learning object created: Topics by Science.gov

Sample records for learning object created

Learning by Creating and Exchanging Objects: The SCY Experience

ERIC Educational Resources Information Center

De Jong, Ton; Van Joolingen, Wouter R.; Giemza, Adam; Girault, Isabelle; Hoppe, Ulrich; Kindermann, Jorg; Kluge, Anders; Lazonder, Ard W.; Vold, Vibeke; Weinberger, Armin; Weinbrenner, Stefan; Wichmann, Astrid; Anjewierden, Anjo; Bodin, Marjolaine; Bollen, Lars; D'Ham, Cedric; Dolonen, Jan; Engler, Jan; Geraedts, Caspar; Grosskreutz, Henrik; Hovardas, Tasos; Julien, Rachel; Lechner, Judith; Ludvigsen, Sten; Matteman, Yuri; Meistadt, Oyvind; Naess, Bjorge; Ney, Muriel; Pedaste, Margus; Perritano, Anthony; Rinket, Marieke; Von Schlanbusch, Henrik; Sarapuu, Tago; Schulz, Florian; Sikken, Jakob; Slotta, Jim; Toussaint, Jeremy; Verkade, Alex; Wajeman, Claire; Wasson, Barbara; Zacharia, Zacharias C.; Van Der Zanden, Martine

2010-01-01

Science Created by You (SCY) is a project on learning in science and technology domains. SCY uses a pedagogical approach that centres around products, called "emerging learning objects" (ELOs) that are created by students. Students work individually and collaboratively in SCY-Lab (the general SCY learning environment) on "missions" that are guided…
Learning Objects and Gerontology

ERIC Educational Resources Information Center

Weinreich, Donna M.; Tompkins, Catherine J.

2006-01-01

Virtual AGE (vAGE) is an asynchronous educational environment that utilizes learning objects focused on gerontology and a learning anytime/anywhere philosophy. This paper discusses the benefits of asynchronous instruction and the process of creating learning objects. Learning objects are "small, reusable chunks of instructional media" Wiley…
An Online Authoring Tool for Creating Activity-Based Learning Objects

ERIC Educational Resources Information Center

Ahn, Jeong Yong; Mun, Gil Seong; Han, Kyung Soo; Choi, Sook Hee

2017-01-01

As higher education increasingly relies on e-learning, the need for tools that will allow teachers themselves to develop effective e-learning objects as simply and quickly as possible has also been increasingly recognized. This article discusses the design and development of a novel tool, Enook (Evolutionary note book), for creating activity-based…
Object Oriented Learning Objects

ERIC Educational Resources Information Center

Morris, Ed

2005-01-01

We apply the object oriented software engineering (OOSE) design methodology for software objects (SOs) to learning objects (LOs). OOSE extends and refines design principles for authoring dynamic reusable LOs. Our learning object class (LOC) is a template from which individualised LOs can be dynamically created for, or by, students. The properties…
Creating Usage Context-Based Object Similarities to Boost Recommender Systems in Technology Enhanced Learning

ERIC Educational Resources Information Center

Niemann, Katja; Wolpers, Martin

2015-01-01

In this paper, we introduce a new way of detecting semantic similarities between learning objects by analysing their usage in web portals. Our approach relies on the usage-based relations between the objects themselves rather then on the content of the learning objects or on the relations between users and learning objects. We then take this new…
A Data Mining Approach to Improve Re-Accessibility and Delivery of Learning Knowledge Objects

ERIC Educational Resources Information Center

Sabitha, Sai; Mehrotra, Deepti; Bansal, Abhay

2014-01-01

Today Learning Management Systems (LMS) have become an integral part of learning mechanism of both learning institutes and industry. A Learning Object (LO) can be one of the atomic components of LMS. A large amount of research is conducted into identifying benchmarks for creating Learning Objects. Some of the major concerns associated with LO are…
Learning Mathematics by Designing, Programming, and Investigating with Interactive, Dynamic Computer-Based Objects

ERIC Educational Resources Information Center

Marshall, Neil; Buteau, Chantal

2014-01-01

As part of their undergraduate mathematics curriculum, students at Brock University learn to create and use computer-based tools with dynamic, visual interfaces, called Exploratory Objects, developed for the purpose of conducting pure or applied mathematical investigations. A student's Development Process Model of creating and using an Exploratory…
Personalized Learning Objects Recommendation Based on the Semantic-Aware Discovery and the Learner Preference Pattern

ERIC Educational Resources Information Center

Wang, Tzone I; Tsai, Kun Hua; Lee, Ming Che; Chiu, Ti Kai

2007-01-01

With vigorous development of the Internet, especially the web page interaction technology, distant E-learning has become more and more realistic and popular. Digital courses may consist of many learning units or learning objects and, currently, many learning objects are created according to SCORM standard. It can be seen that, in the near future,…
MODeLeR: A Virtual Constructivist Learning Environment and Methodology for Object-Oriented Design

ERIC Educational Resources Information Center

Coffey, John W.; Koonce, Robert

2008-01-01

This article contains a description of the organization and method of use of an active learning environment named MODeLeR, (Multimedia Object Design Learning Resource), a tool designed to facilitate the learning of concepts pertaining to object modeling with the Unified Modeling Language (UML). MODeLeR was created to provide an authentic,…
Throw out Learning Objectives! In Support of a New Taxonomy

ERIC Educational Resources Information Center

Gander, Sharon L.

2006-01-01

In the right hands, learning objectives are great tools for clarifying thinking, breaking down learning into component parts, creating a logical order to learning, and demonstrating that a learning intervention is successful. Mostly, however, they have become cliches. With the industry's tendency to use them as pro forma media bites, they tend to…
History, Context, and Policies of a Learning Object Repository

ERIC Educational Resources Information Center

Simpson, Steven Marshall

2016-01-01

Learning object repositories, a form of digital libraries, are robust systems that provide educators new ways to search for educational resources, collaborate with peers, and provide instruction to students in unique and varied ways. This study examines a learning object repository created by a large suburban school district to increase teaching…
Challenges in Developing XML-Based Learning Repositories

NASA Astrophysics Data System (ADS)

Auksztol, Jerzy; Przechlewski, Tomasz

There is no doubt that modular design has many advantages, including the most important ones: reusability and cost-effectiveness. In an e-leaming community parlance the modules are determined as Learning Objects (LOs) [11]. An increasing amount of learning objects have been created and published online, several standards has been established and multiple repositories developed for them. For example Cisco Systems, Inc., "recognizes a need to move from creating and delivering large inflexible training courses, to database-driven objects that can be reused, searched, and modified independent of their delivery media" [6]. The learning object paradigm of education resources authoring is promoted mainly to reduce the cost of the content development and to increase its quality. A frequently used metaphor of Learning Objects paradigm compares them to Lego Logs or objects in Object-Oriented program design [25]. However a metaphor is only an abstract idea, which should be turned to something more concrete to be usable. The problem is that many papers on LOs end up solely in metaphors. In our opinion Lego or OO metaphors are gross oversimplificatation of the problem as there is much easier to develop Lego set or design objects in OO program than develop truly interoperable, context-free learning content1.
Learning Objects and the E-Learning Cost Dilemma

ERIC Educational Resources Information Center

Weller, Martin

2004-01-01

The creation of quality e-learning material creates a cost dilemma for many institutions, since it has both high variable and high fixed costs. This cost dilemma means that economies of scale are difficult to achieve, which may result in a consequent reduction in the quality of the learning material. Based on the experience of creating a masters…
Redesign and Evaluation of a Patient Assessment Course

PubMed Central

Sobieraj, Diana M.; McCaffrey, Desmond; Lee, Jennifer J.

2009-01-01

Objectives To redesign a patient assessment course using a structured instructional design process and evaluate student learning. Design Course coordinators collaborated with an instructional design and development expert to incorporate new pedagogical approaches (eg, Web-based self-tests), create new learning activities (eg, peer collaboration on worksheets, SOAP note writing), and develop grading rubrics. Assessment Formative and summative surveys were administered for student self-assessment and course evaluation. Seventy-six students (78%) completed the summative survey. The mean course grade was 91.8% ± 3.6%, with more than 75% of students reporting achievement of primary course learning objectives. All of the additional learning activities helped students meet the learning objectives with the exception of the written drug information response. Conclusion The use of a structured instructional design process to redesign a patient assessment course was successful in creating a curriculum that succeeded in teaching students the specified learning objectives. Other colleges and schools are encouraged to collaborate with an instructional design and development expert to improve the pharmacy curriculum. PMID:19960090
Use of individualized learning plans among fourth-year sub-interns in pediatrics and internal medicine.

PubMed

Shepard, Michelle E; Sastre, Elizabeth A; Davidson, Mario A; Fleming, Amy E

2012-01-01

Individualized Learning Plans (ILPs) are an effective tool for promoting self-directed learning among residents. However, no literature details ILP use among medical students. Fifty fourth-year sub-interns in pediatrics and internal medicine created ILPs, including a self-assessment of strengths and weaknesses based on ACGME core competencies and the setting of learning objectives. During weekly follow-up meetings with faculty mentors and peers, students discussed challenges and revised goals. Upon completion of the rotation, students completed a survey of Likert-scale questions addressing satisfaction with and perceived utility of ILP components. Students most often self-identified strengths in the areas of Professionalism and Interpersonal and Communication Skills and weaknesses in Patient Care and Systems-Based Practice. Eighty-two percent set at least one learning objective in an identified area of weakness. Students expressed high confidence in their abilities to create achievable learning objectives and to generate strategies to meet those objectives. Students agreed that discussions during group meetings were meaningful, and they identified the setting learning objectives and weekly meetings as the most important elements of the exercise. Fourth-year sub-interns reported that ILPs helped them to accomplish rotation goals, with the setting of learning objectives and weekly discussions being the most useful elements.
An Ontological Representation of Learning Objects and Learning Designs as Codified Knowledge

ERIC Educational Resources Information Center

Sanchez-Alonso, Salvador; Frosch-Wilke, Dirk

2005-01-01

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

NASA Technical Reports Server (NTRS)

Laughlin, Daniel

2008-01-01

Persistent Immersive Synthetic Environments (PISE) are not just connection points, they are meeting places. They are the new public squares, village centers, malt shops, malls and pubs all rolled into one. They come with a sense of 'thereness" that engages the mind like a real place does. Learning starts as a real code. The code defines "objects." The objects exist in computer space, known as the "grid." The objects and space combine to create a "place." A "world" is created, Before long, the grid and code becomes obscure, and the "world maintains focus.
Creating objects and object categories for studying perception and perceptual learning.

PubMed

Hauffen, Karin; Bart, Eugene; Brady, Mark; Kersten, Daniel; Hegdé, Jay

2012-11-02

In order to quantitatively study object perception, be it perception by biological systems or by machines, one needs to create objects and object categories with precisely definable, preferably naturalistic, properties. Furthermore, for studies on perceptual learning, it is useful to create novel objects and object categories (or object classes) with such properties. Many innovative and useful methods currently exist for creating novel objects and object categories (also see refs. 7,8). However, generally speaking, the existing methods have three broad types of shortcomings. First, shape variations are generally imposed by the experimenter, and may therefore be different from the variability in natural categories, and optimized for a particular recognition algorithm. It would be desirable to have the variations arise independently of the externally imposed constraints. Second, the existing methods have difficulty capturing the shape complexity of natural objects. If the goal is to study natural object perception, it is desirable for objects and object categories to be naturalistic, so as to avoid possible confounds and special cases. Third, it is generally hard to quantitatively measure the available information in the stimuli created by conventional methods. It would be desirable to create objects and object categories where the available information can be precisely measured and, where necessary, systematically manipulated (or 'tuned'). This allows one to formulate the underlying object recognition tasks in quantitative terms. Here we describe a set of algorithms, or methods, that meet all three of the above criteria. Virtual morphogenesis (VM) creates novel, naturalistic virtual 3-D objects called 'digital embryos' by simulating the biological process of embryogenesis. Virtual phylogenesis (VP) creates novel, naturalistic object categories by simulating the evolutionary process of natural selection. Objects and object categories created by these simulations can be further manipulated by various morphing methods to generate systematic variations of shape characteristics. The VP and morphing methods can also be applied, in principle, to novel virtual objects other than digital embryos, or to virtual versions of real-world objects. Virtual objects created in this fashion can be rendered as visual images using a conventional graphical toolkit, with desired manipulations of surface texture, illumination, size, viewpoint and background. The virtual objects can also be 'printed' as haptic objects using a conventional 3-D prototyper. We also describe some implementations of these computational algorithms to help illustrate the potential utility of the algorithms. It is important to distinguish the algorithms from their implementations. The implementations are demonstrations offered solely as a 'proof of principle' of the underlying algorithms. It is important to note that, in general, an implementation of a computational algorithm often has limitations that the algorithm itself does not have. Together, these methods represent a set of powerful and flexible tools for studying object recognition and perceptual learning by biological and computational systems alike. With appropriate extensions, these methods may also prove useful in the study of morphogenesis and phylogenesis.
Object Toolkit Version 4.3 User’s Manual

DTIC Science & Technology

2016-12-31

unlimited. (OPS-17-12855 dtd 19 Jan 2017) 13. SUPPLEMENTARY NOTES 14. ABSTRACT Object Toolkit is a finite - element model builder specifically designed for...INTRODUCTION 1 What Is Object Toolkit? Object Toolkit is a finite - element model builder specifically designed for creating representations of spacecraft...Nascap-2k and EPIC, the user is not required to purchase or learn expensive finite element generators to create system models. Second, Object Toolkit
A Cooperative Learning Group Procedure for Improving CTE and Science Integration

ERIC Educational Resources Information Center

Spindler, Matt

2016-01-01

The purpose of this case study was to create information about the employment of Cooperative Learning Groups (CLG) to enhance the science integrating learning objectives utilized in secondary CTE courses. The objectives of the study were to determine if CLGs were an effective means for increasing the number of: a) science integrating learning…

Utah Guidance and Toolkit for Student Learning Objectives: Instructions and Materials. Utah SLOs. Updated

ERIC Educational Resources Information Center

Utah State Office of Education, 2014

2014-01-01

This document is intended to help teachers understand and create Student Learning Objectives (SLOs). This resource is a practical guide intended to provide clarity to a complex but worthwhile task. This resource may also be used by administrators for professional learning. As Utah moves toward providing a "Model for Measuring Educator…
Creating Objects and Object Categories for Studying Perception and Perceptual Learning

PubMed Central

Hauffen, Karin; Bart, Eugene; Brady, Mark; Kersten, Daniel; Hegdé, Jay

2012-01-01

In order to quantitatively study object perception, be it perception by biological systems or by machines, one needs to create objects and object categories with precisely definable, preferably naturalistic, properties1. Furthermore, for studies on perceptual learning, it is useful to create novel objects and object categories (or object classes) with such properties2. Many innovative and useful methods currently exist for creating novel objects and object categories3-6 (also see refs. 7,8). However, generally speaking, the existing methods have three broad types of shortcomings. First, shape variations are generally imposed by the experimenter5,9,10, and may therefore be different from the variability in natural categories, and optimized for a particular recognition algorithm. It would be desirable to have the variations arise independently of the externally imposed constraints. Second, the existing methods have difficulty capturing the shape complexity of natural objects11-13. If the goal is to study natural object perception, it is desirable for objects and object categories to be naturalistic, so as to avoid possible confounds and special cases. Third, it is generally hard to quantitatively measure the available information in the stimuli created by conventional methods. It would be desirable to create objects and object categories where the available information can be precisely measured and, where necessary, systematically manipulated (or 'tuned'). This allows one to formulate the underlying object recognition tasks in quantitative terms. Here we describe a set of algorithms, or methods, that meet all three of the above criteria. Virtual morphogenesis (VM) creates novel, naturalistic virtual 3-D objects called 'digital embryos' by simulating the biological process of embryogenesis14. Virtual phylogenesis (VP) creates novel, naturalistic object categories by simulating the evolutionary process of natural selection9,12,13. Objects and object categories created by these simulations can be further manipulated by various morphing methods to generate systematic variations of shape characteristics15,16. The VP and morphing methods can also be applied, in principle, to novel virtual objects other than digital embryos, or to virtual versions of real-world objects9,13. Virtual objects created in this fashion can be rendered as visual images using a conventional graphical toolkit, with desired manipulations of surface texture, illumination, size, viewpoint and background. The virtual objects can also be 'printed' as haptic objects using a conventional 3-D prototyper. We also describe some implementations of these computational algorithms to help illustrate the potential utility of the algorithms. It is important to distinguish the algorithms from their implementations. The implementations are demonstrations offered solely as a 'proof of principle' of the underlying algorithms. It is important to note that, in general, an implementation of a computational algorithm often has limitations that the algorithm itself does not have. Together, these methods represent a set of powerful and flexible tools for studying object recognition and perceptual learning by biological and computational systems alike. With appropriate extensions, these methods may also prove useful in the study of morphogenesis and phylogenesis. PMID:23149420
Embodied attention and word learning by toddlers

PubMed Central

Yu, Chen; Smith, Linda B.

2013-01-01

Many theories of early word learning begin with the uncertainty inherent to learning a word from its co-occurrence with a visual scene. However, the relevant visual scene for infant word learning is neither from the adult theorist’s view nor the mature partner’s view, but is rather from the learner’s personal view. Here we show that when 18-month old infants interacted with objects in play with their parents, they created moments in which a single object was visually dominant. If parents named the object during these moments of bottom-up selectivity, later forced-choice tests showed that infants learned the name, but did not when naming occurred during a less visually selective moment. The momentary visual input for parents and toddlers was captured via head cameras placed low on each participant’s forehead as parents played with and named objects for their infant. Frame-by-frame analyses of the head camera images at and around naming moments were conducted to determine the visual properties at input that were associated with learning. The analyses indicated that learning occurred when bottom-up visual information was clean and uncluttered. The sensory-motor behaviors of infants and parents were also analyzed to determine how their actions on the objects may have created these optimal visual moments for learning. The results are discussed with respect to early word learning, embodied attention, and the social role of parents in early word learning. PMID:22878116
Creating Online Content with Real World Application by Designing and Implementing Online Practicums for Virtual and Physical Environments

ERIC Educational Resources Information Center

Barrett, Bob

2012-01-01

Universities need to assess student learning in order to determine if they are reaching the needs of the students, linking learning to course objectives, and determining if their courses have academic rigor. While many courses focus on the immediate course learning objectives, the use of final program projects and program assessments are becoming…
[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.
Experiences with Reusable E-Learning Objects: From Theory to Practice.

ERIC Educational Resources Information Center

Muzio, Jeanette A.; Heins, Tanya; Mundell, Roger

2002-01-01

Explains reusable electronic learning objects (ELOs) that are stored in a database and discusses the practical application of creating and reusing ELOs at Royal Roads University (Canada). Highlights include ELOs and the instructional design of online courses; and examples of using templates to develop interactive ELOs. (Author/LRW)
A Hierarchical and Contextual Model for Learning and Recognizing Highly Variant Visual Categories

DTIC Science & Technology

2010-01-01

neighboring pattern primitives, to create our model. We also present a minimax entropy framework for automatically learning which contextual constraints are...Grammars . . . . . . . . . . . . . . . . . . 19 3.2 Markov Random Fields . . . . . . . . . . . . . . . . . . . . . . . . 23 3.3 Creating a Contextual...Compositional Boosting. . . . . 119 7.8 Top-down hallucinations of missing objects. . . . . . . . . . . . . . . 121 7.9 The bottom-up to top-down
Mobile Voting Tools for Creating Collaboration Environment and a New Educational Design of the University Lecture

ERIC Educational Resources Information Center

Titova, Svetlana

2014-01-01

Mobile devices can enhance learning experience in many ways: provide instant feedback and better diagnosis of learning problems; enhance learner autonomy; create mobile networking collaboration; help design enquiry-based activities based on augmented reality, geo-location awareness and video-capture. One of the main objectives of the international…
Using Scenarios to Design Complex Technology-Enhanced Learning Environments

ERIC Educational Resources Information Center

de Jong, Ton; Weinberger, Armin; Girault, Isabelle; Kluge, Anders; Lazonder, Ard W.; Pedaste, Margus; Ludvigsen, Sten; Ney, Muriel; Wasson, Barbara; Wichmann, Astrid; Geraedts, Caspar; Giemza, Adam; Hovardas, Tasos; Julien, Rachel; van Joolingen, Wouter R.; Lejeune, Anne; Manoli, Constantinos C.; Matteman, Yuri; Sarapuu, Tago; Verkade, Alex; Vold, Vibeke; Zacharia, Zacharias C.

2012-01-01

Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire…
The Use of MOOC as a Means of Creating a Collaborative Learning Environment in a Blended CLIL Course

ERIC Educational Resources Information Center

Titova, Svetlana

2017-01-01

The objective of this action research is to work out the possible ways of Massive Open Online Course (MOOC) integration in a blended Content and Language Integrated Learning (CLIL) course to create an authentic online collaborative community. The theoretical framework of the intervention is based on current MOOC theories, connectivism, and the…
Mobile Voting Systems for Creating Collaboration Environments and Getting Immediate Feedback: A New Curriculum Model of a University Lecture

ERIC Educational Resources Information Center

Titova, Svetlana; Talmo, Tord

2014-01-01

Mobile devices can enhance learning and teaching by providing instant feedback and better diagnosis of learning problems, helping design new assessment models, enhancing learner autonomy and creating new formats of enquiry-based activities. The objective of this paper is to investigate the pedagogical impact of mobile voting tools. The authors'…
Science Integrating Learning Objectives: A Cooperative Learning Group Process

ERIC Educational Resources Information Center

Spindler, Matt

2015-01-01

The integration of agricultural and science curricular content that capitalizes on natural and inherent connections represents a challenge for secondary agricultural educators. The purpose of this case study was to create information about the employment of Cooperative Learning Groups (CLG) to enhance the science integrating learning objectives…
Aboriginal Adventure.

ERIC Educational Resources Information Center

Armstrong, Sherry

2003-01-01

Describes an art project for high school students in which they create Aboriginal-style paintings using cotton swabs. Discusses the process of creating the works of art in detail. Includes learning objectives, art materials, and a bibliography. (CMK)
Learning Grasp Context Distinctions that Generalize

NASA Technical Reports Server (NTRS)

Platt, Robert; Grupen, Roderic A.; Fagg, Andrew H.

2006-01-01

Control-based approaches to grasp synthesis create grasping behavior by sequencing and combining control primitives. In the absence of any other structure, these approaches must evaluate a large number of feasible control sequences as a function of object shape, object pose, and task. This work explores a new approach to grasp synthesis that limits consideration to variations on a generalized localize-reach-grasp control policy. A new learning algorithm, known as schema structured learning, is used to learn which instantiations of the generalized policy are most likely to lead to a successful grasp in different problem contexts. Two experiments are described where Dexter, a bimanual upper torso, learns to select an appropriate grasp strategy as a function of object eccentricity and orientation. In addition, it is shown that grasp skills learned in this way can generalize to new objects. Results are presented showing that after learning how to grasp a small, representative set of objects, the robot's performance quantitatively improves for similar objects that it has not experienced before.
Educating Managers to Create Healthy Workplaces

ERIC Educational Resources Information Center

Gilbreath, Brad

2012-01-01

This article provides management educators with a comprehensive, research-based set of concepts they can use to enrich students' understanding of how to create healthy workplaces. To assist with that endeavor, learning objectives related to creating healthy workplaces are provided. Work environment stressors are discussed along with human and…
Elective Self-Care Course Emphasizing Critical Reasoning Principles

PubMed Central

2011-01-01

Objectives. To create, implement, and assess a self-directed online course based on 3 critical reasoning principles to develop pharmacy students’ skills in literature appraisal, content, metacognition, and assessment. Design. Students completed 3 assignments for the course: compile a literature appraisal on a healthcare topic; plan learning objectives and meta-cognitive skills for a learning module; and create a case-based online lesson with multi-structured feedback. Assessment. An online exit survey evaluated students’ perceptions regarding development of ACE (agency, collaboration, expertise) principles and preparation for competency. Students reported acquisition of ACE principles and noted improvements in their learning approaches, sense of responsibility for individual and community learning, skills, and confidence. Conclusions. An online elective course in self-care addressed practice standards for patient safety, maintenance of competency, and interprofessional education by emphasizing critical reasoning skills. PMID:22171110
Spool-Loom Creations Take Center Stage.

ERIC Educational Resources Information Center

Herberholz, Barbara

2002-01-01

Presents an art lesson in which students used the spool knitting technique to create finger puppets. Describes the process in detail for creating the puppets. Lists the learning objectives and the materials needed for the project. (CMK)
Object Oriented Learning Objects in Online Education: A Framework and Example.

ERIC Educational Resources Information Center

Rincon, Lilian; Parker, Drew

Online learning is coming of age in both postsecondary education and industry. The courses now offered online range from kinesiology to mathematics to complete M.B.A. programs. The growing popularity of online education has created a need to reduce costs without diminishing the value of the edification. In response to this need, an instructional…
Semantic Linking of Learning Object Repositories to DBpedia

ERIC Educational Resources Information Center

Lama, Manuel; Vidal, Juan C.; Otero-Garcia, Estefania; Bugarin, Alberto; Barro, Senen

2012-01-01

Large-sized repositories of learning objects (LOs) are difficult to create and also to maintain. In this paper we propose a way to reduce this drawback by improving the classification mechanisms of the LO repositories. Specifically, we present a solution to automate the LO classification of the Universia repository, a collection of more than 15…
The Role of Unconscious Information Processing in the Acquisition and Learning of Instructional Messages

ERIC Educational Resources Information Center

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

2012-01-01

This review investigates how the unconscious information processing can create satisfactory learning outcomes, and can be used to ameliorate the challenges of teaching students to regulate their learning processes. The search for the ideal model of human information processing as regards achievement of teaching and learning objectives is a…

Advertising Art Work in Action.

ERIC Educational Resources Information Center

Skophammer, Karen

2002-01-01

Presents an activity where students select a social problem or cause and then create a poster to express something about the problem. States that students first learn about the history of posters. Includes learning objectives and an additional activity. (CMK)
An Introduction to Object-Oriented Programming with a Didactic Microworld: "objectKarel"

ERIC Educational Resources Information Center

Xinogalos, Stelios; Satratzemi, Maya; Dagdilelis, Vassilios

2006-01-01

The objects-first strategy to teaching programming has prevailed over the imperative-first and functional-first strategies during the last decade. However, the objects-first strategy has created added difficulties to both the teaching and learning of programming. In an attempt to confront these difficulties and support the objects-first strategy…
Automatically Producing Accessible Learning Objects

ERIC Educational Resources Information Center

Di Iorio, Angelo; Feliziani, Antonio Angelo; Mirri, Silvia; Salomoni, Paola; Vitali, Fabio

2006-01-01

The "Anywhere, Anytime, Anyway" slogan is frequently associated to e-learning with the aim to emphasize the wide access offered by on-line education. Otherwise, learning materials are currently created to be used with a specific technology or configuration, leaving out from the virtual classroom students who have limited access capabilities and,…
Creating an Organic Knowledge-Building Environment within an Asynchronous Distributed Learning Context.

ERIC Educational Resources Information Center

Moller, Leslie; Prestera, Gustavo E.; Harvey, Douglas; Downs-Keller, Margaret; McCausland, Jo-Ann

2002-01-01

Discusses organic architecture and suggests that learning environments should be designed and constructed using an organic approach, so that learning is not viewed as a distinct human activity but incorporated into everyday performance. Highlights include an organic knowledge-building model; information objects; scaffolding; discourse action…
SKOPE-IT (Shareable Knowledge Objects as Portable Intelligent Tutors): Overlaying Natural Language Tutoring on an Adaptive Learning System for Mathematics

ERIC Educational Resources Information Center

Nye, Benjamin D.; Pavlik, Philip I., Jr.; Windsor, Alistair; Olney, Andrew M.; Hajeer, Mustafa; Hu, Xiangen

2018-01-01

Background: This study investigated learning outcomes and user perceptions from interactions with a hybrid intelligent tutoring system created by combining the AutoTutor conversational tutoring system with the Assessment and Learning in Knowledge Spaces (ALEKS) adaptive learning system for mathematics. This hybrid intelligent tutoring system (ITS)…
Knowledge Transfer in Health Care Through Digitally Collecting Learning Experiences - Results of Witra Care.

PubMed

Behrends, Marianne; Kupka, Thomas; Schmeer, Regina; Meyenburg-Altwarg, Iris; Marschollek, Michael

2016-01-01

The goal of the project Witra Care was to investigate how far the use of mobile technology is suitable to collect experience-based knowledge of nurses. Nine new employees and seven experienced nurses received for six weeks a mobile phone or a tablet pc with a mobile application that allowed them to collect learning object as pictures, videos, audio files or notes. In Witra Care the nurses created 303 learning objects. They have found the collecting of learning experiences was helpful for their learning processes. The learning objects demonstrate various aspects of daily routines in nursing. The results of Witra Care show that the documentation of learning experiences with mobile devices helps to gather information about the practical knowledge in the daily work of nurses, identifies individual learning needs of the employees and supports them in their personal learning processes.
Transforming clinical imaging and 3D data for virtual reality learning objects: HTML5 and mobile devices implementation.

PubMed

Trelease, Robert B; Nieder, Gary L

2013-01-01

Web deployable anatomical simulations or "virtual reality learning objects" can easily be produced with QuickTime VR software, but their use for online and mobile learning is being limited by the declining support for web browser plug-ins for personal computers and unavailability on popular mobile devices like Apple iPad and Android tablets. This article describes complementary methods for creating comparable, multiplatform VR learning objects in the new HTML5 standard format, circumventing platform-specific limitations imposed by the QuickTime VR multimedia file format. Multiple types or "dimensions" of anatomical information can be embedded in such learning objects, supporting different kinds of online learning applications, including interactive atlases, examination questions, and complex, multi-structure presentations. Such HTML5 VR learning objects are usable on new mobile devices that do not support QuickTime VR, as well as on personal computers. Furthermore, HTML5 VR learning objects can be embedded in "ebook" document files, supporting the development of new types of electronic textbooks on mobile devices that are increasingly popular and self-adopted for mobile learning. © 2012 American Association of Anatomists.
Motivation to E-Learn within Organizational Settings: An Exploratory Factor Structure

ERIC Educational Resources Information Center

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

2006-01-01

E-learning is expected to support organizations and individuals so they can become more adaptable and competitive. However, in order for organizations to realize the full potential of this technology, they should create and sustain the right context to foster learning in articulation with business objectives. This requires active participation and…
Competency-based goals, objectives, and linked evaluations for rheumatology training programs: a standardized template of learning activities from the Carolinas Fellows Collaborative.

PubMed

Criscione-Schreiber, Lisa G; Bolster, Marcy B; Jonas, Beth L; O'Rourke, Kenneth S

2013-06-01

American Council on Graduate Medical Education program requirements mandate that rheumatology training programs have written goals, objectives, and performance evaluations for each learning activity. Since learning activities are similar across rheumatology programs, we aimed to create competency-based goals and objectives (CBGO) and evaluations that would be generalizable nationally. Through an established collaboration of the 4 training programs' directors in North Carolina and South Carolina, we collaboratively composed CBGO and evaluations for each learning activity for rheumatology training programs. CBGO and linked evaluations were written using appropriate verbs based on Bloom's taxonomy. Draft documents were peer reviewed by faculty at the 4 institutions and by members of the American College of Rheumatology (ACR) Clinician Scholar Educator Group. We completed templates of CBGO for core and elective rotations and conferences. Templates detail progressive fellow performance improvement appropriate to educational level. Specific CBGO are mirrored in learning activity evaluations. Templates are easily modified to fit individual program attributes, have been successfully implemented by our 4 programs, and have proven their value in 4 residency review committee reviews. We propose adoption of these template CBGO by the ACR, with access available to all rheumatology training programs. Evaluation forms that exactly reflect stated objectives ensure that trainees are assessed using standardized measures and that trainees are aware of the learning expectations. The objectives mirrored in the evaluations closely align with the proposed milestones for internal medicine training, and will therefore be a useful starting point for creating these milestones in rheumatology. Copyright © 2013 by the American College of Rheumatology.
Use of SMART Learning Objectives to Introduce Continuing Professional Development Into the Pharmacy Curriculum

PubMed Central

Khandoobhai, Anand; Leadon, Kim

2012-01-01

Objective. To determine whether a 2-year continuing professional development (CPD) training program improved first-year (P1) and second-year (P2) pharmacy students’ ability to write SMART (specific, measurable, achievable, relevant, and timed) learning objectives. Design. First-year students completed live or online CPD training, including creating portfolios and writing SMART objectives prior to their summer introductory pharmacy practice experience (IPPE). In year 2, P1 and P2 students were included. SMART learning objectives were graded and analyzed. Assessment. On several objectives, the 2011 P1 students (n = 130) scored higher than did the P2 cohort (n = 105). In 2011, P2 students outscored their own performance in 2010. In 2011, P1 students who had been trained in online modules performed the same as did live-session trainees with respect to SMART objectives. Conclusion. With focused online or live training, students are capable of incorporating principles of CPD by writing SMART learning objectives. PMID:22611277
The influence of personality on neural mechanisms of observational fear and reward learning

PubMed Central

Hooker, Christine I.; Verosky, Sara C.; Miyakawa, Asako; Knight, Robert T.; D’Esposito, Mark

2012-01-01

Fear and reward learning can occur through direct experience or observation. Both channels can enhance survival or create maladaptive behavior. We used fMRI to isolate neural mechanisms of observational fear and reward learning and investigate whether neural response varied according to individual differences in neuroticism and extraversion. Participants learned object-emotion associations by observing a woman respond with fearful (or neutral) and happy (or neutral) facial expressions to novel objects. The amygdala-hippocampal complex was active when learning the object-fear association, and the hippocampus was active when learning the object-happy association. After learning, objects were presented alone; amygdala activity was greater for the fear (vs. neutral) and happy (vs. neutral) associated object. Importantly, greater amygdala-hippocampal activity during fear (vs. neutral) learning predicted better recognition of learned objects on a subsequent memory test. Furthermore, personality modulated neural mechanisms of learning. Neuroticism positively correlated with neural activity in the amygdala and hippocampus during fear (vs. neutral) learning. Low extraversion/high introversion was related to faster behavioral predictions of the fearful and neutral expressions during fear learning. In addition, low extraversion/high introversion was related to greater amygdala activity during happy (vs. neutral) learning, happy (vs. neutral) object recognition, and faster reaction times for predicting happy and neutral expressions during reward learning. These findings suggest that neuroticism is associated with an increased sensitivity in the neural mechanism for fear learning which leads to enhanced encoding of fear associations, and that low extraversion/high introversion is related to enhanced conditionability for both fear and reward learning. PMID:18573512
The Role of Multicultural Information in Experiential Learning

ERIC Educational Resources Information Center

Shen, Lan

2011-01-01

This paper is based on the author's empirical experience in assisting cultural immersion programs through developing multicultural collections, promoting diversity resources, and creating a supportive information environment for faculty and students. After summarizing the significance, goals, learning objectives, and program models of cultural…
Web Instruction with the LBO Model.

ERIC Educational Resources Information Center

Agarwal, Rajshree; Day, A. Edward

2000-01-01

Presents a Web site that utilizes the Learning-by-Objective (LBO) model that integrates Internet tools for knowledge transmission, communication, and assessment of learning. Explains that the LBO model has been used in creating micro and macroeconomic course Web sites with WebCT software. (CMK)
CNC Programming I.

ERIC Educational Resources Information Center

Casey, Joe

This document contains five units for a course in computer numerical control (CNC) for computer-aided manufacturing. It is intended to familiarize students with the principles and techniques necessary to create proper CNC programs manually. Each unit consists of an introduction, instructional objectives, learning materials, learning activities,…
Passenger baggage object database (PBOD)

NASA Astrophysics Data System (ADS)

Gittinger, Jaxon M.; Suknot, April N.; Jimenez, Edward S.; Spaulding, Terry W.; Wenrich, Steve A.

2018-04-01

Detection of anomalies of interest in x-ray images is an ever-evolving problem that requires the rapid development of automatic detection algorithms. Automatic detection algorithms are developed using machine learning techniques, which would require developers to obtain the x-ray machine that was used to create the images being trained on, and compile all associated metadata for those images by hand. The Passenger Baggage Object Database (PBOD) and data acquisition application were designed and developed for acquiring and persisting 2-D and 3-D x-ray image data and associated metadata. PBOD was specifically created to capture simulated airline passenger "stream of commerce" luggage data, but could be applied to other areas of x-ray imaging to utilize machine-learning methods.
Guiding Age 10-11 Students to Notice the Salient Features of Physical Change Models in Chemistry Digital Learning Objects

ERIC Educational Resources Information Center

Gustafson, Brenda; Mahaffy, Peter; Martin, Brian

2015-01-01

This paper focuses on one Grade 5 class (9 females; 9 males) who worked in student-pairs to view five digital learning object (DLO) lessons created by the authors and meant to introduce students to the nature of models, the particle nature of matter, and physical change. Specifically, the paper focuses on whether DLO design elements could assist…
E-learning teaches attendings "how to" objectively assess pediatric urology trainees' surgery skills for orchiopexy.

PubMed

Fernandez, Nicolas; Maizels, Max; Farhat, Walid; Smith, Edwin; Liu, Dennis; Chua, Michael; Bhanji, Yasin

2018-04-01

Established methods to train pediatric urology surgery by residency training programs require updating in response to administrative changes such as new, reduced trainee duty hours. Therefore, new objective methods must be developed to teach trainees. We approached this need by creating e-learning to teach attendings objective assessment of trainee skills using the Zwisch scale, an established assessment tool. The aim of this study was to identify whether or not e-learning is an appropriate platform for effective teaching of this assessment tool, by assessing inter-rater correlation of assessments made by the attendings after participation in the e-learning. Pediatric orchiopexy was used as the index case. An e-learning tool was created to teach attending surgeons objective assessment of trainees' surgical skills. First, e-learning content was created which showed the assessment method videotape of resident surgery done in the operating room. Next, attendings were enrolled to e-learn this method. Finally, the ability of enrollees to assess resident surgery skill performance was tested. Namely, test video was made showing a trainee performing inguinal orchiopexy. All enrollees viewed the same online videos. Assessments of surgical skills (Zwisch scale) were entered into an online survey. Data were analyzed by intercorrelation coefficient kappa analysis (strong correlation was ICC ≥ 0.7). A total of 11 attendings were enrolled. All accessed the online learning and then made assessments of surgical skills trainees showed on videotapes. The e-learning comprised three modules: 1. "Core concepts," in which users learned the assessment tool methods; 2. "Learn to assess," in which users learned how to assess by watching video clips, explaining the assessment method; and 3. "Test," in which users tested their skill at making assessments by watching video clips and then actively inputting their ratings of surgical and global skills as viewed in the video clips (Figure). A total of 89 surgical skill ratings were performed with 56 (65%) exact matches between raters and 89 (100%) matched within one rank. Interclass correlation coefficient (ANOVA) showed statistically significant correlation. (r = 0.725, 95% CI 0.571-0.837, F = 3.976, p ≤ 0.00001). Kappa analysis of inter-rater reliability showed strong consensus between attendings for average measures with ICC = 0.71, 95% CI 0.46-0.95 (p = 0.03). We launched e-learning to teach pediatric urology attendings "how to" assess trainee surgical skills objectively (Zwisch scale). After e-learning, there was strong inter-rater correlation in assessments made. We plan to extend such e-learning to pediatric urology surgical training programs. Copyright © 2017 Journal of Pediatric Urology Company. Published by Elsevier Ltd. All rights reserved.
Using transfer learning to detect galaxy mergers

NASA Astrophysics Data System (ADS)

Ackermann, Sandro; Schawinksi, Kevin; Zhang, Ce; Weigel, Anna K.; Turp, M. Dennis

2018-05-01

We investigate the use of deep convolutional neural networks (deep CNNs) for automatic visual detection of galaxy mergers. Moreover, we investigate the use of transfer learning in conjunction with CNNs, by retraining networks first trained on pictures of everyday objects. We test the hypothesis that transfer learning is useful for improving classification performance for small training sets. This would make transfer learning useful for finding rare objects in astronomical imaging datasets. We find that these deep learning methods perform significantly better than current state-of-the-art merger detection methods based on nonparametric systems like CAS and GM20. Our method is end-to-end and robust to image noise and distortions; it can be applied directly without image preprocessing. We also find that transfer learning can act as a regulariser in some cases, leading to better overall classification accuracy (p = 0.02). Transfer learning on our full training set leads to a lowered error rate from 0.0381 down to 0.0321, a relative improvement of 15%. Finally, we perform a basic sanity-check by creating a merger sample with our method, and comparing with an already existing, manually created merger catalogue in terms of colour-mass distribution and stellar mass function.
Teachers' Perceptions of the Learning Environment and Their Knowledge Base in a Training Program for Novice University Teachers

ERIC Educational Resources Information Center

Johannes, Christine; Fendler, Jan; Seidel, Tina

2013-01-01

Despite the complexity of teaching, learning to teach in universities is often "learning by doing". To provide novice university teachers with pedagogic teaching knowledge and to help them develop specific teaching objectives, we created a structured, video-based, one-year training program. In focusing on the core features of…
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…

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…
Exploiting Distance Technology to Foster Experimental Design as a Neglected Learning Objective in Labwork in Chemistry

ERIC Educational Resources Information Center

d'Ham, Cedric; de Vries, Erica; Girault, Isabelle; Marzin, Patricia

2004-01-01

This paper deals with the design process of a remote laboratory for labwork in chemistry. In particular, it focuses on the mutual dependency of theoretical conjectures about learning in the experimental sciences and technological opportunities in creating learning environments. The design process involves a detailed analysis of the expert task and…
Design Guide for Earth System Science Education: Common Student Learning Objectives and Special Pedagogical Approaches

NASA Astrophysics Data System (ADS)

Baker, D.

2006-12-01

As part of the NASA-supported undergraduate Earth System Science Education (ESSE) program, fifty-seven institutions have developed and implemented a wide range of Earth system science (ESS) courses, pedagogies, and evaluation tools. The Teaching, Learning, and Evaluation section of USRA's online ESSE Design Guide showcases these ESS learning environments. This Design Guide section also provides resources for faculty who wish to develop ESS courses. It addresses important course design issues including prior student knowledge and interests, student learning objectives, learning resources, pedagogical approaches, and assessments tied to student learning objectives. The ESSE Design Guide provides links to over 130 ESS course syllabi at introductory, senior, and graduate levels. ESS courses over the past 15 years exhibit common student learning objectives and unique pedagogical approaches. From analysis of ESS course syllabi, seven common student learning objectives emerged: 1) demonstrate systems thinking, 2) develop an ESS knowledge base, 3) apply ESS to the human dimension, 4) expand and apply analytical skills, 5) improve critical thinking skills, 6) build professional/career skills, and 7) acquire an enjoyment and appreciation for science. To meet these objectives, ESSE often requires different ways of teaching than in traditional scientific disciplines. This presentation will highlight some especially successful pedagogical approaches for creating positive and engaging ESS learning environments.
Designing Web-based telemedicine training for military health care providers.

PubMed

Bangert, D; Doktor, R; Johnson, E

2001-01-01

The purpose of the study was to ascertain those learning objectives that will initiate increased use of telemedicine by military health care providers. Telemedicine is increasingly moving to the center of the health care industry's service offerings. As this migration occurs, health professionals will require training for proper and effective change management. The United States Department of Defense (DoD) is embracing the use of telemedicine and wishes to use Web-based training as a tool for effective change management to increase use. This article summarizes the findings of an educational needs assessment of military health care providers for the creation of the DoD Web-based telemedicine training curriculum. Forty-eight health care professionals were interviewed and surveyed to capture their opinions on what learning objectives a telemedicine training curriculum should include. Twenty learning objectives were found to be needed in a telemedicine training program. These 20 learning objectives were grouped into four learning clusters that formed the structure for the training program. In order of importance, the learning clusters were clinical, technical, organizational, and introduction to telemedicine. From these clusters, five Web-based modules were created, with two addressing clinical learning needs and one for each of the other learning objective clusters.
Culturally Responsive Teaching Knowledge and Practices of Online Faculty

ERIC Educational Resources Information Center

Heitner, Keri L.; Jennings, Miranda

2016-01-01

Cultural differences between faculty and their students can create important challenges that affect the quality and efficacy of online teaching and learning. The objectives of this study were to: (a) create and pilot test an assessment for online faculty to measure culturally responsive teaching knowledge (CRT) and culturally responsive…
Multimedia Madness: Creating with a Purpose

ERIC Educational Resources Information Center

Bodley, Barb; Bremer, Janet

2004-01-01

High school students working in a project-driven environment create "projects with a purpose" that give younger students technology-based activities to help them practice skills in reading, math, spelling and science. An elective semester-long course using the Macromedia suite of programs with the objective of learning the software skills of…
Building Strong Community Partnerships: Equal Voice and Mutual Benefits

ERIC Educational Resources Information Center

Oberg De La Garza, Tammy; Moreno Kuri, Lissette

2014-01-01

This article explores an urban partnership and service-learning project deliberately created to improve literacy and strengthen learning communities in an urban, Latino neighborhood of Chicago. The project aligns activities and objectives with resources and needs of university participants, a Latino community organization, and local public…
The Nature of an Object-Oriented Program: How Do Practitioners Understand the Nature of What They Are Creating?

ERIC Educational Resources Information Center

Thompson, Errol; Kinshuk

2011-01-01

Object-oriented programming is seen as a difficult skill to master. There is considerable debate about the most appropriate way to introduce novice programmers to object-oriented concepts. Is it possible to uncover what the critical aspects or features are that enhance the learning of object-oriented programming? Practitioners have differing…
Learning-based stochastic object models for characterizing anatomical variations

NASA Astrophysics Data System (ADS)

Dolly, Steven R.; Lou, Yang; Anastasio, Mark A.; Li, Hua

2018-03-01

It is widely known that the optimization of imaging systems based on objective, task-based measures of image quality via computer-simulation requires the use of a stochastic object model (SOM). However, the development of computationally tractable SOMs that can accurately model the statistical variations in human anatomy within a specified ensemble of patients remains a challenging task. Previously reported numerical anatomic models lack the ability to accurately model inter-patient and inter-organ variations in human anatomy among a broad patient population, mainly because they are established on image data corresponding to a few of patients and individual anatomic organs. This may introduce phantom-specific bias into computer-simulation studies, where the study result is heavily dependent on which phantom is used. In certain applications, however, databases of high-quality volumetric images and organ contours are available that can facilitate this SOM development. In this work, a novel and tractable methodology for learning a SOM and generating numerical phantoms from a set of volumetric training images is developed. The proposed methodology learns geometric attribute distributions (GAD) of human anatomic organs from a broad patient population, which characterize both centroid relationships between neighboring organs and anatomic shape similarity of individual organs among patients. By randomly sampling the learned centroid and shape GADs with the constraints of the respective principal attribute variations learned from the training data, an ensemble of stochastic objects can be created. The randomness in organ shape and position reflects the learned variability of human anatomy. To demonstrate the methodology, a SOM of an adult male pelvis is computed and examples of corresponding numerical phantoms are created.
Constructivist Learning of Anatomy: Gaining Knowledge by Creating Anatomical Casts

ERIC Educational Resources Information Center

Hermiz, David J.; O'Sullivan, Daniel J.; Lujan, Heidi L.; DiCarlo, Stephen E.

2011-01-01

Educators are encouraged to provide inquiry-based, collaborative, and problem solving activities that enhance learning and promote curiosity, skepticism, objectivity, and the use of scientific reasoning. Making anatomical casts or models by injecting solidifying substances into organs is an example of a constructivist activity for achieving these…
Weekly active-learning activities in a drug information and literature evaluation course.

PubMed

Timpe, Erin M; Motl, Susannah E; Eichner, Samantha F

2006-06-15

To incorporate learning activities into the weekly 2-hour Drug Information and Literature Evaluation class sessions to improve student ability and confidence in performing course objectives, as well as to assess student perception of the value of these activities. In-class activities that emphasized content and skills taught within class periods were created and implemented. Three different surveys assessing student ability and confidence in completing drug information and literature retrieval and evaluation tasks were administered prior to and following the appropriate class sessions. At the completion of the course, an additional evaluation was administered to assess the students' impressions of the value of the learning activities. Students reported increased ability and confidence in all course objectives. The teaching activities were also stated to be useful in students' learning of the material. Incorporation of weekly learning activities resulted in an improvement in student ability and confidence to perform course objectives. Students considered these activities to be beneficial and to contribute to the completion of course objectives.
Exploring Metaskills of Knowledge-Creating Inquiry in Higher Education

ERIC Educational Resources Information Center

Muukkonen, Hanni; Lakkala, Minna

2009-01-01

The skills of knowledge-creating inquiry are explored as a challenge for higher education. The knowledge-creation approach to learning provides a theoretical tool for addressing them: In addition to the individual and social aspects in regulation of inquiry, the knowledge-creation approach focuses on aspects related to advancing shared objects of…
Cloning, Creating, or Merely Mutating? Translating Traditional Instructional Materials for Use in Electronic Learning Spaces.

ERIC Educational Resources Information Center

Fulkerth, Robert

This paper discusses the processes and outcomes of translating a traditionally-taught business writing course into the online format, using bulletin board software. The paper covers creating, teaching, and managing the online business writing course at Golden Gate University (San Francisco, California). Pedagogical objectives are to emulate group…
Multi-documents summarization based on clustering of learning object using hierarchical clustering

NASA Astrophysics Data System (ADS)

Mustamiin, M.; Budi, I.; Santoso, H. B.

2018-03-01

The Open Educational Resources (OER) is a portal of teaching, learning and research resources that is available in public domain and freely accessible. Learning contents or Learning Objects (LO) are granular and can be reused for constructing new learning materials. LO ontology-based searching techniques can be used to search for LO in the Indonesia OER. In this research, LO from search results are used as an ingredient to create new learning materials according to the topic searched by users. Summarizing-based grouping of LO use Hierarchical Agglomerative Clustering (HAC) with the dependency context to the user’s query which has an average value F-Measure of 0.487, while summarizing by K-Means F-Measure only has an average value of 0.336.
IYL project: pinky-powered photons

NASA Astrophysics Data System (ADS)

Dreyer, Elizabeth F. C.; Aku-Leh, Cynthia; Nees, John A.; Sala, Anca L.; Smith, Arlene; Jones, Timothy

2016-09-01

Pinky-powered Photons is an activity created by the Michigan Light Project during the International Year of Light to encourage creativity in learning about light. It is a low-cost project. Participants make and take home a colorful LED light powered entirely by their fingers. Younger visitors "package" the electrical element into their own creation while older visitors solder the electrical parts together and then create their own design. This paper will detail the learning objectives and outcomes of this project as well as how to implement it in an outreach event or classroom.
And Then a Miracle Occurs! Ensuring the Successful Implementation of Enterpisewide EPSS and E-Learning from Day One.

ERIC Educational Resources Information Center

Stone, Deborah L.; Villachica, Steven W.

2003-01-01

Provides suggestions to ensure the success of electronic performance support systems (EPSS) and electronic learning, including creating hybrid solutions; aligning EPSS with business objectives and performance requirements; change management efforts; and rapid application development to lower costs, shrink schedules, and improve quality.…
The CAMILLE Project: Espana Interactiva (The CAMILLE Project: Interactive Spanish).

