Sample records for key learning areas
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Social learning by following: an analysis1
Bullock, Daniel; Neuringer, Allen
1977-01-01
Learning by “following”, probably a common means by which behaviors are socially transmitted from adults to young in many species, was analyzed. Pigeons first learned to eat from a human hand. When the hand then approached an operant key and pecked it, the pigeons followed and quickly learned to do the same, thereby demonstrating social learning. When the hand only led the birds to the area of the key, without demonstrating the key-peck response, the birds learned as rapidly as with a key-peck demonstration. Birds also learned, but less reliably and more slowly, when they could observe the hand's responses but were constrained and unable to follow. “Following” was also shown to engender very rapid learning of a more complex, two-member response chain. PMID:16811970
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What Campuses Need to Know about Organizational Learning and the Learning Organization
ERIC Educational Resources Information Center
Kezar, Adrianna
2005-01-01
This chapter provides an overview of the literature on organizational learning and the learning organization, sets out key concepts in each area, and reviews the way that organizational learning and the learning organization have been applied within higher education.
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Building Geography's New Frontier: Implementing the Australian Curriculum Geography
ERIC Educational Resources Information Center
Purnell, Ken
2013-01-01
The introduction of Geography as a compulsory learning area from Foundation year, such as Kindergarten, to Year 8 in Australia provides new opportunities for learning and teaching. Opportunities, in part, will be driven by challenges associated with the introduction of this learning area. Key challenges are about variability: in take-up of the…
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Identifying key areas for active interprofessional learning partnerships: A facilitated dialogue.
Steven, Kathryn; Angus, Allyson; Breckenridge, Jenna; Davey, Peter; Tully, Vicki; Muir, Fiona
2016-11-01
Student and service user involvement is recognised as an important factor in creating interprofessional education (IPE) opportunities. We used a team-based learning approach to bring together undergraduate health professional students, early career professionals (ECPs), public partners, volunteers, and carers to explore learning partnerships. Influenced by evaluative inquiry, this qualitative study used a free text response to allow participants to give their own opinion. A total of 153 participants (50 public partners and 103 students and professionals representing 11 healthcare professions) took part. Participants were divided into mixed groups of six (n = 25) and asked to identify areas where students, professionals, and public could work together to improve health professional education. Each group documented their discussions by summarising agreed areas and next steps. Responses were collected and transcribed for inductive content analysis. Seven key themes (areas for joint working) were identified: communication, public as partners, standards of conduct, IPE, quality improvement, education, and learning environments. The team-based learning format enabled undergraduate and postgraduate health professionals to achieve consensus with public partners on areas for IPE and collaboration. Some of our results may be context-specific but the approach is generalisable to other areas.
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ERIC Educational Resources Information Center
Doets, Cees; Westerhuis, Anneke
This report organizes the discussion of six key messages from the European Union's Memorandum on Lifelong Learning that stressed the importance of lifelong learning for all citizens in the member states. Before considering the messages, Chapters 1-3 discuss the following three characteristic trends in the Netherlands in the area of lifelong…
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Quality Assurance of E-learning. ENQA Workshop Report 14
ERIC Educational Resources Information Center
Grifoll, Josep; Huertas, Esther; Prades, Anna; Rodriguez, Sebastian; Rubin, Yuri; Mulder, Fred; Ossiannilsson, Ebba
2010-01-01
E-learning in the European Higher Education Area has stampeded its way to the foreground of the Quality Assurance (QA) forum, and has become a key issue among quality assurance agencies and institutions in the European Higher Education Area (EHEA). Because internet-based learning is currently such a relevant topic, there is a dire need for the…
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The Value of Significant Learning Strategies in Undergraduate Education
ERIC Educational Resources Information Center
Coco, Charles M.
2012-01-01
Learning taxonomies can assist faculty in developing course structures that promote enhanced student learning in the cognitive and affective domains. Significant Learning is one approach to course design that allows for development in six key areas: Foundational Knowledge, Application, Integration, Human Dimension, Caring, and Learning How to…
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NASA Technical Reports Server (NTRS)
1974-01-01
Key lessons learned during the Skylab Program that could have impact on on-going and future programs are presented. They present early and sometimes subjective opinions; however, they give insights into key areas of concern. These experiences from a complex space program management and space flight serve as an early assessment to provide the most advantage to programs underway. References to other more detailed reports are provided.
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E-learning policies, practices and challenges in two Norwegian organizations.
Welle-Strand, Anne; Thune, Taran
2003-05-01
This article reports a pilot study on the uses of technology to enable learning within a formal educational setting in a higher education institution and within a corporation. These two Norwegian cases were selected due to their commitment to technology-enabled learning, as expressed in policy and strategy documents. The aim was to investigate the commitment and actual use of information and communications technology (ICT) for learning as well as what key actors think are the major challenges for successful large scale implementation of ICT for learning. The findings indicate that there is insufficient follow-up on e-learning policies and that there is a general lack of strategic direction and leadership in this area. The key challenges respondents highlight relate to the need for a systematic and pedagogical approach to e-learning in which three equally important considerations must be balanced: organization, pedagogy and technology. Key perspectives of a coherent pedagogical and organizational framework for planning e-learning are discussed.
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Assessment of Science Learning: Living in Interesting Times
ERIC Educational Resources Information Center
Pellegrino, James W.
2012-01-01
Beginning with a reference to living in a time of both uncertainty and opportunity, this article presents a discussion of key areas where shared understanding is needed if we are to successfully realize the design and use of high quality, valid assessments of science. The key areas discussed are: (1) assessment purpose and use, (2) the nature of…
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Participation in Informal Science Learning Experiences: The Rich Get Richer?
ERIC Educational Resources Information Center
DeWitt, Jennifer; Archer, Louise
2017-01-01
Informal science learning (ISL) experiences have been found to provide valuable opportunities to engage with and learn about science and, as such, form a key part of the STEM learning ecosystem. However, concerns remain around issues of equity and access. The Enterprising Science study builds upon previous research in this area and uses the…
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Learning Strategies and Learning-Related Emotions among Teacher Trainees
ERIC Educational Resources Information Center
Wittmann, Simone
2011-01-01
Teacher trainees are questioned about their strategic and emotional relationships with a key area of their future activity, learning. Characteristics of German teacher trainees are identified through comparisons with German students on a related course of study (educational science), and through comparisons with Swedish teacher trainees. N = 875…
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Quality Measures in Distance Learning.
ERIC Educational Resources Information Center
Husson, William J.; Waterman, Ellen K.
2002-01-01
The director of distance learning at Regis University in Colorado reflects on steps that must be taken to assure that university-level e-learning courses are the same quality as traditional courses. Key areas include: qualified faculty, teaching excellence, course design (with the added components of production as they apply to the application of…
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E-Learning in the Corporate University
ERIC Educational Resources Information Center
Homan, Gill; Macpherson, Allan
2005-01-01
Purpose: To explore the development of e-learning within the context of corporate universities with the aim of informing the debate on e-learning and establishing key areas of concern for emerging corporate universities. Design/methodology/approach: Three case reviews of large leading edge organizations in different sectors. Findings: Whilst…
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Predictive codes of familiarity and context during the perceptual learning of facial identities
NASA Astrophysics Data System (ADS)
Apps, Matthew A. J.; Tsakiris, Manos
2013-11-01
Face recognition is a key component of successful social behaviour. However, the computational processes that underpin perceptual learning and recognition as faces transition from unfamiliar to familiar are poorly understood. In predictive coding, learning occurs through prediction errors that update stimulus familiarity, but recognition is a function of both stimulus and contextual familiarity. Here we show that behavioural responses on a two-option face recognition task can be predicted by the level of contextual and facial familiarity in a computational model derived from predictive-coding principles. Using fMRI, we show that activity in the superior temporal sulcus varies with the contextual familiarity in the model, whereas activity in the fusiform face area covaries with the prediction error parameter that updated facial familiarity. Our results characterize the key computations underpinning the perceptual learning of faces, highlighting that the functional properties of face-processing areas conform to the principles of predictive coding.
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The High/Scope Preschool Key Experiences: Essential Elements of Young Children's Learning.
ERIC Educational Resources Information Center
Hohmann, Mary
2002-01-01
Discusses High/Scope's preschool key experiences (a set of 58 statements that describe young children's social, cognitive, and physical development). The key experiences are grouped into 10 major developmental areas (creative representation, language and literacy, social relations, movement, music, classification, seriation, number, space, and…
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ERIC Educational Resources Information Center
Denny, Verna Haskins
This instructor's manual provides an overview, directions, and answer keys for working with the study guide for direct care workers who are enrolled in a self-directed communication skills distance learning program for developmental disabilities workers. It begins with a list of the 12 theme areas and 105 units into which the theme areas are…
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Pedagogical Models for Enhancing the Cross-Cultural Online Public Health Learning Environment
ERIC Educational Resources Information Center
Banerjee, Srikanta; Firtell, Jill
2017-01-01
Background: Online distance learning (e-learning) is an established method for providing higher education on a global scale due to its potential to reduce inequalities particularly in the area of public health education. Simultaneously, multicultural education is a key component of health education and can be achieved by fostering cultural…
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A Waterfall Design Strategy for Using Social Media for Instruction
ERIC Educational Resources Information Center
Ahern, Terence C.
2016-01-01
Using social media can create a rich learning environment that crosses all content areas. The key to creating this environment is for instructors and designers to match appropriate social media software with the intended learning outcome. This article describes an instructional design strategy that helps educators create learning activities that…
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Holden, Carol A; Collins, Veronica R; Anderson, Christopher J; Pomeroy, Sylvia; Turner, Richard; Canny, Benedict J; Yeap, Bu B; Wittert, Gary; McLachlan, Rob I
2015-11-26
Enhancing a medical school curriculum with new men's health teaching and learning requires an understanding of the local capacity and the facilitators and barriers to implementing new content, and an approach that accommodates the systemic and cultural differences between medical schools. A formative evaluation was undertaken to determine the perspectives of key informants (academics, curriculum developers) from four Australian medical schools about the strategies needed to enhance their curriculum with men's health teaching and learning. Through semi-structured questioning with 17 key informants, interviewees also described the contextual barriers and facilitators to incorporating new topic areas into existing curriculum. Interviews were recorded with consent, transcribed verbatim, and analysed by two researchers to identify key themes. Interviewees were enthusiastic about incorporating men's health content through a men's health curriculum framework but highlighted the need for systems to assist in identifying gaps in their current curriculum where the men's health topics could be integrated. The student experience was identified as a key driver for men's health teaching and learning. Furthermore, core men's health clinical outcomes needed to be defined and topic areas vertically integrated across the curricula. This would ensure that students were appropriately equipped with the skills and knowledge for subsequent clinical practice in a range of geographical settings. Interviewees consistently suggested that the best implementation strategy is to have someone 'on the ground' to work directly with medical school staff and champion the men's health discipline. Providing mechanisms for sharing knowledge and resources across medical schools was highlighted to facilitate implementation, particularly for those medical schools with limited men's health teaching resources. Despite the unanimous support for men's health teaching and learning, the evaluation highlighted that the student experience must be recognised as paramount when integrating new topic areas into an already packed curriculum. A community of practice, where medical schools share relevant resources and knowledge, could help to ensure a commonality of student experience with respect to men's health learning in medical schools across different geographical settings and with different levels of resourcing. Such an approach could also be adapted to other areas of curriculum enhancement.
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ERIC Educational Resources Information Center
Savin-Baden, Maggi; McFarland, Lorraine; Savin-Baden, John
2008-01-01
This review sought to locate key themes in the literature on teaching and learning thinking and practices, by examining areas of influence and mapping ideas about the themes of practice, transfer and communities in higher education or related contexts. The findings indicate that issues of pedagogical stance, disjunction, learning spaces, agency,…
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The Challenges of Work-Based Learning in the Changing Context of the European Higher Education Area
ERIC Educational Resources Information Center
Schmidt, Reinhard; Gibbs, Paul
2009-01-01
This article discusses the key features of the common European framework for work-based learning (WBL) of the "Developing European Work Based Learning Approaches and Methods" (DEWBLAM) project (2003-2006). It examines the context of recent European initiatives and comments on the potential implications for policy, practice and theory,…
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Increasing Access through Multigrade Teaching and Learning. Policy Brief Number 5
ERIC Educational Resources Information Center
Little, Angela; Blum, Nicole; Diwan, Rashmi
2008-01-01
Multigrade teaching and learning--where a teacher is responsible for learners in two or more curriculum grades at the same time--is a frequent occurrence in small schools worldwide. These schools are particularly common in low income countries and in rural areas, making the provision of quality multigrade teaching and learning in them key to…
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Beyond Engagement Analytics: Which Online Mixed-Data Factors Predict Student Learning Outcomes?
ERIC Educational Resources Information Center
Strang, Kenneth David
2017-01-01
This mixed-method study focuses on online learning analytics, a research area of importance. Several important student attributes and their online activities are examined to identify what seems to work best to predict higher grades. The purpose is to explore the relationships between student grade and key learning engagement factors using a large…
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Ares Knowledge Capture: Summary and Key Themes Presentation
NASA Technical Reports Server (NTRS)
Coates, Ralph H.
2011-01-01
This report has been developed by the National Aeronautics and Space Administration (NASA) Human Exploration and Operations Mission Directorate (HEOMD) Risk Management team in close coordination with the MSFC Chief Engineers Office. This document provides a point-in-time, cumulative, summary of actionable key lessons learned derived from the design project. Lessons learned invariably address challenges and risks and the way in which these areas have been addressed. Accordingly the risk management thread is woven throughout the document.
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Ramon, Shulamit; Griffiths, Christopher A; Nieminen, Irja; Pedersen, Marialouise; Dawson, Ian
2011-05-01
The application of formal lifelong learning to enhance social inclusion in mental health is rarely investigated in terms of change in the lives of service users on a cross-country comparative scale. This study was aimed at examining changes in key areas of the lives of mental health service users across eight European mental health sites. A before and after case study design was applied. Users of mental health services who participated in the lifelong leaning interventions reviewed the changes in key areas of their lives at baseline and 10 months later, through the thematic analysis of qualitative data collected in semi-structured interviews (27 and 21, respectively) and self-reports (138 and 99, respectively). In-depth examples from one site are provided. Most users reported positive changes in the areas of training and social networks, with a sizeable minority moving onto unpaid and paid employment. In addition most users reported active planning for job search and other goals. Obstacles that were highlighted included the negative effects of having a mental illness, difficulties in close relationships and economic disadvantages. The lifelong learning intervention offered within an EU Framework 6 project to mental health service users in eight demonstration sites had a largely positive impact on key areas of their lives at 10 months, though obstacles remained which may be less amenable to change by social interventions.
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ERIC Educational Resources Information Center
L'Allier, Susan K.
2013-01-01
This study examined how effectively candidates in an MSEd in literacy education with a focus on reading program used the results from the Basic Reading Inventory to develop key instructional recommendations. The results indicated that, overall, candidates made about two thirds of the key recommendations suggested by an expert in the area of…
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Fully automated, deep learning segmentation of oxygen-induced retinopathy images
Xiao, Sa; Bucher, Felicitas; Wu, Yue; Rokem, Ariel; Lee, Cecilia S.; Marra, Kyle V.; Fallon, Regis; Diaz-Aguilar, Sophia; Aguilar, Edith; Friedlander, Martin; Lee, Aaron Y.
2017-01-01
Oxygen-induced retinopathy (OIR) is a widely used model to study ischemia-driven neovascularization (NV) in the retina and to serve in proof-of-concept studies in evaluating antiangiogenic drugs for ocular, as well as nonocular, diseases. The primary parameters that are analyzed in this mouse model include the percentage of retina with vaso-obliteration (VO) and NV areas. However, quantification of these two key variables comes with a great challenge due to the requirement of human experts to read the images. Human readers are costly, time-consuming, and subject to bias. Using recent advances in machine learning and computer vision, we trained deep learning neural networks using over a thousand segmentations to fully automate segmentation in OIR images. While determining the percentage area of VO, our algorithm achieved a similar range of correlation coefficients to that of expert inter-human correlation coefficients. In addition, our algorithm achieved a higher range of correlation coefficients compared with inter-expert correlation coefficients for quantification of the percentage area of neovascular tufts. In summary, we have created an open-source, fully automated pipeline for the quantification of key values of OIR images using deep learning neural networks. PMID:29263301
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ERIC Educational Resources Information Center
Kulak, Verena; Newton, Genevieve; Sharma, Rahul
2017-01-01
Objective: Enhanced knowledge retention and a preference towards a deep learning approach are desirable pedagogical outcomes of case-based learning (CBL). The CBL literature is sparse with respect to these outcomes, and this is especially so in the area of biochemistry. The present study determined the effect of CBL vs. non CBL on knowledge…
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Assessing Motivational Factors in Foreign Language Learning: Cultural Variation in Key Constructs
ERIC Educational Resources Information Center
Rueda, Robert; Chen, Chun-ya Becky
2005-01-01
Assessment in 2nd and foreign language learning has often centered on proficiency, although motivation has been shown to be critical in learning in general, as well as in 2nd and foreign language acquisition specifically. One of the issues relevant to the assessment of motivational processes in this area is that of cultural differences. In much of…
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How Bilingual Is Bilingual? Mother-Tongue Proficiency and Learning through a Second Language
ERIC Educational Resources Information Center
Yazici, Zeliha; Ilter, Binnur Genc; Glover, Philip
2010-01-01
In a bilingual context, the mother tongue plays a key role in a child's social and personal development, in education and in second-language learning. There is a complex relationship between these three areas. Support for children receiving education through a second language is often in the form of additional learning opportunities in the second…
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Transforming Future Teaching through "Carpe Diem" Learning Design
ERIC Educational Resources Information Center
Salmon, Gilly; Wright, Phemie
2014-01-01
Academic staff in Higher Education (HE) need to transform their teaching practices to support more future-orientated, digital, student-centered learning. Promoting, enabling and implementing these changes urgently requires acceptable, meaningful and effective staff development for academics. We identify four key areas that are presenting as…
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ERIC Educational Resources Information Center
Spicer, Sally
2012-01-01
Assessing children's learning is a key part of teaching. In all curriculum areas it is used for informing planning of future learning experiences and assessing pupil progress. Specifically in science, it identifies knowledge and understanding of scientific concepts, reasoning, and practical skill development. There are various ways to assess,…
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Citation Indexing and Threshold Concepts: An Essential Ah-Ha in Student Learning
ERIC Educational Resources Information Center
McLaughlin, Jeremy L.; Tucker, Virginia M.
2017-01-01
Understanding information organization is a key component to navigating digital library environments as an information professional. While traditionally thought of within the areas of assessment and evaluation, citation indexing is another form of organization and navigation, and learning about it can transform one's knowledge of the information…
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A Descriptive Study on the Use of Materials in Vocabulary Lessons
ERIC Educational Resources Information Center
Holmes, Kerry; Holmes, Stacy V.; Watts, Karley
2012-01-01
Vocabulary knowledge is important because it is highly correlated with content area learning. Strategies for vocabulary instruction recommend using new words in multiple contexts as key to learning. To date, the term "multiple contexts" emphasizes written contexts, not three-dimensional concrete material contexts. This article describes the…
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Collaborating and Creating on Music Technologies
ERIC Educational Resources Information Center
Dillon, Teresa
2003-01-01
Across all UK secondary school subject areas the proliferation of information and communication technologies (ICTs) has changed the nature of learning. Music education now includes the use of digital tools, such as programmable keyboards and computers, as key learning and music making instruments. Despite such usage there is relatively little…
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Learning from a Community Festival or Reenactment
ERIC Educational Resources Information Center
Morris, Ronald Vaughan
2008-01-01
Community festivals allow students opportunities to meet key contact people and investigate local resources. Further, the excitement of the social festival is infectious; it encourages learning among people of multiple ages in a common area. Festivals serve to define the community, transmit culture, and allow the community to participate in…
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Qualitative Research in PBL in Health Sciences Education: A Review
ERIC Educational Resources Information Center
Jin, Jun; Bridges, Susan
2016-01-01
Context: Qualitative methodologies are relatively new in health sciences education research, especially in the area of problem-based learning (PBL). A key advantage of qualitative approaches is the ability to gain in-depth, textured insights into educational phenomena. Key methodological issues arise, however, in terms of the strategies of…
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NCI is the nation's leader in cancer research. Learn more about NCI's cancer research areas, key initiatives, progress made in cancer research, and resources for researchers like research tools, specimens and data.
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Learning to Mark: Exemplars, Dialogue and Participation in Assessment Communities
ERIC Educational Resources Information Center
Handley, Karen; den Outer, Birgit; Price, Margaret
2013-01-01
The problems of shifting from norm-referenced assessment to criterion-referenced assessment have been identified by several scholars in recent years. These important critiques touch on a number of areas, but neglect a key question about how assessors learn to accomplish what Shay calls a "socially situated interpretive act". Research…
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Marine Hydrokinetic Energy Regulators Workshop: Lessons from Wind
DOE Office of Scientific and Technical Information (OSTI.GOV)
Baring-Gould, E. Ian
2015-09-03
Ian Baring-Gould presented these lessons learned from wind energy to an audience of marine hydrokinetic regulators. Lessons learned spanned the areas of technology advances, using collaborative approaches to involve key stakeholders; using baseline studies to measure and prioritize wildlife impacts, and look at avoidance and mitigation options early in the process.
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ERIC Educational Resources Information Center
Canelas, Dorian A.; Hill, Jennifer L.; Novicki, Andrea
2017-01-01
Science and engineering educators and employers agree that students should graduate from college with expertise in their major subject area as well as the skills and competencies necessary for productive participation in diverse work environments. These competencies include problem-solving, communication, leadership, and collaboration, among…
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Meaning-Making in Online Language Learner Interactions via Desktop Videoconferencing
ERIC Educational Resources Information Center
Satar, H. Müge
2016-01-01
Online language learning and teaching in multimodal contexts has been identified as one of the key research areas in computer-aided learning (CALL) (Lamy, 2013; White, 2014). This paper aims to explore meaning-making in online language learner interactions via desktop videoconferencing (DVC) and in doing so illustrate multimodal transcription and…
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The Key Factors of an Active Learning Method in a Microprocessors Course
ERIC Educational Resources Information Center
Carpeno, A.; Arriaga, J.; Corredor, J.; Hernandez, J.
2011-01-01
The creation of the European Higher Education Area (EHEA) is promoting a change toward a new model of education focused on the student. It is impelling methodological innovation processes in many European universities, leading more teachers to apply methods based on active and cooperative learning in their classrooms. However, the successful…
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Dornblaser, Emily K; Ratka, Anna; Gleason, Shaun E; Ombengi, David N; Tofade, Toyin; Wigle, Patricia R; Zapantis, Antonia; Ryan, Melody; Connor, Sharon; Jonkman, Lauren J; Ochs, Leslie; Jungnickel, Paul W; Abrons, Jeanine P; Alsharif, Naser Z
2016-04-25
The objective of this article is to describe the key areas of consideration for global/international advanced pharmacy practice experience (G/I APPE) preceptors, students and learning objectives. At the 2013 Annual Meeting of the American Association of Colleges of Pharmacy (AACP), the GPE SIG prepared and presented an initial report on the G/IAPPE initiatives. Round table discussions were conducted at the 2014 AACP Annual Meeting to document GPE SIG member input on key areas in the report. Literature search of PubMed, Google Scholar and EMBASE with keywords was conducted to expand this report. In this paper, considerations related to preceptors and students and learning outcomes are described. Preceptors for G/I APPEs may vary based on the learning outcomes of the experience. Student learning outcomes for G/I APPEs may vary based on the type of experiential site. Recommendations and future directions for development of G/IAPPEs are presented. Development of a successful G/I APPE requires significant planning and consideration of appropriate qualifications for preceptors and students.
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ERIC Educational Resources Information Center
Vikström, Anna
2014-01-01
The concept of matter, especially its particulate nature, is acknowledged as being one of the key concept areas in learning science. Within the framework of learning studies and variation theory, and with results from science education research as a starting point, six lower secondary school science teachers tried to enhance students'…
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Cognitive Neuroscience Discoveries and Educational Practices
ERIC Educational Resources Information Center
Sylwester, Robert
2006-01-01
In this article, the author describes seven movement-related areas of cognitive neuroscience research that will play key roles in shifting the current behavioral orientation of teaching and learning to an orientation that also incorporates cognitive neuroscience discoveries. These areas of brain research include: (1) mirroring system; (2) plastic…
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New Jersey Kids Count 2011: The State of Our Children
ERIC Educational Resources Information Center
Advocates for Children of New Jersey, 2011
2011-01-01
"New Jersey Kids Count 2011" again documents both advances and setbacks in key areas that affect child well-being--poverty, health, child protection, education, including early learning, and adolescent well-being. To better gauge New Jersey's progress in essential areas, a "New Jersey Kids Count Report Card" that identifies…
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"Learning the Basics": Young People's Engagement with Sexuality Education at Secondary Schools
ERIC Educational Resources Information Center
Adams Tucker, Leigh; George, Gavin; Reardon, Candice; Panday, Saadhna
2016-01-01
School-based sexuality education remains a key response to the HIV epidemic. Drawing on findings from an ethnographic study, this study explores how young people engage with sexuality and HIV- and AIDS-related education as it is delivered through the Life Orientation (LO) learning area in South Africa, in order to understand the dynamics that…
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ERIC Educational Resources Information Center
Pinskaya, M. A.; Lenskaya, E. A.; Ponomareva, A. A.; Brun, I. V.; Kosaretsky, S. G.; Savelyeva, M. B.
2016-01-01
The Teaching and Learning International Survey (TALIS) is a large-scale and authoritative international study of teachers. It is conducted by the Organization for Economic Cooperation and Development (OECD) to collect and compare information about teachers and principals in different countries in such key areas as the training and professional…
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Blogs, Wikis and Podcasts--Collaborative Knowledge Building Tools in a Design and Technology Course
ERIC Educational Resources Information Center
Chandra, Vinesh; Chalmers, Christina
2010-01-01
Design and Technology has become an important part of the school curriculum. In Queensland, Australia, Technology (which encompasses Design) is one of the Key Learning Areas (KLAs) for students in the first ten years of schooling. This KLA adopts a student-centred, hands-on constructivist approach to teaching and learning. The ability to…
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ERIC Educational Resources Information Center
Heyning, Lyndell
2010-01-01
Primary schools are such busy demanding places. Educators are concerned with a crowded curriculum and high emphasis placed on the development and cultivation of literacy and numeracy concepts. Teachers are generally concerned with the delivery and teaching expectations of all key learning areas of the primary school curriculum. However, the…
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Canadians Speak on Innovation and Learning=Les Canadiens, L'Innovation et L'Apprentissage.
ERIC Educational Resources Information Center
2003
This publication captures the thoughts, suggestions, and concerns Canadians expressed through an engagement process on behalf of the Government of Canada to animate discussion on Canada's innovation and learning challenges. The chapters provide summaries of what different groups had to say in relation to these key challenge areas and themes set…
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ERIC Educational Resources Information Center
Lai, Horng-Ji; Wu, Ming-Lieh; Li, Ai-Tzu
2011-01-01
This study investigated the informal learning experiences expressed by Taiwanese adults (aged from 16 to 97) and examined their involvement related to selected socio-demographic characteristics. Data of the 2008 Adult Education Participation Survey in Taiwan and Fujian Area were used to look at different variables of adults' demographic…
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Learner's Attitudes towards Online Language Learning; and Corresponding Success Rates
ERIC Educational Resources Information Center
Cinkara, Emrah; Bagceci, Birsen
2013-01-01
Online teaching has long been a key area of interest recently in every field of education as well as English language teaching. Numerous hardware tools, such as, mp3 players, mobile devices, and so on; and software applications, such as, podcasts, wikis, learning management systems, and so on, have been used in distance and online instruction and…
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State Digital Learning Exemplars: Highlights from States Leading Change through Policies and Funding
ERIC Educational Resources Information Center
Acree, Lauren; Fox, Christine
2015-01-01
States are striving to support the expansion of technology tools and resources in K-12 education through state policies, programs, and funding in order to provide digital learning opportunities for all students. This paper highlights examples of states with policies in support of five key areas: (1) innovative funding streams and policy; (2)…
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Mediating Content Area Learning through the Use of Flip-Flop Study Guides.
ERIC Educational Resources Information Center
Chalmers, Lynne
1995-01-01
Students with learning disabilities may gain from use of "flip-flop" study guides to gain key vocabulary and concepts. Rather than providing definitions for terms, the student provides terms for definitions and concepts in the study guide. Such guides allow the teacher to focus on particular concepts and provide repetition of information for…
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Video-Based Learning Platforms: A Key to Educational Transformation in Emerging Markets
ERIC Educational Resources Information Center
Aji, Sandeep
2016-01-01
One of the most explosive areas of growth in the field of higher education is currently in emerging international markets. In developing nations, lack of access to high-quality teachers and educational materials is often the key obstacle preventing students from gaining the skills and knowledge they need to pursue new opportunities and advance in…
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Lessons Learned from Highly Implemented Programs of Study
ERIC Educational Resources Information Center
Stipanovic, Natalie; Shumer, Rob; Stringfield, Sam
2012-01-01
American businesses and industries have long identified shortages in key career and technical areas--some of these areas require two- or four-year college degrees, whereas others simply require industry certifications. Career and technical education (CTE) has the potential to play a central role in filling these gaps. The current Carl D. Perkins…
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An Update on Reading in the Content Areas: Social Constructionist Dimensions.
ERIC Educational Resources Information Center
Bean, Thomas W.
2002-01-01
Summarizes key findings from a previous review of reading research in which the author charted a paradigm shift in content area reading research from strategy validation studies in the 1980s to qualitative studies aimed at understanding sociocultural dimensions in teaching and learning. Comments on issues presenting themselves now, at the outset…
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Commercial Orbital Transportation Services (COTS) Program Lessons Learned
NASA Technical Reports Server (NTRS)
Lindenmoyer, Alan; Horkachuck, Mike; Shotwell, Gwynne; Manners, Bruce; Culbertson, Frank
2015-01-01
This report has been developed by the National Aeronautics and Space Administration (NASA) Human Exploration and Operations Mission Directorate (HEOMD) Risk Management team in close coordination with the COTS Program. This document provides a point-in-time, cumulative, summary of actionable key lessons learned derived from the design project. Lessons learned invariably address challenges and risks and the way in which these areas have been addressed. Accordingly the risk management thread is woven throughout the document.
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Backpropagation and ordered derivatives in the time scales calculus.
Seiffertt, John; Wunsch, Donald C
2010-08-01
Backpropagation is the most widely used neural network learning technique. It is based on the mathematical notion of an ordered derivative. In this paper, we present a formulation of ordered derivatives and the backpropagation training algorithm using the important emerging area of mathematics known as the time scales calculus. This calculus, with its potential for application to a wide variety of inter-disciplinary problems, is becoming a key area of mathematics. It is capable of unifying continuous and discrete analysis within one coherent theoretical framework. Using this calculus, we present here a generalization of backpropagation which is appropriate for cases beyond the specifically continuous or discrete. We develop a new multivariate chain rule of this calculus, define ordered derivatives on time scales, prove a key theorem about them, and derive the backpropagation weight update equations for a feedforward multilayer neural network architecture. By drawing together the time scales calculus and the area of neural network learning, we present the first connection of two major fields of research.
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Key Learning Competencies across Place and Time: Kimihia Te Ara Totika, Hei Oranga Mo To Ao
ERIC Educational Resources Information Center
Carr, Margaret; Peters, Sally; Davis, Keryn; Bartlett, Claire; Bashford, Nadine; Berry, Paula; Greenslade, Susie; Molloy, Sue; O'Connor, Nikki; Simpson, Mere; Smith, Yvonne; Williams, Tina; Wilson-Tukaki, Andrea
2008-01-01
The overarching aim of this research in the proposal was the following: In a number of early childhood centres and early years school classrooms that have already begun to explore in this area, to investigate effective pedagogy designed to develop five learning competencies over time. This project was developed in response to curriculum reform in…
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ERIC Educational Resources Information Center
Daniel, Ryan; Daniel, Leah
2015-01-01
This article reflects on ongoing research-led teaching in the area of creative industries in higher education. Specifically it reports on key work-integrated learning strategies designed to better prepare graduates for the employment sector. The creative industries sector is complex and competitive, characterized by non-linear career paths driven…
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ERIC Educational Resources Information Center
Williams, Paul D.
2014-01-01
Politics courses embedded in business and commerce degree programs have soared in number in recent years. Yet how business students, often compulsorily enrolled in politics courses, learn key politics concepts is an under-researched area. The purpose of this article is to determine where the teaching and learning of political science and business…
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Facilitating Student Learning through Contextualization. CCRC Brief. Number 53
ERIC Educational Resources Information Center
Perin, Dolores
2011-01-01
Skills in reading, writing, and mathematics are key to academic learning but are conventionally taught separately from the discipline areas to which they must be applied. For example, students may be taught writing skills in the morning in an English course and then be expected to apply them to writing an essay in a history class in the afternoon.…
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ERIC Educational Resources Information Center
Liao, Ying; Lin, Wen-He
2016-01-01
In the era when digitalization is pursued, numbers are the major medium of information performance and statistics is the primary instrument to interpret and analyze numerical information. For this reason, the cultivation of fundamental statistical literacy should be a key in the learning area of mathematics at the stage of compulsory education.…
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ERIC Educational Resources Information Center
Bygate, Martin; Skehan, Peter; Swain, Merrill
This book brings together a series of empirical studies into the use of pedagogical tasks for second language learning, with a view to better understanding the structure of tasks, their impact on students, and their use by teachers. This edited volume starts with an introduction to the background and key issues in the topic area. Each section…
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Quality of Life and Motivation to Learn: A Study of Medical Students
ERIC Educational Resources Information Center
Henning, Marcus; Krageloh, Christian; Hawken, Susan; Zhao, Yipin; Doherty, Iain
2010-01-01
There is growing literature in the area of medical students' quality of life. As far as we know, no qualitative studies have investigated the links between students' quality of life issues and their motivation to learn. The key question that drove the present study was: Is there a correlation between students' quality of life and their motivation…
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Bologna with Student Eyes 2015: Time to Meet the Expectations from 1999
ERIC Educational Resources Information Center
O'Driscoll, Cat; Fröhlich, Melanie; Gehrke, Elisabeth; Isoski, Tijana; O Maolain, Aengus; Meister, Lea; Nordal, Erin; Galan Palomares, Fernando Miguel; Pietkiewicz, Karolina; Sanchez, Ines; Todorovski, Blazhe
2015-01-01
Compared to previous years where every aspect of the Bologna process was analysed from a student perspective we have chosen to highlight some key issues for the future that are important for students. Some of the key areas for the the European Students' Union in this edition are student-centred learning, the social dimension, recognition and the…
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Survey of Machine Learning Methods for Database Security
NASA Astrophysics Data System (ADS)
Kamra, Ashish; Ber, Elisa
Application of machine learning techniques to database security is an emerging area of research. In this chapter, we present a survey of various approaches that use machine learning/data mining techniques to enhance the traditional security mechanisms of databases. There are two key database security areas in which these techniques have found applications, namely, detection of SQL Injection attacks and anomaly detection for defending against insider threats. Apart from the research prototypes and tools, various third-party commercial products are also available that provide database activity monitoring solutions by profiling database users and applications. We present a survey of such products. We end the chapter with a primer on mechanisms for responding to database anomalies.
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Mining key elements for severe convection prediction based on CNN
NASA Astrophysics Data System (ADS)
Liu, Ming; Pan, Ning; Zhang, Changan; Sha, Hongzhou; Zhang, Bolei; Liu, Liang; Zhang, Meng
2017-04-01
Severe convective weather is a kind of weather disasters accompanied by heavy rainfall, gust wind, hail, etc. Along with recent developments on remote sensing and numerical modeling, there are high-volume and long-term observational and modeling data accumulated to capture massive severe convective events over particular areas and time periods. With those high-volume and high-variety weather data, most of the existing studies and methods carry out the dynamical laws, cause analysis, potential rule study, and prediction enhancement by utilizing the governing equations from fluid dynamics and thermodynamics. In this study, a key-element mining method is proposed for severe convection prediction based on convolution neural network (CNN). It aims to identify the key areas and key elements from huge amounts of historical weather data including conventional measurements, weather radar, satellite, so as numerical modeling and/or reanalysis data. Under this manner, the machine-learning based method could help the human forecasters on their decision-making on operational weather forecasts on severe convective weathers by extracting key information from the real-time and historical weather big data. In this paper, it first utilizes computer vision technology to complete the data preprocessing work of the meteorological variables. Then, it utilizes the information such as radar map and expert knowledge to annotate all images automatically. And finally, by using CNN model, it cloud analyze and evaluate each weather elements (e.g., particular variables, patterns, features, etc.), and identify key areas of those critical weather elements, then help forecasters quickly screen out the key elements from huge amounts of observation data by current weather conditions. Based on the rich weather measurement and model data (up to 10 years) over Fujian province in China, where the severe convective weathers are very active during the summer months, experimental tests are conducted with the new machine-learning method via CNN models. Based on the analysis of those experimental results and case studies, the proposed new method have below benefits for the severe convection prediction: (1) helping forecasters to narrow down the scope of analysis and saves lead-time for those high-impact severe convection; (2) performing huge amount of weather big data by machine learning methods rather relying on traditional theory and knowledge, which provide new method to explore and quantify the severe convective weathers; (3) providing machine learning based end-to-end analysis and processing ability with considerable scalability on data volumes, and accomplishing the analysis work without human intervention.
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Systems Engineering Lessons Learned from Solar Array Structures and Mechanisms Deployment
NASA Technical Reports Server (NTRS)
Vipavetz, Kevin; Kraft, Thomas
2013-01-01
This report has been developed by the National Aeronautics and Space Administration (NASA) Human Exploration and Operations Mission Directorate (HEOMD) Risk Management team in close coordination with the Engineering Directorate at LaRC. This document provides a point-in-time, cumulative, summary of actionable key lessons learned derived from the design project. Lessons learned invariably address challenges and risks and the way in which these areas have been addressed. Accordingly the risk management thread is woven throughout the document.
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ERIC Educational Resources Information Center
Miller, Dana L.
2007-01-01
Using teachers as co-researchers to collect and analyze data, this case study explored preschool and kindergarteners' learning when they were engaged in hands-on activities in the garden and greenhouse areas of a model outdoor classroom. Key findings suggest that when young children are participating in garden and greenhouse activities they are:…
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ERIC Educational Resources Information Center
van Rensburg, Ona Janse
2015-01-01
The author defends the claim, based on her experience as a teacher in the Foundation Phase as well as on her experience as the educator of student teachers in this Phase, that a specially constructed intervention programme will improve Grade 1's learning in several key areas. She firstly show that such a programme is required, given the current…
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ERIC Educational Resources Information Center
Raveaud, Maroussia
2005-01-01
This article examines differentiation by task as it is used and perceived in French and English primary schools. It highlights the influence of national context on teaching and learning. The study rests on classroom observations in 12 Key Stage 1 classes located in socially disadvantaged areas. The first section sets the mission of schooling in a…
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Learning to Teach Science Using English as the Medium of Instruction
ERIC Educational Resources Information Center
Hudson, Peter
2009-01-01
Malaysia is currently reforming its education system in line with the government's Vision 2020. Key areas such as science and mathematics education are high on the agenda. However, as considerable world knowledge is written in English, Malaysian preservice teachers are being educated to teach these areas using English as the Medium of Instruction…
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Workplace wellness using online learning tools in a healthcare setting.
Blake, Holly; Gartshore, Emily
2016-09-01
The aim was to develop and evaluate an online learning tool for use with UK healthcare employees, healthcare educators and healthcare students, to increase knowledge of workplace wellness as an important public health issue. A 'Workplace Wellness' e-learning tool was developed and peer-reviewed by 14 topic experts. This focused on six key areas relating to workplace wellness: work-related stress, musculoskeletal disorders, diet and nutrition, physical activity, smoking and alcohol consumption. Each key area provided current evidence-based information on causes and consequences, access to UK government reports and national statistics, and guidance on actions that could be taken to improve health within a workplace setting. 188 users (93.1% female, age 18-60) completed online knowledge questionnaires before (n = 188) and after (n = 88) exposure to the online learning tool. Baseline knowledge of workplace wellness was poor (n = 188; mean accuracy 47.6%, s.d. 11.94). Knowledge significantly improved from baseline to post-intervention (mean accuracy = 77.5%, s.d. 13.71) (t(75) = -14.801, p < 0.0005) with knowledge increases evident for all included topics areas. Usability evaluation showed that participants perceived the tool to be useful (96.4%), engaging (73.8%) and would recommend it to others (86.9%). Healthcare professionals, healthcare educators and pre-registered healthcare students held positive attitudes towards online learning, indicating scope for development of further online packages relating to other important health parameters. Copyright © 2016 Elsevier Ltd. All rights reserved.
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Psychologists and detainee interrogations: key decisions, opportunities lost, and lessons learned.
Pope, Kenneth S
2011-01-01
After the 9-11 terrorist attacks, U.S. psychologists faced hard choices about what roles, if any, were appropriate for psychologists in the detainee interrogations conducted in settings such as the Bagram Airbase, the Abu Ghraib Prison, and the Guantanamo Bay Detention Camps. The American Psychological Association (APA) sparked intense controversy with its policies and public statements. This article reviews APA decisions, documents, and public statements in this area, in the context of major criticisms and responses to those criticisms. The review focuses on key issues: how the APA created and reported policies in the areas of ethics and national security; transparency; psychologists' professional identities; psychologists' qualifications; ethical-legal conflicts; policies opposing torture; interpretations of avoiding harm; and effective interrogations. It suggests lessons learned, missed opportunities, and questions in need of a fresh approach. © 2011 by Annual Reviews. All rights reserved
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ERIC Educational Resources Information Center
Anderson, Neil
2009-01-01
This paper and presentation reviews the collective opinion of key Australian researchers concerning the emerging technologies most likely to have a significant impact on learning and teaching in regional, rural and remote areas. It then draws on the conclusions of the Horizon Report (2008) concerning key ICT drivers likely to influence…
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Fifty years of computer analysis in chest imaging: rule-based, machine learning, deep learning.
van Ginneken, Bram
2017-03-01
Half a century ago, the term "computer-aided diagnosis" (CAD) was introduced in the scientific literature. Pulmonary imaging, with chest radiography and computed tomography, has always been one of the focus areas in this field. In this study, I describe how machine learning became the dominant technology for tackling CAD in the lungs, generally producing better results than do classical rule-based approaches, and how the field is now rapidly changing: in the last few years, we have seen how even better results can be obtained with deep learning. The key differences among rule-based processing, machine learning, and deep learning are summarized and illustrated for various applications of CAD in the chest.
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ERIC Educational Resources Information Center
Zhou, Qing; Wang, Tingting; Zheng, Qi
2015-01-01
The purpose of this study was primarily to explore high school students' cognitive structures and to identify their learning difficulties on ethanoic acid through the flow map method. The subjects of this study were 30 grade 1 students from Dong Yuan Road Senior High School in Xi'an, China. The interviews were conducted a week after the students…
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ERIC Educational Resources Information Center
Washington State Department of Early Learning, 2010
2010-01-01
Washington State Department of Early Learning (DEL) contracted with Thrive by Five Washington to facilitate and write this report. A collaborative group of key stakeholders helped develop this plan, which consists of actionable policy recommendations in seven high-level focus areas. Within each area are specific "next steps" that build…
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ERIC Educational Resources Information Center
Lent, ReLeah Cossett
2009-01-01
Written for the busy practitioner by an experienced professional development consultant, writer, and speaker, "Literacy for Real" is a hands-on guide to meaningful reading across the content areas of math, science, and social studies in grades 6-12. It presents key information that addresses all types of 21st century literacy--visual, digital, and…
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A Sociocultural Perspective as a Curriculum Change in Health and Physical Education
ERIC Educational Resources Information Center
Cliff, Ken
2012-01-01
As a lens through which to read and understand a subject area and its curriculum content and issues, a sociocultural perspective is a recent and arguably significant change for the Health and Physical Education (HPE) Key Learning Area (KLA) in Australia. Its significance lies, first, in the fact that it seems to represent a notable departure from…
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Teaching Aids and Work with Models in E-Learning Environments
ERIC Educational Resources Information Center
Jancaríková, Katerina; Jancarík, Antonín
2017-01-01
PISA study has defined several key areas to be paid attention to by teachers. One of these areas is work with models. The term model can be understood very broadly, it can refer to a drawing of a chemical reaction, a plastic model, a permanent mount (taxidermy) to advanced 3D projections. Teachers are no longer confined to teaching materials and…
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ERIC Educational Resources Information Center
US Government Accountability Office, 2009
2009-01-01
Policymakers and researchers have focused on improving the quality of our nation's 3 million teachers to raise the achievement of students in key academic areas, such as reading and mathematics. Given the importance of teacher quality to student achievement and the key role federal and state governments play in supporting teacher quality, GAO's…
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Project management lessons learned on SDIO's Delta Star and Single Stage Rocket Technology programs
NASA Technical Reports Server (NTRS)
Klevatt, Paul L.
