Sample records for learning modules designed

  1. Design and Implementation of a Cooperative Learning System for Digital Content Design Curriculum: Investigation on Learning Effectiveness and Social Presence

    ERIC Educational Resources Information Center

    Huang, Ming-Shang; Hsiao, Wei-Hung; Chang, Tsung-Sheng; Hu, Mei-Huei

    2012-01-01

    The purpose of this paper is to investigate the learning effectiveness of cooperative learning system based on social presence theory. We develop a web-based cooperative learning system which contains personal module, admin module, course module, communication module, and learning records module to support the implementation of cooperative…

  2. Guided Inquiry Facilitated Blended Learning to Improve Metacognitive and Learning Outcome of High School Students

    NASA Astrophysics Data System (ADS)

    Suwono, H.; Susanti, S.; Lestari, U.

    2017-04-01

    The learning activities that involve the students to learn actively is one of the characteristics of a qualified education. The learning strategy that involves students’ active learning is guided inquiry. Learning problems today are growing metacognitive skills and cognitive learning outcomes. It is the research and development of learning module by using 4D models of Thiagarajan. The first phase is Define, which analyses the problems and needs required by the prior preparation of the module. The second phase is Design, which formulates learning design and devices to obtain the initial draft of learning modules. The third stage is Develop, which is developing and writing module, module validation, product testing, revision, and the resulting an end-product results module development. The fourth stage is Disseminate, which is disseminating of the valid products. Modules were validated by education experts, practitioners, subject matter experts, and expert of online media. The results of the validation module indicated that the module was valid and could be used in teaching and learning. In the validation phase of testing methods, we used experiments to know the difference of metacognitive skills and learning outcomes between the control group and experimental group. The experimental design was a one group pretest-posttest design. The results of the data analysis showed that the modules could enhance metacognitive skills and learning outcomes. The advantages of this module is as follows, 1) module is accompanied by a video link on a website that contains practical activities that are appropriate to Curriculum 2013, 2) module is accompanied by a video link on a website that contains about manual laboratory activities that will be used in the classroom face-to-face, so that students are ready when doing laboratory activities, 3) this module can be online through chat to increase students’ understanding. The disadvantages of this module are the material presented in the modules is limited. It is suggested that for the better utilisation of the online activities, students should be present at every meeting of the activities, so as to make all the students participate actively. It is also suggested that school set up facilities to support blended learning.

  3. Developing effective web-based regional anesthesia education: a randomized study evaluating case-based versus non-case-based module design.

    PubMed

    Kopp, Sandra L; Smith, Hugh M

    2011-01-01

    Little is known about the use of Web-based education in regional anesthesia training. Benefits of Web-based education include the ability to standardize learning material quality and content, build appropriate learning progressions, use interactive multimedia technologies, and individualize delivery of course materials. The goals of this investigation were (1) to determine whether module design influences regional anesthesia knowledge acquisition, (2) to characterize learner preference patterns among anesthesia residents, and (3) to determine whether learner preferences play a role in knowledge acquisition. Direct comparison of knowledge assessments, learning styles, and learner preferences will be made between an interactive case-based and a traditional textbook-style module design. Forty-three Mayo Clinic anesthesiology residents completed 2 online modules, a knowledge pretest, posttest, an Index of Learning Styles assessment, and a participant satisfaction survey. Interscalene and lumbar plexus regional techniques were selected as the learning content for 4 Web modules constructed using the Blackboard Vista coursework application. One traditional textbook-style module and 1 interactive case-based module were designed for each of the interscalene and lumbar plexus techniques. Participants scored higher on the postmodule knowledge assessment for both of the interscalene and lumbar plexus modules. Postmodule knowledge performance scores were independent of both module design (interactive case-based versus traditional textbook style) and learning style preferences. However, nearly all participants reported a preference for Web-based learning and believe that it should be used in anesthesia resident education. Participants did not feel that Web-base learning should replace the current lecture-based curriculum. All residents scored higher on the postmodule knowledge assessment, but this improvement was independent of the module design and individual learning styles. Although residents believe that online learning should be used in anesthesia training, the results of this study do not demonstrate improved learning or justify the time and expense of developing complex case-based training modules. While there may be practical benefits of Web-based education, educators in regional anesthesia should be cautious about developing curricula based on learner preference data.

  4. Identifying Effective Design Features of Technology-Infused Inquiry Learning Modules: A Two-Year Study of Students' Inquiry Abilities

    ERIC Educational Resources Information Center

    Hsu, Ying-Shao; Fang, Su-Chi; Zhang, Wen-Xin; Hsin-Kai, Wu; Wu, Pai-Hsing; Hwang, Fu-Kwun

    2016-01-01

    The two-year study aimed to explore how students' development of different inquiry abilities actually benefited from the design of technology-infused learning modules. Three learning modules on the topics of seasons, environmental issues and air pollution were developed to facilitate students' inquiry abilities: questioning, planning, analyzing,…

  5. Teaching evidence-based practice principles to prepare health professions students for an interprofessional learning experience.

    PubMed

    Aronoff, Nell; Stellrecht, Elizabeth; Lyons, Amy G; Zafron, Michelle L; Glogowski, Maryruth; Grabowski, Jeremiah; Ohtake, Patricia J

    2017-10-01

    The research assessed online learning modules designed to teach health professions students evidence-based practice (EBP) principles in an interprofessional context across two institutions. Students from nine health professions at two institutions were recruited to participate in this pilot project consisting of two online learning modules designed to prepare students for an in-person case-based interprofessional activity. Librarians and an instructional designer created two EBP modules. Students' competence in EBP was assessed before and after the modules as well as after the in-person activity. Students evaluated the online learning modules and their impact on the students' learning after the in-person session. A total of 39 students from 8 health professions programs participated in the project. Average quiz scores for online EBP module 1 and module 2 were 83% and 76%, respectively. Following completion of the learning modules, adapted Fresno test of competence in EBP scores increased ( p =0.001), indicating that the modules improved EBP skill competence. Student evaluations of the learning modules were positive. Students indicated that they acquired new information skills that contributed to their ability to develop a patient care plan and that they would use these information skills in their future clinical practice. Online EBP learning modules were effective in developing EBP knowledge and skills for health professions students. Using the same modules ensured that students from different health professions at different stages of their professional programs had consistent knowledge and enabled each student to fully engage in an interprofessional evidence-based activity. Student feedback indicated the modules were valued and beneficial.

  6. Design of Intelligent Robot as A Tool for Teaching Media Based on Computer Interactive Learning and Computer Assisted Learning to Improve the Skill of University Student

    NASA Astrophysics Data System (ADS)

    Zuhrie, M. S.; Basuki, I.; Asto B, I. G. P.; Anifah, L.

    2018-01-01

    The focus of the research is the teaching module which incorporates manufacturing, planning mechanical designing, controlling system through microprocessor technology and maneuverability of the robot. Computer interactive and computer-assisted learning is strategies that emphasize the use of computers and learning aids (computer assisted learning) in teaching and learning activity. This research applied the 4-D model research and development. The model is suggested by Thiagarajan, et.al (1974). 4-D Model consists of four stages: Define Stage, Design Stage, Develop Stage, and Disseminate Stage. This research was conducted by applying the research design development with an objective to produce a tool of learning in the form of intelligent robot modules and kit based on Computer Interactive Learning and Computer Assisted Learning. From the data of the Indonesia Robot Contest during the period of 2009-2015, it can be seen that the modules that have been developed confirm the fourth stage of the research methods of development; disseminate method. The modules which have been developed for students guide students to produce Intelligent Robot Tool for Teaching Based on Computer Interactive Learning and Computer Assisted Learning. Results of students’ responses also showed a positive feedback to relate to the module of robotics and computer-based interactive learning.

  7. Teaching evidence-based practice principles to prepare health professions students for an interprofessional learning experience

    PubMed Central

    Aronoff, Nell; Stellrecht, Elizabeth; Lyons, Amy G.; Zafron, Michelle L.; Glogowski, Maryruth; Grabowski, Jeremiah; Ohtake, Patricia J.

    2017-01-01

    Objective: The research assessed online learning modules designed to teach health professions students evidence-based practice (EBP) principles in an interprofessional context across two institutions. Methods: Students from nine health professions at two institutions were recruited to participate in this pilot project consisting of two online learning modules designed to prepare students for an in-person case-based interprofessional activity. Librarians and an instructional designer created two EBP modules. Students’ competence in EBP was assessed before and after the modules as well as after the in-person activity. Students evaluated the online learning modules and their impact on the students’ learning after the in-person session. Results: A total of 39 students from 8 health professions programs participated in the project. Average quiz scores for online EBP module 1 and module 2 were 83% and 76%, respectively. Following completion of the learning modules, adapted Fresno test of competence in EBP scores increased (p=0.001), indicating that the modules improved EBP skill competence. Student evaluations of the learning modules were positive. Students indicated that they acquired new information skills that contributed to their ability to develop a patient care plan and that they would use these information skills in their future clinical practice. Conclusions: Online EBP learning modules were effective in developing EBP knowledge and skills for health professions students. Using the same modules ensured that students from different health professions at different stages of their professional programs had consistent knowledge and enabled each student to fully engage in an interprofessional evidence-based activity. Student feedback indicated the modules were valued and beneficial. PMID:28983201

  8. Using Instructional Design, Analyze, Design, Develop, Implement, and Evaluate, to Develop e-Learning Modules to Disseminate Supported Employment for Community Behavioral Health Treatment Programs in New York State.

    PubMed

    Patel, Sapana R; Margolies, Paul J; Covell, Nancy H; Lipscomb, Cristine; Dixon, Lisa B

    2018-01-01

    Implementation science lacks a systematic approach to the development of learning strategies for online training in evidence-based practices (EBPs) that takes the context of real-world practice into account. The field of instructional design offers ecologically valid and systematic processes to develop learning strategies for workforce development and performance support. This report describes the application of an instructional design framework-Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model-in the development and evaluation of e-learning modules as one strategy among a multifaceted approach to the implementation of individual placement and support (IPS), a model of supported employment for community behavioral health treatment programs, in New York State. We applied quantitative and qualitative methods to develop and evaluate three IPS e-learning modules. Throughout the ADDIE process, we conducted formative and summative evaluations and identified determinants of implementation using the Consolidated Framework for Implementation Research (CFIR). Formative evaluations consisted of qualitative feedback received from recipients and providers during early pilot work. The summative evaluation consisted of levels 1 and 2 (reaction to the training, self-reported knowledge, and practice change) quantitative and qualitative data and was guided by the Kirkpatrick model for training evaluation. Formative evaluation with key stakeholders identified a range of learning needs that informed the development of a pilot training program in IPS. Feedback on this pilot training program informed the design document of three e-learning modules on IPS: Introduction to IPS, IPS Job development, and Using the IPS Employment Resource Book . Each module was developed iteratively and provided an assessment of learning needs that informed successive modules. All modules were disseminated and evaluated through a learning management system. Summative evaluation revealed that learners rated the modules positively, and self-report of knowledge acquisition was high (mean range: 4.4-4.6 out of 5). About half of learners indicated that they would change their practice after watching the modules (range: 48-51%). All learners who completed the level 1 evaluation demonstrated 80% or better mastery of knowledge on the level 2 evaluation embedded in each module. The CFIR was used to identify implementation barriers and facilitators among the evaluation data which facilitated planning for subsequent implementation support activities in the IPS initiative. Instructional design approaches such as ADDIE may offer implementation scientists and practitioners a flexible and systematic approach for the development of e-learning modules as a single component or one strategy in a multifaceted approach for training in EBPs.

  9. India: A Myriad of Cultures. Three Learning Modules for Middle School Students.

    ERIC Educational Resources Information Center

    Jassim, Charlene

    Three learning modules designed for middle school students by a middle school teacher are presented in this document. The three modules are designed to supplement the regular textbook program for teaching about India. They are specifically created to fulfill the needs and interests of 11- to 14-year-old students. The modules contain elements of…

  10. Use of Handwriting Recognition Technologies in Tablet-Based Learning Modules for First Grade Education

    ERIC Educational Resources Information Center

    Yanikoglu, Berrin; Gogus, Aytac; Inal, Emre

    2017-01-01

    Learning through modules on a tablet helps students participate effectively in learning activities in classrooms and provides flexibility in the learning process. This study presents the design and evaluation of an application that is based on handwriting recognition technologies and e-content for the developed learning modules. The application…

  11. Applying Economics Using Interactive Learning Modules

    ERIC Educational Resources Information Center

    Goma, Ophelia D.

    2010-01-01

    This article describes the use of web-based, interactive learning modules in the principles of economics course. The learning modules introduce students to important, historical economic events while providing real-world application of the economic theory presented in class. Each module is designed to supplement and complement the economic theory…

  12. Hands-On Learning Modules for Interdisciplinary Environments: An Example with a Focus on Weather Radar Applications

    ERIC Educational Resources Information Center

    Chilson, P. B.; Yeary, M. B.

    2012-01-01

    Learning modules provide an effective means of encouraging cognition and active learning. This paper discusses several such modules that have been developed within a course on weather radar applications intended for students from Electrical Engineering and Meteorology. The modules were designed both to promote interdisciplinary exchange between…

  13. Water: How Good is Good Enough? Student Book. Science Module (9th-10th Grade Chemistry). Revised Edition.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Coll. of Education.

    This learning module is designed to integrate environmental education into ninth- and tenth-grade chemistry classes. This module and a companion social studies module were pilot tested in Gwinnett County, Georgia in classes of students, many of whom had learning disabilities. It emphasizes activity learning. The module is divided into four parts.…

  14. Getting Your Driver's License. An Adult Competency Education Learning Module.

    ERIC Educational Resources Information Center

    Wallace, Virginia

    This instructional unit on getting one's driver's license is one of six Adult Competency Education Learning Modules designed for use in a program of competency-based instruction for students with intermediate reading level ability. It is self-contained and designed for immediate classroom use. The module is comprised of 4 parts and 10 lessons: The…

  15. Multidimensional Learner Model In Intelligent Learning System

    NASA Astrophysics Data System (ADS)

    Deliyska, B.; Rozeva, A.

    2009-11-01

    The learner model in an intelligent learning system (ILS) has to ensure the personalization (individualization) and the adaptability of e-learning in an online learner-centered environment. ILS is a distributed e-learning system whose modules can be independent and located in different nodes (servers) on the Web. This kind of e-learning is achieved through the resources of the Semantic Web and is designed and developed around a course, group of courses or specialty. An essential part of ILS is learner model database which contains structured data about learner profile and temporal status in the learning process of one or more courses. In the paper a learner model position in ILS is considered and a relational database is designed from learner's domain ontology. Multidimensional modeling agent for the source database is designed and resultant learner data cube is presented. Agent's modules are proposed with corresponding algorithms and procedures. Multidimensional (OLAP) analysis guidelines on the resultant learner module for designing dynamic learning strategy have been highlighted.

  16. Design of environmental education module towards the needs of aboriginal community learning

    NASA Astrophysics Data System (ADS)

    Dasman, Siti Mariam; Yasin, Ruhizan Mohammad

    2017-05-01

    Non-formal education (NFE) refers to a program that is designed for personal and social education for learners to improve the level of skills and competencies outside formal educational curriculum. Issues related to geography and environment of different Aboriginal communities with other communities play an important role in determining the types and methods that should be made available to the minority community groups. Thus, this concept paper is intended to cater for educational environment through the design and development of learning modules based on non-formal education to the learning of Aboriginal community. Methods and techniques in the design and construction of the modules is based on the Design and Development Research (DDR) that was based on instructional design model of Morrison, Kemp and Ross which is more flexible and prioritizes the needs and characteristics of learners who were involved in the learning modules of the future. The discussion is related to the module development which is suitable to the learning needs of the community and there are several recommendations which may be applied in the implementation of this approach. In conclusion, the community of Orang Asli should be offered the same education as other communities but it is important to distinguish acceptance of learning techniques or approaches used in the education system to meet their standards. The implications of this concept paper is to meet the educational needs of the environment which includes a few aspects of science and some learning activities using effective approaches such as playing and building their own knowledge of meaning.

  17. A learning progression based teaching module on the causes of seasons

    NASA Astrophysics Data System (ADS)

    Galano, S.

    2016-03-01

    In this paper, we report about designing and validating a teaching learning module based on a learning progression and focused on the causes of seasons. An initial learning progression about the Celestial Motion big idea -causes of seasons, lunar and solar eclipse and Moon phases- was developed and validated. Existing curricula, research studies on alternative conceptions about these phenomena, and students' answers to an open questionnaire were the starting point to develop initial learning progressions; then, a two-tier multiple-choice questionnaire was designed to validate and improve it. The questionnaire was submitted to about 300 secondary-school students whose answers were used to revise the hypothesized learning progressions. This improved version of the learning progression was used to design a module focused on the causes of seasons in which students were engaged in quantitative measurements with a photovoltaic panel to explain changes of the Sun rays' flow on the Earth's surface over the year. The efficacy of our module in improving students' understanding of the phenomenon of the seasons was tested using our questionnaire as pre- and post-test.

  18. The Microscope: I--Structure. Health Occupations Education Module.

    ERIC Educational Resources Information Center

    Temple Univ., Philadelphia, PA. Div. of Vocational Education.

    This module on the structure of the microscope is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. This module consists of an introduction to the module topic, a list of resources needed, and two learning experiences. Each learning experience contains…

  19. Using WebQLM to Enhance Performance in Argumentative Writing among Year 12 ESL Students

    ERIC Educational Resources Information Center

    Tan-Ooi, L. C.; Tan, K. E.

    2013-01-01

    This study investigated the impact of a designed web-based learning module on Year 12 students' learning of argumentative writing. The module known as WebQuest Learning Module or WebQLM comprises four units of learning. The subjects were 68 Year 12 Arts Stream students in an urban school in Penang. The main objective of this study was to…

  20. Medical Terminology: Prefixes. Health Occupations Education Module.

    ERIC Educational Resources Information Center

    Temple Univ., Philadelphia, PA. Div. of Vocational Education.

    This module on medical terminology (prefixes) is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. This module consists of an introduction to prefixes, a list of resources needed, and three learning experiences. Each learning experience contains an…

  1. As We Teach and Learn: Recognizing Our Catholic Identity. Module 4: Service Learning.

    ERIC Educational Resources Information Center

    Grace, Bill; Ristau, Karen, Ed.; Haney, Regina, Ed.

    The As We Teach and Learn program consists of an instrument to assess the Catholic dimension of a school and is designed to be used with study modules in a faculty-meeting format. Module topics include: "Faith Community"; "Faith Development"; "Religion Curriculum Articulation: Faith as the Root of all Instruction";…

  2. The Iterative Development and Use of an Online Problem-Based Learning Module for Preservice and Inservice Teachers

    ERIC Educational Resources Information Center

    Rillero, Peter; Camposeco, Laurie

    2018-01-01

    Teachers' problem-based learning knowledge, abilities, and attitudes are important factors in successful K--12 PBL implementations. This article describes the development and use of a free, online module entitled "Design a Problem-Based Learning Experience." The module production, aligned with theories of andragogy, was a partnership…

  3. Social Constructivist Learning Environment in an Online Professional Practice Course

    PubMed Central

    Sakulbumrungsil, Rungpetch; Theeraroungchaisri, Anuchai; Watcharadamrongkun, Suntaree

    2009-01-01

    Objective To assess the online social constructivist learning environment (SCLE) and student perceptions of the outcomes of the online introductory module of pharmacy professional practice that was designed based on social constructivism theory. Design The online introductory module of pharmacy professional practice in pharmaceutical marketing and business was carefully designed by organizing various activities, which were intended to encourage social interaction among students. The Constructivist Online Learning Environment Survey (COLLES) was applied to assess the SCLE. Course evaluation questionnaires were administered to assess student perceptions of this online module. Assessment The result from the COLLES illustrated the development of SCLE in the course. The students reported positive perceptions of the course. Conclusion An online introductory module of pharmacy professional practice in pharmaceutical marketing and business was effective in promoting SCLE. PMID:19513147

  4. Development and Validation of a Web-Based Module to Teach Metacognitive Learning Strategies to Students in Higher Education

    ERIC Educational Resources Information Center

    Singh, Oma B.

    2009-01-01

    This study used a design based-research (DBR) methodology to examine how an Instructional Systematic Design (ISD) process such as ADDIE (Analysis, Design, Development, Implementation, Evaluation) can be employed to develop a web-based module to teach metacognitive learning strategies to students in higher education. The goal of the study was…

  5. Test-Enhanced Learning in an Immunology and Infectious Disease Medicinal Chemistry/Pharmacology Course.

    PubMed

    Hernick, Marcy

    2015-09-25

    Objective. To develop a series of active-learning modules that would improve pharmacy students' performance on summative assessments. Design. A series of optional online active-learning modules containing questions with multiple formats for topics in a first-year (P1) course was created using a test-enhanced learning approach. A subset of module questions was modified and included on summative assessments. Assessment. Student performance on module questions improved with repeated attempts and was predictive of student performance on summative assessments. Performance on examination questions was higher for students with access to modules than for those without access to modules. Module use appeared to have the most impact on low performing students. Conclusion. Test-enhanced learning modules with immediate feedback provide pharmacy students with a learning tool that improves student performance on summative assessments and also may improve metacognitive and test-taking skills.

  6. Test-Enhanced Learning in an Immunology and Infectious Disease Medicinal Chemistry/Pharmacology Course

    PubMed Central

    2015-01-01

    Objective. To develop a series of active-learning modules that would improve pharmacy students’ performance on summative assessments. Design. A series of optional online active-learning modules containing questions with multiple formats for topics in a first-year (P1) course was created using a test-enhanced learning approach. A subset of module questions was modified and included on summative assessments. Assessment. Student performance on module questions improved with repeated attempts and was predictive of student performance on summative assessments. Performance on examination questions was higher for students with access to modules than for those without access to modules. Module use appeared to have the most impact on low performing students. Conclusion. Test-enhanced learning modules with immediate feedback provide pharmacy students with a learning tool that improves student performance on summative assessments and also may improve metacognitive and test-taking skills. PMID:27168610

  7. Human Development Student Modules.

    ERIC Educational Resources Information Center

    South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

    This set of 61 student learning modules deals with various topics pertaining to human development. The modules, which are designed for use in performance-based vocational education programs, each contain the following components: an introduction for the student, a performance objective, a variety of learning activities, content information, a…

  8. Educational Modules in Tissue Engineering Based on the "How People Learn" Framework

    ERIC Educational Resources Information Center

    Birol, Gulnur; Liu, Shu Q.; Smith, H. David; Hirsch, Penny

    2006-01-01

    This paper describes an educational package for use in tertiary level tissue engineering education. Current learning science principles and theory were employed in the design process of these educational tools. Each module started with a challenge statement designed to motivate students and consisted of laboratory exercises centered on the "How…

  9. Designing an Affordable Usability Test for E-Learning Modules

    ERIC Educational Resources Information Center

    O'Bryan, Corliss A.; Johnson, Donald M.; Shores-Ellis, Katrina D.; Crandall, Philip G.; Marcy, John A.; Seideman, Steve C.; Ricke, Steven C.

    2010-01-01

    This article provides background and an introduction to a user-centered design and usability test in an inexpensive format that allows content experts who are novices in e-learning development to perform testing on newly developed technical training modules prior to their release. The use of a small number of test participants, avoidance of…

  10. Travel and Transportation. An Adult Competency Education Learning Module.

    ERIC Educational Resources Information Center

    Wallace, Virginia

    This instructional unit on travel and transportation is one of six Adult Competency Education Learning Modules designed for use in a program of competency-based instruction for students with intermediate reading level ability. It is self-contained and designed for immediate classroom use. Each of five lessons contains these types of materials:…

  11. Interactive Learning for Graphic Design Foundations

    ERIC Educational Resources Information Center

    Chu, Sauman; Ramirez, German Mauricio Mejia

    2012-01-01

    One of the biggest problems for students majoring in pre-graphic design is students' inability to apply their knowledge to different design solutions. The purpose of this study is to examine the effectiveness of interactive learning modules in facilitating knowledge acquisition during the learning process and to create interactive learning modules…

  12. Adapting the Training Site to Training Needs. Self-Paced Instructional Module. Module Number VII-A.

    ERIC Educational Resources Information Center

    King, Sylvester; Brooks, Kent

    One of 33 self-paced instructional modules for training industry services leaders to provide guidance in the performance of manpower services by public agencies to new and expanding private industry, this module contains three sequential learning activities on adapting the training site to training needs. The first learning activity is designed to…

  13. Carpentry. Student Learning Guide.

    ERIC Educational Resources Information Center

    Palm Beach County Board of Public Instruction, West Palm Beach, FL.

    This student learning guide contains 17 modules for completing a course in carpentry. It is designed especially for use in secondary schools in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student…

  14. Masonry. Student Learning Guide.

    ERIC Educational Resources Information Center

    Palm Beach County Board of Public Instruction, West Palm Beach, FL.

    This student learning guide contains nine modules for completing a course in masonry. It is designed especially for use in secondary schools in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student…

  15. Tornado! An Event-Based Science Module. Student Edition. Meteorology Module.

    ERIC Educational Resources Information Center

    Wright, Russell G.

    This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and…

  16. Earthquake!: An Event-Based Science Module. Student Edition. Earth Science Module.

    ERIC Educational Resources Information Center

    Wright, Russell G.

    This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and…

  17. Volcano!: An Event-Based Science Module. Student Edition. Geology Module.

    ERIC Educational Resources Information Center

    Wright, Russell G.

    This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and…

  18. Oil Spill! An Event-Based Science Module. Student Edition. Oceanography Module.

    ERIC Educational Resources Information Center

    Wright, Russell G.

    This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and…

  19. AIAA Educator Academy: Enriching STEM Education for K-12 Students

    NASA Astrophysics Data System (ADS)

    Slagle, E.; Bering, E. A.; Longmier, B. W.; Henriquez, E.; Milnes, T.; Wiedorn, P.; Bacon, L.

    2012-12-01

    Educator Academy is a K-12 STEM curriculum developed by the STEM K-12 Outreach Committee of the American Institute of Aeronautics and Astronautics (AIAA). Consisting of three independent curriculum modules, K-12 students participate in inquiry-based engineering challenges to improve critical thinking skills and enhance problem solving skills. The Mars Rover Celebration Curriculum Module is designed for students in grades 3-8. Throughout this module, students learn about Mars and the solar system. Working with given design criteria, students work in teams to do basic research about Mars that will determine the operational objectives and structural features of their rover. Then, students participate in the design and construction of a model of a mock-up Mars Rover to carry out a specific science mission on the surface of Mars. At the end of this project, students have the opportunity to participate in a regional capstone event where students share their rover designs and what they have learned. The Electric Cargo Plan Curriculum Module is designed for students in grades 6-12. Throughout this module, students learn about aerodynamics and the four forces of flight. Working individually or in teams, students design and construct an electrically-powered model aircraft to fly a tethered flight of at least one lap without cargo, followed by a second tethered flight of one lap carrying as much cargo as possible. At the end of this project, students have the opportunity to participate in a regional capstone event where students share what they have learned and compete with their different cargo plane designs. The Space Weather Balloon Curriculum Module is designed for students in grades 9-12. Throughout this module, students learn and refine physics concepts as well as experimental research skills. Students participate in project-based learning that is experimental in nature. Students are engaged with the world around them as they collaborate to launch a high altitude balloon equipped with HD cameras. To better assist teachers in implementing one or more of these Curriculum Modules, teacher workshops are held to give teachers a hands-on look at how this curriculum is used in the classroom. And, to provide further support, teachers are each provided with an AIAA professional member as a mentor for themselves and/or their students. These curriculum modules, provided by AIAA are available to any K-12 teachers as well as EPO officers for use in formal or informal education settings.

  20. Designing a Web-Based Learning Portal for Geographic Visualization and Analysis in Public Health

    PubMed Central

    Robinson, Anthony C.; Roth, Robert E.; MacEachren, Alan M.

    2011-01-01

    Interactive mapping and spatial analysis tools are underutilized by health researchers and decision-makers due to scarce training materials, few examples demonstrating the successful use of geographic visualization, and poor mechanisms for sharing results generated by geovisualization. We report here on the development of the Geovisual EXplication (G-EX) Portal, a web-based application designed to connect researchers in geovisualization and related mapping sciences to users who are working in public health and epidemiology. This paper focuses on the design and development of the G-EX Portal Learn module, a set of tools intended to disseminate learning artifacts. Initial design and development of the G-EX Portal has been guided by our past research on use and usability of geovisualization in public health. As part of the iterative design and development process, we conducted a needs assessment survey with targeted end-users that we report on here. The survey focused on users’ current learning habits, their preferred kind of learning artifacts, and issues they may have with contributing learning artifacts to web portals. Survey results showed that users desire a diverse set of learning artifacts in terms of both formats and topics covered. Results also revealed a willingness of users to contribute both learning artifacts and personal information that would help other users to evaluate the credibility of the learning artifact source. We include a detailed description of the G-EX Portal Learn module and focus on modifications to the design of the Learn module as a result from feedback we received from our survey. PMID:21937462

  1. Designing an oral health module for the Bachelor of Midwifery program at an Australian University.

    PubMed

    Duff, Margaret; Dahlen, Hannah G; Burns, Elaine; Priddis, Holly; Schmied, Virginia; George, Ajesh

    2017-03-01

    Maternal oral health is important yet many pregnant women are unaware of its significance. Midwives are advised to promote oral health during pregnancy and are supported to do this in Australia through the Midwifery Initiated Oral Health training program. However, limited undergraduate education is being provided to midwifery students in this area. The objective of this paper is to describe how an innovative oral health education module for an undergraduate midwifery course in Australia was designed using a multidisciplinary approach. Midwives experienced in curriculum development and key investigators from the Midwifery Initiated Oral Health program designed the module using existing literature. Constructive alignment, blended learning and scaffolding were used in the design process. The draft module was then reviewed by midwifery academics and their feedback incorporated. The final module involves 4 h of teaching and learning and contains three components incorporated into first year course units. Each component is aligned with existing learning outcomes and incorporates blended learning approaches and tutorials/class activities as well as online quizzes and personal reflection. The module details key information (current evidence; basic anatomy/physiology; common oral conditions; and guidelines during pregnancy) that could better prepare students to promote oral health in clinical practice. This is the first time such an innovative, multidisciplinary approach has been undertaken embedding oral health in an undergraduate midwifery program in Australia. Copyright © 2017 Elsevier Ltd. All rights reserved.

  2. Toxic Leak!: An Event-Based Science Module. Student Edition. Groundwater Module.

    ERIC Educational Resources Information Center

    Wright, Russell G.

    This book is designed for the middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and…

  3. Tornado! An Event-Based Science Module. Teacher's Guide. Meteorology Module.

    ERIC Educational Resources Information Center

    Wright, Russell G.

    This book is designed for middle school earth science teachers to help their students learn about problems with tornadoes and scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning,…

  4. Earthquake!: An Event-Based Science Module. Teacher's Guide. Earth Science Module.

    ERIC Educational Resources Information Center

    Wright, Russell G.

    This book is designed for middle school earth science teachers to help their students learn about earthquakes and scientific literacy through event-based science. Unlike traditional curricula, the event- based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork,…

  5. Fire!: An Event-Based Science Module. Student Edition. Chemistry and Fire Ecology Module.

    ERIC Educational Resources Information Center

    Wright, Russell G.

    This book is designed for middle school students to learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research, hands-on investigations, and…

  6. Volcano!: An Event-Based Science Module. Teacher's Guide. Geology Module.

    ERIC Educational Resources Information Center

    Wright, Russell G.

    This book is designed for middle school earth science teachers to help their students learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research,…

  7. Oil Spill!: An Event-Based Science Module. Teacher's Guide. Oceanography Module.

    ERIC Educational Resources Information Center

    Wright, Russell G.

    This book is designed for middle school earth science or general science teachers to help their students learn scientific literacy through event-based science. Unlike traditional curricula, the event- based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork,…

  8. Welding. Student Learning Guide.

    ERIC Educational Resources Information Center

    Palm Beach County Board of Public Instruction, West Palm Beach, FL.

    This student learning guide contains 30 modules for completing a course in welding. It is designed especially for use in secondary schools in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student self-check…

  9. Introduction to CAD/Computers. High-Technology Training Module.

    ERIC Educational Resources Information Center

    Lockerby, Hugh

    This learning module for an eighth-grade introductory technology course is designed to help teachers introduce students to computer-assisted design (CAD) in a communications unit on graphics. The module contains a module objective and five specific objectives, a content outline, suggested instructor methodology, student activities, a list of six…

  10. Retail Flower Shop Salesperson and Floral Designer. Student's Manual.

    ERIC Educational Resources Information Center

    South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

    This document consists of the student manual for a course in retail flower shop sales and floral design for use in vocational education courses in high schools in South Carolina. The guide consists of 22 learning modules that incorporate the subject matter needed by workers in these jobs. Each learning module consists of an introduction,…

  11. Water: How Good is Good Enough? Teacher's Guide. Science Module (9th-10th Grade Chemistry).

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Coll. of Education.

    This is a teacher's guide for a module designed to integrate environmental education into ninth- and tenth-grade chemistry classes. The module, pilot tested in Gwinnett County, Georgia in classes of students, many of whom had learning disabilities, emphasizes activity learning and considerable review. The module is divided into four parts. Part…

  12. Commercial Foods and Culinary Arts. Student Learning Guide.

    ERIC Educational Resources Information Center

    Palm Beach County Board of Public Instruction, West Palm Beach, FL.

    This student learning guide contains one module for completing a course in commercial foods and culinary arts. It is designed especially for use in secondary schools in Palm Beach County, Florida. The module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information…

  13. Machine Shop. Student Learning Guide.

    ERIC Educational Resources Information Center

    Palm Beach County Board of Public Instruction, West Palm Beach, FL.

    This student learning guide contains eight modules for completing a course in machine shop. It is designed especially for use in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities and resources, information sheets, student self-check with answer key,…

  14. Using a Self-Administered Visual Basic Software Tool To Teach Psychological Concepts.

    ERIC Educational Resources Information Center

    Strang, Harold R.; Sullivan, Amie K.; Schoeny, Zahrl G.

    2002-01-01

    Introduces LearningLinks, a Visual Basic software tool that allows teachers to create individualized learning modules that use constructivist and behavioral learning principles. Describes field testing of undergraduates at the University of Virginia that tested a module designed to improve understanding of the psychological concepts of…

  15. Exploring the Effectiveness of Blended Learning in Interior Design Education

    ERIC Educational Resources Information Center

    Afacan, Yasemin

    2016-01-01

    This study explores how blended learning can contribute to interior design students' learning outcomes, their engagement with non-studio courses and affect their learning achievements. Within the framework of the study, a blended learning experience was carried out in "IAED 342 Building Performance" module at Bilkent University, Turkey.…

  16. Student-Centered Modules to Support Active Learning in Hydrology: Development Experiences and Users' Perspectives

    NASA Astrophysics Data System (ADS)

    Tarboton, D. G.; Habib, E. H.; Deshotel, M.; Merck, M. F.; Lall, U.; Farnham, D. J.

    2016-12-01

    Traditional approaches to undergraduate hydrology and water resource education are textbook based, adopt unit processes and rely on idealized examples of specific applications, rather than examining the contextual relations in the processes and the dynamics connecting climate and ecosystems. The overarching goal of this project is to address the needed paradigm shift in undergraduate education of engineering hydrology and water resources education to reflect parallel advances in hydrologic research and technology, mainly in the areas of new observational settings, data and modeling resources and web-based technologies. This study presents efforts to develop a set of learning modules that are case-based, data and simulation driven and delivered via a web user interface. The modules are based on real-world case studies from three regional hydrologic settings: Coastal Louisiana, Utah Rocky Mountains and Florida Everglades. These three systems provide unique learning opportunities on topics such as: regional-scale budget analysis, hydrologic effects of human and natural changes, flashflood protection, climate-hydrology teleconnections and water resource management scenarios. The technical design and contents of the modules aim to support students' ability for transforming their learning outcomes and skills to hydrologic systems other than those used by the specific activity. To promote active learning, the modules take students through a set of highly engaging learning activities that are based on analysis of hydrologic data and model simulations. The modules include user support in the form of feedback and self-assessment mechanisms that are integrated within the online modules. Module effectiveness is assessed through an improvement-focused evaluation model using a mixed-method research approach guiding collection and analysis of evaluation data. Both qualitative and quantitative data are collected through student learning data, product analysis, and staff interviews. The presentation shares with the audience lessons learned from the development and implementation of the modules, students' feedback, guidelines on design and content attributes that support active learning in hydrology, and challenges encountered during the class implementation and evaluation of the modules.

  17. Designing high-quality interactive multimedia learning modules.

    PubMed

    Huang, Camillan

    2005-01-01

    Modern research has broadened scientific knowledge and revealed the interdisciplinary nature of the sciences. For today's students, this advance translates to learning a more diverse range of concepts, usually in less time, and without supporting resources. Students can benefit from technology-enhanced learning supplements that unify concepts and are delivered on-demand over the Internet. Such supplements, like imaging informatics databases, serve as innovative references for biomedical information, but could improve their interaction interfaces to support learning. With information from these digital datasets, multimedia learning tools can be designed to transform learning into an active process where students can visualize relationships over time, interact with dynamic content, and immediately test their knowledge. This approach bridges knowledge gaps, fosters conceptual understanding, and builds problem-solving and critical thinking skills-all essential components to informatics training for science and medicine. Additional benefits include cost-free access and ease of dissemination over the Internet or CD-ROM. However, current methods for the design of multimedia learning modules are not standardized and lack strong instructional design. Pressure from administrators at the top and students from the bottom are pushing faculty to use modern technology to address the learning needs and expectations of contemporary students. Yet, faculty lack adequate support and training to adopt this new approach. So how can faculty learn to create educational multimedia materials for their students? This paper provides guidelines on best practices in educational multimedia design, derived from the Virtual Labs Project at Stanford University. The development of a multimedia module consists of five phases: (1) understand the learning problem and the users needs; (2) design the content to harness the enabling technologies; (3) build multimedia materials with web style standards and human factors principles; (4) user testing; (5) evaluate and improve design.

  18. Effectiveness of an Asynchronous Online Module on University Students' Understanding of the Bohr Model of the Hydrogen Atom

    NASA Astrophysics Data System (ADS)

    Farina, William J.; Bodzin, Alec M.

    2017-12-01

    Web-based learning is a growing field in education, yet empirical research into the design of high quality Web-based university science instruction is scarce. A one-week asynchronous online module on the Bohr Model of the atom was developed and implemented guided by the knowledge integration framework. The unit design aligned with three identified metaprinciples of science learning: making science accessible, making thinking visible, and promoting autonomy. Students in an introductory chemistry course at a large east coast university completed either an online module or traditional classroom instruction. Data from 99 students were analyzed and results showed significant knowledge growth in both online and traditional formats. For the online learning group, findings revealed positive student perceptions of their learning experiences, highly positive feedback for online science learning, and an interest amongst students to learn chemistry within an online environment.

  19. Integrating industrial seminars within a graduate engineering programme

    NASA Astrophysics Data System (ADS)

    Ringwood, John. V.

    2013-05-01

    The benefit of external, often industry-based, speakers for a seminar series associated with both undergraduate and graduate programmes is relatively unchallenged. However, the means by which such a seminar series can be encapsulated within a structured learning module, and the appropriate design of an accompanying assessment methodology, is not so obvious. This paper examines how such a learning module can be formulated and addresses the main issues involved in the design of such a module, namely the selection of speakers, format of seminars, method of delivery and assessment methodology, informed by the objectives of the module.

  20. Blight! An Event-Based Science Module. Teacher's Guide. Plants and Plant Diseases Module.

    ERIC Educational Resources Information Center

    Wright, Russell G.

    This book is designed for middle school life science or physical science teachers to help their students learn scientific literacy through event-based science. Unlike traditional curricula, the event- based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork,…

  1. Fire!: An Event-Based Science Module. Teacher's Guide. Chemistry and Fire Ecology Module.

    ERIC Educational Resources Information Center

    Wright, Russell G.

    This book is designed for middle school earth science or physical science teachers to help their students learn scientific literacy through event-based science. Unlike traditional curricula, the event- based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork,…

  2. Online Video Modules for Improvement in Student Learning

    ERIC Educational Resources Information Center

    Lancellotti, Matthew; Thomas, Sunil; Kohli, Chiranjeev

    2016-01-01

    The objective of this teaching innovation was to incorporate a comprehensive set of short online video modules covering key topics from the undergraduate principles of marketing class, and to evaluate its effectiveness in improving student learning. A quasiexperimental design was used to compare students who had access to video modules with a…

  3. Wikis for a Collaborative Problem-Solving (CPS) Module for Secondary School Science

    ERIC Educational Resources Information Center

    DeWitt, Dorothy; Alias, Norlidah; Siraj, Saedah; Spector, Jonathan Michael

    2017-01-01

    Collaborative problem solving (CPS) can support online learning by enabling interactions for social and cognitive processes. Teachers may not have sufficient knowledge to support such interactions, so support needs to be designed into learning modules for this purpose. This study investigates to what extent an online module for teaching nutrition…

  4. Log In to Experiential Learning Theory: Supporting Web-Based Faculty Development

    PubMed Central

    Brien, Sarah; Parry, Marcus

    2017-01-01

    Background For an increasingly busy and geographically dispersed faculty, the Faculty of Medicine at the University of Southampton, United Kingdom, developed a range of Web-based faculty development modules, based on Kolb’s experiential learning cycle, to complement the faculty’s face-to-face workshops. Objective The objective of this study was to assess users’ views and perceptions of the effectiveness of Web-based faculty development modules based on Kolb’s experiential learning cycle. We explored (1) users’ satisfaction with the modules, (2) whether Kolb’s design framework supported users’ learning, and (3) whether the design principle impacts their work as educators. Methods We gathered data from users over a 3-year period using evaluation surveys built into each of the seven modules. Quantitative data were analyzed using descriptive statistics, and responses to open-ended questions were analyzed using content analysis. Results Out of the 409 module users, 283 completed the survey (69.1% response rate). Over 80% of the users reported being satisfied or very satisfied with seven individual aspects of the modules. The findings suggest a strong synergy between the design features that users rated most highly and the key stages of Kolb’s learning cycle. The use of simulations and videos to give the users an initial experience as well as the opportunity to “Have a go” and receive feedback in a safe environment were both considered particularly useful. In addition to providing an opportunity for reflection, many participants considered that the modules would enhance their roles as educators through: increasing their knowledge on various education topics and the required standards for medical training, and improving their skills in teaching and assessing students through practice and feedback and ultimately increasing their confidence. Conclusions Kolb’s theory-based design principle used for Web-based faculty development can support faculty to improve their skills and has impact on their role as educators. Grounding Web-based training in learning theory offers an effective and flexible approach for faculty development. PMID:28954718

  5. Lunar Module Electrical Power System Design Considerations and Failure Modes

    NASA Technical Reports Server (NTRS)

    Interbartolo, Michael

    2009-01-01

    This slide presentation reviews the design and redesign considerations of the Apollo lunar module electrical power system. Included in the work are graphics showing the lunar module power system. It describes the in-flight failures, and the lessons learned from these failures.

  6. Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning): Level I Modules.

    ERIC Educational Resources Information Center

    Brevard Community Coll., Cocoa, FL.

    These eight learning modules were prepared for parents participating in Brevard Community College's Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning), which was designed for low socioeconomic parents who are in need of an opportunity to explore effective parenting. First, materials for the BEST-PAL volunteer sponsors…

  7. Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning): Level II Modules.

    ERIC Educational Resources Information Center

    Brevard Community Coll., Cocoa, FL.

    These eight learning modules were prepared for parents participating in Brevard Community College's Project BEST-PAL (Basic Education Skills Through-Parenting Affective Learning), which was designed for low socioeconomic parents who are in need of an opportunity to explore effective parenting. First, materials for the BEST-PAL volunteer sponsors…

  8. Retrospective Evaluation of a Collaborative LearningScience Module: The Users' Perspective

    ERIC Educational Resources Information Center

    DeWitt, Dorothy; Siraj, Saedah; Alias, Norlidah; Leng, Chin Hai

    2013-01-01

    This study focuses on the retrospective evaluation of collaborative mLearning (CmL) Science module for teaching secondary school science which was designed based on social constructivist learning theories and Merrill's First Principle of Instruction. This study is part of a developmental research in which computer-mediated communication (CMC)…

  9. Social constructivist learning environment in an online professional practice course.

    PubMed

    Sthapornnanon, Nunthaluxna; Sakulbumrungsil, Rungpetch; Theeraroungchaisri, Anuchai; Watcharadamrongkun, Suntaree

    2009-02-19

    To assess the online social constructivist learning environment (SCLE) and student perceptions of the outcomes of the online introductory module of pharmacy professional practice that was designed based on social constructivism theory. The online introductory module of pharmacy professional practice in pharmaceutical marketing and business was carefully designed by organizing various activities, which were intended to encourage social interaction among students. The Constructivist Online Learning Environment Survey (COLLES) was applied to assess the SCLE. Course evaluation questionnaires were administered to assess student perceptions of this online module. The result from the COLLES illustrated the development of SCLE in the course. The students reported positive perceptions of the course. An online introductory module of pharmacy professional practice in pharmaceutical marketing and business was effective in promoting SCLE.

  10. Investigating Users' Requirements

    PubMed Central

    Walker, Deborah S.; Lee, Wen-Yu; Skov, Neil M.; Berger, Carl F.; Athley, Brian D.

    2002-01-01

    Objective: User data and information about anatomy education were used to guide development of a learning environment that is efficient and effective. The research question focused on how to design instructional software suitable for the educational goals of different groups of users of the Visible Human data set. The ultimate goal of the study was to provide options for students and teachers to use different anatomy learning modules corresponding to key topics, for course work and professional training. Design: The research used both qualitative and quantitative methods. It was driven by the belief that good instructional design must address learning context information and pedagogic content information. The data collection emphasized measurement of users' perspectives, experience, and demands in anatomy learning. Measurement: Users' requirements elicited from 12 focus groups were combined and rated by 11 researchers. Collective data were sorted and analyzed by use of multidimensional scaling and cluster analysis. Results: A set of functions and features in high demand across all groups of users was suggested by the results. However, several subgroups of users shared distinct demands. The design of the learning modules will encompass both unified core components and user-specific applications. The design templates will allow sufficient flexibility for dynamic insertion of different learning applications for different users. Conclusion: This study describes how users' requirements, associated with users' learning experiences, were systematically collected and analyzed and then transformed into guidelines informing the iterative design of multiple learning modules. Information about learning challenges and processes was gathered to define essential anatomy teaching strategies. A prototype instrument to design and polish the Visible Human user interface system is currently being developed using ideas and feedback from users. PMID:12087112

  11. Needs Analysis for Graphic Design Learning Module Based on Technology & Learning Styles of Deaf Students

    ERIC Educational Resources Information Center

    Ibrahim, Zainuddin; Alias, Norlidah; Nordin, Abu Bakar

    2016-01-01

    The field of Information Communication Technology has offered a promising future for deaf students. Web design, animation, and multimedia application design are a branch of graphic design area, which aim to aid their learning visually. However, most of the technical terms cannot be interpreted in Malaysian sign language. Moreover, the development…

  12. As We Teach and Learn: Recognizing Our Catholic Identity. Module 1: The Faith Community.

    ERIC Educational Resources Information Center

    Wincek, Jean; O'Malley, Colleen; Ristau, Karen, Ed.; Haney, Regina, Ed.

