Improvement of Learning Process and Learning Outcomes in Physics Learning by Using Collaborative Learning Model of Group Investigation at High School (Grade X, SMAN 14 Jakarta)

ERIC Educational Resources Information Center

Astra, I. Made; Wahyuni, Citra; Nasbey, Hadi

2015-01-01

The aim of this research is to improve the quality of physics learning through application of collaborative learning of group investigation at grade X MIPA 2 SMAN 14 Jakarta. The method used in this research is classroom action research. This research consisted of three cycles was conducted from April to May in 2014. Each cycle consists of…

The Workplace Learning Cycle: A Problem-Based Curriculum Model for the Preparation of Workplace Learning Professionals

ERIC Educational Resources Information Center

O'Connor, Bridget N.

2004-01-01

Building on the conceptual foundations suggested in the previous two papers in this issue, this article describes the application of a workplace learning cycle theory to the construction of a curriculum for a graduate-level course of study in workplace education. As a way to prepare chief learning officers and heads of corporate universities, the…

Synthesizing Huber's Problem Solving and Kolb's Learning Cycle: A Balanced Approach to Technical Problem Solving

ERIC Educational Resources Information Center

Kamis, Arnold; Khan, Beverly K.

2009-01-01

How do we model and improve technical problem solving, such as network subnetting? This paper reports an experimental study that tested several hypotheses derived from Kolb's experiential learning cycle and Huber's problem solving model. As subjects solved a network subnetting problem, they mapped their mental processes according to Huber's…

The College Science Learning Cycle: An Instructional Model for Reformed Teaching

ERIC Educational Resources Information Center

Withers, Michelle

2016-01-01

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been…

Development of a model for whole brain learning of physiology.

PubMed

Eagleton, Saramarie; Muller, Anton

2011-12-01

In this report, a model was developed for whole brain learning based on Curry's onion model. Curry described the effect of personality traits as the inner layer of learning, information-processing styles as the middle layer of learning, and environmental and instructional preferences as the outer layer of learning. The model that was developed elaborates on these layers by relating the personality traits central to learning to the different quadrants of brain preference, as described by Neethling's brain profile, as the inner layer of the onion. This layer is encircled by the learning styles that describe different information-processing preferences for each brain quadrant. For the middle layer, the different stages of Kolb's learning cycle are classified into the four brain quadrants associated with the different brain processing strategies within the information processing circle. Each of the stages of Kolb's learning cycle is also associated with a specific cognitive learning strategy. These two inner circles are enclosed by the circle representing the role of the environment and instruction on learning. It relates environmental factors that affect learning and distinguishes between face-to-face and technology-assisted learning. This model informs on the design of instructional interventions for physiology to encourage whole brain learning.

An Interprofessional Collaborative Practice model for preparation of clinical educators.

PubMed

Scarvell, Jennie M; Stone, Judy

2010-07-01

Work-integrated learning is essential to health professional education, but faces increasing academic and industry resource pressures. The aim of this pilot "Professional Practice Project" was to develop and implement an innovative education intervention for clinical educators across several health disciplines. The project used interprofessional collaboration as its underlying philosophy, and a participatory action research methodology in four cycles: Cycle 1: Formation of an interprofessional project executive and working party from academic staff. Data collection of student insights into work integrated learning. Cycle 2: Formation of an interprofessional reference group to inform curriculum development for a series of clinical education workshops. Cycle 3: Delivery of workshops; 174 clinical educators, supervisors and preceptors attended two workshops: "Introduction to experiential learning" and " utilizing available resources for learning". Cycle 4: Seminar discussion of the Professional Practice Project at a national health-education conference. This pilot project demonstrated the advantages of using collaborative synergies to allow innovation around clinical education, free from the constraints of traditional discipline-specific education models. The planning, delivery and evaluation of clinical education workshops describe the benefits of interprofessional collaboration through enhanced creative thinking, sharing of clinical education models and a broadening of experience for both learners and facilitators.

Cycles of Exploration, Reflection, and Consolidation in Model-Based Learning of Genetics

ERIC Educational Resources Information Center

Kim, Beaumie; Pathak, Suneeta A.; Jacobson, Michael J.; Zhang, Baohui; Gobert, Janice D.

2015-01-01

Model-based reasoning has been introduced as an authentic way of learning science, and many researchers have developed technological tools for learning with models. This paper describes how a model-based tool, "BioLogica"™, was used to facilitate genetics learning in secondary 3-level biology in Singapore. The research team co-designed…

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

NASA Astrophysics Data System (ADS)

Dunn, Karee E.; Lo, Wen-Juo

2015-11-01

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

Experience, Reflect, Critique: The End of the "Learning Cycles" Era

ERIC Educational Resources Information Center

Seaman, Jayson

2008-01-01

According to prevailing models, experiential learning is by definition a stepwise process beginning with direct experience, followed by reflection, followed by learning. It has been argued, however, that stepwise models inadequately explain the holistic learning processes that are central to learning from experience, and that they lack scientific…

The College Science Learning Cycle: An Instructional Model for Reformed Teaching

PubMed Central

Withers, Michelle

2016-01-01

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K–12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes–oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner. PMID:27909030

A Design Quality Learning Unit in Relational Data Modeling Based on Thriving Systems Properties

ERIC Educational Resources Information Center

Waguespack, Leslie J.

2013-01-01

This paper presents a learning unit that addresses quality design in relational data models. The focus on modeling allows the learning to span analysis, design, and implementation enriching pedagogy across the systems development life cycle. Thriving Systems Theory presents fifteen choice properties that convey design quality in models integrating…

Facilitating Conceptual Change in Understanding State of Matter and Solubility Concepts by Using 5E Learning Cycle Model

ERIC Educational Resources Information Center

Ceylan, Eren; Geban, Omer

2009-01-01

The main purpose of the study was to compare the effectiveness of 5E learning cycle model based instruction and traditionally designed chemistry instruction on 10th grade students' understanding of state of matter and solubility concepts. In this study, 119 tenth grade students from chemistry courses instructed by same teacher from an Anatolian…

[Stimulation of D1-receptors improves passive avoidance learning of female rats during ovary cycle].

PubMed

Fedotova, Iu O; Sapronov, N S

2012-01-01

The involvement of D1-receptors in learning/memory processes during ovary cycle was assessed in the adult female rats. SKF-38393 (0,1 mg/kg, i.p.), D1-receptor agonist and SCH-23390 (0,1 mg/kg, i.p.), D1-receptor antagonist were injected chronically to adult female rats. Learning of these animals was assessed in different models: passive avoidance performance and Morris water maze. Chronic SKF-3839 administration to females resulted in the appearance of the passive avoidance performance in proestrous and estrous, as distinct from the control animals, but failed to change the dynamics of spatial learning in Morris water maze. Chronic SCH-23390 administration similarly impaired non-spatial and spatial learning in females during all phases of ovary cycle. The results of the study suggest modulating role of D1-receptors in learning/memory processes during ovary cycle in the adult female rats.

The influence of gender and the estrous cycle on learned helplessness in the rat.

PubMed

Jenkins, J A; Williams, P; Kramer, G L; Davis, L L; Petty, F

2001-11-01

Although the etiology of clinical depression is unknown, women are more likely to suffer from major depressive disorder than men. In addition, in some women, there is a clear association between depression and specific phases of the menstrual cycle. Surprisingly little research has examined gender differences and the influences of the estrous cycle in this and other animal behavioral models of clinical depression. Learned helplessness is a valid animal model of stress-induced behavioral depression in which prior exposure to inescapable stress produces deficits in escape testing. Learned helplessness was studied in rats using an inescapable tail shock stress followed by a shuttle box test to determine escape latencies. Animals with mean escape latencies of >or=20 s after shuttle-box testing are defined as learned helpless. Males and normal cycling female rats in the estrus and diestrus II phases were studied. Female rats in the diestrus II phase had significantly higher escape latencies and exhibited a more helpless behavior than female rats in the estrus phase. Male rat escape latencies were intermediate between the two female phases. These results suggest a role for gonadal hormones in the development of stress-induced behavioral depression or 'learned helplessness.'

Sequencing Language and Activities in Teaching High School Chemistry. A Report to the National Science Foundation.

ERIC Educational Resources Information Center

Abraham, Michael R.; Renner, John W.

A learning cycle consists of three phases: exploration; conceptual invention; and expansion of an idea. These phases parallel Piaget's functioning model of assimilation, disequilibrium and accomodation, and organization respectively. The learning cycle perceives students as actors rather than reactors to the environment. Inherent in that…

[Effect of agonist and antagonist of 5-HT(1A) receptors on learning in female rats during ovarian cycle].

PubMed

Fedotova, Iu O; Ordian, N E

2010-01-01

The involvement of 5-HT(1A) receptors in learning/memory processes during ovary cycle was assessed in the adult female rats. 8-OH-DPAT (0.05 mg/kg, s.c.), 5-HT(1A) receptor agonist and NAN-190 (0.1 mg/kg, i.p.), 5-HT(1A) receptor antagonist were injected chronically to adult female rats. Learning of these animals was assessed in different models: passive avoidance performance and Morris water maze. Chronic NAN-190 administration to females resulted in the appearance of the passive avoidance performance in proestrous and estrous, as distinct from the control animals, but failed to change the dynamics of spatial learning in Morris water maze. Chronic 8-OH-DPAT administration similarly impaired non-spatial and spatial learning in females during all phases of ovary cycle. The results of the study suggest modulating role of 5-HT(1A) receptors in learning/memory processes during ovary cycle in the adult female rats.

Virtual Patients in Primary Care: Developing a Reusable Model That Fosters Reflective Practice and Clinical Reasoning

PubMed Central

Zary, Nabil; Björklund, Karin; Toth-Pal, Eva; Leanderson, Charlotte

2014-01-01

Background Primary care is an integral part of the medical curriculum at Karolinska Institutet, Sweden. It is present at every stage of the students’ education. Virtual patients (VPs) may support learning processes and be a valuable complement in teaching communication skills, patient-centeredness, clinical reasoning, and reflective thinking. Current literature on virtual patients lacks reports on how to design and use virtual patients with a primary care perspective. Objective The objective of this study was to create a model for a virtual patient in primary care that facilitates medical students’ reflective practice and clinical reasoning. The main research question was how to design a virtual patient model with embedded process skills suitable for primary care education. Methods The VP model was developed using the Open Tufts University Sciences Knowledgebase (OpenTUSK) virtual patient system as a prototyping tool. Both the VP model and the case created using the developed model were validated by a group of 10 experienced primary care physicians and then further improved by a work group of faculty involved in the medical program. The students’ opinions on the VP were investigated through focus group interviews with 14 students and the results analyzed using content analysis. Results The VP primary care model was based on a patient-centered model of consultation modified according to the Calgary-Cambridge Guides, and the learning outcomes of the study program in medicine were taken into account. The VP primary care model is based on Kolb’s learning theories and consists of several learning cycles. Each learning cycle includes a didactic inventory and then provides the student with a concrete experience (video, pictures, and other material) and preformulated feedback. The students’ learning process was visualized by requiring the students to expose their clinical reasoning and reflections in-action in every learning cycle. Content analysis of the focus group interviews showed good acceptance of the model by students. The VP was regarded as an intermediate learning activity and a complement to both the theoretical and the clinical part of the education, filling out gaps in clinical knowledge. The content of the VP case was regarded as authentic and the students appreciated the immediate feedback. The students found the structure of the model interactive and easy to follow. The students also reported that the VP case supported their self-directed learning and reflective ability. Conclusions We have built a new VP model for primary care with embedded communication training and iterated learning cycles that in pilot testing showed good acceptance by students, supporting their self-directed learning and reflective thinking. PMID:24394603

Experiential Learning Theory as One of the Foundations of Adult Learning Practice Worldwide

ERIC Educational Resources Information Center

Dernova, Maiya

2015-01-01

The paper presents the analysis of existing theory, assumptions, and models of adult experiential learning. The experiential learning is a learning based on a learning cycle guided by the dual dialectics of action-reflection and experience-abstraction. It defines learning as a process of knowledge creation through experience transformation, so…

Kinesthetic Life Cycle of Stars

NASA Astrophysics Data System (ADS)

Reinfeld, Erika L.; Hartman, Mark A.

We present a kinesthetic approach to learning about the life cycle of stars. Using a simplified two-layer model for stellar structure, learners recreate kinesthetically the birth, life, and death of low- and high-mass stars. Examples of how this activity has been used in several settings outside school time provide additional resources for extending student learning about this topic.

A Learning Cycle Approach to Dealing with Pseudoscience Beliefs of Prospective Elementary Teachers.

ERIC Educational Resources Information Center

Rosenthal, Dorothy B.

1993-01-01

Describes a lesson on pseudoscience for a teaching methods course that promotes active student participation, is not a laboratory activity, and follows the sequence of the three phases associated with the learning cycle model. Contains a true-false science questionnaire to be administered to students as a bridge to discussion. (PR)

[Influence of stimulation and blockade of α4β2 nicotinic acetylcholine receptors on learning of female rats in basic phases of ovary cycle].

PubMed

Fedotova, Iu O

2014-03-01

The present work was devoted to the comparative analysis of α4β2 nicotinic acetylcholine receptors (nAChRs) in learning/memory processes during ovary cycle in the adult female rats. RJR-2403 (1.0 mg/kg, i. p.), α4β2 nAChRs agonist and mecamylamine (1.0 mg/kg, i. p.), α4β2 nAChRs antagonist were injected chronically during 14 days. The processes of learning/memory were assessed in different models of learning: passive avoidance performance and Morris water maze. Chronic RJR-2403 administration to females improved the passive avoidance performance in proestrous and estrous as compared to the control animals. Also, RJR-2403 restored spatial learning of rats during proestrous phases in Morris water maze, and stimulated the dynamics of spatial learning during estrous phases. On the contrary, the chronic mecamylamine administration impaired non-spatial, and especially, spatial learning in females during key phases of ovary cycle. The results of the study suggest positive effect of α4β2 nAChRs stimulation in learning/memory processes during ovary cycle in the adult female rats.

[Stimulation of D2-receptors improves passive avoidance learning in female rats].

PubMed

Fedotova, Iu O

2012-01-01

The involvement of D2-receptors in learning/memory processes during ovary cycle was assessed in the adult female rats. Quinperole (0,1 mg/kg, i.p.), D2-receptor agonist and sulpiride (10,0 mg/kg, i.p.), D2-receptor antagonist were injected chronically to adult female rats. Learning of these animals was assessed in different models: passive avoidance performance and Morris water maze. Chronic quinperole administration to females resulted in the appearance of the passive avoidance performance in proestrous and estrous, as distinct from the control animals. Also, quinperole improved spatial learning in proestrous and stimulated it in estrous in Morris water maze. Chronic sulpiride administration similarly impaired non-spatial and spatial learning in females during all phases of ovary cycle. The results of the study suggest modulating role of D2-receptors in learning/memory processes during ovary cycle in the adult female rats.

Systematic Modeling versus the Learning Cycle: Comparative Effects of Integrated Science Process Skill Achievement.

ERIC Educational Resources Information Center

Norman, John T.

1992-01-01

Reports effectiveness of modeling as teaching strategy on learning science process skills. Teachers of urban sixth through ninth grade students were taught modeling techniques; two sets of teachers served as controls. Results indicate students taught by teachers employing modeling instruction exhibited significantly higher competence in process…

Implementation of 7e learning cycle model using technology based constructivist teaching (TBCT) approach to improve students' understanding achievment in mechanical wave material

NASA Astrophysics Data System (ADS)

Warliani, Resti; Muslim, Setiawan, Wawan

2017-05-01

This study aims to determine the increase in the understanding achievement in senior high school students through the Learning Cycle 7E with technology based constructivist teaching approach (TBCT). This study uses a pretest-posttest control group design. The participants were 67 high school students of eleventh grade in Garut city with two class in control and experiment class. Experiment class applying the Learning Cycle 7E through TBCT approach and control class applying the 7E Learning Cycle through Constructivist Teaching approach (CT). Data collection tools from mechanical wave concept test with totally 22 questions with reability coefficient was found 0,86. The findings show the increase of the understanding achievement of the experiment class is in the amount of 0.51 was higher than the control class that is in the amount of 0.33.

Effect of the Four-Step Learning Cycle Model on Students' Understanding of Concepts Related to Simple Harmonic Motion

ERIC Educational Resources Information Center

Madu, B. C.

2012-01-01

The study explored the efficacy of four-step (4-E) learning cycle approach on students understanding of concepts related to Simple Harmonic Motion (SHM). 124 students (63 for experimental group and 61 for control group) participated in the study. The students' views and ideas in simple Harmonic Achievement test were analyzed qualitatively. The…

Enculturating Seamless Language Learning through Artifact Creation and Social Interaction Process

ERIC Educational Resources Information Center

Wong, Lung-Hsiang; Chai, Ching Sing; Aw, Guat Poh; King, Ronnel B.

2015-01-01

This paper reports a design-based research (DBR) cycle of MyCLOUD (My Chinese ubiquitOUs learning Days). MyCLOUD is a seamless language learning model that addresses identified limitations of conventional Chinese language teaching, such as the decontextualized and unauthentic learning processes that usually hinder reflection and deep learning.…

Modeling Women's Menstrual Cycles using PICI Gates in Bayesian Network.

PubMed

Zagorecki, Adam; Łupińska-Dubicka, Anna; Voortman, Mark; Druzdzel, Marek J

2016-03-01

A major difficulty in building Bayesian network (BN) models is the size of conditional probability tables, which grow exponentially in the number of parents. One way of dealing with this problem is through parametric conditional probability distributions that usually require only a number of parameters that is linear in the number of parents. In this paper, we introduce a new class of parametric models, the Probabilistic Independence of Causal Influences (PICI) models, that aim at lowering the number of parameters required to specify local probability distributions, but are still capable of efficiently modeling a variety of interactions. A subset of PICI models is decomposable and this leads to significantly faster inference as compared to models that cannot be decomposed. We present an application of the proposed method to learning dynamic BNs for modeling a woman's menstrual cycle. We show that PICI models are especially useful for parameter learning from small data sets and lead to higher parameter accuracy than when learning CPTs.

The Application of Carousel Feedback and Round Table Cooperative Learning Models to Improve Student's Higher Order Thinking Skills (HOTS) and Social Studies Learning Outcomes

ERIC Educational Resources Information Center

Yusmanto, Harry; Soetjipto, Budi Eko; Djatmika, Ery Tri

2017-01-01

This Classroom Action Research aims to improve students' HOTS (High Order Thinking Skills) and Social Studies learning outcomes through the application of Carousel Feedback and Round Table cooperative learning methods. This study was based on a model proposed by Elliott and was implemented for three cycles. The subjects were 30 female students of…

Policy improvement by a model-free Dyna architecture.

PubMed

Hwang, Kao-Shing; Lo, Chia-Yue

2013-05-01

The objective of this paper is to accelerate the process of policy improvement in reinforcement learning. The proposed Dyna-style system combines two learning schemes, one of which utilizes a temporal difference method for direct learning; the other uses relative values for indirect learning in planning between two successive direct learning cycles. Instead of establishing a complicated world model, the approach introduces a simple predictor of average rewards to actor-critic architecture in the simulation (planning) mode. The relative value of a state, defined as the accumulated differences between immediate reward and average reward, is used to steer the improvement process in the right direction. The proposed learning scheme is applied to control a pendulum system for tracking a desired trajectory to demonstrate its adaptability and robustness. Through reinforcement signals from the environment, the system takes the appropriate action to drive an unknown dynamic to track desired outputs in few learning cycles. Comparisons are made between the proposed model-free method, a connectionist adaptive heuristic critic, and an advanced method of Dyna-Q learning in the experiments of labyrinth exploration. The proposed method outperforms its counterparts in terms of elapsed time and convergence rate.

How Is the Learning Environment in Physics Lesson with Using 7E Model Teaching Activities

ERIC Educational Resources Information Center

Turgut, Umit; Colak, Alp; Salar, Riza

2017-01-01

The aim of this research is to reveal the results in the planning, implementation and evaluation of the process for learning environments to be designed in compliance with 7E learning cycle model in physics lesson. "Action research", which is a qualitative research pattern, is employed in this research in accordance with the aim of the…

Improving Mathematics Achievement of Indonesian 5th Grade Students through Guided Discovery Learning

ERIC Educational Resources Information Center

Yurniwati; Hanum, Latipa

2017-01-01

This research aims to find information about the improvement of mathematics achievement of grade five student through guided discovery learning. This research method is classroom action research using Kemmis and Taggart model consists of three cycles. Data used in this study is learning process and learning results. Learning process data is…

The Substance Beneath the Labels of Experiential Learning: The Importance of John Dewey for Outdoor Educators

ERIC Educational Resources Information Center

Ord, Jon; Leather, Mark

2011-01-01

This paper recommends a reconceptualisation of "experience learning". It is premised on a belief that the simplistic learning cycle is problematic and moreover is an oversimplified interpretation of Kolb's original model of experiential learning. We argue that to understand experiential learning fully a return to the original theoretical…

Implementation of Process Oriented Guided Inquiry Learning (POGIL) in Engineering

ERIC Educational Resources Information Center

Douglas, Elliot P.; Chiu, Chu-Chuan

2013-01-01

This paper describes implementation and testing of an active learning, team-based pedagogical approach to instruction in engineering. This pedagogy has been termed Process Oriented Guided Inquiry Learning (POGIL), and is based upon the learning cycle model. Rather than sitting in traditional lectures, students work in teams to complete worksheets…

The College Science Learning Cycle: An Instructional Model for Reformed Teaching.

PubMed

Withers, Michelle

2016-01-01

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K-12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes-oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner. © 2016 M. Withers. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

UPMC's blueprint for BuILDing a high-value health care system.

PubMed

Keyser, Donna; Kogan, Jane; McGowan, Marion; Peele, Pamela; Holder, Diane; Shrank, William

2018-03-30

National-level demonstration projects and real-world studies continue to inform health care transformation efforts and catalyze implementation of value-based service delivery and payment models, though evidence generation and diffusion of learnings often occurs at a relatively slow pace. Rapid-cycle learning models, however, can help individual organizations to more quickly adapt health care innovations to meet the challenges and demands of a rapidly changing health care landscape. Integrated delivery and financing systems (IDFSs) offer a unique platform for rapid-cycle learning and innovation. Since both the provider and payer benefit from delivering care that enhances the patient experience, improves quality, and reduces cost, incentives are aligned to experiment with value-based models, enhance learning about what works and why, and contribute to solutions that can accelerate transformation. In this article, we describe how the UPMC Insurance Services Division, as part of a large IDFS, uses its Business, Innovation, Learning, and Dissemination (BuILD) model to prioritize, design, test, and refine health care innovations and accelerate learning. We provide examples of how the BuILD model offers an approach for quickly assessing the impact and value of health care transformation efforts. Lessons learned through the BuILD process will offer insights and guidance for a wide range of stakeholders whether an IDFS or independent payer-provider collaborators. Copyright © 2018 Elsevier Inc. All rights reserved.

Design Evolution of the Wide Field Infrared Survey Telescope using Astrophysics Focused Telescope Assets (WFIRST-AFTA) and Lessons Learned

NASA Technical Reports Server (NTRS)

Peabody, Hume; Peters, Carlton; Rodriguez, Juan; McDonald, Carson; Content, David A.; Jackson, Cliff

2015-01-01

The design of the Wide Field Infrared Survey Telescope using Astrophysics Focused Telescope Assets (WFIRST-AFTA) continues to evolve as each design cycle is analyzed. In 2012, two Hubble sized (2.4 m diameter) telescopes were donated to NASA from elsewhere in the Federal Government. NASA began investigating potential uses for these telescopes and identified WFIRST as a mission to benefit from these assets. With an updated, deeper, and sharper field of view than previous design iterations with a smaller telescope, the optical designs of the WFIRST instruments were updated and the mechanical and thermal designs evolved around the new optical layout. Beginning with Design Cycle 3, significant analysis efforts yielded a design and model that could be evaluated for Structural-Thermal-Optical-Performance (STOP) purposes for the Wide Field Imager (WFI) and provided the basis for evaluating the high level observatory requirements. Development of the Cycle 3 thermal model provided some valuable analysis lessons learned and established best practices for future design cycles. However, the Cycle 3 design did include some major liens and evolving requirements which were addressed in the Cycle 4 Design. Some of the design changes are driven by requirements changes, while others are optimizations or solutions to liens from previous cycles. Again in Cycle 4, STOP analysis was performed and further insights into the overall design were gained leading to the Cycle 5 design effort currently underway. This paper seeks to capture the thermal design evolution, with focus on major design drivers, key decisions and their rationale, and lessons learned as the design evolved.

Design Evolution of the Wide Field Infrared Survey Telescope Using Astrophysics Focused Telescope Assets (WFIRST-AFTA) and Lessons Learned

NASA Technical Reports Server (NTRS)

Peabody, Hume L.; Peters, Carlton V.; Rodriguez-Ruiz, Juan E.; McDonald, Carson S.; Content, David A.; Jackson, Clifton E.

2015-01-01

The design of the Wide Field Infrared Survey Telescope using Astrophysics Focused Telescope Assets (WFIRST-AFTA) continues to evolve as each design cycle is analyzed. In 2012, two Hubble sized (2.4 m diameter) telescopes were donated to NASA from elsewhere in the Federal Government. NASA began investigating potential uses for these telescopes and identified WFIRST as a mission to benefit from these assets. With an updated, deeper, and sharper field of view than previous design iterations with a smaller telescope, the optical designs of the WFIRST instruments were updated and the mechanical and thermal designs evolved around the new optical layout. Beginning with Design Cycle 3, significant analysis efforts yielded a design and model that could be evaluated for Structural-Thermal-Optical-Performance (STOP) purposes for the Wide Field Imager (WFI) and provided the basis for evaluating the high level observatory requirements. Development of the Cycle 3 thermal model provided some valuable analysis lessons learned and established best practices for future design cycles. However, the Cycle 3 design did include some major liens and evolving requirements which were addressed in the Cycle 4 Design. Some of the design changes are driven by requirements changes, while others are optimizations or solutions to liens from previous cycles. Again in Cycle 4, STOP analysis was performed and further insights into the overall design were gained leading to the Cycle 5 design effort currently underway. This paper seeks to capture the thermal design evolution, with focus on major design drivers, key decisions and their rationale, and lessons learned as the design evolved.

Data Standardization for Carbon Cycle Modeling: Lessons Learned

NASA Astrophysics Data System (ADS)

Wei, Y.; Liu, S.; Cook, R. B.; Post, W. M.; Huntzinger, D. N.; Schwalm, C.; Schaefer, K. M.; Jacobson, A. R.; Michalak, A. M.

2012-12-01

Terrestrial biogeochemistry modeling is a crucial component of carbon cycle research and provides unique capabilities to understand terrestrial ecosystems. The Multi-scale Synthesis and Terrestrial Model Intercomparison Project (MsTMIP) aims to identify key differences in model formulation that drive observed differences in model predictions of biospheric carbon exchange. To do so, the MsTMIP framework provides standardized prescribed environmental driver data and a standard model protocol to facilitate comparisons of modeling results from nearly 30 teams. Model performance is then evaluated against a variety of carbon-cycle related observations (remote sensing, atmospheric, and flux tower-based observations) using quantitative performance measures and metrics in an integrated evaluation framework. As part of this effort, we have harmonized highly diverse and heterogeneous environmental driver data, model outputs, and observational benchmark data sets to facilitate use and analysis by the MsTMIP team. In this presentation, we will describe the lessons learned from this data-intensive carbon cycle research. The data harmonization activity itself can be made more efficient with the consideration of proper tools, version control, workflow management, and collaboration within the whole team. The adoption of on-demand and interoperable protocols (e.g. OPeNDAP and Open Geospatial Consortium) makes data visualization and distribution more flexible. Users can customize and download data in specific spatial extent, temporal period, and different resolutions. The effort to properly organize data in an open and standard format (e.g. Climate & Forecast compatible netCDF) allows the data to be analysed by a dispersed set of researchers more efficiently, and maximizes the longevity and utilization of the data. The lessons learned from this specific experience can benefit efforts by the broader community to leverage diverse data resources more efficiently in scientific research.

Going around the Circle Again: Exploring Kolb's Theory of Growth and Development.

ERIC Educational Resources Information Center

Johns, Krista R.

Thirty years after their development, David A. Kolb's Cycle of Learning and Learning Style Inventory are widely used to understand the stages of learning and the ways people prefer to receive and process new information. The model and the self-assessment are both based on Kolb's experiential learning theory, which emphasizes the need for learner…

Peer-Led Guided in Calculus at University of South Florida

ERIC Educational Resources Information Center

Bénéteau, Catherine; Fox, Gordon; Xu, Xiaoying; Lewis, Jennifer E.; Ramachandran, Kandethody; Campbell, Scott; Holcomb, John

2016-01-01

This paper describes the development of a Peer-Led Guided Inquiry (PLGI) program for teaching calculus at the University of South Florida. This approach uses the POGIL (Process Oriented Guided Inquiry Learning) teaching strategy and the small group learning model PLTL (Peer-Led Team Learning). The developed materials used a learning cycle based on…

Multilayer Joint Gait-Pose Manifolds for Human Gait Motion Modeling.

PubMed

Ding, Meng; Fan, Guolian

2015-11-01

We present new multilayer joint gait-pose manifolds (multilayer JGPMs) for complex human gait motion modeling, where three latent variables are defined jointly in a low-dimensional manifold to represent a variety of body configurations. Specifically, the pose variable (along the pose manifold) denotes a specific stage in a walking cycle; the gait variable (along the gait manifold) represents different walking styles; and the linear scale variable characterizes the maximum stride in a walking cycle. We discuss two kinds of topological priors for coupling the pose and gait manifolds, i.e., cylindrical and toroidal, to examine their effectiveness and suitability for motion modeling. We resort to a topologically-constrained Gaussian process (GP) latent variable model to learn the multilayer JGPMs where two new techniques are introduced to facilitate model learning under limited training data. First is training data diversification that creates a set of simulated motion data with different strides. Second is the topology-aware local learning to speed up model learning by taking advantage of the local topological structure. The experimental results on the Carnegie Mellon University motion capture data demonstrate the advantages of our proposed multilayer models over several existing GP-based motion models in terms of the overall performance of human gait motion modeling.

Teaching and Learning Cycles in a Constructivist Approach to Instruction

ERIC Educational Resources Information Center

Singer, Florence Mihaela; Moscovici, Hedy

2008-01-01

This study attempts to analyze and synthesize the knowledge collected in the area of conceptual models used in teaching and learning during inquiry-based projects, and to propose a new frame for organizing the classroom interactions within a constructivist approach. The IMSTRA model consists in three general phases: Immersion, Structuring,…

Institutionalization of Reduction of Total Ownership Costs (R-TOC) Principles. Part 1: Lessons Learned from Special Interest Programs

DTIC Science & Technology

2010-12-01

Life Cycle Cost Process Model (Austin, TX: The Consortium for Advanced Management International) 6 November 2009. 8 The framework begins with...Hendricks, James R. Involving the Extended Value Chain in a Target Costing/ Life Cycle Cost Process Model. Austin, TX: The Consortium for Advanced ...can have on reducing ownership costs in hundreds of other DOD programs. The early life -cycle phases (requirements/concept development) are often the

Master and novice secondary science teachers' understandings and use of the learning cycle

NASA Astrophysics Data System (ADS)

Reap, Melanie Ann

2000-09-01

The learning cycle paradigm had been used in science classrooms for nearly four decades. This investigation seeks to reveal how the 1earning cycle, as originally designed, is currently understood and implemented by teachers in authentic classroom settings. The specific purposes of this study were: (1) to describe teachers who use the learning cycle and compare their understandings and perceptions of the learning cycle procedure in instruction; (2) to elicit novice and master teacher perspectives on their instruction and determine their perception of the process by which learning cycles are implemented in the science classroom; (3) to describe the context of science instruction in the novice and master teacher's classroom to ascertain how the teacher facilitates implementation of the learning cycle paradigm in their authentic classroom setting. The study used a learning cycle survey, interviews and classroom observations using the Learning Cycle Teacher Behavior Instruments and the Verbal Interaction Category System to explore these features of learning cycle instruction. The learning cycle survey was administered to a sample of teachers who use the learning cycle, including master and novice learning cycle teachers. One master and one novice learning cycle teacher were selected from this sample for further study. Analysis of the surveys showed no significant differences in master and novice teacher understandings of the learning cycle as assessed by the instrument. However, interviews and observations of the selected master and novice learning cycle teachers showed several differences in how the paradigm is understood and implemented in the classroom. The master learning cycle teacher showed a more developed teaching philosophy and had more engaged, extensive interactions with students. The novice learning cycle teacher held a more naive teaching philosophy and had fewer, less developed interactions with students. The most significant difference was seen in the use of questioning and discussion. The master teacher used diverse questioning techniques and guided students in discussion of their findings while the novice teachers used more rote response questions and controlled the discussion. The findings of this study have implications for science teacher education, especially in the preparation of teachers in science methods courses and student teaching, and in in-service education programs.

The Sequence of Learning Cycle Activities in High School Chemistry.

ERIC Educational Resources Information Center

Abraham, Michael R.; Renner, John W.

1986-01-01

Different learning cycle sequences were investigated to determine factors accounting for success of the cycle, compared learning with conventional instruction, and examined relationships between Piaget's theory and learning cycles. Results show that the normal learning cycle sequence is the optimum sequence for achievement of content knowledge in…

From Doing to Learning: Changed Focus during a Pre-School Learning Study Project on Organic Decomposition

ERIC Educational Resources Information Center

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

2014-01-01

We explored the use of the learning study (LS) model in developing Swedish pre-school science learning. This was done by analysing a 3-cycle LS project implemented to help a group of pre-school teachers (n?=?5) understand their science educational practice, by collaboratively and systematically challenging it. Data consisted of video recordings of…

Learning Outcomes: Common Framework--Different Approaches to Evaluation Learning Outcomes in the Nordic Countries. Joint Nordic Project 2007-2008, by the Nordic Quality Assurance Network for Higher Education (NOQA). ENQA Occasional Papers 15

ERIC Educational Resources Information Center

Gallavara, G.; Hreinsson, E.; Kajaste, M.; Lindesjoo, E.; Solvhjelm, C.; Sorskar, A. K.; Zadeh, M. Sedigh

2008-01-01

The adoption of the Bologna process has influenced the development of quality assurance across many countries in Europe. In particular, the implementation of the Framework for Qualifications in the European Higher Education Area has stimulated discussion about the three cycle model, which uses generic descriptors for each cycle based on learning…

The Clinical Learning Spiral: A Model to Develop Reflective Practitioners.

ERIC Educational Resources Information Center

Stockhausen, Lynette

1994-01-01

The Clinical Learning Spiral incorporates reflective processes into undergraduate nursing education. It entails successive cycles of four phases: preparative (briefing, planning), constructive (practice development), reflective (debriefing), and reconstructive (planning for change and commitment to action). (SK)

Fostering Personalized Learning in Science Inquiry Supported by Mobile Technologies

ERIC Educational Resources Information Center

Song, Yanjie; Wong, Lung-Hsiang; Looi, Chee-Kit

2012-01-01

In this paper, we present a mobile technology-assisted seamless learning process design where students were facilitated to develop their personalized and diversified understanding in a primary school's science topic of the life cycles of various living things. A goal-based approach to experiential learning model was adopted as the pedagogical…

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

ERIC Educational Resources Information Center

Azevedo, Roger; Moos, Daniel C.; Johnson, Amy M.; Chauncey, Amber D.

2010-01-01

Self-regulated learning (SRL) with hypermedia environments involves a complex cycle of temporally unfolding cognitive and metacognitive processes that impact students' learning. We present several methodological issues related to treating SRL as an event and strengths and challenges of using online trace methodologies to detect, trace, model, and…

The Use of Cooperative Round Robin Discussion Model to Improve Students' Holistic Ability in TEFL Class

ERIC Educational Resources Information Center

Asari, Slamet; Ma'rifah, Ulfatul; Arifani, Yudhi

2017-01-01

This classroom action research is carried out within two cycles to breed a strategy on how a" Round Robin Discussion Learning Model" enhance students' critical thinking, presentation skills, confidence, and independent learning in Teaching English as a Foreign Language (TEFL) class. Pop-up quiz, teacher made-tests, classroom…

Development and Evaluation of the Effectiveness of Computer-Assisted Physics Instruction

ERIC Educational Resources Information Center

Rahman, Mohd. Jasmy Abd; Ismail, Mohd. Arif. Hj.; Nasir, Muhammad

2014-01-01

This study aims to design and develop an interactive software for teaching and learning physics about motion and vectors analysis. This study also assesses its effectiveness in classroom and assesses the learning motivation of SMA Pekanbaru's students. The software is developed using ADDIE Model design and Life Cycle Model and built using the…

Machine learning for predicting the response of breast cancer to neoadjuvant chemotherapy

PubMed Central

Mani, Subramani; Chen, Yukun; Li, Xia; Arlinghaus, Lori; Chakravarthy, A Bapsi; Abramson, Vandana; Bhave, Sandeep R; Levy, Mia A; Xu, Hua; Yankeelov, Thomas E

2013-01-01

Objective To employ machine learning methods to predict the eventual therapeutic response of breast cancer patients after a single cycle of neoadjuvant chemotherapy (NAC). Materials and methods Quantitative dynamic contrast-enhanced MRI and diffusion-weighted MRI data were acquired on 28 patients before and after one cycle of NAC. A total of 118 semiquantitative and quantitative parameters were derived from these data and combined with 11 clinical variables. We used Bayesian logistic regression in combination with feature selection using a machine learning framework for predictive model building. Results The best predictive models using feature selection obtained an area under the curve of 0.86 and an accuracy of 0.86, with a sensitivity of 0.88 and a specificity of 0.82. Discussion With the numerous options for NAC available, development of a method to predict response early in the course of therapy is needed. Unfortunately, by the time most patients are found not to be responding, their disease may no longer be surgically resectable, and this situation could be avoided by the development of techniques to assess response earlier in the treatment regimen. The method outlined here is one possible solution to this important clinical problem. Conclusions Predictive modeling approaches based on machine learning using readily available clinical and quantitative MRI data show promise in distinguishing breast cancer responders from non-responders after the first cycle of NAC. PMID:23616206

Fast social-like learning of complex behaviors based on motor motifs.

PubMed

Calvo Tapia, Carlos; Tyukin, Ivan Y; Makarov, Valeri A

2018-05-01

Social learning is widely observed in many species. Less experienced agents copy successful behaviors exhibited by more experienced individuals. Nevertheless, the dynamical mechanisms behind this process remain largely unknown. Here we assume that a complex behavior can be decomposed into a sequence of n motor motifs. Then a neural network capable of activating motor motifs in a given sequence can drive an agent. To account for (n-1)! possible sequences of motifs in a neural network, we employ the winnerless competition approach. We then consider a teacher-learner situation: one agent exhibits a complex movement, while another one aims at mimicking the teacher's behavior. Despite the huge variety of possible motif sequences we show that the learner, equipped with the provided learning model, can rewire "on the fly" its synaptic couplings in no more than (n-1) learning cycles and converge exponentially to the durations of the teacher's motifs. We validate the learning model on mobile robots. Experimental results show that the learner is indeed capable of copying the teacher's behavior composed of six motor motifs in a few learning cycles. The reported mechanism of learning is general and can be used for replicating different functions, including, for example, sound patterns or speech.

Fast social-like learning of complex behaviors based on motor motifs

NASA Astrophysics Data System (ADS)

Calvo Tapia, Carlos; Tyukin, Ivan Y.; Makarov, Valeri A.

2018-05-01

Social learning is widely observed in many species. Less experienced agents copy successful behaviors exhibited by more experienced individuals. Nevertheless, the dynamical mechanisms behind this process remain largely unknown. Here we assume that a complex behavior can be decomposed into a sequence of n motor motifs. Then a neural network capable of activating motor motifs in a given sequence can drive an agent. To account for (n -1 )! possible sequences of motifs in a neural network, we employ the winnerless competition approach. We then consider a teacher-learner situation: one agent exhibits a complex movement, while another one aims at mimicking the teacher's behavior. Despite the huge variety of possible motif sequences we show that the learner, equipped with the provided learning model, can rewire "on the fly" its synaptic couplings in no more than (n -1 ) learning cycles and converge exponentially to the durations of the teacher's motifs. We validate the learning model on mobile robots. Experimental results show that the learner is indeed capable of copying the teacher's behavior composed of six motor motifs in a few learning cycles. The reported mechanism of learning is general and can be used for replicating different functions, including, for example, sound patterns or speech.

Theta Coordinated Error-Driven Learning in the Hippocampus

PubMed Central

Ketz, Nicholas; Morkonda, Srinimisha G.; O'Reilly, Randall C.

2013-01-01

The learning mechanism in the hippocampus has almost universally been assumed to be Hebbian in nature, where individual neurons in an engram join together with synaptic weight increases to support facilitated recall of memories later. However, it is also widely known that Hebbian learning mechanisms impose significant capacity constraints, and are generally less computationally powerful than learning mechanisms that take advantage of error signals. We show that the differential phase relationships of hippocampal subfields within the overall theta rhythm enable a powerful form of error-driven learning, which results in significantly greater capacity, as shown in computer simulations. In one phase of the theta cycle, the bidirectional connectivity between CA1 and entorhinal cortex can be trained in an error-driven fashion to learn to effectively encode the cortical inputs in a compact and sparse form over CA1. In a subsequent portion of the theta cycle, the system attempts to recall an existing memory, via the pathway from entorhinal cortex to CA3 and CA1. Finally the full theta cycle completes when a strong target encoding representation of the current input is imposed onto the CA1 via direct projections from entorhinal cortex. The difference between this target encoding and the attempted recall of the same representation on CA1 constitutes an error signal that can drive the learning of CA3 to CA1 synapses. This CA3 to CA1 pathway is critical for enabling full reinstatement of recalled hippocampal memories out in cortex. Taken together, these new learning dynamics enable a much more robust, high-capacity model of hippocampal learning than was available previously under the classical Hebbian model. PMID:23762019

4FAD: A Framework for Mapping the Evolution of Artefacts in the Learning Design Process

ERIC Educational Resources Information Center

Muñoz-Cristóbal, Juan A.; Hernández-Leo, Davinia; Carvalho, Lucila; Martinez-Maldonado, Roberto; Thompson, Kate; Wardak, Dewa; Goodyear, Peter

2018-01-01

A number of researchers have explored the role and nature of design in education, proposing a diverse array of life cycle models. Design plays subtly different roles in each of these models. The learning design research community is shifting its attention from the representation of pedagogical plans to considering design as an ongoing process. As…

Unconventional Operational Concepts and the Homeland

DTIC Science & Technology

2009-03-01

Lessons Learned . Learning and Teaching There are many theories on organizational learning behaviors, and most agree on four essential phases, such as...those described by Kolb in Figure 9. 54 I C H A P T E R 4 Figure 9. The Learning Cycle The scope of Kolb’s model applies to individuals and...of play and experiential learning that will be long lasting. Lack of realism both with respect to scenarios and what can be expected of the response

Conceptual Understanding of Acids and Bases Concepts and Motivation to Learn Chemistry

ERIC Educational Resources Information Center

Cetin-Dindar, Ayla; Geban, Omer

2017-01-01

The purpose of this study was to investigate the effect of 5E learning cycle model oriented instruction (LCMI) on 11th-grade students' conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The study, which lasted for 7 weeks, involved two groups: An experimental group (LCMI) and a control group (the…

The Implementation of Cooperative Learning Model "Number Heads Together" ("NHT") in Improving the Students' Ability in Reading Comprehension

ERIC Educational Resources Information Center

Maman, Mayong; Rajab, Andi Aryani

2016-01-01

The study aimed at describing the implementation of cooperative learning model of (NHT) at student of SMPN 2 Maros. The method used was a classroom action research in two cycles. Data were collected using the test for the quantitative and non-test for the qualitative by employing observation, field note, student's workbook, student's reflection…

Self-organizing maps based on limit cycle attractors.

PubMed

Huang, Di-Wei; Gentili, Rodolphe J; Reggia, James A

2015-03-01

Recent efforts to develop large-scale brain and neurocognitive architectures have paid relatively little attention to the use of self-organizing maps (SOMs). Part of the reason for this is that most conventional SOMs use a static encoding representation: each input pattern or sequence is effectively represented as a fixed point activation pattern in the map layer, something that is inconsistent with the rhythmic oscillatory activity observed in the brain. Here we develop and study an alternative encoding scheme that instead uses sparsely-coded limit cycles to represent external input patterns/sequences. We establish conditions under which learned limit cycle representations arise reliably and dominate the dynamics in a SOM. These limit cycles tend to be relatively unique for different inputs, robust to perturbations, and fairly insensitive to timing. In spite of the continually changing activity in the map layer when a limit cycle representation is used, map formation continues to occur reliably. In a two-SOM architecture where each SOM represents a different sensory modality, we also show that after learning, limit cycles in one SOM can correctly evoke corresponding limit cycles in the other, and thus there is the potential for multi-SOM systems using limit cycles to work effectively as hetero-associative memories. While the results presented here are only first steps, they establish the viability of SOM models based on limit cycle activity patterns, and suggest that such models merit further study. Copyright © 2014 Elsevier Ltd. All rights reserved.

Classroom Assessment Techniques: A Conceptual Model for CATs in the Online Classroom

ERIC Educational Resources Information Center

Bergquist, Emily; Holbeck, Rick

2014-01-01

Formative assessments are an important part of the teaching and learning cycle. Instructors need to monitor student learning and check for understanding throughout the instructional phase of teaching to confirm that students understand the objective before embarking on the summative assessment. Typically, online classrooms are developed with…

Developing Preservice Elementary Teachers' Knowledge and Practices through Modeling-Centered Scientific Inquiry

ERIC Educational Resources Information Center

Schwarz, Christina

2009-01-01

Preservice elementary teachers face many challenges in learning how to teach science effectively, such as engaging students in science, organizing instruction, and developing a productive learning community. This paper reports on several iterative cycles of design-based research aimed at fostering preservice teachers' principled reasoning around…

Ozone: Does It Affect Me?

ERIC Educational Resources Information Center

Wilson, Karla G.

This curriculum unit on the ozone is intended for high school students and contains sections on environmental science and chemistry. It has been structured according to a learning cycle model and contains numerous activities, some of which are in a cooperative learning format. Skills emphasized include laboratory procedures, experimental design,…

Integrating Concept Mapping and the Learning Cycle To Teach Diffusion and Osmosis Concepts to High School Biology Students.

ERIC Educational Resources Information Center

Odom, Arthur L.; Kelly, Paul V.

2001-01-01

Explores the effectiveness of concept mapping, the learning cycle, expository instruction, and a combination of concept mapping/learning cycle in promoting conceptual understanding of diffusion and osmosis. Concludes that the concept mapping/learning cycle and concept mapping treatment groups significantly outperformed the expository treatment…

Effect on intensity of treadmill running on learning, memory and expressions of cell cycle-related proteins in rats with cerebral ischemia.

PubMed

Zhao, Ya-Ning; Li, Jian-Min; Chen, Chang-Xiang; Li, Shu-Xing; Xue, Cheng-Jing

2017-06-20

We discussed the intensity of treadmill running on learning, memory and expression of cell cycle-related proteins in rats with cerebral ischemia. Eighty healthy male SD rats were randomly divided into normal group, model group, intensity I group and intensity II group, with 20 rats in each group. The four-vessel occlusion method of Pulsinelli (4-VO) was used to induce global cerebral ischemia. Brain neuronal morphology was observed by hematoxylin-eosin (HE) staining at 3h, 6h, 24h and 48h after modeling, respectively. Hippocampal expressions of cyclin A and cyclin E were detected by immunohistochemistry. At 48h after modeling, the learning and memory performance of rats was tested by water maze experiment. Compared with the normal group, the other three groups had a significant reduction in surviving neurons, prolonging of escape latency and decreased number of passes over the former position of the platform (P<0.05). The number of surviving neurons and the number of passes over the former position of the platform were obviously lower in the model group than in intensity I group (P<0.05), but significantly higher compared with intensity II group (P<0.05). Escape latency of the model group was obviously prolonged as compared with intensity I group (P<0.05), but much shorter than that of intensity II group (P<0.05). Compared with the normal group, the expressions of cyclin A and cyclin E were significantly upregulated at different time points after modeling (P<0.05). The expression of the model group was higher than that of intensity I group, but lower than that of intensity II group (P<0.05). Moderate intensity of treadmill running can help protect brain neurons and improve learning and memory performance of rats with global cerebral ischemia. But high intensity of treadmill running has a negative impact, possibly through the regulation of cell cycle-related proteins in ischemia/reperfusion injury.

Integrating Research on Misconceptions, Reasoning Patterns and Three Types of Learning Cycles.

ERIC Educational Resources Information Center

Lawson, Anton E.

This paper describes how the learning cycle leads students to become more skilled reasoners. The three phases of the learning cycle are described and examples and goals of each are provided. Information is also offered on the three types of learning cycles: the descriptive; the empirical-inductive; and the hypothetical-deductive. Each is described…

The Learning Cycle: A Reintroduction

NASA Astrophysics Data System (ADS)

Maier, Steven J.; Marek, Edmund A.

2006-02-01

The learning cycle is an inquiry approach to instruction that continues to demonstrate significant effectiveness in the classroom.1-3 Rooted in Piaget's theory of intellectual development, learning cycles provide a structured means for students to construct concepts from direct experiences with science phenomena. Learning cycles have been the subject of numerous articles in science practitioner periodicals as well as the focus of much research in science education journals.4 This paper reintroduces the learning cycle by giving a brief description, followed by an example suitable for a range of physics classrooms.

Using a Learning Cycle to Deepen Chinese Primary Students' Concept Learning of the "Phases of the Moon"

ERIC Educational Resources Information Center

Lin, Jing

2016-01-01

This study focuses on the internal conditions of students' concept learning and builds a learning cycle' based on the "phases of the Moon" (MP) to, deepen students' understanding. The learning cycle of MP developed in this study includes three basic learning links, which are: cognitive conflict, abstraction and generalization, and…

Deep greedy learning under thermal variability in full diurnal cycles

NASA Astrophysics Data System (ADS)

Rauss, Patrick; Rosario, Dalton

2017-08-01

We study the generalization and scalability behavior of a deep belief network (DBN) applied to a challenging long-wave infrared hyperspectral dataset, consisting of radiance from several manmade and natural materials within a fixed site located 500 m from an observation tower. The collections cover multiple full diurnal cycles and include different atmospheric conditions. Using complementary priors, a DBN uses a greedy algorithm that can learn deep, directed belief networks one layer at a time and has two layers form to provide undirected associative memory. The greedy algorithm initializes a slower learning procedure, which fine-tunes the weights, using a contrastive version of the wake-sleep algorithm. After fine-tuning, a network with three hidden layers forms a very good generative model of the joint distribution of spectral data and their labels, despite significant data variability between and within classes due to environmental and temperature variation occurring within and between full diurnal cycles. We argue, however, that more questions than answers are raised regarding the generalization capacity of these deep nets through experiments aimed at investigating their training and augmented learning behavior.

Using the Learning Cycle To Teach Physical Science: A Hands-on Approach for the Middle Grades.