1992-01-01
The topics are presented in viewgraph form and include the following: a Delta Star (Delta 183) Program Overview, lessons learned, and rapid prototyping and the Single Stage Rocket Technology (SSRT) Program. The basic objective of the Strategic Defense Initiative Programs are to quickly reduce key uncertainties to a manageable range of parameters and solutions, and to yield results applicable to focusing subsequent research dollars on high payoff areas.
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ERIC Educational Resources Information Center
Carifio, James; Perla, Rocco J.
2009-01-01
This article presents a critical review and analysis of key studies that have been done in science education and other areas on the effects and effectiveness of using diagrams, graphs, photographs, illustrations, and concept maps as "adjunct visual aids" in the learning of scientific-technical content. It also summarizes and reviews those studies…
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ERIC Educational Resources Information Center
Mohammadi, Aeen; Asadzandi, Shadi; Malgard, Shiva
2017-01-01
Partnership is one of the mechanisms of scientific development, and scientific collaboration or co-authorship is considered a key element in the progress of science. This study is a survey with a scientometric approach focusing on the field of e-learning products over 10 years. In an Advanced Search of the Web of Science, the following search…
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Identifying the parameters for effective implementation of liquid-only plow routes.
DOT National Transportation Integrated Search
2010-10-05
This project focused on two key areas. The first was taking a snapshot of current best practices : in regard to during-storm liquid applications for snow and ice control. The project learned why, : where, when and how the duri...
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Launching Confident Numerate Learners
ERIC Educational Resources Information Center
Wade, Peter; Gervasoni, Ann; McQuade, Catharine; Smith, Catherine
2013-01-01
This paper explores how a secondary school in western Sydney used educational research as an impetus to change its mathematical education culture over a three year period. Key changes occurred in four areas: leadership; pedagogy; structures for teaching and learning; and mathematical environments. These included increased professional…
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Pedagogical Approaches to Diagnostic Imaging Education: A Narrative Review of the Literature
Linaker, Kathleen L.
2015-01-01
Objective The purpose of this study was to examine literature on how radiology is taught and learned by both radiology residents and undergraduates in the health professions. Methods A review of the literature was performed using relevant key words. Articles were retrieved through December 2012 using PubMed, ScienceDirect, ERIC, Proquest, and ICL databases along with a manual review of references. Results Of the 4716 unique abstracts reviewed by the author, 91 were found to be relevant to the purpose of this study. The literature retrieved reported pedagogical approaches to teaching radiology including the following: problem solving, technology as teacher, independent learning tools, visiting lectureships, case based teaching, and conferences. There was some exploration of the relative effectiveness of educational formats. Suggestions for future research identify 7 areas of relative consistency. Conclusion Radiology is a clinical skill that requires integration science, clinical information, clinical experiences, and information recorded on diagnostic imaging studies. The research in this area focuses on problem solving, the use of algorithm/scripts, introducing uncertainty in clinical scenarios, incorporating technology in learning environments, active learning techniques, and methods of independent learning. Although the literature in this area is still in its infancy, the research examining the relative effectiveness of these various educational formats is often contradictory, suggesting that this is a complex area of study with numerous factors influencing student learning. PMID:26770173
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Solid-State Lighting: Early Lessons Learned on the Way to Market
DOE Office of Scientific and Technical Information (OSTI.GOV)
Sandahl, Linda J.; Cort, Katherine A.; Gordon, Kelly L.
2013-12-31
The purpose of this report is to document early challenges and lessons learned in the solid-state lighting (SSL) market development as part of the DOE’s SSL Program efforts to continually evaluate market progress in this area. This report summarizes early actions taken by DOE and others to avoid potential problems anticipated based on lessons learned from the market introduction of compact fluorescent lamps and identifies issues, challenges, and new lessons that have been learned in the early stages of the SSL market introduction. This study identifies and characterizes12 key lessons that have been distilled from DOE SSL program results.
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Developmental emergence of fear/threat learning: neurobiology, associations and timing
Tallot, L.; Doyère, V.; Sullivan, R. M.
2016-01-01
Pavlovian fear or threat conditioning, where a neutral stimulus takes on aversive properties through pairing with an aversive stimulus, has been an important tool for exploring the neurobiology of learning. In the past decades, this neurobehavioral approach has been expanded to include the developing infant. Indeed, protracted postnatal brain development permits the exploration of how incorporating the amygdala, prefrontal cortex and hippocampus into this learning system impacts the acquisition and expression of aversive conditioning. Here, we review the developmental trajectory of these key brain areas involved in aversive conditioning and relate it to pups’ transition to independence through weaning. Overall, the data suggests that adult-like features of threat learning emerge as the relevant brain areas become incorporated into this learning. Specifically, the developmental emergence of the amygdala permits cue learning and the emergence of the hippocampus permits context learning. We also describe unique features of learning in early life that block threat learning and enhance interaction with the mother or exploration of the environment. Finally, we describe the development of a sense of time within this learning and its involvement in creating associations. Together these data suggest that the development of threat learning is a useful tool for dissecting adult-like functioning of brain circuits, as well as providing unique insights into ecologically relevant developmental changes. PMID:26534899
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Health Worker Focused Distributed Simulation for Improving Capability of Health Systems in Liberia.
Gale, Thomas C E; Chatterjee, Arunangsu; Mellor, Nicholas E; Allan, Richard J
2016-04-01
The main goal of this study was to produce an adaptable learning platform using virtual learning and distributed simulation, which can be used to train health care workers, across a wide geographical area, key safety messages regarding infection prevention control (IPC). A situationally responsive agile methodology, Scrum, was used to develop a distributed simulation module using short 1-week iterations and continuous synchronous plus asynchronous communication including end users and IPC experts. The module contained content related to standard IPC precautions (including handwashing techniques) and was structured into 3 distinct sections related to donning, doffing, and hazard perception training. Using Scrum methodology, we were able to link concepts applied to best practices in simulation-based medical education (deliberate practice, continuous feedback, self-assessment, and exposure to uncommon events), pedagogic principles related to adult learning (clear goals, contextual awareness, motivational features), and key learning outcomes regarding IPC, as a rapid response initiative to the Ebola outbreak in West Africa. Gamification approach has been used to map learning mechanics to enhance user engagement. The developed IPC module demonstrates how high-frequency, low-fidelity simulations can be rapidly designed using scrum-based agile methodology. Analytics incorporated into the tool can help demonstrate improved confidence and competence of health care workers who are treating patients within an Ebola virus disease outbreak region. These concepts could be used in a range of evolving disasters where rapid development and communication of key learning messages are required.
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ESMD Risk Management Workshop: Systems Engineering and Integration Risks
NASA Technical Reports Server (NTRS)
Thomas, L. Dale
2005-01-01
This report has been developed by the National Aeronautics and Space Administration (NASA) Exploration Systems Mission Directorate (ESMD) Risk Management team in close coordination with the Systems Engineering Team. This document provides a point-in-time, cumulative, summary of key lessons learned derived from the SE RFP Development process. Lessons learned invariably address challenges and risks and the way in which these areas have been addressed. Accordingly the risk management thread is woven throughout the document.
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Petty, Julia
2017-01-01
Storytelling is an increasingly well recognised and valued platform to learn about the human experience within healthcare. Little is known however about how stories can enhance understanding in neonatal care, a specialised field offering rich opportunities for learning. This study focuses on the creation of stories based on the experiences of student nurses to inform teaching and learning strategies in the neonatal field. The study aimed to create stories from the narratives of student nurses working within the neonatal field and identify what key themes for learning emerged in order to develop a storytelling resource to share experiences with their peers. An interpretive, constructivist approach was used to collect, analyse and create stories from student nurse's experiences, in line with narrative inquiry. Six pre-registration children's nursing students were selected by purposive sampling. Interviews were undertaken within six weeks following placement completion in an agreed location. Narratives were obtained by semi-structured interviews. Narrative analysis and core story creation was undertaken to construct stories and key learning themes emerged which provided the pedagogical basis for subsequent digital resource development. Key themes emerged relating to the insight and observances of student nurses and the neonatal journey they had experienced, including the nature of neonatal care, experiences of the neonate and parents, the environment and their own learning transition. Preliminary peer evaluation of the storytelling resource revealed storytelling as an interesting and novel approach to teaching & learning, learning from ones' peers, preparation for practice and a valuable insight into a new specialist area. The study has value to teaching and learning by enabling an appreciation of how narrative can be used to portray the experiences of learners. Findings also support an approach to analysing narrative to create stories for learning and inform subsequent digital resource development. Copyright © 2016 Elsevier Ltd. All rights reserved.
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Functionally segregated neural substrates for arbitrary audiovisual paired-association learning.
Tanabe, Hiroki C; Honda, Manabu; Sadato, Norihiro
2005-07-06
To clarify the neural substrates and their dynamics during crossmodal association learning, we conducted functional magnetic resonance imaging (MRI) during audiovisual paired-association learning of delayed matching-to-sample tasks. Thirty subjects were involved in the study; 15 performed an audiovisual paired-association learning task, and the remainder completed a control visuo-visual task. Each trial consisted of the successive presentation of a pair of stimuli. Subjects were asked to identify predefined audiovisual or visuo-visual pairs by trial and error. Feedback for each trial was given regardless of whether the response was correct or incorrect. During the delay period, several areas showed an increase in the MRI signal as learning proceeded: crossmodal activity increased in unimodal areas corresponding to visual or auditory areas, and polymodal responses increased in the occipitotemporal junction and parahippocampal gyrus. This pattern was not observed in the visuo-visual intramodal paired-association learning task, suggesting that crossmodal associations might be formed by binding unimodal sensory areas via polymodal regions. In both the audiovisual and visuo-visual tasks, the MRI signal in the superior temporal sulcus (STS) in response to the second stimulus and feedback peaked during the early phase of learning and then decreased, indicating that the STS might be key to the creation of paired associations, regardless of stimulus type. In contrast to the activity changes in the regions discussed above, there was constant activity in the frontoparietal circuit during the delay period in both tasks, implying that the neural substrates for the formation and storage of paired associates are distinct from working memory circuits.
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NASA Technical Reports Server (NTRS)
Rocha, Rodney
2011-01-01
This report has been developed by the National Aeronautics and Space Administration (NASA) ESMD Risk and Knowledge Management team. This document provides a point-in-time, cumulative, summary of key lessons learned derived from the official Columbia Accident Investigation Board (CAIB). Lessons learned invariably address challenges and risks and the way in which these areas have been addressed. Accordingly the risk management thread is woven throughout the document. This report is accompanied by a video that will be sent at request
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Electronic Structure Theory | Materials Science | NREL
design and discover materials for energy applications. This includes detailed studies of the physical computing. Key Research Areas Materials by Design NREL leads the U.S. Department of Energy's Center for Next Generation of Materials by Design, which incorporates metastability and synthesizability. Learn more about
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Mathematics in Early Years Education. 3rd Edition
ERIC Educational Resources Information Center
Montague-Smith, Ann; Price, Alison
2012-01-01
This third edition of the best-selling "Mathematics in Nursery Education" provides an accessible introduction to the teaching of mathematics in the early years. Covering all areas of mathematics learning--number and counting, calculation, pattern, shape, measures and data handling--it summarises the research findings and underlying key concepts…
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Examining Intercultural Competency through Social Exchange Theory
ERIC Educational Resources Information Center
Pillay, Soma; James, Reynold
2015-01-01
Intercultural competency (ICC) has been an extensively researched area within the past decade, given the broad consensus that this trait constitutes one of the key competencies of the 21st century manager. However, somewhat under-explored are aspects including the implications and effects that pedagogies such as blended learning have on the…
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Attitudes and Motivation in Early Foreign Language Learning
ERIC Educational Resources Information Center
Djigunovic, Jelena Mihaljevic
2012-01-01
This paper focuses on young foreign language learners' attitudes and motivations. An overview is given of the main issues in this research area, based on key European studies. Approaches to studying these affective learner characteristics are described. Some attention is devoted to data elicitation techniques and the importance of triangulation.…
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Reading Research at Work: Foundations of Effective Practice
ERIC Educational Resources Information Center
Stahl, Katherine A. Dougherty, Ed.; McKenna, Michael C., Ed.
2006-01-01
This book presents state-of-the-science research on the components of successful literacy learning and how to target them in contemporary classrooms. The volume builds on and extends the work of Steven Stahl, whose pioneering contributions encompassed the key areas of phonemic awareness, phonics, vocabulary, fluency, comprehension, and assessment.…
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Schooling Built on the Multiple Intelligences
ERIC Educational Resources Information Center
Kunkel, Christine D.
2009-01-01
This article features a school built on multiple intelligences. As the first multiple intelligences school in the world, the Key Learning Community shapes its students' days to include significant time in the musical, spatial and bodily-kinesthetic intelligences, as well as the more traditional areas of logical-mathematical and linguistics. In…
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Process Writing in the Intermediate Grades: Magical Panacea or Oversold Cliche?
ERIC Educational Resources Information Center
Balajthy, Ernest
Noting that the principles of writing process instruction typically offered to elementary teachers are less readily adaptable to intermediate classrooms emphasizing content area learning rather than basic skills, this paper explores two key themes important to the successful implementation of writing process instruction: (1) teachers' needs to…
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Project-Based Teaching-Learning Computer-Aided Engineering Tools
ERIC Educational Resources Information Center
Simoes, J. A.; Relvas, C.; Moreira, R.
2004-01-01
Computer-aided design, computer-aided manufacturing, computer-aided analysis, reverse engineering and rapid prototyping are tools that play an important key role within product design. These are areas of technical knowledge that must be part of engineering and industrial design courses' curricula. This paper describes our teaching experience of…
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Quality and Equity in Early Childhood Care in Peru
ERIC Educational Resources Information Center
Izu, Regina Moromizato
2006-01-01
The present study examines educational policy documents and programs on early childhood development and education in Peru. The author provides an evaluation of early childhood learning programs and their outcomes in different education centers in Peru. Health, nutrition, development, and participation are identified as key areas of concern. The…
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Intercultural Identities: Addressing the Global Dimension through Art Education
ERIC Educational Resources Information Center
Bianchi, June
2011-01-01
Recent educational policy and practice have established an extended role for all subjects in addressing children and young peoples' academic and interpersonal development, with strategies facilitating key skills and wider learning across areas of Citizenship and Personal, Social and Health education providing an integrated approach to education…
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What Research Tells the Principal about Educational Leadership.
ERIC Educational Resources Information Center
Irwin, Claire C.
Recent studies indicate that the principal is key in planning for change and that innovations can succeed when the principal as change facilitator shares responsibility with others--assistant principals, teachers, and parents. This paper discusses two areas: (1) student learning enhanced through cultivation of critical thinking skills; and (2)…
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Towards Effective Subject Leadership in the Primary School.
ERIC Educational Resources Information Center
Bell, Derek; Ritchie, Ron
This book examines the position of subject leader in elementary schools in light of four key areas identified by the National Standards for Subject Leadership: strategic direction and development, teaching and learning, leading and managing staff, and efficient and effective staff deployment. It combines existing research with new material,…
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Hopwood, Nick
2015-01-01
Primary health policy in Australia has followed international trends in promoting models of care based on partnership between professionals and health service users. This reform agenda has significant practice implications, and has been widely adopted in areas of primary health that involve supporting families with children. Existing research shows that achieving partnership in practice is associated with three specific challenges: uncertainty regarding the role of professional expertise, tension between immediate needs and longer-term capacity development in families, and the need for challenge while maintaining relationships based on trust. Recently, pedagogic or learning-focussed elements of partnership practice have been identified, but there have been no systematic attempts to link theories of learning with the practices and challenges of primary health-care professionals working with families in a pedagogic role. This paper explores key concepts of Vygotsky's theory of learning (including mediation, the zone of proximal development, internalisation, and double stimulation), showing how pedagogic concepts can provide a bridge between the policy rhetoric of partnership and primary health practice. The use of this theory to address the three key challenges is explicitly discussed.
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Developmental emergence of fear/threat learning: neurobiology, associations and timing.
Tallot, L; Doyère, V; Sullivan, R M
2016-01-01
Pavlovian fear or threat conditioning, where a neutral stimulus takes on aversive properties through pairing with an aversive stimulus, has been an important tool for exploring the neurobiology of learning. In the past decades, this neurobehavioral approach has been expanded to include the developing infant. Indeed, protracted postnatal brain development permits the exploration of how incorporating the amygdala, prefrontal cortex and hippocampus into this learning system impacts the acquisition and expression of aversive conditioning. Here, we review the developmental trajectory of these key brain areas involved in aversive conditioning and relate it to pups' transition to independence through weaning. Overall, the data suggests that adult-like features of threat learning emerge as the relevant brain areas become incorporated into this learning. Specifically, the developmental emergence of the amygdala permits cue learning and the emergence of the hippocampus permits context learning. We also describe unique features of learning in early life that block threat learning and enhance interaction with the mother or exploration of the environment. Finally, we describe the development of a sense of time within this learning and its involvement in creating associations. Together these data suggest that the development of threat learning is a useful tool for dissecting adult-like functioning of brain circuits, as well as providing unique insights into ecologically relevant developmental changes. © 2015 John Wiley & Sons Ltd and International Behavioural and Neural Genetics Society.
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Forcadell, Eduard; Torrents-Rodas, David; Vervliet, Bram; Leiva, David; Tortella-Feliu, Miquel; Fullana, Miquel A
2017-11-01
Fear extinction models have a key role in our understanding of anxiety disorders and their treatment with exposure therapy. Here, we tested whether individual differences in fear extinction learning and fear extinction recall in the laboratory were associated with the outcomes of an exposure therapy analog (ETA). Fifty adults with fear of spiders participated in a two-day fear-learning paradigm assessing fear extinction learning and fear extinction recall, and then underwent a brief ETA. Correlational analyses indicated that enhanced extinction learning was associated with better ETA outcome. Our results partially support the idea that individual differences in fear extinction learning may be associated with exposure therapy outcome, but suggest that further research in this area is needed. Copyright © 2017 Elsevier B.V. All rights reserved.
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General practitioners learning qualitative research: A case study of postgraduate education.
Hepworth, Julie; Kay, Margaret
2015-10-01
Qualitative research is increasingly being recognised as a vital aspect of primary healthcare research. Teaching and learning how to conduct qualitative research is especially important for general practitioners and other clinicians in the professional educational setting. This article examines a case study of postgraduate professional education in qualitative research for clinicians, for the purpose of enabling a robust discussion around teaching and learning in medicine and the health sciences. A series of three workshops was delivered for primary healthcare academics. The workshops were evaluated using a quantitative survey and qualitative free-text responses to enable descriptive analyses. Participants found qualitative philosophy and theory the most difficult areas to engage with, and learning qualitative coding and analysis was considered the easiest to learn. Key elements for successful teaching were identified, including the use of adult learning principles, the value of an experienced facilitator and an awareness of the impact of clinical subcultures on learning.
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Vicarious Neural Processing of Outcomes during Observational Learning
Monfardini, Elisabetta; Gazzola, Valeria; Boussaoud, Driss
2013-01-01
Learning what behaviour is appropriate in a specific context by observing the actions of others and their outcomes is a key constituent of human cognition, because it saves time and energy and reduces exposure to potentially dangerous situations. Observational learning of associative rules relies on the ability to map the actions of others onto our own, process outcomes, and combine these sources of information. Here, we combined newly developed experimental tasks and functional magnetic resonance imaging (fMRI) to investigate the neural mechanisms that govern such observational learning. Results show that the neural systems involved in individual trial-and-error learning and in action observation and execution both participate in observational learning. In addition, we identified brain areas that specifically activate for others’ incorrect outcomes during learning in the posterior medial frontal cortex (pMFC), the anterior insula and the posterior superior temporal sulcus (pSTS). PMID:24040104
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Going Back and Beyond: Children's Learning through Places
ERIC Educational Resources Information Center
Díaz-Díaz, Claudia
2017-01-01
In 1919, the Canadian province of British Columbia (BC) established the Elementary Correspondence (EC) School to provide formal education for children living in rural areas with difficult access to a school. Through children's letters, this paper interrogates the concept of place, a key one for placed-based approaches to environmental education.…
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Back to School in Afghanistan: Determinants of School Enrollment
ERIC Educational Resources Information Center
Guimbert, Stephane; Miwa, Keiko; Nguyen, Duc Thanh
2008-01-01
One of the first achievements of post-conflict Afghanistan was to bring almost 4 million children back to school. Issues remain daunting, however, with low primary enrollment especially for girls and in rural areas and very weak learning achievements. We review some key features of the education system in Afghanistan. By matching household and…
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Assessing Intercultural Learning through Introspective Accounts
ERIC Educational Resources Information Center
Jackson, Jane
2005-01-01
If intercultural awareness is a key area in which sojourners are expected to make progress while abroad, then appropriate methods of assessment should be used to measure the gains they have made. While much attention has focused on the preparation, format, and content of study abroad programs, relatively little has been published about modes of…
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Keys to Success: School Facilities Primer, Questions & Answers 101.
ERIC Educational Resources Information Center
Brady, Jim
This publication provides answers to basic questions to help school board members more fully address the complexities of the planning, design, and construction process in order to maximize the goal of student success. The 101 questions and answers are in the areas of: facility planning; learning environment; information technology; safe schools;…
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ERIC Educational Resources Information Center
Baehr, Melany E.
1984-01-01
An empirical procedure to determine areas of required development for personnel in three management hierarchies (line, professional, and sales) involves a job analysis of nine key positions in these hierarchies, determination of learning needs for each job function, and development of program curricula for each need. (SK)
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ERIC Educational Resources Information Center
Corbi, Alberto; Burgos, Daniel
2017-01-01
This paper presents how virtual containers enhance the implementation of STEAM (science, technology, engineering, arts, and math) subjects as Open Educational Resources (OER). The publication initially summarizes the limitations of delivering open rich learning contents and corresponding assignments to students in college level STEAM areas. The…
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ERIC Educational Resources Information Center
Kemp, Matthew W.; Molloy, Timothy J.; Pajic, Marina; Chapman, Elaine
2013-01-01
Little attention has been paid to the scholarship of doctoral education in the biomedical sciences, hindering the formulation of research-informed improvements to this important area of higher education. We present an analysis of interview data from Australian PhD students and suggest that relationships between students and their…
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Dataset-Driven Research to Support Learning and Knowledge Analytics
ERIC Educational Resources Information Center
Verbert, Katrien; Manouselis, Nikos; Drachsler, Hendrik; Duval, Erik
2012-01-01
In various research areas, the availability of open datasets is considered as key for research and application purposes. These datasets are used as benchmarks to develop new algorithms and to compare them to other algorithms in given settings. Finding such available datasets for experimentation can be a challenging task in technology enhanced…
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Catch a Raindrop! Science Makes Sense Integrating across the Curriculum.
ERIC Educational Resources Information Center
Gleason, Donna; Watten, Cynthia
A thematic approach provides the best opportunity for children to discover the linkage among science, mathematics, and language arts. This document explores the water cycle. Investigations are divided into six key areas: (1) comparing the size of raindrops; (2) learning to measure rain; (3) making rainbows; (4) exploring the principles of…
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Geography and Geographical Education in Victoria
ERIC Educational Resources Information Center
Kriewaldt, Jeana
2006-01-01
Victoria has just emerged from 10 years where Geography has been one of three strands in the key learning area of Studies of Society and Environment (SOSE). The overarching framework emerged from an attempt to develop a national curriculum. Whilst the national curriculum was rejected by Australian state and territories who each hold legislative…
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The Quest for Quality. Sixteen Forms of Heresy in Higher Education.
ERIC Educational Resources Information Center
Goodlad, Sinclair
This book is an exploration of the current debate about quality in higher education. Using a construct of "heresies," it suggests a set of guiding principles in four key areas of university life: curriculum (because selecting what is worth learning in universities is not random); teaching methods (because universities offer opportunities…
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ERIC Educational Resources Information Center
Piazza, Susan V.; Rao, Shaila; Protacio, Maria Selena
2015-01-01
This study examines culturally responsive pedagogy across the fields of special education, multicultural literacy education, and teaching English language learners. A systematic review of recommendations identified culturally responsive practices in five key areas: dialogue, collaboration, visual representation, explicit instruction, and inquiry.…
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Career Education Resource Guide for Physics. (Tentative.)
ERIC Educational Resources Information Center
Louisiana State Dept. of Education, Baton Rouge.
The career education resource guide integrates learning activities in basic physics with an exploration of careers in physics or related fields. The guide is keyed to the physics textbooks and laboratory manuals adopted by the Louisiana State Department of Education in 1973. The field of physics is divided into six subject areas: (1) the…
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ERIC Educational Resources Information Center
Hall, Tony
2017-01-01
This issue of the "European Journal of Education" examines a crucially important, though largely overlooked, area in educational design research: architecting and building physical educational environments. Effective policymaking in school design necessitates the negotiated, shared and timely input of key educational stakeholders,…
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Becoming an Evidence-Based Practitioner: A Framework for Teacher-Researchers.
ERIC Educational Resources Information Center
McNamara, Olwen, Ed.
This book presents case studies of classroom research into the teaching and learning of English, mathematics, and sciences, drawing on the experiences of teacher researchers who, in partnership with their local education agencies and local universities, set out to intervene in key areas of the primary curriculum. After "Introduction: Inviting…
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Issues in Education: Language Building Blocks for Climbing the Learning Tree
ERIC Educational Resources Information Center
Pandey, Anita
2012-01-01
Language is the essence of humanity and the backbone of early childhood education. Academic content clusters on it. Math, science, and social studies, for instance, are best taught through "content area language." Critical thinking and other key math, listening, and reading comprehension skills are mirrored in language. Not surprisingly, spoken…
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What Can the "Transpersonal" Contribute to Transformative Research?
ERIC Educational Resources Information Center
Walton, Joan
2014-01-01
Since Mezirow, there has been considerable research into transformative learning. However the research methods generally used have been of the same kind that are drawn on to inquire into any area of interest. A key aim of this journal is to explore the transformative possibilities of research, and in the process to investigate creative methods…
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A neural network model for credit risk evaluation.
Khashman, Adnan
2009-08-01
Credit scoring is one of the key analytical techniques in credit risk evaluation which has been an active research area in financial risk management. This paper presents a credit risk evaluation system that uses a neural network model based on the back propagation learning algorithm. We train and implement the neural network to decide whether to approve or reject a credit application, using seven learning schemes and real world credit applications from the Australian credit approval datasets. A comparison of the system performance under the different learning schemes is provided, furthermore, we compare the performance of two neural networks; with one and two hidden layers following the ideal learning scheme. Experimental results suggest that neural networks can be effectively used in automatic processing of credit applications.
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Security Enhancement Using Cache Based Reauthentication in WiMAX Based E-Learning System
Rajagopal, Chithra; Bhuvaneshwaran, Kalaavathi
2015-01-01
WiMAX networks are the most suitable for E-Learning through their Broadcast and Multicast Services at rural areas. Authentication of users is carried out by AAA server in WiMAX. In E-Learning systems the users must be forced to perform reauthentication to overcome the session hijacking problem. The reauthentication of users introduces frequent delay in the data access which is crucial in delaying sensitive applications such as E-Learning. In order to perform fast reauthentication caching mechanism known as Key Caching Based Authentication scheme is introduced in this paper. Even though the cache mechanism requires extra storage to keep the user credentials, this type of mechanism reduces the 50% of the delay occurring during reauthentication. PMID:26351658
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Security Enhancement Using Cache Based Reauthentication in WiMAX Based E-Learning System.
Rajagopal, Chithra; Bhuvaneshwaran, Kalaavathi
2015-01-01
WiMAX networks are the most suitable for E-Learning through their Broadcast and Multicast Services at rural areas. Authentication of users is carried out by AAA server in WiMAX. In E-Learning systems the users must be forced to perform reauthentication to overcome the session hijacking problem. The reauthentication of users introduces frequent delay in the data access which is crucial in delaying sensitive applications such as E-Learning. In order to perform fast reauthentication caching mechanism known as Key Caching Based Authentication scheme is introduced in this paper. Even though the cache mechanism requires extra storage to keep the user credentials, this type of mechanism reduces the 50% of the delay occurring during reauthentication.
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Paul, David L; McDaniel, Reuben R
2016-04-26
Very few telemedicine projects in medically underserved areas have been sustained over time. This research furthers understanding of telemedicine service sustainability by examining teleconsultation projects from the perspective of healthcare providers. Drivers influencing healthcare providers' continued participation in teleconsultation projects and how projects can be designed to effectively and efficiently address these drivers is examined. Case studies of fourteen teleconsultation projects that were part of two health sciences center (HSC) based telemedicine networks was utilized. Semi-structured interviews of 60 key informants (clinicians, administrators, and IT professionals) involved in teleconsultation projects were the primary data collection method. Two key drivers influenced providers' continued participation. First was severe time constraints. Second was remote site healthcare providers' (RSHCPs) sense of professional isolation. Two design steps to address these were identified. One involved implementing relatively simple technology and process solutions to make participation convenient. The more critical and difficult design step focused on designing teleconsultation projects for collaborative, active learning. This learning empowered participating RSHCPs by leveraging HSC specialists' expertise. In order to increase sustainability the fundamental purpose of teleconsultation projects needs to be re-conceptualized. Doing so requires HSC specialists and RSHCPs to assume new roles and highlights the importance of trust. By implementing these design steps, healthcare delivery in medically underserved areas can be positively impacted.
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Learning design in healthcare education.
Ellaway, Rachel; Dalziel, James; Dalziel, Bronwen
2008-01-01
Emerging from ongoing work into educational modelling languages, learning design principles and the IMS Learning Design framework provide formal ways to annotate and record educational activities. Once educational activities have been encoded they can be played, replayed, adopted, shared, and analysed, thereby reifying much that is otherwise lost in face-to-face teaching. The use of learning design tools, including the free and open source LAMS system (www.lamsfoundation.org), allow practitioners to experiment with learning design approaches in their own teaching, both in terms of creating and encoding their own designs and playing, adapting and analysing designs from other teachers either from within or outside a particular field or subject area. This paper reviews the key issues associated with designing for learning in the context of healthcare education, some of the themes and approaches already in development or use, and the implications of this approach on the practice and theory of healthcare education.
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Experience of e-learning implementation through massive open online courses
NASA Astrophysics Data System (ADS)
Ivleva, N. V.; Fibikh, E. V.
2016-04-01
E-learning is considered to be one of the most prospective directions in education development worldwide. To have a competitive advantage over other institutions offering a wide variety of educational services it is important to introduce information and communication technologies into the educational process to develop e-learning on the whole. The aim of the research is to reveal problems which prevent from full implementation of e-learning at the Reshetnev Siberian State Aerospace University (SibSAU) and to suggest ways on solving those problems through optimization of e-learning introduction process at the university by motivating students and teaching staff to participate in massive open online courses and formation of tailored platforms with the view to arrange similar courses at the premises of the university. The paper considers the introduction and development level of e-learning in Russia and at SibSAU particularly. It substantiates necessity to accelerate e-learning introduction process at an aerospace university as a base for training of highly-qualified specialists in the area of aviation, machine building, physics, info-communication technologies and also in other scientific areas within which university training is carried out. The paper covers SibSAU’s experience in e-learning implementation in the educational process through students and teaching staff participation in massive open online courses and mastering other up-to-date and trendy educational platforms and their usage in the educational process. Key words. E-learning, distance learning, online learning, massive open online course.
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1983-08-01
for larger size ships. The lessons learned related to the behaviour of the propulsion of this ship as well as those related to • scaling methodologies...were addressed. The key phenomenon that effects the scaling is the fracturing behaviour of model ice and how it scales to natural ice. The key...users point of view, based on the Kigoriak experience. Essentially attention is drawn to two areas: 1. The behaviour of ice around the propulsion which
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Taking the brakes off the learning curve.
Gheysen, Freja; Lasne, Gabriel; Pélégrini-Issac, Mélanie; Albouy, Genevieve; Meunier, Sabine; Benali, Habib; Doyon, Julien; Popa, Traian
2017-03-01
Motor learning is characterized by patterns of cerebello-striato-cortical activations shifting in time, yet the early dynamic and function of these activations remains unclear. Five groups of subjects underwent either continuous or intermittent theta-burst stimulation of one cerebellar hemisphere, or no stimulation just before learning a new motor sequence during fMRI scanning. We identified three phases during initial learning: one rapid, one slow, and one quasi-asymptotic performance phase. These phases were not changed by left cerebellar stimulation. Right cerebellar inhibition, however, accelerated learning and enhanced brain activation in critical motor learning-related areas during the first phase, continuing with reduced brain activation but high-performance in late phase. Right cerebellar excitation did not affect the early learning process, but slowed learning significantly in late phase, along with increased brain activation. We conclude that the right cerebellum is a key factor coordinating other neuronal loops in the early acquisition of an explicit motor sequential skill. Hum Brain Mapp 38:1676-1691, 2017. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.
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Zank, Sofia; Hanazaki, Natalia
2012-01-01
We investigated the knowledge of medicinal plants in two areas proposed for the creation of protected areas for sustainable use in the city of Imbituba (SC). In this study, we analyzed the influence of gender, form of learning, and modern medicine on medicinal plant knowledge while also reflecting on the relationship of this knowledge to in situ conservation. Data collection was conducted through structured interviews, free listings, guided tours, and collection of botanical material. 197 species of medicinal plants belonging to 70 botanical families were recorded. Gender and the form of learning were factors that significantly influenced the similarity of the knowledge of medicinal plants among the informants. We also observed the existence of a therapeutic pluralism among key informants. Local medicinal plant knowledge emphasizes the importance of strategies to create protected areas of sustainable use as a way to ensure the maintenance of traditional lifestyles and associated local knowledge. PMID:22203874
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Fair Use Challenges in Academic and Research Libraries
ERIC Educational Resources Information Center
Association of Research Libraries, 2010
2010-01-01
This report summarizes research into the current application of fair use to meet the missions of U.S. academic and research libraries. Sixty-five librarians were interviewed confidentially by telephone for around one hour each. They were asked about their employment of fair use in five key areas of practice: support for teaching and learning,…
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Greenhouse Crop Production; A Student Handbook, Teacher Education Series, Volume 10 Number 3s.
ERIC Educational Resources Information Center
1969
This study guide, developed by the Department of Agricultural Education of The Pennsylvania State University and field-tested by 54 teachers, is for student use in a unit on greenhouse crop production. Learning objectives, key questions, vocabulary terms, subject matter, and references are included for each of these problem areas: (1) Occupational…
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Harnessing the Power of Story: Using Narrative Reading and Writing across Content Areas
ERIC Educational Resources Information Center
Nathanson, Steven
2006-01-01
This article reviews research to examine how teaching and learning are improved with the use of narrative story materials. Stories help to focus the reader's attention and build personal connection, resulting in better retention and deeper subject-matter understanding. Four key advantages of narratives cited by D. T. Willingham are discussed. The…
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Teaching Energy Concepts by Working on Themes of Cultural and Environmental Value
ERIC Educational Resources Information Center
Besson, Ugo; De Ambrosis, Anna
2014-01-01
Energy is a central topic in physics and a key concept for understanding the physical, biological and technological worlds. It is a complex topic with multiple connections with different areas of science and with social, environmental and philosophical issues. In this paper we discuss some aspects of the teaching and learning of the energy…
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Thinking about the Brain to Balance Classroom Literacy Programs
ERIC Educational Resources Information Center
Nathanson, Steven A.; Nathanson, Marsha L.
2004-01-01
In this paper, we discuss the link between effective literacy practices recommended by the International Reading Association and current research on how the brain learns derived from MRI and PET scan studies begun in the 1990's. Five key areas of brain-based research discussed include time and attention, emotion, the nature of memory, the learning…
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Storying Music and the Arts Education: The Generalist Teacher Voice
ERIC Educational Resources Information Center
Garvis, Susanne; Pendergast, Donna
2012-01-01
For students in Years 1-10 in Queensland, Australia, The Arts (hereafter referred to as "arts") is one of eight Key Learning Areas in the core curriculum. Yet, while arts--comprising five strands including music--is a mandatory component of the curriculum, implementation varies widely. This occurs for a range of reasons, one of which is…
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CLIL and Motivation: The Effect of Individual and Contextual Variables
ERIC Educational Resources Information Center
Doiz, Aintzane; Lasagabaster, David; Sierra, Juan Manuel
2014-01-01
Content and language integrated learning (CLIL) is burgeoning all over Europe and this is particularly so in Spain. During the last 10 years, content language instruction through a foreign language (FL) (mainly English) has become a key area of curricular innovation. One of the main reasons put forward by the advocates of this approach is that…
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The Unexpected Education: What We Can Learn from Disaster News Stories.
ERIC Educational Resources Information Center
Garner, Ana C.
A study explored the safety education provided by six newspapers, using the 1988 crash of Delta Flight 1141 as a case study. A total of 351 "Delta 1141" news stories were analyzed for five key areas: overall story category, passenger safety theme, flight personnel safety theme, plane safety theme, and rescue safety. Of the stories…
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How Does a Physical Education Teacher Become a Health and Physical Education Teacher?
ERIC Educational Resources Information Center
Lynch, Timothy
2017-01-01
The purpose of this study is to explore what the role of a health and physical education (HPE) specialist teacher in the primary school entails. The new Australian Curriculum: HPE Framework requires schools and teachers to implement the HPE key learning area. Many self-perceived physical education (PE) teachers have voiced concern about not…
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ERIC Educational Resources Information Center
Kodirov, Sodikdjon A.; Jasiewicz, Julia; Amirmahani, Parisa; Psyrakis, Dimitrios; Bonni, Kathrin; Wehrmeister, Michael; Lutz, Beat
2010-01-01
The amygdala is a key area of the brain where the emotional memories are stored throughout the lifespan. It is well established that synapses in the lateral nucleus of amygdala (LA) can undergo long-term potentiation, a putative cellular correlate of learning and memory. However, a type of short-term synaptic plasticity, known as…
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Rethinking the Preparation of HPE Teachers: Ruminations on Knowledge, Identity, and Ways of Thinking
ERIC Educational Resources Information Center
Tinning, Richard
2004-01-01
This paper explores assumptions about essential knowledge in degree programs that have traditionally prepared teachers of physical education, and discusses the question of what sort of teacher education is necessary or desirable to prepare teachers for the new Health & Physical Education (HPE) key learning area. I argue that the curriculum of the…
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States Move toward Computer Science Standards. Policy Update. Vol. 23, No. 17
ERIC Educational Resources Information Center
Tilley-Coulson, Eve
2016-01-01
While educators and parents recognize computer science as a key skill for career readiness, only five states have adopted learning standards in this area. Tides are changing, however, as the Every Student Succeeds Act (ESSA) recognizes with its call on states to provide a "well-rounded education" for students, to include computer science…
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ERIC Educational Resources Information Center
Chien, Chin-Wen
2015-01-01
Though it is well known that pre-service teachers' field experiences are recognized as key to enhancing teaching practice, Taiwanese pre-service teachers who take "Teaching Methods and Materials" in elementary school's seven areas often complain that they lack field experience. They do not have the opportunity to experience teaching…
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Young Children's Number Sense Development: Age Related Complexity across Cases of Three Children
ERIC Educational Resources Information Center
Yilmaz, Zuhal
2017-01-01
Children start to develop number sense even well before they start the school. Developing number sense serves as an intermediate tool for learning conventional mathematics taught in schools. This number sense has three key areas: number knowledge, counting and arithmetic operations. As a result, the aim of this study was to examine aged related…
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ERIC Educational Resources Information Center
DeVillar, Robert A., Ed.; Jiang, Binbin, Ed.; Cummins, Jim, Ed.
2013-01-01
This research-based volume presents a substantive, panoramic view of ways in which Australia and countries in Africa, Asia, Europe, and North and South America engage in educational programs and practices to transform the learning processes and outcomes of their students. It reveals and analyzes national and global trajectories in key areas of…
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Motor Behavior: From Telegraph Keys and Twins to Linear Slides and Stepping
ERIC Educational Resources Information Center
Thomas, Jerry R.
2006-01-01
Motor behavior is a significant area of scholarship with 64 Fellows from the American Academy of Kinesiology and Physical Education engaged in that work since 1930. This paper provides a brief overview of the history of research in motor development and motor control/learning, particularly noting the contributions to scholarship of Academy…
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Developing the Digital Literacies of Academic Staff: An Institutional Approach
ERIC Educational Resources Information Center
Newland, Barbara; Handley, Fiona
2016-01-01
Institutional engagement with digital literacies at the University of Brighton has been promoted through the creation of a Digital Literacies Framework (DLF) aimed at academic staff. The DLF consists of 38 literacies divided into four categories that align to the following key areas of academic work: (1) Learning and teaching; (2) Research; (3)…
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The orbitofrontal cortex and beyond: from affect to decision-making.
Rolls, Edmund T; Grabenhorst, Fabian
2008-11-01
The orbitofrontal cortex represents the reward or affective value of primary reinforcers including taste, touch, texture, and face expression. It learns to associate other stimuli with these to produce representations of the expected reward value for visual, auditory, and abstract stimuli including monetary reward value. The orbitofrontal cortex thus plays a key role in emotion, by representing the goals for action. The learning process is stimulus-reinforcer association learning. Negative reward prediction error neurons are related to this affective learning. Activations in the orbitofrontal cortex correlate with the subjective emotional experience of affective stimuli, and damage to the orbitofrontal cortex impairs emotion-related learning, emotional behaviour, and subjective affective state. With an origin from beyond the orbitofrontal cortex, top-down attention to affect modulates orbitofrontal cortex representations, and attention to intensity modulates representations in earlier cortical areas of the physical properties of stimuli. Top-down word-level cognitive inputs can bias affective representations in the orbitofrontal cortex, providing a mechanism for cognition to influence emotion. Whereas the orbitofrontal cortex provides a representation of reward or affective value on a continuous scale, areas beyond the orbitofrontal cortex such as the medial prefrontal cortex area 10 are involved in binary decision-making when a choice must be made. For this decision-making, the orbitofrontal cortex provides a representation of each specific reward in a common currency.
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Carman, Margaret; Xu, Shu; Rushton, Sharron; Smallheer, Benjamin A; Williams, Denise; Amarasekara, Sathya; Oermann, Marilyn H
Acute care nurse practitioner (ACNP) programs that use high-fidelity simulation as a teaching tool need to consider innovative strategies to provide distance-based students with learning experiences that are comparable to those in a simulation laboratory. The purpose of this article is to describe the use of virtual simulations in a distance-based ACNP program and student performance in the simulations. Virtual simulations using iSimulate were integrated into the ACNP course to promote the translation of content into a clinical context and enable students to develop their knowledge and decision-making skills. With these simulations, students worked as a team, even though they were at different sites from each other and from the faculty, to manage care of an acutely ill patient. The students were assigned to simulation groups of 4 students each. One week before the simulation, they reviewed past medical records. The virtual simulation sessions were recorded and then evaluated. The evaluation tools assessed 8 areas of performance and included key behaviors in each of these areas to be performed by students in the simulation. More than 80% of the student groups performed the key behaviors. Virtual simulations provide a learning platform that allows live interaction between students and faculty, at a distance, and application of content to clinical situations. With simulation, learners have an opportunity to practice assessment and decision-making in emergency and high-risk situations. Simulations not only are valuable for student learning but also provide a nonthreatening environment for staff to practice, receive feedback on their skills, and improve their confidence.
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What should we teach the teachers? Identifying the learning priorities of clinical supervisors.
Bearman, Margaret; Tai, Joanna; Kent, Fiona; Edouard, Vicki; Nestel, Debra; Molloy, Elizabeth
2018-03-01
Clinicians who teach are essential for the health workforce but require faculty development to improve their educational skills. Curricula for faculty development programs are often based on expert frameworks without consideration of the learning priorities as defined by clinical supervisors themselves. We sought to inform these curricula by highlighting clinical supervisors own requirements through answering the research question: what do clinical supervisors identify as relative strengths and areas for improvement in their teaching practice? This mixed methods study employed a modified version of the Maastricht Clinical Teaching Questionnaire (mMCTQ) which included free-text reflections. Descriptive statistics were calculated and content analysis was conducted on textual comments. 481 (49%) of 978 clinical supervisors submitted their mMCTQs and associated reflections for the research study. Clinical supervisors self-identified relatively strong capability with interpersonal skills or attributes and indicated least capability with assisting learners to explore strengths, weaknesses and learning goals. The qualitative category 'establishing relationships' was the most reported strength with 224 responses. The qualitative category 'feedback' was the most reported area for improvement, with 151 responses. Key areas for curricular focus include: improving feedback practices; stimulating reflective and agentic learning; and managing the logistics of a clinical education environment. Clinical supervisors' self-identified needs provide a foundation for designing engaging and relevant faculty development programs.
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New perspectives on the auditory cortex: learning and memory.
Weinberger, Norman M
2015-01-01
Primary ("early") sensory cortices have been viewed as stimulus analyzers devoid of function in learning, memory, and cognition. However, studies combining sensory neurophysiology and learning protocols have revealed that associative learning systematically modifies the encoding of stimulus dimensions in the primary auditory cortex (A1) to accentuate behaviorally important sounds. This "representational plasticity" (RP) is manifest at different levels. The sensitivity and selectivity of signal tones increase near threshold, tuning above threshold shifts toward the frequency of acoustic signals, and their area of representation can increase within the tonotopic map of A1. The magnitude of area gain encodes the level of behavioral stimulus importance and serves as a substrate of memory strength. RP has the same characteristics as behavioral memory: it is associative, specific, develops rapidly, consolidates, and can last indefinitely. Pairing tone with stimulation of the cholinergic nucleus basalis induces RP and implants specific behavioral memory, while directly increasing the representational area of a tone in A1 produces matching behavioral memory. Thus, RP satisfies key criteria for serving as a substrate of auditory memory. The findings suggest a basis for posttraumatic stress disorder in abnormally augmented cortical representations and emphasize the need for a new model of the cerebral cortex. © 2015 Elsevier B.V. All rights reserved.