    The As We Teach and Learn program consists of an instrument to assess the Catholic dimension of a school and is designed to be used with study modules in a faculty- meeting format. Module topics include: "Faith Community"; "Faith Development"; "Religion Curriculum Articulation: Faith as the Root of all Instruction";…

  13. As We Teach and Learn: Recognizing Our Catholic Identity. Module 2: Faith Development.

    ERIC Educational Resources Information Center

    Zukowski, Angela Ann; Ristau, Karen, Ed.; Haney, Regina, Ed.

    The As We Teach and Learn program consists of an instrument to assess the Catholic dimension of a school and is designed to be used with study modules in a faculty-meeting format. Module topics include: "Faith Community"; "Faith Development"; "Religion Curriculum Articulation: Faith as the Root of all Instruction";…

  14. As We Teach and Learn: Recognizing Our Catholic Identity. Module 5: Prayer and Liturgy Integration.

    ERIC Educational Resources Information Center

    Bartle, Pat; Ristau, Karen, Ed.; Haney, Regina, Ed.

    The As We Teach and Learn program consists of an instrument to assess the Catholic dimension of a school and is designed to be used with study modules in a faculty-meeting format. Module topics include: "Faith Community"; "Faith Development"; "Religion Curriculum Articulation: Faith as the Root of all Instruction";…

  15. As We Teach and Learn: Recognizing Our Catholic Identity. Module 6: Social Justice.

    ERIC Educational Resources Information Center

    McGinnis, James; McGinnis, Kathleen; Ristau, Karen, Ed.; Haney, Regina, Ed.

    The As We Teach and Learn program consists of an instrument to assess the Catholic dimension of a school and is designed to be used with study modules in a faculty-meeting format. Module topics include: "Faith Community"; "Faith Development"; "Religion Curriculum Articulation: Faith as the Root of all Instruction";…

  16. User Preferences for Web-Based Module Design Layout and Design Impact on Information Recall Considering Age

    ERIC Educational Resources Information Center

    Pomales-García, Cristina; Rivera-Nivar, Mericia

    2015-01-01

    Research in design of Web-based modules should incorporate aging as an important factor given the diversity of the current workforce. This work aims to understand how Web-Based Learning modules can be designed to accommodate young (25-35 years) as well as older (55-65 years) users by: (1) identifying how information sources (instructor video,…

  17. Blended Learning Ecologies in the Military: Comparative Studies for CombatMedics and Their Instructors

    DTIC Science & Technology

    2011-10-01

    submitted for publication. Blended learning ecology, combat lifesaver skills, eLearning , instructional design, program of instruction 172 bea.babbitt...making use of PRDs would improve student learning and satisfaction in CLS training. Two eLearning Modules or “eModules” were developed in this project to...Enhanced Lecture PowerPoint (Final Version) with CPS Integration [See Appendix C] • eModules [See Appendix D] Developed and published two eLearning

  18. Building an open academic environment - a new approach to empowering students in their learning of anatomy through 'Shadow Modules'.

    PubMed

    Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

    2014-03-01

    Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed 'Shadow Modules'. The 'Shadow Module' takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In 'Shadow Module' activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and Web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. © 2013 Anatomical Society.

  19. Student Perceptions of a Flipped Pharmacotherapy Course

    PubMed Central

    Khanova, Julia; McLaughlin, Jacqueline E.; Rhoney, Denise H.; Roth, Mary T.

    2015-01-01

    Objective. To evaluate student perception of the flipped classroom redesign of a required pharmacotherapy course. Design. Key foundational content was packaged into interactive, text-based online modules for self-paced learning prior to class. Class time was used for active and applied—but primarily case-based—learning. Assessment. For students with a strong preference for traditional lecture learning, the perception of the learning experience was negatively affected by the flipped course design. Module length and time required to complete preclass preparation were the most frequently cited impediments to learning. Students desired instructor-directed reinforcement of independently acquired knowledge to connect foundational knowledge and its application. Conclusion. This study illustrates the challenges and highlights the importance of designing courses to effectively balance time requirements and connect preclass and in-class learning activities. It underscores the crucial role of the instructor in bridging the gap between material learned as independent study and its application. PMID:26839429

  20. Assessment of online continuing dental education in North Carolina.

    PubMed

    Francis, B; Mauriello, S M; Phillips, C; Englebardt, S; Grayden, S K

    2000-01-01

    Dental professionals are discovering the unique advantages of asynchronous lifelong learning through continuing dental education (CDE) opportunities offered online. The purpose of this study was to evaluate both the process and outcomes of online CDE in North Carolina. The assessment was designed to provide a better understanding of practicing dental professionals experiences with online CDE and to determine the effectiveness of this learning strategy. Dental professionals from four North Carolina Area Health Education Centers regions evaluated two pilot online CDE modules in 1998. Thirty-one participants were recruited and subsequently enrolled with 23 completing at least one module. Each module included objectives, a multiple-choice pretest, interactive core material, and a post-test. Participants completed three online surveys measuring individual demographics and computer skill level, module design, and use and overall reaction to online learning. Most participants agreed that the modules were comprehensive, were pleasing in appearance, provided clear instructions, provided adequate feedback, and were easy to navigate. Most participants agreed that knowledge of the material increased. This was validated by a significant increase in mean pre- to post-test scores (p = .0001). Participants agreed that convenience was a definite advantage, and they would choose online courses again to meet their CDE needs. The least-liked aspects included technical and formatting issues. Participants were enthusiastic about online learning and learned effectively with this teaching strategy, but desired much more interactivity than existed in the current design.

  1. Growth: How Much is Too Much? Student Book. Social Studies Module (9th-10th Grade Social Studies). Revised Edition.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Coll. of Education.

    This learning module is designed to integrate environmental education into ninth- and tenth-grade social studies courses. The module and a parallel module designed for chemistry classes were pilot tested in Gwinnett County, Georgia in 1975-76. The module is divided into four parts. The first part alerts students to the serious problems that growth…

  2. Recommendations for the development of e-modules for the continuing professional development of European dentists.

    PubMed

    Kavadella, A; Kossioni, A E; Tsiklakis, K; Cowpe, J; Bullock, A; Barnes, E; Bailey, S; Thomas, H; Thomas, R; Karaharju-Suvanto, T; Suomalainen, K; Kersten, H; Povel, E; Giles, M; Walmsley, D; Soboleva, U; Liepa, A; Akota, I

    2013-05-01

    To provide evidence-based and peer-reviewed recommendations for the development of dental continuing professional development (CPD) learning e-modules. The present recommendations are consensus recommendations of the DentCPD project team and were informed by a literature research, consultations from e-learning and IT expert, discussions amongst the participants attending a special interest group during the 2012 ADEE meeting, and feedback from the evaluation procedures of the exemplar e-module (as described in a companion paper within this Supplement). The main focus of these recommendations is on the courses and modules organised and offered by dental schools. E-modules for dental CPD, as well as for other health professionals' continuing education, have been implemented and evaluated for a number of years. Research shows that the development of e-modules is a team process, undertaken by academics, subject experts, pedagogists, IT and web designers, learning technologists and librarians. The e-module must have clear learning objectives (outcomes), addressing the learners' individual needs, and must be visually attractive, relevant, interactive, promoting critical thinking and providing feedback. The text, graphics and animations must support the objectives and enable the learning process by creating an attractive, easy to navigate and interactive electronic environment. Technology is usually a concern for learners and tutors; therefore, it must be kept simple and interoperable within different systems and software. The pedagogical and technological proficiency of educators is of paramount importance, yet remains a challenge in many instances. The development of e-courses and modules for dental CPD is an endeavour undertaken by a group of professionals. It must be underpinned by sound pedagogical and e-learning principles and must incorporate elements for effective visual learning and visual design and a simple, consistent technology. © 2013 John Wiley & Sons A/S.

  3. Promote the Vocational Education Program. Competency-Based Vocational Education Administrator Module Series. Leadership and Training Series No. 58B-9.

    ERIC Educational Resources Information Center

    Quinn, Karen M.; And Others

    Designed to provide pre- and inservice administrators with the skills necessary to select appropriate program development and implementation, and monitor and evaluate their success, this competency-based learning module consists of an introduction and four sequential learning experiences. Each learning experience contains an overview, required and…

  4. Design and Implementation of a Mechatronics Learning Module in a Large First-Semester Engineering Course

    ERIC Educational Resources Information Center

    Castles, R. T.; Zephirin, T.; Lohani, V. K.; Kachroo, P.

    2010-01-01

    Since 2005, the first-year engineering program at Virginia Tech, Blacksburg, has been significantly restructured to include more hands-on learning. A major grant (2004-2009) under the department level reform (DLR) program of the National Science Foundation (NSF) facilitated this restructuring. A number of hands-on learning modules were developed…

  5. Effects of an E-Learning Module on Students' Attitudes in an Electronics Class

    ERIC Educational Resources Information Center

    Getuno, Daniel M.; Kiboss, Joel K.; Changeiywo, Johnson M.; Ogola, Leo B.

    2015-01-01

    Research has shown that students exhibit negative attitudes towards Electronics especially when they are taught using the conventional method. This is in addition to poor instructional methods that do not promote individualization of instruction or make learning interesting. The purpose of this study was to design an e-learning module in…

  6. Computer Programmed Milling Machine Operations. High-Technology Training Module.

    ERIC Educational Resources Information Center

    Leonard, Dennis

    This learning module for a high school metals and manufacturing course is designed to introduce the concept of computer-assisted machining (CAM). Through it, students learn how to set up and put data into the controller to machine a part. They also become familiar with computer-aided manufacturing and learn the advantages of computer numerical…

  7. Designing and Assessing Learning

    ERIC Educational Resources Information Center

    Quan, Hong; Liu, Dandan; Cun, Xiangqin; Lu, Yingchun

    2009-01-01

    This paper analyses the design, implementation and assessment of a level 2 module for non-English major students in higher vocational and professional education. 1132001 is a code of module that uses active methods to teach college English in China. It specifically reflects on the module's advantage and defect for developing and improving learning…

  8. Interactive E-learning module in pharmacology: a pilot project at a rural medical college in India.

    PubMed

    Gaikwad, Nitin; Tankhiwale, Suresh

    2014-01-01

    Many medical educators are experimenting with innovative ways of E-learning. E-learning provides opportunities to students for self-directed learning in addition to other advantages. In this study, we designed and evaluated an interactive E-learning module in pharmacology for effectiveness, acceptability and feasibility, with the aim of promoting active learning in this fact-filled subject. A quasi-experimental single-group pre-test/post-test study was conducted with fourth-semester students of the second professionals course (II MBBS), selected using non-probability convenience sampling method. An E-learning module in endocrine pharmacology was designed to comprise three units of interactive PowerPoint presentations. The pre-validated presentations were uploaded on the website according to a predefined schedule and the 42 registered students were encouraged to self-learning using these interactive presentations. Cognitive gain was assessed using an online pre- and post-test for each unit. Students' perceptions were recorded using an online feedback questionnaire on a 5-point Likert scale. Finally, focused group discussion was conducted to further explore students' views on E-learning activity. Significant attrition was observed during the E-learning activity. Of the 42 registered students, only 16 students completed the entire E-learning module. The summed average score of all three units (entire module) was increased significantly from 38.42 % (summed average pre-test score: 11.56/30 ± 2.90) to 66.46 % (summed average post-test score: 19.94/30 ± 6.13). The class-average normalized gain for the entire module was 0.4542 (45.42). The students accepted this E-learning activity well as they perceived it to be innovative, convenient, flexible and useful. The average rating was between 4 (agree) and 5 (strongly agree). The interactive E-learning module in pharmacology was moderately effective and well perceived by the students. The simple, cost-effective and readily available Microsoft PowerPoint tool appealed to medical educators to use this kind of simple E-learning technology blended with traditional teaching to encourage active learning among students especially in a rural setup is attractive.

  9. An Evaluation of Electronic Product Design Education Using Hypermedia-Resourced Learning Environments

    ERIC Educational Resources Information Center

    Page, Tom; Thorsteinsson, Gisli

    2006-01-01

    The work outlined here provides a comprehensive report and formative observations of the development and implementation of hypermedia resources for learning and teaching used in conjunction with a managed learning environment (MLE). These resources are used to enhance teaching and learning of an electronics module in product design at final year…

  10. Multimedia Learning: Cognitive Individual Differences and Display Design Techniques Predict Transfer Learning with Multimedia Learning Modules

    ERIC Educational Resources Information Center

    Austin, Katherine A.

    2009-01-01

    In the wake of the information explosion and rapidly progressing technology [Mayer, R. E. (2001). "Multimedia learning". Cambridge: University Press] formulated a theory that focused on human cognition, rather than technology capacity and features. By measuring the effect of cognitive individual differences and display design manipulations on…

  11. Aircraft Environmental Systems Mechanic. Part 2.

    ERIC Educational Resources Information Center

    Chanute AFB Technical Training Center, IL.

    This packet contains learning modules designed for a self-paced course in aircraft environmental systems mechanics that was developed for the Air Force. Learning modules consist of some or all of the following materials: objectives, instructions, equipment, procedures, information sheets, handouts, workbooks, self-tests with answers, review…

  12. The Impact of Blended Learning on Student Performance in a Cardiovascular Pharmacotherapy Course

    PubMed Central

    McLaughlin, Jacqueline E.; Gharkholonarehe, Nastaran; Khanova, Julia; Deyo, Zach M.

    2015-01-01

    Objective. To examine student engagement with, perception of, and performance resulting from blended learning for venous thromboembolism in a required cardiovascular pharmacotherapy course for second-year students. Design. In 2013, key foundational content was packaged into an interactive online module for students to access prior to coming to class; class time was dedicated to active-learning exercises. Assessment. Students who accessed all online module segments participated in more in class clicker questions (p=0.043) and performed better on the examination (p=0.023). There was no difference in clicker participation or examination performance based on time of module access (prior to or after class). The majority of participants agreed or strongly agreed that foundational content learned prior to class, applied activities during class, and content-related questions in the online module greatly enhanced learning. Conclusion. This study highlights the importance of integrating online modules with classroom learning and the role of blended learning in improving academic performance. PMID:25861105

  13. Development of Scientific Approach Based on Discovery Learning Module

    NASA Astrophysics Data System (ADS)

    Ellizar, E.; Hardeli, H.; Beltris, S.; Suharni, R.

    2018-04-01

    Scientific Approach is a learning process, designed to make the students actively construct their own knowledge through stages of scientific method. The scientific approach in learning process can be done by using learning modules. One of the learning model is discovery based learning. Discovery learning is a learning model for the valuable things in learning through various activities, such as observation, experience, and reasoning. In fact, the students’ activity to construct their own knowledge were not optimal. It’s because the available learning modules were not in line with the scientific approach. The purpose of this study was to develop a scientific approach discovery based learning module on Acid Based, also on electrolyte and non-electrolyte solution. The developing process of this chemistry modules use the Plomp Model with three main stages. The stages are preliminary research, prototyping stage, and the assessment stage. The subject of this research was the 10th and 11th Grade of Senior High School students (SMAN 2 Padang). Validation were tested by the experts of Chemistry lecturers and teachers. Practicality of these modules had been tested through questionnaire. The effectiveness had been tested through experimental procedure by comparing student achievement between experiment and control groups. Based on the findings, it can be concluded that the developed scientific approach discovery based learning module significantly improve the students’ learning in Acid-based and Electrolyte solution. The result of the data analysis indicated that the chemistry module was valid in content, construct, and presentation. Chemistry module also has a good practicality level and also accordance with the available time. This chemistry module was also effective, because it can help the students to understand the content of the learning material. That’s proved by the result of learning student. Based on the result can conclude that chemistry module based on discovery learning and scientific approach in electrolyte and non-electrolyte solution and Acid Based for the 10th and 11th grade of senior high school students were valid, practice, and effective.

  14. Blended learning pedagogy designed for communication module among undergraduate nursing students: A quasi-experimental study.

    PubMed

    Shorey, Shefaly; Kowitlawakul, Yanika; Devi, M Kamala; Chen, Hui-Chen; Soong, Swee Kit Alan; Ang, Emily

    2018-02-01

    Effective communication is important for nurse and patient outcomes. Nursing students often feel unprepared to communicate effectively with patients and other healthcare workers within the clinical environment. Blended learning pedagogy-based communication skills training can provide an alternative to traditional methods of teaching to enhance students' satisfaction and self-efficacy levels in communicating with others. To examine the effectiveness of blended learning pedagogy in a redesigned communication module among nursing undergraduates in enhancing their satisfaction levels and attitudes towards learning communication module as well as self-efficacy in communication. A single group pre-test and post-test quasi-experimental design was adopted. Data were collected from August 2016 to November 2016 from 124 nursing undergraduates from a leading nursing school. Blended learning pedagogy was adopted to redesign a communication module that offered a wide array of learning opportunities via face-to-face classroom and online sessions. Validated and reliable instruments were used to measure satisfaction levels with blended learning pedagogy, attitudes towards learning communication, and communication self-efficacy. Descriptive and inferential statistics were used to analyze the data. Participants had enhanced satisfaction levels with blended learning pedagogy, better attitudes in learning communication skills, and improved communication self-efficacies at posttest (week 13 of the semester) when compared with their pre-test scores (week one of the semester). Participants scored higher in the Blended Learning Satisfaction Scale, the Communication Skills Attitude Scale, and the communication skills subscale of the Nursing Students Self-Efficacy Scale. Blended learning pedagogy can be effectively used in facilitating communication modules and enhancing student outcomes among nursing undergraduates. The long-term effectiveness of using blended learning pedagogy in facilitating communication modules should be evaluated from students' and patients' perspectives. Additionally, the technology should be constantly improved by incorporating more interactive functions and should be tested to accommodate the learners' needs. Copyright © 2017 Elsevier Ltd. All rights reserved.

  15. Learning to Control Advanced Life Support Systems

    NASA Technical Reports Server (NTRS)

    Subramanian, Devika

    2004-01-01

    Advanced life support systems have many interacting processes and limited resources. Controlling and optimizing advanced life support systems presents unique challenges. In particular, advanced life support systems are nonlinear coupled dynamical systems and it is difficult for humans to take all interactions into account to design an effective control strategy. In this project. we developed several reinforcement learning controllers that actively explore the space of possible control strategies, guided by rewards from a user specified long term objective function. We evaluated these controllers using a discrete event simulation of an advanced life support system. This simulation, called BioSim, designed by Nasa scientists David Kortenkamp and Scott Bell has multiple, interacting life support modules including crew, food production, air revitalization, water recovery, solid waste incineration and power. They are implemented in a consumer/producer relationship in which certain modules produce resources that are consumed by other modules. Stores hold resources between modules. Control of this simulation is via adjusting flows of resources between modules and into/out of stores. We developed adaptive algorithms that control the flow of resources in BioSim. Our learning algorithms discovered several ingenious strategies for maximizing mission length by controlling the air and water recycling systems as well as crop planting schedules. By exploiting non-linearities in the overall system dynamics, the learned controllers easily out- performed controllers written by human experts. In sum, we accomplished three goals. We (1) developed foundations for learning models of coupled dynamical systems by active exploration of the state space, (2) developed and tested algorithms that learn to efficiently control air and water recycling processes as well as crop scheduling in Biosim, and (3) developed an understanding of the role machine learning in designing control systems for advanced life support.

  16. Health Instruction Packages: The Human Life Cycle.

    ERIC Educational Resources Information Center

    Yapundich, Eleanor F.; And Others

    Text, illustrations, and exercises are utilized in these four learning modules to instruct health sciences students and other interested persons in the various stages of human development. The first module, designed by Eleanor Yapundich for associate degree nursing students learning about growth and development, examines the fundamental…

  17. Log In to Experiential Learning Theory: Supporting Web-Based Faculty Development.

    PubMed

    Omer, Selma; Choi, Sunhea; Brien, Sarah; Parry, Marcus

    2017-09-27

    For an increasingly busy and geographically dispersed faculty, the Faculty of Medicine at the University of Southampton, United Kingdom, developed a range of Web-based faculty development modules, based on Kolb's experiential learning cycle, to complement the faculty's face-to-face workshops. The objective of this study was to assess users' views and perceptions of the effectiveness of Web-based faculty development modules based on Kolb's experiential learning cycle. We explored (1) users' satisfaction with the modules, (2) whether Kolb's design framework supported users' learning, and (3) whether the design principle impacts their work as educators. We gathered data from users over a 3-year period using evaluation surveys built into each of the seven modules. Quantitative data were analyzed using descriptive statistics, and responses to open-ended questions were analyzed using content analysis. Out of the 409 module users, 283 completed the survey (69.1% response rate). Over 80% of the users reported being satisfied or very satisfied with seven individual aspects of the modules. The findings suggest a strong synergy between the design features that users rated most highly and the key stages of Kolb's learning cycle. The use of simulations and videos to give the users an initial experience as well as the opportunity to "Have a go" and receive feedback in a safe environment were both considered particularly useful. In addition to providing an opportunity for reflection, many participants considered that the modules would enhance their roles as educators through: increasing their knowledge on various education topics and the required standards for medical training, and improving their skills in teaching and assessing students through practice and feedback and ultimately increasing their confidence. Kolb's theory-based design principle used for Web-based faculty development can support faculty to improve their skills and has impact on their role as educators. Grounding Web-based training in learning theory offers an effective and flexible approach for faculty development. ©Selma Omer, Sunhea Choi, Sarah Brien, Marcus Parry. Originally published in JMIR Medical Education (http://mededu.jmir.org), 27.09.2017.

  18. Bilingual asynchronous online discussion groups: design and delivery of an eLearning distance study module for nurse academics in a developing country.

    PubMed

    Lewis, Peter A; Mai, Van Anh Thi; Gray, Genevieve

    2012-04-01

    The advent of eLearning has seen online discussion forums widely used in both undergraduate and postgraduate nursing education. This paper reports an Australian university experience of design, delivery and redevelopment of a distance education module developed for Vietnamese nurse academics. The teaching experience of Vietnamese nurse academics is mixed and frequently limited. It was decided that the distance module should attempt to utilise the experience of senior Vietnamese nurse academics - asynchronous online discussion groups were used to facilitate this. Online discussion occurred in both Vietnamese and English and was moderated by an Australian academic working alongside a Vietnamese translator. This paper will discuss the design of an online learning environment for foreign correspondents, the resources and translation required to maximise the success of asynchronous online discussion groups, as well as the rationale of delivering complex content in a foreign language. While specifically addressing the first iteration of the first distance module designed, this paper will also address subsequent changes made for the second iteration of the module and comment on their success. While a translator is clearly a key component of success, the elements of simplicity and clarity combined with supportive online moderation must not be overlooked. Copyright © 2011 Elsevier Ltd. All rights reserved.

  19. Self-Regulated Learning (SRL) and the Gifted Learner in Primary School: The Theoretical Basis and Empirical Findings on a Research Program Dedicated to Ensuring That All Students Learn to Regulate Their Own Learning

    ERIC Educational Resources Information Center

    Stoeger, Heidrun; Fleischmann, Sandra; Obergriesser, Stefanie

    2015-01-01

    After defining self-regulated learning (SRL), explaining its importance for all ability groups, and summarizing findings on gifted learners' scarcer use of and lower preference for SRL, we describe two instructional modules designed for teaching SRL during regular classroom instruction and homework. We then explain how the modules are…

  20. As We Teach and Learn: Recognizing Our Catholic Identity. Module 3: Religion Curriculum Articulation: Faith as the Root of All Instruction.

    ERIC Educational Resources Information Center

    Ford, Elinor R.; Durante, Sheila Rae; Ristau, Karen, Ed.; Haney, Regina, Ed.

    The As We Teach and Learn program consists of an instrument to assess the Catholic dimension of a school and is designed to be used with study modules in a faculty-meeting format. Module topics include: "Faith Community"; "Faith Development"; "Religion Curriculum Articulation: Faith as the Root of all Instruction";…

  1. Evaluation of a distance-learning immunology and pathology module in a postgraduate biomedical science course.

    PubMed

    Ryan, M T; Mulholland, C W

    2005-01-01

    An electronic presentation of materials for a distance-learning immunology and pathology module from a postgraduate biomedical science course is evaluated. Two different electronic presentation formats for the delivery of the educational material to distance learners are assessed. Responses from users of this material highlighted a preference for a format that has a design tailored to distance learning. There was no significant difference in learning outcome between those taking the module on campus and by distance learning. This suggests that the prerequisites for entry, learning materials and direction given to the students studying by distance learning are adequate for these students to achieve the learning objectives outlined in the course. The evaluation also gave direction for areas within the (CAL) application that can be improved for future students.

  2. VLSI Design of SVM-Based Seizure Detection System With On-Chip Learning Capability.

    PubMed

    Feng, Lichen; Li, Zunchao; Wang, Yuanfa

    2018-02-01

    Portable automatic seizure detection system is very convenient for epilepsy patients to carry. In order to make the system on-chip trainable with high efficiency and attain high detection accuracy, this paper presents a very large scale integration (VLSI) design based on the nonlinear support vector machine (SVM). The proposed design mainly consists of a feature extraction (FE) module and an SVM module. The FE module performs the three-level Daubechies discrete wavelet transform to fit the physiological bands of the electroencephalogram (EEG) signal and extracts the time-frequency domain features reflecting the nonstationary signal properties. The SVM module integrates the modified sequential minimal optimization algorithm with the table-driven-based Gaussian kernel to enable efficient on-chip learning. The presented design is verified on an Altera Cyclone II field-programmable gate array and tested using the two publicly available EEG datasets. Experiment results show that the designed VLSI system improves the detection accuracy and training efficiency.

  3. Conducting and Supporting a Goal-Based Scenario Learning Environment.

    ERIC Educational Resources Information Center

    Montgomery, Joel; And Others

    1994-01-01

    Discussion of goal-based scenario (GBS) learning environments focuses on a training module designed to prepare consultants with new skills in managing clients, designing user-friendly graphical computer interfaces, and working in a client/server computing environment. Transforming the environment from teaching focused to learning focused is…

  4. Hospitality and Industry Program: Culinary Arts Transition.

    ERIC Educational Resources Information Center

    Florida State Dept. of Education, Tallahassee. Div. of Vocational, Adult, and Community Education.

    This package consists of a teacher's guide and 12 learning modules that have been designed for middle school home economics exploration and orientation courses. Presented in the teacher's guide are suggested instructional strategies for using the learning modules in interdisciplinary settings. The following topics are covered in the learning…

  5. Multiple Learning Strategies Project. Medical Assistant. Visually Impaired. [Vol. 1.

    ERIC Educational Resources Information Center

    Varney, Beverly; And Others

    This instructional package, one of two designed for visually impaired students, focuses on the vocational area of medical assistant. Contained in this document are twelve learning modules organized into five units: language; receptioning; asepsis; supplies and equipment maintenance; and diagnostic tests. Each module, printed in block type,…

  6. Multiple Learning Strategies Project. Medical Assistant. [Regular Vocational. Vol. 1.

    ERIC Educational Resources Information Center

    Varney, Beverly; And Others

    This instructional package, one of four designed for regular vocational students, focuses on the vocational area of medical assistant. Contained in this document are twenty-six learning modules organized into three units: language; receptioning; and asepsis. Each module includes these elements: a performance objective page telling what will be…

  7. Multiple Learning Strategies Project. Medical Assistant. [Regular Vocational. Vol. 3.

    ERIC Educational Resources Information Center

    Varney, Beverly; And Others

    This instructional package, one of four designed for regular vocational students, focuses on the vocational area of medical assistant. Contained in this document are forty learning modules organized into four units: office surgery; telephoning; bandaging; and medications and treatments. Each module includes these elements: a performance objective…

  8. Utilizing Problem-Based Learning in Qualitative Analysis Lab Experiments

    ERIC Educational Resources Information Center

    Hicks, Randall W.; Bevsek, Holly M.

    2012-01-01

    A series of qualitative analysis (QA) laboratory experiments utilizing a problem-based learning (PBL) module has been designed and implemented. The module guided students through the experiments under the guise of cleaning up a potentially contaminated water site as employees of an environmental chemistry laboratory. The main goal was the…

  9. Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction.

    PubMed

    Noroozi, Omid; Mulder, Martin

    2017-01-02

    This study aims to investigate the impacts of a digital learning module with guided peer feedback on students' domain-specific knowledge gain and their attitudinal change in the field of biotechnology and molecular life sciences. The extent to which the use of this module is appreciated by students is studied as well. A pre-test, post-test design was used with 203 students who were randomly assigned to groups of three. They were asked to work on the digital module with the aim of exploring various perspectives, and the "pros and cons" on the topic of "Genetically Modified Organisms (GMOs)." The results suggest that the module can be used to foster students' domain-specific knowledge gain and their attitudinal change. Furthermore, the module was evaluated positively in terms of students' motivation and satisfaction with the learning experiences. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(1):31-39, 2017. © 2016 The International Union of Biochemistry and Molecular Biology.

  10. Certainty rating in pre-and post-tests of study modules in an online clinical pharmacy course - A pilot study to evaluate teaching and learning.

    PubMed

    Luetsch, Karen; Burrows, Judith

    2016-10-14

    Graduate and post-graduate education for health professionals is increasingly delivered in an e-learning environment, where automated, continuous formative testing with integrated feedback can guide students' self-assessment and learning. Asking students to rate the certainty they assign to the correctness of their answers to test questions can potentially provide deeper insights into the success of teaching, with test results informing course designers whether learning outcomes have been achieved. It may also have implications for decision making in clinical practice. A study of pre-and post-tests for five study modules was designed to evaluate the teaching and learning within a pharmacotherapeutic course in an online postgraduate clinical pharmacy program. Certainty based marking of multiple choice questions (MCQ) was adapted for formative pre- and post-study module testing by asking students to rate their certainty of correctness of MCQ answers. Paired t-tests and a coding scheme were used to analyse changes in answers and certainty between pre-and post-tests. A survey evaluated students' experience with the novel formative testing design. Twenty-nine pharmacists enrolled in the postgraduate program participated in the study. Overall 1315 matched pairs of MCQ answers and certainty ratings between pre- and post-module tests were available for evaluation. Most students identified correct answers in post-tests and increased their certainty compared to pre-tests. Evaluation of certainty ratings in addition to correctness of answers identified MCQs and topic areas for revision to course designers. A survey of students showed that assigning certainty ratings to their answers assisted in structuring and focusing their learning throughout online study modules, facilitating identification of areas of uncertainty and gaps in their clinical knowledge. Adding certainty ratings to MCQ answers seems to engage students with formative testing and feedback and focus their learning in a web-based postgraduate pharmacy course. It also offers deeper insight into the successful delivery of online course content, identifying areas for improvement of teaching and content delivery as well as test question design.

  11. The New Youth Entrepreneur: Getting Ready for Entrepreneurship. Opportunities-They Are All Around You. Module 2.

    ERIC Educational Resources Information Center

    Kourilsky, Marilyn; And Others

    The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the second module, designed to help students define the notion of opportunity, determine sources of…

  12. Design of Smart Educational Robot as a Tool For Teaching Media Based on Contextual Teaching and Learning to Improve the Skill of Electrical Engineering Student

    NASA Astrophysics Data System (ADS)

    Zuhrie, M. S.; Basuki, I.; Asto, B. I. G. P.; Anifah, L.

    2018-04-01

    The development of robotics in Indonesia has been very encouraging. The barometer is the success of the Indonesian Robot Contest. The focus of research is a teaching module manufacturing, planning mechanical design, control system through microprocessor technology and maneuverability of the robot. Contextual Teaching and Learning (CTL) strategy is the concept of learning where the teacher brings the real world into the classroom and encourage students to make connections between knowledge possessed by its application in everyday life. This research the development model used is the 4-D model. This Model consists of four stages: Define Stage, Design Stage, Develop Stage, and Disseminate Stage. This research was conducted by applying the research design development with the aim to produce a tool of learning in the form of smart educational robot modules and kit based on Contextual Teaching and Learning at the Department of Electrical Engineering to improve the skills of the Electrical Engineering student. Socialization questionnaires showed that levels of the student majoring in electrical engineering competencies image currently only limited to conventional machines. The average assessment is 3.34 validator included in either category. Modules developed can give hope to the future are able to produce Intelligent Robot Tool for Teaching.

  13. Medical Terminology: Suffixes. Health Occupations Education Module.

    ERIC Educational Resources Information Center

    Temple Univ., Philadelphia, PA. Div. of Vocational Education.

    This module on medical terminology (suffixes) is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. This module consists of an introduction to the module topic, a list of resources needed, and three learning experiences. The first two learning…

  14. Effectiveness of Online Module for Graduate Astronomy Course

    NASA Astrophysics Data System (ADS)

    Campbell, Lauren E. P.; Holley-Bockelmann, Kelly; Brame, Cynthia

    2017-01-01

    We noticed that teaching an important galaxy formation model in a graduate-level course (Structure and Dynamics of Galaxies) with lecture-style instruction did not promote active learning on the part of the student and that the level and quality of in-class discussion varied wildly from semester to semester. Hoping to improve the learning experience for the students, we designed and incorporated an online module to deliver course content, activities, and assessments. We investigate the effectiveness of this online module as a teaching tool by monitoring students’ learning gains and present our preliminary results.

  15. Exploring Graphic Design. A Short Course in Desktop Publishing.

    ERIC Educational Resources Information Center

    Stanley, MLG

    This course in desktop publishing contains seven illustrated modules designed to meet the following objectives: (1) use a desktop publishing program to explore advanced topics in graphic design; (2) learn about typography and how to make design decisions on the use of typestyles; (3) learn basic principles in graphic communications and apply them…

  16. Developing, Implementing, and Evaluating the Educational Module Students Active Learning via Internet Observations (SALIO) in Undergraduate Nursing Education.

    PubMed

    Salzmann-Erikson, Martin; Bjuhr, Marie; Mårtensson, Gunilla

    2017-04-01

    This study aimed not only to describe the development and implementation of the module but also to evaluate the nursing students' perceptions. A cross-sectional design including 101 students who were asked to participate and answer a survey. We describe the development of the pedagogic module Students Active Learning via Internet Observations based on situated learning. The findings show that learning about service users' own lived experiences via web-based platforms was instructive according to the students: 81% agreed to a high or very high degree. Another important finding was that 96% of students responded that the module had clinical relevance for nursing work. We argue that learning that engages students with data that are contextually and culturally situated is important for developing competence in caregiving. © 2015 Wiley Periodicals, Inc.

  17. High Performance Composites. "Designed" Materials for the New Millennium. 2nd Module in a Series on Advanced Materials. Resources in Technology.

    ERIC Educational Resources Information Center

    Jacobs, James A.

    1994-01-01

    This learning module on composites such as polymer matrix, metal matrix, ceramic matrix, particulate, and laminar includes a design brief giving context, objectives, evaluation, student outcomes, and quiz. (SK)

  18. Kids as Airborne Mission Scientists: Designing PBL To Inspire Kids.

    ERIC Educational Resources Information Center

    Koszalka, Tiffany A.; Grabowski, Barbara L.; Kim, Younghoon

    Problem-based learning (PBL) has great potential for inspiring K-12 learning. KaAMS, a NASA funded project and an example of PBL, was designed to help teachers inspire middle school students to learn science. The students participate as scientists investigating environmental problems using NASA airborne remote sensing data. Two PBL modules were…

  19. Design, Implementation, and Evaluation of GIS-Based Learning Materials in an Introductory Geoscience Course.

    ERIC Educational Resources Information Center

    Hall-Wallace, Michelle K.; McAuliffe, Carla M.

    2002-01-01

    Investigates student learning that occurred with a Geographic Information Systems (GIS) based module on plate tectonics and geologic hazards. Examines factors in the design and implementation of the materials that impacted student learning. Reports positive correlations between student' spatial ability and performance. Includes 17 references.…

  20. Designing Online Learning for Developing Pre-Service Teachers' Capabilities in Mathematical Modelling and Applications

    ERIC Educational Resources Information Center

    Geiger, Vince; Date-Huxtable, Liz; Ahlip, Rehez; Herberstein, Marie; Jones, D. Heath; May, E. Julian; Rylands, Leanne; Wright, Ian; Mulligan, Joanne

    2016-01-01

    The purpose of this paper is to describe the processes utilised to develop an online learning module within the Opening Real Science (ORS) project--"Modelling the present: Predicting the future." The module was realised through an interdisciplinary collaboration, among mathematicians, scientists and mathematics and science educators that…

  1. Health Activities Project (HAP): Breathing Fitness Module.

    ERIC Educational Resources Information Center

    Buller, Dave; And Others

    Contained within this Health Activities Project (HAP) learning packet are activities for children in grades 5-8. Design of the activities centers around the idea that students can control their own health and safety. Within this module are teacher and student folios describing four activities which involve students in learning how to measure their…

  2. Stimulating Students' Intrinsic Motivation for Learning Chemistry through the Use of Context-Based Learning Modules

    ERIC Educational Resources Information Center

    Vaino, Katrin; Holbrook, Jack; Rannikmae, Miia

    2012-01-01

    This paper introduces a research project in which five chemistry teachers, working in cooperation with university researchers, implemented a new teaching approach using context-based modules specially designed to stimulate the intrinsic motivation of students. The intention was to induce change in chemistry teachers' teaching approach from more…

  3. As We Teach and Learn: Recognizing Our Catholic Identity. Assessment Package.

    ERIC Educational Resources Information Center

    Ford, Judith E.; Ristau, Karen, Ed.; Haney, Regina, Ed.

    The As We Teach and Learn program consists of an instrument to assess the Catholic dimension of a school and is designed to be used with study modules in a faculty-meeting format. Module topics include: "Faith Community"; "Faith Development"; "Religion Curriculum Articulation: Faith as the Root of all Instruction";…

  4. Getting Down to Business: Software Design Company, Module 20. [Student Guide]. Entrepreneurship Training Components.

    ERIC Educational Resources Information Center

    Shapiro, Norma

    This module on owning and operating a software design company is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are…

  5. Design and Implementation of an Assessment Model for Students Entering Vocational Education Programs in the State of Colorado. Welding.

    ERIC Educational Resources Information Center

    Hartley, Nancy K.; And Others

    This basic vocational related skills assessment module in welding is one of sixteen modules designed to help teachers assess and identify some of the areas in which special needs students may encounter learning difficulties. The materials in the module allow for informal assessment in three basic areas: academic skills, motor skills, and…

  6. Inspiring Climate Education Excellence (ICEE): Developing self-directed professional development modules for secondary science teachers

    NASA Astrophysics Data System (ADS)

    Buhr, S. M.; Lynds, S. E.; McCaffrey, M. S.; Morton, E.

    2010-12-01

    Inspiring Climate Education Excellence (ICEE) is a NASA-funded project to develop online course modules and self-directed learning resources aligned with the Essential Principles of Climate Science. Following a national needs assessment survey and a face to face workshop to pilot test topics, a suite of online modules is being developed suitable for self-directed learning by secondary science teachers. Modules are designed around concepts and topics in which teachers express the most interest and need for instruction. Module design also includes attention to effective teaching strategies, such as awareness of student misconceptions, strategies for forestalling controversy and advice from master teachers on implementation and curriculum development. The resources are being developed in partnership with GLOBE, and the National Science Digital Library (NSDL) and is informed by the work of the Climate Literacy and Energy Awareness Network (CLEAN) project. ICEE will help to meet the professional development needs of teachers, including those participating in the GLOBE Student Climate Research Campaign. Modules and self-directed learning resources will be developed and disseminated in partnership with the National Science Digital Library (NSDL). This presentation introduces the needs assessment and pilot workshop data upon which the modules are based, and describes the modules that are available and in development.

  7. Design and Evaluation of a Digital Module with Guided Peer Feedback for Student Learning Biotechnology and Molecular Life Sciences, Attitudinal Change, and Satisfaction

    ERIC Educational Resources Information Center

    Noroozi, Omid; Mulder, Martin

    2017-01-01

    This study aims to investigate the impacts of a digital learning module with guided peer feedback on students' domain-specific knowledge gain and their attitudinal change in the field of biotechnology and molecular life sciences. The extent to which the use of this module is appreciated by students is studied as well. A pre-test, post-test design…

  8. Electronics Troubleshooting. High-Technology Training Module.

    ERIC Educational Resources Information Center

    Lodahl, Dan

    This learning module for a postsecondary electronics course in solid state circuits is designed to help teachers lead students through electronics troubleshooting. The module is intended to be used for a second-semester technical college course for electromechanical technology majors. The module introduces students to semiconductor devices and…

  9. eGender-from e-Learning to e-Research: a web-based interactive knowledge-sharing platform for sex- and gender-specific medical education.

    PubMed

    Seeland, Ute; Nauman, Ahmad T; Cornelis, Alissa; Ludwig, Sabine; Dunkel, Mathias; Kararigas, Georgios; Regitz-Zagrosek, Vera

    2016-01-01

    Sex and Gender Medicine is a novel discipline that provides equitable medical care for society and improves outcomes for both male and female patients. The integration of sex- and gender-specific knowledge into medical curricula is limited due to adequate learning material, systematic teacher training and an innovative communication strategy. We aimed at initiating an e-learning and knowledge-sharing platform for Sex and Gender Medicine, the eGender platform (http://egender.charite.de), to ensure that future doctors and health professionals will have adequate knowledge and communication skills on sex and gender differences in order to make informed decisions for their patients. The web-based eGender knowledge-sharing platform was designed to support the blended learning pedagogical teaching concept and follows the didactic concept of constructivism. Learning materials developed by Sex and Gender Medicine experts of seven universities have been used as the basis for the new learning tools . The content of these tools is patient-centered and provides add-on information on gender-sensitive aspects of diseases. The structural part of eGender was designed and developed using the open source e-learning platform Moodle. The eGender platform comprises an English and a German version of e-learning modules: one focusing on basic knowledge and seven on specific medical disciplines. Each module consists of several courses corresponding to a disease or symptom complex. Self-organized learning has to be managed by using different learning tools, e.g., texts and audiovisual material, tools for online communication and collaborative work. More than 90 users from Europe registered for the eGender Medicine learning modules. The most frequently accessed module was "Gender Medicine-Basics" and the users favored discussion forums. These e-learning modules fulfill the quality criteria for higher education and are used within the elective Master Module "Gender Medicine-Basics" implemented into the accredited Master of Public Health at Charité-Berlin. The eGender platform is a flexible and user-friendly electronical knowledge-sharing platform providing evidence-based high-quality learning material used by a growing number of registered users. The eGender Medicine learning modules could be key in the reform of medical curricula to integrate Sex and Gender Medicine into the education of health professionals.

  10. Design, Integration, Certification and Testing of the Orion Crew Module Propulsion System

    NASA Technical Reports Server (NTRS)

    McKay, Heather; Coffman, Eric; May, Sarah; Freeman, Rich; Cain, George; Albright, John; Schoenberg, Rich; Delventhal, Rex

    2014-01-01

    The Orion Crew Module Propulsion Reaction Control System is currently complete and ready for flight as part of the Orion program's first flight test, Exploration Flight Test One (EFT-1). As part of the first article design, build, test, and integration effort, several key lessons learned have been noted and are planned for incorporation into the next build of the system. This paper provides an overview of those lessons learned and a status on the Orion propulsion system progress to date.

  11. Independent learning modules enhance student performance and understanding of anatomy.

    PubMed

    Serrat, Maria A; Dom, Aaron M; Buchanan, James T; Williams, Alison R; Efaw, Morgan L; Richardson, Laura L

    2014-01-01

    Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in anatomy, self-study modules were introduced to supplement human gross anatomy instruction at Joan C. Edwards School of Medicine at Marshall University. Modules use three-dimensional constructs to help students understand complex anatomical regions. Resources are self-contained in portable bins and are accessible at any time. Students use modules individually or in groups in a structured self-study format that augments material presented in lecture and laboratory. Pilot outcome data, measured by feedback surveys and examination performance statistics, suggest that the activity may be improving learning in gross anatomy. Positive feedback on both pre- and post-examination surveys showed that students felt the activity helped to increase their understanding of the topic. In concordance with student perception, average examination scores on module-related laboratory and lecture questions were higher in the two years of the pilot program compared with the year before its initiation. Modules can be fabricated on a modest budget using minimal resources, making implementation practical for smaller institutions. Upper level medical students assist in module design and upkeep, enabling continuous opportunities for vertical integration across the curriculum. This resource offers a feasible mechanism for enhancing independent and lifelong learning competencies, which could be a valuable complement to any gross anatomy curriculum. © 2014 American Association of Anatomists.

  12. Curriculum Design for Campus-Wide Learning

    ERIC Educational Resources Information Center

    Hunzicker, Jana; Mcconnaughay, Kelly; Burge, Jennifer Gruening

    2016-01-01

    Professional development in higher education is traditionally viewed as occurring through participation in workshops, attending conferences, and completing learning modules. But sometimes professional learning occurs in informal and unintended ways. This article contributes to the collective understanding of informal professional learning in…

  13. Achievement of learning outcome after implemented physical modules based on problem based learning

    NASA Astrophysics Data System (ADS)

    Isna, R.; Masykuri, M.; Sukarmin

    2018-03-01

    Implementation of Problem BasedLearning (PBL) modules can grow the students' thinking skills to solve the problems in daily life and equip the students into higher education levels. The purpose of this research is to know the achievement of learning outcome after implementation physics module based on PBL in Newton,s Law of Gravity. This research method use the experimental method with posttest only group design. To know the achievement of student learning outcomes was analyzed using t test through application of SPSS 18. Based on research result, it is found that the average of student learning outcomes after appliying physics module based on PBL has reached the minimal exhaustiveness criteria. In addition, students' scientific attitudes also improved at each meeting. Presentation activities which contained at learning sync are also able to practice speaking skills and broaden their knowledge. Looking at some shortcomings during the study, it is suggested the issues raised into learning should be a problem close to the life of students so that, the students are more active and enthusiastic in following the learning of physics.

  14. A presentation system for just-in-time learning in radiology.

    PubMed

    Kahn, Charles E; Santos, Amadeu; Thao, Cheng; Rock, Jayson J; Nagy, Paul G; Ehlers, Kevin C

    2007-03-01

    There is growing interest in bringing medical educational materials to the point of care. We sought to develop a system for just-in-time learning in radiology. A database of 34 learning modules was derived from previously published journal articles. Learning objectives were specified for each module, and multiple-choice test items were created. A web-based system-called TEMPO-was developed to allow radiologists to select and view the learning modules. Web services were used to exchange clinical context information between TEMPO and the simulated radiology work station. Preliminary evaluation was conducted using the System Usability Scale (SUS) questionnaire. TEMPO identified learning modules that were relevant to the age, sex, imaging modality, and body part or organ system of the patient being viewed by the radiologist on the simulated clinical work station. Users expressed a high degree of satisfaction with the system's design and user interface. TEMPO enables just-in-time learning in radiology, and can be extended to create a fully functional learning management system for point-of-care learning in radiology.

  15. Concussion Awareness Education: A Design and Development Research Study

    ERIC Educational Resources Information Center

    Pilbeam, Renee M.

