investigation into sonography student experiences of simulation teaching and learning in the acquisition of clinical skills

PubMed Central

2014-01-01

Technological developments are impacting on many aspects of life, including education. One particular area of technology where there is growing interest within higher education institutions (HEIs) offering healthcare training is the use of simulators. The literature shows diverging views on the role of simulated learning in healthcare and further evaluation is needed to explore the quality of learning opportunities that are offered, and their effectiveness in the preparation of students for clinical practice. A qualitative study was undertaken, using interviews to explore the experiences of a group of sonography students after interacting with an ultrasound simulator. Simulation was positively evaluated by students in this study. The findings confirm that simulated learning enables students to be interactive learners rather than being passive recipients of knowledge. Simulated learning provides learning opportunities in a risk free environment, which reduces stress for the student and potential harm to patients. Confidence levels were increased, thereby improving future clinical scanning experiences for both the student and their patients. Suggestions were made for the more effective integration of simulated learning into the curriculum. Continued research into simulation, teaching and learning practices needs to occur if we are to ensure maximum advantage of the simulation experience. PMID:27433215

Constructing a Theory of Individual Space: Understanding Transnational Migration through the Experience of Return Chinese Immigrants from Canada in Beijing

ERIC Educational Resources Information Center

Ding, Yueya

2015-01-01

Drawing on life history research, this study critically examines the transnational experiences of return Chinese immigrants from Canada in Beijing. Through the accounts of their experiences, it explores different integration and reintegration strategies, including self-adjustment, lifelong learning and flexible citizenship. A native concept of…

Detecting Students' Experiences of Discontinuities between Middle School and High School Mathematics Programs: Learning during Boundary Crossing

ERIC Educational Resources Information Center

Jansen, Amanda; Herbel-Eisenmann, Beth; Smith, John P., III

2012-01-01

Transitions from middle school to high school mathematics programs can be problematic for students due to potential differences between instructional approaches and curriculum materials. Given the minimal research on how students experience such differences, we report on the experiences of two students as they moved out of an integrated,…

Research on knowledge representation, machine learning, and knowledge acquisition

NASA Technical Reports Server (NTRS)

Buchanan, Bruce G.

1987-01-01

Research in knowledge representation, machine learning, and knowledge acquisition performed at Knowledge Systems Lab. is summarized. The major goal of the research was to develop flexible, effective methods for representing the qualitative knowledge necessary for solving large problems that require symbolic reasoning as well as numerical computation. The research focused on integrating different representation methods to describe different kinds of knowledge more effectively than any one method can alone. In particular, emphasis was placed on representing and using spatial information about three dimensional objects and constraints on the arrangement of these objects in space. Another major theme is the development of robust machine learning programs that can be integrated with a variety of intelligent systems. To achieve this goal, learning methods were designed, implemented and experimented within several different problem solving environments.

Comparing the Impact of Two Internship Experiences on Student Learning.

ERIC Educational Resources Information Center

Eyler, Janet

1993-01-01

Of 71 students in business or social service internships, 54 participated in systematic activities to integrate core curriculum with field experience. Opportunities for guided analysis and reflection enabled them to recognize curriculum relevance and develop empathy, interpersonal skills, awareness of politics, understanding of organizations, and…

Action Learning--An Experience Working with Executives at the IBM Corporation

ERIC Educational Resources Information Center

Tracy, Marianne

2011-01-01

The increasing emphasis on innovation in executive development has important implications for contemporary organizations talent professionals and strategy creators. Providing an experience that addresses individual and team development, strategic innovation, organizational alignment and the integration of values is the objective of the action…

Benefits for Voice Learning Caused by Concurrent Faces Develop over Time.