ERIC Educational Resources Information Center

Beisenherz, Paul; Dantonio, Marylou

The Learning Cycle Strategy enables students themselves to construct discrete science concepts and includes an exploration phase, introduction phase, and application phase. This book focuses on the use of the Learning Cycle to teach physical sciences and is divided into three sections. Section I develops a rationale for the Learning Cycle as an…

Teachers' Professional Growth through Engagement with Lesson Study

ERIC Educational Resources Information Center

Widjaja, Wanty; Vale, Colleen; Groves, Susie; Doig, Brian

2017-01-01

Lesson study is highly regarded as a model for professional learning, yet remains under-theorised. This article examines the professional learning experiences of teachers and numeracy coaches from three schools in a local network of schools, participating in a lesson study project over two research cycles in 2012. It maps the interconnections…

Will It Float?: A Learning Cycle Investigation of Mass and Volume

ERIC Educational Resources Information Center

Vincent, Dan; Cassel, Darlinda; Milligan, Jeanie

2008-01-01

In this science investigation based on the 5E learning model, students moved through four different centers designed to focus their attention on the concepts of mass, volume, and density. At these stations, students encountered discrepant events that heightened their curiosity and encouraged discussion with peers about what they expected and…

A learning-based markerless approach for full-body kinematics estimation in-natura from a single image.

PubMed

Drory, Ami; Li, Hongdong; Hartley, Richard

2017-04-11

We present a supervised machine learning approach for markerless estimation of human full-body kinematics for a cyclist from an unconstrained colour image. This approach is motivated by the limitations of existing marker-based approaches restricted by infrastructure, environmental conditions, and obtrusive markers. By using a discriminatively learned mixture-of-parts model, we construct a probabilistic tree representation to model the configuration and appearance of human body joints. During the learning stage, a Structured Support Vector Machine (SSVM) learns body parts appearance and spatial relations. In the testing stage, the learned models are employed to recover body pose via searching in a test image over a pyramid structure. We focus on the movement modality of cycling to demonstrate the efficacy of our approach. In natura estimation of cycling kinematics using images is challenging because of human interaction with a bicycle causing frequent occlusions. We make no assumptions in relation to the kinematic constraints of the model, nor the appearance of the scene. Our technique finds multiple quality hypotheses for the pose. We evaluate the precision of our method on two new datasets using loss functions. Our method achieves a score of 91.1 and 69.3 on mean Probability of Correct Keypoint (PCK) measure and 88.7 and 66.1 on the Average Precision of Keypoints (APK) measure for the frontal and sagittal datasets respectively. We conclude that our method opens new vistas to robust user-interaction free estimation of full body kinematics, a prerequisite to motion analysis. Copyright © 2017 Elsevier Ltd. All rights reserved.

An exercise to teach quantitative analysis and modeling using Excel-based analysis of the carbon cycle in the anthropocene

NASA Astrophysics Data System (ADS)

Stoll, Heather

2013-04-01

A computer modeling exercise was created to allows students to investigate the consequences of fossil fuel burning and land use change on the amount of carbon dioxide in the atmosphere. Students work with a simple numerical model of the carbon cycle which is rendered in Excel, and conduct a set of different sensitivity tests with different amounts and rate of C additions, and then graph and discuss their results. In the recommended approach, the model is provided to students without the biosphere and in class the formulas to integrate this module are typed into Excel simultaneously by instructor and students, helping students understand how the larger model is set up. In terms of content, students learn to recognize the redistribution of fossil fuel carbon between the ocean and atmosphere, and distinguish the consequences of rapid vs slow rates of addition of fossil fuel CO2 and the reasons for this difference. Students become familiar with the use of formulas in Excel and working with a large (300 rows, 20 columns) worksheet and gain competence in graphical representation of multiple scenarios. Students learn to appreciate the power and limitations of numerical models of complex cycles, the concept of inverse and forward models, and sensitivity tests. Finally, students learn that a reasonable hypothesis, may be "reasonable" but still not quantitatively sufficient - in this case, that the "Industrial Revolution" was not the source of increasing atmospheric CO2 from 1750-1900. The described activity is available to educators on the Teach the Earth portal of the Science Education Research Center (SERC) http://serc.carleton.edu/quantskills/activities/68751.html.

Real-time, adaptive machine learning for non-stationary, near chaotic gasoline engine combustion time series.

PubMed

Vaughan, Adam; Bohac, Stanislav V

2015-10-01

Fuel efficient Homogeneous Charge Compression Ignition (HCCI) engine combustion timing predictions must contend with non-linear chemistry, non-linear physics, period doubling bifurcation(s), turbulent mixing, model parameters that can drift day-to-day, and air-fuel mixture state information that cannot typically be resolved on a cycle-to-cycle basis, especially during transients. In previous work, an abstract cycle-to-cycle mapping function coupled with ϵ-Support Vector Regression was shown to predict experimentally observed cycle-to-cycle combustion timing over a wide range of engine conditions, despite some of the aforementioned difficulties. The main limitation of the previous approach was that a partially acasual randomly sampled training dataset was used to train proof of concept offline predictions. The objective of this paper is to address this limitation by proposing a new online adaptive Extreme Learning Machine (ELM) extension named Weighted Ring-ELM. This extension enables fully causal combustion timing predictions at randomly chosen engine set points, and is shown to achieve results that are as good as or better than the previous offline method. The broader objective of this approach is to enable a new class of real-time model predictive control strategies for high variability HCCI and, ultimately, to bring HCCI's low engine-out NOx and reduced CO2 emissions to production engines. Copyright © 2015 Elsevier Ltd. All rights reserved.

The public health nutrition intervention management bi-cycle: a model for training and practice improvement.

PubMed

Hughes, Roger; Margetts, Barrie

2012-11-01

The present paper describes a model for public health nutrition practice designed to facilitate practice improvement and provide a step-wise approach to assist with workforce development. The bi-cycle model for public health nutrition practice has been developed based on existing cyclical models for intervention management but modified to integrate discrete capacity-building practices. Education and practice settings. This model will have applications for educators and practitioners. Modifications to existing models have been informed by the authors' observations and experiences as practitioners and educators, and reflect a conceptual framework with applications in workforce development and practice improvement. From a workforce development and educational perspective, the model is designed to reflect adult learning principles, exposing students to experiential, problem-solving and practical learning experiences that reflect the realities of work as a public health nutritionist. In doing so, it assists the development of competency beyond knowing to knowing how, showing how and doing. This progression of learning from knowledge to performance is critical to effective competency development for effective practice. Public health nutrition practice is dynamic and varied, and models need to be adaptable and applicable to practice context to have utility. The paper serves to stimulate debate in the public health nutrition community, to encourage critical feedback about the validity, applicability and utility of this model in different practice contexts.

Training for Content Teachers of English Language Learners: Using Experiential Learning to Improve Instruction

ERIC Educational Resources Information Center

Bohon, Leslie L.; McKelvey, Susan; Rhodes, Joan A.; Robnolt, Valerie J.

2017-01-01

Experiential learning theory places experience at the center of learning. Kolb's four-stage cycle of experiential learning suggests that effective learners must engage fully in each stage of the cycle--feeling, reflection, thinking, and action. This research assesses the alignment of Kolb's experiential learning cycle with the week-long Summer…

Mediated Modeling in Science Education

NASA Astrophysics Data System (ADS)

Halloun, Ibrahim A.

2007-08-01

Following two decades of corroboration, modeling theory is presented as a pedagogical theory that promotes mediated experiential learning of model-laden theory and inquiry in science education. Students develop experiential knowledge about physical realities through interplay between their own ideas about the physical world and particular patterns in this world. Under teacher mediation, they represent each pattern with a particular model that they develop through a five-phase learning cycle, following particular modeling schemata of well-defined dimensions and rules of engagement. Significantly greater student achievement has been increasingly demonstrated under mediated modeling than under conventional instruction of lecture and demonstration, especially in secondary school and university physics courses. The improved achievement is reflected in more meaningful understanding of course materials, better learning styles, higher success rates, lower attrition rates and narrower gaps between students of different backgrounds.

The GLOBE Carbon Cycle Project: Using a systems approach to understand carbon and the Earth's climate system

NASA Astrophysics Data System (ADS)

Silverberg, S. K.; Ollinger, S. V.; Martin, M. E.; Gengarelly, L. M.; Schloss, A. L.; Bourgeault, J. L.; Randolph, G.; Albrechtova, J.

2009-12-01

National Science Content Standards identify systems as an important unifying concept across the K-12 curriculum. While this standard exists, there is a recognized gap in the ability of students to use a systems thinking approach in their learning. In a similar vein, both popular media as well as some educational curricula move quickly through climate topics to carbon footprint analyses without ever addressing the nature of carbon or the carbon cycle. If students do not gain a concrete understanding of carbon’s role in climate and energy they will not be able to successfully tackle global problems and develop innovative solutions. By participating in the GLOBE Carbon Cycle project, students learn to use a systems thinking approach, while at the same time, gaining a foundation in the carbon cycle and it's relation to climate and energy. Here we present the GLOBE Carbon Cycle project and materials, which incorporate a diverse set of activities geared toward upper middle and high school students with a variety of learning styles. A global carbon cycle adventure story and game let students see the carbon cycle as a complete system, while introducing them to systems thinking concepts including reservoirs, fluxes and equilibrium. Classroom photosynthesis experiments and field measurements of schoolyard vegetation brings the global view to the local level. And the use of computer models at varying levels of complexity (effects on photosynthesis, biomass and carbon storage in global biomes, global carbon cycle) not only reinforces systems concepts and carbon content, but also introduces students to an important scientific tool necessary for understanding climate change.

Assessing Understanding of the Learning Cycle: The ULC

NASA Astrophysics Data System (ADS)

Marek, Edmund A.; Maier, Steven J.; McCann, Florence

2008-08-01

An 18-item, multiple choice, 2-tiered instrument designed to measure understanding of the learning cycle (ULC) was developed and field-tested from the learning cycle test (LCT) of Odom and Settlage ( Journal of Science Teacher Education, 7, 123 142, 1996). All question sets of the LCT were modified to some degree and 5 new sets were added, resulting in the ULC. The ULC measures (a) understandings and misunderstandings of the learning cycle, (b) the learning cycle’s association with Piaget’s ( Biology and knowledge theory: An essay on the relations between organic regulations and cognitive processes, 1975) theory of mental functioning, and (c) applications of the learning cycle. The resulting ULC instrument was evaluated for internal consistency with Cronbach’s alpha, yielding a coefficient of .791.

The Impact and Promise of Open-Source Computational Material for Physics Teaching

NASA Astrophysics Data System (ADS)

Christian, Wolfgang

2017-01-01

A computer-based modeling approach to teaching must be flexible because students and teachers have different skills and varying levels of preparation. Learning how to run the ``software du jour'' is not the objective for integrating computational physics material into the curriculum. Learning computational thinking, how to use computation and computer-based visualization to communicate ideas, how to design and build models, and how to use ready-to-run models to foster critical thinking is the objective. Our computational modeling approach to teaching is a research-proven pedagogy that predates computers. It attempts to enhance student achievement through the Modeling Cycle. This approach was pioneered by Robert Karplus and the SCIS Project in the 1960s and 70s and later extended by the Modeling Instruction Program led by Jane Jackson and David Hestenes at Arizona State University. This talk describes a no-cost open-source computational approach aligned with a Modeling Cycle pedagogy. Our tools, curricular material, and ready-to-run examples are freely available from the Open Source Physics Collection hosted on the AAPT-ComPADRE digital library. Examples will be presented.

Learning to Become a CLIL Teacher: Teaching, Reflection and Professional Development

ERIC Educational Resources Information Center

Urmeneta, Cristina Escobar

2013-01-01

This case study is part of a larger project which aims to determine the usefulness and validity of a model of a pre-service content and language integrated learning (CLIL) teacher education programme inserted in a Master's degree, whose main pedagogical option is to achieve teacher empowerment through cycles of collaborative teaching and shared…

The Campus Environmental Management System Cycle in Practice: 15 Years of Environmental Management, Education and Research at Dalhousie University

ERIC Educational Resources Information Center

Clarke, Amelia

2006-01-01

Purpose: To challenge the deliberate strategy approach of the environmental management system (EMS) cycle, and offer a model based on both the practical reality experienced at Dalhousie University and emergent strategy theory. Also, to share some of the lessons learned in the 15 years of environmental management at Dalhousie University.…

The 3D model of debriefing: defusing, discovering, and deepening.

PubMed

Zigmont, Jason J; Kappus, Liana J; Sudikoff, Stephanie N

2011-04-01

The experiential learning process involves participation in key experiences and analysis of those experiences. In health care, these experiences can occur through high-fidelity simulation or in the actual clinical setting. The most important component of this process is the postexperience analysis or debriefing. During the debriefing, individuals must reflect upon the experience, identify the mental models that led to behaviors or cognitive processes, and then build or enhance new mental models to be used in future experiences. On the basis of adult learning theory, the Kolb Experiential Learning Cycle, and the Learning Outcomes Model, we structured a framework for facilitators of debriefings entitled "the 3D Model of Debriefing: Defusing, Discovering, and Deepening." It incorporates common phases prevalent in the debriefing literature, including description of and reactions to the experience, analysis of behaviors, and application or synthesis of new knowledge into clinical practice. It can be used to enhance learning after real or simulated events. Copyright © 2011 Elsevier Inc. All rights reserved.

Informal learning processes in support of clinical service delivery in a service-oriented community pharmacy.

PubMed

Patterson, Brandon J; Bakken, Brianne K; Doucette, William R; Urmie, Julie M; McDonough, Randal P

The evolving health care system necessitates pharmacy organizations' adjustments by delivering new services and establishing inter-organizational relationships. One approach supporting pharmacy organizations in making changes may be informal learning by technicians, pharmacists, and pharmacy owners. Informal learning is characterized by a four-step cycle including intent to learn, action, feedback, and reflection. This framework helps explain individual and organizational factors that influence learning processes within an organization as well as the individual and organizational outcomes of those learning processes. A case study of an Iowa independent community pharmacy with years of experience in offering patient care services was made. Nine semi-structured interviews with pharmacy personnel revealed initial evidence in support of the informal learning model in practice. Future research could investigate more fully the informal learning model in delivery of patient care services in community pharmacies. Copyright © 2016 Elsevier Inc. All rights reserved.

Guided Inquiry Learning With Sea Water Battery Project

NASA Astrophysics Data System (ADS)

Mashudi, A.

2017-02-01

Science learning process is expected to produce valuable product, innovative and real learning environment, and provide memorable learning experience. That orientation can be contained in Inquiry Based Learning. SMP N 4 Juwana is located close to the beach. That’s why, Sea Water Battery Project is very suitable to be applied in learning activity as an effort to fulfill the renewable energy based on local wisdom. This study aims to increase interest, activity and achievement of students. Learning implementation stage, namely : Constructing Sea Water Battery project, observation, group presentations, and feedback. Sea Water Battery is renewable energy battery from materials easily found around the learner. The materials used are copper plate as the anode, zinc plate as the cathode and sea water as the electrolyte. Average score of students Interest on the first cycle 76, while on the second cycle 85. Average score of students Activity on the first cycle 76 and on the second cycle 86. Average score of students achievement on the first cycle 75, while on the second cycle 84. This learning process gave nurturant effect for students to keep innovating and construct engineering technology for the future.

Performance improvement of robots using a learning control scheme

NASA Technical Reports Server (NTRS)

Krishna, Ramuhalli; Chiang, Pen-Tai; Yang, Jackson C. S.

1987-01-01

Many applications of robots require that the same task be repeated a number of times. In such applications, the errors associated with one cycle are also repeated every cycle of the operation. An off-line learning control scheme is used here to modify the command function which would result in smaller errors in the next operation. The learning scheme is based on a knowledge of the errors and error rates associated with each cycle. Necessary conditions for the iterative scheme to converge to zero errors are derived analytically considering a second order servosystem model. Computer simulations show that the errors are reduced at a faster rate if the error rate is included in the iteration scheme. The results also indicate that the scheme may increase the magnitude of errors if the rate information is not included in the iteration scheme. Modification of the command input using a phase and gain adjustment is also proposed to reduce the errors with one attempt. The scheme is then applied to a computer model of a robot system similar to PUMA 560. Improved performance of the robot is shown by considering various cases of trajectory tracing. The scheme can be successfully used to improve the performance of actual robots within the limitations of the repeatability and noise characteristics of the robot.

Convection Connections.

ERIC Educational Resources Information Center

Cavallo, Ann M. L.

2001-01-01

Introduces three science activities for elementary and middle school students on the concepts of heat transfer and temperature. Includes two learning cycles. The first learning cycle examines the effects of temperature on air movement, and the second learning cycle investigates heat movement in water. (YDS)

Teaching EFL Writing: An Approach Based on the Learner's Context Model

ERIC Educational Resources Information Center

Lin, Zheng

2017-01-01

This study aims to examine qualitatively a new approach to teaching English as a foreign language (EFL) writing based on the learner's context model. It investigates the context model-based approach in class and identifies key characteristics of the approach delivered through a four-phase teaching and learning cycle. The model collects research…

Improving management of student clinical placements: insights from activity theory.

PubMed

O'Keefe, Maree; Wade, Victoria; McAllister, Sue; Stupans, Ieva; Burgess, Teresa

2016-08-24

An approach to improve management of student clinical placements, the Building Teams for Quality Learning project, was trialed in three different health services. In a previous paper the authors explored in some detail the factors associated with considerable success of this approach at one of these services. In this paper, the authors extend this work with further analysis to determine if the more limited outcomes observed with participants at the other two services could be explained by application of activity theory and in particular the expansive learning cycle. Staff at three health services participated in the Building Teams for Quality Learning project: a dental clinic, a community aged care facility and a rural hospital. At each site a team of seven multi-disciplinary staff completed the project over 9 to 12 months (total 21 participants). Evaluation data were collected through interviews, focus groups and direct observation of staff and students. Following initial thematic analysis, further analysis was conducted to compare the processes and outcomes at each participating health service drawing on activity theory and the expansive learning cycle. Fifty-one interview transcripts, 33 h of workplace observation and 31 sets of workshop field notes (from 36 h of workshops) were generated. All participants were individually supportive of, and committed to, high quality student learning experiences. As was observed with staff at the dental clinic, a number of potentially effective strategies were discussed at the aged care facility and the rural hospital workshops. However, participants in these two health services could not develop a successful implementation plan. The expansive learning cycle element of modeling and testing new solutions was not achieved and participants were unable, collectively to reassess and reinterpret the object of their activities. The application of activity theory and the expansive learning cycle assisted a deeper understanding of the differences in outcomes observed across the three groups of participants. This included identifying specific points in the expansive learning cycle at which the three groups diverged. These findings support some practical recommendations for health services that host student clinical placements.

Quality improvement on chemistry practicum courses through implementation of 5E learning cycle

NASA Astrophysics Data System (ADS)

Merdekawati, Krisna

2017-03-01

Two of bachelor of chemical education's competences are having practical skills and mastering chemistry material. Practicum courses are organized to support the competency achievement. Based on observation and evaluation, many problems were found in the implementation of practicum courses. Preliminary study indicated that 5E Learning Cycle can be used as an alternative solution in order to improve the quality of chemistry practicum course. The 5E Learning Cycle can provide positive influence on the achievement of the competence, laboratory skills, and students' understanding. The aim of the research was to describe the feasibility of implementation of 5E Learning Cycle on chemistry practicum courses. The research was based on phenomenology method in qualitative approach. The participants of the research were 5 person of chemistry laboratory manager (lecturers at chemistry and chemistry education department). They concluded that the 5E Learning Cycle could be implemented to improve the quality of the chemistry practicum courses. Practicum guides and assistant competences were organized to support the implementation of 5E Learning Cycle. It needed training for assistants to understand and implement in the stages of 5E Learning Cycle. Preparation of practical guidelines referred to the stages of 5E Learning Cycle, started with the introduction of contextual and applicable materials, then followed with work procedures that accommodate the stage of engagement, exploration, explanation, extension, and evaluation

Virtual Visualisation Laboratory for Science and Mathematics Content (Vlab-SMC) with Special Reference to Teaching and Learning of Chemistry

NASA Astrophysics Data System (ADS)

Badioze Zaman, Halimah; Bakar, Norashiken; Ahmad, Azlina; Sulaiman, Riza; Arshad, Haslina; Mohd. Yatim, Nor Faezah

Research on the teaching of science and mathematics in schools and universities have shown that available teaching models are not effective in instilling the understanding of scientific and mathematics concepts, and the right scientific and mathematics skills required for learners to become good future scientists (mathematicians included). The extensive development of new technologies has a marked influence on education, by facilitating the design of new learning and teaching materials, that can improve the attitude of learners towards Science and Mathematics and the plausibility of advanced interactive, personalised learning process. The usefulness of the computer in Science and Mathematics education; as an interactive communication medium that permits access to all types of information (texts, images, different types of data such as sound, graphics and perhaps haptics like smell and touch); as an instrument for problem solving through simulations of scientific and mathematics phenomenon and experiments; as well as measuring and monitoring scientific laboratory experiments. This paper will highlight on the design and development of the virtual Visualisation Laboratory for Science & Mathematics Content (VLab-SMC) based on the Cognitivist- Constructivist-Contextual development life cycle model as well as the Instructional Design (ID) model, in order to achieve its objectives in teaching and learning. However, this paper with only highlight one of the virtual labs within VLab-SMC that is, the Virtual Lab for teaching Chemistry (VLab- Chem). The development life cycle involves the educational media to be used, measurement of content, and the authoring and programming involved; whilst the ID model involves the application of the cognitivist, constructivist and contextual theories in the modeling of the modules of VLab-SMC generally and Vlab-Chem specifically, using concepts such as 'learning by doing', contextual learning, experimental simulations 3D and real-time animations to create a virtual laboratory based on a real laboratory. Initial preliminary study shows positive indicators of VLab-Chem for the teaching and learning of Chemistry on the topic of 'Salts and Acids'.

Buoyancy Can-Can

NASA Astrophysics Data System (ADS)

Nelson, Jim; Nelson, Jane Bray

2015-05-01

In this paper, a discrepant event is used to initiate a learning cycle1 lesson to help students develop an understanding of the concept and equation for buoyant force. The data are gathered using readily available equipment and then graphically analyzed using a four-step analysis consistent with the modeling instructional approach.2 This laboratory activity is appropriate for high school or first-year college physics, and provides the opportunity for review of free-body diagrams, experimental design, and graphical analysis. We use the "BSCS 5E" version of the Karplus learning cycle idea, popularized by Bybee, in which students are expected to Engage, Explore, Explain, Elaborate, and Evaluate.3

Learning outcomes through the cooperative learning team assisted individualization on research methodology’ course

NASA Astrophysics Data System (ADS)

Pakpahan, N. F. D. B.

2018-01-01

All articles must contain an abstract. The research methodology is a subject in which the materials must be understood by the students who will take the thesis. Implementation of learning should create the conditions for active learning, interactive and effective are called Team Assisted Individualization (TAI) cooperative learning. The purpose of this study: 1) improving student learning outcomes at the course research methodology on TAI cooperative learning. 2) improvement of teaching activities. 3) improvement of learning activities. This study is a classroom action research conducted at the Department of Civil Engineering Universitas Negeri Surabaya. The research subjects were 30 students and lecturer of courses. Student results are complete in the first cycle by 20 students (67%) and did not complete 10 students (33%). In the second cycle students who complete being 26 students (87%) and did not complete 4 students (13%). There is an increase in learning outcomes by 20%. Results of teaching activities in the first cycle obtained the value of 3.15 with the criteria enough well. In the second cycle obtained the value of 4.22 with good criterion. The results of learning activities in the first cycle obtained the value of 3.05 with enough criterion. In the second cycle was obtained 3.95 with good criterion.

A 5E Learning Cycle Approach-Based, Multimedia-Supplemented Instructional Unit for Structured Query Language

ERIC Educational Resources Information Center

Piyayodilokchai, Hongsiri; Panjaburee, Patcharin; Laosinchai, Parames; Ketpichainarong, Watcharee; Ruenwongsa, Pintip

2013-01-01

With the benefit of multimedia and the learning cycle approach in promoting effective active learning, this paper proposed a learning cycle approach-based, multimedia-supplemented instructional unit for Structured Query Language (SQL) for second-year undergraduate students with the aim of enhancing their basic knowledge of SQL and ability to apply…

Lifelong Learning: The Whole DAMN Cycle--A Singapore Perspective.

ERIC Educational Resources Information Center

Pan, Daphne Yuen

The Desire, Ability, Means, and Need (DAMN) Cycle is a useful paradigm for understanding the lifelong learning framework in Singapore. The cycle suggests that, for learning to occur, students must have a desire and an ability to learn, including inquiring minds and higher order process skills; the means must be provided through a well-defined…

Murals as Models: Supporting NGSS three-dimensional teaching in climate change educator professional learning

NASA Astrophysics Data System (ADS)

Rogers, M. J. B.; Petrone, C.; Merrick, B. A.; Drewes, A.

2017-12-01

The current shift in K-12 science education is towards a teaching and learning approach in which students actively do and experience science in a deep, meaningful way while being fully active in their learning. For students and teachers who have not experienced this approach, this shift is difficult without scaffolding. Professional learning for educators must allow teachers to experience this approach and reflect on their experience. We share an example from our 2017 K-12 Climate Change Academy in which educators created and modified murals of Earth's climate system while investigating ecosystem interactions, the carbon cycle, energy flow, and human impacts. The Academy constituted an online component followed by three consecutive in person days. The mural activity served as a framework. The first mural modeling occurred online. A1: Take a photo of an outdoor landscape. Annotate it with elements of Earth's atmosphere, biosphere, geosphere, hydrosphere and indicate energy flow, carbon cycling, and the processes driving these. Activities 2-6 were employed throughout the in person days. A2: Small groups create 2D, mural sized models of Earth's climate system. A3: Groups use carbon themed cards to document naturally occurring and human-influenced aspects of the carbon cycle on their models. A4-5: Teams add climate change impacts and possible mitigation/adaptation responses to murals. A6: Ongoing throughout, team members modify models as needed based on learning. Throughout the Academy, participants were able to experience the activities as students. As Academy facilitators, we modeled how educators could use these models in their classrooms. We used A1 submissions as a formative assessment tool and also as a guide for forming groups for the first in person mural. A2 was used as a small group icebreaker, serving as a bridge between the online and in person sessions both for community building and for providing peer support in knowledge building. A3-A5 allowed for reflection upon and meaning making from other activities. At set stopping points, participants changed roles to discuss the 3D NGSS elements they experienced and think about how each activity could be used in their classroom. We will share best practices from these activities, how they can be adapted for other uses, and Academy participants' reflections.

Moving and Learning: Expanding Style and Increasing Flexibility

ERIC Educational Resources Information Center

Peterson, Kay; DeCato, Lisa; Kolb, David A.

2015-01-01

This article introduces ways in which movement can enhance one's understanding of how to learn using Experiential Learning Theory (ELT) concepts of the Learning Cycle, Learning Styles, and Learning Flexibility. The theoretical correspondence between the dialectic dimensions of the Learning Cycle and the dimensions of the Laban Movement Analysis…

An Open IMS-Based User Modelling Approach for Developing Adaptive Learning Management Systems

ERIC Educational Resources Information Center

Boticario, Jesus G.; Santos, Olga C.

2007-01-01

Adaptive LMS have not yet reached the eLearning marketplace due to methodological, technological and management open issues. At aDeNu group, we have been working on two key challenges for the last five years in related research projects. Firstly, develop the general framework and a running architecture to support the adaptive life cycle (i.e.,…

Professional Development: What Works? Q&A with Dr. Hilda Borko. REL Mid-Atlantic Teacher Effectiveness Webinar Series

ERIC Educational Resources Information Center

Regional Educational Laboratory Mid-Atlantic, 2013

2013-01-01

In this webinar, Dr. Hilda Borko, professor, Stanford University Graduate School of Education, presented examples of promising models of professional development, including the Problem-Solving Cycle, Learning and Teaching Geometry, and the use of videos as tools for teacher learning. This Q&A addressed the questions participants had for Dr.…

Teaching Significant Figures Using a Learning Cycle.

ERIC Educational Resources Information Center

Guymon, E. Park; And Others

1986-01-01

Describes an instructional strategy based on the learning cycle for teaching the use of significant figures. Provides explanations of teaching activities for each phase of the learning cycle (exploration, invention, application). Compares this approach to teaching significant figures with the traditional textbook approach. (TW)

A Learning Cycle Approach To Introducing Osmosis.

ERIC Educational Resources Information Center

Lawson, Anton E.

2000-01-01

Presents an inquiry activity with a learning cycle approach to engage students in testing their own hypotheses about how molecules move through cell membranes. Offers student materials and teacher materials, including teaching tips for each phase of the learning cycle. (Contains 11 references.) (ASK)

Removing Preconceptions with a "Learning Cycle."

ERIC Educational Resources Information Center

Gang, Su

1995-01-01

Describes a teaching experiment that uses the Learning Cycle to achieve the reorientation of physics' students conceptual frameworks away from commonsense perspectives toward scientifically rigorous outlooks. Uses Archimedes' principle as the content topic while using the Learning Cycle to remove students' nonscientific preconceptions. (JRH)

Cycles of Exploration, Reflection, and Consolidation in Model-Based Learning of Genetics

NASA Astrophysics Data System (ADS)

Kim, Beaumie; Pathak, Suneeta A.; Jacobson, Michael J.; Zhang, Baohui; Gobert, Janice D.

2015-12-01

Model-based reasoning has been introduced as an authentic way of learning science, and many researchers have developed technological tools for learning with models. This paper describes how a model-based tool, BioLogica™, was used to facilitate genetics learning in secondary 3-level biology in Singapore. The research team co-designed two different pedagogical approaches with teachers, both of which involved learner-centered "exploration and reflection" with BioLogica and teacher-led "telling" or "consolidation." One group went through the stand-alone BioLogica units for all topics prior to a series of teacher-led instructions, whereas the other group was engaged in teacher-led activities after using BioLogica for each topic. Based on the results of a series of tests on genetics, the groups performed differently from what the teacher had expected. We explore how the design of the two approaches and interactions among students might have contributed to the results.

Externalities in a life cycle model with endogenous survival☆

PubMed Central

Kuhn, Michael; Wrzaczek, Stefan; Prskawetz, Alexia; Feichtinger, Gustav

2011-01-01

We study socially vs individually optimal life cycle allocations of consumption and health, when individual health care curbs own mortality but also has a spillover effect on other persons’ survival. Such spillovers arise, for instance, when health care activity at aggregate level triggers improvements in treatment through learning-by-doing (positive externality) or a deterioration in the quality of care through congestion (negative externality). We combine an age-structured optimal control model at population level with a conventional life cycle model to derive the social and private value of life. We then examine how individual incentives deviate from social incentives and how they can be aligned by way of a transfer scheme. The age-patterns of socially and individually optimal health expenditures and the transfer rate are derived. Numerical analysis illustrates the working of our model. PMID:28298810

An English Vocabulary Learning System Based on Fuzzy Theory and Memory Cycle

NASA Astrophysics Data System (ADS)

Wang, Tzone I.; Chiu, Ti Kai; Huang, Liang Jun; Fu, Ru Xuan; Hsieh, Tung-Cheng

This paper proposes an English Vocabulary Learning System based on the Fuzzy Theory and the Memory Cycle Theory to help a learner to memorize vocabularies easily. By using fuzzy inferences and personal memory cycles, it is possible to find an article that best suits a learner. After reading an article, a quiz is provided for the learner to improve his/her memory of the vocabulary in the article. Early researches use just explicit response (ex. quiz exam) to update memory cycles of newly learned vocabulary; apart from that approach, this paper proposes a methodology that also modify implicitly the memory cycles of learned word. By intensive reading of articles recommended by our approach, a learner learns new words quickly and reviews learned words implicitly as well, and by which the vocabulary ability of the learner improves efficiently.

Why Do Athletes Drink Sports Drinks? A Learning Cycle to Explore the Concept of Osmosis

ERIC Educational Resources Information Center

Carlsen, Brook; Marek, Edmund A.

2010-01-01

Why does an athlete reach for a sports drink after a tough game or practice? The learning cycle presented in this article helps students answer this question. Learning cycles (Marek 2009) are designed to guide students through direct experiences with a particular concept. In this article, students learn about "osmosis," or the moving of water into…

The Effect of 7E Learning Cycle on Learning in Science Teaching: A Meta-Analysis Study

ERIC Educational Resources Information Center

Balta, Nuri; Sarac, Hakan

2016-01-01

This article reports the results of a meta-analysis of the effectiveness of 7E learning cycle in science teaching. Totally 35 different effect sizes from 24 experimental studies, comprising 2918 students were included in the meta-analysis. The results confirmed that 7E learning cycle have a positive effect on students' achievement. The overall…

Managing a closed-loop supply chain inventory system with learning effects

NASA Astrophysics Data System (ADS)

Jauhari, Wakhid Ahmad; Dwicahyani, Anindya Rachma; Hendaryani, Oktiviandri; Kurdhi, Nughthoh Arfawi

2018-02-01

In this paper, we propose a closed-loop supply chain model consisting of a retailer and a manufacturer. We intend to investigate the impact of learning in regular production, remanufacturing and reworking. The customer demand is assumed deterministic and will be satisfied from both regular production and remanufacturing process. The return rate of used items depends on quality. We propose a mathematical model with the objective is to maximize the joint total profit by simultaneously determining the length of ordering cycle for the retailer and the number of regular production and remanufacturing cycle. The algorithm is suggested for finding the optimal solution. A numerical example is presented to illustrate the application of using a proposed model. The results show that the integrated model performs better in reducing total cost compared to the independent model. The total cost is most affected by the changes in the values of unit production cost and acceptable quality level. In addition, the changes in the defective items proportion and the fraction of holding costs significantly influence the retailer's ordering period.

Evaluating Data Clustering Approach for Life-Cycle Facility Control

DTIC Science & Technology

2013-04-01

produce 90% matching accuracy with noise/variations up to 55%. KEYWORDS: Building Information Modelling ( BIM ), machine learning, pattern detection...reconciled to building information model elements and ultimately to an expected resource utilization schedule. The motivation for this integration is to...by interoperable data sources and building information models . Building performance modelling and simulation efforts such as those by Maile et al

Rhizomatic Education: Community as Curriculum

ERIC Educational Resources Information Center

Cormier, Dave

2008-01-01

The pace of technological change has challenged historical notions of what counts as knowledge. Dave Cormier describes an alternative to the traditional notion of knowledge. In place of the expert-centered pedagogical planning and publishing cycle, Cormier suggests a rhizomatic model of learning. In the rhizomatic model, knowledge is negotiated,…

A Classroom Learning Cycle: Using Diagrams to Classify Matter.

ERIC Educational Resources Information Center

James, Helen J.; Nelson, Samuel L.

1981-01-01

A learning cycle involves the active participation of students in exploration, invention, and application phases. Describes one such learning cycle dealing with classification of matter and designed to provide students with an understanding of the terms: atom, molecule, element, compound, solution, and heterogeneous matter. (Author/JN)

Exploring the Effect of Embedded Scaffolding within Curricular Tasks on Third-Grade Students' Model-Based Explanations about Hydrologic Cycling

ERIC Educational Resources Information Center

Zangori, Laura; Forbes, Cory T.; Schwarz, Christina V.

2015-01-01

Opportunities to generate model-based explanations are crucial for elementary students, yet are rarely foregrounded in elementary science learning environments despite evidence that early learners can reason from models when provided with scaffolding. We used a quasi-experimental research design to investigate the comparative impact of a scaffold…

Evaluating Online CPD Using Educational Criteria Derived from the Experiential Learning Cycle.

ERIC Educational Resources Information Center

Friedman, Andrew; Watts, David; Croston, Judith; Durkin, Catherine

2002-01-01

Develops a set of educational evaluation criteria for online continuing professional development (CPD) courses using Kolb's experiential learning cycle theory. Evaluates five courses provided by online CPD Web sites, concludes that these online courses neglect parts of the learning cycle, and suggests improvements. (Author/LRW)

The Effects of Mobile Natural-Science Learning Based on the 5E Learning Cycle: A Case Study

ERIC Educational Resources Information Center

Liu, Tzu-Chien; Peng, Hsinyi; Wu, Wen-Hsuan; Lin, Ming-Sheng

2009-01-01

This study has three major purposes, including designing mobile natural-science learning activities that rest on the 5E Learning Cycle, examining the effects of these learning activities on students' performances of learning aquatic plants, and exploring students' perceptions toward these learning activities. A case-study method is utilized and…

How Is the Freezing Point of a Binary Mixture of Liquids Related to the Composition? A Guided Inquiry Experiment

ERIC Educational Resources Information Center

Hunnicutt, Sally S.; Grushow, Alexander; Whitnell, Rob

2017-01-01

The principles of process-oriented guided inquiry learning (POGIL) are applied to a binary solid-liquid mixtures experiment. Over the course of two learning cycles, students predict, measure, and model the phase diagram of a mixture of fatty acids. The enthalpy of fusion of each fatty acid is determined from the results. This guided inquiry…

Capabilities for Learning to Read: An Investigation of Social and Economic Effects for Grade 6 Learners in Southern and East Africa

ERIC Educational Resources Information Center

Smith, Michele; Barrett, Angeline M.

2011-01-01

This paper considers what multilevel modelling approaches to analysing large scale cross-national surveys of education quality can tell us about the capabilities that support primary school children in learning to read. The impact of pupil background characteristics on achievement in reading towards the end of the primary cycle in sub-Saharan…

On the Evolution of Behaviors through Embodied Imitation.

PubMed

Erbas, Mehmet D; Bull, Larry; Winfield, Alan F T

2015-01-01

This article describes research in which embodied imitation and behavioral adaptation are investigated in collective robotics. We model social learning in artificial agents with real robots. The robots are able to observe and learn each others' movement patterns using their on-board sensors only, so that imitation is embodied. We show that the variations that arise from embodiment allow certain behaviors that are better adapted to the process of imitation to emerge and evolve during multiple cycles of imitation. As these behaviors are more robust to uncertainties in the real robots' sensors and actuators, they can be learned by other members of the collective with higher fidelity. Three different types of learned-behavior memory have been experimentally tested to investigate the effect of memory capacity on the evolution of movement patterns, and results show that as the movement patterns evolve through multiple cycles of imitation, selection, and variation, the robots are able to, in a sense, agree on the structure of the behaviors that are imitated.

Transportation life cycle assessment (LCA) synthesis : life cycle assessment learning module series.

DOT National Transportation Integrated Search

2015-03-12

The Life Cycle Assessment Learning Module Series is a set of narrated, self-advancing slideshows on : various topics related to environmental life cycle assessment (LCA). This research project produced the first 27 of such modules, which : are freely...

The Experiential Learning Cycle in Visual Design

ERIC Educational Resources Information Center

Arsoy, Aysu; Özad, Bahire Efe

2004-01-01

Experiential Learning Cycle has been applied to the Layout and Graphics Design in Computer Course provided by the Faculty of Communication and Media Studies to the students studying at the Public Relations and Advertising Department. It is hoped that by applying the Experiential Learning Cycle, the creativity and problem solving strategies of the…

Students' Understanding of Analogy after a Core (Chemical Observations, Representations, Experimentation) Learning Cycle, General Chemistry Experiment

ERIC Educational Resources Information Center

Avargil, Shirly; Bruce, Mitchell R. M.; Amar, Franc¸ois G.; Bruce, Alice E.

2015-01-01

Students' understanding about analogy was investigated after a CORE learning cycle general chemistry experiment. CORE (Chemical Observations, Representations, Experimentation) is a new three-phase learning cycle that involves (phase 1) guiding students through chemical observations while they consider a series of open-ended questions, (phase 2)…

HIV Testing, Subjective Beliefs and Economic Behavior

PubMed Central

Thornton, Rebecca L.

2013-01-01

This paper examines the effects of learning HIV status on economic behavior among rural Malawians. According to economic life-cycle models, if learning HIV results is informative about additional years of life, being diagnosed HIV-positive or negative should predict changes in consumption, investment and savings behavior with important micro and macro-economic implications. Using an experiment that randomly assigned incentives to learn HIV results, I find that while learning HIV results had short term effects on subjective belief of HIV infection, these differences did not persist after two years. Consistent with this, there were relatively few differences two years later in savings, income, expenditures, and employment between those who learned and did not learn their status. PMID:24369439

Scientific Modeling for Inquiring Teachers Network (SMIT'N): The Influence on Elementary Teachers' Views of Nature of Science, Inquiry, and Modeling

ERIC Educational Resources Information Center

Akerson, Valarie L.; Townsend, J. Scott; Donnelly, Lisa A.; Hanson, Deborah L.; Tira, Praweena; White, Orvil

2009-01-01

This paper summarizes the findings from a K-6 professional development program that emphasized scientific inquiry and nature of science within the theme of scientific modeling. During the 2-week summer workshop and follow up school year workshops, the instruction modeled a 5-E learning cycle approach. Pre and posttesting measured teachers' views…

Coupled replicator equations for the dynamics of learning in multiagent systems

NASA Astrophysics Data System (ADS)

Sato, Yuzuru; Crutchfield, James P.

2003-01-01

Starting with a group of reinforcement-learning agents we derive coupled replicator equations that describe the dynamics of collective learning in multiagent systems. We show that, although agents model their environment in a self-interested way without sharing knowledge, a game dynamics emerges naturally through environment-mediated interactions. An application to rock-scissors-paper game interactions shows that the collective learning dynamics exhibits a diversity of competitive and cooperative behaviors. These include quasiperiodicity, stable limit cycles, intermittency, and deterministic chaos—behaviors that should be expected in heterogeneous multiagent systems described by the general replicator equations we derive.

The Organizational Learning Cycle. How We Can Learn Collectively.

ERIC Educational Resources Information Center

Dixon, Nancy

This book, which is designed for individuals interested in changing and developing their organizations, examines the organizational learning cycle and ways of learning collectively. Among the topics discussed in the book's nine chapters are the following: (1) changing nature of work and organizational learning; (2) theoretical framework of…

A Cognitive Developmental Approach to Question Asking: A Learning Cycle-Distancing Model.

ERIC Educational Resources Information Center

Sigel, Irving E.; Kelley, Todd D.

The role of questioning techniques in the classroom is discussed, with particular emphasis on the cyclical nature of teacher-student dialogues. Excerpts from transcripts of actual dialogues are also analyzed. According to the model, based on Piaget's theory of cognitive development, the questioning strategies are designed to enhance the student's…

Entomology: Promoting Creativity in the Science Lab

ERIC Educational Resources Information Center

Akcay, Behiye B.

2013-01-01

A class activity has been designed to help fourth grade students to identify basic insect features as a means of promoting student creativity while making an imaginary insect model. The 5Es (Engage, Explore, Explain, Extend [or Elaborate], and Evaluate) learning cycle teaching model is used. The 5Es approach allows students to work in small…

Let's Get Charged Up

ERIC Educational Resources Information Center

Duran, Emilio; Worch, Eric; Boros, Amy; Keeley, Page

2017-01-01

One of the most powerful strategies to support next generation science instruction is the use of instructional models. The Biological Sciences Curriculum Study 5E (Engage, Explore, Explain, Elaborate, and Evaluate) instructional model is arguably the most widely used version of a learning cycle in today's classrooms. The use of the 5Es as an…

Educator Exploration of Authentic Environmental Issues of the Coastal Margin Through Information Technology

NASA Astrophysics Data System (ADS)

Herbert, B. E.; Schielack, J. F.

2004-12-01

Teachers immersed in authentic science inquiry in professional development programs, with the goal of transferring the nature of scientific research to the classroom, face two enormous problems: (1) issues surrounding the required knowledgebase, skills set, and habits of mind of the teachers that control, to a large degree, the ability of teachers to immerse themselves in authentic scientific research in the available time, and (2) the difficulties in transferring this experience to the classroom. Most professional development programs utilize one of two design models, the first limits the authenticity of the scientific experience while placing more emphasis on pedagogical issues, and second where teachers are immersed in scientific research, often through mentoring programs with scientists, but with less explicit attention to problems of transfer to the classroom. The ITS Center for Teaching and Learning (its.tamu.edu), a five-year NSF-funded collaborative program that engages scientists, educational researchers, and educators in the use of information technology to improve science teaching and learning at all levels, has developed a model that supports teachers' learning about authentic scientific research, pedagogical training in inquiry-based learning, and educational research in their own classrooms on the impacts of using information technology to promote authentic science experiences for their students. This connection is achieved through scaffolding by information technology that supports the modeling, visualization and exploration of complex data sets to explore authentic scientific questions that can be integrated within the 7-16 curriculum. Our professional development model constitutes a Learning Research Cycle, which is characterized as a seamless continuum of inquiry activities and prolonged engagement in a learning community of educators, scientists, and mathematicians centered on the development of teachers' pedagogical content knowledge as it relates to the use of information technology in doing, learning, and teaching science. This talk will explore the design changes of the geoscience team of the ITS as it moved from Phase I (the planned program designed in-house) to Phase II (the experimental program being tested in-house) over two, two-year cohorts. We have assessed the impact of our Learning Research Cycle model on ITS participants using both a mixed model assessment of learning products, surveys, interviews, and teacher inquiry projects. Assessment results indicate that teachers involved in the second cohort improved their understanding of geoscience and inquiry-based learning, while improving their ability to establish authentic inquiry in their classrooms through the use of information technology and to assess student learning.

The Nature and Role of Physical Models in Enhancing Sixth Grade Students' Mental Models of Groundwater and Groundwater Processes

ERIC Educational Resources Information Center

Duffy, Debra Lynne Foster

2012-01-01

Through a non-experimental descriptive and comparative mixed-methods approach, this study investigated the experiences of sixth grade earth science students with groundwater physical models through an extended SE learning cycle format. The data collection was based on a series of quantitative and qualitative research tools intended to investigate…

Effectiveness and Student Perceptions of an Active Learning Activity Using a Headline News Story to Enhance In-Class Learning of Cell Cycle Regulation

ERIC Educational Resources Information Center

Dirks-Naylor, Amie J.

2016-01-01

An active learning activity was used to engage students and enhance in-class learning of cell cycle regulation in a PharmD level integrated biological sciences course. The aim of the present study was to determine the effectiveness and perception of the in-class activity. After completion of a lecture on the topic of cell cycle regulation,…

Making It Better: Research, Assessment, and Recursive Learning Cycles

ERIC Educational Resources Information Center

Brookover, Robert; Timmerman, Danielle

2013-01-01

This article provides case study examples of how assessment efforts led to and have been enhanced by the creation of integrated curriculum delivery models in parks, recreation, and tourism programs at Clemson University and the University of Utah.

Understanding bicycling in cities using system dynamics modelling.

PubMed

Macmillan, Alexandra; Woodcock, James

2017-12-01

Increasing urban bicycling has established net benefits for human and environmental health. Questions remain about which policies are needed and in what order, to achieve an increase in cycling while avoiding negative consequences. Novel ways of considering cycling policy are needed, bringing together expertise across policy, community and research to develop a shared understanding of the dynamically complex cycling system. In this paper we use a collaborative learning process to develop a dynamic causal model of urban cycling to develop consensus about the nature and order of policies needed in different cycling contexts to optimise outcomes. We used participatory system dynamics modelling to develop causal loop diagrams (CLDs) of cycling in three contrasting contexts: Auckland, London and Nijmegen. We combined qualitative interviews and workshops to develop the CLDs. We used the three CLDs to compare and contrast influences on cycling at different points on a "cycling trajectory" and drew out policy insights. The three CLDs consisted of feedback loops dynamically influencing cycling, with significant overlap between the three diagrams. Common reinforcing patterns emerged: growing numbers of people cycling lifts political will to improve the environment; cycling safety in numbers drives further growth; and more cycling can lead to normalisation across the population. By contrast, limits to growth varied as cycling increases. In Auckland and London, real and perceived danger was considered the main limit, with added barriers to normalisation in London. Cycling congestion and "market saturation" were important in the Netherlands. A generalisable, dynamic causal theory for urban cycling enables a more ordered set of policy recommendations for different cities on a cycling trajectory. Participation meant the collective knowledge of cycling stakeholders was represented and triangulated with research evidence. Extending this research to further cities, especially in low-middle income countries, would enhance generalizability of the CLDs.

Transitions to Chaos in a Seven-Equation Model of the Business Cycle with Income Redistribution and Private Debt

NASA Astrophysics Data System (ADS)

Colacchio, Giorgio

In the present paper, we investigate the chaotic implications of a seven-equation model of the business cycle. The main distinguishing features of the model are related to: (a) the role played by the bargaining power in the process of income redistribution; (b) the consideration of hysteresis effects on workers’ consumption demand; (c) the effect of public expenditure on labor productivity. In addition, the role played by the agents’ memory on the actual dynamics of the economic system, with particular regard to their learning-by-doing process, is particularly emphasized. Under all these assumptions, the system exhibits a rich and complex phenomenology, characterized by a number of transitions to chaos (in particular via sequences of period doubling bifurcations), aperiodic behavior, bistability, tristability, etc. We maintain that our analysis takes us another step forward in the building of a more general model of the business cycle. In particular, the model we propose may be of help in the explanation of some peculiar features of advanced capitalist economies, with particular regard to the role played by the State in the determination of agents’ disposable income, to the debt dynamics of the various macroagents, and to the main dilemmas of economic policy. More in general, the main lesson one learns from our investigation is that “disequilibrium paths”, characterized by “complicated” dynamics which, more often than not, takes the form of aperiodic motion, should be considered as the “normal” state of the system.

Analysis of Blended Learning Implementation on Waste Treatment Subjects in Agricultural Vocational School

NASA Astrophysics Data System (ADS)

Sugiarti, Y.; Nurmayani, S.; Mujdalipah, S.

2018-02-01

Waste treatment is one of the productive subjects in vocational high school in programs of Agricultural Processing Technology which is one of the objectives learning has been assigned in graduate competency standards (SKL) of Vocational High School. Based on case studies that have been conducted in SMK Pertanian Pembangunan Negeri Lembang, waste treatment subjects had still use the lecture method or conventional method, and students are less enthusiastic in learning process. Therefore, the implementation of more interactive learning models such as blended learning with Edmodo is one of alternative models to resolve the issue. So, the purpose of this study is to formulate the appropriate learning syntax for the implementation of blended learning with Edmodo to agree the requirement characteristics of students and waste treatment subject and explain the learning outcome obtained by students in the cognitive aspects on the subjects of waste treatment. This research was conducted by the method of classroom action research (CAR) with a Mc. Tagart model. The result from this research is the implementation of blended learning with Edmodo on the subjects of waste treatment can improve student learning outcomes in the cognitive aspects with the maximum increase in the value of N-gain 0.82, as well as student learning completeness criteria reaching 100% on cycle 2. Based on the condition of subject research the formulation of appropriate learning syntax for implementation of blended learning model with Edmodo on waste treatment subject are 1) Self-paced learning, 2) Group networking, 3) Live Event- collaboration, 4) Association - communication, 5) Assessment - Performance material support. In summary, implementation of blended learning model with Edmodo on waste treatment subject can improve improve student learning outcomes in the cognitive aspects and conducted in five steps on syntax.