    2016-01-01

    This research study looks at the design and development of an online concussion awareness education module. The Keep Your Head in the Game: Concussion Awareness Training for High School Athletes, or Brainbook, is a stand-alone e-learning module designed to run for fifty minutes and to be highly interactive using short video clips with associated…

  16. The impact of instructional design in a case-based, computer-assisted instruction module on learning liver pathology in a medical school pathology course

    NASA Astrophysics Data System (ADS)

    Latham, Patricia S.

    The purpose of this quantitative experimental study was to test the impact of three learning interventions on student learning and satisfaction when the interventions were embedded in the instructional design of case-based, Computer-Assisted Instruction (CAI) modules for learning liver pathology in an in-class, self-study, laboratory exercise during a Year-2 medical school Pathology course. The hypothesis was that inclusion of the learning interventions would enhance student satisfaction in using the CAI and improve subsequent CAI-directed exam performance. Three learning interventions were studied, including the use of microscopic virtual slides instead of only static images, the use of interactive image annotations instead of only still annotations, and the use of guiding questions before presenting new information. Students were randomly assigned to with one of eight CAI learning modules configured to control for each of the three learning interventions. Effectiveness of the CAI for student learning was assessed by student performance on questions included in subsequent CAI-directed exams in a pretest and on posttests immediately after the lab exercise, at two weeks and two months. Student satisfaction and perceived learning was assessed by a student survey. Results showed that the learning interventions did not improve subsequent student exam performance, although satisfaction and perceived learning with use of the CAI learning modules was enhanced. Student class rank was evaluated to determine if the learning interventions might have a differential effect based on class rank, but there were no significant differences. Class rank at the time of the lab exercise was itself the strongest predictor of exam performance. The findings suggest that the addition of virtual slides, interactive annotations and guiding questions as learning interventions in self-study, case-based CAI for learning liver pathology in a medical class room setting are not likely to increase performance on subsequent MCQ-based exams, but student satisfaction with use of the CAI can be enhanced, which could provide to be an incentive for students to use similar CAI learning modules for future self-directed learning.

  17. Learning collaborative teamwork: an argument for incorporating the humanities.

    PubMed

    Hall, Pippa; Brajtman, Susan; Weaver, Lynda; Grassau, Pamela Anne; Varpio, Lara

    2014-11-01

    A holistic, collaborative interprofessional team approach, which includes patients and families as significant decision-making members, has been proposed to address the increasing burden being placed on the health-care system. This project hypothesized that learning activities related to the humanities during clinical placements could enhance interprofessional teamwork. Through an interprofessional team of faculty, clinical staff, students, and patient representatives, we developed and piloted the self-learning module, "interprofessional education for collaborative person-centred practice through the humanities". The module was designed to provide learners from different professions and educational levels with a clinical placement/residency experience that would enable them, through a lens of the humanities, to better understand interprofessional collaborative person-centred care without structured interprofessional placement activities. Learners reported the self-paced and self-directed module to be a satisfactory learning experience in all four areas of care at our institution, and certain attitudes and knowledge were significantly and positively affected. The module's evaluation resulted in a revised edition providing improved structure and instruction for students with no experience in self-directed learning. The module was recently adapted into an interactive bilingual (French and English) online e-learning module to facilitate its integration into the pre-licensure curriculum at colleges and universities.

  18. Career Exploration in Agribusiness, Renewable Natural Resources, and Environmental Protection: A Curriculum Guide for Grades 7-9.

    ERIC Educational Resources Information Center

    Lawson, Dorothy; And Others

    This guide contains eight learning modules which are designed as samples which fuse the career development concepts, subject matter, and occupational information into learning activities using occupations as the nucleus. There is one module for each of the eight occupational areas: agricultural equipment and mechanics, agricultural products (food…

  19. Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism

    ERIC Educational Resources Information Center

    Moore, James Christopher

    2018-01-01

    We have investigated the efficacy of on-line, multimedia learning modules (MLMs) as preparation for in-class, lecture-based tutorials in electromagnetism in a physics course for natural science majors (biology and marine science). Specifically, we report the results of a multiple-group pre/post-test research design comparing two groups receiving…

  20. An Interdisciplinary Approach to Designing Online Learning: Fostering Pre-Service Mathematics Teachers' Capabilities in Mathematical Modelling

    ERIC Educational Resources Information Center

    Geiger, Vince; Mulligan, Joanne; Date-Huxtable, Liz; Ahlip, Rehez; Jones, D. Heath; May, E. Julian; Rylands, Leanne; Wright, Ian

    2018-01-01

    In this article we describe and evaluate processes utilized to develop an online learning module on mathematical modelling for pre-service teachers. The module development process involved a range of professionals working within the STEM disciplines including mathematics and science educators, mathematicians, scientists, in-service and pre-service…

  1. Design and Implementation of an Assessment Model for Students Entering Vocational Education Programs in the State of Colorado. Automotive.

    ERIC Educational Resources Information Center

    University of Northern Colorado, Greeley.

    This basic vocational related skills assessment module in automotive mechanics is one of sixteen modules designed to help teachers assess and identify some of the areas in which special needs students may encounter learning difficulties. The materials in the module allow for informal assessment in three basic areas: academic skills, motor skills,…

  2. Design and Implementation of an Assessment Model for Students Entering Vocational Education Programs in the State of Colorado. Graphic Arts.

    ERIC Educational Resources Information Center

    Hartley, Nancy K.; And Others

    This basic vocational related skills assessment module in graphic arts is one of sixteen modules designed to help teachers assess and identify some of the areas in which special needs students may encounter learning difficulties. The materials in the module allow for informal assessment in three basic areas: academic skills, motor skills, and…

  3. Impact on learning of an e-learning module on leukaemia: a randomised controlled trial.

    PubMed

    Morgulis, Yuri; Kumar, Rakesh K; Lindeman, Robert; Velan, Gary M

    2012-05-28

    e-learning resources may be beneficial for complex or conceptually difficult topics. Leukaemia is one such topic, yet there are no reports on the efficacy of e-learning for leukaemia. This study compared the learning impact on senior medical students of a purpose-built e-learning module on leukaemia, compared with existing online resources. A randomised controlled trial was performed utilising volunteer senior medical students. Participants were randomly allocated to Study and Control groups. Following a pre-test on leukaemia administered to both groups, the Study group was provided with access to the new e-learning module, while the Control group was directed to existing online resources. A post-test and an evaluation questionnaire were administered to both groups at the end of the trial period. Study and Control groups were equivalent in gender distribution, mean academic ability, pre-test performance and time studying leukaemia during the trial. The Study group performed significantly better than the Control group in the post-test, in which the group to which the students had been allocated was the only significant predictor of performance. The Study group's evaluation of the module was overwhelmingly positive. A targeted e-learning module on leukaemia had a significant effect on learning in this cohort, compared with existing online resources. We believe that the interactivity, dialogic feedback and integration with the curriculum offered by the e-learning module contributed to its impact. This has implications for e-learning design in medicine and other disciplines.

  4. The feasibility of e-learning as a quality improvement tool.

    PubMed

    Kobewka, Daniel; Backman, Chantal; Hendry, Paul; Hamstra, Stanley J; Suh, Kathryn N; Code, Catherine; Forster, Alan J

    2014-10-01

    Many quality problems exist in health care. We aim to investigate the feasibility and acceptability of using e-learning (defined as computer-based learning modules) to address gaps in quality of care. We performed a qualitative evaluation of participants in a pilot e-learning program. Physician members of six medical teaching units (MTUs) at a multi-site tertiary care teaching hospital were asked to complete two e-learning modules addressing hand hygiene practices and management of community-acquired pneumonia (CAP). An e-learning design team created online modules that were made available to members of the six MTUs for 4 weeks using a password secured website. Use of the modules was voluntary. Participants' perceptions of module content, mode of delivery, and suggestions for improvement were determined through focus groups. We then performed content analysis on the transcripts. We used system data to define patterns of module access. Out of 55 eligible users, 30 (55%) logged onto the system at least once. Residents (14/30, 47%) were less likely to use the system than medical students (9/14, 64%) and attending staff (7/11, 64%). Learners at all levels thought the modules were easy to use. Participants liked the knowledge-based material in the CAP module because it directly applied to their work. There were less favourable opinions of the hand hygiene module Generating e-learning modules targeted at gaps in quality of care is feasible and acceptable to learners. Future studies should assess whether these approaches lead to desired changes in behavior. © 2014 John Wiley & Sons, Ltd.

  5. Plumbing. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

    ERIC Educational Resources Information Center

    Brath, Ed

    These 26 Student Training Modules on plumbing comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 577.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

  6. Plastering. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

    ERIC Educational Resources Information Center

    Hamblen, Ron

    These 20 Student Training Modules on plastering comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 569.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

  7. Drywall. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

    ERIC Educational Resources Information Center

    Moore, Doug

    These 18 Student Training Modules on drywall comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 573.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

  8. Floor Covering. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

    ERIC Educational Resources Information Center

    Hamblen, Ron

    These 21 Student Training Modules on floor covering comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 565.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

  9. Tilesetting. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

    ERIC Educational Resources Information Center

    Ausland, Greg

    These 24 Student Training Modules on tilesetting comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 563.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

  10. Bricklaying. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

    ERIC Educational Resources Information Center

    Cholewinski, Scott

    These 23 Student Training Modules on bricklaying comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 567.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

  11. Parts Counter. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

    ERIC Educational Resources Information Center

    Snyder, James A.

    These 23 Student Training Modules on parts counter comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 571.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

  12. Cement Finishing. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

    ERIC Educational Resources Information Center

    Nama, Joe

    These 20 Student Training Modules on cement finishing comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 575.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of…

  13. Painting. Pre-Apprenticeship Phase 2 Training. Student Training Modules.

    ERIC Educational Resources Information Center

    Kracht, Shannon

    These 21 Student Training Modules on painting comprise one of nine sets of self-paced learning modules developed for Pre-Apprenticeship Phase 2 Training. (A companion instructor's guide is available separately as CE 031 561.) The modules are designed to impart trade knowledge and skills to the student. Each module contains some or all of the…

  14. Promoting higher order thinking skills using inquiry-based learning

    NASA Astrophysics Data System (ADS)

    Madhuri, G. V.; S. S. N Kantamreddi, V.; Goteti, L. N. S. Prakash

    2012-05-01

    Active learning pedagogies play an important role in enhancing higher order cognitive skills among the student community. In this work, a laboratory course for first year engineering chemistry is designed and executed using an inquiry-based learning pedagogical approach. The goal of this module is to promote higher order thinking skills in chemistry. Laboratory exercises are designed based on Bloom's taxonomy and a just-in-time facilitation approach is used. A pre-laboratory discussion outlining the theory of the experiment and its relevance is carried out to enable the students to analyse real-life problems. The performance of the students is assessed based on their ability to perform the experiment, design new experiments and correlate practical utility of the course module with real life. The novelty of the present approach lies in the fact that the learning outcomes of the existing experiments are achieved through establishing a relationship with real-world problems.

  15. E-Learning QUICK Checklist

    ERIC Educational Resources Information Center

    Khan, Badrul

    2005-01-01

    "E-Learning QUICK Checklist" walks readers through the various factors important to developing, evaluating and implementing an open, flexible and distributed learning environment. This book is designed as a quick checklist for e-learning. It contains many practical items that the reader can use as review criteria to check if e-learning modules,…

  16. Improving FCS Accountability: Increasing STEM Awareness with Interior Design Modules

    ERIC Educational Resources Information Center

    Etheredge, Jessica; Moody, Dana; Cooper, Ashley

    2014-01-01

    This paper demonstrates ways in which family and consumer sciences (FCS) educators can explore more opportunities to integrate Science, Technology, Engineering, and Math (STEM) principles into secondary education curriculum. Interior design is used as a case study for creating learning modules that incorporate STEM principles in a creative and…

  17. Applied Physics Modules Selected for Manufacturing and Metal Technologies.

    ERIC Educational Resources Information Center

    Waring, Gene

    Designed for individualized use in an applied physics course in postsecondary vocational-technical education, this series of eighteen learning modules is equivalent to the content of two quarters of a five-credit hour class in manufacturing engineering technology, machine tool and design technology, welding technology, and industrial plastics…

  18. Health Instruction Packages: Consumer--Safety and Emergencies.

    ERIC Educational Resources Information Center

    Lown, Maris A.; And Others

    Texts, illustrations, and exercises are provided in these six learning modules which were designed to teach the general public how to deal with several emergency situations. The first module, "Cardio-Pulmonary Resuscitation (CPR)," was designed by Maris A. Lown to teach members of the public, nurses, and paramedics the techniques of…

  19. Technology-Enhanced Learning in Science (TELS)

    NASA Astrophysics Data System (ADS)

    Linn, Marcia

    2006-12-01

    The overall research question addressed by the NSF-funded echnologyEnhanced Learning in Science (TELS) Center is whether interactive scientific visualizations embedded in high quality instructional units can be used to increase pre-college student learning in science. The research draws on the knowledge integration framework to guide the design of instructional modules, professional development activities, and assessment activities. This talk reports on results from the first year where 50 teachers taught one of the 12 TELS modules in over 200 classes in 16 diverse schools. Assessments scored with the knowledge integration rubric showed that students made progress in learning complex physics topics such as electricity, mechanics, and thermodynamics. Teachers encountered primarily technological obstacles that the research team was able to address prior to implementation. Powerful scientific visualizations required extensive instructional supports to communicate to students. Currently, TELS is refining the modules, professional development, and assessments based on evidence from the first year. Preliminary design principles intended to help research teams build on the findings will be presented for audience feedback and discussion.

  20. Designing electronic module based on learning content development system in fostering students’ multi representation skills

    NASA Astrophysics Data System (ADS)

    Resita, I.; Ertikanto, C.

    2018-05-01

    This study aims to develop electronic module design based on Learning Content Development System (LCDS) to foster students’ multi representation skills in physics subject material. This study uses research and development method to the product design. This study involves 90 students and 6 physics teachers who were randomly chosen from 3 different Senior High Schools in Lampung Province. The data were collected by using questionnaires and analyzed by using quantitative descriptive method. Based on the data, 95% of the students only use one form of representation in solving physics problems. Representation which is tend to be used by students is symbolic representation. Students are considered to understand the concept of physics if they are able to change from one form to the other forms of representation. Product design of LCDS-based electronic module presents text, image, symbolic, video, and animation representation.

  1. Building an open academic environment – a new approach to empowering students in their learning of anatomy through ‘Shadow Modules’

    PubMed Central

    Scott, Jonathan L; Moxham, Bernard J; Rutherford, Stephen M

    2014-01-01

    Teaching and learning in anatomy is undertaken by a variety of methodologies, yet all of these pedagogies benefit from students discussing and reflecting upon their learning activities. An approach of particular potency is peer-mediated learning, through either peer-teaching or collaborative peer-learning. Collaborative, peer-mediated, learning activities help promote deep learning approaches and foster communities of practice in learning. Students generally flourish in collaborative learning settings but there are limitations to the benefits of collaborative learning undertaken solely within the confines of modular curricula. We describe the development of peer-mediated learning through student-focused and student-led study groups we have termed ‘Shadow Modules’. The ‘Shadow Module’ takes place parallel to the formal academically taught module and facilitates collaboration between students to support their learning for that module. In ‘Shadow Module’ activities, students collaborate towards curating existing online open resources as well as developing learning resources of their own to support their study. Through the use of communication technologies and web 2.0 tools these resources are able to be shared with their peers, thus enhancing the learning experience of all students following the module. The Shadow Module activities have the potential to lead to participants feeling a greater sense of engagement with the subject material, as well as improving their study and group-working skills and developing digital literacy. The outputs from Shadow Module collaborative work are open-source and may be utilised by subsequent student cohorts, thus building up a repository of learning resources designed by and for students. Shadow Module activities would benefit all pedagogies in the study of anatomy, and support students moving from being passive consumers to active participants in learning. PMID:24117249

  2. How we launched a developmental student-as-teacher (SAT) program for all medical students.

    PubMed

    Blanco, Maria A; Maderer, Ann; Oriel, Amanda; Epstein, Scott K

    2014-05-01

    Teaching is a necessary skill for medical trainees and physicians. We designed and launched a developmental Student-as-Teacher program for all students, beginning with the class of 2016. A task force of faculty and students designed the program. The goal is to enable all students to acquire basic principles of teaching and learning at different stages in their four-year medical school career. Upon completion, students will achieve twenty-eight learning objectives grouped within four competency domains: (1) Adult and Practice-Based Learning; (2) Learning Environment; (3) Instructional Design and Performance; and, (4) Learner's Assessment and Evaluation. The program combines online learning modules and a field teaching experience. The entire class of 2016 (N = 200) completed the first online module. Students found the module effective, and 70% reported an increase in their level of knowledge. Although most students are expected to complete their field teaching experience in fourth year, twelve students completed their field experience in first year. Reported strengths of these experiences include reinforcement of their medical knowledge and improvement of their adult teaching skills. The program was successfully launched, and students are already experiencing the benefits of training in basic teaching skills in the first year of the program.

  3. Electronic Module Design with Scientifically Character-Charged Approach on Kinematics Material Learning to Improve Holistic Competence of High School Students in 10th Grade

    NASA Astrophysics Data System (ADS)

    Anggraini, R.; Darvina, Y.; Amir, H.; Murtiani, M.; Yulkifli, Y.

    2018-04-01

    The availability of modules in schools is currently lacking. Learners have not used the module as a source in the learning process. In accordance with the demands of the 2013 curriculum, that learning should be conducted using a scientific approach and loaded with character values as well as learning using interactive learning resources. The solution of this problem is to create an interactive module with a scientifically charged character approach. This interactive module can be used by learners outside the classroom or in the classroom. This interactive module contains straight motion material, parabolic motion and circular motion of high school physics class X semester 1. The purpose of this research is to produce an interactive module with a scientific approach charged with character and determine the validity and practicality. The research is Research and Development. This study was conducted only until the validity test and practice test. The validity test was conducted by three lecturers of Physics of FMIPA UNP as experts. The instruments used in this research are validation sheet and worksheet sheet. Data analysis technique used is product validity analysis. The object of this research is electronic module, while the subject of this research is three validator.

  4. Written Communications: Module IV--Spelling and Vocabulary. Instructor/Student Guide.

    ERIC Educational Resources Information Center

    Limback, Rebecca

    As one of five modules focusing on writing skills, this module on spelling and vocabulary is intended for use in a one-semester course on written communication or as a supplement to other courses where written communication skills are included. Designed for both teacher-directed and individualized learning situations, this module contains learning…

  5. Demystifying the Chemistry Literature: Building Information Literacy in First-Year Chemistry Students through Student-Centered Learning and Experiment Design

    ERIC Educational Resources Information Center

    Bruehl, Margaret; Pan, Denise; Ferrer-Vinent, Ignacio J.

    2015-01-01

    This paper describes curriculum modules developed for first-year general chemistry laboratory courses that use scientific literature and creative experiment design to build information literacy in a student-centered learning environment. Two curriculum units are discussed: Exploring Scientific Literature and Design Your Own General Chemistry…

  6. Preventing and Reporting Resident Abuse in Assisted Living: A Learning Module for Resident Assistants.

    ERIC Educational Resources Information Center

    McKinnon, Cole Marie

    In an effort to conform to the Massachusetts Executive Office of Elder Affairs (EOEA) staff development requirement regarding elder abuse, a learning module was developed. It was designed to be administered to an individual caregiver for the purpose of self-study or to small groups of caregivers using the lecture-discussion format. Following the…

  7. Metacognition Modules: A Scaffolded Series of Online Assignments Designed to Improve Students’ Study Skills†

    PubMed Central

    Cardinale, Jean A.; Johnson, Bethany C.

    2017-01-01

    Many first-year biology students begin college with high aspirations but limited skills in terms of those needed for their success. Teachers are increasingly focused on students’ lack of metacognitive awareness combined with students’ inability to self-regulate learning behaviors. To address this need, we have designed a series of out-of-class assignments to provide explicit instruction on memory and learning. Our metacognition modules consist of six video assignments with reflective journaling prompts, allowing students to explore the relationship between the learning cycle, neuroplasticity, memory function, expert and novice thinking, and effective study strategies. By setting lessons on improving study behavior within a biological context, we help students grasp the reason for changing their behavior based on an understanding of biological functions and their application to learning. Students who complete these scaffolded journaling assignments show a shift toward a growth mindset and a consistent ability to evaluate the efficacy of their own study behaviors. In this article, we discuss the modules and student assignments, as well as provide in depth support for faculty who wish to adopt the modules for their own courses. PMID:28904648

  8. A Whooping Cough Education Module for WIC Clients in Utah.

    PubMed

    Luthy, Karlen E; Anderson, Alicia; Macintosh, Janelle; Beckstrand, Renea L; Eden, Lacey M; Amy, Ryan; Macintosh, Christopher I

    Clients in the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) are required to complete education modules quarterly to maintain eligibility. The purposes of this project were to: (1) create a whooping cough vaccination education module for WIC clients; (2) evaluate baseline perceptions of WIC clients on the whooping cough vaccine and disease; and (3) evaluate whooping cough knowledge following completion of the module. A decline in vaccination rates among infants and children using WIC services was reported by a local WIC program director who requested whooping cough vaccination education materials. This quality improvement project included development of a whooping cough education module and evaluation of learning. Learning was evaluated using a pre- and posttest design. Client feedback was solicited via open-ended questions. Quantitative analysis was performed on visual analog-type questions with paired t-tests and a Cohen's d. Content analysis was conducted on open-ended items. The module was designed by a team of vaccination experts and included general definitions, signs and symptoms during the three stages of disease, recommendations to prevent whooping cough, and vaccination recommendations. Learning of users of the module was then evaluated. After using the module, clients indicated they were significantly more likely to vaccinate themselves and their child against whooping cough, and to recommend the vaccination to their family members. The greatest concern of participants about whooping cough was how it affected infants. Participants reported they learned new information on disease seriousness, recognition of symptoms, and treatment options but still requested additional information on the whooping cough disease and vaccine. A whooping cough education module is an effective strategy to improve whooping cough knowledge and promote the whooping cough vaccine.

  9. Building Learning Communities: Foundations for Good Practice

    ERIC Educational Resources Information Center

    Davies, Alison; Ramsay, Jill; Lindfield, Helen; Couperthwaite, John

    2005-01-01

    The School of Health Sciences at the University of Birmingham provided opportunities for the development of student learning communities and online resources within the neurological module of the BSc Physiotherapy degree programme. These learning communities were designed to facilitate peer and independent learning in core aspects underpinning…

  10. NASA's Global Climate Change Education (GCCE) Program: New modules

    NASA Astrophysics Data System (ADS)

    Witiw, M. R.; Myers, R. J.; Schwerin, T. G.

    2010-12-01

    In existence for over 10 years, the Earth System Science Educational Alliance (ESSEA) through the Institute of Global Environmental Strategies (IGES) has developed a series of modules on Earth system science topics. To date, over 80 educational modules have been developed. The primary purpose of these modules is to provide graduate courses for teacher education. A typical course designed for teachers typically consists of from three to five content modules and a primer on problem-based learning. Each module is designed to take three weeks in a normal university semester. Course delivery methods vary. Some courses are completed totally online. Others are presented in the classroom. Still others are delivered using a hybrid method which combines classroom meetings with online delivery of content. Although originally designed for teachers and education students, recent changes, provide a format for general education students to use these module. In 2009, under NASA’s Global Climate Change Education (GCCE) initiative, IGES was tasked to develop 16 new modules addressing the topic of climate change. Two of the modules recently developed under this program address the topics of sunspots and thermal islands. Sunspots is a problem-based learning module where students are provided resources and sample investigations related to sunspots. The history of sunspot observations, the structure of sunspots and the possible role sunspots may have in Earth’s climate are explored. Students are then asked to determine what effects a continued minimum in sunspot activity may have on the climate system. In Thermal Islands, the topic of urban heat islands is addressed. How heat islands are produced and the role of urban heat islands in exacerbating heat waves are two of the topics covered in the resources. In this problem-based learning module, students are asked to think of mitigating strategies for these thermal islands as Earth’s urban population grows over the next 50 years. These modules were successfully piloted with undergraduate students at Seattle Pacific University.

  11. Theorising Teaching and Learning: Pre-Service Teachers' Theoretical Awareness of Learning

    ERIC Educational Resources Information Center

    Brante, Göran; Holmqvist Olander, Mona; Holmquist, Per-Ola; Palla, Marta

    2015-01-01

    We examine pre-service teachers' theoretical learning during one five-week training module, and their educators' learning about better lecture design to foster student learning. The study is iterative: interventions (one per group) were implemented sequentially in student groups A-C, the results of the previous intervention serving as the baseline…

  12. E-Learning Personalization Based on Hybrid Recommendation Strategy and Learning Style Identification

    ERIC Educational Resources Information Center

    Klasnja-Milicevic, Aleksandra; Vesin, Boban; Ivanovic, Mirjana; Budimac, Zoran

    2011-01-01

    Personalized learning occurs when e-learning systems make deliberate efforts to design educational experiences that fit the needs, goals, talents, and interests of their learners. Researchers had recently begun to investigate various techniques to help teachers improve e-learning systems. In this paper, we describe a recommendation module of a…

  13. Intercultural Language Learning at Work: A Student-Designed Module

    ERIC Educational Resources Information Center

    Sadoux, Marion

    2016-01-01

    During the academic year 2014-15, the Language Centre at the University of Nottingham Ningbo China (UNNC) worked in partnership with students on the design and validation of accredited work placement modules in the Language Centre. This initiative, endorsed by the UK campus within the Students As Change Agents (SACA) programme, aimed to address…

  14. Design Dimensions and Attributes for Web-Based Distance Learning Modules

    ERIC Educational Resources Information Center

    Pomales-Garcia, Cristina; Lopez, Angel D.; Liu, Yili

    2010-01-01

    This study investigates and compares the relative importance of Web module design dimensions and their attributes as perceived by student participants in a research study and those defined by a selected group of researchers in the literature. We aim to understand whether the dimensions of clarity, organization, structure, visual/aesthetical…

  15. Impact on learning of an e-learning module on leukaemia: a randomised controlled trial

    PubMed Central

    2012-01-01

    Background e-learning resources may be beneficial for complex or conceptually difficult topics. Leukaemia is one such topic, yet there are no reports on the efficacy of e-learning for leukaemia. This study compared the learning impact on senior medical students of a purpose-built e-learning module on leukaemia, compared with existing online resources. Methods A randomised controlled trial was performed utilising volunteer senior medical students. Participants were randomly allocated to Study and Control groups. Following a pre-test on leukaemia administered to both groups, the Study group was provided with access to the new e-learning module, while the Control group was directed to existing online resources. A post-test and an evaluation questionnaire were administered to both groups at the end of the trial period. Results Study and Control groups were equivalent in gender distribution, mean academic ability, pre-test performance and time studying leukaemia during the trial. The Study group performed significantly better than the Control group in the post-test, in which the group to which the students had been allocated was the only significant predictor of performance. The Study group’s evaluation of the module was overwhelmingly positive. Conclusions A targeted e-learning module on leukaemia had a significant effect on learning in this cohort, compared with existing online resources. We believe that the interactivity, dialogic feedback and integration with the curriculum offered by the e-learning module contributed to its impact. This has implications for e-learning design in medicine and other disciplines. PMID:22640463

  16. Universal Design: Online Educational Media for Students with Disabilities

    ERIC Educational Resources Information Center

    Sapp, Wendy

    2009-01-01

    The Universal eLearner is an online integrated learning module, under development, that incorporates accessible technology, universal design for learning, and best practices for online education. The American Foundation for the Blind and Bridge Multimedia have just completed a three-year grant through the National Institute on Disability and…

  17. Evaluating the Design and Development of an Adaptive E-Tutorial Module: A Rasch-Measurement Approach

    ERIC Educational Resources Information Center

    Barefah, Allaa; McKay, Elspeth

    2016-01-01

    Courseware designers aim to innovate information communications technology (ICT) tools to increase learning experiences, spending many hours developing eLearning programmes. This effort gives rise to a dynamic technological pedagogical environment. However, it is difficult to recognise whether these online programmes reflect an instructional…

  18. A Multidisciplinary Self-Directed Learning Module Improves Knowledge of a Quality Improvement Instrument: The HEART Pathway.

    PubMed

    Hartman, Nicholas D; Harper, Erin N; Leppert, Lauren M; Browning, Brittany M; Askew, Kim; Manthey, David E; Mahler, Simon A

    We created and tested an educational intervention to support implementation of an institution wide QI project (the HEART Pathway) designed to improve care for patients with acute chest pain. Although online learning modules have been shown effective in imparting knowledge regarding QI projects, it is unknown whether these modules are effective across specialties and healthcare professions. Participants, including nurses, advanced practice clinicians, house staff and attending physicians (N = 486), were enrolled into an online, self-directed learning course exploring the key concepts of the HEART Pathway. The module was completed by 97% of enrollees (469/486) and 90% passed on the first attempt (422/469). Out of 469 learners, 323 completed the pretest, learning module and posttest in the correct order. Mean test scores across learners improved significantly from 74% to 89% from the pretest to the posttest. Following the intervention, the HEART Pathway was used for 88% of patients presenting to our institution with acute chest pain. Our data demonstrate that this online, self-directed learning module can improve knowledge of the HEART Pathway across specialties-paving the way for more efficient and informed care for acute chest pain patients.

  19. Effects of a blended learning module on self-reported learning performances in baccalaureate nursing students.

    PubMed

    Hsu, Li-Ling; Hsieh, Suh-Ing

    2011-11-01

    This article is a report of a quasi-experimental study of the effects of blended modules on nursing students' learning of ethics course content. There is yet to be an empirically supported mix of strategies on which a working blended learning model can be built for nursing education. This was a two-group pretest and post-test quasi-experimental study in 2008 involving a total of 233 students. Two of the five clusters were designated the experimental group to experience a blended learning model, and the rest were designated the control group to be given classroom lectures only. The Case Analysis Attitude Scale, Case Analysis Self-Evaluation Scale, Blended Learning Satisfaction Scale, and Metacognition Scale were used in pretests and post-tests for the students to rate their own performance. In this study, the experimental group did not register significantly higher mean scores on the Case Analysis Attitude Scale at post-test and higher mean ranks on the Case Analysis Self-Evaluation Scale, the Blended Learning Satisfaction Scale, and the Metacognition Scale at post-test than the control group. Moreover, the experimental group registered significant progress in the mean ranks on the Case Analysis Self-Evaluation Scale and the Metacognition Scale from pretest to post-test. No between-subjects effects of four scales at post-test were found. Newly developed course modules, be it blended learning or a combination of traditional and innovative components, should be tested repeatedly for effectiveness and popularity for the purpose of facilitating the ultimate creation of a most effective course module for nursing education. © 2011 Blackwell Publishing Ltd.

  20. The New School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module: A Practical Implementation in the Technical and Vocational Education (TVE) System in Bahrain

    NASA Astrophysics Data System (ADS)

    Alseddiqi, M.; Mishra, R.; Pislaru, C.

    2012-05-01

    This paper diagnoses the implementation of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Bahrain Technical and Vocational Education (TVE) learning environment. The module was designed to incorporate an innovative education and training approach with a variety of learning activities that are included in various learning case studies. Each case study was based on with learning objectives coupled with desired learning outcomes. The TVE students should meet the desired outcomes after the completion of the learning activities and assessments. To help with the implementation phase of the new module, the authors developed guidelines for each case study. The guidelines incorporated learning activities to be delivered in an integrated learning environment. The skills to be transferred were related to cognitive, affective, and technical proficiencies. The guidelines included structured instructions to help students during the learning process. In addition, technology was introduced to improve learning effectiveness and flexibility. The guidelines include learning indicators for each learning activity and were based on their interrelation with competencies to be achieved with respect to modern industrial requirements. Each learning indicator was then correlated against the type of learning environment, teaching and learning styles, examples of mode of delivery, and assessment strategy. Also, the learning activities were supported by technological features such as discussion forums for social perception and engagement and immediate feedback exercises for self-motivation. Through the developed module, TVE teachers can effectively manage the teaching and learning process as well as the assessment strategy to satisfy students' individual requirements and enable them to meet workplace requirements.

  1. Adaptive Units of Learning and Educational Videogames

    ERIC Educational Resources Information Center

    Moreno-Ger, Pablo; Thomas, Pilar Sancho; Martinez-Ortiz, Ivan; Sierra, Jose Luis; Fernandez-Manjon, Baltasar

    2007-01-01

    In this paper, we propose three different ways of using IMS Learning Design to support online adaptive learning modules that include educational videogames. The first approach relies on IMS LD to support adaptation procedures where the educational games are considered as Learning Objects. These games can be included instead of traditional content…

  2. Validity and Practitality of Acid-Base Module Based on Guided Discovery Learning for Senior High School

    NASA Astrophysics Data System (ADS)

    Yerimadesi; Bayharti; Jannah, S. M.; Lufri; Festiyed; Kiram, Y.

    2018-04-01

    This Research and Development(R&D) aims to produce guided discovery learning based module on topic of acid-base and determine its validity and practicality in learning. Module development used Four D (4-D) model (define, design, develop and disseminate).This research was performed until development stage. Research’s instruments were validity and practicality questionnaires. Module was validated by five experts (three chemistry lecturers of Universitas Negeri Padang and two chemistry teachers of SMAN 9 Padang). Practicality test was done by two chemistry teachers and 30 students of SMAN 9 Padang. Kappa Cohen’s was used to analyze validity and practicality. The average moment kappa was 0.86 for validity and those for practicality were 0.85 by teachers and 0.76 by students revealing high category. It can be concluded that validity and practicality was proven for high school chemistry learning.

  3. Effectiveness of Discovery Learning-Based Transformation Geometry Module

    NASA Astrophysics Data System (ADS)

    Febriana, R.; Haryono, Y.; Yusri, R.

    2017-09-01

    Development of transformation geometry module is conducted because the students got difficulties to understand the existing book. The purpose of the research was to find out the effectiveness of discovery learning-based transformation geometry module toward student’s activity. Model of the development was Plomp model consisting preliminary research, prototyping phase and assessment phase. The research was focused on assessment phase where it was to observe the designed product effectiveness. The instrument was observation sheet. The observed activities were visual activities, oral activities, listening activities, mental activities, emotional activities and motor activities. Based on the result of the research, it is found that visual activities, learning activities, writing activities, the student’s activity is in the criteria very effective. It can be concluded that the use of discovery learning-based transformation geometry module use can increase the positive student’s activity and decrease the negative activity.

  4. An Introductory Review Module For an Anti-Infectives Therapeutics Course

    PubMed Central

    Murphy, Kendrick; Zaeem, Maryam; DiVall, Margarita V.

    2012-01-01

    Objective. To determine whether an introductory review module using a hybrid-learning approach helped students learn infectious disease management in an anti-infectives therapeutics course. Design. An introductory module consisting of an online pharmacology review, pre-class assignment, 2 classroom lectures, and 1 case-based lecture was developed and implemented. Assessment. Among the 110 students who completed pre- and post-tests on the material covered, average scores increased from 71% to 83% (p<0.0001). Performance on knowledge-based question improved for 8 out of 10 questions (p<0.05) and student confidence increased from the first lecture to completion of the module (p<0.001 for all comparisons). Of the 129 students who completed an evaluation of the introductory module, 98% strongly agreed or agreed that the content was essential for course success. Conclusion. The addition of an introductory module using a hybrid-learning approach to review and solidify concepts of medical microbiology and pharmacology provided the foundation necessary for success in an infectious diseases module. PMID:23049107

  5. Addressing the learning needs of multidisciplinary students at a distance using a virtual learning environment (VLE): A novice teacher reflects.

    PubMed

    Janes, Gillian

    2006-03-01

    This paper analyses the experience of one individual in the development and delivery of an innovative, undergraduate leadership development module. The module is accessed by practising health care professionals in Malaysia as part of a top-up Honours Degree and is delivered solely using a virtual learning environment (VLE), in this case Blackboard. The aim of this analysis is to contribute to the current body of knowledge regarding the use of VLE technology to facilitate learning at a distance. Of particular relevance is the paper's focus on: the drivers for e-learning; widening participation and increasing access; the experience of designing and delivering learning of relevance for this contemporary student population and evaluating the VLE experience/module. The development and delivery of this module is one result of a rapidly growing area of education. As a novice teacher in her first year in the higher education sector, this experience was a significant and stimulating challenge for a number of reasons and these are explored in greater depth. This is achieved by means of personal reflection using the phases of module development and delivery as a focus.

  6. More Metric Measurement Concepts. Fundamentals of Occupational Mathematics. Module 10.

    ERIC Educational Resources Information Center

    Engelbrecht, Nancy; And Others

    This module is the 10th in a series of 12 learning modules designed to teach occupational mathematics. Blocks of informative material and rules are followed by examples and practice problems. The solutions to the practice problems are found at the end of the module. Specific topics covered include the metric concepts of mass, weight, and volume…

  7. Powers and Roots. Fundamentals of Occupational Mathematics. Module 11.

    ERIC Educational Resources Information Center

    Engelbrecht, Nancy; And Others

    This module is the 11th in a series of 12 learning modules designed to teach occupational mathematics. Blocks of informative material and rules are followed by examples and practice problems. The solutions to the practice problems are found at the end of the module. Specific topics covered include multiplication, powers, calculator use, and roots.…

  8. Effects of a Science Education Module on Attitudes towards Modern Biotechnology of Secondary School Students

    ERIC Educational Resources Information Center

    Klop, Tanja; Severiens, Sabine E.; Knippels, Marie-Christine P. J.; van Mil, Marc H. W.; Ten Dam, Geert T. M.

    2010-01-01

    This article evaluated the impact of a four-lesson science module on the attitudes of secondary school students. This science module (on cancer and modern biotechnology) utilises several design principles, related to a social constructivist perspective on learning. The expectation was that the module would help students become more articulate in…

  9. Career Education. Administrators and Counselors Implementation Model. Module III--Teacher Information and Orientation for Administrators. (3.1) Identify Change Strategy.

    ERIC Educational Resources Information Center

    Thompson, John A.; Chock, Mona K.O.

    Part of a 13-volume series designed to be used as a group inservice or a self-learning system to train school administrators and counselors for their role in career education, this section of module 3 is designed to identify change strategies to help the principal motivate teachers to accept the concept of career education. (Module 3 is one of six…

  10. Teaching About "Brain and Learning" in High School Biology Classes: Effects on Teachers' Knowledge and Students' Theory of Intelligence.

    PubMed

    Dekker, Sanne; Jolles, Jelle

    2015-01-01

    This study evaluated a new teaching module about "Brain and Learning" using a controlled design. The module was implemented in high school biology classes and comprised three lessons: (1) brain processes underlying learning; (2) neuropsychological development during adolescence; and (3) lifestyle factors that influence learning performance. Participants were 32 biology teachers who were interested in "Brain and Learning" and 1241 students in grades 8-9. Teachers' knowledge and students' beliefs about learning potential were examined using online questionnaires. Results indicated that before intervention, biology teachers were significantly less familiar with how the brain functions and develops than with its structure and with basic neuroscientific concepts (46 vs. 75% correct answers). After intervention, teachers' knowledge of "Brain and Learning" had significantly increased (64%), and more students believed that intelligence is malleable (incremental theory). This emphasizes the potential value of a short teaching module, both for improving biology teachers' insights into "Brain and Learning," and for changing students' beliefs about intelligence.

  11. Case Study of a Project-Based Learning Course in Civil Engineering Design

    ERIC Educational Resources Information Center

    Gavin, K.

    2011-01-01

    This paper describes the use of project-based learning to teach design skills to civil engineering students at University College Dublin (UCD). The paper first considers the development of problem-based leaning (PBL) as a tool in higher education. The general issues to be considered in the design of the curriculum for a PBL module are reviewed.…

  12. Read, Play, and Learn! Storybook Activities for Young Children. The Transdisciplinary Play-Based Curriculum. Collection 1: Modules 1-8.

    ERIC Educational Resources Information Center

    Linder, Toni W.

    Read, Play, and Learn is a play-based curriculum designed to promote growth across all of the areas of development important to a young child. With a school-year's worth of ready-to-use lessons or modules, the curriculum provides story-related activities centered around themes such as enjoying seasonal festivities, sharing emotions, making…

  13. Comparative Responses from Students, Faculty, and Administration to the Packaging of the Entry College Course, English 131. Curriculum Development.

    ERIC Educational Resources Information Center

    Bass, Donald G.

    The practicum is the creation of a course orientation module for a new introductory English design. The module explains the course topics, the requirements, and the learning settings. Requirements call for specific skill levels in reading, writing, and discussion. Students will be learning in conference, in the community, in small groups, and in…

  14. Read, Play, and Learn! Storybook Activities for Young Children. The Transdisciplinary Play-Based Curriculum. Collection 2: Modules 9-16.

    ERIC Educational Resources Information Center

    Linder, Toni W.

    Read, Play, and Learn is a play-based curriculum designed to promote growth across all of the areas of development important to a young child. With a school-year's worth of ready-to-use lessons or modules, the curriculum provides story-related activities centered around themes such as enjoying seasonal festivities, sharing emotions, making…

  15. Growth: How Much is Too Much? Teacher's Guide. Science Module (9th-10th Grade Biology).

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Coll. of Education.

    This is a teacher's guide for a learning module designed to integrate environmental education into ninth- and tenth-grade chemistry classes. This module and a companion social studies module were pilot tested in Gwinnett County, Georgia in 1975-76. The module is divided into four parts. Part one provides a broad overview of unit content and…

  16. Growth: How Much is Too Much? Student Book. Science Module (9th-10th Grade Biology). Revised Edition.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Coll. of Education.

    This learning module is designed to integrate environmental education into ninth- and tenth-grade chemistry classes. This module and a companion social studies module were pilot tested in Gwinnett County, Georgia in 1975-76. The module is divided into four parts. Part one provides a broad overview of unit content and proposes questions to…

  17. Health Instruction Packages: Consumer--Diabetes.

    ERIC Educational Resources Information Center

    Cross, Barbara J.; And Others

    Text, illustrations, and exercises are utilized in this set of seven learning modules designed to instruct diabetes patients in health care practices necessary for the control of their illness. The first module, by Barbara J. Cross, describes materials and procedures used in testing the urine for sugar and acetone. The second module, by Ruth…

  18. Parent Skill Training (Trainer Modules). LEAP Outreach Project.

    ERIC Educational Resources Information Center

    Colorado Univ., Denver. Center for Collaborative Educational Leadership.

    This training manual, designed for teaching parents of young children with autism, contains nine modules on behavior modification techniques. The modules address: (1) the ABC's of behavior, which discusses discriminating among words that describe feelings and words that describe behaviors, identifying examples of learned behavior, and defining and…

  19. The New Youth Entrepreneur: Money To Get Started. Module 5.

    ERIC Educational Resources Information Center

    Kourilsky, Marilyn; And Others

    The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the fifth module, and introduces students to the financial issues involved in starting a business,…

  20. Management and Family Economics Student Modules. Instructor's Guide.

    ERIC Educational Resources Information Center

    South Carolina State Dept. of Education, Columbia. Home Economics Education Section.

    This instructor's guide was designed to help teachers present a performance-based course in family management and economics to high school students. The guide contains a listing of the modules contained in the student modules with suggested levels and courses for teaching; additional learning experiences; lists of supplemental resources and…

  1. Module Eight: Induction; Basic Electricity and Electronics Individualized Learning System.

    ERIC Educational Resources Information Center

    Bureau of Naval Personnel, Washington, DC.

    The module covers in greater depth electromagnetic induction, its effects, and how it is used to advantage in electrical circuits; and the physical components, called inductors, designed to take advantage of the phenomenon of electromagnetic induction. This module is divided into four lessons: electromagnetism; inductors and flux density, inducing…

  2. The New Youth Entrepreneur: Types of Business Ownership. Module 7.

    ERIC Educational Resources Information Center

    Kourilsky, Marilyn; And Others

    The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the seventh module, and examines the potential advantages and disadvantages of entering into four…

  3. Instructor's Guide for Human Development Student Modules.

    ERIC Educational Resources Information Center

    South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

    This instructor's guide is designed for use with an accompanying set of 61 student learning modules on human development. Included among the topics covered in the individual modules are the following: consumer and homemaking education (health and nutrition, personal appearance and grooming, puberty, menstruation, the human reproductive system,…

  4. Health Instruction Packages: Basic Sciences.

    ERIC Educational Resources Information Center

    Cathey, Barbara; And Others

    Text, illustrations, and exercises are utilized in a set of nine learning modules designed to instruct nursing and allied health students in a variety of biological topics. The first module, by Barbara Cathey, discusses cell growth and the proliferation of cells in benign and malignant tumors. The second module, by Eugene Volz, describes the…

  5. Southeast Asian Career Exploration Program.

    ERIC Educational Resources Information Center

    Podolske, Mel

    This set of competency-based learning modules consists of four career exploration modules and three science modules for use with adults with limited English proficiency. The four career exploration models contain activities designed to introduce students to career opportunities and basic job skills and safety procedures in the following fields:…

  6. The 25 kW power module evolution study. Part 3: Conceptual designs for power module evolutions. Volume 3: Cost estimates

    NASA Technical Reports Server (NTRS)

    1979-01-01

    Cost data generated for the evolutionary power module concepts selected are reported. The initial acquisition costs (design, development, and protoflight unit test costs) were defined and modeled for the baseline 25 kW power module configurations. By building a parametric model of this initial building block, the cost of the 50 kW and the 100 kW power modules were derived by defining only their configuration and programmatic differences from the 25 kW baseline module. Variations in cost for the quantities needed to fulfill the mission scenarios were derived by applying appropriate learning curves.

  7. Teaching High School Students Machine Learning Algorithms to Analyze Flood Risk Factors in River Deltas

    NASA Astrophysics Data System (ADS)

    Rose, R.; Aizenman, H.; Mei, E.; Choudhury, N.

    2013-12-01

    High School students interested in the STEM fields benefit most when actively participating, so I created a series of learning modules on how to analyze complex systems using machine-learning that give automated feedback to students. The automated feedbacks give timely responses that will encourage the students to continue testing and enhancing their programs. I have designed my modules to take the tactical learning approach in conveying the concepts behind correlation, linear regression, and vector distance based classification and clustering. On successful completion of these modules, students will learn how to calculate linear regression, Pearson's correlation, and apply classification and clustering techniques to a dataset. Working on these modules will allow the students to take back to the classroom what they've learned and then apply it to the Earth Science curriculum. During my research this summer, we applied these lessons to analyzing river deltas; we looked at trends in the different variables over time, looked for similarities in NDVI, precipitation, inundation, runoff and discharge, and attempted to predict floods based on the precipitation, waves mean, area of discharge, NDVI, and inundation.