ERIC Educational Resources Information Center

Gimeno, Ana; Ingraham, Bruce

CAMILLE's primary objective is to exploit recent developments in multimedia computing to create a flexible, student-centered, electronic language learning environment to support the acquisition of a second language. The consortium's first target was to produce a learning resource for beginners of Spanish and another for beginners of Dutch, as well…
Crosscutting Runtime Adaptations of LD Execution

ERIC Educational Resources Information Center

Zarraonandia, Telmo; Dodero, Juan Manuel; Fernandez, Camino

2006-01-01

In this paper, the authors describe a mechanism for the introduction of small variations in the original learning design process defined in a particular Unit of Learning (UoL). The objective is to increase the UoL reusability by offering the designers an alternative to introduce slight variations on the original design instead of creating a new…
Constructing a Public Popular Education in Sao Paulo, Brazil.

ERIC Educational Resources Information Center

Wong, Pia Lindquist

1995-01-01

Examines school reform implemented by Paulo Freire and the Workers' Party in Sao Paulo during 1989-92. Focuses on various institutional mechanisms created to support teachers' efforts to learn the skills necessary for realization of reform objectives. Appendices list reform objectives and outline phases and activities in a teacher-directed…
Monocular Depth Perception and Robotic Grasping of Novel Objects

DTIC Science & Technology

2009-06-01

resulting algorithm is able to learn monocular vision cues that accurately estimate the relative depths of obstacles in a scene. Reinforcement learning ... learning still make sense in these settings? Since many of the cues that are useful for estimating depth can be re-created in synthetic images, we...supervised learning approach to this problem, and use a Markov Random Field (MRF) to model the scene depth as a function of the image features. We show

Problem Based Learning (PBL) - An Effective Approach to Improve Learning Outcomes in Medical Teaching.

PubMed

Preeti, Bajaj; Ashish, Ahuja; Shriram, Gosavi

2013-12-01

As the "Science of Medicine" is getting advanced day-by-day, need for better pedagogies & learning techniques are imperative. Problem Based Learning (PBL) is an effective way of delivering medical education in a coherent, integrated & focused manner. It has several advantages over conventional and age-old teaching methods of routine. It is based on principles of adult learning theory, including student's motivation, encouragement to set goals, think critically about decision making in day-to-day operations. Above all these, it stimulates challenge acceptance and learning curiosity among students and creates pragmatic educational program. To measure the effectiveness of the "Problem Based Learning" as compared to conventional theory/didactic lectures based learning. The study was conducted on 72 medical students from Dayanand Medical College & Hospital, Ludhiana. Two modules of problem based sessions designed and delivered. Pre & Post-test score's scientific statistical analysis was done. Student feed-back received based on questionnaire in the five-point Likert scale format. Significant improvement in overall performance observed. Feedback revealed majority agreement that "Problem-based learning" helped them create interest (88.8 %), better understanding (86%) & promotes self-directed subject learning (91.6 %). Substantial improvement in the post-test scores clearly reveals acceptance of PBL over conventional learning. PBL ensures better practical learning, ability to create interest, subject understanding. It is a modern-day educational strategy, an effective tool to objectively improve the knowledge acquisition in Medical Teaching.
How category learning affects object representations: Not all morphspaces stretch alike

PubMed Central

Folstein, Jonathan R.; Gauthier, Isabel; Palmeri, Thomas J.

2012-01-01

How does learning to categorize objects affect how we visually perceive them? Behavioral, neurophysiological, and neuroimaging studies have tested the degree to which category learning influences object representations, with conflicting results. Some studies find that objects become more visually discriminable along dimensions relevant to previously learned categories, while others find no such effect. One critical factor we explore here lies in the structure of the morphspaces used in different studies. Studies finding no increase in discriminability often use “blended” morphspaces, with morphparents lying at corners of the space. By contrast, studies finding increases in discriminability use “factorial” morphspaces, defined by separate morphlines forming axes of the space. Using the same four morphparents, we created both factorial and blended morphspaces matched in pairwise discriminability. Category learning caused a selective increase in discriminability along the relevant dimension of the factorial space, but not in the blended space, and led to the creation of functional dimensions in the factorial space, but not in the blended space. These findings demonstrate that not all morphspaces stretch alike: Only some morphspaces support enhanced discriminability to relevant object dimensions following category learning. Our results have important implications for interpreting neuroimaging studies reporting little or no effect of category learning on object representations in the visual system: Those studies may have been limited by their use of blended morphspaces. PMID:22746950
The LGBTQ Component of 21st-Century Music Teacher Training: Strategies for Inclusion from the Research Literature

ERIC Educational Resources Information Center

Garrett, Matthew L.

2012-01-01

Music is important to the development of multidimensional future adults. Students have self-reported the value of music in their lives. Music educators, therefore, have a unique opportunity to create inclusive learning environments. Music learning objectives are often rooted in development of rehearsal techniques and performance skills. However,…
Interaction of Students' Academic Background and Support Levels in a Resource-Based Learning Environment on Earth's Movement

ERIC Educational Resources Information Center

So, Wing Mui Winnie; Kong, Siu Cheung

2010-01-01

This research aims to study how a resource-based learning environment (RBLE) helps primary students develop better understanding of the Earth's movement. One objective of the study is to establish an RBLE by creating authentic contexts, selecting appropriate resources, designing relevant tools and adopting necessary scaffolds. The other objective…
Using Virtual Worlds to Identify Multidimensional Student Engagement in High School Foreign Language Learning Classrooms

ERIC Educational Resources Information Center

Jacob, Laura Beth

2012-01-01

Virtual world environments have evolved from object-oriented, text-based online games to complex three-dimensional immersive social spaces where the lines between reality and computer-generated begin to blur. Educators use virtual worlds to create engaging three-dimensional learning spaces for students, but the impact of virtual worlds in…
Testing Methodology in the Student Learning Process

ERIC Educational Resources Information Center

Gorbunova, Tatiana N.

2017-01-01

The subject of the research is to build methodologies to evaluate the student knowledge by testing. The author points to the importance of feedback about the mastering level in the learning process. Testing is considered as a tool. The object of the study is to create the test system models for defence practice problems. Special attention is paid…
An impoverished machine: challenges to human learning and instructional technology.

PubMed

Taraban, Roman

2008-08-01

Many of the limitations to human learning and processing identified by cognitive psychologists over the last 50 years still hold true, including computational constraints, low learning rates, and unreliable processing. Instructional technology can be used in classrooms and in other learning contexts to address these limitations to learning. However, creating technological innovations is not enough. As part of psychological science, the development and assessment of instructional systems should be guided by theories and practices within the discipline. The technology we develop should become an object of research like other phenomena that are studied. In the present article, I present an informal account of my own work in assessing instructional technology for engineering thermodynamics to show not only the benefits, but also the limitations, in studying the technology we create. I conclude by considering several ways of advancing the development of instructional technology within the SCiP community, including interdisciplinary research and envisioning learning contexts that differ radically from traditional learning focused on lectures and testing.
Using the iBook in medical education and healthcare settings--the iBook as a reusable learning object; a report of the author's experience using iBooks Author software.

PubMed

Payne, Karl Fb; Goodson, Alexander Mc; Tahim, Arpan; Wharrad, Heather J; Fan, Kathleen

2012-12-01

The recently launched iBooks 2 from Apple has created a new genre of 'interactive multimedia eBook'. This article aims to dscribe the benefit of the iBook in a medical education and healthcare setting. We discuss the attributes of an iBook as compared with the requirements of the conventional web-based Reusable Learning Object. The structure and user interface within an iBook is highlighted, and the iBook-creating software iBooks Author is discussed in detail. A report of personal experience developing and distributing an iBook for junior trainees in oral and maxillofacial surgery is provided, with discussion of the limitations of this approach and the need for further evidence-based studies.
Job-Embedded Professional Development: How School Leaders Create and Support the Structures for Improved Teacher Effectiveness

ERIC Educational Resources Information Center

Hussey, Maureen P.

2013-01-01

This study was an exploration of the steps school leaders take when creating site-based professional support for school-based staff. The objective was to learn the steps taken by school leaders to implement job-embedded professional development practices and to identify the impact those steps had on the teachers, the students, and the school…
Creating Domain Independent Adaptive E-Learning Systems Using the Sharable Content Object Reference Model

ERIC Educational Resources Information Center

Watson, Jason; Ahmed, Pervaiz K.; Hardaker, Glenn

2007-01-01

Purpose: This research aims to investigate how a generic web-based ITS can be created which will adapt the training content in real time, to the needs of the individual trainee across any domain. Design/methodology/approach: After examining the various alternatives SCORM was adopted in this project because it provided an infrastructure that makes…
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.
A Simulated Learning Environment for Teaching Medicine Dispensing Skills

PubMed Central

Styles, Kim; Sewell, Keith; Trinder, Peta; Marriott, Jennifer; Maher, Sheryl; Naidu, Som

2016-01-01

Objective. To develop an authentic simulation of the professional practice dispensary context for students to develop their dispensing skills in a risk-free environment. Design. A development team used an Agile software development method to create MyDispense, a web-based simulation. Modeled on virtual learning environments elements, the software employed widely available standards-based technologies to create a virtual community pharmacy environment. Assessment. First-year pharmacy students who used the software in their tutorials, were, at the end of the second semester, surveyed on their prior dispensing experience and their perceptions of MyDispense as a tool to learn dispensing skills. Conclusion. The dispensary simulation is an effective tool for helping students develop dispensing competency and knowledge in a safe environment. PMID:26941437
Contextualized Interdisciplinary Learning in Mainstream Schools Using Augmented Reality-Based Technology: A Dream or Reality?

ERIC Educational Resources Information Center

Ong, Alex

2010-01-01

The use of augmented reality (AR) tools, where virtual objects such as tables and graphs can be displayed and be interacted with in real scenes created from imaging devices, in mainstream school curriculum is uncommon, as they are potentially costly and sometimes bulky. Thus, such learning tools are mainly applied in tertiary institutions, such as…
Creating Curriculum of English for Conservative Tourism for Junior Guides to Promote Tourist Attractions in Thailand

ERIC Educational Resources Information Center

Wimontham, Onsiri

2018-01-01

This research was supported the research fund of 2017 by Office of the Higher Education Commission of Thailand. The objectives of this research are listed: (1) To form the model of teaching and learning English for local development by English curriculum (B. Ed.) students' participation in training on out-of-classroom learning management, which…
Losing the Red Pen: Video Grading Feedback in Distance and Blended Learning Writing Courses

ERIC Educational Resources Information Center

Jones, Lisa Ann

2014-01-01

This paper will give a step-by-step demonstration on how to create MP4 files to video-grade undergraduate writing assignments. The process of using prepared rubrics to guide video and audio feedback will be presented and examples shown. This assessment method provides students with personalized video-feedback as a re-usable learning object. The…
Headspace Theater: An Innovative Method for Experiential Learning of Psychiatric Symptomatology Using Modified Role-Playing and Improvisational Theater Techniques

ERIC Educational Resources Information Center

Ballon, Bruce C.; Silver, Ivan; Fidler, Donald

2007-01-01

Objective: Headspace Theater has been developed to allow small group learning of psychiatric conditions by creating role-play situations in which participants are placed in a scenario that simulates the experience of the condition. Method: The authors conducted a literature review of role-playing techniques, interactive teaching, and experiential…
Reproducible Computing: a new Technology for Statistics Education and Educational Research

NASA Astrophysics Data System (ADS)

Wessa, Patrick

2009-05-01

This paper explains how the R Framework (http://www.wessa.net) and a newly developed Compendium Platform (http://www.freestatistics.org) allow us to create, use, and maintain documents that contain empirical research results which can be recomputed and reused in derived work. It is illustrated that this technological innovation can be used to create educational applications that can be shown to support effective learning of statistics and associated analytical skills. It is explained how a Compendium can be created by anyone, without the need to understand the technicalities of scientific word processing (L style="font-variant: small-caps">ATEX) or statistical computing (R code). The proposed Reproducible Computing system allows educational researchers to objectively measure key aspects of the actual learning process based on individual and constructivist activities such as: peer review, collaboration in research, computational experimentation, etc. The system was implemented and tested in three statistics courses in which the use of Compendia was used to create an interactive e-learning environment that simulated the real-world process of empirical scientific research.
Creating technical heritage object replicas in a virtual environment

NASA Astrophysics Data System (ADS)

Egorova, Olga; Shcherbinin, Dmitry

2016-03-01

The paper presents innovative informatics methods for creating virtual technical heritage replicas, which are of significant scientific and practical importance not only to researchers but to the public in general. By performing 3D modeling and animation of aircrafts, spaceships, architectural-engineering buildings, and other technical objects, the process of learning is achieved while promoting the preservation of the replicas for future generations. Modern approaches based on the wide usage of computer technologies attract a greater number of young people to explore the history of science and technology and renew their interest in the field of mechanical engineering.
Throw Away Those Erasers! Building Dragons with Basic Shapes.

ERIC Educational Resources Information Center

Parker, Karen

2003-01-01

Describes an art lesson for second-grade students that uses basic shapes to paint pictures of dragons. Discusses how the students created their dragons and lists the art materials needed. Includes a list of learning objectives. (CMK)
Combining Digital Archives Content with Serious Game Approach to Create a Gamified Learning Experience

NASA Astrophysics Data System (ADS)

Shih, D.-T.; Lin, C. L.; Tseng, C.-Y.

2015-08-01

This paper presents an interdisciplinary to develop content-aware application that combines game with learning on specific categories of digital archives. The employment of content-oriented game enhances the gamification and efficacy of learning in culture education on architectures and history of Hsinchu County, Taiwan. The gamified form of the application is used as a backbone to support and provide a strong stimulation to engage users in learning art and culture, therefore this research is implementing under the goal of "The Digital ARt/ARchitecture Project". The purpose of the abovementioned project is to develop interactive serious game approaches and applications for Hsinchu County historical archives and architectures. Therefore, we present two applications, "3D AR for Hukou Old " and "Hsinchu County History Museum AR Tour" which are in form of augmented reality (AR). By using AR imaging techniques to blend real object and virtual content, the users can immerse in virtual exhibitions of Hukou Old Street and Hsinchu County History Museum, and to learn in ubiquitous computing environment. This paper proposes a content system that includes tools and materials used to create representations of digitized cultural archives including historical artifacts, documents, customs, religion, and architectures. The Digital ARt / ARchitecture Project is based on the concept of serious game and consists of three aspects: content creation, target management, and AR presentation. The project focuses on developing a proper approach to serve as an interactive game, and to offer a learning opportunity for appreciating historic architectures by playing AR cards. Furthermore, the card game aims to provide multi-faceted understanding and learning experience to help user learning through 3D objects, hyperlinked web data, and the manipulation of learning mode, and then effectively developing their learning levels on cultural and historical archives in Hsinchu County.

Governance and assessment in a widely distributed medical education program in Australia.

PubMed

Solarsh, Geoff; Lindley, Jennifer; Whyte, Gordon; Fahey, Michael; Walker, Amanda

2012-06-01

The learning objectives, curriculum content, and assessment standards for distributed medical education programs must be aligned across the health care systems and community contexts in which their students train. In this article, the authors describe their experiences at Monash University implementing a distributed medical education program at metropolitan, regional, and rural Australian sites and an offshore Malaysian site, using four different implementation models. Standardizing learning objectives, curriculum content, and assessment standards across all sites while allowing for site-specific implementation models created challenges for educational alignment. At the same time, this diversity created opportunities to customize the curriculum to fit a variety of settings and for innovations that have enriched the educational system as a whole.Developing these distributed medical education programs required a detailed review of Monash's learning objectives and curriculum content and their relevance to the four different sites. It also required a review of assessment methods to ensure an identical and equitable system of assessment for students at all sites. It additionally demanded changes to the systems of governance and the management of the educational program away from a centrally constructed and mandated curriculum to more collaborative approaches to curriculum design and implementation involving discipline leaders at multiple sites.Distributed medical education programs, like that at Monash, in which cohorts of students undertake the same curriculum in different contexts, provide potentially powerful research platforms to compare different pedagogical approaches to medical education and the impact of context on learning outcomes.
Online faculty development for creating E-learning materials.

PubMed

Niebuhr, Virginia; Niebuhr, Bruce; Trumble, Julie; Urbani, Mary Jo

2014-01-01

Faculty who want to develop e-learning materials face pedagogical challenges of transforming instruction for the online environment, especially as many have never experienced online learning themselves. They face technical challenges of learning new software and time challenges of not all being able to be in the same place at the same time to learn these new skills. The objective of the Any Day Any Place Teaching (ADAPT) faculty development program was to create an online experience in which faculty could learn to produce e-learning materials. The ADAPT curriculum included units on instructional design, copyright principles and peer review, all for the online environment, and units on specific software tools. Participants experienced asynchronous and synchronous methods, including a learning management system, PC-based videoconferencing, online discussions, desktop sharing, an online toolbox and optional face-to-face labs. Project outcomes were e-learning materials developed and participants' evaluations of the experience. Likert scale responses for five instructional units (quantitative) were analyzed for distance from neutral using one-sample t-tests. Interview data (qualitative) were analyzed with assurance of data trustworthiness and thematic analysis techniques. Participants were 27 interprofessional faculty. They evaluated the program instruction as easy to access, engaging and logically presented. They reported increased confidence in new skills and increased awareness of copyright issues, yet continued to have time management challenges and remained uncomfortable about peer review. They produced 22 new instructional materials. Online faculty development methods are helpful for faculty learning to create e-learning materials. Recommendations are made to increase the success of such a faculty development program.
Creating photo-realistic works in a 3D scene using layers styles to create an animation

NASA Astrophysics Data System (ADS)

Avramescu, A. M.

2015-11-01

Creating realist objects in a 3D scene is not an easy work. We have to be very careful to make the creation very detailed. If we don't know how to make these photo-realistic works, by using the techniques and a good reference photo we can create an amazing amount of detail and realism. For example, in this article there are some of these detailed methods from which we can learn the techniques necessary to make beautiful and realistic objects in a scene. More precisely, in this paper, we present how to create a 3D animated scene, mainly using the Pen Tool and Blending Options. Indeed, this work is based on teaching some simple ways of using the Layer Styles to create some great shadows, lights, textures and a realistic sense of 3 Dimension. The present work involves also showing how some interesting ways of using the illuminating and rendering options can create a realistic effect in a scene. Moreover, this article shows how to create photo realistic 3D models from a digital image. The present work proposes to present how to use Illustrator paths, texturing, basic lighting and rendering, how to apply textures and how to parent the building and objects components. We also propose to use this proposition to recreate smaller details or 3D objects from a 2D image. After a critic art stage, we are able now to present in this paper the architecture of a design method that proposes to create an animation. The aim is to create a conceptual and methodological tutorial to address this issue both scientifically and in practice. This objective also includes proposing, on strong scientific basis, a model that gives the possibility of a better understanding of the techniques necessary to create a realistic animation.
Creating Simple Windchill Admin Tools Using Info*Engine

NASA Technical Reports Server (NTRS)

Jones, Corey; Kapatos, Dennis; Skradski, Cory

2012-01-01

Being a Windchill administrator often requires performing simple yet repetitive tasks on large sets of objects. These can include renaming, deleting, checking in, undoing checkout, and much more. This is especially true during a migration. Fortunately, PTC has provided a simple way to dynamically interact with Windchill using Info*Engine. This presentation will describe how to create simple Info*Engine tasks capable of saving Windchill 10.0 administrators hours of tedious work. It will also show how these tasks can be combined and displayed on a simple JSP page that acts as a "Windchill Administrator Dashboard/Toolbox". The attendee will learn some valuable tasks Info*Engine capable of performing. The attendee will gain a basic understanding of how to perform and implement Info*Engine tasks. The attendee will learn what's involved in creating a JSP page that displays Info*Engine tasks
Assessment of Creativity-Based Learning Environment for Major Instrument Courses: A Case Study of Buca Faculty of Education, Department of Music Education

ERIC Educational Resources Information Center

Kaya, Asli; Bilen, Sermin

2016-01-01

The development of the creative potential of individuals is considered to be one of the requirements of modern education. As in all areas, the development of students' creative potential is also among the objectives of education programs in music education. The ability of music teachers to achieve this objective and create creative learning…
Nicephor[e]: a web-based solution for teaching forensic and scientific photography.

PubMed

Voisard, R; Champod, C; Furrer, J; Curchod, J; Vautier, A; Massonnet, G; Buzzini, P

2007-04-11

Nicephor[e] is a project funded by "Swiss Virtual Campus" and aims at creating a distant or mixed web-based learning system in forensic and scientific photography and microscopy. The practical goal is to organize series of on-line modular courses corresponding to the educational requirements of undergraduate academic programs. Additionally, this program could be used in the context of continuing educational programs. The architecture of the project is designed to guarantee a high level of knowledge in forensic and scientific photographic techniques, and to have an easy content production and the ability to create a number of different courses sharing the same content. The e-learning system Nicephor[e] consists of three different parts. The first one is a repository of learning objects that gathers all theoretical subject matter of the project such as texts, animations, images, and films. This repository is a web content management system (Typo3) that permits creating, publishing, and administrating dynamic content via a web browser as well as storing it into a database. The flexibility of the system's architecture allows for an easy updating of the content to follow the development of photographic technology. The instructor of a course can decide which modular contents need to be included in the course, and in which order they will be accessed by students. All the modular courses are developed in a learning management system (WebCT or Moodle) that can deal with complex learning scenarios, content distribution, students, tests, and interaction with instructor. Each course has its own learning scenario based on the goals of the course and the student's profile. The content of each course is taken from the content management system. It is then structured in the learning management system according to the pedagogical goals defined by the instructor. The modular courses are created in a highly interactive setting and offer autoevaluating tests to the students. The last part of the system is a digital assets management system (Extensis Portfolio). The practical portion of each course is to produce images of different marks or objects. The collection of all this material produced, indexed by the students and corrected by the instructor is essential to the development of a knowledge base of photographic techniques applied to a specific forensic subject. It represents also an extensible collection of different marks from known sources obtained under various conditions. It allows to reuse these images for creating image-based case files.
Twelve tips for blueprinting.

PubMed

Coderre, Sylvain; Woloschuk, Wayne; McLaughlin, Kevin

2009-04-01

Content validity is a requirement of every evaluation and is achieved when the evaluation content is congruent with the learning objectives and the learning experiences. Congruence between these three pillars of education can be facilitated by blueprinting. Here we describe an efficient process for creating a blueprint and explain how to use this tool to guide all aspects of course creation and evaluation. A well constructed blueprint is a valuable tool for medical educators. In addition to validating evaluation content, a blueprint can also be used to guide selection of curricular content and learning experiences.
Student nurse dyads create a community of learning: proposing a holistic clinical education theory.

PubMed

Ruth-Sahd, Lisa A

2011-11-01

This paper is a report of a qualitative study of students' experiences of cooperative learning in the clinical setting. Although cooperative learning is often used successfully in the classroom, it has not been documented in the clinical setting with sophomore nursing students being paired with other sophomore nursing students. Using a grounded theory methodology a sample of 64 participants (32 student nurse dyads, eight clinical groups, in two different acute care institutions) were observed on their first day in the clinical setting while working as cooperative partners. Interviews were also conducted with students, patients and staff preceptors. Data were collected in the fall of 2008, spring and fall of 2009 and the spring of 2010 using semi-structured interviews and reflective surveys. Data were analysed using the constant comparative method. A holistic clinical education theory for student nurses was identified from the data. This theory includes a reciprocal relationship among five categories relevant to a community of learning: supportive clinical experience; improved transition into practice; enhanced socialization into the profession; increased accountability and responsibility; and emergence of self-confidence as a beginning student nurse. The use of student dyads creates a supportive learning environment while students were able to meet the clinical learning objectives. Cooperative learning in the clinical setting creates a community of learning while instilling very early in the education process the importance of teamwork. This approach to clinical instruction eases the transition from the classroom to the clinical learning environment, and improves patient outcomes. © 2011 Blackwell Publishing Ltd.
A team-based interprofessional education course for first-year health professions students.

PubMed

Peeters, Michael J; Sexton, Martha; Metz, Alexia E; Hasbrouck, Carol S

2017-11-01

Interprofessional education (IPE) is required within pharmacy education, and should include classroom-based education along with experiential interprofessional collaboration. For classroom-based education, small-group learning environments may create a better platform for engaging students in the essential domain of interprofessional collaboration towards meaningful learning within IPE sub-domains (interprofessional communication, teams and teamwork, roles and responsibilities, and values and ethics). Faculty envisioned creating a small-group learning environment that was inviting, interactive, and flexible using situated learning theory. This report describes an introductory, team-based, IPE course for first-year health-professions students; it used small-group methods for health-professions students' learning of interprofessional collaboration. The University of Toledo implemented a 14-week required course involving 554 first-year health-sciences students from eight professions. The course focused on the Interprofessional Education Collaborative's (IPEC) Core Competencies for Interprofessional Collaboration. Students were placed within interprofessional teams of 11-12 students each and engaged in simulations, standardized-patient interviews, case-based communications exercises, vital signs training, and patient safety rotations. Outcomes measured were students' self-ratings of attaining learning objectives, perceptions of other professions (from word cloud), and satisfaction through end-of-course evaluations. This introductory, team-based IPE course with 554 students improved students' self-assessed competency in learning objectives (p < 0.01, Cohen's d = 0.9), changed students' perceptions of other professions (via word clouds), and met students' satisfaction through course evaluations. Through triangulation of our various assessment methods, we considered this course offering a success. This interprofessional, team-based, small-group strategy to teaching and learning IPE appeared helpful within this interactive, classroom-based course. Copyright © 2017 Elsevier Inc. All rights reserved.
American Chemical Society Student Affiliates Chapters: More Than Just Chemistry Clubs

NASA Astrophysics Data System (ADS)

Montes, Ingrid; Collazo, Carmen

2003-10-01

Chemistry educators often examine and implement various instructional techniques, such as mentoring programs, to advance learning objectives and to equip students with analytical and technical skills, as well as the skills required of chemical science professionals. Student organizations, such as an American Chemical Society Student Affiliates (SA) chapter, can create a learning environment for undergraduates by engaging them in activities that develop communication, teamwork and inquiry, analysis, and problem-solving skills within a real-world setting. The environment is student-based, has personal meaning for the learner, emphasizes a process-and-product orientation, and emphasizes evaluation. Participation in SAs enhance the traditional chemistry curriculum, complementing the learning goals and meeting learning objectives that might not otherwise be addressed in the curriculum. In this article we discuss how SA chapters enhance the educational experience of undergraduate chemical science students, help develop new chemistry professionals, and shape enthusiastic and committed future chemical science leaders.
Creating and Diffusing a Technology Champion Course

ERIC Educational Resources Information Center

Granitz, Neil; Hugstad, Paul

2004-01-01

Excitement has been generated for using Internet technology as a vehicle to further numerous educational objectives, including enhanced student learning, greater integration of business school functional areas, and increased job market relevance. This article discusses how the Introductory Internet Marketing course can be positioned as a…
Learning Objects: A User-Centered Design Process

ERIC Educational Resources Information Center

Branon, Rovy F., III

2011-01-01

Design research systematically creates or improves processes, products, and programs through an iterative progression connecting practice and theory (Reinking, 2008; van den Akker, 2006). Developing a new instructional systems design (ISD) processes through design research is necessary when new technologies emerge that challenge existing practices…
Designing Mathematical Learning Environments for Teachers

ERIC Educational Resources Information Center

Madden, Sandra R.

2010-01-01

Technology use in mathematics often involves either exploratory or expressive modeling. When using exploratory models, students use technology to investigate a premade expert model of some phenomena. When creating expressive models, students have greater flexibility for constructing their own model for investigation using objects and mechanisms…
Using Facebook as an Informal Learning Environment

PubMed Central

Policastri, Anne

2011-01-01

Objective. To create, implement, and assess the effectiveness of an optional Facebook activity intended to expose students to contemporary business issues not covered in the core content of a pharmacy management and leadership course and to perspectives of experts and thought leaders external to their university. Design. An informal learning strategy was used to create a Facebook group page and guest experts were identified and invited to submit posts pertaining to business-related topics. Students were given instructions for joining the Facebook group but informed that participation was optional. Assessment. A mixed-methods approach using a student questionnaire, results on examination questions, and a student focus group was used to assess this activity. The informal design with no posting guidelines and no participation requirement was well received by students, who appreciated the unique learning environment and exposure to external experts. Conclusions. Facebook provides an informal learning environment for presenting contemporary topics and the thoughts of guest experts not affiliated with a college or school, thereby exposing students to relevant “real world” issues. PMID:22345726
Treasure hunt of mineral resources: a serious game in a virtual world

NASA Astrophysics Data System (ADS)

Boniello, Annalisa

2015-04-01

This posterdescribes a geoscience activities on mineral resources for students of 14-18 years old. The activities are created as a treasure hunt of mineral resources, students must pass test and solve questions, search mineral in different environments: near a volcanos, in the river, in a lake, in a cave, under the sea and on a mountain. The activity is created using a virtual environment a virtual world built with a software, Opensim, a opensource software. In this virtual world every student as avatar, a virtual rapresentation of himself, search information, objects, mineral as in a serious game, a digital serious game. In the serious game buit as a treasure hunt, students interact with environment in a learning by doing, and they interact with other students in a cooperative learning and a collaborative environment. In the hunt there is a challenge that student must overcome: understanding what is a mineral resource collecting data on mineral analyzing environments where they are created so the students can improve motivation and learn, and improve scientific skills.
Imagery May Arise from Associations Formed through Sensory Experience: A Network of Spiking Neurons Controlling a Robot Learns Visual Sequences in Order to Perform a Mental Rotation Task

PubMed Central

McKinstry, Jeffrey L.; Fleischer, Jason G.; Chen, Yanqing; Gall, W. Einar; Edelman, Gerald M.

2016-01-01

Mental imagery occurs “when a representation of the type created during the initial phases of perception is present but the stimulus is not actually being perceived.” How does the capability to perform mental imagery arise? Extending the idea that imagery arises from learned associations, we propose that mental rotation, a specific form of imagery, could arise through the mechanism of sequence learning–that is, by learning to regenerate the sequence of mental images perceived while passively observing a rotating object. To demonstrate the feasibility of this proposal, we constructed a simulated nervous system and embedded it within a behaving humanoid robot. By observing a rotating object, the system learns the sequence of neural activity patterns generated by the visual system in response to the object. After learning, it can internally regenerate a similar sequence of neural activations upon briefly viewing the static object. This system learns to perform a mental rotation task in which the subject must determine whether two objects are identical despite differences in orientation. As with human subjects, the time taken to respond is proportional to the angular difference between the two stimuli. Moreover, as reported in humans, the system fills in intermediate angles during the task, and this putative mental rotation activates the same pathways that are activated when the system views physical rotation. This work supports the proposal that mental rotation arises through sequence learning and the idea that mental imagery aids perception through learned associations, and suggests testable predictions for biological experiments. PMID:27653977
Teaching and learning apheresis medicine: The Bermuda Triangle in Education.

PubMed

Crookston, Kendall P; Richter, Deana M

2010-01-01

Apheresis Medicine has evolved markedly due to an explosion of knowledge and technology, whereas the time available for training has shrunk as curricula have become increasingly overloaded. Apheresis teaching has inherited a strong clinical context where real patient problems are used in a hands-on environment. To optimize instruction, those involved in the education of apheresis professionals need to have (1) knowledge of how clinical laboratory medicine education has developed as a field, (2) an understanding of what is known from theory and research about how people learn, and (3) the skills to design teaching/learning activities in ways consistent with literature-based principles of adult education. These developments in education provide a context for curriculum projects currently underway by the American Society for Apheresis. Teachers must determine which competencies are central to the essence of a trained professional. Specific, robust, learning objectives targeted toward the development of higher levels of thinking, professional attitudes, and requisite skills are formulated to guide the learner toward mastering those competencies. Curriculum is developed for each objective, consisting of content and the best teaching/learning methods to help learners attain the objective. Appropriate assessment strategies are identified to determine whether the objective is being achieved. The integration of objectives, curriculum, and assessment creates The Bermuda Triangle of Education (Richter, The Circle of Learning and Bermuda Triangle in Education, University of New Mexico School of Medicine, 2004). When educators do not effectively navigate The Bermuda Triangle of Education, learning may disappear into the murky depths of confusion and apathy. When successfully navigated, the result will be a significant learning experience that leads to transformation through education. 2010 Wiley-Liss, Inc.
Topic Maps e-Learning Portal Development

ERIC Educational Resources Information Center

Olsevicova, Kamila

2006-01-01

Topic Maps, ISO/IEC 13250 standard, are designed to facilitate the organization and navigation of large collections of information objects by creating meta-level perspectives of their underlying concepts and relationships. The underlying structure of concepts and relations is expressed by domain ontologies. The Topics Maps technology can become…
A Virtual Reality Simulator Prototype for Learning and Assessing Phaco-sculpting Skills

NASA Astrophysics Data System (ADS)

Choi, Kup-Sze

This paper presents a virtual reality based simulator prototype for learning phacoemulsification in cataract surgery, with focus on the skills required for making a cross-shape trench in cataractous lens by an ultrasound probe during the phaco-sculpting procedure. An immersive virtual environment is created with 3D models of the lens and surgical tools. Haptic device is also used as 3D user interface. Phaco-sculpting is simulated by interactively deleting the constituting tetrahedrons of the lens model. Collisions between the virtual probe and the lens are effectively identified by partitioning the space containing the lens hierarchically with an octree. The simulator can be programmed to collect real-time quantitative user data for reviewing and assessing trainee's performance in an objective manner. A game-based learning environment can be created on top of the simulator by incorporating gaming elements based on the quantifiable performance metrics.
Applying Machine Learning to Star Cluster Classification

NASA Astrophysics Data System (ADS)

Fedorenko, Kristina; Grasha, Kathryn; Calzetti, Daniela; Mahadevan, Sridhar

2016-01-01

Catalogs describing populations of star clusters are essential in investigating a range of important issues, from star formation to galaxy evolution. Star cluster catalogs are typically created in a two-step process: in the first step, a catalog of sources is automatically produced; in the second step, each of the extracted sources is visually inspected by 3-to-5 human classifiers and assigned a category. Classification by humans is labor-intensive and time consuming, thus it creates a bottleneck, and substantially slows down progress in star cluster research.We seek to automate the process of labeling star clusters (the second step) through applying supervised machine learning techniques. This will provide a fast, objective, and reproducible classification. Our data is HST (WFC3 and ACS) images of galaxies in the distance range of 3.5-12 Mpc, with a few thousand star clusters already classified by humans as a part of the LEGUS (Legacy ExtraGalactic UV Survey) project. The classification is based on 4 labels (Class 1 - symmetric, compact cluster; Class 2 - concentrated object with some degree of asymmetry; Class 3 - multiple peak system, diffuse; and Class 4 - spurious detection). We start by looking at basic machine learning methods such as decision trees. We then proceed to evaluate performance of more advanced techniques, focusing on convolutional neural networks and other Deep Learning methods. We analyze the results, and suggest several directions for further improvement.

Analyzing Hidden Semantics in Social Bookmarking of Open Educational Resources

NASA Astrophysics Data System (ADS)

Minguillón, Julià

Web 2.0 services such as social bookmarking allow users to manage and share the links they find interesting, adding their own tags for describing them. This is especially interesting in the field of open educational resources, as delicious is a simple way to bridge the institutional point of view (i.e. learning object repositories) with the individual one (i.e. personal collections), thus promoting the discovering and sharing of such resources by other users. In this paper we propose a methodology for analyzing such tags in order to discover hidden semantics (i.e. taxonomies and vocabularies) that can be used to improve descriptions of learning objects and make learning object repositories more visible and discoverable. We propose the use of a simple statistical analysis tool such as principal component analysis to discover which tags create clusters that can be semantically interpreted. We will compare the obtained results with a collection of resources related to open educational resources, in order to better understand the real needs of people searching for open educational resources.
Creating Strong Principals

ERIC Educational Resources Information Center

Mendels, Pamela; Mitgang, Lee D.

2013-01-01

Principals have a substantial effect on the quality of learning in their schools. Likewise, districts have a substantial effect on the quality of their leaders. A growing number of large school districts are focusing on two objectives to strengthen school leadership: (1) building a pipeline of new principals who are ready to tackle the most…
"Ready, Set, FLOW!"

ERIC Educational Resources Information Center

Stroud, Wesley

2018-01-01

All educators want their classrooms to be inviting areas that support investigations. However, a common mistake is to fill learning spaces with items or objects that are set up by the teacher or are simply "for show." This type of setting, although it may create a comfortable space for students, fails to stimulate investigations and…
Final Evaluation for the Neighborhood Educational Cultural Centerette.

ERIC Educational Resources Information Center

Frost, Patricia

Contained in this report is the final evaluation for the Neighborhood Educational Cultural Centerette Project. Objectives of the research project were to: (1) investigate, experiment with, create, and evaluate methods of instruction curriculum, and materials; analyze pupil learning styles and teacher-teaching styles; and to provide staff growth…
Young Children as Curators

ERIC Educational Resources Information Center

Hope, Alice

2018-01-01

Literature that addresses young children's learning in galleries and museums typically concentrates on what is already offered and discusses what has proven to be effective, or not, in accommodating their needs. This article offers insight into how objects can be explored with early years children at school, to create greater understanding of…
A Recruiting and Hiring Role-Play: An Experiential Simulation

ERIC Educational Resources Information Center

Newberry, Robert; Collins, Marianne K.

2012-01-01

Creating experiential learning opportunities that engage students, meet marketing curricula objectives, and fit the application in a traditional semester course is extremely challenging. This paper describes a role-playing simulation offered concurrently to the professional selling and sales management classes in which the selling students act as…
Learning Objectives and Content of Science Curricula for Undergraduate Management Education

ERIC Educational Resources Information Center

Ledley, Fred D.; Holt, Stephen S.

2014-01-01

Business is progressively integrating technologies and R&D with corporate and business strategy. This trend is creating increasing demand for executives and managers who have sufficient technology-centered knowledge to work effectively in interdisciplinary environments. This study addresses how management education could address the growing…
Programs To Create Economic Self-Sufficiency for Women in Public Housing.

ERIC Educational Resources Information Center

Smith, Cynthia; DeTardo-Bora, Kimberly; Durbin, Latrisha

The Wheeling Housing Authority in Wheeling, West Virginia, conducted two residential programs to help women living in public housing develop economic self-sufficiency. The Learning Independence from Employment (LIFE) program was an intensive 3-week program designed to accomplish the following objectives: improve participants' communication skills…
Advanced CNC Programming (EZ-CAM). 439-366.

ERIC Educational Resources Information Center

Casey, Joe

This document contains two units for an advanced course in computer numerical control (CNC) for computer-aided manufacturing. It is intended to familiarize students with the principles and techniques necessary to create proper CNC programs using computer software. Each unit consists of an introduction, instructional objectives, learning materials,…
The Empire Strikes Back--Putting the "E" into STEM

ERIC Educational Resources Information Center

Loughran, Melissa

2017-01-01

The challenge schools face when creating a science, technology, engineering and mathematics (STEM) program is how to incorporate the "E" into the curriculum. The author's school was meeting the National (U. K.) Curriculum Science, Technology and Maths learning objectives, so how could they justify adding another subject into the mix…
Creating Affording Situations: Coaching through Animate Objects.

PubMed

Baber, Chris; Khattab, Ahmad; Russell, Martin; Hermsdörfer, Joachim; Wing, Alan

2017-10-11

We explore the ways in which animate objects can be used to cue actions as part of coaching in Activities of Daily Living (ADL). In this case, changing the appearance or behavior of a physical object is intended to cue actions which are appropriate for a given context. The context is defined by the intention of the users, the state of the objects and the tasks for which these objects can be used. We present initial design prototypes and simple user trials which explore the impact of different cues on activity. It is shown that raising the handle of a jug, for example, not only cues the act of picking up the jug but also encourages use of the hand adjacent to the handle; that combinations of lights (on the objects) and auditory cues influence activity through reducing uncertainty; and that cueing can challenge pre-learned action sequences. We interpret these results in terms of the idea that the animate objects can be used to create affording situations, and discuss implications of this work to support relearning of ADL following brain damage or injury, such as might arise following a stroke.
Europeana and 3D

NASA Astrophysics Data System (ADS)

Pletinckx, D.

2011-09-01

The current 3D hype creates a lot of interest in 3D. People go to 3D movies, but are we ready to use 3D in our homes, in our offices, in our communication? Are we ready to deliver real 3D to a general public and use interactive 3D in a meaningful way to enjoy, learn, communicate? The CARARE project is realising this for the moment in the domain of monuments and archaeology, so that real 3D of archaeological sites and European monuments will be available to the general public by 2012. There are several aspects to this endeavour. First of all is the technical aspect of flawlessly delivering 3D content over all platforms and operating systems, without installing software. We have currently a working solution in PDF, but HTML5 will probably be the future. Secondly, there is still little knowledge on how to create 3D learning objects, 3D tourist information or 3D scholarly communication. We are still in a prototype phase when it comes to integrate 3D objects in physical or virtual museums. Nevertheless, Europeana has a tremendous potential as a multi-facetted virtual museum. Finally, 3D has a large potential to act as a hub of information, linking to related 2D imagery, texts, video, sound. We describe how to create such rich, explorable 3D objects that can be used intuitively by the generic Europeana user and what metadata is needed to support the semantic linking.
A framework for teaching medical students and residents about practice-based learning and improvement, synthesized from a literature review.

PubMed

Ogrinc, Greg; Headrick, Linda A; Mutha, Sunita; Coleman, Mary T; O'Donnell, Joseph; Miles, Paul V

2003-07-01

To create a framework for teaching the knowledge and skills of practice-based learning and improvement to medical students and residents based on proven, effective strategies. The authors conducted a Medline search of English-language articles published between 1996 and May 2001, using the term "quality improvement" (QI), and cross-matched it with "medical education" and "health professions education." A thematic-synthesis method of review was used to compile the information from the articles. Based on the literature review, an expert panel recommended educational objectives for practice-based learning and improvement. Twenty-seven articles met the inclusion criteria. The majority of studies were conducted in academic medical centers and medical schools and 40% addressed experiential learning of QI. More than 75% were qualitative case reports capturing educational outcomes, and 7% included an experimental study design. The expert panel integrated data from the literature review with the Dreyfus model of professional skill acquisition, the Institute for Healthcare Improvement's (IHI) knowledge domains for improving health care, and the ACGME competencies and generated a framework of core educational objectives about teaching practice-based learning and improvement to medical students and residents. Teaching the knowledge and skills of practice-based learning and improvement to medical students and residents is a necessary and important foundation for improving patient care. The authors present a framework of learning objectives-informed by the literature and synthesized by the expert panel-to assist educational leaders when integrating these objectives into a curriculum. This framework serves as a blueprint to bridge the gap between current knowledge and future practice needs.
Perceptions of teaching and learning automata theory in a college-level computer science course

NASA Astrophysics Data System (ADS)

Weidmann, Phoebe Kay

This dissertation identifies and describes student and instructor perceptions that contribute to effective teaching and learning of Automata Theory in a competitive college-level Computer Science program. Effective teaching is the ability to create an appropriate learning environment in order to provide effective learning. We define effective learning as the ability of a student to meet instructor set learning objectives, demonstrating this by passing the course, while reporting a good learning experience. We conducted our investigation through a detailed qualitative case study of two sections (118 students) of Automata Theory (CS 341) at The University of Texas at Austin taught by Dr. Lily Quilt. Because Automata Theory has a fixed curriculum in the sense that many curricula and textbooks agree on what Automata Theory contains, differences being depth and amount of material to cover in a single course, a case study would allow for generalizable findings. Automata Theory is especially problematic in a Computer Science curriculum since students are not experienced in abstract thinking before taking this course, fail to understand the relevance of the theory, and prefer classes with more concrete activities such as programming. This creates a special challenge for any instructor of Automata Theory as motivation becomes critical for student learning. Through the use of student surveys, instructor interviews, classroom observation, material and course grade analysis we sought to understand what students perceived, what instructors expected of students, and how those perceptions played out in the classroom in terms of structure and instruction. Our goal was to create suggestions that would lead to a better designed course and thus a higher student success rate in Automata Theory. We created a unique theoretical basis, pedagogical positivism, on which to study college-level courses. Pedagogical positivism states that through examining instructor and student perceptions of teaching and learning, improvements to a course are possible. These improvements can eventually develop a "best practice" instructional environment. This view is not possible under a strictly constructivist learning theory as there is no way to teach a group of individuals in a "best" way. Using this theoretical basis, we examined the gathered data from CS 341. (Abstract shortened by UMI.)
Improving Grasp Skills Using Schema Structured Learning

NASA Technical Reports Server (NTRS)

Platt, Robert; Grupen, ROderic A.; Fagg, Andrew H.

2006-01-01

Abstract In the control-based approach to robotics, complex behavior is created by sequencing and combining control primitives. While it is desirable for the robot to autonomously learn the correct control sequence, searching through the large number of potential solutions can be time consuming. This paper constrains this search to variations of a generalized solution encoded in a framework known as an action schema. A new algorithm, SCHEMA STRUCTURED LEARNING, is proposed that repeatedly executes variations of the generalized solution in search of instantiations that satisfy action schema objectives. This approach is tested in a grasping task where Dexter, the UMass humanoid robot, learns which reaching and grasping controllers maximize the probability of grasp success.
The Library's role and challenges in implementing an e-learning strategy: a case study from northern Australia.

PubMed

Ritchie, Ann

2011-03-01

The Northern Territory Department of Health and Families' (DHF) Library supports education programs for all staff. DHF is implementing an e-learning strategy, which may be viewed as a vehicle for coordinating the education function throughout the organisation. The objective of this study is to explore the concept of e-learning in relation to the Library's role in implementing an organisation-wide e-learning strategy. The main findings of a literature search about the effectiveness of e-learning in health professionals' education, and the responsibility and roles of health librarians in e-learning are described. A case study approach is used to outline the current role and future opportunities and challenges for the Library. The case study presents the organisation's strategic planning context. Four areas of operational activity which build on the Library's current educational activities are suggested: the integration of library resources 'learning objects' within a Learning Management System; developing online health information literacy training programs; establishing a physical and virtual 'e-Learning Library/Centre'; developing collaborative partnerships, taking on new responsibilities in e-learning development, and creating a new e-learning librarian role. The study shows that the Library's role is fundamental to developing the organisation's e-learning capacity and implementing an organisation-wide e-learning strategy. © 2010 The authors. Health Information and Libraries Journal © 2010 Health Libraries Group.
Science: Standard Course of Study and Grade Level Competencies, K-12. [Revision].

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh.

This document was created to establish competency goals and objectives for teaching and learning science in North Carolina for grades K-12. It contains the concepts and theories, strands, skills, and processes upon which all science instruction should be based. In addition, the curriculum defines and illustrates the connections between the…
Using a Wiki to Collaborate on a Study Guide

ERIC Educational Resources Information Center

Lending, Diane

2010-01-01

This paper introduces an end-of-semester assignment to create a study guide for the final exam. This assignment helps with two objectives of an introductory Management Information Systems course: collaboration and using Web 2.0 technologies. We argue that to truly understand collaboration, students must learn more than what collaboration is, they…
Developing Computer Programming Concepts and Skills via Technology-Enriched Language-Art Projects: A Case Study

ERIC Educational Resources Information Center

Lee, Young-Jin

2010-01-01

Teaching computer programming to young children has been considered difficult because of its abstract and complex nature. The objectives of this study are (1) to investigate whether an innovative educational technology tool called Scratch could enable young children to learn abstract knowledge of computer programming while creating multimedia…
Creating a Technology-Rich Learning Environment for Infants and Toddlers with Disabilities

ERIC Educational Resources Information Center

Judge, Sharon; Floyd, Kim; Wood-Fields, Colleen

2010-01-01

Assistive technology offers infants and toddlers with disabilities a set of tools to assist in achieving developmental goals while interacting with objects, materials, adults, and other children in their environment. This article focuses on assistive technology devices that can promote young children's participation in activities and routines in…

Chapter Innovators Guide, 2000: Models of Innovation Award Winners.

ERIC Educational Resources Information Center

National FFA Organization, Indianapolis, IN.

This guide presents the Future Farmers of America (FFA) 2000 Model of Innovation award winners' projects. Chapters demonstrated abilities to identify goals and objectives, create a workable plan of action, attain and evaluate results, and identify items learned and ways to improve. Chapter 1 discusses the FFA National Chapter Award program that…
LO + EPSS = Just-in-Time Reuse of Content to Support Employee Performance

ERIC Educational Resources Information Center

Nguyen, Frank; Hanzel, Matthew

2007-01-01

Those involved in training know that creating instructional materials can become a tedious, repetitive process. They also know that business conditions often require training interventions to be delivered in ways that are not ideally structured or timed. This article examines the notion that learning objects can be reused and adapted for…
Mathematics Hiding in the Nets for a Cube

ERIC Educational Resources Information Center

Jeon, Kyungsoon

2009-01-01

Whether they are third graders or teacher candidates, students can learn about perimeter and area while having fun manipulating two-dimensional figures into three-dimensional objects. In this article, the author describes a common mathematical activity for geometry students by creating nets for a cube. By making connections between nets in two…
How Students Solve Problems in Spatial Geometry while Using a Software Application for Visualizing 3D Geometric Objects

ERIC Educational Resources Information Center

Widder, Mirela; Gorsky, Paul

2013-01-01

In schools, learning spatial geometry is usually dependent upon a student's ability to visualize three dimensional geometric configurations from two dimensional drawings. Such a process, however, often creates visual obstacles which are unique to spatial geometry. Useful software programs which realistically depict three dimensional geometric…
Teaching Students to Infer Meaning through Material Culture

ERIC Educational Resources Information Center

Brewer, Ernest Andrew; Fritzer, Penelope

2011-01-01

Social studies students can learn to glean historical information from the study of material culture through active engagement as curators. Teachers can guide students through a pre-survey of helpful reading materials and then through selecting items of personal significance to them: creating labels that objectively describe the chosen items as to…
An Interactive Augmented Reality Implementation of Hijaiyah Alphabet for Children Education

NASA Astrophysics Data System (ADS)

Rahmat, R. F.; Akbar, F.; Syahputra, M. F.; Budiman, M. A.; Hizriadi, A.

2018-03-01

Hijaiyah alphabet is letters used in the Qur’an. An attractive and exciting learning process of Hijaiyah alphabet is necessary for the children. One of the alternatives to create attractive and interesting learning process of Hijaiyah alphabet is to develop it into a mobile application using augmented reality technology. Augmented reality is a technology that combines two-dimensional or three-dimensional virtual objects into actual three-dimensional circles and projects them in real time. The purpose of application aims to foster the children interest in learning Hijaiyah alphabet. This application is using Smartphone and marker as the medium. It was built using Unity and augmented reality library, namely Vuforia, then using Blender as the 3D object modeling software. The output generated from this research is the learning application of Hijaiyah letters using augmented reality. How to use it is as follows: first, place marker that has been registered and printed; second, the smartphone camera will track the marker. If the marker is invalid, the user should repeat the tracking process. If the marker is valid and identified, the marker will have projected the objects of Hijaiyah alphabet in three-dimensional form. Lastly, the user can learn and understand the shape and pronunciation of Hijaiyah alphabet by touching the virtual button on the marker
Distributed learning and multi-objectivity in traffic light control

NASA Astrophysics Data System (ADS)

Brys, Tim; Pham, Tong T.; Taylor, Matthew E.