PubMed

Zäske, Romi; Mühl, Constanze; Schweinberger, Stefan R

2015-01-01

Recognition of personally familiar voices benefits from the concurrent presentation of the corresponding speakers' faces. This effect of audiovisual integration is most pronounced for voices combined with dynamic articulating faces. However, it is unclear if learning unfamiliar voices also benefits from audiovisual face-voice integration or, alternatively, is hampered by attentional capture of faces, i.e., "face-overshadowing". In six study-test cycles we compared the recognition of newly-learned voices following unimodal voice learning vs. bimodal face-voice learning with either static (Exp. 1) or dynamic articulating faces (Exp. 2). Voice recognition accuracies significantly increased for bimodal learning across study-test cycles while remaining stable for unimodal learning, as reflected in numerical costs of bimodal relative to unimodal voice learning in the first two study-test cycles and benefits in the last two cycles. This was independent of whether faces were static images (Exp. 1) or dynamic videos (Exp. 2). In both experiments, slower reaction times to voices previously studied with faces compared to voices only may result from visual search for faces during memory retrieval. A general decrease of reaction times across study-test cycles suggests facilitated recognition with more speaker repetitions. Overall, our data suggest two simultaneous and opposing mechanisms during bimodal face-voice learning: while attentional capture of faces may initially impede voice learning, audiovisual integration may facilitate it thereafter.

Innovative Use of Service-Learning to Enhance Baccalaureate Nursing Education.

PubMed

Taylor, Wanda; Pruitt, Rosanne; Fasolino, Tracy

2017-09-01

Service-learning is an established pedagogical approach to nursing education found primarily in community nursing. With changing health care landscapes, the expansion of service-learning projects throughout the nursing program provides opportunities to enrich assessment and critical thinking and amplify exposure to determinants of health. Implementing service-learning in foundational nursing courses allows students to be challenged with the application of complex care management within a context of caring, cultural competence, social responsibility, and self-care initiatives. Integrating service-learning throughout the nursing curriculum has the potential to make positive, sustainable changes within a community, while simultaneously preparing students to view clients holistically, think critically, and develop cultural competence. Enhancing nursing curriculum by integrating service-learning opportunities can strengthen the learning experience and foster concepts of caring, social responsibility, cultural competence, and self-care. Working with community leaders from diverse groups can lead to sustainable projects that simultaneously benefit the community and nursing education. [J Nurs Educ. 2017;56(9):560-563.]. Copyright 2017, SLACK Incorporated.

Perceptual learning shapes multisensory causal inference via two distinct mechanisms

PubMed Central

McGovern, David P.; Roudaia, Eugenie; Newell, Fiona N.; Roach, Neil W.

2016-01-01

To accurately represent the environment, our brains must integrate sensory signals from a common source while segregating those from independent sources. A reasonable strategy for performing this task is to restrict integration to cues that coincide in space and time. However, because multisensory signals are subject to differential transmission and processing delays, the brain must retain a degree of tolerance for temporal discrepancies. Recent research suggests that the width of this ‘temporal binding window’ can be reduced through perceptual learning, however, little is known about the mechanisms underlying these experience-dependent effects. Here, in separate experiments, we measure the temporal and spatial binding windows of human participants before and after training on an audiovisual temporal discrimination task. We show that training leads to two distinct effects on multisensory integration in the form of (i) a specific narrowing of the temporal binding window that does not transfer to spatial binding and (ii) a general reduction in the magnitude of crossmodal interactions across all spatiotemporal disparities. These effects arise naturally from a Bayesian model of causal inference in which learning improves the precision of audiovisual timing estimation, whilst concomitantly decreasing the prior expectation that stimuli emanate from a common source. PMID:27091411

Perceptual learning shapes multisensory causal inference via two distinct mechanisms.