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Blanchard, Claire; Narle, Ginder; Gibbs, Martin; Ruddock, Charmaine; Grady, Michael; Brookes, Chris; Hopkins, Trevor; Norwood, Jayne
2013-12-01
Community health promotion interventions, targeted at marginalised populations and focusing on addressing the social determinants of health (SDH) to reduce health inequalities and addressing the processes of exclusion, are an important strategy to prevent and control non-communicable diseases (NCDs) and promote the health of underprivileged and under-resourced groups. This article builds on key lessons learnt from a learning exchange between Communities for Health in England and the Racial and Ethnic Approaches to Community Health across the US (REACH US) communities that are tackling health inequities. It presents a qualitative analysis further capturing information about specific community interventions involved in the exchange and identifying lessons learnt. This exchange was led by a partnership between the US Centers for Disease Control and Prevention, the International Union for Health Promotion and Education, the Department of Health of England, Health Action Partnership International, and Learning for Public Health West Midlands. These efforts provide interesting insights for further research, priority areas of action for policy and practice to address the SDH and to promote and sustain equity and social justice globally. The article highlights some key lessons about the use of data, assets-based community interventions and the importance of good leadership in times of crisis and adversity. Whilst complex and time-consuming to arrange, such programmes have the potential to offer other countries including the global south new insights and perspectives that will in turn contribute to the SDH field and provide concrete strategies and actions that effectively reduce inequities and promote the health of our societies. The key learnings have the potential to contribute to the global community and growing documentation on evidence of effective efforts in the reduction of health inequities.
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Sengupta, Partho P; Huang, Yen-Min; Bansal, Manish; Ashrafi, Ali; Fisher, Matt; Shameer, Khader; Gall, Walt; Dudley, Joel T
2016-06-01
Associating a patient's profile with the memories of prototypical patients built through previous repeat clinical experience is a key process in clinical judgment. We hypothesized that a similar process using a cognitive computing tool would be well suited for learning and recalling multidimensional attributes of speckle tracking echocardiography data sets derived from patients with known constrictive pericarditis and restrictive cardiomyopathy. Clinical and echocardiographic data of 50 patients with constrictive pericarditis and 44 with restrictive cardiomyopathy were used for developing an associative memory classifier-based machine-learning algorithm. The speckle tracking echocardiography data were normalized in reference to 47 controls with no structural heart disease, and the diagnostic area under the receiver operating characteristic curve of the associative memory classifier was evaluated for differentiating constrictive pericarditis from restrictive cardiomyopathy. Using only speckle tracking echocardiography variables, associative memory classifier achieved a diagnostic area under the curve of 89.2%, which improved to 96.2% with addition of 4 echocardiographic variables. In comparison, the area under the curve of early diastolic mitral annular velocity and left ventricular longitudinal strain were 82.1% and 63.7%, respectively. Furthermore, the associative memory classifier demonstrated greater accuracy and shorter learning curves than other machine-learning approaches, with accuracy asymptotically approaching 90% after a training fraction of 0.3 and remaining flat at higher training fractions. This study demonstrates feasibility of a cognitive machine-learning approach for learning and recalling patterns observed during echocardiographic evaluations. Incorporation of machine-learning algorithms in cardiac imaging may aid standardized assessments and support the quality of interpretations, particularly for novice readers with limited experience. © 2016 American Heart Association, Inc.
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Learning multiple variable-speed sequences in striatum via cortical tutoring.
Murray, James M; Escola, G Sean
2017-05-08
Sparse, sequential patterns of neural activity have been observed in numerous brain areas during timekeeping and motor sequence tasks. Inspired by such observations, we construct a model of the striatum, an all-inhibitory circuit where sequential activity patterns are prominent, addressing the following key challenges: (i) obtaining control over temporal rescaling of the sequence speed, with the ability to generalize to new speeds; (ii) facilitating flexible expression of distinct sequences via selective activation, concatenation, and recycling of specific subsequences; and (iii) enabling the biologically plausible learning of sequences, consistent with the decoupling of learning and execution suggested by lesion studies showing that cortical circuits are necessary for learning, but that subcortical circuits are sufficient to drive learned behaviors. The same mechanisms that we describe can also be applied to circuits with both excitatory and inhibitory populations, and hence may underlie general features of sequential neural activity pattern generation in the brain.
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Sachdeva, Ajit K
2007-11-01
Health care is going through immense change, and concerns regarding the quality of patient care and patient safety continue to be expressed in many national forums. A variety of stakeholders are demanding greater accountability from the health care profession. Education is key to supporting surgeons' efforts to provide high-quality patient care during these challenging times. Educational programs for surgeons should be founded on principles of continuous professional development (CPD) and practice-based learning and improvement (PBLI). CPD focuses on the specific needs of individual surgeons and involves lifelong learning throughout a surgeon's career. It needs to form the basis of PBLI efforts. PBLI involves a cycle of four steps--identifying areas for improvement, engaging in learning, applying new knowledge and skills to practice, and checking for improvement. Ongoing involvement in PBLI activities to address specific learning needs should positively impact a surgeon's practice and improve outcomes of surgical care.
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Electrifying the motor engram: effects of tDCS on motor learning and control
de Xivry, Jean-Jacques Orban; Shadmehr, Reza
2014-01-01
Learning to control our movements accompanies neuroplasticity of motor areas of the brain. The mechanisms of neuroplasticity are diverse and produce what is referred to as the motor engram, i.e. the neural trace of the motor memory. Transcranial direct current stimulation (tDCS) alters the neural and behavioral correlates of motor learning, but its precise influence on the motor engram is unknown. In this review, we summarize the effects of tDCS on neural activity and suggest a few key principles: 1) firing rates are increased by anodal polarization and decreased by cathodal polarization, 2) anodal polarization strengthens newly formed associations, and 3) polarization modulates the memory of new/preferred firing patterns. With these principles in mind, we review the effects of tDCS on motor control, motor learning, and clinical applications. The increased spontaneous and evoked firing rates may account for the modulation of dexterity in non-learning tasks by tDCS. The facilitation of new association may account for the effect of tDCS on learning in sequence tasks while the ability of tDCS to strengthen memories of new firing patterns may underlie the effect of tDCS on consolidation of skills. We then describe the mechanisms of neuroplasticity of motor cortical areas and how they might be influenced by tDCS. We end with current challenges for the fields of brain stimulation and motor learning. PMID:25200178
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Electrifying the motor engram: effects of tDCS on motor learning and control.
Orban de Xivry, Jean-Jacques; Shadmehr, Reza
2014-11-01
Learning to control our movements is accompanied by neuroplasticity of motor areas of the brain. The mechanisms of neuroplasticity are diverse and produce what is referred to as the motor engram, i.e., the neural trace of the motor memory. Transcranial direct current stimulation (tDCS) alters the neural and behavioral correlates of motor learning, but its precise influence on the motor engram is unknown. In this review, we summarize the effects of tDCS on neural activity and suggest a few key principles: (1) Firing rates are increased by anodal polarization and decreased by cathodal polarization, (2) anodal polarization strengthens newly formed associations, and (3) polarization modulates the memory of new/preferred firing patterns. With these principles in mind, we review the effects of tDCS on motor control, motor learning, and clinical applications. The increased spontaneous and evoked firing rates may account for the modulation of dexterity in non-learning tasks by tDCS. The facilitation of new association may account for the effect of tDCS on learning in sequence tasks while the ability of tDCS to strengthen memories of new firing patterns may underlie the effect of tDCS on consolidation of skills. We then describe the mechanisms of neuroplasticity of motor cortical areas and how they might be influenced by tDCS. We end with current challenges for the fields of brain stimulation and motor learning.
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International Space Station Passive Thermal Control System Analysis, Top Ten Lessons-Learned
NASA Technical Reports Server (NTRS)
Iovine, John
2011-01-01
The International Space Station (ISS) has been on-orbit for over 10 years, and there have been numerous technical challenges along the way from design to assembly to on-orbit anomalies and repairs. The Passive Thermal Control System (PTCS) management team has been a key player in successfully dealing with these challenges. The PTCS team performs thermal analysis in support of design and verification, launch and assembly constraints, integration, sustaining engineering, failure response, and model validation. This analysis is a significant body of work and provides a unique opportunity to compile a wealth of real world engineering and analysis knowledge and the corresponding lessons-learned. The analysis lessons encompass the full life cycle of flight hardware from design to on-orbit performance and sustaining engineering. These lessons can provide significant insight for new projects and programs. Key areas to be presented include thermal model fidelity, verification methods, analysis uncertainty, and operations support.
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High-angle-of-attack aerodynamics - Lessons learned
NASA Technical Reports Server (NTRS)
Chambers, J. R.
1986-01-01
Recently, the military and civil technical communities have undertaken numerous studies of the high angle-of-attack aerodynamic characteristics of advanced airplane and missile configurations. The method of approach and the design methodology employed have necessarily been experimental and exploratory in nature, due to the complex nature of separated flows. However, despite the relatively poor definition of many of the key aerodynamic phenomena involved for high-alpha conditions, some generic guidelines for design consideration have been identified. The present paper summarizes some of the more important lessons learned in the area of high angle-of-attack aerodynamics with examples of a number of key concepts and with particular emphasis on high-alpha stability and control characteristics of high performance aircraft. Topics covered in the discussion include the impact of design evolution, forebody flows, control of separated flows, configuration effects, aerodynamic controls, wind-tunnel flight correlation, and recent NASA research activities.
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ERIC Educational Resources Information Center
Ko, James; Cheng, Yin Cheong; Lee, Theodore Tai Hoi
2016-01-01
Purpose: The purpose of this paper is to trace the development of school autonomy and accountability and related multiple changes and impacts in key areas of school education in Hong Kong since implementing school-based management (SBM) from 1990s. Design/methodology/approach: To explore the evolution and the uniqueness of autonomy and…
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Research Trends in Mobile Learning in Higher Education: A Systematic Review of Articles (2011-2015)
ERIC Educational Resources Information Center
Krull, Greig; Duart, Josep M.
2017-01-01
The potential and use of mobile devices in higher education has been a key issue for educational research and practice since the widespread adoption of these devices. Due to the evolving nature and affordances of mobile technologies, it is an area that requires ongoing investigation. This study aims to identify emerging trends in mobile learning…
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ERIC Educational Resources Information Center
Mikulecky, Larry
Interactive computer programs, developed at Indiana University's Learning Skills Center, were designed to model effective strategies for reading biology and psychology textbooks. For each subject area, computer programs and textbook passages were used to instruct and model for students how to identify key concepts, compare and contrast concepts,…
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ERIC Educational Resources Information Center
Tenenbaum, Laura S.; Anderson, Margery; Ramadorai, Swati B.; Yourick, Debra L.
2017-01-01
The Walter Reed Army Institute of Research established the Gains in the Education of Mathematics and Science (GEMS) program to serve communities in the National Capitol Area (Anderson, Tenenbaum, Ramadorai, & Yourick, 2015). The GEMS program was founded on four key elements to provide opportunities to primarily middle and high school students…
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ERIC Educational Resources Information Center
Connor, David J.
2005-01-01
In this article, I discuss the 11 diverse responses to Reid and Valle's work on the discursive practice of learning disabilities (LD), implications for instruction, and parent-school relations. I highlight key ideas from each article and then focus on three common areas of interest shared by most respondents: the unacceptable status quo of…
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From Sustainable Community to Big Society: 10 Years Learning with the Imagine Approach
ERIC Educational Resources Information Center
Bell, Simon
2011-01-01
Community is a key word in the current UK political vocabulary. As part of Big Society or as a sustainable means to develop social coherence, community has been an area of focus that has attained UK political party interest since 2003. In 1999, the Imagine method was first hinted at in the Earthscan book: "Sustainability Indicators: measuring…
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Improving pharmacy revenue integrity.
Carmody, Jennifer J; Townsend, Kyle; Schwartz, Kathy
2013-09-01
Billings Clinic learned the following important lessons in implementing a pharmacy revenue integrity initiative: Integrate pharmacy data as fully as possible. Audit and review pharmacy data regularly to validate the data and identify key areas where education can be provided to support accuracy and compliance. Use technology to bridge gaps between pharmacy data, such as gaps in billable units and billed units. Establish data governance workflows.
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Strategic Priorities for School Improvement. No. 6 in the Harvard Education Letter Spotlight Series
ERIC Educational Resources Information Center
Chauncey, Caroline T., Ed.
2010-01-01
Organized around the four key areas outlined in the U. S. Department of Education's Race to the Top program, this volume presents a collection of seminal articles on standards and assessment; using data to improve learning; recruiting and retaining great teachers and leaders; and turning around failing schools. Following a foreword by Robert B.…
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ERIC Educational Resources Information Center
Abdul Rahim, Fauziah; Chun, Lee Seung
2017-01-01
Purpose: This study investigated rural English teachers' perceptions of factors which influence the literacy development of young learners in rural school settings. This investigation led to a further enquiry on the dimensions of an affective literacy framework to support the English learning of rural young learners. Methodology: The study…
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Writing over Time: An Analysis of Texts Created by Year One Students
ERIC Educational Resources Information Center
Mackenzie, Noella M.; Scull, Janet; Bowles, Terry
2015-01-01
Writing is a key area of literacy in the early years, however writing receives less research attention than reading despite its impact on students' learning generally, and literacy development specifically. Writing skills have also been shown to be quite stable--good writers in the early years stay good writers in the later years. Therefore it is…
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Telementoring in education of laparoscopic surgeons: An emerging technology
Bogen, Etai M; Augestad, Knut M; Patel, Hiten RH; Lindsetmo, Rolv-Ole
2014-01-01
Laparoscopy, minimally invasive and minimal access surgery with more surgeons performing these advanced procedures. We highlight in the review several key emerging technologies such as the telementoring and virtual reality simulators, that provide a solid ground for delivering surgical education to rural area and allow young surgeons a safety net and confidence while operating on a newly learned technique. PMID:24944728
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Differentiated Instruction: Hong Kong Prospective Teachers' Teaching Efficacy and Beliefs
ERIC Educational Resources Information Center
Wan, Sally Wai-Yan
2016-01-01
Catering for learner diversity is one of the key areas in the recent educational reform in Hong Kong. Pre-service teacher education acts as a fundamental way to equip pre-service teachers ready for accommodating diverse learning needs and to build up pre-service teachers' self-efficacy. The purpose of the study is to examine prospective teachers'…
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ERIC Educational Resources Information Center
Russell-Bowie, Deirdre E.
2013-01-01
In primary schools across many countries, dance is now included within the arts key learning area with its own outcomes and content. But as future teachers of dance and other art forms, how do preservice generalist primary teachers perceive their background and confidence in relation to dance and dance education? This study investigates the…
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ERIC Educational Resources Information Center
Eaton, Sarah Elaine
2011-01-01
This annotated bibliography surveys key resources and research related specifically to language learning and literacy. It focuses on resources that will be valuable to teaching professionals and researchers who specialize in the areas of foreign and second language teaching, language arts and first and second language literacy. Significant…
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Digital Literacy and Online Video: Undergraduate Students' Use of Online Video for Coursework
ERIC Educational Resources Information Center
Tiernan, Peter; Farren, Margaret
2017-01-01
This paper investigates how to enable undergraduate students' use of online video for coursework using a customised video retrieval system (VRS), in order to understand digital literacy with online video in practice. This study examines the key areas influencing the use of online video for assignments such as the learning value of video,…
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Mapping perception to action in piano practice: a longitudinal DC-EEG study
Bangert, Marc; Altenmüller, Eckart O
2003-01-01
Background Performing music requires fast auditory and motor processing. Regarding professional musicians, recent brain imaging studies have demonstrated that auditory stimulation produces a co-activation of motor areas, whereas silent tapping of musical phrases evokes a co-activation in auditory regions. Whether this is obtained via a specific cerebral relay station is unclear. Furthermore, the time course of plasticity has not yet been addressed. Results Changes in cortical activation patterns (DC-EEG potentials) induced by short (20 minute) and long term (5 week) piano learning were investigated during auditory and motoric tasks. Two beginner groups were trained. The 'map' group was allowed to learn the standard piano key-to-pitch map. For the 'no-map' group, random assignment of keys to tones prevented such a map. Auditory-sensorimotor EEG co-activity occurred within only 20 minutes. The effect was enhanced after 5-week training, contributing elements of both perception and action to the mental representation of the instrument. The 'map' group demonstrated significant additional activity of right anterior regions. Conclusion We conclude that musical training triggers instant plasticity in the cortex, and that right-hemispheric anterior areas provide an audio-motor interface for the mental representation of the keyboard. PMID:14575529
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Harmonizing Access to Federal Data - Lessons Learned Through the Climate Data Initiative
NASA Astrophysics Data System (ADS)
Bugbee, K.; Pinheiro Privette, A. C.; Meyer, D. J.; Ramachandran, R.
2016-12-01
The Climate Data Initiative (CDI), launched by the Obama Administration in March of 2014, is an effort to leverage the extensive open Federal data to spur innovation and private-sector entrepreneurship in order to advance awareness of and preparedness for the impacts of climate change (see the White House fact sheet). The project includes an online catalog of climate-related datasets and data products in key areas of climate change risk and vulnerability from across the U.S. federal government through http://Climate.Data.gov. NASA was tasked with the implementation and management of the project and has been working closely with Subject Matter Experts (SMEs) and Data Curators (DCs) from across the Federal Government to identify and catalog federal datasets relevant for assessing climate risks and impacts. These datasets are organized around key themes and are framed by key climate questions. The current themes within CDI include: Arctic, Coastal Flooding, Ecosystem Vulnerability, Energy Infrastructure, Food Resilience, Human Health, Transportation, Tribal Nations and Water. This paper summarizes the main lessons learned from the last 2.5 years of CDI implementation.
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Learning "While" Working: Success Stories on Workplace Learning in Europe
ERIC Educational Resources Information Center
Lardinois, Rocio
2011-01-01
Cedefop's report "Learning while working: success stories on workplace learning in Europe" presents an overview of key trends in adult learning in the workplace. It takes stock of previous research carried out by Cedefop between 2003 and 2010 on key topics for adult learning: governance and the learning regions; social partner roles in…
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Learning Organisations--Reengineering Schools for Life Long Learning.
ERIC Educational Resources Information Center
O'Sullivan, Fergus
1997-01-01
Examines some key ideas behind the learning organization and explains why the concept is so powerful in contemporary contexts. Identifies various types of learning organizations, and suggests an analytical technique for relating styles of organizational learning to the environmental context. The key to becoming a learning organization is…
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Key Themes in Mobile Learning: Prospects for Learner-Generated Learning through AR and VR
ERIC Educational Resources Information Center
Aguayo, Claudio; Cochrane, Thomas; Narayan, Vickel
2017-01-01
This paper summarises the findings from a literature review in mobile learning, developed as part of a 2-year six-institution project in New Zealand. Through the development of a key themes codebook, we address selected key themes with respect to their relevance to learner-generated learning through emerging technologies, with attention to mobile…
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Synthesis of discipline-based education research in physics
NASA Astrophysics Data System (ADS)
Docktor, Jennifer L.; Mestre, José P.
2014-12-01
This paper presents a comprehensive synthesis of physics education research at the undergraduate level. It is based on work originally commissioned by the National Academies. Six topical areas are covered: (1) conceptual understanding, (2) problem solving, (3) curriculum and instruction, (4) assessment, (5) cognitive psychology, and (6) attitudes and beliefs about teaching and learning. Each topical section includes sample research questions, theoretical frameworks, common research methodologies, a summary of key findings, strengths and limitations of the research, and areas for future study. Supplemental material proposes promising future directions in physics education research.
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Psychological research and global climate change
NASA Astrophysics Data System (ADS)
Clayton, Susan; Devine-Wright, Patrick; Stern, Paul C.; Whitmarsh, Lorraine; Carrico, Amanda; Steg, Linda; Swim, Janet; Bonnes, Mirilia
2015-07-01
Human behaviour is integral not only to causing global climate change but also to responding and adapting to it. Here, we argue that psychological research should inform efforts to address climate change, to avoid misunderstandings about human behaviour and motivations that can lead to ineffective or misguided policies. We review three key research areas: describing human perceptions of climate change; understanding and changing individual and household behaviour that drives climate change; and examining the human impacts of climate change and adaptation responses. Although much has been learned in these areas, we suggest important directions for further research.
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Perez, MA; Tanaka, S; Wise, SP; Willingham, DT; Cohen, LG
2008-01-01
The supplementary motor area (SMA) makes a crucial contribution to intermanual transfer: the ability to use one hand to perform a skill practiced and learned with the other hand. However, the timing of this contribution relative to movement remains unknown. Here, 33 healthy volunteers performed a 12-item sequence in the serial reaction time task (SRTT). During training, each participant responded to a sequence of visual cues presented at 1 Hz by pressing one of 4 keys with their right hand. The measure of intermanual transfer was response time (RT) during repetition of the trained sequence with the left hand, which was at rest during learning. Participants were divided into 3 groups, which did not differ in their learning rates or amounts. In 2 groups, 1 Hz repetitive transcranial magnetic stimulation (rTMS) induced transient virtual lesions of the SMA during training, either 100 ms before each cue (the premovement group) or during each key press (the movement group). The third group received sham stimulation (the sham group). After training with the right hand, RTs for performance with the left (transfer) hand were longer for the premovement group than for the movement or sham groups. Thus SMA’s most crucial contribution to intermanual transfer occurs in the interval between movements, when the memory of a prior movement plays a role in encoding specific sequences. These results provide insight into frontal-lobe contributions to procedural knowledge. PMID:18815252
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Multimodal connectivity of motor learning-related dorsal premotor cortex.
Hardwick, Robert M; Lesage, Elise; Eickhoff, Claudia R; Clos, Mareike; Fox, Peter; Eickhoff, Simon B
2015-12-01
The dorsal premotor cortex (dPMC) is a key region for motor learning and sensorimotor integration, yet we have limited understanding of its functional interactions with other regions. Previous work has started to examine functional connectivity in several brain areas using resting state functional connectivity (RSFC) and meta-analytical connectivity modelling (MACM). More recently, structural covariance (SC) has been proposed as a technique that may also allow delineation of functional connectivity. Here, we applied these three approaches to provide a comprehensive characterization of functional connectivity with a seed in the left dPMC that a previous meta-analysis of functional neuroimaging studies has identified as playing a key role in motor learning. Using data from two sources (the Rockland sample, containing resting state data and anatomical scans from 132 participants, and the BrainMap database, which contains peak activation foci from over 10,000 experiments), we conducted independent whole-brain functional connectivity mapping analyses of a dPMC seed. RSFC and MACM revealed similar connectivity maps spanning prefrontal, premotor, and parietal regions, while the SC map identified more widespread frontal regions. Analyses indicated a relatively consistent pattern of functional connectivity between RSFC and MACM that was distinct from that identified by SC. Notably, results indicate that the seed is functionally connected to areas involved in visuomotor control and executive functions, suggesting that the dPMC acts as an interface between motor control and cognition. Copyright © 2015 Elsevier Inc. All rights reserved.
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Learning to Learn: A Key-Competence for All Adults?!
ERIC Educational Resources Information Center
Hofmann, Peter
2008-01-01
Learning to learn is important and increasingly vital for people trying to deal with a rapidly changing world! Or, in the words of the European Union, learning to learn is one of the eight "key competences that citizens require for their personal fulfilment, social inclusion, active citizenship and employability in our knowledge-based…
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O'Donoghue, Grainne; Doody, Catherine; O'Neill, Geraldine; Barrett, Terry; Cusack, Tara
2016-01-01
Purpose: To explore final-year physiotherapy students' perceptions of primary health care practice to determine (1) aspects of their curriculum that support their learning, (2) deficiencies in their curriculum, and (3) areas that they believe should be changed to adequately equip them to make the transition from student to primary health care professional. Methods: Framework analysis methodology was used to analyze group opinion obtained using structured group feedback sessions. Sixty-eight final-year physiotherapy students from the four higher education institutions in Ireland participated. Results: The students identified several key areas that (1) supported their learning (exposure to evidence-based practice, opportunities to practise with problem-based learning, and interdisciplinary learning experiences); (2) were deficient (primary health care placements, additional active learning sessions, and further education and practice opportunities for communication and health promotion), and (3) required change (practice placements in primary health care, better curriculum organization to accommodate primary health care throughout the programme with the suggestion of a specific primary health care module). Conclusion: This study provides important insights into physiotherapy students' perceptions of primary health care. It also provides important indicators of the curriculum changes needed to increase graduates' confidence in their ability to take up employment in primary health care. PMID:27909366
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The Case for Improving and Expanding Time in School: A Review of Key Research and Practice
ERIC Educational Resources Information Center
Farbman, David
2012-01-01
Common sense tells us that when it comes to learning, time matters. An individual simply cannot become more proficient in any given area without committing a certain amount of time to grasping new content, practicing and honing skills, and then applying knowledge and skills to realizing specific aims. Think of the chess master who plays match…
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ERIC Educational Resources Information Center
Sherow, Sheila M.; Scrimshaw, Roberta
This resource book provides materials and methods for a model Entrepreneurship Training Center (ETC) school-to-work program for rural out-of-school adults. Introductory materials include learning goals within ETC's four curriculum areas, instructional methods, and introduction to key concepts. The remainder of the book is divided into four…
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ERIC Educational Resources Information Center
Bryan, Chris
2011-01-01
Education in post-apartheid South Africa has undergone considerable change in recent years and is seen as providing the key to reform and social transformation. However, despite many government policies designed to improve the quality of teaching and learning, education continues to present challenges, particularly within the area of professional…
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Using Narrative Fiction as a Means of Assessing and Learning in a History of Social Welfare Module
ERIC Educational Resources Information Center
Parker, Jonathan; Farmer, Harry
2018-01-01
This article describes a narrative development project undertaken by students on a History of Social Welfare module at a British university. Students were asked to choose a character, setting and story from a range of scenarios and time periods that reflected many of the key areas covered in lecture and seminar classes. The narrative was not…
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Tactical Satellite-3 Mission Overview and Initial Lessons Learned (Postprint)
2013-03-01
current buses. The spacecraft bus includes the main structure; attitude control system (reaction wheels and torque rods); the thermal protection...Specific key areas are the relatively rapid checkout of the spacecraft and lessons from the responsive space development. 15. SUBJECT TERMS...relatively rapid checkout of the spacecraft and lessons from the responsive space development. INTRODUCTION The Tactical Satellite 3 mission was a
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ERIC Educational Resources Information Center
Liu, Ou Lydia
2008-01-01
The Secretary of Education's Commission on the Future of Higher Education emphasizes accountability in higher education as one of the key areas of interest. The Voluntary System of Accountability (VSA) was developed to evaluate the effectiveness of general public college education. This study examines how student progress in college, indicated by…
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Common Core Standards for Middle School English Language Arts: A Quick-Start Guide
ERIC Educational Resources Information Center
Kendall, John; Frazee, Dana J.; Ryan, Susan
2012-01-01
Go in depth on Common Core Standards for middle schools to learn how they help students build on and extend skills acquired in earlier grades and prepare them for the nuanced communication and analytical work they will encounter in high school. Getting a copy for every teacher ensures they'll know: (1) The key focus areas of the Common Core…
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ERIC Educational Resources Information Center
Yuen, Mantak; Chan, Serene; Chan, Cheri; Fung, Dennis C. L.; Cheung, Wai Ming; Kwan, Tammy; Leung, Frederick K. S.
2018-01-01
Gifted students usually require much less time spent in practising and revising basic skills; instead, they benefit greatly from opportunities to work through the curriculum at a faster pace (acceleration). Teachers currently working with mixed-ability classes do not always find it easy to differentiate their teaching approach in this way, so…
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Demonstration of Self-Training Autonomous Neural Networks in Space Vehicle Docking Simulations
NASA Technical Reports Server (NTRS)
Patrick, M. Clinton; Thaler, Stephen L.; Stevenson-Chavis, Katherine
2006-01-01
Neural Networks have been under examination for decades in many areas of research, with varying degrees of success and acceptance. Key goals of computer learning, rapid problem solution, and automatic adaptation have been elusive at best. This paper summarizes efforts at NASA's Marshall Space Flight Center harnessing such technology to autonomous space vehicle docking for the purpose of evaluating applicability to future missions.
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Quality and equity in early childhood care in Peru
NASA Astrophysics Data System (ADS)
Izu, Regina Moromizato
2007-01-01
The present study examines educational policy documents and programs on early childhood development and education in Peru. The author provides an evaluation of early childhood learning programs and their outcomes in different education centers in Peru. Health, nutrition, development, and participation are identified as key areas of concern. The study concludes with a reference to the importance of monitoring quality and equity in early childhood care.
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Mapping Musical Learning: An Evaluation of Research in Music Education in Singapore
ERIC Educational Resources Information Center
Lum, Chee-Hoo; Dairianathan, Eugene
2014-01-01
In the most recent Ministry of Education work plan seminar (Ministry of Education, 2010), a clear signal was sent out that arts education, primarily music and visual art, would become one of the key areas of focus in pursuing the goal of holistic education of a primary school child in the Singapore school system. This article, as part of a larger…
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NASA Astrophysics Data System (ADS)
Coca Castro, Alejandro; Reymondin, Louis; Rebetez, Julien; Fabio Satizabal Mejia, Hector; Perez-Uribe, Andres; Mulligan, Mark; Smith, Thomas; Hyman, Glenn
2017-04-01
Global land use monitoring is important to the the Sustainable Development Goals (SDGs). The latest advances in storage and manipulation of big earth-observation data have been key to developing multiple operational forest monitoring initiatives such as FORMA, Terra-i and Global Forest Change. Although the data provided by these systems are useful for identifying and estimating newly deforested areas (from 2000), they do not provide details about the land use to which these deforested areas are transitioned. This information is critical to understand the biodiversity and ecosystem services impact of deforestation and the resulting impacts on human wellbeing, locally and downstream. With the aim of contributing to current forest monitoring initiatives, this research presents a set of experimental case studies in Latin America which integrate existing land-change information derived from remote sensing image and aerial photography/ground datasets, high-temporal resolution MODIS data, advanced machine learning (i.e deep learning) and big data technologies (i.e. Hadoop and Spark) to assess land-use change trajectories in newly deforested areas in near real time.
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Looking to Learn: The Effects of Visual Guidance on Observational Learning of the Golf Swing.
D'Innocenzo, Giorgia; Gonzalez, Claudia C; Williams, A Mark; Bishop, Daniel T
2016-01-01
Skilled performers exhibit more efficient gaze patterns than less-skilled counterparts do and they look more frequently at task-relevant regions than at superfluous ones. We examine whether we may guide novices' gaze towards relevant regions during action observation in order to facilitate their learning of a complex motor skill. In a Pre-test-Post-test examination of changes in their execution of the full golf swing, 21 novices viewed one of three videos at intervention: i) a skilled golfer performing 10 swings (Free Viewing, FV); ii) the same video with transient colour cues superimposed to highlight key features of the setup (Visual Guidance; VG); iii) or a History of Golf video (Control). Participants in the visual guidance group spent significantly more time looking at cued areas than did the other two groups, a phenomenon that persisted after the cues had been removed. Moreover, the visual guidance group improved their swing execution at Post-test and on a Retention test one week later. Our results suggest that visual guidance to cued areas during observational learning of complex motor skills may accelerate acquisition of the skill.
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Looking to Learn: The Effects of Visual Guidance on Observational Learning of the Golf Swing
Gonzalez, Claudia C.; Williams, A. Mark
2016-01-01
Skilled performers exhibit more efficient gaze patterns than less-skilled counterparts do and they look more frequently at task-relevant regions than at superfluous ones. We examine whether we may guide novices’ gaze towards relevant regions during action observation in order to facilitate their learning of a complex motor skill. In a Pre-test-Post-test examination of changes in their execution of the full golf swing, 21 novices viewed one of three videos at intervention: i) a skilled golfer performing 10 swings (Free Viewing, FV); ii) the same video with transient colour cues superimposed to highlight key features of the setup (Visual Guidance; VG); iii) or a History of Golf video (Control). Participants in the visual guidance group spent significantly more time looking at cued areas than did the other two groups, a phenomenon that persisted after the cues had been removed. Moreover, the visual guidance group improved their swing execution at Post-test and on a Retention test one week later. Our results suggest that visual guidance to cued areas during observational learning of complex motor skills may accelerate acquisition of the skill. PMID:27224057
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Melding Service Learning and Leadership Skills Development: Keys to Effective Course Design
ERIC Educational Resources Information Center
Lester, Scott W.
2015-01-01
The author presents keys to designing a class that successfully melds service learning and student leadership development. These prescriptions are based on the lessons learned over 8 years of teaching a class titled "Community Leadership." This class emphasizes experiential learning and revolves around service learning projects. The…
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Machado, Armando; Pata, Paulo
2005-02-01
Two theories of timing, scalar expectancy theory (SET) and learning-to-time (LeT), make substantially different assumptions about what animals learn in temporal tasks. In a test of these assumptions, pigeons learned two temporal discriminations. On Type 1 trials, they learned to choose a red key after a 1-sec signal and a green key after a 4-sec signal; on Type 2 trials, they learned to choose a blue key after a 4-sec signal and a yellow key after either an 8-sec signal (Group 8) or a 16-sec signal (Group 16). Then, the birds were exposed to signals 1 sec, 4 sec, and 16 sec in length and given a choice between novel key combinations (red or green vs. blue or yellow). The choice between the green key and the blue key was of particular significance because both keys were associated with the same 4-sec signal. Whereas SET predicted no effect of the test signal duration on choice, LeT predicted that preference for green would increase monotonically with the length of the signal but would do so faster for Group 8 than for Group 16. The results were consistent with LeT, but not with SET.
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Negotiating energy dynamics through embodied action in a materially structured environment
NASA Astrophysics Data System (ADS)
Scherr, Rachel E.; Close, Hunter G.; Close, Eleanor W.; Flood, Virginia J.; McKagan, Sarah B.; Robertson, Amy D.; Seeley, Lane; Wittmann, Michael C.; Vokos, Stamatis
2013-12-01
We provide evidence that a learning activity called Energy Theater engages learners with key conceptual issues in the learning of energy, including disambiguating matter flow and energy flow and theorizing mechanisms for energy transformation. A participationist theory of learning, in which learning is indicated by changes in speech and behavior, supports ethnographic analysis of learners’ embodied interactions with each other and the material setting. We conduct detailed analysis to build plausible causal links between specific features of Energy Theater and the conceptual engagement that we observe. Disambiguation of matter and energy appears to be promoted especially by the material structure of the Energy Theater environment, in which energy is represented by participants, while objects are represented by areas demarcated by loops of rope. Theorizing mechanisms of energy transformation is promoted especially by Energy Theater’s embodied action, which necessitates modeling the time ordering of energy transformations.
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Benefits of Teaching Medical Students How to Communicate with Patients Having Serious Illness
Ellman, Matthew S.; Fortin, Auguste H.
2012-01-01
Innovative approaches are needed to teach medical students effective and compassionate communication with seriously ill patients. We describe two such educational experiences in the Yale Medical School curriculum for third-year medical students: 1) Communicating Difficult News Workshop and 2) Ward-Based End-of-Life Care Assignment. These two programs address educational needs to teach important clinical communication and assessment skills to medical students that previously were not consistently or explicitly addressed in the curriculum. The two learning programs share a number of educational approaches driven by the learning objectives, the students’ development, and clinical realities. Common educational features include: experiential learning, the Biopsychosocial Model, patient-centered communication, integration into clinical clerkships, structured skill-based learning, self-reflection, and self-care. These shared features ― as well as some differences ― are explored in this paper in order to illustrate key issues in designing and implementing medical student education in these areas. PMID:22737055
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NASA Astrophysics Data System (ADS)
Bingham, Guy A.; Southee, Darren J.; Page, Tom
2015-07-01
This paper examines the traditional engineering-based provision delivered to Product Design and Technology (B.Sc.) undergraduates at the Loughborough Design School and questions its relevancy against the increasing expectations of industry. The paper reviews final-year design projects to understand the level of transference of engineering-based knowledge into design practice and highlights areas of opportunity for improved teaching and learning. The paper discusses the development and implementation of an integrated approach to the teaching of Mechanics and Electronics to formalise and reinforce the key learning process of transference within the design context. The paper concludes with observations from the delivery of this integrated teaching and offers insights from student and academic perspectives for the further improvement of engineering-based teaching and learning.
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Carey, Matthew C; Chick, Anna; Kent, Bridie; Latour, Jos M
2018-06-01
Peer-assisted leaning relates to the acquisition of knowledge and skills through shared learning of matched equals. The concept has been explored within the field of nurse education across a range of learning environments, but its impact in practice is still relatively unknown. This paper reports on findings when observing paediatric undergraduate nursing students who engage in PAL within the clinical practice setting. The aim of this paper is to report the findings of a study undertaken to explore peer-assisted learning in undergraduate nursing students, studying children's health, in the clinical practice setting. A qualitative ethnographic study using non-participant observations. A range of inpatient paediatric clinical settings across two teaching hospitals. First, second and third year paediatric student nurses enrolled on a Bachelor of Nursing Programme. Non-participant observations were used to observe a range of interactions between the participants when engaging in peer-assisted learning within the same clinical area. A total of 67 h of raw data collected across all observations was analysed using framework analysis to draw together key themes. Of the 20 identified students across two hospitals, 17 agreed to take part in the study. Findings were aggregated into three key themes; 1. Peers as facilitators to develop learning when engaging in peer-assisted learning, 2. Working together to develop clinical practice and deliver care, 3. Positive support and interaction from peers to enhance networking and develop working structure. Peer-assisted learning in undergraduate children's nursing students stimulates students in becoming engaged in their learning experiences in clinical practice and enhance collaborative support within the working environment. The benefits of peer-assisted learning in current clinical practice settings can be challenging. Therefore, education and practice need to be aware of the benefits and their contribution towards future strategies and models of learning. Copyright © 2018 Elsevier Ltd. All rights reserved.
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St. Michael's Improvement Program - A Collaborative Approach to Sustainable Cost Savings.
Trafford, Anne; Jane, Danielle
2017-01-01
In response to a challenging financial environment and increasing patient demand, St. Michael's Hospital needed to find long-term sustainable solutions to continue to provide high-quality patient care and invest in key priorities. By conducting Operational Reviews in focused areas, the hospital achieved $7.4 million of in-year savings in the first year, found standardizations, process efficiencies and direct cost savings that positioned itself for success in future funding models. Initiatives were grounded in evidence and relied heavily on the effective execution by the leadership, front-line staff and physicians. As organizations face similar challenges, this journey can provide key learnings.
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Dyscalculia, dyslexia, and medical students' needs for learning and using statistics.
MacDougall, Margaret
2009-02-07
Much has been written on the learning needs of dyslexic and dyscalculic students in primary and early secondary education. However, it is not clear that the necessary disability support staff and specialist literature are available to ensure that these needs are being adequately met within the context of learning statistics and general quantitative skills in the self-directed learning environments encountered in higher education. This commentary draws attention to dyslexia and dyscalculia as two potentially unrecognized conditions among undergraduate medical students and in turn, highlights key developments from recent literature in the diagnosis of these conditions. With a view to assisting medical educators meet the needs of dyscalculic learners and the more varied needs of dyslexic learners, a comprehensive list of suggestions is provided as to how learning resources can be designed from the outset to be more inclusive. A hitherto neglected area for future research is also identified through a call for a thorough investigation of the meaning of statistical literacy within the context of the undergraduate medical curriculum.
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Roberts, Timothy V; Gustavs, Julie; Mack, Heather G
2012-07-01
One of the key responsibilities of professional bodies, such as the Royal Australian and New Zealand College of Ophthalmologists, is to determine, teach and assess the competencies required for trainees to reach an expert level. Vocational training programs (VTP) need to incorporate advances in educational research and reflect changes in generational thinking and learning styles to provide the most optimal learning environment to meet the desired educational outcomes. This paper seeks to introduce some of the important concepts of adult educational theory and to explain how they connect to four strategic areas in the development and implementation of the VTP: 1 What are the learning needs of trainees? 2 What educational methods best address these needs? 3 What assessment methods best test the acquisition of the desired learning outcomes? 4 What are the needs of supervisors and teachers? © 2011 The Authors. Clinical and Experimental Ophthalmology © 2011 Royal Australian and New Zealand College of Ophthalmologists.
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Dyscalculia, Dyslexia, and Medical Students’ Needs for Learning and Using Statistics
MacDougall, Margaret
2009-01-01
Much has been written on the learning needs of dyslexic and dyscalculic students in primary and early secondary education. However, it is not clear that the necessary disability support staff and specialist literature are available to ensure that these needs are being adequately met within the context of learning statistics and general quantitative skills in the self-directed learning environments encountered in higher education. This commentary draws attention to dyslexia and dyscalculia as two potentially unrecognized conditions among undergraduate medical students and in turn, highlights key developments from recent literature in the diagnosis of these conditions. With a view to assisting medical educators meet the needs of dyscalculic learners and the more varied needs of dyslexic learners, a comprehensive list of suggestions is provided as to how learning resources can be designed from the outset to be more inclusive. A hitherto neglected area for future research is also identified through a call for a thorough investigation of the meaning of statistical literacy within the context of the undergraduate medical curriculum. PMID:20165516
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Ellman, Matthew S; Fortin, Auguste H
2012-06-01
Innovative approaches are needed to teach medical students effective and compassionate communication with seriously ill patients. We describe two such educational experiences in the Yale Medical School curriculum for third-year medical students: 1) Communicating Difficult News Workshop and 2) Ward-Based End-of-Life Care Assignment. These two programs address educational needs to teach important clinical communication and assessment skills to medical students that previously were not consistently or explicitly addressed in the curriculum. The two learning programs share a number of educational approaches driven by the learning objectives, the students' development, and clinical realities. Common educational features include: experiential learning, the Biopsychosocial Model, patient-centered communication, integration into clinical clerkships, structured skill-based learning, self-reflection, and self-care. These shared features - as well as some differences - are explored in this paper in order to illustrate key issues in designing and implementing medical student education in these areas.
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ERIC Educational Resources Information Center
Barlosky, Martin; Lawton, Stephen
The Quality Education Checklist focuses on key inputs, processes, and outputs of schools needed to ensure continuous improvement. Intended as a self-auditing aid for schools, the checklist may also be used as a method to define the priority of areas for improvement, as a way to gather information from customers, as a professional development…
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Video to Text (V2T) in Wide Area Motion Imagery
2015-09-01
microtext) or a document (e.g., using Sphinx or Apache NLP ) as an automated approach [102]. Previous work in natural language full-text searching...language processing ( NLP ) based module. The heart of the structured text processing module includes the following seven key word banks...Features Tracker MHT Multiple Hypothesis Tracking MIL Multiple Instance Learning NLP Natural Language Processing OAB Online AdaBoost OF Optic Flow
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Learning to merge: a new tool for interactive mapping
NASA Astrophysics Data System (ADS)
Porter, Reid B.; Lundquist, Sheng; Ruggiero, Christy
2013-05-01
The task of turning raw imagery into semantically meaningful maps and overlays is a key area of remote sensing activity. Image analysts, in applications ranging from environmental monitoring to intelligence, use imagery to generate and update maps of terrain, vegetation, road networks, buildings and other relevant features. Often these tasks can be cast as a pixel labeling problem, and several interactive pixel labeling tools have been developed. These tools exploit training data, which is generated by analysts using simple and intuitive paint-program annotation tools, in order to tailor the labeling algorithm for the particular dataset and task. In other cases, the task is best cast as a pixel segmentation problem. Interactive pixel segmentation tools have also been developed, but these tools typically do not learn from training data like the pixel labeling tools do. In this paper we investigate tools for interactive pixel segmentation that also learn from user input. The input has the form of segment merging (or grouping). Merging examples are 1) easily obtained from analysts using vector annotation tools, and 2) more challenging to exploit than traditional labels. We outline the key issues in developing these interactive merging tools, and describe their application to remote sensing.
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Christiansen, Angela; Robson, Linda; Griffith-Evans, Christine
2010-10-01
The present study reports a descriptive survey of nursing students' experience of service improvement learning in the university and practice setting. Opportunities to develop service improvement capabilities were embedded into pre-registration programmes at a university in the Northwest of England to ensure future nurses have key skills for the workplace. A cross-sectional survey designed to capture key aspects of students' experience was completed by nursing students (n = 148) who had undertaken a service improvement project in the practice setting. Work organizations in which a service improvement project was undertaken were receptive to students' efforts. Students reported increased confidence to undertake service improvement and service improvement capabilities were perceived to be important to future career development and employment prospects. Service improvement learning in pre-registration education appears to be acceptable, effective and valued by students. Further research to identify the impact upon future professional practice and patient outcomes would enhance understanding of this developing area. Nurse Managers can play an active role in creating a service culture in which innovation and improvement can flourish to enhance patient outcomes, experience and safety. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.