  8. Successes and Failures Teaching Visual Ethics: A Class Study

    ERIC Educational Resources Information Center

    Roundtree, Aimee Kendall

    2010-01-01

    This article discusses and evaluates the inclusion of ethics learning modules in a graduate- level visual design theory course. Modules were designed as a part of an NEH grant. Students grappled with case studies that probed the ethics of visuals at the crux of the BP oil refinery accident, NASA space shuttle disasters, the Enron collapse, and…

  9. Social Learning Networks: From Data Analytics to Active Sensing

    DTIC Science & Technology

    2017-10-13

    time updating of user models that in turn dictate the learning path of each student . In particular, we have designed , implemented, and evaluated our...decision, unless so designated by other documentation. 9. SPONSORING/MONITORING AGENCY NAME(S) AND ADDRESS (ES) U.S. Army Research Office P.O. Box...social network that exists between students , instructors, and modules of learning. Between 2015 and 2017, we completed a variety of data-driven

  10. Development of contextual teaching and learning based science module for junior high school for increasing creativity of students

    NASA Astrophysics Data System (ADS)

    Kurniasari, H.; Sukarmin; Sarwanto

    2018-03-01

    The purpose of this research are to analyze the the properness of contextual teaching and learning (CTL)-based science module for Junior High School for increasing students’ creativity and using CTL-based science module to increase students’ learning creativity. Development of CTL-based science module for Junior High School is Research and Development (R&D) using 4D Model consist of 4 steps: define, design, develop, and disseminate. Module is validated by 3 expert validators (Material, media, and language experts), 2 reviewer and 1 peer reviewer. . Based on the results of data analysis, it can be concluded that: the results of the validation, the average score of CTL-based science module is 88.28%, the value exceeded the value of the cut off score of 87.5%, so the media declared eligible for the study. Research shows that the gain creativity class that uses CTL-based science module has a gain of 0.72. Based on the results of the study showed that CTL-based science module effectively promotes creativity of students

  11. Professional Teacher Education Module Series. Assess Student Performance: Knowledge, Module D-2 of Category D--Instructional Evaluation.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. National Center for Research in Vocational Education.

    This second in a series of six learning modules on instructional evaluation is designed to give secondary and postsecondary vocational teachers help in assessing student performance as it relates to knowledge of the facts, data, related information, and procedures taught in their vocational courses. The terminal objective for the module is to…

  12. Computer-based teaching module design: principles derived from learning theories.

    PubMed

    Lau, K H Vincent

    2014-03-01

    The computer-based teaching module (CBTM), which has recently gained prominence in medical education, is a teaching format in which a multimedia program serves as a single source for knowledge acquisition rather than playing an adjunctive role as it does in computer-assisted learning (CAL). Despite empirical validation in the past decade, there is limited research into the optimisation of CBTM design. This review aims to summarise research in classic and modern multimedia-specific learning theories applied to computer learning, and to collapse the findings into a set of design principles to guide the development of CBTMs. Scopus was searched for: (i) studies of classic cognitivism, constructivism and behaviourism theories (search terms: 'cognitive theory' OR 'constructivism theory' OR 'behaviourism theory' AND 'e-learning' OR 'web-based learning') and their sub-theories applied to computer learning, and (ii) recent studies of modern learning theories applied to computer learning (search terms: 'learning theory' AND 'e-learning' OR 'web-based learning') for articles published between 1990 and 2012. The first search identified 29 studies, dominated in topic by the cognitive load, elaboration and scaffolding theories. The second search identified 139 studies, with diverse topics in connectivism, discovery and technical scaffolding. Based on their relative representation in the literature, the applications of these theories were collapsed into a list of CBTM design principles. Ten principles were identified and categorised into three levels of design: the global level (managing objectives, framing, minimising technical load); the rhetoric level (optimising modality, making modality explicit, scaffolding, elaboration, spaced repeating), and the detail level (managing text, managing devices). This review examined the literature in the application of learning theories to CAL to develop a set of principles that guide CBTM design. Further research will enable educators to take advantage of this unique teaching format as it gains increasing importance in medical education. © 2014 John Wiley & Sons Ltd.

  13. Budgeting in Higher Education (Teaching Module).

    ERIC Educational Resources Information Center

    Emery, Rebecca A.

    A teaching module or student-oriented learning outline on budgeting in higher education is presented. The module is designed for either group or individual student use and is specifically for the study of higher education. Objectives of the unit are as follows: define "budget," list and describe several types of budgets, cite the three phases of…

  14. The New Youth Entrepreneur: Records and Books. Did You Make Any Money? Module 9.

    ERIC Educational Resources Information Center

    Kourilsky, Marilyn; And Others

    The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the ninth module, and introduces students to recordkeeping and bookkeeping strategies essential for…

  15. Health Instruction Packages: Dental Personnel.

    ERIC Educational Resources Information Center

    Hayes, Gary E.; And Others

    Text, illustrations, and exercises are utilized in this set of four learning modules designed to instruct non-professional dental personnel in selected job-related skills. The first module, by Gary E. Hayes, describes how to locate the hinge axis point of the jaw, place and secure a bitefork, and perform a facebow transfer. The second module,…

  16. AUTOMOTIVE DIESEL MAINTENANCE 2. UNIT XVI, LEARNING ABOUT AC GENERATOR (ALTERNATOR) PRINCIPLES (PART I).

    ERIC Educational Resources Information Center

    Human Engineering Inst., Cleveland, OH.

    THIS MODULE OF A 25-MODULE COURSE IS DESIGNED TO DEVELOP AN UNDERSTANDING OF THE OPERATING PRINCIPLES OF ALTERNATING CURRENT GENERATORS USED ON DIESEL POWERED EQUIPMENT. TOPICS ARE REVIEWING ELECTRICAL FUNDAMENTALS, AND OPERATING PRINCIPLES OF ALTERNATORS. THE MODULE CONSISTS OF A SELF-INSTRUCTIONAL PROGRAMED TRAINING FILM "AC GENERATORS…

  17. AUTOMOTIVE DIESEL MAINTENANCE 2. UNIT IX, AUTOMATIC TRANSMISSIONS--HYDRAULIC SYSTEM (PART I).

    ERIC Educational Resources Information Center

    Human Engineering Inst., Cleveland, OH.

    THIS MODULE OF A 25-MODULE COURSE IS DESIGNED TO DEVELOP AN UNDERSTANDING OF THE OIL FLOW WITHIN HYDRAULIC TRANSMISSIONS USED ON DIESEL POWERED VEHICLES. TOPICS ARE GENERAL DESCRIPTION, HYDRAULIC CIRCUITS, AND BRAKE HYDRAULIC CIRCUIT AND OPERATION. THE MODULE CONSISTS OF A SELF-INSTRUCTIONAL PROGRAMED TRAINING FILM "LEARNING ABOUT THE ALLISON…

  18. Applied Physics Modules Selected for Automotive and Diesel Technologies.

    ERIC Educational Resources Information Center

    Waring, Gene

    Designed for individualized use in an applied physics course in postsecondary vocational-technical education, this series of ten learning modules is equivalent to the content of a five-credit hour class in automotive technology or diesel technology. Almost all the modules contain technological application in the form of laboratory experiments or…

  19. The New Youth Entrepreneur: How To Mind Your Own Business. Module 11.

    ERIC Educational Resources Information Center

    Kourilsky, Marilyn; And Others

    The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the eleventh module, and focuses on issues related to managing the day-to-day affairs of a small…

  20. Logs Analysis of Adapted Pedagogical Scenarios Generated by a Simulation Serious Game Architecture

    ERIC Educational Resources Information Center

    Callies, Sophie; Gravel, Mathieu; Beaudry, Eric; Basque, Josianne

    2017-01-01

    This paper presents an architecture designed for simulation serious games, which automatically generates game-based scenarios adapted to learner's learning progression. We present three central modules of the architecture: (1) the learner model, (2) the adaptation module and (3) the logs module. The learner model estimates the progression of the…

  1. Design of selective nuclear receptor modulators: RAR and RXR as a case study.

    PubMed

    de Lera, Angel R; Bourguet, William; Altucci, Lucia; Gronemeyer, Hinrich

    2007-10-01

    Retinoic acid receptors (RARs) and retinoid X receptors (RXRs) are members of the nuclear receptor superfamily whose effects on cell growth and survival can be modulated therapeutically by small-molecule ligands. Although compounds that target these receptors are powerful anticancer drugs, their use is limited by toxicity. An improved understanding of the structural biology of RXRs and RARs and recent advances in the chemical synthesis of modified retinoid and rexinoid ligands should enable the rational design of more selective agents that might overcome such problems. Here, we review structural data for RXRs and RARs, discuss strategies in the design of selective RXR and RAR modulators, and consider lessons that can be learned for the design of selective nuclear-receptor modulators in general.

  2. Space Operations Learning Center

    NASA Technical Reports Server (NTRS)

    Lui, Ben; Milner, Barbara; Binebrink, Dan; Kuok, Heng

    2012-01-01

    The Space Operations Learning Center (SOLC) is a tool that provides an online learning environment where students can learn science, technology, engineering, and mathematics (STEM) through a series of training modules. SOLC is also an effective media for NASA to showcase its contributions to the general public. SOLC is a Web-based environment with a learning platform for students to understand STEM through interactive modules in various engineering topics. SOLC is unique in its approach to develop learning materials to teach schoolaged students the basic concepts of space operations. SOLC utilizes the latest Web and software technologies to present this educational content in a fun and engaging way for all grade levels. SOLC uses animations, streaming video, cartoon characters, audio narration, interactive games and more to deliver educational concepts. The Web portal organizes all of these training modules in an easily accessible way for visitors worldwide. SOLC provides multiple training modules on various topics. At the time of this reporting, seven modules have been developed: Space Communication, Flight Dynamics, Information Processing, Mission Operations, Kids Zone 1, Kids Zone 2, and Save The Forest. For the first four modules, each contains three components: Flight Training, Flight License, and Fly It! Kids Zone 1 and 2 include a number of educational videos and games designed specifically for grades K-6. Save The Forest is a space operations mission with four simulations and activities to complete, optimized for new touch screen technology. The Kids Zone 1 module has recently been ported to Facebook to attract wider audience.

  3. An Interprofessional Learning Module on Asthma Health Promotion

    PubMed Central

    Shah, Smita; Kearey, Phoebe; Bosnic-Anticevich, Sinthia; Grootjans, John; Armour, Carol

    2011-01-01

    Objective To develop, implement, and evaluate a new interprofessional learning module that focused on asthma health promotion called Taking Action Together for Asthma. Design Faculty members in medicine, nursing, and pharmacy courses recruited 10 students each to participate in a 3-day interprofessional learning module. Students received extensive materials including a workbook to document their expectations and experience; completed a 1-day interprofessional workshop; received training in the Triple A (Adolescent Asthma Action) program; and went into high schools and taught the Triple A program to students in interprofessional teams. Assessment Before and after participating in the module, students completed a questionnaire consisting of 3 previously validated instruments: the Asthma Knowledge for Health Professionals Scale, Attitudes Toward Health Care Teams Scale, and Readiness for Interprofessional Learning Scale (RIPLS). Seventeen students completed both the pre- and post-module scales and significant changes were seen only in means scores for the Attitude Toward Healthcare Teams (81.0 ± 4.7 to 85.2 ± 5.9) and the Teamwork and Collaboration subscale of the RIPLS (41.4 ± 2.7 to 43.2 ± 2.7). Conclusion Health promotion activities offer a viable mechanism for fostering interprofessional learning among health professions students. PMID:21519420

  4. An assessment of the feasibility and effectiveness of an e-learning module in delivering a curriculum in radiation protection to undergraduate medical students.

    PubMed

    Leong, Sum; Mc Laughlin, Patrick; O'Connor, Owen J; O'Flynn, Siun; Maher, Michael M

    2012-03-01

    Integrating radiation protection (RP) education in the undergraduate medical curriculum is gaining importance and is mandatory in certain jurisdictions. An e-learning module for RP was developed at the authors' medical school and was integrated into year 4 of the 5-year undergraduate medical program. The aim of this study was to investigate its impact on RP knowledge, student preferences for various teaching methods, self-assessment of RP knowledge, and perceptions of career prospects in radiology. Likert-type 5-point scale evaluations and general comments about the RP module and various methods of teaching were also obtained. An e-learning module in RP was designed and presented to year 4 medical undergraduates. All students were required to complete premodule and postmodule questionnaires. Eighty-nine percent (n = 113) and 99% (n = 126) of the 127 medical students successfully completed and returned the premodule and postmodule questionnaires, respectively. After the e-learning module, students' postmodule RP knowledge had improved significantly. Analysis of postmodule RP knowledge suggested that a favorable self-assessment of knowledge of RP, perception of career prospects in radiology, and completion of the e-learning module with an increased number of sessions were factors predictive of improved RP knowledge. Students expressed a preference for didactic lectures and clinical attachment for instruction in RP over e-learning. The development of an e-learning module in RP is feasible and results in improved knowledge of RP among medical undergraduates. Combining e-learning and more traditional educational programs such as a clinical radiology rotation is likely to improve student experience. Copyright © 2012 American College of Radiology. Published by Elsevier Inc. All rights reserved.

  5. Automatic acquisition of domain and procedural knowledge

    NASA Technical Reports Server (NTRS)

    Ferber, H. J.; Ali, M.

    1988-01-01

    The design concept and performance of AKAS, an automated knowledge-acquisition system for the development of expert systems, are discussed. AKAS was developed using the FLES knowledge base for the electrical system of the B-737 aircraft and employs a 'learn by being told' strategy. The system comprises four basic modules, a system administration module, a natural-language concept-comprehension module, a knowledge-classification/extraction module, and a knowledge-incorporation module; details of the module architectures are explored.

  6. Collaborative Design of Assessment Criteria to Improve Undergraduate Student Engagement and Performance

    ERIC Educational Resources Information Center

    Leslie, Laura J.; Gorman, Paul C.

    2017-01-01

    Student engagement is vital in enhancing the student experience and encouraging deeper learning. Involving students in the design of assessment criteria is one way in which to increase student engagement. In 2011, a marking matrix was used at Aston University (UK) for logbook assessment (Group One) in a project-based learning module. The next…

  7. Recruit LEP Students for Vocational Programs. One of Four Performance-Based Modules To Prepare Vocational Educators To Serve LEP Students.

    ERIC Educational Resources Information Center

    Friedenberg, Joan E.; And Others

    This module is one in a series of four performance-based modules developed to prepare vocational educators to serve limited English proficient (LEP) students. It is designed to help new and experienced vocational recruiters target their recruiting efforts for LEP persons. The module is made up of a series of five learning experiences, some…

  8. Analyze the Role of a Teacher. Module. A Pre-Student Teaching Field Experience for Pre-Service Teachers.

    ERIC Educational Resources Information Center

    Browning, Ruth A.

    This module is designed to aid preservice teachers in their first student teaching experience. The module is composed of five learning experiences which enable participants to assess their feelings toward teaching by focusing on three module components: (1) getting to know the students; (2) analyzing the role and activities of a teacher; and (3)…

  9. Professional Teacher Education Module Series. Provide for the First Aid Needs of Students, Module E-6 of Category E--Instructional Management.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. National Center for Research in Vocational Education.

    This sixth in a series of nine learning modules on instructional management is designed to assist secondary and postsecondary vocational teachers in establishing and maintaining a procedure for attending to the basic first aid needs of students. Introductory sections relate the competency dealt with in this module to others in the program and list…

  10. Promoting Intercultural Learning in a Multicultural University: Ideals and Realities

    ERIC Educational Resources Information Center

    Ippolito, Kate

    2007-01-01

    This paper evaluates a module designed to facilitate intercultural learning within an international, multicultural student group. Intercultural learning is a desired outcome of an internationalised curriculum, but achieving it is difficult. Key reasons are persistence of deficit models used to frame both international student assimilation and…

  11. Emphasizing Bloom's Affective Domain to Reduce Pharmacy Students' Stigmatizing Attitudes.

    PubMed

    Muzyk, Andrew J; Lentz, Katie; Green, Cynthia; Fuller, Steve; May, D Byron; Roukema, Lorae

    2017-03-25

    Objective. To create a learning environment using Bloom's affective domain as a framework that would reduce third-year pharmacy students' stigmatizing attitudes toward patients with mental illness. Design. Prior to the start of the module, students were asked to complete the 27-question Attribution Questionnaire Short Form (AQ-27). The teaching approach and in-class activities were designed to allow students' to experience the major categories within Bloom's affective domain. The module used patient cases, interactive-learning activities, and reflective discussions to augment pharmacological and therapeutic knowledge with a humanistic understanding of mental illness. Students were asked to retake the AQ-27 after completing the module. Assessment. Paired responses on the AQ-27 were reported for 74 of 104 students, which represents a response rate of 71.2%. Students' scores changed significantly on nine of the 27 questions. Students' attitudes pre- to post-module revealed a significant increase in the help construct, while there was a significant decrease in the dangerousness and fear constructs. Conclusion. Designing and implementing a course along the continuum of Bloom's affective domain resulted in appropriate changes in students' attitudes toward patients with mental illness.

  12. Developing online learning modules in a family medicine residency.

    PubMed

    Skye, Eric P; Wimsatt, Leslie A; Master-Hunter, Tara A; Locke, Amy B

    2011-03-01

    Online modules offer an opportunity to overcome barriers to educational delivery. Such approaches can require significant investment dependent on the development model used. There is little in the literature on the formative assessment of design and development. Better understanding is needed to determine effective methods of training and supporting faculty authors. The purpose of this study was to examine the effectiveness of Web-based modules developed by a Department of Family Medicine in delivering instruction to resident learners and to examine perceptions of the design and development process. Participants included 49 resident learners and 28 faculty and staff members as the development team. Data collection involved use of Web-based surveys, participant observation focus groups, and pretesting/posttesting. Frequency distributions and mean comparisons were used to analyze quantitative data. Participant comments were thematically analyzed. Residents felt that modules met their educational goals and contributed to understanding of core content. Pretest/posttest data showed statistical improvement for a majority of modules. The use of Web authoring software for Web-based learning and scheduling time to work on the modules posed the greatest challenges to module authors. Formative assessment methods can provide important information to module developers and support staff to shape training, content development, and improve module ease of use, navigation, and content for resident learners.

  13. Occupational Clothing Curriculum.

    ERIC Educational Resources Information Center

    Fraser, Annette J.

    Designed to provide individualized, hands-on experience for secondary or postsecondary students in gainful homemaking programs, this occupational clothing curriculum contains eight learning modules. The following topics are covered in the modules: plant production for the needle trades (needle trade structure and operation, terminology, history,…

  14. Think Locally, Act Globally! Linking Local and Global Communities through Democracy and Environment. Hands-On! Developing Active Learning Modules on the Human Dimensions of Global Change.

    ERIC Educational Resources Information Center

    Dowler, Lorraine

    Designed so that it can be adapted to a wide range of student abilities and institutional settings, this learning module on the human dimensions of global change seeks to: actively engage students in problem solving, challenge them to think critically, invite them to participate in the process of scientific inquiry, and involve them in cooperative…

  15. Stakeholder Analysis for the CF Counter-IED Training Courses

    DTIC Science & Technology

    2010-05-01

    for more than purely research purposes when the experimenter is present. 3.1.3 Learning Style- based Adaptation The Index of Learning Styles (Felder...student. It is recommended that the Adaption Module uses the same ontology based reasoning approach as the Evaluation Module. RacerPro is the recommended...reasoner. RacerPro is used as a system for managing semantic web ontologies based on Web Ontology Language (OWL). The design phase will confirm

  16. A Blended Learning Experience for Teaching Microbiology

    PubMed Central

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

    2006-01-01

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

  17. Intelligent deflection routing in buffer-less networks.

    PubMed

    Haeri, Soroush; Trajković, Ljiljana

    2015-02-01

    Deflection routing is employed to ameliorate packet loss caused by contention in buffer-less architectures such as optical burst-switched networks. The main goal of deflection routing is to successfully deflect a packet based only on a limited knowledge that network nodes possess about their environment. In this paper, we present a framework that introduces intelligence to deflection routing (iDef). iDef decouples the design of the signaling infrastructure from the underlying learning algorithm. It consists of a signaling and a decision-making module. Signaling module implements a feedback management protocol while the decision-making module implements a reinforcement learning algorithm. We also propose several learning-based deflection routing protocols, implement them in iDef using the ns-3 network simulator, and compare their performance.

  18. Experiences of nursing undergraduates on a redesigned blended communication module: A descriptive qualitative study.

    PubMed

    Shorey, Shefaly; Siew, An Ling; Ang, Emily

    2018-02-01

    Education is going through accelerated changes to accommodate the needs of contemporary students. However, there are ongoing concerns regarding the quality of education in communication skills for nurses and other healthcare professionals. Many studies have been conducted to evaluate the effectiveness of a blended learning pedagogical tool in enhancing the learning of nursing undergraduates. However, little is known about students' experiences of a blended learning model for teaching communication skills. To explore first year nursing students' experiences of the blended learning design adopted in a communication module. A descriptive qualitative design was adopted. Data were collected in the form of written reflections from 74 first year nursing undergraduates who were enrolled in a university-affiliated nursing school. Students were asked to complete an online reflective exercise regarding an undergraduate communication module on their last day of class, and the submitted reflections were analyzed. A thematic analysis was conducted and ethics approval was obtained for this study. Six overarching themes and fifteen subthemes were generated. The six overarching themes were: 1) Helpful and engaging classroom experience, 2) valuable online activities, 3) meaningful assessment, 4) appreciation for interprofessional education, 5) personal enrichment, and 6) overall feedback and recommendations. The students in this study felt that the blended pedagogy communication module enhanced their learning and boosted their confidence in facing similar situations. Interprofessional education was well-accepted among students as they attained a deeper understanding on the importance of interprofessional learning and an appreciation towards other professionals. Blended pedagogy can be used in teaching communication skills to nursing students to provide a holistic and up-to-date learning experience. Future studies should consider engaging students in face-to-face interviews to obtain a deeper understanding on their experiences of a blended pedagogy incorporated communication module. Copyright © 2017 Elsevier Ltd. All rights reserved.

  19. Teaching Concepts to Young Children Through Cultural Cooking Experiences. Bilingual/Bicultural Child Development Associate Pilot Project: Module XIV.

    ERIC Educational Resources Information Center

    Smith, Teresa R.

    This Child Development Associate (CDA) module, the fourteenth in a series of 16, suggests ways concepts can be taught by involving preschool children in carefully planned classroom cooking activities. Designed for bilingual/bicultural preschool teacher trainees, the module provides tips on food preparation as a learning experience. Required…

  20. The New Youth Entrepreneur: Getting Ready for Entrepreneurship. Business Ideas for All Communities. Module 3.

    ERIC Educational Resources Information Center

    Kourilsky, Marilyn; And Others

    The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the third module, which focuses on issues related to starting a business and providing ideas for…

  1. AUTOMOTIVE DIESEL MAINTENANCE 2. UNIT XIX, LEARNING ABOUT CRANKING MOTORS.

    ERIC Educational Resources Information Center

    Human Engineering Inst., Cleveland, OH.

    THIS MODULE OF A 25-MODULE COURSE IS DESIGNED TO DEVELOP AN UNDERSTANDING OF THE OPERATING PRINCIPLES OF CRANKING MOTORS USED ON DIESEL POWERED EQUIPMENT, TOPICS ARE (1) CRANKING MOTORS. (2) MOTOR PINCIPLES, (3) CRANKING MOTOR CIRCUITS, (4) TYPES OF CRANKING MOTOR DRIVES, AND (5) CRANKING MOTOR SOLENOID CIRCUITS. THE MODULE CONSISTS OF A…

  2. The New Youth Entrepreneur: You Can Make It Happen. YESS! You. The Business Plan. Module 12.

    ERIC Educational Resources Information Center

    Kourilsky, Marilyn; And Others

    The New Youth Entrepreneur curriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the twelfth module, and discusses the usefulness of a business plan for entrepreneurs starting small…

  3. Indiana Health Occupations Education: Student Modules for Administration of Medications for Unlicensed Nursing Personnel. Revised Edition.

    ERIC Educational Resources Information Center

    Bilger, Phyllis; And Others

    These learning modules are designed to provide health care workers involved with medications with basic information about the nature and administration of medications. The 30 modules are organized into six units. An overview of preparation and administration of medicines, principles of medication therapy, and medication fundamentals are presented…

  4. The effectiveness of research-based physics learning module with predict-observe-explain strategies to improve the student’s competence

    NASA Astrophysics Data System (ADS)

    Usmeldi

    2018-05-01

    The preliminary study shows that many students are difficult to master the concept of physics. There are still many students who have not mastery learning physics. Teachers and students still use textbooks. Students rarely do experiments in the laboratory. One model of learning that can improve students’ competence is a research-based learning with Predict- Observe-Explain (POE) strategies. To implement this learning, research-based physics learning modules with POE strategy are used. The research aims to find out the effectiveness of implementation of research-based physics learning modules with POE strategy to improving the students’ competence. The research used a quasi-experimental with pretest-posttest group control design. Data were collected using observation sheets, achievement test, skill assessment sheets, questionnaire of attitude and student responses to learning implementation. The results of research showed that research-based physics learning modules with POE strategy was effective to improve the students’ competence, in the case of (1) mastery learning of physics has been achieved by majority of students, (2) improving the students competency of experimental class including high category, (3) there is a significant difference between the average score of students’ competence of experimental class and the control class, (4) the average score of the students competency of experimental class is higher than the control class, (5) the average score of the students’ responses to the learning implementation is very good category, this means that most students can implement research-based learning with POE strategies.

  5. Inclusive design in architectural practice: Experiential learning of disability in architectural education.

    PubMed

    Mulligan, Kerry; Calder, Allyson; Mulligan, Hilda

    2018-04-01

    The built environment can facilitate or impede an individual's ability to participate in society. This is particularly so for people with disability. Architects are well placed to be advocates for design that enhances societal equality. This qualitative study explored architectural design students' perceptions of inclusive design, their reflections resulting from an experiential learning module and the subsequent influence of these on their design practice. Twenty four architectural design students participated in focus groups or individual interviews. Data were analyzed thematically. Three themes were evident: 1) Inclusive design was perceived as challenging, 2) Appreciation for the opportunity to learn about the perspectives of people with disabilities, and 3) Change of attitude toward inclusive design. Experiential learning had fostered reflection, changes in attitude and the realization that inclusive design, should begin at the start of the design process. For equitable access for all people to become reality, experiential learning, coupled with positive examples of inclusive design should be embedded in architectural education. Copyright © 2017 Elsevier Inc. All rights reserved.

  6. Health Instruction Packages: Injections.

    ERIC Educational Resources Information Center

    Dunkleman, Ellie; And Others

    Text, illustrations, and exercises are utilized in this set of four learning modules designed to instruct nursing students in techniques and equipment utilized for intramuscular injections. The first module, "Equipment for Intramuscular Injections" by Ellie Dunkleman, presents guidelines for selecting needles of the proper length and…

  7. Effectiveness of an Asynchronous Online Module on University Students' Understanding of the Bohr Model of the Hydrogen Atom

    ERIC Educational Resources Information Center

    Farina, William J., Jr.; Bodzin, Alec M.

    2018-01-01

    Web-based learning is a growing field in education, yet empirical research into the design of high quality Web-based university science instruction is scarce. A one-week asynchronous online module on the Bohr Model of the atom was developed and implemented guided by the knowledge integration framework. The unit design aligned with three identified…

  8. Uniform instruction using web-based, asynchronous technology in a geographically distributed clinical clerkship: analysis of osteopathic medical student participation and satisfaction.

    PubMed

    Peska, Don N; Lewis, Kadriye O

    2010-03-01

    As medical schools in the United States increase their class sizes, many institutions are forced to extend their teaching affiliations outside of their immediate communities. Geographic distribution threatens the ability to provide the uniform learning opportunities that students need and accrediting bodies require. To determine if a Web-based, asynchronous learning module can provide an effective, uniform learning opportunity for osteopathic medical students enrolled in clinical clerkship. Third-year osteopathic medical students enrolled in an 8-week core clinical clerkship in surgery were required to participate in a Web-based, asynchronous, interactive instructional module designed to provide opportunities for higher-order thinking through analysis, synthesis, and reflective learning. The quantity and content of students' online course interactions were analyzed to determine quantitative and qualitative features of their course participation. At the completion of the clerkship, students completed a 10-item Likert-type survey of their experience to determine the most helpful attributes of the Web-based learning module. Responses were assigned numerical values from 1 (strongly disagree) to 5 (strongly agree) to obtain a mean score for each question. Sixty-three students completed the Web-based module. The content of their discussions, as determined by message coding, identified the critical thinking needed to acquire abstract conceptualization of the problems presented in a typical surgery clerkship. Students found the content of the module relevant to the clerkship (mean score, 4.18) and valued facilitator feedback (4.00). Although they did not prefer Web-based instruction of classroom lecture (2.66), students indicated that the Web-based module enhanced their overall learning experience in the clerkship (3.30). Web-based technology in the clinical education of third-year osteopathic medical students appears to afford an acceptable teaching alternative when face-to-face instruction cannot be provided. Further study of the impact of instructional design on the quality of higher-order thinking in this domain is needed, as is an appreciation for the dynamics of group learning in a virtual environment.

  9. Professional Teacher Education Module Series. Prepare News Releases and Articles Concerning Your Vocational Program, Module G-5 of Category G--School-Community Relations.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. National Center for Research in Vocational Education.

    This fifth in a series of ten learning modules on school-community relations is designed to give secondary and postsecondary vocational teachers help in developing the skills needed to prepare news releases and articles for publication. The terminal objective for the module is to prepare news releases and articles concerning a vocational program…

  10. Introducing "The Matrix Classroom" University Course Design That Facilitates Active and Situated Learning though Creating Two Temporary Communities of Practice

    ERIC Educational Resources Information Center

    Roberts, Emma; Sayer, Karen

    2017-01-01

    This paper illustrates a radical course design structured to create active and situated learning in which students participate in communities of practice within the classroom, replicating real-life work situations. This paper illustrates the approach through a People Management module, but the approach is also used across a range of disciplines…

  11. Preparing mental health professionals for new directions in mental health practice: Evaluating the sensory approaches e-learning training package.

    PubMed

    Meredith, Pamela; Yeates, Harriet; Greaves, Amanda; Taylor, Michelle; Slattery, Maddy; Charters, Michelle; Hill, Melissa

    2018-02-01

    The application of sensory modulation approaches in mental health settings is growing in recognition internationally. However, a number of barriers have been identified as limiting the implementation of the approach, including workplace culture and a lack of accessible and effective sensory approaches training. The aim of this project was to investigate the efficacy of providing this training through a custom-designed e-learning package. Participants in the present study were predominately nurses and occupational therapists working in mental health settings in Queensland, Australia. Data were collected from 121 participants using an online survey. Significant improvements were found between pre- and post-training in participants' real and perceived levels of knowledge, their perceived levels of confidence, and their attitudes towards using sensory modulation approaches in mental health settings. The findings of the study suggest that the custom-designed sensory approaches e-learning package is an effective, accessible, acceptable, and usable method to train health professionals in sensory modulation approaches. As this study is the first to analyse the efficacy of an e-learning sensory approaches package, the results are considered preliminary, and further investigation is required. © 2017 Australian College of Mental Health Nurses Inc.

  12. Problem-Based Learning in Formal and Informal Learning Environments

    ERIC Educational Resources Information Center

    Shimic, Goran; Jevremovic, Aleksandar

    2012-01-01

    Problem-based learning (PBL) is a student-centered instructional strategy in which students solve problems and reflect on their experiences. Different domains need different approaches in the design of PBL systems. Therefore, we present one case study in this article: A Java Programming PBL. The application is developed as an additional module for…

  13. Fostering Reflective Learning in Confucian Heritage Culture Environments

    ERIC Educational Resources Information Center

    De Vita, Glauco; Bernard, Mohan J.

    2011-01-01

    This paper reports on two tutors' efforts to foster reflective learning in the context of a business synoptic module delivered as part of a programme of collaborative provision at City University of Hong Kong. In assessing what the design and implementation of processes aimed at fostering reflective learning have accomplished, evaluatory evidence…

  14. Promoting Higher Order Thinking Skills Using Inquiry-Based Learning

    ERIC Educational Resources Information Center

    Madhuri, G. V.; Kantamreddi, V. S. S. N; Prakash Goteti, L. N. S.

    2012-01-01

    Active learning pedagogies play an important role in enhancing higher order cognitive skills among the student community. In this work, a laboratory course for first year engineering chemistry is designed and executed using an inquiry-based learning pedagogical approach. The goal of this module is to promote higher order thinking skills in…

  15. A Design Case of Scaffolding Hybrid/Online Student-Centered Learning with Multimedia

    ERIC Educational Resources Information Center

    Hsiao, E-Ling; Mikolaj, Peter; Shih, Ya-Ting

    2017-01-01

    Implementing student-centered learning in hybrid/online settings is very challenging due to the physical separation of instructor and students. This article discusses the need for instructors to provide scaffolds and multimedia modules to facilitate knowledge construction in the student-centered learning process. To offer students solid learning…

  16. Coursework for Promoting Teaching and Learning

    ERIC Educational Resources Information Center

    Kandamby, G. W. T. C.

    2017-01-01

    Teaching is to be amalgamated with learning environment where students attend work with interest. Coursework was designed and conducted for Quantity Surveying module from 2014 as a study and found that it has supported for promoting teaching and learning. It was revealed that encouragement made only for attendance is not sufficient to obtain high…

  17. Imagining Flipped Workshops: Considerations for Designing Online Modules for Social Justice Education Workshops

    ERIC Educational Resources Information Center

    Tharp, D. Scott

    2017-01-01

    Online learning, defined as the use of Web-based technology to facilitate some or all learning experiences, continues to interest many universities. While technology shapes the landscape of higher education, questions remain regarding the ability and appropriateness of online learning spaces for social justice education (Dominique, 2016). This…

  18. Independent Learning Modules Enhance Student Performance and Understanding of Anatomy

    ERIC Educational Resources Information Center

    Serrat, Maria A.; Dom, Aaron M.; Buchanan, James T., Jr.; Williams, Alison R.; Efaw, Morgan L.; Richardson, Laura L.

    2014-01-01

    Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in…

  19. Mechanisms underlying the social enhancement of vocal learning in songbirds.

    PubMed

    Chen, Yining; Matheson, Laura E; Sakata, Jon T

    2016-06-14

    Social processes profoundly influence speech and language acquisition. Despite the importance of social influences, little is known about how social interactions modulate vocal learning. Like humans, songbirds learn their vocalizations during development, and they provide an excellent opportunity to reveal mechanisms of social influences on vocal learning. Using yoked experimental designs, we demonstrate that social interactions with adult tutors for as little as 1 d significantly enhanced vocal learning. Social influences on attention to song seemed central to the social enhancement of learning because socially tutored birds were more attentive to the tutor's songs than passively tutored birds, and because variation in attentiveness and in the social modulation of attention significantly predicted variation in vocal learning. Attention to song was influenced by both the nature and amount of tutor song: Pupils paid more attention to songs that tutors directed at them and to tutors that produced fewer songs. Tutors altered their song structure when directing songs at pupils in a manner that resembled how humans alter their vocalizations when speaking to infants, that was distinct from how tutors changed their songs when singing to females, and that could influence attention and learning. Furthermore, social interactions that rapidly enhanced learning increased the activity of noradrenergic and dopaminergic midbrain neurons. These data highlight striking parallels between humans and songbirds in the social modulation of vocal learning and suggest that social influences on attention and midbrain circuitry could represent shared mechanisms underlying the social modulation of vocal learning.

  20. Mechanisms underlying the social enhancement of vocal learning in songbirds

    PubMed Central

    Chen, Yining; Matheson, Laura E.; Sakata, Jon T.

    2016-01-01

    Social processes profoundly influence speech and language acquisition. Despite the importance of social influences, little is known about how social interactions modulate vocal learning. Like humans, songbirds learn their vocalizations during development, and they provide an excellent opportunity to reveal mechanisms of social influences on vocal learning. Using yoked experimental designs, we demonstrate that social interactions with adult tutors for as little as 1 d significantly enhanced vocal learning. Social influences on attention to song seemed central to the social enhancement of learning because socially tutored birds were more attentive to the tutor’s songs than passively tutored birds, and because variation in attentiveness and in the social modulation of attention significantly predicted variation in vocal learning. Attention to song was influenced by both the nature and amount of tutor song: Pupils paid more attention to songs that tutors directed at them and to tutors that produced fewer songs. Tutors altered their song structure when directing songs at pupils in a manner that resembled how humans alter their vocalizations when speaking to infants, that was distinct from how tutors changed their songs when singing to females, and that could influence attention and learning. Furthermore, social interactions that rapidly enhanced learning increased the activity of noradrenergic and dopaminergic midbrain neurons. These data highlight striking parallels between humans and songbirds in the social modulation of vocal learning and suggest that social influences on attention and midbrain circuitry could represent shared mechanisms underlying the social modulation of vocal learning. PMID:27247385

  1. Resonant Cholinergic Dynamics in Cognitive and Motor Decision-Making: Attention, Category Learning, and Choice in Neocortex, Superior Colliculus, and Optic Tectum.

    PubMed

    Grossberg, Stephen; Palma, Jesse; Versace, Massimiliano

    2015-01-01

    Freely behaving organisms need to rapidly calibrate their perceptual, cognitive, and motor decisions based on continuously changing environmental conditions. These plastic changes include sharpening or broadening of cognitive and motor attention and learning to match the behavioral demands that are imposed by changing environmental statistics. This article proposes that a shared circuit design for such flexible decision-making is used in specific cognitive and motor circuits, and that both types of circuits use acetylcholine to modulate choice selectivity. Such task-sensitive control is proposed to control thalamocortical choice of the critical features that are cognitively attended and that are incorporated through learning into prototypes of visual recognition categories. A cholinergically-modulated process of vigilance control determines if a recognition category and its attended features are abstract (low vigilance) or concrete (high vigilance). Homologous neural mechanisms of cholinergic modulation are proposed to focus attention and learn a multimodal map within the deeper layers of superior colliculus. This map enables visual, auditory, and planned movement commands to compete for attention, leading to selection of a winning position that controls where the next saccadic eye movement will go. Such map learning may be viewed as a kind of attentive motor category learning. The article hereby explicates a link between attention, learning, and cholinergic modulation during decision making within both cognitive and motor systems. Homologs between the mammalian superior colliculus and the avian optic tectum lead to predictions about how multimodal map learning may occur in the mammalian and avian brain and how such learning may be modulated by acetycholine.

  2. Resonant Cholinergic Dynamics in Cognitive and Motor Decision-Making: Attention, Category Learning, and Choice in Neocortex, Superior Colliculus, and Optic Tectum

    PubMed Central

    Grossberg, Stephen; Palma, Jesse; Versace, Massimiliano

    2016-01-01

    Freely behaving organisms need to rapidly calibrate their perceptual, cognitive, and motor decisions based on continuously changing environmental conditions. These plastic changes include sharpening or broadening of cognitive and motor attention and learning to match the behavioral demands that are imposed by changing environmental statistics. This article proposes that a shared circuit design for such flexible decision-making is used in specific cognitive and motor circuits, and that both types of circuits use acetylcholine to modulate choice selectivity. Such task-sensitive control is proposed to control thalamocortical choice of the critical features that are cognitively attended and that are incorporated through learning into prototypes of visual recognition categories. A cholinergically-modulated process of vigilance control determines if a recognition category and its attended features are abstract (low vigilance) or concrete (high vigilance). Homologous neural mechanisms of cholinergic modulation are proposed to focus attention and learn a multimodal map within the deeper layers of superior colliculus. This map enables visual, auditory, and planned movement commands to compete for attention, leading to selection of a winning position that controls where the next saccadic eye movement will go. Such map learning may be viewed as a kind of attentive motor category learning. The article hereby explicates a link between attention, learning, and cholinergic modulation during decision making within both cognitive and motor systems. Homologs between the mammalian superior colliculus and the avian optic tectum lead to predictions about how multimodal map learning may occur in the mammalian and avian brain and how such learning may be modulated by acetycholine. PMID:26834535

  3. Development of Ethnoscience Approach in The Module Theme Substance Additives to Improve the Cognitive Learning Outcome and Student’s entrepreneurship

    NASA Astrophysics Data System (ADS)

    Sudarmin; Febu, R.; Nuswowati, M.; Sumarni, W.

    2017-04-01

    Ethnoscience approach is an interesting research today. The purpose of this research is to develop approaches ethnoscience and modules ethnoscience theme additives based ethnoscience; as well as assess the feasibility and effectiveness of module theme additives based ethnoscience to improve learning outcomes and the entrepreneurial character of students. This type of research is the Research and Development (R & D). In this research consist of four stages, namely define, design, development and implementation. The subjects of this study were students of the School of MTs Maarif NU Brebes. Data were analyzed by descriptive qualitative and quantitative. The results showed that ethnoscience approach and the module theme substance additives used declared worthy of National Education Standards Agency (BNSP) with an average percentage of validation on the feasibility aspect of the content, language feasibility, and feasibility of presenting respectively for 94.3%, 86 % and 92% and a very decent entry criteria. The effect of the application modules substance additive based ethnoscience can improve on the cognitive learning classical amounted to 90.63%, and increased learning outcomes category was based on the scores of N-gain. Influence ethnoscience approach application and module theme substances additives based ethnoscience able to improve the entrepreneurial character of students. Based on the results of this study concluded that the ethnoscience approach and module theme substance additives based ethnoscience effective to improve learning outcomes and students’ entrepreneurship.

  4. Comprehensive, Mixed-Methods Assessment of a Blended Learning Model for Geospatial Literacy Instruction

    NASA Astrophysics Data System (ADS)

    Brodeur, J. J.; Maclachlan, J. C.; Bagg, J.; Chiappetta-Swanson, C.; Vine, M. M.; Vajoczki, S.

    2013-12-01

    Geospatial literacy -- the ability to conceptualize, capture, analyze and communicate spatial phenomena -- represents an important competency for 21st Century learners in a period of 'Geospatial Revolution'. Though relevant to in-course learning, these skills are often taught externally, placing time and resource pressures on the service providers - commonly libraries - that are relied upon to provide instruction. The emergence of online and blended modes of instruction has presented a potential means of increasing the cost-effectiveness of such activities, by simultaneously reducing instructional costs, expanding the audience for these resources, and addressing student preferences for asynchronous learning and '24-7' access. During 2011 and 2012, McMaster University Library coordinated the development, implementation and assessment of blended learning modules for geospatial literacy instruction in first-year undergraduate Social Science courses. In this paper, we present the results of a comprehensive mixed-methods approach to assess the efficacy of implementing blended learning modules to replace traditional (face-to-face), library-led, first-year undergraduate geospatial literacy instruction. Focus groups, personal interviews and an online survey were used to assess modules across dimensions of: student use, satisfaction and accessibility requirements (via Universal Instructional Design [UID] principles); instructor and teaching staff perception of pedagogical efficacy and instructional effectiveness; and, administrator cost-benefit assessment of development and implementation. Results showed that both instructors and students identified significant value in using the online modules in a blended-learning setting. Reaffirming assumptions of students' '24/7' learning preferences, over 80% of students reported using the modules on a repeat basis. Students were more likely to use the modules to better understand course content than simply to increase their grade in the course, which demonstrates applicability of the modules beyond a strict surface-learning approach. Instructors felt that giving students access to these modules increased flexibility in how in-class time was used, reduced student anxiety in busy lab sessions, and increased the effectiveness of face-to-face instruction and summative assessments. Though instructors perceived little to no change in grades as a result of the migration to blended-learning instruction, students overwhelmingly perceived a positive impact on their learning, as over 75% felt that the modules improved their geospatial literacy skills and general understanding in the course. Cost-benefit analyses proved challenging, as administrators struggled to estimate the true costs of both traditional instruction and module development. Recommendations for future module modification exposed the competing expectations of generalizing content to increase applicability and cost-effectiveness, versus tailoring modules to specific course content.

  5. The New Youth Entrepreneur: How To Sell Your Idea. The "What's in It for Me" (WIIFM) Factor. Module 4.

    ERIC Educational Resources Information Center

    Kourilsky, Marilyn; And Others

    The New Youth Entrepreneur currriculum is a series of 12 youth-oriented educational modules containing instructional materials, learning activities, and checkup exercises designed to teach students key elements of entrepreneurship. This document is the fourth module, which focuses on issues related to marketing, such as market niches and research,…

  6. Professional Teacher Education Module Series. Develop Student Performance Objectives, Module B-2 of Category B--Instructional Planning.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. National Center for Research in Vocational Education.

    This second in a series of six learning modules on instructional planning is designed to give secondary and postsecondary vocational teachers skill in writing student performance objectives which spell out for teachers, students, and prospective employers exactly what is expected of students in the program. It is also intended to give experience…

  7. Resolving Conflicts: Getting along with Co-Workers. JobLink Winning at Work Instructor's Manual, Module 8.

    ERIC Educational Resources Information Center

    Coast Community Coll. District, Costa Mesa, CA.

    This manual is a guide to an interactive training program designed to address key skills necessary in today's high performance workplace. The module is intended to meet the learning needs of production workers who may have limited basic skills or literacy. This module, which addresses conflict resolution, focuses on helping employees understand…

  8. A Randomized Crossover Design to Assess Learning Impact and Student Preference for Active and Passive Online Learning Modules.

    PubMed

    Prunuske, Amy J; Henn, Lisa; Brearley, Ann M; Prunuske, Jacob

    Medical education increasingly involves online learning experiences to facilitate the standardization of curriculum across time and space. In class, delivering material by lecture is less effective at promoting student learning than engaging students in active learning experience and it is unclear whether this difference also exists online. We sought to evaluate medical student preferences for online lecture or online active learning formats and the impact of format on short- and long-term learning gains. Students participated online in either lecture or constructivist learning activities in a first year neurologic sciences course at a US medical school. In 2012, students selected which format to complete and in 2013, students were randomly assigned in a crossover fashion to the modules. In the first iteration, students strongly preferred the lecture modules and valued being told "what they need to know" rather than figuring it out independently. In the crossover iteration, learning gains and knowledge retention were found to be equivalent regardless of format, and students uniformly demonstrated a strong preference for the lecture format, which also on average took less time to complete. When given a choice for online modules, students prefer passive lecture rather than completing constructivist activities, and in the time-limited environment of medical school, this choice results in similar performance on multiple-choice examinations with less time invested. Instructors need to look more carefully at whether assessments and learning strategies are helping students to obtain self-directed learning skills and to consider strategies to help students learn to value active learning in an online environment.

  9. Career Education. Administrators and Counselors Implementation Model. Module IV--Planning. (4.1) Develop Plans for Curriculum Preparation and Infusion.

    ERIC Educational Resources Information Center

    Thompson, John A.; Chock, Mona K.O.

    Part of a 13-volume series designed to be used as a group inservice or a self-learning system to train school administrators and counselors for their role in career education, this first section (4.1) of module 4 (Planning) is designed to assist principals and other school administrators to develop plans for curriculum preparation and infusion of…

  10. Just enough, but not too much interactivity leads to better clinical skills performance after a computer assisted learning module.