PubMed

McGovern, David P; Roudaia, Eugenie; Newell, Fiona N; Roach, Neil W

2016-04-19

To accurately represent the environment, our brains must integrate sensory signals from a common source while segregating those from independent sources. A reasonable strategy for performing this task is to restrict integration to cues that coincide in space and time. However, because multisensory signals are subject to differential transmission and processing delays, the brain must retain a degree of tolerance for temporal discrepancies. Recent research suggests that the width of this 'temporal binding window' can be reduced through perceptual learning, however, little is known about the mechanisms underlying these experience-dependent effects. Here, in separate experiments, we measure the temporal and spatial binding windows of human participants before and after training on an audiovisual temporal discrimination task. We show that training leads to two distinct effects on multisensory integration in the form of (i) a specific narrowing of the temporal binding window that does not transfer to spatial binding and (ii) a general reduction in the magnitude of crossmodal interactions across all spatiotemporal disparities. These effects arise naturally from a Bayesian model of causal inference in which learning improves the precision of audiovisual timing estimation, whilst concomitantly decreasing the prior expectation that stimuli emanate from a common source.

Using i2b2 to Bootstrap Rural Health Analytics and Learning Networks

PubMed Central

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

2017-01-01

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

Using i2b2 to Bootstrap Rural Health Analytics and Learning Networks.

PubMed

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

2016-08-01

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

The multisensory brain and its ability to learn music.

PubMed

Zimmerman, Emily; Lahav, Amir

2012-04-01

Playing a musical instrument requires a complex skill set that depends on the brain's ability to quickly integrate information from multiple senses. It has been well documented that intensive musical training alters brain structure and function within and across multisensory brain regions, supporting the experience-dependent plasticity model. Here, we argue that this experience-dependent plasticity occurs because of the multisensory nature of the brain and may be an important contributing factor to musical learning. This review highlights key multisensory regions within the brain and discusses their role in the context of music learning and rehabilitation. © 2012 New York Academy of Sciences.

Engaging Students in Higher Education through Mobile Learning

NASA Astrophysics Data System (ADS)

Menkhoff, Thomas; Bengtsson, Magnus Lars

This exploratory study reports pedagogical experiences with using mobiles phone, wikis and other mobile learning approaches such as walking tours as educational tools in the context of an undergraduate course on Chinese entrepreneurship taught at a university in Singapore. Conceptualised as mobile learning, the paper argues that ICT (information and communication technologies) devices used by students as part of their everyday life such as hand phones in combination with social media such as course wikis and other pedagogical methods such as mini lectures, field visits and walking tours can greatly enrich learners' experience provided their usage is easy and effectively integrated into the respective instructional strategy.

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.

Science identity construction through extraordinary professional development experiences

NASA Astrophysics Data System (ADS)

McLain, Bradley David

Despite great efforts and expenditures to promote science literacy and STEM career choices, the U.S. continues to lag behind other countries in science education, diminishing our capacity for STEM leadership and our ability to make informed decisions in the face of multiple looming global issues. I suggest that positive science identity construction (the integration of science into one's sense of self so that it becomes a source of inspiration and contributes to lifelong learning) is critical for promoting durable science literacy and pro-science choices. Therefore, the focus of this study was extraordinary professional development experiences for science educators that may significantly impact their sense of self. My hypothesis was that such experiences could positively impact educators' science and science educator identities, and potentially enhance their capacities to impact student science identities. The first part of this hypothesis is examined in this study. Further, I suggest that first-person narratives play an important role in science identity construction. Presenting a new conceptual model that connects experiential learning theory to identity theory through the narrative study of lives, I explored the impacts of subjectively regarded extraordinary professional development experiences on the science identity and science educator identity construction processes for a cohort of fifteen K-12 science teachers during a science-learning-journey to explore the volcanoes of Hawaii. I used a case study research approach under the broader umbrella of a hermeneutic phenomenology to consider four individual cases as lived experiences and to consider the journey as a phenomenon unto itself. Findings suggest science and science educator identities are impacted by such an experience but with marked variability in magnitude and nature. Evidence also suggests important impacts on their other identities. In most instances, science-related impacts were secondary to and/or embedded within the more holistic physical, intellectual, and emotional impacts. Rather than only targeting specific learning goals, as traditional professional development programs often do, this immersive experiential learning program integrated a wide range of human experience that were important factors, most notably, risk, social connections, permission and agency, and emotions in connection with more targeted science learning. Implications for future research and practice are discussed.