2014-01-01

Traffic jams and suboptimal traffic flows are ubiquitous in modern societies, and they create enormous economic losses each year. Delays at traffic lights alone account for roughly 10% of all delays in US traffic. As most traffic light scheduling systems currently in use are static, set up by human experts rather than being adaptive, the interest in machine learning approaches to this problem has increased in recent years. Reinforcement learning (RL) approaches are often used in these studies, as they require little pre-existing knowledge about traffic flows. Distributed constraint optimisation approaches (DCOP) have also been shown to be successful, but are limited to cases where the traffic flows are known. The distributed coordination of exploration and exploitation (DCEE) framework was recently proposed to introduce learning in the DCOP framework. In this paper, we present a study of DCEE and RL techniques in a complex simulator, illustrating the particular advantages of each, comparing them against standard isolated traffic actuated signals. We analyse how learning and coordination behave under different traffic conditions, and discuss the multi-objective nature of the problem. Finally we evaluate several alternative reward signals in the best performing approach, some of these taking advantage of the correlation between the problem-inherent objectives to improve performance.
Applying Instructional Design Theories to Bioinformatics Education in Microarray Analysis and Primer Design Workshops

PubMed Central

2005-01-01

The need to support bioinformatics training has been widely recognized by scientists, industry, and government institutions. However, the discussion of instructional methods for teaching bioinformatics is only beginning. Here we report on a systematic attempt to design two bioinformatics workshops for graduate biology students on the basis of Gagne's Conditions of Learning instructional design theory. This theory, although first published in the early 1970s, is still fundamental in instructional design and instructional technology. First, top-level as well as prerequisite learning objectives for a microarray analysis workshop and a primer design workshop were defined. Then a hierarchy of objectives for each workshop was created. Hands-on tutorials were designed to meet these objectives. Finally, events of learning proposed by Gagne's theory were incorporated into the hands-on tutorials. The resultant manuals were tested on a small number of trainees, revised, and applied in 1-day bioinformatics workshops. Based on this experience and on observations made during the workshops, we conclude that Gagne's Conditions of Learning instructional design theory provides a useful framework for developing bioinformatics training, but may not be optimal as a method for teaching it. PMID:16220141
Introducing students to patient safety through an online interprofessional course.

PubMed

Blue, Amy V; Charles, Laurine; Howell, David; Koutalos, Yiannis; Mitcham, Maralynne; Nappi, Jean; Zoller, James

2010-01-01

Interprofessional education (IPE) is increasingly called upon to improve health care systems and patient safety. Our institution is engaged in a campus-wide IPE initiative. As a component of this initiative, a required online interprofessional patient-safety-focused course for a large group (300) of first-year medical, dental, and nursing students was developed and implemented. We describe our efforts with developing the course, including the use of constructivist and adult learning theories and IPE competencies to structure students' learning in a meaningful fashion. The course was conducted online to address obstacles of academic calendars and provide flexibility for faculty participation. Students worked in small groups online with a faculty facilitator. Thematic modules were created with associated objectives, online learning materials, and assignments. Students posted completed assignments online and responded to group members' assignments for purposes of group discussion. Students worked in interprofessional groups on a project requiring them to complete a root cause analysis and develop recommendations based on a fictional sentinel event case. Through project work, students applied concepts learned in the course related to improving patient safety and demonstrated interprofessional collaboration skills. Projects were presented during a final in-class session. Student course evaluation results suggest that learning objectives and content goals were achieved. Faculty course evaluation results indicate that the course was perceived to be a worthwhile learning experience for students. We offer the following recommendations to others interested in developing an in-depth interprofessional learning experience for a large group of learners: 1) consider a hybrid format (inclusion of some face-to-face sessions), 2) address IPE and broader curricular needs, 3) create interactive opportunities for shared learning and working together, 4) provide support to faculty facilitators, and 5) recognize your learners' educational level. The course has expanded to include students from additional programs for the current academic year.
Introducing students to patient safety through an online interprofessional course

PubMed Central

Blue, Amy V; Charles, Laurine; Howell, David; Koutalos, Yiannis; Mitcham, Maralynne; Nappi, Jean; Zoller, James

2010-01-01

Interprofessional education (IPE) is increasingly called upon to improve health care systems and patient safety. Our institution is engaged in a campus-wide IPE initiative. As a component of this initiative, a required online interprofessional patient-safety-focused course for a large group (300) of first-year medical, dental, and nursing students was developed and implemented. We describe our efforts with developing the course, including the use of constructivist and adult learning theories and IPE competencies to structure students’ learning in a meaningful fashion. The course was conducted online to address obstacles of academic calendars and provide flexibility for faculty participation. Students worked in small groups online with a faculty facilitator. Thematic modules were created with associated objectives, online learning materials, and assignments. Students posted completed assignments online and responded to group members’ assignments for purposes of group discussion. Students worked in interprofessional groups on a project requiring them to complete a root cause analysis and develop recommendations based on a fictional sentinel event case. Through project work, students applied concepts learned in the course related to improving patient safety and demonstrated interprofessional collaboration skills. Projects were presented during a final in-class session. Student course evaluation results suggest that learning objectives and content goals were achieved. Faculty course evaluation results indicate that the course was perceived to be a worthwhile learning experience for students. We offer the following recommendations to others interested in developing an in-depth interprofessional learning experience for a large group of learners: 1) consider a hybrid format (inclusion of some face-to-face sessions), 2) address IPE and broader curricular needs, 3) create interactive opportunities for shared learning and working together, 4) provide support to faculty facilitators, and 5) recognize your learners’ educational level. The course has expanded to include students from additional programs for the current academic year. PMID:23745069
Active learning in the lecture theatre using 3D printed objects.

PubMed

Smith, David P

2016-01-01

The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Visualisation of biological molecules often involves vocal explanations or the use of two dimensional slides and video presentations. A deeper understanding of these molecules can however be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didactic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation, for example, of an enzyme's active site or the difference between the major and minor groove of DNA. Models and other artefacts can be handled in small groups within a lecture theatre and act as a focal point to generate conversation. Through the approach presented here core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery was adjusted based around experiential learning activities by moving the object from mental cognition and into the physical environment. This approach led to students being able to better visualise biological molecules and a positive engagement in the lecture. The use of objects in teaching allows the lecturer to create interactive sessions that both challenge and enable the student.
Active learning in the lecture theatre using 3D printed objects

PubMed Central

Smith, David P.

2016-01-01

The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Visualisation of biological molecules often involves vocal explanations or the use of two dimensional slides and video presentations. A deeper understanding of these molecules can however be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didactic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation, for example, of an enzyme’s active site or the difference between the major and minor groove of DNA. Models and other artefacts can be handled in small groups within a lecture theatre and act as a focal point to generate conversation. Through the approach presented here core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery was adjusted based around experiential learning activities by moving the object from mental cognition and into the physical environment. This approach led to students being able to better visualise biological molecules and a positive engagement in the lecture. The use of objects in teaching allows the lecturer to create interactive sessions that both challenge and enable the student. PMID:27366318
Ministerial Resolution No. 435-88-ED creating within the Ministry of Education a Technical Committee for Women, the Family, and Population, 4 July 1988.

PubMed

1988-01-01

This Resolution creates a Technical Committee for Women, the Family, and Population within the Ministry of Education of Peru. The Committee has as its objective strengthening and enlarging the activities executed by the Minister of Education and ensuring the permanent revaluation and promotion of the family and women in the curriculum, educational texts, and training and learning activities, as well as in the role of the media in social communication. full text
Developing an Assessment Process for a Master's of Science Degree in a Pharmaceutical Sciences Program.

PubMed

Bloom, Timothy J; Hall, Julie M; Liu, Qinfeng; Stagner, William C; Adams, Michael L

2016-09-25

Objective. To develop a program-level assessment process for a master's of science degree in a pharmaceutical sciences (MSPS) program. Design. Program-level goals were created and mapped to course learning objectives. Embedded assessment tools were created by each course director and used to gather information related to program-level goals. Initial assessment iterations involved a subset of offered courses, and course directors met with the department assessment committee to review the quality of the assessment tools as well as the data collected with them. Insights from these discussions were used to improve the process. When all courses were used for collecting program-level assessment data, a modified system of guided reflection was used to reduce demands on committee members. Assessment. The first two iterations of collecting program-level assessment revealed problems with both the assessment tools and the program goals themselves. Course directors were inconsistent in the Bloom's Taxonomy level at which they assessed student achievement of program goals. Moreover, inappropriate mapping of program goals to course learning objectives were identified. These issues led to unreliable measures of how well students were doing with regard to program-level goals. Peer discussions between course directors and the assessment committee led to modification of program goals as well as improved assessment data collection tools. Conclusion. By starting with a subset of courses and using course-embedded assessment tools, a program-level assessment process was created with little difficulty. Involving all faculty members and avoiding comparisons between courses made obtaining faculty buy-in easier. Peer discussion often resulted in consensus on how to improve assessment tools.
Knowledge will Propel Machine Understanding of Content: Extrapolating from Current Examples

PubMed Central

Sheth, Amit; Perera, Sujan; Wijeratne, Sanjaya; Thirunarayan, Krishnaprasad

2018-01-01

Machine Learning has been a big success story during the AI resurgence. One particular stand out success relates to learning from a massive amount of data. In spite of early assertions of the unreasonable effectiveness of data, there is increasing recognition for utilizing knowledge whenever it is available or can be created purposefully. In this paper, we discuss the indispensable role of knowledge for deeper understanding of content where (i) large amounts of training data are unavailable, (ii) the objects to be recognized are complex, (e.g., implicit entities and highly subjective content), and (iii) applications need to use complementary or related data in multiple modalities/media. What brings us to the cusp of rapid progress is our ability to (a) create relevant and reliable knowledge and (b) carefully exploit knowledge to enhance ML/NLP techniques. Using diverse examples, we seek to foretell unprecedented progress in our ability for deeper understanding and exploitation of multimodal data and continued incorporation of knowledge in learning techniques.
Flipped classroom or an active lecture?

PubMed

Pickering, James D; Roberts, David J H

2018-01-01

Recent changes in anatomy education have seen the introduction of flipped classrooms as a replacement to the traditional didactic lecture. This approach utilizes the increasing availability of digital technology to create learning resources that can be accessed prior to attending class, with face-to-face sessions then becoming more student-centered via discussion, collaborative learning, and problem-solving activities. Although this approach may appear intuitive, this viewpoint commentary presents a counter opinion and highlights a simple alternative that utilizes evidence-based active learning approaches as part of the traditional lecture. The active lecture takes the traditional lecture, and (1) ensures the lecture content is relevant and has clear objectives, (2) contains lecture material that is designed according to the latest evidence-base, (3) complements it with additional supplementary material, (4) creates space to check prior understanding and knowledge levels, and (5) utilizes suitable technology to facilitate continual engagement and interaction. Clin. Anat. 31:118-121, 2018. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.
Creating Successful Scientist-Teacher-Student Collaborations: Examples From the GLOBE Program

NASA Astrophysics Data System (ADS)

Geary, E.; Wright, E.; Yule, S.; Randolph, G.; Larsen, J.; Smith, D.

2007-12-01

Actively engaging students in research on the environment at local, regional, and globe scales is a primary objective of the GLOBE (Global Learning and Observations to Benefit the Environment) Program. During the past 18 months, GLOBE, an international education and science program in 109 countries and tens of thousands of schools worldwide, has been working with four NSF-funded Earth System Science Projects to involve K-12 students, teachers, and scientists in collaborative research investigations of Seasons and Biomes, the Carbon Cycle, Local and Extreme Environments, and Watersheds. This talk will discuss progress to date in each of these investigation areas and highlight successes and challenges in creating effective partnerships between diverse scientific and educational stakeholders. More specifically we will discuss lessons learned in the following areas: (a) mutual goal and responsibility setting, (b) resource allocation, (c) development of adaptable learning activities, tools, and services, (d) creation of scientist and school networks, and (e) development of evaluation metrics, all in support of student research.
Creating Affording Situations: Coaching through Animate Objects

PubMed Central

Khattab, Ahmad; Russell, Martin; Hermsdörfer, Joachim; Wing, Alan

2017-01-01

We explore the ways in which animate objects can be used to cue actions as part of coaching in Activities of Daily Living (ADL). In this case, changing the appearance or behavior of a physical object is intended to cue actions which are appropriate for a given context. The context is defined by the intention of the users, the state of the objects and the tasks for which these objects can be used. We present initial design prototypes and simple user trials which explore the impact of different cues on activity. It is shown that raising the handle of a jug, for example, not only cues the act of picking up the jug but also encourages use of the hand adjacent to the handle; that combinations of lights (on the objects) and auditory cues influence activity through reducing uncertainty; and that cueing can challenge pre-learned action sequences. We interpret these results in terms of the idea that the animate objects can be used to create affording situations, and discuss implications of this work to support relearning of ADL following brain damage or injury, such as might arise following a stroke. PMID:29019939
Role of virtual reality for cerebral palsy management.

PubMed

Weiss, Patrice L Tamar; Tirosh, Emanuel; Fehlings, Darcy

2014-08-01

Virtual reality is the use of interactive simulations to present users with opportunities to perform in virtual environments that appear, sound, and less frequently, feel similar to real-world objects and events. Interactive computer play refers to the use of a game where a child interacts and plays with virtual objects in a computer-generated environment. Because of their distinctive attributes that provide ecologically realistic and motivating opportunities for active learning, these technologies have been used in pediatric rehabilitation over the past 15 years. The ability of virtual reality to create opportunities for active repetitive motor/sensory practice adds to their potential for neuroplasticity and learning in individuals with neurologic disorders. The objectives of this article is to provide an overview of how virtual reality and gaming are used clinically, to present the results of several example studies that demonstrate their use in research, and to briefly remark on future developments. © The Author(s) 2014.
Quality indicators for learner-centered postgraduate medical e-learning

PubMed Central

Westerman, Michiel; Scheele, Fedde

2017-01-01

Objectives The objectives of this study were to identify the needs and expectations of learners and educational experts in postgraduate medical e-learning, and to contribute to the current literature. Methods We performed four focus-group discussions with e-learning end-users (learners) and didactic experts. The participants were postgraduate learners with varying levels of experience, educational experts from a Dutch e-learning task group, and commercial experts from a Dutch e-learning company. Verbatim transcribed interview recordings were analyzed using King’s template analysis. The initial template was created with reference to recent literature on postgraduate medical e-learning quality indicators. The transcripts were coded, after which the emerging differences in template interpretation were discussed until a consensus was reached within the team. Results The final template consisted of three domains of positive e-learning influencers (motivators, learning enhancers, and real-world translation) and three domains of negatively influential parameters (barriers, learning discouragers, and poor preparation). The interpretation of the final template showed three subjects which form the basis of e-learning, namely, Motivate, Learn and Apply. Conclusions This study forms a basis for learning in general and could be applied to many educational instruments. Individual characteristics should be adapted to the target audience. Three subjects form the basis of, and six themes cover all items needed for, good (enough) postgraduate e-learning. Further research should be carried out with learners and real-world e-learning to validate this template. PMID:28456781

A Three-Year Reflective Writing Program as Part of Introductory Pharmacy Practice Experiences

PubMed Central

Vaughn, Jessica; Kerr, Kevin; Zielenski, Christopher; Toppel, Brianna; Johnson, Lauren; McCauley, Patrina; Turner, Christopher J.

2013-01-01

Objectives. To implement and evaluate a 3-year reflective writing program incorporated into introductory pharmacy practice experiences (IPPEs) in the first- through third-year of a doctor of pharmacy (PharmD) program. Design. Reflective writing was integrated into 6 IPPE courses to develop students’ lifelong learning skills. In their writing, students were required to self-assess their performance in patient care activities, identify and describe how they would incorporate learning opportunities, and then evaluate their progress. Practitioners, faculty members, and fourth-year PharmD students served as writing preceptors. Assessment. The success of the writing program was assessed by reviewing class performance and surveying writing preceptor’s opinions regarding the student’s achievement of program objectives. Class pass rates averaged greater than 99% over the 8 years of the program and the large majority of the writing preceptors reported that student learning objectives were met. A support pool of 99 writing preceptors was created. Conclusions. A 3-year reflective writing program improved pharmacy students’ reflection and reflective writing skills. PMID:23788811
Open the VALT™: Creation and application of a visually authentic learning tool.

PubMed

Ackland-Tilbrook, Vanessa; Warland, Jane

2015-05-01

This paper describes the process of creating and applying a Visually Authentic Learning Tool (VALT™) in an undergraduate midwifery program. The VALT was developed to facilitate learning in the topic "bleeding in pregnancy". The VALTs objective is to open the mind of the student to facilitate learning via the visual representation of authentic real life simulations designed to enhance and bring to life the written scenario. Students were asked for their feedback of the VALTs. A descriptive analysis was performed on the collated results to determine how the students rated the VALTS in terms of satisfaction and meeting their learning needs. Overall the students seemed to value the VALTs as they present an engaging and unique opportunity to promote learning whilst acknowledging and valuing different learning style within the student group. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.
Characterizing and Supporting Change in Algebra Students' Representational Fluency in a CAS/Paper-and-Pencil Environment

ERIC Educational Resources Information Center

Fonger, Nicole L.

2012-01-01

Representational fluency (RF) includes an ability to interpret, create, move within and among, and connect tool-based representations of mathematical objects. Taken as an indicator of conceptual understanding, there is a need to better support school algebra students' RF in learning environments that utilize both computer algebra systems…
A Watered-Down Topographic Map. Submarine Ring of Fire--Grades 6-8. Topographic and Bathymetric Maps.

ERIC Educational Resources Information Center

National Oceanic and Atmospheric Administration (DOC), Rockville, MD.

This activity is designed to teach about topographic maps and bathymetric charts. Students are expected to create a topographic map from a model landform, interpret a simple topographic map, and explain the difference between topographic and bathymetric maps. The activity provides learning objectives, a list of needed materials, key vocabulary…
Developing Secondary Students' Epistemic Agency in a Knowledge-Building Community

ERIC Educational Resources Information Center

Lai, Kwok-Wing; Campbell, Madeline

2018-01-01

A key educational objective for the twenty-first century is developing students' epistemic agency. Epistemic agency is the active process of choosing when, what, where one learns and how one knows, as well as the capacity to create knowledge in a community. The knowledge-building communities model developed by Scardamalia and Bereiter was used in…
Evaluation of Computer Tools for Idea Generation and Team Formation in Project-Based Learning

ERIC Educational Resources Information Center

Ardaiz-Villanueva, Oscar; Nicuesa-Chacon, Xabier; Brene-Artazcoz, Oscar; Sanz de Acedo Lizarraga, Maria Luisa; Sanz de Acedo Baquedano, Maria Teresa

2011-01-01

The main objective of this research was to validate the effectiveness of Wikideas and Creativity Connector tools to stimulate the generation of ideas and originality by university students organized into groups according to their indexes of creativity and affinity. Another goal of the study was to evaluate the classroom climate created by these…
A Philosophically Informed Teaching Proposal on the Topic of Energy for Students Aged 11-14

ERIC Educational Resources Information Center

Papadouris, Nicos; Constantinou, Constantinos P.

2011-01-01

Learning about energy is recognized as an important objective of science teaching starting from the elementary school. This creates the need for teaching simplifications that compromise the abstract nature of this concept with students' need for a satisfactory qualitative definition. Conventional teaching approaches have failed to respond to this…
Cool Winter: Arts and Crafts

ERIC Educational Resources Information Center

Kohl, MaryAnn

2011-01-01

Art is all about the process of exploration. The final results are less important than what a child imagines, experiences, and learns along the way. Packed with a year's worth of art projects kids can create out of everyday objects and recycled materials. From buttons to Bubble Wrap and rocks to socks, the author shows how to plan exciting art…
The Self Concept - - - Instructional Objectives, Curriculum Sequence, and Criterion Referenced Assessment.

ERIC Educational Resources Information Center

Bentley, Ernest L.; And Others

A child's self-concept may be the most important determinant in his learning experience. Children have not been exposed to enough situations in which they become aware of their own feelings and to environments which encourage positive interactions with others. The purpose of this study was to develop some tools for creating environments conducive…
Creating a Student Price Index. Lesson Plan.

ERIC Educational Resources Information Center

Lewin, Roland

This lesson plan gives students a hands-on understanding of a price index, how it is composed, what it is used for, and some of its limitations. Students then can make the connection to some of the popular price indices such as the Consumer Price Index and the Producer Price Index. The lesson states a purpose; cites learning objectives; suggests…
"The State of Chihuahua", Lesson Plan for "Cultural Unit: Focus on Mexico."

ERIC Educational Resources Information Center

Llewellyn, Marianne

This lesson plan was designed for students in Montana schools. The objectives for this culture unit are having: (1) students recognize the similarities between their home stat of Montana and the Mexican state of Chihuahua; (2) students learn about features unique to Chihuahua; and (3) students create an advertising brochure marketing Chihuahua to…
Beyond the Field Trip: Teaching Tourism through Tours

ERIC Educational Resources Information Center

Kelner, Shaul; Sanders, George

2009-01-01

A course in the sociology of tourism offers an opportunity to examine a world-transforming force that is penetrating more and more aspects of social life. It also offers an opportunity to create a learning environment that uses the object of study as the medium of study. This article examines how instructors can use tourism to teach the sociology…
Information Sharing Strategies of the United States Federal Government and Its Allies and Our Contributions Towards Implementing these Strategies. Version 1

DTIC Science & Technology

2010-08-01

sharing initiatives. For example, NIH has a program called “Clear Communication” whose objective is to “cultivate a growing health literacy movement by...increasing information sharing of NIH educational products, research, lessons learned, and research in the area of health literacy ”. DOT has created
Pointing Sets the Stage for Learning Language--and Creating Language

ERIC Educational Resources Information Center

Goldin-Meadow, Susan

2007-01-01

Tomasello, Carpenter, and Liszkowski (2007) have argued that pointing gestures do much more than single out objects in the world. Pointing gestures function as part of a system of shared intentionality even at early stages of development. As such, pointing gestures form the platform on which linguistic communication rests, paving the way for later…
Acting as Accountable Authors: Creating Interactional Spaces for Agency Work in Teacher Education

ERIC Educational Resources Information Center

Lipponen, Lasse; Kumpulainen, Kristiina

2011-01-01

In this paper, relying on the sociocultural framework of learning, we report on the results of an ethnographically-grounded investigation of agency work among nine pre-service teachers: The main objective is to determine how agency emerges and is constructed in situated discourse practices within the context of a teacher education program embedded…
Dealing with Environmental Issues: The Use of Simulation. Environmental Education Occasional Paper No. 5.

ERIC Educational Resources Information Center

Patton, William E.; Wilen, William W.

The paper provides a rationale for using a decision-making model in teaching environmental issues, outlines specific steps in creating a simulation, and illustrates its use in the classroom. The objectives of environmental education are to provide learning opportunities for students to know, think, choose, and act regarding pervasive social issues…
Are We Looking at the Same Sun? Exploring the Seasons Using Data Analysis

ERIC Educational Resources Information Center

Marshall, Jeff; Crenshaw, Kim; Higdon, Robbie

2012-01-01

The seasons are often modeled for students using two spherical objects, one representing the Sun and one representing the Earth. Solely using this model, however, neglects a critical aspect of learning--how students actually see the world. This lesson challenges students to explore seasonal variations as they create and analyze sunrise/sunset…
Von Karman Vortices

NASA Image and Video Library

2017-12-08

July 4th, 2002: Description: As air flows over and around objects in its path, spiraling eddies, known as Von Karman vortices, may form. The vortices in this image were created when prevailing winds sweeping east across the northern Pacific Ocean encountered Alaska’s Aleutian Islands. Source: Landsat 7 To learn more about the Landsat satellite go to: landsat.gsfc.nasa.gov/
Buying a Car: Using On-Line Tools. Technology Update.

ERIC Educational Resources Information Center

McCoy, Kimberly

This lesson plan was created to assist learners in adult basic and literacy education programs with the car-buying process. The goal for the lesson is to "effectively use the Internet to research necessary items before purchasing a car." These nine learning objectives are set: (1) determine what kind of car is needed; (2) determine how…
A Learner-Created Virtual Patient Curriculum for Surgical Residents: Successes and Failures.

PubMed

McKendy, Katherine M; Posel, Nancy; Fleiszer, David M; Vassiliou, Melina C

2016-01-01

To determine the feasibility and effectiveness of a learner-created virtual patient (VP) curriculum for postgraduate year 2 surgical residents. Using a social-constructivist model of learning, we designed a learner-created VP curriculum to help postgraduate year 2 residents prepare for their in-training surgical examination. Each resident was assigned to create a VP curriculum based on the learning objectives for this examination, and VP cases were then disseminated to all residents for completion. To measure the learning effects of the curriculum, participants completed 2 simulated in-training examinations, both at the beginning and at the end of the intervention. Study participants also participated in a focus group and completed an online questionnaire about the perceived learning value of the curriculum. The study was conducted at the McGill University Health Centre, a tertiary care hospital in Montreal, Canada. In total, 24 residents from 7 surgical specialties completed both the pretest and posttest, as well as took part in the creation of a VP curriculum. Of those 24 residents, only 19 residents completed the cases created by their peers, with 7 completing greater than 50% of the cases and 12 completing less than 50%. In all 17 residents responded to the online questionnaire and 11 residents participated in the focus group. The VP curriculum failed to improve scores from pretest (59.6%, standard deviation = 8.1) to posttest (55.4%, standard deviation = 6.6; p = 0.01) on the simulated in-training examination. Nonetheless, survey results demonstrated that most residents felt that creating a VP case (89%) and completing cases created by their peers (71%) had educational value. Overall, 71% preferred active participation in a curriculum to traditional didactic teaching. The focus group identified time-related constraints, concern about the quality of the peer-created cases, and questioning of the relationship between the curriculum and the Surgical Foundations examination as barriers to the success of the curriculum. Despite the fact that a learner-created VP curriculum did not improve scores on a mock in training examination, residents viewed this intervention as a valuable educational experience. Although there were barriers to the implementation of a learner-created curriculum, it is nonetheless important to try and integrate pedagogical concepts into the instructional design of curricula for surgical residents. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

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

PubMed

de León, Lourdes

2015-01-01

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

PubMed

Mears, Kim; Blake, Lindsay

2017-09-01

In response to a request from the Nursing Shared Governance Evidence-Based Practice Council, librarians created an online evidence-based practice (EBP) continuing education course for clinical nurses. The curriculum was adapted from a previously created face-to-face course and was offered online through a learning management system. Although many nurses registered for the course, only a small sample was able to complete all modules. Feedback revealed that nurses appreciated the ease of online use, but they experienced technical barriers. Overall, nurses completing the course agreed that all learning objectives were met. An online asynchronous course for nurses is a viable option for teaching EBP, but hospital computer limitations must be taken into account to allow for participants' full immersion into the material. J Contin Educ Nurs. 2017;48(9):420-424. Copyright 2017, SLACK Incorporated.
Creating Dynamic Learning Environment to Enhance Students’ Engagement in Learning Geometry

NASA Astrophysics Data System (ADS)

Sariyasa

2017-04-01

Learning geometry gives many benefits to students. It strengthens the development of deductive thinking and reasoning; it also provides an opportunity to improve visualisation and spatial ability. Some studies, however, have pointed out the difficulties that students encountered when learning geometry. A preliminary study by the author in Bali revealed that one of the main problems was teachers’ difficulties in delivering geometry instruction. It was partly due to the lack of appropriate instructional media. Coupling with dynamic geometry software, dynamic learning environments is a promising solution to this problem. Employing GeoGebra software supported by the well-designed instructional process may result in more meaningful learning, and consequently, students are motivated to engage in the learning process more deeply and actively. In this paper, we provide some examples of GeoGebra-aided learning activities that allow students to interactively explore and investigate geometry concepts and the properties of geometry objects. Thus, it is expected that such learning environment will enhance students’ internalisation process of geometry concepts.
Learning Bridge: Curricular Integration of Didactic and Experiential Education

PubMed Central

Arendt, Cassandra S.; Cawley, Pauline; Buhler, Amber V.; Elbarbry, Fawzy; Roberts, Sigrid C.

2010-01-01

Objectives To assess the impact of a program to integrate introductory pharmacy practice experiences with pharmaceutical science topics by promoting active learning, self-directed learning skills, and critical-thinking skills. Design The Learning Bridge, a curriculum program, was created to better integrate the material first-year (P1) students learned in pharmaceutical science courses into their introductory pharmacy practice experiences. Four Learning Bridge assignments required students to interact with their preceptors and answer questions relating to the pharmaceutical science material concurrently covered in their didactic courses. Assessment Surveys of students and preceptors were conducted to measure the effectiveness of the Learning Bridge process. Feedback indicated the Learning Bridge promoted students' interaction with their preceptors as well as development of active learning, self-directed learning, and critical-thinking skills. Students also indicated that the Learning Bridge assignments increased their learning, knowledge of drug information, and comprehension of relevant data in package inserts. Conclusion The Learning Bridge process integrated the didactic and experiential components of the curriculum, enhancing student learning in both areas, and offered students educational opportunities to interact more with their preceptors. PMID:20498741
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.
Drawing in nursing PBL.

PubMed

Chan, Zenobia C Y

2013-08-01

The implementation of art education in nursing is said to have positive effects on nursing students. Most studies applied visual art dialogues or object design, whereas the effectiveness of drawing as a teaching and learning method is rarely examined and discussed. This paper aimed to discuss the potential and effectiveness of drawing as a learning and teaching method. Four drawings which were created by Hong Kong nursing students are demonstrated and the students' perspectives of how drawing enhanced learning are shown in this paper. Topics on drawing as a fun teaching and learning method and the way it can enhance critical thinking and creativity are also discussed. In conclusion, the activity was a great success, and students enjoyed the learning process and reflected positive comments. However, we cannot conclude that drawing is an effective teaching and learning method based on a single paper, therefore more similar studies should be conducted to investigate this method. Copyright © 2012 Elsevier Ltd. All rights reserved.
Perceptual category learning and visual processing: An exercise in computational cognitive neuroscience.

PubMed

Cantwell, George; Riesenhuber, Maximilian; Roeder, Jessica L; Ashby, F Gregory

2017-05-01

The field of computational cognitive neuroscience (CCN) builds and tests neurobiologically detailed computational models that account for both behavioral and neuroscience data. This article leverages a key advantage of CCN-namely, that it should be possible to interface different CCN models in a plug-and-play fashion-to produce a new and biologically detailed model of perceptual category learning. The new model was created from two existing CCN models: the HMAX model of visual object processing and the COVIS model of category learning. Using bitmap images as inputs and by adjusting only a couple of learning-rate parameters, the new HMAX/COVIS model provides impressively good fits to human category-learning data from two qualitatively different experiments that used different types of category structures and different types of visual stimuli. Overall, the model provides a comprehensive neural and behavioral account of basal ganglia-mediated learning. Copyright © 2017 Elsevier Ltd. All rights reserved.
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
Climate for Learning: A Symposium. Creating a Climate for Learning, and the Humanizing Process. The Principal and School Discipline. Curriculum Bulletin Vol. XXXII, No. 341.

ERIC Educational Resources Information Center

Johnson, Simon O.; Chaky, June

This publication contains two articles focusing on creating a climate for learning. In "Creating a Climate for Learning, and the Humanizing Process," Simon O. Johnson offers practical suggestions for creating a humanistic learning environment. The author begins by defining the basic concepts--humanism, affective education, affective situation,…
Active Learning in a Large General Physics Classroom.

NASA Astrophysics Data System (ADS)

Trousil, Rebecca

2008-04-01

In 2004, we launched a new calculus-based, introductory physics sequence at Washington University. Designed as an alternative to our traditional lecture-based sequence, the primary objectives for this new course were to actively engage students in the learning process, to significantly strengthen students' conceptual reasoning skills, to help students develop higher level quantitative problem solving skills necessary for analyzing ``real world'' problems, and to integrate modern physics into the curriculum. This talk will describe our approach, using The Six Ideas That Shaped Physics text by Thomas Moore, to creating an active learning environment in large classes as well as share our perspective on key elements for success and challenges that we face in the large class environment.
CAN-Care: an innovative model of practice-based learning.

PubMed

Raines, Deborah A

2006-01-01

The "Collaborative Approach to Nursing Care" (CAN-Care) Model of practice-based education is designed to meet the unique learning needs of the accelerated nursing program student. The model is based on a synergistic partnership between the academic and service settings, the vision of which is to create an innovative practice-based learning model, resulting in a positive experience for both the student and unit-based nurse. Thus, the objectives of quality outcomes for both the college and Health Care Organization are fulfilled. Specifically, the goal is the education of nurses ready to meet the challenges of caring for persons in the complex health care environment of the 21st century.
Machine learning for a Toolkit for Image Mining

NASA Technical Reports Server (NTRS)

Delanoy, Richard L.

1995-01-01

A prototype user environment is described that enables a user with very limited computer skills to collaborate with a computer algorithm to develop search tools (agents) that can be used for image analysis, creating metadata for tagging images, searching for images in an image database on the basis of image content, or as a component of computer vision algorithms. Agents are learned in an ongoing, two-way dialogue between the user and the algorithm. The user points to mistakes made in classification. The algorithm, in response, attempts to discover which image attributes are discriminating between objects of interest and clutter. It then builds a candidate agent and applies it to an input image, producing an 'interest' image highlighting features that are consistent with the set of objects and clutter indicated by the user. The dialogue repeats until the user is satisfied. The prototype environment, called the Toolkit for Image Mining (TIM) is currently capable of learning spectral and textural patterns. Learning exhibits rapid convergence to reasonable levels of performance and, when thoroughly trained, Fo appears to be competitive in discrimination accuracy with other classification techniques.
Using Primary Literature to Teach Science Literacy to Introductory Biology Students

PubMed Central

Krontiris-Litowitz, Johanna

2013-01-01

Undergraduate students struggle to read the scientific literature and educators have suggested that this may reflect deficiencies in their science literacy skills. In this two-year study we develop and test a strategy for using the scientific literature to teach science literacy skills to novice life science majors. The first year of the project served as a preliminary investigation in which we evaluated student science literacy skills, created a set of science literacy learning objectives aligned with Bloom’s taxonomy, and developed a set of homework assignments that used peer-reviewed articles to teach science literacy. In the second year of the project the effectiveness of the assignments and the learning objectives were evaluated. Summative student learning was evaluated in the second year on a final exam. The mean score was 83.5% (±20.3%) and there were significant learning gains (p < 0.05) in seven of nine of science literacy skills. Project data indicated that even though students achieved course-targeted lower-order science literacy objectives, many were deficient in higher-order literacy skills. Results of this project suggest that building scientific literacy is a continuing process which begins in first-year science courses with a set of fundamental skills that can serve the progressive development of literacy skills throughout the undergraduate curriculum. PMID:23858355
Web-based interactive 3D visualization as a tool for improved anatomy learning.

PubMed

Petersson, Helge; Sinkvist, David; Wang, Chunliang; Smedby, Orjan

2009-01-01

Despite a long tradition, conventional anatomy education based on dissection is declining. This study tested a new virtual reality (VR) technique for anatomy learning based on virtual contrast injection. The aim was to assess whether students value this new three-dimensional (3D) visualization method as a learning tool and what value they gain from its use in reaching their anatomical learning objectives. Several 3D vascular VR models were created using an interactive segmentation tool based on the "virtual contrast injection" method. This method allows users, with relative ease, to convert computer tomography or magnetic resonance images into vivid 3D VR movies using the OsiriX software equipped with the CMIV CTA plug-in. Once created using the segmentation tool, the image series were exported in Quick Time Virtual Reality (QTVR) format and integrated within a web framework of the Educational Virtual Anatomy (EVA) program. A total of nine QTVR movies were produced encompassing most of the major arteries of the body. These movies were supplemented with associated information, color keys, and notes. The results indicate that, in general, students' attitudes towards the EVA-program were positive when compared with anatomy textbooks, but results were not the same with dissections. Additionally, knowledge tests suggest a potentially beneficial effect on learning.
Issues around Creating a Reusable Learning Object to Support Statistics Teaching

ERIC Educational Resources Information Center

Gilchrist, Mollie

2007-01-01

Although our health professional students have some experience of simple charts, such as pie and bar, and some intuition of histograms, they do not appear to have much knowledge or understanding about box and whisker plots and their relation to the data they are describing or compared to histograms. The boxplot is a versatile charting tool, useful…
Debating Digital Childhoods: Questions Concerning Technologies, Economies and Determinisms

ERIC Educational Resources Information Center

Gibbons, Andrew

2015-01-01

The learning child, the child that is the object of interest through modernity and into mutated modernity, in the knowledge economy, is a digital age identity of great interest. Talk about childhood and the digital age invokes a range of questions about what is happening at this time and with these technologies and that creates more or less of a…
It's Not All Ancient History Now: Connecting the Past by Weaving a Threaded Historical Concept

ERIC Educational Resources Information Center

Endacott, Jason

2005-01-01

Proving history's relevance to students is a daunting task that social studies educators face everyday as they create lesson plans that they hope will spark their students' interest in learning about the past. Few educators would argue that demonstrating the relevance of the objectives toward which they are teaching is an unnecessary duty. Perhaps…
Loudoun County Public Library, Final Performance Report for Library Services and Construction Act (LSCA) Title VI, Library Literacy Program.

ERIC Educational Resources Information Center

Holtslander, Linda

This final performance report for the Loudoun County Public Library literacy project begins with a section that provides quantitative data. The next section compares actual accomplishments to the major project objective: to create a non-threatening learning environment at the Transitional Housing Center (THC), a residential homeless shelter.…
A Low-Cost Teaching Model of Inguinal Canal: A Useful Method to Teach Surgical Concepts in Hernia Repair

ERIC Educational Resources Information Center

Ansaloni, Luca; Catena, Fausto; Coccolini, Frederico; Ceresoli, Marco; Pinna, Antonio Daniele

2014-01-01

Objectives: Inguinal canal anatomy and hernia repair is difficult for medical students and surgical residents to comprehend. Methods: Using low-cost material, a 3-dimensional inexpensive model of the inguinal canal was created to allow students to learn anatomical details and landmarks and to perform their own simulated hernia repair. In order to…
OERs in Context--Case Study of Innovation and Sustainability of Educational Practices at the University of Mauritius

ERIC Educational Resources Information Center

Issack, Santally Mohammad

2011-01-01

Over the recent years, there has been a growing interest in Open Educational Resources (OER). A similar trend was observed about a decade ago in the concept of Learning Objects, which inevitably faded without really making an impact in real-world educational contexts. A number of repositories were created that contain thousands of learning…

Study of the Impact of Collaboration among Teachers in a Collaborative Authoring System

ERIC Educational Resources Information Center

Lafifi, Yacine; Touil, Ghassen

2010-01-01

Several researchers have studied the impact of collaboration between the learners on their cognitive levels, but few studies have been carried out on the impact of collaboration between the teachers. The aim of our research is to study the effects on the knowledge levels of learners of collaborative construction of learning objects created by the…
Trick-or-Treat Candy-Getters and Hornet Scare Devices: Second Graders Make Creative Inventions Related to Animal Adaptations

ERIC Educational Resources Information Center

Rule, Audrey C.; Baldwin, Samantha; Schell, Robert

2009-01-01

This repeated measures study examined second graders' (n = 21) performance in creating inventions related to animal adaptations for simple products under two conditions that alternated each week for a six-week period. In the analogy condition, students used form and function analogy object boxes to learn about animal adaptations, applying these…
Chile: educational game, "Learning about AIDS: the Responsibility of All".

PubMed

1993-01-01

For more than 10 years, People's Health Education (EPES) has developed educational materials which call upon target audiences to integrate their practical experiences into a collective learning process based upon games. The methodology and materials aim to meet the needs of the most underprivileged sections of the population. EPES produced "Learning about AIDS: the responsibility of all," a game which can be used as it is or adapted to meet the needs of differing groups. The objectives of the game are to provide basic information on AIDS; to facilitate the expression of ideas, beliefs, and myths about AIDS; to promote forums for discussion in order to exchange opinions and views on sexuality and AIDS; to create awareness on how AIDS affects the community; and to create awareness of the need to prevent the disease. Played in couples to strengthen the level of interpersonal communication on such issues, the game is played because AIDS is a fact of everyday life which is affecting the community, because learning about AIDS will help people to protect themselves and their communities from the disease and groundless associated fears, and because open discussion is needed to help prevent more people from becoming infected with HIV.
How do children learn to follow gaze, share joint attention, imitate their teachers, and use tools during social interactions?

PubMed

Grossberg, Stephen; Vladusich, Tony

2010-01-01

How does an infant learn through visual experience to imitate actions of adult teachers, despite the fact that the infant and adult view one another and the world from different perspectives? To accomplish this, an infant needs to learn how to share joint attention with adult teachers and to follow their gaze towards valued goal objects. The infant also needs to be capable of view-invariant object learning and recognition whereby it can carry out goal-directed behaviors, such as the use of tools, using different object views than the ones that its teachers use. Such capabilities are often attributed to "mirror neurons". This attribution does not, however, explain the brain processes whereby these competences arise. This article describes the CRIB (Circular Reactions for Imitative Behavior) neural model of how the brain achieves these goals through inter-personal circular reactions. Inter-personal circular reactions generalize the intra-personal circular reactions of Piaget, which clarify how infants learn from their own babbled arm movements and reactive eye movements how to carry out volitional reaches, with or without tools, towards valued goal objects. The article proposes how intra-personal circular reactions create a foundation for inter-personal circular reactions when infants and other learners interact with external teachers in space. Both types of circular reactions involve learned coordinate transformations between body-centered arm movement commands and retinotopic visual feedback, and coordination of processes within and between the What and Where cortical processing streams. Specific breakdowns of model processes generate formal symptoms similar to clinical symptoms of autism. Copyright © 2010 Elsevier Ltd. All rights reserved.
An instructional package integrating science and social studies instruction at the fifth-grade level

NASA Astrophysics Data System (ADS)

Hulley, Kathy Louise Sullivan

Integrative education is being implemented by classroom teachers who want to immerse students in an environment rich in problem-solving skills, critical analysis skills, ethics, valuing of knowledge, and communication of learning. Several subject areas in the curriculum have been integrated, such as literature with social studies and mathematics with science. The focus of this dissertation is on the integration of science and social studies at the fifth grade level using the Mississippi State Department of Education Curriculum Guidelines and Objectives (MSDE, 1995) and the National Science Education Standards (National Research Council (NRC), 1996). An instructional package of lesson plans that teachers can use as ideas to create their own plans for an integrated curriculum of science and social studies was devised. The Mississippi State Department of Education Curriculum Guidelines and Objectives for Social Studies (MSDE, 1995) at the fifth grade level contain fifteen competencies. Three standards from the National Science Education Standards (NRC, 1996) were chosen. They include (a) science and technology, (b) science in personal and social perspectives, and (c) the history and nature of science. Each competency for social studies has three lesson plans written that integrate the three chosen standards from the National Science Education Standards. A total of forty-five lesson plans were written integrating science and social studies. Each lesson plan includes an objective, materials, procedures, and evaluation for teachers. Teachers are encouraged to use the lesson plans as a guide in creating their own lesson plans that would correspond to their school's particular curriculum guidelines. Consideration should be given to the learning levels and styles of their classroom. This qualitative study was done to create lesson plans that integrate science and social studies with the hope that teachers will expand upon them and implement them into their curricula.
Why Inquiry? Primary Teachers' Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students' Science Learning

NASA Astrophysics Data System (ADS)

Walan, Susanne; Nilsson, Pernilla; Ewen, Birgitta Mc

2017-10-01

Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers' knowledge about of students' understanding and intended learning outcomes. Content representations created by the teachers and students' experiences of the enacted teaching served as foundations for the teachers' reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students' experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers' intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers' choice of instructional strategies and their knowledge about students' understanding, with the exception that the teacher who also added drama wanted to support her students' understanding of the states of water.
A three-year reflective writing program as part of introductory pharmacy practice experiences.

PubMed

Nuffer, Wesley; Vaughn, Jessica; Kerr, Kevin; Zielenski, Christopher; Toppel, Brianna; Johnson, Lauren; McCauley, Patrina; Turner, Christopher J

2013-06-12

To implement and evaluate a 3-year reflective writing program incorporated into introductory pharmacy practice experiences (IPPEs) in the first- through third-year of a doctor of pharmacy (PharmD) program. Reflective writing was integrated into 6 IPPE courses to develop students' lifelong learning skills. In their writing, students were required to self-assess their performance in patient care activities, identify and describe how they would incorporate learning opportunities, and then evaluate their progress. Practitioners, faculty members, and fourth-year PharmD students served as writing preceptors. The success of the writing program was assessed by reviewing class performance and surveying writing preceptor's opinions regarding the student's achievement of program objectives. Class pass rates averaged greater than 99% over the 8 years of the program and the large majority of the writing preceptors reported that student learning objectives were met. A support pool of 99 writing preceptors was created. A 3-year reflective writing program improved pharmacy students' reflection and reflective writing skills.
Video Tutorial of Continental Food

NASA Astrophysics Data System (ADS)

Nurani, A. S.; Juwaedah, A.; Mahmudatussa'adah, A.

2018-02-01

This research is motivated by the belief in the importance of media in a learning process. Media as an intermediary serves to focus on the attention of learners. Selection of appropriate learning media is very influential on the success of the delivery of information itself both in terms of cognitive, affective and skills. Continental food is a course that studies food that comes from Europe and is very complex. To reduce verbalism and provide more real learning, then the tutorial media is needed. Media tutorials that are audio visual can provide a more concrete learning experience. The purpose of this research is to develop tutorial media in the form of video. The method used is the development method with the stages of analyzing the learning objectives, creating a story board, validating the story board, revising the story board and making video tutorial media. The results show that the making of storyboards should be very thorough, and detailed in accordance with the learning objectives to reduce errors in video capture so as to save time, cost and effort. In video capturing, lighting, shooting angles, and soundproofing make an excellent contribution to the quality of tutorial video produced. In shooting should focus more on tools, materials, and processing. Video tutorials should be interactive and two-way.
An augmented reality tool for learning spatial anatomy on mobile devices.

PubMed

Jain, Nishant; Youngblood, Patricia; Hasel, Matthew; Srivastava, Sakti

2017-09-01

Augmented Realty (AR) offers a novel method of blending virtual and real anatomy for intuitive spatial learning. Our first aim in the study was to create a prototype AR tool for mobile devices. Our second aim was to complete a technical evaluation of our prototype AR tool focused on measuring the system's ability to accurately render digital content in the real world. We imported Computed Tomography (CT) data derived virtual surface models into a 3D Unity engine environment and implemented an AR algorithm to display these on mobile devices. We investigated the accuracy of the virtual renderings by comparing a physical cube with an identical virtual cube for dimensional accuracy. Our comparative study confirms that our AR tool renders 3D virtual objects with a high level of accuracy as evidenced by the degree of similarity between measurements of the dimensions of a virtual object (a cube) and the corresponding physical object. We developed an inexpensive and user-friendly prototype AR tool for mobile devices that creates highly accurate renderings. This prototype demonstrates an intuitive, portable, and integrated interface for spatial interaction with virtual anatomical specimens. Integrating this AR tool with a library of CT derived surface models provides a platform for spatial learning in the anatomy curriculum. The segmentation methodology implemented to optimize human CT data for mobile viewing can be extended to include anatomical variations and pathologies. The ability of this inexpensive educational platform to deliver a library of interactive, 3D models to students worldwide demonstrates its utility as a supplemental teaching tool that could greatly benefit anatomical instruction. Clin. Anat. 30:736-741, 2017. © 2017Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.
Distributed learning or medical tourism? A Canadian residency program's experience in global health.

PubMed

Kelly, Kate; McCarthy, Anne; McLean, Laurie

2015-01-01

Global health experiences (GHEs) are becoming increasingly prevalent in surgical residency education. Although it may seem intuitive that participation in GHEs develops CanMEDS competencies, this has not been studied in depth in surgery. The purpose of this study is (1) to explore if and how otolaryngology-head and neck surgery (OHNS) resident participation in GHEs facilitates the development of CanMEDS competencies and (2) to develop an OHNS GHE tool to facilitate the integration of CanMEDS into GHE participation and evaluation. An online survey explored the GHEs of current and past OHNS residents in Canada. Based on the data collected and a literature review, a foundational tool was then created to (1) enable OHNS residents to structure their GHEs into CanMEDS-related learning objectives and (2) enable OHNS program directors to more effectively evaluate residents' GHEs with respect to CanMEDS competencies. Participants' GHEs varied widely. These experiences often contributed informally to the development of several CanMEDS competencies. However, few residents had concrete objectives, rarely were CanMEDS roles clearly incorporated, and most residents were not formally evaluated during their experience. Residents felt they achieved greater learning when predeparture objectives and postexperience reflections were integrated into their GHEs. Although GHEs vary widely, they can serve as valuable forums for developing CanMEDS competencies among participating residents. Without clear objectives that adhere to the CanMEDS framework or formal assessment methods however, residents in GHEs risk becoming medical tourists. The use of an objective and evaluation tool may facilitate the creation of predeparture learning objectives, encourage self-reflection on their GHE, and better enable program directors to evaluate residents participating in GHEs. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
On-line interactive virtual experiments on nanoscience

NASA Astrophysics Data System (ADS)

Kadar, Manuella; Ileana, Ioan; Hutanu, Constantin

2009-01-01

This paper is an overview on the next generation web which allows students to experience virtual experiments on nano science, physics devices, processes and processing equipment. Virtual reality is used to support a real university lab in which a student can experiment real lab sessions. The web material is presented in an intuitive and highly visual 3D form that is accessible to a diverse group of students. Such type of laboratory provides opportunities for professional and practical education for a wide range of users. The expensive equipment and apparatuses that build the experimental stage in a particular standard laboratory is used to create virtual educational research laboratories. Students learn how to prepare the apparatuses and facilities for the experiment. The online experiments metadata schema is the format for describing online experiments, much like the schema behind a library catalogue used to describe the books in a library. As an online experiment is a special kind of learning object, one specifies its schema as an extension to an established metadata schema for learning objects. The content of the courses, metainformation as well as readings and user data are saved on the server in a database as XML objects.
Nurses and Lifelong Learning: Creating "Makers and Shapers" or "Users and Choosers"?

PubMed

Butcher, Diane; Bruce, Anne

2016-04-01

How have the meaning and goals of lifelong learning for nurses shifted under neoliberal political policy? This article critically scrutinizes the political undercurrents of lifelong learning. While the original intent of lifelong learning was to foster intellectual, critical, social, and political citizen engagement (creating "makers and shapers" of social policy), instrumental learning-learning to meet practical economic ends-has taken priority and is instead creating marketable workers (creating "users and choosers"). International educational neoliberal policy reform has altered the very nature of education. Under pervasive neoliberal political influence, lifelong learning has become distorted as the goals of learning have shifted towards creating marketable workers who are expected, while unsupported, to engage in learning to ensure ongoing employability in an open market. By examining new understandings of lifelong learning, nurses can make informed choices as to whether they aspire to be a "user and chooser" or "maker and shaper" of lifelong learning in their workplaces. © 2015 Wiley Periodicals, Inc.
Computer Vision and Machine Learning for Autonomous Characterization of AM Powder Feedstocks

NASA Astrophysics Data System (ADS)

DeCost, Brian L.; Jain, Harshvardhan; Rollett, Anthony D.; Holm, Elizabeth A.