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Modulation of Perineuronal Nets and Parvalbumin with Developmental Song Learning
Balmer, Timothy S.; Carels, Vanessa M.; Frisch, Jillian L.; Nick, Teresa A.
2009-01-01
Neural circuits and behavior are shaped during developmental phases of maximal plasticity known as sensitive or critical periods. Neural correlates of sensory critical periods have been identified, but their roles remain unclear. Factors that define critical periods in sensorimotor circuits and behavior are not known. Birdsong learning in the zebra finch occurs during a sensitive period similar to that for human speech. We now show that perineuronal nets, which correlate with sensory critical periods, surround parvalbumin-positive neurons in brain areas that are dedicated to singing. The percentage of both total and parvalbumin-positive neurons with perineuronal nets increased with development. In HVC (this acronym is the proper name), a song area important for sensorimotor integration, the percentage of parvalbumin neurons with perineuronal nets correlated with song maturity. Shifting the vocal critical period with tutor song deprivation decreased the percentage of neurons that were parvalbumin positive and the relative staining intensity of both parvalbumin and a component of perineuronal nets. Developmental song learning shares key characteristics with sensory critical periods, suggesting shared underlying mechanisms. PMID:19828802
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Wissman, Kathryn T; Rawson, Katherine A
2018-01-01
Students are expected to learn key-term definitions across many different grade levels and academic disciplines. Thus, investigating ways to promote understanding of key-term definitions is of critical importance for applied purposes. A recent survey showed that learners report engaging in collaborative practice testing when learning key-term definitions, with outcomes also shedding light on the way in which learners report engaging in collaborative testing in real-world contexts (Wissman & Rawson, 2016, Memory, 24, 223-239). However, no research has directly explored the effectiveness of engaging in collaborative testing under representative conditions. Accordingly, the current research evaluates the costs (with respect to efficiency) and the benefits (with respect to learning) of collaborative testing for key-term definitions under representative conditions. In three experiments (ns = 94, 74, 95), learners individually studied key-term definitions and then completed retrieval practice, which occurred either individually or collaboratively (in dyads). Two days later, all learners completed a final individual test. Results from Experiments 1-2 showed a cost (with respect to efficiency) and no benefit (with respect to learning) of engaging in collaborative testing for key-term definitions. Experiment 3 evaluated a theoretical explanation for why collaborative benefits do not emerge under representative conditions. Collectively, outcomes indicate that collaborative testing versus individual testing is less effective and less efficient when learning key-term definitions under representative conditions.
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Case Management of Dengue: Lessons Learned
Kalayanarooj, Siripen; Srikiatkhachorn, Anon
2017-01-01
Abstract The global burden of dengue and its geographic distribution have increased over the past several decades. The introduction of dengue in new areas has often been accompanied by high case-fatality rates. Drawing on the experience in managing dengue cases at the Queen Sirikit National Institute of Child Health in Bangkok, Thailand, this article provides the authors’ perspectives on key clinical lessons to improve dengue-related outcomes. Parallels between this clinical experience and outcomes reported in randomized controlled trials, results of efforts to disseminate practice recommendations, and suggestions for areas for further research are also discussed. PMID:28403440
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Braid, Francesca; Williams, Sarah B; Weller, Renate
2012-01-01
Recognition of anatomical landmarks in live animals (and humans) is key for clinical practice, but students often find it difficult to translate knowledge from dissection-based anatomy onto the live animal and struggle to acquire this vital skill. The purpose of this study was to create and evaluate the use of an equine anatomy rug ("Anato-Rug") depicting topographical anatomy and key areas of lung, heart, and gastrointestinal auscultation, which could be used together with a live horse to aid learning of "live animal" anatomy. Over the course of 2 weeks, 38 third year veterinary students were randomly allocated into an experimental group, revising topographical anatomy from the "Anato-Rug," or a control group, learning topographical anatomy from a textbook. Immediately post activity, both groups underwent a test on live anatomy knowledge and were retested 1 week later. Both groups then completed a questionnaire to ascertain their perceptions of their learning experiences. Results showed that the experimental groups scored significantly higher than the control group at the first testing session, experienced more enjoyment during the activity and gained more confidence in identifying anatomical landmarks than the control group. There was not a significant difference in scores between groups at the second testing session. The findings indicate that the anatomy rug is an effective learning tool that aids understanding, confidence, and enjoyment in learning equine thorax and abdominal anatomy; however it was not better than traditional methods with regards to longer term memory recall. Copyright © 2012 American Association of Anatomists.
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Evaluating PLATO: postgraduate teaching and learning online.
Brown, Menna; Bullock, Alison
2014-02-01
The use of the Internet as a teaching medium has increased rapidly over the last decade. PLATO (postgraduate learning and teaching online) was launched in 2008 by the e-learning unit (ELU) of Wales Deanery. Located within Learning@NHSWales, a Moodle virtual learning environment (VLE), it hosts a wide range of freely available courses and resources tailored to support the education, training and continuing professional development (CPD) needs of health care professionals working across the National Health Service (NHS) Wales. The evaluation aimed to identify the costs and benefits of PLATO, report its value as attributed by users, identify potential cost savings and make recommendations. Five courses (case studies) were selected, representing the range of available e-learning resources: e-induction; fetal heart monitoring; cervical screening; GP prospective trainers; and tools for trainers. Mixed methods were used: one-to-one qualitative interviews, focus group discussions and surveys explored user views, and identified individual and organisational value. Qualitative findings identified six key areas of value for users: ELU support and guidance; avoidance of duplication and standardisation; central reference; local control; flexibility for learners; and specific features. Survey results (n=72) indicated 72 per cent of consultants reported that PLATO was easy to access and user friendly. E-learning was rated as 'very/important' for CPD by 79 per cent of respondents. Key challenges were: access, navigation, user concerns, awareness and support. PLATO supports education and helps deliver UK General Medical Council standards. Future plans should address the suggested recommendations to realise cost savings for NHS Wales and the Wales Deanery. The findings have wider applicability to others developing or using VLEs. © 2014 John Wiley & Sons Ltd.
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Davys, Deborah; Mitchell, Duncan; Haigh, Carol
2011-10-01
This paper provides a review of the literature related to adult siblings of learning-disabled people. Siblings of learning-disabled people are often looked upon as next of kin when older parents die; however, there is little research regarding sibling views and wishes. A literature review of published peer-reviewed empirical research was undertaken. Electronic databases and citation tracking were used to collate data using key terms such as adult siblings and learning disability. Relevant articles were analysed, compared and contrasted. Six key themes emerged suggesting a varied impact of learning disability upon sibling lives in areas that include life choices, relationships, identity and future plans. Some siblings report a positive impact upon life, others state their lives are comparable with other adults who do not have a learning-disabled sibling and others still report a negative impact. Sibling roles and relationships are varied. Evidence suggests that sibling roles, relationships and experience are affected by life stage. Parents often have a primary care role for the disabled person, whilst siblings perform a more distant role; however, sibling involvement often rises when parents are no longer able to provide previous levels of support. Many factors appear to affect the sibling experience and uptake of roles including gender, life stage and circumstances, level of disability, health status and relationships between family members. Siblings are concerned about the future, particularly when parents are no longer able to provide support, and many appear to have expectations of future responsibilities regarding their disabled sibling. As siblings of people who have a learning disability are often expected by society to provide support, it is important that health and social care practitioners are aware of issues that may impact on this relationship. © 2011 Blackwell Publishing Ltd.
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DeFosset, Amelia R; Kwan, Allison; Rizik-Baer, Daniel; Gutierrez, Luis; Gase, Lauren N; Kuo, Tony
2018-05-24
Increasing access to fresh produce in small retail venues could improve the diet of people in underserved communities. However, small retailers face barriers to stocking fresh produce. In 2014, an innovative distribution program, Community Markets Purchasing Real and Affordable Foods (COMPRA), was launched in Los Angeles with the aim of making it more convenient and profitable for small retailers to stock fresh produce. Our case study describes the key processes and lessons learned in the first 2 years of implementing COMPRA. Considerable investments in staff capacity and infrastructure were needed to launch COMPRA. Early successes included significant week-to-week increases in the volume of produce distributed. Leveraging partnerships, maintaining a flexible operational and funding structure, and broadly addressing store owners' needs contributed to initial gains. We describe key challenges and next steps to scaling the program. Lessons learned from implementing COMPRA could inform other jurisdictions considering supply-side approaches to increase access to healthy food.
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Honeybees Learn Odour Mixtures via a Selection of Key Odorants
Reinhard, Judith; Sinclair, Michael; Srinivasan, Mandyam V.; Claudianos, Charles
2010-01-01
Background The honeybee has to detect, process and learn numerous complex odours from her natural environment on a daily basis. Most of these odours are floral scents, which are mixtures of dozens of different odorants. To date, it is still unclear how the bee brain unravels the complex information contained in scent mixtures. Methodology/Principal Findings This study investigates learning of complex odour mixtures in honeybees using a simple olfactory conditioning procedure, the Proboscis-Extension-Reflex (PER) paradigm. Restrained honeybees were trained to three scent mixtures composed of 14 floral odorants each, and then tested with the individual odorants of each mixture. Bees did not respond to all odorants of a mixture equally: They responded well to a selection of key odorants, which were unique for each of the three scent mixtures. Bees showed less or very little response to the other odorants of the mixtures. The bees' response to mixtures composed of only the key odorants was as good as to the original mixtures of 14 odorants. A mixture composed of the other, non-key-odorants elicited a significantly lower response. Neither an odorant's volatility or molecular structure, nor learning efficiencies for individual odorants affected whether an odorant became a key odorant for a particular mixture. Odorant concentration had a positive effect, with odorants at high concentration likely to become key odorants. Conclusions/Significance Our study suggests that the brain processes complex scent mixtures by predominantly learning information from selected key odorants. Our observations on key odorant learning lend significant support to previous work on olfactory learning and mixture processing in honeybees. PMID:20161714
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Personalization vs. How People Learn
ERIC Educational Resources Information Center
Riley, Benjamin
2017-01-01
Riley asserts that some findings of cognitive science conflict with key principles of personalized learning--that students should control the content of their learning and that they should control the pace of their learning. A personalized approach is in conflict with the cognitive science principle that committing key facts in a discipline to…
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Two Key Concepts in the Diagnosis of Learning Disabilities and the Habilitation of Learning.
ERIC Educational Resources Information Center
Reynolds, Cecil R.
1992-01-01
Two key concepts in diagnosing learning disabilities ("severe discrepancy" and "process dysfunction") are reviewed, and their relationship to the habilitation of learning is discussed. Guidelines are given for calculating a severe discrepancy, and the evaluation of processing skills is discussed. Strength models of remediation…
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ERIC Educational Resources Information Center
Killion, Joellen
2016-01-01
Key findings from a new study highlight how Learning Forward's long-standing position on professional learning correlates with practices in high-performing systems in Singapore, Shanghai, Hong Kong, and British Columbia. The purpose of this article is to share key findings from the study so that educators might apply them to strengthening…
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Autism and the mirror neuron system: insights from learning and teaching
Vivanti, Giacomo; Rogers, Sally J.
2014-01-01
Individuals with autism have difficulties in social learning domains which typically involve mirror neuron system (MNS) activation. However, the precise role of the MNS in the development of autism and its relevance to treatment remain unclear. In this paper, we argue that three distinct aspects of social learning are critical for advancing knowledge in this area: (i) the mechanisms that allow for the implicit mapping of and learning from others' behaviour, (ii) the motivation to attend to and model conspecifics and (iii) the flexible and selective use of social learning. These factors are key targets of the Early Start Denver Model, an autism treatment approach which emphasizes social imitation, dyadic engagement, verbal and non-verbal communication and affect sharing. Analysis of the developmental processes and treatment-related changes in these different aspects of social learning in autism can shed light on the nature of the neuropsychological mechanisms underlying social learning and positive treatment outcomes in autism. This knowledge in turn may assist in developing more successful pedagogic approaches to autism spectrum disorder. Thus, intervention research can inform the debate on relations among neuropsychology of social learning, the role of the MNS, and educational practice in autism. PMID:24778379
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Autism and the mirror neuron system: insights from learning and teaching.
Vivanti, Giacomo; Rogers, Sally J
2014-01-01
Individuals with autism have difficulties in social learning domains which typically involve mirror neuron system (MNS) activation. However, the precise role of the MNS in the development of autism and its relevance to treatment remain unclear. In this paper, we argue that three distinct aspects of social learning are critical for advancing knowledge in this area: (i) the mechanisms that allow for the implicit mapping of and learning from others' behaviour, (ii) the motivation to attend to and model conspecifics and (iii) the flexible and selective use of social learning. These factors are key targets of the Early Start Denver Model, an autism treatment approach which emphasizes social imitation, dyadic engagement, verbal and non-verbal communication and affect sharing. Analysis of the developmental processes and treatment-related changes in these different aspects of social learning in autism can shed light on the nature of the neuropsychological mechanisms underlying social learning and positive treatment outcomes in autism. This knowledge in turn may assist in developing more successful pedagogic approaches to autism spectrum disorder. Thus, intervention research can inform the debate on relations among neuropsychology of social learning, the role of the MNS, and educational practice in autism.
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Shreeve, Michael W.
2008-01-01
In a chiropractic college that utilizes a hybrid curriculum model composed of adult-based learning strategies along with traditional lecture-based course delivery, a literature search for educational delivery methods that would integrate the affective domain and the cognitive domain of learning provided some insights into the use of problem-based learning (PBL), experiential learning theory (ELT), and the emerging use of appreciative inquiry (AI) to enhance the learning experience. The purpose of this literature review is to provide a brief overview of key components of PBL, ELT, and AI in educational methodology and to discuss how these might be used within the chiropractic curriculum to supplement traditional didactic lecture courses. A growing body of literature describes the use of PBL and ELT in educational settings across many disciplines, both at the undergraduate and graduate levels. The use of appreciative inquiry as an instructional methodology presents a new area for exploration and study in the academic environment. Educational research in the chiropractic classroom incorporating ELT and appreciative inquiry might provide some valuable insights for future curriculum development. PMID:18483586
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Shreeve, Michael W
2008-01-01
In a chiropractic college that utilizes a hybrid curriculum model composed of adult-based learning strategies along with traditional lecture-based course delivery, a literature search for educational delivery methods that would integrate the affective domain and the cognitive domain of learning provided some insights into the use of problem-based learning (PBL), experiential learning theory (ELT), and the emerging use of appreciative inquiry (AI) to enhance the learning experience. The purpose of this literature review is to provide a brief overview of key components of PBL, ELT, and AI in educational methodology and to discuss how these might be used within the chiropractic curriculum to supplement traditional didactic lecture courses. A growing body of literature describes the use of PBL and ELT in educational settings across many disciplines, both at the undergraduate and graduate levels. The use of appreciative inquiry as an instructional methodology presents a new area for exploration and study in the academic environment. Educational research in the chiropractic classroom incorporating ELT and appreciative inquiry might provide some valuable insights for future curriculum development.
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ERIC Educational Resources Information Center
Hunt, Frances; Cara, Olga
2015-01-01
The Global Learning Programme in England is an initiative aimed at supporting the teaching and learning of global learning in schools in England at Key Stage 2 and Key Stage 3. It is a five-year national programme of support to schools to enhance their provision of global learning. Specifically, the GLP-E works with teachers to enhance their…
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Medical Support for Aircraft Disaster Search and Recovery Operations at Sea: the RSN Experience.
Teo, Kok Ann Colin; Chong, Tse Feng Gabriel; Liow, Min Han Lincoln; Tang, Kong Choong
2016-06-01
The maritime environment presents a unique set of challenges to search and recovery (SAR) operations. There is a paucity of information available to guide provision of medical support for SAR operations for aircraft disasters at sea. The Republic of Singapore Navy (RSN) took part in two such SAR operations in 2014 which showcased the value of a military organization in these operations. Key considerations in medical support for similar operations include the resultant casualty profile and challenges specific to the maritime environment, such as large distances of area of operations from land, variable sea states, and space limitations. Medical support planning can be approached using well-established disaster management life cycle phases of preparedness, mitigation, response, and recovery, which all are described in detail. This includes key areas of dedicated training and exercises, force protection, availability of air assets and chamber support, psychological care, and the forensic handling of human remains. Relevant lessons learned by RSN from the Air Asia QZ8501 search operation are also included in the description of these key areas. Teo KAC , Chong TFG , Liow MHL , Tang KC . Medical support for aircraft disaster search and recovery operations at sea: the RSN experience. Prehosp Disaster Med. 2016; 31(3):294-299.
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Application of machine learning methods for traffic signs recognition
NASA Astrophysics Data System (ADS)
Filatov, D. V.; Ignatev, K. V.; Deviatkin, A. V.; Serykh, E. V.
2018-02-01
This paper focuses on solving a relevant and pressing safety issue on intercity roads. Two approaches were considered for solving the problem of traffic signs recognition; the approaches involved neural networks to analyze images obtained from a camera in the real-time mode. The first approach is based on a sequential image processing. At the initial stage, with the help of color filters and morphological operations (dilatation and erosion), the area containing the traffic sign is located on the image, then the selected and scaled fragment of the image is analyzed using a feedforward neural network to determine the meaning of the found traffic sign. Learning of the neural network in this approach is carried out using a backpropagation method. The second approach involves convolution neural networks at both stages, i.e. when searching and selecting the area of the image containing the traffic sign, and when determining its meaning. Learning of the neural network in the second approach is carried out using the intersection over union function and a loss function. For neural networks to learn and the proposed algorithms to be tested, a series of videos from a dash cam were used that were shot under various weather and illumination conditions. As a result, the proposed approaches for traffic signs recognition were analyzed and compared by key indicators such as recognition rate percentage and the complexity of neural networks’ learning process.
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Lessons learned from a landslide catastrophe in Rio de Janeiro, Brazil.
Pereira, Bruno Monteiro Tavares; Morales, Wellington; Cardoso, Ricardo Galesso; Fiorelli, Rossano; Fraga, Gustavo Pereira; Briggs, Susan M
2013-01-01
On January, 2011, a devastating tropical storm hit the mountain area of Rio de Janeiro State in Brazil, resulting in flooding and mudslides and leaving 30,000 individuals displaced. This article explores key lessons learned from this major mass casualty event, highlighting prehospital and hospital organization for receiving multiple victims in a short period of time, which may be applicable in similar future events worldwide. A retrospective review of local hospital medical/fire department records and data from the Health and Security Department of the State were analyzed. Medical examiner archives were analyzed to determine the causes of death. The most common injuries were to the extremities, the majority requiring only wound cleaning, debridement, and suture. Orthopedic surgeries were the most common operative procedures. In the first 3 days, 191 victims underwent triage at the hospital with 50 requiring admission to the hospital. Two hundred fifty patients were triaged at the hospital by the end of the fifth day. The mortis cause for the majority of deaths was asphyxia, either by drowning or mud burial. Natural disasters are able to generate a large number of victims and overwhelm the main channels of relief available. Main lessons learned are as follows: 1) prevention and training are key points, 2) key measures by the authorities should be taken as early as possible, and 3) the centralization of the deceased in one location demonstrated greater effectiveness identifying victims and releasing the bodies back to families.
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Designing an oral health module for the Bachelor of Midwifery program at an Australian University.
Duff, Margaret; Dahlen, Hannah G; Burns, Elaine; Priddis, Holly; Schmied, Virginia; George, Ajesh
2017-03-01
Maternal oral health is important yet many pregnant women are unaware of its significance. Midwives are advised to promote oral health during pregnancy and are supported to do this in Australia through the Midwifery Initiated Oral Health training program. However, limited undergraduate education is being provided to midwifery students in this area. The objective of this paper is to describe how an innovative oral health education module for an undergraduate midwifery course in Australia was designed using a multidisciplinary approach. Midwives experienced in curriculum development and key investigators from the Midwifery Initiated Oral Health program designed the module using existing literature. Constructive alignment, blended learning and scaffolding were used in the design process. The draft module was then reviewed by midwifery academics and their feedback incorporated. The final module involves 4 h of teaching and learning and contains three components incorporated into first year course units. Each component is aligned with existing learning outcomes and incorporates blended learning approaches and tutorials/class activities as well as online quizzes and personal reflection. The module details key information (current evidence; basic anatomy/physiology; common oral conditions; and guidelines during pregnancy) that could better prepare students to promote oral health in clinical practice. This is the first time such an innovative, multidisciplinary approach has been undertaken embedding oral health in an undergraduate midwifery program in Australia. Copyright © 2017 Elsevier Ltd. All rights reserved.
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ERIC Educational Resources Information Center
Hill, Janette R.
2006-01-01
The purpose of this article is to explore the key features of "flexible learning environments" (FLEs). Key principles associated with FLEs are explained. Underlying tenets and support mechanisms necessary for the implementation of FLEs are described. Similarities and differences in traditional learning and FLEs are explored. Finally, strategies…
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A PKI Approach for Deploying Modern Secure Distributed E-Learning and M-Learning Environments
ERIC Educational Resources Information Center
Kambourakis, Georgios; Kontoni, Denise-Penelope N.; Rouskas, Angelos; Gritzalis, Stefanos
2007-01-01
While public key cryptography is continuously evolving and its installed base is growing significantly, recent research works examine its potential use in e-learning or m-learning environments. Public key infrastructure (PKI) and attribute certificates (ACs) can provide the appropriate framework to effectively support authentication and…
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The Importance of Experiential Learning
NASA Astrophysics Data System (ADS)
Stanford, Jennifer
2017-04-01
As student numbers increase year on year, the ability to provide experiential learning opportunities and individual formative feedback is decreasing. As an important mechanism for cementing understanding of key concept thresholds in physical Earth sciences, practical based learning is paramount, especially for students with diverse learning abilities. According to Steinaker & Bell's taxonomy, experiential learning and dissemination of information to peers is key for students to make the transition to being much deeper learners. Furthermore, practical based learning also provides opportunity for varied methods of assessment, which are otherwise more challenging to devise. I here present results from practical, experiential based learning within the context of Foundation Year teaching, which shows that predominantly, students found experiential learning to be both a positive and rewarding part of their curriculum. Key aspects of these findings are now being translated to the design of new curricula.
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An active-learning laboratory on immunizations.
Donohoe, Krista L; Mawyer, Tonya M; Stevens, J Tyler; Morgan, Laura A; Harpe, Spencer E
2012-12-12
To implement and evaluate an active-learning laboratory activity to teach pharmacy students about influenza, pneumococcal, and shingles vaccines. The laboratory session was divided into 6 immunization stations: 3 stations on influenza including a pediatrics station, and 1 station each for pneumococcal, shingles, and anaphylaxis. Although 118 of 123 (95.9%) students had completed an immunization training certificate prior to attending the laboratory, the average score on a pre-assessment to measure immunization knowledge and confidence was 56%. The post-assessment score was 87.4%. Students' confidence improved by 18.7% to 51.2% in each of the 5 areas assessed. Most respondents rated the activity overall as good or excellent on a post-activity evaluation. An active-learning approach to teaching immunizations allowed students to gain knowledge in simulated real-world experiences and reinforced key concepts on influenza, pneumococcal, and shingles vaccines.
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ERIC Educational Resources Information Center
Australian Vocational Education and Training Research Association, Alexandria.
These proceedings consist of 43 presentations clustered into these key areas: position, strategy, contribution, and future issues; diversity of participation and contexts; issues in the workplace and learning settings; question of practitioners work; and questions of knowledge and methodology--all related to the themes of quality and diversity.…
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ERIC Educational Resources Information Center
Barua, Sukti
2015-01-01
One of the key areas of a secondary teacher education programme is to train and prepare teacher trainees to function and carry out their responsibilities with commitment and most importantly as professionals. In the light of this, it is crucial for all teacher education institutions to visualize and share a common goal towards teacher preparation.…
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2016-02-10
from clinical, sports , and combat concussions. Rehabilitation Research and Practice. 2012:371970. 61. Fazio VC, Lovell MR, Pardini JE, Collins MW...study conducted by Van Kampen et al in 2006 investigated the role of neurocognitive testing in athletes following sports -related mTBI. The researchers ...learned from clinical, sports , and combat concussions. Rehabilitation Research and Practice. 2012. 87. Iverson G. Key Areas for Future Research . In
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Deep learning guided stroke management: a review of clinical applications.
Feng, Rui; Badgeley, Marcus; Mocco, J; Oermann, Eric K
2018-04-01
Stroke is a leading cause of long-term disability, and outcome is directly related to timely intervention. Not all patients benefit from rapid intervention, however. Thus a significant amount of attention has been paid to using neuroimaging to assess potential benefit by identifying areas of ischemia that have not yet experienced cellular death. The perfusion-diffusion mismatch, is used as a simple metric for potential benefit with timely intervention, yet penumbral patterns provide an inaccurate predictor of clinical outcome. Machine learning research in the form of deep learning (artificial intelligence) techniques using deep neural networks (DNNs) excel at working with complex inputs. The key areas where deep learning may be imminently applied to stroke management are image segmentation, automated featurization (radiomics), and multimodal prognostication. The application of convolutional neural networks, the family of DNN architectures designed to work with images, to stroke imaging data is a perfect match between a mature deep learning technique and a data type that is naturally suited to benefit from deep learning's strengths. These powerful tools have opened up exciting opportunities for data-driven stroke management for acute intervention and for guiding prognosis. Deep learning techniques are useful for the speed and power of results they can deliver and will become an increasingly standard tool in the modern stroke specialist's arsenal for delivering personalized medicine to patients with ischemic stroke. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.
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Neuroeconomics and the study of addiction.
Monterosso, John; Piray, Payam; Luo, Shan
2012-07-15
We review the key findings in the application of neuroeconomics to the study of addiction. Although there are not "bright line" boundaries between neuroeconomics and other areas of behavioral science, neuroeconomics coheres around the topic of the neural representations of "Value" (synonymous with the "decision utility" of behavioral economics). Neuroeconomics parameterizes distinct features of Valuation, going beyond the general construct of "reward sensitivity" widely used in addiction research. We argue that its modeling refinements might facilitate the identification of neural substrates that contribute to addiction. We highlight two areas of neuroeconomics that have been particularly productive. The first is research on neural correlates of delay discounting (reduced Valuation of rewards as a function of their delay). The second is work that models how Value is learned as a function of "prediction-error" signaling. Although both areas are part of the neuroeconomic program, delay discounting research grows directly out of behavioral economics, whereas prediction-error work is grounded in models of learning. We also consider efforts to apply neuroeconomics to the study of self-control and discuss challenges for this area. We argue that neuroeconomic work has the potential to generate breakthrough research in addiction science. Copyright © 2012 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.
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AMYGDALA MICROCIRCUITS CONTROLLING LEARNED FEAR
Duvarci, Sevil; Pare, Denis
2014-01-01
We review recent work on the role of intrinsic amygdala networks in the regulation of classically conditioned defensive behaviors, commonly known as conditioned fear. These new developments highlight how conditioned fear depends on far more complex networks than initially envisioned. Indeed, multiple parallel inhibitory and excitatory circuits are differentially recruited during the expression versus extinction of conditioned fear. Moreover, shifts between expression and extinction circuits involve coordinated interactions with different regions of the medial prefrontal cortex. However, key areas of uncertainty remain, particularly with respect to the connectivity of the different cell types. Filling these gaps in our knowledge is important because much evidence indicates that human anxiety disorders results from an abnormal regulation of the networks supporting fear learning. PMID:24908482
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Deep neural networks for modeling visual perceptual learning.
Wenliang, Li; Seitz, Aaron R
2018-05-23
Understanding visual perceptual learning (VPL) has become increasingly more challenging as new phenomena are discovered with novel stimuli and training paradigms. While existing models aid our knowledge of critical aspects of VPL, the connections shown by these models between behavioral learning and plasticity across different brain areas are typically superficial. Most models explain VPL as readout from simple perceptual representations to decision areas and are not easily adaptable to explain new findings. Here, we show that a well-known instance of deep neural network (DNN), while not designed specifically for VPL, provides a computational model of VPL with enough complexity to be studied at many levels of analyses. After learning a Gabor orientation discrimination task, the DNN model reproduced key behavioral results, including increasing specificity with higher task precision, and also suggested that learning precise discriminations could asymmetrically transfer to coarse discriminations when the stimulus conditions varied. In line with the behavioral findings, the distribution of plasticity moved towards lower layers when task precision increased, and this distribution was also modulated by tasks with different stimulus types. Furthermore, learning in the network units demonstrated close resemblance to extant electrophysiological recordings in monkey visual areas. Altogether, the DNN fulfilled predictions of existing theories regarding specificity and plasticity, and reproduced findings of tuning changes in neurons of the primate visual areas. Although the comparisons were mostly qualitative, the DNN provides a new method of studying VPL and can serve as a testbed for theories and assist in generating predictions for physiological investigations. SIGNIFICANCE STATEMENT Visual perceptual learning (VPL) has been found to cause changes at multiple stages of the visual hierarchy. We found that training a deep neural network (DNN) on an orientation discrimination task produced similar behavioral and physiological patterns found in human and monkey experiments. Unlike existing VPL models, the DNN was pre-trained on natural images to reach high performance in object recognition but was not designed specifically for VPL, and yet it fulfilled predictions of existing theories regarding specificity and plasticity, and reproduced findings of tuning changes in neurons of the primate visual areas. When used with care, this unbiased and deep-hierarchical model can provide new ways of studying VPL from behavior to physiology. Copyright © 2018 the authors.
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Learning on the Job: A Situated Account of Teacher Learning in High School Mathematics Departments
ERIC Educational Resources Information Center
Horn, Ilana Seidel
2005-01-01
To investigate teachers' everyday on-the-job learning, I used a comparative case study design and examined the work of mathematics teachers in 2 high schools. Analysis of interviews, classroom observations, and teachers' conversations highlighted 3 key resources for learning: (a) reform artifacts oriented the teachers' attention to key concepts of…
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Perceptions of Learning Effectiveness in M-Learning: Scale Development and Student Awareness
ERIC Educational Resources Information Center
Chang, Wen-Hui; Liu, Yuan-Chen; Huang, Tzu-Hua
2017-01-01
The purpose of this study is to develop a multi-dimensional scale to measure students' awareness of key competencies for M-learning and to test its reliability and validity. The Key Competencies of Mobile Learning Scale (KCMLS) was determined via confirmatory factor analysis to have four dimensions: team collaboration, creative thinking, critical…
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NASA Astrophysics Data System (ADS)
Sultana, Razia; Christ, Andreas; Meyrueis, Patrick
2014-07-01
The popularity of mobile communication devices is increasing day by day among students, especially for e-learning activities. "Always-ready-to-use" feature of mobile devices is a key motivation for students to use it even in a short break for a short time. This leads to new requirements regarding learning content presentation, user interfaces, and system architecture for heterogeneous devices. To support diverse devices is not enough to establish global teaching and learning system, it is equally important to support various formats of data along with different sort of devices having different capabilities in terms of processing power, display size, supported data formats, operating system, access method of data etc. Not only the existing data formats but also upcoming data formats, such as due to research results in the area of optics and photonics, virtual reality etc should be considered. This paper discusses the importance, risk and challenges of supporting heterogeneous devices to provide heterogeneous data as a learning content to make global teaching and learning system literally come true at anytime and anywhere. We proposed and implemented a sustainable architecture to support device and data format independent learning system.
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Vogus, Abigail; Graff, Kylie
2015-01-01
The US President’s Emergency Plan for AIDS Relief (PEPFAR) has shifted from an emergency response to a sustainable, country-owned response. The process of transition to country ownership is already underway in the Eastern Caribbean; the Office of the US Global AIDS Coordinator (OGAC) has advised the region that PEPFAR funding is being redirected away from the Eastern Caribbean toward Caribbean countries with high disease burden to strengthen services for key populations. This article seeks to highlight and apply lessons learned from other donor transitions to support a successful transition of HIV programs in the Eastern Caribbean. Based on a rapid review of both peer-reviewed and gray literature on donor transitions to country ownership in family planning, HIV, and other areas, we identified 48 resources that addressed key steps in the transition process and determinants of readiness for transition. Analysis of the existing literature revealed 6 steps that could help ensure successful transition, including developing a clear roadmap articulated through high-level diplomacy; investing in extensive stakeholder engagement; and supporting monitoring and evaluation during and after the transition to adjust course as needed. Nine specific areas to assess a country’s readiness for transition include: leadership and management capacity, political and economic factors, the policy environment, identification of alternative funding sources, integration of HIV programs into the wider health system, the institutionalization of processes, the strength of procurement and supply chain management, identification of staffing and training needs, and engagement of civil society and the private sector. In the Caribbean, key areas requiring strengthening to ensure countries in the region can maintain the gains made under PEPFAR include further engaging civil society and the private sector, building the capacity of NGOs to take on essential program functions, and maintaining donor support for targeted capacity building and long-term monitoring and evaluation efforts. PMID:26085023
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The Power of Key: Celebrating 20 Years of Innovation at the Key Learning Community
ERIC Educational Resources Information Center
Kunkel, Christine
2007-01-01
The Key Learning Community in Indianapolis was the first school in the world to base its approach on the theory of multiple intelligences. Ms. Kunkel, Key's principal, reflects on the school's continuing growth and success--even in the face of pressures to standardize--and shares the history of its founding. (Contains 5 endnotes.)
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Moore, Catherine; Westwater-Wood, Sarah; Kerry, Roger
2016-03-01
Peer coaching has been associated with positive effects on learning. Specifically, these associations have been explored in complex healthcare professions. A social theory of learning has been proposed as a key component of the utility of peer coaching. Further, within the peer coaching model, assessment has been considered as an important driver. Empirical support for these dimensions of the model is lacking. To quantify assessment achievements and explore emergent attitudes and beliefs about learning related to a specific peer coaching model with integrated assessment. A longitudinal study based in a UK Higher Education Institute recorded assessment achievements and surveyed attitudes and beliefs in consecutive Year 1 undergraduate (physiotherapy) students (n = 560) between 2002 and 2012. A 6% improvement in academic achievement was demonstrated following the introduction of a peer coaching learning model. This was increased by a further 5% following the implementation of an integrated assessment. The improvement related to an overall averaged increase of one marking band. Students valued the strategy, and themes relating to the importance of social learning emerged from survey data. Peer coaching is an evidence-based teaching and learning strategy which can facilitate learning in complex subject areas. The strategy is underpinned by social learning theory which is supported by emergent student-reported attitudes.
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Children's understanding of area concepts: development, curriculum and educational achievement.
Bond, Trevor G; Parkinson, Kellie
2010-01-01
As one part of a series of studies undertaken to investigate the contribution of developmental attributes of learners to school learning, a representative sample of forty-two students (age from 5 years and 3 months to 13 years and 1 month) was randomly selected from a total student population of 142 students at a small private primary school in northern Australia. Those children's understandings of area concepts taught during the primary school years were assessed by their performance in two testing situations. The first consisted of a written classroom test of ability to solve area problems with items drawn directly from school texts, school examinations and other relevant curriculum documents. The second, which focused more directly on each child's cognitive development, was an individual interview for each child in which four "area" tasks such as the Meadows and Farmhouse Experiment taken from Chapter 11 of The Child's Conception of Geometry (Piaget, Inhelder and Szeminska, 1960, pp. 261-301) were administered. Analysis using the Rasch Partial Credit Model provided a finely detailed quantitative description of the developmental and learning progressions revealed in the data. It is evident that the school mathematics curriculum does not satisfactorily match the learner's developmental sequence at some key points. Moreover, the children's ability to conserve area on the Piagetian tasks, rather than other learner characteristics, such as age and school grade seems to be a precursor for complete success on the mathematical test of area. The discussion focuses on the assessment of developmental (and other) characteristics of school-aged learners and suggests how curriculum and school organization might better capitalize on such information in the design and sequencing of learning experiences for school children. Some features unique to the Rasch family of measurement models are held to have special significance in elucidating the development/attainment nexus.
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VoPham, Trang; Hart, Jaime E; Laden, Francine; Chiang, Yao-Yi
2018-04-17
Geospatial artificial intelligence (geoAI) is an emerging scientific discipline that combines innovations in spatial science, artificial intelligence methods in machine learning (e.g., deep learning), data mining, and high-performance computing to extract knowledge from spatial big data. In environmental epidemiology, exposure modeling is a commonly used approach to conduct exposure assessment to determine the distribution of exposures in study populations. geoAI technologies provide important advantages for exposure modeling in environmental epidemiology, including the ability to incorporate large amounts of big spatial and temporal data in a variety of formats; computational efficiency; flexibility in algorithms and workflows to accommodate relevant characteristics of spatial (environmental) processes including spatial nonstationarity; and scalability to model other environmental exposures across different geographic areas. The objectives of this commentary are to provide an overview of key concepts surrounding the evolving and interdisciplinary field of geoAI including spatial data science, machine learning, deep learning, and data mining; recent geoAI applications in research; and potential future directions for geoAI in environmental epidemiology.
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ERIC Educational Resources Information Center
Efendioglu, Akin
2015-01-01
This experimental study aims to determine pre-service teachers' achievements and key factors that affect the learning process with regard to problem-based learning (PBL) and lecture-based computer course (LBCC) conditions. The research results showed that the pre-service teachers in the PBL group had significantly higher achievement scores than…
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NASA Astrophysics Data System (ADS)
Sisk-Hilton, Stephanie Lee
This study examines the two way relationship between an inquiry-based professional development model and teacher enactors. The two year study follows a group of teachers enacting the emergent Supporting Knowledge Integration for Inquiry Practice (SKIIP) professional development model. This study seeks to: (a) identify activity structures in the model that interact with teachers' underlying assumptions regarding professional development and inquiry learning; (b) explain key decision points during implementation in terms of these underlying assumptions; and (c) examine the impact of key activity structures on individual teachers' stated belief structures regarding inquiry learning. Linn's knowledge integration framework facilitates description and analysis of teacher development. Three sets of tensions emerge as themes that describe and constrain participants' interaction with and learning through the model. These are: learning from the group vs. learning on one's own; choosing and evaluating evidence based on impressions vs. specific criteria; and acquiring new knowledge vs. maintaining feelings of autonomy and efficacy. In each of these tensions, existing group goals and operating assumptions initially fell at one end of the tension, while the professional development goals and forms fell at the other. Changes to the model occurred as participants reacted to and negotiated these points of tension. As the group engaged in and modified the SKIIP model, they had repeated opportunities to articulate goals and to make connections between goals and model activity structures. Over time, decisions to modify the model took into consideration an increasingly complex set of underlying assumptions and goals. Teachers identified and sought to balance these tensions. This led to more complex and nuanced decision making, which reflected growing capacity to consider multiple goals in choosing activity structures to enact. The study identifies key activity structures that scaffolded this process for teachers, and which ultimately promoted knowledge integration at both the group and individual levels. This study is an "extreme case" which examines implementation of the SKIIP model under very favorable conditions. Lessons learned regarding appropriate levels of model responsiveness, likely areas of conflict between model form and teacher underlying assumptions, and activity structures that scaffold knowledge integration provide a starting point for future, larger scale implementation.
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2016-01-01
of data science within DIA and ensure the activities assist and inform DIA’s decisionmakers, analysts , and operators. The research addressed two key...by an analyst or researcher . This type of identifi- cation can be time-consuming and potentially full of errors. GENIE learns from ana- 1 Interview... analysts . The protocol can be found in Appendix A. The protocol was intended to elicit information in five broad research areas. First, we asked a
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Lifelong Learning Key Competence Levels of Graduate Students
ERIC Educational Resources Information Center
Adabas, Abdurrahman; Kaygin, Hüseyin
2016-01-01
The European Union defines lifelong learning as all activities aimed at improving an individual's knowledge, skills and competences individually, socially or vocationally throughout his/her life. In 2007, eight key competences necessary for lifelong learning were identified by the European Union Education and Culture Commission. These competences…
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Craig, Pippa L; Phillips, Christine; Hall, Sally
2016-08-01
To describe outcomes of a model of service learning in interprofessional learning (IPL) aimed at developing a sustainable model of training that also contributed to service strengthening. A total of 57 semi-structured interviews with key informants and document review exploring the impacts of interprofessional student teams engaged in locally relevant IPL activities. Six rural towns in South East New South Wales. Local facilitators, staff of local health and other services, health professionals who supervised the 89 students in 37 IPL teams, and academic and administrative staff. Perceived benefits as a consequence of interprofessional, service-learning interventions in these rural towns. Reported outcomes included increased local awareness of a particular issue addressed by the team; improved communication between different health professions; continued use of the team's product or a changed procedure in response to the teams' work; and evidence of improved use of a particular local health service. Given the limited workforce available in rural areas to supervise clinical IPL placements, a service-learning IPL model that aims to build social capital may be a useful educational model. © 2015 National Rural Health Alliance Inc.
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Key principles to improve programmes and interventions in complementary feeding.
Lutter, Chessa K; Iannotti, Lora; Creed-Kanashiro, Hilary; Guyon, Agnes; Daelmans, Bernadette; Robert, Rebecca; Haider, Rukhsana
2013-09-01
Although there are some examples of successful complementary feeding programmes to promote healthy growth and prevent stunting at the community level, to date there are few, if any, examples of successful programmes at scale. A lack of systematic process and impact evaluations on pilot projects to generate lessons learned has precluded scaling up of effective programmes. Programmes to effect positive change in nutrition rarely follow systematic planning, implementation, and evaluation (PIE) processes to enhance effectiveness over the long term. As a result a set of programme-oriented key principles to promote healthy growth remains elusive. The purpose of this paper is to fill this gap by proposing a set of principles to improve programmes and interventions to promote healthy growth and development. Identifying such principles for programme success has three requirements: rethinking traditional paradigms used to promote improved infant and young child feeding; ensuring better linkages to delivery platforms; and, improving programming. Following the PIE model for programmes and learning from experiences from four relatively large-scale programmes described in this paper, 10 key principles are identified in the areas of programme planning, programme implementation, programme evaluation, and dissemination, replication, and scaling up. Nonetheless, numerous operational research questions remain, some of which are highlighted in this paper. © 2013 John Wiley & Sons Ltd.
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Educational audit on drug dose calculation learning in a Tanzanian school of nursing.
Savage, Angela Ruth
2015-06-01
Patient safety is a key concern for nurses; ability to calculate drug doses correctly is an essential skill to prevent and reduce medication errors. Literature suggests that nurses' drug calculation skills should be monitored. The aim of the study was to conduct an educational audit on drug dose calculation learning in a Tanzanian school of nursing. Specific objectives were to assess learning from targeted teaching, to identify problem areas in performance and to identify ways in which these problem areas might be addressed. A total of 268 registered nurses and nursing students in two year groups of a nursing degree programme were the subjects for the audit; they were given a pretest, then four hours of teaching, a post-test after two weeks and a second post-test after eight weeks. There was a statistically significant improvement in correct answers in the first post-test, but none between the first and second post-tests. Particular problems with drug calculations were identified by the nurses / students, and the teacher; these identified problems were not congruent. Further studies in different settings using different methods of teaching, planned continuing education for all qualified nurses, and appropriate pass marks for students in critical skills are recommended.
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McKee, Michael; Thew, Denise; Starr, Matthew; Kushalnagar, Poorna; Reid, John T; Graybill, Patrick; Velasquez, Julia; Pearson, Thomas
2012-01-01
Numerous publications demonstrate the importance of community-based participatory research (CBPR) in community health research, but few target the Deaf community. The Deaf community is understudied and underrepresented in health research despite suspected health disparities and communication barriers. The goal of this paper is to share the lessons learned from the implementation of CBPR in an understudied community of Deaf American Sign Language (ASL) users in the greater Rochester, New York, area. We review the process of CBPR in a Deaf ASL community and identify the lessons learned. Key CBPR lessons include the importance of engaging and educating the community about research, ensuring that research benefits the community, using peer-based recruitment strategies, and sustaining community partnerships. These lessons informed subsequent research activities. This report focuses on the use of CBPR principles in a Deaf ASL population; lessons learned can be applied to research with other challenging-to-reach populations.
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Student Engagement: Key to Personalized Learning
ERIC Educational Resources Information Center
Ferlazzo, Larry
2017-01-01
Personalized learning has the potential to greatly improve student achievement--but realistic teachers know that any instructional strategy will only be effective if students are willing to do the work. That is why Larry Ferlazzo emphasizes the importance of weaving intrinsic motivation into every personalized learning classroom. Four key elements…
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Thinking Skills in the Early Years.
ERIC Educational Resources Information Center
Bayley, Ros
2002-01-01
This article describes the High/Scope Cognitively Oriented Pre-School Curriculum that recognizes that the power to learn resides in the child and focuses on active learning practices. It discusses child-initiated learning, key skills for thinking, key concepts involved in teaching thinking skills, and activities that support the development of…
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A Connected History of Health and Education: Learning Together toward a Better City
ERIC Educational Resources Information Center
Howard, Joanne; Howard, Diane; Dotson, Ebbin
2015-01-01
The infrastructure, financial, and human resource histories of health and education are offered as key components of future strategic planning initiatives in learning cities, and 10 key components of strategic planning initiatives designed to enhance the health and wealth of citizens of learning cities are discussed.