PBL, Hands-On/ Digital resources in Geology, (Teaching/ Learning)

NASA Astrophysics Data System (ADS)

Soares, Rosa; Santos, Cátia; Carvalho, Sara

2015-04-01

The present study reports the elaboration, application and evaluation of a problem-based learning (PBL) program that aims to evaluate the effectiveness in students learning the Rock Cycle theme. Prior research on both PBL and Rock Cycle was conducted within the context of science education so as to elaborate and construct the intervention program. Findings from these studies indicated both the PBL methodology and Rock Cycle as helpful for teachers and students. PBL methodology has been adopted in this study since it is logically incorporated in a constructivism philosophy application and it was expected that this approach would assist students towards achieving a specific set of competencies. PBL is a student-centered method based on the principle of using problems as the starting point for the acquisition of new knowledge. Problems are based on complex real-world situations. All information needed to solve the problem is initially not given. Students will identify, find, and use appropriate resources to complete the exercise. They work permanently in small groups, developing self-directed activities and increasing participation in discussions. Teacher based guidance allows students to be fully engaged in knowledge building. That way, the learning process is active, integrated, cumulative, and connected. Theme "Rock Cycle" was introduced using a problematic situation, which outlined the geological processes highlighted in "Foz do Douro" the next coastline of the school where the study was developed. The questions proposed by the students were solved, using strategies that involved the use of hands-on activities and virtual labs in Geology. The systematization of the selected theme was performed in a field excursion, implemented according to the organizational model of Nir Orion, to The "Foz do Douro" metamorphic complex. In the evaluation of the learning process, data were obtained on students' development of knowledge and competencies through the application of several instruments such as small questionnaires (Hot Potatoes), Gowin V, scientific report, a grid to evaluate group work and a grid to evaluate the development of competencies. This study intended to evaluate the success of a PBL intervention program when trying to improve students' outcomes. The positive impact obtained allowed us to advance some conclusions and instructional implications regarding teaching Rock Cycle through PBL and different digital and hands-on resources, obtained, especially in the students' questionnaires and Gowin V, allowed us to verify that students did learn about Rock Cycle and developed collaborative work skills.

An Analysis of a Model for Developing Instructional Materials for Teaching Physical Science Concepts for Grade 8 Students in the Republic of China.

ERIC Educational Resources Information Center

Hsu, Shun-Yi

An instructional model based on a learning cycle including correlation, analysis, and generalization (CAG) was developed and applied to design an instructional module for grade 8 students in Taiwan, Republic of China. The CAG model was based on Piagetian theory and a concept model (Pella, 1975). The module developed for heat and temperature was…

Incorporating Young Adult Literature into the 5E Learning Cycle

ERIC Educational Resources Information Center

Niederberger, Susan

2009-01-01

Since the U.S.S.R. released Sputnik I into space in 1957, American science teachers have been focused on preparing scientifically literate students. New instructional approaches have emerged, with the 5E learning cycle being one of the more popular methods used. The 5E learning cycle gets its name from its five stages: Engage, Explore, Explain,…

On valuing peers: theories of learning and intercultural competence

NASA Astrophysics Data System (ADS)

Cajander, Åsa; Daniels, Mats; McDermott, Roger

2012-12-01

This paper investigates the links between the contributing student pedagogy and other forms of peer-mediated learning models, e.g. open-ended group projects and communities of practice. We find that a fundamental concern in each of these models is the attribution of value; specifically, recognition of the value of learning that is enabled by peer interaction, and the way in which value is created and assessed within a learning community. Value is also central to theories of intercultural competence. We examine the role that the concept of value plays in the development cycle of intercultural competence and relate it to its function in peer-mediated learning models. We also argue that elements of social learning theory, principally recent work on value creation in communities of practice, are very relevant to the construction and assessment of the type of activities proposed within the contributing student pedagogy. Our theoretical analysis is situated within the context of a globally distributed open-ended group project course unit and our conclusions are illustrated with reference to student practice in this environment.

Piaget and Organic Chemistry: Teaching Introductory Organic Chemistry through Learning Cycles

NASA Astrophysics Data System (ADS)

Libby, R. Daniel

1995-07-01

This paper describes the first application of the Piaget-based learning cycle technique (Atkin & Karplus, Sci. Teach. 1962, 29, 45-51) to an introductory organic chemistry course. It also presents the step-by-step process used to convert a lecture course into a discussion-based active learning course. The course is taught in a series of learning cycles. A learning cycle is a three phase process that provides opportunities for students to explore new material and work with an instructor to recognize logical patterns in data, and devise and test hypotheses. In this application, the first phase, exploration, involves out-of-class student evaluation of data in attempts to identify significant trends and develop hypotheses that might explain the trends in terms of fundamental scientific principles. In the second phase, concept invention, the students and instructor work together in-class to evaluate student hypotheses and find concepts that work best in explaining the data. The third phase, application, is an out-of-class application of the concept to new situations. The development of learning cycles from lecture notes is presented as an 8 step procedure. The process involves revaluation and restructuring of the course material to maintain a continuity of concept development according to the instructor's logic, dividing topics into individual concepts or techniques, and refocusing the presentation in terms of large numbers of examples that can serve as data for students in their exploration and application activities. A sample learning cycle and suggestions for ways of limited implementation of learning cycles into existing courses are also provided.

Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning

PubMed Central

Jensen, Jamie L.; Kummer, Tyler A.; Godoy, Patricia D. d. M.

2015-01-01

The “flipped classroom” is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model. Using a quasi-experimental design, we compared an active nonflipped classroom with an active flipped classroom, both using the 5-E learning cycle, in an effort to vary only the role of the instructor and control for as many of the other potentially influential variables as possible. Results showed that both low-level and deep conceptual learning were equivalent between the conditions. Attitudinal data revealed equal student satisfaction with the course. Interestingly, both treatments ranked their contact time with the instructor as more influential to their learning than what they did at home. We conclude that the flipped classroom does not result in higher learning gains or better attitudes compared with the nonflipped classroom when both utilize an active-learning, constructivist approach and propose that learning gains in either condition are most likely a result of the active-learning style of instruction rather than the order in which the instructor participated in the learning process. PMID:25699543

Benefits for Voice Learning Caused by Concurrent Faces Develop over Time.

PubMed

Zäske, Romi; Mühl, Constanze; Schweinberger, Stefan R

2015-01-01

Recognition of personally familiar voices benefits from the concurrent presentation of the corresponding speakers' faces. This effect of audiovisual integration is most pronounced for voices combined with dynamic articulating faces. However, it is unclear if learning unfamiliar voices also benefits from audiovisual face-voice integration or, alternatively, is hampered by attentional capture of faces, i.e., "face-overshadowing". In six study-test cycles we compared the recognition of newly-learned voices following unimodal voice learning vs. bimodal face-voice learning with either static (Exp. 1) or dynamic articulating faces (Exp. 2). Voice recognition accuracies significantly increased for bimodal learning across study-test cycles while remaining stable for unimodal learning, as reflected in numerical costs of bimodal relative to unimodal voice learning in the first two study-test cycles and benefits in the last two cycles. This was independent of whether faces were static images (Exp. 1) or dynamic videos (Exp. 2). In both experiments, slower reaction times to voices previously studied with faces compared to voices only may result from visual search for faces during memory retrieval. A general decrease of reaction times across study-test cycles suggests facilitated recognition with more speaker repetitions. Overall, our data suggest two simultaneous and opposing mechanisms during bimodal face-voice learning: while attentional capture of faces may initially impede voice learning, audiovisual integration may facilitate it thereafter.

Developing mathematical practices through reflection cycles

NASA Astrophysics Data System (ADS)

Reinholz, Daniel L.

2016-09-01

This paper focuses on reflection in learning mathematical practices. While there is a long history of research on reflection in mathematics, it has focused primarily on the development of conceptual understanding. Building on notion of learning as participation in social practices, this paper broadens the theory of reflection in mathematics learning. To do so, it introduces the concept of reflection cycles. Each cycle begins with prospective reflection, which guides one's actions during an experience, and ends with retrospective reflection, which consolidates the experience and informs the next reflection cycle. Using reflection cycles as an organizing framework, this paper synthesizes the literature on reflective practices at a variety of levels: (1) metacognition, (2) self-assessment, (3) noticing, and (4) lifelong learning. These practices represent a spectrum of reflection, ranging from the micro level (1) to macro level (4).

Can Neuroscience Help Us Do a Better Job of Teaching Music?

ERIC Educational Resources Information Center

Hodges, Donald A.

2010-01-01

We are just at the beginning stages of applying neuroscientific findings to music teaching. A simple model of the learning cycle based on neuroscience is Sense [right arrow] Integrate [right arrow] Act (sometimes modified as Act [right arrow] Sense [right arrow] Integrate). Additional components can be added to the model, including such concepts…

European Management Learning: A Cross-Cultural Interpretation of Kolb's Learning Cycle.

ERIC Educational Resources Information Center

Jackson, Terence

1995-01-01

A survey of a French business school with multinational branch campuses received 123 usable responses supporting the proposition that cross-cultural differences exist within each of Kolb's learning cycle stages. National profiles of learning preferences were developed for French, German, Spanish, Anglo-Irish, and Eastern European learners. (SK)

Half-Life Learning Curves in the Defense Acquisition Life Cycle

DTIC Science & Technology

2012-07-01

International Journal of Production Economics , 83(1), 95–111. Jaber, M. Y., & Bonney, M. (2007). Economic Manufacture Quantity (EMQ) model with lot...size dependent learning and forgetting rates. International Journal of Production Economics , 108(1–2), 359–367. Jaber, M.Y., & Guiffrida, A. L. (2008...189(1), 93–104. Jaber, M. Y., Hemant, K. V., & Darwin D. J. (2003). Countering forgetting through training and deployment. International Journal of

Observation versus classification in supervised category learning.

PubMed

Levering, Kimery R; Kurtz, Kenneth J

2015-02-01

The traditional supervised classification paradigm encourages learners to acquire only the knowledge needed to predict category membership (a discriminative approach). An alternative that aligns with important aspects of real-world concept formation is learning with a broader focus to acquire knowledge of the internal structure of each category (a generative approach). Our work addresses the impact of a particular component of the traditional classification task: the guess-and-correct cycle. We compare classification learning to a supervised observational learning task in which learners are shown labeled examples but make no classification response. The goals of this work sit at two levels: (1) testing for differences in the nature of the category representations that arise from two basic learning modes; and (2) evaluating the generative/discriminative continuum as a theoretical tool for understand learning modes and their outcomes. Specifically, we view the guess-and-correct cycle as consistent with a more discriminative approach and therefore expected it to lead to narrower category knowledge. Across two experiments, the observational mode led to greater sensitivity to distributional properties of features and correlations between features. We conclude that a relatively subtle procedural difference in supervised category learning substantially impacts what learners come to know about the categories. The results demonstrate the value of the generative/discriminative continuum as a tool for advancing the psychology of category learning and also provide a valuable constraint for formal models and associated theories.

From the field to classrooms: Scientists and educators collaborating to develop K-12 lessons on arctic carbon cycling and climate change that align with Next Generation Science Standards, and informal outreach programs that bring authentic data to informal audiences.

NASA Astrophysics Data System (ADS)

Brinker, R.; Cory, R. M.

2014-12-01

Next Generation Science Standards (NGSS) calls for students across grade levels to understand climate change and its impacts. To achieve this goal, the NSF-sponsored PolarTREC program paired an educator with scientists studying carbon cycling in the Arctic. The data collection and fieldwork performed by the team will form the basis of hands-on science learning in the classroom and will be incorporated into informal outreach sessions in the community. Over a 16-day period, the educator was stationed at Toolik Field Station in the High Arctic. (Toolik is run by the University of Alaska, Fairbanks, Institute of Arctic Biology.) She participated in a project that analyzed the effects of sunlight and microbial content on carbon production in Artic watersheds. Data collected will be used to introduce the following NGSS standards into the middle-school science curriculum: 1) Construct a scientific explanation based on evidence. 2) Develop a model to explain cycling of water. 3) Develop and use a model to describe phenomena. 4) Analyze and interpret data. 5) A change in one system causes and effect in other systems. Lessons can be telescoped to meet the needs of classrooms in higher or lower grades. Through these activities, students will learn strategies to model an aspect of carbon cycling, interpret authentic scientific data collected in the field, and conduct geoscience research on carbon cycling. Community outreach sessions are also an effective method to introduce and discuss the importance of geoscience education. Informal discussions of firsthand experience gained during fieldwork can help communicate to a lay audience the biological, physical, and chemical aspects of the arctic carbon cycle and the impacts of climate change on these features. Outreach methods will also include novel use of online tools to directly connect audiences with scientists in an effective and time-efficient manner.

Leveraging knowledge engineering and machine learning for microbial bio-manufacturing.

PubMed

Oyetunde, Tolutola; Bao, Forrest Sheng; Chen, Jiung-Wen; Martin, Hector Garcia; Tang, Yinjie J

2018-05-03

Genome scale modeling (GSM) predicts the performance of microbial workhorses and helps identify beneficial gene targets. GSM integrated with intracellular flux dynamics, omics, and thermodynamics have shown remarkable progress in both elucidating complex cellular phenomena and computational strain design (CSD). Nonetheless, these models still show high uncertainty due to a poor understanding of innate pathway regulations, metabolic burdens, and other factors (such as stress tolerance and metabolite channeling). Besides, the engineered hosts may have genetic mutations or non-genetic variations in bioreactor conditions and thus CSD rarely foresees fermentation rate and titer. Metabolic models play important role in design-build-test-learn cycles for strain improvement, and machine learning (ML) may provide a viable complementary approach for driving strain design and deciphering cellular processes. In order to develop quality ML models, knowledge engineering leverages and standardizes the wealth of information in literature (e.g., genomic/phenomic data, synthetic biology strategies, and bioprocess variables). Data driven frameworks can offer new constraints for mechanistic models to describe cellular regulations, to design pathways, to search gene targets, and to estimate fermentation titer/rate/yield under specified growth conditions (e.g., mixing, nutrients, and O 2 ). This review highlights the scope of information collections, database constructions, and machine learning techniques (such as deep learning and transfer learning), which may facilitate "Learn and Design" for strain development. Copyright © 2018. Published by Elsevier Inc.

Learning Achievement Improvement Efforts Course Learn and Learning Using the Jigsaw Method and Card Media in STKIP PGRI Ngawi 2014/2015 Academic Year

ERIC Educational Resources Information Center

Haryono

2015-01-01

Subject Teaching and Learning is a basic educational courses that must be taken by all student teachers. Class Action Research aims to improve student achievement Teaching and Learning course by applying Jigsaw and media cards. Research procedures using Classroom Action Research (CAR) with multiple cycles. Each cycle includes four phases:…

Model-Based Knowing: How Do Students Ground Their Understanding About Climate Systems in Agent-Based Computer Models?

NASA Astrophysics Data System (ADS)

Markauskaite, Lina; Kelly, Nick; Jacobson, Michael J.

2017-12-01

This paper gives a grounded cognition account of model-based learning of complex scientific knowledge related to socio-scientific issues, such as climate change. It draws on the results from a study of high school students learning about the carbon cycle through computational agent-based models and investigates two questions: First, how do students ground their understanding about the phenomenon when they learn and solve problems with computer models? Second, what are common sources of mistakes in students' reasoning with computer models? Results show that students ground their understanding in computer models in five ways: direct observation, straight abstraction, generalisation, conceptualisation, and extension. Students also incorporate into their reasoning their knowledge and experiences that extend beyond phenomena represented in the models, such as attitudes about unsustainable carbon emission rates, human agency, external events, and the nature of computational models. The most common difficulties of the students relate to seeing the modelled scientific phenomenon and connecting results from the observations with other experiences and understandings about the phenomenon in the outside world. An important contribution of this study is the constructed coding scheme for establishing different ways of grounding, which helps to understand some challenges that students encounter when they learn about complex phenomena with agent-based computer models.

Development of CAG Model for Developing Instructional Materials for Teaching Physical Science Concepts for Grade 8 Students.

ERIC Educational Resources Information Center

Hse, Shun-Yi

1991-01-01

The development of an instructional model based on a learning cycle including correlation, analysis, and generalization (CAG) is described. A module developed for heat and temperature was administered to test its effects by comparing its use with the same unit in the New Physical Science Curriculum (NPSC). The methodology, results, and discussion…

A theory-based curriculum design for remediation of residents' communication skills.

PubMed

Leung, Fok-Han; Martin, Dawn; Batty, Helen

2009-12-01

Residents requiring remediation are often deficient in communication skills, namely clinical interviewing skills. Residents have to digest large amounts of knowledge, and then apply it in a clinical interview. The patient-centered approach, as demonstrated in the Calgary-Cambridge model and Martin's Map, can be difficult to teach. Before implementing a remediation curriculum, the theoretical educational underpinnings must be sound; curriculum evaluation is often expensive. Before establishing metrics for curriculum evaluation, a starting point is to perform a mental experiment to test theoretical adherence. This article describes an experiential remedial curriculum for communication skills. Educational theories of Kolb, Knowles, Bandura, and Bloom are used to design the curriculum into theory-based design components. Kolb's experiential cycle models the natural sequence of experiencing, teaching, and learning interviewing skills. A curriculum structured around this cycle has multiple intercalations with the above educational theories. The design is strengthened by appropriately timed use of education strategies such as learning contracts, taped interviews, simulations, structured reflection, and teacher role modeling. Importantly, it also models the form of the clinical interview format desired. Through understanding and application of contemporary educational theories, a program to remediate interviewing skills can increase its potential for success.

The Earth System Course at the University of Oklahoma: Science and Pedagogy Aimed at Pre-service Teachers

NASA Astrophysics Data System (ADS)

Postawko, S.; Soreghan, M.; Marek, E.

2005-12-01

Traditionally, education majors at the University of Oklahoma took either Introduction to Physical Geology or Introduction to Meteorology to fulfill their physical sciences requirement. Science education majors were required to take both courses. These courses are large-enrollment lecture type courses, with required lab sections taught by graduate teaching assistants. Beginning in 1997, faculty from the Colleges of Education and Geosciences at the University of Oklahoma began working together to provide effective earth science education for pre-service teachers. The first step in this collaboration was the development of a new course on The Earth System that focuses on Earth as a whole rather than on the more narrow focus of either the geology or meteorology courses. The new course, which was taught for the first time in the Spring of 2001, covers a number of major themes related to Earth Science, including the Carbon Cycle, Earth Materials, Plate Tectonics, Atmosphere and Oceans. The particular concepts within each theme were chosen based on two criteria: 1) alignment with content advocated by national (NSES) and state (Priority Academic Student Skills-PASS) standards; and 2) they are amenable to a learning cycle pedagogical approach. Besides an interdisciplinary approach to the content, the new course features pedagogical innovations. In lieu of independent laboratory and lecture times, we scheduled two class periods of longer duration, so that active learning, involving hands-on activities and experiments were possible throughout each class period. The activities modeled the learning-cycle approach with an exploration, concept invention, and an expansion phase (Marek and Cavallo, 1997). Therefore, the pre-service teachers experienced the learning cycle in practice prior to learning the theory in their upper division "methods" course. In the first 3 years that the course was taught, students were given surveys early in the semester and at the end of the semester. The surveys aimed to both assess the students' learning and retention (compared to students in the more traditional Introductory Geology course, who were given similar surveys), and solicit the students' opinions of the inquiry-based learning approach compared to more traditional lecture/lab classroom teaching methods.

Embodied Design: Constructing Means for Constructing Meaning

ERIC Educational Resources Information Center

Abrahamson, Dor

2009-01-01

Design-based research studies are conducted as iterative implementation-analysis-modification cycles, in which emerging theoretical models and pedagogically plausible activities are reciprocally tuned toward each other as a means of investigating conjectures pertaining to mechanisms underlying content teaching and learning. Yet this approach, even…

An Ontological Representation of Learning Objects and Learning Designs as Codified Knowledge

ERIC Educational Resources Information Center

Sanchez-Alonso, Salvador; Frosch-Wilke, Dirk

2005-01-01

Purpose: The aim of this paper is discussing about the similarities between the life cycle of knowledge management and the processes in which learning objects are created, evaluated and used. Design/methodology/approach: The paper describes LO and learning designs and depicts their integration into the knowledge life cycle (KLC) of the KMCI,…

Robust Kalman filtering cooperated Elman neural network learning for vision-sensing-based robotic manipulation with global stability.

PubMed

Zhong, Xungao; Zhong, Xunyu; Peng, Xiafu

2013-10-08

In this paper, a global-state-space visual servoing scheme is proposed for uncalibrated model-independent robotic manipulation. The scheme is based on robust Kalman filtering (KF), in conjunction with Elman neural network (ENN) learning techniques. The global map relationship between the vision space and the robotic workspace is learned using an ENN. This learned mapping is shown to be an approximate estimate of the Jacobian in global space. In the testing phase, the desired Jacobian is arrived at using a robust KF to improve the ENN learning result so as to achieve robotic precise convergence of the desired pose. Meanwhile, the ENN weights are updated (re-trained) using a new input-output data pair vector (obtained from the KF cycle) to ensure robot global stability manipulation. Thus, our method, without requiring either camera or model parameters, avoids the corrupted performances caused by camera calibration and modeling errors. To demonstrate the proposed scheme's performance, various simulation and experimental results have been presented using a six-degree-of-freedom robotic manipulator with eye-in-hand configurations.

The effects of traditional learning and a learning cycle inquiry learning strategy on students' science achievement and attitudes toward elementary science

NASA Astrophysics Data System (ADS)

Ebrahim, Ali

The purpose of this study is to examine the impact of two instructional methods on students' academic achievement and attitudes toward elementary science in the State of Kuwait: traditional teaching method and the 4-E learning cycle inquiry teaching method. The subjects were 111 students from four intact 4th grade classes. The experiment group (n = 56) received the learning cycle instruction while the control group (n = 55) received a more traditional approach over a four week period. The same female teacher taught the experimental and control groups for boys and a different female teacher taught experimental and control groups for girls. The dependent variables were measured through the use of: (1) a science achievement test to assess student achievement; and (2) an attitude survey to measure students' attitudes toward science. Quantitative data were collected on students' pre- and post-treatment achievement and attitudes measures. The two way MANOVA reveals that: the 4-E learning cycle instructional method produces significantly greater achievement and attitudes among fourth grade science students than the traditional teaching approach F (2, 93) = 19.765, (P = .000), corresponding to Wilks' Lambda = .702 with an effect size of .298 and a power of 1. In light of these findings, it is therefore suggested that students can achieve greater and have higher science attitudes when the 4-E learning cycle is used. In addition, these findings support the notion that effective instruction in teaching science, such as the 4-E learning cycle instruction, should be proposed and implemented in elementary schools.

Incorporating comparative genomics into the design-test-learn cycle of microbial strain engineering.

PubMed

Sardi, Maria; Gasch, Audrey P

2017-08-01

Engineering microbes with new properties is an important goal in industrial engineering, to establish biological factories for production of biofuels, commodity chemicals and pharmaceutics. But engineering microbes to produce new compounds with high yield remains a major challenge toward economically viable production. Incorporating several modern approaches, including synthetic and systems biology, metabolic modeling and regulatory rewiring, has proven to significantly advance industrial strain engineering. This review highlights how comparative genomics can also facilitate strain engineering, by identifying novel genes and pathways, regulatory mechanisms and genetic background effects for engineering. We discuss how incorporating comparative genomics into the design-test-learn cycle of strain engineering can provide novel information that complements other engineering strategies. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Quercetin ameliorates Aβ toxicity in Drosophila AD model by modulating cell cycle-related protein expression

PubMed Central

Kong, Yan; Li, Ke; Fu, Tingting; Wan, Chao; Zhang, Dongdong; Song, Hang; Zhang, Yao; Liu, Na; Gan, Zhenji; Yuan, Liudi

2016-01-01

Alzheimer's disease (AD) is a prevalent neurodegenerative disorder characterized by β amyloid (Aβ) deposition and neurofibril tangles. It has been reported that a bioflavonoid, quercetin, could ameliorate AD phenotypes in C. elegans and mice. However, the mechanism underlying the ameliorative effect of quercetin is not fully understood yet. Drosophila models could recapitulate AD-like phenotypes, such as shortened lifespan, impaired locomotive ability as well as defects in learning and memory. So in this study, we investigated the effects of quercetin on AD in Drosophila model and explored the underlying mechanisms. We found quercetin could effectively intervene in AD pathogenesis in vivo. Mechanism study showed quercetin could restore the expression of genes perturbed by Aβ accumulation, such as those involved in cell cycle and DNA replication. Cyclin B, an important cell cycle protein, was chosen to test whether it participated in the AD ameliorative effects of quercetin. We found that cyclin B RNAi in the brain could alleviate AD phenotypes. Taken together, the current study suggested that the neuroprotective effects of quercetin were mediated at least partially by targeting cell cycle-related proteins. PMID:27626494

Learning to Predict Combinatorial Structures

NASA Astrophysics Data System (ADS)

Vembu, Shankar

2009-12-01

The major challenge in designing a discriminative learning algorithm for predicting structured data is to address the computational issues arising from the exponential size of the output space. Existing algorithms make different assumptions to ensure efficient, polynomial time estimation of model parameters. For several combinatorial structures, including cycles, partially ordered sets, permutations and other graph classes, these assumptions do not hold. In this thesis, we address the problem of designing learning algorithms for predicting combinatorial structures by introducing two new assumptions: (i) The first assumption is that a particular counting problem can be solved efficiently. The consequence is a generalisation of the classical ridge regression for structured prediction. (ii) The second assumption is that a particular sampling problem can be solved efficiently. The consequence is a new technique for designing and analysing probabilistic structured prediction models. These results can be applied to solve several complex learning problems including but not limited to multi-label classification, multi-category hierarchical classification, and label ranking.

Questions, Curiosity and the Inquiry Cycle

ERIC Educational Resources Information Center

Casey, Leo

2014-01-01

This article discusses the conceptual relationship between questions, curiosity and learning as inquiry elaborated in the work of Chip Bruce and others as the Inquiry Cycle. The Inquiry Cycle describes learning in terms of a continuous dynamic of ask, investigate, create, discuss and reflect. Of these elements "ask" has a privileged…

Complex systems as lenses on learning and teaching

NASA Astrophysics Data System (ADS)

Hurford, Andrew C.

From metaphors to mathematized models, the complexity sciences are changing the ways disciplines view their worlds, and ideas borrowed from complexity are increasingly being used to structure conversations and guide research on teaching and learning. The purpose of this corpus of research is to further those conversations and to extend complex systems ideas, theories, and modeling to curricula and to research on learning and teaching. A review of the literatures of learning and of complexity science and a discussion of the intersections between those disciplines are provided. The work reported represents an evolving model of learning qua complex system and that evolution is the result of iterative cycles of design research. One of the signatures of complex systems is the presence of scale invariance and this line of research furnishes empirical evidence of scale invariant behaviors in the activity of learners engaged in participatory simulations. The offered discussion of possible causes for these behaviors and chaotic phase transitions in human learning favors real-time optimization of decision-making as the means for producing such behaviors. Beyond theoretical development and modeling, this work includes the development of teaching activities intended to introduce pre-service mathematics and science teachers to complex systems. While some of the learning goals for this activity focused on the introduction of complex systems as a content area, we also used complex systems to frame perspectives on learning. Results of scoring rubrics and interview responses from students illustrate attributes of the proposed model of complex systems learning and also how these pre-service teachers made sense of the ideas. Correlations between established theories of learning and a complex adaptive systems model of learning are established and made explicit, and a means for using complex systems ideas for designing instruction is offered. It is a fundamental assumption of this research and researcher that complex systems ideas and understandings can be appropriated from more complexity-developed disciplines and put to use modeling and building increasingly productive understandings of learning and teaching.

Manpower/Hardware Life Cycle Cost Analysis Study.

DTIC Science & Technology

1979-11-06

designer will begin to learn, on a subconscious level, about the likely outcome of tradeoffs. At the high rate of use expected for these machines, he...one requiring considerable cost analytic expertise), and the model must be redocumented and partially or completely reprogrammed . All this is extremely

The Reflective Teacher Leader: An Action Research Model

ERIC Educational Resources Information Center

Furtado, Leena; Anderson, Dawnette

2012-01-01

This study presents four teacher reflections from action research projects ranging from kindergarten to adult school improvements. A teacher leadership matrix guided participants to connect teaching and learning theory to best practices by exploring uncharted territory within an iterative cycle of research and action. Teachers developed the…

Elementary Teachers' Selection and Use of Visual Models

NASA Astrophysics Data System (ADS)

Lee, Tammy D.; Gail Jones, M.

2018-02-01

As science grows in complexity, science teachers face an increasing challenge of helping students interpret models that represent complex science systems. Little is known about how teachers select and use models when planning lessons. This mixed methods study investigated the pedagogical approaches and visual models used by elementary in-service and preservice teachers in the development of a science lesson about a complex system (e.g., water cycle). Sixty-seven elementary in-service and 69 elementary preservice teachers completed a card sort task designed to document the types of visual models (e.g., images) that teachers choose when planning science instruction. Quantitative and qualitative analyses were conducted to analyze the card sort task. Semistructured interviews were conducted with a subsample of teachers to elicit the rationale for image selection. Results from this study showed that both experienced in-service teachers and novice preservice teachers tended to select similar models and use similar rationales for images to be used in lessons. Teachers tended to select models that were aesthetically pleasing and simple in design and illustrated specific elements of the water cycle. The results also showed that teachers were not likely to select images that represented the less obvious dimensions of the water cycle. Furthermore, teachers selected visual models more as a pedagogical tool to illustrate specific elements of the water cycle and less often as a tool to promote student learning related to complex systems.

The Remedial Effect of a Biological Learning Game.

ERIC Educational Resources Information Center

Blum, Abraham

1979-01-01

Investigates the effectiveness of a structured learning game in overcoming learning difficulties encountered by Israeli students when studying the life cycles of fungi because of lack of structural conceptualization. The Fungi Life Cycle Game (FLCG) was used by undergraduate students enrolled in a phytopathology course. (HM)

Developing PK-12 Preservice Teachers' Skills for Understanding Data-Driven Instruction through Inquiry Learning

ERIC Educational Resources Information Center

Odom, Arthur Louis; Bell, Clare Valerie

2017-01-01

This article offers a description of how empirical experiences through the use of procedural knowledge can serve as the stage for the development of hypothetical concepts using the learning cycle, an inquiry teaching and learning method with a long history in science education. The learning cycle brings a unique epistemology by way of using…

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

NASA Astrophysics Data System (ADS)

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

2014-03-01

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

The Relationship Between the Learning Style Perceptual Preferences of Urban Fourth Grade Children and the Acquisition of Selected Physical Science Concepts Through Learning Cycle Instructional Methodology.

NASA Astrophysics Data System (ADS)

Adams, Kenneth Mark

The purpose of this research was to investigate the relationship between the learning style perceptual preferences of fourth grade urban students and the attainment of selected physical science concepts for three simple machines as taught using learning cycle methodology. The sample included all fourth grade children from one urban elementary school (N = 91). The research design followed a quasi-experimental format with a single group, equivalent teacher demonstration and student investigation materials, and identical learning cycle instructional treatment. All subjects completed the Understanding Simple Machines Test (USMT) prior to instructional treatment, and at the conclusion of treatment to measure student concept attainment related to the pendulum, the lever and fulcrum, and the inclined plane. USMT pre and post-test scores, California Achievement Test (CAT-5) percentile scores, and Learning Style Inventory (LSI) standard scores for four perceptual elements for each subject were held in a double blind until completion of the USMT post-test. The hypothesis tested in this study was: Learning style perceptual preferences of fourth grade students as measured by the Dunn, Dunn, and Price Learning Style Inventory (LSI) are significant predictors of success in the acquisition of physical science concepts taught through use of the learning cycle. Analysis of pre and post USMT scores, 18.18 and 30.20 respectively, yielded a significant mean gain of +12.02. A controlled stepwise regression was employed to identify significant predictors of success on the USMT post-test from among USMT pre-test, four CAT-5 percentile scores, and four LSI perceptual standard scores. The CAT -5 Total Math and Total Reading accounted for 64.06% of the variance in the USMT post-test score. The only perceptual element to act as a significant predictor was the Kinesthetic standard score, accounting for 1.72% of the variance. The study revealed that learning cycle instruction does not appear to be sensitive to different perceptual preferences. Students with different preferences for auditory, visual, and tactile modalities, when learning, seem to benefit equally from learning cycle exposure. Increased use of a double blind for future learning styles research was recommended.

Systems-Oriented Workplace Learning Experiences for Early Learners: Three Models.

PubMed

O'Brien, Bridget C; Bachhuber, Melissa R; Teherani, Arianne; Iker, Theresa M; Batt, Joanne; O'Sullivan, Patricia S

2017-05-01

Early workplace learning experiences may be effective for learning systems-based practice. This study explores systems-oriented workplace learning experiences (SOWLEs) for early learners to suggest a framework for their development. The authors used a two-phase qualitative case study design. In Phase 1 (spring 2014), they prepared case write-ups based on transcribed interviews from 10 SOWLE leaders at the authors' institution and, through comparative analysis of cases, identified three SOWLE models. In Phase 2 (summer 2014), studying seven 8-week SOWLE pilots, the authors used interview and observational data collected from the seven participating medical students, two pharmacy students, and site leaders to construct case write-ups of each pilot and to verify and elaborate the models. In Model 1, students performed specific patient care activities that addressed a system gap. Some site leaders helped students connect the activities to larger systems problems and potential improvements. In Model 2, students participated in predetermined systems improvement (SI) projects, gaining experience in the improvement process. Site leaders had experience in SI and often had significant roles in the projects. In Model 3, students worked with key stakeholders to develop a project and conduct a small test of change. They experienced most elements of an improvement cycle. Site leaders often had experience with SI and knew how to guide and support students' learning. Each model could offer systems-oriented learning opportunities provided that key elements are in place including site leaders facile in SI concepts and able to guide students in SOWLE activities.

Social learning as a key factor in sustainability transitions: The case of Okayama City

NASA Astrophysics Data System (ADS)

Didham, Robert J.; Ofei-Manu, Paul; Nagareo, Masaaki

2017-12-01

The Okayama Education for Sustainable Development (ESD) Project is an ongoing initiative in Okayama City, Japan, established in 2005 by the Regional Centre of Expertise (RCE) Okayama and the Okayama Municipal Government with the aim "to create a community where people learn, think and act together towards realising a sustainable society". With a diverse participant base of over 240 organisations - including community learning centres ( kominkans), schools, universities and non-governmental organisations (NGOs) - this initiative has administered numerous programmes. It has engaged a large and diverse group of citizens from Okayama City in exploring sustainability issues through collective discussion, envisioning and practice with the aim of living more sustainable lives. The decade-long experience of the Okayama ESD Project has gained international attention, and the "Okayama Model" is considered an inspiring example of community-based ESD due to the positive changes it has supported. In this article, the Okayama ESD Project is presented as a case study on effective social learning for sustainability. In particular, the practical efforts made are examined to provide insights into how various elements of a social learning process were strengthened and linked to create active learning cycles among community members. In addition, the conditions for creating an effective learning community are investigated, while the practical actions taken are examined in relation to creating an effective social learning process. Finally, this article presents the important role which social learning has played in Okayama City's transition to sustainability and identifies the key efforts made to address and link each of these elements of social learning into a dynamic cycle.

Exploring Patterns of Soil Organic Matter Decomposition with Students through the Global Decomposition Project (GDP) and the Interactive Model of Leaf Decomposition (IMOLD)

NASA Astrophysics Data System (ADS)

Steiner, S. M.; Wood, J. H.

2015-12-01

As decomposition rates are affected by climate change, understanding crucial soil interactions that affect plant growth and decomposition becomes a vital part of contributing to the students' knowledge base. The Global Decomposition Project (GDP) is designed to introduce and educate students about soil organic matter and decomposition through a standardized protocol for collecting, reporting, and sharing data. The Interactive Model of Leaf Decomposition (IMOLD) utilizes animations and modeling to learn about the carbon cycle, leaf anatomy, and the role of microbes in decomposition. Paired together, IMOLD teaches the background information and allows simulation of numerous scenarios, and the GDP is a data collection protocol that allows students to gather usable measurements of decomposition in the field. Our presentation will detail how the GDP protocol works, how to obtain or make the materials needed, and how results will be shared. We will also highlight learning objectives from the three animations of IMOLD, and demonstrate how students can experiment with different climates and litter types using the interactive model to explore a variety of decomposition scenarios. The GDP demonstrates how scientific methods can be extended to educate broader audiences, and data collected by students can provide new insight into global patterns of soil decomposition. Using IMOLD, students will gain a better understanding of carbon cycling in the context of litter decomposition, as well as learn to pose questions they can answer with an authentic computer model. Using the GDP protocols and IMOLD provide a pathway for scientists and educators to interact and reach meaningful education and research goals.

Strain differences in fatigue and depression after experimental stroke.

PubMed

Kunze, Allison; Zierath, Dannielle; Drogomiretskiy, Olga; Becker, Kyra

2014-10-01

Fatigue and depression are common symptoms after stroke. Animal models of poststroke fatigue (PSF) and poststroke depression (PSD) would facilitate the study of these symptoms. Spontaneous locomotor activity is as an objective measure of fatigue and learned helplessness an accepted correlate of depression. We used different rat strains to evaluate stroke-induced changes in behavior in hopes that interstrain differences would provide insights into the biological basis of these symptoms. Male Lewis, Wistar, and Sprague-Dawley (SD) rats underwent experimental stroke. Spontaneous activity was assessed continually after stroke (for up to 50 days). In a subset of animals, the forced swim test was performed prior to and 1 month after stroke to assess learned helplessness; blood was obtained at sacrifice for cytokine assay. Stroke induced strain-related differences in activity; Lewis rats increased spontaneous activity during the dark cycle, while Wistar and SD rats increased activity during the light cycle. The velocity of movement decreased during the dark cycle in Wistar and SD rats and during the light cycle in Lewis rats. Stroke also led to an increase in learned helplessness in Lewis rats. In summary, different patterns of behaviors emerge in different rat strains after stroke. Lewis rats displayed behavior consistent with depression but not fatigue, while Wistar and SD rats displayed behavior consistent with fatigue but not depression. These data argue that PSF and PSD are different biological constructs and suggest that analysis of strain-related differences may provide insight into symptom pathophysiology.

Aberrant light directly impairs mood and learning through melanopsin-expressing neurons.

PubMed

LeGates, Tara A; Altimus, Cara M; Wang, Hui; Lee, Hey-Kyoung; Yang, Sunggu; Zhao, Haiqing; Kirkwood, Alfredo; Weber, E Todd; Hattar, Samer

2012-11-22

The daily solar cycle allows organisms to synchronize their circadian rhythms and sleep-wake cycles to the correct temporal niche. Changes in day-length, shift-work, and transmeridian travel lead to mood alterations and cognitive function deficits. Sleep deprivation and circadian disruption underlie mood and cognitive disorders associated with irregular light schedules. Whether irregular light schedules directly affect mood and cognitive functions in the context of normal sleep and circadian rhythms remains unclear. Here we show, using an aberrant light cycle that neither changes the amount and architecture of sleep nor causes changes in the circadian timing system, that light directly regulates mood-related behaviours and cognitive functions in mice. Animals exposed to the aberrant light cycle maintain daily corticosterone rhythms, but the overall levels of corticosterone are increased. Despite normal circadian and sleep structures, these animals show increased depression-like behaviours and impaired hippocampal long-term potentiation and learning. Administration of the antidepressant drugs fluoxetine or desipramine restores learning in mice exposed to the aberrant light cycle, suggesting that the mood deficit precedes the learning impairments. To determine the retinal circuits underlying this impairment of mood and learning, we examined the behavioural consequences of this light cycle in animals that lack intrinsically photosensitive retinal ganglion cells. In these animals, the aberrant light cycle does not impair mood and learning, despite the presence of the conventional retinal ganglion cells and the ability of these animals to detect light for image formation. These findings demonstrate the ability of light to influence cognitive and mood functions directly through intrinsically photosensitive retinal ganglion cells.

Learning, Unlearning and Relearning--Knowledge Life Cycles in Library and Information Science Education

ERIC Educational Resources Information Center

Bedford, Denise A. D.

2015-01-01

The knowledge life cycle is applied to two core capabilities of library and information science (LIS) education--teaching, and research and development. The knowledge claim validation, invalidation and integration steps of the knowledge life cycle are translated to learning, unlearning and relearning processes. Mixed methods are used to determine…

Buoyancy Can-Can

ERIC Educational Resources Information Center

Nelson, Jim; Nelson, Jane Bray

2015-01-01

In this paper, a discrepant event is used to initiate a learning cycle lesson to help students develop an understanding of the concept and equation for buoyant force. The data are gathered using readily available equipment and then graphically analyzed using a four-step analysis consistent with the modeling instructional approach. This laboratory…

Using Lemna to Study Geometric Population Growth.

ERIC Educational Resources Information Center

DeBuhr, Larry E.

1991-01-01

An experiment in which students collect and analyze data on the population size of a real organism rather that on a model is presented. The activity allows for the integration of mathematics, graphing techniques, and the use of computers. The lesson is designed to follow the learning cycle format. (KR)

Teaching Thermodynamics with Physlets[R] in Introductory Physics

ERIC Educational Resources Information Center

Cox, Anne J.; Belloni, Mario; Dancy, Melissa; Christian, Wolfgang

2003-01-01

This paper describes the use of interactive, Physlet[R]-based curricular material designed to help students learn concepts of thermodynamics with a particular focus on the use of kinetic theory models. These exercises help students visualize ideal gas particle dynamics and engine cycles, make concrete connections between mechanics and…

Computational Modeling and Simulation of Developmental Toxicity: what can we learn from a virtual embryo? (RIVM, Brussels)

EPA Science Inventory

Developmental and Reproductive Toxicity (DART) testing is important for assessing the potential consequences of drug and chemical exposure on human health and well-being. Complexity of pregnancy and the reproductive cycle makes DART testing challenging and costly for traditional ...

Pedagogical Reasoning and Action: Affordances of Practice-Based Teacher Professional Development

ERIC Educational Resources Information Center

Pella, Shannon

2015-01-01

A common theme has been consistently woven through the literature on teacher professional development: that practice-based designs and collaboration are two components of effective teacher learning models. In addition to collaboration and practice-based designs, inquiry cycles have been long recognized as catalysts for teacher professional…

Learning at Every Age? Life Cycle Dynamics of Adult Education in Europe

ERIC Educational Resources Information Center

Beblavy, Miroslav; Thum, Anna-Elisabeth; Potjagailo, Galina

2014-01-01

Adult learning is seen as a key factor for enhancing employment, innovation and growth. The aim of this paper is to understand the points in the life cycle at which adult learning takes place and whether it leads to reaching a medium or high level of educational attainment. We perform a synthetic panel analysis of adult learning for cohorts aged…

Exploring the Effect of Embedded Scaffolding Within Curricular Tasks on Third-Grade Students' Model-Based Explanations about Hydrologic Cycling

NASA Astrophysics Data System (ADS)

Zangori, Laura; Forbes, Cory T.; Schwarz, Christina V.

2015-10-01

Opportunities to generate model-based explanations are crucial for elementary students, yet are rarely foregrounded in elementary science learning environments despite evidence that early learners can reason from models when provided with scaffolding. We used a quasi-experimental research design to investigate the comparative impact of a scaffold test condition consisting of embedded physical scaffolds within a curricular modeling task on third-grade (age 8-9) students' formulation of model-based explanations for the water cycle. This condition was contrasted to the control condition where third-grade students used a curricular modeling task with no embedded physical scaffolds. Students from each condition ( n scaffold = 60; n unscaffold = 56) generated models of the water cycle before and after completion of a 10-week water unit. Results from quantitative analyses suggest that students in the scaffolded condition represented and linked more subsurface water process sequences with surface water process sequences than did students in the unscaffolded condition. However, results of qualitative analyses indicate that students in the scaffolded condition were less likely to build upon these process sequences to generate model-based explanations and experienced difficulties understanding their models as abstracted representations rather than recreations of real-world phenomena. We conclude that embedded curricular scaffolds may support students to consider non-observable components of the water cycle but, alone, may be insufficient for generation of model-based explanations about subsurface water movement.

Observation, Assisting, Apprenticeship: Cycles of Visual and Kinesthetic Learning in Dental Education

PubMed Central

Horst, Jeremy A.; Clark, Matthew D.; Lee, Andrew H.

2009-01-01

Dentists are self-selected for visual and kinesthetic learning preferences. Watching another practitioner perform treatment can be incredibly didactic, both before and after learning the procedure. This missing part of dental education has the capacity to play a tremendous role in dental education for all levels of practitioner. Dental students in their clinical years begin to realize the meaning of dentistry as a practice, a set of skills that are never perfected. Abundant evidence demonstrates that cycling between observation and practice enhances procedural learning and retention, yet this mechanism is vastly underused in dental education. Collaborative treatment paradigms, wherein the able student assists a more experienced practitioner, can create mentorship. Learning potentially esoteric information or subtle nuances of clinical acumen is facilitated by the contextual framework of the clinical environment and is strengthened by emotional attachments through interpersonal interactions. In this article, we explore the evidence surrounding mentorship and clinical observation both before and after students are given the responsibilities of patient care, which together recapitulate clinical apprenticeship. Finally, we present examples of how apprenticeship can be brought back to dental education, including evaluation of a clinical assisting program that we implemented and explanation of a hypothetical faculty-student practice partnership model. PMID:19648563

Implementation of real-time energy management strategy based on reinforcement learning for hybrid electric vehicles and simulation validation

PubMed Central

Kong, Zehui; Liu, Teng

2017-01-01

To further improve the fuel economy of series hybrid electric tracked vehicles, a reinforcement learning (RL)-based real-time energy management strategy is developed in this paper. In order to utilize the statistical characteristics of online driving schedule effectively, a recursive algorithm for the transition probability matrix (TPM) of power-request is derived. The reinforcement learning (RL) is applied to calculate and update the control policy at regular time, adapting to the varying driving conditions. A facing-forward powertrain model is built in detail, including the engine-generator model, battery model and vehicle dynamical model. The robustness and adaptability of real-time energy management strategy are validated through the comparison with the stationary control strategy based on initial transition probability matrix (TPM) generated from a long naturalistic driving cycle in the simulation. Results indicate that proposed method has better fuel economy than stationary one and is more effective in real-time control. PMID:28671967

Implementation of real-time energy management strategy based on reinforcement learning for hybrid electric vehicles and simulation validation.

PubMed

Kong, Zehui; Zou, Yuan; Liu, Teng

2017-01-01

To further improve the fuel economy of series hybrid electric tracked vehicles, a reinforcement learning (RL)-based real-time energy management strategy is developed in this paper. In order to utilize the statistical characteristics of online driving schedule effectively, a recursive algorithm for the transition probability matrix (TPM) of power-request is derived. The reinforcement learning (RL) is applied to calculate and update the control policy at regular time, adapting to the varying driving conditions. A facing-forward powertrain model is built in detail, including the engine-generator model, battery model and vehicle dynamical model. The robustness and adaptability of real-time energy management strategy are validated through the comparison with the stationary control strategy based on initial transition probability matrix (TPM) generated from a long naturalistic driving cycle in the simulation. Results indicate that proposed method has better fuel economy than stationary one and is more effective in real-time control.

Dataset on Investigating the role of onsite learning in the optimisation of craft gang's productivity in the construction industry.

PubMed

Ugulu, Rex Asibuodu; Allen, Stephen

2017-12-01

The data presented in this article is an original data on "Investigating the role of onsite learning in the optimisation of craft gang's productivity in the construction industry". This article describes the constraints influencing craft gang's productivity and the influence of onsite learning on the blockwork craft gang's productivity. It also presented the method of data collection, using a semi-structured interview and an observation method to collect data from construction organisations. We provided statistics on the top most important constraints affecting the craft gang's productivity using 3-D Bar charts. In addition, we computed the correlation coefficients and the regression model on the influence of onsite learning on craft gang's productivity using the man-hour as the dependent variable. The relationship between blockwork inputs and cycle numbers was determined at 5% significance level. Finally, we presented data information on the application of the learning curve theory using the unit straight-line model equations and computed the learning rate of the observed craft gang's blockwork repetitive work.

Online estimation of lithium-ion battery capacity using sparse Bayesian learning

NASA Astrophysics Data System (ADS)

Hu, Chao; Jain, Gaurav; Schmidt, Craig; Strief, Carrie; Sullivan, Melani

2015-09-01

Lithium-ion (Li-ion) rechargeable batteries are used as one of the major energy storage components for implantable medical devices. Reliability of Li-ion batteries used in these devices has been recognized as of high importance from a broad range of stakeholders, including medical device manufacturers, regulatory agencies, patients and physicians. To ensure a Li-ion battery operates reliably, it is important to develop health monitoring techniques that accurately estimate the capacity of the battery throughout its life-time. This paper presents a sparse Bayesian learning method that utilizes the charge voltage and current measurements to estimate the capacity of a Li-ion battery used in an implantable medical device. Relevance Vector Machine (RVM) is employed as a probabilistic kernel regression method to learn the complex dependency of the battery capacity on the characteristic features that are extracted from the charge voltage and current measurements. Owing to the sparsity property of RVM, the proposed method generates a reduced-scale regression model that consumes only a small fraction of the CPU time required by a full-scale model, which makes online capacity estimation computationally efficient. 10 years' continuous cycling data and post-explant cycling data obtained from Li-ion prismatic cells are used to verify the performance of the proposed method.

Inference of genetic network of Xenopus frog egg: improved genetic algorithm.

PubMed

Wu, Shinq-Jen; Chou, Chia-Hsien; Wu, Cheng-Tao; Lee, Tsu-Tian

2006-01-01

An improved genetic algorithm (IGA) is proposed to achieve S-system gene network modeling of Xenopus frog egg. Via the time-courses training datasets from Michaelis-Menten model, the optimal parameters are learned. The S-system can clearly describe activative and inhibitory interaction between genes as generating and consuming process. We concern the mitotic control in cell-cycle of Xenopus frog egg to realize cyclin-Cdc2 and Cdc25 for MPF activity. The proposed IGA can achieve global search with migration and keep the best chromosome with elitism operation. The generated gene regulatory networks can provide biological researchers for further experiments in Xenopus frog egg cell cycle control.