    PubMed

    Kalet, A L; Song, H S; Sarpel, U; Schwartz, R; Brenner, J; Ark, T K; Plass, J

    2012-01-01

    Well-designed computer-assisted instruction (CAI) can potentially transform medical education. Yet little is known about whether specific design features such as direct manipulation of the content yield meaningful gains in clinical learning. We designed three versions of a multimedia module on the abdominal exam incorporating different types of interactivity. As part of their physical diagnosis course, 162 second-year medical students were randomly assigned (1:1:1) to Watch, Click or Drag versions of the abdominal exam module. First, students' prior knowledge, spatial ability, and prior experience with abdominal exams were assessed. After using the module, students took a posttest; demonstrated the abdominal exam on a standardized patient; and wrote structured notes of their findings. Data from 143 students were analyzed. Baseline measures showed no differences among groups regarding prior knowledge, experience, or spatial ability. Overall there was no difference in knowledge across groups. However, physical exam scores were significantly higher for students in the Click group. A mid-range level of behavioral interactivity was associated with small to moderate improvements in performance of clinical skills. These improvements were likely mediated by enhanced engagement with the material, within the bounds of learners' cognitive capacity. These findings have implications for the design of CAI materials to teach procedural skills.

  11. Designing Web-based Telemedicine Training for Military Health Care Providers.

    ERIC Educational Resources Information Center

    Bangert, David; Doktor, Boert; Johnson, Erik

    2001-01-01

    Interviews with 48 military health care professionals identified 20 objectives and 4 learning clusters for a telemedicine training curriculum. From these clusters, web-based modules were developed addressing clinical learning, technology, organizational issues, and introduction to telemedicine. (Contains 19 references.) (SK)

  12. Learning to Be an Information Architect

    ERIC Educational Resources Information Center

    Wusteman, Judith

    2013-01-01

    This article describes a recently introduced module at University College Dublin School of Information and Library Studies (SILS), entitled "Information Architecture: Designing the Web." The module provides students with a realistic experience of how information architects apply their skills to produce usable web sites, via a project to…

  13. Applied Physics Modules Selected for Electrical and Electronic Technologies.

    ERIC Educational Resources Information Center

    Waring, Gene

    Designed for individualized use in an applied physics course in postsecondary vocational-technical education, this series of twenty-three learning modules is equivalent to the content of two quarters of a five-credit hour class in electrical technology, electronic service technology, electronic engineering technology, or electromechanical…

  14. Performance Based Education. Technology Activity Modules.

    ERIC Educational Resources Information Center

    Custer, Rodney L., Ed.

    These Technology Activity Modules are designed to serve as an implementation resource for technology education teachers as they integrate technology education with Missouri's Academic Performance Standards and provide a source of activities and activity ideas that can be used to integrate and reinforce learning across the curriculum. The modules…

  15. Problem Implementation as a Lever for Change: An Experimental Study of the Effects of a Professional Development Program on Students' Mathematics Learning

    ERIC Educational Resources Information Center

    Santagata, Rossella; Kersting, Nicole; Givvin, Karen B.; Stigler, James W.

    2011-01-01

    This study investigates, through an experimental design, the effectiveness of a professional development program on teacher knowledge and practices and on student learning. The program consisted of a series of video-based modules designed to respond to needs of U.S. teachers, as highlighted by findings from the 1999 Third International Mathematics…

  16. The Four Scaffolding Modules for Collaborative Problem-Based Learning through the Computer Network on Moodle LMS for the Computer Programming Course

    ERIC Educational Resources Information Center

    Tiantong, Monchai; Teemuangsai, Sanit

    2013-01-01

    Scaffolding is a learning approach designed to promote a deeper understanding, it is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve the learning goals, including resources, a compelling task, templates and guides, and guidance on the development of…

  17. [Digital learning object for diagnostic reasoning in nursing applied to the integumentary system].

    PubMed

    da Costa, Cecília Passos Vaz; Luz, Maria Helena Barros Araújo

    2015-12-01

    To describe the creation of a digital learning object for diagnostic reasoning in nursing applied to the integumentary system at a public university of Piaui. A methodological study applied to technological production based on the pedagogical framework of problem-based learning. The methodology for creating the learning object observed the stages of analysis, design, development, implementation and evaluation recommended for contextualized instructional design. The revised taxonomy of Bloom was used to list the educational goals. The four modules of the developed learning object were inserted into the educational platform Moodle. The theoretical assumptions allowed the design of an important online resource that promotes effective learning in the scope of nursing education. This study should add value to nursing teaching practices through the use of digital learning objects for teaching diagnostic reasoning applied to skin and skin appendages.

  18. Integrating STEM education through Project-Based Inquiry Learning (PIL) in topic space among year one pupils

    NASA Astrophysics Data System (ADS)

    Ng, Chee Hoe; Adnan, M.

    2018-01-01

    This research aims to investigate the effect of integrating STEM education through Project-based Inquiry Learning (PIL) and the users of the STEM modules which consists of five projects on topic Space in Year One Mathematics Syllabus in Kurikulum Standard Sekolah Rendah (KSSR) of Malaysia. STEM education in primary school focuses on the introduces and awareness of students about the importance of STEM education. The projects in STEM modules are covering the different ethnic cultures in Malaysia. The modules are designed using the four phases in PIL. Concepts and the explanation of STEM education on each project are emphasized and provided in the modules so the teachers able to carry out the projects by using the modules. By using the modules in primary Mathematics, the students and teachers will be more understanding on how to integrate the Mathematics’ concepts in STEM education.

  19. Does Staff Development in Cognitively Guided Instructional Theory Change Middle School Teachers' Mental Models about Teaching and Learning?

    ERIC Educational Resources Information Center

    Schmitz, Judith R.

    This practicum was designed to increase middle-level teaching teams' understanding of cognitively guided instructional strategies or brain-based learning theories and to promote the incorporation of these strategies into the teaching of cross-curriculum thematic units. Twelve staff development modules based on a new perspective of learning which…

  20. Designing, Developing and Implementing a Software Tool for Scenario Based Learning

    ERIC Educational Resources Information Center

    Norton, Geoff; Taylor, Mathew; Stewart, Terry; Blackburn, Greg; Jinks, Audrey; Razdar, Bahareh; Holmes, Paul; Marastoni, Enrique

    2012-01-01

    The pedagogical value of problem-based and inquiry-based learning activities has led to increased use of this approach in many courses. While scenarios or case studies were initially presented to learners as text-based material, the development of modern software technology provides the opportunity to deliver scenarios as e-learning modules,…

  1. Towards Collaboration as Learning: Evaluation of an Open CPD Opportunity for HE Teachers

    ERIC Educational Resources Information Center

    Nerantzi, Chrissi; Gossman, Peter

    2015-01-01

    Flexible, Distance and Online Learning (FDOL) is an open online course offered as an informal cross-institutional collaboration based on a postgraduate module in the context of teacher education in higher education. The second iteration, FDOL132, was offered in 2013 using a problem-based learning (PBL) design (FISh) to foster collaborative…

  2. Using Voice Boards: Pedagogical Design, Technological Implementation, Evaluation and Reflections

    ERIC Educational Resources Information Center

    Yaneske, Elisabeth; Oates, Briony

    2011-01-01

    We present a case study to evaluate the use of a Wimba Voice Board to support asynchronous audio discussion. We discuss the learning strategy and pedagogic rationale when a Voice Board was implemented within an MA module for language learners, enabling students to create learning objects and facilitating peer-to-peer learning. Previously students…

  3. Using Voice Boards: Pedagogical Design, Technological Implementation, Evaluation and Reflections

    ERIC Educational Resources Information Center

    Yaneske, Elisabeth; Oates, Briony

    2010-01-01

    We present a case study to evaluate the use of a Wimba Voice Board to support asynchronous audio discussion. We discuss the learning strategy and pedagogic rationale when a Voice Board was implemented within an MA module for language learners, enabling students to create learning objects and facilitating peer-to-peer learning. Previously students…

  4. Structuring the Learning Disabilities Module: A Course Design Based on Case Study

    ERIC Educational Resources Information Center

    Kahveci, Gul; Serin, Nerguz Bulut

    2017-01-01

    Children with learning disabilities are at greater risk of being victims of sexual abuse in schools. This paper discusses 4th year pre-service school counsellors' specific knowledge related to self-confidence and skills to execute the prevention and support processes on the topic of sexual abuse in children with learning disabilities. Qualitative…

  5. Empowering Mobile Assisted Social E-Learning: "Students' Expectations and Perceptions"

    ERIC Educational Resources Information Center

    Wang, Jenny; Yu, Wei-Chieh Wayne; Wu, Emily

    2013-01-01

    The aim of the present study was to empower mobile assisted social e-learning (eMASE) module that was designed based on social constructivism theory in higher education settings. This study reports findings from a group of undergraduates' expectations and perceptions of e-cooperative learning using mobile social networking apps. The eMASE module…

  6. The Effects of Gender and Dominant Mental Processes on Hypermedia Learning

    ERIC Educational Resources Information Center

    Ellis, Holly; Howard, W. Gary; Donofrio, Heather H.

    2012-01-01

    The effects of gender and dominant mental process on learning is an area of increased interest among educators. This study was designed to explore those effects on hypermedia learning. The hypermedia module was created using a modified hierarchical structure, and a pre-test/post-test was conducted. The Myers-Briggs Type Indicator (MBTI) was…

  7. 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…

  8. Deep learning with convolutional neural networks for EEG decoding and visualization

    PubMed Central

    Springenberg, Jost Tobias; Fiederer, Lukas Dominique Josef; Glasstetter, Martin; Eggensperger, Katharina; Tangermann, Michael; Hutter, Frank; Burgard, Wolfram; Ball, Tonio

    2017-01-01

    Abstract Deep learning with convolutional neural networks (deep ConvNets) has revolutionized computer vision through end‐to‐end learning, that is, learning from the raw data. There is increasing interest in using deep ConvNets for end‐to‐end EEG analysis, but a better understanding of how to design and train ConvNets for end‐to‐end EEG decoding and how to visualize the informative EEG features the ConvNets learn is still needed. Here, we studied deep ConvNets with a range of different architectures, designed for decoding imagined or executed tasks from raw EEG. Our results show that recent advances from the machine learning field, including batch normalization and exponential linear units, together with a cropped training strategy, boosted the deep ConvNets decoding performance, reaching at least as good performance as the widely used filter bank common spatial patterns (FBCSP) algorithm (mean decoding accuracies 82.1% FBCSP, 84.0% deep ConvNets). While FBCSP is designed to use spectral power modulations, the features used by ConvNets are not fixed a priori. Our novel methods for visualizing the learned features demonstrated that ConvNets indeed learned to use spectral power modulations in the alpha, beta, and high gamma frequencies, and proved useful for spatially mapping the learned features by revealing the topography of the causal contributions of features in different frequency bands to the decoding decision. Our study thus shows how to design and train ConvNets to decode task‐related information from the raw EEG without handcrafted features and highlights the potential of deep ConvNets combined with advanced visualization techniques for EEG‐based brain mapping. Hum Brain Mapp 38:5391–5420, 2017. © 2017 Wiley Periodicals, Inc. PMID:28782865

  9. Deep learning with convolutional neural networks for EEG decoding and visualization.

    PubMed

    Schirrmeister, Robin Tibor; Springenberg, Jost Tobias; Fiederer, Lukas Dominique Josef; Glasstetter, Martin; Eggensperger, Katharina; Tangermann, Michael; Hutter, Frank; Burgard, Wolfram; Ball, Tonio

    2017-11-01

    Deep learning with convolutional neural networks (deep ConvNets) has revolutionized computer vision through end-to-end learning, that is, learning from the raw data. There is increasing interest in using deep ConvNets for end-to-end EEG analysis, but a better understanding of how to design and train ConvNets for end-to-end EEG decoding and how to visualize the informative EEG features the ConvNets learn is still needed. Here, we studied deep ConvNets with a range of different architectures, designed for decoding imagined or executed tasks from raw EEG. Our results show that recent advances from the machine learning field, including batch normalization and exponential linear units, together with a cropped training strategy, boosted the deep ConvNets decoding performance, reaching at least as good performance as the widely used filter bank common spatial patterns (FBCSP) algorithm (mean decoding accuracies 82.1% FBCSP, 84.0% deep ConvNets). While FBCSP is designed to use spectral power modulations, the features used by ConvNets are not fixed a priori. Our novel methods for visualizing the learned features demonstrated that ConvNets indeed learned to use spectral power modulations in the alpha, beta, and high gamma frequencies, and proved useful for spatially mapping the learned features by revealing the topography of the causal contributions of features in different frequency bands to the decoding decision. Our study thus shows how to design and train ConvNets to decode task-related information from the raw EEG without handcrafted features and highlights the potential of deep ConvNets combined with advanced visualization techniques for EEG-based brain mapping. Hum Brain Mapp 38:5391-5420, 2017. © 2017 Wiley Periodicals, Inc. © 2017 The Authors Human Brain Mapping Published by Wiley Periodicals, Inc.

  10. Construction and validation of a distance learning module on premedication antisepsis for nursing professionals.

    PubMed

    Pereira, Barbara Juliana da Costa; Mendes, Isabel Amélia Costa; Beatriz Maria, Jorge; Mazzo, Alessandra

    2013-11-01

    The aim of this descriptive study, carried out at a public university, was to design, develop, and validate a distance learning module on intramuscular premedication antisepsis. The content was introduced in the Modular Object-Oriented Dynamic Learning Environment, based on the Systematic Model for Web-Based Training projects. Ten nurses and information technologists at work consented to participate, in compliance with ethical guidelines, and answered a questionnaire to validate the Virtual Learning Environment. The educational aspects of the environment interface were mostly evaluated as "excellent," whereas the assessment of didactic resources indicated interactivity difficulties. It is concluded that distance learning is an important tool for the teaching of premedication antisepsis. To ensure its effectiveness, appropriate methods and interactive devices must be used.

  11. Online or In-Class: Evaluating an Alternative Online Pedagogy for Teaching Transcultural Nursing.

    PubMed

    Ochs, Jessica H

    2017-06-01

    Online learning formats are prevalent in current higher education. Given the changing student demographics and the drive for creativity in educating a technology-savvy student, it is imperative to incorporate innovative and alternative learning modalities to engage these students. This pilot study was designed as a quality improvement program evaluation comparing the effects of an online learning module with traditional classroom delivery of transcultural nursing content using a posttest two-group survey design in associate degree nursing students. The students' perceived knowledge and confidence were investigated after receiving the lecture for both the online and in-class groups. Data analysis revealed the online cohort perceived themselves as more knowledgeable concerning the ways that cultural factors influence nursing care, but not more confident in providing culturally competent care. Due to the students' perceived knowledge gain, this pilot study supports the use of online learning modules as being more effective than the traditional classroom delivery of transcultural nursing content. [J Nurs Educ. 2017;56(6):368-372.]. Copyright 2017, SLACK Incorporated.

  12. Drinking, Drugs & Youth: Use and Abuse. Fostering Families. A Specialized Training Program Designed for Foster Care Workers & Foster Care Parents.

    ERIC Educational Resources Information Center

    Schatz, Mona Struhsaker; And Others

    This module is part of a training program for foster parents and foster care workers offered at Colorado State University. The module examines substance abuse by children aged 10 years and above. The module's learning objectives address: (1) family rules and coping mechanisms relevant to substance-abusing youth; (2) characteristics of adolescent…

  13. Breaking Down Difficult Family Patterns. Fostering Families. A Specialized Training Program Designed for Foster Care Workers & Foster Care Parents.

    ERIC Educational Resources Information Center

    Schatz, Mona Struhsaker; And Others

    This module is part of a training program for foster parents and foster care workers offered at Colorado State University. The module examines the functioning of families with addictive and dependent members. The module's learning objectives address: (1) indicators of addiction problems in families, and cycles of substance use and abuse; (2) roles…

  14. Professional Teacher Education Module Series. Assist Student Vocational Organization Members in Developing and Financing a Yearly Program of Activities, Module H-4 of Category H--Student Vocational Organization.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. National Center for Research in Vocational Education.

    This fourth in a series of six learning modules on student vocational organizations is designed to assist secondary and postsecondary vocational teachers in developing the competency to assist students in planning a student organization's (or club's) yearly program of activities, in properly managing organization finances, in selecting…

  15. Religion and the Foster Home. Fostering Families. A Specialized Training Program Designed for Foster Care Workers & Foster Care Parents.

    ERIC Educational Resources Information Center

    Schatz, Mona Struhsaker; Horejsi, Charles R.

    This module is part of a training program for foster parents and foster care workers offered at Colorado State University. The module examines religious practices in foster homes. The module's learning objectives address: (1) the religious background of a foster child's birth family; (2) the rights of a foster child's birth parents concerning the…

  16. Mangroves Build Land. "Mangroves are a Valuable Resource." Grades 7 and 8. A Two Lesson Unit. Student Learning Activity Module.

    ERIC Educational Resources Information Center

    Frank, James

    This module is an activity and film-oriented unit focusing on the importance of mangroves in the South Florida ecosystem. The module is part of a series designed to be used by teachers, students, and community members to help them utilize community resources in developing and teaching environmental concepts and responsibility, and in seeking ways…

  17. Vocational Preparatory Instruction: Staff Self-Training Program. Workplace Readiness Module.

    ERIC Educational Resources Information Center

    Palladino, Dolores

    Designed for learning managers in a vocational preparatory instruction (VPI) lab, this three-part Workplace Readiness module provides teaching strategies they can use with students to: identify vocational interest and aptitude in making career choices; demonstrate job acquisition and job retention skills; and apply Secretary's Commission on…

  18. Health Instruction Packages: Specific Nursing Skills.

    ERIC Educational Resources Information Center

    Bates, Clarice; And Others

    Text, illustrations, and exercises are utilized in a set of five learning modules designed to instruct nursing students in a variety of clinical skills. The first module, "Down the Tube: Insertion of a Nasogastric Tube" by Clarice Bates, describes materials and procedures used to insert a nasogastric tube through the nose and esophagus…

  19. Basic Science Training Program.

    ERIC Educational Resources Information Center

    Brummel, Clete

    These six learning modules were developed for Lake Michigan College's Basic Science Training Program, a workshop to develop good study skills while reviewing basic science. The first module, which was designed to provide students with the necessary skills to study efficiently, covers the following topics: time management; an overview of a study…

  20. Dental Aide. Instructor's Guide.

    ERIC Educational Resources Information Center

    Heckman, Karen; Noirfalise, Patricia F.

    This module is designed to assist instructors of prospective health services assistants to facilitate learning in health careers other than nursing. It may be used to provide classroom instruction, assist staff in providing on-the-job instruction, or provide selected units for independent study. The module is divided into seven units comprised of…

  1. Health Instruction Packages: Consumer--Birth Control.

    ERIC Educational Resources Information Center

    Pries, Rose Mary; And Others

    Designed for the general public, these three learning modules utilize text, illustrations, and exercises to describe various methods of birth control. The first module, "All about Contraception for the Teenage New Mother" by Rose Mary Pries, discusses the desirability of planned pregnancy and reviews the effectiveness and side effects of…

  2. Applied Physics Modules Selected for Architectural and Civil Drafting Technologies.

    ERIC Educational Resources Information Center

    Waring, Gene

    Designed for individualized use in an applied physics course in postsecondary vocational-technical education, this series of six learning modules is equivalent to the content of a three-credit hour class in surveying and drafting technology, architectural drafting technology, building construction technology, and civil engineering technology.…

  3. Health Activities Project (HAP): Action/Reaction Module.

    ERIC Educational Resources Information Center

    Buller, Dave; And Others

    Contained within this Health Activities Project (HAP) learning packet are activities for children in grades 5-8. Design of the activities centers around the idea that students can control their own health and safety. Within this module are teacher and student folios describing activities in timing, improving, and practicing to improve reaction…

  4. Health Instruction Packages: Record-Keeping in Allied Health.

    ERIC Educational Resources Information Center

    Andrews, Roberta L.; And Others

    Text, illustrations, and exercises are utilized in this set of four learning modules designed to instruct nurses and nursing students in writing objective clinical reports. The first module, "Nursing Notes in POMR" by Roberta L. Andrews, discusses the four components of a nursing report written under the Problem-Oriented Medical Record…

  5. Using a Thematic Laboratory-Centered Curriculum to Teach General Chemistry

    ERIC Educational Resources Information Center

    Hopkins, Todd A.; Samide, Michael

    2013-01-01

    This article describes an approach to general chemistry that involves teaching chemical concepts in the context of two thematic laboratory modules: environmental remediation and the fate of pharmaceuticals in the environment. These modules were designed based on active-learning pedagogies and involve multiple-week projects that dictate what…

  6. Agriculture: A Modular Approach. Cultural Anthropology.

    ERIC Educational Resources Information Center

    Kassebaum, Peter

    Designed for use as supplementary instructional material in a cultural anthropology course this learning module introduces the student to some of the major trends associated with agriculture and its impact upon cultural evolution and complexity. The first section of the module describes major innovations such as animal power, irrigation and the…

  7. Health Instruction Packages: Basic Skills and Competencies.

    ERIC Educational Resources Information Center

    Ivor, Faye; And Others

    Text, illustrations, and exercises are utilized in a set of six learning modules designed to instruct allied health services students and practitioners in necessary vocabulary skills and in selected job-related competencies. The first module, "Step into Medical Terminology" by Faye Ivor, teaches students to recognize the meaning of…

  8. Radiology Aide. Instructor's Guide.

    ERIC Educational Resources Information Center

    Hronek, Dennis

    This module was designed to assist educators in facilitating learning in health careers outside nursing. It may be used for classroom, on-the-job, or independent study. The module is oranized in 13 units. Each unit includes one or more lessons that contain the following components: scope of unit, unit objectives; student's information assignment,…

  9. Respiratory Therapy Aide. Instructor's Guide.

    ERIC Educational Resources Information Center

    Prewitt, Michael W.

    This module was designed to assist educators in facilitating learning in health careers outside nursing. It may be used for classroom, on-the-job, or independent study. The module is organized in nine units. Each unit contains the following components: scope of unit, unit objectives, student's information assignment, reference resources used by…

  10. Using E-Learning to Improve Prescribing Practice in Emerging Prescribers

    ERIC Educational Resources Information Center

    Baskett, Karen

    2011-01-01

    This paper reports on "The National Prescribing Curriculum" (NPC), a series of online, case-based modules designed to improve prescribing performance and confidence in emerging Australian prescribers. The modules mirror the decision-making process outlined in the "WHO Guide to Good Prescribing" (de Vries "et al.",…

  11. Design and practice of a comprehensively functional integrated management information system for major construction

    NASA Astrophysics Data System (ADS)

    Liu, Yuling; Wang, Xiaoping; Zhu, Yuhui; Fei, Lanlan

    2017-08-01

    This paper introduces a Comprehensively Functional Integrated Management Information System designed for the Optical Engineering Major by the College of Optical Science and Engineering, Zhejiang University, which combines the functions of teaching, students learning, educational assessment and management. The system consists of 5 modules, major overview, online curriculum, experiment teaching management, graduation project management and teaching quality feedback. The major overview module introduces the development history, training program, curriculums and experiment syllabus and teaching achievements of optical engineering major in Zhejiang University. The Management Information System is convenient for students to learn in a mobile and personalized way. The online curriculum module makes it very easy for teachers to setup a website for new curriculums. On the website, teachers can help students on their problems about the curriculums in time and collect their homework online. The experiment teaching management module and the graduation project management module enables the students to fulfill their experiment process and graduation thesis under the help of their supervisors. Before students take an experiment in the lab, they must pass the pre-experiment quiz on the corresponding module. After the experiment, students need to submit the experiment report to the web server. Moreover, the module contains experiment process video recordings, which are very helpful to improve the effect of the experiment education. The management of the entire process of a student's graduation program, including the project selection, mid-term inspection, progress report of every two weeks, final thesis, et al, is completed by the graduation project management module. The teaching quality feedback module is not only helpful for teachers to know whether the education effect of curriculum is good or not, but also helpful for the administrators of the college to know whether the design of syllabus is reasonable or not. The Management Information System changes the management object from the education results to the entire education processes. And it improves the efficiency of the management. It provides an effective method to promote curriculum construction management by supervision and evaluation, which improves students' learning outcomes and the quality of curriculums. As a result, it promotes the quality system of education obviously.

  12. ClearTK 2.0: Design Patterns for Machine Learning in UIMA

    PubMed Central

    Bethard, Steven; Ogren, Philip; Becker, Lee

    2014-01-01

    ClearTK adds machine learning functionality to the UIMA framework, providing wrappers to popular machine learning libraries, a rich feature extraction library that works across different classifiers, and utilities for applying and evaluating machine learning models. Since its inception in 2008, ClearTK has evolved in response to feedback from developers and the community. This evolution has followed a number of important design principles including: conceptually simple annotator interfaces, readable pipeline descriptions, minimal collection readers, type system agnostic code, modules organized for ease of import, and assisting user comprehension of the complex UIMA framework. PMID:29104966

  13. ClearTK 2.0: Design Patterns for Machine Learning in UIMA.

    PubMed

    Bethard, Steven; Ogren, Philip; Becker, Lee

    2014-05-01

    ClearTK adds machine learning functionality to the UIMA framework, providing wrappers to popular machine learning libraries, a rich feature extraction library that works across different classifiers, and utilities for applying and evaluating machine learning models. Since its inception in 2008, ClearTK has evolved in response to feedback from developers and the community. This evolution has followed a number of important design principles including: conceptually simple annotator interfaces, readable pipeline descriptions, minimal collection readers, type system agnostic code, modules organized for ease of import, and assisting user comprehension of the complex UIMA framework.

  14. Practicality of Elementary Statistics Module Based on CTL Completed by Instructions on Using Software R

    NASA Astrophysics Data System (ADS)

    Delyana, H.; Rismen, S.; Handayani, S.

    2018-04-01

    This research is a development research using 4-D design model (define, design, develop, and disseminate). The results of the define stage are analyzed for the needs of the following; Syllabus analysis, textbook analysis, student characteristics analysis and literature analysis. The results of textbook analysis obtained the description that of the two textbooks that must be owned by students also still difficulty in understanding it, the form of presentation also has not facilitated students to be independent in learning to find the concept, textbooks are also not equipped with data processing referrals by using software R. The developed module is considered valid by the experts. Further field trials are conducted to determine the practicality and effectiveness. The trial was conducted to the students of Mathematics Education Study Program of STKIP PGRI which was taken randomly which has not taken Basic Statistics Course that is as many as 4 people. Practical aspects of attention are easy, time efficient, easy to interpret, and equivalence. The practical value in each aspect is 3.7; 3.79, 3.7 and 3.78. Based on the results of the test students considered that the module has been very practical use in learning. This means that the module developed can be used by students in Elementary Statistics learning.

  15. How online learning modules can improve the representational fluency and conceptual understanding of university physics students

    NASA Astrophysics Data System (ADS)

    Hill, M.; Sharma, M. D.; Johnston, H.

    2015-07-01

    The use of online learning resources as core components of university science courses is increasing. Learning resources range from summaries, videos, and simulations, to question banks. Our study set out to develop, implement, and evaluate research-based online learning resources in the form of pre-lecture online learning modules (OLMs). The aim of this paper is to share our experiences with those using, or considering implementing, online learning resources. Our first task was to identify student learning issues in physics to base the learning resources on. One issue with substantial research is conceptual understanding, the other with comparatively less research is scientific representations (graphs, words, equations, and diagrams). We developed learning resources on both these issues and measured their impact. We created weekly OLMs which were delivered to first year physics students at The University of Sydney prior to their first lecture of the week. Students were randomly allocated to either a concepts stream or a representations stream of online modules. The programme was first implemented in 2013 to trial module content, gain experience and process logistical matters and repeated in 2014 with approximately 400 students. Two validated surveys, the Force and Motion Concept Evaluation (FMCE) and the Representational Fluency Survey (RFS) were used as pre-tests and post-tests to measure learning gains while surveys and interviews provided further insights. While both streams of OLMs produced similar positive learning gains on the FMCE, the representations-focussed OLMs produced higher gains on the RFS. Conclusions were triangulated with student responses which indicated that they have recognized the benefit of the OLMs for their learning of physics. Our study shows that carefully designed online resources used as pre-instruction can make a difference in students’ conceptual understanding and representational fluency in physics, as well as make them more aware of their learning processes. In particular, the representations-focussed modules offer more advantages.

  16. Improving education in primary care: development of an online curriculum using the blended learning model.

    PubMed

    Lewin, Linda Orkin; Singh, Mamta; Bateman, Betzi L; Glover, Pamela Bligh

    2009-06-10

    Standardizing the experiences of medical students in a community preceptorship where clinical sites vary by geography and discipline can be challenging. Computer-assisted learning is prevalent in medical education and can help standardize experiences, but often is not used to its fullest advantage. A blended learning curriculum combining web-based modules with face-to-face learning can ensure students obtain core curricular principles. This course was developed and used at The Case Western Reserve University School of Medicine and its associated preceptorship sites in the greater Cleveland area. Leaders of a two-year elective continuity experience at the Case Western Reserve School of Medicine used adult learning principles to develop four interactive online modules presenting basics of office practice, difficult patient interviews, common primary care diagnoses, and disease prevention. They can be viewed at (http://casemed.case.edu/cpcp/curriculum). Students completed surveys rating the content and technical performance of each module and completed a Generalist OSCE exam at the end of the course. Participating students rated all aspects of the course highly; particularly those related to charting and direct patient care. Additionally, they scored very well on the Generalist OSCE exam. Students found the web-based modules to be valuable and to enhance their clinical learning. The blended learning model is a useful tool in designing web-based curriculum for enhancing the clinical curriculum of medical students.

  17. Rationale, design and methods of the HEALTHY study behavior intervention component

    PubMed Central

    Venditti, EM; Elliot, DL; Faith, MS; Firrell, LS; Giles, CM; Goldberg, L; Marcus, MD; Schneider, M; Solomon, S; Thompson, D; Yin, Z

    2009-01-01

    HEALTHY was a multi-center primary prevention trial designed to reduce risk factors for type 2 diabetes in adolescents. Seven centers each recruited six middle schools that were randomized to either intervention or control. The HEALTHY intervention integrated multiple components in nutrition, physical education, behavior change and communications and promotion. The conceptual rationale as well as the design and development of the behavior intervention component are described. Pilot study data informed the development of the behavior intervention component. Principles of social learning and health-related behavior change were incorporated. One element of the behavior intervention component was a sequence of peer-led, teacher-facilitated learning activities known as FLASH (Fun Learning Activities for Student Health). Five FLASH modules were implemented over five semesters of the HEALTHY study, with the first module delivered in the second semester of the sixth grade and the last module in the second semester of the eighth grade. Each module contained sessions that were designed to be delivered on a weekly basis to foster self-awareness, knowledge, decision-making skills and peer involvement for health behavior change. FLASH behavioral practice incorporated individual and group self-monitoring challenges for eating and activity. Another element of the behavior intervention component was the family outreach strategy for extending changes in physical activity and healthy eating beyond the school day and for supporting the student's lifestyle change choices. Family outreach strategies included the delivery of newsletters and supplemental packages with materials to promote healthy behavior in the home environment during school summer and winter holiday breaks. In conclusion, the HEALTHY behavior intervention component, when integrated with total school food and physical education environmental changes enhanced by communications and promotional campaigns, is a feasible and acceptable mechanism for delivering age-appropriate social learning for healthy eating and physical activity among an ethnically diverse group of middle school students across the United States. PMID:19623189

  18. Rationale, design and methods of the HEALTHY study behavior intervention component.

    PubMed

    Venditti, E M; Elliot, D L; Faith, M S; Firrell, L S; Giles, C M; Goldberg, L; Marcus, M D; Schneider, M; Solomon, S; Thompson, D; Yin, Z

    2009-08-01

    HEALTHY was a multi-center primary prevention trial designed to reduce risk factors for type 2 diabetes in adolescents. Seven centers each recruited six middle schools that were randomized to either intervention or control. The HEALTHY intervention integrated multiple components in nutrition, physical education, behavior change and communications and promotion. The conceptual rationale as well as the design and development of the behavior intervention component are described. Pilot study data informed the development of the behavior intervention component. Principles of social learning and health-related behavior change were incorporated. One element of the behavior intervention component was a sequence of peer-led, teacher-facilitated learning activities known as FLASH (Fun Learning Activities for Student Health). Five FLASH modules were implemented over five semesters of the HEALTHY study, with the first module delivered in the second semester of the sixth grade and the last module in the second semester of the eighth grade. Each module contained sessions that were designed to be delivered on a weekly basis to foster self-awareness, knowledge, decision-making skills and peer involvement for health behavior change. FLASH behavioral practice incorporated individual and group self-monitoring challenges for eating and activity. Another element of the behavior intervention component was the family outreach strategy for extending changes in physical activity and healthy eating beyond the school day and for supporting the student's lifestyle change choices. Family outreach strategies included the delivery of newsletters and supplemental packages with materials to promote healthy behavior in the home environment during school summer and winter holiday breaks. In conclusion, the HEALTHY behavior intervention component, when integrated with total school food and physical education environmental changes enhanced by communications and promotional campaigns, is a feasible and acceptable mechanism for delivering age-appropriate social learning for healthy eating and physical activity among an ethnically diverse group of middle school students across the United States.

  19. Development of Servo Motor Trainer for Basic Control System in Laboratory of Electrical Engineering Control System Faculty of Engineering Universitas Negeri Surabaya

    NASA Astrophysics Data System (ADS)

    Endryansyah; Wanarti Rusimamto, Puput; Ridianto, Adam; Sugiarto, Hariyadi

    2018-04-01

    In the Department of Electrical Engineering FT Unesa, there are 3 majors: S1 Electrical Engineering Education, S1 Electrical Engineering, and D3 Electrical Engineering. Courses the Basic System Settings go to in the curriculum of the three programs. Team lecturer college of basic system settings seek learning innovation, focused on the development of trainer to student practicum at the laboratory of systems control. Trainer developed is a servo motor along with the lab module that contains a wide variety of theories about the servo motor and guide the practicum. This research type is development research using methods Research & development (R & D). In which the steps are applied in this study is as follows: pay attention to the potential and existing problems, gather information and study the literature, design the product, validate the design, revise the design, a limited trial. The results of the validation of learning device in the form of modules and trainer obtained as follows: score validation of learning device is 3,64; score validation lab module Servo Motor is 3,47; and questionnaire responses of students is 3,73. The result of the whole validation value is located in the interval >of 3.25 s/d 4 with the category of “Very Valid”, so it can be concluded that all instruments have a level of validity “Very Valid” and worthy of use for further learning.

  20. Online Student Learning and Earth System Processes

    NASA Astrophysics Data System (ADS)

    Mackay, R. M.

    2002-12-01

    Many students have difficulty understanding dynamical processes related to Earth's climate system. This is particularly true in Earth System Science courses designed for non-majors. It is often tempting to gloss over these conceptually difficult topics and have students spend more study time learning factual information or ideas that require rather simple linear thought processes. Even when the professor is ambitious and tackles the more difficult ideas of system dynamics in such courses, they are typically greeted with frustration and limited success. However, an understanding of generic system concepts and processes is quite arguably an essential component of any quality liberal arts education. We present online student-centered learning modules that are designed to help students explore different aspects of Earth's climate system (see http://www.cs.clark.edu/mac/physlets/GlobalPollution/maintrace.htm for a sample activity). The JAVA based learning activities are designed to: be assessable to anyone with Web access; be self-paced, engaging, and hands-on; and make use of past results from science education research. Professors can use module activities to supplement lecture, as controlled-learning-lab activities, or as stand-alone homework assignments. Acknowledgement This work was supported by NASA Office of Space Science contract NASW-98037, Atmospheric and Environmental Research Inc. of Lexington, MA., and Clark College.

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

    ERIC Educational Resources Information Center

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

    2015-01-01

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

  2. Investigating ICT Using Problem-Based Learning in Face-to-Face and Online Learning Environments

    ERIC Educational Resources Information Center

    Pearson, John

    2006-01-01

    This article reports on the design, implementation and evaluation of a module in the MEd (Business) in the Faculty of Education at the University of Hong Kong in which an explicit problem-based learning (PBL) approach was used to investigate the challenges associated with the adoption and use of information and communication technologies (ICT) in…

  3. A recommendation module to help teachers build courses through the Moodle Learning Management System

    NASA Astrophysics Data System (ADS)

    Limongelli, Carla; Lombardi, Matteo; Marani, Alessandro; Sciarrone, Filippo; Temperini, Marco

    2016-01-01

    In traditional e-learning, teachers design sets of Learning Objects (LOs) and organize their sequencing; the material implementing the LOs could be either built anew or adopted from elsewhere (e.g. from standard-compliant repositories) and reused. This task is applicable also when the teacher works in a system for personalized e-learning. In this case, the burden actually increases: for instance, the LOs may need adaptation to the system, through additional metadata. This paper presents a module that gives some support to the operations of retrieving, analyzing, and importing LOs from a set of standard Learning Objects Repositories, acting as a recommending system. In particular, it is designed to support the teacher in the phases of (i) retrieval of LOs, through a keyword-based search mechanism applied to the selected repositories; (ii) analysis of the returned LOs, whose information is enriched by a concept of relevance metric, based on both the results of the searching operation and the data related to the previous use of the LOs in the courses managed by the Learning Management System; and (iii) LO importation into the course under construction.

  4. Web-based faculty development: e-learning for clinical teachers in the London Deanery.

    PubMed

    McKimm, Judy; Swanwick, Tim

    2010-03-01

    the London Deanery has provided a web-based resource for supporting the educational development needs of clinical teachers since 2002. This forms part of a range of resources supporting the professional development of clinical teachers and postgraduate supervisors. Following a review in 2007, the deanery commissioned a series of new e-learning modules designed as an introduction to clinical teaching. the deanery's faculty development initiatives are one response to requirements of the Postgraduate Medical Education and Training Board (PMETB), other policy drivers, workforce demands and service changes. Increasingly, doctors are required to provide an educational portfolio of evidence, and satisfy the teaching and training component of Good Medical Practice in revalidation or recertification. 'E-learning for clinical teachers' comprises 16 short, open-access, free-standing modules. The modules are built around a unifying structure, and cover core topics in clinical teaching: feedback; supervision; workplace-based learning; assessment; diversity and equal opportunities; career development; appraisal; lecturing; small group teaching; interprofessional education; and setting learning objectives. The modules can be used as a complementary resource to award-bearing programmes. On completion of a module, a certificate can be printed out for the teacher's portfolio. reflective practice and engagement with an individual's teaching practice is encouraged through self-assessment and a reflective log. The open-access, web-based format enables engagement with the material to suit a doctor's working and learning patterns, and is a valuable adjunct to other forms of learning. The site has been accessed by over 64000 health professionals (including students, trainees, qualified professionals, supervisors and staff developers) from 155 countries. Blackwell Publishing Ltd 2010.

  5. Integrating the Learning of Mathematics and Science Using Interactive Teaching and Learning Strategies

    NASA Astrophysics Data System (ADS)

    Holmes, Mark H.

    2006-10-01

    To help students grasp the intimate connections that exist between mathematics and its applications in other disciplines a library of interactive learning modules was developed. This library covers the mathematical areas normally studied by undergraduate students and is used in science courses at all levels. Moreover, the library is designed not just to provide critical connections across disciplines but to also provide longitudinal subject reinforcement as students progress in their studies. In the process of developing the modules a complete editing and publishing system was constructed that is optimized for automated maintenance and upgradeability of materials. The result is a single integrated production system for web-based educational materials. Included in this is a rigorous assessment program, involving both internal and external evaluations of each module. As will be seen, the formative evaluation obtained during the development of the library resulted in the modules successfully bridging multiple disciplines and breaking down the disciplinary barriers commonly found in their math and non-math courses.

  6. Development, Implementation, and Assessment of Climate Curricular Materials for Introductory Undergraduates: Lessons Learned from the InTeGrate Project's Climate of Change Module

    NASA Astrophysics Data System (ADS)

    Walker, B.; Fadem, C. M.; Shellito, L. J.

    2014-12-01

    Designing climate change curricular materials suitable for wide adoption across institutions and academic disciplines (including those outside of the geosciences) requires collaboration among faculty at different types of institutions and consideration of a variety of student populations, learning styles, and course formats. The Interdisciplinary Teaching of Geoscience for a Sustainable Future (InTeGrate) project, an NSF STEP Center program, provides opportunities for faculty to develop 2-3 week teaching modules to engage students in understanding the intersections between geoscience topics and societal issues. From 2012-2014, a team of 3 faculty from a liberal arts college, comprehensive university, and community college developed, implemented, assessed, and revised a 2-3 week module for introductory undergraduates entitled "Climate of change: interactions and feedbacks between water, air, and ice". The module uses authentic atmosphere, ocean, and cryosphere data from several regions to illustrate how climate impacts human societies and that the climate system has interacting components complicated by feedbacks, uncertainties, and human behavioral decisions. Students also consider past and present human adaptations to climate fluctuations. The module was piloted in introductory geology, meteorology, and oceanography courses during the 2012-2013 academic year, during which time formative and summative assessments were administered and used to modify the curricular materials. We will provide an overview of the module's content, instructional strategies involved in implementing the module, and methods of formative and summative assessment. We will also report on lessons learned during the development, piloting, revision, and publishing process, the importance of fostering partnerships between faculty from different institution types, and design approaches that promote widespread adoption of climate curricular materials.

  7. Articulated Instruction Objectives Guide for Typewriting (Module 1.0--Typewriting I) (Module 2.0--Typewriting II). Project Period, March 1981-February 1982 (Pilot Model). Edition I.

    ERIC Educational Resources Information Center

    Reid, Barbara; And Others

    Developed during the course of a project designed to provide a continuous, competency-based line of vocational training in business and office education programs at the secondary and postsecondary levels, this package consists of an instructor's guide and learning modules for use in Typewriting I and Typewriting II. Various aspects of implementing…

  8. The effects of oxytocin on social reward learning in humans.

    PubMed

    Clark-Elford, Rebecca; Nathan, Pradeep J; Auyeung, Bonnie; Voon, Valerie; Sule, Akeem; Müller, Ulrich; Dudas, Robert; Sahakian, Barbara J; Phan, K Luan; Baron-Cohen, Simon

    2014-02-01

    It has been hypothesised that the mechanisms modulating social affiliation are regulated by reward circuitry. Oxytocin, previously shown to support affiliative behaviour and the processing of socio-emotional stimuli, is expressed in areas of the brain involved in reward and motivation. However, limited data are available that test if oxytocin is directly involved in reward learning, or whether oxytocin can modulate the effect of emotion on reward learning. In a double-blind, randomised, placebo-controlled, within-group study design, 24 typical male volunteers were administered 24 IU of oxytocin or placebo and subsequently completed an affective reward learning task. Oxytocin selectively reduced performance of learning rewards, but not losses, from happy faces. The mechanism by which oxytocin may be exerting this effect is discussed in terms of whether oxytocin is affecting identity recognition via affecting the salience of happy faces. We conclude that oxytocin detrimentally affects learning rewards from happy faces in certain contexts.

  9. Curriculum Guide for Fashion Merchandising (Fashion Salesperson).

    ERIC Educational Resources Information Center

    Gregory, Margaret R.

    This curriculum guide is designed to help teachers teach a course in fashion merchandising to high school students. The guide contains eight performance-based learning modules, each consisting of one to seven units. Each unit teaches a job-relevant task, and includes performance objectives, performance guides, resources, learning activities,…

  10. Perspectives on Blended Learning through the On-Line Platform, LabLessons, for Chemistry

    ERIC Educational Resources Information Center

    Jihad, Teeba; Klementowicz, Edward; Gryczka, Patrick; Sharrock, Chappel; Maxfield, MacRae; Lee, Yongjun; Montclare, Jin Kim

    2018-01-01

    The effectiveness of blended learning was evaluated through the integration of an online chemistry platform, LabLessons. Two modules, "Formation of Hydrogen" and "Titration," were designed by college mentors alongside classroom chemistry teachers to engage and allow high school students to better comprehend these scientific…

  11. Web-Based Learning and Instruction Support System for Pneumatics

    ERIC Educational Resources Information Center

    Yen, Chiaming; Li, Wu-Jeng

    2003-01-01

    This research presents a Web-based learning and instructional system for Pneumatics. The system includes course material, remote data acquisition modules, and a pneumatic laboratory set. The course material is in the HTML format accompanied with text, still and animated images, simulation programs, and computer aided design tools. The data…

  12. Multiple Learning Strategies Project. Building Maintenance & Engineering. Regular Vocational. [Vol. 2.

    ERIC Educational Resources Information Center

    Smith, Dwight; And Others

    This instructional package is one of two designed for regular vocational students in the vocational area of building maintenance and engineering. The fifty-three learning modules are organized into ten units: office cleaning; grounds; sanitation; boiler maintenance and operation; power and hand tools; cabinet construction; repair of damaged…

  13. Multiple Learning Strategies Project. Graphics. EMI.

    ERIC Educational Resources Information Center

    Steinberg, Alan; And Others

    This instructional package, designed for educable mentally impaired students, focuses on the vocational area of graphics. Contained in this document are nine learning modules organized into a finishing and bindery unit. Maintenance of a Challenge power cutter, operation of a hand electric stapler, and packaging with kraft paper are examples of…

  14. Multiple Learning Strategies Project. Small Engine Repair. Visually Impaired.

    ERIC Educational Resources Information Center

    Foster, Don; And Others

    This instructional package designed for visually impaired students, focuses on the vocational area of small engine repair. Contained in this document are forty learning modules organized into fourteen units: engine block; starters; fuel tank, lines, filters and pumps; carburetors; electrical; test equipment; motorcycle; machining; tune-ups; short…

  15. Enhanced and Conventional Project-Based Learning in an Engineering Design Module

    ERIC Educational Resources Information Center

    Chua, K. J.; Yang, W. M.; Leo, H. L.

    2014-01-01

    Engineering education focuses chiefly on students' ability to solve problems. While most engineering students are proficient in solving paper questions, they may not be proficient at providing optimal solutions to pragmatic project-based problems that require systematic learning strategy, innovation, problem-solving, and execution. The…

  16. The Dynamics of Social Stratification in Contemporary Asian Societies. Asian Studies Module.

    ERIC Educational Resources Information Center

    Inyang, Ambrose

    This curriculum module is designed to provide potential users with access to pedagogic techniques and scholarly works on the subject of social stratification in contemporary Asian societies that can be effectively integrated into appropriate sociology and other relevant courses. First, a set of goals and learning objectives is presented in an…

  17. Problem Solving. Workplace Strategies for Thoughtful Change.

    ERIC Educational Resources Information Center

    Diller, Janelle; Moore, Rita

    This learning module is designed to enable participants to look at problems from a variety of perspectives, to apply a basic problem-solving strategy, to implement a plan of action, and to identify problems that are of particular importance to their workplace. The module includes units for six class sessions. Each unit includes the following…

  18. Respiration and Photosynthesis: A Teaching Module. Occasional Paper No. 90.

    ERIC Educational Resources Information Center

    Bishop, Beth A.; And Others

    Designed to address the major conceptual problems associated with respiration and photosynthesis, this module can be used with high school students or college nonscience majors including those in elementary education. It is one in a series developed by the project Overcoming Critical Barriers to Learning in Nonmajors' Science Courses. The…

  19. Online Module to Assure Success as Prelicensure Nursing Students Transition to Professional Practice

    ERIC Educational Resources Information Center

    Baptiste, Diana-Lyn; Shaefer, Sarah J. M.