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Key Factors to Instructors' Satisfaction of Learning Management Systems in Blended Learning
ERIC Educational Resources Information Center
Al-Busaidi, Kamla Ali; Al-Shihi, Hafedh
2012-01-01
Learning Management System (LMS) enables institutions to administer their educational resources, and support their traditional classroom education and distance education. LMS survives through instructors' continuous use, which may be to a great extent associated with their satisfaction of the LMS. Consequently, this study examined the key factors…
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Ross, Elsie Gyang; Shah, Nigam H; Dalman, Ronald L; Nead, Kevin T; Cooke, John P; Leeper, Nicholas J
2016-11-01
A key aspect of the precision medicine effort is the development of informatics tools that can analyze and interpret "big data" sets in an automated and adaptive fashion while providing accurate and actionable clinical information. The aims of this study were to develop machine learning algorithms for the identification of disease and the prognostication of mortality risk and to determine whether such models perform better than classical statistical analyses. Focusing on peripheral artery disease (PAD), patient data were derived from a prospective, observational study of 1755 patients who presented for elective coronary angiography. We employed multiple supervised machine learning algorithms and used diverse clinical, demographic, imaging, and genomic information in a hypothesis-free manner to build models that could identify patients with PAD and predict future mortality. Comparison was made to standard stepwise linear regression models. Our machine-learned models outperformed stepwise logistic regression models both for the identification of patients with PAD (area under the curve, 0.87 vs 0.76, respectively; P = .03) and for the prediction of future mortality (area under the curve, 0.76 vs 0.65, respectively; P = .10). Both machine-learned models were markedly better calibrated than the stepwise logistic regression models, thus providing more accurate disease and mortality risk estimates. Machine learning approaches can produce more accurate disease classification and prediction models. These tools may prove clinically useful for the automated identification of patients with highly morbid diseases for which aggressive risk factor management can improve outcomes. Copyright © 2016 Society for Vascular Surgery. Published by Elsevier Inc. All rights reserved.
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Learning to Learn: Improving Attainment, Closing the Gap at Key Stage 3
ERIC Educational Resources Information Center
Mannion, James; Mercer, Neil
2016-01-01
In 2010, a comprehensive secondary school in the south of England implemented a whole-school approach to "learning to learn" (L2L). Drawing on a range of evidence-based practices, a team of teachers worked collaboratively to design and deliver a taught L2L curriculum to all students throughout Key Stage 3. In total, the first cohort of…
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Jones, Nancy L; Peiffer, Ann M; Lambros, Ann; Guthold, Martin; Johnson, A Daniel; Tytell, Michael; Ronca, April E; Eldridge, J Charles
2010-10-01
A multidisciplinary faculty committee designed a curriculum to shape biomedical graduate students into researchers with a high commitment to professionalism and social responsibility and to provide students with tools to navigate complex, rapidly evolving academic and societal environments with a strong ethical commitment. The curriculum used problem-based learning (PBL), because it is active and learner-centred and focuses on skill and process development. Two courses were developed: Scientific Professionalism: Scientific Integrity addressed discipline-specific and broad professional norms and obligations for the ethical practice of science and responsible conduct of research (RCR). Scientific Professionalism: Bioethics and Social Responsibility focused on current ethical and bioethical issues within the scientific profession, and implications of research for society. Each small-group session examined case scenarios that included: (1) learning objectives for professional norms and obligations; (2) key ethical issues and philosophies within each topic area; (3) one or more of the RCR instructional areas; and (4) at least one type of moral reflection. Cases emphasised professional standards, obligations and underlying philosophies for the ethical practice of science, competing interests of stakeholders and oversight of science (internal and external). To our knowledge, this is the first use of a longitudinal, multi-semester PBL course to teach scientific integrity and professionalism. Both faculty and students endorsed the active learning approach for these topics, in contrast to a compliance-based approach that emphasises learning rules and regulations.
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Saliency Detection and Deep Learning-Based Wildfire Identification in UAV Imagery.
Zhao, Yi; Ma, Jiale; Li, Xiaohui; Zhang, Jie
2018-02-27
An unmanned aerial vehicle (UAV) equipped with global positioning systems (GPS) can provide direct georeferenced imagery, mapping an area with high resolution. So far, the major difficulty in wildfire image classification is the lack of unified identification marks, the fire features of color, shape, texture (smoke, flame, or both) and background can vary significantly from one scene to another. Deep learning (e.g., DCNN for Deep Convolutional Neural Network) is very effective in high-level feature learning, however, a substantial amount of training images dataset is obligatory in optimizing its weights value and coefficients. In this work, we proposed a new saliency detection algorithm for fast location and segmentation of core fire area in aerial images. As the proposed method can effectively avoid feature loss caused by direct resizing; it is used in data augmentation and formation of a standard fire image dataset 'UAV_Fire'. A 15-layered self-learning DCNN architecture named 'Fire_Net' is then presented as a self-learning fire feature exactor and classifier. We evaluated different architectures and several key parameters (drop out ratio, batch size, etc.) of the DCNN model regarding its validation accuracy. The proposed architecture outperformed previous methods by achieving an overall accuracy of 98%. Furthermore, 'Fire_Net' guarantied an average processing speed of 41.5 ms per image for real-time wildfire inspection. To demonstrate its practical utility, Fire_Net is tested on 40 sampled images in wildfire news reports and all of them have been accurately identified.
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Saliency Detection and Deep Learning-Based Wildfire Identification in UAV Imagery
Zhao, Yi; Ma, Jiale; Li, Xiaohui
2018-01-01
An unmanned aerial vehicle (UAV) equipped with global positioning systems (GPS) can provide direct georeferenced imagery, mapping an area with high resolution. So far, the major difficulty in wildfire image classification is the lack of unified identification marks, the fire features of color, shape, texture (smoke, flame, or both) and background can vary significantly from one scene to another. Deep learning (e.g., DCNN for Deep Convolutional Neural Network) is very effective in high-level feature learning, however, a substantial amount of training images dataset is obligatory in optimizing its weights value and coefficients. In this work, we proposed a new saliency detection algorithm for fast location and segmentation of core fire area in aerial images. As the proposed method can effectively avoid feature loss caused by direct resizing; it is used in data augmentation and formation of a standard fire image dataset ‘UAV_Fire’. A 15-layered self-learning DCNN architecture named ‘Fire_Net’ is then presented as a self-learning fire feature exactor and classifier. We evaluated different architectures and several key parameters (drop out ratio, batch size, etc.) of the DCNN model regarding its validation accuracy. The proposed architecture outperformed previous methods by achieving an overall accuracy of 98%. Furthermore, ‘Fire_Net’ guarantied an average processing speed of 41.5 ms per image for real-time wildfire inspection. To demonstrate its practical utility, Fire_Net is tested on 40 sampled images in wildfire news reports and all of them have been accurately identified. PMID:29495504
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Grossberg, Stephen; Markowitz, Jeffrey; Cao, Yongqiang
2011-12-01
Visual object recognition is an essential accomplishment of advanced brains. Object recognition needs to be tolerant, or invariant, with respect to changes in object position, size, and view. In monkeys and humans, a key area for recognition is the anterior inferotemporal cortex (ITa). Recent neurophysiological data show that ITa cells with high object selectivity often have low position tolerance. We propose a neural model whose cells learn to simulate this tradeoff, as well as ITa responses to image morphs, while explaining how invariant recognition properties may arise in stages due to processes across multiple cortical areas. These processes include the cortical magnification factor, multiple receptive field sizes, and top-down attentive matching and learning properties that may be tuned by task requirements to attend to either concrete or abstract visual features with different levels of vigilance. The model predicts that data from the tradeoff and image morph tasks emerge from different levels of vigilance in the animals performing them. This result illustrates how different vigilance requirements of a task may change the course of category learning, notably the critical features that are attended and incorporated into learned category prototypes. The model outlines a path for developing an animal model of how defective vigilance control can lead to symptoms of various mental disorders, such as autism and amnesia. Copyright © 2011 Elsevier Ltd. All rights reserved.
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Effects of Learning Melodies by Ear on Performance Skills and Student Attitudes
ERIC Educational Resources Information Center
Musco, Ann Marie
2009-01-01
This study examined the effects of playing by ear in selected keys on the abilities of musicians (N = 28) to play by ear and sight-read in those keys. Middle school band students in the experimental group learned melodies by ear in one familiar and two unfamiliar keys, and did no music reading in the new keys, while students in the contact-control…
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Students' and Teachers' Perceptions of Using Video Games to Enhance Science Instruction
NASA Astrophysics Data System (ADS)
Marino, Matthew T.; Israel, Maya; Beecher, Constance C.; Basham, James D.
2013-10-01
Science education video game research points toward promising, but inconclusive results in both student learning outcomes and attitudes. However, student-level variables other than gender have been largely absent from this research. This study examined how students' reading ability level and disability status are related to their video game-playing behaviors outside of school and their perceptions about the use of science video games during school. Thirty-four teachers and 876 sixth- through ninth-grade students from 14 states participated in the study. All student groups reported that they would prefer to learn science from a video game rather than from traditional text, laboratory-based, or Internet environments. Chi-square analyses indicated a significant association between reading ability level, disability status, and key areas of interest including students' use of video games outside of school, their perceptions of their scientific abilities, and whether they would pursue a career in the sciences. Implications of these findings and areas for future research are identified.
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Colas, Jaron T; Pauli, Wolfgang M; Larsen, Tobias; Tyszka, J Michael; O'Doherty, John P
2017-10-01
Prediction-error signals consistent with formal models of "reinforcement learning" (RL) have repeatedly been found within dopaminergic nuclei of the midbrain and dopaminoceptive areas of the striatum. However, the precise form of the RL algorithms implemented in the human brain is not yet well determined. Here, we created a novel paradigm optimized to dissociate the subtypes of reward-prediction errors that function as the key computational signatures of two distinct classes of RL models-namely, "actor/critic" models and action-value-learning models (e.g., the Q-learning model). The state-value-prediction error (SVPE), which is independent of actions, is a hallmark of the actor/critic architecture, whereas the action-value-prediction error (AVPE) is the distinguishing feature of action-value-learning algorithms. To test for the presence of these prediction-error signals in the brain, we scanned human participants with a high-resolution functional magnetic-resonance imaging (fMRI) protocol optimized to enable measurement of neural activity in the dopaminergic midbrain as well as the striatal areas to which it projects. In keeping with the actor/critic model, the SVPE signal was detected in the substantia nigra. The SVPE was also clearly present in both the ventral striatum and the dorsal striatum. However, alongside these purely state-value-based computations we also found evidence for AVPE signals throughout the striatum. These high-resolution fMRI findings suggest that model-free aspects of reward learning in humans can be explained algorithmically with RL in terms of an actor/critic mechanism operating in parallel with a system for more direct action-value learning.
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Bailey, Helen; Brookes, Kate L; Thompson, Paul M
2014-01-01
Offshore wind power provides a valuable source of renewable energy that can help reduce carbon emissions. Technological advances are allowing higher capacity turbines to be installed and in deeper water, but there is still much that is unknown about the effects on the environment. Here we describe the lessons learned based on the recent literature and our experience with assessing impacts of offshore wind developments on marine mammals and seabirds, and make recommendations for future monitoring and assessment as interest in offshore wind energy grows around the world. The four key lessons learned that we discuss are: 1) Identifying the area over which biological effects may occur to inform baseline data collection and determining the connectivity between key populations and proposed wind energy sites, 2) The need to put impacts into a population level context to determine whether they are biologically significant, 3) Measuring responses to wind farm construction and operation to determine disturbance effects and avoidance responses, and 4) Learn from other industries to inform risk assessments and the effectiveness of mitigation measures. As the number and size of offshore wind developments increases, there will be a growing need to consider the population level consequences and cumulative impacts of these activities on marine species. Strategically targeted data collection and modeling aimed at answering questions for the consenting process will also allow regulators to make decisions based on the best available information, and achieve a balance between climate change targets and environmental legislation.
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2014-01-01
Offshore wind power provides a valuable source of renewable energy that can help reduce carbon emissions. Technological advances are allowing higher capacity turbines to be installed and in deeper water, but there is still much that is unknown about the effects on the environment. Here we describe the lessons learned based on the recent literature and our experience with assessing impacts of offshore wind developments on marine mammals and seabirds, and make recommendations for future monitoring and assessment as interest in offshore wind energy grows around the world. The four key lessons learned that we discuss are: 1) Identifying the area over which biological effects may occur to inform baseline data collection and determining the connectivity between key populations and proposed wind energy sites, 2) The need to put impacts into a population level context to determine whether they are biologically significant, 3) Measuring responses to wind farm construction and operation to determine disturbance effects and avoidance responses, and 4) Learn from other industries to inform risk assessments and the effectiveness of mitigation measures. As the number and size of offshore wind developments increases, there will be a growing need to consider the population level consequences and cumulative impacts of these activities on marine species. Strategically targeted data collection and modeling aimed at answering questions for the consenting process will also allow regulators to make decisions based on the best available information, and achieve a balance between climate change targets and environmental legislation. PMID:25250175
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Paterson, Charlotte
2004-08-01
This investigation set out to learn about consumer involvement in complementary medicine research from those who have experience of practice in this area. A literature search was combined with written and oral responses from key people and organisations in the UK. Letter or e-mail contact was made with 59 key people and organisations and 43 people responded. Eighteen respondents were interviewed. The overall level of consumer involvement was low but participants provided examples of experiences of consumer involvement in commissioning, designing, carrying out, and disseminating research. Clear roles and tasks and a consumer-friendly research environment, enabled consumers to contribute, gain confidence, and gradually widen their areas of involvement. There appears to be no single 'right way' for researchers and consumers to work together, but with experience and mutual respect researchers became increasingly enthusiastic about the value of the consumer perspective. As one consumer said: 'You have to take small steps to go a long way'.
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Summary and Synthesis: How to Present a Research Proposal.
Setia, Maninder Singh; Panda, Saumya
2017-01-01
This concluding module attempts to synthesize the key learning points discussed during the course of the previous ten sets of modules on methodology and biostatistics. The objective of this module is to discuss how to present a model research proposal, based on whatever was discussed in the preceding modules. The lynchpin of a research proposal is the protocol, and the key component of a protocol is the study design. However, one must not neglect the other areas, be it the project summary through which one catches the eyes of the reviewer of the proposal, or the background and the literature review, or the aims and objectives of the study. Two critical areas in the "methods" section that cannot be emphasized more are the sampling strategy and a formal estimation of sample size. Without a legitimate sample size, none of the conclusions based on the statistical analysis would be valid. Finally, the ethical parameters of the study should be well understood by the researchers, and that should get reflected in the proposal.
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Summary and Synthesis: How to Present a Research Proposal
Setia, Maninder Singh; Panda, Saumya
2017-01-01
This concluding module attempts to synthesize the key learning points discussed during the course of the previous ten sets of modules on methodology and biostatistics. The objective of this module is to discuss how to present a model research proposal, based on whatever was discussed in the preceding modules. The lynchpin of a research proposal is the protocol, and the key component of a protocol is the study design. However, one must not neglect the other areas, be it the project summary through which one catches the eyes of the reviewer of the proposal, or the background and the literature review, or the aims and objectives of the study. Two critical areas in the “methods” section that cannot be emphasized more are the sampling strategy and a formal estimation of sample size. Without a legitimate sample size, none of the conclusions based on the statistical analysis would be valid. Finally, the ethical parameters of the study should be well understood by the researchers, and that should get reflected in the proposal. PMID:28979004
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The Olfactory Mosaic: Bringing an Olfactory Network Together for Odor Perception.
Courtiol, Emmanuelle; Wilson, Donald A
2017-01-01
Olfactory perception and its underlying neural mechanisms are not fixed, but rather vary over time, dependent on various parameters such as state, task, or learning experience. In olfaction, one of the primary sensory areas beyond the olfactory bulb is the piriform cortex. Due to an increasing number of functions attributed to the piriform cortex, it has been argued to be an associative cortex rather than a simple primary sensory cortex. In fact, the piriform cortex plays a key role in creating olfactory percepts, helping to form configural odor objects from the molecular features extracted in the nose. Moreover, its dynamic interactions with other olfactory and nonolfactory areas are also critical in shaping the olfactory percept and resulting behavioral responses. In this brief review, we will describe the key role of the piriform cortex in the larger olfactory perceptual network, some of the many actors of this network, and the importance of the dynamic interactions among the piriform-trans-thalamic and limbic pathways.
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Working and Learning with Knowledge in the Lobes of a Humanoid's Mind
NASA Technical Reports Server (NTRS)
Ambrose, Robert; Savely, Robert; Bluethmann, William; Kortenkamp, David
2003-01-01
Humanoid class robots must have sufficient dexterity to assist people and work in an environment designed for human comfort and productivity. This dexterity, in particular the ability to use tools, requires a cognitive understanding of self and the world that exceeds contemporary robotics. Our hypothesis is that the sense-think-act paradigm that has proven so successful for autonomous robots is missing one or more key elements that will be needed for humanoids to meet their full potential as autonomous human assistants. This key ingredient is knowledge. The presented work includes experiments conducted on the Robonaut system, a NASA and the Defense Advanced research Projects Agency (DARPA) joint project, and includes collaborative efforts with a DARPA Mobile Autonomous Robot Software technical program team of researchers at NASA, MIT, USC, NRL, UMass and Vanderbilt. The paper reports on results in the areas of human-robot interaction (human tracking, gesture recognition, natural language, supervised control), perception (stereo vision, object identification, object pose estimation), autonomous grasping (tactile sensing, grasp reflex, grasp stability) and learning (human instruction, task level sequences, and sensorimotor association).
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Murnaghan, D; Morrison, W; Griffith, E J; Bell, B L; Duffley, L A; McGarry, K; Manske, S
2013-09-01
The research teams undertook a case study design using a common analytical framework to investigate three provincial (Prince Edward Island, New Brunswick and Manitoba) knowledge exchange systems. These three knowledge exchange systems seek to generate and enhance the use of evidence in policy development, program planning and evaluation to improve youth health and chronic disease prevention. We applied a case study design to explore the lessons learned, that is, key conditions or processes contributing to the development of knowledge exchange capacity, using a multi-data collection method to gain an in-depth understanding. Data management, synthesis and analysis activities were concurrent, iterative and ongoing. The lessons learned were organized into seven "clusters." Key findings demonstrated that knowledge exchange is a complex process requiring champions, collaborative partnerships, regional readiness and the adaptation of knowledge exchange to diverse stakeholders. Overall, knowledge exchange systems can increase the capacity to exchange and use evidence by moving beyond collecting and reporting data. Areas of influence included development of new partnerships, expanded knowledge-sharing activities, and refinement of policy and practice approaches related to youth health and chronic disease prevention.
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Context or Key? Language in Four Adult Learning Programmes
ERIC Educational Resources Information Center
Robinson, Clinton
2007-01-01
Context is a key factor in designing and delivering adult learning programmes, and in multilingual environments the choice of language plays a decisive role. Four programmes, two in Asia (Bhutan Myanmar) and two in Africa (Ghana and Uganda), which focus on learning for development, integrate language considerations in different ways, related both…
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Key Characteristics of Successful Science Learning: The Promise of Learning by Modelling
ERIC Educational Resources Information Center
Mulder, Yvonne G.; Lazonder, Ard W.; de Jong, Ton
2015-01-01
The basic premise underlying this research is that scientific phenomena are best learned by creating an external representation that complies with the complex and dynamic nature of such phenomena. Effective representations are assumed to incorporate three key characteristics: they are graphical, dynamic, and provide a pre-specified outline of the…
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Blended Learning in Higher Education: Current and Future Challenges in Surveying Education
ERIC Educational Resources Information Center
El-Mowafy, Ahmed; Kuhn, Michael; Snow, Tony
2013-01-01
The development of a blended learning approach to enhance surveying education is discussed. The need for this learning strategy is first investigated based on a major review of the surveying course, including analysis of its content, benchmarking with key national and international universities, and surveys of key stakeholders. Appropriate blended…
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Key Events in Student Leaders' Lives and Lessons Learned from Them
ERIC Educational Resources Information Center
Sessa, Valerie I.; Morgan, Brett V.; Kalenderli, Selin; Hammond, Fanny E.
2014-01-01
This descriptive study used an interview protocol developed by the Center for Creative Leadership with 50 college student leaders to determine what key developmental events young college leaders experience and the leadership lessons learned from these events. Students discussed 180 events and 734 lessons learned from them. Most events defined by…
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ERIC Educational Resources Information Center
Huang, Rui-Ting; Hsiao, Chia-Hua; Tang, Tzy-Wen; Lien, Tsung-Cheng
2014-01-01
The primary purpose of this study was to explore the key factors that could affect mobile learning continuance intention (MLCI), and examine the moderating effect of perceived flexibility advantages (PFA) on the relationship between key mobile learning elements and continuance intention. Five hundred undergraduate students who had previously…
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Goldberg, Debora Goetz; Clement, Dolores G; Cotter, J James
2011-01-01
There is a growing need for doctoral-prepared allied health professionals in health care practice, research, and teaching. This paper describes the development and evolution of the PhD Program in Health Related Sciences at Virginia Commonwealth University, which was designed to meet the demand for flexible learning environments by working allied health professionals. The program, now on its 14th year, offers interdisciplinary education in allied health fields through a blended learning environment that includes online and on-site education. An alumni assessment of the program was conducted in 2006 and 2008 to understand how well the program trained its graduates and how well the program responded to the needs of students. Six primary areas were reviewed: 1) extent to which program goals were achieved, 2) general skills and knowledge development for the student, 3) adequacy of the advising function of the program, 4) specific skill development for the student, 5) adequacy of instructional technology, and 6) impressions of the overall program. Findings from the alumni assessment led to changes in curriculum, enhanced use of distance education teaching, additional instructor training on distance-based multimedia technologies, and enhanced student-faculty interaction. Assessment of this program identified key areas, such as technology support, student-student interaction, and student-instructor interaction, which should be emphasized in the development or redesign of allied health educational programs offered in blended learning formats.
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Key Competencies, Assessment and Learning Stories
ERIC Educational Resources Information Center
Davis, Keryn; Wright, Jocelyn; Carr, Margaret; Peters, Sally
2013-01-01
Developed in response to a strong interest in the use of Learning Stories in schools, this resource is designed to answer some common questions asked by teachers. The assessment of Key Competencies is a topic that deserves a lot of discussion. A Key Competency is complex: it includes social, emotional, cognitive and cultural aspects, and is…
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Pulvermüller, Friedemann; Garagnani, Max
2014-08-01
Memory cells, the ultimate neurobiological substrates of working memory, remain active for several seconds and are most commonly found in prefrontal cortex and higher multisensory areas. However, if correlated activity in "embodied" sensorimotor systems underlies the formation of memory traces, why should memory cells emerge in areas distant from their antecedent activations in sensorimotor areas, thus leading to "disembodiment" (movement away from sensorimotor systems) of memory mechanisms? We modelled the formation of memory circuits in six-area neurocomputational architectures, implementing motor and sensory primary, secondary and higher association areas in frontotemporal cortices along with known between-area neuroanatomical connections. Sensorimotor learning driven by Hebbian neuroplasticity led to formation of cell assemblies distributed across the different areas of the network. These action-perception circuits (APCs) ignited fully when stimulated, thus providing a neural basis for long-term memory (LTM) of sensorimotor information linked by learning. Subsequent to ignition, activity vanished rapidly from APC neurons in sensorimotor areas but persisted in those in multimodal prefrontal and temporal areas. Such persistent activity provides a mechanism for working memory for actions, perceptions and symbols, including short-term phonological and semantic storage. Cell assembly ignition and "disembodied" working memory retreat of activity to multimodal areas are documented in the neurocomputational models' activity dynamics, at the level of single cells, circuits, and cortical areas. Memory disembodiment is explained neuromechanistically by APC formation and structural neuroanatomical features of the model networks, especially the central role of multimodal prefrontal and temporal cortices in bridging between sensory and motor areas. These simulations answer the "where" question of cortical working memory in terms of distributed APCs and their inner structure, which is, in part, determined by neuroanatomical structure. As the neurocomputational model provides a mechanistic explanation of how memory-related "disembodied" neuronal activity emerges in "embodied" APCs, it may be key to solving aspects of the embodiment debate and eventually to a better understanding of cognitive brain functions. Copyright © 2014 The Authors. Published by Elsevier Ltd.. All rights reserved.
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2006-05-01
Mutations in the human androgen receptor gene as a learning tool for molecular endocrinology’ III. Poster presentations at international meetings...nonconsensus half-site, the cognate half-complex buries slightly more surface area from solvent (1,230 Å2) than the noncognate one (960 Å2). AR Mutations ...energetic penalty in- Fig. 4. (A) The AR DBD dimer interface. The molecular surfaces of the AR subunits are shown in red and blue. Dashed black lines
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Walpole, Sarah C; Mortimer, Frances; Inman, Alice; Braithwaite, Isobel; Thompson, Trevor
2015-12-24
This study aimed to engage wide-ranging stakeholders and develop consensus learning objectives for undergraduate and postgraduate medical education. A UK-wide consultation garnered opinions of healthcare students, healthcare educators and other key stakeholders about environmental sustainability in medical education. The policy Delphi approach informed this study. Draft learning objectives were revised iteratively during three rounds of consultation: online questionnaire or telephone interview, face-to-face seminar and email consultation. Twelve draft learning objectives were developed based on review of relevant literature. In round one, 64 participants' median ratings of the learning objectives were 3.5 for relevance and 3.0 for feasibility on a Likert scale of one to four. Revisions were proposed, e.g. to highlight relevance to public health and professionalism. Thirty three participants attended round two. Conflicting opinions were explored. Added content areas included health benefits of sustainable behaviours. To enhance usability, restructuring provided three overarching learning objectives, each with subsidiary points. All participants from rounds one and two were contacted in round three, and no further edits were required. This is the first attempt to define consensus learning objectives for medical students about environmental sustainability. Allowing a wide range of stakeholders to comment on multiple iterations of the document stimulated their engagement with the issues raised and ownership of the resulting learning objectives.
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Learning to reason: a journey of professional socialisation.
Ajjawi, Rola; Higgs, Joy
2008-05-01
One of the key attributes that health professional students and new graduates develop during professional socialisation is clinical reasoning ability. Clinical reasoning is a complex skill that is essential for professional practice. There is limited research specifically addressing how physiotherapists learn to reason in the workplace. The research reported in this paper addressed this gap by investigating how experienced physiotherapists learned to reason in daily practice. This learning journey was examined in the context of professional socialisation. A hermeneutic phenomenological research study was conducted using multiple methods of data collection including observation, written reflective exercises and repeated, semi-structured interviews. Data were analysed using phenomenological and hermeneutic strategies involving in-depth, iterative reading and interpretation to identify themes in the data. Twelve physiotherapists with clinical and supervisory experience were recruited from the areas of cardiopulmonary, musculoskeletal and neurological physiotherapy to participate in this study. Participants' learning journeys were diverse, although certain episodes of learning were common or similar. Role models, mentors and colleagues were found to be influential in the development of reasoning. An important implication for the professional socialisation of physiotherapists and other health professionals and for those involved in practice development is the need to recognise and enhance the role of practice communities in the explicit learning of clinical reasoning skills.
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Monitoring and regulation of learning in medical education: the need for predictive cues.
de Bruin, Anique B H; Dunlosky, John; Cavalcanti, Rodrigo B
2017-06-01
Being able to accurately monitor learning activities is a key element in self-regulated learning in all settings, including medical schools. Yet students' ability to monitor their progress is often limited, leading to inefficient use of study time. Interventions that improve the accuracy of students' monitoring can optimise self-regulated learning, leading to higher achievement. This paper reviews findings from cognitive psychology and explores potential applications in medical education, as well as areas for future research. Effective monitoring depends on students' ability to generate information ('cues') that accurately reflects their knowledge and skills. The ability of these 'cues' to predict achievement is referred to as 'cue diagnosticity'. Interventions that improve the ability of students to elicit predictive cues typically fall into two categories: (i) self-generation of cues and (ii) generation of cues that is delayed after self-study. Providing feedback and support is useful when cues are predictive but may be too complex to be readily used. Limited evidence exists about interventions to improve the accuracy of self-monitoring among medical students or trainees. Developing interventions that foster use of predictive cues can enhance the accuracy of self-monitoring, thereby improving self-study and clinical reasoning. First, insight should be gained into the characteristics of predictive cues used by medical students and trainees. Next, predictive cue prompts should be designed and tested to improve monitoring and regulation of learning. Finally, the use of predictive cues should be explored in relation to teaching and learning clinical reasoning. Improving self-regulated learning is important to help medical students and trainees efficiently acquire knowledge and skills necessary for clinical practice. Interventions that help students generate and use predictive cues hold the promise of improved self-regulated learning and achievement. This framework is applicable to learning in several areas, including the development of clinical reasoning. © 2017 The Authors Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.
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ERIC Educational Resources Information Center
Walters, Shirley; Yang, Jim; Roslander, Peter
2014-01-01
This cross-national study focuses on key issues and policy considerations in promoting lifelong learning in Ethiopia, Kenya, Namibia, Rwanda, and Tanzania (the five African countries that took part in a pilot workshop on "Developing Capacity for Establishing Lifelong Learning Systems in UNESCO Member States: at the UNESCO Institute for…
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Increasing participation of people with learning disabilities in bowel screening.
Gray, Jonathan
2018-03-08
Learning disability nurses have a key role in addressing the health inequalities experienced by people with learning disabilities. People with learning disabilities are less likely to participate in bowel screening than other sectors of the population, despite there being evidence of this population being at an increased risk of developing bowel cancer. There are a range of barriers at individual and systemic levels that impact on participation in bowel screening by people with learning disabilities. Actions to address these barriers have been identified in the literature and learning disability nurses are a key agent of change in enabling people with learning disabilities to participate in the national screening programmes.
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Kamstrupp's wow-effect: re-examined and expanded
NASA Astrophysics Data System (ADS)
King, Elizabeth M.; Dickmann, Ellyn M.; Johnson, Barbara Z.
2016-12-01
This review examines Anne Katrine Kamstrupp's article "The wow-effect in science teacher education; technology; sociomateriality." In the discussion below we explore three key areas of her ethnographic research. First, we reconsider Kamstrupp's article through the lens of technology as a pedagogical choice and philosophy. This is followed by our discussion of aspects of her study within the context of a basic understanding that entry-level pre-service teachers need to fully understand both the process of learning and scientific principles as these are important foundational factors in determining whether or not the wow-effect will occur as expected. Finally, our review team presents multiple areas in Kamstrupp's article as potential points for further elaboration.
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Study on Public Flood Risk Cognition and Behavioral Response Based on IEC Strategy
NASA Astrophysics Data System (ADS)
Shen, Xin; Xu, Xiaofeng; Zhou, Guilin; Pan, Shaolin; Mi, Tengfei
2017-11-01
In order to disseminate knowledge and information on flood risks in flood-prone areas, raise public awareness of flood risks and reduce possible damage to the public, a questionnaire survey was coducted among 260 residents of nine selected communities in Jiaozhou City to learn the public awareness and behavioral response to flood risks at different early warning levels. IEC key information of flood risk awareness was modified and formulated through group discussions, in-depth individual interviews and on-site observation. The awareness of residents in the project area was enhanced through the public participation, environmental management and flood management training, which plays a very important role in reducing flood losses.
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Three Key Concepts of the Theory of Objectification: Knowledge, Knowing, and Learning
ERIC Educational Resources Information Center
Radford, Luis
2013-01-01
In this article I sketch three key concepts of a cultural-historical theory of mathematics teaching and learning--the theory of objectification. The concepts are: knowledge, knowing and learning. The philosophical underpinning of the theory revolves around the work of Georg W. F. Hegel and its further development in the philosophical works of K.…
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Expanded Learning Time and Opportunities: Key Principles, Driving Perspectives, and Major Challenges
ERIC Educational Resources Information Center
Blyth, Dale A.; LaCroix-Dalluhn, Laura
2011-01-01
If expanded learning is going to make a real difference, then three key principles must inform how communities overcome challenges and assure equitable access to learning opportunities. Much of today's debate is framed in the language of formal education systems--students, classrooms, schools--even though part of the expansion seeks to engage a…
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English Learners (ELs) and Early Learning. Fast Facts
ERIC Educational Resources Information Center
Office of English Language Acquisition, US Department of Education, 2015
2015-01-01
The Office of English Language Acquisition (OELA) and Office of Early Learning (OEL) has synthesized key data on English learners (ELs) and early learning into two-page PDF sheets, by topic, with graphics, plus key contacts. The topics for this report include: (1) State-funded preschool programs with highest percentage of ELs: Fall 2013; (2)…
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Learning Outcomes as a Key Concept in Policy Documents throughout Policy Changes
ERIC Educational Resources Information Center
Prøitz, Tine Sophie
2015-01-01
Learning outcomes can be considered to be a key concept in a changing education policy landscape, enhancing aspects such as benchmarking and competition. Issues relating to concepts of performance have a long history of debate within the field of education. Today, the concept of learning outcomes has become central in education policy development,…
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An Authentic Online Community of Learning Framework for Higher Education: Development Process
ERIC Educational Resources Information Center
Parker, Jenni
2017-01-01
A key challenge for higher education practitioners is to identify how to construct more engaging online environments that promote key learning skills and encourage self-directed learning. This paper discusses a study that investigated how online university courses could be designed to be more engaging. The study employed a design-based research…
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ERIC Educational Resources Information Center
Williamson, Nicholas C.
2001-01-01
Describes Export Odyssey (EO), a structured, Internet-intensive, team-based undergraduate student project in international marketing. Presents an analytical review of articles in the literature that relate to three key teaching-learning dimensions of student projects (experiential versus non-experiential active learning, team-based versus…
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Learning Objects and the Development of Students' Key Competencies: A New Zealand School Experience
ERIC Educational Resources Information Center
Falloon, Garry
2010-01-01
This paper outlines a study investigating the impact of the use of learning objects on the development of two key competencies from the revised New Zealand Curriculum Framework (Ministry of Education, 2007). It specifically focuses on the key competencies of "thinking" and "relating to others", and explores how teachers in an…
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ERIC Educational Resources Information Center
Ross, Ann; Vanderspool, Staria
2004-01-01
Students can use seed characteristics to discriminate between the different kinds of legumes using taxonomic classification processes of sorting and ranking, followed by construction of taxonomic keys. The application of the Learning Cycle process to taxonomic principles, hierarchical classification, and construction of keys presents the…
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Machine learning for predicting soil classes in three semi-arid landscapes
Brungard, Colby W.; Boettinger, Janis L.; Duniway, Michael C.; Wills, Skye A.; Edwards, Thomas C.
2015-01-01
Mapping the spatial distribution of soil taxonomic classes is important for informing soil use and management decisions. Digital soil mapping (DSM) can quantitatively predict the spatial distribution of soil taxonomic classes. Key components of DSM are the method and the set of environmental covariates used to predict soil classes. Machine learning is a general term for a broad set of statistical modeling techniques. Many different machine learning models have been applied in the literature and there are different approaches for selecting covariates for DSM. However, there is little guidance as to which, if any, machine learning model and covariate set might be optimal for predicting soil classes across different landscapes. Our objective was to compare multiple machine learning models and covariate sets for predicting soil taxonomic classes at three geographically distinct areas in the semi-arid western United States of America (southern New Mexico, southwestern Utah, and northeastern Wyoming). All three areas were the focus of digital soil mapping studies. Sampling sites at each study area were selected using conditioned Latin hypercube sampling (cLHS). We compared models that had been used in other DSM studies, including clustering algorithms, discriminant analysis, multinomial logistic regression, neural networks, tree based methods, and support vector machine classifiers. Tested machine learning models were divided into three groups based on model complexity: simple, moderate, and complex. We also compared environmental covariates derived from digital elevation models and Landsat imagery that were divided into three different sets: 1) covariates selected a priori by soil scientists familiar with each area and used as input into cLHS, 2) the covariates in set 1 plus 113 additional covariates, and 3) covariates selected using recursive feature elimination. Overall, complex models were consistently more accurate than simple or moderately complex models. Random forests (RF) using covariates selected via recursive feature elimination was consistently the most accurate, or was among the most accurate, classifiers between study areas and between covariate sets within each study area. We recommend that for soil taxonomic class prediction, complex models and covariates selected by recursive feature elimination be used. Overall classification accuracy in each study area was largely dependent upon the number of soil taxonomic classes and the frequency distribution of pedon observations between taxonomic classes. Individual subgroup class accuracy was generally dependent upon the number of soil pedon observations in each taxonomic class. The number of soil classes is related to the inherent variability of a given area. The imbalance of soil pedon observations between classes is likely related to cLHS. Imbalanced frequency distributions of soil pedon observations between classes must be addressed to improve model accuracy. Solutions include increasing the number of soil pedon observations in classes with few observations or decreasing the number of classes. Spatial predictions using the most accurate models generally agree with expected soil–landscape relationships. Spatial prediction uncertainty was lowest in areas of relatively low relief for each study area.
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Kissam, Stephanie; Gifford, David; Parks, Peggy; Patry, Gail; Palmer, Laura; Wilkes, Linda; Fitzgerald, Matthew; Petrulis, Alice Stollenwerk; Barnette, Leslie
2003-01-01
Background In November 2002, the Centers for Medicare & Medicaid Services (CMS) launched a Nursing Home Quality Initiative that included publicly reporting a set of Quality Measures for all nursing homes in the country, and providing quality improvement assistance to nursing homes nationwide. A pilot of this initiative occurred in six states for six months prior to the launch. Methods Review and analysis of the lessons learned from the six Quality Improvement Organizations (QIOs) that led quality improvement efforts in nursing homes from the six pilot states. Results QIOs in the six pilot states found several key outcomes of the Nursing Home Quality Initiative that help to maximize the potential of public reporting to leverage effective improvement in nursing home quality of care. First, public reporting focuses the attention of all stakeholders in the nursing home industry on achieving good quality outcomes on a defined set of measures, and creates an incentive for partnership formation. Second, publicly reported quality measures motivate nursing home providers to improve in certain key clinical areas, and in particular to seek out new ways of changing processes of care, such as engaging physicians and the medical director more directly. Third, the lessons learned by QIOs in the pilot of this Initiative indicate that certain approaches to providing quality improvement assistance are key to guiding nursing home providers' desire and enthusiasm to improve towards a using a systematic approach to quality improvement. Conclusion The Nursing Home Quality Initiative has already demonstrated the potential of public reporting to foster collaboration and coordination among nursing home stakeholders and to heighten interest of nursing homes in quality improvement techniques. The lessons learned from this pilot project have implications for any organizations or individuals planning quality improvement projects in the nursing home setting. PMID:12753699
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Korostil, Michele; Fatima, Zainab; Kovacevic, Natasha; Menon, Mahesh; McIntosh, Anthony Randal
2016-01-01
Learning impairment is a core deficit in schizophrenia that impacts on real-world functioning and yet, elucidating its underlying neural basis remains a challenge. A key issue when interpreting learning-task experiments is that task-independent changes may confound interpretation of task-related signal changes in neuroimaging studies. The nature of these task-independent changes in schizophrenia is unknown. Therefore, we examined task-independent "time effects" in a group of participants with schizophrenia contrasted with healthy participants in a longitudinal fMRI learning-experiment designed to allow for examination of non-specific effects of time. Flanking the learning portions of the experiment with a task-of-no-interest allowed us to extract task-independent BOLD changes. Task-independent effects occurred in both groups, but were more robust in the schizophrenia group. There was a significant interaction effect between group and time in a distributed activity pattern that included inferior and superior temporal regions, frontal areas (left anterior insula and superior medial gyri), and parietal areas (posterior cingulate cortices and precuneus). This pattern showed task-independent linear decrease in BOLD amplitude over the two scanning sessions for the schizophrenia group, but showed either opposite effect or no activity changes for the control group. There was a trend towards a correlation between task-independent effects and the presence of more negative symptoms in the schizophrenia group. The strong interaction between group and time suggests that both the scanning experience as a whole and the transition between task-types evokes a different response in persons with schizophrenia and may confound interpretation of learning-related longitudinal imaging experiments if not explicitly considered.
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Pauli, Wolfgang M.; Larsen, Tobias; Tyszka, J. Michael; O’Doherty, John P.
2017-01-01
Prediction-error signals consistent with formal models of “reinforcement learning” (RL) have repeatedly been found within dopaminergic nuclei of the midbrain and dopaminoceptive areas of the striatum. However, the precise form of the RL algorithms implemented in the human brain is not yet well determined. Here, we created a novel paradigm optimized to dissociate the subtypes of reward-prediction errors that function as the key computational signatures of two distinct classes of RL models—namely, “actor/critic” models and action-value-learning models (e.g., the Q-learning model). The state-value-prediction error (SVPE), which is independent of actions, is a hallmark of the actor/critic architecture, whereas the action-value-prediction error (AVPE) is the distinguishing feature of action-value-learning algorithms. To test for the presence of these prediction-error signals in the brain, we scanned human participants with a high-resolution functional magnetic-resonance imaging (fMRI) protocol optimized to enable measurement of neural activity in the dopaminergic midbrain as well as the striatal areas to which it projects. In keeping with the actor/critic model, the SVPE signal was detected in the substantia nigra. The SVPE was also clearly present in both the ventral striatum and the dorsal striatum. However, alongside these purely state-value-based computations we also found evidence for AVPE signals throughout the striatum. These high-resolution fMRI findings suggest that model-free aspects of reward learning in humans can be explained algorithmically with RL in terms of an actor/critic mechanism operating in parallel with a system for more direct action-value learning. PMID:29049406
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Korostil, Michele; Fatima, Zainab; Kovacevic, Natasha; Menon, Mahesh; McIntosh, Anthony Randal
2015-01-01
Learning impairment is a core deficit in schizophrenia that impacts on real-world functioning and yet, elucidating its underlying neural basis remains a challenge. A key issue when interpreting learning-task experiments is that task-independent changes may confound interpretation of task-related signal changes in neuroimaging studies. The nature of these task-independent changes in schizophrenia is unknown. Therefore, we examined task-independent “time effects” in a group of participants with schizophrenia contrasted with healthy participants in a longitudinal fMRI learning-experiment designed to allow for examination of non-specific effects of time. Flanking the learning portions of the experiment with a task-of-no-interest allowed us to extract task-independent BOLD changes. Task-independent effects occurred in both groups, but were more robust in the schizophrenia group. There was a significant interaction effect between group and time in a distributed activity pattern that included inferior and superior temporal regions, frontal areas (left anterior insula and superior medial gyri), and parietal areas (posterior cingulate cortices and precuneus). This pattern showed task-independent linear decrease in BOLD amplitude over the two scanning sessions for the schizophrenia group, but showed either opposite effect or no activity changes for the control group. There was a trend towards a correlation between task-independent effects and the presence of more negative symptoms in the schizophrenia group. The strong interaction between group and time suggests that both the scanning experience as a whole and the transition between task-types evokes a different response in persons with schizophrenia and may confound interpretation of learning-related longitudinal imaging experiments if not explicitly considered. PMID:26759790
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Turner, Sandra; Chan, Ming-Ka; McKimm, Judy; Dickson, Graham; Shaw, Timothy
2018-05-08
Purpose Doctors play a central role in leading improvements to healthcare systems. Leadership knowledge and skills are not inherent, however, and need to be learned. General frameworks for medical leadership guide curriculum development in this area. Explicit discipline-linked competency sets and programmes provide context for learning and likely enhance specialty trainees' capability for leadership at all levels. The aim of this review was to summarise the scholarly literature available around medical specialty-specific competency-based curricula for leadership in the post-graduate training space. Design/methodology/approach A systematic literature search method was applied using the Medline, EMBASE and ERIC (education) online databases. Documents were reviewed for a complete match to the research question. Partial matches to the study topic were noted for comparison. Findings In this study, 39 articles were retrieved in full text for detailed examination, of which 32 did not comply with the full inclusion criteria. Seven articles defining discipline-linked competencies/curricula specific to medical leadership training were identified. These related to the areas of emergency medicine, general practice, maternal and child health, obstetrics and gynaecology, pathology, radiology and radiation oncology. Leadership interventions were critiqued in relation to key features of their design, development and content, with reference to modern leadership concepts. Practical implications There is limited discipline-specific guidance for the learning and teaching of leadership within medical specialty training programmes. The competency sets identified through this review may aid the development of learning interventions and tools for other medical disciplines. Originality/value The findings of this study provide a baseline for the further development, implementation and evaluation work required to embed leadership learning across all medical specialty training programmes.
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ERIC Educational Resources Information Center
Lopez-Catalan, Blanca; Bañuls, Victor A.
2017-01-01
Purpose: The purpose of this paper is to present the results of national level Delphi study carried out in Spain aimed at providing inputs for higher education administrators and decision makers about key e-learning trends for supporting postgraduate courses. Design/methodology/approach: The ranking of the e-learning trends is based on a…
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The "7 Keys of the Dragon": An E-Learning Gamelike Environment for Albanian and Russian
ERIC Educational Resources Information Center
Revithiadou, Anthi; Kourtis-Kazoullis, Vasilia; Soukalopoulou, Maria; Konstantoudakis, Konstantinos; Zarras, Christos; Pelesoglou, Nestoras
2014-01-01
In this article we report on the development of an interactive open source extensible software, dubbed "The 7 Keys of the Dragon," for the teaching/learning of Albanian and Russian to students (9-12 years old) with the respective languages as their heritage languages. Based on the assumption that games in language learning are associated…
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Adult learners in a novel environment use prestige-biased social learning.