A Collective Case Study of Secondary Students' Model-Based Inquiry on Natural Selection through Programming in an Agent-Based Modeling Environment

NASA Astrophysics Data System (ADS)

Xiang, Lin

This is a collective case study seeking to develop detailed descriptions of how programming an agent-based simulation influences a group of 8 th grade students' model-based inquiry (MBI) by examining students' agent-based programmable modeling (ABPM) processes and the learning outcomes. The context of the present study was a biology unit on natural selection implemented in a charter school of a major California city during spring semester of 2009. Eight 8th grade students, two boys and six girls, participated in this study. All of them were low socioeconomic status (SES). English was a second language for all of them, but they had been identified as fluent English speakers at least a year before the study. None of them had learned either natural selection or programming before the study. The study spanned over 7 weeks and was comprised of two study phases. In phase one the subject students learned natural selection in science classroom and how to do programming in NetLogo, an ABPM tool, in a computer lab; in phase two, the subject students were asked to program a simulation of adaptation based on the natural selection model in NetLogo. Both qualitative and quantitative data were collected in this study. The data resources included (1) pre and post test questionnaire, (2) student in-class worksheet, (3) programming planning sheet, (4) code-conception matching sheet, (5) student NetLogo projects, (6) videotaped programming processes, (7) final interview, and (8) investigator's field notes. Both qualitative and quantitative approaches were applied to analyze the gathered data. The findings suggested that students made progress on understanding adaptation phenomena and natural selection at the end of ABPM-supported MBI learning but the progress was limited. These students still held some misconceptions in their conceptual models, such as the idea that animals need to "learn" to adapt into the environment. Besides, their models of natural selection appeared to be incomplete and many relationships among the model ideas had not been well established by the end of the study. Most of them did not treat the natural selection model as a whole but only focused on some ideas within the model. Very few of them could scientifically apply the natural selection model to interpret other evolutionary phenomena. The findings about participating students' programming processes revealed these processes were composed of consecutive programming cycles. The cycle typically included posing a task, constructing and running program codes, and examining the resulting simulation. Students held multiple ideas and applied various programming strategies in these cycles. Students were involved in MBI at each step of a cycle. Three types of ideas, six programming strategies and ten MBI actions were identified out of the processes. The relationships among these ideas, strategies and actions were also identified and described. Findings suggested that ABPM activities could support MBI by (1) exposing students' personal models and understandings, (2) provoking and supporting a series of model-based inquiry activities, such as elaborating target phenomena, abstracting patterns, and revising conceptual models, and (3) provoking and supporting tangible and productive conversations among students, as well as between the instructor and students. Findings also revealed three programming behaviors that appeared to impede productive MBI, including (1) solely phenomenon-orientated programming, (2) transplanting program codes, and (3) blindly running procedures. Based on the findings, I propose a general modeling process in ABPM activities, summarize the ways in which MBI can be supported in ABPM activities and constrained by multiple factors, and suggest the implications of this study in the future ABPM-assisted science instructional design and research.

Methods and Strategies: What's the Story?

ERIC Educational Resources Information Center

Lipsitz, Kelsey; Cisterna, Dante; Hanuscin, Deborah

2017-01-01

This column provides ideas and techniques to enhance your science teaching. This month's issue discusses using the 5E learning cycle to create coherent storylines. The 5E learning cycle provides an important framework to help teachers organize activities. To realize the full potential of the 5E framework for student learning, lessons must also…

Teaching and Learning International Survey TALIS 2013: Conceptual Framework. Final

ERIC Educational Resources Information Center

Rutkowski, David; Rutkowski, Leslie; Bélanger, Julie; Knoll, Steffen; Weatherby, Kristen; Prusinski, Ellen

2013-01-01

In 2008, the initial cycle of the OECD's Teaching and Learning International Survey (TALIS 2008) established, for the first time, an international, large-scale survey of the teaching workforce, the conditions of teaching, and the learning environments of schools in participating countries. The second cycle of TALIS (TALIS 2013) aims to continue…

The Impact of Different Instructional Strategies on Students' Understanding about the Cell Cycle in a General Education Biology Course

NASA Astrophysics Data System (ADS)

Krishnamurthy, Sanjana

This study investigated the impact of different instructional strategies on students' understanding about the cell cycle in a general education biology course. Although several studies have documented gains in students' cell cycle understanding after instruction, these studies generally use only one instructional method, often without a comparison group. The goal of this study was to learn more about students' misconceptions about the cell cycle and how those ideas change after three different evidence-based learning experiences in undergraduate general education. Undergraduate students in six laboratory sections (n = 24; N = 144) in a large public institution in the western United States were surveyed pre- and post-instruction using a 14-item valid and reliable survey of cell cycle knowledge. Cronbach's alpha for the standard scoring convention was 0.264 and for the alternate scoring convention was 0.360, documenting serious problems with inconsistent validity and reliability of the survey. Operating as though the findings are at least a proxy for actual cell cycle knowledge, score comparisons by groups of interest were explored, including pre- and post-instruction differences among demographic groups of interest and three instructional settings: a bead modeling activity, a role-playing game, and 5E instructional strategy. No significant differences were found across groups of interest or by strategy, but some significant item-level differences were found. Implications and discussion of these shifts is noted in lieu of the literature.

3 Steps to Great Coaching: A Simple but Powerful Instructional Coaching Cycle Nets Results

ERIC Educational Resources Information Center

Knight, Jim; Elford, Marti; Hock, Michael; Dunekack, Devona; Bradley, Barbara; Deshler, Donald D.; Knight, David

2015-01-01

In this article the authors describe a three-step instructional coaching cycle that can helps coaches become more effective. The article provides the steps and related components to: (1) Identify; (2) Learn; and (3) Improve. While the instructional coaching cycle is only one effective coaching program, coaches also need professional learning that…

Know your RO from your AE? Learning styles in practice.

PubMed

Woods, Helen Buckley

2012-06-01

In this article, Kolb's cycle of learning is put forward as a useful theory to consult when planning information literacy or other teaching sessions. The learning cycle is contextualised and Kolb's and other theories are briefly explored. The author then considers how learning style theories can be utilised when planning teaching and learning activities. The use of planning tools is advocated and ideas for sessions are suggested. HS. © 2012 The authors. Health Information and Libraries Journal © 2012 Health Libraries Group.

Collaborative Learning in the Texas Medicaid 1115 Waiver Program.

PubMed

Revere, Lee; Semaan, Adele; Lievsay, Nicole; Hall, Jessica; Wang, Zheng M; Begley, Charles

The Texas Medicaid 1115 Transformation Waiver reforms the state's safety net systems by creating a Delivery System Reform Incentive Payment incentive pool for innovative healthcare delivery. The Waiver supports the design and implementation of transformative projects. As part of the Waiver requirements, regions created Learning Collaboratives to collaborate on project implementation and outcomes. This paper describes the experience of one region in adapting the Institute for Healthcare Improvement Breakthrough Series (IHI BTS) model, as a framework for their Learning Collaborative. Implementation of the Learning Collaborative was systematic, multidimensional, and regularly evaluated. Some features of the IHI model were adapted, specifically longer Plan-Do-Check-Act cycles and the lack of a single clinical focus. This experience demonstrates the ability of a region to improve health from a more diverse perspective than the traditional IHI BTS Collaboratives. Within the region, organizations are connecting, agencies are building continuums of care, and stakeholders are involved in healthcare delivery. The initial stages show a remarkable increase in communication and enhanced relationships between providers. At the end of the 5-year Waiver, evaluation of the impact of the regional and cohort Learning Collaboratives will determine how well the adapted IHI BTS model facilitated improvements in the community's health.

Goal-directed imitation: the means to an end.

PubMed

Hayes, Spencer J; Ashford, Derek; Bennett, Simon J

2008-02-01

The effects of goal-directed imitation and observational learning were examined whilst learning a goal-directed motor skill (three-ball cascade juggling). An observational learning (OL) group observed a model and a control (CON) group received minimal verbal instructions regarding how to hold and release the juggling balls. The OL group performed more juggling cycles across practice and retention than the CON group. In addition, the OL group's upper limb coordination and ball flight trajectory pattern were more similar to the model's movements than the CON group. These data show that when the to-be-learnt movement pattern and end-goal are not specified by the task's mechanical constraints, or can be achieved by modifying a pre-existing motor skill, individuals have difficulty learning on the basis of discovery processes alone. Under these circumstances, observational learning is effective because it conveys to the individual the specific means by which the end-goal can be achieved. These findings lead us to suggest that when the end-goal and the means to achieve the end-goal are directly linked, the means are given sufficient weight in the goal hierarchy such that the model's movement is imitated.

Teacher Responses to Learning Cycle Science Lessons for Early Childhood Education

NASA Astrophysics Data System (ADS)

Kraemer, Emily N.

Three learning cycle science lessons were developed for preschoolers in an early childhood children's center in Costa Mesa, California. The lessons were field tested by both novice and experienced teachers with children ranging from three to five years old. Teachers were then interviewed informally to collect feedback on the structure and flow the lessons. The feedback was encouraging remarks towards the use of learning cycle science lessons for early childhood educators. Adjustments were made to the lessons based on teacher feedback. The lessons and their implications for preschool education are discussed.

Methods and Strategies: Literacy in the Learning Cycle

ERIC Educational Resources Information Center

Everett, Susan; Moyer, Richard

2009-01-01

Trade books can be used in all phases of the learning cycle to support effective teaching and learning. Romance and Vitale (1992) found that texts and other nonfiction science books can be effective tools for teaching reading, as the science activities give learners a purpose for their reading. In this article, the authors share ways to…

To Tan or Not to Tan?: Students Learn About Sunscreens through an Inquiry Activity Based on the Learning Cycle

ERIC Educational Resources Information Center

Keen-Rocha, Linda

2005-01-01

Science instructors sometimes avoid inquiry-based activities due to limited classroom time. Inquiry takes time, as students choose problems, design experiments, obtain materials, conduct investigations, gather data, communicate results, and discuss their experiments. While there are no quick solutions to time concerns, the 5E learning cycle seeks…

Relations of Cognitive and Motivational Variables with Students' Human Circulatory System Achievement in Traditional and Learning Cycle Classrooms

ERIC Educational Resources Information Center

Sadi, Özlem; Çakiroglu, Jale

2014-01-01

This study is aimed at investigating the relationships among students' relevant prior knowledge, meaningful learning orientation, reasoning ability, self-efficacy, locus of control, attitudes toward biology and achievement with the human circulatory system (HCS) using the learning cycle (LC) and the traditional classroom setting. The study was…

Comparing American and Chinese Students' Learning Progression on Carbon Cycling in Socio-Ecological Systems

ERIC Educational Resources Information Center

Chen, J.; Anderson, C. W.

2015-01-01

Previous studies identified a learning progression on the concept of carbon cycling that was typically followed by American students when they progress from elementary to high school. This study examines the validity of this previously identified learning progression for a different group of learners--Chinese students. The results indicate that…

Engagement, Exploration, Explanation, Extension, and Evaluation (5E) Learning Cycle and Conceptual Change Text as Learning Tools

ERIC Educational Resources Information Center

Balci, Sibel; Cakiroglu, Jale; Tekkaya, Ceren

2006-01-01

The purpose of this study is to investigate the effects of the Engagement, Exploration, Explanation, Extension, and Evaluation (5E) learning cycle, conceptual change texts, and traditional instructions on 8th grade students' understanding of photosynthesis and respiration in plants. Students' understanding of photosynthesis and respiration in…

Mental model mapping as a new tool to analyse the use of information in decision-making in integrated water management

NASA Astrophysics Data System (ADS)

Kolkman, M. J.; Kok, M.; van der Veen, A.

The solution of complex, unstructured problems is faced with policy controversy and dispute, unused and misused knowledge, project delay and failure, and decline of public trust in governmental decisions. Mental model mapping (also called concept mapping) is a technique to analyse these difficulties on a fundamental cognitive level, which can reveal experiences, perceptions, assumptions, knowledge and subjective beliefs of stakeholders, experts and other actors, and can stimulate communication and learning. This article presents the theoretical framework from which the use of mental model mapping techniques to analyse this type of problems emerges as a promising technique. The framework consists of the problem solving or policy design cycle, the knowledge production or modelling cycle, and the (computer) model as interface between the cycles. Literature attributes difficulties in the decision-making process to communication gaps between decision makers, stakeholders and scientists, and to the construction of knowledge within different paradigm groups that leads to different interpretation of the problem situation. Analysis of the decision-making process literature indicates that choices, which are made in all steps of the problem solving cycle, are based on an individual decision maker’s frame of perception. This frame, in turn, depends on the mental model residing in the mind of the individual. Thus we identify three levels of awareness on which the decision process can be analysed. This research focuses on the third level. Mental models can be elicited using mapping techniques. In this way, analysing an individual’s mental model can shed light on decision-making problems. The steps of the knowledge production cycle are, in the same manner, ultimately driven by the mental models of the scientist in a specific discipline. Remnants of this mental model can be found in the resulting computer model. The characteristics of unstructured problems (complexity, uncertainty and disagreement) can be positioned in the framework, as can the communities of knowledge construction and valuation involved in the solution of these problems (core science, applied science, and professional consultancy, and “post-normal” science). Mental model maps, this research hypothesises, are suitable to analyse the above aspects of the problem. This hypothesis is tested for the case of the Zwolle storm surch barrier. Analysis can aid integration between disciplines, participation of public stakeholders, and can stimulate learning processes. Mental model mapping is recommended to visualise the use of knowledge, to analyse difficulties in problem solving process, and to aid information transfer and communication. Mental model mapping help scientists to shape their new, post-normal responsibilities in a manner that complies with integrity when dealing with unstructured problems in complex, multifunctional systems.

An Absorbing Look at Terry-Cloth Towels

ERIC Educational Resources Information Center

Moyer, Richard; Everett, Susan

2010-01-01

This article describes a lesson where students explore the absorbency of several towels with different weaves and weights. The lesson follows the 5E learning-cycle model and incorporates engineering in the sense of product testing with a focus on the relationship between the weave of a towel and its absorbency. The National Science Education…

The 5E Instructional Model: A Learning Cycle Approach for Inquiry-Based Science Teaching

ERIC Educational Resources Information Center

Duran, Lena Ballone; Duran, Emilio

2004-01-01

The implementation of inquiry-based teaching is a major theme in national science education reform documents such as "Project 2061: Science for All Americans" (Rutherford & Alhgren, 1990) and the "National Science Education Standards" (NRC, 1996). These reports argue that inquiry needs to be a central strategy of all…

Big Ideas at a Very Small Scale

ERIC Educational Resources Information Center

Khourey-Bowers, Claudia

2009-01-01

The purpose of this article is to share a learning-cycle sequence of lessons designed to convey the particulate nature of matter through use of physical models and analogical thinking. This activity was adapted from Conceptual Chemistry, a long-running professional development program for teachers of grades 4-9. Conceptual Chemistry's approach is…

Case Study 1: Playful Team Reflection Using LEGO® Serious Play®

ERIC Educational Resources Information Center

Seidl, Tobias

2017-01-01

Teamwork and cooperation are important 21st century skills and therefore important parts of the higher education curriculum. Following Kolb's "experiential learning cycle" model a combination of project work and moderated reflection can help students to acquire these skills. This article elaborates how LEGO® Serious Play® (LSP) can be…

Selective Attentional Effects of Textbook Study Questions on Student Learning in Science.

ERIC Educational Resources Information Center

Holliday, William G.

1981-01-01

Reports results of a study testing a selective attentional model which predicted that textbook study questions adjunct to a flow diagram will focus students' attention more upon questioned information and less upon nonquestioned information. A picture-word diagram describing biogeochemical cycles to high school biology students (N=176) was used.…

The Impact of Experiencing 5E Learning Cycle on Developing Science Teachers' Technological Pedagogical Content Knowledge (TPACK)

ERIC Educational Resources Information Center

Mustafa, Mohamed Elfatih I.

2016-01-01

This study investigated the conditions and situations offered by Experiencing Inquiry Model (EIM) for developing science teacher's Technological Pedagogical Content Knowledge (TPACK). Also, the study explored the opportunities offered by EIM strategy in enhancing science teacher's abilities to design technology-based inquiry activities for science…

Raphanus sativus, Germination, and Inquiry: A Learning Cycle Approach for Novice Experimenters.

ERIC Educational Resources Information Center

Rillero, Peter

1999-01-01

Describes open-ended experiments with seeds from the common garden radish (Raphanus sativus). The phases of the 5-E learning cycle--Engagement, Exploration, Explanation, Extension, and Evaluation--guide this activity series. (Author/MM)

Cortical and Hippocampal Correlates of Deliberation during Model-Based Decisions for Rewards in Humans

PubMed Central

Bornstein, Aaron M.; Daw, Nathaniel D.

2013-01-01

How do we use our memories of the past to guide decisions we've never had to make before? Although extensive work describes how the brain learns to repeat rewarded actions, decisions can also be influenced by associations between stimuli or events not directly involving reward — such as when planning routes using a cognitive map or chess moves using predicted countermoves — and these sorts of associations are critical when deciding among novel options. This process is known as model-based decision making. While the learning of environmental relations that might support model-based decisions is well studied, and separately this sort of information has been inferred to impact decisions, there is little evidence concerning the full cycle by which such associations are acquired and drive choices. Of particular interest is whether decisions are directly supported by the same mnemonic systems characterized for relational learning more generally, or instead rely on other, specialized representations. Here, building on our previous work, which isolated dual representations underlying sequential predictive learning, we directly demonstrate that one such representation, encoded by the hippocampal memory system and adjacent cortical structures, supports goal-directed decisions. Using interleaved learning and decision tasks, we monitor predictive learning directly and also trace its influence on decisions for reward. We quantitatively compare the learning processes underlying multiple behavioral and fMRI observables using computational model fits. Across both tasks, a quantitatively consistent learning process explains reaction times, choices, and both expectation- and surprise-related neural activity. The same hippocampal and ventral stream regions engaged in anticipating stimuli during learning are also engaged in proportion to the difficulty of decisions. These results support a role for predictive associations learned by the hippocampal memory system to be recalled during choice formation. PMID:24339770

How to build a course in mathematical-biological modeling: content and processes for knowledge and skill.

PubMed

Hoskinson, Anne-Marie

2010-01-01

Biological problems in the twenty-first century are complex and require mathematical insight, often resulting in mathematical models of biological systems. Building mathematical-biological models requires cooperation among biologists and mathematicians, and mastery of building models. A new course in mathematical modeling presented the opportunity to build both content and process learning of mathematical models, the modeling process, and the cooperative process. There was little guidance from the literature on how to build such a course. Here, I describe the iterative process of developing such a course, beginning with objectives and choosing content and process competencies to fulfill the objectives. I include some inductive heuristics for instructors seeking guidance in planning and developing their own courses, and I illustrate with a description of one instructional model cycle. Students completing this class reported gains in learning of modeling content, the modeling process, and cooperative skills. Student content and process mastery increased, as assessed on several objective-driven metrics in many types of assessments.

How to Build a Course in Mathematical–Biological Modeling: Content and Processes for Knowledge and Skill

PubMed Central

2010-01-01

Biological problems in the twenty-first century are complex and require mathematical insight, often resulting in mathematical models of biological systems. Building mathematical–biological models requires cooperation among biologists and mathematicians, and mastery of building models. A new course in mathematical modeling presented the opportunity to build both content and process learning of mathematical models, the modeling process, and the cooperative process. There was little guidance from the literature on how to build such a course. Here, I describe the iterative process of developing such a course, beginning with objectives and choosing content and process competencies to fulfill the objectives. I include some inductive heuristics for instructors seeking guidance in planning and developing their own courses, and I illustrate with a description of one instructional model cycle. Students completing this class reported gains in learning of modeling content, the modeling process, and cooperative skills. Student content and process mastery increased, as assessed on several objective-driven metrics in many types of assessments. PMID:20810966

Experience in Implementing Resource-Based Learning in Agrarian College of Management and Law Poltava State Agrarian Academy

ERIC Educational Resources Information Center

Kononets, Natalia

2015-01-01

The introduction of resource-based learning disciplines of computer cycles in Agrarian College. The article focused on the issue of implementation of resource-based learning courses in the agricultural cycle computer college. Tested approach to creating elearning resources through free hosting and their further use in the classroom. Noted that the…

The MOOC and Learning Analytics Innovation Cycle (MOLAC): A Reflective Summary of Ongoing Research and Its Challenges

ERIC Educational Resources Information Center

Drachsler, H.; Kalz, M.

2016-01-01

The article deals with the interplay between learning analytics and massive open online courses (MOOCs) and provides a conceptual framework to situate ongoing research in the MOOC and learning analytics innovation cycle (MOLAC framework). The MOLAC framework is organized on three levels: On the micro-level, the data collection and analytics…

Acetylcholine Neuromodulation in Normal and Abnormal Learning and Memory: Vigilance Control in Waking, Sleep, Autism, Amnesia and Alzheimer’s Disease

PubMed Central

Grossberg, Stephen

2017-01-01

Adaptive Resonance Theory, or ART, is a neural model that explains how normal and abnormal brains may learn to categorize and recognize objects and events in a changing world, and how these learned categories may be remembered for a long time. This article uses ART to propose and unify the explanation of diverse data about normal and abnormal modulation of learning and memory by acetylcholine (ACh). In ART, vigilance control determines whether learned categories will be general and abstract, or specific and concrete. ART models how vigilance may be regulated by ACh release in layer 5 neocortical cells by influencing after-hyperpolarization (AHP) currents. This phasic ACh release is mediated by cells in the nucleus basalis (NB) of Meynert that are activated by unexpected events. The article additionally discusses data about ACh-mediated tonic control of vigilance. ART proposes that there are often dynamic breakdowns of tonic control in mental disorders such as autism, where vigilance remains high, and medial temporal amnesia, where vigilance remains low. Tonic control also occurs during sleep-wake cycles. Properties of Up and Down states during slow wave sleep arise in ACh-modulated laminar cortical ART circuits that carry out processes in awake individuals of contrast normalization, attentional modulation, decision-making, activity-dependent habituation, and mismatch-mediated reset. These slow wave sleep circuits interact with circuits that control circadian rhythms and memory consolidation. Tonic control properties also clarify how Alzheimer’s disease symptoms follow from a massive structural degeneration that includes undermining vigilance control by ACh in cortical layers 3 and 5. Sleep disruptions before and during Alzheimer’s disease, and how they contribute to a vicious cycle of plaque formation in layers 3 and 5, are also clarified from this perspective. PMID:29163063

Heart murmur detection based on wavelet transformation and a synergy between artificial neural network and modified neighbor annealing methods.

PubMed

Eslamizadeh, Gholamhossein; Barati, Ramin

2017-05-01

Early recognition of heart disease plays a vital role in saving lives. Heart murmurs are one of the common heart problems. In this study, Artificial Neural Network (ANN) is trained with Modified Neighbor Annealing (MNA) to classify heart cycles into normal and murmur classes. Heart cycles are separated from heart sounds using wavelet transformer. The network inputs are features extracted from individual heart cycles, and two classification outputs. Classification accuracy of the proposed model is compared with five multilayer perceptron trained with Levenberg-Marquardt, Extreme-learning-machine, back-propagation, simulated-annealing, and neighbor-annealing algorithms. It is also compared with a Self-Organizing Map (SOM) ANN. The proposed model is trained and tested using real heart sounds available in the Pascal database to show the applicability of the proposed scheme. Also, a device to record real heart sounds has been developed and used for comparison purposes too. Based on the results of this study, MNA can be used to produce considerable results as a heart cycle classifier. Copyright © 2017 Elsevier B.V. All rights reserved.

Model-Based Verification and Validation of the SMAP Uplink Processes

NASA Technical Reports Server (NTRS)

Khan, M. Omair; Dubos, Gregory F.; Tirona, Joseph; Standley, Shaun

2013-01-01

This case study stands as an example of how a project can validate a system-level design earlier in the project life cycle than traditional V&V processes by using simulation on a system model. Specifically, this paper describes how simulation was added to a system model of the Soil Moisture Active-Passive (SMAP) mission's uplink process.Also discussed are the advantages and disadvantages of the methods employed and the lessons learned; which are intended to benefit future model-based and simulation-based V&V development efforts.

Identification of Cell Cycle-Regulated Genes by Convolutional Neural Network.

PubMed

Liu, Chenglin; Cui, Peng; Huang, Tao

2017-01-01

The cell cycle-regulated genes express periodically with the cell cycle stages, and the identification and study of these genes can provide a deep understanding of the cell cycle process. Large false positives and low overlaps are big problems in cell cycle-regulated gene detection. Here, a computational framework called DLGene was proposed for cell cycle-regulated gene detection. It is based on the convolutional neural network, a deep learning algorithm representing raw form of data pattern without assumption of their distribution. First, the expression data was transformed to categorical state data to denote the changing state of gene expression, and four different expression patterns were revealed for the reported cell cycle-regulated genes. Then, DLGene was applied to discriminate the non-cell cycle gene and the four subtypes of cell cycle genes. Its performances were compared with six traditional machine learning methods. At last, the biological functions of representative cell cycle genes for each subtype are analyzed. Our method showed better and more balanced performance of sensitivity and specificity comparing to other machine learning algorithms. The cell cycle genes had very different expression pattern with non-cell cycle genes and among the cell-cycle genes, there were four subtypes. Our method not only detects the cell cycle genes, but also describes its expression pattern, such as when its highest expression level is reached and how it changes with time. For each type, we analyzed the biological functions of the representative genes and such results provided novel insight to the cell cycle mechanisms. Copyright© Bentham Science Publishers; For any queries, please email at epub@benthamscience.org.

Professional development for design-based learning in engineering education: a case study

NASA Astrophysics Data System (ADS)

Gómez Puente, Sonia M.; van Eijck, Michiel; Jochems, Wim

2015-01-01

Design-based learning (DBL) is an educational approach in which students gather and apply theoretical knowledge to solve design problems. In this study, we examined how critical DBL dimensions (project characteristics, design elements, the teacher's role, assessment, and social context) are applied by teachers in the redesign of DBL projects. We conducted an intervention for the professional development of the DBL teachers in the Mechanical Engineering and the Electrical Engineering departments. We used the Experiential Learning Cycle as an educational model for the professionalisation programme. The findings show that the programme encouraged teachers to apply the DBL theoretical framework. However, there are some limitations with regard to specific project characteristics. Further research into supporting teachers to develop open-ended and multidisciplinary activities in the projects that support learning is recommended.

The Effect of Learning Cycle Constructivist-Based Approach on Students' Academic Achievement and Attitude towards Chemistry in Secondary Schools in North-Eastern Part of Nigeria

ERIC Educational Resources Information Center

Jack, Gladys Uzezi

2017-01-01

This study investigated the effect of learning cycle constructivist-based approach on secondary schools students' academic achievement and their attitude towards chemistry. The design used was a pre-test, post-test non randomized control group quasi experimental research design. The design consisted of two instructional groups (learning cycle…

A hybrid fuzzy logic and extreme learning machine for improving efficiency of circulating water systems in power generation plant

NASA Astrophysics Data System (ADS)

Aziz, Nur Liyana Afiqah Abdul; Siah Yap, Keem; Afif Bunyamin, Muhammad

2013-06-01

This paper presents a new approach of the fault detection for improving efficiency of circulating water system (CWS) in a power generation plant using a hybrid Fuzzy Logic System (FLS) and Extreme Learning Machine (ELM) neural network. The FLS is a mathematical tool for calculating the uncertainties where precision and significance are applied in the real world. It is based on natural language which has the ability of "computing the word". The ELM is an extremely fast learning algorithm for neural network that can completed the training cycle in a very short time. By combining the FLS and ELM, new hybrid model, i.e., FLS-ELM is developed. The applicability of this proposed hybrid model is validated in fault detection in CWS which may help to improve overall efficiency of power generation plant, hence, consuming less natural recourses and producing less pollutions.

Secret in the Margins: Rutherford's Gold Foil Experiment

ERIC Educational Resources Information Center

Aydin, Sevgi; Hanuscin, Deborah L.

2011-01-01

In this article, the authors describe a lesson that uses the 5E Learning Cycle to help students not only understand the atomic model but also how Ernest Rutherford helped develop it. The lesson uses Rutherford's gold foil experiment to focus on three aspects of the nature of science: the empirical nature of science, the tentativeness of scientific…

Polymers and Cross-Linking: A CORE Experiment to Help Students Think on the Submicroscopic Level

ERIC Educational Resources Information Center

Bruce, Mitchell R. M.; Bruce, Alice E.; Avargil, Shirly; Amar, Francois G.; Wemyss, Thomas M.; Flood, Virginia J.

2016-01-01

The Polymers and Cross-Linking experiment is presented via a new three phase learning cycle: CORE (Chemical Observations, Representations, Experimentation), which is designed to model productive chemical inquiry and to promote a deeper understanding about the chemistry operating at the submicroscopic level. The experiment is built on two familiar…

No More Leaks: A Process-Oriented Lesson Exploring the Invention and Chemistry of Disposable Diapers

ERIC Educational Resources Information Center

Schiller, Ellen; Yezierski, Ellen

2009-01-01

High school chemistry can be intimidating to some students, so it is critical that we engage students in nonthreatening preparatory investigations during middle school. Based on the learning cycle model (Bybee and Landes 1990), this lesson invites students to investigate disposable diapers. As they explore the properties of sodium polyarcylate, a…

"Star Wars", Model Making, and Cultural Critique: A Case for Film Study in Art Classrooms

ERIC Educational Resources Information Center

Briggs, Judith

2009-01-01

Films are multimodal, often memorable, and change one's way of thinking. Films provide narratives and visual metaphors that function as tools for one's imagination and learning. No other film has amplified this phenomenon in the United States more than the "Star Wars" Cycle. "Star Wars" exemplifies the multidimensionality of…

A Dozen Heads Are Better than One: Collaborative Writing in Genre-Based Pedagogy

ERIC Educational Resources Information Center

Caplan, Nigel A.; Farling, Monica

2017-01-01

Organizing writing instruction around genres rather than rhetorical modes can be a highly effective and engaging preparation for students' academic and professional writing needs. The teaching/learning cycle (TLC) is a highly scaffolded curriculum model for teaching target written genres. In the TLC, the organization of and linguistic choices in a…

Outcomes of a Self-Regulated Learning Curriculum Model

ERIC Educational Resources Information Center

Peters-Burton, Erin E.

2015-01-01

The purpose of this study was to describe connections among students' views of nature of science in relation to the goals of a curriculum delivered in a unique setting, one where a researcher and two teachers collaborated to develop a course devoted to teaching students about how knowledge is built in science. Students proceeded through a cycle of…

Motivation, Challenges, Support (MCS) Cycle Model for the Development of PBL Tutors

ERIC Educational Resources Information Center

Constantinou, Costas S.; Nicolaou, Stella A.

2018-01-01

Problem-Based Learning (PBL) is well known for enhancing students' problem solving skills and teamwork, while the role of PBL tutors is to facilitate discussion rather than teach. This study used four focus groups to explore PBL tutors' motivation, challenges and support mechanisms, and the relationship between these. The study found that there…

Computational modeling of spiking neural network with learning rules from STDP and intrinsic plasticity

NASA Astrophysics Data System (ADS)

Li, Xiumin; Wang, Wei; Xue, Fangzheng; Song, Yongduan

2018-02-01

Recently there has been continuously increasing interest in building up computational models of spiking neural networks (SNN), such as the Liquid State Machine (LSM). The biologically inspired self-organized neural networks with neural plasticity can enhance the capability of computational performance, with the characteristic features of dynamical memory and recurrent connection cycles which distinguish them from the more widely used feedforward neural networks. Despite a variety of computational models for brain-like learning and information processing have been proposed, the modeling of self-organized neural networks with multi-neural plasticity is still an important open challenge. The main difficulties lie in the interplay among different forms of neural plasticity rules and understanding how structures and dynamics of neural networks shape the computational performance. In this paper, we propose a novel approach to develop the models of LSM with a biologically inspired self-organizing network based on two neural plasticity learning rules. The connectivity among excitatory neurons is adapted by spike-timing-dependent plasticity (STDP) learning; meanwhile, the degrees of neuronal excitability are regulated to maintain a moderate average activity level by another learning rule: intrinsic plasticity (IP). Our study shows that LSM with STDP+IP performs better than LSM with a random SNN or SNN obtained by STDP alone. The noticeable improvement with the proposed method is due to the better reflected competition among different neurons in the developed SNN model, as well as the more effectively encoded and processed relevant dynamic information with its learning and self-organizing mechanism. This result gives insights to the optimization of computational models of spiking neural networks with neural plasticity.

Practice of the Education for the Principle of Otto Cycle by the E-Learning CG-Content

NASA Astrophysics Data System (ADS)

Sato, Tomoaki; Nagaoka, Keizo; Oguchi, Kosei

A CG-animation content which supports the learning of the Otto cycle was developed. This content has a piston assembly and the diagrams of PV, VS, TP and TS. The each diagram has a pointer which moves along the line of the graph and they are synchronized with the movement of the piston. The learners can operate this content directly on the e-learning system. While watching the movements of the piston assembly, the learners can confirm the state of the engine about temperature, pressure, volume, and entropy by the synchronized pointer on the diagrams. This content was used for the class of the machining practice exercise. The learning effect of the content was examined by the score of the short test. As the result of this examination, the CG-animation content was effective in the learning of the Otto cycle.

Exploring Growth (and Mitosis) through a Learning Cycle.

ERIC Educational Resources Information Center

Lawson, Anton E.

1991-01-01

Presents a learning cycle lesson plan in which students investigate the question of how cells divide. Students use microscopes to explore actual plant root and stem tissues to generate and test hypotheses to answer the question. Includes teacher material, student material, and teaching tips. (MDH)

Blockade of 5-HT2A/2C-type receptors impairs learning in female rats in the course of estrous cycle.

PubMed

Fedotova, Yu O; Ordyan, N E

2010-12-01

We studied the effects of chronic administration (14 days) of agonist of 5-HT2B/2C serotonin receptors m-CPP (0.5 mg/kg subcutaneously) and agonist of 5-HT2A/2C serotonin receptors ketanserin (0.1 mg/kg intraperitoneally) on conditioned reactions in female rats in different phases of the estrous cycle. Passive avoidance (PA) paradigm and Morris water maze were used as behavioral tests. Chronic administration of m-CPP did not affect PA retrieval during the proestrus and estrus phases, but improved the dynamics of spatial learning in Morris water maze in comparison with control rats. Chronic administration of ketanserin uniformly impaired processes of spatial and nonspatial learning in female rats irrespective to the phase of the estrous cycle. A modulating role of 5-HT2A/2C and 5-HT2B/2C serotonin receptors in process of learning in female rats during the key phases of the estrous cycle was demonstrated.

Predictors of Drought Recovery across Forest Ecosystems

NASA Astrophysics Data System (ADS)

Anderegg, W.

2016-12-01

The impacts of climate extremes on terrestrial ecosystems are poorly understood but central for predicting carbon cycle feedbacks to climate change. Coupled climate-carbon cycle models typically assume that vegetation recovery from extreme drought is immediate and complete, which conflicts with basic plant physiological understanding. Here, we discuss what we have learned about forest ecosystem recovery from extreme drought across spatial and temporal scales, drawing on inference from tree rings, eddy covariance data, large scale gross primary productivity products, and ecosystem models. In tree rings, we find pervasive and substantial "legacy effects" of reduced growth and incomplete recovery for 1-4 years after severe drought, and that legacy effects are most prevalent in dry ecosystems, Pinaceae, and species with low hydraulic safety margins. At larger scales, we see relatively rapid recovery of ecosystem fluxes, with strong influences of ecosystem productivity and diversity and longer recovery periods in high latidue forests. In contrast, no or limited legacy effects are simulated in current climate-vegetation models after drought, and we highlight some of the key missing mechanisms in dynamic vegetation models. Our results reveal hysteresis in forest ecosystem carbon cycling and delayed recovery from climate extremes and help advance a predictive understanding of ecosystem recovery.

A multi-objective genetic algorithm for a mixed-model assembly U-line balancing type-I problem considering human-related issues, training, and learning

NASA Astrophysics Data System (ADS)

Rabbani, Masoud; Montazeri, Mona; Farrokhi-Asl, Hamed; Rafiei, Hamed

2016-12-01

Mixed-model assembly lines are increasingly accepted in many industrial environments to meet the growing trend of greater product variability, diversification of customer demands, and shorter life cycles. In this research, a new mathematical model is presented considering balancing a mixed-model U-line and human-related issues, simultaneously. The objective function consists of two separate components. The first part of the objective function is related to balance problem. In this part, objective functions are minimizing the cycle time, minimizing the number of workstations, and maximizing the line efficiencies. The second part is related to human issues and consists of hiring cost, firing cost, training cost, and salary. To solve the presented model, two well-known multi-objective evolutionary algorithms, namely non-dominated sorting genetic algorithm and multi-objective particle swarm optimization, have been used. A simple solution representation is provided in this paper to encode the solutions. Finally, the computational results are compared and analyzed.

Closed-loop control of artificial pancreatic Beta -cell in type 1 diabetes mellitus using model predictive iterative learning control.

PubMed

Wang, Youqing; Dassau, Eyal; Doyle, Francis J

2010-02-01

A novel combination of iterative learning control (ILC) and model predictive control (MPC), referred to here as model predictive iterative learning control (MPILC), is proposed for glycemic control in type 1 diabetes mellitus. MPILC exploits two key factors: frequent glucose readings made possible by continuous glucose monitoring technology; and the repetitive nature of glucose-meal-insulin dynamics with a 24-h cycle. The proposed algorithm can learn from an individual's lifestyle, allowing the control performance to be improved from day to day. After less than 10 days, the blood glucose concentrations can be kept within a range of 90-170 mg/dL. Generally, control performance under MPILC is better than that under MPC. The proposed methodology is robust to random variations in meal timings within +/-60 min or meal amounts within +/-75% of the nominal value, which validates MPILC's superior robustness compared to run-to-run control. Moreover, to further improve the algorithm's robustness, an automatic scheme for setpoint update that ensures safe convergence is proposed. Furthermore, the proposed method does not require user intervention; hence, the algorithm should be of particular interest for glycemic control in children and adolescents.

Tying It All Together

ERIC Educational Resources Information Center

Hirsh, Stephanie; Crow, Tracy

2017-01-01

The learning team cycle as described in "Becoming a Learning Team: A Guide to a Teacher-Led Cycle of Continuous Improvement" by Stephanie Hirsh and Tracy Crow was created to support teams of teachers working on particular lessons and instructional challenges within classrooms. Even as the day-to-day work of classroom teaching continues,…

The Effectiveness of Using the 7E's Learning Cycle Strategy on the Immediate and Delayed Mathematics Achievement and the Longitudinal Impact of Learning among Preparatory Year Students at King Saud University (KSU)

ERIC Educational Resources Information Center

Khashan, Khaled

2016-01-01

This study aimed to investigate the effectiveness of teaching Mathematics by using 7E's Learning Cycle strategy in immediate and delayed achievement and retention among Preparatory Year students at King Saud University (KSU)--Saudi Arabia, in comparison with the traditional method. The study sample consisted of (73) Preparatory Year students at…

Evolution of a multi-agent system in a cyclical environment.

PubMed

Baptista, Tiago; Costa, Ernesto

2008-06-01

The synchronisation phenomena in biological systems is a current and recurring subject of scientific study. This topic, namely that of circadian clocks, served as inspiration to develop an agent-based simulation that serves the main purpose of being a proof-of-concept of the model used in the BitBang framework, that implements a modern autonomous agent model. Despite having been extensively studied, circadian clocks still have much to be investigated. Rather than wanting to learn more about the internals of this biological process, we look to study the emergence of this kind of adaptation to a daily cycle. To that end we implemented a world with a day/night cycle, and analyse the ways the agents adapt to that cycle. The results show the evolution of the agents' ability to gather food. If we look at the total number of agents over the course of an experiment, we can pinpoint the time when reproductive technology emerges. We also show that the agents adapt to the daily cycle. This circadian rhythm can be shown by analysing the variation on the agents metabolic rate, which is affected by the variation of their movement patterns. In the experiments conducted we can observe that the metabolic rate of the agents varies according to the daily cycle.

An evaluation of two hands-on lab styles for plant biodiversity in undergraduate biology.

PubMed

Basey, John M; Maines, Anastasia P; Francis, Clinton D; Melbourne, Brett

2014-01-01

We compared learning cycle and expository formats for teaching about plant biodiversity in an inquiry-oriented university biology lab class (n = 465). Both formats had preparatory lab activities, a hands-on lab, and a postlab with reflection and argumentation. Learning was assessed with a lab report, a practical quiz in lab, and a multiple-choice exam in the concurrent lecture. Attitudes toward biology and treatments were also assessed. We used linear mixed-effect models to determine impacts of lab style on lower-order cognition (LO) and higher-order cognition (HO) based on Bloom's taxonomy. Relative to the expository treatment, the learning cycle treatment had a positive effect on HO and a negative effect on LO included in lab reports; a positive effect on transfer of LO from the lab report to the quiz; negative impacts on LO quiz performance and on attitudes toward the lab; and a higher degree of perceived difficulty. The learning cycle treatment had no influence on transfer of HO from lab report to quiz or exam; quiz performance on HO questions; exam performance on LO and HO questions; and attitudes toward biology as a science. The importance of LO as a foundation for HO relative to these lab styles is addressed. © 2014 J. M. Basey et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Promoting Knowledge Creation Discourse in an Asian Primary Five Classroom: Results from an Inquiry into Life Cycles

ERIC Educational Resources Information Center

van Aalst, Jan; Truong, Mya Sioux

2011-01-01

The phrase "knowledge creation" refers to the practices by which a community advances its collective knowledge. Experience with a model of knowledge creation could help students to learn about the nature of science. This research examined how much progress a teacher and 16 Primary Five (Grade 4) students in the International…

Improvements from a flipped classroom may simply be the fruits of active learning.

PubMed

Jensen, Jamie L; Kummer, Tyler A; d M Godoy, Patricia D

2015-03-02

The "flipped classroom" is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model. Using a quasi-experimental design, we compared an active nonflipped classroom with an active flipped classroom, both using the 5-E learning cycle, in an effort to vary only the role of the instructor and control for as many of the other potentially influential variables as possible. Results showed that both low-level and deep conceptual learning were equivalent between the conditions. Attitudinal data revealed equal student satisfaction with the course. Interestingly, both treatments ranked their contact time with the instructor as more influential to their learning than what they did at home. We conclude that the flipped classroom does not result in higher learning gains or better attitudes compared with the nonflipped classroom when both utilize an active-learning, constructivist approach and propose that learning gains in either condition are most likely a result of the active-learning style of instruction rather than the order in which the instructor participated in the learning process. © 2015 J. L. Jensen et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Supporting new graduate professional development: a clinical learning framework.

PubMed

Fitzgerald, Cate; Moores, Alis; Coleman, Allison; Fleming, Jennifer

2015-02-01

New graduate occupational therapists are required to competently deliver health-care practices within complex care environments. An occupational therapy clinical education programme within a large public sector health service sought to investigate methods to support new graduates in their clinical learning and professional development. Three cycles of an insider action research approach each using the steps of planning, action, critical observation and reflection were undertaken to investigate new graduate learning strategies, develop a learning framework and pilot its utility. Qualitative research methods were used to analyse data gathered during the action research cycles. Action research identified variations in current practices to support new graduate learning and to the development of the Occupational Therapy Clinical Learning Framework (OTCLF). Investigation into the utility of the OTCLF revealed two themes associated with its implementation namely (i) contribution to learning goal development and (ii) compatibility with existing learning supports. The action research cycles aimed to review current practices to support new graduate learning. The learning framework developed encourages reflection to identify learning needs and the review, discussion of, and engagement in, goal setting and learning strategies. Preliminary evidence indicates that the OTCLF has potential as an approach to guide new graduate goal development supported by supervision. Future opportunity to implement a similar learning framework in other allied health professions was identified, enabling a continuation of the cyclical nature of enquiry, integral to this research approach within the workplace. © 2014 Occupational Therapy Australia.

A model of formative assessment practice in secondary science classrooms using an audience response system

NASA Astrophysics Data System (ADS)

Shirley, Melissa L.

Formative assessment involves the probing of students' ideas to determine their level of understanding during the instructional sequence. Often conceptualized as a cycle, formative assessment consists of the teacher posing an instructional task to students, collecting data about student understanding, and engaging in follow-up strategies such as clarifying student understanding and adjusting instruction to meet learning needs. Despite having been shown to increase student achievement in a variety of classroom settings, formative assessment remains a relative weak area of teacher practice. Methods that enhance formative assessment strategies may therefore have a positive effect on student achievement. Audience response systems comprise a broad category of technologies that support richer classroom interaction and have the potential to facilitate formative assessment. Results from a large national research study, Classroom Connectivity in Promoting Mathematics and Science Achievement (CCMS), show that students in algebra classrooms where the teacher has implemented a type of audience response system experience significantly higher achievement gains compared to a control group. This suggests a role for audience response systems in promoting rich formative assessment. The importance of incorporating formative assessment strategies into regular classroom practice is widely recognized. However, it remains challenging to identify whether rich formative assessment is occurring during a particular class session. This dissertation uses teacher interviews and classroom observations to develop a fine-grained model of formative assessment in secondary science classrooms employing a type of audience response system. This model can be used by researchers and practitioners to characterize components of formative assessment practice in classrooms. A major component of formative assessment practice is the collection and aggregation of evidence of student learning. This dissertation proposes the use of the assessment episode to characterize extended cycles of teacher-student interactions. Further, the model presented here provides a new methodology to describe the teacher's use of questioning and subsequent classroom discourse to uncover student learning. Additional components of this model of formative assessment focus on the recognition of student learning by the teacher and the resultant changes in instructional practice to enhance student understanding.

Applying Student Team Achievement Divisions (STAD) Model on Material of Basic Programme Branch Control Structure to Increase Activity and Student Result

NASA Astrophysics Data System (ADS)

Akhrian Syahidi, Aulia; Asyikin, Arifin Noor; Asy’ari

2018-04-01

Based on my experience of teaching the material of branch control structure, it is found that the condition of the students is less active causing the low activity of the students on the attitude assessment during the learning process on the material of the branch control structure i.e. 2 students 6.45% percentage of good activity and 29 students percentage 93.55% enough and less activity. Then from the low activity resulted in low student learning outcomes based on a daily re-examination of branch control material, only 8 students 26% percentage reached KKM and 23 students 74% percent did not reach KKM. The purpose of this research is to increase the activity and learning outcomes of students of class X TKJ B SMK Muhammadiyah 1 Banjarmasin after applying STAD type cooperative learning model on the material of branch control structure. The research method used is Classroom Action Research. The study was conducted two cycles with six meetings. The subjects of this study were students of class X TKJ B with a total of 31 students consisting of 23 men and 8 women. The object of this study is the activity and student learning outcomes. Data collection techniques used are test and observation techniques. Data analysis technique used is a percentage and mean. The results of this study indicate that: an increase in activity and learning outcomes of students on the basic programming learning material branch control structure after applying STAD type cooperative learning model.

Newton's First Law: A Learning Cycle Approach

ERIC Educational Resources Information Center

McCarthy, Deborah

2005-01-01

To demonstrate how Newton's first law of motion applies to students' everyday lives, the author developed a learning cycle series of activities on inertia. The discrepant event at the heart of these activities is sure to elicit wide-eyed stares and puzzled looks from students, but also promote critical thinking and help bring an abstract concept…

Life-Cycle Analysis and Inquiry-Based Learning in Chemistry Teaching

ERIC Educational Resources Information Center

Juntunen, Marianne; Aksela, Maija

2013-01-01

The purpose of this design research is to improve the quality of environmental literacy and sustainability education in chemistry teaching through combining a socio-scientific issue, life-cycle analysis (LCA), with inquiry-based learning (IBL). This first phase of the cyclic design research involved 20 inservice trained chemistry teachers from…

Developing a Multi-Year Learning Progression for Carbon Cycling in Socio-Ecological Systems

ERIC Educational Resources Information Center

Mohan, Lindsey; Chen, Jing; Anderson, Charles W.

2009-01-01

This study reports on our steps toward achieving a conceptually coherent and empirically validated learning progression for carbon cycling in socio-ecological systems. It describes an iterative process of designing and analyzing assessment and interview data from students in upper elementary through high school. The product of our development…

Teachers Teaching Teachers (T3)[TM]. Volume 4, Number 7

ERIC Educational Resources Information Center

von Frank, Valerie, Ed.

2009-01-01

"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Learning Cycle Spins Individuals into a Team (Valerie von Frank); (2) NSDC Tool: The Professional Teaching and Learning Cycle; (3)…

Using the 5E Learning Cycle Sequence with Carbon Dioxide

ERIC Educational Resources Information Center

Schlenker, Richard M.; Blanke, Regina; Mecca, Peter

2007-01-01

The authors used the 5E learning cycle (engage, explore, explain, extend, and evaluate) and a pulmonary carbon dioxide mystery to introduce eighth grade students to the study of chemistry. The activity engages students in measurement, data collection, data analysis, media and internet research, research design, and report writing as they search…

Lives in Context: Facilitating Online, Cross-Course, Collaborative Service Projects

ERIC Educational Resources Information Center

Elwood, Susan A.

2014-01-01

An inquiry-based, cross-course, collaborative structure is being implemented toward a graduate program's goals of using project-based learning as a consistent, core learning experience in each course cycle. This paper focuses upon the course collaborative structure and the two key forms of assessment used in each collaborative cycle: a progressive…

The Comparative Effects of Prediction/Discussion-Based Learning Cycle, Conceptual Change Text, and Traditional Instructions on Student Understanding of Genetics

NASA Astrophysics Data System (ADS)

Yilmaz, Diba; Tekkaya, Ceren; Sungur, Semra

2011-03-01

The present study examined the comparative effects of a prediction/discussion-based learning cycle, conceptual change text (CCT), and traditional instructions on students' understanding of genetics concepts. A quasi-experimental research design of the pre-test-post-test non-equivalent control group was adopted. The three intact classes, taught by the same science teacher, were randomly assigned as prediction/discussion-based learning cycle class (N = 30), CCT class (N = 25), and traditional class (N = 26). Participants completed the genetics concept test as pre-test, post-test, and delayed post-test to examine the effects of instructional strategies on their genetics understanding and retention. While the dependent variable of this study was students' understanding of genetics, the independent variables were time (Time 1, Time 2, and Time 3) and mode of instruction. The mixed between-within subjects analysis of variance revealed that students in both prediction/discussion-based learning cycle and CCT groups understood the genetics concepts and retained their knowledge significantly better than students in the traditional instruction group.

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

NASA Astrophysics Data System (ADS)

Iliescu, D.

2017-08-01

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

Model-based verification and validation of the SMAP uplink processes

NASA Astrophysics Data System (ADS)

Khan, M. O.; Dubos, G. F.; Tirona, J.; Standley, S.

Model-Based Systems Engineering (MBSE) is being used increasingly within the spacecraft design community because of its benefits when compared to document-based approaches. As the complexity of projects expands dramatically with continually increasing computational power and technology infusion, the time and effort needed for verification and validation (V& V) increases geometrically. Using simulation to perform design validation with system-level models earlier in the life cycle stands to bridge the gap between design of the system (based on system-level requirements) and verifying those requirements/validating the system as a whole. This case study stands as an example of how a project can validate a system-level design earlier in the project life cycle than traditional V& V processes by using simulation on a system model. Specifically, this paper describes how simulation was added to a system model of the Soil Moisture Active-Passive (SMAP) mission's uplink process. Also discussed are the advantages and disadvantages of the methods employed and the lessons learned; which are intended to benefit future model-based and simulation-based development efforts.

Improving Estimates and Forecasts of Lake Carbon Pools and Fluxes Using Data Assimilation

NASA Astrophysics Data System (ADS)

Zwart, J. A.; Hararuk, O.; Prairie, Y.; Solomon, C.; Jones, S.