    2015-01-01

    Prelicensure nursing students have a final capstone, practicum, or clinical course as they transition to the professional nurse role. Generally, the student role requires increased independent practice and this can be a challenge. To maximize learning in this clinical experience, an online module was designed. This article will describe course…

  20. Economic Systems: A Modular Approach. Cultural Anthropology.

    ERIC Educational Resources Information Center

    Kassebaum, Peter

    Designed for use as supplementary instructional material in a cultural anthropology course, this learning module uses a systems approach to allow students to see the connections and similarities which most cultural groups share on the basis of the type of economic organization that they exhibit. The module begins with a general discussion of…

  1. Formalizing the First Day in an Organic Chemistry Laboratory Using a Studio-Based Approach

    ERIC Educational Resources Information Center

    Collison, Christina G.; Cody, Jeremy; Smith, Darren; Swartzenberg, Jennifer

    2015-01-01

    A novel studio-based lab module that incorporates student-centered activities was designed and implemented to introduce second-year undergraduate students to the first-semester organic chemistry laboratory. The "First Day" studio module incorporates learning objectives for the course, lab safety, and keeping a professional lab notebook.

  2. Health Activities Project (HAP): Sight and Sound Module.

    ERIC Educational Resources Information Center

    Buller, Dave; And Others

    Contained within this Health Activities Project (HAP) learning packet are activities for children in grades 5-8. Design of the activities centers around the idea that students can control their own health and safety. Within this module are teacher and student folios describing six activities which involve students in restricting their vision by…

  3. Health Activities Project (HAP): Heart Fitness and Action Module.

    ERIC Educational Resources Information Center

    Buller, Dave; And Others

    Contained within this Health Activities Project (HAP) learning packet are activities for children in grades 5-8. Design of the activities centers around the idea that students can control their own health and safety. Within the Heart Fitness and Action Module are teacher and student folios describing five activities which involve students in…

  4. Integrating Sociological Research into Large Introductory Courses: Learning Content and Increasing Quantitative Literacy

    ERIC Educational Resources Information Center

    Atkinson, Maxine P.; Czaja, Ronald F.; Brewster, Zachary B.

    2006-01-01

    Sociologists can make meaningful contributions to quantitative literacy by teaching sociological research skills in sociology classes, including introductory courses. We report on the effectiveness of requiring a research module in a large introductory class. The module is designed to teach both basic research skills and to increase awareness of…

  5. Health Instruction Packages: Consumer--Basic Nutrition.

    ERIC Educational Resources Information Center

    Kidd, Audrey E.; And Others

    These six learning modules present text, illustrations, and exercises designed to teach the general public and nutrition students about basic nutrition and diet. The first module, "High Fiber Diet--Live Longer and Better!" by Audrey E. Kidd, discusses the benefits of a high fiber diet and lists the foods that are high in fiber. The…

  6. AUTOMOTIVE DIESEL MAINTENANCE 2. UNIT XVII, LEARNING ABOUT AC GENERATOR (ALTERNATOR) PRINCIPLES (PART II).

    ERIC Educational Resources Information Center

    Minnesota State Dept. of Education, St. Paul. Div. of Vocational and Technical Education.

    THIS MODULE OF A 25-MODULE COURSE IS DESIGNED TO DEVELOP AN UNDERSTANDING OF THE OPERATING PRINCIPLES AND THE SERVICING AND TESTING PROCEDURES FOR ALTERNATING CURRENT (AC) GENERATORS AND REGULATORS USED ON DIESEL POWERED EQUIPMENT. TOPICS ARE REVIEW OF ALTERNATOR PRINCIPLES, ALTERNATOR SERVICING AND TESTING, ALTERNATOR REGULATOR OPERATING…

  7. Technology-Based Training in Cognitive Behavioral Therapy for Substance Abuse Counselors

    ERIC Educational Resources Information Center

    Weingardt, Kenneth R.; Villafranca, Steven W.; Levin, Cindy

    2006-01-01

    This study compared the learning outcomes achieved by 166 practicing substance abuse counselors who were randomized to one of three conditions: (1) a Web-Based Training (WBT) module designed to familiarize practitioners with the "Coping with Craving" module from the NIDA treatment manual, "A Cognitive-Behavioral Approach: Treating Cocaine…

  8. Physical Therapy Aide. Instructor's Guide.

    ERIC Educational Resources Information Center

    Martin, James A.

    This module was designed to assist educators in facilitating learning in health careers outside nursing. It may be used for classroom, on-the-job, or independent study. The module is organized in 10 units. Each unit includes one or more lessons that contain the following components: scope of unit, unit objectives, student's information assignment,…

  9. Developing workshop module of realistic mathematics education: Follow-up workshop

    NASA Astrophysics Data System (ADS)

    Palupi, E. L. W.; Khabibah, S.

    2018-01-01

    Realistic Mathematics Education (RME) is a learning approach which fits the aim of the curriculum. The success of RME in teaching mathematics concepts, triggering students’ interest in mathematics and teaching high order thinking skills to the students will make teachers start to learn RME. Hence, RME workshop is often offered and done. This study applied development model proposed by Plomp. Based on the study by RME team, there are three kinds of RME workshop: start-up workshop, follow-up workshop, and quality boost. However, there is no standardized or validated module which is used in that workshops. This study aims to develop a module of RME follow-up workshop which is valid and can be used. Plopm’s developmental model includes materials analysis, design, realization, implementation, and evaluation. Based on the validation, the developed module is valid. While field test shows that the module can be used effectively.

  10. The development of learning material using learning goal orientation approach in digital electronics

    NASA Astrophysics Data System (ADS)

    Puspitaningayu, P.; Anifah, L.; Kholis, N.

    2018-01-01

    Mastery of digital electronics principles is essential for future engineers in the digital era. This article describes the use of simulations in an undergraduate electrical engineering course to promote the adoption of a learning-goal orientation. This study used experimental method. This was done by providing students with a simulation environment which students freely use to experiment with various circuit models. Students were then invited to reflect on how the simulation results compare with results from lab experiments. The module got 82% of positive rating from 28 students and all of them passed in the examination with 81.8 as the average score. Those majority students were motivated by the combination of two learning goals written in the module. Moreover, they also gain the ability to design more complex systems because of their combined experience. Additionally, the module also has been validated and got 83% of reliability. The final product of this research hereafter can be recommended to be used as teaching material.

  11. Integrating practice-based learning and improvement into medical student learning: evaluating complex curricular innovations.

    PubMed

    Ogrinc, Greg; West, Alan; Eliassen, M Scottie; Liuw, Stephen; Schiffman, Jennifer; Cochran, Nan

    2007-01-01

    Because practice-based learning and improvement (PBLI) is a core competency for residents, the fundamentals of PBLI should be developed in medical school. Evaluate the effects of a PBLI module for 1st-year students at Dartmouth Medical School in 2004-05. Design. Randomized two-group trial (early and late intervention). Intervention. One half of students received the standard curriculum--reviewing student-patient-preceptor reports with their small-group facilitator and student colleagues. The other half received the PBLI-DMEDS module--reviewing student-patient-preceptor reports and applying PBLI methods to history and physical exam skills. The module was assessed on (a) core learning of PBLI (pre- and postmodule); (b) student self-assessed proficiency in PBLI (pre- and postmodule); (c) student, faculty, and course leaders' satisfaction; and (d) time costs. Pretest PBLI knowledge scores were similar in both groups; intervention students scored significantly higher after the PBLI-DMEDS module. satisfaction of students, faculty, and course leaders was mixed. the time cost required to implement the module was excessive. The intervention effectively taught the basics of PBLI but did not integrate well into the core curriculum. Our multifaceted evaluation approach allowed us to amplify aspects of the intervention that worked well and discard those that did not.

  12. Innovation Online Teaching Module Plus Digital Engineering Kit with Proteus Software through Hybrid Learning Method to Improve Student Skills

    NASA Astrophysics Data System (ADS)

    Kholis, Nur; Syariffuddien Zuhrie, Muhamad; Rahmadian, Reza

    2018-04-01

    Demands the competence (competence) needs of the industry today is a competent workforce to the field of work. However, during this lecture material Digital Engineering (Especially Digital Electronics Basics and Digital Circuit Basics) is limited to the delivery of verbal form of lectures (classical method) is dominated by the Lecturer (Teacher Centered). Though the subject of Digital Engineering requires learning tools and is required understanding of electronic circuits, digital electronics and high logic circuits so that learners can apply in the world of work. One effort to make it happen is by creating an online teaching module and educational aids (Kit) with the help of Proteus software that can improve the skills of learners. This study aims to innovate online teaching modules plus kits in Proteus-assisted digital engineering courses through hybrid learning approaches to improve the skills of learners. The process of innovation is done by considering the skills and mastery of the technology of students (students) Department of Electrical Engineering - Faculty of Engineering – Universitas Negeri Surabaya to produce quality graduates Use of online module plus Proteus software assisted kit through hybrid learning approach. In general, aims to obtain adequate results with affordable cost of investment, user friendly, attractive and interactive (easily adapted to the development of Information and Communication Technology). With the right design, implementation and operation, both in the form of software both in the form of Online Teaching Module, offline teaching module, Kit (Educational Viewer), and e-learning learning content (both online and off line), the use of the three tools of the expenditure will be able to adjust the standard needs of Information and Communication Technology world, both nationally and internationally.

  13. Enhancing reflective practice through online learning: impact on clinical practice

    PubMed Central

    Sim, J; Radloff, A

    2008-01-01

    Purpose Traditionally, radiographers and radiation therapists function in a workplace environment that is protocol-driven with limited functional autonomy. The workplace promotes a culture of conformity and discourages practitioners from reflective and critical thinking, essential attributes for continuing learning and advancing workplace practices. As part of the first author’s doctoral study, a continuing professional development (CPD) educational framework was used to design and implement an online module for radiation therapists’ CPD activities. The study aimed to determine if it is possible to enhance healthcare practitioners’ reflective practice via online learning and to establish the impact of reflective learning on clinical practice. Materials and methods The objectives of the online module were to increase radiation therapists’ knowledge in planning for radiation therapy for the breast by assisting them engage in reflective practice. The cyclical process of action research was used to pilot the module twice with two groups of volunteer radiation therapists (twenty-six participants) from Australia, New Zealand and Canada. Results The online module was evaluated using Kirkpatrick’s four-level evaluation model. Evidence indicated that participants were empowered as a result of participation in the module. They began reflecting in the workplace while assuming a more proactive role and increased clinical responsibilities, engaged colleagues in collaborative reflections and adopted evidence-based approaches in advancing clinical practices. Conclusion The study shows that it is possible to assist practitioners engage in reflective practice using an online CPD educational framework. Participants were able to apply the reflective learning they had developed in their workplace. As a result of their learning, they felt empowered to continue to effect changes in their workplace beyond the cessation of the online module. PMID:21614319

  14. Action Research to Improve the Learning Space for Diagnostic Techniques.

    PubMed

    Ariel, Ellen; Owens, Leigh

    2015-12-01

    The module described and evaluated here was created in response to perceived learning difficulties in diagnostic test design and interpretation for students in third-year Clinical Microbiology. Previously, the activities in lectures and laboratory classes in the module fell into the lower cognitive operations of "knowledge" and "understanding." The new approach was to exchange part of the traditional activities with elements of interactive learning, where students had the opportunity to engage in deep learning using a variety of learning styles. The effectiveness of the new curriculum was assessed by means of on-course student assessment throughout the module, a final exam, an anonymous questionnaire on student evaluation of the different activities and a focus group of volunteers. Although the new curriculum enabled a major part of the student cohort to achieve higher pass grades (p < 0.001), it did not meet the requirements of the weaker students, and the proportion of the students failing the module remained at 34%. The action research applied here provided a number of valuable suggestions from students on how to improve future curricula from their perspective. Most importantly, an interactive online program that facilitated flexibility in the learning space for the different reagents and their interaction in diagnostic tests was proposed. The methods applied to improve and assess a curriculum refresh by involving students as partners in the process, as well as the outcomes, are discussed. Journal of Microbiology & Biology Education.

  15. Implementation of a Modular Hands-on Learning Pedagogy: Student Attitudes in a Fluid Mechanics and Heat Transfer Course

    ERIC Educational Resources Information Center

    Burgher, J. K.; Finkel, D.; Adesope, O. O.; Van Wie, B. J.

    2015-01-01

    This study used a within-subjects experimental design to compare the effects of learning with lecture and hands-on desktop learning modules (DLMs) in a fluid mechanics and heat transfer class. The hands-on DLM implementation included the use of worksheets and one of two heat exchangers: an evaporative cooling device and a shell and tube heat…

  16. Comparing Learning Style to Performance in On-Line Teaching: Impact of Proctored v. Un-Proctored Testing

    ERIC Educational Resources Information Center

    Wellman, Gregory S.

    2005-01-01

    The purpose of this study was to examine the impact that proctored versus un-proctored testing would have on learning for an on-line content module; and examine the relationship between LASSI variables and learning. A randomized, pre-test/post-test control group design was employed. College students in a pharmacy curriculum, were randomized to two…

  17. Developing Leadership Content Knowledge during School Leader Preparation

    ERIC Educational Resources Information Center

    Carver, Cynthia L.

    2012-01-01

    This instructional module describes a performance assessment designed to equip prospective principals with the knowledge and skill needed to evaluate curriculum, observe and assess instruction, interact meaningfully with teachers about instructional decision-making, and design professional learning opportunities that enhance student learning…

  18. Training monitoring skills in helicopter pilots.

    PubMed

    Potter, Brian A; Blickensderfer, Elizabeth L; Boquet, Albert J

    2014-05-01

    Prior research has indicated that ineffective pilot monitoring has been associated with aircraft accidents. Despite this finding, empirical research concerning pilot monitoring skill training programs is nearly nonexistent. E-learning may prove to be an effective method to foster nontechnical flight skills, including monitoring. This study examined the effect of using e-learning to enhance helicopter aircrew monitoring skill performance. The design was a posttest only field study. Forty-four helicopter pilots completed either an e-learning training module or a control activity and then flew two scenarios in a high-fidelity flight simulator. Learner reactions and knowledge gained were assessed immediately following the e-learning module. Two observer raters assessed behaviors and performance outcomes using recordings of the simulation flights. Subjects who completed the e-learning training module scored almost twice as high as did the control group on the administered knowledge test (experimental group, mean = 92.8%; control group, mean = 47.7%) and demonstrated up to 150% more monitoring behaviors during the simulated flights than the control subjects. In addition, the participating pilots rated the course highly. The results supported the hypothesis that a relatively inexpensive and brief training course implemented through e-learning can foster monitoring skill development among helicopter pilots.

  19. Designing Online Resources in Preparation for Authentic Laboratory Experiences

    PubMed Central

    Boulay, Rachel; Parisky, Alex; Leong, Peter

    2013-01-01

    Professional development for science teachers can be benefited through active learning in science laboratories. However, how online training materials can be used to complement traditional laboratory training is less understood. This paper explores the design of online training modules to teach molecular biology and user perception of those modules that were part of an intensive molecular biology “boot camp” targeting high school biology teachers in the State of Hawaii. The John A. Burns School of Medicine at the University of Hawaii had an opportunity to design and develop professional development that prepares science teachers with an introduction of skills, techniques, and applications for their students to conduct medical research in a laboratory setting. A group of 29 experienced teachers shared their opinions of the online materials and reported on how they used the online materials in their learning process or teaching. PMID:24319698

  20. Mangroves and Seawalls. "Increased Pressure for Land Fill Will Cause More and More Stress to Natural Areas." Grades 7 and 8. A Three Lesson Unit. Student Learning Activity Module.

    ERIC Educational Resources Information Center

    Frank, James

    This module is an activity/discussion-centered unit focusing on the importance of shoreline surface area. The module is part of a series designed to be used by teachers, students, and community members to help them utilize community resources in developing and teaching environmental concepts and responsibility, and in seeking ways to solve…

  1. The Internet as an informal learning environment: Assessing knowledge acquisition of science and engineering students using constructivist and objectivist formats

    NASA Astrophysics Data System (ADS)

    Hargis, Jace

    This study examined the effects of two different instructional formats on Internet WebPages in an informal learning environment. The purpose of this study is to (a) identify optimal instructional formats for on-line learning; (b) identify the relationship between post-assessment scores and the student's gender, age or racial identity; (c) examine the effects of verbal aptitudes on learning in different formats; (d) identify relationships between computer attitudes and achievement; and (e) identify the potential power for self-regulated learning and self-efficacy on Internet WebPages. Two learning strategy modules were developed; a constructivist and an objectivist instruction module. The study program consisted of an on-line consent form; a computer attitude survey; a Motivated Strategies for Learning Questionnaire; a verbal aptitude test; a pre-assessment; instructional directions followed by the instructional module and a post-assessment. The study tested 145 post-secondary science and engineering participants from the University of Florida. Participants were randomly assigned to one of two treatment groups or a control in a pretest/posttest design. An analysis of covariance with general linear models was used to account for effects of individual difference variables and aptitude treatment interaction (ATI). This statistical procedure was used to determine the relationships among the dependent variable, the achievement on each of the formats and the independent variables, attitudes, gender, racial identity, verbal aptitudes, and self-regulated learning/self-efficacy. Significant results at alpha = .05 were found for none of these variables. However, a linear prediction of age shows that older participants scored higher on the post-assessment after completing the objectivist module. Although there were no significant differences between the learning format and the variables, there was a difference between the modules and the control. Therefore, it is possible that regardless of characteristics, science and engineering students can learn on-line technical material.

  2. Modifying ADDIE: Incorporating New Technologies in Library Instruction

    ERIC Educational Resources Information Center

    Campbell, Paul Clayton

    2014-01-01

    There are many instructional design theories to assist librarians in creating effective instructional modules for student learning. ADDIE is a generic instructional design model that has been in existence for more than 30 years and is known for its flexibility in application (Molenda, 2003). Using instructional design theories such as ADDIE helps…

  3. The use of computer-aided learning in chemistry laboratory instruction

    NASA Astrophysics Data System (ADS)

    Allred, Brian Robert Tracy

    This research involves developing and implementing computer software for chemistry laboratory instruction. The specific goal is to design the software and investigate whether it can be used to introduce concepts and laboratory procedures without a lecture format. This would allow students to conduct an experiment even though they may not have been introduced to the chemical concept in their lecture course. This would also allow for another type of interaction for those students who respond more positively to a visual approach to instruction. The first module developed was devoted to using computer software to help introduce students to the concepts related to thin-layer chromatography and setting up and running an experiment. This was achieved through the use of digitized pictures and digitized video clips along with written information. A review quiz was used to help reinforce the learned information. The second module was devoted to the concept of the "dry lab". This module presented students with relevant information regarding the chemical concepts and then showed them the outcome of mixing solutions. By these observations, they were to determine the composition of unknown solutions based on provided descriptions and comparison with their written observations. The third piece of the software designed was a computer game. This program followed the first two modules in providing information the students were to learn. The difference here, though, was incorporating a game scenario for students to use to help reinforce the learning. Students were then assessed to see how much information they retained after playing the game. In each of the three cases, a control group exposed to the traditional lecture format was used. Their results were compared to the experimental group using the computer modules. Based upon the findings, it can be concluded that using technology to aid in the instructional process is definitely of benefit and students were more successful in learning. It is important to note, though, that one single type of instructional method is not the best way to inspire learning. It seems multiple methods provide the best educational experience for all.

  4. Examining Mathematical Task and Pedagogical Usability of Web Contents Authored by Prospective Mathematics Teachers

    ERIC Educational Resources Information Center

    Akayuure, Peter; Apawu, Jones

    2015-01-01

    The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working…

  5. Enhancing Children's Growth and Development. Training Guides for the Head Start Learning Community.

    ERIC Educational Resources Information Center

    Aspen Systems Corp., Rockville, MD.

    This training guide is designed to enhance the skills of Head Start education staff in applying knowledge of how children grow and develop to planning, implementing, and evaluating activities and experiences in the center, at home, and during group socialization sessions. Each of the guide's modules details module outcomes, key concepts, and…

  6. Conduct of Operations. MAS-121. Waste Isolation Division (WID). Management and Supervisor Training (MAST) Program.

    ERIC Educational Resources Information Center

    Westinghouse Electric Corp., Carlsbad, NM.

    This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to teach trainees to apply conduct of operations principles to their area(s) of responsibility. The following topics are covered in the module's individual…

  7. Self-Instructional Module Based on Cognitive Load Theory: A Study on Information Retention among Trainee Teachers

    ERIC Educational Resources Information Center

    Ong, Chiek Pin; Tasir, Zaidatun

    2015-01-01

    The aim of the research is to study the information retention among trainee teachers using a self-instructional printed module based on Cognitive Load Theory for learning spreadsheet software. Effective pedagogical considerations integrating the theoretical concepts related to cognitive load are reflected in the design and development of the…

  8. Probability & Statistics: Modular Learning Exercises. Teacher Edition

    ERIC Educational Resources Information Center

    Actuarial Foundation, 2012

    2012-01-01

    The purpose of these modules is to provide an introduction to the world of probability and statistics to accelerated mathematics students at the high school level. The modules also introduce students to real world math concepts and problems that property and casualty actuaries come across in their work. They are designed to be used by teachers and…

  9. Fieldcrest Cannon, Inc. Advanced Technical Preparation. Statistical Process Control (SPC). PRE-SPC I. Instructor Book.

    ERIC Educational Resources Information Center

    Averitt, Sallie D.

    This instructor guide, which was developed for use in a manufacturing firm's advanced technical preparation program, contains the materials required to present a learning module that is designed to prepare trainees for the program's statistical process control module by improving their basic math skills and instructing them in basic calculator…

  10. Devising and Implementing a Business Proposal Module: Constraints and Compromises

    ERIC Educational Resources Information Center

    Flowerdew, Lynne

    2010-01-01

    This article describes the design and implementation of a business proposal module for final-year science students at a tertiary institution in Hong Kong. It is argued that in the needs analysis process, the present situation analysis (PSA), that is, personal information about the learners and factors which may affect their learning, is just as if…

  11. Industrial Safety. MAS-123. Waste Isolation Division (WID). Management and Supervisor Training (MAST) Program.

    ERIC Educational Resources Information Center

    Westinghouse Electric Corp., Carlsbad, NM.

    This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to prepare trainees to promote and monitor the industrial safety program at their plant. The following topics are covered in the module's individual sections:…

  12. Purchasing and Accounting. MAS-116. Waste Isolation Division (WID). Management and Supervisor Training (MAST) Program.

    ERIC Educational Resources Information Center

    Westinghouse Electric Corp., Carlsbad, NM.

    This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to prepare trainees to perform purchasing and accounting tasks efficiently and effectively. The first section is an introduction to the module. The next three…

  13. Multiple Learning Strategies Project. Building Maintenance & Engineering. Low Reader. [Vol. 2.

    ERIC Educational Resources Information Center

    Steinberg, A.; And Others

    This instructional package is one of two designed for low reader students (those reading at grade level 3-6) in the vocational area of building maintenance and engineering. The forty-four learning modules are organized into eleven units: chalkboards; carpet care; office cleaning; grounds; sanitation; boiler maintenance and operation; power and…

  14. Multiple Learning Strategies Project. Building Maintenance & Engineering. Educable Mentally Impaired. [Vol. 3.

    ERIC Educational Resources Information Center

    Steinberg, Alan; And Others

    This instructional package is one of three designed for educable mentally impaired students in the vocational area of building maintenance and engineering. The thirty-one learning modules are organized into nine units: grounds; sanitation; boiler maintenance and operation; power and hand tools; cabinet construction; repair of damaged furniture;…

  15. Multiple Learning Strategies Project. Small Engine Repair Service. [Regular Vocational. Vol. 2.

    ERIC Educational Resources Information Center

    Pitts, Jim; And Others

    This instructional package is one of two designed for use by regular vocational students in the vocational area of small engine repair service. Contained in this document are forty-nine learning modules organized into eleven units: test equipment; motorcycle; engine removal and replacement; machining; tune-ups; short blocks; storage; filling out…

  16. Student Reactions to Learning Theory Based Curriculum Materials in Linear Algebra--A Survey Analysis

    ERIC Educational Resources Information Center

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

    2016-01-01

    In this report we examine students' perceptions of the implementation of carefully designed curriculum materials (called modules) in linear algebra courses at three different universities. The curricular materials were produced collaboratively by STEM and mathematics education faculty as members of a professional learning community (PLC) over…

  17. Designing Templates for Interactive Tasks in CALL Tutorials.

    ERIC Educational Resources Information Center

    Ruhlmann, Felicitas

    The development of templates for computer-assisted language learning (CALL) is discussed, based on experiences with primarily linear multimedia tutorial programs. Design of templates for multiple-choice questions and interactive tasks in a prototype module is described. Possibilities of enhancing interactivity by introducing problem-oriented…

  18. Cardiac e-learning: Development of a web-based implantable cardioverter defibrillator educational system.

    PubMed

    Hickey, Kathleen T; Johnson, Mary P; Biviano, Angelo; Aboelela, Sally; Thomas, Tami; Bakken, Suzanne; Garan, Hasan; Zimmerman, John L; Whang, William

    2011-04-01

    The objective of this study was to design a Web-based implantable cardioverter defibrillator (ICD) module that would allow greater access to learning which could occur at an individual's convenience outside the fast-paced clinical environment. A Web-based ICD software educational program was developed to provide general knowledge of the function of the ICD and the interpretation of the stored electrocardiograms. This learning tool could be accessed at any time via the Columbia University Internet server, using a unique, password protected login. A series of basic and advanced ICD terms were presented using actual ICD screenshots and videos that simulated scenarios the practitioner would most commonly encounter in the fast-paced clinical setting. To determine the usefulness of the site and improve the module, practitioners were asked to complete a brief (less than 5 min) online survey at the end of the module. Twenty-six practitioners have logged into our Web site: 20 nurses/nurse practitioners, four cardiac fellows, and two other practitioners. The majority of respondents rated the program as easy to use and useful. The success of this module has led to it becoming part of the training for student nurse practitioners before a clinical electrophysiology rotation, and the module is accessed by our cardiac entry level fellows before a rotation in the intensive care unit or electrophysiology service. Remote electronic arrhythmia learning is a successful example of the melding of technology and education to enhance clinical learning.

  19. Mobile learning module improves knowledge of medical shock for forward surgical team members.

    PubMed

    Schulman, Carl I; Garcia, George D; Wyckoff, Mary M; Duncan, Robert C; Withum, Kelly F; Graygo, Jill

    2012-11-01

    Acute trauma care is characterized by dynamic situations that require adequate preparation to ensure success for military health professionals. The use of mobile learning in this environment can provide a solution that standardizes education and replaces traditional didactic lectures. A comparative evaluation with a pre-post test design regarding medical shock was delivered via either a didactic lecture or a mobile learning video module to U.S. Army Forward Surgical Team (FST) members. Participants completed a pretest, were randomly assigned to treatment group by FST, and then completed the post-test and scenario assessment. One-hundred and thirteen FST members participated with 53 in the mobile learning group and 60 in the lecture group (control). The percent mean score for the mobile learning group increased from 43.6 to 70 from pretest to post-test, with a scenario mean score of M = 56.2. The percent mean score for the control group increased from 41.5 to 72.5, with a scenario mean score of M = 59.7. The two-way analysis of variance mean score difference was 26.4 for the mobile learning group and 31.0 for the control, F = 2.18, (p = 0.14). Mobile learning modules, coupled with a structured assessment, have the potential to improve educational experiences in civilian and military settings.

  20. FUNCTIONAL ANALYSIS OF A NOVEL POSITIVE ALLOSTERIC MODULATOR OF AMPA RECEPTORS DERIVED FROM A STRUCTURE-BASED DRUG DESIGN STRATEGY

    PubMed Central

    Harms, Jonathan E.; Benveniste, Morris; Maclean, John K. F.; Partin, Kathryn M.; Jamieson, Craig

    2012-01-01

    Positive allosteric modulators of α-amino-3-hydroxy-5-methyl-isoxazole-propionic acid (AMPA) receptors facilitate synaptic plasticity and can improve various forms of learning and memory. These modulators show promise as therapeutic agents for the treatment of neurological disorders such as schizophrenia, ADHD, and mental depression. Three classes of positive modulator, the benzamides, the thiadiazides, and the biarylsulfonamides differentially occupy a solvent accessible binding pocket at the interface between the two subunits that form the AMPA receptor ligand-binding pocket. Here, we describe the electrophysiological properties of a new chemotype derived from a structure-based drug design strategy (SBDD), which makes similar receptor interactions compared to previously reported classes of modulator. This pyrazole amide derivative, JAMI1001A, with a promising developability profile, efficaciously modulates AMPA receptor deactivation and desensitization of both flip and flop receptor isoforms. PMID:22735771

  1. Combining research-enhanced and technology-enhanced teaching approaches in module design: A case study of an undergraduate course in Solar Physics

    NASA Astrophysics Data System (ADS)

    Tong, V.

    2011-12-01

    There is a growing emphasis on the research-teaching nexus, and there are many innovative ways to incorporate research materials and methods in undergraduate teaching. Solar Physics is a cross-disciplinary subject and offers the ideal opportunity for research-enhanced teaching (1). In this presentation, I outline i) how student-led teaching of research content and methods is introduced in an undergraduate module in Solar Physics, and ii) how electronic learning and teaching can be used to improve students' learning of mathematical concepts in Solar Physics. More specifically, I discuss how research literature reviewing and reporting methods can be embedded and developed systematically throughout the module with aligned assessments. Electronic feedback and feedforward (2) are given to the students in order to enhance their understanding of the subject and improve their research skills. Other technology-enhanced teaching approaches (3) are used to support students' learning of the more quantitative components of the module. This case study is particularly relevant to a wide range of pedagogical contexts (4) as the Solar Physics module is taught to students following undergraduate programs in Geology, Earth Sciences, Environmental Geology as well as Planetary Science with Astronomy in the host Department. Related references: (1) Tong, C. H., Let interdisciplinary research begin in undergraduate years, Nature (2010) v. 463, p. 157. (2) Tong, V. C. H., Linking summative assessments? Electronic feedback and feedforward in module design, British Journal of Educational Technology (2011), accepted for publication. (3) Tong, V. C. H., Using asynchronous electronic surveys to help in-class revision: A case study, British Journal of Educational Technology (2011), doi:10.1111/j.1467-8535.2011.01207.x (4) Tong, V. C. H. (ed.), Geoscience Research and Education, Springer, Dordrecht (2012)

  2. Design-Based Research: Is This a Suitable Methodology for Short-Term Projects?

    ERIC Educational Resources Information Center

    Pool, Jessica; Laubscher, Dorothy

    2016-01-01

    This article reports on a design-based methodology of a thesis in which a fully face-to-face contact module was converted into a blended learning course. The purpose of the article is to report on how design-based phases, in the form of micro-, meso- and macro-cycles were applied to improve practice and to generate design principles. Design-based…

  3. Evaluating students' perceptions of an interprofessional problem-based pilot learning project.

    PubMed

    Eccott, Lynda; Greig, Alison; Hall, Wendy; Lee, Michael; Newton, Christie; Wood, Victoria

    2012-01-01

    Interprofessional teams provide the promise of effective, comprehensive and reliable care. Interprofessional education (IPE) promotes students' knowledge and attitudes to support interprofessional teamwork, and problem-based learning formats enable students to gain valuable teamwork experience. To design, implement, and evaluate an interprofessional problem-based learning module in a large Canadian university focusing on the effects of this format on students' knowledge, attitudes, and perceptions. A pre-post mixed-methods research design was used, with a convenience sample of 24 students from medicine, pharmacy, nursing, physical therapy, and occupational therapy. Participants in the module were divided into 5 teams composed of one member from each discipline. Pre-tests were delivered just prior to module participation and post-tests directly followed. Students also participated in focus groups to provide feedback about module content, process, outcomes, and practical considerations. Students' attitudes toward interprofessional teamwork improved from baseline to post-intervention. Mean differences were significant using paired t-tests on confidence in professional role (p <0.001), communication (p = 0.02), understanding roles of others (p = 0.002), identification with the team (p = 0.002), comfort with members (p = 0.047), cooperation with team members (p = 0.004), team perceptions (p = 0.04), decision-making (p <0.001), team efficiency (p <0.001), minimal conflict (p = 0.04), and group contributions (p = 0.03). Focus group themes indicated students were satisfied with the module, perceived increased knowledge about roles and perspectives, greater confidence to collaborate, and increased motivation to engage in intra-curricular IPE. The timing of their exposure within their respective educational programs was identified as important.

  4. Project-Based Learning in Engineering Design in Bulgaria: Expectations, Experiments and Results

    ERIC Educational Resources Information Center

    Raycheva, Regina Pavlova; Angelova, Desislava Ivanova; Vodenova, Pavlina Minkova

    2017-01-01

    Using a students' workshop as a laboratory, this article summarises the observation of three years' implementation of a new study module for a Bachelor Program in Engineering Design (Interior and Furniture Design) at the University of Forestry, Sofia, Bulgaria. The article offers an analysis of group dynamics and the difficulties and issues…

  5. Solar Heating and Cooling of Residential Buildings: Design of Systems.

    ERIC Educational Resources Information Center

    Colorado State Univ., Ft. Collins. Solar Energy Applications Lab.

    This is the second of two training courses designed to develop the capability of practitioners in the home building industry to design solar heating and cooling systems. The course is organized in 23 modules to separate selected topics and to facilitate learning. Although a compact schedule of one week is shown, a variety of formats can be…

  6. Task Relevance in the Design of Online Professional Development for Teachers of ELLs: A Q Methodology Study

    ERIC Educational Resources Information Center

    Collins, Linda J.; Liang, Xin

    2014-01-01

    Online professional development (oPD) for teachers should focus on designing web-based learning opportunities that help practicing educators solve the tough problems of practice when working in their schools. Technology, pedagogy, and content knowledge can be integrated in the design of online professional development modules to enhance task…

  7. The Integration of technology in teaching mathematics

    NASA Astrophysics Data System (ADS)

    Muhtadi, D.; Wahyudin; Kartasasmita, B. G.; Prahmana, R. C. I.

    2017-12-01

    This paper presents the Transformation of Technological Pedagogical and Content Knowledge (TPACK) of three pre-service math teacher. They participate in technology-based learning modules aligned with teaching practice taught school and became characteristic of teaching method by using the mathematical software. ICT-based learning environment has been the demands in practice learning to build a more effective approach to the learning process of students. Also, this paper presents the results of research on learning mathematics in middle school that shows the influence of design teaching on knowledge of math content specifically.

  8. Action Research to Improve the Learning Space for Diagnostic Techniques†

    PubMed Central

    Ariel, Ellen; Owens, Leigh

    2015-01-01

    The module described and evaluated here was created in response to perceived learning difficulties in diagnostic test design and interpretation for students in third-year Clinical Microbiology. Previously, the activities in lectures and laboratory classes in the module fell into the lower cognitive operations of “knowledge” and “understanding.” The new approach was to exchange part of the traditional activities with elements of interactive learning, where students had the opportunity to engage in deep learning using a variety of learning styles. The effectiveness of the new curriculum was assessed by means of on-course student assessment throughout the module, a final exam, an anonymous questionnaire on student evaluation of the different activities and a focus group of volunteers. Although the new curriculum enabled a major part of the student cohort to achieve higher pass grades (p < 0.001), it did not meet the requirements of the weaker students, and the proportion of the students failing the module remained at 34%. The action research applied here provided a number of valuable suggestions from students on how to improve future curricula from their perspective. Most importantly, an interactive online program that facilitated flexibility in the learning space for the different reagents and their interaction in diagnostic tests was proposed. The methods applied to improve and assess a curriculum refresh by involving students as partners in the process, as well as the outcomes, are discussed. Journal of Microbiology & Biology Education PMID:26753024

  9. Corporate Etiquette and Human Relations: Building Confidence and Competence for the Workplace...Supplemental Materials for Tech Prep Courses.

    ERIC Educational Resources Information Center

    Clark, Elaine S.; Palmer, Harriet S.

    This guide contains six learning modules that together constitute a minicourse in corporate etiquette designed to give tech prep students the social skills and business etiquette skills needed to conduct a successful job search. The following topics are covered in the individual modules: social etiquette (making introductions, use of first names,…

  10. Plant and Industry Experience. MAS-122. Waste Isolation Division (WID). Management and Supervisor Training (MAST) Program.

    ERIC Educational Resources Information Center

    Westinghouse Electric Corp., Carlsbad, NM.

    This learning module, which is part of a management and supervisor training program for managers and supervisors employed at the Department of Energy's Waste Isolation Division, is designed to prepare trainees to use plant and industry experience to improve plant safety and reliability. The following topics are covered in the module's individual…

  11. AUTOMOTIVE DIESEL MAINTENANCE 2. UNIT XII, LEARNING ABOUT BATTERY SERVICING AND TESTING (PART I).

    ERIC Educational Resources Information Center

    Human Engineering Inst., Cleveland, OH.

    THID MODULE OF A 25-MODULE COURSE IS DESIGNED TO DEVELOP AN UNDERSTANDING OF THE CONSTRUCTION AND MAINTENANCE OF LEAD-ACID STORAGE BATTERIES USED ON DIESEL POWERED EQUIPMENT. TOPICS ARE (1) BATTERY COMPONENTS AND CONSTRUCTION, (2) CHEMICAL ACTION IN BATTERIES, (3) THE BATTERY AND THE CHARGING CIRCUIT, (4) BATTERY CHARGING VOLTAGE, (5) EFFECTS OF…

  12. Trainee Teachers' Mental Effort in Learning Spreadsheet through Self-Instructional Module Based on Cognitive Load Theory

    ERIC Educational Resources Information Center

    Tasir, Zaidatun; Pin, Ong Chiek

    2012-01-01

    A printed module should consist of media elements, namely text and pictures, which are self-instructional and could cater to the needs of the user. However, the typical platform of such visualization frequently overloads the limited working memory causing split attention and redundancy effects. The purpose of this study is to design and develop a…

  13. Fieldcrest Cannon, Inc. Advanced Technical Preparation. Statistical Process Control (SPC). PRE-SPC 11: SPC & Graphs. Instructor Book.

    ERIC Educational Resources Information Center

    Averitt, Sallie D.

    This instructor guide, which was developed for use in a manufacturing firm's advanced technical preparation program, contains the materials required to present a learning module that is designed to prepare trainees for the program's statistical process control module by improving their basic math skills in working with line graphs and teaching…

  14. Transitions: A Classroom Management Concept Related to Effective Teaching. Student Guide. Utah Protocol Materials Project.

    ERIC Educational Resources Information Center

    Utah State Univ., Logan. Utah Protocol Materials Project.

    This student guide is part of a protocol learning module designed to teach the prospective teacher to make smooth transitions from one activity to another, in order to deter disruptive behavior in the course of the transition. The entire module consists of this guide, a protocol film, and testing materials. The student guide contains: (a)…

  15. Multi-layer network utilizing rewarded spike time dependent plasticity to learn a foraging task

    PubMed Central

    2017-01-01

    Neural networks with a single plastic layer employing reward modulated spike time dependent plasticity (STDP) are capable of learning simple foraging tasks. Here we demonstrate advanced pattern discrimination and continuous learning in a network of spiking neurons with multiple plastic layers. The network utilized both reward modulated and non-reward modulated STDP and implemented multiple mechanisms for homeostatic regulation of synaptic efficacy, including heterosynaptic plasticity, gain control, output balancing, activity normalization of rewarded STDP and hard limits on synaptic strength. We found that addition of a hidden layer of neurons employing non-rewarded STDP created neurons that responded to the specific combinations of inputs and thus performed basic classification of the input patterns. When combined with a following layer of neurons implementing rewarded STDP, the network was able to learn, despite the absence of labeled training data, discrimination between rewarding patterns and the patterns designated as punishing. Synaptic noise allowed for trial-and-error learning that helped to identify the goal-oriented strategies which were effective in task solving. The study predicts a critical set of properties of the spiking neuronal network with STDP that was sufficient to solve a complex foraging task involving pattern classification and decision making. PMID:28961245

  16. Value conditioning modulates visual working memory processes.

    PubMed

    Thomas, Paul M J; FitzGibbon, Lily; Raymond, Jane E

    2016-01-01

    Learning allows the value of motivationally salient events to become associated with stimuli that predict those events. Here, we asked whether value associations could facilitate visual working memory (WM), and whether such effects would be valence dependent. Our experiment was specifically designed to isolate value-based effects on WM from value-based effects on selective attention that might be expected to bias encoding. In a simple associative learning task, participants learned to associate the color of tinted faces with gaining or losing money or neither. Tinted faces then served as memoranda in a face identity WM task for which previously learned color associations were irrelevant and no monetary outcomes were forthcoming. Memory was best for faces with gain-associated tints, poorest for faces with loss-associated tints, and average for faces with no-outcome-associated tints. Value associated with 1 item in the WM array did not modulate memory for other items in the array. Eye movements when studying faces did not depend on the valence of previously learned color associations, arguing against value-based biases being due to differential encoding. This valence-sensitive value-conditioning effect on WM appears to result from modulation of WM maintenance processes. (c) 2015 APA, all rights reserved).

  17. An Introductory Classroom Exercise on Protein Molecular Model Visualization and Detailed Analysis of Protein-Ligand Binding

    ERIC Educational Resources Information Center

    Poeylaut-Palena, Andres, A.; de los Angeles Laborde, Maria

    2013-01-01

    A learning module for molecular level analysis of protein structure and ligand/drug interaction through the visualization of X-ray diffraction is presented. Using DeepView as molecular model visualization software, students learn about the general concepts of protein structure. This Biochemistry classroom exercise is designed to be carried out by…

  18. Product Safety: "An Ounce of Prevention". Health and the Consumer.

    ERIC Educational Resources Information Center

    Florida State Dept. of Education, Tallahassee. Div. of Elementary and Secondary Education.

    Secondary level students learn about product safety in this consumer education learning activity package, which is one of a series. While the majority of products are safe, there remains a small percentage of consumer goods which reach the market place containing a real or potential hazard to the consumer's safety. This module is designed to make…

  19. Hands-On Tabletop Units for Addressing Persistent Conceptual Difficulties in Continuity and Frictional Loss in Fluid Mechanics

    ERIC Educational Resources Information Center

    Li, Xuesong; Van Wie, Bernard J.

    2016-01-01

    The difficulty in covering chemical engineering concepts using traditional lectures and whiteboard teaching approaches means today's students' learning demands are unfulfilled, so alternate methods are needed. Desktop learning modules (DLMs) are designed to show industrial fluid flow and heat transfer concepts in a standard classroom so students…

  20. Entering New Territory: Crossing over to Fully Synchronous, E-Learning Courses

    ERIC Educational Resources Information Center

    Robertson, Lorayne; Hardman, Wendy

    2012-01-01

    A training module of six sessions was designed for professors in higher education who were transitioning to teaching synchronous, e-learning courses from formerly teaching in either asynchronous courses or in face-to-face courses. Since the participants were experienced educators, the boundary of their expertise to be extended was moving to the…

  1. The Role of Visualization in Learning from Computer-Based Images. Research Report

    ERIC Educational Resources Information Center

    Piburn, Michael D.; Reynolds, Stephen J.; McAuliffe, Carla; Leedy, Debra E.; Birk, James P.; Johnson, Julia K.

    2005-01-01

    Among the sciences, the practice of geology is especially visual. To assess the role of spatial ability in learning geology, we designed an experiment using: (1) web-based versions of spatial visualization tests, (2) a geospatial test, and (3) multimedia instructional modules built around QuickTime Virtual Reality movies. Students in control and…

  2. Multiple Learning Strategies Project. Small Engine Repair Service. Regular Vocational. [Vol. 1.

    ERIC Educational Resources Information Center

    Pitts, Jim; And Others

    This instructional package is one of two designed for use by regular vocational students in the vocational area of small engine repair service. Contained in this document are forty-four learning modules organized into ten units: engine block; air cleaner; starters; fuel tanks; lines, filters, and pumps; carburetors; electrical; magneto systems;…

  3. Flexible Coherence: Re-Thinking e-Learning Design Principles for Linguistically and Culturally Diverse Students

    ERIC Educational Resources Information Center

    Wiggins, Bradley E.

    2013-01-01

    This article presents the results from a post-test only experiment conducted in 2011 with undergraduate and graduate students (N = 67) from individualist and collectivist cultures. Demographic information was collected through questions appearing at the end of a post-test administered to subjects after completing the e-learning module. Each person…

  4. How to Start Your Own Business. Women Entrepreneurs Project. Instructional Materials.

    ERIC Educational Resources Information Center

    McCaslin, Barbara S.; McNamara, Patricia P.

    This text consisting of eight learning activities packages (LAP's) was developed during the California Women Entrepreneurs Project for use in a course designed to help women entrepreneurs learn how to start their own small business. The LAP's included here are self-paced, student-centered modules which take the learner step by step through the…

  5. Informal Learning in Action: The Domains of Music Teaching and Their Pedagogic Modes

    ERIC Educational Resources Information Center

    Narita, Flávia Motoyama

    2017-01-01

    Green's informal learning pedagogy was adapted for a mixed-mode distance education of music teachers in Brazil. Designed as an 8-week module within the Open University of Brazil programme and implemented three times, this research involved 20 tutors and 73 student teachers, across a period of 2 years. Taking the form of a…

  6. A Stimulating Approach To Teaching, Learning and Assessing Finite Element Methods: A Case Study.

    ERIC Educational Resources Information Center

    Karadelis, J. N.

    1998-01-01

    Examines the benefits of introducing finite element methods into the curriculum of undergraduate courses. Analyzes the structure of the computer-assisted-design module and the extent to which it fulfills its main objectives. Discusses the efficiency of modern teaching and learning techniques used to develop skills for solving engineering problems;…

  7. The Role of the PBL Tutor within Blended Academic Development

    ERIC Educational Resources Information Center

    Donnelly, Roisin

    2013-01-01

    The central idea of this study is using blended problem-based learning (PBL) in an academic development context with key roles emphasised: academic staff in the role of students and the academic developer as the tutor. The context is a module entitled "Designing e-Learning" on a postgraduate programme for academic staff in Ireland. It is…

  8. Peer-Assisted Learning: Filling the Gaps in Basic Science Education for Preclinical Medical Students

    ERIC Educational Resources Information Center

    Sammaraiee, Yezen; Mistry, Ravi D.; Lim, Julian; Wittner, Liora; Deepak, Shantal; Lim, Gareth

    2016-01-01

    In contrast to peer-assisted learning (PAL) in clinical training, there is scant literature on the efficacy of PAL during basic medical sciences teaching for preclinical students. A group of senior medical students aimed to design and deliver clinically oriented small-group tutorials after every module in the preclinical curriculum at a United…

  9. Teaching About “Brain and Learning” in High School Biology Classes: Effects on Teachers' Knowledge and Students' Theory of Intelligence

    PubMed Central

    Dekker, Sanne; Jolles, Jelle

    2015-01-01

    This study evaluated a new teaching module about “Brain and Learning” using a controlled design. The module was implemented in high school biology classes and comprised three lessons: (1) brain processes underlying learning; (2) neuropsychological development during adolescence; and (3) lifestyle factors that influence learning performance. Participants were 32 biology teachers who were interested in “Brain and Learning” and 1241 students in grades 8–9. Teachers' knowledge and students' beliefs about learning potential were examined using online questionnaires. Results indicated that before intervention, biology teachers were significantly less familiar with how the brain functions and develops than with its structure and with basic neuroscientific concepts (46 vs. 75% correct answers). After intervention, teachers' knowledge of “Brain and Learning” had significantly increased (64%), and more students believed that intelligence is malleable (incremental theory). This emphasizes the potential value of a short teaching module, both for improving biology teachers' insights into “Brain and Learning,” and for changing students' beliefs about intelligence. PMID:26648900

  10. Nematodes: Model Organisms in High School Biology

    ERIC Educational Resources Information Center

    Bliss, TJ; Anderson, Margery; Dillman, Adler; Yourick, Debra; Jett, Marti; Adams, Byron J.; Russell, RevaBeth

    2007-01-01

    In a collaborative effort between university researchers and high school science teachers, an inquiry-based laboratory module was designed using two species of insecticidal nematodes to help students apply scientific inquiry and elements of thoughtful experimental design. The learning experience and model are described in this article. (Contains 4…

  11. Math 3008--Developmental Mathematics II. Course Outline.

    ERIC Educational Resources Information Center

    New York Inst. of Tech., Old Westbury.