2017-03-01

By applying computer vision and machine learning methods, we develop a system to characterize powder feedstock materials for metal additive manufacturing (AM). Feature detection and description algorithms are applied to create a microstructural scale image representation that can be used to cluster, compare, and analyze powder micrographs. When applied to eight commercial feedstock powders, the system classifies powder images into the correct material systems with greater than 95% accuracy. The system also identifies both representative and atypical powder images. These results suggest the possibility of measuring variations in powders as a function of processing history, relating microstructural features of powders to properties relevant to their performance in AM processes, and defining objective material standards based on visual images. A significant advantage of the computer vision approach is that it is autonomous, objective, and repeatable.
Brain-Emulating Cognition and Control Architecture (BECCA) v. 0.2 beta

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

ROHRER, BRANDON; & MORROW, JAMES

2009-06-16

BECCA is a learning and control method based on the function of the human brain. The goal behind its creation is to learn to control robots in unfamiliar environments in a way that is very robust, similar to the way that an infant learns to interact with her environment by trial and error. As of this release, this software contains an application for controlling robot hardware through a socket. The code was created so as to make it extensible to new applications. It is modular, object-oriented code in which the portions of the code that are specific to one robotmore » are easily separable from those portions that are the constant between implementations. BECCA makes very few assumptions about the robot and environment it is learning, and so is applicable to a wide range of learning and control problems.« less
Using Remote Access to Scientific Instrumentation to Create Authentic Learning Activities in Pharmaceutical Analysis

PubMed Central

Albon, Simon P.; Cancilla, Devon A.; Hubball, Harry

2006-01-01

Objectives To pilot test and evaluate a gas chromatography-mass spectrometry (GCMS) case study as a teaching and learning tool. Design A case study incorporating remote access to a GCMS instrument through the Integrated Laboratory Network (ILN) at Western Washington University was developed and implemented. Student surveys, faculty interviews, and examination score data were used to evaluate learning. Assessment While the case study did not impact final examination scores, approximately 70% of students and all faculty members felt the ILN-supported case study improved student learning about GCMS. Faculty members felt the “live” instrument access facilitated more authentic teaching. Students and faculty members felt the ILN should continue to be developed as a teaching tool. Conclusion Remote access to scientific instrumentation can be used to modify case studies to enhance student learning and teaching practice in pharmaceutical analysis. PMID:17149450
Time Spent, Workload, and Student and Faculty Perceptions in a Blended Learning Environment

PubMed Central

Schumacher, Christie; Arif, Sally

2016-01-01

Objective. To evaluate student perception and time spent on asynchronous online lectures in a blended learning environment (BLE) and to assess faculty workload and perception. Methods. Students (n=427) time spent viewing online lectures was measured in three courses. Students and faculty members completed a survey to assess perceptions of a BLE. Faculty members recorded time spent creating BLEs. Results. Total time spent in the BLE was less than the allocated time for two of the three courses by 3-15%. Students preferred online lectures for their flexibility, students’ ability to apply information learned, and congruence with their learning styles. Faculty members reported the BLE facilitated higher levels of learning during class sessions but noted an increase in workload. Conclusion. A BLE increased faculty workload but was well received by students. Time spent viewing online lectures was less than what was allocated in two of the three courses. PMID:27667839
Active-learning Strategies for Legal Topics and Substance Abuse in a Pharmacy Curriculum.

PubMed

Steinhardt, Sarah J; Clark, John E; Kelly, William N; Hill, Angela M

2017-02-25

Objective. To implement active-learning strategies to engage students in learning, applying, and teaching legal and substance abuse topics. Design. Medication Safety course student groups created films on a National Patient Safety Goal (NPSG) using a movie genre and presented them in film festival format. Pharmacogenomics course student groups taught ethical, legal, and social implications (ELSI) topics through presentation of short stories about comic book characters with genetic mutations. Students in the Drugs of Abuse course composed and performed dances depicting the mechanism of action of a drug in an in-class rave dance format. Assessment. Course evaluations revealed student engagement with subject material and enjoyment of the creative applications, critical thinking, and collaborative aspects of the activities. Students performed well on examination questions and graded assignments. Conclusion. These active-learning strategies facilitated students' abilities to learn, apply, and teach material in medication safety, pharmacogenomics, and substance abuse courses.
Active-learning Strategies for Legal Topics and Substance Abuse in a Pharmacy Curriculum

PubMed Central

Clark, John E.; Kelly, William N.; Hill, Angela M.

2017-01-01

Objective. To implement active-learning strategies to engage students in learning, applying, and teaching legal and substance abuse topics. Design. Medication Safety course student groups created films on a National Patient Safety Goal (NPSG) using a movie genre and presented them in film festival format. Pharmacogenomics course student groups taught ethical, legal, and social implications (ELSI) topics through presentation of short stories about comic book characters with genetic mutations. Students in the Drugs of Abuse course composed and performed dances depicting the mechanism of action of a drug in an in-class rave dance format. Assessment. Course evaluations revealed student engagement with subject material and enjoyment of the creative applications, critical thinking, and collaborative aspects of the activities. Students performed well on examination questions and graded assignments. Conclusion. These active-learning strategies facilitated students’ abilities to learn, apply, and teach material in medication safety, pharmacogenomics, and substance abuse courses. PMID:28289294
A European Languages Virtual Network Proposal

NASA Astrophysics Data System (ADS)

García-Peñalvo, Francisco José; González-González, Juan Carlos; Murray, Maria

ELVIN (European Languages Virtual Network) is a European Union (EU) Lifelong Learning Programme Project aimed at creating an informal social network to support and facilitate language learning. The ELVIN project aims to research and develop the connection between social networks, professional profiles and language learning in an informal educational context. At the core of the ELVIN project, there will be a web 2.0 social networking platform that connects employees/students for language practice based on their own professional/academic needs and abilities, using all relevant technologies. The ELVIN remit involves the examination of both methodological and technological issues inherent in achieving a social-based learning platform that provides the user with their own customized Personal Learning Environment for EU language acquisition. ELVIN started in November 2009 and this paper presents the project aims and objectives as well as the development and implementation of the web platform.
Virtual Reality as a Story Telling Platform for Geoscience Communication

NASA Astrophysics Data System (ADS)

Lazar, K.; Moysey, S. M.

2017-12-01

Capturing the attention of students and the public is a critical step for increasing societal interest and literacy in earth science issues. Virtual reality (VR) provides a means for geoscience engagement that is well suited to place-based learning through exciting and immersive experiences. One approach is to create fully-immersive virtual gaming environments where players interact with physical objects, such as rock samples and outcrops, to pursue geoscience learning goals. Developing an experience like this, however, can require substantial programming expertise and resources. At the other end of the development spectrum, it is possible for anyone to create immersive virtual experiences with 360-degree imagery, which can be made interactive using easy to use VR editing software to embed videos, audio, images, and other content within the 360-degree image. Accessible editing tools like these make the creation of VR experiences something that anyone can tackle. Using the VR editor ThingLink and imagery from Google Maps, for example, we were able to create an interactive tour of the Grand Canyon, complete with embedded assessments, in a matter of hours. The true power of such platforms, however, comes from the potential to engage students as content authors to create and share stories of place that explore geoscience issues from their personal perspective. For example, we have used combinations of 360-degree images with interactive mapping and web platforms to enable students with no programming experience to create complex web apps as highly engaging story telling platforms. We highlight here examples of how we have implemented such story telling approaches with students to assess learning in courses, to share geoscience research outcomes, and to communicate issues of societal importance.

Knowledge acquisition and learning process description in context of e-learning

NASA Astrophysics Data System (ADS)

Kiselev, B. G.; Yakutenko, V. A.; Yuriev, M. A.

2017-01-01

This paper investigates the problem of design of e-learning and MOOC systems. It describes instructional design-based approaches to e-learning systems design: IMS Learning Design, MISA and TELOS. To solve this problem we present Knowledge Field of Educational Environment with Competence boundary conditions - instructional engineering method for self-learning systems design. It is based on the simplified TELOS approach and enables a user to create their individual learning path by choosing prerequisite and target competencies. The paper provides the ontology model for the described instructional engineering method, real life use cases and the classification of the presented model. Ontology model consists of 13 classes and 15 properties. Some of them are inherited from Knowledge Field of Educational Environment and some are new and describe competence boundary conditions and knowledge validation objects. Ontology model uses logical constraints and is described using OWL 2 standard. To give TELOS users better understanding of our approach we list mapping between TELOS and KFEEC.
['How strange is the patient to me?'

PubMed

Karger, André; Lindtner-Rudolph, Heide; Mroczynski, Robert; Ziem, Alexander; Joksimovic, Ljiljana

2017-09-01

'How strange is the patient to me?' Physicians' attitudes and expectations toward treating patients with a migration background Objectives: Undergraduate and postgraduate training in cultural competence remains a challenging issue. It might be useful to integrate culturally sensitive learning objectives in existing curricula. As part of a needs assessment, this qualitative study examined the prototypical experiences in clinical routines with patients with a migration background. Twenty physicians took part in half-structured narrative interviews, which were then analyzed by linguistic-ethnographic conversation analysis. The main reasons for difficulties in patient-physician relation proved to be language barriers. Assignments of professional interpreters were rated critically. Physicians attributed the responsibility for successful communication mainly to the patient. The physicians saw little need for training in cultural competence. The integration of learning objectives related to cultural sensibility in existing curricula would seem to be useful, especially because the physicians interviewed reported little need for additional training on their own. The importance of implied negative attitudes and stereotypes in creating a culturally sensitive approach should be taken into account.
a New Object-Based Framework to Detect Shodows in High-Resolution Satellite Imagery Over Urban Areas

NASA Astrophysics Data System (ADS)

Tatar, N.; Saadatseresht, M.; Arefi, H.; Hadavand, A.

2015-12-01

In this paper a new object-based framework to detect shadow areas in high resolution satellite images is proposed. To produce shadow map in pixel level state of the art supervised machine learning algorithms are employed. Automatic ground truth generation based on Otsu thresholding on shadow and non-shadow indices is used to train the classifiers. It is followed by segmenting the image scene and create image objects. To detect shadow objects, a majority voting on pixel-based shadow detection result is designed. GeoEye-1 multi-spectral image over an urban area in Qom city of Iran is used in the experiments. Results shows the superiority of our proposed method over traditional pixel-based, visually and quantitatively.
Semantic Annotation of Video Fragments as Learning Objects: A Case Study with "YouTube" Videos and the Gene Ontology

ERIC Educational Resources Information Center

Garcia-Barriocanal, Elena; Sicilia, Miguel-Angel; Sanchez-Alonso, Salvador; Lytras, Miltiadis

2011-01-01

Web 2.0 technologies can be considered a loosely defined set of Web application styles that foster a kind of media consumer more engaged, and usually active in creating and maintaining Internet contents. Thus, Web 2.0 applications have resulted in increased user participation and massive user-generated (or user-published) open multimedia content,…
Water quality improvement policies: lessons learned from the implementation of Proposition O in Los Angeles, California

Treesearch

Mi-Hyun Park; Michael Stenstrom; Stephanie Pincetl

2009-01-01

This article evaluates the implementation of Proposition O, a stormwater cleanup measure, in Los Angeles, California. The measure was intended to create new funding to help the city comply with the Total Maximum Daily Load requirements under the federal Clean Water Act. Funding water quality objectives through a bond measure was necessary because the city had...
The difficulties of using MACSYMA and the function of user aids

NASA Technical Reports Server (NTRS)

Genesereth, M. R.

1977-01-01

The size and complexity of the MACSYMA system may create learning difficulties for users. Deficiency in understanding the system leads to resource knowledge difficulties. A communication factor arises from a difference between the primitive objects, actions, and relations of a user's problem and those provided by the system. The functions of various user aids in handling each of these difficulties are discussed.
The Spirit That Moves Us. A Literature-Based Resource Guide on Teaching about the Holocaust & Human Rights, Grades Kindergarten through Four.

ERIC Educational Resources Information Center

Petovello, Laura R.

The Holocaust Human Rights Center of Maine is dedicated to providing assistance and support to Maine's teachers on the study and participation of human rights and on teaching the Holocaust. This guide was created to reinforce the purpose and objectives of "Maine's Common Core of Learning," relating to citizenship, human rights, and…
Web 2.0 Tools in High School in Portugal: Creating Screencasts and Vodcasts for Learning

ERIC Educational Resources Information Center

Moreira Rocha, Aurora Maria; Coutinho, Clara Pereira

2011-01-01

In this article, we present an experiment carried out in an 11th grade class in the curricular subject of DG (descriptive geometry). In a context where failure is more in the national exam, as well as in the discipline's attendance, the main objectives that motivated the implementation of this educational experience, were, on the one hand, to…
Formulating a Curriculum Framework for Bible Study: Creating Course Objectives for Bible Curriculum in Jewish Schools

ERIC Educational Resources Information Center

Kohn, Eli; Goldstein, Gabriel

2008-01-01

Bible teachers worldwide lack a shared language with which to describe expectations of what pupils will learn at various stages of their schooling. This article attempts such a language. If defines a framework, formulated with the assistance of twenty-five Bible teachers in Jewish schools in the United Kingdom. It is hoped that this article will…
Creation of Audiovisual Presentations as a Tool to Develop Key Competences in Secondary-School Students. A Case Study in Science Class

ERIC Educational Resources Information Center

Ezquerra, Ángel; Manso, Javier; Burgos, Mª Esther; Hallabrin, Carla

2014-01-01

New curricular plans based on key competences create the need for new educational proposals that allow their development. This article describes a proposal to develop key competences through project-based learning. The project's objective is the creation of a digital video. The following study was carried out with students in their final two years…
Challenges in Modeling and Measuring Learning Trajectories

ERIC Educational Resources Information Center

Confrey, Jere; Jones, R. Seth; Gianopulos, Garron

2015-01-01

Briggs and Peck make a compelling case for creating new, more intuitive measures of learning, based on creating vertical scales using learning trajectories (LT) in place of "domain sampling." We believe that the importance of creating measurement scales that coordinate recognizable landmarks in learning trajectories with interval scales…
A decentralized and onsite wastewater management course: bringing together global concerns and practical pedagogy.

PubMed

Gaulke, L S; Borgford-Parnell, J L; Stensel, H D

2008-01-01

This paper reports on the design, implementation, and results of a course focused on decentralized and onsite wastewater treatment in global contexts. Problem-based learning was the primary pedagogical method, with which students tackled real-world problems and designed systems to meet the needs of diverse populations. Both learning and course evaluations demonstrated that the course was successful in fulfilling learning objectives, increasing student design skills, and raising awareness of global applications. Based on this experience a list of recommendations was created for co-developing and team-teaching multidisciplinary design courses. These recommendations include ideas for aligning student and teacher goals, overcoming barriers to effective group-work, and imbedding continuous course assessments. Copyright IWA Publishing 2008.
Implementation of a cooperative methodology to develop organic chemical engineering skills

NASA Astrophysics Data System (ADS)

Arteaga, J. F.; Díaz Blanco, M. J.; Toscano Fuentes, C.; Martín Alfonso, J. E.

2013-08-01

The objective of this work is to investigate how most of the competences required by engineering students may be developed through an active methodology based on cooperative learning/evaluation. Cooperative learning was employed by the University of Huelva's third-year engineering students. The teaching methodology pretends to create some of the most relevant engineering skills required nowadays such as the ability to cooperate finding appropriate information; the ability to solve problems through critical and creative thinking; and the ability to make decisions and to communicate effectively. The statistical study carried out supports the hypothesis that comprehensive and well-defined protocols in the development of the subject, the rubric and cooperative evaluation allow students to acquire a successful learning.
Innovative curriculum: Integrating the bio-behavioral and social science principles across the LifeStages in basic science years.

PubMed

Lele Mookerjee, Anuradha; Fischer, Bradford D; Cavanaugh, Susan; Rajput, Vijay

2018-05-20

Behavioral and social science integration in clinical practice improves health outcomes across the life stages. The medical school curriculum requires an integration of the behavioral and social science principles in early medical education. We developed and delivered a four-week course entitled "LifeStages" to the first year medical students. The learning objectives of the bio-behavioral and social science principles along with the cultural, economic, political, and ethical parameters were integrated across the lifespan in the curriculum matrix. We focused on the following major domains: Growth and Brain Development; Sexuality, Hormones and Gender; Sleep; Cognitive and Emotional Development; Mobility, Exercise, Injury and Safety; Nutrition, Diet and Lifestyle; Stress and coping skills, Domestic Violence; Substance Use Disorders; Pain, Illness and Suffering; End of Life, Ethics and Death along with Intergenerational issues and Family Dynamics. Collaboration from the clinical and biomedical science departments led to the dynamic delivery of the course learning objectives and content. The faculty developed and led a scholarly discussion, using the case of a multi-racial, multi-generational family during Active Learning Group (ALG) sessions. The assessment in the LifeStages course involved multiple assessment tools: including the holistic assessment by the faculty facilitator inside ALGs, a Team-Based Learning (TBL) exercise, multiple choice questions and Team Work Assessment during which the students had to create a clinical case on a LifeStages domain along with the facilitators guide and learning objectives.
Superficial and deep learning approaches among medical students in an interdisciplinary integrated curriculum.

PubMed

Mirghani, Hisham M; Ezimokhai, Mutairu; Shaban, Sami; van Berkel, Henk J M

2014-01-01

Students' learning approaches have a significant impact on the success of the educational experience, and a mismatch between instructional methods and the learning approach is very likely to create an obstacle to learning. Educational institutes' understanding of students' learning approaches allows those institutes to introduce changes in their curriculum content, instructional format, and assessment methods that will allow students to adopt deep learning techniques and critical thinking. The objective of this study was to determine and compare learning approaches among medical students following an interdisciplinary integrated curriculum. This was a cross-sectional study in which an electronic questionnaire using the Biggs two-factor Study Process Questionnaire (SPQ) with 20 questions was administered. Of a total of 402 students at the medical school, 214 (53.2%) completed the questionnaire. There was a significant difference in the mean score of superficial approach, motive and strategy between students in the six medical school years. However, no significant difference was observed in the mean score of deep approach, motive and strategy. The mean score for years 1 and 2 showed a significantly higher surface approach, surface motive and surface strategy when compared with students in years 4-6 in medical school. The superficial approach to learning was mostly preferred among first and second year medical students, and the least preferred among students in the final clinical years. These results may be useful in creating future teaching, learning and assessment strategies aiming to enhance a deep learning approach among medical students. Future studies are needed to investigate the reason for the preferred superficial approach among medical students in their early years of study.
STDP in lateral connections creates category-based perceptual cycles for invariance learning with multiple stimuli.

PubMed

Evans, Benjamin D; Stringer, Simon M

2015-04-01

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

ERIC Educational Resources Information Center

Hendricks, Karin S.; Smith, Tawnya D.; Stanuch, Jennifer

2014-01-01

This article offers a practical model for fostering emotionally safe learning environments that instill in music students a positive sense of self-belief, freedom, and purpose. The authors examine the implications for music educators of creating effective learning environments and present recommendations for creating a safe space for learning,…
Best Practices for Use of Blended Learning

PubMed Central

Porter, Andrea L.; Pitterle, Michael E.

2017-01-01

Objective. To determine instructional best practice recommendations for use of blended learning from the students’ perspective. Methods. Three focus groups were created, one for each of the first three years at a school of pharmacy. The focus group discussions were audio recorded and transcribed for content analysis. Results. Ten instructional best practices were identified from the focus groups: setting the stage, consistency when team teaching, timeliness in posting materials, time on task, accountability for online activities, use of structured active learning, instructor use of feedback on student preparation, incorporation of student feedback into the course, short reviews of online material during class, and ensuring technologies are user friendly. Conclusion. Instructors using blended learning should consider incorporating these best practices into their course design and management. More evaluation is needed to see if implementation of these practices affects student performance. PMID:28496269
Best Practices for Use of Blended Learning.

PubMed

Margolis, Amanda R; Porter, Andrea L; Pitterle, Michael E

2017-04-01

Objective. To determine instructional best practice recommendations for use of blended learning from the students' perspective. Methods. Three focus groups were created, one for each of the first three years at a school of pharmacy. The focus group discussions were audio recorded and transcribed for content analysis. Results. Ten instructional best practices were identified from the focus groups: setting the stage, consistency when team teaching, timeliness in posting materials, time on task, accountability for online activities, use of structured active learning, instructor use of feedback on student preparation, incorporation of student feedback into the course, short reviews of online material during class, and ensuring technologies are user friendly. Conclusion. Instructors using blended learning should consider incorporating these best practices into their course design and management. More evaluation is needed to see if implementation of these practices affects student performance.
Continuing Education Course to Attain Collaborative Comprehensive Medication Review Competencies

PubMed Central

Tuomainen, Lea; Ovaskainen, Harri; Peura, Sirpa; Sevón-Vilkman, Nina; Tanskanen, Paavo; Airaksinen, Marja S.A.

2009-01-01

Objective To implement a long-term continuing education course for pharmacy practitioners to acquire competency in and accreditation for conducting collaborative comprehensive medication reviews (CMRs). Design A 1½- year curriculum for practicing pharmacists that combined distance learning (using e-learning tools) and face-to-face learning was created. The training consisted of 5 modules: (1) Multidisciplinary Collaboration; (2) Clinical Pharmacy and Pharmacotherapy; (3) Rational Pharmacotherapy; (4) CMR Tools; and (5) Optional Studies. Assessment The curriculum and participants' learning were evaluated using essays and learning diaries. At the end of the course, students submitted portfolios and completed an Internet-based survey instrument. Almost all respondents (92%) indicated their educational needs had been met by the course and 68% indicated they would conduct CMRs in their practice. The most important factors facilitating learning were working with peers and in small groups. Factors preventing learning were mostly related to time constraints. Conclusion Comprehensive medication review competencies were established by a 1½- year continuing education curriculum that combined different teaching methods and experiential learning. Peer support was greatly appreciated as a facilitator of learning by course participants. PMID:19885077

Category Learning Research in the Interactive Online Environment Second Life

NASA Technical Reports Server (NTRS)

Andrews, Jan; Livingston, Ken; Sturm, Joshua; Bliss, Daniel; Hawthorne, Daniel

2011-01-01

The interactive online environment Second Life allows users to create novel three-dimensional stimuli that can be manipulated in a meaningful yet controlled environment. These features suggest Second Life's utility as a powerful tool for investigating how people learn concepts for unfamiliar objects. The first of two studies was designed to establish that cognitive processes elicited in this virtual world are comparable to those tapped in conventional settings by attempting to replicate the established finding that category learning systematically influences perceived similarity . From the perspective of an avatar, participants navigated a course of unfamiliar three-dimensional stimuli and were trained to classify them into two labeled categories based on two visual features. Participants then gave similarity ratings for pairs of stimuli and their responses were compared to those of control participants who did not learn the categories. Results indicated significant compression, whereby objects classified together were judged to be more similar by learning than control participants, thus supporting the validity of using Second Life as a laboratory for studying human cognition. A second study used Second Life to test the novel hypothesis that effects of learning on perceived similarity do not depend on the presence of verbal labels for categories. We presented the same stimuli but participants classified them by selecting between two complex visual patterns designed to be extremely difficult to label. While learning was more challenging in this condition , those who did learn without labels showed a compression effect identical to that found in the first study using verbal labels. Together these studies establish that at least some forms of human learning in Second Life parallel learning in the actual world and thus open the door to future studies that will make greater use of the enriched variety of objects and interactions possible in simulated environments compared to traditional experimental situations.
The nature of an object-oriented program: How do practitioners understand the nature of what they are creating?

NASA Astrophysics Data System (ADS)

Thompson, Errol; Kinshuk

2011-09-01

Object-oriented programming is seen as a difficult skill to master. There is considerable debate about the most appropriate way to introduce novice programmers to object-oriented concepts. Is it possible to uncover what the critical aspects or features are that enhance the learning of object-oriented programming? Practitioners have differing understandings of the nature of an object-oriented program. Uncovering these different ways of understanding leads to agreater understanding of the critical aspects and their relationship tothe structure of the program produced. A phenomenographic studywas conducted to uncover practitioner understandings of the nature of an object-oriented program. The study identified five levels of understanding and three dimensions of variation within these levels. These levels and dimensions of variation provide a framework for fostering conceptual change with respect to the nature of an object-oriented program.
Home Page: The Mode of Transport through the Information Superhighway

NASA Technical Reports Server (NTRS)

Lujan, Michelle R.

1995-01-01

The purpose of the project with the Aeroacoustics Branch was to create and submit a home page for the internet about branch information. In order to do this, one must also become familiar with the way that the internet operates. Learning HyperText Markup Language (HTML), and the ability to create a document using this language was the final objective in order to place a home page on the internet (World Wide Web). A manual of instructions regarding maintenance of the home page, and how to keep it up to date was also necessary in order to provide branch members with the opportunity to make any pertinent changes.
The look of LaTeX

NASA Astrophysics Data System (ADS)

This has always been the major objection to its use by those not driven by the need to typeset mathematics since the “what-you-see-is-what-you-get” (WYSIWYG) packages offered by Microsoft Word and WordPerfect are easy to learn and use. Recently, however, com-mercial software companies have begun to market almost-WYSIWYG programs that create LaTeX files. Some commercial software that creates LaTeX files are listed in Table 1. EXP and SWP have some of the “look and feel” of the software that is popular in offices and PCTeX32 allows quick and convenient previews of the translated LaTeX files.
Information and communication technologies in tomorrow's digital classroom

NASA Astrophysics Data System (ADS)

Bogoeva, Asya

2014-05-01

Education has to respond to the new challenges and opportunities offered by the 21-th Century as well as to the main trend in the world community development related to a creation of Knowledge Society. Implementation of ICT at school is a priority of the Global education and helps to develop the four pillars of learning - learning to know, learning to do, learning to be and learning to live together. Digital competence of the students is also a part of the European Union key competences. The essential elements in geographical study are: spatial analysis, with an emphasis on location; ecological analysis, with an emphasis on people-environment relationships; and regional analysis, with an emphasis on areal differentiation. Modern geography is best characterized as the study of distributions and relationships among different natural and social patterns of distributions. Viewing the world from a spatial perspective and employing a holistic approach are important characteristics of contemporary and future Geography learning. Using innovative methods for presenting the global aspects of distribution patterns and their changes is a priority of teaching geosciences at our school. The use of geo-media in classroom helps learners develop their ICT competences. Geolocalised information is used everywhere in society and it is therefore essential for students to learn how to use different forms of geographic media Geo-media is now being used in scientific researches and reasoning. One of the geo-media tools that I use in my classes is Google Earth for presenting different geographic processes and phenomena like visualization of current global weather conditions, global warming, deforestation areas, earthquake areas, etc. Using Geographic Information systems for presenting and studying geographical processes is also one way to identify, analyze, and understand the locations. Our school is a part of digital-earth.eu network which is under development now. The European Centers of Excellence at national level promote innovative approaches of teaching and learning environments including the active use of geo-media and GIS is started to develop. The main objectives of the Bulgarian Center of Excellence are to create in collaboration with teachers and ESRI organization learning materials for school education. Students learn how to use ArcGIS in order to create their own interactive maps related to the Bulgarian geography education. They have already used ArcGIS software to study and analyze changes in the Bulgarian geographical location, boundaries and border controls, as well as Pan European transport corridors and define positive and negative aspects of crossroad location of Bulgaria. There is also available software about the Bulgarian water resources as well as about the Bulgarian population and its demographic characteristics. During the classes students create their own map according to given tasks, analyze maps elicit certain information for decision making and in that way they develop their spatial thinking skills. Interdisciplinary approach in teaching geosciences at comprehensive school by using ICT is another innovative method that can be used in the classroom. Chemistry and geography as geosciences have common objects of investigation - minerals, rocks and ores as raw materials for industry. Subject objectives for both disciplines can be achieved in a binary lesson. Students make their own preliminary web-based investigation and in the classroom they discuss characteristics of a certain metallic ores, their global distribution and local deposits, their significance for economic development and environmental issues related to their extraction. Implementation of ICT in tomorrow's digital classroom will help students to understand the complexity of the world around us, show them different examples of our changing planet and develop their spatial thinking knowledge.
Visual one-shot learning as an 'anti-camouflage device': a novel morphing paradigm.

PubMed

Ishikawa, Tetsuo; Mogi, Ken

2011-09-01

Once people perceive what is in the hidden figure such as Dallenbach's cow and Dalmatian, they seldom seem to come back to the previous state when they were ignorant of the answer. This special type of learning process can be accomplished in a short time, with the effect of learning lasting for a long time (visual one-shot learning). Although it is an intriguing cognitive phenomenon, the lack of the control of difficulty of stimuli presented has been a problem in research. Here we propose a novel paradigm to create new hidden figures systematically by using a morphing technique. Through gradual changes from a blurred and binarized two-tone image to a blurred grayscale image of the original photograph including objects in a natural scene, spontaneous one-shot learning can occur at a certain stage of morphing when a sufficient amount of information is restored to the degraded image. A negative correlation between confidence levels and reaction times is observed, giving support to the fluency theory of one-shot learning. The correlation between confidence ratings and correct recognition rates indicates that participants had an accurate introspective ability (metacognition). The learning effect could be tested later by verifying whether or not the target object was recognized quicker in the second exposure. The present method opens a way for a systematic production of "good" hidden figures, which can be used to demystify the nature of visual one-shot learning.
Successful Undergraduate Research: Creating Win-Win-Win

NASA Astrophysics Data System (ADS)

Guswa, A. J.; Rhodes, A. L.

2003-12-01

Undergraduate involvement in research has the potential to advance science, enhance education, strengthen the research community, and raise general awareness of the importance and impact of scientific understanding. Rather than being competing objectives, these goals are synergistic. Effective research experiences are those that create win-win-win situations: benefits to the student, benefits to the project, and benefits to the scientific community. When structured appropriately, undergraduate research fits into a learner-centered paradigm that puts emphasis on student learning, rather than instructor teaching. Under such a paradigm the student and professor learn together, constructing knowledge by integrating information with critical-thinking and problem-solving skills, and use this knowledge to address issues in real-life contexts. Creating such a learning environment requires that the professor be vested in the outcome of the research, that the student take a meta-cognitive approach to the project and work at a level appropriate to her abilities, and that the student understand how her contribution fits into the project and the larger field. All of these factors lead to greater independence, confidence, and productivity on the part of the student. By providing undergraduates with these experiences, we introduce not only future scientists but also non-scientists to the excitement of discovery and the value of scientific research. Currently, we involve undergraduates in our research on the hydrology and geochemistry of a tropical montane cloud forest in Monteverde, Costa Rica. At the start of each student's involvement, we provide her with the big picture: our project goals, the relevant social issues, and the importance of watershed research. Each student then articulates her own educational and project objectives. Together, we choose tasks that match her skills and interests with our scholarly work. Specific activities range from literature review to experimental design to installation of field instrumentation to sampling and analysis of data. At the conclusion, each student produces a report on her work along with a written reflection on the value of her experience and how it affected her knowledge, values, and actions. In this learner-centered way, we look to create successful undergraduate research experiences that benefit the student, our project, and the broader scientific community.
The discovery of structural form

PubMed Central

Kemp, Charles; Tenenbaum, Joshua B.

2008-01-01

Algorithms for finding structure in data have become increasingly important both as tools for scientific data analysis and as models of human learning, yet they suffer from a critical limitation. Scientists discover qualitatively new forms of structure in observed data: For instance, Linnaeus recognized the hierarchical organization of biological species, and Mendeleev recognized the periodic structure of the chemical elements. Analogous insights play a pivotal role in cognitive development: Children discover that object category labels can be organized into hierarchies, friendship networks are organized into cliques, and comparative relations (e.g., “bigger than” or “better than”) respect a transitive order. Standard algorithms, however, can only learn structures of a single form that must be specified in advance: For instance, algorithms for hierarchical clustering create tree structures, whereas algorithms for dimensionality-reduction create low-dimensional spaces. Here, we present a computational model that learns structures of many different forms and that discovers which form is best for a given dataset. The model makes probabilistic inferences over a space of graph grammars representing trees, linear orders, multidimensional spaces, rings, dominance hierarchies, cliques, and other forms and successfully discovers the underlying structure of a variety of physical, biological, and social domains. Our approach brings structure learning methods closer to human abilities and may lead to a deeper computational understanding of cognitive development. PMID:18669663
NASA's Universe of Learning: Engaging Learners in Discovery

NASA Astrophysics Data System (ADS)

Cominsky, L.; Smith, D. A.; Lestition, K.; Greene, M.; Squires, G.

2016-12-01

NASA's Universe of Learning is one of 27 competitively awarded education programs selected by NASA's Science Mission Directorate (SMD) to enable scientists and engineers to more effectively engage with learners of all ages. The NASA's Universe of Learning program is created through a partnership between the Space Telescope Science Institute, Chandra X-ray Center, IPAC at Caltech, Jet Propulsion Laboratory Exoplanet Exploration Program, and Sonoma State University. The program will connect the scientists, engineers, science, technology and adventure of NASA Astrophysics with audience needs, proven infrastructure, and a network of over 500 partners to advance the objectives of SMD's newly restructured education program. The multi-institutional team will develop and deliver a unified, consolidated suite of education products, programs, and professional development offerings that spans the full spectrum of NASA Astrophysics, including the Exoplanet Exploration theme. Program elements include enabling educational use of Astrophysics mission data and offering participatory experiences; creating multimedia and immersive experiences; designing exhibits and community programs; providing professional development for pre-service educators, undergraduate instructors, and informal educators; and, producing resources for special needs and underserved/underrepresented audiences. This presentation will provide an overview of the program and process for mapping discoveries to products and programs for informal, lifelong, and self-directed learning environments.
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
What can biochemistry students learn about protein translation? Using variation theory to explore the space of learning created by some common external representations

NASA Astrophysics Data System (ADS)

Bussey, Thomas J.

Biochemistry education relies heavily on students' ability to visualize abstract cellular and molecular processes, mechanisms, and components. As such, biochemistry educators often turn to external representations to provide tangible, working models from which students' internal representations (mental models) can be constructed, evaluated, and revised. However, prior research has shown that, while potentially beneficial, external representations can also lead to alternative student conceptions. Considering the breadth of biochemical phenomena, protein translation has been identified as an essential biochemical process and can subsequently be considered a fundamental concept for biochemistry students to learn. External representations of translation range from static diagrams to dynamic animations, from simplistic, stylized illustrations to more complex, realistic presentations. In order to explore the potential for student learning about protein translation from some common external representations of translation, I used variation theory. Variation theory offers a theoretical framework from which to explore what is intended for students to learn, what is possible for students to learn, and what students actually learn about an object of learning, e.g., protein translation. The goals of this project were threefold. First, I wanted to identify instructors' intentions for student learning about protein translation. From a phenomenographic analysis of instructor interviews, I was able to determine the critical features instructors felt their students should be learning. Second, I wanted to determine which features of protein translation were possible for students to learn from some common external representations of the process. From a variation analysis of the three representations shown to students, I was able to describe the possible combinations of features enacted by the sequential viewing of pairs of representations. Third, I wanted to identify what students actually learned about protein translation by viewing these external representations. From a phenomenographic analysis of student interviews, I was able to describe changes between students prior lived object of learning and their post lived object of learning. Based on the findings from this project, I can conclude that variation can be used to cue students to notice particular features of an external representation. Additionally, students' prior knowledge and, potentially, the intended objects of learning from previous instructors can also affect what students can learn from a representation. Finally, further study is needed to identify the extent to which mode and level of abstraction of an external representation affect student learning outcomes.
Monitoring Distributed Systems: A Relational Approach.

DTIC Science & Technology

1982-12-01

relationship, and time. The first two have been are modeled directly in the relational model. The third is perhaps the most fundamental , for without the system ...of another, newly created file. The approach adopted here applies to object-based operatin systems , and will support capability addressing at the...in certainties. -- Francis Bacon, in The Advancement of Learning The thesis of this research is that monitoring distributed systems is fundamentally a
Get the Story Straight: Contextual Repetition Promotes Word Learning from Storybooks

PubMed Central

Horst, Jessica S.; Parsons, Kelly L.; Bryan, Natasha M.

2011-01-01

Although shared storybook reading is a common activity believed to improve the language skills of preschool children, how children learn new vocabulary from such experiences has been largely neglected in the literature. The current study systematically explores the effects of repeatedly reading the same storybooks on both young children's fast and slow mapping abilities. Specially created storybooks were read to 3-year-old children three times during the course of 1 week. Each of the nine storybooks contained two novel name–object pairs. At each session, children either heard three different stories with the same two novel name–object pairs or the same story three times. Importantly, all children heard each novel name the same number of times. Both immediate recall and retention were tested with a four-alternative forced-choice task with pictures of the novel objects. Children who heard the same stories repeatedly were very accurate on both the immediate recall and retention tasks. In contrast, children who heard different stories were only accurate on immediate recall during the last two sessions and failed to learn any of the new words. Overall, then, we found a dramatic increase in children's ability to both recall and retain novel name–object associations encountered during shared storybook reading when they heard the same stories multiple times in succession. Results are discussed in terms of contextual cueing effects observed in other cognitive domains. PMID:21713179
An Examination of Faculty Innovativeness in Relation to Inductive Teaching and the Use of Technology

ERIC Educational Resources Information Center

Forrer, Donald A.; Wyant, Nancey A.; Gordin, Patricia C.

2014-01-01

The conceptual framework for this research describes the processes faculty use to create an online course that meets learning outcomes while creating a positive learning experience for the online student. This involves acceptance of technology to create a course structured for inductive learning in addition to traditional deductive learning. The…
Machine learning-based augmented reality for improved surgical scene understanding.

PubMed

Pauly, Olivier; Diotte, Benoit; Fallavollita, Pascal; Weidert, Simon; Euler, Ekkehard; Navab, Nassir

2015-04-01

In orthopedic and trauma surgery, AR technology can support surgeons in the challenging task of understanding the spatial relationships between the anatomy, the implants and their tools. In this context, we propose a novel augmented visualization of the surgical scene that mixes intelligently the different sources of information provided by a mobile C-arm combined with a Kinect RGB-Depth sensor. Therefore, we introduce a learning-based paradigm that aims at (1) identifying the relevant objects or anatomy in both Kinect and X-ray data, and (2) creating an object-specific pixel-wise alpha map that permits relevance-based fusion of the video and the X-ray images within one single view. In 12 simulated surgeries, we show very promising results aiming at providing for surgeons a better surgical scene understanding as well as an improved depth perception. Copyright © 2014 Elsevier Ltd. All rights reserved.
Resident Education Curriculum in Pediatric and Adolescent Gynecology: The Short Curriculum 2.0.

PubMed

Talib, Hina J; Karjane, Nicole; Teelin, Karen; Abraham, Margaret; Holt, Stephanie; Chelvakumar, Gayaythri; Dumont, Tania; Huguelet, Patricia S; Conner, Lindsay; Wheeler, Carol; Fleming, Nathalie

2018-04-01

The degree of exposure to pediatric and adolescent gynecology (PAG) varies across residency programs in obstetrics and gynecology and pediatrics. Nevertheless, these programs are responsible for training residents and providing opportunities within their programs to fulfill PAG learning objectives. To that end, the North American Society for Pediatric and Adolescent Gynecology has taken a leadership role in PAG resident education by creating and systematically updating the Short Curriculum. This curriculum outlines specific learning objectives that are central to PAG education and lists essential resources for learners' reference. This updated curriculum replaces the previous 2014 publication with added content, resources, and updated references. Additionally, attention to the needs of learners in pediatrics and adolescent medicine is given greater emphasis in this revised North American Society for Pediatric and Adolescent Gynecology Short Curriculum 2.0. Copyright © 2017 North American Society for Pediatric and Adolescent Gynecology. Published by Elsevier Inc. All rights reserved.
A Consensus Statement on Practical Skills in Medical School – a position paper by the GMA Committee on Practical Skills

PubMed Central

Schnabel, Kai P.; Boldt, Patrick D.; Breuer, Georg; Fichtner, Andreas; Karsten, Gudrun; Kujumdshiev, Sandy; Schmidts, Michael; Stosch, Christoph

2011-01-01

Introduction: Encouraged by the change in licensing regulations the practical professional skills in Germany received a higher priority and are taught in medical schools therefore increasingly. This created the need to standardize the process more and more. On the initiative of the German skills labs the German Medical Association Committee for practical skills was established and developed a competency-based catalogue of learning objectives, whose origin and structure is described here. Goal of the catalogue is to define the practical skills in undergraduate medical education and to give the medical schools a rational planning basis for the necessary resources to teach them. Methods: Building on already existing German catalogues of learning objectives a multi-iterative process of condensation was performed, which corresponds to the development of S1 guidelines, in order to get a broad professional and political support. Results: 289 different practical learning goals were identified and assigned to twelve different organ systems with three overlapping areas to other fields of expertise and one area of across organ system skills. They were three depths and three different chronological dimensions assigned and the objectives were matched with the Swiss and the Austrian equivalent. Discussion: This consensus statement may provide the German faculties with a basis for planning the teaching of practical skills and is an important step towards a national standard of medical learning objectives. Looking ahead: The consensus statement may have a formative effect on the medical schools to teach practical skills and plan the resources accordingly. PMID:22205916
Stakeholders' views of shared learning models in general practice: a national survey.

PubMed

van de Mortel, Thea; Silberberg, Peter; Ahern, Christine; Pit, Sabrina

2014-09-01

The number of learners requiring general practice placements creates supervisory capacity constraints. This research examined how a shared learning model may affect training capacity. The number of learners requiring general practice placements creates supervisory capacity constraints. This research examined how a shared learning model may affect training capacity. A total of 1122 surveys were completed: 75% of learners had participated in shared learning; 25% of multi-level learner practices were not using shared learning. Learners were positive about shared learning (4.3-4.4/5), considering it an effective way to learn that created training capacity (4.1-4.2/5). 79-88% of learners preferred a mixture of one-to-one teaching and shared learning. Supervisors thought shared learning was more cost- and time-efficient, and created training capacity (4.3-4.4/5). Shared learning models have the potential to increase GP training capacity. Many practices are not utilising shared learning, representing capacity loss. Regional training providers should emphasise positive aspects of shared learning to facilitate uptake.
The CREST Simulation Development Process: Training the Next Generation.

PubMed

Sweet, Robert M

2017-04-01

The challenges of training and assessing endourologic skill have driven the development of new training systems. The Center for Research in Education and Simulation Technologies (CREST) has developed a team and a methodology to facilitate this development process. Backwards design principles were applied. A panel of experts first defined desired clinical and educational outcomes. Outcomes were subsequently linked to learning objectives. Gross task deconstruction was performed, and the primary domain was classified as primarily involving decision-making, psychomotor skill, or communication. A more detailed cognitive task analysis was performed to elicit and prioritize relevant anatomy/tissues, metrics, and errors. Reference anatomy was created using a digital anatomist and clinician working off of a clinical data set. Three dimensional printing can facilitate this process. When possible, synthetic or virtual tissue behavior and textures were recreated using data derived from human tissue. Embedded sensors/markers and/or computer-based systems were used to facilitate the collection of objective metrics. A learning Verification and validation occurred throughout the engineering development process. Nine endourology-relevant training systems were created by CREST with this approach. Systems include basic laparoscopic skills (BLUS), vesicourethral anastomosis, pyeloplasty, cystoscopic procedures, stent placement, rigid and flexible ureteroscopy, GreenLight PVP (GL Sim), Percutaneous access with C-arm (CAT), Nephrolithotomy (NLM), and a vascular injury model. Mixed modalities have been used, including "smart" physical models, virtual reality, augmented reality, and video. Substantial validity evidence for training and assessment has been collected on systems. An open source manikin-based modular platform is under development by CREST with the Department of Defense that will unify these and other commercial task trainers through the common physiology engine, learning management system, standard data connectors, and standards. Using the CREST process has and will ensure that the systems we create meet the needs of training and assessing endourologic skills.
Wind for Schools (Presentation)

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

Kelly, M.

2007-06-01

Schools are key to achieving the goal of producing 20% of the nation's electricity demand. Most significantly, schools are training the scientists, technicians, businesspeople, decisionmakers, and teachers of the future. What students learn and believe about wind energy will impact the United States' ability to create markets and policy, develop and improve technology, finance and implement projects, and create change in all of our public and private institutions. In the nearer term, school districts have large facility costs, electrical loads, and utility costs. They are always in search of ways to reduce costs or obtain revenue to improve educational programs.more » Schools value teaching about the science and technology of renewable energy. They are important opinion leaders, particularly in rural communities. And their financial structures are quite different from other institutions (funding, incentives, restrictions, etc.). Learning objectives: The presentation will use case studies, project experience, and discussion with the audience to convey the current status of wind energy applications and education in U.S. schools and understanding of the elements that create a successful school wind energy project. The presentation will provide attendees with a background in the current level of knowledge and generate discussion on several themes.« less

Distributed solar photovoltaic array location and extent dataset for remote sensing object identification

PubMed Central

Bradbury, Kyle; Saboo, Raghav; L. Johnson, Timothy; Malof, Jordan M.; Devarajan, Arjun; Zhang, Wuming; M. Collins, Leslie; G. Newell, Richard

2016-01-01

Earth-observing remote sensing data, including aerial photography and satellite imagery, offer a snapshot of the world from which we can learn about the state of natural resources and the built environment. The components of energy systems that are visible from above can be automatically assessed with these remote sensing data when processed with machine learning methods. Here, we focus on the information gap in distributed solar photovoltaic (PV) arrays, of which there is limited public data on solar PV deployments at small geographic scales. We created a dataset of solar PV arrays to initiate and develop the process of automatically identifying solar PV locations using remote sensing imagery. This dataset contains the geospatial coordinates and border vertices for over 19,000 solar panels across 601 high-resolution images from four cities in California. Dataset applications include training object detection and other machine learning algorithms that use remote sensing imagery, developing specific algorithms for predictive detection of distributed PV systems, estimating installed PV capacity, and analysis of the socioeconomic correlates of PV deployment. PMID:27922592
Distributed solar photovoltaic array location and extent dataset for remote sensing object identification

NASA Astrophysics Data System (ADS)

Bradbury, Kyle; Saboo, Raghav; L. Johnson, Timothy; Malof, Jordan M.; Devarajan, Arjun; Zhang, Wuming; M. Collins, Leslie; G. Newell, Richard

2016-12-01

Earth-observing remote sensing data, including aerial photography and satellite imagery, offer a snapshot of the world from which we can learn about the state of natural resources and the built environment. The components of energy systems that are visible from above can be automatically assessed with these remote sensing data when processed with machine learning methods. Here, we focus on the information gap in distributed solar photovoltaic (PV) arrays, of which there is limited public data on solar PV deployments at small geographic scales. We created a dataset of solar PV arrays to initiate and develop the process of automatically identifying solar PV locations using remote sensing imagery. This dataset contains the geospatial coordinates and border vertices for over 19,000 solar panels across 601 high-resolution images from four cities in California. Dataset applications include training object detection and other machine learning algorithms that use remote sensing imagery, developing specific algorithms for predictive detection of distributed PV systems, estimating installed PV capacity, and analysis of the socioeconomic correlates of PV deployment.
Distributed solar photovoltaic array location and extent dataset for remote sensing object identification.

PubMed

Bradbury, Kyle; Saboo, Raghav; L Johnson, Timothy; Malof, Jordan M; Devarajan, Arjun; Zhang, Wuming; M Collins, Leslie; G Newell, Richard

2016-12-06

Earth-observing remote sensing data, including aerial photography and satellite imagery, offer a snapshot of the world from which we can learn about the state of natural resources and the built environment. The components of energy systems that are visible from above can be automatically assessed with these remote sensing data when processed with machine learning methods. Here, we focus on the information gap in distributed solar photovoltaic (PV) arrays, of which there is limited public data on solar PV deployments at small geographic scales. We created a dataset of solar PV arrays to initiate and develop the process of automatically identifying solar PV locations using remote sensing imagery. This dataset contains the geospatial coordinates and border vertices for over 19,000 solar panels across 601 high-resolution images from four cities in California. Dataset applications include training object detection and other machine learning algorithms that use remote sensing imagery, developing specific algorithms for predictive detection of distributed PV systems, estimating installed PV capacity, and analysis of the socioeconomic correlates of PV deployment.
[How to design workshops to promote health in community groups].

PubMed

Hernández-Díaz, Josefina; Paredes-Carbonell, Joan J; Marín Torrens, Rosa

2014-01-01

One of the strategies of health promotion is to develop life skills people considering themselves as the main health resource. A workshop has to get its participants become «asset» to make decisions and create health, focusing on the development and acquisition of skills in a motivating group and in order to achieve health objectives. The concepts behind the design of a workshop are: participatory planning, training, meaningful learning, group learning and participatory techniques. The steps to follow to design a workshop and facilitate their application are: Stage 0, founding; initial stage, host and initial evaluation; central or construction stage based learning in the acquisition of knowledge, attitudes and skills, and final stage or evaluation. Copyright © 2013 Elsevier España, S.L. All rights reserved.
Inverse modeling of rainfall infiltration with a dual permeability approach using different matrix-fracture coupling variants.

NASA Astrophysics Data System (ADS)

Blöcher, Johanna; Kuraz, Michal

2017-04-01

In this contribution we propose implementations of the dual permeability model with different inter-domain exchange descriptions and metaheuristic optimization algorithms for parameter identification and mesh optimization. We compare variants of the coupling term with different numbers of parameters to test if a reduction of parameters is feasible. This can reduce parameter uncertainty in inverse modeling, but also allow for different conceptual models of the domain and matrix coupling. The different variants of the dual permeability model are implemented in the open-source objective library DRUtES written in FORTRAN 2003/2008 in 1D and 2D. For parameter identification we use adaptations of the particle swarm optimization (PSO) and Teaching-learning-based optimization (TLBO), which are population-based metaheuristics with different learning strategies. These are high-level stochastic-based search algorithms that don't require gradient information or a convex search space. Despite increasing computing power and parallel processing, an overly fine mesh is not feasible for parameter identification. This creates the need to find a mesh that optimizes both accuracy and simulation time. We use a bi-objective PSO algorithm to generate a Pareto front of optimal meshes to account for both objectives. The dual permeability model and the optimization algorithms were tested on virtual data and field TDR sensor readings. The TDR sensor readings showed a very steep increase during rapid rainfall events and a subsequent steep decrease. This was theorized to be an effect of artificial macroporous envelopes surrounding TDR sensors creating an anomalous region with distinct local soil hydraulic properties. One of our objectives is to test how well the dual permeability model can describe this infiltration behavior and what coupling term would be most suitable.
Psychology Experiment Authoring Kit (PEAK): formal usability testing of an easy-to-use method for creating computerized experiments.