2017-12-01

Lakes are biogeochemical hotspots on the landscape, contributing significantly to the global carbon cycle despite their small areal coverage. Observations and models of lake carbon pools and fluxes are rarely explicitly combined through data assimilation despite significant use of this technique in other fields with great success. Data assimilation adds value to both observations and models by constraining models with observations of the system and by leveraging knowledge of the system formalized by the model to objectively fill information gaps. In this analysis, we highlight the utility of data assimilation in lake carbon cycling research by using the Ensemble Kalman Filter to combine simple lake carbon models with observations of lake carbon pools. We demonstrate the use of data assimilation to improve a model's representation of lake carbon dynamics, to reduce uncertainty in estimates of lake carbon pools and fluxes, and to improve the accuracy of carbon pool size estimates relative to estimates derived from observations alone. Data assimilation techniques should be embraced as valuable tools for lake biogeochemists interested in learning about ecosystem dynamics and forecasting ecosystem states and processes.

Bockron as a Medium of Learning in The Process of Inquiry based Learning to Improve Science Process Skills of Junior High School Students in Growth and Development Concept

NASA Astrophysics Data System (ADS)

Mayasari, D.

2017-02-01

Investigative research on Influence of bockron as a medium of learning in process of inquiry-based learning to the development of science process skills on the concept of growth and development. This research was done in an effort to follow up underdeveloped skills of observing, communicating andconclude on students. This research was conducted using classroom action research (PTK), which consisted of 3 cycles. Cycle 1 students observe differences in growth and development, cycle 2 students measure the growth rate, cycle 3 students observe factors that influence growth and development, In these three cycles is used as a planting medium bocron (bottles and dacron). It involves 8th grade junior high-school students of 14-15 years old as research subjects in six meetings. Indicators of process skill include observation, communication, interpretation and inference. Data is collected through students’ work sheets, written tests and observation. Processing of the data to see N-Gain used Microsoft Excel 2007, and the results showed that an increase in science process skills with a value of medium N-Gain (0,63). Bokron learning medium easily and cheaply obtainable around the students, particularly those in urban areas is quite difficult to get land to be used as aplanting medium. In addition to observation of growth and development, bokron media can also be used to observe the motion in plants. The use bokron as a learning medium can train and develop science process skills, attitude and scientific method also gives students concrete experience of the process of growth and development in plants.

Challenges of information security incident learning: An industrial case study in a Chinese healthcare organization.

PubMed

He, Ying; Johnson, Chris

2017-12-01

Security incidents can have negative impacts on healthcare organizations, and the security of medical records has become a primary concern of the public. However, previous studies showed that organizations had not effectively learned lessons from security incidents. Incident learning as an essential activity in the "follow-up" phase of security incident response lifecycle has long been addressed but not given enough attention. This paper conducted a case study in a healthcare organization in China to explore their current obstacles in the practice of incident learning. We interviewed both IT professionals and healthcare professionals. The results showed that the organization did not have a structured way to gather and redistribute incident knowledge. Incident response was ineffective in cycling incident knowledge back to inform security management. Incident reporting to multiple stakeholders faced a great challenge. In response to this case study, we suggest the security assurance modeling framework to address those obstacles.

KNT-artificial neural network model for flux prediction of ultrafiltration membrane producing drinking water.

PubMed

Oh, H K; Yu, M J; Gwon, E M; Koo, J Y; Kim, S G; Koizumi, A

2004-01-01

This paper describes the prediction of flux behavior in an ultrafiltration (UF) membrane system using a Kalman neuro training (KNT) network model. The experimental data was obtained from operating a pilot plant of hollow fiber UF membrane with groundwater for 7 months. The network was trained using operating conditions such as inlet pressure, filtration duration, and feed water quality parameters including turbidity, temperature and UV254. Pre-processing of raw data allowed the normalized input data to be used in sigmoid activation functions. A neural network architecture was structured by modifying the number of hidden layers, neurons and learning iterations. The structure of KNT-neural network with 3 layers and 5 neurons allowed a good prediction of permeate flux by 0.997 of correlation coefficient during the learning phase. Also the validity of the designed model was evaluated with other experimental data not used during the training phase and nonlinear flux behavior was accurately estimated with 0.999 of correlation coefficient and a lower error of prediction in the testing phase. This good flux prediction can provide preliminary criteria in membrane design and set up the proper cleaning cycle in membrane operation. The KNT-artificial neural network is also expected to predict the variation of transmembrane pressure during filtration cycles and can be applied to automation and control of full scale treatment plants.

CircleBoard-Pro: Concrete manipulative-based learning cycle unit for learning geometry

NASA Astrophysics Data System (ADS)

Jamhari, Wongkia, Wararat

2018-01-01

Currently, a manipulative is commonly used in mathematics education as a supported tool for teaching and learning. With engaging natural interaction of a concrete manipulative and advantages of a learning cycle approach, we proposed the concrete manipulative-based learning cycle unit to promote mathematics learning. Our main objectives are to observe possibilities on the use of a concrete manipulative in learning geometry, and to assess students' understanding of a specific topic, angle properties in a circle, of secondary level students. To meet the first objective, the concrete manipulative, called CricleBoard-Pro, was designed. CircleBoard-Pro is built for easy to writing on or deleting from, accurate angle measurement, and flexible movement. Besides, learning activities and worksheets were created for helping students to learn angle properties in a circle. Twenty eighth graders on a lower secondary school in Indonesia were voluntarily involved to learn mathematics using CircleBoard-Pro with the designed learning activities and worksheets. We informally observed students' performance by focusing on criteria of using manipulative tools in learning mathematics while the learning activities were also observed in terms of whether they work and which step of activities need to be improved. The results of this part showed that CircleBoard-Pro complied the criteria of the use of the manipulative in learning mathematics. Nevertheless, parts of learning activities and worksheets need to be improved. Based on the results of the observation, CircleBoard-Pro, learning activities, and worksheets were merged together and became the CircleBoardPro embedded on 5E (Engage - Explore - Explain - Elaborate - Evaluate) learning cycle unit. Then, students understanding were assessed to reach the second objective. Six ninth graders from an Indonesian school in Thailand were recruited to participate in this study. Conceptual tests for both pre-and post-test, and semi-structured interview were used. Students' pre-and post-test answers were analyzed not only by descriptive statistics but also in qualitatively discussion. The dialogues between the interviewer and interviewees were transcribed and analyzed to find in-depth understanding. Finally, we can conclude that the participated students had better comprehension of angle properties in a circle even they could not perform proof by themselves. For further study, we will focus on how we can help students to develop their geometric thinking.

Automated Data Assimilation and Flight Planning for Multi-Platform Observation Missions

NASA Technical Reports Server (NTRS)

Oza, Nikunj; Morris, Robert A.; Strawa, Anthony; Kurklu, Elif; Keely, Leslie

2008-01-01

This is a progress report on an effort in which our goal is to demonstrate the effectiveness of automated data mining and planning for the daily management of Earth Science missions. Currently, data mining and machine learning technologies are being used by scientists at research labs for validating Earth science models. However, few if any of these advanced techniques are currently being integrated into daily mission operations. Consequently, there are significant gaps in the knowledge that can be derived from the models and data that are used each day for guiding mission activities. The result can be sub-optimal observation plans, lack of useful data, and wasteful use of resources. Recent advances in data mining, machine learning, and planning make it feasible to migrate these technologies into the daily mission planning cycle. We describe the design of a closed loop system for data acquisition, processing, and flight planning that integrates the results of machine learning into the flight planning process.

What Belongs in Your 15-Bean Soup? Using the Learning Cycle to Address Misconceptions about Construction of Taxonomic Keys

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…

Clash of the Titans

ERIC Educational Resources Information Center

Subramaniam, Karthigeyan

2010-01-01

WebQuests and the 5E learning cycle are titans of the science classroom. These popular inquiry-based strategies are most often used as separate entities, but the author has discovered that using a combined WebQuest and 5E learning cycle format taps into the inherent power and potential of both strategies. In the lesson, "Clash of the Titans,"…

Cycles for Science: Biology Curriculum Supplement for Grades 9-12. A Steel Cycles Program.

ERIC Educational Resources Information Center

Rogers, Diana; Laymon, Carol

This document contains project-oriented lessons and hands-on activities developed to integrate steel recycling, natural resource conservation, and solid waster management into science learning. It is designed to assist secondary teachers and students (grades 9-12) in meeting state and local goals for learning in biology, chemistry, general science…

Organisational Learning and the Organisational Life Cycle: The Differential Aspects of an Integrated Relationship in SMEs

ERIC Educational Resources Information Center

Tam, Steven; Gray, David E.

2016-01-01

Purpose: The purpose of this study is to relate the practice of organisational learning in small- and medium-sized enterprises (SMEs) to the organisational life cycle (OLC), contextualising the differential aspects of an integrated relationship between them. Design/methodology/approach: It is a mixed-method study with two consecutive phases. In…

Redefining Our Roles as Teachers, Learners, and Leaders through Continuous Cycles of Practitioner Inquiry

ERIC Educational Resources Information Center

MacDonald, Michelina; Weller, Kristin

2017-01-01

Practitioner inquiry is an alternative form of professional learning that can result in significant changes in teacher practice and student learning. We share our evolution as teacher learners within our classrooms and teacher leaders within our school as we progressed through 10 years of continuous cycles of practitioner inquiry. Beginning as…

Following the Water Cycle to Sustainability

NASA Astrophysics Data System (ADS)

Lutz, T. M.

2012-12-01

For scientists, modeling the connections among the parts of complex, dynamic systems is crucial. Doing so lets us understand emergent phenomena such as ecosystem behavior and climate patterns that could not otherwise be predicted. Emergent phenomena can typically only be understood or appreciated when we stand "outside" the system. When scientists take such an outsiders view of earth's systems they can propose many ways that human activities modify the climate system (e.g., increasing or reducing GHG emissions). But what should we do to achieve a sustainable future? Sustainability is an emergent property that arises at the level of the planetary management system, of which the scientific establishment is just a part. We are "insiders" and it is impossible to completely envision the conditions for sustainability or to plan for it. The crises in our atmosphere, biosphere, oceans, and in the natural and energy resource sectors are based in science and do call for urgent changes in science education. But education that focuses solely on science to meet the challenges of sustainability may be as likely to harm humanity's long-term prospects as to improve them. I present activities and teaching strategies that I use in general education classes at West Chester University, a comprehensive institution of roughly 14,000 undergraduates. The overarching concept is to extend "modeling the connections" to the sustainability level and to train students to think outside the system. To make the ideas more accessible, I have the students become sensors at their particular point in the web of connections that constitute the planetary management system. I ask them to evaluate their connection in three domains proposed by John Ehrenfeld (Sustainability by Design, Yale University Press, 2008): sense of place in the natural world; sense of responsibility for our actions, and sense of what it is to be a human being. I have them analyze their sense of connection with reference to a systems learning model based on feedback and limits to perception. I focus on a part of the course that builds on connections that start in the hydrosphere and that includes some basic experiential learning about the water cycle and students' reliance on it. We measure and visualize aspects of the water cycle in nearby areas of campus (designated as an outdoor classroom and demonstration garden). The evapotranspiration flow is used to introduce notions of what can happen when flows are not sensed (e.g., invisible to us). Students use an online water footprint calculator to discover how large their water reliance is, particularly through energy generation, food consumption and food waste; and how far their water reach extends (virtual water trade). They consider the ethical implications of their water use in a world in which it is becoming a more rare resource and in some cases a valued commodity. They learn about non-utilitarian values of water based on an activity on the values of nature. They look at local, community-based efforts to improve water quality and to re-localize water dependence. A reading from Aldo Leopold puts the water cycle in a historical and cultural perspective. The water cycle is strongly interwoven with natural and human energy systems, the climate system, the carbon cycle, nutrient cycles, the rock cycle, and serves as a starting point to reach many other topics.

Changes in Cerebral Hemodynamics during Complex Motor Learning by Character Entry into Touch-Screen Terminals.

PubMed

Sagari, Akira; Iso, Naoki; Moriuchi, Takefumi; Ogahara, Kakuya; Kitajima, Eiji; Tanaka, Koji; Tabira, Takayuki; Higashi, Toshio

2015-01-01

Studies of cerebral hemodynamics during motor learning have mostly focused on neurorehabilitation interventions and their effectiveness. However, only a few imaging studies of motor learning and the underlying complex cognitive processes have been performed. We measured cerebral hemodynamics using near-infrared spectroscopy (NIRS) in relation to acquisition patterns of motor skills in healthy subjects using character entry into a touch-screen terminal. Twenty healthy, right-handed subjects who had no previous experience with character entry using a touch-screen terminal participated in this study. They were asked to enter the characters of a randomly formed Japanese syllabary into the touch-screen terminal. All subjects performed the task with their right thumb for 15 s alternating with 25 s of rest for 30 repetitions. Performance was calculated by subtracting the number of incorrect answers from the number of correct answers, and gains in motor skills were evaluated according to the changes in performance across cycles. Behavioral and oxygenated hemoglobin concentration changes across task cycles were analyzed using Spearman's rank correlations. Performance correlated positively with task cycle, thus confirming motor learning. Hemodynamic activation over the left sensorimotor cortex (SMC) showed a positive correlation with task cycle, whereas activations over the right prefrontal cortex (PFC) and supplementary motor area (SMA) showed negative correlations. We suggest that increases in finger momentum with motor learning are reflected in the activity of the left SMC. We further speculate that the right PFC and SMA were activated during the early phases of motor learning, and that this activity was attenuated with learning progress.

From Continuous Improvement to Organisational Learning: Developmental Theory.

ERIC Educational Resources Information Center

Murray, Peter; Chapman, Ross

2003-01-01

Explores continuous improvement methods, which underlie total quality management, finding barriers to implementation in practice that are related to a one-dimensional approach. Suggests a multiple, unbounded learning cycle, a holistic approach that includes adaptive learning, learning styles, generative learning, and capability development.…

Using Perturbed Physics Ensembles and Machine Learning to Select Parameters for Reducing Regional Biases in a Global Climate Model

NASA Astrophysics Data System (ADS)

Li, S.; Rupp, D. E.; Hawkins, L.; Mote, P.; McNeall, D. J.; Sarah, S.; Wallom, D.; Betts, R. A.

2017-12-01

This study investigates the potential to reduce known summer hot/dry biases over Pacific Northwest in the UK Met Office's atmospheric model (HadAM3P) by simultaneously varying multiple model parameters. The bias-reduction process is done through a series of steps: 1) Generation of perturbed physics ensemble (PPE) through the volunteer computing network weather@home; 2) Using machine learning to train "cheap" and fast statistical emulators of climate model, to rule out regions of parameter spaces that lead to model variants that do not satisfy observational constraints, where the observational constraints (e.g., top-of-atmosphere energy flux, magnitude of annual temperature cycle, summer/winter temperature and precipitation) are introduced sequentially; 3) Designing a new PPE by "pre-filtering" using the emulator results. Steps 1) through 3) are repeated until results are considered to be satisfactory (3 times in our case). The process includes a sensitivity analysis to find dominant parameters for various model output metrics, which reduces the number of parameters to be perturbed with each new PPE. Relative to observational uncertainty, we achieve regional improvements without introducing large biases in other parts of the globe. Our results illustrate the potential of using machine learning to train cheap and fast statistical emulators of climate model, in combination with PPEs in systematic model improvement.

The Geodetic Signature of the Earthquake Cycle at Subduction Zones: Model Constraints on the Deep Processes

NASA Astrophysics Data System (ADS)

Govers, R.; Furlong, K. P.; van de Wiel, L.; Herman, M. W.; Broerse, T.

2018-03-01

Recent megathrust events in Tohoku (Japan), Maule (Chile), and Sumatra (Indonesia) were well recorded. Much has been learned about the dominant physical processes in megathrust zones: (partial) locking of the plate interface, detailed coseismic slip, relocking, afterslip, viscoelastic mantle relaxation, and interseismic loading. These and older observations show complex spatial and temporal patterns in crustal deformation and displacement, and significant differences among different margins. A key question is whether these differences reflect variations in the underlying processes, like differences in locking, or the margin geometry, or whether they are a consequence of the stage in the earthquake cycle of the margin. Quantitative models can connect these plate boundary processes to surficial and far-field observations. We use relatively simple, cyclic geodynamic models to isolate the first-order geodetic signature of the megathrust cycle. Coseismic and subsequent slip on the subduction interface is dynamically (and consistently) driven. A review of global preseismic, coseismic, and postseismic geodetic observations, and of their fit to the model predictions, indicates that similar physical processes are active at different margins. Most of the observed variability between the individual margins appears to be controlled by their different stages in the earthquake cycle. The modeling results also provide a possible explanation for observations of tensile faulting aftershocks and tensile cracking of the overriding plate, which are puzzling in the context of convergence/compression. From the inversion of our synthetic GNSS velocities we find that geodetic observations may incorrectly suggest weak locking of some margins, for example, the west Aleutian margin.

Two-Scale 13C Metabolic Flux Analysis for Metabolic Engineering.

PubMed

Ando, David; Garcia Martin, Hector

2018-01-01

Accelerating the Design-Build-Test-Learn (DBTL) cycle in synthetic biology is critical to achieving rapid and facile bioengineering of organisms for the production of, e.g., biofuels and other chemicals. The Learn phase involves using data obtained from the Test phase to inform the next Design phase. As part of the Learn phase, mathematical models of metabolic fluxes give a mechanistic level of comprehension to cellular metabolism, isolating the principle drivers of metabolic behavior from the peripheral ones, and directing future experimental designs and engineering methodologies. Furthermore, the measurement of intracellular metabolic fluxes is specifically noteworthy as providing a rapid and easy-to-understand picture of how carbon and energy flow throughout the cell. Here, we present a detailed guide to performing metabolic flux analysis in the Learn phase of the DBTL cycle, where we show how one can take the isotope labeling data from a 13 C labeling experiment and immediately turn it into a determination of cellular fluxes that points in the direction of genetic engineering strategies that will advance the metabolic engineering process.For our modeling purposes we use the Joint BioEnergy Institute (JBEI) Quantitative Metabolic Modeling (jQMM) library, which provides an open-source, python-based framework for modeling internal metabolic fluxes and making actionable predictions on how to modify cellular metabolism for specific bioengineering goals. It presents a complete toolbox for performing different types of flux analysis such as Flux Balance Analysis, 13 C Metabolic Flux Analysis, and it introduces the capability to use 13 C labeling experimental data to constrain comprehensive genome-scale models through a technique called two-scale 13 C Metabolic Flux Analysis (2S- 13 C MFA) [1]. In addition to several other capabilities, the jQMM is also able to predict the effects of knockouts using the MoMA and ROOM methodologies. The use of the jQMM library is illustrated through a step-by-step demonstration, which is also contained in a digital Jupyter Notebook format that enhances reproducibility and provides the capability to be adopted to the user's specific needs. As an open-source software project, users can modify and extend the code base and make improvements at will, providing a base for future modeling efforts.

Promoting Knowledge Creation Discourse in an Asian Primary Five Classroom: Results from an inquiry into life cycles

NASA Astrophysics Data System (ADS)

van Aalst, Jan; Sioux Truong, Mya

2011-03-01

The phrase 'knowledge creation' refers to the practices by which a community advances its collective knowledge. Experience with a model of knowledge creation could help students to learn about the nature of science. This research examined how much progress a teacher and 16 Primary Five (Grade 4) students in the International Baccalaureate Primary Years Programme could make towards the discourse needed for Bereiter and Scardamalia's model of knowledge creation. The study consisted of two phases: a five-month period focusing on the development of the classroom ethos and skills needed for this model (Phase 1), followed by a two-month inquiry into life cycles (Phase 2). In Phase 1, we examined the classroom practices that are thought to support knowledge creation and the early experiences of the students with a web-based inquiry environment, Knowledge Forum®. In Phase 2, we conducted a summative evaluation of the students' work in Knowledge Forum in the light of the model. The data sources included classroom video recordings, artefacts of the in-class work, the Knowledge Forum database, a science content test, questionnaires, and interviews. The findings indicate that the students made substantial progress towards the knowledge creation discourse, particularly regarding the social structure of this kind of discourse and, to a lesser extent, its idea-centred nature. They also made acceptable advances in scientific knowledge and appeared to enjoy this way of learning. The study provides one of the first accounts in the literature of how a teacher new to the knowledge creation model enacted it in an Asian primary classroom.

The Implementation of Physics Problem Solving Strategy Combined with Concept Map in General Physics Course

NASA Astrophysics Data System (ADS)

Hidayati, H.; Ramli, R.

2018-04-01

This paper aims to provide a description of the implementation of Physic Problem Solving strategy combined with concept maps in General Physics learning at Department of Physics, Universitas Negeri Padang. Action research has been conducted in two cycles where each end of the cycle is reflected and improved for the next cycle. Implementation of Physics Problem Solving strategy combined with concept map can increase student activity in solving general physics problem with an average increase of 15% and can improve student learning outcomes from 42,7 in the cycle I become 62,7 in cycle II in general physics at the Universitas Negeri Padang. In the future, the implementation of Physic Problem Solving strategy combined with concept maps will need to be considered in Physics courses.

Development of Aspen: A microanalytic simulation model of the US economy

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

Pryor, R.J.; Basu, N.; Quint, T.

1996-02-01

This report describes the development of an agent-based microanalytic simulation model of the US economy. The microsimulation model capitalizes on recent technological advances in evolutionary learning and parallel computing. Results are reported for a test problem that was run using the model. The test results demonstrate the model`s ability to predict business-like cycles in an economy where prices and inventories are allowed to vary. Since most economic forecasting models have difficulty predicting any kind of cyclic behavior. These results show the potential of microanalytic simulation models to improve economic policy analysis and to provide new insights into underlying economic principles.more » Work already has begun on a more detailed model.« less

Students' learning as the focus for shared involvement between universities and clinical practice: a didactic model for postgraduate degree projects.

PubMed

Öhlén, J; Berg, L; Björk Brämberg, E; Engström, Å; German Millberg, L; Höglund, I; Jacobsson, C; Lepp, M; Lidén, E; Lindström, I; Petzäll, K; Söderberg, S; Wijk, H

2012-10-01

In an academic programme, completion of a postgraduate degree project could be a significant means of promoting student learning in evidence- and experience-based practice. In specialist nursing education, which through the European Bologna process would be raised to the master's level, there is no tradition of including a postgraduate degree project. The aim was to develop a didactic model for specialist nursing students' postgraduate degree projects within the second cycle of higher education (master's level) and with a specific focus on nurturing shared involvement between universities and healthcare settings. This study embodies a participatory action research and theory-generating design founded on empirically practical try-outs. The 3-year project included five Swedish universities and related healthcare settings. A series of activities was performed and a number of data sources secured. Constant comparative analysis was applied. A didactic model is proposed for postgraduate degree projects in specialist nursing education aimed at nurturing shared involvement between universities and healthcare settings. The focus of the model is student learning in order to prepare the students for participation as specialist nurses in clinical knowledge development. The model is developed for the specialist nursing education, but it is general and could be applicable to various education programmes.

Learning Styles: Fashion Fad or Lever for Change? The Application of Learning Style Theory to Inclusive Curriculum Delivery.

ERIC Educational Resources Information Center

Smith, Jan

2002-01-01

Examines how four classifications of learning styles--field dependence/independence, holistic/sequential, styles linked to the experiential learning cycle, and "deep" and "surface" learning--relate to curriculum values. Draws on research at Sheffield Hallam University into the learning styles of General National Vocational…

Effect of Learning Cycle Approach-Based Science Teaching on Academic Achievement, Attitude, Motivation and Retention

ERIC Educational Resources Information Center

Uyanik, Gökhan

2016-01-01

The purpose of this study was to examine the effect of learning cycle approach-based teaching on academic achievement, attitude, motivation and retention at primary school 4th grade science lesson. It was conducted pretest-posttest quasi-experimental design in this study. The study was conducted on a total of 65 students studying in two different…

Prediction/Discussion-Based Learning Cycle versus Conceptual Change Text: Comparative Effects on Students' Understanding of Genetics

ERIC Educational Resources Information Center

Al khawaldeh, Salem A.

2013-01-01

Background and Purpose: The purpose of this study was to investigate the comparative effects of a prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT) and traditional instruction on 10th grade students' understanding of genetics concepts. Sample: Participants were 112 10th basic grade male students in three classes of…

The Comparative Effects of Prediction/Discussion-Based Learning Cycle, Conceptual Change Text, and Traditional Instructions on Student Understanding of Genetics

ERIC Educational Resources Information Center

Yilmaz, Diba; Tekkaya, Ceren; Sungur, Semra

2011-01-01

The present study examined the comparative effects of a prediction/discussion-based learning cycle, conceptual change text (CCT), and traditional instructions on students' understanding of genetics concepts. A quasi-experimental research design of the pre-test-post-test non-equivalent control group was adopted. The three intact classes, taught by…

Paper 8775 - Integrating Natural Resources and Ecological Science into the Disaster Risk CYCLE: Lessons Learned and Future Directions

NASA Astrophysics Data System (ADS)

Brosnan, D. M.

2014-12-01

Familiar to disaster risk reduction (DRR) scientists and professionals, the disaster cycle is an adaptive approach that involves planning, response and learning for the next event. It has proven effective in saving lives and helping communities around the world deal with natural and other hazards. But it has rarely been applied to natural resource and ecological science, despite the fact that many communities are dependent on these resources. This presentation will include lessons learned from applying science to tackle ecological consequences in several disasters in the US and globally, including the Colorado Floods, the SE Asia tsunami, the Montserrat volcanic eruption, and US SAFRR tsunami scenario. The presentation discusses the role that science and scientists can play at each phase of the disaster cycle. The consequences of not including disaster cycles in the management of natural systems leaves these resources and the huge investments made to protect highly vulnerable. The presentation discusses how The presentation discusses how science can help government and communities in planning and responding to these events. It concludes with a set of lessons learned and guidlines for moving forward.

The ability to produce media presentation among beauty study program students to prepare competence vocational school teachers

NASA Astrophysics Data System (ADS)

Widowati, Trisnani

2018-03-01

One of the challenges of this 21st century teachers are teachers who are professionals and always use it in creative ways to convey the subject matter, including the creative use of media in learning. Problems that arise are as Vocational School teachers, Beauty Study Program students have not mastered the manufacture of media presentations. Class action research conducted in three phases with the learning cycle include planning actions, implementation measures, observation/evaluation of the action, and reflection, showed an increase in the results of the study are seen from the average value derived from 55.76 on Cycle I became 71.59 on cycle II and 78.33, in cycle 3. The obstacles encountered in the process of learning that is a limited time for any learning, students are not used to plan the creation of media presentations, limitations of materials supporting the creation of student-owned media presentations: images, animations, videos and the custom copy-paste material. The given solution to overcome the barriers that is emphasized again the steps of making a media presentation, the granting of duty as an exercise, and evaluation.

A puzzle used to teach the cardiac cycle.

PubMed

Marcondes, Fernanda K; Moura, Maria J C S; Sanches, Andrea; Costa, Rafaela; de Lima, Patricia Oliveira; Groppo, Francisco Carlos; Amaral, Maria E C; Zeni, Paula; Gaviao, Kelly Cristina; Montrezor, Luís H

2015-03-01

The aim of the present article is to describe a puzzle developed for use in teaching cardiac physiology classes. The puzzle presents figures of phases of the cardiac cycle and a table with five columns: phases of cardiac cycle, atrial state, ventricular state, state of atrioventricular valves, and pulmonary and aortic valves. Chips are provided for use to complete the table. Students are requested to discuss which is the correct sequence of figures indicating the phases of cardiac cycle. Afterward, they should complete the table with the chips. Students of biology, dentistry, medicine, pharmacy, and nursing graduation courses from seven institutions performed the puzzle evaluation. They were invited to indicate whether the puzzle had been useful for learning about the subject by filling one of four alternatives. Of the students, 4.6% answered that it was not necessary but helped them to confirm what they had learned, 64.5% reported that although they had previously understood the cardiac cycle, the puzzle helped them to solve doubts and promoted a better understanding of it, and 30.9% said that they needed the puzzle to understand the cardiac cycle, without differences among courses, institutions, and course semesters. The results of the present study suggest that a simple and inexpensive puzzle may be useful as an active learning methodology applied after the theoretical lecture, as a complementary tool for studying cardiac cycle physiology. Copyright © 2015 The American Physiological Society.

Replicating human expertise of mechanical ventilation waveform analysis in detecting patient-ventilator cycling asynchrony using machine learning.

PubMed

Gholami, Behnood; Phan, Timothy S; Haddad, Wassim M; Cason, Andrew; Mullis, Jerry; Price, Levi; Bailey, James M

2018-06-01

- Acute respiratory failure is one of the most common problems encountered in intensive care units (ICU) and mechanical ventilation is the mainstay of supportive therapy for such patients. A mismatch between ventilator delivery and patient demand is referred to as patient-ventilator asynchrony (PVA). An important hurdle in addressing PVA is the lack of a reliable framework for continuously and automatically monitoring the patient and detecting various types of PVA. - The problem of replicating human expertise of waveform analysis for detecting cycling asynchrony (i.e., delayed termination, premature termination, or none) was investigated in a pilot study involving 11 patients in the ICU under invasive mechanical ventilation. A machine learning framework is used to detect cycling asynchrony based on waveform analysis. - A panel of five experts with experience in PVA evaluated a total of 1377 breath cycles from 11 mechanically ventilated critical care patients. The majority vote was used to label each breath cycle according to cycling asynchrony type. The proposed framework accurately detected the presence or absence of cycling asynchrony with sensitivity (specificity) of 89% (99%), 94% (98%), and 97% (93%) for delayed termination, premature termination, and no cycling asynchrony, respectively. The system showed strong agreement with human experts as reflected by the kappa coefficients of 0.90, 0.91, and 0.90 for delayed termination, premature termination, and no cycling asynchrony, respectively. - The pilot study establishes the feasibility of using a machine learning framework to provide waveform analysis equivalent to an expert human. Copyright © 2018 Elsevier Ltd. All rights reserved.

An investigation of meaningful understanding and effectiveness of the implementation of Piagetian and Ausubelian theories in physics instruction

NASA Astrophysics Data System (ADS)

Williams, Karen Ann

One section of college students (N = 25) enrolled in an algebra-based physics course was selected for a Piagetian-based learning cycle (LC) treatment while a second section (N = 25) studied in an Ausubelian-based meaningful verbal reception learning treatment (MVRL). This study examined the students' overall (concept + problem solving + mental model) meaningful understanding of force, density/Archimedes Principle, and heat. Also examined were students' meaningful understanding as measured by conceptual questions, problems, and mental models. In addition, students' learning orientations were examined. There were no significant posttest differences between the LC and MVRL groups for students' meaningful understanding or learning orientation. Piagetian and Ausubelian theories explain meaningful understanding for each treatment. Students from each treatment increased their meaningful understanding. However, neither group altered their learning orientation. The results of meaningful understanding as measured by conceptual questions, problem solving, and mental models were mixed. Differences were attributed to the weaknesses and strengths of each treatment. This research also examined four variables (treatment, reasoning ability, learning orientation, and prior knowledge) to find which best predicted students' overall meaningful understanding of physics concepts. None of these variables were significant predictors at the.05 level. However, when the same variables were used to predict students' specific understanding (i.e. concept, problem solving, or mental model understanding), the results were mixed. For forces and density/Archimedes Principle, prior knowledge and reasoning ability significantly predicted students' conceptual understanding. For heat, however, reasoning ability was the only significant predictor of concept understanding. Reasoning ability and treatment were significant predictors of students' problem solving for heat and forces. For density/Archimedes Principle, treatment was the only significant predictor of students' problem solving. None of the variables were significant predictors of mental model understanding. This research suggested that Piaget and Ausubel used different terminology to describe learning yet these theories are similar. Further research is needed to validate this premise and validate the blending of the two theories.

The Binary System Laboratory Activities Based on Students Mental Model

NASA Astrophysics Data System (ADS)

Albaiti, A.; Liliasari, S.; Sumarna, O.; Martoprawiro, M. A.

2017-09-01

Generic science skills (GSS) are required to develop student conception in learning binary system. The aim of this research was to know the improvement of students GSS through the binary system labotoratory activities based on their mental model using hypothetical-deductive learning cycle. It was a mixed methods embedded experimental model research design. This research involved 15 students of a university in Papua, Indonesia. Essay test of 7 items was used to analyze the improvement of students GSS. Each items was designed to interconnect macroscopic, sub-microscopic and symbolic levels. Students worksheet was used to explore students mental model during investigation in laboratory. The increase of students GSS could be seen in their N-Gain of each GSS indicators. The results were then analyzed descriptively. Students mental model and GSS have been improved from this study. They were interconnect macroscopic and symbolic levels to explain binary systems phenomena. Furthermore, they reconstructed their mental model with interconnecting the three levels of representation in Physical Chemistry. It necessary to integrate the Physical Chemistry Laboratory into a Physical Chemistry course for effectiveness and efficiency.

Back to the future: personal digital assistants in nursing education.

PubMed

McLeod, Renee P; Mays, Mary Z

2008-12-01

This article provides an overview of the current state of the art for incorporating personal digital assistants (PDAs) into nursing education. The development of PDA technology and the lessons learned by educators integrating PDA technology into nursing curricula are described. The current cycle of PDA evolution is discussed and contrasted with a proposed model for maximizing the impact of PDAs on technological innovation in nursing education and practice.

Artificial neural network for suppression of banding artifacts in balanced steady-state free precession MRI.

PubMed

Kim, Ki Hwan; Park, Sung-Hong

2017-04-01

The balanced steady-state free precession (bSSFP) MR sequence is frequently used in clinics, but is sensitive to off-resonance effects, which can cause banding artifacts. Often multiple bSSFP datasets are acquired at different phase cycling (PC) angles and then combined in a special way for banding artifact suppression. Many strategies of combining the datasets have been suggested for banding artifact suppression, but there are still limitations in their performance, especially when the number of phase-cycled bSSFP datasets is small. The purpose of this study is to develop a learning-based model to combine the multiple phase-cycled bSSFP datasets for better banding artifact suppression. Multilayer perceptron (MLP) is a feedforward artificial neural network consisting of three layers of input, hidden, and output layers. MLP models were trained by input bSSFP datasets acquired from human brain and knee at 3T, which were separately performed for two and four PC angles. Banding-free bSSFP images were generated by maximum-intensity projection (MIP) of 8 or 12 phase-cycled datasets and were used as targets for training the output layer. The trained MLP models were applied to another brain and knee datasets acquired with different scan parameters and also to multiple phase-cycled bSSFP functional MRI datasets acquired on rat brain at 9.4T, in comparison with the conventional MIP method. Simulations were also performed to validate the MLP approach. Both the simulations and human experiments demonstrated that MLP suppressed banding artifacts significantly, superior to MIP in both banding artifact suppression and SNR efficiency. MLP demonstrated superior performance over MIP for the 9.4T fMRI data as well, which was not used for training the models, while visually preserving the fMRI maps very well. Artificial neural network is a promising technique for combining multiple phase-cycled bSSFP datasets for banding artifact suppression. Copyright © 2016 Elsevier Inc. All rights reserved.

Thinking like an expert: surgical decision making as a cyclical process of being aware.

PubMed

Cristancho, Sayra M; Apramian, Tavis; Vanstone, Meredith; Lingard, Lorelei; Ott, Michael; Forbes, Thomas; Novick, Richard

2016-01-01

Education researchers are studying the practices of high-stake professionals as they learn how to better train for flexibility under uncertainty. This study explores the "Reconciliation Cycle" as the core element of an intraoperative decision-making model of how experienced surgeons assess and respond to challenges. We analyzed 32 semistructured interviews using constructivist grounded theory to develop a model of intraoperative decision making. Using constant comparison analysis, we built on this model with 9 follow-up interviews about the most challenging cases described in our dataset. The Reconciliation Cycle constituted an iterative process of "gaining" and "transforming information." The cyclical nature of surgeons' decision making suggested that transforming information requires a higher degree of awareness, not yet accounted by current conceptualizations of situation awareness. This study advances the notion of situation awareness in surgery. This characterization will support further investigations on how expert and nonexpert surgeons implement strategies to cope with unexpected events. Copyright © 2016 Elsevier Inc. All rights reserved.

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…

Personalized Mobile English Vocabulary Learning System Based on Item Response Theory and Learning Memory Cycle

ERIC Educational Resources Information Center

Chen, C. M.; Chung, C. J.

2008-01-01

Since learning English is very popular in non-English speaking countries, developing modern assisted-learning tools that support effective English learning is a critical issue in the English-language education field. Learning English involves memorization and practice of a large number of vocabulary words and numerous grammatical structures.…

Drive Cycle Data | Transportation Secure Data Center | NREL

Science.gov Websites

one file. Download Individual Survey and Study Drive Cycle Data Below you'll find drive cycle data download files for individual surveys and studies. Greater Fairbanks, Alaska, Transportation Survey Drive Cycle Data by Vehicle (24-hour period of operation) Download Learn more about the survey. California

Does It Have a Life Cycle?

ERIC Educational Resources Information Center

Keeley, Page

2010-01-01

If life continues from generation to generation, then all plants and animals must go through a life cycle, even though it may be different from organism to organism. Is this what students have "learned," or do they have their own private conceptions about life cycles? The formative assessment probe "Does It Have a Life Cycle?" reveals some…

Round and Round the Water Cycle

ERIC Educational Resources Information Center

Bradley, Barbara A.

2017-01-01

Children enjoy water play, and kindergarten children can learn about the water cycle. Teachers are already introducing elements of the water cycle when discussing weather and bodies of water. The water cycle also can be a springboard for teaching children about plants and animals and the importance of water for sustaining life and shaping our…

Process-based upscaling of surface-atmosphere exchange

NASA Astrophysics Data System (ADS)

Keenan, T. F.; Prentice, I. C.; Canadell, J.; Williams, C. A.; Wang, H.; Raupach, M. R.; Collatz, G. J.; Davis, T.; Stocker, B.; Evans, B. J.

2015-12-01

Empirical upscaling techniques such as machine learning and data-mining have proven invaluable tools for the global scaling of disparate observations of surface-atmosphere exchange, but are not based on a theoretical understanding of the key processes involved. This makes spatial and temporal extrapolation outside of the training domain difficult at best. There is therefore a clear need for the incorporation of knowledge of ecosystem function, in combination with the strength of data mining. Here, we present such an approach. We describe a novel diagnostic process-based model of global photosynthesis and ecosystem respiration, which is directly informed by a variety of global datasets relevant to ecosystem state and function. We use the model framework to estimate global carbon cycling both spatially and temporally, with a specific focus on the mechanisms responsible for long-term change. Our results show the importance of incorporating process knowledge into upscaling approaches, and highlight the effect of key processes on the terrestrial carbon cycle.

Helping secondary school students develop a conceptual understanding of refraction

NASA Astrophysics Data System (ADS)

Ashmann, Scott; Anderson, Charles W.; Boeckman, Heather

2016-07-01

Using real-world examples, ray diagrams, and a cognitive apprenticeship cycle, this paper focuses on developing students’ conceptual (not mathematical) understanding of refraction. Refraction can be a difficult concept for students to comprehend if they do not have well-designed opportunities to practice explaining situations where reflection and refraction occur. The use of ray diagrams can be useful in (a) the teacher modelling a correct explanation to a situation where refraction occurs and (b) for students to create as they practice other examples. This paper includes eight examples of increasing complexity that use a cognitive apprenticeship cycle approach to scaffold student learning. The first examples (rock fish, floating penny) are shown and a solution is modeled using a ray diagram. Three more examples (bent pencil, dropping an item in water, sunrise/sunset) are presented for students to practice, with each becoming more sophisticated. Three assessment exercises are then provided (two dots, three coins, broken tube).

The implementation of role play in education of pre-service vocational teacher

NASA Astrophysics Data System (ADS)

Hidayati, L.; Pardjono, P.

2018-01-01

This article aims to: 1) explain the enhancement of students’ understanding about models of learning through role-play approach, and 2) find out the students’ response to the implementation of role-playing. Role-play is a technique that allows students to explore realistic situations by interacting with other people in a managed way in order to develop experience and trial different strategies in a supported environment. This is a Classroom Action Research consisting 2 cycles, held in the Apparel Pre-service Teacher Education Programs, Universitas Negeri Surabaya in 2016, in the subject of Teaching and Learning Strategy. The number of research subject is 54 students. Data collected by giving test and questionnaire. The data analyzed by descriptive analysis. The result states that:1) Role-play succeeds to improve student understanding of learning models; 2) The student’s’ response shows that the role-play is an exciting activity, provide an opportunity for students to be creative, and easy to be applied. Role-play has flexibility for implemented at the university level, accelerates the student’s understanding of learning materials, trains the students’ independence, responsibility, awareness to others as important provisions to become a teacher.

From the teachers' eyes: An ethnographic-case study on developing models of Informal Formative Assessments (IFA) and understanding the challenges to effective implementation in science classrooms

NASA Astrophysics Data System (ADS)

Sezen, Asli

The emphasis on socio-cultural theories of learning has required the understanding of multi-dimensional, dynamic and social nature of acquiring the scientific knowledge and practices. Recent policy documents suggest a focus on formative and dynamic assessment practices that will help understand and improve the complex nature of scientific learning in classrooms. This study focuses on teachers' use of "Informal Formative Assessments (IFA)" aimed at improving students' learning and teachers' frequent recognition of students' learning process. The study was designed as an ethnographic case study of four middle school teachers and their students at a local charter school. The data of the study included (a) teachers' responses to history of teaching questionnaire (b) video and audio records of teachers' assessment practices during two different scientific projects (c) video and audio records of ethnographic interviews with teachers during their reflections on their practices, and (d) field notes taken by the researcher to understand the assessment culture of the school. The analytical tools from sociolinguistics (e.g., transcripts and event maps) were prepared and discourse analysis based in an ethnographic perspective was used to analyze the data. Moreover, Cultural-Historical Activity Theory (CHAT) was also introduced as an alternative data analysis framework for understanding the role of division of labor among the elements of the community on the challenges and the outcomes of IFA practices. The findings from the analysis of the classroom discourse showed three different types of IFA cycles: connected, non-connected, and repeating. The analysis of the teachers' reflections showed that the effectiveness of these cycles did not only depend on whether the cycles were connected, but also on other variables such as the phase of the lessons and student's identities and abilities. Teachers' reflections during researcher-teacher meetings on the concept and the aims of IFA improved through the use of academic literature on IFA and video-cases of their own practice. Teachers also reflected on the challenges for effective implementations of IFA and they emphasized challenges due to the division of labor among the classroom participants and the open nature of scientific knowledge. Through participation in the study, the teachers helped develop an IFA model for middle school science classrooms designed to capture the complex nature of teacher-student interaction. This model can be used for further analysis of IFA activity and professional development activities focused on assessment practices.

Learning to learn physics: The implementation of process-oriented instruction in the first year of higher education

NASA Astrophysics Data System (ADS)

Vertenten, Kristin

2002-01-01

Finding a way to encourage first year students to use deep processing strategies was the aim of this research. The need for an adequate method became clear after using the Inventory of Learning Styles (ILS) of Vermunt: almost half of the first year students turned out to have an undirected or a reproduction-directed learning style. A possible intervention is process-oriented instruction. In this type of instruction learning strategies are taught in coherence with domain specific knowledge. The emphasis is on a gradual transfer from a strongly instruction-guided regulation of the learning process towards a student-regulation. By promoting congruence and constructive frictions between instruction and learning strategies, students are challenged to improve their learning strategies. These general features of process-oriented instruction were refined by Vermunt (1992) in twelve general and specific principles. Literature was studied in which researchers reported about their experiences with interventions aimed at teaching physics knowledge, physics strategies and/or learning and thinking strategies. It became obvious that several successful interventions stressed four principles: (1) the student must experience (constructive) f&barbelow;rictions, including cognitive conflicts; (2) he must be encouraged to ṟeflect on his experiences (thinking about them and analysing them); (3) the instruction must e&barbelow;xplicate and demonstrate the necessary knowledge and strategies; and (4) the student must be given the opportunity to practice (ḏoing) with the learned knowledge and strategies. These four FRED-principles are useful for teaching both general and domain specific knowledge and strategies. They show similarities with the four stages in the learning cycle of Kolb (1984). Moreover, other elements of process-oriented instruction are also depicted by the learning cycle, which, when used in process-oriented instruction, has to start with experiencing (constructive) frictions. The gradual shift of the regulation of the learning process can also be translated to the learning cycle. This can be accomplished by giving a new meaning to the radius of the circle which must represent the growing self-regulation of the learning process. This transforms the learning cycle into a learning spiral. The four FRED-principles were used to develop a learning environment for the first year physics problem-solving classes. After working in this learning environment during the first semester, students began using deep processing strategies in a self-regulated manner. After the second semester the reproduction-directed and undirected learning style were vanished or strongly diminished. These effects were not found in a traditional learning environment. The experimental group also obtained better study results. Working in the developed learning environment did not heighten the study load. (Abstract shortened by UMI.)

The Effectiveness of the Learning-Cycle Method on Teaching DC Circuits to Prospective Female and Male Science Teachers

ERIC Educational Resources Information Center

Ates, Salih

2005-01-01

This study was undertaken to explore the effectiveness of the learning-cycle method when teaching direct current (DC) circuits to university students. Four Physics II classes participated in the study, which lasted approximately two and a half weeks in the middle of the spring semester of 2003. Participants were 120 freshmen (55 females and 65…

Creating an Innovative Learning Organization

ERIC Educational Resources Information Center

Salisbury, Mark

2010-01-01

This article describes how to create an innovative learning (iLearning) organization. It begins by discussing the life cycle of knowledge in an organization, followed by a description of the theoretical foundation for iLearning. Next, the article presents an example of iLearning, followed by a description of the distributed nature of work, the…

The Effect of Teaching with Stories on Associate Degree Nursing Students' Approach to Learning and Reflective Practice

ERIC Educational Resources Information Center

Bradshaw, Vicki

2012-01-01

This action research study is the culmination of several action cycles investigating cognitive information processing and learning strategies based on students approach to learning theory and assessing students' meta-cognitive learning, motivation, and reflective development suggestive of deep learning. The study introduces a reading…

Effectiveness and student perceptions of an active learning activity using a headline news story to enhance in-class learning of cell cycle regulation.

PubMed

Dirks-Naylor, Amie J

2016-06-01

An active learning activity was used to engage students and enhance in-class learning of cell cycle regulation in a PharmD level integrated biological sciences course. The aim of the present study was to determine the effectiveness and perception of the in-class activity. After completion of a lecture on the topic of cell cycle regulation, students completed a 10-question multiple-choice quiz before and after engaging in the activity. The activity involved reading of a headline news article published by ScienceDaily.com entitled "One Gene Lost Equals One limb Regained." The name of the gene was deleted from the article and, thus, the end goal of the activity was to determine the gene of interest by the description in the story. The activity included compiling a list of all potential gene candidates before sufficient information was given to identify the gene of interest (p21). A survey was completed to determine student perceptions of the activity. Quiz scores improved by an average of 20% after the activity (40.1 ± 1.95 vs. 59.9 ± 2.14,P< 0.0001,n= 96). Students enjoyed the activity, found the news article interesting, and believed that the activity improved their understanding of cell cycle regulation. The majority of students agreed that the in-class activity piqued their interest for learning the subject matter and also agreed that if they understand a concept during class, they are more likely to want to study that concept outside of class. In conclusion, the activity improved in-class understanding and enhanced interest in cell cycle regulation. Copyright © 2016 The American Physiological Society.

Informing Environmental Water Management Decisions: Using Conditional Probability Networks to Address the Information Needs of Planning and Implementation Cycles.

PubMed

Horne, Avril C; Szemis, Joanna M; Webb, J Angus; Kaur, Simranjit; Stewardson, Michael J; Bond, Nick; Nathan, Rory

2018-03-01

One important aspect of adaptive management is the clear and transparent documentation of hypotheses, together with the use of predictive models (complete with any assumptions) to test those hypotheses. Documentation of such models can improve the ability to learn from management decisions and supports dialog between stakeholders. A key challenge is how best to represent the existing scientific knowledge to support decision-making. Such challenges are currently emerging in the field of environmental water management in Australia, where managers are required to prioritize the delivery of environmental water on an annual basis, using a transparent and evidence-based decision framework. We argue that the development of models of ecological responses to environmental water use needs to support both the planning and implementation cycles of adaptive management. Here we demonstrate an approach based on the use of Conditional Probability Networks to translate existing ecological knowledge into quantitative models that include temporal dynamics to support adaptive environmental flow management. It equally extends to other applications where knowledge is incomplete, but decisions must still be made.

Informing Environmental Water Management Decisions: Using Conditional Probability Networks to Address the Information Needs of Planning and Implementation Cycles

NASA Astrophysics Data System (ADS)

Horne, Avril C.; Szemis, Joanna M.; Webb, J. Angus; Kaur, Simranjit; Stewardson, Michael J.; Bond, Nick; Nathan, Rory

2018-03-01

One important aspect of adaptive management is the clear and transparent documentation of hypotheses, together with the use of predictive models (complete with any assumptions) to test those hypotheses. Documentation of such models can improve the ability to learn from management decisions and supports dialog between stakeholders. A key challenge is how best to represent the existing scientific knowledge to support decision-making. Such challenges are currently emerging in the field of environmental water management in Australia, where managers are required to prioritize the delivery of environmental water on an annual basis, using a transparent and evidence-based decision framework. We argue that the development of models of ecological responses to environmental water use needs to support both the planning and implementation cycles of adaptive management. Here we demonstrate an approach based on the use of Conditional Probability Networks to translate existing ecological knowledge into quantitative models that include temporal dynamics to support adaptive environmental flow management. It equally extends to other applications where knowledge is incomplete, but decisions must still be made.

A comparative study teaching chemistry using the 5E learning cycle and traditional teaching with a large English language population in a middle-school setting

NASA Astrophysics Data System (ADS)

McWright, Cynthia Nicole

For decades science educators and educational institutions have been concerned with the status of science content being taught in K-12 schools and the delivery of the content. Thus, educational reformers in the United States continue to strive to solve the problem on how to best teach science for optimal success in learning. The constructivist movement has been at the forefront of this effort. With mandatory testing nationwide and an increase in science, technology, engineering, and mathematics (STEM) jobs with little workforce to fulfill these needs, the question of what to teach and how to teach science remains a concern among educators and all stakeholders. The purpose of this research was to determine if students' chemistry knowledge and interest can be increased by using the 5E learning cycle in a middle school with a high population of English language learners. The participants were eighth-grade middle school students in a large metropolitan area. Students participated in a month-long chemistry unit. The study was a quantitative, quasi-experimental design with a control group using a traditional lecture-style teaching strategy and an experimental group using the 5E learning cycle. Students completed a pre-and post-student attitude in science surveys, a pretest/posttest for each mini-unit taught and completed daily exit tickets using the Expert Science Teaching Educational Evaluation Model (ESTEEM) instrument to measure daily student outcomes in main idea, student inquiry, and relevancy. Analysis of the data showed that there was no statistical difference between the two groups overall, and all students experienced a gain in content knowledge overall. All students demonstrated a statistically significant difference in their interest in science class, activities in science class, and outside of school. Data also showed that scores in writing the main idea and writing inquiry questions about the content increased over time.