Atkisson, Curtis; O'Brien, Michael J; Mesoudi, Alex
2012-08-13
Social learning (learning from others) is evolutionarily adaptive under a wide range of conditions and is a long-standing area of interest across the social and biological sciences. One social-learning mechanism derived from cultural evolutionary theory is prestige bias, which allows a learner in a novel environment to quickly and inexpensively gather information as to the potentially best teachers, thus maximizing his or her chances of acquiring adaptive behavior. Learners provide deference to high-status individuals in order to ingratiate themselves with, and gain extended exposure to, that individual. We examined prestige-biased social transmission in a laboratory experiment in which participants designed arrowheads and attempted to maximize hunting success, measured in caloric return. Our main findings are that (1) participants preferentially learned from prestigious models (defined as those models at whom others spent longer times looking), and (2) prestige information and success-related information were used to the same degree, even though the former was less useful in this experiment than the latter. We also found that (3) participants were most likely to use social learning over individual (asocial) learning when they were performing poorly, in line with previous experiments, and (4) prestige information was not used more often following environmental shifts, contrary to predictions. These results support previous discussions of the key role that prestige-biased transmission plays in social learning.
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Arantes, Joana; Machado, Armando
2008-07-01
Pigeons were trained on two temporal bisection tasks, which alternated every two sessions. In the first task, they learned to choose a red key after a 1-s signal and a green key after a 4-s signal; in the second task, they learned to choose a blue key after a 4-s signal and a yellow key after a 16-s signal. Then the pigeons were exposed to a series of test trials in order to contrast two timing models, Learning-to-Time (LeT) and Scalar Expectancy Theory (SET). The models made substantially different predictions particularly for the test trials in which the sample duration ranged from 1 s to 16 s and the choice keys were Green and Blue, the keys associated with the same 4-s samples: LeT predicted that preference for Green should increase with sample duration, a context effect, but SET predicted that preference for Green should not vary with sample duration. The results were consistent with LeT. The present study adds to the literature the finding that the context effect occurs even when the two basic discriminations are never combined in the same session.
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Jones, Nancy L.; Peiffer, Ann M.; Lambros, Ann; Guthold, Martin; Johnson, A. Daniel; Tytell, Michael; Ronca, April E.; Eldridge, J. Charles
2013-01-01
A curriculum was designed to shape biomedical graduate students into researchers with a high commitment to professionalism and social responsibility, and to provide students with tools to navigate the complex, rapidly evolving academic and societal environments with a strong ethical commitment. Problem-Based Learning (PBL) pedagogy was chosen because it is active, learner-centered, and focuses on skill and process development. Additionally, the small group format provides a high degree of socialization around professional norms. Two courses were developed. Scientific Professionalism Scientific Integrity addressed discipline-specific and broad professional norms and obligations for the ethical practice of science and responsible conduct of research (RCR). Scientific Professionalism Bioethics and Social Responsibility focused on current ethical and bioethical issues within the scientific profession and implications of research for society. Each small-group session examined case scenarios that included: (1) learning objectives for professional norms and obligations; (2) key ethical issues and philosophies within each topic area; (3) one or more of the RCR instructional areas; and (4) at least one type of moral reflection. Cases went beyond covering overt research misconduct to emphasize professional standards, obligations, and underlying philosophies for the ethical practice of science, competing interests of stakeholders, and oversight of science (internal and external). To our knowledge this was the first use of PBL to teach scientific integrity and ethics. Both faculty and students at Wake Forest endorsed the orientation of professionalism, active learning, and acquiring skills in contrast to a compliance-based approach that emphasizes learning rules and regulations. PMID:20797979
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Falk, Kristin; Falk, Hanna; Jakobsson Ung, Eva
2016-01-01
A key area for consideration is determining how optimal conditions for learning can be created. Higher education in nursing aims to prepare students to develop their capabilities to become independent professionals. The aim of this study was to evaluate the effects of sequencing clinical practice prior to theoretical studies on student's experiences of self-directed learning readiness and students' approach to learning in the second year of a three-year undergraduate study program in nursing. 123 nursing students was included in the study and divided in two groups. In group A (n = 60) clinical practice preceded theoretical studies. In group (n = 63) theoretical studies preceded clinical practice. Learning readiness was measured using the Directed Learning Readiness Scale for Nursing Education (SDLRSNE), and learning process was measured using the revised two-factor version of the Study Process Questionnaire (R-SPQ-2F). Students were also asked to write down their personal reflections throughout the course. By using a mixed method design, the qualitative component focused on the students' personal experiences in relation to the sequencing of theoretical studies and clinical practice. The quantitative component provided information about learning readiness before and after the intervention. Our findings confirm that students are sensitive and adaptable to their learning contexts, and that the sequencing of courses is subordinate to a pedagogical style enhancing students' deep learning approaches, which needs to be incorporated in the development of undergraduate nursing programs. Copyright © 2015 Elsevier Ltd. All rights reserved.
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A systematic review of service-learning in medical education: 1998-2012.
Stewart, Trae; Wubbena, Zane C
2015-01-01
PHENOMENON: In the United States, the Affordable Care Act has increased the need for community-centered pedagogy for medical education such as service-learning, wherein students connect academic curriculum and reflections to address a community need. Yet heterogeneity among service-learning programs suggests the need for a framework to understand variations among service-learning programs in medical education. A qualitative systematic review of literature on service-learning and medical education was conducted for the period between 1998 and 2012. A two-stage inclusion criteria process resulted in articles (n = 32) on service-learning and Doctor of Medicine or Doctor of Osteopathic Medicine being included for both coding and analysis. Focused and selective coding were employed to identify recurring themes and subthemes from the literature. The findings of the qualitative thematic analysis of service-learning variation in medical education identified a total of seven themes with subthemes. The themes identified from the analysis were (a) geographic location and setting, (b) program design, (c) funding, (d) participation, (e) program implementation, (f) assessment, and (g) student outcomes. Insights: This systematic review of literature confirmed the existence of program heterogeneity among service-learning program in medical education. However, the findings of this study provide key insights into the nature of service-learning in medical education building a framework for which to organize differences among service-learning programs. A list of recommendations for future areas of inquiry is provided to guide future research.
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Havugimana, Pierre C; Hu, Pingzhao; Emili, Andrew
2017-10-01
Elucidation of the networks of physical (functional) interactions present in cells and tissues is fundamental for understanding the molecular organization of biological systems, the mechanistic basis of essential and disease-related processes, and for functional annotation of previously uncharacterized proteins (via guilt-by-association or -correlation). After a decade in the field, we felt it timely to document our own experiences in the systematic analysis of protein interaction networks. Areas covered: Researchers worldwide have contributed innovative experimental and computational approaches that have driven the rapidly evolving field of 'functional proteomics'. These include mass spectrometry-based methods to characterize macromolecular complexes on a global-scale and sophisticated data analysis tools - most notably machine learning - that allow for the generation of high-quality protein association maps. Expert commentary: Here, we recount some key lessons learned, with an emphasis on successful workflows, and challenges, arising from our own and other groups' ongoing efforts to generate, interpret and report proteome-scale interaction networks in increasingly diverse biological contexts.
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Anderson, Elizabeth Susan; Ford, Jenny; Kinnair, Daniel James
2016-07-01
Offering undergraduate and post-qualified learners opportunities to take part in, and reflect on, the nature of interprofessional working when in practice remains an important goal for interprofessional educators. There are a plethora of opportunities within hospital and community care for learners to actively participate in health and social care delivery where collaborative practice prevails. However, it remains challenging to know how to establish and sustain meaningful interprofessional practice-based learning. This is because profession-specific teaching is prioritised and many teams are under-resourced, leaving little time for additional teaching activities. In some instances, practitioners lack the knowledge concerning how to design meaningful interprofessional learning and often feel unprepared for this teaching because of limited interprofessional faculty development. Others are simply unaware of the presence of the different students within their practice area. This guide offers key lessons developed over many years for setting up practice-based interprofessional education. The learning model has been adapted and adopted in different settings and countries and offers a method for engaging clinical front-line practitioners in learning with, and from learners who can help support and in some instances advance care delivery.
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Levin, Bruce Lubotsky; Massey, Tom; Baldwin, Julie; Williamson, Heather
2016-01-01
An innovative approach to research education that integrates the theory and principles of implementation science, participatory research, and service learning in the area of adolescent behavioral health is presented. Qualitative interviews and surveys of program participants have been conducted to assess the program’s curricula, service-learning partnerships, student (scholar) satisfaction, and views of community partnerships and academic mentors. The Institute has experienced the successful completion of its first and second cohorts and enrollment of a third cohort of scholars. Community partners are utilizing results of service-learning projects to influence agency operations. Institute scholars have identified research and service learning experiences as key factors in the decision to apply to the Institute graduate certificate program. The availability of tuition support is identified as valuable but not ranked as the most important reason for scholar interest in the program. Academic mentors report positive relationships with community agencies. Future iterations of the program will expand options for distance learning and alternatives to traditional graduate education for community-based scholars. Community partner agency capacity for participation is expected to change over time. Methods are being identified to both sustain existing partnerships and develop new community partnership relationships. PMID:26746638
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Burton, Donna L; Levin, Bruce Lubotsky; Massey, Tom; Baldwin, Julie; Williamson, Heather
2016-04-01
An innovative approach to research education that integrates the theory and principles of implementation science, participatory research, and service learning in the area of adolescent behavioral health is presented. Qualitative interviews and surveys of program participants have been conducted to assess the program's curricula, service-learning partnerships, student (scholar) satisfaction, and views of community partnerships and academic mentors. The Institute has experienced the successful completion of its first and second cohorts and enrollment of a third cohort of scholars. Community partners are utilizing results of service-learning projects to influence agency operations. Institute scholars have identified research and service learning experiences as key factors in the decision to apply to the Institute graduate certificate program. The availability of tuition support is identified as valuable but not ranked as the most important reason for scholar interest in the program. Academic mentors report positive relationships with community agencies. Future iterations of the program will expand options for distance learning and alternatives to traditional graduate education for community-based scholars. Community partner agency capacity for participation is expected to change over time. Methods are being identified to both sustain existing partnerships and develop new community partnership relationships.
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Wagner, Susan J; Reeves, Scott
2015-01-01
Competency-based education and practice have become foundational for developing interprofessional education (IPE) and interprofessional collaboration. There has been a plethora of competencies developed in these areas recently, both at individual institutions and nationally; however, their effective integration and thus potential has not been fully realized educationally. Milestones and entrustable professional activities (EPAs) are new concepts and assessment approaches from medical education that provide a way to functionally use and maximize competencies to ensure that competency is attained. They are applicable to learning activities both within the classroom and the clinic, as well as to lifelong learning. This paper defines and describes milestones and EPAs, considers the importance of their application to IPE, and summarizes a future research project that will identify EPAs for an IPE curriculum.
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Pascual-Leone, Antonio; Rodriguez-Rubio, Beatriz; Metler, Samantha
2013-01-01
After an introductory course in experiential-integrative psychotherapy, 21 graduate students provided personal narratives of their experiences, which were analyzed using the grounded theory method. Results produced 37 hierarchically organized experiences, revealing that students perceived multiple changes in both professional (i.e., skill acquisition and learning related to the therapeutic process) and personal (i.e., self growth in a more private sphere) domains. Analysis also highlighted key areas of difficulties in training. By adding the personal accounts of graduate trainees, this study enriches and extends Pascual-Leone et al.'s (2012) findings on undergraduates' experiences, raising the number of cases represented in the model to 45. Findings confirm the model of novice trainee experiences while highlighting the unique experiences of undergraduate vs. graduate trainees.
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Deep learning architecture for recognition of abnormal activities
NASA Astrophysics Data System (ADS)
Khatrouch, Marwa; Gnouma, Mariem; Ejbali, Ridha; Zaied, Mourad
2018-04-01
The video surveillance is one of the key areas in computer vision researches. The scientific challenge in this field involves the implementation of automatic systems to obtain detailed information about individuals and groups behaviors. In particular, the detection of abnormal movements of groups or individuals requires a fine analysis of frames in the video stream. In this article, we propose a new method to detect anomalies in crowded scenes. We try to categorize the video in a supervised mode accompanied by unsupervised learning using the principle of the autoencoder. In order to construct an informative concept for the recognition of these behaviors, we use a technique of representation based on the superposition of human silhouettes. The evaluation of the UMN dataset demonstrates the effectiveness of the proposed approach.
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Qiao, Hong; Li, Yinlin; Li, Fengfu; Xi, Xuanyang; Wu, Wei
2016-10-01
Recently, many biologically inspired visual computational models have been proposed. The design of these models follows the related biological mechanisms and structures, and these models provide new solutions for visual recognition tasks. In this paper, based on the recent biological evidence, we propose a framework to mimic the active and dynamic learning and recognition process of the primate visual cortex. From principle point of view, the main contributions are that the framework can achieve unsupervised learning of episodic features (including key components and their spatial relations) and semantic features (semantic descriptions of the key components), which support higher level cognition of an object. From performance point of view, the advantages of the framework are as follows: 1) learning episodic features without supervision-for a class of objects without a prior knowledge, the key components, their spatial relations and cover regions can be learned automatically through a deep neural network (DNN); 2) learning semantic features based on episodic features-within the cover regions of the key components, the semantic geometrical values of these components can be computed based on contour detection; 3) forming the general knowledge of a class of objects-the general knowledge of a class of objects can be formed, mainly including the key components, their spatial relations and average semantic values, which is a concise description of the class; and 4) achieving higher level cognition and dynamic updating-for a test image, the model can achieve classification and subclass semantic descriptions. And the test samples with high confidence are selected to dynamically update the whole model. Experiments are conducted on face images, and a good performance is achieved in each layer of the DNN and the semantic description learning process. Furthermore, the model can be generalized to recognition tasks of other objects with learning ability.
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Learning: from association to cognition.
Shanks, David R
2010-01-01
Since the very earliest experimental investigations of learning, tension has existed between association-based and cognitive theories. Associationism accounts for the phenomena of both conditioning and "higher" forms of learning via concepts such as excitation, inhibition, and reinforcement, whereas cognitive theories assume that learning depends on hypothesis testing, cognitive models, and propositional reasoning. Cognitive theories have received considerable impetus in regard to both human and animal learning from recent research suggesting that the key illustration of cue selection in learning, blocking, often arises from inferential reasoning. At the same time, a dichotomous view that separates noncognitive, unconscious (implicit) learning from cognitive, conscious (explicit) learning has gained favor. This review selectively describes key findings from this research, evaluates evidence for and against associative and cognitive explanatory constructs, and critically examines both the dichotomous view of learning as well as the claim that learning can occur unconsciously.
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Vogus, Abigail; Graff, Kylie
2015-06-17
The US President's Emergency Plan for AIDS Relief (PEPFAR) has shifted from an emergency response to a sustainable, country-owned response. The process of transition to country ownership is already underway in the Eastern Caribbean; the Office of the US Global AIDS Coordinator (OGAC) has advised the region that PEPFAR funding is being redirected away from the Eastern Caribbean toward Caribbean countries with high disease burden to strengthen services for key populations. This article seeks to highlight and apply lessons learned from other donor transitions to support a successful transition of HIV programs in the Eastern Caribbean. Based on a rapid review of both peer-reviewed and gray literature on donor transitions to country ownership in family planning, HIV, and other areas, we identified 48 resources that addressed key steps in the transition process and determinants of readiness for transition. Analysis of the existing literature revealed 6 steps that could help ensure successful transition, including developing a clear roadmap articulated through high-level diplomacy; investing in extensive stakeholder engagement; and supporting monitoring and evaluation during and after the transition to adjust course as needed. Nine specific areas to assess a country's readiness for transition include: leadership and management capacity, political and economic factors, the policy environment, identification of alternative funding sources, integration of HIV programs into the wider health system, the institutionalization of processes, the strength of procurement and supply chain management, identification of staffing and training needs, and engagement of civil society and the private sector. In the Caribbean, key areas requiring strengthening to ensure countries in the region can maintain the gains made under PEPFAR include further engaging civil society and the private sector, building the capacity of NGOs to take on essential program functions, and maintaining donor support for targeted capacity building and long-term monitoring and evaluation efforts. © Vogus et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are properly cited. To view a copy of the license, visit http://creativecommons.org/licenses/by/3.0/
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ERIC Educational Resources Information Center
Dusenbury, Linda; Yoder, Nick
2017-01-01
The current document serves two purposes. First, it provides an overview of six key features of a high-quality, comprehensive package of policies and guidance to support student social and emotional learning (SEL). These features are based on Collaborative for Academic Social, and Emotional Learning's (CASEL's) review of the research literature on…
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Key Data on Learning and Innovation through ICT at School in Europe 2011
ERIC Educational Resources Information Center
Ranguelov, Stanislav; Horvath, Anna; Dalferth, Simon; Noorani, Sogol
2011-01-01
This report on Key Data on Learning and Innovation through ICT at School in Europe 2011 builds on the previous Eurydice publications on information and communication technology in schools in Europe. It also aims to extend the theoretical framework by looking not only at the teaching and learning of ICT but also at the use of ICT to promote…
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ERIC Educational Resources Information Center
Okada, Alexandra; Serra, Antonio Roberto Coelho; Ribeiro, Silvar Ferreira; da Conceição Pinto, Sônia Maria
2015-01-01
This paper presents a qualitative investigation on key skills for co-learning and co-inquiry in the digital age. The method applied was cyber-ethnography with asynchronous observation (forum and wiki) and synchronous discussions (webconference) for analysing skills developed by a co-learning community. This study focuses on participants from…
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Hall, Jenny; Skinner, Fiona; Tilley, Phil; MacRury, Sandra
2018-03-01
Diabetes prevalence in Scotland is 5.3%, with type 2 diabetes accounting for 86.7% of all cases in the National Health Service Highlands health board area and 85.7% in the Western Isles. Structured education is a key component in the management of this chronic disease. However, current group session models are less feasible in lower-population non-urban environments due to distance, participant numbers and access to appropriately trained healthcare professionals. Group sessions may also be a less attractive option in small communities, where people tend to have close day-to-day personal contact. This study assesses the access and delivery preferences of remote and rural service users in the Highlands and Western Isles to structured diabetes education programs. The study used a mixed methods approach of focus groups and questionnaires with people with type 2 diabetes in the Highlands and Islands of Scotland. Both modes of participation were designed to explore perception of diabetes knowledge, diabetes education and use of technology. One-to-one delivery was the delivery method of choice; however, there was a preference for a digital approach over group education sessions. Service users expressed a strong desire to be able to learn at their own pace, when and where they wanted to, and with no requirement to travel. To address these requirements an online resource, providing access to both learning sessions and trusted sources of information, was the preferred mode of delivery. People with type 2 diabetes living in remote and rural areas of the Scottish Highlands and Islands who already use the internet are receptive to the use of digital technology for delivery of diabetes education and are interested in learning more about management of their condition through this medium. They believe that a technology approach will provide them with more control over the pace of learning, and where and when this learning can take place.
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NASA Technical Reports Server (NTRS)
Howard, David; Perry,Jay; Sargusingh, Miriam; Toomarian, Nikzad
2016-01-01
NASA's technology development roadmaps provide guidance to focus technological development on areas that enable crewed exploration missions beyond low-Earth orbit. Specifically, the technology area roadmap on human health, life support and habitation systems describes the need for life support system (LSS) technologies that can improve reliability and in-situ maintainability within a minimally-sized package while enabling a high degree of mission autonomy. To address the needs outlined by the guiding technology area roadmap, NASA's Advanced Exploration Systems (AES) Program has commissioned the Life Support Systems (LSS) Project to lead technology development in the areas of water recovery and management, atmosphere revitalization, and environmental monitoring. A notional exploration LSS architecture derived from the International Space has been developed and serves as the developmental basis for these efforts. Functional requirements and key performance parameters that guide the exploration LSS technology development efforts are presented and discussed. Areas where LSS flight operations aboard the ISS afford lessons learned that are relevant to exploration missions are highlighted.
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McKee, Michael; Thew, Denise; Starr, Matthew; Kushalnagar, Poorna; Reid, John T.; Graybill, Patrick; Velasquez, Julia; Pearson, Thomas
2013-01-01
Background Numerous publications demonstrate the importance of community-based participatory research (CBPR) in community health research, but few target the Deaf community. The Deaf community is understudied and underrepresented in health research despite suspected health disparities and communication barriers. Objectives The goal of this paper is to share the lessons learned from the implementation of CBPR in an understudied community of Deaf American Sign Language (ASL) users in the greater Rochester, New York, area. Methods We review the process of CBPR in a Deaf ASL community and identify the lessons learned. Results Key CBPR lessons include the importance of engaging and educating the community about research, ensuring that research benefits the community, using peer-based recruitment strategies, and sustaining community partnerships. These lessons informed subsequent research activities. Conclusions This report focuses on the use of CBPR principles in a Deaf ASL population; lessons learned can be applied to research with other challenging-to-reach populations. PMID:22982845
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Williams, Caroline
2010-09-01
To critically review the work-based learning literature and explore the implications of the findings for the development of work-based learning programmes. With NHS budgets under increasing pressure, and challenges to the impact of classroom-based learning on patient outcomes, work-based learning is likely to come under increased scrutiny as a potential solution. Evidence from higher education institutions suggests that work-based learning can improve practice, but in many cases it is perceived as little more than on-the-job training to perform tasks. The CINAHL database was searched using the keywords work-based learning, work-place learning and practice-based learning. Those articles that had a focus on post-registration nursing were selected and critically reviewed. Using the review of the literature, three key issues were explored. Work-based learning has the potential to change practice. Learning how to learn and critical reflection are key features. For effective work-based learning nurses need to take control of their own learning, receive support to critically reflect on their practice and be empowered to make changes to that practice. A critical review of the literature has identified essential considerations for the implementation of work-based learning. A change in culture from classroom to work-based learning requires careful planning and consideration of learning cultures. To enable effective work-based learning, nurse managers need to develop a learning culture in their workplace. They should ensure that skilled facilitation is provided to support staff with critical reflection and effecting changes in practice. CONTRIBUTION TO NEW KNOWLEDGE: This paper has identified three key issues that need to be considered in the development of work-based learning programmes. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.
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Van Hoof, Thomas J; Doyle, Terrence J
2018-01-15
Learning science is an emerging interdisciplinary field that offers educators key insights about what happens in the brain when learning occurs. In addition to explanations about the learning process, which includes memory and involves different parts of the brain, learning science offers effective strategies to inform the planning and implementation of activities and programs in continuing education and continuing professional development. This article provides a brief description of learning, including the three key steps of encoding, consolidation and retrieval. The article also introduces four major learning-science strategies, known as distributed learning, retrieval practice, interleaving, and elaboration, which share the importance of considerable practice. Finally, the article describes how learning science aligns with the general findings from the most recent synthesis of systematic reviews about the effectiveness of continuing medical education.
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Findings from the Medicaid Competition Demonstrations: A guide for States
Heinen, LuAnn; Fox, Peter D.; Anderson, Maren D.
1990-01-01
The Medicaid Competition Demonstrations were initiated in 1983-84 in six States (California, Florida, Minnesota, Missouri, New Jersey, and New York). State experiences in implementing the demonstrations are presented in this article. Although problems of enrolling Medicaid recipients in prepaid plans or with primary care case managers under these demonstrations proved challenging to States, lessons were learned in three key areas: program design and administration, health plan and provider relations, and beneficiary acceptance. Therefore, States considering similar programs in the future could benefit from these findings. PMID:10113403
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NASA Astrophysics Data System (ADS)
Goldman, G. T.; Phartiyal, P.; Mulvey, K.
2016-12-01
Federal government officials often rely on the research and advice of scientists to inform their decision making around climate change and other complex topics. Decision makers, however, are constrained by the time and accessibility needed to obtain and incorporate scientific information. At the same time, scientists have limited capacity and incentive to devote significant time to communicating their science to decision makers. The Union of Concerned Scientists has employed several strategies to produce policy-relevant scientific work and to facilitate engagement between scientists and decision makers across research areas. This talk will feature lessons learned and key strategies for science-informed decision making around climate change and other areas of the geosciences. Case studies will include conducting targeted sea level rise studies to inform rulemaking at federal agencies, bringing science to policy discussions on hydraulic fracturing, and leveraging the voice of the scientific community on specific policy proposals around climate change disclosure of companies. Recommendations and lessons learned for producing policy-relevant science and effectively communicating it with decision makers will be offered.
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Deep Learning-Based Data Forgery Detection in Automatic Generation Control
DOE Office of Scientific and Technical Information (OSTI.GOV)
Zhang, Fengli; Li, Qinghua
Automatic Generation Control (AGC) is a key control system in the power grid. It is used to calculate the Area Control Error (ACE) based on frequency and tie-line power flow between balancing areas, and then adjust power generation to maintain the power system frequency in an acceptable range. However, attackers might inject malicious frequency or tie-line power flow measurements to mislead AGC to do false generation correction which will harm the power grid operation. Such attacks are hard to be detected since they do not violate physical power system models. In this work, we propose algorithms based on Neural Networkmore » and Fourier Transform to detect data forgery attacks in AGC. Different from the few previous work that rely on accurate load prediction to detect data forgery, our solution only uses the ACE data already available in existing AGC systems. In particular, our solution learns the normal patterns of ACE time series and detects abnormal patterns caused by artificial attacks. Evaluations on the real ACE dataset show that our methods have high detection accuracy.« less
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Mainstreaming in the Philippines programme.
Smith, S
1998-07-01
In the Philippines, where the Oxfam team has worked on gender issues since 1990, the group recently conducted an in-house workshop to identify achievements and areas for improvement in gender mainstreaming. Gender activities began with a needs assessment of the fisheries in 1990 and have included gender-sensitivity training for Oxfam partner groups, support of women's issues, and gender research into such areas as disaster management. Successes include the appointment of women to key positions in the community, which was a direct result of advocacy work. Major challenges include 1) determining the best models to develop sectoral networking and advocacy on gender and 2) overcoming gender-resistance in some partners. The team concluded that it is still learning how to mainstream gender issues and is still searching for a framework to integrate gender into other approaches to planning, monitoring, and evaluation. In the future, Oxfam will 1) undertake small-scale and simple gender reviews with selected partners and then pilot gender-mainstreaming contracts with them, 2) build gender-learning teams within sectoral programs, 3) continue supporting networking and capability-building in feminist organizations, and 4) focus on gender at the next partners' meeting.
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The Evolution of Musicality: What Can Be Learned from Language Evolution Research?
Ravignani, Andrea; Thompson, Bill; Filippi, Piera
2018-01-01
Language and music share many commonalities, both as natural phenomena and as subjects of intellectual inquiry. Rather than exhaustively reviewing these connections, we focus on potential cross-pollination of methodological inquiries and attitudes. We highlight areas in which scholarship on the evolution of language may inform the evolution of music. We focus on the value of coupled empirical and formal methodologies, and on the futility of mysterianism, the declining view that the nature, origins and evolution of language cannot be addressed empirically. We identify key areas in which the evolution of language as a discipline has flourished historically, and suggest ways in which these advances can be integrated into the study of the evolution of music. PMID:29467601
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The Evolution of Musicality: What Can Be Learned from Language Evolution Research?
Ravignani, Andrea; Thompson, Bill; Filippi, Piera
2018-01-01
Language and music share many commonalities, both as natural phenomena and as subjects of intellectual inquiry. Rather than exhaustively reviewing these connections, we focus on potential cross-pollination of methodological inquiries and attitudes. We highlight areas in which scholarship on the evolution of language may inform the evolution of music. We focus on the value of coupled empirical and formal methodologies, and on the futility of mysterianism , the declining view that the nature, origins and evolution of language cannot be addressed empirically. We identify key areas in which the evolution of language as a discipline has flourished historically, and suggest ways in which these advances can be integrated into the study of the evolution of music.
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Case Management of Dengue: Lessons Learned.
Kalayanarooj, Siripen; Rothman, Alan L; Srikiatkhachorn, Anon
2017-03-01
The global burden of dengue and its geographic distribution have increased over the past several decades. The introduction of dengue in new areas has often been accompanied by high case-fatality rates. Drawing on the experience in managing dengue cases at the Queen Sirikit National Institute of Child Health in Bangkok, Thailand, this article provides the authors' perspectives on key clinical lessons to improve dengue-related outcomes. Parallels between this clinical experience and outcomes reported in randomized controlled trials, results of efforts to disseminate practice recommendations, and suggestions for areas for further research are also discussed. © The Author 2017. Published by Oxford University Press for the Infectious Diseases Society of America. All rights reserved. For permissions, e-mail: journals.permissions@oup.com.
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Qian, Yi; Yan, Fei; Wang, Wei; Clancy, Shayna; Akkhavong, Kongsap; Vonglokham, Manithong; Outhensackda, Somphou; Østbye, Truls
2016-11-29
The Lao People's Democratic Republic is facing a critical shortage and maldistribution of health workers. Strengthening of the health workforce has been adopted as one of the five priorities of the National Health Sector Strategy (2013-2025). This study aims to identify, explore, and better understand the key challenges for strengthening the Laotian health workforce. This study applied exploratory and descriptive qualitative methods and adapted a working life-span framework. Twenty-three key stakeholders with particular insights into the current situation of the health workforce were purposively recruited for in-depth interviews. Important policy documents were also collected from key informants during the interviews. Thematic analysis was employed for the textual data using MAXQDA 10. The overarching problem is that there is a perceived severe shortage of skilled health workers (doctors, nurses, and midwives) and lab technicians, especially in primary health facilities and rural areas. Key informants also identified five problems: insufficient production of health workers both in quantity and quality, a limited national budget to recruit enough health staff and provide sufficient and equitable salaries and incentives, limited management capacity, poor recruitment for work in rural areas, and lack of well-designed continuing education programs for professional development. These problems are interrelated, both in how the issues arise and in the effect they have on one another. To improve the distribution of health workers in rural areas, strategies for increasing production and strengthening retention should be well integrated for better effectiveness. It is also essential to take the Laotian-specific context into consideration during intervention development and implementation. Furthermore, the government should acknowledge the inadequate health management capacity and invest to improve human resource management capacity at all levels. Finally, assessment of interventions for health workforce strengthening should be developed as early as possible to learn from the experiences and lessons in the Lao People's Democratic Republic.
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Motivation and learning styles in young children with Down syndrome.
Wishart, J
2001-10-01
There are both psychological and biological reasons to expect that certain areas of learning will present young children with Down syndrome with significant problems. Knowledge of the neurological underpinnings of these specific difficulties can often allow compensatory teaching strategies to be put in place, however, and some of these have proved highly effective. The impact of the psychological environment on the progress of development in children with Down syndrome is less well understood. Experience of how others respond to their attempts at understanding the physical and social world and the balance of successes and failures they experience in their early learning are both likely to influence the approach to learning adopted when faced with mastering new skills. Findings from inter-linking studies of cognitive and socio-cognitive development which have explored learning behaviours at different ages and at different developmental stages illustrate how a learning style can sometimes evolve over time in which less than efficient use is made of current levels of cognitive ability. Social ploys are sometimes used to avoid engagement in learning, with the net effect that opportunities to learn new skills are not fully exploited and old skills are sometimes inadequately consolidated. Findings of a misuse of social skills in cognitive contexts do not necessarily provide support for the widely-held view that social understanding is an area of strength in children with Down syndrome and less vulnerable to disruption than cognitive development. Data from a recent study of face-processing abilities suggest that there may in fact be a specific weakness in a fundamental skill normally underpinning the development of social understanding: the ability to recognise differences in emotional expressions. The children with Down syndrome in this study had few problems in correctly identifying individual faces but evidenced difficulties in reliably interpreting the emotional expressions portrayed in these faces. These findings are consistent with the emerging picture of neurological disruption in Down syndrome and with what is known of the neurology underlying this key component in social cognition. As most learning takes place in a social context, the findings have implications for adult-child and child-child learning partnerships and would seem to merit further investigation.
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Time Determines the Neural Circuit Underlying Associative Fear Learning
Guimarãis, Marta; Gregório, Ana; Cruz, Andreia; Guyon, Nicolas; Moita, Marta A.
2011-01-01
Ultimately associative learning is a function of the temporal features and relationships between experienced stimuli. Nevertheless how time affects the neural circuit underlying this form of learning remains largely unknown. To address this issue, we used single-trial auditory trace fear conditioning and varied the length of the interval between tone and foot-shock. Through temporary inactivation of the amygdala, medial prefrontal-cortex (mPFC), and dorsal-hippocampus in rats, we tested the hypothesis that different temporal intervals between the tone and the shock influence the neuronal structures necessary for learning. With this study we provide the first experimental evidence showing that temporarily inactivating the amygdala before training impairs auditory fear learning when there is a temporal gap between the tone and the shock. Moreover, imposing a short interval (5 s) between the two stimuli also relies on the mPFC, while learning the association across a longer interval (40 s) becomes additionally dependent on a third structure, the dorsal-hippocampus. Thus, our results suggest that increasing the interval length between tone and shock leads to the involvement of an increasing number of brain areas in order for the association between the two stimuli to be acquired normally. These findings demonstrate that the temporal relationship between events is a key factor in determining the neuronal mechanisms underlying associative fear learning. PMID:22207842
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Expanding the frontiers of national qualifications frameworks through lifelong learning
NASA Astrophysics Data System (ADS)
Owusu-Agyeman, Yaw
2017-10-01
The adoption of a national qualifications framework (NQF) by some governments in all world regions has shown some success in the area of formal learning. However, while NQFs continue to enhance formal learning in many countries, the same cannot be said for the recognition, validation and accreditation (RVA) of non-formal and informal learning. Focusing on competency-based technical and vocational education and training (TVET) within its NQF, Ghana introduced the National Technical and Vocational Education and Training Qualifications Framework (NTVETQF) as a sub-framework in 2012. In the wake of the NTVETQF's limited success, the author of this article reasons that a lifelong learning approach could enhance its effectiveness considerably. Comparing national and international policies, he argues that the NTVETQF should be able to properly address the issues of progression from informal and non-formal to formal modes of lifelong learning within the country's broad context of education. In addition, the study conceptualises the integration of lifelong learning within a broad NQF in four key domains: (1) individual; (2) institutional; (3) industry; and (4) state. The author concludes that, for the NTVETQF to achieve its goal of facilitating access to further education and training while also promoting lifelong learning for all (including workers in the informal economy), effective integration of all modes of lifelong learning is required. Although this entails some challenges, such as recognition of prior learning and validation of all modes of learning, it will help to widen access to education as well as providing individuals with a pathway for achieving their educational aspirations.
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World views: Their nature and function in the biology classroom
NASA Astrophysics Data System (ADS)
Armstrong, Kerri Lynn
There has been sufficient research in the area of conceptual change that indicates that students' conceptions or alternative theories are much more resistant to change than was previously thought. The work of cultural anthropologists and, more recently science educators, points to the role of individual world views in the learning of science concepts. A world view is one's fundamental assumptions and presuppositions concerning perceptions of reality. The purpose of this ethnographic investigation was to shed light on the dynamic interaction of individual world views within the college biology classroom in relation to understanding key biological concepts in genetics, evolution and natural selection, and ecology and ecological relationships. The subjects for this study were 22 students enrolled in an introductory level non-majors biology class at the Community College of Philadelphia. Ten of these students participated in the interviews reported here. The outcomes of this investigation revealed that students do not view themselves as part of science or nature. The investigation also uncovered students' views of the self, nonself, relationship and causality that affect their learning and apprehension of key biological concepts. This investigation provides further demonstration of the influence of world views and the interplay of those views with the notion of scientific literacy.
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Laver, S
1999-01-01
Tsungirirai is a counseling and information service developed during 1994 in response to the growing problem of HIV/AIDS in the small town of Norton, southwest of Harare, Zimbabwe. The objectives of the project include identification of key leaders in the area, determination of the setting in which HIV was spreading, and community consultation in program design and implementation. Tsungirirai's initial activities included a series of workshops on participatory techniques particularly the LADA (Listening-Appraisal-Dialogue-Action) method for key leaders, community men, women, and adolescents. Workshop participants demonstrated different views concerning HIV/AIDS problems. Key leaders viewed the HIV/AIDS problem within the context of existing laws that contradict traditional mores, while the youth linked the problem of HIV to the issue of unemployment and lack of recreation. Lessons learned include the following: 1) stop talking and listen; 2) start where people are at instead of telling them what they already know; 3) let the people decide; 4) turn a dream into reality; and 5) facilitate awareness process instead of leading it.
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Training evaluation: a case study of training Iranian health managers.
Omar, Maye; Gerein, Nancy; Tarin, Ehsanullah; Butcher, Christopher; Pearson, Stephen; Heidari, Gholamreza
2009-03-05
The Ministry of Health and Medical Education in the Islamic Republic of Iran has undertaken a reform of its health system, in which-lower level managers are given new roles and responsibilities in a decentralized system. To support these efforts, a United Kingdom-based university was contracted by the World Health Organization to design a series of courses for health managers and trainers. This process was also intended to develop the capacity of the National Public Health Management Centre in Tabriz, Iran, to enable it to organize relevant short courses in health management on a continuing basis. A total of seven short training courses were implemented, three in the United Kingdom and four in Tabriz, with 35 participants. A detailed evaluation of the courses was undertaken to guide future development of the training programmes. The Kirkpatrick framework for evaluation of training was used to measure participants' reactions, learning, application to the job, and to a lesser extent, organizational impact. Particular emphasis was put on application of learning to the participants' job. A structured questionnaire was administered to 23 participants, out of 35, between one and 13 months after they had attended the courses. Respondents, like the training course participants, were predominantly from provincial universities, with both health system and academic responsibilities. Interviews with key informants and ex-trainees provided supplemental information, especially on organizational impact. Participants' preferred interactive methods for learning about health planning and management. They found the course content to be relevant, but with an overemphasis on theory compared to practical, locally-specific information. In terms of application of learning to their jobs, participants found specific information and skills to be most useful, such as health systems research and group work/problem solving. The least useful areas were those that dealt with training and leadership. Participants reported little difficulty in applying learning deemed "useful", and had applied it often. In general, a learning area was used less when it was found difficult to apply, with a few exceptions, such as problem-solving. Four fifths of respondents claimed they could perform their jobs better because of new skills and more in-depth understanding of health systems, and one third had been asked to train their colleagues, indicating a potential for impact on their organization. Interviews with key informants indicated that job performance of trainees had improved. The health management training programmes in Iran, and the external university involved in capacity building, benefited from following basic principles of good training practice, which incorporated needs assessment, selection of participants and definition of appropriate learning outcomes, course content and methods, along with focused evaluation. Contracts for external assistance should include specific mention of capacity building, and allow for the collaborative development of courses and of evaluation plans, in order to build capacity of local partners throughout the training cycle. This would also help to develop training content that uses material from local health management situations to demonstrate key theories and develop locally required skills. Training evaluations should as a minimum assess participants' reactions and learning for every course. Communication of evaluation results should be designed to ensure that data informs training activities, as well as the health and human resources managers who are investing in the development of their staff.
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Missouri Program Highlights How Standards Make a Difference
ERIC Educational Resources Information Center
Killion, Joellen
2017-01-01
Professional development designed to integrate key features of research-based professional learning has positive and significant effects on teacher practice and student achievement in mathematics when implemented in schools that meet specified technology-readiness criteria. Key features of research-based professional learning include intensive…
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Adult Learning in Health Professions Education
ERIC Educational Resources Information Center
Bierema, Laura L.
2018-01-01
This chapter focuses on the process of learning in health professions education (HPE) in terms of key issues that shape HPE learning and essential strategies for promoting and facilitating learning among professionals.
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Getting Ready for the "School of the Future": Key Questions and Tentative Answers
NASA Astrophysics Data System (ADS)
Ott, Michela; Pozzi, Francesca
This paper explores some key aspects of "today's school", as opposed to those that have characterized "yesterday's school", with the final aim of shedding light on "tomorrow's school". In this direction, the paper puts forward tentative answers to some key questions related to the new characteristics and roles of teachers and students (main actors of the learning process) and the new features/ potentialities of contemporary educational tools which, in turn, require the enactment of innovative pedagogical approaches and educational methods. The emerging picture of the present learning landscape helps in figuring out a future situation where learning possibilities are substantially increased.
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Learning Spaces Framework: Learning in an Online World
ERIC Educational Resources Information Center
Ministerial Council on Education, Employment, Training and Youth Affairs (NJ1), 2008
2008-01-01
"Contemporary learning--learning in an online world" describes the integrated nature of the highly technological world in which young people live and learn. A key priority is to design learning spaces that integrate technologies: engaging students in ways not previously possible; creating new learning and teaching possibilities;…
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The 3 R's of Learning Time: Rethink, Reshape, Reclaim
ERIC Educational Resources Information Center
Sackey, Shera Carter
2012-01-01
The Learning School Alliance is a network of schools collaborating about professional practice. The network embodies Learning Forward's purpose to advance effective job-embedded professional learning that leads to student outcomes. A key component of Learning Forward's Standards for Professional Learning is a focus on collaborative learning,…
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Beyond the "c" and the "x": Learning with algorithms in massive open online courses (MOOCs)
NASA Astrophysics Data System (ADS)
Knox, Jeremy
2018-02-01
This article examines how algorithms are shaping student learning in massive open online courses (MOOCs). Following the dramatic rise of MOOC platform organisations in 2012, over 4,500 MOOCs have been offered to date, in increasingly diverse languages, and with a growing requirement for fees. However, discussions of learning in MOOCs remain polarised around the "xMOOC" and "cMOOC" designations. In this narrative, the more recent extended or platform MOOC ("xMOOC") adopts a broadcast pedagogy, assuming a direct transmission of information to its largely passive audience (i.e. a teacher-centred approach), while the slightly older connectivist model ("cMOOC") offers only a simplistic reversal of the hierarchy, posing students as highly motivated, self-directed and collaborative learners (i.e. a learner-centred approach). The online nature of both models generates data (e.g. on how many times a particular resource was viewed, or the ways in which participants communicated with each other) which MOOC providers use for analysis, albeit only after these data have been selectively processed. Central to many learning analytics approaches is the desire to predict students' future behaviour. Educators need to be aware that MOOC learning is not just about teachers and students, but that it also involves algorithms: instructions which perform automated calculations on data. Education is becoming embroiled in an "algorithmic culture" that defines educational roles, forecasts attainment, and influences pedagogy. Established theories of learning appear wholly inadequate in addressing the agential role of algorithms in the educational domain of the MOOC. This article identifies and examines four key areas where algorithms influence the activities of the MOOC: (1) data capture and discrimination; (2) calculated learners; (3) feedback and entanglement; and (4) learning with algorithms. The article concludes with a call for further research in these areas to surface a critical discourse around the use of algorithms in MOOC education and beyond.
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Gehris, J S; Gooze, R A; Whitaker, R C
2015-01-01
Efforts to improve the academic skills of preschool-aged children have resulted in approaches that tend to limit children's movement. However, movement experiences have long been considered important to children's learning and have received increased attention because of the obesity epidemic. Early childhood educators are important sources of information about if and how to promote learning and school readiness through movement, but little effort has been made to understand teachers' views on this topic. We conducted six focus groups with 37 teachers from a Head Start programme with centres in three cities in eastern Pennsylvania. We inquired about: (1) how movement influences children's learning; (2) what types of movement experiences are most beneficial for children; (3) what settings best support children's movement; and (4) challenges related to children's movement. To identify key themes from the focus groups, transcripts were analysed using an inductive method of coding. Teachers' views were expressed in four major themes. First, young children have an innate need to move, and teachers respond to this need by using movement experiences to prepare children to learn and to teach academic concepts and spatial awareness. However, teachers wanted more training in these areas. Second, movement prepares children for school and for life by building children's confidence and social skills. Third, teachers and children benefit from moving together because it motivates children and promotes teacher-child relationships. Finally, moving outdoors promotes learning by engaging children's senses and promoting community interaction. More training may be required to help early childhood educators use movement experiences to teach academic concepts and improve children's spatial awareness. Future interventions could examine the impacts on children's movement and learning of having teachers move with children during outdoor free play and including more natural features in the design of outdoor play areas. © 2014 John Wiley & Sons Ltd.
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Learning to Learn in the European Reference Framework for Lifelong Learning
ERIC Educational Resources Information Center
Pirrie, Anne; Thoutenhoofd, Ernst D.
2013-01-01
This article explores the construction of learning to learn that is implicit in the document "Key Competences for Lifelong Learning--European Reference Framework" and related education policy from the European Commission. The authors argue that the hallmark of learning to learn is the development of a fluid sociality rather than the…
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Foreign Languages: Key Links in the Chain of Learning.
ERIC Educational Resources Information Center
Mead, Robert G., Jr., Ed.
The articles discuss the necessity of including foreign language as an integral part of the curriculum at all levels of instruction. The following chapters are included: "Elementary School Foreign Language: Key Link in the Chain of Learning" (rationale, innovations, immersion programs, and interdisciplinary approaches); "Foreign…
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ERIC Educational Resources Information Center
Rainie, Lee
2016-01-01
The majority of Americans think local libraries serve the educational needs of their communities and families pretty well and library users often outpace others in learning activities. But many do not know about key education services libraries provide. This report provides statistics on library usage and presents key education services provided…
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What Do Professional Learning Policies Say about Purposes of Teacher Education?