PubMed

Schneider, Walter; Bolger, D J; Eschman, Amy; Neff, Christopher; Zuccolotto, Anthony P

2005-05-01

In academic courses in which one task for the students is to understand empirical methodology and the nature of scientific inquiry, the ability of students to create and implement their own experiments allows them to take intellectual ownership of, and greatly facilitates, the learning process. The Psychology Experiment Authoring Kit (PEAK) is a novel spreadsheet-based interface allowing students and researchers with rudimentary spreadsheet skills to create cognitive and cognitive neuroscience experiments in minutes. Students fill in a spreadsheet listing of independent variables and stimuli, insert columns that represent experimental objects such as slides (presenting text, pictures, and sounds) and feedback displays to create complete experiments, all within a single spreadsheet. The application then executes experiments with centisecond precision. Formal usability testing was done in two stages: (1) detailed coding of 10 individual subjects in one-on-one experimenter/subject videotaped sessions and (2) classroom testing of 64 undergraduates. In both individual and classroom testing, the students learned to effectively use PEAK within 2 h, and were able to create a lexical decision experiment in under 10 min. Findings from the individual testing in Stage 1 resulted in significant changes to documentation and training materials and identification of bugs to be corrected. Stage 2 testing identified additional bugs to be corrected and new features to be considered to facilitate student understanding of the experiment model. Such testing will improve the approach with each semester. The students were typically able to create their own projects in 2 h.
A serious gaming/immersion environment to teach clinical cancer genetics.

PubMed

Nosek, Thomas M; Cohen, Mark; Matthews, Anne; Papp, Klara; Wolf, Nancy; Wrenn, Gregg; Sher, Andrew; Coulter, Kenneth; Martin, Jessica; Wiesner, Georgia L

2007-01-01

We are creating an interactive, simulated "Cancer Genetics Tower" for the self-paced learning of Clinical Cancer Genetics by medical students (go to: http://casemed.case.edu/cancergenetics). The environment uses gaming theory to engage the students into achieving specific learning objectives. The first few levels contain virtual laboratories where students achieve the basic underpinnings of Cancer Genetics. The next levels apply these principles to clinical practice. A virtual attending physician and four virtual patients, available for questioning through virtual video conferencing, enrich each floor. The pinnacle clinical simulation challenges the learner to integrate all information and demonstrate mastery, thus "winning" the game. A pilot test of the program by 17 medical students yielded very favorable feedback; the students found the Tower a "great way to teach", it held their attention, and it made learning fun. A majority of the students preferred the Tower over other resources to learn Cancer Genetics.
Problem-based learning in laboratory medicine resident education: a satisfaction survey.

PubMed

Lepiller, Quentin; Solis, Morgane; Velay, Aurélie; Gantner, Pierre; Sueur, Charlotte; Stoll-Keller, Françoise; Barth, Heidi; Fafi-Kremer, Samira

2017-04-01

Theoretical knowledge in biology and medicine plays a substantial role in laboratory medicine resident education. In this study, we assessed the contribution of problem-based learning (PBL) to improve the training of laboratory medicine residents during their internship in the department of virology, Strasbourg University Hospital, France. We compared the residents' satisfaction regarding an educational program based on PBL and a program based on lectures and presentations. PBL induced a high level of satisfaction (100%) among residents compared to lectures and presentations (53%). The main advantages of this technique were to create a situational interest regarding virological problems, to boost the residents' motivation and to help them identify the most relevant learning objectives in virology. However, it appears pertinent to educate the residents in appropriate bibliographic research techniques prior to PBL use and to monitor their learning by regular formative assessment sessions.
Scalable Machine Learning for Massive Astronomical Datasets

NASA Astrophysics Data System (ADS)

Ball, Nicholas M.; Gray, A.

2014-04-01

We present the ability to perform data mining and machine learning operations on a catalog of half a billion astronomical objects. This is the result of the combination of robust, highly accurate machine learning algorithms with linear scalability that renders the applications of these algorithms to massive astronomical data tractable. We demonstrate the core algorithms kernel density estimation, K-means clustering, linear regression, nearest neighbors, random forest and gradient-boosted decision tree, singular value decomposition, support vector machine, and two-point correlation function. Each of these is relevant for astronomical applications such as finding novel astrophysical objects, characterizing artifacts in data, object classification (including for rare objects), object distances, finding the important features describing objects, density estimation of distributions, probabilistic quantities, and exploring the unknown structure of new data. The software, Skytree Server, runs on any UNIX-based machine, a virtual machine, or cloud-based and distributed systems including Hadoop. We have integrated it on the cloud computing system of the Canadian Astronomical Data Centre, the Canadian Advanced Network for Astronomical Research (CANFAR), creating the world's first cloud computing data mining system for astronomy. We demonstrate results showing the scaling of each of our major algorithms on large astronomical datasets, including the full 470,992,970 objects of the 2 Micron All-Sky Survey (2MASS) Point Source Catalog. We demonstrate the ability to find outliers in the full 2MASS dataset utilizing multiple methods, e.g., nearest neighbors. This is likely of particular interest to the radio astronomy community given, for example, that survey projects contain groups dedicated to this topic. 2MASS is used as a proof-of-concept dataset due to its convenience and availability. These results are of interest to any astronomical project with large and/or complex datasets that wishes to extract the full scientific value from its data.
Scalable Machine Learning for Massive Astronomical Datasets

NASA Astrophysics Data System (ADS)

Ball, Nicholas M.; Astronomy Data Centre, Canadian

2014-01-01

We present the ability to perform data mining and machine learning operations on a catalog of half a billion astronomical objects. This is the result of the combination of robust, highly accurate machine learning algorithms with linear scalability that renders the applications of these algorithms to massive astronomical data tractable. We demonstrate the core algorithms kernel density estimation, K-means clustering, linear regression, nearest neighbors, random forest and gradient-boosted decision tree, singular value decomposition, support vector machine, and two-point correlation function. Each of these is relevant for astronomical applications such as finding novel astrophysical objects, characterizing artifacts in data, object classification (including for rare objects), object distances, finding the important features describing objects, density estimation of distributions, probabilistic quantities, and exploring the unknown structure of new data. The software, Skytree Server, runs on any UNIX-based machine, a virtual machine, or cloud-based and distributed systems including Hadoop. We have integrated it on the cloud computing system of the Canadian Astronomical Data Centre, the Canadian Advanced Network for Astronomical Research (CANFAR), creating the world's first cloud computing data mining system for astronomy. We demonstrate results showing the scaling of each of our major algorithms on large astronomical datasets, including the full 470,992,970 objects of the 2 Micron All-Sky Survey (2MASS) Point Source Catalog. We demonstrate the ability to find outliers in the full 2MASS dataset utilizing multiple methods, e.g., nearest neighbors, and the local outlier factor. 2MASS is used as a proof-of-concept dataset due to its convenience and availability. These results are of interest to any astronomical project with large and/or complex datasets that wishes to extract the full scientific value from its data.
Multi-objective optimization of radiotherapy: distributed Q-learning and agent-based simulation

NASA Astrophysics Data System (ADS)

Jalalimanesh, Ammar; Haghighi, Hamidreza Shahabi; Ahmadi, Abbas; Hejazian, Hossein; Soltani, Madjid

2017-09-01

Radiotherapy (RT) is among the regular techniques for the treatment of cancerous tumours. Many of cancer patients are treated by this manner. Treatment planning is the most important phase in RT and it plays a key role in therapy quality achievement. As the goal of RT is to irradiate the tumour with adequately high levels of radiation while sparing neighbouring healthy tissues as much as possible, it is a multi-objective problem naturally. In this study, we propose an agent-based model of vascular tumour growth and also effects of RT. Next, we use multi-objective distributed Q-learning algorithm to find Pareto-optimal solutions for calculating RT dynamic dose. We consider multiple objectives and each group of optimizer agents attempt to optimise one of them, iteratively. At the end of each iteration, agents compromise the solutions to shape the Pareto-front of multi-objective problem. We propose a new approach by defining three schemes of treatment planning created based on different combinations of our objectives namely invasive, conservative and moderate. In invasive scheme, we enforce killing cancer cells and pay less attention about irradiation effects on normal cells. In conservative scheme, we take more care of normal cells and try to destroy cancer cells in a less stressed manner. The moderate scheme stands in between. For implementation, each of these schemes is handled by one agent in MDQ-learning algorithm and the Pareto optimal solutions are discovered by the collaboration of agents. By applying this methodology, we could reach Pareto treatment plans through building different scenarios of tumour growth and RT. The proposed multi-objective optimisation algorithm generates robust solutions and finds the best treatment plan for different conditions.
Not All Attention Orienting is Created Equal: Recognition Memory is Enhanced When Attention Orienting Involves Distractor Suppression

PubMed Central

Markant, Julie; Worden, Michael S.; Amso, Dima

2015-01-01

Learning through visual exploration often requires orienting of attention to meaningful information in a cluttered world. Previous work has shown that attention modulates visual cortex activity, with enhanced activity for attended targets and suppressed activity for competing inputs, thus enhancing the visual experience. Here we examined the idea that learning may be engaged differentially with variations in attention orienting mechanisms that drive driving eye movements during visual search and exploration. We hypothesized that attention orienting mechanisms that engaged suppression of a previously attended location will boost memory encoding of the currently attended target objects to a greater extent than those that involve target enhancement alone To test this hypothesis we capitalized on the classic spatial cueing task and the inhibition of return (IOR) mechanism (Posner, Rafal, & Choate, 1985; Posner, 1980) to demonstrate that object images encoded in the context of concurrent suppression at a previously attended location were encoded more effectively and remembered better than those encoded without concurrent suppression. Furthermore, fMRI analyses revealed that this memory benefit was driven by attention modulation of visual cortex activity, as increased suppression of the previously attended location in visual cortex during target object encoding predicted better subsequent recognition memory performance. These results suggest that not all attention orienting impacts learning and memory equally. PMID:25701278
Corresponding Habits of Mind and Mathematical Ability

NASA Astrophysics Data System (ADS)

Dwirahayu, G.; Kustiawati, D.; Bidari, I.

2017-09-01

Objective of learning process regarding system of Indonesia government should be consist of knowledge, attitudes, and skills, or in general we call cognitive, affective and psychomotor. These objective are apply to mathematics education also. Attitude in mathematics known as habits of mind. The teacher should create a learning objective which including all, cognitive, affective and psychomotor. In general, math teachers in Indonesia pay attention to aspects of knowledge, and they ignore other aspects. Habits of mind is term which means the tendency to behave intellectually or intelligently when faced with problems which is immediately known solution. This article examines the math teacher’s attention to students’ habits of mind. The research done by survey method to 38 students at Islamic School 32 Jakarta academic year 2015/2016 from April to May 2016. Habits of mind are observed in this research restricted to persisting, thinking about thinking, thinking flexible and applying past knowledge to new situation. Based on survey, conclude that teacher, without realizing, they have to improve students’ habits of mind, as long as teaching and learning only persisting and thinking about thinking are already well developed, while flexible thinking and applying past knowledge to new situation has not well developed. We hope, math teacher can pay attention not only cognitive aspect but habits of mind also.
Improving antibiotic prescribing skills in medical students: the effect of e-learning after 6 months.

PubMed

Sikkens, Jonne J; Caris, Martine G; Schutte, Tim; Kramer, Mark H H; Tichelaar, Jelle; van Agtmael, Michiel A

2018-05-09

Antimicrobial prescribing behaviour is first established during medical study, but teachers often cite lack of time as an important problem in the implementation of antimicrobial stewardship in the medical curriculum. The use of electronic learning (e-learning) is a potentially time-efficient solution, but its effectiveness in changing long-term prescribing behaviour in medical students is as yet unknown. We performed a prospective controlled intervention study of the long-term effects of a short interactive e-learning course among fourth year medical students in a Dutch university. The e-learning was temporarily implemented as a non-compulsory course during a 6 week period. Six months later, all students underwent an infectious disease-based objective structured clinical examination (OSCE) aimed at simulating postgraduate prescribing. If they passed, each student did the OSCE only once. We created a control group of students from a period when the e-learning was not implemented. Main outcomes were the OSCE pass percentage and knowledge, drug choice and overall scores. We used propensity scores to create equal comparisons. We included 71 students in the intervention group and 285 students in the control group. E-learning participation in the intervention group was 81%. The OSCE pass percentage was 86% in the control group versus 97% in the intervention group (+11%, OR 5.9, 95% CI 1.7-20.0). OSCE overall, knowledge and drug choice grades (1-10) were also significantly higher in the intervention group (differences +0.31, +0.31 and +0.51, respectively). E-learning during a limited period can significantly improve medical students' performance of an antimicrobial therapeutic consultation in a situation simulating clinical practice 6 months later.
Online Professional and Academic Learning Communities: Faculty Perspectives

ERIC Educational Resources Information Center

Glazer, Hilda R.; Breslin, Mary; Wanstreet, Constance E.

2013-01-01

This study examines faculty perceptions of creating learning communities at a virtual university. Through online focus groups with 18 participants, 3 themes emerged: institutional-level community building as creating a learning culture; instructor-level community building as creating respectful interaction; and learner-level community building as…
An insect-inspired model for visual binding II: functional analysis and visual attention.

PubMed

Northcutt, Brandon D; Higgins, Charles M

2017-04-01

We have developed a neural network model capable of performing visual binding inspired by neuronal circuitry in the optic glomeruli of flies: a brain area that lies just downstream of the optic lobes where early visual processing is performed. This visual binding model is able to detect objects in dynamic image sequences and bind together their respective characteristic visual features-such as color, motion, and orientation-by taking advantage of their common temporal fluctuations. Visual binding is represented in the form of an inhibitory weight matrix which learns over time which features originate from a given visual object. In the present work, we show that information represented implicitly in this weight matrix can be used to explicitly count the number of objects present in the visual image, to enumerate their specific visual characteristics, and even to create an enhanced image in which one particular object is emphasized over others, thus implementing a simple form of visual attention. Further, we present a detailed analysis which reveals the function and theoretical limitations of the visual binding network and in this context describe a novel network learning rule which is optimized for visual binding.
How Evolution May Work Through Curiosity-Driven Developmental Process.

PubMed

Oudeyer, Pierre-Yves; Smith, Linda B

2016-04-01

Infants' own activities create and actively select their learning experiences. Here we review recent models of embodied information seeking and curiosity-driven learning and show that these mechanisms have deep implications for development and evolution. We discuss how these mechanisms yield self-organized epigenesis with emergent ordered behavioral and cognitive developmental stages. We describe a robotic experiment that explored the hypothesis that progress in learning, in and for itself, generates intrinsic rewards: The robot learners probabilistically selected experiences according to their potential for reducing uncertainty. In these experiments, curiosity-driven learning led the robot learner to successively discover object affordances and vocal interaction with its peers. We explain how a learning curriculum adapted to the current constraints of the learning system automatically formed, constraining learning and shaping the developmental trajectory. The observed trajectories in the robot experiment share many properties with those in infant development, including a mixture of regularities and diversities in the developmental patterns. Finally, we argue that such emergent developmental structures can guide and constrain evolution, in particular with regard to the origins of language. Copyright © 2016 Cognitive Science Society, Inc.
CircleBoard-Pro: Concrete manipulative-based learning cycle unit for learning geometry

NASA Astrophysics Data System (ADS)

Jamhari, Wongkia, Wararat

2018-01-01

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

DTIC Science & Technology

1980-04-15

schedule their air transportation networks, and learn the performance and financial results through simulation of the resulting traffic flows, costs...players in the role of airline management responsible for airline scheduling and market, fleet and financial planning. The Game Administrator created a...revenues and consequently the financial results for each airline. During this exercise the objective of each airline team was to schedule its flights so
Improving Demonstration Using Better Interaction Techniques

DTIC Science & Technology

1997-01-14

Programming by demonstration (PBD) can be used to create tools and methods that eliminate the need to learn difficult computer languages. Gamut is a...do this, Gamut uses advanced interaction techniques that make it easier for a software author to express all needed aspects of one’s program. These...techniques include a simplified way to demonstrate new examples, called nudges, and a way to highlight objects to show they are important. Also, Gamut

Informal self-regulated learning on a surgical rotation: uncovering student experiences in context.

PubMed

Woods, Nicole N; Mylopoulos, Maria; Brydges, Ryan

2011-12-01

The ability to guide one's own learning is an essential skill for the health professional. The apprenticeship model of undergraduate education offers an opportunity to engage in self-regulated learning as students work to set goals, evaluate the available opportunities and seek out those with the greatest potential for learning. A close examination of how students navigate their clinical rotations could therefore foster greater understanding of how students learn to guide their own learning. The study presented here aimed to examine undergraduate medical students' day-to-day learning strategies in order to better understand the process of informal self-regulated learning in practice. As a secondary objective, we sought to provide a forum for students to share and critically reflect on their own self-regulated learning strategies. A series of focus groups were conducted with medical students on a surgical rotation. Participants were asked to discuss issues relating to the strategies and behaviours that they had implemented in order to maximize their educational experience. Three distinct approaches to informal self-regulated learning were identified: Participants articulated tendencies to acquiesce to a perceived lack of learning opportunities choose from available learning opportunities and create their own learning opportunities. The results are interpreted through the lens of self-regulated learning theory and implications for medical education are discussed.
Creating Connections in Teaching and Learning. Research on Teaching and Learning

ERIC Educational Resources Information Center

Abawi, Lindy, Ed.; Conway, Joan, Ed.; Henderson, Robyn, Ed.

2011-01-01

This book explores the wide range of contexts in which research into creating connections in learning and teaching may take place. Creating connections can encompass making links, crossing divides, forming relationships, building frameworks, and generating new knowledge. The cognitive, cultural, social, emotional and/or physical aspects of…
A Board Game to Assist Pharmacy Students in Learning Metabolic Pathways

PubMed Central

2011-01-01

Objectives. To develop and evaluate a board game designed to increase students’ enjoyment of learning metabolic pathways; their familiarity with pathway reactions, intermediates, and regulation; and, their understanding of how pathways relate to one another and to selected biological conditions. Design. The board game, entitled Race to Glucose, was created as a team activity for first-year pharmacy students in the biochemistry curriculum. Assessment. A majority of respondents agreed that the game was helpful for learning regulation, intermediates, and interpathway relationships but not for learning reactions, formation of energetic molecules, or relationships, to biological conditions. There was a significant increase in students’ scores on game-related examination questions (68.8% pretest vs. 81.3% posttest), but the improvement was no greater than that for examination questions not related to the game (12.5% vs. 10.9%). Conclusion. First-year pharmacy students considered Race to Glucose to be an enjoyable and helpful tool for learning intermediates, regulation, and interpathway relationships. PMID:22171111
Correlation Between Active-Learning Coursework and Student Retention of Core Content During Advanced Pharmacy Practice Experiences

PubMed Central

Testman, Julie A.; Hoyland, Marcella N.; Kimble, Angel M.; Euler, Mary L.

2013-01-01

Objective. To implement an active-learning approach in a pharmacotherapy course sequence in the second year (P2) and third (P3) year of a doctor of pharmacy (PharmD) program and determine whether the pedagogical changes correlated with retention of core content in the fourth year (P4). Design. Class sessions were transitioned from slides-based lectures to discussion-based active-learning pedagogy. Assessment. A comprehensive examination was created and administered to assess student retention of therapeutic topics taught. Students demonstrated significantly improved overall scores on questions derived from the active-learning pedagogy used in Pharmacotherapy II and III compared to those derived from Pharmacotherapy I in which content was delivered by lecture. Conclusion. The use of active-learning strategies over lecture-based methods in pharmacotherapy courses resulted in higher retention of core content. Students’ performance in areas taught using the discussion-based methodology was superior to that which was taught using lecture-based slide presentations. PMID:24159212
Authentic Community as an Educational Strategy for Advancing Professionalism: A National Evaluation of the Healer’s Art Course

PubMed Central

Wrubel, Judith; Remen, Rachel Naomi

2007-01-01

Background Efforts to promote medical professionalism often focus on cognitive and technical competencies, rather than professional identity, commitment, and values. The Healer’s Art elective is designed to create a genuine community of inquiry into these foundational elements of professionalism. Objective Evaluations were obtained to characterize course impact and to understand students’ conceptions of professionalism. Design Qualitative analysis of narrative course evaluation responses. Participants Healer’s Art students from U.S. and Canadian medical schools. Approach Analysis of common themes identified in response to questions about course learning, insights, and utility. Results In 2003–2004, 25 schools offered the course. Evaluations were obtained from 467 of 582 students (80.2%) from 22 schools participating in the study. From a question about what students learned about the practice of medicine from the Healer’s Art, the most common themes were “definition of professionalism in medicine” and “legitimizing humanism in medicine.” The most common themes produced by a question about the most valuable insights gained in the course were “relationship between physicians and patients” and “creating authentic community.” The most common themes in response to a question about course utility were “creating authentic community” and “filling a curricular gap.” Conclusions In legitimizing humanistic elements of professionalism and creating a safe community, the Healer’s Art enabled students to uncover the underlying values and meaning of their work—an opportunity not typically present in required curricula. Attempts to teach professionalism should address issues of emotional safety and authentic community as prerequisites to learning and professional affiliation. PMID:17619932
Residential immersive life skills programs for youth with disabilities: service providers' perceptions of change processes.

PubMed

King, Gillian; McPherson, Amy; Kingsnorth, Shauna; Stewart, Debra; Glencross-Eimantas, Tanya; Jones-Galley, Kimberlea; Morrison, Andrea; Isihi, Ana Maria; Gorter, Jan Willem

2015-05-01

Residential immersive life skills (RILS) programs are designed to equip youth with physical disabilities with the foundational life skills required to assume adult roles. The objective was to determine RILS service providers' perceptions of the active ingredients of the intervention change process. Thirty-seven service providers from various disciplines completed measures to assess expertise status and participated in qualitative interviews. Qualitative themes were derived, and similarities and differences in themes were identified for blinded groups of novices, intermediates, and experts. The three main themes, reflecting change processes, were: (a) creating a supportive program atmosphere with multiple opportunities for learning, (b) using strategies to support, encourage, and engage youth, and (c) intentionally fostering youth experiences of skill development, social interaction, and pride in accomplishment. In contrast to the novices, experts displayed a more holistic perspective and paid attention to higher-order issues such as providing opportunities and enabling youth. The findings indicate how RILS service providers work to create a program atmosphere and employ strategies to intentionally foster particular youth experiences. The findings explicate service providers' theories of practice, the intentional design of RILS program environments to bring about client change, and the value of service provider expertise. Implications for Rehabilitation Service providers of youth independence-oriented life skills programs can intentionally create a learning-oriented and supportive program atmosphere by using non-directive, coaching/guiding, and engagement strategies Youth experiences of skill development, shared experience with others, and pride in accomplishment can be cultivated by providing a range of learning opportunities, including choice making, problem-solving, and skill mastery Compared to more novice service providers, experts discussed managing the program conditions and context, creating opportunities for choice and new experiences, and adopting a facilitating and enabling role (coaching and capitalizing on teachable moments).
A novel collaborative e-learning platform for medical students - ALERT STUDENT

PubMed Central

2014-01-01

Background The increasing complexity of medical curricula would benefit from adaptive computer supported collaborative learning systems that support study management using instructional design and learning object principles. However, to our knowledge, there are scarce reports regarding applications developed to meet this goal and encompass the complete medical curriculum. The aim of ths study was to develop and assess the usability of an adaptive computer supported collaborative learning system for medical students to manage study sessions. Results A study platform named ALERT STUDENT was built as a free web application. Content chunks are represented as Flashcards that hold knowledge and open ended questions. These can be created in a collaborative fashion. Multiple Flashcards can be combined into custom stacks called Notebooks that can be accessed in study Groups that belong to the user institution. The system provides a Study Mode that features text markers, text notes, timers and color-coded content prioritization based on self-assessment of open ended questions presented in a Quiz Mode. Time spent studying and Perception of knowledge are displayed for each student and peers using charts. Computer supported collaborative learning is achieved by allowing for simultaneous creation of Notebooks and self-assessment questions by many users in a pre-defined Group. Past personal performance data is retrieved when studying new Notebooks containing previously studied Flashcards. Self-report surveys showed that students highly agreed that the system was useful and were willing to use it as a reference tool. Conclusions The platform employs various instructional design and learning object principles in a computer supported collaborative learning platform for medical students that allows for study management. The application broadens student insight over learning results and supports informed decisions based on past learning performance. It serves as a potential educational model for the medical education setting that has gathered strong positive feedback from students at our school. This platform provides a case study on how effective blending of instructional design and learning object principles can be brought together to manage study, and takes an important step towards bringing information management tools to support study decisions and improving learning outcomes. PMID:25017028
A novel collaborative e-learning platform for medical students - ALERT STUDENT.

PubMed

Taveira-Gomes, Tiago; Saffarzadeh, Areo; Severo, Milton; Guimarães, M Jorge; Ferreira, Maria Amélia

2014-07-14

The increasing complexity of medical curricula would benefit from adaptive computer supported collaborative learning systems that support study management using instructional design and learning object principles. However, to our knowledge, there are scarce reports regarding applications developed to meet this goal and encompass the complete medical curriculum. The aim of ths study was to develop and assess the usability of an adaptive computer supported collaborative learning system for medical students to manage study sessions. A study platform named ALERT STUDENT was built as a free web application. Content chunks are represented as Flashcards that hold knowledge and open ended questions. These can be created in a collaborative fashion. Multiple Flashcards can be combined into custom stacks called Notebooks that can be accessed in study Groups that belong to the user institution. The system provides a Study Mode that features text markers, text notes, timers and color-coded content prioritization based on self-assessment of open ended questions presented in a Quiz Mode. Time spent studying and Perception of knowledge are displayed for each student and peers using charts. Computer supported collaborative learning is achieved by allowing for simultaneous creation of Notebooks and self-assessment questions by many users in a pre-defined Group. Past personal performance data is retrieved when studying new Notebooks containing previously studied Flashcards. Self-report surveys showed that students highly agreed that the system was useful and were willing to use it as a reference tool. The platform employs various instructional design and learning object principles in a computer supported collaborative learning platform for medical students that allows for study management. The application broadens student insight over learning results and supports informed decisions based on past learning performance. It serves as a potential educational model for the medical education setting that has gathered strong positive feedback from students at our school.This platform provides a case study on how effective blending of instructional design and learning object principles can be brought together to manage study, and takes an important step towards bringing information management tools to support study decisions and improving learning outcomes.
Creating Learning Communities in the Classroom

ERIC Educational Resources Information Center

Saville, Bryan K.; Lawrence, Natalie Kerr; Jakobsen, Krisztina V.

2012-01-01

There are many ways to construct classroom-based learning communities. Nevertheless, the emphasis is always on cooperative learning. In this article, the authors focus on three teaching methods--interteaching, team-based learning, and cooperative learning in large, lecture-based courses--that they have used successfully to create classroom-based…
Creating visual explanations improves learning.

PubMed

Bobek, Eliza; Tversky, Barbara

2016-01-01

Many topics in science are notoriously difficult for students to learn. Mechanisms and processes outside student experience present particular challenges. While instruction typically involves visualizations, students usually explain in words. Because visual explanations can show parts and processes of complex systems directly, creating them should have benefits beyond creating verbal explanations. We compared learning from creating visual or verbal explanations for two STEM domains, a mechanical system (bicycle pump) and a chemical system (bonding). Both kinds of explanations were analyzed for content and learning assess by a post-test. For the mechanical system, creating a visual explanation increased understanding particularly for participants of low spatial ability. For the chemical system, creating both visual and verbal explanations improved learning without new teaching. Creating a visual explanation was superior and benefitted participants of both high and low spatial ability. Visual explanations often included crucial yet invisible features. The greater effectiveness of visual explanations appears attributable to the checks they provide for completeness and coherence as well as to their roles as platforms for inference. The benefits should generalize to other domains like the social sciences, history, and archeology where important information can be visualized. Together, the findings provide support for the use of learner-generated visual explanations as a powerful learning tool.
Machine Learning Techniques in Clinical Vision Sciences.

PubMed

Caixinha, Miguel; Nunes, Sandrina

2017-01-01

This review presents and discusses the contribution of machine learning techniques for diagnosis and disease monitoring in the context of clinical vision science. Many ocular diseases leading to blindness can be halted or delayed when detected and treated at its earliest stages. With the recent developments in diagnostic devices, imaging and genomics, new sources of data for early disease detection and patients' management are now available. Machine learning techniques emerged in the biomedical sciences as clinical decision-support techniques to improve sensitivity and specificity of disease detection and monitoring, increasing objectively the clinical decision-making process. This manuscript presents a review in multimodal ocular disease diagnosis and monitoring based on machine learning approaches. In the first section, the technical issues related to the different machine learning approaches will be present. Machine learning techniques are used to automatically recognize complex patterns in a given dataset. These techniques allows creating homogeneous groups (unsupervised learning), or creating a classifier predicting group membership of new cases (supervised learning), when a group label is available for each case. To ensure a good performance of the machine learning techniques in a given dataset, all possible sources of bias should be removed or minimized. For that, the representativeness of the input dataset for the true population should be confirmed, the noise should be removed, the missing data should be treated and the data dimensionally (i.e., the number of parameters/features and the number of cases in the dataset) should be adjusted. The application of machine learning techniques in ocular disease diagnosis and monitoring will be presented and discussed in the second section of this manuscript. To show the clinical benefits of machine learning in clinical vision sciences, several examples will be presented in glaucoma, age-related macular degeneration, and diabetic retinopathy, these ocular pathologies being the major causes of irreversible visual impairment.
Creating a Pilot Educational Psychiatry Website: Opportunities, Barriers, and Next Steps

PubMed Central

O'Connor, Ryan; Franzen, Jamie; Snow, Caitlin; Boland, Robert; Kitts, Robert

2015-01-01

Background While medical students and residents may be utilizing websites as online learning resources, medical trainees and educators now have the opportunity to create such educational websites and digital tools on their own. However, the process and theory of building educational websites for medical education have not yet been fully explored. Objective To understand the opportunities, barriers, and process of creating a novel medical educational website. Methods We created a pilot psychiatric educational website to better understand the options, opportunities, challenges, and processes involved in the creation of a psychiatric educational website. We sought to integrate visual and interactive Web design elements to underscore the potential of such Web technology. Results A pilot website (PsychOnCall) was created to demonstrate the potential of Web technology in medical and psychiatric education. Conclusions Creating an educational website is now technically easier than ever before, and the primary challenge no longer is technology but rather the creation, validation, and maintenance of information for such websites as well as translating text-based didactics into visual and interactive tools. Medical educators can influence the design and implementation of online educational resources through creating their own websites and engaging medical students and residents in the process. PMID:27731837
Teaching & Learning for International Students in a "Learning Community": Creating, Sharing and Building Knowledge

ERIC Educational Resources Information Center

Kemp, Linzi

2010-01-01

This article considers the culture of learning communities for effective teaching. A learning community is defined here as an environment where learners are brought together to share information, to learn from each other, and to create new knowledge. The individual student develops her/his own learning by building on learning from others. In a…
A Waterfall Design Strategy for Using Social Media for Instruction

ERIC Educational Resources Information Center

Ahern, Terence C.

2016-01-01

Using social media can create a rich learning environment that crosses all content areas. The key to creating this environment is for instructors and designers to match appropriate social media software with the intended learning outcome. This article describes an instructional design strategy that helps educators create learning activities that…
Towards Contextual Experimentation: Creating a Faculty Learning Community to Cultivate Writing-to-Learn Practices

ERIC Educational Resources Information Center

Chang, Mary K.; Rao, Kavita; Stewart, Maria L.; Farley, Cynthia A.; Li, Katherine

2016-01-01

In order to explore ways to integrate new pedagogical practices, five faculty members created an informal faculty learning community focused on writing-to-learn practices, an inquiry and process-based writing pedagogy. The faculty members learned the writing-to-learn practices together, periodically met to discuss how they implemented the…
Enhancing ASTRO101 Student Engagement Using Student-Created ScienceSKETCHES

NASA Astrophysics Data System (ADS)

Slater, Timothy F.; Slater, Stephanie

2016-01-01

As astronomy teaching faculty are changing their teaching strategies from those less desirable approaches that allow students to passively listen to professor-centered, information-lectures to more desirable, active-student engagement classrooms characterized by active learning, ASTRO 101 professors are looking for more ways to help students learn to participate in authentic scientific practices. This is consistent with notion advocated by the NRC that students should practice scientific thinking, scientific discourse, and scientific practices while learning science. Noticing that much informal scientific discussion is mediated by sketches—such as those occasionally lively discussions held after hours during scientific conferences—scholars at the CAPER Center for Astronomy & Physics Education Research have been piloting a series of active learning tasks where students are challenged to create scientific drawings to illustrate their understanding of astronomical phenomena or structures. Known informally as ScienceSKETCHES, examples of these tasks challenge students to illustrate: the spectral curve differences between high and low mass stars; the differences among galaxy shapes; the distribution of stars for the Andromeda Galaxy in terms of luminosity versus temperature; old and young planetary surfaces; or the relationships between distances and speeds of orbiting objects. Although our initial testing has focused on predominately on paper and pencil tasks, with the occasional cell phone picture of a ScienceSKETCH being texted to the professor, the electronic-based teaching world is nearly ready to support these sorts of drawing tasks. Already, the ability to complete and submit scientific sketches is becoming commonplace across electronic learning platforms, including shared white-boarding in many desktop videoconferencing systems, and handheld device learning systems for interactive classrooms, like those from Learning Catalytics, among many others. Our initial results suggest that this strategy is worthwhile line of research and development for a wide range of astronomy education researchers and curriculum developers.
A Cyber Enabled Collaborative Environment for Creating, Sharing and Using Data and Modeling Driven Curriculum Modules for Hydrology Education

NASA Astrophysics Data System (ADS)

Merwade, V.; Ruddell, B. L.; Fox, S.; Iverson, E. A. R.

2014-12-01

With the access to emerging datasets and computational tools, there is a need to bring these capabilities into hydrology classrooms. However, developing curriculum modules using data and models to augment classroom teaching is hindered by a steep technology learning curve, rapid technology turnover, and lack of an organized community cyberinfrastructure (CI) for the dissemination, publication, and sharing of the latest tools and curriculum material for hydrology and geoscience education. The objective of this project is to overcome some of these limitations by developing a cyber enabled collaborative environment for publishing, sharing and adoption of data and modeling driven curriculum modules in hydrology and geosciences classroom. The CI is based on Carleton College's Science Education Resource Center (SERC) Content Management System. Building on its existing community authoring capabilities the system is being extended to allow assembly of new teaching activities by drawing on a collection of interchangeable building blocks; each of which represents a step in the modeling process. Currently the system hosts more than 30 modules or steps, which can be combined to create multiple learning units. Two specific units: Unit Hydrograph and Rational Method, have been used in undergraduate hydrology class-rooms at Purdue University and Arizona State University. The structure of the CI and the lessons learned from its implementation, including preliminary results from student assessments of learning will be presented.
Memory and visual search in naturalistic 2D and 3D environments

PubMed Central

Li, Chia-Ling; Aivar, M. Pilar; Kit, Dmitry M.; Tong, Matthew H.; Hayhoe, Mary M.

2016-01-01

The role of memory in guiding attention allocation in daily behaviors is not well understood. In experiments with two-dimensional (2D) images, there is mixed evidence about the importance of memory. Because the stimulus context in laboratory experiments and daily behaviors differs extensively, we investigated the role of memory in visual search, in both two-dimensional (2D) and three-dimensional (3D) environments. A 3D immersive virtual apartment composed of two rooms was created, and a parallel 2D visual search experiment composed of snapshots from the 3D environment was developed. Eye movements were tracked in both experiments. Repeated searches for geometric objects were performed to assess the role of spatial memory. Subsequently, subjects searched for realistic context objects to test for incidental learning. Our results show that subjects learned the room-target associations in 3D but less so in 2D. Gaze was increasingly restricted to relevant regions of the room with experience in both settings. Search for local contextual objects, however, was not facilitated by early experience. Incidental fixations to context objects do not necessarily benefit search performance. Together, these results demonstrate that memory for global aspects of the environment guides search by restricting allocation of attention to likely regions, whereas task relevance determines what is learned from the active search experience. Behaviors in 2D and 3D environments are comparable, although there is greater use of memory in 3D. PMID:27299769
Pathology Competencies for Medical Education and Educational Cases.

PubMed

Knollmann-Ritschel, Barbara E C; Regula, Donald P; Borowitz, Michael J; Conran, Richard; Prystowsky, Michael B

2017-01-01

Current medical school curricula predominantly facilitate early integration of basic science principles into clinical practice to strengthen diagnostic skills and the ability to make treatment decisions. In addition, they promote life-long learning and understanding of the principles of medical practice. The Pathology Competencies for Medical Education (PCME) were developed in response to a call to action by pathology course directors nationwide to teach medical students pathology principles necessary for the practice of medicine. The PCME are divided into three competencies: 1) Disease Mechanisms and Processes, 2) Organ System Pathology, and 3) Diagnostic Medicine and Therapeutic Pathology. Each of these competencies is broad and contains multiple learning goals with more specific learning objectives. The original competencies were designed to be a living document, meaning that they will be revised and updated periodically, and have undergone their first revision with this publication. The development of teaching cases, which have a classic case-based design, for the learning objectives is the next step in providing educational content that is peer-reviewed and readily accessible for pathology course directors, medical educators, and medical students. Application of the PCME and cases promotes a minimum standard of exposure of the undifferentiated medical student to pathophysiologic principles. The publication of the PCME and the educational cases will create a current educational resource and repository published through Academic Pathology .
Creating student awareness to improve cultural competence: creating the critical incident.

PubMed

Morell, Venita W; Sharp, Penny C; Crandall, Sonia J

2002-09-01

Teaching medical students to recognize the need for cultural competence and accept their shortcomings in this area is a challenge. A simulated patient scenario was developed to address this challenge. The objective of the simulation is to enhance students' readiness to learn by moving them from 'unconscious incompetence' to 'conscious incompetence'. The patient scenario presents a Cherokee Indian woman with a complaint of abnormal menstrual bleeding who is resistant to gynaecologic care from male providers. A faculty member facilitates a small-group videotape review of student interviews. As students discuss their encounters, they realize they 'misdiagnose' and mishandle the interview. They are confronted by their inability to recognize cultural cues and the impact they may have on health outcomes and begin to question whether cultural beliefs are affecting the care of other patients. This simulation creates an eye-opening situation that must be handled carefully. This activity is an effective method to create awareness in students who feel they 'know all this stuff.'

ENERGY-NET (Energy, Environment and Society Learning Network): Best Practices to Enhance Informal Geoscience Learning

NASA Astrophysics Data System (ADS)

Rossi, R.; Elliott, E. M.; Bain, D.; Crowley, K. J.; Steiner, M. A.; Divers, M. T.; Hopkins, K. G.; Giarratani, L.; Gilmore, M. E.

2014-12-01

While energy links all living and non-living systems, the integration of energy, the environment, and society is often not clearly represented in 9 - 12 classrooms and informal learning venues. However, objective public learning that integrates these components is essential for improving public environmental literacy. ENERGY-NET (Energy, Environment and Society Learning Network) is a National Science Foundation funded initiative that uses an Earth Systems Science framework to guide experimental learning for high school students and to improve public learning opportunities regarding the energy-environment-society nexus in a Museum setting. One of the primary objectives of the ENERGY-NET project is to develop a rich set of experimental learning activities that are presented as exhibits at the Carnegie Museum of Natural History in Pittsburgh, Pennsylvania (USA). Here we detail the evolution of the ENERGY-NET exhibit building process and the subsequent evolution of exhibit content over the past three years. While preliminary plans included the development of five "exploration stations" (i.e., traveling activity carts) per calendar year, the opportunity arose to create a single, larger topical exhibit per semester, which was assumed to have a greater impact on museum visitors. Evaluative assessments conducted to date reveal important practices to be incorporated into ongoing exhibit development: 1) Undergraduate mentors and teen exhibit developers should receive additional content training to allow richer exhibit materials. 2) The development process should be distributed over as long a time period as possible and emphasize iteration. This project can serve as a model for other collaborations between geoscience departments and museums. In particular, these practices may streamline development of public presentations and increase the effectiveness of experimental learning activities.
Team-based Learning in Therapeutics Workshop Sessions

PubMed Central

Kelley, Katherine A.; Metzger, Anne H.; Bellebaum, Katherine L.; McAuley, James W.

2009-01-01

Objectives To implement team-based learning in the workshop portion of a pathophysiology and therapeutics sequence of courses to promote integration of concepts across the pharmacy curriculum, provide a consistent problem-solving approach to patient care, and determine the impact on student perceptions of professionalism and teamwork. Design Team-based learning was incorporated into the workshop portion of 3 of 6 pathophysiology and therapeutics courses. Assignments that promoted team-building and application of key concepts were created. Assessment Readiness assurance tests were used to assess individual and team understanding of course materials. Students consistently scored 20% higher on team assessments compared with individual assessments. Mean professionalism and teamwork scores were significantly higher after implementation of team-based learning; however, this improvement was not considered educationally significant. Approximately 91% of students felt team-based learning improved understanding of course materials and 93% of students felt teamwork should continue in workshops. Conclusion Team-based learning is an effective teaching method to ensure a consistent approach to problem-solving and curriculum integration in workshop sessions for a pathophysiology and therapeutics course sequence. PMID:19885069
Assessment of students' satisfaction with a student-led team-based learning course.

PubMed

Bouw, Justin W; Gupta, Vasudha; Hincapie, Ana L

2015-01-01

To date, no studies in the literature have examined student delivery of team-based learning (TBL) modules in the classroom. We aimed to assess student perceptions of a student-led TBL elective. Third-year pharmacy students were assigned topics in teams and developed learning objectives, a 15-minute mini-lecture, and a TBL application exercise and presented them to student colleagues. Students completed a survey upon completion of the course and participated in a focus group discussion to share their views on learning. The majority of students (n=23/30) agreed that creating TBL modules enhanced their understanding of concepts, improved their self-directed learning skills (n=26/30), and improved their comprehension of TBL pedagogy (n=27/30). However, 60% disagreed with incorporating student-generated TBL modules into core curricular classes. Focus group data identified student-perceived barriers to success in the elective, in particular the development of TBL application exercises. This study provides evidence that students positively perceived student-led TBL as encouraging proactive learning from peer-to-peer teaching.
Analyzing the Classroom Teachers' Levels of Creating a Constructivist Learning Environments in Terms of Various Variables: A Mersin Case

ERIC Educational Resources Information Center

Üredi, Lütfi

2014-01-01

In this research, it was aimed to analyze the classroom teachers' level of creating a constructivist learning environment in terms of various variables. For that purpose, relational screening model was used in the research. Classroom teachers' level of creating a constructivist learning environment was determined using the "constructivist…
Creating an Innovative Learning Organization

ERIC Educational Resources Information Center

Salisbury, Mark

2010-01-01

This article describes how to create an innovative learning (iLearning) organization. It begins by discussing the life cycle of knowledge in an organization, followed by a description of the theoretical foundation for iLearning. Next, the article presents an example of iLearning, followed by a description of the distributed nature of work, the…
Taking a Step to Identify How to Create Professional Learning Communities--Report of a Case Study of a Korean Public High School on How to Create and Sustain a School-Based Teacher Professional Learning Community

ERIC Educational Resources Information Center

Ahn, Joonkil

2017-01-01

This study intends to identify some key factors in creating and sustaining school-based teacher professional learning communities (PLCs) through a case study of a South Korean public high school. To achieve this, the study identified some essential infrastructure, preparation, and necessary social organization for creating PLCs. The ideal unit and…
Mars Human Exploration Objectives

NASA Technical Reports Server (NTRS)

Briggs, Geoff

1998-01-01

This paper reviews the objectives and other considerations of Human exploration of Mars. The objectives of human exploration of Mars are: (1) to learn how Mars is similar to, and different from, Earth; (2) to explore possible life, past and present; (3) to discover what Mars is like now from the perspective of Geoscience and geologic history; and (4) how did Mars form and how did its formation differ from Earth. Considerations of human Martian exploration involve: (1) having a capable base laboratory; (2) having long range transportation; (3) having operational autonomy of the crew, and the requirement of the crew to possess a range of new cognitive processes along with easy communications with terrestrial colleagues; and finally (4) creating the human habitat along with human factors which involve more than just survivability.
Designing Multimedia for Meaningful Online Teaching and Learning

ERIC Educational Resources Information Center

Terry, Krista P.; Doolittle, Peter E.; Scheer, Stephanie B.; McNeill, Andrea

2004-01-01

The development of distance and distributed learning environments on college campuses has created a need to reconsider traditional approaches to teaching and learning by integrating research and theories in human learning, pedagogy, and instructional technology. Creating effective and efficient multimedia for Web-based instruction requires a…
A Storm's Approach; Hurricane Shelter Training in a Digital Age

NASA Technical Reports Server (NTRS)

Boyarsky, Andrew; Burden, David; Gronstedt, Anders; Jinman, Andrew

2012-01-01

New York City's Office of Emergency Management (OEM) originally ran hundreds of classroom based courses, where they brought together civil servants to learn how to run a Hurricane Shelter (HS). This approach was found to be costly, time consuming and lacked any sense of an impending disaster and need for emergency response. In partnership with the City of New York University School of Professional studies, Gronstedt Group and Daden Limited, the OEM wanted to create a simulation that overcame these issues, providing users with a more immersive and realistic approach at a lower cost. The HS simulation was built in the virtual world Second Life (SL). Virtual worlds are a genre of online communities that often take the form of a computer-based simulated environments, through which users can interact with one another and use or create objects. Using this technology allowed managers to apply their knowledge in both classroom and remote learning environments. The shelter simulation is operational 24/7, guiding users through a 4 1/2 hour narrative from start to finish. This paper will describe the rationale for the project, the technical approach taken - particularly the use of a web based authoring tool to create and manage the immersive simulation, and the results from operational use.
NASA's Swift Education and Public Outreach Program

NASA Astrophysics Data System (ADS)

Cominsky, L. R.; Graves, T.; Plait, P.; Silva, S.; Simonnet, A.

2004-08-01

Few astronomical objects excite students more than big explosions and black holes. Gamma Ray Bursts (GRBs) are both: powerful explosions that signal the births of black holes. NASA's Swift satellite mission, set for launch in Fall 2004, will detect hundreds of black holes over its two-year nominal mission timeline. The NASA Education and Public Outreach (E/PO) group at Sonoma State University is leading the Swift E/PO effort, using the Swift mission to engage students in science and math learning. We have partnered with the Lawrence Hall of Science to create a ``Great Explorations in Math and Science" guide entitled ``Invisible Universe: from Radio Waves to Gamma Rays," which uses GRBs to introduce students to the electromagnetic spectrum and the scale of energies in the Universe. We have also created new standards-based activities for grades 9-12 using GRBs: one activity puts the students in the place of astronomers 20 years ago, trying to sort out various types of stellar explosions that create high-energy radiation. Another mimics the use of the Interplanetary Network to let students figure out the direction to a GRB. Post-launch materials will include magazine articles about Swift and GRBs, and live updates of GRB information to the Swift E/PO website that will excite and inspire students to learn more about space science.
Interactive eLearning - a safe place to practice.

PubMed

Einarson, Elisabeth; Moen, Anne; Kolberg, Ragnhild; Flingtorp, Gry; Linnerud, Eva

2009-01-01

Interactive web-based learning environment offers refreshing opportunities to create innovative solutions to explore and exploit informatics support on-the-job training. We report from a study where a hospital is created a interactive eLearning resource. The modules are creating a safe place to practice - to be used for introduction to the work and preparation for certification or re-certification of competencies.
Foresight Group Roundtable: Fresh Thinking for Learning and Skills. Centre for Innovation in Learning--Positioning Paper

ERIC Educational Resources Information Center

Learning and Skills Network (NJ3), 2010

2010-01-01

Creating a fertile space for debate and ideas in order to drive innovation in learning and skills is integral to LSN's (Learning and Skills Network's) mission. To achieve this LSN has pioneered a new approach to making learning work from classroom to boardroom--and created the Centre for Innovation in Learning. This new, independent think tank…
[The effects of case-based learning using video on clinical decision making and learning motivation in undergraduate nursing students].

PubMed

Yoo, Moon-Sook; Park, Jin-Hee; Lee, Si-Ra

2010-12-01

The purpose of this study was to examine the effects of case-base learning (CBL) using video on clinical decision-making and learning motivation. This research was conducted between June 2009 and April 2010 as a nonequivalent control group non-synchronized design. The study population was 44 third year nursing students who enrolled in a college of nursing, A University in Korea. The nursing students were divided into the CBL and the control group. The intervention was the CBL with three cases using video. The controls attended a traditional live lecture on the same topics. With questionnaires objective clinical decision-making, subjective clinical decision-making, and learning motivation were measured before the intervention, and 10 weeks after the intervention. Significant group differences were observed in clinical decision-making and learning motivation. The post-test scores of clinical decision-making in the CBL group were statistically higher than the control group. Learning motivation was also significantly higher in the CBL group than in the control group. These results indicate that CBL using video is effective in enhancing clinical decision-making and motivating students to learn by encouraging self-directed learning and creating more interest and curiosity in learning.
Not all attention orienting is created equal: recognition memory is enhanced when attention orienting involves distractor suppression.

PubMed

Markant, Julie; Worden, Michael S; Amso, Dima

2015-04-01

Learning through visual exploration often requires orienting of attention to meaningful information in a cluttered world. Previous work has shown that attention modulates visual cortex activity, with enhanced activity for attended targets and suppressed activity for competing inputs, thus enhancing the visual experience. Here we examined the idea that learning may be engaged differentially with variations in attention orienting mechanisms that drive eye movements during visual search and exploration. We hypothesized that attention orienting mechanisms that engaged suppression of a previously attended location would boost memory encoding of the currently attended target objects to a greater extent than those that involve target enhancement alone. To test this hypothesis we capitalized on the classic spatial cueing task and the inhibition of return (IOR) mechanism (Posner, 1980; Posner, Rafal, & Choate, 1985) to demonstrate that object images encoded in the context of concurrent suppression at a previously attended location were encoded more effectively and remembered better than those encoded without concurrent suppression. Furthermore, fMRI analyses revealed that this memory benefit was driven by attention modulation of visual cortex activity, as increased suppression of the previously attended location in visual cortex during target object encoding predicted better subsequent recognition memory performance. These results suggest that not all attention orienting impacts learning and memory equally. Copyright © 2015 Elsevier Inc. All rights reserved.
Quality indicators for learner-centered postgraduate medical e-learning.