Agile Learning: Sprinting through the Semester

ERIC Educational Resources Information Center

Lang, Guido

2017-01-01

This paper introduces agile learning, a novel pedagogical approach that applies the processes and principles of agile software development to the context of learning. Agile learning is characterized by short project cycles, called sprints, in which a usable deliverable is fully planned, designed, built, tested, reviewed, and launched. An…

Development and weighting of a life cycle assessment screening model

NASA Astrophysics Data System (ADS)

Bates, Wayne E.; O'Shaughnessy, James; Johnson, Sharon A.; Sisson, Richard

2004-02-01

Nearly all life cycle assessment tools available today are high priced, comprehensive and quantitative models requiring a significant amount of data collection and data input. In addition, most of the available software packages require a great deal of training time to learn how to operate the model software. Even after this time investment, results are not guaranteed because of the number of estimations and assumptions often necessary to run the model. As a result, product development, design teams and environmental specialists need a simplified tool that will allow for the qualitative evaluation and "screening" of various design options. This paper presents the development and design of a generic, qualitative life cycle screening model and demonstrates its applicability and ease of use. The model uses qualitative environmental, health and safety factors, based on site or product-specific issues, to sensitize the overall results for a given set of conditions. The paper also evaluates the impact of different population input ranking values on model output. The final analysis is based on site or product-specific variables. The user can then evaluate various design changes and the apparent impact or improvement on the environment, health and safety, compliance cost and overall corporate liability. Major input parameters can be varied, and factors such as materials use, pollution prevention, waste minimization, worker safety, product life, environmental impacts, return of investment, and recycle are evaluated. The flexibility of the model format will be discussed in order to demonstrate the applicability and usefulness within nearly any industry sector. Finally, an example using audience input value scores will be compared to other population input results.

The Seasonal Cycle of Satellite Chlorophyll Fluorescence Observations and its Relationship to Vegetation Phenology and Ecosystem Atmosphere Carbon Exchange

NASA Technical Reports Server (NTRS)

Joiner, J.; Yoshida, Y.; Vasilkov, A. P.; Schaefer, K.; Jung, M.; Guanter, L.; Zhang, Y; Garrity, S.; Middleton, E. M.; Huemmrich, K. F.;

Developing a Mobile Learning Management System for Outdoors Nature Science Activities Based on 5E Learning Cycle

ERIC Educational Resources Information Center

Lai, Ah-Fur; Lai, Horng-Yih; Chuang, Wei-Hsiang; Wu, Zih-Heng

2015-01-01

Traditional outdoor learning activities such as inquiry-based learning in nature science encounter many dilemmas. Due to prompt development of mobile computing and widespread of mobile devices, mobile learning becomes a big trend on education. The main purpose of this study is to develop a mobile-learning management system for overcoming the…

Time Series Forecasting of Daily Reference Evapotranspiration by Neural Network Ensemble Learning for Irrigation System

NASA Astrophysics Data System (ADS)

Manikumari, N.; Murugappan, A.; Vinodhini, G.

2017-07-01

Time series forecasting has gained remarkable interest of researchers in the last few decades. Neural networks based time series forecasting have been employed in various application areas. Reference Evapotranspiration (ETO) is one of the most important components of the hydrologic cycle and its precise assessment is vital in water balance and crop yield estimation, water resources system design and management. This work aimed at achieving accurate time series forecast of ETO using a combination of neural network approaches. This work was carried out using data collected in the command area of VEERANAM Tank during the period 2004 - 2014 in India. In this work, the Neural Network (NN) models were combined by ensemble learning in order to improve the accuracy for forecasting Daily ETO (for the year 2015). Bagged Neural Network (Bagged-NN) and Boosted Neural Network (Boosted-NN) ensemble learning were employed. It has been proved that Bagged-NN and Boosted-NN ensemble models are better than individual NN models in terms of accuracy. Among the ensemble models, Boosted-NN reduces the forecasting errors compared to Bagged-NN and individual NNs. Regression co-efficient, Mean Absolute Deviation, Mean Absolute Percentage error and Root Mean Square Error also ascertain that Boosted-NN lead to improved ETO forecasting performance.

Soil Moisture Retrieval Using Convolutional Neural Networks: Application to Passive Microwave Remote Sensing

NASA Astrophysics Data System (ADS)

Hu, Z.; Xu, L.; Yu, B.

2018-04-01

A empirical model is established to analyse the daily retrieval of soil moisture from passive microwave remote sensing using convolutional neural networks (CNN). Soil moisture plays an important role in the water cycle. However, with the rapidly increasing of the acquiring technology for remotely sensed data, it's a hard task for remote sensing practitioners to find a fast and convenient model to deal with the massive data. In this paper, the AMSR-E brightness temperatures are used to train CNN for the prediction of the European centre for medium-range weather forecasts (ECMWF) model. Compared with the classical inversion methods, the deep learning-based method is more suitable for global soil moisture retrieval. It is very well supported by graphics processing unit (GPU) acceleration, which can meet the demand of massive data inversion. Once the model trained, a global soil moisture map can be predicted in less than 10 seconds. What's more, the method of soil moisture retrieval based on deep learning can learn the complex texture features from the big remote sensing data. In this experiment, the results demonstrates that the CNN deployed to retrieve global soil moisture can achieve a better performance than the support vector regression (SVR) for soil moisture retrieval.

Neurocognitive deficits as a barrier to psychosocial function in schizophrenia: effects on learning, coping, & self-concept.

PubMed

Lysaker, Paul H; Buck, Kelly D

2007-07-01

Recently, research has linked deficits in neurocognition, which emerge early in schizophrenia, with psychosocial impairments. However, it is uncertain how these deficits lead to sustained dysfunction. In this review, we explore how neurocognitive deficits could disrupt function at three levels: learning, coping preference, and self-concept. We offer a model in which neurocognitive impairment may directly limit skills acquisition and the development of a rich personal narrative. We suggest that both limited skills acquisition and an impoverished narrative may subsequently feed into a habitual style of avoidant coping, leading to a cycle of sustained dysfunction. Implications for cognitive, rehabilitation, and psychotherapeutic interventions are discussed.

Conceptual development and retention within the learning cycle

NASA Astrophysics Data System (ADS)

McWhirter, Lisa Jo

1998-12-01

This research was designed to achieve two goals: (1) examine concept development and retention within the learning cycle and (2) examine how students' concept development is mediated by classroom discussions and the students' small cooperative learning group. Forty-eight sixth-grade students and one teacher at an urban middle school participated in the study. The research utilized both quantitative and qualitative analyses. Quantitative assessments included a concept mapping technique as well as teacher generated multiple choice tests. Preliminary quantitative analysis found that students' reading levels had an effect on students' pretest scores in both the concept mapping and the multiple-choice assessment. Therefore, a covariant design was implemented for the quantitative analyses. Quantitative analysis techniques were used to examine concept development and retention, it was discovered that the students' concept knowledge increased significantly from the time of the conclusion of the term introduction phase to the conclusion of the expansion phase. These findings would indicate that all three phases of the learning cycle are necessary for conceptual development. However, quantitative analyses of concept maps indicated that this is not true for all students. Individual students showed evidence of concept development and integration at each phase. Therefore, concept development is individualized and all phases of the learning cycle are not necessary for all students. As a result, individual's assimilation, disequilibration, accommodation and organization may not correlate with the phases of the learning cycle. Quantitative analysis also indicated a significant decrease in the retention of concepts over time. Qualitative analyses were used to examine how students' concept development is mediated by classroom discussions and the students' small cooperative learning group. It was discovered that there was a correlation between teacher-student interaction and small-group interaction and concept mediation. Therefore, students who had a high level of teacher-student dialogue which utilized teacher led discussions with integrated scaffolding techniques where the same students who mediated the ideas within the small group discussions. Those students whose teacher-student interactions consisted of dialogue with little positive teacher feedback made no contributions within the small group regardless of their level of concept development.

Problem Finding in Professional Learning Communities: A Learning Study Approach

ERIC Educational Resources Information Center

Tan, Yuen Sze Michelle; Caleon, Imelda Santos

2016-01-01

This study marries collaborative problem solving and learning study in understanding the onset of a cycle of teacher professional development process within school-based professional learning communities (PLCs). It aimed to explore how a PLC carried out collaborative problem finding--a key process involved in collaborative problem solving--that…

Teachers' Use of Experiential Learning Stages in Agricultural Laboratories

ERIC Educational Resources Information Center

Shoulders, Catherine W.; Myers, Brian E.

2013-01-01

Experiential learning in agricultural laboratories has been a foundational component of secondary agricultural education. While inclusion of the four stages of the experiential learning cycle can enhance student learning in laboratory settings to help students reach various goals related to scientific literacy and higher-level thinking,…

Learner-Focused Evaluation Cycles: Facilitating Learning Using Feedforward, Concurrent and Feedback Evaluation

ERIC Educational Resources Information Center

Cathcart, Abby; Greer, Dominique; Neale, Larry

2014-01-01

There is a growing trend to offer students learning opportunities that are flexible, innovative and engaging. As educators embrace student-centred agile teaching and learning methodologies, which require continuous reflection and adaptation, the need to evaluate students' learning in a timely manner has become more pressing. Conventional…

Learning Families: Intergenerational Approach to Literacy Teaching and Learning

ERIC Educational Resources Information Center

Hanemann, Ulrike, Ed.

2015-01-01

Within a learning family, every member is a lifelong learner. A family literacy and learning approach is more likely to break the intergenerational cycle of low education and inadequate literacy skills, particularly among disadvantaged families and communities. The selection of case studies presented in this compilation show that for an…

Mobile Learning vs. Traditional Classroom Lessons: A Comparative Study

ERIC Educational Resources Information Center

Furió, D.; Juan, M.-C.; Seguí, I.; Vivó, R.

2015-01-01

Different methods can be used for learning, and they can be compared in several aspects, especially those related to learning outcomes. In this paper, we present a study in order to compare the learning effectiveness and satisfaction of children using an iPhone game for learning the water cycle vs. the traditional classroom lesson. The iPhone game…

Identifying Students' Difficulties When Learning Technical Skills via a Wireless Sensor Network

ERIC Educational Resources Information Center

Wang, Jingying; Wen, Ming-Lee; Jou, Min

2016-01-01

Practical training and actual application of acquired knowledge and techniques are crucial for the learning of technical skills. We established a wireless sensor network system (WSNS) based on the 5E learning cycle in a practical learning environment to improve students' reflective abilities and to reduce difficulties for the learning of technical…

A Machine LearningFramework to Forecast Wave Conditions

NASA Astrophysics Data System (ADS)

Zhang, Y.; James, S. C.; O'Donncha, F.

2017-12-01

Recently, significant effort has been undertaken to quantify and extract wave energy because it is renewable, environmental friendly, abundant, and often close to population centers. However, a major challenge is the ability to accurately and quickly predict energy production, especially across a 48-hour cycle. Accurate forecasting of wave conditions is a challenging undertaking that typically involves solving the spectral action-balance equation on a discretized grid with high spatial resolution. The nature of the computations typically demands high-performance computing infrastructure. Using a case-study site at Monterey Bay, California, a machine learning framework was trained to replicate numerically simulated wave conditions at a fraction of the typical computational cost. Specifically, the physics-based Simulating WAves Nearshore (SWAN) model, driven by measured wave conditions, nowcast ocean currents, and wind data, was used to generate training data for machine learning algorithms. The model was run between April 1st, 2013 and May 31st, 2017 generating forecasts at three-hour intervals yielding 11,078 distinct model outputs. SWAN-generated fields of 3,104 wave heights and a characteristic period could be replicated through simple matrix multiplications using the mapping matrices from machine learning algorithms. In fact, wave-height RMSEs from the machine learning algorithms (9 cm) were less than those for the SWAN model-verification exercise where those simulations were compared to buoy wave data within the model domain (>40 cm). The validated machine learning approach, which acts as an accurate surrogate for the SWAN model, can now be used to perform real-time forecasts of wave conditions for the next 48 hours using available forecasted boundary wave conditions, ocean currents, and winds. This solution has obvious applications to wave-energy generation as accurate wave conditions can be forecasted with over a three-order-of-magnitude reduction in computational expense. The low computational cost (and by association low computer-power requirement) means that the machine learning algorithms could be installed on a wave-energy converter as a form of "edge computing" where a device could forecast its own 48-hour energy production.

A new method for teaching physical examination to junior medical students.

PubMed

Sayma, Meelad; Williams, Hywel Rhys

2016-01-01

Teaching effective physical examination is a key component in the education of medical students. Preclinical medical students often have insufficient clinical knowledge to apply to physical examination recall, which may hinder their learning when taught through certain understanding-based models. This pilot project aimed to develop a method to teach physical examination to preclinical medical students using "core clinical cases", overcoming the need for "rote" learning. This project was developed utilizing three cycles of planning, action, and reflection. Thematic analysis of feedback was used to improve this model, and ensure it met student expectations. A model core clinical case developed in this project is described, with gout as the basis for a "foot and ankle" examination. Key limitations and difficulties encountered on implementation of this pilot are discussed for future users, including the difficulty encountered in "content overload". This approach aims to teach junior medical students physical examination through understanding, using a simulated patient environment. Robust research is now required to demonstrate efficacy and repeatability in the physical examination of other systems.

Forecast for solar cycle 23 activity: a progress report

NASA Astrophysics Data System (ADS)

Ahluwalia, H. S.

2001-08-01

At the 25th International Cosmic Ray Conference (ICRC) at Durban, South Africa, I announced the discovery of a three cycle quasi-periodicity in the ion chamber data string assembled by me, for the 1937 to 1994 period (Conf. Pap., v. 2, p. 109, 1997). It corresponded in time with a similar quasi-periodicity observed in the dataset for the planetary index Ap. At the 26th ICRC at Salt Lake City, UT, I reported on our analysis of the Ap data to forecast the amplitude of solar cycle 23 activity (Conf. Pap., v. 2, pl. 260, 1999). I predicted that cycle 23 will be moderate (a la cycle 17), notwithstanding the early exuberant forecasts of some solar astronomers that cycle 23, "may be one of the greatest cycles in recent times, if not the greatest." Sunspot number data up to April 2001 indicate that our forecast appears to be right on the mark. We review the solar, interplanetary and geophysical data and describe the important lessons learned from this experience. 1. Introduction Ohl (1971) was the first to realize that Sun may be sending us a subliminal message as to its intent for its activity (Sunspot Numbers, SSN) in the next cycle. He posited that the message was embedded in the geomagnetic activity (given by sum Kp). Schatten at al (1978) suggested that Ohl hypothesis could be understood on the basis of the model proposed by Babcock (1961) who suggested that the high latitude solar poloidal fields, near a minimum, emerge as the toroidal fields on opposite sides of the solar equator. This is known as the Solar Dynamo Model. One can speculate that the precursor poloidal solar field is entrained in the high speed solar wind streams (HSSWS) from the coronal holes which are observed at Earth's orbit during the descending phase of the previous cycle. The interaction

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.

Integrating Preparation for Parenting Into Childbirth Education: Part II—A Study

PubMed Central

Corwin, Ann

1999-01-01

This study was designed to test the effectiveness of using a broad conceptualization of childbirth education that includes parenting preparation in pregnancy. The goal is to assist in breaking cycles of dysfunction in families. At the core of this expanded model of childbirth education is the concept of prevention. The intervention described in Part I in the Journal of Perinatal Education 7(4), 26–33 provided parents with information and coping mechanisms by drawing parallels to traditionally learned coping skills for childbirth with techniques needed to cope in post-partum. This approach also encouraged prenatal parents to learn techniques for promoting attachment to their children before birth. The curriculum was tested by randomizing 48 couples to the expanded or traditional model of childbirth education. A pre- and post-Prenatal Parenting Scale was administered to both groups. Only the experimental group demonstrated improvement at the post-class administration. PMID:22945974

Integrating Preparation for Parenting Into Childbirth Education: Part II-A Study.

PubMed

Corwin, A

1999-01-01

This study was designed to test the effectiveness of using a broad conceptualization of childbirth education that includes parenting preparation in pregnancy. The goal is to assist in breaking cycles of dysfunction in families. At the core of this expanded model of childbirth education is the concept of prevention. The intervention described in Part I in the Journal of Perinatal Education 7(4), 26-33 provided parents with information and coping mechanisms by drawing parallels to traditionally learned coping skills for childbirth with techniques needed to cope in post-partum. This approach also encouraged prenatal parents to learn techniques for promoting attachment to their children before birth. The curriculum was tested by randomizing 48 couples to the expanded or traditional model of childbirth education. A pre- and post-Prenatal Parenting Scale was administered to both groups. Only the experimental group demonstrated improvement at the post-class administration.

Learning to Teach Elementary Science Through Iterative Cycles of Enactment in Culturally and Linguistically Diverse Contexts

NASA Astrophysics Data System (ADS)

Bottoms, SueAnn I.; Ciechanowski, Kathryn M.; Hartman, Brian

2015-12-01

Iterative cycles of enactment embedded in culturally and linguistically diverse contexts provide rich opportunities for preservice teachers (PSTs) to enact core practices of science. This study is situated in the larger Families Involved in Sociocultural Teaching and Science, Technology, Engineering and Mathematics (FIESTAS) project, which weaves together cycles of enactment, core practices in science education and culturally relevant pedagogies. The theoretical foundation draws upon situated learning theory and communities of practice. Using video analysis by PSTs and course artifacts, the authors studied how the iterative process of these cycles guided PSTs development as teachers of elementary science. Findings demonstrate how PSTs were drawing on resources to inform practice, purposefully noticing their practice, renegotiating their roles in teaching, and reconsidering "professional blindness" through cultural practice.

Development of an ICT in IBSE course for science teachers: A design-based research

NASA Astrophysics Data System (ADS)

Tran, Trinh-Ba

2018-01-01

Integration of ICT tools for measuring with sensors, analyzing video, and modelling into Inquiry-Based Science Education (IBSE) is a need globally recognized. The challenge to teachers is how to turn manipulation of equipment and software into manipulation of ideas. We have developed a short ICT in IBSE course to prepare and support science teachers to teach inquiry-based activities with ICT tools. Within the framework of design-based research, we first defined the pedagogical principles from the literature, developed core materials for teacher learning, explored boundary conditions of the training in different countries, and elaborated set-ups of the course for the Dutch, Slovak, and Vietnamese contexts. Next, we taught and evaluated three iterative cycles of the Dutch course set-ups for pre-service science teachers from four teacher-education institutes nationwide. In each cycle, data on the teacher learning was collected via observations, questionnaires, interviews, and documents. These data were then analyzed for the questions about faithful implementation and effectiveness of the course. Following the same approach, we taught and evaluated two cycles of the Slovak course set-ups for in-service science teachers in the context of the national accreditation programme for teacher professional development. In addition, we investigated applicability of the final Dutch course set-up in the context of the physics-education master program in Vietnam with adaptations geared to educational and cultural difference. Through the iterations of implementation, evaluation, and revision, eventually the course objectives were achieved to certain extent; the pedagogical principles and core materials proved to be effective and applicable in different contexts. We started this research and design project with the pedagogical principles and concluded it with these principles (i.e. complete theory-practice cycle, depth first, distributed learning, and ownership of learning) as the core of the basic design of the ICT in IBSE course. These principles can be considered as independent, validated educational products, which teacher educators can "buy into" and use for broader aims than only "ICT in IBSE" integration. Pedagogical principles establish the theoretical model underlying the course design, provide guidelines and structure to the (re)design, implementation, evaluation, and optimization process, and help to communicate the design-based research to others. The role of pedagogical principles in design-based research is indeed essential. Moreover, we incorporated a robustness test and a generalizability/transferability test as a further step in our design-based research and achieved successful outcomes with this step. Consequently, we strongly recommend the testing of the design product in routine implementation conditions and in considerably different contexts (e.g. different programmes or even countries) as part of design-based research.

Clinical trial tests drug for tumors associated with Krebs-cycle dysfunction | Center for Cancer Research

Cancer.gov

The Krebs cycle is part of the complex process where cells turn food into energy. One of the elements of the Krebs cycle is succinate dehydrogenase (SDH). Loss of SDH activity in cells has been linked to tumor formation. This new trial is studying guadecitabine for tumors associated with Krebs cycle dysfunction. Learn more...

Learning effects of thematic peer-review: a qualitative analysis of reflective journals on spiritual care.

PubMed

van Leeuwen, René; Tiesinga, Lucas J; Jochemsen, Henk; Post, Doeke

2009-05-01

This study describes the learning effects of thematic peer-review discussion groups (Hendriksen, 2000. Begeleid intervisie model, Collegiale advisering en probleemoplossing, Nelissen, Baarn.) on developing nursing students' competence in providing spiritual care. It also discusses the factors that might influence the learning process. The method of peer-review is a form of reflective learning based on the theory of experiential learning (Kolb, 1984. Experiential learning, Experience as the source of learning development. Englewoods Cliffs, New Jersey, Prentice Hill). It was part of an educational programme on spiritual care in nursing for third-year undergraduate nursing students from two nursing schools in the Netherlands. Reflective journals (n=203) kept by students throughout the peer-review process were analysed qualitatively The analysis shows that students reflect on spirituality in the context of personal experiences in nursing practice. In addition, they discuss the nursing process and organizational aspects of spiritual care. The results show that the first two phases in the experiential learning cycle appear prominently; these are 'inclusion of actual experience' and 'reflecting on this experience'. The phases of 'abstraction of experience' and 'experimenting with new behaviour' are less evident. We will discuss possible explanations for these findings according to factors related to education, the students and the tutors and make recommendations for follow-up research.

The effectiveness of CPI model to improve positive attitude toward science (PATS) for pre-service physics teacher

NASA Astrophysics Data System (ADS)

Sunarti, T.; Wasis; Madlazim; Suyidno; Prahani, B. K.

2018-03-01

In the previous research, learning material based Construction, Production, and Implementation (CPI) model has been developed to improve scientific literacy and positive attitude toward science for pre-service physics teacher. CPI model has 4 phases, included: 1) Motivation; 2) Construction (Cycle I); 3) Production (Cycle II); and 4) Evaluation. This research is aimed to analyze the effectiveness of CPI model towards the improvement Positive Attitude toward Science (PATS) for pre-service physics teacher. This research used one group pre-test and post-test design on 160 pre-service physics teacher divided into 4 groups at Lambung Mangkurat University and Surabaya State University (Indonesia), academic year 2016/2017. Data collection was conducted through questioner, observation, and interview. Positive attitude toward science for pre-service physics teacher measurement were conducted through Positive Attitude toward Science Evaluation Sheet (PATSES). The data analysis technique was done by using Wilcoxon test and n-gain. The results showed that there was a significant increase in positive attitude toward science for pre-service physics teacher at α = 5%, with n-gain average of high category. Thus, the CPI model is effective for improving positive attitude toward science for pre-service physics teacher.

Getting to the Root of the Problem in Experiential Learning: Using Problem Solving and Collective Reflection to Improve Learning Outcomes

ERIC Educational Resources Information Center

Miller, Richard J.; Maellaro, Rosemary

2016-01-01

Experiential learning alone does not guarantee that students will accurately conceptualize content, or meet course outcomes in subsequent active experimentation stages. In an effort to more effectively meet learning objectives, the experiential learning cycle was modified with a unique combination of the 5 Whys root cause problem-solving tool and…

Professional Development across the Teaching Career: Teachers' Uptake of Formal and Informal Learning Opportunities

ERIC Educational Resources Information Center

Richter, Dirk; Kunter, Mareike; Klusmann, Uta; Ludtke, Oliver; Baumert, Jurgen

2011-01-01

This study examined teachers' uptake of formal and informal learning opportunities across the career cycle. Analyses were based on data from 1939 German secondary teachers in 198 schools. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities…

Process-Oriented Guided Inquiry Learning: POGIL and the POGIL Project

ERIC Educational Resources Information Center

Moog, Richard S.; Creegan, Frank J.; Hanson, David M.; Spencer, James N.; Straumanis, Andrei R.

2006-01-01

Recent research indicates that students learn best when they are actively engaged and they construct their own understanding. Process-Oriented Guided Inquiry Learning (POGIL) is a student-centered instructional philosophy based on these concepts in which students work in teams on specially prepared activities that follow a learning cycle paradigm.…

Kinesiology and Learning: Implications for Turkish School Curriculum

ERIC Educational Resources Information Center

Ozar, Mirac

2013-01-01

Learning is a complex phenomenon and multi-faceted in nature. There are a number of parameters which influence learning cycle and the process in general. Physical exercise is thought to be one of the variants that affect the learning phenomenon. Accumulated scientific evidence can be found in the literature showing high correlations between…

Collaborative Learning: Group Interaction in an Intelligent Mobile-Assisted Multiple Language Learning System

ERIC Educational Resources Information Center

Troussas, Christos; Virvou, Maria; Alepis, Efthimios

2014-01-01

This paper proposes a student-oriented approach tailored to effective collaboration between students using mobile phones for language learning within the life cycle of an intelligent tutoring system. For this reason, in this research, a prototype mobile application has been developed for multiple language learning that incorporates intelligence in…

Professional Learning Drives Common Core and Educator Evaluation, Knowledge Brief

ERIC Educational Resources Information Center

Killion, Joellen; Hirsh, Stephanie

2014-01-01

The ultimate key to successful integration and implementation of college- and career-ready standards and educator evaluation systems is the quality of the professional learning that educators engage in every day. Effective professional learning at the school level occurs among a team of teachers learning in a cycle of continuous improvement.…

Expansive Learning in a Library: Actions, Cycles and Deviations from Instructional Intentions

ERIC Educational Resources Information Center

Engestrom, Yrjo; Rantavuori, Juhana; Kerosuo, Hannele

2013-01-01

The theory of expansive learning has been applied in a large number of studies on workplace learning and organizational change. However, detailed comprehensive analyses of entire developmental interventions based on the theory of expansive learning do not exist. Such a study is needed to examine the empirical usability and methodological rigor…

Nimble Navigation: A Constant Cycle Assessment Keeps Learning on Course

ERIC Educational Resources Information Center

James, Wendy; Johanson, Terry

2016-01-01

Just like in a classroom, a professional learning facilitator needs to base planning and instruction on assessment. Adult learners need the learning experience to be as focused as possible on their questions and their teaching circumstances. Whether the professional learning is a half-day session or extends over multiple school years, leaders can…

Self-directed questions to improve students' ability in solving chemical problems

NASA Astrophysics Data System (ADS)

Sanjaya, Rahmat Eko; Muna, Khairiatul; Suharto, Bambang; Syahmani

2017-12-01

Students' ability in solving chemical problems is seen from their ability to solve chemicals' non-routine problems. It is due to learning faced directly on non-routine problems will generate a meaningful learning for students. Observations in Banjarmasin Public High School 1 (SMA Negeri 1 Banjarmasin) showed that students did not give the expected results when they were given the non-routine problems. Learning activities by emphasizing problem solving was implemented based on the existence of knowledge about cognition and regulation of cognition. Both of these elements are components of metacognition. The self-directed question is a strategy that involves metacognition in solving chemical problems. This research was carried out using classroom action research design in two cycles. Each cycle consists of four stages: planning, action, observation and reflection. The subjects were 34 students of grade XI-4 at majoring science (IPA) of SMA Negeri 1 Banjarmasin. The data were collected using tests of the students' ability in problem solving and non-tests instrument to know the process of implementation of the actions. Data were analyzed with descriptivequantitativeand qualitative analysis. The ability of students in solving chemical problems has increased from an average of 37.96 in cycle I became 61.83 in cycle II. Students' ability to solve chemical problems is viewed based on their ability to answer self-directed questions. Students' ability in comprehension questions increased from 73.04 in the cycle I became 96.32 in cycle II. Connection and strategic questions increased from 54.17 and 16.50 on cycle I became 63.73 and 55.23 on cycle II respectively. In cycle I, reflection questions were 26.96 and elevated into 36.27 in cycle II. The self-directed questions have the ability to help students to solve chemical problems through metacognition questions. Those questions guide students to find solutions in solving chemical problems.

Soft Systems Methodology

NASA Astrophysics Data System (ADS)

Checkland, Peter; Poulter, John

Soft systems methodology (SSM) is an approach for tackling problematical, messy situations of all kinds. It is an action-oriented process of inquiry into problematic situations in which users learn their way from finding out about the situation, to taking action to improve it. The learning emerges via an organised process in which the situation is explored using a set of models of purposeful action (each built to encapsulate a single worldview) as intellectual devices, or tools, to inform and structure discussion about a situation and how it might be improved. This paper, written by the original developer Peter Checkland and practitioner John Poulter, gives a clear and concise account of the approach that covers SSM's specific techniques, the learning cycle process of the methodology and the craft skills which practitioners develop. This concise but theoretically robust account nevertheless includes the fundamental concepts, techniques, core tenets described through a wide range of settings.

Effects of an ontology display with history representation on organizational memory information systems.

PubMed

Hwang, Wonil; Salvendy, Gavriel

2005-06-10

Ontologies, as a possible element of organizational memory information systems, appear to support organizational learning. Ontology tools can be used to share knowledge among the members of an organization. However, current ontology-viewing user interfaces of ontology tools do not fully support organizational learning, because most of them lack proper history representation in their display. In this study, a conceptual model was developed that emphasized the role of ontology in the organizational learning cycle and explored the integration of history representation in the ontology display. Based on the experimental results from a split-plot design with 30 participants, two conclusions were derived: first, appropriately selected history representations in the ontology display help users to identify changes in the ontologies; and second, compatibility between types of ontology display and history representation is more important than ontology display and history representation in themselves.

New technologies for space avionics

NASA Technical Reports Server (NTRS)

Aibel, David W.; Dingus, Peter; Lanciault, Mark; Hurdlebrink, Debra; Gurevich, Inna; Wenglar, Lydia

1994-01-01

This report reviews a 1994 effort that continued 1993 investigations into issues associated with the definition of requirements, with the practice concurrent engineering and rapid prototyping in the context of the development of a prototyping of a next-generation reaction jet driver controller. This report discusses lessons learned, the testing of the current prototype, the details of the current design, and the nature and performance of a mathematical model of the life cycle of a pilot operated valve solenoid.

Design, Performance, and Operation of Efficient Ramjet/Scramjet Combined Cycle Hypersonic Propulsion

DTIC Science & Technology

2009-10-16

simulations, the blending of the RANS and LES portions is handled by the standard DES equations, now referred to as DES97. The one-equation Spalart...think that RANS can capture these dynamics. • Much remains to be learned about how to model chemistry-turbulence interactions in scramjet flows...BILLIG, F. S., R. BAURLE, AND C. TAM 1999 Design and Analysis of Streamline Traced Hypersonic Inlets. AIAA Paper 1999-4974. BILLIG, F.S., AND

Work Injury Risk Among Young People With Learning Disabilities and Attention-Deficit/Hyperactivity Disorder in Canada

PubMed Central

Pole, Jason D.

2009-01-01

Objectives. We sought to gain a better understanding of the relationship between learning disabilities, attention-deficit/hyperactivity disorder (ADHD), and risk of occupational injury among young workers. Methods. We assessed 15- to 24-year-old workers (n = 14 379) from cycle 2.1 of the Canadian Community Health Survey (CCHS). We gathered data on demographic characteristics, work-related factors, and presence of learning disabilities or ADHD. We conducted a multivariate logistic regression analysis to assess occurrences of medically attended work injuries. Results. There was an 89% adjusted increase in work injury risk among workers with self-reported dyslexia (a type of learning disability) relative to workers reporting no learning disabilities, although this result did not meet traditional statistical significance criteria. Being out of school, either with or without a high school diploma, was associated with a significantly increased risk of work injury, even after control for a number of demographic and work-related variables. Conclusions. Our findings underscore the notion that individual differences salient in the education system (e.g., learning disabilities, school dropout) need to be integrated into conceptual models of injury risk among young workers. PMID:19542044

Hyper-homeostatic learning of anticipatory hunger in rats.

PubMed

Jarvandi, Soghra; Booth, David A; Thibault, Louise

2007-11-23

Anticipatory hunger is a learnt increase in intake of food having a flavour or texture that predicts a long fast. This learning was studied in rats trained on a single food or a choice between protein-rich and carbohydrate-rich foods, presented for 1.5 h after 3 h without maintenance food at the start of the dark phase. Eight training cycles provided a pseudo-random sequence of 3 h and 10 h post-prandial fasts with a day on maintenance food between each training fast. The measure of anticipatory hunger is the difference over one 4-day cycle between the intake of test food having an odour predictive of the longer fast (TL) and intake of food with an odour cuing to the shorter fast (TS). Previous experiments showed that conditioning of preference for the odour before the shorter fast competes with learning to avoid hunger during the longer fast (anticipatory hunger), generating a cubic or quartic contrast. TL minus TS showed a strong cubic trend over 8 training cycles with both single and choice meals. There was a switch from preference for the short-fast odour at cycle 2 (TL-TS=-0.86 g) to a peak of anticipatory hunger at cycle 6 (TL-TS=1.57 g). We conclude that anticipatory hunger is learnt when a choice is given between protein-rich and carbohydrate-rich foods as well as on a single food. In addition, since anticipatory hunger extinguishes itself, such learning improves on negative-feedback homeostasis with a feed-forward "hyper-homeostatic" mechanism.

IMU-Based Gait Recognition Using Convolutional Neural Networks and Multi-Sensor Fusion.

PubMed

Dehzangi, Omid; Taherisadr, Mojtaba; ChangalVala, Raghvendar

2017-11-27

The wide spread usage of wearable sensors such as in smart watches has provided continuous access to valuable user generated data such as human motion that could be used to identify an individual based on his/her motion patterns such as, gait. Several methods have been suggested to extract various heuristic and high-level features from gait motion data to identify discriminative gait signatures and distinguish the target individual from others. However, the manual and hand crafted feature extraction is error prone and subjective. Furthermore, the motion data collected from inertial sensors have complex structure and the detachment between manual feature extraction module and the predictive learning models might limit the generalization capabilities. In this paper, we propose a novel approach for human gait identification using time-frequency (TF) expansion of human gait cycles in order to capture joint 2 dimensional (2D) spectral and temporal patterns of gait cycles. Then, we design a deep convolutional neural network (DCNN) learning to extract discriminative features from the 2D expanded gait cycles and jointly optimize the identification model and the spectro-temporal features in a discriminative fashion. We collect raw motion data from five inertial sensors placed at the chest, lower-back, right hand wrist, right knee, and right ankle of each human subject synchronously in order to investigate the impact of sensor location on the gait identification performance. We then present two methods for early (input level) and late (decision score level) multi-sensor fusion to improve the gait identification generalization performance. We specifically propose the minimum error score fusion (MESF) method that discriminatively learns the linear fusion weights of individual DCNN scores at the decision level by minimizing the error rate on the training data in an iterative manner. 10 subjects participated in this study and hence, the problem is a 10-class identification task. Based on our experimental results, 91% subject identification accuracy was achieved using the best individual IMU and 2DTF-DCNN. We then investigated our proposed early and late sensor fusion approaches, which improved the gait identification accuracy of the system to 93.36% and 97.06%, respectively.

A Multistep Maturity Model for the Implementation of Electronic and Computable Diagnostic Clinical Prediction Rules (eCPRs).

PubMed

Corrigan, Derek; McDonnell, Ronan; Zarabzadeh, Atieh; Fahey, Tom

2015-01-01

The use of Clinical Prediction Rules (CPRs) has been advocated as one way of implementing actionable evidence-based rules in clinical practice. The current highly manual nature of deriving CPRs makes them difficult to use and maintain. Addressing the known limitations of CPRs requires implementing more flexible and dynamic models of CPR development. We describe the application of Information and Communication Technology (ICT) to provide a platform for the derivation and dissemination of CPRs derived through analysis and continual learning from electronic patient data. We propose a multistep maturity model for constructing electronic and computable CPRs (eCPRs). The model has six levels - from the lowest level of CPR maturity (literaturebased CPRs) to a fully electronic and computable service-oriented model of CPRs that are sensitive to specific demographic patient populations. We describe examples of implementations of the core model components - focusing on CPR representation, interoperability, electronic dissemination, CPR learning, and user interface requirements. The traditional focus on derivation and narrow validation of CPRs has severely limited their wider acceptance. The evolution and maturity model described here outlines a progression toward eCPRs consistent with the vision of a learning health system (LHS) - using central repositories of CPR knowledge, accessible open standards, and generalizable models to avoid repetition of previous work. This is useful for developing more ambitious strategies to address limitations of the traditional CPR development life cycle. The model described here is a starting point for promoting discussion about what a more dynamic CPR development process should look like.

Dipping Your Toes into Evaluation in Five Easy Steps: Tips, Tricks, and Lessons Learned

NASA Astrophysics Data System (ADS)

Martin, A. M.

2013-04-01

With limited funding, staffing, and resources for STEM education projects, the push for rigorous evaluation of our efforts offers up significant challenges, but opportunities as well. Evaluative thinking can enrich and improve the entire life cycle of an education, communication, or outreach project, and can take many forms other than a final, summative evaluation report. The community of attendees at the Astronomical Society of the Pacific will share an abundance of evaluation expertise, approaches, and results, but where does one turn if evaluation is a new concept or responsibility? This session will briefly highlight five tips, tricks, and lessons learned from the perspective of a novice and from a NASA project new to evaluation. The resources and ideas shared in the session will represent the concrete advice and driving ideas that put the author on firmer evaluative footing. Themes explored will include: (1) strategies for incorporating evaluative thinking early in the development of a project and throughout its life cycle; (2) the benefit of taking the time to elucidate a program's logic model of theory of action; (3) linking program activities to outcomes that are SMART (specific, measurable, attainable, relevant, and timely); (4) working with an external or internal evaluator; and (5) taking evaluation beyond the formal, final report. Finally, we'll close with resources to help individuals and their organizations learn more about evaluation and build their evaluation capacity.

Regular Cycles of Forward and Backward Signal Propagation in Prefrontal Cortex and in Consciousness

PubMed Central

Werbos, Paul J.; Davis, Joshua J. J.

2016-01-01

This paper addresses two fundamental questions: (1) Is it possible to develop mathematical neural network models which can explain and replicate the way in which higher-order capabilities like intelligence, consciousness, optimization, and prediction emerge from the process of learning (Werbos, 1994, 2016a; National Science Foundation, 2008)? and (2) How can we use and test such models in a practical way, to track, to analyze and to model high-frequency (≥ 500 hz) many-channel data from recording the brain, just as econometrics sometimes uses models grounded in the theory of efficient markets to track real-world time-series data (Werbos, 1990)? This paper first reviews some of the prior work addressing question (1), and then reports new work performed in MATLAB analyzing spike-sorted and burst-sorted data on the prefrontal cortex from the Buzsaki lab (Fujisawa et al., 2008, 2015) which is consistent with a regular clock cycle of about 153.4 ms and with regular alternation between a forward pass of network calculations and a backwards pass, as in the general form of the backpropagation algorithm which one of us first developed in the period 1968–1974 (Werbos, 1994, 2006; Anderson and Rosenfeld, 1998). In business and finance, it is well known that adjustments for cycles of the year are essential to accurate prediction of time-series data (Box and Jenkins, 1970); in a similar way, methods for identifying and using regular clock cycles offer large new opportunities in neural time-series analysis. This paper demonstrates a few initial footprints on the large “continent” of this type of neural time-series analysis, and discusses a few of the many further possibilities opened up by this new approach to “decoding” the neural code (Heller et al., 1995). PMID:27965547

Regular Cycles of Forward and Backward Signal Propagation in Prefrontal Cortex and in Consciousness.

PubMed

Werbos, Paul J; Davis, Joshua J J

2016-01-01

This paper addresses two fundamental questions: (1) Is it possible to develop mathematical neural network models which can explain and replicate the way in which higher-order capabilities like intelligence, consciousness, optimization, and prediction emerge from the process of learning (Werbos, 1994, 2016a; National Science Foundation, 2008)? and (2) How can we use and test such models in a practical way, to track, to analyze and to model high-frequency (≥ 500 hz) many-channel data from recording the brain, just as econometrics sometimes uses models grounded in the theory of efficient markets to track real-world time-series data (Werbos, 1990)? This paper first reviews some of the prior work addressing question (1), and then reports new work performed in MATLAB analyzing spike-sorted and burst-sorted data on the prefrontal cortex from the Buzsaki lab (Fujisawa et al., 2008, 2015) which is consistent with a regular clock cycle of about 153.4 ms and with regular alternation between a forward pass of network calculations and a backwards pass, as in the general form of the backpropagation algorithm which one of us first developed in the period 1968-1974 (Werbos, 1994, 2006; Anderson and Rosenfeld, 1998). In business and finance, it is well known that adjustments for cycles of the year are essential to accurate prediction of time-series data (Box and Jenkins, 1970); in a similar way, methods for identifying and using regular clock cycles offer large new opportunities in neural time-series analysis. This paper demonstrates a few initial footprints on the large "continent" of this type of neural time-series analysis, and discusses a few of the many further possibilities opened up by this new approach to "decoding" the neural code (Heller et al., 1995).

The first cycle of the reflective pedagogical paradigm implementation in the introduction probability theory course

NASA Astrophysics Data System (ADS)

Julie, Hongki

2017-08-01

One of purposes of this study was describing the steps of the teaching and learning process if the teacher in the Introduction Probability Theory course wanted to teach about the event probability by using the reflective pedagogical paradigm (RPP) and describing the results achieved by the students. The study consisted of three cycles, but the results would be presented in this paper was limited to the results obtained in the first cycle. Stages conducted by the researcher in the first cycle could be divided into five stages, namely (1) to know the students' context, (2) to plan and provide student learning experiences, (3) to facilitate students in actions, (4) to ask students to make a reflection and (5) to evaluate. The type of research used in this research was descriptive qualitative and quantitative research. The students' learning experience, the students' action, and the students' reflection would be described qualitatively. The student evaluation results would be described quantitatively. The research subject in this study was 38 students taking the introduction probability theory course in class C. From the students' reflection, still quite a lot of students were not complete in writing concepts that they have learned and / or have not been precise in describing the relationships between concepts that they have learned. From the students' evaluation, 85.29% students got score under 7. If examined more deeply, the most difficulty of students were in the mathematical horizontal process. As a result, they had difficulty in performing the mathematical vertical process.

Knowledge brokering on emissions modelling in Strategic Environmental Assessment of Estonian energy policy with special reference to the LEAP model

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

Kuldna, Piret, E-mail: piret.kuldna@seit.ee; Peterson, Kaja; Kuhi-Thalfeldt, Reeli

Strategic Environmental Assessment (SEA) serves as a platform for bringing together researchers, policy developers and other stakeholders to evaluate and communicate significant environmental and socio-economic effects of policies, plans and programmes. Quantitative computer models can facilitate knowledge exchange between various parties that strive to use scientific findings to guide policy-making decisions. The process of facilitating knowledge generation and exchange, i.e. knowledge brokerage, has been increasingly explored, but there is not much evidence in the literature on how knowledge brokerage activities are used in full cycles of SEAs which employ quantitative models. We report on the SEA process of the nationalmore » energy plan with reflections on where and how the Long-range Energy Alternatives Planning (LEAP) model was used for knowledge brokerage on emissions modelling between researchers and policy developers. Our main suggestion is that applying a quantitative model not only in ex ante, but also ex post scenario modelling and associated impact assessment can facilitate systematic and inspiring knowledge exchange process on a policy problem and capacity building of participating actors. - Highlights: • We examine the knowledge brokering on emissions modelling between researchers and policy developers in a full cycle of SEA. • Knowledge exchange process can evolve at any modelling stage within SEA. • Ex post scenario modelling enables systematic knowledge exchange and learning on a policy problem.« less

The Incredible Journey.

ERIC Educational Resources Information Center

Science Activities, 1995

1995-01-01

Presents a Project WET water education activity. Students simulate the movement of water within the water cycle by role-playing a water molecule's movements. Students learn the states of water as it moves through the water cycle. (LZ)

Drosophila: An Emergent Model for Delineating Interactions between the Circadian Clock and Drugs of Abuse

PubMed Central

De Nobrega, Aliza K.

2017-01-01

Endogenous circadian oscillators orchestrate rhythms at the cellular, physiological, and behavioral levels across species to coordinate activity, for example, sleep/wake cycles, metabolism, and learning and memory, with predictable environmental cycles. The 21st century has seen a dramatic rise in the incidence of circadian and sleep disorders with globalization, technological advances, and the use of personal electronics. The circadian clock modulates alcohol- and drug-induced behaviors with circadian misalignment contributing to increased substance use and abuse. Invertebrate models, such as Drosophila melanogaster, have proven invaluable for the identification of genetic and molecular mechanisms underlying highly conserved processes including the circadian clock, drug tolerance, and reward systems. In this review, we highlight the contributions of Drosophila as a model system for understanding the bidirectional interactions between the circadian system and the drugs of abuse, alcohol and cocaine, and illustrate the highly conserved nature of these interactions between Drosophila and mammalian systems. Research in Drosophila provides mechanistic insights into the corresponding behaviors in higher organisms and can be used as a guide for targeted inquiries in mammals. PMID:29391952

Experiential Learning and Its Role in Training and Improved Practice in High Level Sports Officiating

ERIC Educational Resources Information Center

Grover, Kenda S.

2014-01-01

This qualitative study investigated how high level sports officials engage in experiential learning to improve their practice. Adult learning occurs in formal, nonformal and informal environments, and in some cases it is difficult to differentiate between these settings. In the case of cycling officials, learning begins in a nonformal environment…

Developing Students' Listening Metacognitive Strategies Using Online Videotext Self-Dictation-Generation Learning Activity

ERIC Educational Resources Information Center

Chang, Ching; Chang, Chih-Kai

2014-01-01

The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG) learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote…

iSee: Teaching Visual Learning in an Organic Virtual Learning Environment

ERIC Educational Resources Information Center

Han, Hsiao-Cheng

2017-01-01

This paper presents a three-year participatory action research project focusing on the graduate level course entitled Visual Learning in 3D Animated Virtual Worlds. The purpose of this research was to understand "How the virtual world processes of observing and creating can best help students learn visual theories". The first cycle of…

Earth Festivals: Seasonal Celebrations for Everyone Young and Old.

ERIC Educational Resources Information Center

LaChapelle, Dolores; Bourque, Janet

Using celebrations drawn from American Indian culture, the teaching guide is intended to help anyone over the age of eight learn from the earth and benefit emotionally and physically from earth festivals. Thirty-six weekly celebration sessions are organized in five seasonal cycles: the autumn equinox cycle, the relationship cycle, the energy…

Towards the application of one-dimensional sonomyography for powered upper-limb prosthetic control using machine learning models.

PubMed

Guo, Jing-Yi; Zheng, Yong-Ping; Xie, Hong-Bo; Koo, Terry K

2013-02-01

The inherent properties of surface electromyography limit its potential for multi-degrees of freedom control. Our previous studies demonstrated that wrist angle could be predicted by muscle thickness measured from B-mode ultrasound, and hence, it could be an alternative signal for prosthetic control. However, an ultrasound imaging machine is too bulky and expensive. We aim to utilize a portable A-mode ultrasound system to examine the feasibility of using one-dimensional sonomyography (i.e. muscle thickness signals detected by A-mode ultrasound) to predict wrist angle with three different machine learning models - (1) support vector machine (SVM), (2) radial basis function artificial neural network (RBF ANN), and (3) back-propagation artificial neural network (BP ANN). Feasibility study using nine healthy subjects. Each subject performed wrist extension guided at 15, 22.5, and 30 cycles/minute, respectively. Data obtained from 22.5 cycles/minute trials was used to train the models and the remaining trials were used for cross-validation. Prediction accuracy was quantified by relative root mean square error (RMSE) and correlation coefficients (CC). Excellent prediction was noted using SVM (RMSE = 13%, CC = 0.975), which outperformed the other methods. It appears that one-dimensional sonomyography could be an alternative signal for prosthetic control. Clinical relevance Surface electromyography has inherent limitations that prohibit its full functional use for prosthetic control. Research that explores alternative signals to improve prosthetic control (such as the one-dimensional sonomyography signals evaluated in this study) may revolutionize powered prosthesis design and ultimately benefit amputee patients.

Upscaling Ameriflux observations to assess drought impacts on gross primary productivity across the Southwest

NASA Astrophysics Data System (ADS)

Barnes, M.; Moore, D. J.; Scott, R. L.; MacBean, N.; Ponce-Campos, G. E.; Breshears, D. D.

2017-12-01

Both satellite observations and eddy covariance estimates provide crucial information about the Earth's carbon, water and energy cycles. Continuous measurements from flux towers facilitate exploration of the exchange of carbon dioxide, water and energy between the land surface and the atmosphere at fine temporal and spatial scales, while satellite observations can fill in the large spatial gaps of in-situ measurements and provide long-term temporal continuity. The Southwest (Southwest United States and Northwest Mexico) and other semi-arid regions represent a key uncertainty in interannual variability in carbon uptake. Comparisons of existing global upscaled gross primary production (GPP) products with flux tower data at sites across the Southwest show widespread mischaracterization of seasonality in vegetation carbon uptake, resulting in large (up to 200%) errors in annual carbon uptake estimates. Here, remotely sensed and distributed meteorological inputs are used to upscale GPP estimates from 25 Ameriflux towers across the Southwest to the regional scale using a machine learning approach. Our random forest model incorporates two novel features that improve the spatial and temporal variability in GPP. First, we incorporate a multi-scalar drought index at multiple timescales to account for differential seasonality between ecosystem types. Second, our machine learning algorithm was trained on twenty five ecologically diverse sites to optimize both the monthly variability in and the seasonal cycle of GPP. The product and its components will be used to examine drought impacts on terrestrial carbon cycling across the Southwest including the effects of drought seasonality and on carbon uptake. Our spatially and temporally continuous upscaled GPP product drawing from both ground and satellite data over the Southwest region helps us understand linkages between the carbon and water cycles in semi-arid ecosystems and informs predictions of vegetation response to future climate conditions.

Increase Return on Investment of Software Development Life Cycle by Managing the Risk - A Case Study

DTIC Science & Technology

2015-04-01

for increasing the return on investment during the Software Development Life Cycle ( SDLC ) through selected quantitative analyses employing both the...defect rate, return on investment (ROI), software development life cycle ( SDLC ) DE FE N SE A C Q U IS IT IO N UN IVERSITY ALU M N I A SSO C IATIO N R...becomes comfortable due to its intricacies and learning cycle. The same may be said with respect to software development life cycle ( SDLC ) management

The Development of Shared Mental Models during Air Battlespace Collective Training using Dispersed Networked Systems

DTIC Science & Technology

2009-10-01

participants. A day in the life of the MTDS CCD facility followed the cycle of PBED. The day began with mass briefings setting the context and overall...debriefings, beginning with a formation level debriefing. The final activity was a mass debriefing in which all participants ran through a...lessons learned and little of tech issues” - EXERCISE NORTHERN GOSHAWK Tornado GR4 • “ Mass debrief was very information with many tactical lessons being

Enabling Creative Learning Design through Semantic Technologies

ERIC Educational Resources Information Center

Charlton, Patricia; Magoulas, George; Laurillard, Diana

2012-01-01

The paper advocates an approach to learning design that considers it as creating digital artefacts that can be extended, modified and used for different purposes. This is realised through an "act becoming artefact" cycle, where users' actions in the authors' software environment, named Learning Designer, are automatically interpreted on…

Sound Science

ERIC Educational Resources Information Center

Sickel, Aaron J.; Lee, Michele H.; Pareja, Enrique M.