ERIC Educational Resources Information Center
Kennedy, Aileen
2015-01-01
Enhancing teacher learning is acknowledged globally as a key route to improving student outcomes, thereby contributing to nation states' economic competitiveness. This globally accepted policy "hypernarrative" is driving reform of teacher education policy internationally. This article seeks to analyse some key features of contemporary…
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López, Verónica; Ahumada, Luis; Olivares, Rodrigo; González, Alvaro
2012-05-01
Organizational learning is a key element for the development of organizations. School organizations are not exempt from this challenge and they currently face a highly dynamic and demanding context of education policies that emphasize the school's ability to learn. Thus, research on organizational learning in educational contexts requires valid instruments that are sensitive to the specifics of schools as organizations. In this study, we adapted and validated a scale of organizational learning in a sample of 119 Chilean municipal schools (N= 1,545). The results suggest a structural model made up of three factors: culture of learning, strategic clarity, and group learning. These factors predicted dimensions of educational achievement, as measured through the National Assessment System of Educational Achievement (SNED). Results are discussed in view of the literature on school improvement.
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NASA Astrophysics Data System (ADS)
Kesidou, Sofia; Roseman, Jo Ellen
2002-08-01
The purposes of this study were to examine how well middle school programs support the attainment of key scientific ideas specified in national science standards, and to identify typical strengths and weaknesses of these programs using research-based criteria. Nine widely used programs were examined by teams of teachers and specialists in research on teaching and learning. Reviewers found that whereas key ideas were generally present in the programs, they were typically buried between detailed or even unrelated ideas. Programs only rarely provided students with a sense of purpose for the units of study, took account of student beliefs that interfere with learning, engaged students with relevant phenomena to make abstract scientific ideas plausible, modeled the use of scientific knowledge so that students could apply what they learned in everyday situations, or scaffolded student efforts to make meaning of key phenomena and ideas presented in the programs. New middle school science programs that reflect findings from learning research are needed to support teachers better in helping students learn key ideas in science. The criteria and findings from this study on the inadequacies in existing programs could serve as guidelines in new curriculum development.
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Machado, Armando; Arantes, Joana
2006-06-01
To contrast two models of timing, Scalar Expectancy Theory (SET) and Learning to Time (LeT), pigeons were exposed to a double temporal bisection procedure. On half of the trials, they learned to choose a red key after a 1s signal and a green key after a 4s signal; on the other half of the trials, they learned to choose a blue key after a 4-s signal and a yellow key after a 16-s signal. This was Phase A of an ABA design. On Phase B, the pigeons were divided into two groups and exposed to a new bisection task in which the signals ranged from 1 to 16s and the choice keys were blue and green. One group was reinforced for choosing blue after 1-s signals and green after 16-s signals and the other group was reinforced for the opposite mapping (green after 1-s signals and blue after 16-s signals). Whereas SET predicted no differences between the groups, LeT predicted that the former group would learn the new discrimination faster than the latter group. The results were consistent with LeT. Finally, the pigeons returned to Phase A. Only LeT made specific predictions regarding the reacquisition of the four temporal discriminations. These predictions were only partly consistent with the results.
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ERIC Educational Resources Information Center
Mbwesa, Joyce Kanini
2014-01-01
There is a long history of study and recognition of the critical role of interaction in supporting and even defining distance education. Interaction has been identified as key to the success of distance learning. It is key in fostering, supporting and engaging in the learning process. Moore (1989) posits that the physical distance that exists in…
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Toward interactive search in remote sensing imagery
DOE Office of Scientific and Technical Information (OSTI.GOV)
Porter, Reid B; Hush, Do; Harvey, Neal
2010-01-01
To move from data to information in almost all science and defense applications requires a human-in-the-loop to validate information products, resolve inconsistencies, and account for incomplete and potentially deceptive sources of information. This is a key motivation for visual analytics which aims to develop techniques that complement and empower human users. By contrast, the vast majority of algorithms developed in machine learning aim to replace human users in data exploitation. In this paper we describe a recently introduced machine learning problem, called rare category detection, which may be a better match to visual analytic environments. We describe a new designmore » criteria for this problem, and present comparisons to existing techniques with both synthetic and real-world datasets. We conclude by describing an application in broad-area search of remote sensing imagery.« less
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Peer Assisted Experiential Learning (PAEL) in extending fieldwork practice in the Earth Sciences
NASA Astrophysics Data System (ADS)
Anderson, M. W.; FitzPatrick, M.; Truscott, J.
2012-04-01
Traditional approaches to developing students practical (applied) skills (most especially, but not exclusively, fieldwork) make significant demands on resources, particularly staff time. Extending opportunities for experiential learning through independent (student centred) work is acknowledged, therefore, as being vital to the successful spiralling of Kolb's experiential learning cycle. This project outlines e-learning support as a means of assisting student peer groups in extending the experiential learning cycle for fieldwork. We have developed mobile support for independent fieldwork in a small, accessible and safe area north of Kingsand village, Cornwall, UK. The area is ideal for reinforcing skills in recording basic geological observations and in formulating a simple geological history based on these observations. Independent fieldwork can be undertaken throughout the academic year by small student groups (which can comprise mixed year groups). equipped with PDA's and integrated GPS units. Students are prepared for fieldwork through a dedicated website, linked to support materials in the University's unique Labplus facility. PDA's, running MSCAPE, provide automatic prompts to locations where key observations can be made and detail the nature of the activities that should be carried out at each location. The e-guide takes students from 1st principles of observation and measurement, through recording methodology and eventually links to packages for analysis and interpretation (again using support provided through Labplus). There is no limit to the number of times any particular student can carry out the fieldwork, provided they are organised into groups of three or more. The work is not assessed but links into several components of the field skills training that are formally assessed, including independent geological mapping.
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"Untapped Potential?" Key Competency Learning and Physical Education
ERIC Educational Resources Information Center
Gillespie, Lorna; Penney, Dawn; Pope, Clive
2013-01-01
This paper reports on a collaborative action research project that directed attention to the opportunities Physical Education presents to develop learning associated with three of the key competencies detailed in the New Zealand Curriculum; thinking; managing self; and relating to others. Three teachers in one secondary school explored the…
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Key Informants' Perspectives on Teacher Learning in Scotland
ERIC Educational Resources Information Center
Kennedy, Aileen; Christie, Donald; Fraser, Christine; Reid, Lesley; McKinney, Stephen; Welsh, Mary; Wilson, Alastair; Griffiths, Morwenna
2008-01-01
This article outlines the policy context for teachers' learning and continuing professional development in Scotland and considers this in relation to the perspectives of key informants gained through interview. The analysis draws on a triple-lens conceptual framework and points to some interesting contradictions between the policy text and the…
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Key Elements of a Successful Drive toward Marketing Strategy Making
ERIC Educational Resources Information Center
Cann, Cynthia W.; George, Marie A.
2003-01-01
A conceptual model is presented that depicts the relationship between an internal marketing function and an organization's readiness to learn. Learning and marketing orientations are identified as components to marketing strategy making. Key organizational functions, including communication and decision-making, are utilized in a framework for…
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The Role of Leadership in a Statewide Student Laptop Implementation
ERIC Educational Resources Information Center
Allen, Lee. E.; Franceschini, Louis; Lowther, Deborah L.
2009-01-01
Researchers have frequently found that leadership plays a key role in the successful and effective implementation of technology in K-12 school districts (Meltzer & Sherman, 1997; Schiller, 2002; Bliss & Bliss, 2003; Anderson & Dexter, 2005). A key component of the Michigan Freedom To Learn (FTL): One-to-One Learning initiative…
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Making Sense of Rocket Science - Building NASA's Knowledge Management Program
NASA Technical Reports Server (NTRS)
Holm, Jeanne
2002-01-01
The National Aeronautics and Space Administration (NASA) has launched a range of KM activities-from deploying intelligent "know-bots" across millions of electronic sources to ensuring tacit knowledge is transferred across generations. The strategy and implementation focuses on managing NASA's wealth of explicit knowledge, enabling remote collaboration for international teams, and enhancing capture of the key knowledge of the workforce. An in-depth view of the work being done at the Jet Propulsion Laboratory (JPL) shows the integration of academic studies and practical applications to architect, develop, and deploy KM systems in the areas of document management, electronic archives, information lifecycles, authoring environments, enterprise information portals, search engines, experts directories, collaborative tools, and in-process decision capture. These systems, together, comprise JPL's architecture to capture, organize, store, and distribute key learnings for the U.S. exploration of space.
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Applying Learning Design to Work-Based Learning
ERIC Educational Resources Information Center
Miao, Yongwu; Hoppe, Heinz Ulrich
2011-01-01
Learning design is currently slanted to reflect a course-based approach to learning. This article explores whether the concept of learning design could be applied to support the informal aspects of work-based learning (WBL). It also discusses the characteristics of WBL and presents a WBL-specific learning design that highlights the key features…
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From Learning Object to Learning Cell: A Resource Organization Model for Ubiquitous Learning
ERIC Educational Resources Information Center
Yu, Shengquan; Yang, Xianmin; Cheng, Gang
2013-01-01
The key to implementing ubiquitous learning is the construction and organization of learning resources. While current research on ubiquitous learning has primarily focused on concept models, supportive environments and small-scale empirical research, exploring ways to organize learning resources to make them available anywhere on-demand is also…
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Design and Implementation of C-iLearning: A Cloud-Based Intelligent Learning System
ERIC Educational Resources Information Center
Xiao, Jun; Wang, Minjuan; Wang, Lamei; Zhu, Xiaoxiao
2013-01-01
The gradual development of intelligent learning (iLearning) systems has prompted the changes of teaching and learning. This paper presents the architecture of an intelligent learning (iLearning) system built upon the recursive iLearning model and the key technologies associated with this model. Based on this model and the technical structure of a…
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Berger, Sarah; Mahler, Cornelia; Krug, Katja; Szecsenyi, Joachim; Schultz, Jobst-Hendrik
2016-01-01
Introduction: This project report describes the development, “piloting” and evaluation of an interprofessional seminar on team communication bringing together medical students and Interprofessional Health Care B.Sc. students at the Medical Faculty of Heidelberg University, Germany. Project Description: A five-member interprofessional team collaborated together on this project. Kolb’s experiential learning concept formed the theoretical foundation for the seminar, which explored three interprofessional competency areas: team work, communication and values/ethics. Evaluation for the purposes of quality assurance and future curricula development was conducted using two quantitative measures: descriptive analysis of a standardized course evaluation tool (EvaSys) ANOVA analysis of the German translation of the University of the West of England Interprofessional Questionnaire (UWE-IP-D). Results: The key finding from the standardized course evaluation was that the interprofessional seminars were rated more positively [M=2.11 (1 most positive and 5 most negative), SD=1, n=27] than the monoprofessional seminars [M=2.55, SD=0.98, n=90]. The key finding from the UWE-IP-D survey, comparing pre and post scores of the interprofessional (IP) (n=40) and monoprofessional (MP) groups (n=34), was that significant positive changes in mean scores for both groups towards communication, teamwork and interprofessional learning occurred. Conclusions: Lessons learnt included: a) recognising the benefit of being pragmatic when introducing interprofessional education initiatives, which enabled various logistical and attitudinal barriers to be overcome; b) quantitative evaluation of learning outcomes alone could not explain positive responses or potential influences of interprofessional aspects, which highlighted the need for a mixed methods approach, including qualitative methods, to enrich judgment formation on interprofessional educational outcomes. PMID:27280133
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Berger, Sarah; Mahler, Cornelia; Krug, Katja; Szecsenyi, Joachim; Schultz, Jobst-Hendrik
2016-01-01
This project report describes the development, "piloting" and evaluation of an interprofessional seminar on team communication bringing together medical students and Interprofessional Health Care B.Sc. students at the Medical Faculty of Heidelberg University, Germany. A five-member interprofessional team collaborated together on this project. Kolb's experiential learning concept formed the theoretical foundation for the seminar, which explored three interprofessional competency areas: team work, communication and values/ethics. Evaluation for the purposes of quality assurance and future curricula development was conducted using two quantitative measures: descriptive analysis of a standardized course evaluation tool (EvaSys) ANOVA analysis of the German translation of the University of the West of England Interprofessional Questionnaire (UWE-IP-D). The key finding from the standardized course evaluation was that the interprofessional seminars were rated more positively [M=2.11 (1 most positive and 5 most negative), SD=1, n=27] than the monoprofessional seminars [M=2.55, SD=0.98, n=90]. The key finding from the UWE-IP-D survey, comparing pre and post scores of the interprofessional (IP) (n=40) and monoprofessional (MP) groups (n=34), was that significant positive changes in mean scores for both groups towards communication, teamwork and interprofessional learning occurred. Lessons learnt included: a) recognising the benefit of being pragmatic when introducing interprofessional education initiatives, which enabled various logistical and attitudinal barriers to be overcome; b) quantitative evaluation of learning outcomes alone could not explain positive responses or potential influences of interprofessional aspects, which highlighted the need for a mixed methods approach, including qualitative methods, to enrich judgment formation on interprofessional educational outcomes.
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Vahaba, Daniel M; Macedo-Lima, Matheus; Remage-Healey, Luke
2017-01-01
Vocal learning occurs during an experience-dependent, age-limited critical period early in development. In songbirds, vocal learning begins when presinging birds acquire an auditory memory of their tutor's song (sensory phase) followed by the onset of vocal production and refinement (sensorimotor phase). Hearing is necessary throughout the vocal learning critical period. One key brain area for songbird auditory processing is the caudomedial nidopallium (NCM), a telencephalic region analogous to mammalian auditory cortex. Despite NCM's established role in auditory processing, it is unclear how the response properties of NCM neurons may shift across development. Moreover, communication processing in NCM is rapidly enhanced by local 17β-estradiol (E2) administration in adult songbirds; however, the function of dynamically fluctuating E 2 in NCM during development is unknown. We collected bilateral extracellular recordings in NCM coupled with reverse microdialysis delivery in juvenile male zebra finches ( Taeniopygia guttata ) across the vocal learning critical period. We found that auditory-evoked activity and coding accuracy were substantially higher in the NCM of sensory-aged animals compared to sensorimotor-aged animals. Further, we observed both age-dependent and lateralized effects of local E 2 administration on sensory processing. In sensory-aged subjects, E 2 decreased auditory responsiveness across both hemispheres; however, a similar trend was observed in age-matched control subjects. In sensorimotor-aged subjects, E 2 dampened auditory responsiveness in left NCM but enhanced auditory responsiveness in right NCM. Our results reveal an age-dependent physiological shift in auditory processing and lateralized E 2 sensitivity that each precisely track a key neural "switch point" from purely sensory (pre-singing) to sensorimotor (singing) in developing songbirds.
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2017-01-01
Abstract Vocal learning occurs during an experience-dependent, age-limited critical period early in development. In songbirds, vocal learning begins when presinging birds acquire an auditory memory of their tutor’s song (sensory phase) followed by the onset of vocal production and refinement (sensorimotor phase). Hearing is necessary throughout the vocal learning critical period. One key brain area for songbird auditory processing is the caudomedial nidopallium (NCM), a telencephalic region analogous to mammalian auditory cortex. Despite NCM’s established role in auditory processing, it is unclear how the response properties of NCM neurons may shift across development. Moreover, communication processing in NCM is rapidly enhanced by local 17β-estradiol (E2) administration in adult songbirds; however, the function of dynamically fluctuating E2 in NCM during development is unknown. We collected bilateral extracellular recordings in NCM coupled with reverse microdialysis delivery in juvenile male zebra finches (Taeniopygia guttata) across the vocal learning critical period. We found that auditory-evoked activity and coding accuracy were substantially higher in the NCM of sensory-aged animals compared to sensorimotor-aged animals. Further, we observed both age-dependent and lateralized effects of local E2 administration on sensory processing. In sensory-aged subjects, E2 decreased auditory responsiveness across both hemispheres; however, a similar trend was observed in age-matched control subjects. In sensorimotor-aged subjects, E2 dampened auditory responsiveness in left NCM but enhanced auditory responsiveness in right NCM. Our results reveal an age-dependent physiological shift in auditory processing and lateralized E2 sensitivity that each precisely track a key neural “switch point” from purely sensory (pre-singing) to sensorimotor (singing) in developing songbirds. PMID:29255797
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Developing Learning Environments: Challenges for Theory, Research and Practice.
ERIC Educational Resources Information Center
Iles, Paul
1994-01-01
Key challenges in development of learning organizations, promotion of learning culture, enhancement of learning processes, and development of learning communities are appropriateness of current models for interdisciplinary teams; whether valuing diversity enhances effectiveness; how global human resource development affects domestic; and what…
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Linking Action Learning and Inter-Organisational Learning: The Learning Journey Approach
ERIC Educational Resources Information Center
Schumacher, Thomas
2015-01-01
The article presents and illustrates the learning journey (LJ)--a new management development approach to inter-organisational learning based on observation, reflection and problem-solving. The LJ involves managers from different organisations and applies key concepts of action learning and systemic organisational development. Made up of…
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Learning Together: Opening up Learning in All-Through Schools
ERIC Educational Resources Information Center
Her Majesty's Inspectorate of Education, 2010
2010-01-01
The aim of this guide is to stimulate professional reflection, dialogue and debate about learning. Education professionals in Scotland are already aware of the key issues relating to learning through the series "Curriculum for Excellence: Building the Curriculum," the recent publication "Learning Together: Opening Up Learning"…
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Feedback Design Patterns for Math Online Learning Systems
ERIC Educational Resources Information Center
Inventado, Paul Salvador; Scupelli, Peter; Heffernan, Cristina; Heffernan, Neil
2017-01-01
Increasingly, computer-based learning systems are used by educators to facilitate learning. Evaluations of several math learning systems show that they result in significant student learning improvements. Feedback provision is one of the key features in math learning systems that contribute to its success. We have recently been uncovering feedback…
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The Invisible Hand of Inquiry-Based Learning
ERIC Educational Resources Information Center
Bennett, Mark
2015-01-01
The key elements of learning in a classroom remain largely invisible. Teachers cannot expect every student to learn to their fullest capacity; yet they can augment learning within a classroom through inquiry-based learning. In this article, the author describes inquiry-based learning and how to begin this process in the classroom.
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Case-based statistical learning applied to SPECT image classification
NASA Astrophysics Data System (ADS)
Górriz, Juan M.; Ramírez, Javier; Illán, I. A.; Martínez-Murcia, Francisco J.; Segovia, Fermín.; Salas-Gonzalez, Diego; Ortiz, A.
2017-03-01
Statistical learning and decision theory play a key role in many areas of science and engineering. Some examples include time series regression and prediction, optical character recognition, signal detection in communications or biomedical applications for diagnosis and prognosis. This paper deals with the topic of learning from biomedical image data in the classification problem. In a typical scenario we have a training set that is employed to fit a prediction model or learner and a testing set on which the learner is applied to in order to predict the outcome for new unseen patterns. Both processes are usually completely separated to avoid over-fitting and due to the fact that, in practice, the unseen new objects (testing set) have unknown outcomes. However, the outcome yields one of a discrete set of values, i.e. the binary diagnosis problem. Thus, assumptions on these outcome values could be established to obtain the most likely prediction model at the training stage, that could improve the overall classification accuracy on the testing set, or keep its performance at least at the level of the selected statistical classifier. In this sense, a novel case-based learning (c-learning) procedure is proposed which combines hypothesis testing from a discrete set of expected outcomes and a cross-validated classification stage.
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Reed, Deborah K.; Swanson, Elizabeth; Petscher, Yaacov; Vaughn, Sharon
2015-01-01
Teacher read-alouds (TRA) are common in middle and high school content area classes. Because the practice of reading the textbook out loud to students is often used out of concern about students’ ability to understand and learn from text when reading silently (SR), this randomized controlled trial was designed to experimentally manipulate text reading while blocking on all other instructional elements to determine the relative effects on learning content. Predominantly Spanish–English bilingual twelfth-graders (n = 123) were randomly assigned to either a TRA or SR condition and provided 1 week of high quality instruction in US history. Daily lessons included teaching key terms in the passage, previewing text headings, and conducting comprehension checks. Results of immediate, 1-week delayed, and 1-month delayed assessments of content learning revealed no significant differences between the two groups. Students were also asked to rate the method of reading they believed best helped them understand and remember information. Students in the SR condition more consistently agreed that reading silently was beneficial. Findings suggest low performing adolescents of different linguistic backgrounds can learn content as well when reading appropriately challenging text silently as when the teacher reads the text aloud to them. PMID:26346215
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NASA Astrophysics Data System (ADS)
Zeyer, Albert; Bölsterli, Katrin; Brovelli, Dorothee; Odermatt, Freia
2012-03-01
Sex is considered to be one of the most significant factors influencing attitudes towards science. However, the so-called brain type approach from cognitive science suggests that the difference in motivation to learn science does not primarily differentiate the girls from the boys, but rather the so-called systemisers from the empathizers. The present study investigates this hypothesis by using structural equation modelling on a sex-stratified sample of 500 male and female students of secondary II level. The results show, that the motivation to learn science is directly influenced by the systemizing quotient SQ, but not by sex. The impact of sex on the motivation to learn science, measured by five key concepts, only works indirectly, namely through the influence of sex on the SQ. The empathizing quotient (EQ) has no impact on the motivation to learn science. The SQ explains between 13 and 23 percent of the variation of the five key constructs. In female students, the impact of the SQ is very similar for all key concepts. In male students, it is highest for self-efficacy and lowest for assessment anxiety. The motivation to learn science is significantly larger for male students in all involved SMQ key concepts, but the difference is small. The interpretation of these findings and conclusions for science teaching and further research are discussed.
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Active learning of cortical connectivity from two-photon imaging data.
Bertrán, Martín A; Martínez, Natalia L; Wang, Ye; Dunson, David; Sapiro, Guillermo; Ringach, Dario
2018-01-01
Understanding how groups of neurons interact within a network is a fundamental question in system neuroscience. Instead of passively observing the ongoing activity of a network, we can typically perturb its activity, either by external sensory stimulation or directly via techniques such as two-photon optogenetics. A natural question is how to use such perturbations to identify the connectivity of the network efficiently. Here we introduce a method to infer sparse connectivity graphs from in-vivo, two-photon imaging of population activity in response to external stimuli. A novel aspect of the work is the introduction of a recommended distribution, incrementally learned from the data, to optimally refine the inferred network. Unlike existing system identification techniques, this "active learning" method automatically focuses its attention on key undiscovered areas of the network, instead of targeting global uncertainty indicators like parameter variance. We show how active learning leads to faster inference while, at the same time, provides confidence intervals for the network parameters. We present simulations on artificial small-world networks to validate the methods and apply the method to real data. Analysis of frequency of motifs recovered show that cortical networks are consistent with a small-world topology model.
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Zhou, Xin; Fu, Xin; Lin, Chun; Zhou, Xiaojuan; Liu, Jin; Wang, Li; Zhang, Xinwen; Zuo, Mingxue; Fan, Xiaolong; Li, Dapeng; Sun, Yingyu
2017-05-01
Deafening elicits a deterioration of learned vocalization, in both humans and songbirds. In songbirds, learned vocal plasticity has been shown to depend on the basal ganglia-cortical circuit, but the underlying cellular basis remains to be clarified. Using confocal imaging and electron microscopy, we examined the effect of deafening on dendritic spines in avian vocal motor cortex, the robust nucleus of the arcopallium (RA), and investigated the role of the basal ganglia circuit in motor cortex plasticity. We found rapid structural changes to RA dendritic spines in response to hearing loss, accompanied by learned song degradation. In particular, the morphological characters of RA spine synaptic contacts between 2 major pathways were altered differently. However, experimental disruption of the basal ganglia circuit, through lesions in song-specialized basal ganglia nucleus Area X, largely prevented both the observed changes to RA dendritic spines and the song deterioration after hearing loss. Our results provide cellular evidence to highlight a key role of the basal ganglia circuit in the motor cortical plasticity that underlies learned vocal plasticity. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.
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Rationale and methodology of a collaborative learning project in congenital cardiac care
Wolf, Michael J.; Lee, Eva K.; Nicolson, Susan C.; Pearson, Gail D.; Witte, Madolin K.; Huckaby, Jeryl; Gaies, Michael; Shekerdemian, Lara S.; Mahle, William T.
2018-01-01
Background Collaborative learning is a technique through which individuals or teams learn together by capitalizing on one another’s knowledge, skills, resources, experience, and ideas. Clinicians providing congenital cardiac care may benefit from collaborative learning given the complexity of the patient population and team approach to patient care. Rationale and development Industrial system engineers first performed broad-based time-motion and process analyses of congenital cardiac care programs at 5 Pediatric Heart Network core centers. Rotating multidisciplinary team site visits to each center were completed to facilitate deep learning and information exchange. Through monthly conference calls and an in-person meeting, we determined that duration of mechanical ventilation following infant cardiac surgery was one key variation that could impact a number of clinical outcomes. This was underscored by one participating center’s practice of early extubation in the majority of its patients. A consensus clinical practice guideline using collaborative learning was developed and implemented by multidisciplinary teams from the same 5 centers. The 1-year prospective initiative was completed in May 2015, and data analysis is under way. Conclusion Collaborative learning that uses multidisciplinary team site visits and information sharing allows for rapid structured fact-finding and dissemination of expertise among institutions. System modeling and machine learning approaches objectively identify and prioritize focused areas for guideline development. The collaborative learning framework can potentially be applied to other components of congenital cardiac care and provide a complement to randomized clinical trials as a method to rapidly inform and improve the care of children with congenital heart disease. PMID:26995379
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A framework to develop a clinical learning culture in health facilities: ideas from the literature.
Henderson, A; Briggs, J; Schoonbeek, S; Paterson, K
2011-06-01
Internationally, there is an increase in demand to educate nurses within the clinical practice environment. Clinical practice settings that encourage teaching and learning during episodes of care delivery can be powerful in educating both the existing nursing workforce and nursing students. This paper presents a framework, informed by the literature, that identifies the key factors that are needed to encourage the interactions fundamental to learning in clinical practice. Learning occurs when nurses demonstrate good practice, share their knowledge through conversations and discussions, and also provide feedback to learners, such as students and novices. These types of interactions occur when positive leadership practices encourage trust and openness between staff; when the management team provides sessions for staff to learn how to interact with learners, and also when partnerships provide support and guidance around learning in the workplace. APPLICATION OF CONCEPTS: This framework presents how the concepts of leadership, management and partnership interact to create and sustain learning environments. The feedback from proposed measurement tools can provide valuable information about the positive and negative aspects of these concepts in the clinical learning environment. Analysis of the subscales can assist in identifying appropriate recommended strategies outlined in the framework to guide nurses in improving the recognized deficits in the relationship between the concepts. Leadership, management and partnerships are pivotal for the creation and maintenance of positive learning environments. Diagnostic measurement tools can provide specific information about weaknesses across these areas. This knowledge can guide future initiatives. © 2011 The Authors. International Nursing Review © 2011 International Council of Nurses.
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Rationale and methodology of a collaborative learning project in congenital cardiac care.
Wolf, Michael J; Lee, Eva K; Nicolson, Susan C; Pearson, Gail D; Witte, Madolin K; Huckaby, Jeryl; Gaies, Michael; Shekerdemian, Lara S; Mahle, William T
2016-04-01
Collaborative learning is a technique through which individuals or teams learn together by capitalizing on one another's knowledge, skills, resources, experience, and ideas. Clinicians providing congenital cardiac care may benefit from collaborative learning given the complexity of the patient population and team approach to patient care. Industrial system engineers first performed broad-based time-motion and process analyses of congenital cardiac care programs at 5 Pediatric Heart Network core centers. Rotating multidisciplinary team site visits to each center were completed to facilitate deep learning and information exchange. Through monthly conference calls and an in-person meeting, we determined that duration of mechanical ventilation following infant cardiac surgery was one key variation that could impact a number of clinical outcomes. This was underscored by one participating center's practice of early extubation in the majority of its patients. A consensus clinical practice guideline using collaborative learning was developed and implemented by multidisciplinary teams from the same 5 centers. The 1-year prospective initiative was completed in May 2015, and data analysis is under way. Collaborative learning that uses multidisciplinary team site visits and information sharing allows for rapid structured fact-finding and dissemination of expertise among institutions. System modeling and machine learning approaches objectively identify and prioritize focused areas for guideline development. The collaborative learning framework can potentially be applied to other components of congenital cardiac care and provide a complement to randomized clinical trials as a method to rapidly inform and improve the care of children with congenital heart disease. Copyright © 2016 Elsevier Inc. All rights reserved.
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Real-World Learning Opportunities in Sustainability: From Classroom into the Real World
ERIC Educational Resources Information Center
Brundiers, Katja; Wiek, Arnim; Redman, Charles L.
2010-01-01
Purpose--Academic sustainability programs aim to develop key competencies in sustainability, including problem-solving skills and the ability to collaborate successfully with experts and stakeholders. These key competencies may be most fully developed in new teaching and learning situations. The purpose of this paper is to analyze the kind of, and…
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ERIC Educational Resources Information Center
Lee, Jae Hwa; Segev, Aviv
2012-01-01
Maps such as concept maps and knowledge maps are often used as learning materials. These maps have nodes and links, nodes as key concepts and links as relationships between key concepts. From a map, the user can recognize the important concepts and the relationships between them. To build concept or knowledge maps, domain experts are needed.…
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Key Issues in Sex Education: Reflecting on Teaching, Learning and Assessment
ERIC Educational Resources Information Center
Oerton, Sarah; Bowen, Helen
2014-01-01
Drawing upon critical reflections of staff and student experiences of teaching, learning and assessment on an undergraduate module entitled Key Issues in Sex Education, we discuss the strategies used to engage students in debates around sex and relationships education (SRE). To date, there is little research which evaluates how formal assessments…
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The Impact of Problem Sets on Student Learning
ERIC Educational Resources Information Center
Kim, Myeong Hwan; Cho, Moon-Heum; Leonard, Karen Moustafa
2012-01-01
The authors examined the role of problem sets on student learning in university microeconomics. A total of 126 students participated in the study in consecutive years. independent samples t test showed that students who were not given answer keys outperformed students who were given answer keys. Multiple regression analysis showed that, along with…
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Teaching Teamwork and Problem Solving Concurrently
ERIC Educational Resources Information Center
Goltz, Sonia M.; Hietapelto, Amy B.; Reinsch, Roger W.; Tyrell, Sharon K.
2008-01-01
Teamwork and problem-solving skills have frequently been identified by business leaders as being key competencies; thus, teaching methods such as problem-based learning and team-based learning have been developed. However, the focus of these methods has been on teaching one skill or the other. A key argument for teaching the skills concurrently is…
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Test of e-Learning Related Attitudes (TeLRA) Scale: Development, Reliability and Validity Study
ERIC Educational Resources Information Center
Kisanga, D. H.; Ireson, G.
2016-01-01
The Tanzanian education system is in transition from face-to-face classroom learning to e-learning. E-learning is a new learning approach in Tanzanian Higher Learning Institutions [HLIs] and with teachers being the key stakeholders of all formal education, investigating their attitude towards e-learning is essential. So far, however, there has…
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Integrating Learning, Problem Solving, and Engagement in Narrative-Centered Learning Environments
ERIC Educational Resources Information Center
Rowe, Jonathan P.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.
2011-01-01
A key promise of narrative-centered learning environments is the ability to make learning engaging. However, there is concern that learning and engagement may be at odds in these game-based learning environments. This view suggests that, on the one hand, students interacting with a game-based learning environment may be engaged but unlikely to…
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NASA Astrophysics Data System (ADS)
Judd, Jeffrey S.
Changes to the global workforce and technological advancements require graduating high school students to be more autonomous, self-directed, and critical in their thinking. To reflect societal changes, current educational reform has focused on developing more problem-based, collaborative, and student-centered classrooms to promote effective self-regulatory learning strategies, with the goal of helping students adapt to future learning situations and become life-long learners. This study identifies key features that may characterize these "powerful learning environments", which I term "high self-regulating learning environments" for ease of discussion, and examine the environment's role on students' motivation and self-regulatory processes. Using direct observation, surveys, and formal and informal interviews, I identified perceptions, motivations, and self-regulatory strategies of 67 students in my high school chemistry classes as they completed academic tasks in both high and low self-regulating learning environments. With social cognitive theory as a theoretical framework, I then examined how students' beliefs and processes changed after they moved from low to a high self-regulating learning environment. Analyses revealed that key features such as task meaning, utility, complexity, and control appeared to play a role in promoting positive changes in students' motivation and self-regulation. As embedded cases, I also included four students identified as high self-regulating, and four students identified as low self-regulating to examine whether the key features of high and low self-regulating learning environments played a similar role in both groups. Analysis of findings indicates that key features did play a significant role in promoting positive changes in both groups, with high self-regulating students' motivation and self-regulatory strategies generally remaining higher than the low self-regulating students; this was the case in both environments. Findings suggest that classroom learning environments and instruction can be modified using variations of these key features to promote specific or various levels of motivation and self-regulatory skill. In this way, educators may tailor their lessons or design their classrooms to better match and develop students' current level of motivation and self-regulation in order to maximize engagement in an academic task.
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Reverse engineering and identification in systems biology: strategies, perspectives and challenges.
Villaverde, Alejandro F; Banga, Julio R
2014-02-06
The interplay of mathematical modelling with experiments is one of the central elements in systems biology. The aim of reverse engineering is to infer, analyse and understand, through this interplay, the functional and regulatory mechanisms of biological systems. Reverse engineering is not exclusive of systems biology and has been studied in different areas, such as inverse problem theory, machine learning, nonlinear physics, (bio)chemical kinetics, control theory and optimization, among others. However, it seems that many of these areas have been relatively closed to outsiders. In this contribution, we aim to compare and highlight the different perspectives and contributions from these fields, with emphasis on two key questions: (i) why are reverse engineering problems so hard to solve, and (ii) what methods are available for the particular problems arising from systems biology?
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Determinants of field edge habitat restoration on farms in California's Sacramento Valley.
Garbach, Kelly; Long, Rachael Freeman
2017-03-15
Degradation and loss of biodiversity and ecosystem services pose major challenges in simplified agricultural landscapes. Consequently, best management practices to create or restore habitat areas on field edges and other marginal areas have received a great deal of recent attention and policy support. Despite this, remarkably little is known about how landholders (farmers and landowners) learn about field edge management practices and which factors facilitate, or hinder, adoption of field edge plantings. We surveyed 109 landholders in California's Sacramento Valley to determine drivers of adoption of field edge plantings. The results show the important influence of landholders' communication networks, which included two key roles: agencies that provide technical support and fellow landholders. The networks of landholders that adopted field edge plantings included both fellow landholders and agencies, whereas networks of non-adopters included either landholders or agencies. This pattern documents that social learning through peer-to-peer information exchange can serve as a complementary and reinforcing pathway with technical learning that is stimulated by traditional outreach and extension programs. Landholder experience with benefits and concerns associated with field edge plantings were also significant predictors of adoption. Our results suggest that technical learning, stimulated by outreach and extension, may provide critical and necessary support for broad-scale adoption of field-edge plantings, but that this alone may not be sufficient. Instead, outreach and extension efforts may need to be strategically expanded to incorporate peer-to-peer communication, which can provide critical information on benefits and concerns. Copyright © 2016 Elsevier Ltd. All rights reserved.
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DOT National Transportation Integrated Search
2014-05-01
Immersive Virtual Learning Environments (IVLEs) are extensively used in training, but few rigorous scientific investigations regarding the : transfer of learning have been conducted. Measurement of learning transfer through evaluative methods is key ...
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Do Young Learners Exploit the Same Learning Strategies as Adults?
ERIC Educational Resources Information Center
Hrozková, Ivana
2015-01-01
Learning strategies are considered to be one of the key factors affecting the learning process, its effectiveness and study results. They are important for lifelong learning of foreign languages and as a learning skill they represent a priority in the process of European globalization and integration. Moreover, learning strategies as a foreign…
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A Confucian Perspective of Self-Cultivation in Learning: Its Implications for Self-Directed Learning
ERIC Educational Resources Information Center
Tan, Charlene
2017-01-01
This article explores a Confucian perspective of self-cultivation in learning and its implications for self-directed learning. Focussing on two key Confucian texts, "Xueji" (Record of Learning) and "Xunzi," this essay expounds the purpose, content, process and essence of self-cultivation in learning. From a Confucian viewpoint,…
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Transformative Learning as an "Inter-Practice" Phenomenon
ERIC Educational Resources Information Center
Hodge, Steven
2014-01-01
Transformative learning theory and practice-based theory both offer compelling but distinct accounts of adult learning. The vicissitudes of individual meaning-making is the focus of transformative learning theory whereas practice-based accounts view participation in social practices as the key to understanding learning. Despite their differing…
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ERIC Educational Resources Information Center
Watts, Tony
The University for Industry (UFI) and local information, advice, and guidance (IAG) partnerships are two key aspects of the British Government's lifelong learning strategy. UFI's key role is to expand the demand for and supply of learning and to exploit the learning potential of information and communication technologies. The main UFI activities…
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Avoidance learning: a review of theoretical models and recent developments
Krypotos, Angelos-Miltiadis; Effting, Marieke; Kindt, Merel; Beckers, Tom
2015-01-01
Avoidance is a key characteristic of adaptive and maladaptive fear. Here, we review past and contemporary theories of avoidance learning. Based on the theories, experimental findings and clinical observations reviewed, we distill key principles of how adaptive and maladaptive avoidance behavior is acquired and maintained. We highlight clinical implications of avoidance learning theories and describe intervention strategies that could reduce maladaptive avoidance and prevent its return. We end with a brief overview of recent developments and avenues for further research. PMID:26257618
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Using findings in multimedia learning to inform technology-based behavioral health interventions.
Aronson, Ian David; Marsch, Lisa A; Acosta, Michelle C
2013-09-01
Clinicians and researchers are increasingly using technology-based behavioral health interventions to improve intervention effectiveness and to reach underserved populations. However, these interventions are rarely informed by evidence-based findings of how technology can be optimized to promote acquisition of key skills and information. At the same time, experts in multimedia learning generally do not apply their findings to health education or conduct research in clinical contexts. This paper presents an overview of some key aspects of multimedia learning research that may allow those developing health interventions to apply informational technology with the same rigor as behavioral science content. We synthesized empirical multimedia learning literature from 1992 to 2011. We identified key findings and suggested a framework for integrating technology with educational and behavioral science theory. A scientific, evidence-driven approach to developing technology-based interventions can yield greater effectiveness, improved fidelity, increased outcomes, and better client service.
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Space Shuttle Orbiter Structures and Mechanisms
NASA Technical Reports Server (NTRS)
Gilmore, Adam L.; Estes, Lynda R.; Eilers, James A.; Logan, Jeffrey S.; Evernden, Brent A.; Decker, William S.; Hagen, Jeffrey D.; Davis, Robert E.; Broughton, James K.; Campbell, Carlisle C.;
2011-01-01
The Space Shuttle Orbiter has performed exceptionally well over its 30 years of flight experience. Among the many factors behind this success were robust, yet carefully monitored, structural and mechanical systems. From highlighting key aspects of the design to illustrating lessons learned from the operation of this complex system, this paper will attempt to educate the reader on why some subsystems operated flawlessly and why specific vulnerabilities were exposed in others. Specific areas to be covered will be the following: high level configuration overview, primary and secondary structure, mechanical systems ranging from landing gear to the docking system, and windows.
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Science Lives: School choices and `natural tendencies'
NASA Astrophysics Data System (ADS)
Salehjee, Saima; Watts, Mike
2015-03-01
An analysis of 12 semi-structured interviews with university-based scientists and non-scientists illustrates their life journeys towards, or away from, science and the strengths and impact of life occurrences leading them to choose science or non-science professions. We have adopted narrative approaches and used Mezirow's transformative learning theory framework. The areas of discussion from the result have stressed on three main categories that include 'smooth transition', 'incremental wavering transition' and 'transformative transition'. The article concludes by discussing the key influences that shaped initial attitudes and direction in these people through natural inclination, environmental inspirations and perceptions of science.
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DOT National Transportation Integrated Search
2014-05-01
mmersive Virtual Learning Environments (IVLEs) are extensively used in training, but few rigorous scienti c investigations regarding : the transfer of learning have been conducted. Measurement of learning transfer through evaluative methods is key...
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The Learning Organization: Theory into Practice.
ERIC Educational Resources Information Center
Otala, Matti
1995-01-01
Key elements of learning organizations are as follows: understanding strengths, weaknesses, threats, and opportunities; open-book management; streamlined processes; team spirit; lifelong learning and skill recycling; and removing anxiety. A learning organization consists of empowered, motivated people committed to improving continuously. (SK)
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ERIC Educational Resources Information Center
Kamarainen, Pekka, Ed.; Attwell, Graham, Ed.; Brown, Alan, Ed.
This book contains 15 papers examining European approaches to the theme of key qualifications. The following papers are included: "Key Qualifications Revisited: An Introduction" (Pekka Kamarainen); "Exploring Key Qualifications: Context, Theory, and Practice in Europe" (Pekka Kamarainen); "Rethinking Key Qualifications:…
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Sholl, Sarah; Ajjawi, Rola; Allbutt, Helen; Butler, Jane; Jindal-Snape, Divya; Morrison, Jill; Rees, Charlotte
2016-01-01
Introduction A national survey was recently conducted to explore medical education research priorities in Scotland. The identified themes and underlying priority areas can be linked to current medical education drivers in the UK. The top priority area rated by stakeholders was: ‘Understanding how to balance service and training conflicts’. Despite its perceived importance, a preliminary scoping exercise revealed the least activity with respect to published literature reviews. This protocol has therefore been developed so as to understand how patient care, other service demands and student/trainee learning can be simultaneously facilitated within the healthcare workplace. The review will identify key interventions designed to balance patient care and student/trainee learning, to understand how and why such interventions produce their effects. Our research questions seek to address how identified interventions enable balanced patient care-trainee learning within the healthcare workplace, for whom, why and under what circumstances. Methods and analysis Pawson's five stages for undertaking a realist review underpin this protocol. These stages may progress in a non-linear fashion due to the iterative nature of the review process. We will: (1) clarify the scope of the review, identifying relevant interventions and existing programme theories, understanding how interventions act to produce their intended outcomes; (2) search journal articles and grey literature for empirical evidence from 1998 (introduction of the European Working Time Directive) on the UK multidisciplinary team working concerning these interventions, theories and outcomes, using databases such as ERIC, Scopus and CINAHL; (3) assess study quality; (4) extract data; and (5) synthesise data, drawing conclusions. Ethics and dissemination A formal ethical review is not required. These findings should provide an important understanding of how workplace-based interventions influence the balance of trainee learning and service provision. They should benefit various stakeholders involved in workplace-based learning interventions, and inform the medical education research agenda in the UK. PMID:27118289
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Workplace Learning: Emerging Trends and New Perspectives
ERIC Educational Resources Information Center
Fenwick, Tara
2008-01-01
This chapter focuses on "learning processes" in the workplace from concepts emerging in the field of adult education, without straying into pedagogies and programs that can enhance learning. It discusses four topics on learning processes that seem to be particularly important for addressing key purposes and issues of workplace learning from an…
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Student Learning Theory Goes (Back) to (High) School
ERIC Educational Resources Information Center
Ginns, Paul; Martin, Andrew J.; Papworth, Brad
2014-01-01
Biggs' 3P (Presage-Process-Product) model, a key framework in Student Learning Theory, provides a powerful means of understanding relations between students' perceptions of the teaching and learning environment, learning strategies, and learning outcomes. While influential in higher education, fewer tests of the model in secondary education…
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Out of the Ghetto: Psychological Bases of Dialogic Learning
ERIC Educational Resources Information Center
García Carrión, Rocío
2012-01-01
The conception of learning in the information society has been affected by the dialogic turn of educational psychology. The effective teaching-learning processes respond more and more to the communicative conception of learning in which dialogue and interaction are key elements. In this framework, the dialogic learning emerges as an…
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Cases on Technological Adaptability and Transnational Learning: Issues and Challenges
ERIC Educational Resources Information Center
Mukerji, Siran, Ed.; Tripathi, Purnendu, Ed.
2010-01-01
Technology holds the key for bridging the gap between access to quality education and the need for enhanced learning experiences. This book contains case studies on divergent themes of personalized learning environments, inclusive learning for social change, innovative learning and assessment techniques, technology and international partnership…
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NASA Astrophysics Data System (ADS)
Boudrias, M. A.; Cantzler, J.; Croom, S.; Huston, C.; Woods, M.