PubMed

de Leeuw, Robert A; Westerman, Michiel; Scheele, Fedde

2017-04-27

The objectives of this study were to identify the needs and expectations of learners and educational experts in postgraduate medical e-learning, and to contribute to the current literature. We performed four focus-group discussions with e-learning end-users (learners) and didactic experts. The participants were postgraduate learners with varying levels of experience, educational experts from a Dutch e-learning task group, and commercial experts from a Dutch e-learning company. Verbatim transcribed interview recordings were analyzed using King's template analysis. The initial template was created with reference to recent literature on postgraduate medical e-learning quality indicators. The transcripts were coded, after which the emerging differences in template interpretation were discussed until a consensus was reached within the team. The final template consisted of three domains of positive e-learning influencers (motivators, learning enhancers, and real-world translation) and three domains of negatively influential parameters (barriers, learning discouragers, and poor preparation). The interpretation of the final template showed three subjects which form the basis of e-learning, namely, Motivate, Learn and Apply. This study forms a basis for learning in general and could be applied to many educational instruments. Individual characteristics should be adapted to the target audience. Three subjects form the basis of, and six themes cover all items needed for, good (enough) postgraduate e-learning. Further research should be carried out with learners and real-world e-learning to validate this template.
Object Oriented Modeling and Design

NASA Technical Reports Server (NTRS)

Shaykhian, Gholam Ali

2007-01-01

The Object Oriented Modeling and Design seminar is intended for software professionals and students, it covers the concepts and a language-independent graphical notation that can be used to analyze problem requirements, and design a solution to the problem. The seminar discusses the three kinds of object-oriented models class, state, and interaction. The class model represents the static structure of a system, the state model describes the aspects of a system that change over time as well as control behavior and the interaction model describes how objects collaborate to achieve overall results. Existing knowledge of object oriented programming may benefit the learning of modeling and good design. Specific expectations are: Create a class model, Read, recognize, and describe a class model, Describe association and link, Show abstract classes used with multiple inheritance, Explain metadata, reification and constraints, Group classes into a package, Read, recognize, and describe a state model, Explain states and transitions, Read, recognize, and describe interaction model, Explain Use cases and use case relationships, Show concurrency in activity diagram, Object interactions in sequence diagram.
Development of an Interactive Augmented Environment and Its Application to Autonomous Learning for Quadruped Robots

NASA Astrophysics Data System (ADS)

Kobayashi, Hayato; Osaki, Tsugutoyo; Okuyama, Tetsuro; Gramm, Joshua; Ishino, Akira; Shinohara, Ayumi

This paper describes an interactive experimental environment for autonomous soccer robots, which is a soccer field augmented by utilizing camera input and projector output. This environment, in a sense, plays an intermediate role between simulated environments and real environments. We can simulate some parts of real environments, e.g., real objects such as robots or a ball, and reflect simulated data into the real environments, e.g., to visualize the positions on the field, so as to create a situation that allows easy debugging of robot programs. The significant point compared with analogous work is that virtual objects are touchable in this system owing to projectors. We also show the portable version of our system that does not require ceiling cameras. As an application in the augmented environment, we address the learning of goalie strategies on real quadruped robots in penalty kicks. We make our robots utilize virtual balls in order to perform only quadruped locomotion in real environments, which is quite difficult to simulate accurately. Our robots autonomously learn and acquire more beneficial strategies without human intervention in our augmented environment than those in a fully simulated environment.
Creating a Project-Based Learning Environment to Improve Project Management Skills of Graduate Students

ERIC Educational Resources Information Center

Arantes do Amaral, Joao Alberto; Gonçalves, Paulo; Hess, Aurélio

2015-01-01

This article describes the project-based learning environment created to support project management graduate courses. The paper will focus on the learning context and procedures followed for 13 years, in 47 project-based learning MBA courses, involving approximately 1,400 students and 34 community partners.
Improving the Design of Workplace E-Learning Research

ERIC Educational Resources Information Center

Dubois, Cathy; Long, Lori

2012-01-01

E-learning researchers face considerable challenges in creating meaningful and generalizable studies due to the complex nature of this dynamic training medium. Our experience in conducting workplace e-learning research led us to create this guide for planning research on e-learning. We share the unanticipated complications we encountered in our…
Blended Learning

ERIC Educational Resources Information Center

Imbriale, Ryan

2013-01-01

Teachers always have been and always will be the essential element in the classroom. They can create magic inside four walls, but they have never been able to create learning environments outside the classroom like they can today, thanks to blended learning. Blended learning allows students and teachers to break free of the isolation of the…

Interactive Learning Environment: Web-based Virtual Hydrological Simulation System using Augmented and Immersive Reality

NASA Astrophysics Data System (ADS)

Demir, I.

2014-12-01

Recent developments in internet technologies make it possible to manage and visualize large data on the web. Novel visualization techniques and interactive user interfaces allow users to create realistic environments, and interact with data to gain insight from simulations and environmental observations. The hydrological simulation system is a web-based 3D interactive learning environment for teaching hydrological processes and concepts. The simulation systems provides a visually striking platform with realistic terrain information, and water simulation. Students can create or load predefined scenarios, control environmental parameters, and evaluate environmental mitigation alternatives. The web-based simulation system provides an environment for students to learn about the hydrological processes (e.g. flooding and flood damage), and effects of development and human activity in the floodplain. The system utilizes latest web technologies and graphics processing unit (GPU) for water simulation and object collisions on the terrain. Users can access the system in three visualization modes including virtual reality, augmented reality, and immersive reality using heads-up display. The system provides various scenarios customized to fit the age and education level of various users. This presentation provides an overview of the web-based flood simulation system, and demonstrates the capabilities of the system for various visualization and interaction modes.
Evaluating a Modeling Curriculum by Using Heuristics for Productive Disciplinary Engagement

PubMed Central

Passmore, Cynthia

2010-01-01

The BIO2010 report provided a compelling argument for the need to create learning experiences for undergraduate biology students that are more authentic to modern science. The report acknowledged the need for research that could help practitioners successfully create and reform biology curricula with this goal in mind. Our objective in this article was to explore how a set of six design heuristics could be used to evaluate the potential of curricula to support productive learning experiences for science students. We drew on data collected during a long-term study of an undergraduate traineeship that introduced students to mathematical modeling in the context of modern biological problems. We present illustrative examples from this curriculum that highlight the ways in which three heuristics—instructor role-modeling, holding students to scientific norms, and providing students with opportunities to practice these norms—consistently supported learning across the curriculum. We present a more detailed comparison of two different curricular modules and explain how differences in student authority, problem structure, and access to resources contributed to differences in productive engagement by students in these modules. We hope that our analysis will help practitioners think in more concrete terms about how to achieve the goals set forth by BIO2010. PMID:20810958
Service Learning Creates a Positive Relationship between Teachers and Students

ERIC Educational Resources Information Center

Lubchenko, Sandra

2016-01-01

The current pedagogy in creating a positive school climate is building personal relationships with students. Teachers and students work together to create a safe environment where students engage in the academic pursuit of knowledge. Service-learning projects that create this close bond and offer a collective pursuit of helping others give…
Structural geology practice and learning, from the perspective of cognitive science

NASA Astrophysics Data System (ADS)

Shipley, Thomas F.; Tikoff, Basil; Ormand, Carol; Manduca, Cathy

2013-09-01

Spatial ability is required by practitioners and students of structural geology and so, considering spatial skills in the context of cognitive science has the potential to improve structural geology teaching and practice. Spatial thinking skills may be organized using three dichotomies, which can be linked to structural geology practice. First, a distinction is made between separating (attending to part of a whole) and combining (linking together aspects of the whole). While everyone has a basic ability to separate and combine, experts attend to differences guided by experiences of rock properties in context. Second, a distinction is made between seeing the relations among multiple objects as separate items or the relations within a single object with multiple parts. Experts can flexibly consider relations among or between objects to optimally reason about different types of spatial problems. Third, a distinction is made between reasoning about stationary and moving objects. Experts recognize static configurations that encode a movement history, and create mental models of the processes that led to the static state. The observations and inferences made by a geologist leading a field trip are compared with the corresponding observations and inferences made by a cognitive psychologist interested in spatial learning. The presented framework provides a vocabulary for discussing spatial skills both within and between the fields of structural geology and cognitive psychology.
The Use of Edmodo in Creating an Online Learning Community of Practice for Learning to Teach Science

ERIC Educational Resources Information Center

Ekici, Didem Inel

2017-01-01

This study aimed to create an online community of practice by creating a virtual classroom in the Edmodo application and ascertain the opinions of pre-service primary teachers about the effects of Edmodo on their learning to teach science and availability of Edmodo. The research used a case study, which is one method of descriptive research.…
(Re)Counting Meaningful Learning Experiences: Using Student-Created Reflective Videos to Make Invisible Learning Visible during PjBL Experiences

ERIC Educational Resources Information Center

Smith, Shaunna

2016-01-01

This ethnographic case study investigated how the process of learning during a yearlong after-school, project-based learning (PjBL) experience could be documented by student-created reflective videos. Guided by social constructivism, constant comparative analysis was used to explore the meaningful learning that took place in addition to the…
Designing Web 2.0 Based Constructivist-Oriented E-Learning Units

ERIC Educational Resources Information Center

Chai, Ching Sing; Woo, Huay Lit; Wang, Qiyun

2010-01-01

Purpose: The main purpose of this paper is to present how meaningful e-learning units can be created by using an online tool called Meaningful E-learning Units (MeLU). The paper also aims to describe how created e-learning units can be shared by teachers and students. Design/methodology/approach: This tool can help to produce e-learning units that…
NASA's Hybrid Reality Lab: One Giant Leap for Full Dive

NASA Technical Reports Server (NTRS)

Delgado, Francisco J.; Noyes, Matthew

2017-01-01

This presentation demonstrates how NASA is using consumer VR headsets, game engine technology and NVIDIA's GPUs to create highly immersive future training systems augmented with extremely realistic haptic feedback, sound, additional sensory information, and how these can be used to improve the engineering workflow. Include in this presentation is an environment simulation of the ISS, where users can interact with virtual objects, handrails, and tracked physical objects while inside VR, integration of consumer VR headsets with the Active Response Gravity Offload System, and a space habitat architectural evaluation tool. Attendees will learn how the best elements of real and virtual worlds can be combined into a hybrid reality environment with tangible engineering and scientific applications.
A plane mirror experiment inspired by a comic strip

NASA Astrophysics Data System (ADS)

Lúcio Prados Ribeiro, Jair

2016-01-01

A comic strip about a plane mirror was used in a high school optics test, and it was perceived that a large portion of the students believed that the mirror should be larger than the object so the virtual image could be entirely visible. Inspired on the comic strip, an experimental demonstration with flat mirrors was developed, in order to readdress this topic learning. Students were encouraged to create their own investigation of the phenomenon with a simple instrumental apparatus and also suggest different experimental approaches.
A remote sensing computer-assisted learning tool developed using the unified modeling language

NASA Astrophysics Data System (ADS)

Friedrich, J.; Karslioglu, M. O.

The goal of this work has been to create an easy-to-use and simple-to-make learning tool for remote sensing at an introductory level. Many students struggle to comprehend what seems to be a very basic knowledge of digital images, image processing and image arithmetic, for example. Because professional programs are generally too complex and overwhelming for beginners and often not tailored to the specific needs of a course regarding functionality, a computer-assisted learning (CAL) program was developed based on the unified modeling language (UML), the present standard for object-oriented (OO) system development. A major advantage of this approach is an easier transition from modeling to coding of such an application, if modern UML tools are being used. After introducing the constructed UML model, its implementation is briefly described followed by a series of learning exercises. They illustrate how the resulting CAL tool supports students taking an introductory course in remote sensing at the author's institution.
Twelve tips for a successful interprofessional team-based high-fidelity simulation education session

PubMed Central

Bould, M. Dylan; Layat Burn, Carine; Reeves, Scott

2014-01-01

Simulation-based education allows experiential learning without risk to patients. Interprofessional education aims to provide opportunities to different professions for learning how to work effectively together. Interprofessional simulation-based education presents many challenges, including the logistics of setting up the session and providing effective feedback to participants with different backgrounds and mental models. This paper aims to provide educators with a series of practical and pedagogical tips for designing, implementing, assessing, and evaluating a successful interprofessional team-based simulation session. The paper is organized in the sequence that an educator might use in developing an interprofessional simulation-based education session. Collectively, this paper provides guidance from determining interprofessional learning objectives and curricular design to program evaluation. With a better understanding of the concepts and pedagogical methods underlying interprofessional education and simulation, educators will be able to create conditions for a unique educational experience where individuals learn with and from other specialties and professions in a controlled, safe environment. PMID:25023765
Evaluation of Distance Course Effectiveness - Exploring the Quality of Interactive Processes

NASA Astrophysics Data System (ADS)

Botelho, Francisco Villa Ulhôa; Vicari, Rosa Maria

Understanding the dynamics of learning processes implies an understanding of their components: individuals, environment or context and mediation. It is known that distance learning (DL) has a distinctive characteristic in relation to the mediation component. Due to the need of overcoming the barriers of distance and time, DL intensively uses information and communication technologies (ICT) to perform interactive processes. Construction of effective learning environments depends on human relationships. It also depends on the emotionality placed on such relationships. Therefore, knowing how to act in virtual environments in the sense of creating the required ambiance for animation of learning processes has a unique importance. This is the theme of this study. Its general objectives were achieved and can be summarized as follows: analyze indexes that are significant for evaluations of distance course effectiveness; investigate to which extent effectiveness of DL courses is correlated with quality of interactive processes; search characteristics of the conversations by individuals interacting in study groups that are formed in virtual environments, which may contribute to effectiveness of distance courses.
Using real objects to teach about climate change: an ethnographic perspective

NASA Astrophysics Data System (ADS)

Conner, L.; Perin, S.; Coats, V.; Sturm, M.

2017-12-01

Informal educators frequently use real objects to connect visitors with science content that can otherwise seem abstract. Our NSF-funded project, "Hot Times in Cold Places," leverages this premise to teach about climate change through real objects associated with the nation's only permafrost tunnel, located in Fox, Alaska. We posit that touching real ice, holding Pleistocene bones, and seeing ice wedges in context allows learners to understand climate change in a direct and visceral manner. We are conducting ethnographic research to understand visitor experience at both the tunnel itself and at a permafrost museum exhibit that we are creating as part of the project. Research questions include: 1) What is the nature of visitor talk with respect to explanations about permafrost, tipping points, climate change, and geological time? 2) How do attributes of "realness" (scale, resolution, uniqueness, history and adherence to an original) affect visitor's experience of objects, as perceived through the senses and emotions? We use naturalistic observation, interviews, and videotaping to answer these questions. Analysis focuses on child-to-child talk, reciprocal talk between educator and child, and reciprocal talk between parent and child. Our results elucidate the value of real, vs. replicated and virtual objects, in informal learning, especially in the context of climate change education. An understanding of these factors can help informal learning educators make informed choices about program and exhibit design.
Virtual Patients in Primary Care: Developing a Reusable Model That Fosters Reflective Practice and Clinical Reasoning

PubMed Central

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

2014-01-01

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

PubMed Central

Ashford, Lori S.; Smith, Rhonda R.; De Souza, Roger-Mark; Fikree, Fariyal F.; Yinger, Nancy V.

2006-01-01

PROBLEM: Because researchers and policy-makers work in different spheres, policy decisions in the health arena are often not based on available scientific evidence. APPROACH: We describe a model that illustrates the policy process and how to work strategically to translate knowledge into policy actions. Several types of activity--agenda-setting, coalition building and policy learning--together can create a window of opportunity for policy change. LOCAL SETTING: Activities were undertaken as part of the Kenyan Ministry of Health's new decentralized planning-process. The objective was to ensure that the results of a national assessment of health services were used in the preparation of district-level health plans. RELEVANT CHANGES: Following the intervention, 70 district-level, evidence-based work plans were developed and approved by the Kenyan Ministry of Health. LESSONS LEARNED: Substantial investment and effort are needed to bring stakeholders together to work towards policy change. More in-depth evaluation of these efforts can aid understanding of how systematic approaches to policy change can be replicated elsewhere. PMID:16917657
Students Perceptions of the Incorporation of Games into Classroom Instruction for Basic and Clinical Pharmacokinetics

PubMed Central

Stegall-Zanation, Jennifer; Dupuis, Robert E.

2007-01-01

Objective To develop classroom games as alternatives to traditional pharmacokinetic instruction. Design Three classroom games were created for the following purposes: simple semester review, application of pharmacokinetics in a community-pharmacy setting, and development of critical thinking skills and concept application. All the games incorporated some degree of group activity. Assessment A survey was conducted of students' attitudes towards the incorporation of games into the classroom. A comparison of final examination scores to scores from the previous year was used to determine whether incorporating games hindered learning. Conclusions Overall, students found the games enjoyable, but some students questioned how much they learned. Although the games appeared to have a positive impact on grades and incorporated more than just factual, book knowledge (eg, critical thinking skills), determining how these games improved learning will require further assessment. PMID:17533430
An Advanced Professional Pharmacy Experience in a Community Setting Using an Experiential Manual

PubMed Central

Lee, Karen W.; Machado, Matthew R.; Wenzel, Marie M.; Gagnon, James M.; Calomo, Joseph M.

2006-01-01

Objectives To determine the usefulness of a teaching and learning tool used to create structure for advanced pharmacy practice experiences (APPEs) in community pharmacy settings, and to identify differences between respondents' perspectives on the relevance and practicality of implementing specific community pharmacy-related topics during the experience. Design Community practice faculty members designed a manual that outlined a week-by-week schedule of student activities, consistent with the Center for the Advancement of Pharmaceutical Education (CAPE) outcome-based goals, and included associated teaching, documentation, and assessment tools. The manual was distributed to site preceptors and students. Assessment Eighty-six PharmD students responded to a questionnaire upon completion of their community APPE. Student feedback concerning the impact of the manual relative to interactions with site preceptors and their overall learning experience was relatively positive. Conclusion The manual was an effective teaching and learning tool for students completing a community APPE. PMID:17149421
Graphic Strategies for Analyzing and Interpreting Curricular Mapping Data

PubMed Central

Leonard, Sean T.

2010-01-01

Objective To describe curricular mapping strategies used in analyzing and interpreting curricular mapping data and present findings on how these strategies were used to facilitate curricular development. Design Nova Southeastern University's doctor of pharmacy curriculum was mapped to the college's educational outcomes. The mapping process included development of educational outcomes followed by analysis of course material and semi-structured interviews with course faculty members. Data collected per course outcome included learning opportunities and assessment measures used. Assessment Nearly 1,000 variables and 10,000 discrete rows of curricular data were collected. Graphic representations of curricular data were created using bar charts and stacked area graphs relating the learning opportunities to the educational outcomes. Graphs were used in the curricular evaluation and development processes to facilitate the identification of curricular holes, sequencing misalignments, learning opportunities, and assessment measures. Conclusion Mapping strategies that use graphic representations of curricular data serve as effective diagnostic and curricular development tools. PMID:20798804
Promoting children's agency and communication skills in an informal science program

NASA Astrophysics Data System (ADS)

Wulf, Rosemary; Hinko, Kathleen; Finkelstein, Noah

2013-01-01

The Partnerships for Informal Science Education in the Community (PISEC) program at the University of Colorado Boulder brings together university and community institutions to create an environment where K-12 students join with university educators to engage in inquiry-based scientific practices after school. In our original framing, these afterschool activities were developed to reinforce the traditional learning goals of the classroom, including mastering scientific content, skills and processes. Recently, the primary focus of the PISEC curriculum has been shifted towards the development of students' scientific identity, an explicit objective of informal learning environments. The new curriculum offers students more activity choices, affords opportunities for scientific drawings and descriptions, and provides incentive for students to design their own experiments. We have analyzed student science notebooks from both old and new curricula and find that with the redesigned curriculum, students exhibit increased agency and more instances of scientific communication while still demonstrating substantial content learning gains.
Exploring How Creating Stop-Motion Animations Supports Student Teachers in Learning to Teach Science

ERIC Educational Resources Information Center

Wishart, Jocelyn

2017-01-01

This article reports on an exploration of teaching and learning through creating rudimentary stop-motion animations set up to identify how learning opportunities involving stop-motion animations can support student learning and science teacher education. Participants were student teachers, volunteers representing both secondary and primary school…

Learning Environments as Basis for Cognitive Achievements of Students in Basic Science Classrooms in Nigeria

ERIC Educational Resources Information Center

Atomatofa, Rachel; Okoye, Nnamdi; Igwebuike, Thomas

2016-01-01

The nature of classroom learning environments created by teachers had been considered very important for learning to take place effectively. This study investigated the effect of creating constructivist and transmissive learning environments on achievements of science students of different ability levels. 243 students formed the entire study…
Professional Learning Communities: Creating a Foundation for Collaboration Skills in Pre-Service Teachers

ERIC Educational Resources Information Center

Hoaglund, Amy E.; Birkenfeld, Karen; Box, Jean Ann

2014-01-01

According to Richard DuFour (2004), "To create a professional learning community, focus on learning rather than teaching, work collaboratively and hold yourself accountable for results." Professional learning communities provide the structure that must exist within a school in order to become effective. However, to truly prepare…
Creating an Authentic Learning Environment in the Foreign Language Classroom

ERIC Educational Resources Information Center

Nikitina, Larisa

2011-01-01

Theatrical activities are widely used by language educators to promote and facilitate language learning. Involving students in production of their own video or a short movie in the target language allows a seamless fusion of language learning, art, and popular culture. The activity is also conducive for creating an authentic learning situation…
A low-cost approach for rapidly creating demonstration models for hands-on learning

NASA Astrophysics Data System (ADS)

Kinzli, Kristoph-Dietrich; Kunberger, Tanya; O'Neill, Robert; Badir, Ashraf

2018-01-01

Demonstration models allow students to readily grasp theory and relate difficult concepts and equations to real life. However drawbacks of using these demonstration models are that they are can be costly to purchase from vendors or take a significant amount of time to build. These two limiting factors can pose a significant obstacle for adding demonstrations to the curriculum. This article presents an assignment to overcome these obstacles, which has resulted in 36 demonstration models being added to the curriculum. The article also presents the results of student performance on course objectives as a result of the developed models being used in the classroom. Overall, significant improvement in student learning outcomes, due to the addition of demonstration models, has been observed.
Co-Creating Curriculum in Higher Education: Promoting Democratic Values and a Multidimensional View on Learning

ERIC Educational Resources Information Center

Bergmark, Ulrika; Westman, Susanne

2016-01-01

This paper discusses a case study in teacher education in Sweden, focusing on creating spaces for student engagement through co-creating curriculum. It highlights democratic values and a multidimensional learning view as underpinning such endeavors. The main findings are that co-creating curriculum is an ambiguous process entailing unpredictable,…
Impact on Student Motivation by Using a QR-Based U-Learning Material Production System to Create Authentic Learning Experiences

ERIC Educational Resources Information Center

Chin, Kai-Yi; Lee, Ko-Fong; Chen, Yen-Lin

2015-01-01

This study developed a QR-based U-Learning Material Production System (QR-ULMPS) that provides teachers with an education tool to motivate college level students enrolled in a liberal arts course. QR-ULMPS was specifically designed to support the development of u-learning materials and create an engaging context-aware u-learning environment for…
Creating Small Learning Communities: Lessons from the Project on High-Performing Learning Communities about "What Works" in Creating Productive, Developmentally Enhancing, Learning Contexts

ERIC Educational Resources Information Center

Felner, Robert D.; Seitsinger, Anne M.; Brand, Stephen; Burns, Amy; Bolton, Natalie

2007-01-01

Personalizing the school environment is a central goal of efforts to transform America's schools. Three decades of work by the Project on High Performance Learning Communities are considered that demonstrate the potential impact and importance of the creation of "small learning environments" on student motivation, adjustment, and well-being.…
Instructional methods and cognitive and learning styles in web-based learning: report of two randomised trials.

PubMed

Cook, David A; Gelula, Mark H; Dupras, Denise M; Schwartz, Alan

2007-09-01

Adapting web-based (WB) instruction to learners' individual differences may enhance learning. Objectives This study aimed to investigate aptitude-treatment interactions between learning and cognitive styles and WB instructional methods. We carried out a factorial, randomised, controlled, crossover, post-test-only trial involving 89 internal medicine residents, family practice residents and medical students at 2 US medical schools. Parallel versions of a WB course in complementary medicine used either active or reflective questions and different end-of-module review activities ('create and study a summary table' or 'study an instructor-created table'). Participants were matched or mismatched to question type based on active or reflective learning style. Participants used each review activity for 1 course module (crossover design). Outcome measurements included the Index of Learning Styles, the Cognitive Styles Analysis test, knowledge post-test, course rating and preference. Post-test scores were similar for matched (mean +/- standard error of the mean 77.4 +/- 1.7) and mismatched (76.9 +/- 1.7) learners (95% confidence interval [CI] for difference - 4.3 to 5.2l, P = 0.84), as were course ratings (P = 0.16). Post-test scores did not differ between active-type questions (77.1 +/- 2.1) and reflective-type questions (77.2 +/- 1.4; P = 0.97). Post-test scores correlated with course ratings (r = 0.45). There was no difference in post-test subscores for modules completed using the 'construct table' format (78.1 +/- 1.4) or the 'table provided' format (76.1 +/- 1.4; CI - 1.1 to 5.0, P = 0.21), and wholist and analytic styles had no interaction (P = 0.75) or main effect (P = 0.18). There was no association between activity preference and wholist or analytic scores (P = 0.37). Cognitive and learning styles had no apparent influence on learning outcomes. There were no differences in outcome between these instructional methods.
The Ideology of Learning Organisations in Africa: A Critical Analysis

ERIC Educational Resources Information Center

Akella, Devi

2010-01-01

Organisations worldwide have acknowledged the connection between corporate learning, development and business sustainability. Emphasis is being laid on creating and designing a learning organisation "that is skilled at creating, acquiring, interpreting, transferring and retaining knowledge" [Garvin, (2000), p.32]. Extensive literature…
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.
Lost in Space: Designing for Learning

ERIC Educational Resources Information Center

La Marca, Susan

2010-01-01

The design of a learning space, and the many factors that come together to create that space, impact on how we feel and behave in that space and ultimately how we learn. This paper will discuss the importance of mission statements, policy and planning in light of how we create spaces that are learning-driven, human-centred and flexible. Of…
Combining Collaborative Learning with Learning Management Systems in Teaching Programming Language

ERIC Educational Resources Information Center

Cavus, Nadire; Uzunboylu, Huseyin; Ibrahim, Dogan

2006-01-01

The development of collaborative studies in learning has led to a renewed interest in the field of web-based education. In this experimental study, a highly interactive and collaborative teaching environment was created using Moodle, a learning management system with two types of Collaborative Tools (CTs): Standard CT and Advanced CT to create a…
Incorporating educative environments into the holistic care of paediatric patients.

PubMed

Wilks, Susan E; Green, Julie B; Zazryn, Tsharni R

2012-08-01

Hospital settings can, and should, create educative spaces and learning opportunities as part of their holistic care for young patients. The purpose of this paper is to examine the evidence for creating high quality, child-centred learning environments within paediatric settings. We explore the impact of physical spaces on learning; the literature on developmental stages of learning for children and young people as it relates to learning environments; and the literature on learning in out-of-school settings, particularly as this applies to children who are separated from their daily communities. As all paediatric settings can create opportunities for the ongoing educational development of their patients, this paper presents a way forward for this approach to holistic care.
The CREATE Method Does Not Result in Greater Gains in Critical Thinking than a More Traditional Method of Analyzing the Primary Literature †

PubMed Central

Segura-Totten, Miriam; Dalman, Nancy E.

2013-01-01

Analysis of the primary literature in the undergraduate curriculum is associated with gains in student learning. In particular, the CREATE (Consider, Read, Elucidate hypotheses, Analyze and interpret the data, and Think of the next Experiment) method is associated with an increase in student critical thinking skills. We adapted the CREATE method within a required cell biology class and compared the learning gains of students using CREATE to those of students involved in less structured literature discussions. We found that while both sets of students had gains in critical thinking, students who used the CREATE method did not show significant improvement over students engaged in a more traditional method for dissecting the literature. Students also reported similar learning gains for both literature discussion methods. Our study suggests that, at least in our educational context, the CREATE method does not lead to higher learning gains than a less structured way of reading primary literature. PMID:24358379
Analysis of students’ spatial thinking in geometry: 3D object into 2D representation

NASA Astrophysics Data System (ADS)

Fiantika, F. R.; Maknun, C. L.; Budayasa, I. K.; Lukito, A.

2018-05-01

The aim of this study is to find out the spatial thinking process of students in transforming 3-dimensional (3D) object to 2-dimensional (2D) representation. Spatial thinking is helpful in using maps, planning routes, designing floor plans, and creating art. The student can engage geometric ideas by using concrete models and drawing. Spatial thinking in this study is identified through geometrical problems of transforming a 3-dimensional object into a 2-dimensional object image. The problem was resolved by the subject and analyzed by reference to predetermined spatial thinking indicators. Two representative subjects of elementary school were chosen based on mathematical ability and visual learning style. Explorative description through qualitative approach was used in this study. The result of this study are: 1) there are different representations of spatial thinking between a boy and a girl object, 2) the subjects has their own way to invent the fastest way to draw cube net.
Challenges in Requirements Engineering: A Research Agenda for Conceptual Modeling

NASA Astrophysics Data System (ADS)

March, Salvatore T.; Allen, Gove N.

Domains for which information systems are developed deal primarily with social constructions—conceptual objects and attributes created by human intentions and for human purposes. Information systems play an active role in these domains. They document the creation of new conceptual objects, record and ascribe values to their attributes, initiate actions within the domain, track activities performed, and infer conclusions based on the application of rules that govern how the domain is affected when socially-defined and identified causal events occur. Emerging applications of information technologies evaluate such business rules, learn from experience, and adapt to changes in the domain. Conceptual modeling grammars aimed at representing their system requirements must include conceptual objects, socially-defined events, and the rules pertaining to them. We identify challenges to conceptual modeling research and pose an ontology of the artificial as a step toward meeting them.
Height Measuring System On Video Using Otsu Method

NASA Astrophysics Data System (ADS)

Sandy, C. L. M.; Meiyanti, R.

2017-01-01

A measurement of height is comparing the value of the magnitude of an object with a standard measuring tool. The problems that exist in the measurement are still the use of a simple apparatus in which one of them is by using a meter. This method requires a relatively long time. To overcome these problems, this research aims to create software with image processing that is used for the measurement of height. And subsequent that image is tested, where the object captured by the video camera can be known so that the height of the object can be measured using the learning method of Otsu. The system was built using Delphi 7 of Vision Lab VCL 4.5 component. To increase the quality of work of the system in future research, the developed system can be combined with other methods.
The Mastery Rubric for Evidence-Based Medicine: Institutional Validation via Multidimensional Scaling.

PubMed

Tractenberg, Rochelle E; Gushta, Matthew M; Weinfeld, Jeffrey M

2016-01-01

CONSTRUCT: In this study we describe a multidimensional scaling (MDS) exercise to validate the curricular elements composing a new Mastery Rubric (MR) for a curriculum in evidence-based medicine (EBM). This MR-EBM comprises 10 elements of knowledge, skills, and abilities (KSAs) representing our institutional learning goals of career-spanning engagement with EBM. An MR also includes developmental trajectories for each KSA, beginning with medical school coursework, including residency training, and outlining the qualifications of individuals to teach and mentor in EBM. The development was not part of the validation effort, as our curriculum is focused at a single stage (undergraduate medical students). An MR comprises the desired KSAs for an entire curriculum, together with descriptions of a learner's performance and/or capabilities as they develop from novice to proficiency of the curricular target(s). The MR construct is intended to support curriculum development or refinement by capturing the KSAs that support the articulation of concrete learning goals; it also promotes assessment that demonstrates development in the target KSAs and encourages reflection and self-directed learning throughout the learner's career. Two other MRs have been published, and this is the first one specific to teaching and learning in medicine; this is also the first one created specifically to evaluate an existing curriculum. To validate the dispersion of the elements of the EBM curriculum, the nine clinical instructors in the EBM two-course curriculum completed an MDS exercise, rating the similarities of the 10 curricular elements. MDS is a mathematical approach to understanding relationships among concepts/objects when these relationships are difficult to quantify. Eliciting similarity ratings biased the responses toward the null hypothesis (that the elements are not different). MDS results suggested that the MR represents 10 different, although related, facets of the construct "evidence-based medicine." The results support the makeup of the MR-EBM, and its use to revise our EBM curriculum so that it is more closely aligned with this MR. An MR is a tool, and the MR-EBM that we describe can be useful to develop or evaluate a curriculum in EBM. The MR tool is particularly compatible with the objectives of training for EBM and practice and can be applied to create or evaluate a curriculum using any topical KSA framework. The MR-EBM we describe could be adopted or adapted to represent other institutional objectives for EBM training.
Learning Object Repositories

ERIC Educational Resources Information Center

Lehman, Rosemary

2007-01-01

This chapter looks at the development and nature of learning objects, meta-tagging standards and taxonomies, learning object repositories, learning object repository characteristics, and types of learning object repositories, with type examples. (Contains 1 table.)
eDrug: a dynamic interactive electronic drug formulary for medical students

PubMed Central

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

2006-01-01

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

Elementary school children's science learning from school field trips

NASA Astrophysics Data System (ADS)

Glick, Marilyn Petty

This research examines the impact of classroom anchoring activities on elementary school students' science learning from a school field trip. Although there is prior research demonstrating that students can learn science from school field trips, most of this research is descriptive in nature and does not examine the conditions that enhance or facilitate such learning. The current study draws upon research in psychology and education to create an intervention that is designed to enhance what students learn from school science field trips. The intervention comprises of a set of "anchoring" activities that include: (1) Orientation to context, (2) Discussion to activate prior knowledge and generate questions, (3) Use of field notebooks during the field trip to record observations and answer questions generated prior to field trip, (4) Post-visit discussion of what was learned. The effects of the intervention are examined by comparing two groups of students: an intervention group which receives anchoring classroom activities related to their field trip and an equivalent control group which visits the same field trip site for the same duration but does not receive any anchoring classroom activities. Learning of target concepts in both groups was compared using objective pre and posttests. Additionally, a subset of students in each group were interviewed to obtain more detailed descriptive data on what children learned through their field trip.
Aligning interprofessional education collaborative sub-competencies to a progression of learning.

PubMed

Patel Gunaldo, Tina; Brisolara, Kari Fitzmorris; Davis, Alison H; Moore, Robert

2017-05-01

In the United States, the Interprofessional Education Collaborative (IPEC) developed four core competencies for interprofessional collaborative practice. Even though the IPEC competencies and respective sub-competencies were not created in a hierarchal manner, one might reflect upon a logical progression of learning as well as learners accruing skills allowing them to master one level of learning and building on the aggregate of skills before advancing to the next level. The Louisiana State University Health-New Orleans Center for Interprofessional Education and Collaborative Practice (CIPECP) determined the need to align the sub-competencies with the level of behavioural expectations in order to simplify the process of developing an interprofessional education experience targeted to specific learning levels. In order to determine the most effective alignment, CIPECP discussions revolved around current programmatic expectations across the institution. Faculty recognised the need to align sub-competencies with student learning objectives. Simultaneously, a progression of learning existing within each of the four IPEC domains was noted. Ultimately, the faculty and staff team agreed upon categorising the sub-competencies in a hierarchical manner for the four domains into either a "basic, intermediate, or advanced" level of competency.
[An educational software development proposal for nursing in neonatal cardiopulmonary resuscitation].

PubMed

Rodrigues, Rita de Cassia Vieira; Peres, Heloisa Helena Ciqueto

2013-02-01

The objective of this study was to develop an educational software program for nursing continuing education. This program was intended to incorporate applied methodological research that used the learning management system methodology created by Galvis Panqueva in association with contextualized instructional design for software design. As a result of this study, we created a computerized educational product (CEP) called ENFNET. This study describes all the necessary steps taken during its development. The creation of a CEP demands a great deal of study, dedication and investment as well as the necessity of specialized technical personnel to construct it. At the end of the study, the software was positively evaluated and shown to be a useful strategy to help users in their education, skills development and professional training.
Holodeck Testbed Project

NASA Technical Reports Server (NTRS)

Arias, Adriel (Inventor)

2016-01-01

The main objective of the Holodeck Testbed is to create a cost effective, realistic, and highly immersive environment that can be used to train astronauts, carry out engineering analysis, develop procedures, and support various operations tasks. Currently, the Holodeck testbed allows to step into a simulated ISS (International Space Station) and interact with objects; as well as, perform Extra Vehicular Activities (EVA) on the surface of the Moon or Mars. The Holodeck Testbed is using the products being developed in the Hybrid Reality Lab (HRL). The HRL is combining technologies related to merging physical models with photo-realistic visuals to create a realistic and highly immersive environment. The lab also investigates technologies and concepts that are needed to allow it to be integrated with other testbeds; such as, the gravity offload capability provided by the Active Response Gravity Offload System (ARGOS). My main two duties were to develop and animate models for use in the HRL environments and work on a new way to interface with computers using Brain Computer Interface (BCI) technology. On my first task, I was able to create precise computer virtual tool models (accurate down to the thousandths or hundredths of an inch). To make these tools even more realistic, I produced animations for these tools so they would have the same mechanical features as the tools in real life. The computer models were also used to create 3D printed replicas that will be outfitted with tracking sensors. The sensor will allow the 3D printed models to align precisely with the computer models in the physical world and provide people with haptic/tactile feedback while wearing a VR (Virtual Reality) headset and interacting with the tools. Getting close to the end of my internship the lab bought a professional grade 3D Scanner. With this, I was able to replicate more intricate tools at a much more time-effective rate. The second task was to investigate the use of BCI to control objects inside the hybrid reality ISS environment. This task looked at using an Electroencephalogram (EEG) headset to collect brain state data that could be mapped to commands that a computer could execute. On this Task, I had a setback with the hardware, which stopped working and was returned to the vendor for repair. However, I was still able to collect some data, was able to process it, and started to create correlation algorithms between the electrical patterns in the brain and the commands we wanted the computer to carry out. I also carried out a test to investigate the comfort of the headset if it is worn for a long time. The knowledge gained will benefit me in my future career. I learned how to use various modeling and programming tools that included Blender, Maya, Substance Painter, Artec Studio, Github, and Unreal Engine 4. I learned how to use a professional grade 3D scanner and 3D printer. On the BCI Project I learned about data mining and how to create correlation algorithms. I also supported various demos including a live demo of the hybrid reality lab capabilities at ComicPalooza. This internship has given me a good look into engineering at NASA. I developed a more thorough understanding of engineering and my overall confidence has grown. I have also realized that any problem can be fixed, if you try hard enough, and as an engineer it is your job to not only fix problems but to embrace coming up with solutions to those problems.
Mere exposure alters category learning of novel objects.

PubMed

Folstein, Jonathan R; Gauthier, Isabel; Palmeri, Thomas J

2010-01-01

We investigated how mere exposure to complex objects with correlated or uncorrelated object features affects later category learning of new objects not seen during exposure. Correlations among pre-exposed object dimensions influenced later category learning. Unlike other published studies, the collection of pre-exposed objects provided no information regarding the categories to be learned, ruling out unsupervised or incidental category learning during pre-exposure. Instead, results are interpreted with respect to statistical learning mechanisms, providing one of the first demonstrations of how statistical learning can influence visual object learning.
Mere Exposure Alters Category Learning of Novel Objects

PubMed Central

Folstein, Jonathan R.; Gauthier, Isabel; Palmeri, Thomas J.

2010-01-01

We investigated how mere exposure to complex objects with correlated or uncorrelated object features affects later category learning of new objects not seen during exposure. Correlations among pre-exposed object dimensions influenced later category learning. Unlike other published studies, the collection of pre-exposed objects provided no information regarding the categories to be learned, ruling out unsupervised or incidental category learning during pre-exposure. Instead, results are interpreted with respect to statistical learning mechanisms, providing one of the first demonstrations of how statistical learning can influence visual object learning. PMID:21833209
Solo Life to Second Life: The Design of Physical and Virtual Learning Spaces Inspired by the Drama Classroom

ERIC Educational Resources Information Center

Nicholls, Jennifer; Philip, Robyn

2012-01-01

This paper explores the design of virtual and physical learning spaces developed for students of drama and theatre studies. What can we learn from the traditional drama workshop that will inform the design of drama and theatre spaces created in technology-mediated learning environments? The authors examine four examples of spaces created for…
The Costs of Online Learning. Creating Sound Policy for Digital Learning: A Working Paper Series from the Thomas B. Fordham Institute

ERIC Educational Resources Information Center

Battaglino, Tamara Butler; Haldeman, Matt; Laurans, Eleanor

2012-01-01

The latest installment of the Fordham Institute's "Creating Sound Policy for Digital Learning" series investigates one of the more controversial aspects of digital learning: How much does it cost? In this paper, the Parthenon Group uses interviews with more than fifty vendors and online-schooling experts to estimate today's average…
Creative Thinking of Low Academic Student Undergoing Search Solve Create and Share Learning Integrated with Metacognitive Strategy

ERIC Educational Resources Information Center

Yusnaeni; Corebima, Aloysius Duran; Susilo, Herawati; Zubaidah, Siti

2017-01-01

This research was carried out to analyze the effectiveness of the Search Solve Create and Share learning integrated with metakognitive strategy [SSCS + MS] on the creative thinking ability of low academic students. A quasi experimental design has been used to compare the effect of traditional learning, SSCS, and SCCS + MS learning on the creative…
Does Double Loop Learning Create Reliable Knowledge?

ERIC Educational Resources Information Center

Blackman, Deborah; Connelly, James; Henderson, Steven

2004-01-01

This paper addresses doubts concerning the reliability of knowledge being created by double loop learning processes. Popper's ontological worlds are used to explore the philosophical basis of the way that individual experiences are turned into organisational knowledge, and such knowledge is used to generate organisational learning. The paper…
Contextual Learning Issues. [Concurrent Symposium Session at AHRD Annual Conference, 1997.

ERIC Educational Resources Information Center

1997

This document contains four papers from a symposium on contextual learning issues. In "Creating Mosaics: The Interrelationships between Knowledge and Context" (Barbara J. Daley), nurses report using information from training programs to create a knowledge base for professional practice. "Analysis of Action Learning Experiences…
Technology in the Learning Sanctuary.

ERIC Educational Resources Information Center

Williams, Robert L.

1990-01-01

Adult residential programs can use educational technology to (1) create information icons that allow the learner to focus on and distill information; (2) remove barriers of time and space and create a measured reality within the learning sanctuary; and (3) develop open learning systems that are interactive and nonlinear. (SK)
A Cybernetic Design Methodology for 'Intelligent' Online Learning Support

NASA Astrophysics Data System (ADS)

Quinton, Stephen R.

The World Wide Web (WWW) provides learners and knowledge workers convenient access to vast stores of information, so much that present methods for refinement of a query or search result are inadequate - there is far too much potentially useful material. The problem often encountered is that users usually do not recognise what may be useful until they have progressed some way through the discovery, learning, and knowledge acquisition process. Additional support is needed to structure and identify potentially relevant information, and to provide constructive feedback. In short, support for learning is needed. The learning envisioned here is not simply the capacity to recall facts or to recognise objects. The focus is on learning that results in the construction of knowledge. Although most online learning platforms are efficient at delivering information, most do not provide tools that support learning as envisaged in this chapter. It is conceivable that Web-based learning environments can incorporate software systems that assist learners to form new associations between concepts and synthesise information to create new knowledge. This chapter details the rationale and theory behind a research study that aims to evolve Web-based learning environments into 'intelligent thinking' systems that respond to natural language human input. Rather than functioning simply as a means of delivering information, it is argued that online learning solutions will 1 day interact directly with students to support their conceptual thinking and cognitive development.
Verbal and Behavioral Cues: Creating an Autonomy-Supportive Classroom

ERIC Educational Resources Information Center

Young-Jones, Adena; Cara, Kelly Copeland; Levesque-Bristol, Chantal

2014-01-01

Teaching practices can create a range of autonomy-supportive or controlling learning environments. Research shows that autonomy-supportive techniques are more conducive to positive learning outcomes than controlling techniques. This study focused on simple verbal and behavioral cues that any teacher could use to create a positive learning…
Create a good learning environment and motivate active learning enthusiasm

NASA Astrophysics Data System (ADS)

Bi, Weihong; Fu, Guangwei; Fu, Xinghu; Zhang, Baojun; Liu, Qiang; Jin, Wa

2017-08-01

In view of the current poor learning initiative of undergraduates, the idea of creating a good learning environment and motivating active learning enthusiasm is proposed. In practice, the professional tutor is allocated and professional introduction course is opened for college freshman. It can promote communication between the professional teachers and students as early as possible, and guide students to know and devote the professional knowledge by the preconceived form. Practice results show that these solutions can improve the students interest in learning initiative, so that the active learning and self-learning has become a habit in the classroom.
Extending the "Knowledge Advantage": Creating Learning Chains

ERIC Educational Resources Information Center

Maqsood, Tayyab; Walker, Derek; Finegan, Andrew

2007-01-01

Purpose: The purpose of this paper is to develop a synergy between the approaches of knowledge management in a learning organisation and supply chain management so that learning chains can be created in order to unleash innovation and creativity by managing knowledge in supply chains. Design/methodology/approach: Through extensive literature…
From Operations to Teaching and Learning

ERIC Educational Resources Information Center

Copland, Michael A.; Honig, Meredith I.

2010-01-01

For central offices to become full partners with schools in improving teaching and learning, simply defining new roles or creating new reporting structures is not enough. Through the authors' recent central-office research, they have confirmed that creating the conditions for improved teaching and learning districtwide demands new practices within…
Ideas for Creating and Overcoming Student Silences

ERIC Educational Resources Information Center

Woods, Donald R.; Sheardown, Heather

2009-01-01

The key idea is that 50 minutes of teacher talk with passive student listening is relatively ineffective in developing student learning. Teachers can create silences for productive active student learning. Students can also change from passive listeners to active talker-discussers of their learning. Ideas are given about how to overcome silences…
Biometric identification

NASA Astrophysics Data System (ADS)

Syryamkim, V. I.; Kuznetsov, D. N.; Kuznetsova, A. S.

2018-05-01

Image recognition is an information process implemented by some information converter (intelligent information channel, recognition system) having input and output. The input of the system is fed with information about the characteristics of the objects being presented. The output of the system displays information about which classes (generalized images) the recognized objects are assigned to. When creating and operating an automated system for pattern recognition, a number of problems are solved, while for different authors the formulations of these tasks, and the set itself, do not coincide, since it depends to a certain extent on the specific mathematical model on which this or that recognition system is based. This is the task of formalizing the domain, forming a training sample, learning the recognition system, reducing the dimensionality of space.
Modellus: Learning Physics with Mathematical Modelling

NASA Astrophysics Data System (ADS)

Teodoro, Vitor

Computers are now a major tool in research and development in almost all scientific and technological fields. Despite recent developments, this is far from true for learning environments in schools and most undergraduate studies. This thesis proposes a framework for designing curricula where computers, and computer modelling in particular, are a major tool for learning. The framework, based on research on learning science and mathematics and on computer user interface, assumes that: 1) learning is an active process of creating meaning from representations; 2) learning takes place in a community of practice where students learn both from their own effort and from external guidance; 3) learning is a process of becoming familiar with concepts, with links between concepts, and with representations; 4) direct manipulation user interfaces allow students to explore concrete-abstract objects such as those of physics and can be used by students with minimal computer knowledge. Physics is the science of constructing models and explanations about the physical world. And mathematical models are an important type of models that are difficult for many students. These difficulties can be rooted in the fact that most students do not have an environment where they can explore functions, differential equations and iterations as primary objects that model physical phenomena--as objects-to-think-with, reifying the formal objects of physics. The framework proposes that students should be introduced to modelling in a very early stage of learning physics and mathematics, two scientific areas that must be taught in very closely related way, as they were developed since Galileo and Newton until the beginning of our century, before the rise of overspecialisation in science. At an early stage, functions are the main type of objects used to model real phenomena, such as motions. At a later stage, rates of change and equations with rates of change play an important role. This type of equations--differential equations--are the most important mathematical objects used for modelling Natural phenomena. In traditional approaches, they are introduced only at advanced level, because it takes a long time for students to be introduced to the fundamental principles of Calculus. With the new proposed approach, rates of change can be introduced also at early stages on learning if teachers stress semi-quantitative reasoning and use adequate computer tools. In this thesis, there is also presented Modellus, a computer tool for modelling and experimentation. This computer tool has a user interface that allows students to start doing meaningful conceptual and empirical experiments without the need to learn new syntax, as is usual with established tools. The different steps in the process of constructing and exploring models can be done with Modellus, both from physical points of view and from mathematical points of view. Modellus activities show how mathematics and physics have a unity that is very difficult to see with traditional approaches. Mathematical models are treated as concrete-abstract objects: concrete in the sense that they can be manipulated directly with a computer and abstract in the sense that they are representations of relations between variables. Data gathered from two case studies, one with secondary school students and another with first year undergraduate students support the main ideas of the thesis. Also data gathered from teachers (from college and secondary schools), mainly through an email structured questionnaire, shows that teachers agree on the potential of modelling in the learning of physics (and mathematics) and of the most important aspects of the proposed framework to integrate modelling as an essential component of the curriculum. Schools, as all institutions, change at a very slow rate. There are a multitude of reasons for this. And traditional curricula, where the emphasis is on rote learning of facts, can only be changed if schools have access to new and powerful views of learning and to new tools, that support meaningful conceptual learning and are as common and easy to use as pencil and paper.

Mentor experiences of international healthcare students' learning in a clinical environment: A systematic review.

PubMed

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

2016-05-01

Globalisation has brought new possibilities for international growth in education and professional mobility among healthcare professionals. There has been a noticeable increase of international degree programmes in non-English speaking countries in Europe, creating clinical learning challenges for healthcare students. The aim of this systematic review was to describe mentors' experiences of international healthcare students' learning in a clinical environment. The objective of the review was to identify what influences the success or failure of mentoring international healthcare students when learning in the clinical environment, with the ultimate aim being to promote optimal mentoring practice. A systematic review was conducted according to the guidelines of the Centre for Reviews and Dissemination. Seven electronic databases were used to search for the published results of previous research: CINAHL, Medline Ovid, Scopus, the Web of Science, Academic Search Premiere, Eric, and the Cochrane Library. Search inclusion criteria were planned in the PICOS review format by including peer-reviewed articles published in any language between 2000 and 2014. Five peer-reviewed articles remained after the screening process. The results of the original studies were analysed using a thematic synthesis. The results indicate that a positive intercultural mentor enhanced reciprocal learning by improving the experience of international healthcare students and reducing stress in the clinical environment. Integrating international healthcare students into work with domestic students was seen to be important for reciprocal learning and the avoidance of discrimination. Many healthcare students were found to share similar experiences of mentoring and learning irrespective of their cultural background. However, the role of a positive intercultural mentor was found to make a significant difference for international students: such mentors advocated and mediated cultural differences and created a welcoming environment for international students by helping to minimise feelings of social isolation. Copyright © 2016 Elsevier Ltd. All rights reserved.
Interoperability Gap Challenges for Learning Object Repositories & Learning Management Systems

ERIC Educational Resources Information Center

Mason, Robert T.

2011-01-01

An interoperability gap exists between Learning Management Systems (LMSs) and Learning Object Repositories (LORs). Learning Objects (LOs) and the associated Learning Object Metadata (LOM) that is stored within LORs adhere to a variety of LOM standards. A common LOM standard found in LORs is the Sharable Content Object Reference Model (SCORM)…
Creating Learning Environments in the Early Grades That Support Teacher and Student Success: Profiles of Effective Practices in Three Expanded Learning Time Schools

ERIC Educational Resources Information Center

Farbman, David A.; Novoryta, Ami

2016-01-01

In "Creating Learning Environments in the Early Grades that Support Teacher and Student Success," the National Center on Time & Learning (NCTL) profiles three expanded-time elementary schools that leverage a longer school day to better serve young students. In particular, the report describes how a longer day opens up opportunities…
Creating a virtual community of learning predicated on medical student learning styles.