2010-01-01

How can a teacher simultaneously teach science concepts through inquiry while helping students learn about the nature of science? After pondering this question in their own teaching, the authors developed a 5E learning cycle lesson (Bybee et al. 2006) that concurrently embeds opportunities for fourth-grade students to (a) learn a science concept,…

Gender in the Management Education Classroom: A Collaborative Learning Journey

ERIC Educational Resources Information Center

Bilimoria, Diana; O'Neil, Deborah A.; Hopkins, Margaret M.; Murphy, Verena

2010-01-01

In this article, the authors describe a classroom incident and their subsequent learnings about effectively managing issues of gender diversity in an MBA course titled "Women in Organizations." The authors employ Kolb's learning cycle as a framework for describing the incident ("concrete experience"), reflecting on and discussing what occurred…

Development of a mathematical model of the human cardiovascular system: An educational perspective

NASA Astrophysics Data System (ADS)

Johnson, Bruce Allen

A mathematical model of the human cardiovascular system will be a useful educational tool in biological sciences and bioengineering classrooms. The goal of this project is to develop a mathematical model of the human cardiovascular system that responds appropriately to variations of significant physical variables. Model development is based on standard fluid statics and dynamics principles, pressure-volume characteristics of the cardiac cycle, and compliant behavior of blood vessels. Cardiac cycle phases provide the physical and logical model structure, and Boolean algebra links model sections. The model is implemented using VisSim, a highly intuitive and easily learned block diagram modeling software package. Comparisons of model predictions of key variables to published values suggest that the model reasonably approximates expected behavior of those variables. The model responds plausibly to variations of independent variables. Projected usefulness of the model as an educational tool is threefold: independent variables which determine heart function may be easily varied to observe cause and effect; the model is used in an interactive setting; and the relationship of governing equations to model behavior is readily viewable and intuitive. Future use of this model in classrooms may give a more reasonable indication of its value as an educational tool.* *This dissertation includes a CD that is multimedia (contains text and other applications that are not available in a printed format). The CD requires the following applications: CorelPhotoHouse, CorelWordPerfect, VisSinViewer (included on CD), Internet access.

Applying the Scholarship of Teaching and Learning: Student Perceptions, Behaviours and Success Online and Face-to-Face

ERIC Educational Resources Information Center

Horspool, Agi; Lange, Carsten

2012-01-01

This study compares student perceptions, learning behaviours and success in online and face-to-face versions of a Principles of Microeconomics course. It follows a Scholarship of Teaching and Learning (SoTL) approach by using a cycle of empirical analysis, reflection and action to improve the learning experience for students. The online course…

Life Span as the Measure of Performance and Learning in a Business Gaming Simulation

ERIC Educational Resources Information Center

Thavikulwat, Precha

2012-01-01

This study applies the learning curve method of measuring learning to participants of a computer-assisted business gaming simulation that includes a multiple-life-cycle feature. The study involved 249 participants. It verified the workability of the feature and estimated the participants' rate of learning at 17.4% for every doubling of experience.…

Assessment as Learning: Examining a Cycle of Teaching, Learning, and Assessment of Writing in the Portfolio-Based Classroom

ERIC Educational Resources Information Center

Lam, Ricky

2016-01-01

Assessment for learning has been extensively researched in the past two decades. However, its applications as a means of classroom-based assessment, especially for promoting teaching and learning of writing, have been underrepresented in English as a Foreign Language (EFL) portfolio settings. This paper aims to critically review the extent to…

STDP in lateral connections creates category-based perceptual cycles for invariance learning with multiple stimuli.

PubMed

Evans, Benjamin D; Stringer, Simon M

2015-04-01

Learning to recognise objects and faces is an important and challenging problem tackled by the primate ventral visual system. One major difficulty lies in recognising an object despite profound differences in the retinal images it projects, due to changes in view, scale, position and other identity-preserving transformations. Several models of the ventral visual system have been successful in coping with these issues, but have typically been privileged by exposure to only one object at a time. In natural scenes, however, the challenges of object recognition are typically further compounded by the presence of several objects which should be perceived as distinct entities. In the present work, we explore one possible mechanism by which the visual system may overcome these two difficulties simultaneously, through segmenting unseen (artificial) stimuli using information about their category encoded in plastic lateral connections. We demonstrate that these experience-guided lateral interactions robustly organise input representations into perceptual cycles, allowing feed-forward connections trained with spike-timing-dependent plasticity to form independent, translation-invariant output representations. We present these simulations as a functional explanation for the role of plasticity in the lateral connectivity of visual cortex.

Outcomes of a Self-Regulated Learning Curriculum Model

NASA Astrophysics Data System (ADS)

Peters-Burton, Erin E.

2015-10-01

The purpose of this study was to describe connections among students' views of nature of science in relation to the goals of a curriculum delivered in a unique setting, one where a researcher and two teachers collaborated to develop a course devoted to teaching students about how knowledge is built in science. Students proceeded through a cycle of self-regulated phases, forethought, performance, and self-reflection, during each segment of the curriculum: (a) independent research, (b) knowledge building in the discipline of science, and (c) a citizen science project. Student views were measured at the beginning and end of the course using epistemic network analysis. The pretest map reported student understanding of science as experimentation and indicated three clusters representing the durability of knowledge, empirical evidence, and habits of mind, which were loosely connected and represented knowledge generation as external to personal thinking. The posttest map displayed a broader understanding of scientific endeavors beyond experimentation, a shift toward personal knowledge generation, and indicated a larger number of connections among three more tightly oriented clusters: empirical evidence, habits of mind, and tentativeness. Implications include the potential to build curriculum that purposefully considers reinforcing cycles of learning of the nature of science in different contexts.

Chapter 5: Tertiary Short-Cycle Education in Bulgaria--In Search of Identity

ERIC Educational Resources Information Center

Slantcheva-Durst, Snejana; Ivanov, Stanislav

2010-01-01

This chapter traces the development of short-cycle higher education in Bulgaria. An emphasis is placed on (a) the evolution of nonuniversity short-cycle institutes and (b) the challenges of bridging the gap between secondary and higher education and creating links between vocational and academic learning pathways. The case study of Bulgaria may…

Analysing an Audit Cycle: A Critical Realist Account

ERIC Educational Resources Information Center

Boughey, Chrissie; McKenna, Sioux

2017-01-01

This paper reports on the use of a framework developed from Bhaskar's critical realism and Archer's social realism to analyse teaching- and learning-related data produced as a result of the first cycle of institutional audits in the South African higher education system. The use of the framework allows us to see what this cycle of audits did…

The Mantis Project.

ERIC Educational Resources Information Center

Palopoli, Maria L.

1998-01-01

Explains an integrated insect unit in which students learn about the characteristics, life cycle, and environment of an organism; learn about specific body structures; and make inferences about the body structure and behaviors of the insects. (DDR)

The Knowledge Race.

ERIC Educational Resources Information Center

Krell, Eric

2001-01-01

Shorter learning cycles for workers are a strategic advantage for most companies. Companies that complement product cycles with knowledge often employ four strategies: (1) early involvement in training, (2) conducive organizational structure, (3) innovative knowledge delivery, and (4) breadth of content. (JOW)

On-Line, Self-Learning, Predictive Tool for Determining Payload Thermal Response

NASA Technical Reports Server (NTRS)

Jen, Chian-Li; Tilwick, Leon

2000-01-01

This paper will present the results of a joint ManTech / Goddard R&D effort, currently under way, to develop and test a computer based, on-line, predictive simulation model for use by facility operators to predict the thermal response of a payload during thermal vacuum testing. Thermal response was identified as an area that could benefit from the algorithms developed by Dr. Jeri for complex computer simulations. Most thermal vacuum test setups are unique since no two payloads have the same thermal properties. This requires that the operators depend on their past experiences to conduct the test which requires time for them to learn how the payload responds while at the same time limiting any risk of exceeding hot or cold temperature limits. The predictive tool being developed is intended to be used with the new Thermal Vacuum Data System (TVDS) developed at Goddard for the Thermal Vacuum Test Operations group. This model can learn the thermal response of the payload by reading a few data points from the TVDS, accepting the payload's current temperature as the initial condition for prediction. The model can then be used as a predictive tool to estimate the future payload temperatures according to a predetermined shroud temperature profile. If the error of prediction is too big, the model can be asked to re-learn the new situation on-line in real-time and give a new prediction. Based on some preliminary tests, we feel this predictive model can forecast the payload temperature of the entire test cycle within 5 degrees Celsius after it has learned 3 times during the beginning of the test. The tool will allow the operator to play "what-if' experiments to decide what is his best shroud temperature set-point control strategy. This tool will save money by minimizing guess work and optimizing transitions as well as making the testing process safer and easier to conduct.

Fast temporal neural learning using teacher forcing

NASA Technical Reports Server (NTRS)

Toomarian, Nikzad (Inventor); Bahren, Jacob (Inventor)

1992-01-01

A neural network is trained to output a time dependent target vector defined over a predetermined time interval in response to a time dependent input vector defined over the same time interval by applying corresponding elements of the error vector, or difference between the target vector and the actual neuron output vector, to the inputs of corresponding output neurons of the network as corrective feedback. This feedback decreases the error and quickens the learning process, so that a much smaller number of training cycles are required to complete the learning process. A conventional gradient descent algorithm is employed to update the neural network parameters at the end of the predetermined time interval. The foregoing process is repeated in repetitive cycles until the actual output vector corresponds to the target vector. In the preferred embodiment, as the overall error of the neural network output decreasing during successive training cycles, the portion of the error fed back to the output neurons is decreased accordingly, allowing the network to learn with greater freedom from teacher forcing as the network parameters converge to their optimum values. The invention may also be used to train a neural network with stationary training and target vectors.

Fast temporal neural learning using teacher forcing

NASA Technical Reports Server (NTRS)

Toomarian, Nikzad (Inventor); Bahren, Jacob (Inventor)

1995-01-01

A neural network is trained to output a time dependent target vector defined over a predetermined time interval in response to a time dependent input vector defined over the same time interval by applying corresponding elements of the error vector, or difference between the target vector and the actual neuron output vector, to the inputs of corresponding output neurons of the network as corrective feedback. This feedback decreases the error and quickens the learning process, so that a much smaller number of training cycles are required to complete the learning process. A conventional gradient descent algorithm is employed to update the neural network parameters at the end of the predetermined time interval. The foregoing process is repeated in repetitive cycles until the actual output vector corresponds to the target vector. In the preferred embodiment, as the overall error of the neural network output decreasing during successive training cycles, the portion of the error fed back to the output neurons is decreased accordingly, allowing the network to learn with greater freedom from teacher forcing as the network parameters converge to their optimum values. The invention may also be used to train a neural network with stationary training and target vectors.

Downscaling Coarse Scale Microwave Soil Moisture Product using Machine Learning

NASA Astrophysics Data System (ADS)

Abbaszadeh, P.; Moradkhani, H.; Yan, H.

2016-12-01

Soil moisture (SM) is a key variable in partitioning and examining the global water-energy cycle, agricultural planning, and water resource management. It is also strongly coupled with climate change, playing an important role in weather forecasting and drought monitoring and prediction, flood modeling and irrigation management. Although satellite retrievals can provide an unprecedented information of soil moisture at a global-scale, the products might be inadequate for basin scale study or regional assessment. To improve the spatial resolution of SM, this work presents a novel approach based on Machine Learning (ML) technique that allows for downscaling of the satellite soil moisture to fine resolution. For this purpose, the SMAP L-band radiometer SM products were used and conditioned on the Variable Infiltration Capacity (VIC) model prediction to describe the relationship between the coarse and fine scale soil moisture data. The proposed downscaling approach was applied to a western US basin and the products were compared against the available SM data from in-situ gauge stations. The obtained results indicated a great potential of the machine learning technique to derive the fine resolution soil moisture information that is currently used for land data assimilation applications.

A novel comprehensive learning artificial bee colony optimizer for dynamic optimization biological problems.

PubMed

Su, Weixing; Chen, Hanning; Liu, Fang; Lin, Na; Jing, Shikai; Liang, Xiaodan; Liu, Wei

2017-03-01

There are many dynamic optimization problems in the real world, whose convergence and searching ability is cautiously desired, obviously different from static optimization cases. This requires an optimization algorithm adaptively seek the changing optima over dynamic environments, instead of only finding the global optimal solution in the static environment. This paper proposes a novel comprehensive learning artificial bee colony optimizer (CLABC) for optimization in dynamic environments problems, which employs a pool of optimal foraging strategies to balance the exploration and exploitation tradeoff. The main motive of CLABC is to enrich artificial bee foraging behaviors in the ABC model by combining Powell's pattern search method, life-cycle, and crossover-based social learning strategy. The proposed CLABC is a more bee-colony-realistic model that the bee can reproduce and die dynamically throughout the foraging process and population size varies as the algorithm runs. The experiments for evaluating CLABC are conducted on the dynamic moving peak benchmarks. Furthermore, the proposed algorithm is applied to a real-world application of dynamic RFID network optimization. Statistical analysis of all these cases highlights the significant performance improvement due to the beneficial combination and demonstrates the performance superiority of the proposed algorithm.

Prediction/discussion-based learning cycle versus conceptual change text: comparative effects on students' understanding of genetics

NASA Astrophysics Data System (ADS)

khawaldeh, Salem A. Al

2013-07-01

Background and purpose: The purpose of this study was to investigate the comparative effects of a prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT) and traditional instruction on 10th grade students' understanding of genetics concepts. Sample: Participants were 112 10th basic grade male students in three classes of the same school located in an urban area. The three classes taught by the same biology teacher were randomly assigned as a prediction/discussion-based learning cycle class (n = 39), conceptual change text class (n = 37) and traditional class (n = 36). Design and method: A quasi-experimental research design of pre-test-post-test non-equivalent control group was adopted. Participants completed the Genetics Concept Test as pre-test-post-test, to examine the effects of instructional strategies on their genetics understanding. Pre-test scores and Test of Logical Thinking scores were used as covariates. Results: The analysis of covariance showed a statistically significant difference between the experimental and control groups in the favor of experimental groups after treatment. However, no statistically significant difference between the experimental groups (HPD-LC versus CCT instruction) was found. Conclusions: Overall, the findings of this study support the use of the prediction/discussion-based learning cycle and conceptual change text in both research and teaching. The findings may be useful for improving classroom practices in teaching science concepts and for the development of suitable materials promoting students' understanding of science.

Every apple has a voice: using stable isotopes to teach about food sourcing and the water cycle

DOE PAGES

Oerter, Erik; Malone, Molly; Putman, Annie; ...

2017-01-01

Agricultural crops such as fruits take up irrigation and meteoric water and incorporate it into their tissue (fruit water) during growth, and the geographic origin of a fruit may be traced by comparing the H and O stable isotope composition ( δ 2H and δ 18O values) of fruit water to the global geospatial distribution of H and O stable isotopes in precipitation. This connection between common fruits and the global water cycle provides an access point to connect with a variety of demographic groups to educate about isotope hydrology and the water cycle. Within the context of a 1-daymore » outreach activity designed for a wide spectrum of participants (high school students, undergraduate students, high school science teachers) we developed introductory lecture materials, in-class participatory demonstrations of fruit water isotopic measurement in real time, and a computer lab exercise to couple actual fruit water isotope data with open-source online geospatial analysis software. Here, we assessed learning outcomes with pre- and post-tests tied to learning objectives, as well as participant feedback surveys. Results indicate that this outreach activity provided effective lessons on the basics of stable isotope hydrology and the water cycle. But, the computer lab exercise needs to be more specifically tailored to the abilities of each participant group. This pilot study provides a foundation for further development of outreach materials that can effectively engage a range of participant groups in learning about the water cycle and the ways in which humans modify the water cycle through agricultural activity.« less

Every apple has a voice: using stable isotopes to teach about food sourcing and the water cycle

NASA Astrophysics Data System (ADS)

Oerter, Erik; Malone, Molly; Putman, Annie; Drits-Esser, Dina; Stark, Louisa; Bowen, Gabriel

2017-07-01

Agricultural crops such as fruits take up irrigation and meteoric water and incorporate it into their tissue (fruit water) during growth, and the geographic origin of a fruit may be traced by comparing the H and O stable isotope composition (δ2H and δ18O values) of fruit water to the global geospatial distribution of H and O stable isotopes in precipitation. This connection between common fruits and the global water cycle provides an access point to connect with a variety of demographic groups to educate about isotope hydrology and the water cycle. Within the context of a 1-day outreach activity designed for a wide spectrum of participants (high school students, undergraduate students, high school science teachers) we developed introductory lecture materials, in-class participatory demonstrations of fruit water isotopic measurement in real time, and a computer lab exercise to couple actual fruit water isotope data with open-source online geospatial analysis software. We assessed learning outcomes with pre- and post-tests tied to learning objectives, as well as participant feedback surveys. Results indicate that this outreach activity provided effective lessons on the basics of stable isotope hydrology and the water cycle. However, the computer lab exercise needs to be more specifically tailored to the abilities of each participant group. This pilot study provides a foundation for further development of outreach materials that can effectively engage a range of participant groups in learning about the water cycle and the ways in which humans modify the water cycle through agricultural activity.

Every apple has a voice: using stable isotopes to teach about food sourcing and the water cycle

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

Oerter, Erik; Malone, Molly; Putman, Annie

Agricultural crops such as fruits take up irrigation and meteoric water and incorporate it into their tissue (fruit water) during growth, and the geographic origin of a fruit may be traced by comparing the H and O stable isotope composition ( δ 2H and δ 18O values) of fruit water to the global geospatial distribution of H and O stable isotopes in precipitation. This connection between common fruits and the global water cycle provides an access point to connect with a variety of demographic groups to educate about isotope hydrology and the water cycle. Within the context of a 1-daymore » outreach activity designed for a wide spectrum of participants (high school students, undergraduate students, high school science teachers) we developed introductory lecture materials, in-class participatory demonstrations of fruit water isotopic measurement in real time, and a computer lab exercise to couple actual fruit water isotope data with open-source online geospatial analysis software. Here, we assessed learning outcomes with pre- and post-tests tied to learning objectives, as well as participant feedback surveys. Results indicate that this outreach activity provided effective lessons on the basics of stable isotope hydrology and the water cycle. But, the computer lab exercise needs to be more specifically tailored to the abilities of each participant group. This pilot study provides a foundation for further development of outreach materials that can effectively engage a range of participant groups in learning about the water cycle and the ways in which humans modify the water cycle through agricultural activity.« less

Using innovative instructional technology to meet training needs in public health: a design process.

PubMed

Millery, Mari; Hall, Michelle; Eisman, Joanna; Murrman, Marita

2014-03-01

Technology and distance learning can potentially enhance the efficient and effective delivery of continuing education to the public health workforce. Public Health Training Centers collaborate with instructional technology designers to develop innovative, competency-based online learning experiences that meet pressing training needs and promote best practices. We describe one Public Health Training Center's online learning module design process, which consists of five steps: (1) identify training needs and priority competencies; (2) define learning objectives and identify educational challenges; (3) pose hypotheses and explore innovative, technology-based solutions; (4) develop and deploy the educational experience; and (5) evaluate feedback and outcomes to inform continued cycles of revision and improvement. Examples illustrate the model's application. These steps are discussed within the context of design practices in the fields of education, engineering, and public health. They incorporate key strategies from across these fields, including principles of programmatic design familiar to public health professionals, such as backward design. The instructional technology design process we describe provides a structure for the creativity, collaboration, and systematic strategies needed to develop online learning products that address critical training needs for the public health workforce.

Using a NIATx based local learning collaborative for performance improvement

PubMed Central

Roosa, Mathew; Scripa, Joseph S.; Zastowny, Thomas R.; Ford, James H.

2012-01-01

Local governments play an important role in improving substance abuse and mental health services. The structure of the local learning collaborative requires careful attention to old relationships and challenges local governmental leaders to help move participants from a competitive to collaborative environment. This study describes one county’s experience applying the NIATx process improvement model via a local learning collaborative. Local substance abuse and mental health agencies participated in two local learning collaboratives designed to improve client retention in substance abuse treatment and client access to mental health services. Results of changes implemented at the provider level on access and retention are outlined. The process of implementing evidence-based practices by using the Plan-Do-Study-Act rapid-cycle change is a powerful combination for change at the local level. Key lessons include: creating a clear plan and shared vision, recognizing that one size does not fit all, using data can help fuel participant engagement, a long collaborative may benefit from breaking it into smaller segments, and paying providers to offset costs of participation enhances their engagement. The experience gained in Onondaga County, New York, offers insights that serve as a foundation for using the local learning collaborative in other community-based organizations. PMID:21371751

A new method for teaching physical examination to junior medical students

PubMed Central

Sayma, Meelad; Williams, Hywel Rhys

2016-01-01

Introduction Teaching effective physical examination is a key component in the education of medical students. Preclinical medical students often have insufficient clinical knowledge to apply to physical examination recall, which may hinder their learning when taught through certain understanding-based models. This pilot project aimed to develop a method to teach physical examination to preclinical medical students using “core clinical cases”, overcoming the need for “rote” learning. Methods This project was developed utilizing three cycles of planning, action, and reflection. Thematic analysis of feedback was used to improve this model, and ensure it met student expectations. Results and discussion A model core clinical case developed in this project is described, with gout as the basis for a “foot and ankle” examination. Key limitations and difficulties encountered on implementation of this pilot are discussed for future users, including the difficulty encountered in “content overload”. Conclusion This approach aims to teach junior medical students physical examination through understanding, using a simulated patient environment. Robust research is now required to demonstrate efficacy and repeatability in the physical examination of other systems. PMID:26937208

Accounting for length-bias and selection effects in estimating the distribution of menstrual cycle length

PubMed Central

Lum, Kirsten J.; Sundaram, Rajeshwari; Louis, Thomas A.

2015-01-01

Prospective pregnancy studies are a valuable source of longitudinal data on menstrual cycle length. However, care is needed when making inferences of such renewal processes. For example, accounting for the sampling plan is necessary for unbiased estimation of the menstrual cycle length distribution for the study population. If couples can enroll when they learn of the study as opposed to waiting for the start of a new menstrual cycle, then due to length-bias, the enrollment cycle will be stochastically larger than the general run of cycles, a typical property of prevalent cohort studies. Furthermore, the probability of enrollment can depend on the length of time since a woman’s last menstrual period (a backward recurrence time), resulting in selection effects. We focus on accounting for length-bias and selection effects in the likelihood for enrollment menstrual cycle length, using a recursive two-stage approach wherein we first estimate the probability of enrollment as a function of the backward recurrence time and then use it in a likelihood with sampling weights that account for length-bias and selection effects. To broaden the applicability of our methods, we augment our model to incorporate a couple-specific random effect and time-independent covariate. A simulation study quantifies performance for two scenarios of enrollment probability when proper account is taken of sampling plan features. In addition, we estimate the probability of enrollment and the distribution of menstrual cycle length for the study population of the Longitudinal Investigation of Fertility and the Environment Study. PMID:25027273

Genome scale engineering techniques for metabolic engineering.

PubMed

Liu, Rongming; Bassalo, Marcelo C; Zeitoun, Ramsey I; Gill, Ryan T

2015-11-01

Metabolic engineering has expanded from a focus on designs requiring a small number of genetic modifications to increasingly complex designs driven by advances in genome-scale engineering technologies. Metabolic engineering has been generally defined by the use of iterative cycles of rational genome modifications, strain analysis and characterization, and a synthesis step that fuels additional hypothesis generation. This cycle mirrors the Design-Build-Test-Learn cycle followed throughout various engineering fields that has recently become a defining aspect of synthetic biology. This review will attempt to summarize recent genome-scale design, build, test, and learn technologies and relate their use to a range of metabolic engineering applications. Copyright © 2015 International Metabolic Engineering Society. Published by Elsevier Inc. All rights reserved.

A case study on modeling and independent practice cycles in teaching beginning science inquiry

NASA Astrophysics Data System (ADS)

Sadeghpour-Kramer, Margaret Ann Plattenberger

With increasing pressure to produce high standardized test scores, school systems will be looking for the surest ways to increase scores. Decision makers uninformed about the value of inquiry science may recommend more direct teaching methods and curricula in the hope that students will more quickly accumulate factual information for high test scores. This researcher and other proponents of inquiry science suggest that the best preparation for any test is the ability to use all available information and problem solving skills to think through to a solution. This study proposes to test the theory that inquiry problem solving skills need to be modeled and practiced in increasingly independent situations to be learned. Students tend to copy what they have been led to believe is correct, and to avoid continued copying, their skills must be applied in new situations requiring independent practice and improvement. This study follows ten sixth grade students, selected for maximum variation, as they participate in a series of five cycles of modeling and practicing inquiry science investigations as part of an ongoing unit on water quality. The cycles were designed to make the students increasingly independent in their use of inquiry. The results showed that all ten students made significant progress from copying teacher modeling in investigation #1 towards independent inquiry, with nine of the ten achieving acceptable to good beginning independent inquiry in investigation #5. Each case was analyzed independently using such case study methodology as pattern matching, case study protocols, and theoretical propositions. Constant comparison and other case study methods were used in a cross-case analysis. Eight cases confirmed a matching set of propositions and the hypothesis, in literal replication, and the other two cases confirmed a set of propositions and the hypothesis through theoretical replication. The study suggests to educators that repeated cycles of modeling and increasingly independent practice serve three purposes; first to develop independent inquiry skills by providing multiple opportunities with intermittent modeling, second to repeat the modeling initially in very similar situations and then encourage transfer to new situations, and third to provide repeated modeling for those students who do not grasp the concepts as quickly as do their classmates.

Systemic or Intra-Amygdala Infusion of the Benzodiazepine, Midazolam, Impairs Learning, but Facilitates Re-Learning to Inhibit Fear Responses in Extinction

ERIC Educational Resources Information Center

Hart, Genevra; Harris, Justin A.; Westbrook, R. Frederick

2010-01-01

A series of experiments used rats to study the effect of a systemic or intra-amygdala infusion of the benzodiazepine, midazolam, on learning and re-learning to inhibit context conditioned fear (freezing) responses. Rats were subjected to two context-conditioning episodes followed by extinction under drug or vehicle, or to two cycles of context…

Supporting Self-Improvement in Teaching, Literacy, Language and Numeracy. Tools for Staff Development. Module 3: Resources and the Learning Environment

ERIC Educational Resources Information Center

Basic Skills Agency, 2007

2007-01-01

In unit 1 we consider practical approaches to: (1) creating an effective learning environment; (2) selecting and using resources; (3) using ICT at different stages in the teaching and learning cycle; and (4) getting away from worksheets. Unit 2 looks at effective working with learning supporters and co-workers. [For related reports, see…

An Active, Reflective Learning Cycle for E-Commerce Classes: Learning about E-Commerce by Doing and Teaching

ERIC Educational Resources Information Center

Abrahams, Alan S.; Singh, Tirna

2010-01-01

Active, experiential learning is an important component in information systems education, ensuring that students gain an appreciation for both practical and theoretical information systems concepts. Typically, students in active, experiential classes engage in real world projects for commercial companies or not-for-profit organizations. In the…

An Emic Lens into Online Learning Environments in PPL in Undergraduate Dentistry

ERIC Educational Resources Information Center

Bridges, Susan

2015-01-01

Whilst face-to-face tutorial group interaction has been the focus of quantitative and qualitative studies in problem-based learning (PBL), little work has explored the independent learning phase of the PBL cycle from an interactionist perspective. An interactional ethnographic logic of inquiry guided collection and analysis of video recordings and…

Transformative Professional Development: Inquiry-Based College Science Teaching Institutes

ERIC Educational Resources Information Center

Zhao, Ningfeng; Witzig, Stephen B.; Weaver, Jan C.; Adams, John E.; Schmidt, Frank

2012-01-01

Two Summer Institutes funded by the National Science Foundation were held for current and future college science faculty. The overall goal was to promote learning and practice of inquiry-based college science teaching. We developed a collaborative and active learning format for participants that involved all phases of the 5E learning cycle of…

Learning in Later Life: An Introduction for Educators & Carers.

ERIC Educational Resources Information Center

Jarvis, Peter

This book, which incorporates information gathered through research in the United Kingdom and the United States, explores the nature and importance of learning throughout the human life cycle. The following are among the topics examined: (1) learning and third age education (the emergence of education for adults, third age education); (2) learning…

A Guided Discovery Approach for Learning Metabolic Pathways

ERIC Educational Resources Information Center

Schultz, Emeric

2005-01-01

Learning the wealth of information in metabolic pathways is both challenging and overwhelming for students. A step-by-step guided discovery approach to the learning of the chemical steps in gluconeogenesis and the citric acid cycle is described. This approach starts from concepts the student already knows, develops these further in a logical…

Beginning Teachers' Use of Resources to Enact and Learn from Ambitious Instruction

ERIC Educational Resources Information Center

Stroupe, David

2016-01-01

I investigated how five first-year teachers--all peers from the same science methods class framed around ambitious instruction--used resources to plan and learn in schools that promoted pedagogy anchored around information delivery. The participants engaged in different cycles of resource-driven learning based on the instructional framework they…

A Challenge-Feedback Learning Approach to Teaching International Business

ERIC Educational Resources Information Center

Sternad, Dietmar

2015-01-01

This article introduces a challenge-feedback learning (CFL) approach based on the goal-setting theory of human motivation, the deliberate practice theory of expert performance, and findings from the research on active and collaborative learning. The core of the teaching concept is the CFL cycle in which students repeatedly progress through four…

Teaching and Learning in Japan.

ERIC Educational Resources Information Center

Rohlen, Thomas P., Ed.; LeTendre, Gerald K., Ed.

The essays gathered in this volume are united by the common goal of understanding teaching and learning in Japan as it actually occurs. The essays seek to answer questions about the actual conduct of learning in different settings and at different points in the life cycle. This volume explores the expectations and associations found in specific…

A Novel Unsupervised Adaptive Learning Method for Long-Term Electromyography (EMG) Pattern Recognition

PubMed Central

Huang, Qi; Yang, Dapeng; Jiang, Li; Zhang, Huajie; Liu, Hong; Kotani, Kiyoshi

2017-01-01

Performance degradation will be caused by a variety of interfering factors for pattern recognition-based myoelectric control methods in the long term. This paper proposes an adaptive learning method with low computational cost to mitigate the effect in unsupervised adaptive learning scenarios. We presents a particle adaptive classifier (PAC), by constructing a particle adaptive learning strategy and universal incremental least square support vector classifier (LS-SVC). We compared PAC performance with incremental support vector classifier (ISVC) and non-adapting SVC (NSVC) in a long-term pattern recognition task in both unsupervised and supervised adaptive learning scenarios. Retraining time cost and recognition accuracy were compared by validating the classification performance on both simulated and realistic long-term EMG data. The classification results of realistic long-term EMG data showed that the PAC significantly decreased the performance degradation in unsupervised adaptive learning scenarios compared with NSVC (9.03% ± 2.23%, p < 0.05) and ISVC (13.38% ± 2.62%, p = 0.001), and reduced the retraining time cost compared with ISVC (2 ms per updating cycle vs. 50 ms per updating cycle). PMID:28608824

A Novel Unsupervised Adaptive Learning Method for Long-Term Electromyography (EMG) Pattern Recognition.

PubMed

Huang, Qi; Yang, Dapeng; Jiang, Li; Zhang, Huajie; Liu, Hong; Kotani, Kiyoshi

2017-06-13

Performance degradation will be caused by a variety of interfering factors for pattern recognition-based myoelectric control methods in the long term. This paper proposes an adaptive learning method with low computational cost to mitigate the effect in unsupervised adaptive learning scenarios. We presents a particle adaptive classifier (PAC), by constructing a particle adaptive learning strategy and universal incremental least square support vector classifier (LS-SVC). We compared PAC performance with incremental support vector classifier (ISVC) and non-adapting SVC (NSVC) in a long-term pattern recognition task in both unsupervised and supervised adaptive learning scenarios. Retraining time cost and recognition accuracy were compared by validating the classification performance on both simulated and realistic long-term EMG data. The classification results of realistic long-term EMG data showed that the PAC significantly decreased the performance degradation in unsupervised adaptive learning scenarios compared with NSVC (9.03% ± 2.23%, p < 0.05) and ISVC (13.38% ± 2.62%, p = 0.001), and reduced the retraining time cost compared with ISVC (2 ms per updating cycle vs. 50 ms per updating cycle).

From Innovation to Impact at Scale: Lessons Learned from a Cluster of Research-Community Partnerships

PubMed Central

Schindler, Holly S.; Fisher, Philip A.; Shonkoff, Jack P.

2017-01-01

This paper presents a description of how an interdisciplinary network of academic researchers, community-based programs, parents, and state agencies have joined together to design, test, and scale a suite of innovative intervention strategies rooted in new knowledge about the biology of adversity. Through a process of co-creation, collective pilot-testing, and the support of a measurement and evaluation hub, the Washington State Innovation Cluster is using rapid cycle, iterative learning to elucidate differential impacts of interventions designed to build child and caregiver capacities and address the developmental consequences of socioeconomic disadvantage. Key characteristics of the Innovation Cluster model are described and an example is presented of a video-coaching intervention that has been implemented, adapted, and evaluated through this distinctive, collaborative process. PMID:28777436

Development and Application of a Novel Rasch-based Methodology for Evaluating Multi-Tiered Assessment Instruments: Validation and utilization of an undergraduate diagnostic test of the water cycle

NASA Astrophysics Data System (ADS)

Romine, William L.; Schaffer, Dane L.; Barrow, Lloyd

2015-11-01

We describe the development and validation of a three-tiered diagnostic test of the water cycle (DTWC) and use it to evaluate the impact of prior learning experiences on undergraduates' misconceptions. While most approaches to instrument validation take a positivist perspective using singular criteria such as reliability and fit with a measurement model, we extend this to a multi-tiered approach which supports multiple interpretations. Using a sample of 130 undergraduate students from two colleges, we utilize the Rasch model to place students and items along traditional one-, two-, and three-tiered scales as well as a misconceptions scale. In the three-tiered and misconceptions scales, high confidence was indicative of mastery. In the latter scale, a 'misconception' was defined as mastery of an incorrect concept. We found that integrating confidence into mastery did little to change item functioning; however, three-tiered usage resulted in higher reliability and lower student ability estimates than two-tiered usage. The misconceptions scale showed high efficacy in predicting items on which particular students were likely to express misconceptions, and revealed several tenacious misconceptions that all students were likely to express regardless of ability. Previous coursework on the water cycle did little to change the prevalence of undergraduates' misconceptions.

Energetic Particles in the Inner Heliosphere

NASA Astrophysics Data System (ADS)

Malandraki, Olga

2016-07-01

Solar Energetic Particle (SEP) events are a key ingredient of Solar-Terrestrial Physics both for fundamental research and space weather applications. SEP events are the defining component of solar radiation storms, contribute to radio blackouts in polar regions and are related to many of the fastest Coronal Mass Ejections (CMEs) driving major geomagnetic storms. In addition to CMEs, SEPs are also related to flares. In this work, the current state of knowledge on the SEP field will be reviewed. Key issues to be covered and discussed include: the current understanding of the origin, acceleration and transport processes of SEPs at the Sun and in the inner heliosphere, lessons learned from multi-spacecraft SEP observations, statistical quantification of the comparison of solar events and SEP events of the current solar cycle 24 with previous solar cycles, causes of the solar-cycle variations in SEP fluencies and composition, theoretical work and current SEP acceleration models. Furthermore, the outstanding issues that constitute a knowledge gap in the field will be presented and discussed, as well as future directions and expected advances from the observational and modeling perspective, also in view of the unique observations provided by the upcoming Solar Orbiter and Solar Probe Plus missions. Acknowledgement: This project has received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 637324.

Life-Cycle Thinking in Inquiry-Based Sustainability Education--Effects on Students' Attitudes towards Chemistry and Environmental Literacy

ERIC Educational Resources Information Center

Juntunen, Marianne; Aksela, Maija

2013-01-01

The aim of the present study is to improve the quality of students' environmental literacy and sustainability education in chemistry teaching by combining the socio-scientific issue of life-cycle thinking with inquiry-based learning approaches. This case study presents results from an inquiry-based life-cycle thinking project: an interdisciplinary…

Proteomic Analysis of Rat Hippocampus under Simulated Microgravity

NASA Astrophysics Data System (ADS)

Wang, Yun; Li, Yujuan; Zhang, Yongqian; Liu, Yahui; Deng, Yulin

It has been found that microgravity may lead to impairments in cognitive functions performed by CNS. However, the exact mechanism of effects of microgravity on the learning and memory function in animal nervous system is not elucidated yet. Brain function is mainly mediated by membrane proteins and their dysfunction causes degeneration of the learning and memory. To induce simulated microgravity, the rat tail suspension model was established. Comparative O (18) labeling quantitative proteomic strategy was applied to detect the differentially expressed proteins in rat brain hippocampus. The proteins in membrane fraction from rat hippocampus were digested by trypsin and then the peptides were separated by off-gel for the first dimension with 24 wells device encompassing the pH range of 3 - 10. An off-gel fraction was subjected into LC-ESI-QTOF in triplicate. Preliminary results showed that nearly 77% of the peptides identified were specific to one fraction. 676 proteins were identified among which 108 proteins were found differentially expressed under simulated microgravity. Using the KOBAS server, many enriched pathways, such as metabolic pathway, synaptic vesicle cycle, endocytosis, calcium signaling pathway, and SNAREs pathway were identified. Furthermore, it has been found that neurotransmitter released by Ca (2+) -triggered synaptic vesicles fusion may play key role in neural function. Rab 3A might inhibit the membrane fusion and neurotransmitter release. The protein alteration of the synaptic vesicle cycle may further explain the effects of microgravity on learning and memory function in rats. Key words: Microgravity; proteomics; synaptic vesicle; O (18) ({}) -labeling

Breaking the Cycle of Illiteracy in America: Moving beyond the Status Quo.

ERIC Educational Resources Information Center

Edlund, Jenel K.

1992-01-01

Today's literacy crusade still emphasizes economic rather than humanistic reasons for literacy education. However, lasting change will come only through breaking the familial cycle of illiteracy, integrating improvement of work-based, family, and generic learning skills. (SK)

Transportation Life Cycle Assessment (LCA) Synthesis, Phase II

DOT National Transportation Integrated Search

2018-04-24

The Transportation Life Cycle Assessment (LCA) Synthesis includes an LCA Learning Module Series, case studies, and analytics on the use of the modules. The module series is a set of narrated slideshows on topics related to environmental LCA. Phase I ...

Unsupervised Feature Learning for Heart Sounds Classification Using Autoencoder

NASA Astrophysics Data System (ADS)

Hu, Wei; Lv, Jiancheng; Liu, Dongbo; Chen, Yao

2018-04-01

Cardiovascular disease seriously threatens the health of many people. It is usually diagnosed during cardiac auscultation, which is a fast and efficient method of cardiovascular disease diagnosis. In recent years, deep learning approach using unsupervised learning has made significant breakthroughs in many fields. However, to our knowledge, deep learning has not yet been used for heart sound classification. In this paper, we first use the average Shannon energy to extract the envelope of the heart sounds, then find the highest point of S1 to extract the cardiac cycle. We convert the time-domain signals of the cardiac cycle into spectrograms and apply principal component analysis whitening to reduce the dimensionality of the spectrogram. Finally, we apply a two-layer autoencoder to extract the features of the spectrogram. The experimental results demonstrate that the features from the autoencoder are suitable for heart sound classification.

Adaptive and pathological inhibition of neuroplasticity associated with circadian rhythms and sleep.

PubMed

Heller, H Craig; Ruby, Norman F; Rolls, Asya; Makam, Megha; Colas, Damien

2014-06-01

The circadian system organizes sleep and wake through imposing a daily cycle of sleep propensity on the organism. Sleep has been shown to play an important role in learning and memory. Apart from the daily cycle of sleep propensity, however, direct effects of the circadian system on learning and memory also have been well documented. Many mechanistic components of the memory consolidation process ranging from the molecular to the systems level have been identified and studied. The question that remains is how do these various processes and components work together to produce cycles of increased and decreased learning abilities, and why should there be times of day when neural plasticity appears to be restricted? Insights into this complex problem can be gained through investigations of the learning disabilities caused by circadian disruption in Siberian hamsters and by aneuploidy in Down's syndrome mice. A simple working hypothesis that has been explored in this work is that the observed learning disabilities are due to an altered excitation/inhibition balance in the CNS. Excessive inhibition is the suspected cause of deficits in memory consolidation. In this article we present the evidence that excessive inhibition in these cases of learning disability involves GABAergic neurotransmission, that treatment with GABA receptor inhibitors can reverse the learning disability, and that the efficacy of the treatment is time sensitive coincident with the major daily sleep phase, and that it depends on sleep. The evidence we present leads us to hypothesize that a function of the circadian system is to reduce neuroplasticity during the daily sleep phase when processes of memory consolidation are taking place. PsycINFO Database Record (c) 2014 APA, all rights reserved.

[New trends in the evaluation of mathematics learning disabilities. The role of metacognition].

PubMed

Miranda-Casas, A; Acosta-Escareño, G; Tarraga-Minguez, R; Fernández, M I; Rosel-Remírez, J

2005-01-15

The current trends in the evaluation of mathematics learning disabilities (MLD), based on cognitive and empirical models, are oriented towards combining procedures involving the criteria and the evaluation of cognitive and metacognitive processes, associated to performance in mathematical tasks. The objective of this study is to analyse the metacognitive skills of prediction and evaluation in performing maths tasks and to compare metacognitive performance among pupils with MLD and younger pupils without MLD, who have the same level of mathematical performance. Likewise, we analyse these pupils' desire to learn. Subjects and methods. We compare a total of 44 pupils from the second cycle of primary education (8-10 years old) with and without mathematics learning disabilities. Significant differences are observed between pupils with and without mathematics learning disabilities in their capacity to predict and assess all of the tasks evaluated. As regards their 'desire to learn', no significant differences were found between pupils with and without MLD, which indicated that those with MLD assess their chances of successfully performing maths tasks in the same way as those without MLD. Finally, the findings reveal a similar metacognitive profile in pupils with MLD and the younger pupils with no mathematics learning disabilities. In future studies we consider it important to analyse the influence of the socio-affective belief system in the use of metacognitive skills.

Understanding the complexity of redesigning care around the clinical microsystem.

PubMed

Barach, P; Johnson, J K

2006-12-01

The microsystem is an organizing design construct in which social systems cut across traditional discipline boundaries. Because of its interdisciplinary focus, the clinical microsystem provides a conceptual and practical framework for simplifying complex organizations that deliver care. It also provides an important opportunity for organizational learning. Process mapping and microworld simulation may be especially useful for redesigning care around the microsystem concept. Process mapping, in which the core processes of the microsystem are delineated and assessed from the perspective of how the individual interacts with the system, is an important element of the continuous learning cycle of the microsystem and the healthcare organization. Microworld simulations are interactive computer based models that can be used as an experimental platform to test basic questions about decision making misperceptions, cause-effect inferences, and learning within the clinical microsystem. Together these tools offer the user and organization the ability to understand the complexity of healthcare systems and to facilitate the redesign of optimal outcomes.

Closing the Summer Learning Gap for Vulnerable Learners: An Exploratory Study of a Summer Literacy Programme for Kindergarten Children At-Risk for Reading Difficulties

ERIC Educational Resources Information Center

Graham, Ashley; McNamara, John K.; Van Lankveld, Jackie

2011-01-01

School summer vacation may create a significant gap in the learning cycle. Such a gap may be particularly detrimental for vulnerable children such as those with lower academic achievement due to learning and language disabilities, lower socio-economic environments or learning in a language other than their native language. The current exploratory…

The EDP-5E

ERIC Educational Resources Information Center

Lottero-Perdue, Pamela; Bolotin, Sonja; Benyameen, Ruth; Brock, Erin; Metzger, Ellen

2015-01-01

Many preservice and practicing elementary teachers are familiar with the 5E learning cycle. This cycle provides a relatively simple, alliteratively memorable framework for teaching science in which lessons (or even entire units of instruction) consist of five distinct phases: Engagement, Exploration, Explanation, Elaboration/Extension (hereafter,…

Examining Teachers' Understanding of the Mathematical Learning Progression through Vertical Articulation during Lesson Study

ERIC Educational Resources Information Center

Suh, Jennifer; Seshaiyer, Padmanabhan

2015-01-01

This study examines elementary- and middle-grade teachers' understanding of the mathematical learning progression as they participated in a 6-month professional learning project. Teachers participated in a professional development project that consisted of a 1-week summer content-focused institute with school-based follow-up Lesson Study cycles in…

Promoting Collaboration in a Project-Based E-Learning Context

ERIC Educational Resources Information Center

Papanikolaou, Kyparisia; Boubouka, Maria

2011-01-01

In this paper we investigate the value of collaboration scripts for promoting metacognitive knowledge in a project-based e-learning context. In an empirical study, 82 students worked individually and in groups on a project using the e-learning environment MyProject, in which the life cycle of a project is inherent. Students followed a particular…

Learning with Web-Based Interactive Objects: An Investigation into Student Perceptions of Effectiveness

ERIC Educational Resources Information Center

Salajan, Florin D.; Perschbacher, Susanne; Cash, Mindy; Talwar, Reena; El-Badrawy, Wafa; Mount, Greg J.

2009-01-01

In its efforts to continue the modernization of its curriculum, the Faculty of Dentistry at the University of Toronto has developed a series of web-based interactive learning applications. This article presents the production cycle of these new interactive learning objects and the preliminary study conducted to measure the students' perception of…

Using Narrative-Based Design Scaffolds within a Mobile Learning Environment to Support Learning Outdoors with Young Children

ERIC Educational Resources Information Center

Seely, Brian J.

2015-01-01

This study aims to advance learning outdoors with mobile devices. As part of the ongoing Tree Investigators design-based research study, this research investigated a mobile application to support observation, identification, and explanation of the tree life cycle within an authentic, outdoor setting. Recognizing the scientific and conceptual…

School-University Action Research: Impacts on Teaching Practices and Pupil Learning

ERIC Educational Resources Information Center

Attorps, Iiris; Kellner, Eva

2017-01-01

The aim of this article is to describe a design and implementation of a school-university action research project about teaching and learning biology and mathematics in primary school. Nine teachers in grades 1 to 6, in collaboration with two researchers, were using content representation (CoRe) in learning study (LS)-inspired cycle as pedagogical…

The Fish Kill Mystery: Learning about Aquatic Communities

ERIC Educational Resources Information Center

Kosal, Erica F.

2004-01-01

This paper presents a case where students can learn about aquatic communities. In this case, students speculate on what may have caused a major fish kill in an estuary in North Carolina. In the process, they explore how land runoff and excess nutrients affect aquatic communities. They also learn about the complex life cycle of the dinoflagellate…

Now You See It: Using Documentation to Make Learning Visible in LCs

ERIC Educational Resources Information Center

Mino, Jack J.

2014-01-01

The practice of documentation is discussed as a means of making learning visible in the LC classroom. A documentation heuristic consisting of a four-stage cycle was used to capture, analyze and report what Bass and Eynon (2009) refer to as the "visible evidence of invisible learning" (p. 5). A variety of documentation samples are…

The Temporal Attentive Observation (TAO) Scale: Development of an Instrument to Assess Attentive Behavior Sequences during Serious Gameplay

ERIC Educational Resources Information Center

Folkestad, James E.; McKernan, Brian; Train, Stephanie; Martey, Rosa Mikeal; Rhodes, Matthew G.; Kenski, Kate; Shaw, Adrienne; Stromer-Galley, Jennifer; Clegg, Benjamin A.; Strzalkowski, Tomek

2018-01-01

The engaging nature of video games has intrigued learning professionals attempting to capture and retain learners' attention. Designing learning interventions that not only capture the learner's attention, but also are designed around the natural cycle of attention will be vital for learning. This paper introduces the temporal attentive…

The Whole World Guide to Language Learning.

ERIC Educational Resources Information Center

Marshall, Terry

An in situ or "on location" approach to language learning is presented for people going abroad for an extended period of time. The approach features two components: (1) the use of a mentor (native speaker who lives in the community and serves as a guide); and (2) the "daily learning cycle" of planning, practicing, communicating face-to-face, and…

The Challenges of Establishing Social Learning Spaces at a Johannesburg University Student Residence: Student Views

ERIC Educational Resources Information Center

Agherdien, Najma; Petersen, Nadine

2016-01-01

This article reports on two cycles of a Participatory Action Research (PAR) study on student experiences of the process of establishing social learning spaces in a Johannesburg university student residence. We draw on Wenger's (2009) notion of "social learning spaces" to explore the manner in which students mediate their social and…

Embedding Research in a Field-Based Module through Peer Review and Assessment for Learning

ERIC Educational Resources Information Center

Nicholson, Dawn T.

2011-01-01

A case study is presented of embedding research in a final year undergraduate, field-based, physical geography module. The approach is holistic, whereby research-based learning activities simulate the full life cycle of research from inception through to peer review and publication. The learning, teaching and assessment strategy emphasizes the…

Cognitive Presence in Virtual Collaborative Learning: Assessing and Improving Critical Thinking in Online Discussion Forums

ERIC Educational Resources Information Center

Beckmann, Jennifer; Weber, Peter

2016-01-01

Purpose: The purpose of this study is to introduce a virtual collaborative learning setting called "Net Economy", which we established as part of an international learning network of currently six universities, and present our approach to continuously improve the course in each cycle. Design/ Methodology/Approach: Using the community of…

Wiki and Digital Video Use in Strategic Interaction-Based Experiential EFL Learning

ERIC Educational Resources Information Center

Dehaan, Jonathan; Johnson, Neil H.; Yoshimura, Noriko; Kondo, Takako

2012-01-01

This paper details the use of a free and access-controlled wiki as the learning management system for a four-week teaching module designed to improve the oral communication skills of Japanese university EFL students. Students engaged in repeated experiential learning cycles of planning, doing, observing, and evaluating their performance of a role…

Every Apple has a Voice: Using Stable Isotope Hydrology to Teach about Food Sourcing and the Water Cycle

NASA Astrophysics Data System (ADS)

Oerter, E.; Malone, M.; Putman, A.; Stark, L. A.; Bowen, G. J.

2016-12-01

Agricultural crops such as fruits take up irrigation and meteoric water and incorporate it into their tissue ("fruit water") during growth, and the geographic origin of a fruit may be traced by comparing the H and O stable isotope composition (δ2H and δ18O values) of fruit water to the global geospatial distribution of H and O stable isotopes in precipitation. This connection between common fruits and the global water cycle provides an access point to connect with a variety of demographic groups to educate about isotope hydrology and the water cycle. Within the context of a one-day outreach activity designed for a wide spectrum of participants (high school students, undergraduate students, high school science teachers) we developed introductory lecture materials, in-class participatory demonstrations of fruit water isotopic measurement in real time, and a computer lab exercise to couple actual fruit water isotope data with open-source on-line geospatial analysis software. We assessed learning outcomes with pre- and post-tests tied to learning objectives, as well as participant feedback surveys. Results indicate that this outreach activity provided effective lessons on the basics of stable isotope hydrology and the water cycle. The introductory lecture and demonstration components were received, on average, uniformly well by the various participant groups. However, the computer lab exercise needs to be more specifically tailored to the abilities of each demographic group. This pilot study provides a foundation for further development of outreach materials that can effectively engage a range of participant groups in learning about the water cycle and the ways in which humans modify the water cycle through agricultural activity.

The emerging role of large eddy simulation in industrial practice: challenges and opportunities.