2015-12-01
Courses on sustainability can be taught from multiple perspectives with some focused on specific areas (environmental, socio-cultural, economic, ethics) and others taking a more integrated approach across areas of sustainability and academic disciplines. In conjunction with the Climate Change Education Program efforts to enhance climate change literacy with innovative approaches, resources and communication strategies developed by Climate Education Partners were used in two distinct ways to integrate climate change science and impacts into undergraduate and graduate level courses. At the graduate level, the first lecture in the MBA program in Sustainable Supply Chain Management is entirely dedicated to climate change science, local and global impacts and discussions about key messages to communicate to the business community. Basic science concepts are integrated with discussions about mitigation and adaptation focused on business leaders. The concepts learned are then applied to the semester-long business plan project for the students. At the undergraduate level, a new model of comprehensive integration across disciplines was implemented in Spring 2015 across three courses on Sustainability each with a specific lens: Natural Science, Sociology and Philosophy. All three courses used climate change as the 'big picture' framing concept and had similar learning objectives creating a framework where lens-specific topics, focusing on depth in a discipline, were balanced with integrated exercises across disciplines providing breadth and possibilities for integration. The comprehensive integration project was the creation of the climate action plan for the university with each team focused on key areas of action (water, energy, transportation, etc.) and each team built with at least one member from each class ensuring a natural science, sociological and philosophical perspective. The final project was presented orally to all three classes and an integrated paper included all three perspectives. The best projects are being compiled so they can be shared with the University of San Diego's planning committee.
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LEARNING ABOUT LEARNING, A CONFERENCE REPORT.
ERIC Educational Resources Information Center
BRUNER, JEROME
TO EXPLORE THE NATURE OF THE LEARNING PROCESS, THREE IMPORTANT PROBLEM AREAS WERE STUDIED. STUDIES IN THE FIRST AREA, ATTITUDINAL AND AFFECTIVE SKILLS, ARE CONCERNED WITH INDUCING A CHILD TO LEARN AND SUSTAINING HIS ATTENTION. STUDIES IN THE SECOND AREA, COGNITIVE SKILLS, SOUGHT TO DISCOVER WHETHER GENERAL IDEAS AND SKILLS CAN BE LEARNED IN SUCH A…
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NASA Technical Reports Server (NTRS)
Perry, Jay L.; Sargusingh, Miriam J.; Toomarian, Nikzad
2016-01-01
The National Aeronautics and Space Administration's (NASA) technology development roadmaps provide guidance to focus technological development in areas that enable crewed exploration missions beyond low-Earth orbit. Specifically, the technology area roadmap on human health, life support and habitation systems describes the need for life support system (LSS) technologies that can improve reliability and in-flight maintainability within a minimally-sized package while enabling a high degree of mission autonomy. To address the needs outlined by the guiding technology area roadmap, NASA's Advanced Exploration Systems (AES) Program has commissioned the Life Support Systems (LSS) Project to lead technology development in the areas of water recovery and management, atmosphere revitalization, and environmental monitoring. A notional exploration LSS architecture derived from the International Space has been developed and serves as the developmental basis for these efforts. Functional requirements and key performance parameters that guide the exploration LSS technology development efforts are presented and discussed. Areas where LSS flight operations aboard the ISS afford lessons learned that are relevant to exploration missions are highlighted.
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Does Learning a Complex Task Have To Be Complex?: A Study in Learning Decomposition.
ERIC Educational Resources Information Center
Lee, Frank J.; Anderson, John R.
2001-01-01
Decomposed the learning in the Kanfer-Ackerman Air-Traffic Controller Task (P. Ackerman, 1988) down to learning at the keyboard level. Reanalyzed the Ackerman data to show that learning in this complex task reflects learning at the keystroke level. Conducted an eye-tracking experiment with 10 adults that showed that learning at the key stroke…
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ERIC Educational Resources Information Center
Rué, Joan; Font, Antoni; Cebrián, Gisela
2013-01-01
There is wide agreement that problem-based learning is a key strategy to promote individual abilities for "learning how to learn". This paper presents the main contributions that reflective journals and the problem-based learning approach can make to foster professional knowledge and quality learning in higher education. Thirty-six…
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Elements of Scenario-Based Learning on Suicidal Patient Care Using Real-Time Video.
Lu, Chuehfen; Lee, Hueying; Hsu, Shuhui; Shu, Inmei
2016-01-01
This study aims understanding of students' learning experiences when receiving scenario-based learning combined with real-time video. Videos that recorded student nurses intervention with a suicidal standardized patient (SP) were replayed immediately as teaching materials. Videos clips and field notes from ten classes were analysed. Investigators and method triangulation were used to boost the robustness of the study. Three key elements, emotional involvement, concretizing of the teaching material and substitute learning were identified. Emotions were evoked among the SP, the student performer and the students who were observing, thus facilitating a learning effect. Concretizing of the teaching material refers to students were able to focus on the discussions using visual and verbal information. Substitute learning occurred when the students watching the videos, both the strengths and weaknesses represented were similar to those that would be likely to occur. These key elements explicate their learning experience and suggested a strategic teaching method.
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Balbale, Salva N.; Locatelli, Sara M.; LaVela, Sherri L.
2016-01-01
In this methodological article, we examine participatory methods in-depth to demonstrate how these methods can be adopted for quality improvement (QI) projects in health care. We draw on existing literature and our QI initiatives in the Department of Veterans Affairs to discuss the application of photovoice and guided tours in QI efforts. We highlight lessons learned and several benefits of using participatory methods in this area. Using participatory methods, evaluators can engage patients, providers and other stakeholders as partners to enhance care. Participant involvement helps yield actionable data that can be translated into improved care practices. Use of these methods also helps generate key insights to inform improvements that truly resonate with stakeholders. Using participatory methods is a valuable strategy to harness participant engagement and drive improvements that address individual needs. In applying these innovative methodologies, evaluators can transcend traditional approaches to uniquely support evaluations and improvements in health care. PMID:26667882
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EDM forum supplement overview.
Calonge, Ned
2012-07-01
The Agency for Health Research and Quality funded the Electronic Data Methods Forum (EDM Forum) to share the experiences and learnings from 11 research teams funded through three different grant programs, each of which involve the use of electronic clinical data in Comparative Effectiveness Research and Patient-Centered Outcomes Research. This overview is meant to describe the context in which the EDM forum was created and to introduce the set of papers in this supplement to Medical Care that describe the challenges and approaches to the use of electronic clinical data in the three key areas of analytic methods, clinical informatics and data governance. The participants in the EDM Forum are providing innovative approaches to generate information that can support the building of a "learning health care system." The compilation of papers presented in this supplement should serve as a resource to others working to develop the infrastructure for collecting, validating and using electronic data for research.
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Goldberg, Jesse H.
2011-01-01
Young songbirds produce vocal “babbling,” and the variability of their songs is thought to underlie a process of trial-and-error vocal learning. It is known that this exploratory variability requires the “cortical” component of a basal ganglia (BG) thalamocortical loop, but less understood is the role of the BG and thalamic components in this behavior. We found that large bilateral lesions to the songbird BG homolog Area X had little or no effect on song variability during vocal babbling. In contrast, lesions to the BG-recipient thalamic nucleus DLM (medial portion of the dorsolateral thalamus) largely abolished normal vocal babbling in young birds and caused a dramatic increase in song stereotypy. These findings support the idea that the motor thalamus plays a key role in the expression of exploratory juvenile behaviors during learning. PMID:21430276
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The Corticohippocampal Circuit, Synaptic Plasticity, and Memory
Basu, Jayeeta; Siegelbaum, Steven A.
2015-01-01
Synaptic plasticity serves as a cellular substrate for information storage in the central nervous system. The entorhinal cortex (EC) and hippocampus are interconnected brain areas supporting basic cognitive functions important for the formation and retrieval of declarative memories. Here, we discuss how information flow in the EC–hippocampal loop is organized through circuit design. We highlight recently identified corticohippocampal and intrahippocampal connections and how these long-range and local microcircuits contribute to learning. This review also describes various forms of activity-dependent mechanisms that change the strength of corticohippocampal synaptic transmission. A key point to emerge from these studies is that patterned activity and interaction of coincident inputs gives rise to associational plasticity and long-term regulation of information flow. Finally, we offer insights about how learning-related synaptic plasticity within the corticohippocampal circuit during sensory experiences may enable adaptive behaviors for encoding spatial, episodic, social, and contextual memories. PMID:26525152
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How should the completeness and quality of curated nanomaterial data be evaluated?
NASA Astrophysics Data System (ADS)
Marchese Robinson, Richard L.; Lynch, Iseult; Peijnenburg, Willie; Rumble, John; Klaessig, Fred; Marquardt, Clarissa; Rauscher, Hubert; Puzyn, Tomasz; Purian, Ronit; Åberg, Christoffer; Karcher, Sandra; Vriens, Hanne; Hoet, Peter; Hoover, Mark D.; Hendren, Christine Ogilvie; Harper, Stacey L.
2016-05-01
Nanotechnology is of increasing significance. Curation of nanomaterial data into electronic databases offers opportunities to better understand and predict nanomaterials' behaviour. This supports innovation in, and regulation of, nanotechnology. It is commonly understood that curated data need to be sufficiently complete and of sufficient quality to serve their intended purpose. However, assessing data completeness and quality is non-trivial in general and is arguably especially difficult in the nanoscience area, given its highly multidisciplinary nature. The current article, part of the Nanomaterial Data Curation Initiative series, addresses how to assess the completeness and quality of (curated) nanomaterial data. In order to address this key challenge, a variety of related issues are discussed: the meaning and importance of data completeness and quality, existing approaches to their assessment and the key challenges associated with evaluating the completeness and quality of curated nanomaterial data. Considerations which are specific to the nanoscience area and lessons which can be learned from other relevant scientific disciplines are considered. Hence, the scope of this discussion ranges from physicochemical characterisation requirements for nanomaterials and interference of nanomaterials with nanotoxicology assays to broader issues such as minimum information checklists, toxicology data quality schemes and computational approaches that facilitate evaluation of the completeness and quality of (curated) data. This discussion is informed by a literature review and a survey of key nanomaterial data curation stakeholders. Finally, drawing upon this discussion, recommendations are presented concerning the central question: how should the completeness and quality of curated nanomaterial data be evaluated?Nanotechnology is of increasing significance. Curation of nanomaterial data into electronic databases offers opportunities to better understand and predict nanomaterials' behaviour. This supports innovation in, and regulation of, nanotechnology. It is commonly understood that curated data need to be sufficiently complete and of sufficient quality to serve their intended purpose. However, assessing data completeness and quality is non-trivial in general and is arguably especially difficult in the nanoscience area, given its highly multidisciplinary nature. The current article, part of the Nanomaterial Data Curation Initiative series, addresses how to assess the completeness and quality of (curated) nanomaterial data. In order to address this key challenge, a variety of related issues are discussed: the meaning and importance of data completeness and quality, existing approaches to their assessment and the key challenges associated with evaluating the completeness and quality of curated nanomaterial data. Considerations which are specific to the nanoscience area and lessons which can be learned from other relevant scientific disciplines are considered. Hence, the scope of this discussion ranges from physicochemical characterisation requirements for nanomaterials and interference of nanomaterials with nanotoxicology assays to broader issues such as minimum information checklists, toxicology data quality schemes and computational approaches that facilitate evaluation of the completeness and quality of (curated) data. This discussion is informed by a literature review and a survey of key nanomaterial data curation stakeholders. Finally, drawing upon this discussion, recommendations are presented concerning the central question: how should the completeness and quality of curated nanomaterial data be evaluated? Electronic supplementary information (ESI) available: (1) Detailed information regarding issues raised in the main text; (2) original survey responses. See DOI: 10.1039/c5nr08944a
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E-Learning in Croatian Higher Education: An Analysis of Students' Perceptions
NASA Astrophysics Data System (ADS)
Dukić, Darko; Andrijanić, Goran
2010-06-01
Over the last years, e-learning has taken an important role in Croatian higher education as a result of strategies defined and measures undertaken. Nonetheless, in comparison to the developed countries, the achievements in e-learning implementation are still unsatisfactory. Therefore, the efforts to advance e-learning within Croatian higher education need to be intensified. It is further necessary to undertake ongoing activities in order to solve possible problems in e-learning system functioning, which requires the development of adequate evaluation instruments and methods. One of the key steps in this process would be examining and analyzing users' attitudes. This paper presents a study of Croatian students' perceptions with regard to certain aspects of e-learning usage. Given the character of this research, adequate statistical methods were required for the data processing. The results of the analysis indicate that, for the most part, Croatian students have positive perceptions of e-learning, particularly as support to time-honored forms of teaching. However, they are not prepared to completely give up the traditional classroom. Using factor analysis, we identified four underlying factors of a collection of variables related to students' perceptions of e-learning. Furthermore, a certain number of statistically significant differences in student attitudes have been confirmed, in terms of gender and year of study. In our study we used discriminant analysis to determine discriminant functions that distinguished defined groups of students. With this research we managed to a certain degree to alleviate the current data insufficiency in the area of e-learning evaluation among Croatian students. Since this type of learning is gaining in importance within higher education, such analyses have to be conducted continuously.
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ERIC Educational Resources Information Center
Association of American Colleges and Universities, 2016
2016-01-01
This 2016 report summarizes key findings from a national survey among chief academic officers at Association of American Colleges & Universities (AAC&U) member institutions and explores trends in learning outcomes and approaches to assessing them. It documents that many in higher education are moving away from standardized tests and…
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Local markets for global health technologies: lessons learned from advancing 6 new products.
Matthias, Dipika Mathur; Taylor, Catharine H; Sen, Debjeet; Metzler, Mutsumi
2014-05-01
Key components to support local institutional and consumer markets are: supply chain, finance, clinical use, and consumer use. Key lessons learned: (1) Build supply and demand simultaneously. (2) Support a lead organization to drive the introduction process. (3) Plan for scale up from the start. (4) Profitability for the private sector is an absolute.
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Understanding and Enhancing Pupils' Learning Progress in Schools in Deprived Communities
ERIC Educational Resources Information Center
Dann, Ruth
2016-01-01
This paper draws on data from the "Raising Pupil Attainment in Key Stage 1 in Stoke-on-Trent" research project. The particular focus is on how teachers, head teachers and teaching assistants (n?=?59) articulate pupils' learning success in five highly achieving schools in deprived communities. Six key themes are highlighted which are…
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Strengthening Ecological Mindfulness through Hybrid Learning in Vital Coalitions
ERIC Educational Resources Information Center
Sol, Jifke; Wals, Arjen E. J.
2015-01-01
In this contribution a key policy "tool" used in the Dutch Environmental Education and Learning for Sustainability Policy framework is introduced as a means to develop a sense of place and associated ecological mindfulness. The key elements of this tool, called the vital coalition, are described while an example of its use in practice,…
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The Development of Thai Learners' Key Competencies by Project-Based Learning Using ICT
ERIC Educational Resources Information Center
Soparat, Sasithorn; Arnold, Savitree Rochanasmita; Klaysom, Saowadee
2015-01-01
This research aimed to study the use of Project-based Learning using ICT (PBL using ICT) to develop learners' five key competencies based on Thai Basic Education Curriculum 2008, which consists of 1) communication capability 2) thinking capability 3) problem solving capability 4) capability in applying life skills and 5) capability in…
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ERIC Educational Resources Information Center
Schaeper, Hildegard
2009-01-01
The Bologna Process places special emphasis on the outcomes of higher education in terms of employability and key competencies. Taking Germany as an example, this article examines whether the introduction of a two-tier degree structure actually has led to an enhanced acquisition of key competencies. Based on constructivist learning theories, in…
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Language Learning at Key Stage 2: Findings from a Longitudinal Study
ERIC Educational Resources Information Center
Cable, Carrie; Driscoll, Patricia; Mitchell, Rosamond; Sing, Sue; Cremin, Teresa; Earl, Justine; Eyres, Ian; Holmes, Bernardette; Martin, Cynthia; Heins, Barbara
2012-01-01
This paper discusses some of the findings from a 3-year longitudinal study of language learning in the upper stage of English primary schools, i.e. at Key Stage 2. This largely qualitative study (commissioned by the then Department for Children, Schools and Families) was designed to explore and document developing provision and practice in a…
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Nyström, M E; Höög, E; Garvare, R; Andersson Bäck, M; Terris, D D; Hansson, J
2018-05-24
Eldercare and care of people with functional impairments is organized by the municipalities in Sweden. Improving care in these areas is complex, with multiple stakeholders and organizations. Appropriate strategies to develop capability for continuing organizational improvement and learning (COIL) are needed. The purpose of our study was to develop and pilot-test a flexible, multilevel approach for COIL capability building and to identify what it takes to achieve changes in key actors' approaches to COIL. The approach, named "Sustainable Improvement and Development through Strategic and Systematic Approaches" (SIDSSA), was applied through an action-research and action-learning intervention. The SIDSSA approach was tested in a regional research and development (R&D) unit, and in two municipalities handling care of the elderly and people with functional impairments. Our approach included a multilevel strategy, development loops of five flexible phases, and an action-learning loop. The approach was designed to support systems understanding, strategic focus, methodological practices, and change process knowledge - all of which required double-loop learning. Multiple qualitative methods, i.e., repeated interviews, process diaries, and documents, provided data for conventional content analyses. The new approach was successfully tested on all cases and adopted and sustained by the R&D unit. Participants reported new insights and skills. The development loop facilitated a sense of coherence and control during uncertainty, improved planning and problem analysis, enhanced mapping of context and conditions, and supported problem-solving at both the individual and unit levels. The systems-level view and structured approach helped participants to explain, motivate, and implement change initiatives, especially after working more systematically with mapping, analyses, and goal setting. An easily understood and generalizable model internalized by key organizational actors is an important step before more complex development models can be implemented. SIDSSA facilitated individual and group learning through action-learning and supported systems-level views and structured approaches across multiple organizational levels. Active involvement of diverse organizational functions and levels in the learning process was facilitated. However, the time frame was too short to fully test all aspects of the approach, specifically in reaching beyond the involved managers to front-line staff and patients.
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What Is It that Entrepreneurs Learn from Experience?
ERIC Educational Resources Information Center
Martin, Frank; Smith, Ronnie
2010-01-01
The issue of whether or not entrepreneurs really learn from experience has been one of the key themes of entrepreneurship research. If they do learn from experience, what do they learn? The importance of knowledge and learning to the performance of a business has been highlighted by many authors, who emphasize the role of life cycle, learning from…
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ERIC Educational Resources Information Center
Young, J. E.; Williamson, M. I.; Egan, T. G.
2016-01-01
Learning environments are a significant determinant of student behaviour, achievement and satisfaction. In this article we use students' reflective essays to identify key features of the learning environment that contributed to positive and transformative learning experiences. We explore the relationships between these features, the students'…
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Constructivist Learning Environments and Defining the Online Learning Community
ERIC Educational Resources Information Center
Brown, Loren
2014-01-01
The online learning community is frequently referred to, but ill defined. The constructivist philosophy and approach to teaching and learning is both an effective means of constructing an online learning community and it is a tool by which to define key elements of the learning community. In order to build a nurturing, self-sustaining online…
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ERIC Educational Resources Information Center
Chatterjee, Arunangsu; Law, Effie Lai-Chong; Mikroyannidis, Alexander; Owen, Glyn; Velasco, Karen
2013-01-01
Personal Learning Environments (PLEs) have emerged as a solution to the need of learners for open and easily customisable learning environments. PLEs essentially hand complete control over the learning process to the learner. However, this learning model is not fully compatible with learning in the workplace, which is influenced by certain…
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Modeling Students' Readiness to Adopt Mobile Learning in Higher Education: An Empirical Study
ERIC Educational Resources Information Center
Al-Adwan, Ahmad Samed; Al-Madadha, Amr; Zvirzdinaite, Zahra
2018-01-01
Mobile devices are increasingly coming to penetrate people's daily lives. Mobile learning (m-learning) is viewed as key to the coming era of electronic learning (e-learning). In the meantime, the use of mobile devices for learning has made a significant contribution to delivering education among higher education students worldwide. However, while…
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Harmonizing Self-Directed and Teacher-Directed Approaches to Learning.
ERIC Educational Resources Information Center
Bell, Deanne F.; Bell, Durward L.
1983-01-01
A combination of self-directed learning and teacher-directed learning provides a rich and flexible learning experience and accommodates various teaching styles. The key to a successful mixture is the appropriate use of criterion-referencing and normative-referencing for learner evaluation. (JOW)
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Building community capacity using web-supported work-based learning.
Pearson, Pauline; Young-Murphy, Lesley; Yaseen, Jonathan; Shiel, Gillian
2013-02-01
Health visitors are a central component of policy to create strong, stable families and communities. The programme which is described here is intended to facilitate existing health visitors to gain confidence and extend or renew their skills in building community capacity (BCC). Networking and relationships are essential to effective community development. These are key skills for the health visitor, which along with professional principles support community capacity building. Learning in this programme is self-directed, supported by web-based resources over a 24 week period. Learning mainly takes place in practice. It involves carrying out a work based project through to completion. Participants register online, and follow a series of six phases. Evaluation of the pilot took place during 2011. Three main areas for improvement were identified: reflective software; signposting access to resources; and dealing with workload pressures. Community engagement for health improvement remains an important element of the vision for health visiting. The programme described is a core resource through which health visitors can build the skills and confidence of community groups and staff in other agencies to make a difference to health and wellbeing.
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Espacial.com : a cooperative learning model in internet
NASA Astrophysics Data System (ADS)
Perez-Poch, A.; Solans, R.
Espacial.com is the leading and oldest internet site in Spanish language which reports 24 hours a day on space exploration. Moreover it is the only specialized site that has broadcasted live the main space events in the past years with expert comments in Spanish . From its first day, education is the main purpose of the site always with an international and multidisciplinary approach. Fernando Caldeiro, Class 16 NASA Astronaut, is the leading person in the project with his non-stop presence in the forums making valuable comments and answering questions from its young audience. We analyse the ongoing dynamics in the forum, and how a virtual community of space enthusiasts is created. We show that, because of the presence of some key factors (leadership, commitment to excel, motivation, communicative skills, ldots), it is possible to establish a high degree of compromise for learning although in an non-formal way. Cooperative learning is a well-known pedagogical technique which has proven its efficacy in different formal and non-formal areas. Using internet capabilities this technique proves to be an excellent approach to educational outreach on space-related subjects.
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Dopamine Promotes Motor Cortex Plasticity and Motor Skill Learning via PLC Activation
Rioult-Pedotti, Mengia-Seraina; Pekanovic, Ana; Atiemo, Clement Osei; Marshall, John; Luft, Andreas Rüdiger
2015-01-01
Dopaminergic neurons in the ventral tegmental area, the major midbrain nucleus projecting to the motor cortex, play a key role in motor skill learning and motor cortex synaptic plasticity. Dopamine D1 and D2 receptor antagonists exert parallel effects in the motor system: they impair motor skill learning and reduce long-term potentiation. Traditionally, D1 and D2 receptor modulate adenylyl cyclase activity and cyclic adenosine monophosphate accumulation in opposite directions via different G-proteins and bidirectionally modulate protein kinase A (PKA), leading to distinct physiological and behavioral effects. Here we show that D1 and D2 receptor activity influences motor skill acquisition and long term synaptic potentiation via phospholipase C (PLC) activation in rat primary motor cortex. Learning a new forelimb reaching task is severely impaired in the presence of PLC, but not PKA-inhibitor. Similarly, long term potentiation in motor cortex, a mechanism involved in motor skill learning, is reduced when PLC is inhibited but remains unaffected by the PKA inhibitor. Skill learning deficits and reduced synaptic plasticity caused by dopamine antagonists are prevented by co-administration of a PLC agonist. These results provide evidence for a role of intracellular PLC signaling in motor skill learning and associated cortical synaptic plasticity, challenging the traditional view of bidirectional modulation of PKA by D1 and D2 receptors. These findings reveal a novel and important action of dopamine in motor cortex that might be a future target for selective therapeutic interventions to support learning and recovery of movement resulting from injury and disease. PMID:25938462
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Sengupta, Partho P.; Huang, Yen-Min; Bansal, Manish; Ashrafi, Ali; Fisher, Matt; Shameer, Khader; Gall, Walt; Dudley, Joel T
2016-01-01
Background Associating a patient’s profile with the memories of prototypical patients built through previous repeat clinical experience is a key process in clinical judgment. We hypothesized that a similar process using a cognitive computing tool would be well suited for learning and recalling multidimensional attributes of speckle tracking echocardiography (STE) data sets derived from patients with known constrictive pericarditis (CP) and restrictive cardiomyopathy (RCM). Methods and Results Clinical and echocardiographic data of 50 patients with CP and 44 with RCM were used for developing an associative memory classifier (AMC) based machine learning algorithm. The STE data was normalized in reference to 47 controls with no structural heart disease, and the diagnostic area under the receiver operating characteristic curve (AUC) of the AMC was evaluated for differentiating CP from RCM. Using only STE variables, AMC achieved a diagnostic AUC of 89·2%, which improved to 96·2% with addition of 4 echocardiographic variables. In comparison, the AUC of early diastolic mitral annular velocity and left ventricular longitudinal strain were 82.1% and 63·7%, respectively. Furthermore, AMC demonstrated greater accuracy and shorter learning curves than other machine learning approaches with accuracy asymptotically approaching 90% after a training fraction of 0·3 and remaining flat at higher training fractions. Conclusions This study demonstrates feasibility of a cognitive machine learning approach for learning and recalling patterns observed during echocardiographic evaluations. Incorporation of machine learning algorithms in cardiac imaging may aid standardized assessments and support the quality of interpretations, particularly for novice readers with limited experience. PMID:27266599
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Advanced Communications Technology Satellite (ACTS): Four-Year System Performance
NASA Technical Reports Server (NTRS)
Acosta, Roberto J.; Bauer, Robert; Krawczyk, Richard J.; Reinhart, Richard C.; Zernic, Michael J.; Gargione, Frank
1999-01-01
The Advanced Communications Technology Satellite (ACTS) was conceived at the National Aeronautics and Space Administration (NASA) in the late 1970's as a follow-on program to ATS and CTS to continue NASA's long history of satellite communications projects. The ACTS project set the stage for the C-band satellites that started the industry, and later the ACTS project established the use of Ku-band for video distribution and direct-to-home broadcasting. ACTS, launched in September 1993 from the space shuttle, created a revolution in satellite system architecture by using digital communications techniques employing key technologies such as a fast hopping multibeam antenna, an on-board baseband processor, a wide-band microwave switch matrix, adaptive rain fade compensation, and the use of 900 MHz transponders operating at Ka-band frequencies. This paper describes the lessons learned in each of the key ACTS technology areas, as well as in the propagation investigations.
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Feduccia, Allison A.; Chatterjee, Susmita; Bartlett, Selena E.
2012-01-01
Addictive drugs can activate systems involved in normal reward-related learning, creating long-lasting memories of the drug's reinforcing effects and the environmental cues surrounding the experience. These memories significantly contribute to the maintenance of compulsive drug use as well as cue-induced relapse which can occur even after long periods of abstinence. Synaptic plasticity is thought to be a prominent molecular mechanism underlying drug-induced learning and memories. Ethanol and nicotine are both widely abused drugs that share a common molecular target in the brain, the neuronal nicotinic acetylcholine receptors (nAChRs). The nAChRs are ligand-gated ion channels that are vastly distributed throughout the brain and play a key role in synaptic neurotransmission. In this review, we will delineate the role of nAChRs in the development of ethanol and nicotine addiction. We will characterize both ethanol and nicotine's effects on nAChR-mediated synaptic transmission and plasticity in several key brain areas that are important for addiction. Finally, we will discuss some of the behavioral outcomes of drug-induced synaptic plasticity in animal models. An understanding of the molecular and cellular changes that occur following administration of ethanol and nicotine will lead to better therapeutic strategies. PMID:22876217
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Nuclear rapprochement in Argentina and Brazil: Workshop summary
DOE Office of Scientific and Technical Information (OSTI.GOV)
James E. Doyle
1999-10-01
On October 21 and 22, 1998, the Center for International Security Affairs at Los Alamos National Laboratory and the Center for Global Security and Cooperation at Science Applications International Corporation hosted the first of a series of work-shops on states that have chosen to roll back their pursuit of nuclear arms. The objective of the workshop series is to conduct a systematic evaluation of the roles played by U.S. nonproliferation policy in cases of nuclear rollback or restraint and to provide recommendations for future nonproliferation efforts based on lessons learned. Key attendees at the workshop included officials and former officialsmore » from the foreign ministries of Argentina and Brazil, and current and former officials from the U.S. Department of State, the Arms Control and Disarmament Agency (ACDA), and the Department of Energy (DOE). Scholars and independent researchers who have examined nuclear policy in Argentina and Brazil also participated. This workshop report includes important background information that helps set the stage for assessing nuclear policies in Argentina and Brazil. It describes national perspectives and areas of consensus and debate among the participants, particularly on the questions of lessons learned and their salience to proliferation challenges in other states. It also summarizes key questions and propositions regarding the roles played in these cases by U.S. nonproliferation policy.« less
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Gómez, Eduardo J
2015-06-10
In the United States (US) and Brazil, obesity has emerged as a health epidemic. This article is driven by the following research questions: how did the US and Brazil's federal institutions respond to obesity? And how did these responses affect policy implementation? The aim of this article is therefore to conduct a comparative case study analysis of how these nations' institutions responded in order to determine the key lessons learned. This study uses primary and secondary qualitative data to substantiate causal arguments and factual claims. Brazil shows that converting preexisting federal agencies working in primary healthcare to emphasize the provision of obesity prevention services can facilitate policy implementation, especially in rural areas. Brazil also reveals the importance of targeting federal grant support to the highest obesity prevalence areas and imposing grant conditionalities, while illustrating how the incorporation of social health movements into the bureaucracy facilitates the early adoption of nutrition and obesity policies. None of these reforms were pursued in the US. Brazil's government has engaged in innovative institutional conversion processes aiding its ability to sustain its centralized influence when implementing obesity policy. The US government's adoption of Brazil's institutional innovations may help to strengthen its policy response.
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ERIC Educational Resources Information Center
Schettler, Joel
2002-01-01
Suggests that, as people become the key differentiation of competitive advantage, companies are turning to experiential learning programs to foster work force collaboration and cooperation. Discusses the history of experiential learning and its application in the workplace. (JOW)
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33 CFR 110.189a - Key West Harbor, Key West, Fla., naval explosives anchorage area.
Code of Federal Regulations, 2014 CFR
2014-07-01
... 33 Navigation and Navigable Waters 1 2014-07-01 2014-07-01 false Key West Harbor, Key West, Fla..., DEPARTMENT OF HOMELAND SECURITY ANCHORAGES ANCHORAGE REGULATIONS Anchorage Grounds § 110.189a Key West Harbor, Key West, Fla., naval explosives anchorage area. (a) The anchorage ground. A circular area with its...
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33 CFR 110.189a - Key West Harbor, Key West, Fla., naval explosives anchorage area.
Code of Federal Regulations, 2011 CFR
2011-07-01
... 33 Navigation and Navigable Waters 1 2011-07-01 2011-07-01 false Key West Harbor, Key West, Fla..., DEPARTMENT OF HOMELAND SECURITY ANCHORAGES ANCHORAGE REGULATIONS Anchorage Grounds § 110.189a Key West Harbor, Key West, Fla., naval explosives anchorage area. (a) The anchorage ground. A circular area with its...
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33 CFR 110.189a - Key West Harbor, Key West, Fla., naval explosives anchorage area.
Code of Federal Regulations, 2013 CFR
2013-07-01
... 33 Navigation and Navigable Waters 1 2013-07-01 2013-07-01 false Key West Harbor, Key West, Fla..., DEPARTMENT OF HOMELAND SECURITY ANCHORAGES ANCHORAGE REGULATIONS Anchorage Grounds § 110.189a Key West Harbor, Key West, Fla., naval explosives anchorage area. (a) The anchorage ground. A circular area with its...
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33 CFR 110.189a - Key West Harbor, Key West, Fla., naval explosives anchorage area.
Code of Federal Regulations, 2010 CFR
2010-07-01
... 33 Navigation and Navigable Waters 1 2010-07-01 2010-07-01 false Key West Harbor, Key West, Fla..., DEPARTMENT OF HOMELAND SECURITY ANCHORAGES ANCHORAGE REGULATIONS Anchorage Grounds § 110.189a Key West Harbor, Key West, Fla., naval explosives anchorage area. (a) The anchorage ground. A circular area with its...
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33 CFR 110.189a - Key West Harbor, Key West, Fla., naval explosives anchorage area.
Code of Federal Regulations, 2012 CFR
2012-07-01
... 33 Navigation and Navigable Waters 1 2012-07-01 2012-07-01 false Key West Harbor, Key West, Fla..., DEPARTMENT OF HOMELAND SECURITY ANCHORAGES ANCHORAGE REGULATIONS Anchorage Grounds § 110.189a Key West Harbor, Key West, Fla., naval explosives anchorage area. (a) The anchorage ground. A circular area with its...
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Hashimoto, Shinichi; Ogihara, Hiroyuki; Suenaga, Masato; Fujita, Yusuke; Terai, Shuji; Hamamoto, Yoshihiko; Sakaida, Isao
2017-08-01
Visibility in capsule endoscopic images is presently evaluated through intermittent analysis of frames selected by a physician. It is thus subjective and not quantitative. A method to automatically quantify the visibility on capsule endoscopic images has not been reported. Generally, when designing automated image recognition programs, physicians must provide a training image; this process is called supervised learning. We aimed to develop a novel automated self-learning quantification system to identify visible areas on capsule endoscopic images. The technique was developed using 200 capsule endoscopic images retrospectively selected from each of three patients. The rate of detection of visible areas on capsule endoscopic images between a supervised learning program, using training images labeled by a physician, and our novel automated self-learning program, using unlabeled training images without intervention by a physician, was compared. The rate of detection of visible areas was equivalent for the supervised learning program and for our automatic self-learning program. The visible areas automatically identified by self-learning program correlated to the areas identified by an experienced physician. We developed a novel self-learning automated program to identify visible areas in capsule endoscopic images.
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ERIC Educational Resources Information Center
Huang, Yueh-Min; Liu, Chien-Hung
2009-01-01
One of the key challenges in the promotion of web-based learning is the development of effective collaborative learning environments. We posit that the structuration process strongly influences the effectiveness of technology used in web-based collaborative learning activities. In this paper, we propose an ant swarm collaborative learning (ASCL)…
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Facilitating Online Reflective Learning for Health and Social Care Professionals
ERIC Educational Resources Information Center
Morgan, Jane; Rawlinson, Mark; Weaver, Mike
2006-01-01
Health and social care education has a long established association with reflective learning as a way of developing post-qualifying professional practice. Reflective learning is also a key feature of self-regulatory learning, which is an essential aspect of life-long learning for today's National Health Service workforce. Using a small-scale case…
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Inquisitivism or "The HHHMMM??? What Does This Button Do?" Approach to Learning.
ERIC Educational Resources Information Center
Harapnuik, Dwayne
This paper discusses the development of a learning approach based on the unique needs of adult learners who are required to learn and use new information technologies. It establishes how the "Inquisitivism" learning approach has evolved from a synthesis of key cognitive learning theories into one cohesive approach and how the…
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Variability in University Students' Use of Technology: An "Approaches to Learning" Perspective
ERIC Educational Resources Information Center
Mimirinis, Mike
2016-01-01
This study reports the results of a cross-case study analysis of how students' approaches to learning are demonstrated in blended learning environments. It was initially propositioned that approaches to learning as key determinants of the quality of student learning outcomes are demonstrated specifically in how students utilise technology in…
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Forgetski Vygotsky: Or, a Plea for Bootstrapping Accounts of Learning
ERIC Educational Resources Information Center
Luntley, Michael
2017-01-01
This paper argues that sociocultural accounts of learning fail to answer the key question about learning--how is it possible? Accordingly, we should adopt an individualist bootstrapping methodology in providing a theory of learning. Such a methodology takes seriously the idea that learning is staged and distinguishes between a non-comprehending…
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Intergenerational Learning: A Valuable Learning Experience for Higher Education Students
ERIC Educational Resources Information Center
Corrigan, Trudy; McNamara, Gerry; O'Hara, Joe
2013-01-01
Problem Statement: This paper reports on the evaluation of a project rooted in the principles and practice of Intergenerational Learning. Intergenerational Learning is increasingly seen as a key strategy in providing learning opportunities for older people in societies where the profile of the population is ageing rapidly. No significant work has,…
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Developing Guidelines for Evaluating the Adaptation of Accessible Web-Based Learning Materials
ERIC Educational Resources Information Center
Radovan, Marko; Perdih, Mojca
2016-01-01
E-learning is a rapidly developing form of education. One of the key characteristics of e-learning is flexibility, which enables easier access to knowledge for everyone. Information and communications technology (ICT), which is e-learning's main component, enables alternative means of accessing the web-based learning materials that comprise the…
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Effective Summer Programming: What Educators and Policymakers Should Know
ERIC Educational Resources Information Center
McEachin, Andrew; Augustine, Catherine H.; McCombs, Jennifer
2018-01-01
The evidence suggests that many types of summer learning programs have the potential to reduce summer learning losses and perhaps create learning gains. However, implementing a summer program does not guarantee positive effects on students' learning. A key question then is: What factors make a summer learning program effective? This article, drawn…
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Competencies for e-Instructors: How to Qualify and Guarantee Sustainability
ERIC Educational Resources Information Center
Gulbahar, Yasemin; Kalelioglu, Filiz
2015-01-01
e-Learning is becoming more popular than ever with the advent of new technologies and new inventions for teaching and learning. Hence, competent e-Instructors are key to successful e-Learning implementations and they should have the appropriate skills and experience for the effective implementation of e-Learning and blended learning. e-Instructors…
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Becoming a Teacher--Student Teachers' Learning Patterns in Teacher Education
ERIC Educational Resources Information Center
Ahonen, Elsi; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina
2015-01-01
Student teacher learning is a key issue for further professional development. Literature on student teacher learning suggests that students learn about teaching and undergo professional transformation during their education. However, studies often focus on a certain time period and on how students should learn instead of how they actually do…
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A Study of the Effects of Digital Learning on Learning Motivation and Learning Outcome
ERIC Educational Resources Information Center
Lin, Ming-Hung; Chen, Huang-Cheng; Liu, Kuang-Sheng
2017-01-01
In the modern society when intelligent mobile devices become popular, the Internet breaks through the restrictions on time and space and becomes a ubiquitous learning tool. Designing teaching activity for digital learning and flexibly applying technology tools are the key issues for current information technology integrated education. In this…
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Putting Learning into Library Planning
ERIC Educational Resources Information Center
Bennett, Scott
2015-01-01
This essay notes the emergence of learning as a key factor in academic library planning. It argues for an improved, learning-oriented planning process by noting the dangers that arise from the priority usually given to fixing dysfunctional space and from the traps of mistaking the "things" of learning for learning itself and of thinking…
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Self-Assessment in University Assessment of Prior Learning Procedures
ERIC Educational Resources Information Center
Brinke, D. Joosten-Ten; Sluijsmans, D. M. A.; Jochems, W. M. G.
2009-01-01
Competency-based university education, in which lifelong learning and flexible learning are key elements, demands a renewed vision on assessment. Within this vision, Assessment of Prior Learning (APL), in which learners have to show their prior learning in order for their goals to be recognised, becomes an important element. This article focuses…
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ERIC Educational Resources Information Center
Garcia-Carrion, Rocio; Gomez, Aitor; Molina, Silvia; Ionescu, Vladia
2017-01-01
Teachers' professional development in Schools as Learning Communities may become a key process for the sustainability and transferability of this model worldwide. Learning Communities (LC) is a community-based project that aims to transform schools through dialogic learning and involves research-grounded schools that implement Successful…
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Assessing the Impact of Lesson Study on the Teaching Practice of Middle School Science Teachers
NASA Astrophysics Data System (ADS)
Grove, Michael C.
Despite wave after wave of educational reform in the United States our students continue to lag behind their peers in other industrialized countries on virtually all measures of academic achievement. Effective professional development (PD) is seen as a key to improving instructional practice and therefore student learning, but traditional forms of PD have been wholly unsuccessful in changing teaching practice. Over the last two decades an emerging body of research has identified some key features of effective PD that seem to create meaningful change and improvement in instructional practice. Some of this research highlights the promise of adapting Japanese lesson study (LS) to the American context as a means of incrementally improving instruction. Much of the existing research around LS is descriptive in nature and offers little insight into if and how participation in LS impacts subsequent instructional practice. This study utilized case study methodology to examine the instructional practice of one group of four middle school science teachers before, during, and after participation in LS. The study attempted to identify specific learning outcomes of a LS process, to identify influences on teacher learning during LS, and to identify subsequent changes in the instructional practice of participants resulting from participation in LS. Key findings from the study include significant teacher learning derived from the LS process, the identification of influences that enhanced or inhibited teacher learning, and clear evidence that participants successfully integrated learning from the LS into subsequent instructional practice. Learning outcomes included deepening of subject matter knowledge, increased understanding of student thinking and abilities, clarity of expectations for student performance, recognition of the ineffectiveness of past instructional practice, specific instructional strategies, shared student learning goals, and an increased commitment to future development of student learning. Influences supporting teacher learning were trust and honest dialogue among participants, focused collaboration, examination of student work, and the opportunity to watch other teachers deliver instruction. Influences inhibiting teacher learning related to failure to adhere to key features of the LS protocol. The study offers initial evidence confirming the promise of LS as a model of effective PD.
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Where There Is a WIL There Is a Way: Using a Critical Reflective Approach to Enhance Work Readiness
ERIC Educational Resources Information Center
Wingrove, Dallas; Turner, Michelle
2015-01-01
Creating authentic learning experiences that prepare students for their future work in an ever-changing workforce represents a key challenge in higher education. One key way to enable the integration of learning and work is to foster students' capacity for critical reflection and reflexive thinking. This paper seeks to contribute to knowledge of…
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ERIC Educational Resources Information Center
Stansfield, Mark; Connolly, Thomas; Cartelli, Antonio; Jimoyiannis, Athanassios; Magalhaes, Hugo; Maillet, Katherine
2009-01-01
This paper explores a number of key issues that have been identified as being important in the identification and evaluation of best practice within the context of e-learning and virtual campuses. The "Promoting Best Practice in Virtual Campuses" (PBP-VC) project is a two year European Commission Education Audiovisual and Culture…
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ERIC Educational Resources Information Center
French, Erica; Casali, Gian Luca
2014-01-01
Universities around the world are rushing to implement assurance of learning policies and practices with varying degrees of success. One School investigated its own policy and practice development through the eyes of its key stakeholders to identify whether the practice was worth the price. Findings indicate that although the key stakeholders…
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ERIC Educational Resources Information Center
McNally, Steve
2003-01-01
The second article on a survey of self-advocacy groups for people with learning disabilities in England reports key findings that included the consistency of the issues identified as important and the willingness to engage in research. Key themes were self-advocacy, rights, day service center issues, staffing, personal relationships, complaints,…
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ERIC Educational Resources Information Center
Adult Education and Development, 1997
1997-01-01
The following papers are included: "Foreword" (Jakob Horn, Paul Belanger); "Internationalization and Globalization" (Ove Korsgaard); "Adult Learning and the Challenges of the 21st Century" (Marc-Laurent Hazoume); "Diversity in Adult Education: Some Key Concepts in Minority and Indigenous Issues" (Linda King de Jardon); "The Culture of Peace: The…
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Identification of Key Issues in Adopting a Web 2.0 E-Portfolio Strategy
ERIC Educational Resources Information Center
McKenna, Gary F.; Stansfield, Mark H.
2013-01-01
The purpose of the paper is to identify key issues relating to best practice and sustainability in Web 2.0 as an e-Learning strategy for supporting e-portfolios in Higher Education. A practical guidelines framework was developed for best practices, which can be justified by the lack of available frameworks in the e-Learning literature. A…
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Relative versus Absolute Stimulus Control in the Temporal Bisection Task
ERIC Educational Resources Information Center
de Carvalho, Marilia Pinhiero; Machado, Armando
2012-01-01
When subjects learn to associate two sample durations with two comparison keys, do they learn to associate the keys with the short and long samples (relational hypothesis), or with the specific sample durations (absolute hypothesis)? We exposed 16 pigeons to an ABA design in which phases A and B corresponded to tasks using samples of 1 s and 4 s,…
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ERIC Educational Resources Information Center
von Treuer, Kathryn; McHardy, Katherine; Earl, Celisha
2013-01-01
Workplace training is a key strategy often used by organisations to optimise performance. Further, trainee motivation is a key determinant of the degree to which the material learned in a training programme will be transferred to the workplace, enhancing the performance of the trainee. This study investigates the relationship between several…
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ERIC Educational Resources Information Center
Naumann, Fiona; Moore, Keri; Mildon, Sally; Jones, Philip
2014-01-01
This paper aims to develop a valid method to assess the key competencies of the exercise physiology profession acquired through work-integrated learning (WIL). In order to develop a competency-based assessment, the key professional tasks needed to be identified and the test designed so students' competency in different tasks and settings could be…
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ERIC Educational Resources Information Center
Simon, Martin A.; Tzur, Ron
2004-01-01
Simon's (1995) development of the construct of hypothetical learning trajectory (HLT) offered a description of key aspects of planning mathematics lessons. An HLT consists of the goal for the students' learning, the mathematical tasks that will be used to promote student learning, and hypotheses about the process of the students' learning.…
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ERIC Educational Resources Information Center
Hsiao, Kuo-Lun; Huang, Tien-Chi; Chen, Mu-Yen; Chiang, Nien-Ting
2018-01-01
Although ubiquitous learning is a novel and creative teaching approach, two key issues inhibit its success overall: a lack of appropriate learning strategies regarding learning objectives, and ineffective learning tools for receiving knowledge regarding the chosen subjects. To address these issues, we develops and designs a game-based educational…