PubMed

McGowan, Julie; Abrams, Matthew; Frank, Mark; Bangert, Michael

2003-01-01

To create a virtual community of learning within the Indiana University School of Medicine, learning tools were developed within ANGEL to meet the learning needs and habits of the medical students. Determined by student feedback, the integration of digital audio recordings of class lectures into the course management content with several possible outputs was paramount. The other components included electronic enhancement of old exams and providing case-based tutorials within the ANGEL framework. Students are using the curriculum management system more. Faculty feel more secure about their intellectual property because of the authentication and security offered through the ANGEL system. The technology applications were comparatively easy to create and manage. The return on investment, particularly for the digital audio recording component, has been substantial. By considering student learning styles, extant curriculum management systems can be enhanced to facilitate student learning within an electronic environment.
Simulated Students and Classroom Use of Model-Based Intelligent Tutoring

NASA Technical Reports Server (NTRS)

Koedinger, Kenneth R.

2008-01-01

Two educational uses of models and simulations: 1) Students create models and use simulations ; and 2) Researchers create models of learners to guide development of reliably effective materials. Cognitive tutors simulate and support tutoring - data is crucial to create effective model. Pittsburgh Science of Learning Center: Resources for modeling, authoring, experimentation. Repository of data and theory. Examples of advanced modeling efforts: SimStudent learns rule-based model. Help-seeking model: Tutors metacognition. Scooter uses machine learning detectors of student engagement.
Using Machine Learning to Predict MCNP Bias

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

Grechanuk, Pavel Aleksandrovi

For many real-world applications in radiation transport where simulations are compared to experimental measurements, like in nuclear criticality safety, the bias (simulated - experimental k eff) in the calculation is an extremely important quantity used for code validation. The objective of this project is to accurately predict the bias of MCNP6 [1] criticality calculations using machine learning (ML) algorithms, with the intention of creating a tool that can complement the current nuclear criticality safety methods. In the latest release of MCNP6, the Whisper tool is available for criticality safety analysts and includes a large catalogue of experimental benchmarks, sensitivity profiles,more » and nuclear data covariance matrices. This data, coming from 1100+ benchmark cases, is used in this study of ML algorithms for criticality safety bias predictions.« less
A Blended Learning Approach to Teaching Basic Pharmacokinetics and the Significance of Face-to-Face Interaction

PubMed Central

Holbrook, Jane

2010-01-01

Objective To assess pharmacy students' attitudes towards a blended-learning pharmacokinetics course. Design Narrated visual presentations and animations that illustrated kinetic processes and guided students through the use of software programs used for calculations were created. Other learning techniques used included online self-assessment quizzes, practice problem sets, and weekly face-to-face problem-solving tutorials. Assessment A precourse questionnaire to assess students' level of enthusiasm towards the blended-learning course and to solicit any concerns they had was administered at the beginning of the course. A postcourse questionnaire that included the same 4 Likert-scale items from the precourse questionnaire and follow-up open-ended questions was administered. Individual changes in level of enthusiasm were compared for individuals who completed both the precourse and postcourse questionnaire. Students' concerns about the blended method of learning had decreased postcourse while their enthusiasm for the benefits of blended learning had increased. Conclusion Students' initial concerns about the blended learning experience were focused on their ability to communicate with the instructor about the online components, but shifted to their own time management skills at the end of the course. Face-to-face interactions with each other and with the instructor were more highly rated than online interactions in this course. PMID:20798797
Object-oriented design and implementation of CFDLab: a computer-assisted learning tool for fluid dynamics using dual reciprocity boundary element methodology

NASA Astrophysics Data System (ADS)

Friedrich, J.

1999-08-01

As lecturers, our main concern and goal is to develop more attractive and efficient ways of communicating up-to-date scientific knowledge to our students and facilitate an in-depth understanding of physical phenomena. Computer-based instruction is very promising to help both teachers and learners in their difficult task, which involves complex cognitive psychological processes. This complexity is reflected in high demands on the design and implementation methods used to create computer-assisted learning (CAL) programs. Due to their concepts, flexibility, maintainability and extended library resources, object-oriented modeling techniques are very suitable to produce this type of pedagogical tool. Computational fluid dynamics (CFD) enjoys not only a growing importance in today's research, but is also very powerful for teaching and learning fluid dynamics. For this purpose, an educational PC program for university level called 'CFDLab 1.1' for Windows™ was developed with an interactive graphical user interface (GUI) for multitasking and point-and-click operations. It uses the dual reciprocity boundary element method as a versatile numerical scheme, allowing to handle a variety of relevant governing equations in two dimensions on personal computers due to its simple pre- and postprocessing including 2D Laplace, Poisson, diffusion, transient convection-diffusion.
The quality of on-line communication in a national learning programme for newly qualified nurses, midwives and allied health professionals.

PubMed

Lauder, W; Roxburgh, M; Atkinson, John; Banks, Pauline; Kane, Helen

2011-05-01

Asynchronous communication has become the dominant mode of on-line instruction and has been incorporated into Flying Start NHS, an on-line programme for newly qualified NMAHPs in the transition phase from student to registered practitioner. On-line programmes have a number of objectives including the delivery of educational materials and the development of on-line communities. This study sought to provide a direct and objective understanding of the quality of the on-line community within Flying Start NHS and give an indication of areas of strength and weakness. The study used mixed methods including a Gricean analysis of on-line communication focusing on quantity, quality, relevance, and manner, and a thematic analysis of communication content. There was little evidence that students engaged in the type of interactive communication essential for creating on-line learning communities. The majority of postings related to progression through Flying Start. The small number of communications which did begin to engage with the learning materials were limited with little evidence of the development of critical debate. Analysis of the qualitative data indicates that the period of transition continues to be stressful with Flying Start NHS being undertaken concurrently with local CPD being seen as duplication of effort. Copyright © 2010 Elsevier Ltd. All rights reserved.
Promotion of Self-directed Learning Using Virtual Patient Cases

PubMed Central

Schonder, Kristine; McGee, James

2013-01-01

Objective. To assess the effectiveness of virtual patient cases to promote self-directed learning (SDL) in a required advanced therapeutics course. Design. Virtual patient software based on a branched-narrative decision-making model was used to create complex patient case simulations to replace lecture-based instruction. Within each simulation, students used SDL principles to learn course objectives, apply their knowledge through clinical recommendations, and assess their progress through patient outcomes and faculty feedback linked to their individual decisions. Group discussions followed each virtual patient case to provide further interpretation, clarification, and clinical perspective. Assessments. Students found the simulated patient cases to be organized (90%), enjoyable (82%), intellectually challenging (97%), and valuable to their understanding of course content (91%). Students further indicated that completion of the virtual patient cases prior to class permitted better use of class time (78%) and promoted SDL (84%). When assessment questions regarding material on postoperative nausea and vomiting were compared, no difference in scores were found between the students who attended the lecture on the material in 2011 (control group) and those who completed the virtual patient case on the material in 2012 (intervention group). Conclusion. Completion of virtual patient cases, designed to replace lectures and promote SDL, was overwhelmingly supported by students and proved to be as effective as traditional teaching methods. PMID:24052654
Biased Competition in Visual Processing Hierarchies: A Learning Approach Using Multiple Cues.

PubMed

Gepperth, Alexander R T; Rebhan, Sven; Hasler, Stephan; Fritsch, Jannik

2011-03-01

In this contribution, we present a large-scale hierarchical system for object detection fusing bottom-up (signal-driven) processing results with top-down (model or task-driven) attentional modulation. Specifically, we focus on the question of how the autonomous learning of invariant models can be embedded into a performing system and how such models can be used to define object-specific attentional modulation signals. Our system implements bi-directional data flow in a processing hierarchy. The bottom-up data flow proceeds from a preprocessing level to the hypothesis level where object hypotheses created by exhaustive object detection algorithms are represented in a roughly retinotopic way. A competitive selection mechanism is used to determine the most confident hypotheses, which are used on the system level to train multimodal models that link object identity to invariant hypothesis properties. The top-down data flow originates at the system level, where the trained multimodal models are used to obtain space- and feature-based attentional modulation signals, providing biases for the competitive selection process at the hypothesis level. This results in object-specific hypothesis facilitation/suppression in certain image regions which we show to be applicable to different object detection mechanisms. In order to demonstrate the benefits of this approach, we apply the system to the detection of cars in a variety of challenging traffic videos. Evaluating our approach on a publicly available dataset containing approximately 3,500 annotated video images from more than 1 h of driving, we can show strong increases in performance and generalization when compared to object detection in isolation. Furthermore, we compare our results to a late hypothesis rejection approach, showing that early coupling of top-down and bottom-up information is a favorable approach especially when processing resources are constrained.
Can physicians be replaced with gynecological teaching women to train medical students in their first pelvic examination? A pilot study from Northern Sweden.

PubMed

Grankvist, Olov; Olofsson, Anders D; Isaksson, Rose-Marie

2014-07-01

The main objective was to gain a deeper understanding of how medical students perceive and experience learning from gynecological teaching women (GTW) instead of physicians in their first pelvic examination. A second aim was to describe how the women experience their roles as GTW. Data were collected from individual interviews with 24 medical students from a medical school in Sweden and with 5 GTW. Discourse analysis was performed to acquire a deeper understanding of the informants' experiences and to understand social interactions. Five themes revealed in the medical students' experiences: "Hoping that anxiety will be replaced with security," "Meeting as equals creates a sense of calm," "Succeeding creates a sense of security for the future," "Wanting but not having the opportunity to learn more," and "Feeling relieved and grateful." One theme revealed in the GTW experiences: "Hoping to relate in a trustworthy way." To replace physicians with GTW may facilitate the learning process and may also help medical students improve their communicative skills. Using GTW will hopefully further improve students' basic medical examination techniques and physician-patient relationships. Since GTW seems to increase self-confidence and skills of medical students performing their first pelvic examination we recommend that the use of GTW is considered in the training of medical students. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.
Distributed interactive virtual environments for collaborative experiential learning and training independent of distance over Internet2.

PubMed

Alverson, Dale C; Saiki, Stanley M; Jacobs, Joshua; Saland, Linda; Keep, Marcus F; Norenberg, Jeffrey; Baker, Rex; Nakatsu, Curtis; Kalishman, Summers; Lindberg, Marlene; Wax, Diane; Mowafi, Moad; Summers, Kenneth L; Holten, James R; Greenfield, John A; Aalseth, Edward; Nickles, David; Sherstyuk, Andrei; Haines, Karen; Caudell, Thomas P

2004-01-01

Medical knowledge and skills essential for tomorrow's healthcare professionals continue to change faster than ever before creating new demands in medical education. Project TOUCH (Telehealth Outreach for Unified Community Health) has been developing methods to enhance learning by coupling innovations in medical education with advanced technology in high performance computing and next generation Internet2 embedded in virtual reality environments (VRE), artificial intelligence and experiential active learning. Simulations have been used in education and training to allow learners to make mistakes safely in lieu of real-life situations, learn from those mistakes and ultimately improve performance by subsequent avoidance of those mistakes. Distributed virtual interactive environments are used over distance to enable learning and participation in dynamic, problem-based, clinical, artificial intelligence rules-based, virtual simulations. The virtual reality patient is programmed to dynamically change over time and respond to the manipulations by the learner. Participants are fully immersed within the VRE platform using a head-mounted display and tracker system. Navigation, locomotion and handling of objects are accomplished using a joy-wand. Distribution is managed via the Internet2 Access Grid using point-to-point or multi-casting connectivity through which the participants can interact. Medical students in Hawaii and New Mexico (NM) participated collaboratively in problem solving and managing of a simulated patient with a closed head injury in VRE; dividing tasks, handing off objects, and functioning as a team. Students stated that opportunities to make mistakes and repeat actions in the VRE were extremely helpful in learning specific principles. VRE created higher performance expectations and some anxiety among VRE users. VRE orientation was adequate but students needed time to adapt and practice in order to improve efficiency. This was also demonstrated successfully between Western Australia and UNM. We successfully demonstrated the ability to fully immerse participants in a distributed virtual environment independent of distance for collaborative team interaction in medical simulation designed for education and training. The ability to make mistakes in a safe environment is well received by students and has a positive impact on their understanding, as well as memory of the principles involved in correcting those mistakes. Bringing people together as virtual teams for interactive experiential learning and collaborative training, independent of distance, provides a platform for distributed "just-in-time" training, performance assessment and credentialing. Further validation is necessary to determine the potential value of the distributed VRE in knowledge transfer, improved future performance and should entail training participants to competence in using these tools.
Are Pediatric Emergency Physicians More Knowledgeable and Confident to Respond to a Pediatric Disaster after an Experiential Learning Experience?

PubMed

Bank, Ilana; Khalil, Elene

2016-10-01

Pediatric hospital disaster responders must be well-trained and prepared to manage children in a mass-casualty incident. Simulations of various types have been the traditional way of testing hospital disaster plans and training hospital staff in skills that are used in rare circumstances. The objective of this longitudinal, survey-based, observational study was to assess the effect of disaster response and management-based experiential learning on the knowledge and confidence of advanced learners. A simulation-based workshop was created for practicing Pediatric Emergency Medicine (PEM) physicians, senior PEM physicians, and critical care and pediatric surgery residents to learn how to manage a disaster response. Given that this particular group of learners had never been exposed to such a disaster simulation, its educational value was assessed with the goal of improving the quality of the hospital pediatric medical response to a disaster by increasing the responders' knowledge and confidence. Objective and subjective measures were analyzed using both a retrospective, pre-post survey, as well as case-based evaluation grids. The simulation workshop improved the learners' perceived ability to manage patients in a disaster context and identified strengths and areas needing improvement for patient care within the disaster context. Advanced learners exposed to an experiential learning activity believed that it improved their ability to manage patients in a disaster situation and felt that it was valuable to their learning. Their confidence was preserved six months later. Bank I , Khalil E . Are pediatric emergency physicians more knowledgeable and confident to respond to a pediatric disaster after an experiential learning experience? Prehosp Disaster Med. 2016;31(5):551-556.
Combining advanced networked technology and pedagogical methods to improve collaborative distance learning.

PubMed

Staccini, Pascal; Dufour, Jean-Charles; Raps, Hervé; Fieschi, Marius

2005-01-01

Making educational material be available on a network cannot be reduced to merely implementing hypermedia and interactive resources on a server. A pedagogical schema has to be defined to guide students for learning and to provide teachers with guidelines to prepare valuable and upgradeable resources. Components of a learning environment, as well as interactions between students and other roles such as author, tutor and manager, can be deduced from cognitive foundations of learning, such as the constructivist approach. Scripting the way a student will to navigate among information nodes and interact with tools to build his/her own knowledge can be a good way of deducing the features of the graphic interface related to the management of the objects. We defined a typology of pedagogical resources, their data model and their logic of use. We implemented a generic and web-based authoring and publishing platform (called J@LON for Join And Learn On the Net) within an object-oriented and open-source programming environment (called Zope) embedding a content management system (called Plone). Workflow features have been used to mark the progress of students and to trace the life cycle of resources shared by the teaching staff. The platform integrated advanced on line authoring features to create interactive exercises and support live courses diffusion. The platform engine has been generalized to the whole curriculum of medical studies in our faculty; it also supports an international master of risk management in health care and will be extent to all other continuous training diploma.
Rotation as a course: lessons learned from developing a hybrid online/on-ground approach to general surgical resident education.

PubMed

Maddaus, Michael A; Chipman, Jeffrey G; Whitson, Bryan A; Groth, Shawn S; Schmitz, Connie C

2008-01-01

To improve the consistency and the quality of resident education on clinical rotations, 5 surgical rotations (thoracic, bariatrics, surgical oncology, pediatrics, and critical care) were restructured "as courses" with learning objectives, educational activities (online and on-ground), pretests, posttests, and oral examinations. University surgical training program in a large metropolitan area, which serves approximately 65 residents per year. The online course management system, WebCT/VISTA (Blackboard Inc., Washington, DC), was used to build 5 online course sites. To engage and garner support from faculty, several organizational change tactics and resources were employed, such as Grand Rounds presentations, a faculty retreat, consultation and support from professional staff, and the use of residents as reviewers and codevelopers. To support resident use of the online sites, a designated education coordinator provided individual and group orientation sessions and employed weekly tracking and reminder systems; completion of pretests and posttests was mandated. Between 6 and 8 learning modules were created per rotation, with over 50 reading assignments (collectively) and 45 online presentations. Since July 2006, 53 residents have completed a total of 106 rotations on these services. Preliminary results from a longitudinal study suggest that the hybrid approach is well received and effective when fully executed, but that online course materials are used by residents only if they feel that the faculty members are truly engaged and actively promoting the site. Changing the culture of learning on rotation to include learning objectives, assessment, and integrated online/on-ground activities takes significant leadership, resident input, professional staff support, faculty engagement, and time.
Towards addressing transient learning challenges in undergraduate physics: an example from electrostatics

NASA Astrophysics Data System (ADS)

Fredlund, T.; Linder, C.; Airey, J.

2015-09-01

In this article we characterize transient learning challenges as learning challenges that arise out of teaching situations rather than conflicts with prior knowledge. We propose that these learning challenges can be identified by paying careful attention to the representations that students produce. Once a transient learning challenge has been identified, teachers can create interventions to address it. By illustration, we argue that an appropriate way to design such interventions is to create variation around the disciplinary-relevant aspects associated with the transient learning challenge.
Creating Meaning from Collaboration to Implement RtI for At-Risk Students

ERIC Educational Resources Information Center

Diakakis, Julia Ann

2014-01-01

The purpose of this qualitative exploratory case study based on Danielson's (2002) assertion that when teachers learn, student achievement improves was to examine how teachers created a collaborative learning experience through Professional Learning Community (PLC) concepts to implement Response to Intervention (RtI) with at-risk students. The…
Rapid E-Learning Simulation Training and User Response

ERIC Educational Resources Information Center

Rackler, Angeline

2011-01-01

A new trend in e-learning development is to have subject matter experts use rapid development tools to create training simulations. This type of training is called rapid e-learning simulation training. Though companies are using rapid development tools to create training quickly and cost effectively, there is little empirical research to indicate…
Experimenting with Theory of Change for Interculturality and Mutual Learning in Adult Education

ERIC Educational Resources Information Center

Raymer, Annalisa L.

2016-01-01

With a goal of creating conditions wherein college students of adult learning paired with international adult learners form mutual partnerships for educational mentoring, where to begin? How to take into account the contextual factors and priorities of multiple stakeholders in creating academic courses and learning-focused partnerships while…

Creating Multisensory Environments: Practical Ideas for Teaching and Learning. David Fulton/Nasen

ERIC Educational Resources Information Center

Davies, Christopher

2011-01-01

Multi-sensory environments in the classroom provide a wealth of stimulating learning experiences for all young children whose senses are still under development. "Creating Multisensory Environments: Practical Ideas for Teaching and Learning" is a highly practical guide to low-cost cost, easy to assemble multi-sensory environments. With a…
Leveraging 21st Century Learning & Technology to Create Caring Diverse Classroom Cultures

ERIC Educational Resources Information Center

Tarbutton, Tanya

2018-01-01

Creating diverse caring classroom environments, for all students, using innovative technology, is the impetus of this article. Administrators and teachers in many states have worked to integrate 21st Century Learning Outcomes and Local Control and Accountability Plans (LCAP) into daily teaching and learning. These initiatives are designed to…
Improving Science and Vocabulary Learning of English Language Learners. CREATE Brief

ERIC Educational Resources Information Center

August, Diane; Artzi, Lauren; Mazrum, Julie

2010-01-01

This brief reviews previous research related to the development of science knowledge and academic language in English language learners as well as the role of English language proficiency, learning in a second language, and first language knowledge in science learning. It also describes two successful CREATE interventions that build academic and…
Reflections from the Field: Creating an Elementary Living Learning Makerspace

ERIC Educational Resources Information Center

Shively, Kathryn L.

2017-01-01

This article features the creation of a makerspace in the elementary education (ELED) living and learning community (LLC) residence hall. This space was created based on the growing body of literature demonstrating the rise of makerspaces across learning environments as well as the need to expose pre-service teachers (PSTs) to early field…
Virtual Learning Communities Centered within a Discipline: Future Directions

ERIC Educational Resources Information Center

Blanchard, Anita L.; Cook, James R.

2012-01-01

Over a decade ago, Lenning and Ebbers (1999) envisioned that information and computer technology (ICT) could be used to create virtual learning communities (VLCs) as a "future" form of learning communities. Indeed, almost all academic departments--including psychology--depend heavily on the use of ICT to create and sustain connections among…
Recommendations from the Field: Creating an LGBTQ Learning Community

ERIC Educational Resources Information Center

Jaekel, Kathryn S.

2015-01-01

This article details the creation of a lesbian, gay, bisexual, transgender, and queer (LGBTQ) learning community. Created because of research that indicates chilly campus climates (Rankin, 2005), as well as particular needs of LGBTQ students in the classroom, this learning community focused upon LGBTQ topics in and out of the classroom. While…
Bringing Language to Life in Second-Year Spanish

ERIC Educational Resources Information Center

Davis, Debra Dimon

2009-01-01

Concerned that her students "knew" Spanish but could not use it in real life situations, the author created new learning goals, new learning activities, and new assessment activities. As a graduate student at the University of Illinois, the author was introduced to "Creating Significant Learning Experiences" (Fink, 2003) while studying with Steven…
Learning and Organizational Effectiveness: A Systems Perspective

ERIC Educational Resources Information Center

Andreadis, Nicholas

2009-01-01

The challenge for leaders today is to create and develop the capability of their organization. Leaders must perceive and manage their organization as a dynamic, open system where learning is the core competence underlying innovation, growth, and sustainability. Creating a culture of learning is the first work of leadership. This article presents a…
21st-Century Schools and School Leadership: Creating and Sustaining Innovation

ERIC Educational Resources Information Center

Butler, Victoria Lee

2016-01-01

As schools move from more traditional educational curricula and systems to practices more innovative and relevant to 21st-century learning, it is necessary to understand the actions and attributes that are effective for creating innovative learning environments. This study explored how 21st-century learning environments and practices are…
Mapping Next Generation Learning Spaces as a Designed Quality Enhancement Process

ERIC Educational Resources Information Center

Leonard, Simon N.; Fitzgerald, Robert N.; Bacon, Matt; Munnerley, Danny

2017-01-01

The learning spaces of higher education are changing with collaborative, agile and technology-enabled spaces ever more popular. Despite the massive investment required to create these new spaces, current quality systems are poorly placed to account for the value they create. Such learning spaces are typically popular with students but the impact…
PUPIL-TEACHER ADJUSTEMENT AND MUTUAL ADAPTATION IN CREATING CLASSROOM LEARNING ENVIRONMENTS.

ERIC Educational Resources Information Center

FOX, ROBERT S.; AND OTHERS

AN ANALYSIS OF THE DYNAMICS OF THE LEARNING SITUATIONS IN A VARIETY OF PUBLIC SCHOOL CLASSROOMS WAS UNDERTAKEN. THE PROJECT MADE A COMPARATIVE ANALYSIS OF THE PATTERNS OF COOPERATION OR ALIENATION AMONG PARENTS, TEACHERS, PEERS, AND INDIVIDUAL PUPILS. THE PATTERNS CREATE LEARNING CULTURES OF DIFFERENT PRODUCTIVITY IN VARIOUS CLASSROOMS. THE DATA…
Creating Next Generation Blended Learning Environments Using Mixed Reality, Video Games and Simulations

ERIC Educational Resources Information Center

Kirkley, Sonny E.; Kirkley, Jamie R.

2005-01-01

In this article, the challenges and issues of designing next generation learning environments using current and emerging technologies are addressed. An overview of the issues is provided as well as design principles that support the design of instruction and the overall learning environment. Specific methods for creating cognitively complex,…
Creating Electronic Learning Environments: Games, Flow, and the User Interface.

ERIC Educational Resources Information Center

Jones, Marshall G.

A difficult task in creating rich, exploratory interactive learning environments is building an environment that is truly engaging. Engagement can be defined as the nexus of intrinsic knowledge and/or interest and external stimuli that promote the initial interest in, and continued use of a computer-based learning environment. Complete and total…
Creating Success for Students with Learning Disabilities in Postsecondary Foreign Language Courses

ERIC Educational Resources Information Center

Skinner, Michael E.; Smith, Allison T.

2011-01-01

The number of students with learning disabilities (LD) attending postsecondary institutions has increased steadily over the past two decades. Many of these students have language-based learning difficulties that create barriers to success in foreign language (FL) courses. Many institutions have responded by providing these students with exemptions…
Applying Andragogical Concepts in Creating a Sustainable Lifelong Learning Society

ERIC Educational Resources Information Center

Charungkaittikul, Suwithida; Henschke, John A.

2017-01-01

Today, the world is changing, re-establishing the role of education to have a developed society. This article aims to explore the practical application of Andragogy as a key element for creating a sustainable lifelong learning society, to propose strategies for developing a lifelong learning society using andragogical concepts, to enhance…
Recent Data Sets on Object Manipulation: A Survey.

PubMed

Huang, Yongqiang; Bianchi, Matteo; Liarokapis, Minas; Sun, Yu

2016-12-01

Data sets is crucial not only for model learning and evaluation but also to advance knowledge on human behavior, thus fostering mutual inspiration between neuroscience and robotics. However, choosing the right data set to use or creating a new data set is not an easy task, because of the variety of data that can be found in the related literature. The first step to tackle this issue is to collect and organize those that are available. In this work, we take a significant step forward by reviewing data sets that were published in the past 10 years and that are directly related to object manipulation and grasping. We report on modalities, activities, and annotations for each individual data set and we discuss our view on its use for object manipulation. We also compare the data sets and summarize them. Finally, we conclude the survey by providing suggestions and discussing the best practices for the creation of new data sets.
Using Interactive Digital Images of Products to Teach Pharmaceutics

PubMed Central

Pham, Khang H.; Dollar,, Michael

2007-01-01

Objective To implement interactive digital images of drug products and online quizzes in a pharmaceutics course to teach students where to look on product labels for information and how to evaluate ingredients of various dosage forms, and to reinforce pharmaceutical calculations with practical problems. Design Interactive digital images of drug products and a database of quiz questions pertaining to the products were created and an interactive online platform was designed. The interactive digital images were incorporated in pharmaceutics lectures as examples of dosage forms studied and calculations taught. The online quizzes were administered to first-professional year pharmacy students in fall 2004 and fall 2005. Assessment The competency outcome data illustrates that the product-based online quizzes aided students in meeting the desired learning objectives. Modifications to increase ease of use resulted in higher student success rates in the second year of implementation. Student and faculty evaluations of the application were largely positive. Conclusion The development of interactive digital images and product-based online quizzes successfully adapted a traditional learning aid into a viable electronic resource for pharmacy education. PMID:17619660
Large-scale Labeled Datasets to Fuel Earth Science Deep Learning Applications

NASA Astrophysics Data System (ADS)

Maskey, M.; Ramachandran, R.; Miller, J.

2017-12-01

Deep learning has revolutionized computer vision and natural language processing with various algorithms scaled using high-performance computing. However, generic large-scale labeled datasets such as the ImageNet are the fuel that drives the impressive accuracy of deep learning results. Large-scale labeled datasets already exist in domains such as medical science, but creating them in the Earth science domain is a challenge. While there are ways to apply deep learning using limited labeled datasets, there is a need in the Earth sciences for creating large-scale labeled datasets for benchmarking and scaling deep learning applications. At the NASA Marshall Space Flight Center, we are using deep learning for a variety of Earth science applications where we have encountered the need for large-scale labeled datasets. We will discuss our approaches for creating such datasets and why these datasets are just as valuable as deep learning algorithms. We will also describe successful usage of these large-scale labeled datasets with our deep learning based applications.
Software Development: 3D Animations and Creating User Interfaces for Realistic Simulations

NASA Technical Reports Server (NTRS)

Gordillo, Orlando Enrique

2015-01-01

My fall 2015 semester was spent at the Lyndon B. Johnson Space Center working in the Integrated Graphics, Operations, and Analysis Laboratory (IGOAL). My first project was to create a video animation that could tell the story of OMICS. OMICS is a term being used in the field of biomedical science to describe the collective technologies that study biological systems, such as what makes up a cell and how it functions with other systems. In the IGOAL I used a large 23 inch Wacom monitor to draw storyboards, graphics, and line art animations. I used Blender as the 3D environment to sculpt, shape, cut or modify the several scenes and models for the video. A challenge creating this video was to take a term used in biomedical science and describe it in such a way that an 8th grade student can understand. I used a line art style because it would visually set the tone for what we thought was an educational style. In order to get a handle on the perspective and overall feel for the animation without overloading my workspace, I split up the 2 minute animation into several scenes. I used Blender's python scripting capabilities which allowed for the addition of plugins to add or modify tools. The scripts can also directly interact with the objects to create naturalistic patterns or movements. After collecting the rendered scenes, I used Blender's built-in video editing workspace to output the animation. My second project was to write software that emulates a physical system's interface. The interface was to simulate a boat, ROV, and winch system. Simulations are a time and cost effective way to test complicated data and provide training for operators without having to use expensive hardware. We created the virtual controls with 3-D Blender models and 2-D graphics, and then add functionality in C# using the Unity game engine. The Unity engine provides several essential behaviors of a simulator, such as the start and update functions. A framework for Unity, which was developed in the lab, provided a way to place the different widgets on the virtual console dock and have them resize correctly based on the window dimensions.. My task in this project was to create the controls and visualizations for the data coming in from the simulator for the boat portion of the project. I wrote a class for each control window to handle the functionality of that widget. I implemented 11 widgets that make up the ship portion of the simulator. The members of the lab were each masters of their craft and I'm glad I had the opportunity to learn from them. I learned to plan strategically so I could finish this project on time. I allotted time for storyboarding, development, and refinement. In regards to animating I learned to use modifiers like lattice, boolean and build deformers. I also learned how to animate with drivers, how to use the dope sheet, and how to use the graph editor. In coding I learned to limit the chances for bugs by privatizing functions that should be exclusive to their class. I learned how to use the GIT repository to commit, stash and pull the latest build. I learned a bit of everything because I had the chance to see the entire application development process from the artwork, to the implementation.
The Virtual Health University: An eLearning Model within the Cuban Health System.

PubMed

Jardines, José B

2008-01-01

This paper describes Cuba's experience with the Virtual Health University (VHU) as a strategic project of INFOMED, promoting creation of an open teaching-learning environment for health sciences education, through intensive and creative use of Information and Communication Technologies (ICTs) and a network approach to learning. An analysis of the VHU's main antecedents in its different stages of development provides insight into the strategic reasons that led to the establishment of a virtual university in the national health system during Cuba's so-called Special Period of economic crisis. Using the general objectives of creating, sharing, and collaborating which define the VHU's conceptual-operative framework, the three essential components (subsystems) are described: pedagogical, technological, and managerial, as well as the operative stages of educational design, technological implementation, and teaching-administrative management system. Each component of the model is analyzed in the context of global, modern university trends, towards integration of the face-to-face and distance education approaches and the creation of virtual institutions that assume the technological and pedagogical changes demanded by eLearning.

Examining Curricular Integration Strategies To Optimize Learning Of The Anatomical Sciences

NASA Astrophysics Data System (ADS)

Lisk, Kristina Adriana Ayako

Background: Integration of basic and clinical science knowledge is essential to clinical practice. Although the importance of these two knowledge domains is well-recognized, successfully supporting the development of learners' integrated basic and clinical science knowledge, remains an educational challenge. In this dissertation, I examine curricular integration strategies to optimize learning of the anatomical sciences. Objectives: The studies were designed to achieve the following research aims: 1) to objectively identify clinically relevant content for an integrated musculoskeletal anatomy curriculum; 2) to examine the value of integrated anatomy and clinical science instruction compared to clinical science instruction alone on novices' diagnostic accuracy and diagnostic reasoning process; 3) to compare the effect of integrating and segregating anatomy and clinical science instruction along with a learning strategy (self-explanation) on novices' diagnostic accuracy. Methods: A modified Delphi was used to objectively select clinically relevant content for an integrated musculoskeletal anatomy curriculum. Two experimental studies were created to compare different instructional strategies to optimize learning of the curricular content. In both of these studies, novice learners were taught the clinical features of musculoskeletal pathologies using different learning approaches. Diagnostic performance was measured immediately after instruction and one-week later. Results: The results show that the Delphi method is an effective strategy to select clinically relevant content for integrated anatomy curricula. The findings also demonstrate that novices who were explicitly taught the clinical features of musculoskeletal diseases using causal basic science descriptions had superior diagnostic accuracy and a better understanding of the relative importance of key clinical features for disease categories. Conclusions: This research demonstrates how integration strategies can be applied at multiple levels of the curriculum. Further, this work shows the value of cognitive integration of anatomy and clinical science and it emphasizes the importance of purposefully linking the anatomical and clinical sciences in day-to-day teaching.
Experiences of nursing students and educators during the co-construction of clinical nursing leadership learning activities: A qualitative research and development study.

PubMed

Ha, Laurence; Pepin, Jacinthe

2017-08-01

Student voice posits that students' unique perspectives on teaching and learning can be used in conjunction with those of educators to create meaningful educational activities. The study aimed to describe nursing students' and educators' experiences during the co-construction of educational activities involving clinical nursing leadership. Qualitative research and development model. The study was conducted at a French-Canadian nursing faculty that provides a 3-year undergraduate program. Five undergraduate nursing students, four nursing educators, and the principal investigator formed the co-construction team. Data collected included all documents (written and audio) related to the co-construction process: three 2-hour team meetings, PI's fieldnotes and a focus group discussion that occurred once the co-construction process was completed. Thematic analysis was performed guided by Paillé and Muchielli's (2010) method. Data analysis revealed two interrelated themes: (1) unique, purposeful collaboration and (2) change that makes a difference. A space described as safe, without hierarchy and that included the "right" people helped the team achieve their objective of creating new educational activities on clinical nursing leadership. The two new learning activities developed by the team were perceived as useful for future nursing students. At the individual level, team members appreciated how co-construction helped them understand teaching and learning from new perspectives. A structured, efficient co-construction process contributed to positive changes in the nursing program and participants. Additional research is required to enhance understanding of the factors that facilitate and hinder student-educator collaboration outside the classroom. Copyright © 2017 Elsevier Ltd. All rights reserved.
Clinical learning environments: place, artefacts and rhythm.

PubMed

Sheehan, Dale; Jowsey, Tanisha; Parwaiz, Mariam; Birch, Mark; Seaton, Philippa; Shaw, Susan; Duggan, Alison; Wilkinson, Tim

2017-10-01

Health care practitioners learn through experience in clinical environments in which supervision is a key component, but how that learning occurs outside the supervision relationship remains largely unknown. This study explores the environmental factors that inform and support workplace learning within a clinical environment. An observational study drawing on ethnographic methods was undertaken in a general medicine ward. Observers paid attention to interactions among staff members that involved potential teaching and learning moments that occurred and were visible in the course of routine work. General purpose thematic analysis of field notes was undertaken. A total of 376 observations were undertaken and documented. The findings suggest that place (location of interaction), rhythm (regularity of activities occurring in the ward) and artefacts (objects and equipment) were strong influences on the interactions and exchanges that occurred. Each of these themes had inherent tensions that could promote or inhibit engagement and therefore learning opportunities. Although many learning opportunities were available, not all were taken up or recognised by the participants. We describe and make explicit how the natural environment of a medical ward and flow of work through patient care contribute to the learning architecture, and how this creates or inhibits opportunities for learning. Awareness of learning opportunities was often tacit and not explicit for either supervisor or learner. We identify strategies through which tensions inherent within space, artefacts and the rhythms of work can be resolved and learning opportunities maximised. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.
The impact of the learning contract on self-directed learning and satisfaction in nursing students in a clinical setting.

PubMed

Sajadi, Mahboobeh; Fayazi, Neda; Fournier, Andrew; Abedi, Ahmad Reza

2017-01-01

Background: The most important responsibilities of an education system are to create self-directed learning opportunities and develop the required skills for taking the responsibility for change. The present study aimed at determining the impact of a learning contract on self-directed learning and satisfaction of nursing students. Methods: A total of 59 nursing students participated in this experimental study. They were divided into six 10-member groups. To control the communications among the groups, the first 3 groups were trained using conventional learning methods and the second 3 groups using learning contract method. In the first session, a pretest was performed based on educational objectives. At the end of the training, the students in each group completed the questionnaires of self-directed learning and satisfaction. The results of descriptive and inferential statistical methods (dependent and independent t tests) were presented using SPSS. Results: There were no significant differences between the 2 groups in gender, grade point average of previous years, and interest toward nursing. However, the results revealed a significant difference between the 2 groups in the total score of self-directed learning (p= 0.019). Although the mean satisfaction score was higher in the intervention group, the difference was not statistically significant. Conclusion: This study suggested that the use of learning contract method in clinical settings enhances self-directed learning among nursing students. Because this model focuses on individual differences, the researcher highly recommends the application of this new method to educators.
Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?

PubMed Central

Sajid, Muhammad R.; Abothenain, Fayha; Salam, Yezan; AlJayar, Dina; Obeidat, Akef

2016-01-01

Objectives To evaluate student academic performance and perception towards blended learning and flipped classrooms in comparison to traditional teaching. Methods This study was conducted during the hematology block on year three students. Five lectures were delivered online only. Asynchronous discussion boards were created where students could interact with colleagues and instructors. A flipped classroom was introduced with application exercises. Summative assessment results were compared with previous year results as a historical control for statistical significance. Student feedback regarding their blended learning experience was collected. Results A total of 127 responses were obtained. Approximately 22.8% students felt all lectures should be delivered through didactic lecturing, while almost 35% felt that 20% of total lectures should be given online. Students expressed satisfaction with blended learning as a new and effective learning approach. The majority of students reported blended learning was helpful for exam preparation and concept clarification. However, a comparison of grades did not show a statistically significant increase in the academic performance of students taught via the blended learning method. Conclusions Learning experiences can be enriched by adopting a blended method of instruction at various stages of undergraduate and postgraduate education. Our results suggest that blended learning, a relatively new concept in Saudi Arabia, shows promising results with higher student satisfaction. Flipped classrooms replace passive lecturing with active student-centered learning that enhances critical thinking and application, including information retention. PMID:27591930
SLS-PLAN-IT: A knowledge-based blackboard scheduling system for Spacelab life sciences missions

NASA Technical Reports Server (NTRS)

Kao, Cheng-Yan; Lee, Seok-Hua

1992-01-01

The primary scheduling tool in use during the Spacelab Life Science (SLS-1) planning phase was the operations research (OR) based, tabular form Experiment Scheduling System (ESS) developed by NASA Marshall. PLAN-IT is an artificial intelligence based interactive graphic timeline editor for ESS developed by JPL. The PLAN-IT software was enhanced for use in the scheduling of Spacelab experiments to support the SLS missions. The enhanced software SLS-PLAN-IT System was used to support the real-time reactive scheduling task during the SLS-1 mission. SLS-PLAN-IT is a frame-based blackboard scheduling shell which, from scheduling input, creates resource-requiring event duration objects and resource-usage duration objects. The blackboard structure is to keep track of the effects of event duration objects on the resource usage objects. Various scheduling heuristics are coded in procedural form and can be invoked any time at the user's request. The system architecture is described along with what has been learned with the SLS-PLAN-IT project.
How to Create the Conditions for Learning: Continuous Improvement in Classrooms, Schools, and Districts

ERIC Educational Resources Information Center

Jaquith, Ann

2017-01-01

"How to Create the Conditions for Learning" shows how the conditions for continuously improving instruction can be created at every level--from the classroom to the school to the central office. More Ann Jaquith presents a framework for understanding and building instructional capacity, based on her original research in schools and…
Restructuring for Caring and Effective Education: An Administrative Guide to Creating Heterogeneous Schools.

ERIC Educational Resources Information Center

Villa, Richard A.; And Others

This collection of papers offers advice on restructuring education to create heterogeneous schools, with the goal of creating happy, comfortable, and successful learning environments for all the children and adults who learn and teach in them. Section I, titled "A Rationale for Restructuring and the Change Process," contains the following papers:…
Five Important Lessons I Learned during the Process of Creating New Child Care Centers

ERIC Educational Resources Information Center

Whitehead, R. Ann

2005-01-01

In this article, the author describes her experiences of developing new child care sites and offers five important lessons that she learned through her experiences which helped her to create successful child care centers. These lessons include: (1) Finding an appropriate area and location; (2) Creating realistic financial projections based on real…
Intelligent Discovery for Learning Objects Using Semantic Web Technologies

ERIC Educational Resources Information Center

Hsu, I-Ching

2012-01-01

The concept of learning objects has been applied in the e-learning field to promote the accessibility, reusability, and interoperability of learning content. Learning Object Metadata (LOM) was developed to achieve these goals by describing learning objects in order to provide meaningful metadata. Unfortunately, the conventional LOM lacks the…
Supporting traditional PBL with online discussion forums: a study from Qassim Medical School.

PubMed

Alamro, Ahmad S; Schofield, Susie

2012-01-01

The Qassim Medical School first year curriculum includes a 5-week problem-based learning (PBL) block. Student evaluation has highlighted inadequate feedback and lack of student-student and student-tutor interactions. An online intervention may alleviate this. For each problem, a discussion forum (DF) was created with 14 threads (one for each group) in virtual PBL rooms. Students' and tutors' perceived satisfaction of the intervention was evaluated and types of posts were classified. By the end of the block, all academic staff involved and 123 students (95%) had participated in the DFs. There were around 2800 posts and 28,500 views. All 14 tutors and 102 (78%) students completed the online questionnaire. Of the students, 66 (76%) male and 36 (92%) female students responded. Overall, both students and tutors perceived the intervention positively. Posts included: reforming and finalizing learning objectives, posting the concept map constructed in the face-to-face session and questioning, encouraging and motivating each other. In addition, posts included tutors' feedback and redirection. Blending e-learning with conventional PBL may help overcome student-perceived shortcomings of conventional PBL and improve the learning experience, making learning more interactive and interesting.
The impairment of learning and memory and synaptic loss in mouse after chronic nitrite exposure.

PubMed

Chen, Yongfang; Cui, Zhanjun; Wang, Lai; Liu, Hongliang; Fan, Wenjuan; Deng, Jinbo; Deng, Jiexin

2016-12-01

The objective of this study is to understand the impairment of learning and memory in mouse after chronic nitrite exposure. The animal model of nitrite exposure in mouse was created with the daily intubation of nitrite in adult healthy male mice for 3 months. Furthermore, the mouse's learning and memory abilities were tested with Morris water maze, and the expression of Synaptophysin and γ-Synuclein was visualized with immunocytochemistry and Western blot. Our results showed that nitrite exposure significantly prolonged the escape latency period (ELP) and decreased the values of the frequency across platform (FAP) as well as the accumulative time in target quadrant (ATITQ) compared to control, in dose-dependent manner. In addition, after nitrite exposure, synaptophysin (SYN) positive buttons in the visual cortex was reduced, in contrast the increase of γ-synuclein positive cells. The results above were supported by Western blot as well. We conclude that nitrite exposure could lead to a decline in mice's learning and memory. The overexpression of γ-synuclein contributed to the synaptic loss, which is most likely the cause of learning and memory impairment. © 2015 Wiley Periodicals, Inc. Environ Toxicol 31: 1720-1730, 2016. © 2015 Wiley Periodicals, Inc.
Student-generated case reports.

PubMed

Good, Christopher J

2009-01-01

When students create teaching materials, learning can be enhanced. Therefore, a project was designed based on the traditional clinical case report and the chiropractic technique and principles curriculum at the University of Bridgeport College of Chiropractic. The objectives were to increase mastery in a clinical topic, increase awareness of different patient presentations and management options, and enhance information technology skills. Following lectures about the components of a case report and neurological reflexes related to visceral comorbidities and subluxation and joint dysfunction, students created a case report based on a template provided by the instructor. A survey gathered student perspectives on the exercise. More than 70% of the surveyed students felt the project was at least moderately helpful in improving understanding of a case report, the condition investigated, their clinical reasoning, and the ability to integrate information. Most felt that they improved their understanding of neurological reflexes, use of the literature, and the practice of evidence-based care. The majority believed that they identified weakness in knowledge, improved self-learning skills, and increased confidence in managing patients. Most enjoyed it at least somewhat and 70% agreed that the project should be continued. Many believed that they were better prepared for national boards and had improved their writing skills.
Use of camera drive in stereoscopic display of learning contents of introductory physics

NASA Astrophysics Data System (ADS)

Matsuura, Shu

2011-03-01

Simple 3D physics simulations with stereoscopic display were created for a part of introductory physics e-Learning. First, cameras to see the 3D world can be made controllable by the user. This enabled to observe the system and motions of objects from any position in the 3D world. Second, cameras were made attachable to one of the moving object in the simulation so as to observe the relative motion of other objects. By this option, it was found that users perceive the velocity and acceleration more sensibly on stereoscopic display than on non-stereoscopic 3D display. Simulations were made using Adobe Flash ActionScript, and Papervison 3D library was used to render the 3D models in the flash web pages. To display the stereogram, two viewports from virtual cameras were displayed in parallel in the same web page. For observation of stereogram, the images of two viewports were superimposed by using 3D stereogram projection box (T&TS CO., LTD.), and projected on an 80-inch screen. The virtual cameras were controlled by keyboard and also by Nintendo Wii remote controller buttons. In conclusion, stereoscopic display offers learners more opportunities to play with the simulated models, and to perceive the characteristics of motion better.
Responsive eLearning exercises to enhance student interaction with metabolic pathways.

PubMed

Roesler, William J; Dreaver-Charles, Kristine

2018-05-01

Successful learning of biochemistry requires students to engage with the material. In the past this often involved students writing out pathways by hand, and more recently directing students to online resources such as videos, songs, and animated slide presentations. However, even these latter resources do not really provide students an opportunity to engage with the material in an active fashion. As part of an online introductory metabolism course that was developed at our university, we created a series of twelve online interactive activities using Adobe Captivate 9. These activities targeted glycolysis, gluconeogenesis, the pentose phosphate pathway, glycogen metabolism, the citric acid cycle, and fatty acid oxidation. The interactive exercises consisted of two types. One involved dragging objects such as names of enzymes or allosteric modifiers to their correct drop locations such as a particular point in a metabolic pathway, a specific enzyme, and so forth. A second type involved clicking on objects, locations within a pathway, and so forth, in response to a particular question. In both types of exercises, students received feedback on their decisions in order to enhance learning. The student feedback received on these activities was very positive, and indicated that they found them to increase their confidence in the material and that they had learned the key principles of each pathway. © 2018 by The International Union of Biochemistry and Molecular Biology, 46(3):223-229, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.
Making time for learning-oriented leadership in multidisciplinary hospital management groups.

PubMed

Singer, Sara J; Hayes, Jennifer E; Gray, Garry C; Kiang, Mathew V

2015-01-01

Although the clinical requirements of health care delivery imply the need for interdisciplinary management teams to work together to promote frontline learning, such interdisciplinary, learning-oriented leadership is atypical. We designed this study to identify behaviors enabling groups of diverse managers to perform as learning-oriented leadership teams on behalf of quality and safety. We randomly selected 12 of 24 intact groups of hospital managers from one hospital to participate in a Safety Leadership Team Training program. We collected primary data from March 2008 to February 2010 including pre- and post-staff surveys, multiple interviews, observations, and archival data from management groups. We examined the level and trend in frontline perceptions of managers' learning-oriented leadership following the intervention and ability of management groups to achieve objectives on targeted improvement projects. Among the 12 intervention groups, we identified higher- and lower-performing intervention groups and behaviors that enabled higher performers to work together more successfully. Management groups that achieved more of their performance goals and whose staff perceived more and greater improvement in their learning-oriented leadership after participation in Safety Leadership Team Training invested in structures that created learning capacity and conscientiously practiced prescribed learning-oriented management and problem-solving behaviors. They made the time to do these things because they envisioned the benefits of learning, valued the opportunity to learn, and maintained an environment of mutual respect and psychological safety within their group. Learning in management groups requires vision of what learning can accomplish; will to explore, practice, and build learning capacity; and mutual respect that sustains a learning environment.
An Activist Approach to Sport Meets Youth from Socially Vulnerable Backgrounds: Possible Learning Aspirations

ERIC Educational Resources Information Center

Luguetti, Carla; Oliver, Kimberly L.; Dantas, Luiz Eduardo Pinto Basto Tourinho; Kirk, David

2017-01-01

Purpose: This study was a 2-phase activist research project aimed at co-creating a prototype pedagogical model for working with youth from socially vulnerable backgrounds in a sport context. This article addresses the learning aspirations (learning outcomes) that emerged when we created spaces for youth to develop strategies to manage the risks…
CReaTE Excellence: Using a Teacher Framework to Maximize STEM Learning with Your Child

ERIC Educational Resources Information Center

Tassell, Janet; Maxwell, Margaret; Stobaugh, Rebecca

2013-01-01

Gifted children crave meaning through learning experiences, and they are naturally inquisitive. This article provides a teaching framework that parents can adapt for use with gifted children to help facilitate STEM knowledge and skills. The CReaTE Framework, adapted from an evolving lesson plan framework, can promote learning in a nontraditional,…
Integrating Whole Brain Teaching Strategies to Create a More Engaged Learning Environment

ERIC Educational Resources Information Center

Palasigue, Jesame Torres

2009-01-01

In today's postmodern society, it is getting harder and harder to get the students engaged in classroom instruction and learning. The purpose of this research project was to seek ways to create a more engaged learning environment for the students. The teacher-researcher integrated the most current educational reform "Whole Brain Teaching" method…
Teaching and Learning How to Create in Schools of Art and Design

ERIC Educational Resources Information Center

Sawyer, R. Keith

2018-01-01

This article describes the "studio model"--a cultural model of teaching and learning found in U.S. professional schools of art and design. The studio model includes the pedagogical beliefs held by professors and the pedagogical practices they use to guide students in learning how to create. This cultural model emerged from an…

Pupil-Teacher Adjustment and Mutual Adaptation in Creating Classroom Learning Environments. Final Report.