PubMed

Hutton, A G

2009-07-28

That class of methods for treating turbulence gathered under the banner of large eddy simulation is poised to enter mainstream engineering practice. There is a growing body of evidence that such methods offer a significant stretch in industrial capability over solely Reynolds-averaged Navier-Stokes (RANS)-based modelling. A key enabling development will be the adaptation of innovative processor architectures, resulting from the huge investment in the gaming industry, to engineering analysis. This promises to reduce the computational burden to practicable levels. However, there are many lessons to be learned from the history of the past three decades. These lessons should be analysed in order to inform, if not modulate, the unfolding of this next cycle in the development of industrial modelling capability. This provides the theme for this paper, which is written very much from the standpoint of the informed practitioner rather than the innovator; someone with a strong motivation to improve significantly the competence with which industrial turbulent flows are treated. It is asserted that the reliable deployment of the methodology in the industrial context will prove to be a knowledge-based discipline, as was the case with RANS-based modelling, if not more so. The community at large should collectively make great efforts to put in place that knowledge base from which best practice advice can be derived at the very start of this cycle of advancement and continue to enrich it as the cycle progresses.

Learning topography with Tangible Landscape games

NASA Astrophysics Data System (ADS)

Petrasova, A.; Tabrizian, P.; Harmon, B. A.; Petras, V.; Millar, G.; Mitasova, H.; Meentemeyer, R. K.

2017-12-01

Understanding topography and its representations is crucial for correct interpretation and modeling of surface processes. However, novice earth science and landscape architecture students often find reading topographic maps challenging. As a result, many students struggle to comprehend more complex spatial concepts and processes such as flow accumulation or sediment transport.We developed and tested a new method for teaching hydrology, geomorphology, and grading using Tangible Landscape—a tangible interface for geospatial modeling. Tangible Landscape couples a physical and digital model of a landscape through a real-time cycle of hands-on modeling, 3D scanning, geospatial computation, and projection. With Tangible Landscape students can sculpt a projection-augmented topographic model of a landscape with their hands and use a variety of tangible objects to immediately see how they are changing geospatial analytics such as contours, profiles, water flow, or landform types. By feeling and manipulating the shape of the topography, while seeing projected geospatial analytics, students can intuitively learn about 3D topographic form, its representations, and how topography controls physical processes. Tangible Landscape is powered by GRASS GIS, an open source geospatial platform with extensive libraries for geospatial modeling and analysis. As such, Tangible Landscape can be used to design a wide range of learning experiences across a large number of geoscience disciplines.As part of a graduate level course that teaches grading, 16 students participated in a series of workshops, which were developed as serious games to encourage learning through structured play. These serious games included 1) diverting rain water to a specified location with minimal changes to landscape, 2) building different combinations of landforms, and 3) reconstructing landscapes based on projected contour information with feedback.In this poster, we will introduce Tangible Landscape, and describe the games and their implementation. We will then present preliminary results of a user experience survey we conducted as part of the workshops. All developed materials and software are open source and available online.

Reverse engineering model structures for soil and ecosystem respiration: the potential of gene expression programming

NASA Astrophysics Data System (ADS)

Ilie, Iulia; Dittrich, Peter; Carvalhais, Nuno; Jung, Martin; Heinemeyer, Andreas; Migliavacca, Mirco; Morison, James I. L.; Sippel, Sebastian; Subke, Jens-Arne; Wilkinson, Matthew; Mahecha, Miguel D.

2017-09-01

Accurate model representation of land-atmosphere carbon fluxes is essential for climate projections. However, the exact responses of carbon cycle processes to climatic drivers often remain uncertain. Presently, knowledge derived from experiments, complemented by a steadily evolving body of mechanistic theory, provides the main basis for developing such models. The strongly increasing availability of measurements may facilitate new ways of identifying suitable model structures using machine learning. Here, we explore the potential of gene expression programming (GEP) to derive relevant model formulations based solely on the signals present in data by automatically applying various mathematical transformations to potential predictors and repeatedly evolving the resulting model structures. In contrast to most other machine learning regression techniques, the GEP approach generates readable models that allow for prediction and possibly for interpretation. Our study is based on two cases: artificially generated data and real observations. Simulations based on artificial data show that GEP is successful in identifying prescribed functions, with the prediction capacity of the models comparable to four state-of-the-art machine learning methods (random forests, support vector machines, artificial neural networks, and kernel ridge regressions). Based on real observations we explore the responses of the different components of terrestrial respiration at an oak forest in south-eastern England. We find that the GEP-retrieved models are often better in prediction than some established respiration models. Based on their structures, we find previously unconsidered exponential dependencies of respiration on seasonal ecosystem carbon assimilation and water dynamics. We noticed that the GEP models are only partly portable across respiration components, the identification of a general terrestrial respiration model possibly prevented by equifinality issues. Overall, GEP is a promising tool for uncovering new model structures for terrestrial ecology in the data-rich era, complementing more traditional modelling approaches.

Mistake of Having Students Be Mendeleev Just for a Day

ERIC Educational Resources Information Center

Criswell, Brett

2007-01-01

The study describes a new methodology and learning cycle, which will give a better understanding of the periodic table to the students. The students following the cycle have now started focusing more on the chemical instead of physical properties when developing their schemes.

The Kolb learning cycle in American Board of Surgery In-Training Exam remediation: the Accelerated Clinical Education in Surgery course.

PubMed

Kosir, Mary Ann; Fuller, Lisa; Tyburski, James; Berant, Lisa; Yu, Minghuan

2008-11-01

Surgical training integrates the 4 steps of the Kolb learning cycle. Residents who scored at 30th percentile or less on the American Board of Surgery In-Training Exam (ABSITE) were enrolled in the Accelerated Clinical Education in Surgery (ACES) course that incorporated the Kolb cycle. For concrete experience, Surgical Education and Self-Assessment Program (SESAP-13) was completed according to the syllabus. For reflective consideration, further reading was done on SESAP 13 topics and corresponding ABSITE Keywords. For the abstract hypotheses step; these keywords and topics were reviewed with the mentor. Active testing involved a required weekly on-line quiz based on the syllabus. Correct scores on the ABSITE increased for 78.6% of residents in the ACES course, with 28.6% scoring 30th percentile or greater. Senior percent correct scores increased by 7.3% and junior percentile scores by 12.5%. Remediation using the Kolb cycle improved ABSITE performance for a majority of participants.

Plant a Potato--Learn about Life (and Death).

ERIC Educational Resources Information Center

Furman, Erna

1990-01-01

Discusses a method by which young children learn about life and death by studying plants. Plants are used because their life cycle has minimal emotional significance to the children. Parent involvement, teacher attitudes, and experiences with the method are discussed. (DG)

Measuring CO[subscript 2

ERIC Educational Resources Information Center

Taterka, Bruce; Cory, Rose M.

2016-01-01

This article presents simple tools and concepts to engage students in inquiry-based learning about the carbon cycle, thawing permafrost, and climate change. The lessons focus on learning in Earth science, environmental science, chemistry, and biology and align with the "Next Generation Science Standards".

The Inner Clock: A New Timepiece for Learning.

ERIC Educational Resources Information Center

Brooks, Andree

1980-01-01

The author suggests the use of chronobiology--the body's 24-hour cycle rhythms--to chart children's physical, emotional, and mental reactions in order to more realistically and productively structure learning activities. This exercise also involves math and science skills. (KC)

Leader Development: The Importance of Communication, Trust, and Legacy

DTIC Science & Technology

2014-06-13

Toyota Way were the spirit of challenge, kaizen (constantly improve performance), genchi genbutsu (philosophy of how leaders make decisions...the results will follow. Take responsibility for helping people advance through self-developing learning cycle. 3. Support Daily Kaizen : learn how

Sound-Making Actions Lead to Immediate Plastic Changes of Neuromagnetic Evoked Responses and Induced β-Band Oscillations during Perception.

PubMed

Ross, Bernhard; Barat, Masihullah; Fujioka, Takako

2017-06-14

Auditory and sensorimotor brain areas interact during the action-perception cycle of sound making. Neurophysiological evidence of a feedforward model of the action and its outcome has been associated with attenuation of the N1 wave of auditory evoked responses elicited by self-generated sounds, such as talking and singing or playing a musical instrument. Moreover, neural oscillations at β-band frequencies have been related to predicting the sound outcome after action initiation. We hypothesized that a newly learned action-perception association would immediately modify interpretation of the sound during subsequent listening. Nineteen healthy young adults (7 female, 12 male) participated in three magnetoencephalographic recordings while first passively listening to recorded sounds of a bell ringing, then actively striking the bell with a mallet, and then again listening to recorded sounds. Auditory cortex activity showed characteristic P1-N1-P2 waves. The N1 was attenuated during sound making, while P2 responses were unchanged. In contrast, P2 became larger when listening after sound making compared with the initial naive listening. The P2 increase occurred immediately, while in previous learning-by-listening studies P2 increases occurred on a later day. Also, reactivity of β-band oscillations, as well as θ coherence between auditory and sensorimotor cortices, was stronger in the second listening block. These changes were significantly larger than those observed in control participants (eight female, five male), who triggered recorded sounds by a key press. We propose that P2 characterizes familiarity with sound objects, whereas β-band oscillation signifies involvement of the action-perception cycle, and both measures objectively indicate functional neuroplasticity in auditory perceptual learning. SIGNIFICANCE STATEMENT While suppression of auditory responses to self-generated sounds is well known, it is not clear whether the learned action-sound association modifies subsequent perception. Our study demonstrated the immediate effects of sound-making experience on perception using magnetoencephalographic recordings, as reflected in the increased auditory evoked P2 wave, increased responsiveness of β oscillations, and enhanced connectivity between auditory and sensorimotor cortices. The importance of motor learning was underscored as the changes were much smaller in a control group using a key press to generate the sounds instead of learning to play the musical instrument. The results support the rapid integration of a feedforward model during perception and provide a neurophysiological basis for the application of music making in motor rehabilitation training. Copyright © 2017 the authors 0270-6474/17/375948-12$15.00/0.

Novel synaptic memory device for neuromorphic computing

NASA Astrophysics Data System (ADS)

Mandal, Saptarshi; El-Amin, Ammaarah; Alexander, Kaitlyn; Rajendran, Bipin; Jha, Rashmi

2014-06-01

This report discusses the electrical characteristics of two-terminal synaptic memory devices capable of demonstrating an analog change in conductance in response to the varying amplitude and pulse-width of the applied signal. The devices are based on Mn doped HfO2 material. The mechanism behind reconfiguration was studied and a unified model is presented to explain the underlying device physics. The model was then utilized to show the application of these devices in speech recognition. A comparison between a 20 nm × 20 nm sized synaptic memory device with that of a state-of-the-art VLSI SRAM synapse showed ~10× reduction in area and >106 times reduction in the power consumption per learning cycle.

Accounting for length-bias and selection effects in estimating the distribution of menstrual cycle length.

PubMed

Lum, Kirsten J; Sundaram, Rajeshwari; Louis, Thomas A

2015-01-01

Prospective pregnancy studies are a valuable source of longitudinal data on menstrual cycle length. However, care is needed when making inferences of such renewal processes. For example, accounting for the sampling plan is necessary for unbiased estimation of the menstrual cycle length distribution for the study population. If couples can enroll when they learn of the study as opposed to waiting for the start of a new menstrual cycle, then due to length-bias, the enrollment cycle will be stochastically larger than the general run of cycles, a typical property of prevalent cohort studies. Furthermore, the probability of enrollment can depend on the length of time since a woman's last menstrual period (a backward recurrence time), resulting in selection effects. We focus on accounting for length-bias and selection effects in the likelihood for enrollment menstrual cycle length, using a recursive two-stage approach wherein we first estimate the probability of enrollment as a function of the backward recurrence time and then use it in a likelihood with sampling weights that account for length-bias and selection effects. To broaden the applicability of our methods, we augment our model to incorporate a couple-specific random effect and time-independent covariate. A simulation study quantifies performance for two scenarios of enrollment probability when proper account is taken of sampling plan features. In addition, we estimate the probability of enrollment and the distribution of menstrual cycle length for the study population of the Longitudinal Investigation of Fertility and the Environment Study. Published by Oxford University Press 2014. This work is written by (a) US Government employee(s) and is in the public domain in the US.

On the Creation, Utility and Sustaining of Rare Diseases Research Networks: Lessons learned from the Urea Cycle Disorders Consortium, the Japanese Urea Cycle Disorders Consortium and the European Registry and Network for Intoxication Type Metabolic Diseases.

PubMed

Summar, Marshall L; Endo, Fumio; Kölker, Stefan

2014-01-01

The past two decades has seen a rapid expansion in the scientific and public interest in rare diseases and their treatment. One consequence of this has been the formation of registries/longitudinal natural history studies for these disorders. Given the expense and effort needed to develop and maintain such programs, we describe our experience with three linked registries on the same disease group, urea cycle disorders. The Urea Cycle Disorders Consortium (UCDC) was formed in the U.S. in 2003 in response to a request for application from the National Institutes of Health (NIH); the European Registry and Network for Intoxication Type Metabolic Diseases (E-IMD) was formed in 2011 in response to a request for applications from the Directorate-General for Health and Consumers (DG SANCO) of the EU; and the Japanese Urea Cycle Disorders Consortium (JUCDC) was founded in 2012 as a sister organization to the UCDC and E-IMD. The functions of these groups are to collect natural history data, educate the professional and lay population, develop and test new treatments, and establish networks of excellence for the care for these disorders. The UCDC and JUCDC focus exclusively on urea cycle disorders while the E-IMD includes patients with urea cycle disorders and organic acidurias. More than 1400 patients have been enrolled in the three consortia, and numerous projects have been developed and joint meetings held including an international UCDC/E-IMD/JUCDC Urea Cycle meeting in Barcelona in 2013. This article summarizes some of the experiences from the three groups regarding formation, funding, and models for sustainability. Copyright © 2014 Elsevier Inc. All rights reserved.

On the Creation, Utility and Sustaining of Rare Diseases Research Networks: Lessons learned from the Urea Cycle Disorders Consortium, the Japanese Urea Cycle Disorders Consortium and the European Registry and Network for Intoxication Type Metabolic Diseases

PubMed Central

Summar, Marshall L.; Endo, Fumio; Kölker, Stefan

2016-01-01

The past two decades has seen a rapid expansion in the scientific and public interest in rare diseases and their treatment. One consequence of this has been the formation of registries/longitudinal natural history studies for these disorders. Given the expense and effort needed to develop and maintain such programs, we describe our experience with three linked registries on the same disease group, urea cycle disorders. The Urea Cycle Disorders Consortium (UCDC) was formed in the U.S. in 2003 in response to a request for application from the National Institutes of Health (NIH); the European Registry and Network for Intoxication Type Metabolic Diseases (E-IMD) was formed in 2011 in response to a request for applications from the Directorate-General for Health and Consumers (DG SANCO) of the EU; and the Japanese Urea Cycle Disorders Consortium (JUCDC) was founded in 2012 as a sister organization to the UCDC and E-IMD. The functions of these groups are to collect natural history data, educate the professional and lay population, develop and test new treatments, and establish networks of excellence for the care for these disorders. The UCDC and JUCDC focus exclusively on urea cycle disorders while the E-IMD includes patients with urea cycle disorders and organic acidurias. More than 1400 patients have been enrolled in the three consortia, and numerous projects have been developed and joint meetings held including an international UCDC/E-IMD/JUCDC Urea Cycle meeting in Barcelona in 2013. This article summarizes some of the experiences from the three groups regarding formation, funding, and models for sustainability. PMID:25261246

The FOT tool kit concept

NASA Technical Reports Server (NTRS)

Fatig, Michael

1993-01-01

Flight operations and the preparation for it has become increasingly complex as mission complexities increase. Further, the mission model dictates that a significant increase in flight operations activities is upon us. Finally, there is a need for process improvement and economy in the operations arena. It is therefore time that we recognize flight operations as a complex process requiring a defined, structured, and life cycle approach vitally linked to space segment, ground segment, and science operations processes. With this recognition, an FOT Tool Kit consisting of six major components designed to provide tools to guide flight operations activities throughout the mission life cycle was developed. The major components of the FOT Tool Kit and the concepts behind the flight operations life cycle process as developed at NASA's GSFC for GSFC-based missions are addressed. The Tool Kit is therefore intended to increase productivity, quality, cost, and schedule performance of the flight operations tasks through the use of documented, structured methodologies; knowledge of past lessons learned and upcoming new technology; and through reuse and sharing of key products and special application programs made possible through the development of standardized key products and special program directories.

Big data driven cycle time parallel prediction for production planning in wafer manufacturing

NASA Astrophysics Data System (ADS)

Wang, Junliang; Yang, Jungang; Zhang, Jie; Wang, Xiaoxi; Zhang, Wenjun Chris

2018-07-01

Cycle time forecasting (CTF) is one of the most crucial issues for production planning to keep high delivery reliability in semiconductor wafer fabrication systems (SWFS). This paper proposes a novel data-intensive cycle time (CT) prediction system with parallel computing to rapidly forecast the CT of wafer lots with large datasets. First, a density peak based radial basis function network (DP-RBFN) is designed to forecast the CT with the diverse and agglomerative CT data. Second, the network learning method based on a clustering technique is proposed to determine the density peak. Third, a parallel computing approach for network training is proposed in order to speed up the training process with large scaled CT data. Finally, an experiment with respect to SWFS is presented, which demonstrates that the proposed CTF system can not only speed up the training process of the model but also outperform the radial basis function network, the back-propagation-network and multivariate regression methodology based CTF methods in terms of the mean absolute deviation and standard deviation.

Sex and estrous cycle-dependent changes in neurosteroid and benzodiazepine effects on food consumption and plus-maze learning behaviors in rats.

PubMed

Reddy, D S; Kulkarni, S K

1999-01-01

Experiments were designed to investigate the influence of estrous cycle and gender of the rat on the effects of a gamma-aminobutyric acid type A (GABA(A)) receptor active neurosteroid, 3alpha-hydroxy-5alpha-pregnan-20-one (allopregnanolone), the benzodiazepine, triazolam, and a GABA(A) receptor antagonistic neurosteroid, delta5-androsten-3beta-ol-17-one sulfate (dehydroepiandrosterone sulfate), on food intake and elevated plus-maze learning behaviors. Allopregnanolone (0.25 mg/kg, s.c.) and triazolam (0.25 mg/kg, i.p.) produced a hyperphagic effect, while dehydroepiandrosterone sulfate (5 mg/kg, s.c.) elicited an anorectic effect. However, allopregnanolone was more potent in diestrous females, whereas triazolam exhibited significantly higher hyperphagic potency in estrus females. The extent of anorexia following dehydroepiandrosterone sulfate was alike in male and female rats. The triazolam- and allopregnanolone-induced hyperphagic effect was blocked by bicuculline (1 mg/kg, i.p.), a selective GABA(A) receptor antagonist. In contrast to triazolam, the hyperphagic effect of allopregnanolone was insensitive to flumazenil (5 mg/kg, i.p.), a benzodiazepine antagonist. Vehicle-treated diestrous rats displayed moderately higher latencies in the elevated plus-maze learning task than estrus or proestrus females. Although allopregnanolone and triazolam elicited equipotent learning deficits in plus-maze learning in male and female rats, the magnitude of impairment-induced by triazolam was significantly higher in diestrous females than proestrus females. Dehydroepiandrosterone sulfate enhanced memory performance only in male rats. Although the use of the elevated plus-maze as a learning paradigm with benzodiazepines and neurosteroids may be sensitive to changes in anxiety, the differential data suggest that neurosteroid-induced effects are at least partly specific to learning behavior. These results confirm the role of estrous cycle and sex of rats in modifying the potency of neurosteroids and benzodiazepines on food consumption and learning and memory processes.

A case study of translating ACGME practice-based learning and improvement requirements into reality: systems quality improvement projects as the key component to a comprehensive curriculum.

PubMed

Tomolo, A M; Lawrence, R H; Aron, D C

2009-10-01

In 2002, the Accreditation Council for Graduate Medical Education (ACGME) introduced a new requirement: residents must demonstrate competency in Practice-Based Learning and Improvement (PBLI). Training in this domain is still not consistently integrated into programmes, with few, if any, adequately going beyond knowledge of basic content and addressing all components of the requirement. To summarise the implementation of a PBLI curriculum designed to address all components of the requirement and to evaluate the impact on the practice system. A case-study approach was used for identifying and evaluating the steps for delivering the curriculum, along with the Model for Improvement's successive Plan-Do-Study-Act (PDSA) cycles (July 2004-May 2006). Notes from curriculum development meetings, notes and presentation slides made by teams about their projects, resident curriculum exit evaluations curriculum and interviews. Residents reported high levels of comfort by applying PBLI-related knowledge and skills and that the curriculum improved their ability to do various PBLI tasks. The involvement of multiple stakeholders increased. Twelve of the 15 teams' suggestions with practical systems-relevant outcomes were implemented and sustained beyond residents' project periods. While using the traditional PDSA cycles was helpful, there were limitations. A PBLI curriculum that is centred around practice-based quality improvement projects can fulfil the objectives of this ACGME competency while accomplishing sustained outcomes in quality improvement. A comprehensive curriculum is an investment but offers organisational rewards. We propose a more realistic and informative representation of rapid PDSA cycle changes.

A case study of translating ACGME practice-based learning and improvement requirements into reality: systems quality improvement projects as the key component to a comprehensive curriculum.

PubMed

Tomolo, A M; Lawrence, R H; Aron, D C

2009-06-01

In 2002, the Accreditation Council for Graduate Medical Education (ACGME) introduced a new requirement: residents must demonstrate competency in Practice-Based Learning and Improvement (PBLI). Training in this domain is still not consistently integrated into programmes, with few, if any, adequately going beyond knowledge of basic content and addressing all components of the requirement. To summarise the implementation of a PBLI curriculum designed to address all components of the requirement and to evaluate the impact on the practice system. A case-study approach was used for identifying and evaluating the steps for delivering the curriculum, along with the Model for Improvement's successive Plan-Do-Study-Act (PDSA) cycles (July 2004-May 2006). Notes from curriculum development meetings, notes and presentation slides made by teams about their projects, resident curriculum exit evaluations curriculum and interviews. Residents reported high levels of comfort by applying PBLI-related knowledge and skills and that the curriculum improved their ability to do various PBLI tasks. The involvement of multiple stakeholders increased. Twelve of the 15 teams' suggestions with practical systems-relevant outcomes were implemented and sustained beyond residents' project periods. While using the traditional PDSA cycles was helpful, there were limitations. A PBLI curriculum that is centred around practice-based quality improvement projects can fulfil the objectives of this ACGME competency while accomplishing sustained outcomes in quality improvement. A comprehensive curriculum is an investment but offers organisational rewards. We propose a more realistic and informative representation of rapid PDSA cycle changes.

Comprehensive Multicenter Graduate Surgical Education Initiative Incorporating Entrustable Professional Activities, Continuous Quality Improvement Cycles, and a Web-Based Platform to Enhance Teaching and Learning.

PubMed

Anderson, Cheryl I; Basson, Marc D; Ali, Muhammad; Davis, Alan T; Osmer, Robert L; McLeod, Michael K; Haan, Pam S; Molnar, Robert G; Peshkepija, Andi N; Hardaway, John C; Chojnacki, Karen A; Pfeifer, Christopher C; Gauvin, Jeffrey M; Jones, Mark W; Mansour, M Ashraf

2018-07-01

It is increasingly important for faculty to teach deliberately and provide timely, detailed, and formative feedback on surgical trainee performance. We initiated a multicenter study to improve resident evaluative processes and enhance teaching and learning behaviors while engaging residents in their education. Faculty from 7 US postgraduate training programs rated resident operative performances using the perioperative briefing, intraoperative teaching, debriefing model, and rated patient visits/academic performances using the entrustable professional activities model via a web-based platform. Data were centrally analyzed and iterative changes made based on participant feedback, individual preferences, and database refinements, with trends addressed using the Plan, Do, Check, Act improvement methodology. Participants (92 surgeons, 150 residents) submitted 3,880 assessments during July 2014 through September 2017. Evidence of preoperative briefings improved from 33.9% ± 2.5% to 95.5% ± 1.5% between April and September 2014 compared with April and September 2017 (p < 0.001). Postoperative debriefings improved from 10.6% ± 2.7% to 90.2% ± 2.5% (p < 0.001) for the same period. Meaningful self-reflection by residents improved from 28.6% to 67.4% (p < 0.001). The number of assessments received per resident during a 6-month period increased from 6.4 ± 6.2 to 13.4 ± 10.1 (p < 0.003). Surgeon-entered assessments increased from 364 initially to 685 in the final period, and the number of resident assessments increased from 308 to 445. We showed a 4-fold increase in resident observed activities being rated. By adopting recognized educational models with repeated Plan, Do, Check, Act cycles, we increased the quality of preoperative learning objectives, showed more frequent, detailed, and timely assessments of resident performance, and demonstrated more effective self-reflection by residents. We monitored trends, identified opportunities for improvement and successfully sustained those improvements over time, applying a team-based approach. Copyright © 2018 American College of Surgeons. Published by Elsevier Inc. All rights reserved.

[Modeling of carbon cycling in terrestrial ecosystem: a review].

PubMed

Mao, Liuxi; Sun, Yanling; Yan, Xiaodong

2006-11-01

Terrestrial carbon cycling is one of the important issues in global change research, while carbon cycling modeling has become a necessary method and tool in understanding this cycling. This paper reviewed the research progress in terrestrial carbon cycling, with the focus on the basic framework of simulation modeling, two essential models of carbon cycling, and the classes of terrestrial carbon cycling modeling, and analyzed the present situation of terrestrial carbon cycling modeling. It was pointed out that the future research direction could be based on the biophysical modeling of dynamic vegetation, and this modeling could be an important component in the earth system modeling.

Unraveling the Process and Meaning of Problem-Based Learning Experiences

ERIC Educational Resources Information Center

Takahashi, Satoru; Saito, Eisuke

2013-01-01

This paper investigates the process and meaning of problem-based learning (PBL) that students may experience. The Project Cycle Management method was taught and utilised as an instrument of PBL at a Japanese women's college over a period of 5 years. The study closely examined what and how students learned in PBL from the perspectives of cognitive,…

Turning Difficulties into Possibilities: Engaging Roma Families and Students in School through Dialogic Learning

ERIC Educational Resources Information Center

Flecha, Ramón; Soler, Marta

2013-01-01

Schools and communities may have a key role in reversing the cycle of inequality that the Roma suffer in Europe. Aiming at reducing existing inequalities, dialogic learning aims to ensure high levels of academic learning for all children, by involving the whole community through egalitarian dialogue. Less well known are the implications of this…

Enabling Active Learning. Conference Programme and Abstracts of the Association for Learning Technology Conference (1st, Hull, England, United Kingdom, September 19-21, 1994).

ERIC Educational Resources Information Center

Heath, Simon, Ed.

This program for the 1994 Association for Learning Technology Conference provides a conference schedule and summarizes the presentations of the discussion workshops, hands-on workshops, live demonstrations, and poster sessions. Abstracts of the following papers presented at the conference are included: "The Conceptualisation Cycle" (J.…

Improving pedagogic competence using an e-learning approach for pre-service mathematics teachers

NASA Astrophysics Data System (ADS)

Retnowati, E.; Murdiyani, N. M.; Marsigit; Sugiman; Mahmudi, A.

2018-03-01

This article reported a classroom action research that was aimed to improve student’s pedagogic competence during a course namely Methods of Mathematics Instruction. An asynchronous e-learning approach was provided as supplementary material to the main lecture. This e-learning consisted of selected references and educational website addresses and also facilitated online discussions about various methods of mathematics instructions. The subject was twenty-six pre-service teachers in the Department of Mathematics Education, Yogyakarta State University, Indonesia, conducted by the researchers. The research completed three cycles, where each cycle consisted of plan-action-reflection. Through observation, documentation, and interview, it was concluded that asynchronous e-learning might be used to improve pedagogic competence when direct instruction is also applied in the classroom. Direct instruction in this study provided review, explanation, scheme, and examples which could be used by students to select relevant resources in the e-learning portal. Moreover, the pedagogic competence improved after students accomplished assignments to identify aspects of pedagogic instruction either from analyzing videos in e-learning course or simulating in the classroom with direct commentaries. Supporting factors were enthusiasm, discipline, and interactions among students and lecturer that were built throughout the lectures.

Teaching science to science teachers: Lessons taught and lessons learned

NASA Astrophysics Data System (ADS)

Douglas, E. M.; Hashimoto-Martell, E. A.; Balicki, S.; Oglavie, D. R.

2009-12-01

The Boston Science Partnership has created a comprehensive set of graduate courses that immerse teachers in the science topics most relevant to their teaching practices. In these courses, teachers become students of science, developing their conceptual understandings through scientific inquiry. All courses are co-taught by a university faculty and teacher leaders from the Boston Public Schools. Each course provides contextual linkages between the science content and the standards-based curriculum of the Boston Public School district. One of the most relevant science topics to teachers and students of all disciplines is climate change. This served as the overarching theme for our course delivered during summer 2008 and 2009. This course focused on weather and the pivotal role that water and solar radiation play in the exchange of energy at the Earth's surface. Basic concepts such as the behavior of gases, energy flow, density changes, phase changes, heat capacities, and thermal convection were applied to examine short-term weather and water dynamics and longer-term impacts on global warming and climate change. The course was designed to embrace the 7E learning cycle and instructional model, as proposed by Eisenkraft in his landmark 2003 Science Teacher article. This inquiry-based instructional model builds upon prior conceptions and engages the learner in activities in which they begin to construct meaning of a concept prior to being given an explanation. Each day focused on an essential topic related to weather and climate change, and experiential learning was our main objective. There were many successes and challenges with our course. Twenty-five participants were enrolled, and all had different background knowledge and skill sets. Additionally, their level of teaching varied greatly, from K-12, so the level of depth with which to learn the content in order to bring it back to their classrooms varied a great deal as well. Therefore differentiating instruction for our diverse participants was a constant challenge for us as instructors. In summer 2008, the course was organized so that fundamentals (chemistry, heat transfer, convection, physics) were taught in the first week and then applied in broader topics (water cycle, carbon cycle, weather and precipitation) in the second week. Learning these fundamentals was challenging for many teachers. Furthermore, the organization of topics caused frustration because there was not enough connection to the broader concepts of the course. In summer 2009, we rearranged the topics and interwove fundamentals with contextual topics within each week. We found this approach to be more successful in engaging and educating the teachers. The most successful activities were often the simplest to organize. Valuable instructional strategies included daily assessments in the form of morning quizzes, keeping a class website with all course materials, and centering the major project of the course around a lesson that teachers would design for their particular context. We saw a dramatic improvement in pre- and post-assessment test scores, with the class average increasing from 58% (pre-test) to 95% (post-test).

System Engineering the Space Infrared Interferometric Telescope (SPIRIT)

NASA Technical Reports Server (NTRS)

Hyde, Tristram T.; Leisawitz, David T.; Rinehart, Stephen

2007-01-01

The Space Infrared Interferometric Telescope (SPIRIT) was designed to accomplish three scientific objectives: (1) learn how planetary systems form from protostellar disks and how they acquire their inhomogeneous chemical composition; (2) characterize the family of extrasolar planetary systems by imaging the structure in debris disks to understand how and where planets of different types form; and (3) learn how high-redshift galaxies formed and merged to form the present-day population of galaxies. SPIRIT will accomplish these objectives through infrared observations with a two aperture interferometric instrument. This paper gives an overview of SPIRIT design and operation, and how the three design cycle concept study was completed. The error budget for several key performance values allocates tolerances to all contributing factors, and a performance model of the spacecraft plus instrument system demonstrates meeting those allocations with margin.

Collaborative Philippine-Canadian Action Cycles for Strategic International Coastal Ecohealth

ERIC Educational Resources Information Center

Watts, Paul David; Pajaro, Marivic Gosamo

2014-01-01

Canadian-Philippine linkages on multi-year coastal Action Research and learning cycles are detailed within established participatory development strategies. Philippine sustainable development is further considered as a function of inter-jurisdictional considerations, and reflexive role shifts for academe. An organizational process is outlined to…

The Knowing Organization as Learning Organization.

ERIC Educational Resources Information Center

Choo, Chun Wei

2001-01-01

In organizational knowledge cycles there is continuous flow of information between sensemaking, knowledge creation, and decision making. The outcome of information use in one provides the context and resources for use in another. The example of the World Health Organization's smallpox eradication program illustrates a continuous cycle of…

Using a NIATx based local learning collaborative for performance improvement.

PubMed

Roosa, Mathew; Scripa, Joseph S; Zastowny, Thomas R; Ford, James H

2011-11-01

Local governments play an important role in improving substance abuse and mental health services. The structure of the local learning collaborative requires careful attention to old relationships and challenges local governmental leaders to help move participants from a competitive to collaborative environment. This study describes one county's experience applying the NIATx process improvement model via a local learning collaborative. Local substance abuse and mental health agencies participated in two local learning collaboratives designed to improve client retention in substance abuse treatment and client access to mental health services. Results of changes implemented at the provider level on access and retention are outlined. The process of implementing evidence-based practices by using the Plan-Do-Study-Act rapid-cycle change is a powerful combination for change at the local level. Key lessons include: creating a clear plan and shared vision, recognizing that one size does not fit all, using data can help fuel participant engagement, a long collaborative may benefit from breaking it into smaller segments, and paying providers to offset costs of participation enhances their engagement. The experience gained in Onondaga County, New York, offers insights that serve as a foundation for using the local learning collaborative in other community-based organizations. Copyright © 2011 Elsevier Ltd. All rights reserved.

Lessons Learned from Developing a Patient Engagement Panel: An OCHIN Report.

PubMed

Arkind, Jill; Likumahuwa-Ackman, Sonja; Warren, Nate; Dickerson, Kay; Robbins, Lynn; Norman, Kathy; DeVoe, Jennifer E

2015-01-01

There is renewed interest in patient engagement in clinical and research settings, creating a need for documenting and publishing lessons learned from efforts to meaningfully engage patients. This article describes early lessons learned from the development of OCHIN's Patient Engagement Panel (PEP). OCHIN supports a national network of more than 300 community health centers (CHCs) and other primary care settings that serve over 1.5 million patients annually across nearly 20 states. The PEP was conceived in 2009 to harness the CHC tradition of patient engagement in this new era of patient-centered outcomes research and to ensure that patients were engaged throughout the life cycle of our research projects, from conception to dissemination. Developed by clinicians and researchers within our practice-based research network, recruitment of patients to serve as PEP members began in early 2012. The PEP currently has a membership of 18 patients from 3 states. Over the past 24 months, the PEP has been involved with 12 projects. We describe developing the PEP and challenges and lessons learned (eg, recruitment, funding model, creating value for patient partners, compensation). These lessons learned are relevant not only for research but also for patient engagement in quality improvement efforts and other clinical initiatives. © Copyright 2015 by the American Board of Family Medicine.

Pursuing common agendas: a collaborative model for knowledge translation between research and practice in clinical settings.

PubMed

Baumbusch, Jennifer L; Kirkham, Sheryl Reimer; Khan, Koushambhi Basu; McDonald, Heather; Semeniuk, Pat; Tan, Elsie; Anderson, Joan M

2008-04-01

There is an emerging discourse of knowledge translation that advocates a shift away from unidirectional research utilization and evidence-based practice models toward more interactive models of knowledge transfer. In this paper, we describe how our participatory approach to knowledge translation developed during an ongoing program of research concerning equitable care for diverse populations. At the core of our approach is a collaborative relationship between researchers and practitioners, which underpins the knowledge translation cycle, and occurs simultaneously with data collection/analysis/synthesis. We discuss lessons learned including: the complexities of translating knowledge within the political landscape of healthcare delivery, the need to negotiate the agendas of researchers and practitioners in a collaborative approach, and the kinds of resources needed to support this process.

AstraZeneca and Covance Laboratories Clinical Bioanalysis Alliance: an evolutionary outsourcing model.

PubMed

Arfvidsson, Cecilia; Severin, Paul; Holmes, Victoria; Mitchell, Richard; Bailey, Christopher; Cape, Stephanie; Li, Yan; Harter, Tammy

2017-08-01

The AstraZeneca and Covance Laboratories Clinical Bioanalysis Alliance (CBioA) was launched in 2011 after a period of global economic recession. In this challenging environment, AstraZeneca elected to move to a full and centralized outsourcing model that could optimize the number of people supporting bioanalytical work and reduce the analytical cost. This paper describes the key aspects of CBioA, the innovative operational model implemented, and our ways of ensuring this was much more than simply a cost reduction exercise. As we have recently passed the first 5-year cycle, this paper also summarizes some of the concluding benefits, wins and lessons learned, and how we now plan to extend and develop the relationship even further moving into a new clinical laboratory partnership.

Inhalation Toxicity of Bisphenol A and Its Effect on Estrous Cycle, Spatial Learning, and Memory in Rats upon Whole-Body Exposure

PubMed Central

Chung, Yong Hyun; Han, Jeong Hee; Lee, Sung-Bae; Lee, Yong-Hoon

2017-01-01

Bisphenol A (BPA) is a monomer used in a polymerization reaction in the production of polycarbonate plastics. It has been used in many consumer products, including plastics, polyvinyl chloride, food packaging, dental sealants, and thermal receipts. However, there is little information available on the inhalation toxicity of BPA. Therefore, the aim of this study was to determine its inhalation toxicity and effects on the estrous cycle, spatial learning, and memory. Sprague-Dawley rats were exposed to 0, 10, 30, and 90 mg/m3 BPA, 6 hr/day, 5 days/week for 8 weeks via whole-body inhalation. Mortality, clinical signs, body weight, hematology, serum chemistry, estrous cycle parameters, performance in the Morris water maze test, and organ weights, as well as gross and histopathological findings, were compared between the control and BPA exposure groups. Statistically significant changes were observed in serum chemistry and organ weights upon exposure to BPA. However, there was no BPA-related toxic effect on the body weight, food consumption, hematology, serum chemistry, organ weights, estrous cycle, performance in the Morris water maze test, or gross or histopathological lesions in any male or female rats in the BPA exposure groups. In conclusion, the results of this study suggested that the no observable adverse effect level (NOAEL) for BPA in rats is above 90 mg/m3/6 hr/day, 5 days/week upon 8-week exposure. Furthermore, BPA did not affect the estrous cycle, spatial learning, or memory in rats. PMID:28503266

Action research and millennials: Improving pedagogical approaches to encourage critical thinking.

PubMed

Erlam, Gwen; Smythe, Liz; Wright-St Clair, Valerie

2018-02-01

This article examines the effects of intergenerational diversity on pedagogical practice in nursing education. While generational cohorts are not entirely homogenous, certain generational features do emerge. These features may require alternative approaches in educational design in order to maximize learning for millennial students. Action research is employed with undergraduate millennial nursing students (n=161) who are co-researchers in that they are asked for changes in current simulation environments which will improve their learning in the areas of knowledge acquisition, skill development, critical thinking, and communication. These changes are put into place and a re-evaluation of the effectiveness of simulation progresses through three action cycles. Millennials, due to a tendency for risk aversion, may gravitate towards more supportive learning environments which allow for free access to educators. This tendency is mitigated by the educator modeling expected behaviors, followed by student opportunity to repeat the behavior. Millennials tend to prefer to work in teams, see tangible improvement, and employ strategies to improve inter-professional communication. This research highlights the need for nurse educators working in simulation to engage in critical discourse regarding the adequacy and effectiveness of current pedagogy informing simulation design. Pedagogical approaches which maximize repetition, modeling, immersive feedback, and effective communication tend to be favored by millennial students. Copyright © 2017 Elsevier Ltd. All rights reserved.

Fukushima Daiichi Information Repository FY13 Status

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

Smith, Curtis; Phelan, Cherie; Schwieder, Dave

The accident at the Fukushima Daiichi nuclear power station in Japan is one of the most serious in commercial nuclear power plant operating history. Much will be learned that may be applicable to the U.S. reactor fleet, nuclear fuel cycle facilities, and supporting systems, and the international reactor fleet. For example, lessons from Fukushima Daiichi may be applied to emergency response planning, reactor operator training, accident scenario modeling, human factors engineering, radiation protection, and accident mitigation; as well as influence U.S. policies towards the nuclear fuel cycle including power generation, and spent fuel storage, reprocessing, and disposal. This document describesmore » the database used to establish a centralized information repository to store and manage the Fukushima data that has been gathered. The data is stored in a secured (password protected and encrypted) repository that is searchable and available to researchers at diverse locations.« less

Geochemical, Genetic, and Community Controls on Mercury

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

Wall, Judy D.

2014-11-10

The sulfate-reducing bacteria (SRB) are soil bacteria that share two common characteristics, strict anaerobiosis and the ability to respire sulfate. The metabolic activities of these bacteria play significant roles in the global sulfur cycle, anaerobic degradation of biomass, biological metal corrosion in the environment and, recently, degradation of toxic compounds. The accumulation of evidence suggests these bacteria are also key to the production of the neurotoxin methylmercury in environmental settings. We propose to use our experience with the development of genetics in sulfate-reducing bacteria of the genus Desulfovibrio to create mutations that will eliminate the methylation of mercury, thereby identifyingmore » the genes essential for this process. This information may allow the environmental monitoring of the mercury methylation potential to learn the location and quantity of the production this toxin. From these data, more accurate predictive models of mercury cycling can be generated.« less

Participatory action research: involving students in parent education.

PubMed

Fowler, Cathrine; Wu, Cynthia; Lam, Winsome

2014-01-01

Competition for scarce clinical placements has increased requiring new and innovative models to be developed to meet the growing need. A participatory action research project was used to provide a community nursing clinical experience of involvement in parent education. Nine Hong Kong nursing students self-selected to participate in the project to implement a parenting program called Parenting Young Children in a Digital World. Three project cycles were used: needs identification, skills development and program implementation. Students were fully involved in each cycle's planning, action and reflection phase. Qualitative and quantitative data were collected to inform the project. The overall outcome of the project was the provision of a rich and viable clinical placement experience that created significant learning opportunities for the students and researchers. This paper will explore the student's participation in this PAR project as an innovative clinical practice opportunity. Copyright © 2013 Elsevier Ltd. All rights reserved.

A Driving Cycle Detection Approach Using Map Service API

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

Zhu, Lei; Gonder, Jeffrey D

Following advancements in smartphone and portable global positioning system (GPS) data collection, wearable GPS data have realized extensive use in transportation surveys and studies. The task of detecting driving cycles (driving or car-mode trajectory segments) from wearable GPS data has been the subject of much research. Specifically, distinguishing driving cycles from other motorized trips (such as taking a bus) is the main research problem in this paper. Many mode detection methods only focus on raw GPS speed data while some studies apply additional information, such as geographic information system (GIS) data, to obtain better detection performance. Procuring and maintaining dedicatedmore » road GIS data are costly and not trivial, whereas the technical maturity and broad use of map service application program interface (API) queries offers opportunities for mode detection tasks. The proposed driving cycle detection method takes advantage of map service APIs to obtain high-quality car-mode API route information and uses a trajectory segmentation algorithm to find the best-matched API route. The car-mode API route data combined with the actual route information, including the actual mode information, are used to train a logistic regression machine learning model, which estimates car modes and non-car modes with probability rates. The experimental results show promise for the proposed method's ability to detect vehicle mode accurately.« less

Project Interface Requirements Process Including Shuttle Lessons Learned

NASA Technical Reports Server (NTRS)

Bauch, Garland T.

2010-01-01

Most failures occur at interfaces between organizations and hardware. Processing interface requirements at the start of a project life cycle will reduce the likelihood of costly interface changes/failures later. This can be done by adding Interface Control Documents (ICDs) to the Project top level drawing tree, providing technical direction to the Projects for interface requirements, and by funding the interface requirements function directly from the Project Manager's office. The interface requirements function within the Project Systems Engineering and Integration (SE&I) Office would work in-line with the project element design engineers early in the life cycle to enhance communications and negotiate technical issues between the elements. This function would work as the technical arm of the Project Manager to help ensure that the Project cost, schedule, and risk objectives can be met during the Life Cycle. Some ICD Lessons Learned during the Space Shuttle Program (SSP) Life Cycle will include the use of hardware interface photos in the ICD, progressive life cycle design certification by analysis, test, & operations experience, assigning interface design engineers to Element Interface (EI) and Project technical panels, and linking interface design drawings with project build drawings

JGI's Carbon Cycling Studies on Restored Marshes

ScienceCinema

Tringe, Susannah; Theroux, Susanna

2018-02-14

DOE Joint Genome Institute Metagenome Program Head, Susannah Tringe, and postdoc, Susie Theroux, discuss the lessons to be learned from studying the microbial diversity of marshes that have been converted to other uses, and are now being restored, as well as the potential impacts on the global carbon cycle.

The UMR Conception Cycle of Vocational School Students in Solving Linear Equation

ERIC Educational Resources Information Center

Li, Shao-Ying; Leon, Shian

2013-01-01

The authors designed instruments from theories and literatures. Data were collected throughout remedial teaching processes and interviewed with vocational school students. By SOLO (structure of the observed learning outcome) taxonomy, the authors made the UMR (unistructural-multistructural-relational sequence) conception cycle of the formative and…

Autoradiography and the Cell Cycle.

ERIC Educational Resources Information Center

Jones, C. Weldon

1992-01-01

Outlines the stages of a cell biology "pulse-chase" experiment in which the students apply autoradiography techniques to learn about the concept of the cell cycle. Includes (1) seed germination and plant growth; (2) radioactive labeling and fixation of root tips; (3) feulgen staining of root tips; (4) preparation of autoradiograms; and…

Growth Cycles of Brain and Mind.

ERIC Educational Resources Information Center

Rose, Samuel P.; Fischer, Kurt W.

1998-01-01

Whereas prior conceptions treated cognitive development as a sequence of stages, current research points to recurring growth cycles between birth and age 30. Each recurrence produces a new capacity for thinking and learning grounded in an expanded, reorganized neural network. Cognitive spurts are evident only under optimal support conditions.…

Learning to listen: improving students' communication with disabled people.

PubMed

Anderson, Elizabeth Susan; Ford, Jenny; Thorpe, Lucy

2011-01-01

This report outlines the action research used to develop a workshop for interprofessional student groups to enhance listening skills. The project aimed to enable students to reflect interprofessionally on the human factors central to effective communication using the power of storytelling by disabled people and their carers. Qualitative data from students and participating service users were collected using focus groups and one-to-one interviews over three pilot cycles. The results from each pilot informed the cyclical development of the project so that each stage of data collection informed the next stage. During the pilots, 20 interviews with service users were completed and a total of 109 students participated. Transcribed data were analysed using principles from grounded theory. Quantitative scored questions on students' learning were analysed using statistical package for the social sciences. Both students (health and social care) and users benefitted from the education process which delivered highly relevant explicit learning opportunities, with analysis of how to improve communication for safe practice. Students benefitted from meaningful interactions with service users who shared their experiences and gave feedback on students' communication skills. The final workshop design resulted in a learning model which reflects the human side of healthcare delivery.

Building a Trustworthy Environmental Science Data Repository: Lessons Learned from the ORNL DAAC

NASA Astrophysics Data System (ADS)

Wei, Y.; Santhana Vannan, S. K.; Boyer, A.; Beaty, T.; Deb, D.; Hook, L.

2017-12-01

The Oak Ridge National Laboratory Distributed Active Archive Center (ORNL DAAC, https://daac.ornl.gov) for biogeochemical dynamics is one of NASA's Earth Observing System Data and Information System (EOSDIS) data centers. The mission of the ORNL DAAC is to assemble, distribute, and provide data services for a comprehensive archive of terrestrial biogeochemistry and ecological dynamics observations and models to facilitate research, education, and decision-making in support of NASA's Earth Science. Since its establishment in 1994, ORNL DAAC has been continuously building itself into a trustworthy environmental science data repository by not only ensuring the quality and usability of its data holdings, but also optimizing its data publication and management process. This paper describes the lessons learned from ORNL DAAC's effort toward this goal. ORNL DAAC has been proactively implementing international community standards throughout its data management life cycle, including data publication, preservation, discovery, visualization, and distribution. Data files in standard formats, detailed documentation, and metadata following standard models are prepared to improve the usability and longevity of data products. Assignment of a Digital Object Identifier (DOI) ensures the identifiability and accessibility of every data product, including the different versions and revisions of its life cycle. ORNL DAAC's data citation policy assures data producers receive appropriate recognition of use of their products. Web service standards, such as OpenSearch and Open Geospatial Consortium (OGC), promotes the discovery, visualization, distribution, and integration of ORNL DAAC's data holdings. Recently, ORNL DAAC began efforts to optimize and standardize its data archival and data publication workflows, to improve the efficiency and transparency of its data archival and management processes.

The Value of Pets in Children's Lives

ERIC Educational Resources Information Center

Blue, Gladys F.

1986-01-01

Reviews literature focusing on six aspects of pet-person relationships that are most relevant to the growing child. Areas include love, attachment, and comfort; sensorimotor and nonverbal learning; responsibility, nurturance, and competence; learning about the life cycle; therapeutic benefits; and nurturing humaness, ecological awareness, and…

Basic Investigations of Dynamic Travel Time Estimation Model for Traffic Signals Control Using Information from Optical Beacons

NASA Astrophysics Data System (ADS)

Okutani, Iwao; Mitsui, Tatsuro; Nakada, Yusuke

In this paper put forward are neuron-type models, i.e., neural network model, wavelet neuron model and three layered wavelet neuron model(WV3), for estimating traveling time between signalized intersections in order to facilitate adaptive setting of traffic signal parameters such as green time and offset. Model validation tests using simulated data reveal that compared to other models, WV3 model works very fast in learning process and can produce more accurate estimates of travel time. Also, it is exhibited that up-link information obtainable from optical beacons, i.e., travel time observed during the former cycle time in this case, makes a crucial input variable to the models in that there isn't any substantial difference between the change of estimated and simulated travel time with the change of green time or offset when up-link information is employed as input while there appears big discrepancy between them when not employed.

An instructional design process based on expert knowledge for teaching students how mechanisms are explained.

PubMed

Trujillo, Caleb M; Anderson, Trevor R; Pelaez, Nancy J

2016-06-01

In biology and physiology courses, students face many difficulties when learning to explain mechanisms, a topic that is demanding due to the immense complexity and abstract nature of molecular and cellular mechanisms. To overcome these difficulties, we asked the following question: how does an instructor transform their understanding of biological mechanisms and other difficult-to-learn topics so that students can comprehend them? To address this question, we first reviewed a model of the components used by biologists to explain molecular and cellular mechanisms: the MACH model, with the components of methods (M), analogies (A), context (C), and how (H). Next, instructional materials were developed and the teaching activities were piloted with a physical MACH model. Students who used the MACH model to guide their explanations of mechanisms exhibited both improvements and some new difficulties. Third, a series of design-based research cycles was applied to bring the activities with an improved physical MACH model into biology and biochemistry courses. Finally, a useful rubric was developed to address prevalent student difficulties. Here, we present, for physiology and biology instructors, the knowledge and resources for explaining molecular and cellular mechanisms in undergraduate courses with an instructional design process aimed at realizing pedagogical content knowledge for teaching. Our four-stage process could be adapted to advance instruction with a range of models in the life sciences. Copyright © 2016 The American Physiological Society.