    This document contains the course syllabus and 12 independent practice modules for an introductory college algebra course designed to develop student proficiency in the basic algebraic skills. This is designed as the second of a two-semester sequence. Topics include performing operations with radicals and exponents; learning to solve equations;…

  12. Validity And Practicality of Experiment Integrated Guided Inquiry-Based Module on Topic of Colloidal Chemistry for Senior High School Learning

    NASA Astrophysics Data System (ADS)

    Andromeda, A.; Lufri; Festiyed; Ellizar, E.; Iryani, I.; Guspatni, G.; Fitri, L.

    2018-04-01

    This Research & Development study aims to produce a valid and practical experiment integrated guided inquiry based module on topic of colloidal chemistry. 4D instructional design model was selected in this study. Limited trial of the product was conducted at SMAN 7 Padang. Instruments used were validity and practicality questionnaires. Validity and practicality data were analyzed using Kappa moment. Analysis of the data shows that Kappa moment for validity was 0.88 indicating a very high degree of validity. Kappa moments for the practicality from students and teachers were 0.89 and 0.95 respectively indicating high degree of practicality. Analysis on the module filled in by students shows that 91.37% students could correctly answer critical thinking, exercise, prelab, postlab and worksheet questions asked in the module. These findings indicate that the integrated guided inquiry based module on topic of colloidal chemistry was valid and practical for chemistry learning in senior high school.

  13. Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments.

    PubMed

    Hagiwara, Nobuko

    2017-01-01

    The steadily falling costs of genome sequencing, coupled with the growing number of genetic tests with proven clinical validity, have made the use of genetic testing more common in clinical practice. This development has necessitated nongeneticist physicians, especially primary care physicians, to become more responsible for assessing genetic risks for their patients. Providing undergraduate medical students a solid foundation in genomic medicine, therefore, has become all the more important to ensure the readiness of future physicians in applying genomic medicine to their patient care. In order to further enhance the effectiveness of instructing practical skills in medical genetics, the emphasis of active learning modules in genetics curriculum at medical schools has increased in recent years. This is because of the general acceptance of a better efficacy of active learner-centered pedagogy over passive lecturer-centered pedagogy. However, an objective standard to evaluate students' skill levels in genomic medicine achieved by active learning is currently missing. Recently, entrustable professional activities (EPAs) in genomic medicine have been proposed as a framework for developing physician competencies in genomic medicine. EPAs in genomic medicine provide a convenient guideline for not only developing genomic medicine curriculum but also assessing students' competency levels in practicing genomic medicine. In this review, the efficacy of different types of active learning modules reported for medical genetics curricula is discussed using EPAs in genomic medicine as a common evaluation standard for modules' learning outcomes. The utility of the EPAs in genomic medicine for designing active learning modules in undergraduate medical genetics curricula is also discussed.

  14. Mediodorsal thalamus hypofunction impairs flexible goal-directed behavior.

    PubMed

    Parnaudeau, Sébastien; Taylor, Kathleen; Bolkan, Scott S; Ward, Ryan D; Balsam, Peter D; Kellendonk, Christoph

    2015-03-01

    Cognitive inflexibility is a core symptom of several mental disorders including schizophrenia. Brain imaging studies in schizophrenia patients performing cognitive tasks have reported decreased activation of the mediodorsal thalamus (MD). Using a pharmacogenetic approach to model MD hypofunction, we recently showed that decreasing MD activity impairs reversal learning in mice. While this demonstrates causality between MD hypofunction and cognitive inflexibility, questions remain about the elementary cognitive processes that account for the deficit. Using the Designer Receptors Exclusively Activated by Designer Drugs system, we reversibly decreased MD activity during behavioral tasks assessing elementary cognitive processes inherent to flexible goal-directed behaviors, including extinction, contingency degradation, outcome devaluation, and Pavlovian-to-instrumental transfer (n = 134 mice). While MD hypofunction impaired reversal learning, it did not affect the ability to learn about nonrewarded cues or the ability to modulate action selection based on the outcome value. In contrast, decreasing MD activity delayed the ability to adapt to changes in the contingency between actions and their outcomes. In addition, while Pavlovian learning was not affected by MD hypofunction, decreasing MD activity during Pavlovian learning impaired the ability of conditioned stimuli to modulate instrumental behavior. Mediodorsal thalamus hypofunction causes cognitive inflexibility reflected by an impaired ability to adapt actions when their consequences change. Furthermore, it alters the encoding of environmental stimuli so that they cannot be properly utilized to guide behavior. Modulating MD activity could be a potential therapeutic strategy for promoting adaptive behavior in human subjects with cognitive inflexibility. Copyright © 2015 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.

  15. The 3 "C" Design Model for Networked Collaborative E-Learning: A Tool for Novice Designers

    ERIC Educational Resources Information Center

    Bird, Len

    2007-01-01

    This paper outlines a model for online course design aimed at the mainstream majority of university academics rather than at the early adopters of technology. It has been developed from work at Coventry Business School where tutors have been called upon to design online modules for the first time. Like many good tools, the model's key strength is…

  16. Vertical stream curricula integration of problem-based learning using an autonomous vacuum robot in a mechatronics course

    NASA Astrophysics Data System (ADS)

    Chin, Cheng; Yue, Keng

    2011-10-01

    Difficulties in teaching a multi-disciplinary subject such as the mechatronics system design module in Departments of Mechatronics Engineering at Temasek Polytechnic arise from the gap in experience and skill among staff and students who have different backgrounds in mechanical, computer and electrical engineering within the Mechatronics Department. The departments piloted a new vertical stream curricula model (VSCAM) to enhance student learning in mechatronics system design through integration of educational activities from the first to the second year of the course. In this case study, a problem-based learning (PBL) method on an autonomous vacuum robot in the mechatronics systems design module was proposed to allow the students to have hands-on experience in the mechatronics system design. The proposed works included in PBL consist of seminar sessions, weekly works and project presentation to provide holistic assessment on teamwork and individual contributions. At the end of VSCAM, an integrative evaluation was conducted using confidence logs, attitude surveys and questionnaires. It was found that the activities were quite appreciated by the participating staff and students. Hence, PBL has served as an effective pedagogical framework for teaching multidisciplinary subjects in mechatronics engineering education if adequate guidance and support are given to staff and students.

  17. Pupils as GIS-Experts in the Context of Flood Risk - An Interactive Learning Environment for Secondary Schools

    NASA Astrophysics Data System (ADS)

    Goetzke, Roland; Hodam, Henryk; Rienow, Andreas; Voß, Kerstin

    2013-04-01

    Floods and their destructive consequences for local residents are distributed in the media periodically and are, accordingly, noticed by students. Especially the discussion about the impacts of an anthropogenic climate change on the frequency of extreme events reinforces the importance of addressing the subject in school curricula. Remote sensing and GIS offer a wide range of methods for analyzing problems of vulnerability and risk, but are normally not recognized in school education. Reasons for this are: teachers have not been taught how to use and interpret remote sensing data, and there is only little material or software which can be integrated into school lessons without considerable effort. The main goal of the German FIS-project ("Fernerkundung in Schulen" - "Remote Sensing in Schools") is the development of easy-to-use e-learning material in order to apply remote sensing methods in schools and thereby enforcing learning mechanisms based on the moderate constructivist learning theory. The interactive learning unit "Floods - Dealing with a constant threat" is a learning module for a double lesson that enables young students from age 12 to 16 to use geo data for a site analysis especially focusing on the threat of floods. Following a guiding question from a real-world situation, the students are in demand as experts for site analyses and, in the process, need to identify problems arising with a location decision. Their investigation includes measurements in the three-dimensional space of a study area near the Rhine River. Therefore the students are provided with data from a Digital Elevation Model (DEM), a satellite image and several GIS-layers. The different data sets have to be combined in order to achieve valuable results. At certain points the pupils need to reflect their decisions after incorporating new information against the background of flood risk. The presented learning module is designed in Flash and, thus, is platform-independent. It is freely available on the project's website. While animations impart background information, e.g. the generation of a DEM, the main module relies on real-time simulation. The learning module incorporates elements of game-based learning by making use of interactive simulations and design elements appealing to children and adolescents in order to engage them with the story, but it has a strong focus on the appropriate use of geo data in a scientific context all the same.

  18. Orthopaedic resident preparedness for closed reduction and pinning of pediatric supracondylar fractures is improved by e-learning: a multisite randomized controlled study.

    PubMed

    Hearty, Thomas; Maizels, Max; Pring, Maya; Mazur, John; Liu, Raymond; Sarwark, John; Janicki, Joseph

    2013-09-04

    There is a need to provide more efficient surgical training methods for orthopaedic residents. E-learning could possibly increase resident surgical preparedness, confidence, and comfort for surgery. Using closed reduction and pinning of pediatric supracondylar humeral fractures as the index case, we hypothesized that e-learning could increase resident knowledge acquisition for case preparation in the operating room. An e-learning surgical training module was created on the Computer Enhanced Visual Learning platform. The module provides a detailed and focused road map of the procedure utilizing a multimedia format. A multisite prospective randomized controlled study design compared residents who used a textbook for case preparation (control group) with residents who used the same textbook plus completed the e-learning module (test group). All subjects completed a sixty-question test on the theory and methods of the case. After completion of the test, the control group then completed the module as well. All subjects were surveyed on their opinion regarding the effectiveness of the module after performing an actual surgical case. Twenty-eight subjects with no previous experience in this surgery were enrolled at four academic centers. Subjects were randomized into two equal groups. The test group scored significantly better (p < 0.001) and demonstrated competence on the test compared with the control group; the mean correct test score (and standard deviation) was 90.9% ± 6.8% for the test group and 73.5% ± 6.4% for the control group. All residents surveyed (n = 27) agreed that the module is a useful supplement to traditional methods for case preparation and twenty-two of twenty-seven residents agreed that it reduced their anxiety during the case and improved their attention to surgical detail. E-learning using the Computer Enhanced Visual Learning platform significantly improved preparedness, confidence, and comfort with percutaneous closed reduction and pinning of a pediatric supracondylar humeral fracture. We believe that adapting such methods into residency training programs will improve efficiency in surgical training.

  19. An exploratory study of the potential learning benefits for medical students in collaborative drawing: creativity, reflection and ‘critical looking’

    PubMed Central

    2013-01-01

    Background Building on a series of higher educational arts/medicine initiatives, an interdisciplinary drawing module themed on the human body was developed for both year 3 Craft students and year 3 Medicine degree students. This became the subject of a research project exploring how the collaborative approach to drawing adopted on this module impacted on the students’ learning. In this article, emphasis is given to issues thought to have most potential relevance to medical education. Methods Using an ethnographic research design, the methods adopted were: direct observation of all aspects of the module sessions, audio and video recordings and photographs of the sessions, the incorporation of a semi-structured discussion at the end of each session, and anonymous student questionnaires. Results A number of key themes emerged. The complex, phased and multi-sensory nature of the ‘critical looking’ skills developed through the drawing exercises was seen as of potential value in medical education, being proposed as analogous to processes involved in clinical examination and diagnosis. The experience of interdisciplinary collaborative drawing was significant to the students as a creative, participatory and responsive form of learning. The emphasis on the physical experience of drawing and the thematic use of the human body as drawing subject led to reflective discussions about bodily knowledge and understanding. There were indications that students had a meta-cognitive awareness of the learning shifts that had occurred and the sessions provoked constructive self-reflective explorations of pre-professional identity. Conclusions This preliminary study suggests, through the themes identified, that there may be potential learning outcomes for medical students in this model of interdisciplinary collaborative drawing of the human body. Further research is needed to explore their applicability and value to medical education. There is a need to explore in more depth the beliefs, motivations and learning styles of medical students opting for the module, the significance and weighting of different learning and teaching elements in the module and the impact of the learning on medical students in the immediate post-module phase. PMID:23773830

  20. An exploratory study of the potential learning benefits for medical students in collaborative drawing: creativity, reflection and 'critical looking'.

    PubMed

    Lyon, Philippa; Letschka, Patrick; Ainsworth, Tom; Haq, Inam

    2013-06-17

    Building on a series of higher educational arts/medicine initiatives, an interdisciplinary drawing module themed on the human body was developed for both year 3 Craft students and year 3 Medicine degree students. This became the subject of a research project exploring how the collaborative approach to drawing adopted on this module impacted on the students' learning. In this article, emphasis is given to issues thought to have most potential relevance to medical education. Using an ethnographic research design, the methods adopted were: direct observation of all aspects of the module sessions, audio and video recordings and photographs of the sessions, the incorporation of a semi-structured discussion at the end of each session, and anonymous student questionnaires. A number of key themes emerged. The complex, phased and multi-sensory nature of the 'critical looking' skills developed through the drawing exercises was seen as of potential value in medical education, being proposed as analogous to processes involved in clinical examination and diagnosis. The experience of interdisciplinary collaborative drawing was significant to the students as a creative, participatory and responsive form of learning. The emphasis on the physical experience of drawing and the thematic use of the human body as drawing subject led to reflective discussions about bodily knowledge and understanding. There were indications that students had a meta-cognitive awareness of the learning shifts that had occurred and the sessions provoked constructive self-reflective explorations of pre-professional identity. This preliminary study suggests, through the themes identified, that there may be potential learning outcomes for medical students in this model of interdisciplinary collaborative drawing of the human body. Further research is needed to explore their applicability and value to medical education. There is a need to explore in more depth the beliefs, motivations and learning styles of medical students opting for the module, the significance and weighting of different learning and teaching elements in the module and the impact of the learning on medical students in the immediate post-module phase.

  1. 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.

  2. Measuring motivational characteristics of courses: applying Keller's instructional materials motivation survey to a web-based course.

    PubMed

    Cook, David A; Beckman, Thomas J; Thomas, Kris G; Thompson, Warren G

    2009-11-01

    The Instructional Materials Motivation Survey (IMMS) purports to assess the motivational characteristics of instructional materials or courses using the Attention, Relevance, Confidence, and Satisfaction (ARCS) model of motivation. The IMMS has received little use or study in medical education. The authors sought to evaluate the validity of IMMS scores and compare scores between standard and adaptive Web-based learning modules. During the 2005-2006 academic year, 124 internal medicine residents at the Mayo School of Graduate Medical Education (Rochester, Minnesota) were asked to complete the IMMS for two Web-based learning modules. Participants were randomly assigned to use one module that adapted to their prior knowledge of the topic, and one module using a nonadaptive design. IMMS internal structure was evaluated using Cronbach alpha and interdimension score correlations. Relations to other variables were explored through correlation with global module satisfaction and regression with knowledge scores. Of the 124 eligible participants, 79 (64%) completed the IMMS at least once. Cronbach alpha was >or=0.75 for scores from all IMMS dimensions. Interdimension score correlations ranged 0.40 to 0.80, whereas correlations between IMMS scores and global satisfaction ratings ranged 0.40 to 0.63 (P<.001). Knowledge scores were associated with Attention and Relevance subscores (P=.033 and .01, respectively) but not with other IMMS dimensions (P>or=.07). IMMS scores were similar between module designs (on a five-point scale, differences ranged from 0.0 to 0.15, P>or=.33). These limited data generally support the validity of IMMS scores. Adaptive and standard Web-based instructional designs were similarly motivating. Cautious use and further study of the IMMS are warranted.

  3. An experimental study on the effects of a simulation game on students' clinical cognitive skills and motivation.

    PubMed

    Dankbaar, Mary E W; Alsma, Jelmer; Jansen, Els E H; van Merrienboer, Jeroen J G; van Saase, Jan L C M; Schuit, Stephanie C E

    2016-08-01

    Simulation games are becoming increasingly popular in education, but more insight in their critical design features is needed. This study investigated the effects of fidelity of open patient cases in adjunct to an instructional e-module on students' cognitive skills and motivation. We set up a three-group randomized post-test-only design: a control group working on an e-module; a cases group, combining the e-module with low-fidelity text-based patient cases, and a game group, combining the e-module with a high-fidelity simulation game with the same cases. Participants completed questionnaires on cognitive load and motivation. After a 4-week study period, blinded assessors rated students' cognitive emergency care skills in two mannequin-based scenarios. In total 61 students participated and were assessed; 16 control group students, 20 cases students and 25 game students. Learning time was 2 h longer for the cases and game groups than for the control group. Acquired cognitive skills did not differ between groups. The game group experienced higher intrinsic and germane cognitive load than the cases group (p = 0.03 and 0.01) and felt more engaged (p < 0.001). Students did not profit from working on open cases (in adjunct to an e-module), which nonetheless challenged them to study longer. The e-module appeared to be very effective, while the high-fidelity game, although engaging, probably distracted students and impeded learning. Medical educators designing motivating and effective skills training for novices should align case complexity and fidelity with students' proficiency level. The relation between case-fidelity, motivation and skills development is an important field for further study.

  4. Habitat Demonstration Unit (HDU) Pressurized Excursion Module (PEM) Systems Integration Strategy

    NASA Technical Reports Server (NTRS)

    Gill, Tracy; Merbitz, Jerad; Kennedy, Kriss; Tri, Terry; Toups, Larry; Howe, A. Scott

    2011-01-01

    The Habitat Demonstration Unit (HDU) project team constructed an analog prototype lunar surface laboratory called the Pressurized Excursion Module (PEM). The prototype unit subsystems were integrated in a short amount of time, utilizing a rapid prototyping approach that brought together over 20 habitation-related technologies from a variety of NASA centers. This paper describes the system integration strategies and lessons learned, that allowed the PEM to be brought from paper design to working field prototype using a multi-center team. The system integration process was based on a rapid prototyping approach. Tailored design review and test and integration processes facilitated that approach. The use of collaboration tools including electronic tools as well as documentation enabled a geographically distributed team take a paper concept to an operational prototype in approximately one year. One of the major tools used in the integration strategy was a coordinated effort to accurately model all the subsystems using computer aided design (CAD), so conflicts were identified before physical components came together. A deliberate effort was made following the deployment of the HDU PEM for field operations to collect lessons learned to facilitate process improvement and inform the design of future flight or analog versions of habitat systems. Significant items within those lessons learned were limitations with the CAD integration approach and the impact of shell design on flexibility of placing systems within the HDU shell.

  5. Evaluation of creative problem-solving abilities in undergraduate structural engineers through interdisciplinary problem-based learning

    NASA Astrophysics Data System (ADS)

    McCrum, Daniel Patrick

    2017-11-01

    For a structural engineer, effective communication and interaction with architects cannot be underestimated as a key skill to success throughout their professional career. Structural engineers and architects have to share a common language and understanding of each other in order to achieve the most desirable architectural and structural designs. This interaction and engagement develops during their professional career but needs to be nurtured during their undergraduate studies. The objective of this paper is to present the strategies employed to engage higher order thinking in structural engineering students in order to help them solve complex problem-based learning (PBL) design scenarios presented by architecture students. The strategies employed were applied in the experimental setting of an undergraduate module in structural engineering at Queen's University Belfast in the UK. The strategies employed were active learning to engage with content knowledge, the use of physical conceptual structural models to reinforce key concepts and finally, reinforcing the need for hand sketching of ideas to promote higher order problem-solving. The strategies employed were evaluated through student survey, student feedback and module facilitator (this author) reflection. The strategies were qualitatively perceived by the tutor and quantitatively evaluated by students in a cross-sectional study to help interaction with the architecture students, aid interdisciplinary learning and help students creatively solve problems (through higher order thinking). The students clearly enjoyed this module and in particular interacting with structural engineering tutors and students from another discipline.

  6. The Design of Mechatronics Simulator for Improving the Quality of Student Learning Course in Mechatronics

    NASA Astrophysics Data System (ADS)

    Kustija, J.; Hasbullah; Somantri, Y.

    2018-02-01

    Learning course on mechatronics specifically the Department of Electrical Engineering Education FPTK UPI still using simulation-aided instructional materials and software. It is still not maximizing students’ competencies in mechatronics courses required to skilfully manipulate the real will are implemented both in industry and in educational institutions. The purpose of this study is to submit a design of mechatronic simulator to improve student learning outcomes at the course mechatronics viewed aspects of cognitive and psychomotor. Learning innovation products resulting from this study is expected to be a reference and a key pillar for all academic units at UPI in implementing the learning environment. The method used in this research is quantitative method with the approach of Research and Development (R and D). Steps being taken in this study includes a preliminary study, design and testing of the design of mechatronic simulator that will be used in the course of mechatronics in DPTE FPTK UPI. Results of mechatronic design simulator which has been in testing using simulation modules and is expected to motivate students to improve the quality of learning good study results in the course of mechatronic expected to be realized.

  7. AUTOMOTIVE DIESEL MAINTENANCE 1. UNIT XXVII, I--CATERPILLAR STARTING (PONEY) ENGINE (PART I), II--LEARNING ABOUT BRAKES (PART II).

    ERIC Educational Resources Information Center

    Minnesota State Dept. of Education, St. Paul. Div. of Vocational and Technical Education.

    THIS MODULE OF A 30-MODULE COURSE IS DESIGNED TO DEVELOP AN UNDERSTANDING OF THE CONSTRUCTION AND OPERATION OF DIESEL ENGINE STARTING ENGINES AND BRAKE SYSTEMS USED ON DIESEL POWERED VEHICLES. TOPICS ARE (1) GENERAL DESCRIPTION, (2) OPERATION, (3) COMBUSTION SPACE AND VALVE ARRANGEMENT (STARTING ENGINES), (4) TYPES OF BRAKES, AND (5) DOUBLE…

  8. Emergency Medical Care. A Manual for the Paramedic in the Field--Workbook.

    ERIC Educational Resources Information Center

    National Highway Traffic Safety Administration (DOT), Washington, DC.

    This workbook is designed to accompany the text of the same name and to serve as an aid to both learning and review during the course of study. The workbook consists of 15 module self-tests and vocabulary lists that follow the modules of the text. Tests consist of objective questions (multiple choice, fill-in-the-blank, short answers, and…

  9. Health and Safety in the Child Care Setting: Prevention of Infectious Disease. Module 1. Second Edition. A Curriculum for the Training of Child Care Providers.

    ERIC Educational Resources Information Center

    Zamani, A. Rahman, Ed.; Calder, Judy, Ed.; Cohen, Adena, Ed.

    This curriculum module provides information and guidance on controlling communicable and infectious diseases in the childcare setting and is designed to fulfill the learning needs and licensing requirements of childcare providers in California. The curriculum provides 4 to 7 hours of training for childcare providers to be conducted by experienced…

  10. Learning to Observe Young Children in a Bilingual-Multicultural Environment. Bilingual/Bicultural Child Development Associate Pilot Project: Module I.

    ERIC Educational Resources Information Center

    Coleman, Joyce H.

    This Child Development Associate (CDA) training module, the first in a series of 16, provides a course in child behavior observation and systematic recordkeeping skills for bilingual/bicultural preschool teacher trainees. Exercises in observation are designed to lead the trainee from biased ways of looking at children to the use of techniques of…

  11. Alcohol and Other Drugs: Realities for You and Your Family. Health Promotion for Adult Literacy Students: An Empowering Approach.

    ERIC Educational Resources Information Center

    Corrigan, Mary

    This document is a learning module designed to provide adult literacy practitioners in New York and elsewhere with the materials needed to take an empowering approach to helping adult literacy learners deal with the realities of alcohol and other drug issues affecting them and their families. The module includes background material, information on…

  12. AUTOMOTIVE DIESEL MAINTENANCE 1. UNIT XXVI, I--CATERPILLAR LUBRICATION SYSTEMS AND COMPONENTS, II--LEARNING ABOUT BRAKES (PART I).

    ERIC Educational Resources Information Center

    Minnesota State Dept. of Education, St. Paul. Div. of Vocational and Technical Education.

    THIS MODULE OF A 30-MODULE COURSE IS DESIGNED TO DEVELOP AN UNDERSTANDING OF THE FUNCTIONS OF DIESEL ENGINE LUBRICATION SYSTEMS AND COMPONENTS AND THE PRINCIPLES OF OPERATION OF BRAKE SYSTEMS USED ON DIESEL POWERED VEHICLES. TOPICS ARE (1) THE NEED FOR OIL, (2) SERVICE CLASSIFICATION OF OILS, (3) CATERPILLAR LUBRICATION SYSTEM COMPONENTS (4)…

  13. In-Basket Simulation: Office Procedures. Teacher [and Student Manuals], B. Secretary to the Manager of an Installment Loan Department of a Bank.

    ERIC Educational Resources Information Center

    Caughman, Joan T.

    This in-basket-simulation learning module on the activities of a secretary for secondary and postsecondary teachers and students, the eighth in a series of eleven task and in-basket simulations, was designed to provide individualized instruction in office occupations courses, such as introductory business and typewriting. (Each module in the set…

  14. MO-DE-BRA-01: Enhancing Radiation Physics Instruction Through Gamification and E-Learning

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

    Driewer, J; Lei, Y; Morgan, B

    Purpose: This project sought to “gamify” the instruction of radiation interaction physics concepts for technology students. Gamification applies game mechanics and user interactions in active learning contexts. In one part of this project, a self-guided eModule was developed for conceptual radiation interaction instruction. In a second part, a web-based game, Particle Launch (http://particle-launcher.ist.unomaha.edu), was created to challenge students to quickly apply radiation interaction concepts in a way that is stimulating and motivating. Methods: The eModule, focused on conceptual interaction physics, was designed in Adobe Captivate and incorporates animation, web videos, and assessment questions in order to generate student interest. Navigatingmore » the whole module takes 40 minutes for beginners. Assessments after three main sections are comprised of 3–4 questions randomly selected from a question pool. In collaboration with the University of Nebraska at Omaha’s College of Information Science and Technology, the Particle Launch game was created with the Unity gaming engine and designed with a game-play look and feel. The object of the game is to utilize different particles, energies, and directions to destroy a target given a limited number of resources and time to complete the task. A rewards system encourages accurate shots. Results: The eModule part of the project encourages a flipped classroom model in which class time is devoted to application of concepts rather than information-based lectures. Currently, eModule assessments are not tracked but this feature could be incorporated to encourage participation. Furthermore, in a class of five technology students, the game was found to be fun and engaging and had the effect of reinforcing basic concepts from the eModule. Conclusion: Gamification has significant potential to alter medical physics instruction. Game-play feedback is an important part of the learning process. Students found Particle Launch inviting and challenging and further research could help game design. This project was generously supported by the Office of the Vice-Chancellor for Academic Affairs and the University of Nebraska Medical Center.« less

  15. Multiple Learning Strategies Project. Small Engine Repair Service. Low Reader-Educable Mentally Impaired. [Vol. 1.

    ERIC Educational Resources Information Center

    Pitts, Jim; And Others

    This instructional package, one of two designed for low reader-educable mentally impaired students, focuses on the vocational area of small engine repair service. (Low readers are identified as those reading at a 3-6 grade level.) Contained in this document are forty-three learning modules organized into nine units: engine block; air cleaner;…

  16. Using Comparative Genomics for Inquiry-Based Learning to Dissect Virulence of "Escherichia coli" O157:H7 and "Yersinia pestis"

    ERIC Educational Resources Information Center

    Baumler, David J.; Banta, Lois M.; Hung, Kai F.; Schwarz, Jodi A.; Cabot, Eric L.; Glasner, Jeremy D.; Perna, Nicole T.

    2012-01-01

    Genomics and bioinformatics are topics of increasing interest in undergraduate biological science curricula. Many existing exercises focus on gene annotation and analysis of a single genome. In this paper, we present two educational modules designed to enable students to learn and apply fundamental concepts in comparative genomics using examples…

  17. Incorporating Competency-Based Blended Learning in a Chinese Language Classroom: A Web 2.0 Drupal Module Design

    ERIC Educational Resources Information Center

    Huang, Chung-Kai; Lin, Chun-Yu; Chiang, Yueh-Hui

    2010-01-01

    This study aims to create a blended learning environment, based on the concept of competency-based training, in a Chinese as a Foreign Language (CFL) classroom at an American university. Drupal platform and web 2.0 tools were used as supplements to traditional face-to-face classroom instruction. Students completed various selective tasks and…

  18. Multiple Learning Strategies Project. Small Engine Repair Service. Low Reader-Educable Mentally Impaired. [Vol. 2.

    ERIC Educational Resources Information Center

    White, Debi; And Others

    This instructional package, one of two designed for low reader-educable mentally impaired students, focuses on the vocational area of small engine repair service. (Low readers are identified as those at a reading level of grades 3-6.) Contained in this document are fifty learning modules organized into twelve units: sharpening and grinding mowers;…

  19. Project-based learning in engineering design in Bulgaria: expectations, experiments and results

    NASA Astrophysics Data System (ADS)

    Raycheva, Regina Pavlova; Angelova, Desislava Ivanova; Vodenova, Pavlina Minkova

    2017-11-01

    Using a students' workshop as a laboratory, this article summarises the observation of three years' implementation of a new study module for a Bachelor Program in Engineering Design (Interior and Furniture Design) at the University of Forestry, Sofia, Bulgaria. The article offers an analysis of group dynamics and the difficulties and issues observed during the process. Data from survey questionnaires are interpreted; proposals are made for future research. The conclusion of the authors includes the following points: positive response by students, important encounter with successful professionals and companies; creative fulfilment and experience of team work. On the weak side is the experienced discomfort in public presentation, lack of verbal and graphic skills, interpersonal issues and pressure of real requirements from teachers and company; lack of adequate attention by the tutors. The need of better understanding a team 'code' of behaviour and preparation for an active learning method was felt. A proposal leading to a mixed-team organisation for better support of first-time participants in the module is made.

  20. exprso: an R-package for the rapid implementation of machine learning algorithms.

    PubMed

    Quinn, Thomas; Tylee, Daniel; Glatt, Stephen

    2016-01-01

    Machine learning plays a major role in many scientific investigations. However, non-expert programmers may struggle to implement the elaborate pipelines necessary to build highly accurate and generalizable models. We introduce exprso , a new R package that is an intuitive machine learning suite designed specifically for non-expert programmers. Built initially for the classification of high-dimensional data, exprso uses an object-oriented framework to encapsulate a number of common analytical methods into a series of interchangeable modules. This includes modules for feature selection, classification, high-throughput parameter grid-searching, elaborate cross-validation schemes (e.g., Monte Carlo and nested cross-validation), ensemble classification, and prediction. In addition, exprso also supports multi-class classification (through the 1-vs-all generalization of binary classifiers) and the prediction of continuous outcomes.

  1. Evaluating the Effectiveness of Two Teaching Strategies to Improve Nursing Students' Knowledge, Skills, and Attitudes About Quality Improvement and Patient Safety.

    PubMed

    Maxwell, Karen L; Wright, Vivian H

    The purpose of this study was to evaluate two teaching strategies with regard to quality and safety education for nurses content on quality improvement and safety. Two groups (total of 64 students) participated in online learning or online learning in conjunction with a flipped classroom. A pretest/posttest control group design was used. The use of online modules in conjunction with the flipped classroom had a greater effect on increasing nursing students' knowledge of quality improvement than the use of online modules only. There was no statistically significant difference between the groups for safety.

  2. Instructor's Guide for Fluid Mechanics: A Modular Approach.

    ERIC Educational Resources Information Center

    Cox, John S.

    This guide is designed to assist engineering teachers in developing an understanding of fluid mechanics in their students. The course is designed around a set of nine self-paced learning modules, each of which contains a discussion of the subject matter; incremental objectives; problem index, set and answers; resource materials; and a quiz with…

  3. Binary Number System Training for Graduate Foreign Students at New York Institute of Technology.

    ERIC Educational Resources Information Center

    Sudsataya, Nuntawun

    This thesis describes the design, development, implementation, and evaluation of a training module to instruct graduate foreign students to learn the representation of the binary system and the method of decimal-binary conversion. The designer selected programmed instruction as the method of instruction and used the "lean" approach to…

  4. 3-D Printing as an Effective Educational Tool for MEMS Design and Fabrication

    ERIC Educational Resources Information Center

    Dahle, Reena; Rasel, Rafiul

    2016-01-01

    This paper presents a series of course modules developed as a high-impact and cost-effective learning tool for modeling and simulating the microfabrication process and design of microelectromechanical systems (MEMS) devices using three-dimensional (3-D) printing. Microfabrication technology is an established fabrication technique for small and…

  5. Questioning as a Teaching Tool. The Media Systems Series in Creative Teaching.

    ERIC Educational Resources Information Center

    Thompson, Carolyn

    This two-part learning module was designed to help instructors in making effective use of questioning techniques in promoting the classroom involvement of non-traditional students. Part I identifies the characteristics and uses of three different types of questions: (1) convergent, eliciting questions, which are designed to verify student…

  6. Evaluation of a Behavior Management Training Program for Nursing Home Caregivers.

    ERIC Educational Resources Information Center

    Marsiske, Michael; And Others

    This study examined the effectiveness of a new skills training program designed to increase nurse aides' knowledge of behavior management. The training program, designed as five 90-minute group learning modules, was implemented in two Western Pennsylvania nursing homes over a 5-month period. Topics covered within the training program included…

  7. Effects of a Science Education Module on Attitudes towards Modern Biotechnology of Secondary School Students

    NASA Astrophysics Data System (ADS)

    Klop, Tanja; Severiens, Sabine E.; Knippels, Marie-Christine P. J.; van Mil, Marc H. W.; Ten Dam, Geert T. M.

    2010-06-01

    This article evaluated the impact of a four-lesson science module on the attitudes of secondary school students. This science module (on cancer and modern biotechnology) utilises several design principles, related to a social constructivist perspective on learning. The expectation was that the module would help students become more articulate in this particular field. In a quasi-experimental design (experimental-, control groups, and pre- and post-tests), secondary school students' attitudes (N = 365) towards modern biotechnology were measured by a questionnaire. Data were analysed using Chi-square tests. Significant differences were obtained between the control and experimental conditions. Results showed that the science module had a significant effect on attitudes, although predominantly towards a more supportive and not towards a more critical stance. It is discussed that offering a science module of this kind can indeed encourage students to become more aware of modern biotechnology, although promoting a more critical attitude towards modern biotechnology should receive more attention.

  8. Design and evaluation of an IPE module at the beginning of professional training in medicine, nursing, and physiotherapy.

    PubMed

    Zirn, Lena; Körner, Mirjam; Luzay, Leonie; Sandeck, Florian; Müller-Fröhlich, Christa; Straub, Christine; Stößel, Ulrich; Silbernagel, Waltraud; Fischer, Julia

    2016-01-01

    Interprofessional education (IPE) is a central feature of modern education in the health care professions. Despite this, empirically founded and systematically structured IPE courses are absent from many curricula. To answer the WHO's call for improved interprofessional collaboration in the health care system, a seminar was designed, implemented and evaluated. The target group consisted of students beginning nursing and medical studies (first and second semesters) and physiotherapy students (first year of training). The aim was to develop a basic IPE module focusing not only on the demands placed by academia and politics, but also the interests of the target group. This module was evaluated on the basis of the modified four-level Kirkpatrick approach. Based on focus group interviews analyzed qualitatively using Mayring's content analysis, it was possible to define five learning objectives and develop four practice-oriented modules. The seminar was then implemented and evaluated using written pre- and post-seminar evaluations and group discussions. Analysis confirmed the success of the IPE concept in that the seminar was positively rated by attendees not only in terms of their immediate reactions, but also attitude, knowledge and skills according to Kirkpatrick. In the future, it is intended to offer the IPE module on a permanent basis and assess the competencies acquired in the seminar using observation. Courses to ensure sustained learning outcomes would also be desirable.

  9. A Prospective Cohort Study Using e-Learning Modules as a Supplemental Teaching Resource for Obstetrics and Gynaecology Clerkship Students.

    PubMed

    Kim, Jason; Coolen, Jillian

    2015-09-01

    Increasing enrolment in medical schools in Canada has necessitated the development of distributed clinical learning sites to provide appropriate clinical experience. The Faculty of Medicine at Dalhousie University has clinical clerkship sites distributed across Nova Scotia, New Brunswick, and Prince Edward Island, with diverse educational exposures. This study was designed to examine the influence of online learning modules, developed to standardize learning across education sites during the clinical clerkship, on the acquisition of knowledge by medical students during their obstetrics and gynaecology clerkship rotation. The third year medical school class was divided into two natural cohorts for the purposes of this study. Group 1 had their obstetrics and gynaecology rotation from September 2012 to March 2013 (n = 54), and Group 2 had their rotation from April to September 2013 (n = 60). All students were given the opportunity to complete an online formative examination before their summative multiple choice examination; only Group 2 students had access to six obstetrics and gynaecology e-learning modules, upon which the formative examination was based. Forty-seven students in Group 1 (87%) and 45 students in Group 2 (75%) completed the formative examination, with an overall participation rate of 81%. There was no difference in median scores between Group 1 (score 9, IQR 8 to 10) and Group 2 (score 9, IQR 8 to 11, P = 0.08). Having access to six e-learning modules did not improve the third year medical students' scores on a formative examination completed before their summative multiple choice examination.

  10. Pediatric emergency medicine asynchronous e-learning: a multicenter randomized controlled Solomon four-group study.

    PubMed

    Chang, Todd P; Pham, Phung K; Sobolewski, Brad; Doughty, Cara B; Jamal, Nazreen; Kwan, Karen Y; Little, Kim; Brenkert, Timothy E; Mathison, David J

    2014-08-01

    Asynchronous e-learning allows for targeted teaching, particularly advantageous when bedside and didactic education is insufficient. An asynchronous e-learning curriculum has not been studied across multiple centers in the context of a clinical rotation. We hypothesize that an asynchronous e-learning curriculum during the pediatric emergency medicine (EM) rotation improves medical knowledge among residents and students across multiple participating centers. Trainees on pediatric EM rotations at four large pediatric centers from 2012 to 2013 were randomized in a Solomon four-group design. The experimental arms received an asynchronous e-learning curriculum consisting of nine Web-based, interactive, peer-reviewed Flash/HTML5 modules. Postrotation testing and in-training examination (ITE) scores quantified improvements in knowledge. A 2 × 2 analysis of covariance (ANCOVA) tested interaction and main effects, and Pearson's correlation tested associations between module usage, scores, and ITE scores. A total of 256 of 458 participants completed all study elements; 104 had access to asynchronous e-learning modules, and 152 were controls who used the current education standards. No pretest sensitization was found (p = 0.75). Use of asynchronous e-learning modules was associated with an improvement in posttest scores (p < 0.001), from a mean score of 18.45 (95% confidence interval [CI] = 17.92 to 18.98) to 21.30 (95% CI = 20.69 to 21.91), a large effect (partial η(2) = 0.19). Posttest scores correlated with ITE scores (r(2) = 0.14, p < 0.001) among pediatric residents. Asynchronous e-learning is an effective educational tool to improve knowledge in a clinical rotation. Web-based asynchronous e-learning is a promising modality to standardize education among multiple institutions with common curricula, particularly in clinical rotations where scheduling difficulties, seasonality, and variable experiences limit in-hospital learning. © 2014 by the Society for Academic Emergency Medicine.

  11. eLearning to facilitate the education and implementation of the Chelsea Critical Care Physical Assessment: a novel measure of function in critical illness

    PubMed Central

    Corner, Evelyn J; Handy, Jonathan M; Brett, Stephen J

    2016-01-01

    Objective To evaluate the efficacy of eLearning in the widespread standardised teaching, distribution and implementation of the Chelsea Critical Care Physical Assessment (CPAx) tool—a validated tool to assess physical function in critically ill patients. Design Prospective educational study. An eLearning module was developed through a conceptual framework, using the four-stage technique for skills teaching to teach clinicians how to use the CPAx. Example and test video case studies of CPAx assessments were embedded within the module. The CPAx scores for the test case studies and demographic data were recorded in a secure area of the website. Data were analysed for inter-rater reliability using intraclass correlation coefficients (ICCs) to see if an eLearning educational package facilitated consistent use of the tool. A utility and content validity questionnaire was distributed after 1 year to eLearning module registrants (n=971). This was to evaluate uptake of the CPAx in clinical practice and content validity of the CPAx from the perspective of clinical users. Setting The module was distributed for use via professional forums (n=2) and direct contacts (n=95). Participants Critical care clinicians. Primary outcome measure ICC of the test case studies. Results Between July and October 2014, 421 candidates from 15 countries registered for the eLearning module. The ICC for case one was 0.996 (95% CI 0.990 to 0.999; n=207). The ICC for case two was 0.988 (0.996 to 1.000; n=184). The CPAx has a strong total scale content validity index (s-CVI) of 0.94 and is well used. Conclusions eLearning is a useful and reliable way of teaching psychomotor skills, such as the CPAx. The CPAx is a well-used measure with high content validity rated by clinicians. PMID:27067895

  12. Evaluation of an online three-dimensional interactive resource for undergraduate neuroanatomy education.

    PubMed

    Allen, Lauren K; Eagleson, Roy; de Ribaupierre, Sandrine

    2016-10-01

    Neuroanatomy is one of the most challenging subjects in anatomy, and novice students often experience difficulty grasping the complex three-dimensional (3D) spatial relationships. This study evaluated a 3D neuroanatomy e-learning module, as well as the relationship between spatial abilities and students' knowledge in neuroanatomy. The study's cross-over design divided the participants into two groups, each starting with tests for anatomy knowledge and spatial ability, followed by access to either the 3D online learning module or the gross anatomy laboratory. Participants completed a second knowledge test prior to accessing the other learning modality. Participants in both groups scored significantly higher on Quiz 1 than on the Pretest knowledge assessment (W = 47, P < 0.01; W = 30, P < 0.01). Students who initially accessed the 3D online resources scored significantly better on the Quiz 1 than students who accessed the gross anatomy resources (W = 397.5, P < 0.01). Scores significantly improved on Quiz 2 for participants who accessed the 3D learning module following exposure to the cadaveric resources (W = 94, P < 0.01). After exposure to both learning modalities, there were no significant differences between groups. Significant positive correlations were found between participants' spatial ability score and their performance on the Pretest, Quiz 1, and Quiz 2 assessments (r = 0.22, P = 0.04; r = 0.25, P = 0.02; r = 0.26, P = 0.02). These preliminary results found students appreciated working with the 3D e-learning module, and their learning outcomes significantly improved after accessing the resource. Anat Sci Educ 9: 431-439. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

  13. Asthma in the community: Designing instruction to help students explore scientific dilemmas that impact their lives

    NASA Astrophysics Data System (ADS)

    Tate, Erika Dawn

    School science instruction that connects to students' diverse home, cultural, or linguistic experiences can encourage lifelong participation in the scientific dilemmas that impact students' lives. This dissertation seeks effective ways to support high school students as they learn complex science topics and use their knowledge to transform their personal and community environments. Applying the knowledge integration perspective, I collaborated with education, science, and community partners to design a technology enhanced science module, Improving Your Community's Asthma Problem. This exemplar community science curriculum afforded students the opportunity to (a) investigate a local community health issue, (b) interact with relevant evidence related to physiology, clinical management, and environmental risks, and (c) construct an integrated understanding of the asthma problem in their community. To identify effective instructional scaffolds that engage students in the knowledge integration process and prepare them to participate in community science, I conducted 2 years of research that included 5 schools, 10 teachers, and over 500 students. This dissertation reports on four studies that analyzed student responses on pre-, post-, and embedded assessments. Researching across four design stages, the iterative design study investigated how to best embed the visualizations of the physiological processes breathing, asthma attack, and the allergic immune response in an inquiry activity and informed evidence-based revisions to the module. The evaluation study investigated the impact of this revised Asthma module across multiple classrooms and differences in students' prior knowledge. Combining evidence of student learning from the iterative and evaluation studies with classroom observations and teacher interviews, the longitudinal study explored the impact of teacher practices on student learning in years 1 and 2. In the final chapter, I studied how the Asthma module and students' local community influenced students as they integrated their ideas related to perspectives, evidence use, the consideration of tradeoffs, and localization to construct explanations and decision justifications regarding their community's asthma problem. In the end, this dissertation offers evidence that informs the future design of community science instruction that successfully engages students in the knowledge integration process and has implications for creating multiple opportunities for students to meaningfully participate in community science.

  14. Earth System Science Education for the 21st Century: Progress and Plans

    NASA Astrophysics Data System (ADS)

    Ruzek, M.; Johnson, D. R.; Wake, C.; Aron, J.

    2005-12-01

    Earth System Science Education for the 21st Century (ESSE 21) is a collaborative undergraduate/graduate Earth system science education program sponsored by NASA offering small grants to colleges and universities with special emphasis on including minority institutions to engage faculty and scientists in the development of Earth system science courses, curricula, degree programs and shared learning resources. The annual ESSE 21 meeting in Fairbanks in August, 2005 provided an opportunity for 70 undergraduate educators and scientists to share their best classroom learning resources through a series of short presentations, posters and skills workshops. This poster will highlight meeting results, advances in the development of ESS learning modules, and describe a community-led proposal to develop in the coming year a Design Guide for Undergraduate Earth system Science Education to be based upon the experience of the 63 NASA-supported ESSE teams over the past 15 years. As a living document on the Web, the Design Guide would utilize and share ESSE experiences that: - Advance understanding of the Earth as a system - Apply ESS to the Vision for Space Exploration - Create environments appropriate for teaching and learning ESS - Improve STEM literacy and broaden career paths - Transform institutional priorities and approaches to ESS - Embrace ESS within Minority Serving Institutions - Build collaborative interdisciplinary partnerships - Develop ESS learning resources and modules The Design Guide aims to be a synthesis of just how ESS has been and is being implemented in the college and university environment, listing items essential for undergraduate Earth system education that reflect the collective wisdom of the ESS education community. The Design Guide will focus the vision for ESS in the coming decades, define the challenges, and explore collaborative processes that utilize the next generation of information and communication technology.

  15. Flexible learning: Evaluation of an international distance education programme designed to build the learning and teaching capacity of nurse academics in a developing country.

    PubMed

    Lewis, Peter A; Tutticci, Naomi F; Douglas, Clint; Gray, Genevieve; Osborne, Yvonne; Evans, Katie; Nielson, Catherine M

    2016-11-01

    The professional development of nurse academics has been high on the agenda in many of the Asia-Pacific's developing countries including Vietnam. In collaboration with the Vietnamese Nurses Association, an Australian university designed and delivered a distance learning programme (DLP). The DLP sought to build academic capacity with a specific focus on the skills required to develop, implement and deliver a new national nursing curriculum. This paper will describe the design and delivery of the DLP as well as report on programme evaluation survey findings. Of the 175 surveys administered 112 were returned yielding a response rate of 64%. The majority of Vietnamese nurse academics identified all DLP modules as 'very well' designed and easy to learn from (range 63.9%-84.2%). Predominantly, academics also found the module content to be 'of great use' to their professional practice (range 73%-89.5%). Asked specifically about the benefit of the DLP online discussions, 106 (95.5%) participants stated they found the online discussions to be of use. An explanatory comment was also requested to explore this question and responses yielded three themes: 'networking and collaboration'; 'acquiring new knowledge'; and 'improving English'. When asked if they had changed their academic practice as a result of DLP participation, 105 (94.6%) academics stated they had - change was focussed on student centred learning and building a staff community of practice. While these study results indicate the DLP to be successful, it will be how Vietnamese academics utilise and build these skills which will measure the real success of the programme in the future. Copyright © 2016 Elsevier Ltd. All rights reserved.

  16. Adaptation and Evaluation of Online Self-learning Modules to Teach Critical Appraisal and Evidence-Based Practice in Nursing: An International Collaboration.

    PubMed

    Gagnon, Johanne; Gagnon, Marie-Pierre; Buteau, Rose-Anne; Azizah, Ginette Mbourou; Jetté, Sylvie; Lampron, Amélie; Simonyan, David; Asua, José; Reviriego, Eva

    2015-07-01

    Healthcare professionals need to update their knowledge and acquire skills to continually inform their practice based on scientific evidence. This study was designed to evaluate online self-learning modules on critical appraisal skills to promote the use of research in clinical practice among nurses from Quebec (Canada) and the Basque Country (Spain). The teaching material was developed in Quebec and adapted to the Basque Country as part of an international collaboration project. A prospective pre-post study was conducted with 36 nurses from Quebec and 47 from the Basque Country. Assessment comprised the administration of questionnaires before and after the course in order to explore the main intervention outcomes: knowledge acquisition and self-learning readiness. Satisfaction was also measured at the end of the course. Two of the three research hypotheses were confirmed: (1) participants significantly improved their overall knowledge score after the educational intervention; and (2) they were, in general, satisfied with the course, giving it a rating of seven out of 10. Participants also reported a greater readiness for self-directed learning after the course, but this result was not significant in Quebec. The study provides unique knowledge on the cultural adaptation of online self-learning modules for teaching nurses about critical appraisal skills and evidence-based practice.

  17. HOME for STEPS. Homemaking Opportunity Modules for Education for Use with Surviving Today's Experiences and Problems Successfully. Compiled from Competency Based Modules Based on V-TECS Catalogs.

    ERIC Educational Resources Information Center

    Marshall Univ., Huntington, WV. Dept. of Home Economics.

    Designed to accompany Surviving Today's Experiences and Problems Successfully (STEPS) for 9th and 10th grade home economics courses, this volume consists of individualized learning packages dealing with four areas: management/family economics, human development, housing, and foods/nutrition. The book is divided into four parts. First, the…

  18. Constant Perimeter, Varying Area: A Case Study of Teaching and Learning Mathematics to Design a Fish Rack

    ERIC Educational Resources Information Center

    Rickard, Anthony

    2005-01-01

    This case study examines a sixth-grade teacher and her students in an urban school district in Alaska, engaging in an activity from a module that is part of the Math in a Cultural Context (MCC) series. By analyzing the module, the teacher's practice, classroom discourse, and students' work, the case shows that the teacher and the MCC module…

  19. 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…

  20. Design of cognitive engine for cognitive radio based on the rough sets and radial basis function neural network

    NASA Astrophysics Data System (ADS)

    Yang, Yanchao; Jiang, Hong; Liu, Congbin; Lan, Zhongli

    2013-03-01

    Cognitive radio (CR) is an intelligent wireless communication system which can dynamically adjust the parameters to improve system performance depending on the environmental change and quality of service. The core technology for CR is the design of cognitive engine, which introduces reasoning and learning methods in the field of artificial intelligence, to achieve the perception, adaptation and learning capability. Considering the dynamical wireless environment and demands, this paper proposes a design of cognitive engine based on the rough sets (RS) and radial basis function neural network (RBF_NN). The method uses experienced knowledge and environment information processed by RS module to train the RBF_NN, and then the learning model is used to reconfigure communication parameters to allocate resources rationally and improve system performance. After training learning model, the performance is evaluated according to two benchmark functions. The simulation results demonstrate the effectiveness of the model and the proposed cognitive engine can effectively achieve the goal of learning and reconfiguration in cognitive radio.

  1. Constructing Quality Feedback to the Students in Distance Learning: Review of the Current Evidence with Reference to the Online Master Degree in Transplantation

    ERIC Educational Resources Information Center

    Halawa, Ahmed; Sharma, Ajay; Bridson, Julie M.; Lyon, Sarah; Prescott, Denise; Guha, Arpan; Taylor, David

    2017-01-01

    Introduction: It was a challenge to design a feedback pathway for distance learning course that deals with complex and ambiguous clinical subject like organ transplantation. This course attracts mature clinicians (n = 117 spread over three modules) from 27 countries where in addition to the time and zone barriers; there are cultural, institutional…

  2. Integrated residential photovoltaic array development

    NASA Astrophysics Data System (ADS)

    Shepard, N. F., Jr.

    1981-12-01

    An advanced, universally-mountable, integrated residential photovoltaic array concept was defined based upon an in-depth formulation and evaluation of three candidate approaches which were synthesized from existing or proposed residential array concepts. The impact of module circuitry and process sequence is considered and technology gaps and performance drivers associated with residential photovoltaic array concepts are identified. The actual learning experience gained from the comparison of the problem areas of the hexagonal shingle design with the rectangular module design led to what is considered an advanced array concept. Building the laboratory mockup provided actual experience and the opportunity to uncover additional technology gaps.

  3. McClellan PV system installation provides key lessons

    NASA Astrophysics Data System (ADS)

    Kauffman, W. R.

    Design features and lessons learned in the installation of a 40 kWp solar cell array to supply power to a market on an airbase are outlined. The fixed-position modules interface with an inverter, ac and dc switchgear, controls, instrumentation, and an energy management system. The power control unit has a peak power tracking feature to maximize output from the 1142 cell modules. The inverter has functioned at over 98 percent efficiency near the 25 kW design range of the array. Moisture sealing to prevent ground faults was found necessary during the installation of the underground cabling.

  4. Integrated residential photovoltaic array development

    NASA Technical Reports Server (NTRS)

    Shepard, N. F., Jr.

    1981-01-01

    An advanced, universally-mountable, integrated residential photovoltaic array concept was defined based upon an in-depth formulation and evaluation of three candidate approaches which were synthesized from existing or proposed residential array concepts. The impact of module circuitry and process sequence is considered and technology gaps and performance drivers associated with residential photovoltaic array concepts are identified. The actual learning experience gained from the comparison of the problem areas of the hexagonal shingle design with the rectangular module design led to what is considered an advanced array concept. Building the laboratory mockup provided actual experience and the opportunity to uncover additional technology gaps.

  5. Enhancing motivation with the "virtual" supervisory role: a randomized trial.

    PubMed

    Wingo, Majken T; Thomas, Kris G; Thompson, Warren G; Cook, David A

    2015-04-14

    We aimed to explore the influence of a motivationally-enhanced instructional design on motivation to learn and knowledge, hypothesizing that outcomes would be higher for the enhanced instructional format. Medicine residents completed four online learning modules on primary care topics. Using a crossover design, learners were randomized to receive two standard and two motivationally-enhanced learning modules. Both formats had self-assessment questions, but the enhanced format questions were framed to place learners in a supervisory/teaching role. Learners received a baseline motivation questionnaire, a short motivation survey before and after each module, and a knowledge posttest. One hundred twenty seven residents were randomized. 123 residents (97%) completed at least one knowledge posttest and 119 (94%) completed all four posttests. Across all modules, a one-point increase in the pretest short motivation survey was associated with a 2.1-point increase in posttest knowledge. The change in motivation was significantly higher for the motivationally enhanced format (standard mean change -0.01, enhanced mean change +0.09, difference = 0.10, CI 0.001 to 0.19; p = 0.048). Mean posttest knowledge score was similar (standard mean 72.8, enhanced mean 73.0, difference = 0.2, CI -1.9 to 2.1; p = 0.90). The motivationally enhanced instructional format improved motivation more than the standard format, but impact on knowledge scores was small and not statistically significant. Learners with higher pre-intervention motivation scored better on post-intervention knowledge tests, suggesting that motivation may prove a viable target for future instructional enhancements.

  6. Review Question Formats and Web Design Usability in Computer-Assisted Instruction

    ERIC Educational Resources Information Center

    Green, Rebecca S.; Eppler, Marion A.; Ironsmith, Marsha; Wuensch, Karl L.

    2007-01-01

    We tested the effects of two embedded review question formats and the application of web design guidelines in a computer-assisted mastery learning course in developmental psychology. Students used either a branching review question format that redirected them to relevant portions of the study module after incorrect answers or a linear format that…

  7. Effective Writing in the Workplace: A Writing Workshop.

    ERIC Educational Resources Information Center

    Consol, Colleen

    This document is the instructor's edition of a learning module that is designed to be presented as an 8-hour workshop to help workers master the skills needed for effective writing in the workplace. It was developed by educators from the Emily Griffith Opportunity School. The workshop materials are designed to enable participants to do the…

  8. Students' Satisfaction with a Blended Instructional Design: The Potential of "Flipped Classroom" in Higher Education

    ERIC Educational Resources Information Center

    Nanclares, Núria Hernández; Rodríguez, Mónica Pérez

    2016-01-01

    This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a "Flipped classroom" design in a first-year bilingual, English-taught module in a non-English-speaking country. "World Economy" is taught in the Faculty of Business and Economics at a…

  9. Alcohol Pharmacology Education Partnership: Using Chemistry and Biology Concepts To Educate High School Students about Alcohol

    PubMed Central

    2015-01-01

    We developed the Alcohol Pharmacology Education Partnership (APEP), a set of modules designed to integrate a topic of interest (alcohol) with concepts in chemistry and biology for high school students. Chemistry and biology teachers (n = 156) were recruited nationally to field-test APEP in a controlled study. Teachers obtained professional development either at a conference-based workshop (NSTA or NCSTA) or via distance learning to learn how to incorporate the APEP modules into their teaching. They field-tested the modules in their classes during the following year. Teacher knowledge of chemistry and biology concepts increased significantly following professional development, and was maintained for at least a year. Their students (n = 14 014) demonstrated significantly higher scores when assessed for knowledge of both basic and advanced chemistry and biology concepts compared to students not using APEP modules in their classes the previous year. Higher scores were achieved as the number of modules used increased. These findings are consistent with our previous studies, demonstrating higher scores in chemistry and biology after students use modules that integrate topics interesting to them, such as drugs (the Pharmacology Education Partnership). PMID:24803686

  10. Place-based Learning About Climate with Elementary GLOBE

    NASA Astrophysics Data System (ADS)

    Hatheway, B.; Gardiner, L. S.; Harte, T.; Stanitski, D.; Taylor, J.

    2017-12-01

    Place-based education - helping students make connections between themselves, their community, and their local environment - is an important tool to help young learners understand their regional climate and start to learn about climate and environmental change. Elementary GLOBE storybooks and learning activities allow opportunities for place-based education instructional strategies about climate. In particular, two modules in the Elementary GLOBE unit - Seasons and Climate - provide opportunities for students to explore their local climate and environment. The storybooks and activities also make connections to other parts of elementary curriculum, such as arts, geography, and math. Over the long term, place-based education can also encourage students to be stewards of their local environment. A strong sense of place may help students to see themselves as stakeholders in their community and its resilience. In places that are particularly vulnerable to the impacts of climate and environmental change and the economic, social, and environmental tradeoffs of community decisions, helping young students developing a sense of place and to see the connection between Earth science, local community, and their lives can have a lasting impact on how a community evolves for decades to come. Elementary GLOBE was designed to help elementary teachers (i.e., grades K-4) integrate Earth system science topics into their curriculum as they teach literacy skills to students. This suite of instructional materials includes seven modules. Each module contains a science-based storybook and learning activities that support the science content addressed in the storybooks. Elementary GLOBE modules feature air quality, climate, clouds, Earth system, seasons, soil, and water. New eBooks allow students to read stories on computers or tablets, with the option of listening to each story with an audio recording. A new Elementary GLOBE Teacher Implementation Guide, published in 2017, provides educators with information and strategies how Elementary GLOBE modules can be effectively applied in classrooms, how Elementary GLOBE modules are aligned with national standards, and how student literacy and science inquiry skills can be strengthened while learning about the Earth system.

  11. Crystalline-silicon reliability lessons for thin-film modules

    NASA Technical Reports Server (NTRS)

    Ross, Ronald G., Jr.

    1985-01-01

    Key reliability and engineering lessons learned from the 10-year history of the Jet Propulsion Laboratory's Flat-Plate Solar Array Project are presented and analyzed. Particular emphasis is placed on lessons applicable to the evolving new thin-film cell and module technologies and the organizations involved with these technologies. The user-specific demand for reliability is a strong function of the application, its location, and its expected duration. Lessons relative to effective means of specifying reliability are described, and commonly used test requirements are assessed from the standpoint of which are the most troublesome to pass, and which correlate best with field experience. Module design lessons are also summarized, including the significance of the most frequently encountered failure mechanisms and the role of encapsulant and cell reliability in determining module reliability. Lessons pertaining to research, design, and test approaches include the historical role and usefulness of qualification tests and field tests.

  12. PV Reliability Development Lessons from JPL's Flat Plate Solar Array Project

    NASA Technical Reports Server (NTRS)

    Ross, Ronald G., Jr.

    2013-01-01

    Key reliability and engineering lessons learned from the 20-year history of the Jet Propulsion Laboratory's Flat-Plate Solar Array Project and thin film module reliability research activities are presented and analyzed. Particular emphasis is placed on lessons applicable to evolving new module technologies and the organizations involved with these technologies. The user-specific demand for reliability is a strong function of the application, its location, and its expected duration. Lessons relative to effective means of specifying reliability are described, and commonly used test requirements are assessed from the standpoint of which are the most troublesome to pass, and which correlate best with field experience. Module design lessons are also summarized, including the significance of the most frequently encountered failure mechanisms and the role of encapsulate and cell reliability in determining module reliability. Lessons pertaining to research, design, and test approaches include the historical role and usefulness of qualification tests and field tests.

  13. Effectively teaching self-assessment: preparing the dental hygiene student to provide quality care.

    PubMed

    Jackson, Sarah C; Murff, Elizabeth J Tipton

    2011-02-01

    Literature on self-assessment presents substantial evidence regarding the impact of self-assessment on dental practitioners and quality of care. Related dental hygiene research documents a need to enhance self-assessment curricula; however, no published curriculum module exists to effectively teach self-assessment. The purpose of this study was to explore the impact of a self-assessment educational module for dental hygiene curricula designed using adult learning principles. This module was implemented with thirty-three dental hygiene students in their junior year using a one-group, pretest-posttest design. Results analyzed using matched pairs Wilcoxon signed-rank test indicated the self-assessment module was effective (p<0.01 corresponding to a Bonferroni FWER of 0.20) in improving some aspects of the students' perceptions and voluntary clinical application of self-assessment. No statistically significant relationship was found between the students' perceptions and their application of self-assessment using Pearson's correlation. The quality of self-assessment comments on the students' daily clinical evaluation forms was also enhanced after module implementation (p<0.05). This change in quality after module implementation was demonstrated by a quantitative analysis using a self-designed rubric and a qualitative thematic analysis of student comments to identify predominant themes. Students also were surveyed to determine which module components were most effective. Findings indicate a self-assessment educational module enhanced these dental hygiene students' self-assessment perceptions and skills.

  14. A new module in caring for older adults: problem-based learning and practice portfolios.

    PubMed

    Matthews-Smith, G; Oberski, I; Gray, M; Carter, D; Smith, L

    2001-02-01

    It is not often that educators have the chance to design a new educational program on the basis of up-to-date and locally relevant research findings. We describe the process by which we designed a new module, aimed at registered nurses who care for older adults in the community. The content of the new module was derived from an analysis of educational needs of the potential student population. The mode of delivery was strongly student-centered, using problem-based learning. Assessment was through the building up by students of a practice portfolio. This paper focuses on a description of the new module and how it relates to the findings of the educational needs analysis. The National Board for Nursing, Midwifery and Health Visiting for Scotland put out a tender in 1995 for a community research project on "Educational Provision for Evolving Roles in Community Health Care" (Nursing Times, June, 9, 1995) with the aim of piloting and evaluating an "innovative program which meets changing needs in community health care." A joint bid by Napier University and the University of Glasgow not only proposed to pilot and evaluate the educational program, but also first to develop the content of the program itself through an educational needs analysis. In this paper, we will first provide an outline of the research that underpinned the educational program. Then, we will describe how the results of the needs analysis were implemented into an innovative educational module. Finally, we will give a brief summary of the new module.

  15. Denali Geographic 2012 : A University led scientific field experience for High School students at the Alaska Summer Research Academy

    NASA Astrophysics Data System (ADS)

    Shipman, J. S.; Webley, P. W.; Burke, S.; Chebul, E.; Dempsey, A.; Hastings, H.; Terry, R.; Drake, J.

    2012-12-01

    The Alaska Summer Research Academy (ASRA) annually provides the opportunity for ~150 exceptional high school students to engage in scientific exploration at the university level. In July 2012, University of Alaska Fairbanks instructors led a two-week long ASRA module, called 'Denali Geographic', where eight student participants from across the USA and Canada learned how to observe changes in the natural world and design their own experiments for a field expedition to Denali National Park and Preserve, with assistance from the National Park Service. Each student designed an experiment/observational project prior to the expedition to investigate changes across the expanse of the park. Projects included wildlife documentation; scat and track observations; soil ph and moisture with elevation and vegetation changes; wildflowers species distribution; waterborne insect populations; atmospheric pressure and temperature variations; construction of sustainable buildings to minimize human impact on the park; and park geology comparisons between outcrop and distal stream deposits. The students learned how to design experiments, purchase supplies needed to conduct the work, and select good locations in which to sample in the park. Students used equipment such as GPS to mark field locations; a range finder to determine distance from wildlife; a hygrometer for temperature and pressure; nets and sorting equipments to analyze insects; and the preparation of Plaster of Paris for creating casts of animal tracks. All observations were documented in their field notebooks and blog entries made to share their experiences. Day excursions as part of the module included Poker Flats Research Range, where students learned about the use of unmanned aerial vehicles in scientific exploration; Alaska Volcano Observatory, where students learned about volcanic hazards in Alaska and the North Pacific; Chena Hot Springs and the Ice Museum, where students learned about thermal imaging using a Forward Looking Infrared Radiometer; and Pioneer Park to learn how to pan for gold. After the completion of the expedition, students had to then synthesize each of their research projects and create a collaborative presentation of their findings. On the final day of the camp, students delivered a presentation to 150 of their peers and instructors in the other ASRA modules. Presented here are details of the field camp and experiences gained by the students. The camp and two-week long module showed students how to pursue their own curiosities about the natural world. By encouraging students to take an idea and develop it into a research topic, we engaged them in the scientific method and illustrated possibilities for future avenues of academic study.

  16. Interactive computer-assisted instruction in acid-base physiology for mobile computer platforms.

    PubMed

    Longmuir, Kenneth J

    2014-03-01

    In this project, the traditional lecture hall presentation of acid-base physiology in the first-year medical school curriculum was replaced by interactive, computer-assisted instruction designed primarily for the iPad and other mobile computer platforms. Three learning modules were developed, each with ∼20 screens of information, on the subjects of the CO2-bicarbonate buffer system, other body buffer systems, and acid-base disorders. Five clinical case modules were also developed. For the learning modules, the interactive, active learning activities were primarily step-by-step learner control of explanations of complex physiological concepts, usually presented graphically. For the clinical cases, the active learning activities were primarily question-and-answer exercises that related clinical findings to the relevant basic science concepts. The student response was remarkably positive, with the interactive, active learning aspect of the instruction cited as the most important feature. Also, students cited the self-paced instruction, extensive use of interactive graphics, and side-by-side presentation of text and graphics as positive features. Most students reported that it took less time to study the subject matter with this online instruction compared with subject matter presented in the lecture hall. However, the approach to learning was highly examination driven, with most students delaying the study of the subject matter until a few days before the scheduled examination. Wider implementation of active learning computer-assisted instruction will require that instructors present subject matter interactively, that students fully embrace the responsibilities of independent learning, and that institutional administrations measure instructional effort by criteria other than scheduled hours of instruction.

  17. Development and Impact Evaluation of an E-Learning Radiation Oncology Module

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

    Alfieri, Joanne, E-mail: Joanne.alfieri@mail.mcgill.ca; Portelance, Lorraine; Souhami, Luis

    Purpose: Radiation oncologists are faced with the challenge of irradiating tumors to a curative dose while limiting toxicity to healthy surrounding tissues. This can be achieved only with superior knowledge of radiologic anatomy and treatment planning. Educational resources designed to meet these specific needs are lacking. A web-based interactive module designed to improve residents' knowledge and application of key anatomy concepts pertinent to radiotherapy treatment planning was developed, and its effectiveness was assessed. Methods and Materials: The module, based on gynecologic malignancies, was developed in collaboration with a multidisciplinary team of subject matter experts. Subsequently, a multi-centre randomized controlled studymore » was conducted to test the module's effectiveness. Thirty-six radiation oncology residents participated in the study; 1920 were granted access to the module (intervention group), and 17 in the control group relied on traditional methods to acquire their knowledge. Pretests and posttests were administered to all participants. Statistical analysis was carried out using paired t test, analysis of variance, and post hoc tests. Results: The randomized control study revealed that the intervention group's pretest and posttest mean scores were 35% and 52%, respectively, and those of the control group were 37% and 42%, respectively. The mean improvement in test scores was 17% (p < 0.05) for the intervention group and 5% (p = not significant) for the control group. Retrospective pretest and posttest surveys showed a statistically significant change on all measured module objectives. Conclusions: The use of an interactive e-learning teaching module for radiation oncology is an effective method to improve the radiologic anatomy knowledge and treatment planning skills of radiation oncology residents.« less

  18. Lessons Learned from the Node 1 Temperature and Humidity Control Subsystem Design

    NASA Technical Reports Server (NTRS)

    Williams, David E.

    2010-01-01

    Node 1 flew to the International Space Station (ISS) on Flight 2A during December 1998. To date the National Aeronautics and Space Administration (NASA) has learned a lot of lessons from this module based on its history of approximately two years of acceptance testing on the ground and currently its twelve years on-orbit. This paper will provide an overview of the ISS Environmental Control and Life Support (ECLS) design of the Node 1 Temperature and Humidity Control (THC) subsystem and it will document some of the lessons that have been learned to date for this subsystem and it will document some of the lessons that have been learned to date for these subsystems based on problems prelaunch, problems encountered on-orbit, and operational problems/concerns. It is hoped that documenting these lessons learned from ISS will help in preventing them in future Programs. 1

  19. Discovering Multimodal Behavior in Ms. Pac-Man through Evolution of Modular Neural Networks.

    PubMed

    Schrum, Jacob; Miikkulainen, Risto

    2016-03-12

    Ms. Pac-Man is a challenging video game in which multiple modes of behavior are required: Ms. Pac-Man must escape ghosts when they are threats and catch them when they are edible, in addition to eating all pills in each level. Past approaches to learning behavior in Ms. Pac-Man have treated the game as a single task to be learned using monolithic policy representations. In contrast, this paper uses a framework called Modular Multi-objective NEAT (MM-NEAT) to evolve modular neural networks. Each module defines a separate behavior. The modules are used at different times according to a policy that can be human-designed (i.e. Multitask) or discovered automatically by evolution. The appropriate number of modules can be fixed or discovered using a genetic operator called Module Mutation. Several versions of Module Mutation are evaluated in this paper. Both fixed modular networks and Module Mutation networks outperform monolithic networks and Multitask networks. Interestingly, the best networks dedicate modules to critical behaviors (such as escaping when surrounded after luring ghosts near a power pill) that do not follow the customary division of the game into chasing edible and escaping threat ghosts. The results demonstrate that MM-NEAT can discover interesting and effective behavior for agents in challenging games.

  20. Discovering Multimodal Behavior in Ms. Pac-Man through Evolution of Modular Neural Networks

    PubMed Central

    Schrum, Jacob; Miikkulainen, Risto

    2015-01-01

    Ms. Pac-Man is a challenging video game in which multiple modes of behavior are required: Ms. Pac-Man must escape ghosts when they are threats and catch them when they are edible, in addition to eating all pills in each level. Past approaches to learning behavior in Ms. Pac-Man have treated the game as a single task to be learned using monolithic policy representations. In contrast, this paper uses a framework called Modular Multi-objective NEAT (MM-NEAT) to evolve modular neural networks. Each module defines a separate behavior. The modules are used at different times according to a policy that can be human-designed (i.e. Multitask) or discovered automatically by evolution. The appropriate number of modules can be fixed or discovered using a genetic operator called Module Mutation. Several versions of Module Mutation are evaluated in this paper. Both fixed modular networks and Module Mutation networks outperform monolithic networks and Multitask networks. Interestingly, the best networks dedicate modules to critical behaviors (such as escaping when surrounded after luring ghosts near a power pill) that do not follow the customary division of the game into chasing edible and escaping threat ghosts. The results demonstrate that MM-NEAT can discover interesting and effective behavior for agents in challenging games. PMID:27030803

  1. Health. DECIDE.

    ERIC Educational Resources Information Center

    Huffman, Ruth E.; And Others

    This module, Health, is one of five from Project DECIDE, which was created to design, develop, write, and implement materials to provide adult basic education administrators, instructors, para-professionals, and other personnel with curriculum to accompany the Indiana Adult Basic Education Curriculum Guide, "Learning for Everyday…

  2. Integration of centrifuge testing in undergraduate geotechnical engineering education at remote campuses

    NASA Astrophysics Data System (ADS)

    El Shamy, Usama; Abdoun, Tarek; McMartin, Flora; Pando, Miguel A.

    2013-06-01

    We report the results of a pilot study aimed at developing, implementing, and assessing an educational module that integrates remote major research instrumentation into undergraduate classes. Specifically, this study employs Internet Web-based technologies to allow for real-time video monitoring and execution of cutting-edge experiments. The students' activities within the module are centred on building a model of a shallow foundation on a sand deposit utilising a centrifuge facility and using this model for: (1) visual observation of the response of soil-foundation systems, (2) learning the use of instrumentation, (3) interpretation of acquired data, and (4) comparing experimental results to theoretical predictions. Testing a soil-foundation system helped the students identify the lab experiments needed to analyse and design the system. A survey was used to gauge students' perceptions of learning as a result of introducing the module, which were found to be positive.

  3. Teaching Structure from Motion to Undergraduates: New Learning Module for Field Geoscience Courses

    NASA Astrophysics Data System (ADS)

    Pratt-Sitaula, B. A.; Shervais, K.; Crosby, C. J.; Douglas, B. J.; Crosby, B. T.; Charlevoix, D. J.

    2016-12-01

    With photogrammetry use expanding rapidly, it is essential to integrate these methods into undergraduate geosciences courses. The NSF-funded "GEodetic Tools for Societal Issues" (GETSI) project has recently published a module for field geoscience courses called "Analyzing High Resolution Topography with TLS and SfM" (serc.carleton.edu/getsi/teaching_materials/high-rez-topo/index.html). Structure from motion (SfM) and terrestrial laser scanning (TLS) are two valuable methods for generating high-resolution topographic landscape models. In addition to teaching the basic surveying methods, the module includes several specific applications that are tied to societally important geoscience research questions. The module goals are that students will be able to: 1) design and conduct a complex TLS and/or SfM survey to address a geologic research question; 2) articulate the societal impetus for answering a given research question; and 3) justify why TLS and/or SfM is the appropriate method in some circumstances. The module includes 6 units: Unit 1-TLS Introduction, Unit 1-SfM Introduction, Unit 2 Stratigraphic Section Survey, Unit 3 Fault Scarp Survey, Unit 4 Geomorphic Change Detection Survey, and Unit 5 Summative Assessment. One or both survey methods can be taught. Instructors choose which application/s to use from Units 2-4. Unit 5 Summative Assessment is flexibly written and can be used to assess any of the learned applications or others such as dinosaur tracks or seismic trench photomosaics. Prepared data sets are also provided for courses unable to visit the field. The included SfM learning manuals may also be of interest to researchers seeking to start with SfM; these are "SfM Guide of Instructors and Investigators" and "SfM Data Exploration and Processing Manual (Agisoft)". The module is appropriate for geoscience courses with field components such as field methods, geomorphology, geophysics, tectonics, and structural geology. All GETSI modules are designed and developed by teams of faculty and content experts and undergo rigorous review and classroom testing. GETSI is a collaborative project by UNAVCO (which runs NSF's Geodetic Facility), Indiana University, and Idaho State University. The Science Education Resource Center (SERC) provides assessment and evaluation expertise and webhosting.

  4. Online interprofessional health sciences education: From theory to practice.

    PubMed

    Luke, Robert; Solomon, Patty; Baptiste, Sue; Hall, Pippa; Orchard, Carole; Rukholm, Ellen; Carter, Lorraine

    2009-01-01

    Online learning (e-learning) has a nascent but established history. Its application to interprofessional education (IPE), however, is relatively new. Over the past 2 decades the Internet has been used increasingly to mediate education. We have come past the point of "should we use the Internet for education" to "how should we use the Internet for education." Research has begun on the optimal development of online learning environments to support IPE. Developing online IPE should follow best practices in e-learning generally, though there are some special considerations for acknowledging the interprofessional context and clinical environments that online IPE is designed to support. The design, development, and deployment of effective online IPE must therefore pay special attention to the particular constraints of the health care worker educational matrix, both pre- and postlicensure. In this article we outline the design of online, interprofessional health sciences education. Our work has involved 4 educational and 4 clinical service institutions. We establish the context in which we situate our development activities that created learning modules designed to support IPE and its transfer into new interprofessional health care practices. We illustrate some best practices for the design of effective online IPE, and show how this design can create effective learning for IPE. Challenges exist regarding the full implementation of interprofessional clinical practice that are beginning to be met by coordinated efforts of multiple health care education silos.

  5. Learning from the Implementers in a Design Experiment

    ERIC Educational Resources Information Center

    Toh, Tin Lam; Dindyal, Jaguthsing; Tay, Eng Guan

    2013-01-01

    In a design experiment, the feedback from the teacher-implementer is crucial to the success of the innovation simply because the teacher is finally the one that brings the innovation to life in front of the students. We describe in this paper the feedback made by the teacher-implementer after teaching one cycle of the problem solving module in a…

  6. Designing an Interactive OER Course Development at Athabasca University Based on ODL Principles

    ERIC Educational Resources Information Center

    Yan, Hongxin; Law, Sandra

    2013-01-01

    Failure rates in first year calculus courses are high in most post-secondary institutions across North America and other parts of the world. This Inukshuk-funded open education project involved the development of five stand-alone pre-calculus learning modules. The design and revision phases of this project occurred between the fall of 2007 and…

  7. Pedagogical Design Considerations in Sex Education on Interactive Multimedia Using CD-Rom: An Example of Sexual Intercourse

    ERIC Educational Resources Information Center

    Goldman, Juliette D. G.; Torrisi-Steele, Geraldine

    2005-01-01

    Human sexuality is a significant issue for educators to understand and teach about, and for young people to learn about. The development of interactive multimedia technologies has added a range of new dimensions associated with designing pedagogies for sex education on Interactive Multimedia (IMM). Here, a module on CD-Rom on Sexuality and Human…

  8. Interdisciplinary Integration of the CVS Module and Its Effect on Faculty and Student Satisfaction as Well as Student Performance

    PubMed Central

    2012-01-01

    Background Beyond the adoption of the principles of horizontal and vertical integration, significant planning and implementation of curriculum reform is needed. This study aimed to assess the effect of the interdisciplinary integrated Cardiovascular System (CVS) module on both student satisfaction and performance and comparing them to those of the temporally coordinated CVS module that was implemented in the previous year at the faculty of Medicine of the King Abdulaziz University, Saudi Arabia. Methods This interventional study used mixed method research design to assess student and faculty satisfaction with the level of integration within the CVS module. A team from the medical education department was assembled in 2010/2011 to design a plan to improve the CVS module integration level. After delivering the developed module, both student and faculty satisfaction as well as students performance were assessed and compared to those of the previous year to provide an idea about module effectiveness. Results Many challenges faced the medical education team during design and implementation of the developed CVS module e.g. resistance of faculty members to change, increasing the percentage of students directed learning hours from the total contact hour allotted to the module and shifting to integrated item writing in students assessment, spite of that the module achieved a significant increase in both teaching faculty and student satisfaction as well as in the module scores. Conclusion The fully integrated CVS has yielded encouraging results that individual teachers or other medical schools who attempt to reformulate their curriculum may find valuable. PMID:22747781

  9. Creating an environment for patient safety and teamwork training in the operating theatre: A quasi-experimental study.

    PubMed

    Wallin, Carl-Johan; Kalman, Sigridur; Sandelin, Annika; Färnert, May-Lena; Dahlstrand, Ursula; Jylli, Leena

    2015-03-01

    Positive safety and a teamwork climate in the training environment may be a precursor for successful teamwork training. This pilot project aimed to implement and test whether a new interdisciplinary and team-based approach would result in a positive training climate in the operating theatre. A 3-day educational module for training the complete surgical team of specialist nursing students and residents in safe teamwork skills in an authentic operative theatre, named Co-Op, was implemented in a university hospital. Participants' (n=22) perceptions of the 'safety climate' and the 'teamwork climate', together with their 'readiness for inter-professional learning', were measured to examine if the Co-Op module produced a positive training environment compared with the perceptions of a control group (n=11) attending the conventional curriculum. The participants' perceptions of 'safety climate' and 'teamwork climate' and their 'readiness for inter-professional learning' scores were significantly higher following the Co-Op module compared with their perceptions following the conventional curriculum, and compared with the control group's perceptions following the conventional curriculum. The Co-Op module improved 'safety climate' and 'teamwork climate' in the operating theatre, which suggests that a deliberate and designed educational intervention can shape a learning environment as a model for the establishment of a safety culture.

  10. Lessons Learned from the Node 1 Atmosphere Control and Storage and Water Recovery and Management Subsystem Design

    NASA Technical Reports Server (NTRS)

    Williams, David E.

    2010-01-01

    Node 1 flew to the International Space Station (ISS) on Flight 2A during December 1998. To date the National Aeronautics and Space Administration (NASA) has learned a lot of lessons from this module based on its history of approximately two years of acceptance testing on the ground and currently its twelve years on-orbit. This paper will provide an overview of the ISS Environmental Control and Life Support (ECLS) design of the Node 1 Atmosphere Control and Storage (ACS) and Water Recovery and Management (WRM) subsystems and it will document some of the lessons that have been learned to date for these subsystems based on problems prelaunch, problems encountered on-orbit, and operational problems/concerns. It is hoped that documenting these lessons learned from ISS will help in preventing them in future Programs.

  11. Lessons Learned from the Node 1 Atmosphere Control and Storage and Water Recovery and Management Subsystem Design

    NASA Technical Reports Server (NTRS)

    Williams, David E.

    2011-01-01

    Node 1 flew to the International Space Station (ISS) on Flight 2A during December 1998. To date the National Aeronautics and Space Administration (NASA) has learned a lot of lessons from this module based on its history of approximately two years of acceptance testing on the ground and currently its twelve years on-orbit. This paper will provide an overview of the ISS Environmental Control and Life Support (ECLS) design of the Node 1 Atmosphere Control and Storage (ACS) and Water Recovery and Management (WRM) subsystems and it will document some of the lessons that have been learned to date for these subsystems based on problems prelaunch, problems encountered on-orbit, and operational problems/concerns. It is hoped that documenting these lessons learned from ISS will help in preventing them in future Programs.

  12. Health Worker Focused Distributed Simulation for Improving Capability of Health Systems in Liberia.

    PubMed

    Gale, Thomas C E; Chatterjee, Arunangsu; Mellor, Nicholas E; Allan, Richard J

    2016-04-01

    The main goal of this study was to produce an adaptable learning platform using virtual learning and distributed simulation, which can be used to train health care workers, across a wide geographical area, key safety messages regarding infection prevention control (IPC). A situationally responsive agile methodology, Scrum, was used to develop a distributed simulation module using short 1-week iterations and continuous synchronous plus asynchronous communication including end users and IPC experts. The module contained content related to standard IPC precautions (including handwashing techniques) and was structured into 3 distinct sections related to donning, doffing, and hazard perception training. Using Scrum methodology, we were able to link concepts applied to best practices in simulation-based medical education (deliberate practice, continuous feedback, self-assessment, and exposure to uncommon events), pedagogic principles related to adult learning (clear goals, contextual awareness, motivational features), and key learning outcomes regarding IPC, as a rapid response initiative to the Ebola outbreak in West Africa. Gamification approach has been used to map learning mechanics to enhance user engagement. The developed IPC module demonstrates how high-frequency, low-fidelity simulations can be rapidly designed using scrum-based agile methodology. Analytics incorporated into the tool can help demonstrate improved confidence and competence of health care workers who are treating patients within an Ebola virus disease outbreak region. These concepts could be used in a range of evolving disasters where rapid development and communication of key learning messages are required.

  13. The use of blended learning to create a module about ill-health during childbirth for pre-registration midwifery students.

    PubMed

    Young, Nicki; Randall, Jayne

    2014-01-01

    Reforms in the way higher education is delivered in order to address the needs of learners in the 21st century are increasingly being considered by university departments. This has led academics to combine e-learning with more traditional classroom based methods of teaching when designing new modules of study, a method commonly called blended learning. This paper will describe the different teaching and learning methods which were blended together to create a module for second year pre-registration midwifery students in England, which focused upon ill-health during pregnancy and childbearing. It is imperative that at the point of registration midwifery students possess the skills to identify deviations from normal, initiate immediate actions and make appropriate referrals. The health of women all over the world is of concern to health care professionals. Midwives are increasingly being upon to provide expert care. Midwives need a sound education to allow them to carry out their roles effectively. The International Confederation of Midwives global standards for midwifery education (2010) attempts to address the need for competent caring midwives to help women and families in every corner of the world. The paper will also cover the pedagogical issues considered when blending together the different elements of learning namely: traditional discursive lectures, small group work, e-learning, formative presentations and the use of simulation during a skills and drills day. Copyright © 2013 Elsevier Ltd. All rights reserved.

  14. Learning Media Application Based On Microcontroller Chip Technology In Early Age

    NASA Astrophysics Data System (ADS)

    Ika Hidayati, Permata

    2018-04-01

    In Early childhood cognitive intelligence need right rncdia learning that can help a child’s cognitive intelligence quickly. The purpose of this study to design a learning media in the form of a puppet can used to introduce human anatomy during early childhood. This educational doll utilizing voice recognition technology from EasyVR module to receive commands from the user to introduce body parts on a doll, is used as an indicator TED. In addition to providing the introduction of human anatomy, this dolljut. a user can give a shout out to mainly play previously stored voice module sound recorder. Results obtained from this study is that this educational dolls can detect more than voice and spoken commands that can be random detected. Distance concrete of this doll in detecting the sound is up to a distance of 2.5 meters.

  15. Long distance education for croatian nurses with open source software.

    PubMed

    Radenovic, Aleksandar; Kalauz, Sonja

    2006-01-01

    Croatian Nursing Informatics Association (CNIA) has been established as result of continuing work on promoting nursing informatics in Croatia. Main goals of CNIA are promoting nursing informatics and education of nurses about nursing informatics and using information technology in nursing process. CNIA in start of work is developed three courses from nursing informatics all designed with support of long distance education with open source software. Courses are: A - 'From Data to Wisdom', B - 'Introduction to Nursing Informatics' and C - 'Nursing Informatics I'. Courses A and B are obligatory for C course. Technology used to implement these online courses is based on the open source Learning Management System (LMS), Claroline, free online collaborative learning platform. Courses are divided in two modules/days. First module/day participants have classical approach to education and second day with E-learning from home. These courses represent first courses from nursing informatics' and first long distance education for nurses also.

  16. A Student Experiment Method for Learning the Basics of Embedded Software Technologies Including Hardware/Software Co-design

    NASA Astrophysics Data System (ADS)

    Kambe, Hidetoshi; Mitsui, Hiroyasu; Endo, Satoshi; Koizumi, Hisao

    The applications of embedded system technologies have spread widely in various products, such as home appliances, cellular phones, automobiles, industrial machines and so on. Due to intensified competition, embedded software has expanded its role in realizing sophisticated functions, and new development methods like a hardware/software (HW/SW) co-design for uniting HW and SW development have been researched. The shortfall of embedded SW engineers was estimated to be approximately 99,000 in the year 2006, in Japan. Embedded SW engineers should understand HW technologies and system architecture design as well as SW technologies. However, a few universities offer this kind of education systematically. We propose a student experiment method for learning the basics of embedded system development, which includes a set of experiments for developing embedded SW, developing embedded HW and experiencing HW/SW co-design. The co-design experiment helps students learn about the basics of embedded system architecture design and the flow of designing actual HW and SW modules. We developed these experiments and evaluated them.

  17. The development of the Older Person's Nurse Fellowship: Education concept to delivery.

    PubMed

    Naughton, Corina; Hayes, Nicky; Zahran, Zainab; Norton, Christine; Lee, Geraldine; Fitzpatrick, Joanne M; Crawford, Mary; Tee, Stephen

    2016-09-01

    Preparing the nursing workforce to meet the challenges of an ageing population is a priority for many countries. The development of an Older Person's Nurse Fellowship (OPNF) programme for senior clinical nurses is an important innovation. This article describes the philosophical development, delivery and early evaluation of the OPNF. In 2014, Health Education England funded 24 senior clinical nurses to participate in the OPNF. The Fellowship was designed to build clinical leadership and innovation capability and develop a network of nurses to influence local and national strategy for older people's care. The Fellows selected were drawn from mental health (n=4), community/primary care (n=9) and acute care (n=11). The twelve month programme consisted of two Masters-level modules, delivered through study days and e-learning. The first cohort (n=12) commenced the course in November 2014 with a module designed to enhance clinical knowledge and skills. Evaluation data were collected from the first cohort using anonymous surveys (n=11) and focus group interviews (n=9). Descriptive statistics are presented for the quantitative data and common themes are described in the qualitative data. The overall satisfaction with the clinical module was high with a median score of 18/20 (range 17-20). Topics such as comprehensive geriatric assessment, frailty, pharmacology and cognitive assessment were regarded as highly relevant and most likely to result in a change to clinical practice. In the focus group interviews students discussed their learning experience in terms of: module specificity, peer-to-peer learning and using the OPNF as leverage for change. The OPNF is a timely innovation and a positive commitment to developing an academic pathway for senior nurses. It marks an important step in the future development of the older person's nursing workforce. Copyright © 2016 Elsevier Ltd. All rights reserved.

  18. Pairwise domain adaptation module for CNN-based 2-D/3-D registration.

    PubMed

    Zheng, Jiannan; Miao, Shun; Jane Wang, Z; Liao, Rui

    2018-04-01

    Accurate two-dimensional to three-dimensional (2-D/3-D) registration of preoperative 3-D data and intraoperative 2-D x-ray images is a key enabler for image-guided therapy. Recent advances in 2-D/3-D registration formulate the problem as a learning-based approach and exploit the modeling power of convolutional neural networks (CNN) to significantly improve the accuracy and efficiency of 2-D/3-D registration. However, for surgery-related applications, collecting a large clinical dataset with accurate annotations for training can be very challenging or impractical. Therefore, deep learning-based 2-D/3-D registration methods are often trained with synthetically generated data, and a performance gap is often observed when testing the trained model on clinical data. We propose a pairwise domain adaptation (PDA) module to adapt the model trained on source domain (i.e., synthetic data) to target domain (i.e., clinical data) by learning domain invariant features with only a few paired real and synthetic data. The PDA module is designed to be flexible for different deep learning-based 2-D/3-D registration frameworks, and it can be plugged into any pretrained CNN model such as a simple Batch-Norm layer. The proposed PDA module has been quantitatively evaluated on two clinical applications using different frameworks of deep networks, demonstrating its significant advantages of generalizability and flexibility for 2-D/3-D medical image registration when a small number of paired real-synthetic data can be obtained.

  19. Increasing home dialysis knowledge through a web-based e-learning program.

    PubMed

    Bennett, Paul N; Jaeschke, Sadie; Sinclair, Peter M; Kerr, Peter G; Holt, Steve; Schoch, Monica; Fortnum, Debbie; Ockerby, Cherene; Kent, Bridie

    2014-06-01

    There has been a global decline in the uptake of home-based dialysis therapies in the past 20 years. The ability to provide appropriate information to potential patients in this area may be confounded by a lack of knowledge of home dialysis options. The aim of this study was to develop a web-based education package for health professionals to increase knowledge and positive perceptions of home-based dialysis options. A three-module e-learning package concerning home dialysis was developed under the auspices of the home dialysis first project. These modules were tested on 88 undergraduate health professionals. Changes in attitudes and knowledge of home dialysis were measured using custom designed surveys administered electronically to students who completed the modules. Matched pre and post responses to the survey items were compared using Wilcoxon signed rank tests. The pre survey indicated clear deficits in existing knowledge of home dialysis options. In particular, when asked if haemodialysis could be performed at home, 22% of participants responded 'definitely no' and a further 24% responded 'probably no'. Upon completion of the e-learning, post survey responses indicated statistically significant improvements (P < 0.001) in eight of the nine items. When asked if the e-learning had increased their knowledge about home dialysis, 99% of participants responded 'definitely yes'. A suite of web-based education modules can successfully deliver significant improvements in awareness and knowledge around home dialysis therapies. © 2014 Asian Pacific Society of Nephrology.

  20. Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments

    PubMed Central

    Hagiwara, Nobuko

    2017-01-01

    The steadily falling costs of genome sequencing, coupled with the growing number of genetic tests with proven clinical validity, have made the use of genetic testing more common in clinical practice. This development has necessitated nongeneticist physicians, especially primary care physicians, to become more responsible for assessing genetic risks for their patients. Providing undergraduate medical students a solid foundation in genomic medicine, therefore, has become all the more important to ensure the readiness of future physicians in applying genomic medicine to their patient care. In order to further enhance the effectiveness of instructing practical skills in medical genetics, the emphasis of active learning modules in genetics curriculum at medical schools has increased in recent years. This is because of the general acceptance of a better efficacy of active learner-centered pedagogy over passive lecturer-centered pedagogy. However, an objective standard to evaluate students’ skill levels in genomic medicine achieved by active learning is currently missing. Recently, entrustable professional activities (EPAs) in genomic medicine have been proposed as a framework for developing physician competencies in genomic medicine. EPAs in genomic medicine provide a convenient guideline for not only developing genomic medicine curriculum but also assessing students’ competency levels in practicing genomic medicine. In this review, the efficacy of different types of active learning modules reported for medical genetics curricula is discussed using EPAs in genomic medicine as a common evaluation standard for modules’ learning outcomes. The utility of the EPAs in genomic medicine for designing active learning modules in undergraduate medical genetics curricula is also discussed. PMID:29276425

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