ERIC Educational Resources Information Center

Fox, Robert S.; And Others

This investigation is directed toward an analysis of the dynamics of the learning situations in a variety of public school elementary and secondary classrooms. The focus of the project is to make a comparative analysis of the patterns of cooperation or alienation among parents, teachers, peers and individual pupils which create learning cultures…
A Qualitative Study Using Project-Based Learning in a Mainstream Middle School

ERIC Educational Resources Information Center

Wurdinger, Scott; Haar, Jean; Hugg, Robert; Bezon, Jennifer

2007-01-01

Project-based learning taps into students' interests by allowing them to create projects that result in meaningful learning experiences. The method requires teachers to identify projects that challenge students to work individually or in groups to create plans, solve problems they encounter, test their ideas, and present their projects to peers.…
Professional Learning of Observers, Collaborators, and Contributors in a Teacher-Created Online Community in Korea

ERIC Educational Resources Information Center

Seo, Kyounghye

2014-01-01

This study investigated professional learning taking place in a teacher-created online community. In particular, this aimed to explore how teachers at different levels of participation learn in an online community. The results showed that teachers usually began as observers, reading others' postings and using contributors' teaching resources, and…
Feasibility Analysis of Improving On-Campus Learning Paths via a Depth Sensor

ERIC Educational Resources Information Center

Pan, Wen-Fu; Tu, Shih-Chun; Chien, Mei-Ying

2014-01-01

This research aims to apply a depth sensor to create a human-body-sensing context for outdoor learning paths; it is conducted by incorporating both quasi-experiment and survey to compare students' cognitive learning outcome within the context and understand students' attitudes toward the context created. The result of ANCOVA indicates that the…
Information and communication technologies in geography education in the 21-th Century

NASA Astrophysics Data System (ADS)

Vangelova, Rumyana

2014-05-01

In 2013 I attended a course on the Introduction to the Use of Spatial Thinking and Geoinformation (in geography and related subjects) organized by the European Association of Geographers. This course have helped me to realize what will be tomorrow's classroom. We can change education of geography in the classroom by using the following information technologies: Envision in classroom This software solution provides interactive environment for the whole learning experience of students. Envision helps enhance the quality of teaching and also keeps children engaged. An advantage of Envision is that it integrates ICT in education in a natural and easy to implement way improving the quality of education by making it a more positive experience to all involved parties. It is easy to use by teachers, because it provides a flexible way to present lessons. Educational software system supports collaborative learning giving teachers powerful and easy-to-use tool for teaching and learning. It gives students opportunity to take part actively in the lessons and develops team working and collaboration skills. This software is suitable for very different topics in the classroom - geographical location, boundaries, climate, political map, etc. Teachers benefit by easily engaging the full attention of children, taking advantage of best practices and exchanging experience with their colleagues. Children use their mice to interact with the system and can answer questions as individuals or as a group. They solve puzzles, categorize objects/concepts/ or locate objects on a map, type answers using a virtual keyboard. During the lesson Envision tracks the behavior of each child. Interactive classboard The Interactive StarBoard Software helps better acquiring and understanding of the new academic information for the students. Children have great interest and show greater independence, which helps them for easier learning. The use of educational games in teaching Geography by this software helps to strengthen the individual work, stimulating their independent thinking and competitive nature. It helps mastering the material and acquisition of knowledge and skills in Geography in a fun environment. Using interactive classboard and creating different products such as diagrams, maps, drawings will enhance students' learning abilities, creativeness and knowledge on the environmental concepts and theories such as sustainable development and eco-thinking. Visualization of new learning content allows for short time students to receive more information Geomedia and GIS Geo-media is the visualization of information from different media sources and is concerned with digital content and its processing based on place, position and location. Geoinformation could be used to create attitude concerning contemporary problems - environmental, demographic and economic. 21st century school education needs to include geo-media into daily teaching and learning. Students use ArcGIS to create their own interactive maps related to the Bulgarian geography education and in that way they develop their spatial thinking skills. Using different techniques and approaches including geoinformation, geomedia, interactive classboard supports green thinking and behavior of students through involving them actively in studying environmental problems and issues. Students can easily understand human impacts and the management issues which arise in conserving the earth's unique ecosystems.
Assessing Learning, Quality and Engagement in Learning Objects: The Learning Object Evaluation Scale for Students (LOES-S)

ERIC Educational Resources Information Center

Kay, Robin H.; Knaack, Liesel

2009-01-01

Learning objects are interactive web-based tools that support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners. Research on the impact, effectiveness, and usefulness of learning objects is limited, partially because comprehensive, theoretically based, reliable, and valid evaluation…
Liberating Learning Object Design from the Learning Style of Student Instructional Designers

ERIC Educational Resources Information Center

Akpinar, Yavuz

2007-01-01

Learning objects are a new form of learning resource, and the design of these digital environments has many facets. To investigate senior instructional design students' use of reflection tools in designing learning objects, a series of studies was conducted using the Reflective Action Instructional Design and Learning Object Review Instrument…
TuMore: generation of synthetic brain tumor MRI data for deep learning based segmentation approaches

NASA Astrophysics Data System (ADS)

Lindner, Lydia; Pfarrkirchner, Birgit; Gsaxner, Christina; Schmalstieg, Dieter; Egger, Jan

2018-03-01

Accurate segmentation and measurement of brain tumors plays an important role in clinical practice and research, as it is critical for treatment planning and monitoring of tumor growth. However, brain tumor segmentation is one of the most challenging tasks in medical image analysis. Since manual segmentations are subjective, time consuming and neither accurate nor reliable, there exists a need for objective, robust and fast automated segmentation methods that provide competitive performance. Therefore, deep learning based approaches are gaining interest in the field of medical image segmentation. When the training data set is large enough, deep learning approaches can be extremely effective, but in domains like medicine, only limited data is available in the majority of cases. Due to this reason, we propose a method that allows to create a large dataset of brain MRI (Magnetic Resonance Imaging) images containing synthetic brain tumors - glioblastomas more specifically - and the corresponding ground truth, that can be subsequently used to train deep neural networks.
Pharmacy Educator Motives to Pursue Pedagogical Knowledge.

PubMed

Baia, Patricia; Strang, Aimee F

2016-10-25

Objective. To investigate motives of pharmacy educators who pursue pedagogical knowledge through professional development programs and to develop a model of motivation to inform future development. Methods. A mixed-methods approach was used to study both qualitative and quantitative data. Written narratives, postmodule quizzes, and survey data were collected during a 5-year period (2010-2014) from pharmacy educators who participated in an online professional development program titled Helping Educators Learn Pedagogy (HELP). Grounded theory was used to create a model of motivation for why pharmacy educators might pursue pedagogical knowledge. Results. Participants reported being driven intrinsically by a passion for their own learning (self-centered motivation) and by the need to improve student learning (student-centered motivation) and extrinsically by program design, funding, and administrator encouragement. Conclusion. A new model of pharmacy educator motivation to pursue pedagogy knowledge, Pedagogical Knowledge Acquisition Theory (PKAT), emerged as a blended intrinsic and extrinsic model, which may have value in developing future professional development programs.
Pharmacy Educator Motives to Pursue Pedagogical Knowledge

PubMed Central

Strang, Aimee F.

2016-01-01

Objective. To investigate motives of pharmacy educators who pursue pedagogical knowledge through professional development programs and to develop a model of motivation to inform future development. Methods. A mixed-methods approach was used to study both qualitative and quantitative data. Written narratives, postmodule quizzes, and survey data were collected during a 5-year period (2010-2014) from pharmacy educators who participated in an online professional development program titled Helping Educators Learn Pedagogy (HELP). Grounded theory was used to create a model of motivation for why pharmacy educators might pursue pedagogical knowledge. Results. Participants reported being driven intrinsically by a passion for their own learning (self-centered motivation) and by the need to improve student learning (student-centered motivation) and extrinsically by program design, funding, and administrator encouragement. Conclusion. A new model of pharmacy educator motivation to pursue pedagogy knowledge, Pedagogical Knowledge Acquisition Theory (PKAT), emerged as a blended intrinsic and extrinsic model, which may have value in developing future professional development programs. PMID:27899828
[Development and evaluation of a vital signs e-book for undergraduate student nurses].

PubMed

Ko, Il-Sun; Kang, Kyu-Sook; Shim, Joung-Ohn; Park, Jin-Hee; Yook, Shin-Young; Yun, So-Young

2005-10-01

The purpose of this study was to develop a vital signs e-book for undergraduate student nurses and evaluate the content, system and student satisfaction. This study was done in three stages, the development of a vital signs e-book, implementation and evaluation. The subjects were 73 undergraduate student nurses in Y university. Thirty one learning objectives were used to create the contents. A set of 5 chapters and 18 subsections were defined after validation from nurse educators. The e-book is available at http://123.134.207.23/ebook/vitalsigns. Analysis of the questionnaires showed a mean score for content, system and students satisfaction of 3.17 +/- .73, 3.11 +/-.79, and 2.96 +/-.74 respectively out of a possible 4 points. Nurse educators should provide quality and effective web-based courses that meet undergraduate student nurses' learning needs and they should incorporate web-based learning into traditional teaching to meet the demands of nursing education.
Educational treasures in radiology: a free online program for Radiology Boards preparation.

PubMed

Talanow, Roland

2011-01-01

An objective tool is desired, which optimally prepares for Radiology boards examination. Such program should prepare examinees with pertinent radiological contents and simulations as expected in the real examination. Many countries require written boards examinations for Radiology certification eligibility. No objective measure exists to tell if the examinee is ready to pass the exam or not. Time pressure and computer environment might be unfamiliar to examinees. Traditional preparation lectures don't simulate the "real" Radiology exam because they don't provide the special environment with multiple choice questions and timing. This online program consists of 4 parts. The entry section allows to create questions with additional fields for comprehensive information. Sections include Pediatrics/Mammography/GI/IR/Nucs/Thoracic/Musculoskeletal/GU/Neuro/Ultrasound/Cardiac/OB/GYN and Miscellaneous. Experienced radiologists and educators evaluate and release/delete these entries in the administrator section. In the exam section users can create (un)timed customized exams for individual needs and learning pace. Exams can either include all sections or only specific sections to gear learning towards areas with weaker performance. Comprehensive statistics unveil the user's strengths and weaknesses to help focussing on "weak" areas. In the search section a comprehensive search and review can be performed by searching the entire database for keywords/topics or only searching within specific sections. www.RadiologyBoards.org is a new working concept of Radiology boards preparation to detect and improve the examinee's weaknesses and finally to increase the examinee's confidence level for the final exam. It is beneficial for Radiology residents and also board certified radiologists to refresh/maintain radiological knowledge.
Development of community based model of Tawanchai Center: sufficiency economy principles for community Development an applicability at Bankhambong Community, Sa-ard Sub-district, Nampong District, Khon Kaen Province, Thailand.

PubMed

Kotrmaneetaweetong, Unchana; Choopen, Hhakuan; Chowchuen, Bowornsilp

2012-11-01

The objectives of the present study are 1) to study the application of sufficiency economy philosophy in community development as a model for future application of community health care program of Tawanchai Center, 2) study the administrative model for self sufficiency economy community in Bankhambong Community, Sa-ard Sub-district, Nampong District, Khon Kaen Province. The integrated study model included qualitative research by collecting data from documents, textbook, article, report, theory concept, researches and interviewing of relevant persons and the quantitative research by collecting data from questionnaires. The findings of study included objectives for development model of sufficiency economy for understanding of people, and use the philosophy of sufficiency economy model which compose of decrease expenditure, increase income activities, saving activities, learning activities and preservation of environment and sustainable natural resources activities. Decrease in expenditure activities included household gardening, and no allurements leading to ruin. Increase in income activities included supplement occupation and appropriate use of technology. Saving activities included creating saving group in household and community level. Learning activities included community use of local wisdom, and household learnt philosophy of sufficiency economy in daily living. Preservation of environment and sustainable natural resources activities included the use of sustainable raw materials in occupation. The generosity of one another activities included helping each other and solving problems for the poor and disable persons. The community development at in Bankhambong Community, Sa-ard Sub-district, Nampong District, Khon Kaen Province followed all of the above scope and guidelines and is the model for application of sufficiency community philosophy. We recommended method for successful implementation, including the starting from group process with capability of learning to create strong and adequate knowledge to apply sufficiency economy model and cover health care.
NASA SMD Science Education and Public Outreach Forums: A Five-Year Retrospective

NASA Astrophysics Data System (ADS)

Smith, Denise A.; Peticolas, Laura; Schwerin, Theresa; Shipp, Stephanie

2014-06-01

NASA’s Science Mission Directorate (SMD) created four competitively awarded Science Education and Public Outreach Forums (Astrophysics, Heliophysics, Planetary Science, Earth Science) in 2009. The objective is to enhance the overall coherence of SMD education and public outreach (E/PO), leading to more effective, efficient, and sustainable use of SMD science discoveries and learning experiences. We summarize progress and next steps towards achieving this goal with examples drawn from Astrophysics and cross-Forum efforts. Over the past five years, the Forums have enabled leaders of individual SMD mission and grant-funded E/PO programs to work together to place individual science discoveries and learning resources into context for audiences, conveying the big picture of scientific discovery based on audience needs. Forum-organized collaborations and partnerships extend the impact of individual programs to new audiences and provide resources and opportunities for educators to engage their audiences in NASA science. Similarly, Forum resources support scientists and faculty in utilizing SMD E/PO resources. Through Forum activities, mission E/PO teams and grantees have worked together to define common goals and provide unified professional development for educators (NASA’s Multiwavelength Universe); build partnerships with libraries to engage underserved/underrepresented audiences (NASA Science4Girls and Their Families); strengthen use of best practices; provide thematic, audience-based entry points to SMD learning experiences; support scientists in participating in E/PO; and, convey the impact of the SMD E/PO program. The Forums have created a single online digital library (NASA Wavelength, http://nasawavelength.org) that hosts all peer-reviewed SMD-funded education materials and worked with the SMD E/PO community to compile E/PO program metrics (http://nasamissionepometrics.org/). External evaluation shows the Forums are meeting their objectives. Specific examples of Forum-organized resources for use by scientists, faculty, and informal educators are discussed in related presentations (Meinke et al.; Manning et al.).
Individual differences in the benefits of feedback for learning.

PubMed

Kelley, Christopher M; McLaughlin, Anne Collins

2012-02-01

Research on learning from feedback has produced ambiguous guidelines for feedback design--some have advocated minimal feedback, whereas others have recommended more extensive feedback that highly supported performance. The objective of the current study was to investigate how individual differences in cognitive resources may predict feedback requirements and resolve previous conflicted findings. Cognitive resources were controlled for by comparing samples from populations with known differences, older and younger adults.To control for task demands, a simple rule-based learning task was created in which participants learned to identify fake Windows pop-ups. Pop-ups were divided into two categories--those that required fluid ability to identify and those that could be identified using crystallized intelligence. In general, results showed participants given higher feedback learned more. However, when analyzed by type of task demand, younger adults performed comparably with both levels of feedback for both cues whereas older adults benefited from increased feedbackfor fluid ability cues but from decreased feedback for crystallized ability cues. One explanation for the current findings is feedback requirements are connected to the cognitive abilities of the learner-those with higher abilities for the type of demands imposed by the task are likely to benefit from reduced feedback. We suggest the following considerations for feedback design: Incorporate learner characteristics and task demands when designing learning support via feedback.
LCC: Light Curves Classifier

NASA Astrophysics Data System (ADS)

Vo, Martin

2017-08-01

Light Curves Classifier uses data mining and machine learning to obtain and classify desired objects. This task can be accomplished by attributes of light curves or any time series, including shapes, histograms, or variograms, or by other available information about the inspected objects, such as color indices, temperatures, and abundances. After specifying features which describe the objects to be searched, the software trains on a given training sample, and can then be used for unsupervised clustering for visualizing the natural separation of the sample. The package can be also used for automatic tuning parameters of used methods (for example, number of hidden neurons or binning ratio). Trained classifiers can be used for filtering outputs from astronomical databases or data stored locally. The Light Curve Classifier can also be used for simple downloading of light curves and all available information of queried stars. It natively can connect to OgleII, OgleIII, ASAS, CoRoT, Kepler, Catalina and MACHO, and new connectors or descriptors can be implemented. In addition to direct usage of the package and command line UI, the program can be used through a web interface. Users can create jobs for ”training” methods on given objects, querying databases and filtering outputs by trained filters. Preimplemented descriptors, classifier and connectors can be picked by simple clicks and their parameters can be tuned by giving ranges of these values. All combinations are then calculated and the best one is used for creating the filter. Natural separation of the data can be visualized by unsupervised clustering.
Algorithms for Learning Preferences for Sets of Objects

NASA Technical Reports Server (NTRS)

Wagstaff, Kiri L.; desJardins, Marie; Eaton, Eric

2010-01-01

A method is being developed that provides for an artificial-intelligence system to learn a user's preferences for sets of objects and to thereafter automatically select subsets of objects according to those preferences. The method was originally intended to enable automated selection, from among large sets of images acquired by instruments aboard spacecraft, of image subsets considered to be scientifically valuable enough to justify use of limited communication resources for transmission to Earth. The method is also applicable to other sets of objects: examples of sets of objects considered in the development of the method include food menus, radio-station music playlists, and assortments of colored blocks for creating mosaics. The method does not require the user to perform the often-difficult task of quantitatively specifying preferences; instead, the user provides examples of preferred sets of objects. This method goes beyond related prior artificial-intelligence methods for learning which individual items are preferred by the user: this method supports a concept of setbased preferences, which include not only preferences for individual items but also preferences regarding types and degrees of diversity of items in a set. Consideration of diversity in this method involves recognition that members of a set may interact with each other in the sense that when considered together, they may be regarded as being complementary, redundant, or incompatible to various degrees. The effects of such interactions are loosely summarized in the term portfolio effect. The learning method relies on a preference representation language, denoted DD-PREF, to express set-based preferences. In DD-PREF, a preference is represented by a tuple that includes quality (depth) functions to estimate how desired a specific value is, weights for each feature preference, the desired diversity of feature values, and the relative importance of diversity versus depth. The system applies statistical concepts to estimate quantitative measures of the user s preferences from training examples (preferred subsets) specified by the user. Once preferences have been learned, the system uses those preferences to select preferred subsets from new sets. The method was found to be viable when tested in computational experiments on menus, music playlists, and rover images. Contemplated future development efforts include further tests on more diverse sets and development of a sub-method for (a) estimating the parameter that represents the relative importance of diversity versus depth, and (b) incorporating background knowledge about the nature of quality functions, which are special functions that specify depth preferences for features.
Creating learning environments.

PubMed

Ollier, D

1995-01-01

The Healthcare Forum Journal has compiled this compendium to serve as a resource in building learning organizations. Our aim is to help healthcare organizations, policymakers, and others (payers, providers, patients, physicians, and citizens) rethink the system of healthcare delivery by opening up a dialogue--the ideas presented in Sandra Seagal's interview, ¿The Pillars of Learning¿, provide the groundwork for understanding how human dynamics impact learning, and the further resources section offers readers an annotated bibliography on the subject, as well as a listing of organizations that focus on systems thinking and how to create organizations that continually learn.
Energizing the nursing lecture: Application of the Theory of Multiple Intelligence Learning.

PubMed

Amerson, Roxanne

2006-01-01

Nurse educators struggle to find ways to create learning opportunities that are interactive and appeal to the needs of various students. The key to energizing the nursing lecture is to create an environment that encourages students to be active participants. It is essential to use creativity to design cognitive strategies that appeal to students' learning preferences. This article discusses the methods one educator has used to implement the Theory of Multiple Intelligence Learning in the classroom. Specific cognitive strategies that address the learning preferences of each intelligence are discussed.
A Meeting of the Minds: Learning about the Eastern Hemisphere and Creating Citizens of the World

ERIC Educational Resources Information Center

Sheehan, Kevin; Laifer, Larry

2011-01-01

Working at the sixth grade level, the authors write about their effort to interest students in current events and their historical roots. This article outlines a series of learning experiences and assessments that the authors created for sixth grade students at Lockhart School in Massapequa, New York. These learning experiences culminated in a…

Creating Effective Web-Based Learning Environments: Relevant Research and Practice

ERIC Educational Resources Information Center

Wijekumar, Kay

2005-01-01

Web-based learning environments are a great asset only if they are designed well and used as intended. The urgency to create courses in response to the growing demand for online learning has resulted in a hurried push to drop PowerPoint notes into Web-based course management systems (WBCMSs), devise an electronic quiz, put together a few…
Creating a Multimedia Enhanced Problem-Based Learning Environment for Middle School Science: Voices from the Developers

ERIC Educational Resources Information Center

Liu, Min; Horton, Lucas; Lee, Jaejin; Kang, Jina; Rosenblum, Jason; O'Hair, Matthew; Lu, Chu-Wei

2014-01-01

This paper describes the design and development process used to create Alien Rescue, a multimedia-enhanced learning environment that supports problem-based learning (PBL) in middle school science. The goal of the project is to further our understandings of technology, pedagogy, and instructional theories as they relate to the application of PBL…
Assessment Tools for Basic Army Noncommissioned Officer Training

DTIC Science & Technology

2009-05-01

2008). Optimal learning in optimal contexts : The role of self -determination in education. Canadian Psychology, 49, 233–240. Magolda, M.B.B...1999). Creating contexts for learning and self -authorship: constructive- developmental pedagogy. Nashville, TN: Vanderbilt Press. Neisser, U...participation. New York, NY: Cambridge University Press. Magolda, M.B.B. (1999). Creating contexts for learning and self -authorship: constructive
"Cast Your Net Widely": Three Steps to Expanding and Refining Your Problem before Action Learning Application

ERIC Educational Resources Information Center

Reese, Simon R.

2015-01-01

This paper reflects upon a three-step process to expand the problem definition in the early stages of an action learning project. The process created a community-powered problem-solving approach within the action learning context. The simple three steps expanded upon in the paper create independence, dependence, and inter-dependence to aid the…
Mobile Learning in Pre-Kindergarten: Using Student Feedback to Inform Practice

ERIC Educational Resources Information Center

Reeves, Jennifer L.; Gunter, Glenda A.; Lacey, Candace

2017-01-01

There is a trend to use mobile devices in K-12 classrooms and create 1:1 learning experiences. Current research has focused on creating student collaborative efforts and increasing engagement when learning using the iPad, as well as the user-friendly characteristics and the tremendous number of apps available. There continues to be a need for…
We're Born to Learn: Using the Brain's Natural Learning Process to Create Today's Curriculum. Second Edition

ERIC Educational Resources Information Center

Smilkstein, Rita

2011-01-01

This updated edition of the bestselling book on the brain's natural learning process brings new research results and applications in a power-packed teacher tool kit. Rita Smilkstein shows teachers how to create and deliver curricula that help students become the motivated, successful, and natural learners they were born to be. Updated features…
A Framework for Promoting Learning in IS Design and Implementation

ERIC Educational Resources Information Center

Small, Adrian; Sice, Petia; Venus, Tony

2008-01-01

Purpose: The purpose of this paper is to set out an argument for a way to design, implement and manage IS with an emphasis on first, the learning that can be created through undertaking the approach, and second, the learning that may be created through using the IS that was implemented. The paper proposes joining two areas of research namely,…
The Enhancement of Reusability of Course Content and Scenarios in Unified e-Learning Environment for Schools

ERIC Educational Resources Information Center

Limanauskiene, Virginija; Stuikys, Vytautas

2009-01-01

With the expansion of e-learning, the understanding and evaluation of already created e-learning environments is becoming an extremely important issue. One way to dealing with the problem is analysis of case studies, i.e. already created environments, from the reuse perspective. The paper presents a general framework and model to assess UNITE, the…
Linked Learning in Pasadena: Creating a Collaborative Culture for Sustainable District Reform. Linked Learning Case Study Series

ERIC Educational Resources Information Center

Rice, Erik; Rutherford-Quach, Sara

2012-01-01

This is the story of how Pasadena Unified School District (PUSD) is creating sustainable high school reform. PUSD, through a set of district leadership practices, thoughtfully built the capacity of and sense of ownership among essential stakeholders to design, implement, and support a system of Linked Learning pathways. Though firmly anchored by…
Learning-based stochastic object models for use in optimizing imaging systems

NASA Astrophysics Data System (ADS)

Dolly, Steven R.; Anastasio, Mark A.; Yu, Lifeng; Li, Hua

2017-03-01

It is widely known that the optimization of imaging systems based on objective, or task-based, measures of image quality via computer-simulation requires use of a stochastic object model (SOM). However, the development of computationally tractable SOMs that can accurately model the statistical variations in anatomy within a specified ensemble of patients remains a challenging task. Because they are established by use of image data corresponding a single patient, previously reported numerical anatomical models lack of the ability to accurately model inter- patient variations in anatomy. In certain applications, however, databases of high-quality volumetric images are available that can facilitate this task. In this work, a novel and tractable methodology for learning a SOM from a set of volumetric training images is developed. The proposed method is based upon geometric attribute distribution (GAD) models, which characterize the inter-structural centroid variations and the intra-structural shape variations of each individual anatomical structure. The GAD models are scalable and deformable, and constrained by their respective principal attribute variations learned from training data. By use of the GAD models, random organ shapes and positions can be generated and integrated to form an anatomical phantom. The randomness in organ shape and position will reflect the variability of anatomy present in the training data. To demonstrate the methodology, a SOM corresponding to the pelvis of an adult male was computed and a corresponding ensemble of phantoms was created. Additionally, computer-simulated X-ray projection images corresponding to the phantoms were computed, from which tomographic images were reconstructed.
Creation of virtual patients for midwifery education.

PubMed

Urbanová, Eva; Bašková, Martina; Maskálová, Erika; Kvaltínyová, Eva

2018-07-01

The objective of the study was to create several new, original virtual patients (VPs) in the Slovak language, especially for educational purposes in midwifery. Virtual patients have been created for the needs of university midwifery education in Slovakia. The creation of the six virtual patients basically consisted of three fixed stages: preparation, design and development, implementation into the virtual environment. We used the Open Labyrinth (OL) virtual environment, an open-source system for creating VPs. The VPs include six various scenarios of the most common problems seen in midwifery practice: preterm birth, perinatal loss, gestational diabetes, ineffective breastfeeding, postpartum bleeding and sudden home birth. Currently, six original virtual patients are used in university midwifery education in Slovakia. We use them for contact teaching as well as self-study of students. They present the first VPs in Slovakia and the Czech Republic created in academic settings in these countries. The future perspective of a virtual patient as an interactive process between the student and the medium is that it can deepen and improve learning outcomes, solve specific midwifery issues, and reduce mistakes in the clinical environment. Copyright © 2018 Elsevier Ltd. All rights reserved.
Moving Technologies from the Test Tube to Commercial Products

NASA Technical Reports Server (NTRS)

Bryant, Robert G.

2013-01-01

Successful technologies include objects, processes, and procedures that share a common theme; they are being used to generate new products that create economic growth. The foundation is the invention, but the invention is a small part of the overall effort. The pathway to success is understanding the competition, proper planning, record keeping, integrating a supply chain, understanding actual costs, intellectual property (IP), benchmarking, and timing. Additionally, there are obstacles that include financing, what to make, buy, and sell, and the division of labor i.e. recognizing who is best at what task. Over the past two decades, NASA Langley Research Center (LaRC) has developed several commercially available technologies. The approach to commercialization of three of these inventions; Langley Research Center-Soluble Imide (LaRC-SI, Imitec Inc.), the Thin Layer Unimorph Driver (THUNDER, FACE International), and the Macrofiber Composite (MFC, Smart Material Corp.) will be described, as well as some of the lessons learned from the process. What makes these three inventions interesting is that one was created in the laboratory; another was built using the previous invention as part of its process, and the last one was created by packaging commercial-off-the-shelf (COTS) materials thereby creating a new component.
Encourage student learning of hydraulic matters by the use of Arduino platform

NASA Astrophysics Data System (ADS)

Rodriguez Sinobas, Leonor; Granja García, Javier; Sánchez Calvo, Raúl

2014-05-01

Arduino is an open-source electronics prototyping platform based on flexible, easy-to-use hardware and software. It's intended for several purposes to anyone interested in creating interactive objects or environments. The hydraulic matters teach at the Agricultural Engineering School at the Technical University of Madrid deal with practical issues regarding the measurement of variables such as pressure, discharge, temperature and soil water content. Most of the data loggers available in the market for these variables at expensive and not always affordable. On the other hand, current students are eager to manage new technological devices thus, their skills could be oriented not only to the application of an electronic platform as Arduino to build low cost data loggers for different purposes, but to encourage their learning in the hydraulic matters improving their self esteem
The Application of Modeling and Simulation to the Behavioral Deficit of Autism

NASA Technical Reports Server (NTRS)

Anton, John J.

2010-01-01

This abstract describes a research effort to apply technological advances in virtual reality simulation and computer-based games to create behavioral modification programs for individuals with Autism Spectrum Disorder (ASD). The research investigates virtual social skills training within a 3D game environment to diminish the impact of ASD social impairments and to increase learning capacity for optimal intellectual capability. Individuals with autism will encounter prototypical social contexts via computer interface and will interact with 3D avatars with predefined roles within a game-like environment. Incremental learning objectives will combine to form a collaborative social environment. A secondary goal of the effort is to begin the research and development of virtual reality exercises aimed at triggering the release of neurotransmitters to promote critical aspects of synaptic maturation at an early age to change the course of the disease.
Using multimedia and peer assessment to promote collaborative e-learning

NASA Astrophysics Data System (ADS)

Barra, Enrique; Aguirre Herrera, Sandra; Ygnacio Pastor Caño, Jose; Quemada Vives, Juan

2014-04-01

Collaborative e-learning is increasingly appealing as a pedagogical approach that can positively affect student learning. We propose a didactical model that integrates multimedia with collaborative tools and peer assessment to foster collaborative e-learning. In this paper, we explain it and present the results of its application to the "International Seminars on Materials Science" online course. The proposed didactical model consists of five educational activities. In the first three, students review the multimedia resources proposed by the teacher in collaboration with their classmates. Then, in the last two activities, they create their own multimedia resources and assess those created by their classmates. These activities foster communication and collaboration among students and their ability to use and create multimedia resources. Our purpose is to encourage the creativity, motivation, and dynamism of the learning process for both teachers and students.
An Investigation on the Correlation of Learner Styles and Learning Objects Characteristics in a Proposed Learning Objects Management Model (LOMM)

ERIC Educational Resources Information Center

Wanapu, Supachanun; Fung, Chun Che; Kerdprasop, Nittaya; Chamnongsri, Nisachol; Niwattanakul, Suphakit

2016-01-01

The issues of accessibility, management, storage and organization of Learning Objects (LOs) in education systems are a high priority of the Thai Government. Incorporating personalized learning or learning styles in a learning object management system to improve the accessibility of LOs has been addressed continuously in the Thai education system.…
Directionally hiding objects and creating illusions above a carpet-like device by reflection holography

PubMed Central

Cheng, Qiluan; Wu, Kedi; Shi, Yile; Wang, Hui; Wang, Guo Ping

2015-01-01

Realization of a perfect invisibility cloak still challenges the current fabricating technologies. Most experiments, if not all, are hence focused on carpet cloaks because of their relatively low requirements to material properties. Nevertheless, present invisibility carpets are used to hide beneath objects. Here, we report a carpet-like device to directionally conceal objects and further to create illusions above it. The device is fabricated through recording a reflection hologram of objects and is used to produce a time-reversed signal to compensate for the information of the objects and further to create light field of another object so as to realize both functions of hiding the objects and creating illusions, respectively. The carpet-like device can work for macroscopic objects at visible wavelength as the distance between objects and device is at decimeter scale. Our carpet-like device to realizing invisibility and creating illusions may provide a robust way for crucial applications of magic camouflaging and anti-detection etc. PMID:25716451
Directionally hiding objects and creating illusions above a carpet-like device by reflection holography

NASA Astrophysics Data System (ADS)

Cheng, Qiluan; Wu, Kedi; Shi, Yile; Wang, Hui; Wang, Guo Ping

2015-02-01

Realization of a perfect invisibility cloak still challenges the current fabricating technologies. Most experiments, if not all, are hence focused on carpet cloaks because of their relatively low requirements to material properties. Nevertheless, present invisibility carpets are used to hide beneath objects. Here, we report a carpet-like device to directionally conceal objects and further to create illusions above it. The device is fabricated through recording a reflection hologram of objects and is used to produce a time-reversed signal to compensate for the information of the objects and further to create light field of another object so as to realize both functions of hiding the objects and creating illusions, respectively. The carpet-like device can work for macroscopic objects at visible wavelength as the distance between objects and device is at decimeter scale. Our carpet-like device to realizing invisibility and creating illusions may provide a robust way for crucial applications of magic camouflaging and anti-detection etc.
A Review of Criteria for Outdoor Classroom in Selected Tertiary Educational Institutions in Kuala Lumpur

NASA Astrophysics Data System (ADS)

Maheran, Y.; Fadzidah, A.; Nur Fadhilah, R.; Farha, S.

2017-12-01

A proper design outdoor environment in higher institutions contributes to the students’ learning performances and produce better learning outcomes. Campus surrounding has the potential to provide an informal outdoor learning environment, especially when it has the existing physical element, like open spaces and natural features, that may support the learning process. However, scholarly discourses on environmental aspects in tertiary education have minimal environmental inputs to fulfill students’ needs for outdoor exposure. Universities have always emphasized on traditional instructional methods in classroom settings, without concerning the importance of outdoor classroom towards students’ learning needs. Moreover, the inconvenience and discomfort outdoor surrounding in campus environment offers a minimal opportunity for students to study outside the classroom, and students eventually do not favor to utilize the spaces because no learning facility is provided. Hence, the objective of this study is to identify the appropriate criteria of outdoor areas that could be converted to be outdoor classrooms in tertiary institutions. This paper presents a review of scholars’ work in regards to the characteristics of the outdoor classrooms that could be designed as part of contemporary effective learning space, for the development of students’ learning performances. The information gathered from this study will become useful knowledge in promoting effective outdoor classroom and create successful outdoor learning space in landscape campus design. It I hoped that the finding of this study could provide guidelines on how outdoor classrooms should be designed to improve students’ academic achievement.
Learning from Lessons: studying the structure and construction of mathematics teacher knowledge in Australia, China and Germany

NASA Astrophysics Data System (ADS)

Chan, Man Ching Esther; Clarke, David J.; Clarke, Doug M.; Roche, Anne; Cao, Yiming; Peter-Koop, Andrea

2018-03-01

The major premise of this project is that teachers learn from the act of teaching a lesson. Rather than asking "What must a teacher already know in order to practice effectively?", this project asks "What might a teacher learn through their activities in the classroom and how might this learning be optimised?" In this project, controlled conditions are created utilising purposefully designed and trialled lesson plans to investigate the process of teacher knowledge construction, with teacher selective attention proposed as a key mediating variable. In order to investigate teacher learning through classroom practice, the project addresses the following questions: To what classroom objects, actions and events do teachers attend and with what consequence for their learning? Do teachers in different countries attend to different classroom events and consequently derive different learning benefits from teaching a lesson? This international project combines focused case studies with an online survey of mathematics teachers' selective attention and consequent learning in Australia, China and Germany. Data include the teacher's adaptation of a pre-designed lesson, the teacher's actions during the lesson, the teacher's reflective thoughts about the lesson and, most importantly, the consequences for the planning and delivery of a second lesson. The combination of fine-grained, culturally situated case studies and large-scale online survey provides mutually informing benefits from each research approach. The research design, so constituted, offers the means to a new and scalable vision of teacher learning and its promotion.

Chalk It up to Experience: Using Chalkboard Paint to Create Mathematical Manipulatives

ERIC Educational Resources Information Center

Young, Andrea; Bruhns, Kathryn

2016-01-01

In this article, we give two examples of creating portable chalkboards using chalkboard paint for students to use during cooperative learning. This provides a creative method for professors to facilitate active learning in the undergraduate mathematics classroom.
Chalk it up to experience: using chalkboard paint to create mathematical manipulatives

NASA Astrophysics Data System (ADS)

Young, Andrea; Bruhns, Kathryn

2016-08-01

In this article, we give two examples of creating portable chalkboards using chalkboard paint for students to use during cooperative learning. This provides a creative method for professors to facilitate active learning in the undergraduate mathematics classroom.
Development of the self-learning machine for creating models of microprocessor of single-phase earth fault protection devices in networks with isolated neutral voltage above 1000 V

NASA Astrophysics Data System (ADS)

Utegulov, B. B.; Utegulov, A. B.; Meiramova, S.

2018-02-01

The paper proposes the development of a self-learning machine for creating models of microprocessor-based single-phase ground fault protection devices in networks with an isolated neutral voltage higher than 1000 V. Development of a self-learning machine for creating models of microprocessor-based single-phase earth fault protection devices in networks with an isolated neutral voltage higher than 1000 V. allows to effectively implement mathematical models of automatic change of protection settings. Single-phase earth fault protection devices.
The effectiveness of CCDSR learning model to improve skills of creating lesson plan and worksheet science process skill (SPS) for pre-service physics teacher

NASA Astrophysics Data System (ADS)

Limatahu, I.; Sutoyo, S.; Wasis; Prahani, B. K.

2018-03-01

In the previous research, CCDSR (Condition, Construction, Development, Simulation, and Reflection) learning model has been developed to improve science process skills for pre-service physics teacher. This research is aimed to analyze the effectiveness of CCDSR learning model towards the improvement skills of creating lesson plan and worksheet of Science Process Skill (SPS) for pre-service physics teacher in academic year 2016/2017. This research used one group pre-test and post-test design on 12 pre-service physics teacher at Physics Education, University of Khairun. Data collection was conducted through test and observation. Creating lesson plan and worksheet SPS skills of pre-service physics teacher measurement were conducted through Science Process Skill Evaluation Sheet (SPSES). The data analysis technique was done by Wilcoxon t-test and n-gain. The CCDSR learning model consists of 5 phases, including (1) Condition, (2) Construction, (3) Development, (4) Simulation, and (5) Reflection. The results showed that there was a significant increase in creating lesson plan and worksheet SPS skills of pre-service physics teacher at α = 5% and n-gain average of moderate category. Thus, the CCDSR learning model is effective for improving skills of creating lesson plan and worksheet SPS for pre-service physics teacher.
Social learning as a key factor in sustainability transitions: The case of Okayama City

NASA Astrophysics Data System (ADS)

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

2017-12-01

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

PubMed Central

Tshibwabwa, Eli Tumba; Cannon, Jenifer; Rice, James; Kawooya, Michael G; Sanii, Reza; Mallin, Robert

2016-01-01

Objectives: The aim is to provide students in the preclinical with ultrasound image interpretation skills. Research question: Are students in smaller groups with access to a combination of lectures and hands-on patient contact most likely to have better ultrasound image interpretation skills, than students in larger groups with only interactive didactic lectures? Methodology: First-year students at the preclinical Program of the College of Medicine, participated in two 2-h introductory interactive ultrasound sessions. The study comprised two cohorts: 2012/2013 students, who were offered large group teaching (LGT) sessions (control group), and 2013/2014 students, who received the intervention in small group learning problem-based learning (PBL) sessions (experimental group). The overall learning objectives were identical for both groups. The success of the module was evaluated using pre- and post-tests as well as students’ feedback. Results: The students in the experimental group showed significantly higher scores in interpretations of images than those in the control group. The experimental group showed achievement of learning outcomes along with higher levels of satisfaction with the module compared to the latter. Conclusion: Posttest knowledge of the basics of ultrasound improved significantly over the pretest in the experimental group. In addition, students’ overall satisfaction of the ultrasound module was shown to be higher for the PBL compared to the LGT groups. Small groups in an interactive and PBL setting along with opportunities for hands-on practice and simultaneous visualization of findings on a high definition screen should enhance preclinical student learning of the basics of ultrasound. Despite the potential of ultrasound as a clinical, teaching and learning tool for students in the preclinical years, standardized recommendations have yet to be created regarding its integration into the curricula within academic institutions and clinical medicine. The interactive and PBL is here to stay at the college of medicine. Further research would be carried out to see if this trend persists in the upcoming vertical system-based curriculum of the college of medicine. PMID:27833780
Virtual Workshop Environment (VWE): A Taxonomy and Service Oriented Architecture (SOA) Framework for Modularized Virtual Learning Environments (VLE)--Applying the Learning Object Concept to the VLE

ERIC Educational Resources Information Center

Paulsson, Fredrik; Naeve, Ambjorn

2006-01-01

Based on existing Learning Object taxonomies, this article suggests an alternative Learning Object taxonomy, combined with a general Service Oriented Architecture (SOA) framework, aiming to transfer the modularized concept of Learning Objects to modularized Virtual Learning Environments. The taxonomy and SOA-framework exposes a need for a clearer…
Content Documents Management

NASA Technical Reports Server (NTRS)

Muniz, R.; Hochstadt, J.; Boelke J.; Dalton, A.

2011-01-01

The Content Documents are created and managed under the System Software group with. Launch Control System (LCS) project. The System Software product group is lead by NASA Engineering Control and Data Systems branch (NEC3) at Kennedy Space Center. The team is working on creating Operating System Images (OSI) for different platforms (i.e. AIX, Linux, Solaris and Windows). Before the OSI can be created, the team must create a Content Document which provides the information of a workstation or server, with the list of all the software that is to be installed on it and also the set where the hardware belongs. This can be for example in the LDS, the ADS or the FR-l. The objective of this project is to create a User Interface Web application that can manage the information of the Content Documents, with all the correct validations and filters for administrator purposes. For this project we used one of the most excellent tools in agile development applications called Ruby on Rails. This tool helps pragmatic programmers develop Web applications with Rails framework and Ruby programming language. It is very amazing to see how a student can learn about OOP features with the Ruby language, manage the user interface with HTML and CSS, create associations and queries with gems, manage databases and run a server with MYSQL, run shell commands with command prompt and create Web frameworks with Rails. All of this in a real world project and in just fifteen weeks!
A Neurophysiological examination of quality of learning in a feedback-based learning task.

PubMed

Arbel, Yael; Wu, Hao

2016-12-01

The efficiency with which one processes external feedback contributes to the speed and quality of one's learning. Previous findings that the feedback related negativity (FRN) event related potential (ERP) is modulated by learning outcomes suggested that this ERP reflects the extent to which feedback is used by the learner to improve performance. To further test this suggestion, we measured whether the FRN and the fronto-central positivity (FCP) that follows it are modulated by learning slopes, and as a function of individual differences in learning outcomes. Participants were tasked with learning names (non-words) of 42 novel objects in a two-choice feedback-based visual learning task. The items were divided into three sets of 14 items, each presented in five learning blocks and a sixth test block. Individual learning slopes based on performance on the task, as well as FRN and FCP slopes based on positive and negative feedback related activation in each block were created for 53 participants. Our data pointed to an interaction between slopes of the FRN elicited by negative feedback and learning slopes, such that a sharper decrease in the amplitude of the FRN to negative feedback was associated with sharper learning slopes. We further examined the predictive power of the FRN and FCP elicited in the training blocks on the learning outcomes as measured by performance on the test blocks. We found that small FRN to negative feedback, large FRN to positive feedback, and large FCP to negative feedback in the first training block predicted better learning outcomes. These results add to the growing evidence that the processes giving rise to the FRN and FCP are sensitive to individual differences in the extent to which feedback is used for learning. Copyright © 2016 Elsevier Ltd. All rights reserved.
Learning from label proportions in brain-computer interfaces: Online unsupervised learning with guarantees

PubMed Central

Verhoeven, Thibault; Schmid, Konstantin; Müller, Klaus-Robert; Tangermann, Michael; Kindermans, Pieter-Jan

2017-01-01

Objective Using traditional approaches, a brain-computer interface (BCI) requires the collection of calibration data for new subjects prior to online use. Calibration time can be reduced or eliminated e.g., by subject-to-subject transfer of a pre-trained classifier or unsupervised adaptive classification methods which learn from scratch and adapt over time. While such heuristics work well in practice, none of them can provide theoretical guarantees. Our objective is to modify an event-related potential (ERP) paradigm to work in unison with the machine learning decoder, and thus to achieve a reliable unsupervised calibrationless decoding with a guarantee to recover the true class means. Method We introduce learning from label proportions (LLP) to the BCI community as a new unsupervised, and easy-to-implement classification approach for ERP-based BCIs. The LLP estimates the mean target and non-target responses based on known proportions of these two classes in different groups of the data. We present a visual ERP speller to meet the requirements of LLP. For evaluation, we ran simulations on artificially created data sets and conducted an online BCI study with 13 subjects performing a copy-spelling task. Results Theoretical considerations show that LLP is guaranteed to minimize the loss function similar to a corresponding supervised classifier. LLP performed well in simulations and in the online application, where 84.5% of characters were spelled correctly on average without prior calibration. Significance The continuously adapting LLP classifier is the first unsupervised decoder for ERP BCIs guaranteed to find the optimal decoder. This makes it an ideal solution to avoid tedious calibration sessions. Additionally, LLP works on complementary principles compared to existing unsupervised methods, opening the door for their further enhancement when combined with LLP. PMID:28407016
The OpenForest Portal as an Open Learning Ecosystem: Co-Developing in the Study of a Multidisciplinary Phenomenon in a Cultural Context

ERIC Educational Resources Information Center

Liljeström, Anu; Enkenberg, Jorma; Vanninen, Petteri; Vartiainen, Henriikka; Pöllänen, Sinikka

2014-01-01

This paper discusses the OpenForest portal and its related multidisciplinary learning project. The OpenForest portal is an open learning environment and ecosystem, in which students can participate in co-developing and co-creating practices. The aim of the OpenForest ecosystem is to create an extensive interactive network of diverse learning…
Pretend Sign Created during Collective Family Play: A Cultural-Historical Study of a Child's Scientific Learning through Everyday Family Play Practices

ERIC Educational Resources Information Center

Hao, Yijun; Fleer, Marilyn

2016-01-01

Based on a cultural-historical perspective, where play is conceptualized as the creation of an imaginary situation, the study reported in this paper examines how parent-child playful interactions create shared imaginary situations for mediating scientific learning. The main focus of this paper is to reveal sign-mediated learning process through…
WhatsApp Messenger as a Learning Tool: An Investigation of Pre-Service Teachers' Learning without Instructor Presence

ERIC Educational Resources Information Center

Alenazi, Ali A.

2018-01-01

This study investigated the extent to which pre-service teachers can utilize WhatsApp Messenger to create an effective learning platform without instructor interference. Twenty-six male pre-service teachers created a WhatsApp group and interacted through it independently for nine weeks. Each pre-service teacher was required to share a minimum of…
From Lobster Shells to Plastic Objects: A Bioplastics Activity

ERIC Educational Resources Information Center

Hudson, Reuben; Glaisher, Samuel; Bishop, Alexandra; Katz, Jeffrey L.

2015-01-01

A multiple day activity for students to create large-scale plastic objects from the biopolymer chitin (major component of lobster, crab, and shrimp shells) is described. The plastic objects created are durable and made from benign materials, making them suitable for students to take home to play with. Since the student-created plastic objects are…
Remote Sensing, Air Quality, and Public Health

NASA Technical Reports Server (NTRS)

Quattrochi, Dale A.; Rickman, Douglas; Mohammad, Al-Hamdan; Crosson, William; Estes, Maurice, Jr.; Limaye, Ashutosh; Qualters, Judith

2008-01-01

HELIX-Atlanta was developed to support current and future state and local EPHT programs to implement data linking demonstratio'n projects which could be part of the EPHT Network. HELIX-Atlanta is a pilot linking project in Atlanta for CDC to learn about the challenges the states will encounter. NASA/MSFC and the CDC are partners in linking environmental and health data to enhance public health surveillance. The use of NASA technology creates value - added geospatial products from existing environmental data sources to facilitate public health linkages. Proving the feasibility of the approach is the main objective
How NASA Utilizes Dashboards to Help Ensure Mission Success

NASA Technical Reports Server (NTRS)

Blakeley, Chris

2013-01-01

NASA is actively planning to expand human spaceflight and robotic exploration beyond low Earth orbit. To prepare for the challenge of exploring these destinations in space, NASA conducts missions here on Earth in remote locations that have physical similarities to extreme space environments. Program managers for the Advanced Exploration Systems program requested a simple way to track financial information to ensure that each task stayed within their budgetary constraints. Using SAP BusinessObjects Dashboards (Formerly Xcelsius), a dashboard was created to satisfy all of their key requirements. Lessons learned, along with some tips and tricks, will be highlighted during this session.
Creation and Delphi-method refinement of pediatric disaster triage simulations.

PubMed

Cicero, Mark X; Brown, Linda; Overly, Frank; Yarzebski, Jorge; Meckler, Garth; Fuchs, Susan; Tomassoni, Anthony; Aghababian, Richard; Chung, Sarita; Garrett, Andrew; Fagbuyi, Daniel; Adelgais, Kathleen; Goldman, Ran; Parker, James; Auerbach, Marc; Riera, Antonio; Cone, David; Baum, Carl R

2014-01-01

There is a need for rigorously designed pediatric disaster triage (PDT) training simulations for paramedics. First, we sought to design three multiple patient incidents for EMS provider training simulations. Our second objective was to determine the appropriate interventions and triage level for each victim in each of the simulations and develop evaluation instruments for each simulation. The final objective was to ensure that each simulation and evaluation tool was free of bias toward any specific PDT strategy. We created mixed-methods disaster simulation scenarios with pediatric victims: a school shooting, a school bus crash, and a multiple-victim house fire. Standardized patients, high-fidelity manikins, and low-fidelity manikins were used to portray the victims. Each simulation had similar acuity of injuries and 10 victims. Examples include children with special health-care needs, gunshot wounds, and smoke inhalation. Checklist-based evaluation tools and behaviorally anchored global assessments of function were created for each simulation. Eight physicians and paramedics from areas with differing PDT strategies were recruited as Subject Matter Experts (SMEs) for a modified Delphi iterative critique of the simulations and evaluation tools. The modified Delphi was managed with an online survey tool. The SMEs provided an expected triage category for each patient. The target for modified Delphi consensus was ≥85%. Using Likert scales and free text, the SMEs assessed the validity of the simulations, including instances of bias toward a specific PDT strategy, clarity of learning objectives, and the correlation of the evaluation tools to the learning objectives and scenarios. After two rounds of the modified Delphi, consensus for expected triage level was >85% for 28 of 30 victims, with the remaining two achieving >85% consensus after three Delphi iterations. To achieve consensus, we amended 11 instances of bias toward a specific PDT strategy and corrected 10 instances of noncorrelation between evaluations and simulation. The modified Delphi process, used to derive novel PDT simulation and evaluation tools, yielded a high degree of consensus among the SMEs, and eliminated biases toward specific PDT strategies in the evaluations. The simulations and evaluation tools may now be tested for reliability and validity as part of a prehospital PDT curriculum.
Effect of quantum learning model in improving creativity and memory

NASA Astrophysics Data System (ADS)

Sujatmika, S.; Hasanah, D.; Hakim, L. L.

2018-04-01

Quantum learning is a combination of many interactions that exist during learning. This model can be applied by current interesting topic, contextual, repetitive, and give opportunities to students to demonstrate their abilities. The basis of the quantum learning model are left brain theory, right brain theory, triune, visual, auditorial, kinesthetic, game, symbol, holistic, and experiential learning theory. Creativity plays an important role to be success in the working world. Creativity shows alternatives way to problem-solving or creates something. Good memory plays a role in the success of learning. Through quantum learning, students will use all of their abilities, interested in learning and create their own ways of memorizing concepts of the material being studied. From this idea, researchers assume that quantum learning models can improve creativity and memory of the students.
Understanding Learner Acceptance of Learning Objects: The Roles of Learning Object Characteristics and Individual Differences

ERIC Educational Resources Information Center

Lau, Siong-Hoe; Woods, Peter C.

2009-01-01

Many organisations and institutions have integrated learning objects into their e-learning systems to make the instructional resources more efficient. Like any other information systems, this trend has made user acceptance of learning objects an increasingly critical issue as a high level of learner satisfaction and acceptance reflects that the…
Learned filters for object detection in multi-object visual tracking

NASA Astrophysics Data System (ADS)

Stamatescu, Victor; Wong, Sebastien; McDonnell, Mark D.; Kearney, David

2016-05-01

We investigate the application of learned convolutional filters in multi-object visual tracking. The filters were learned in both a supervised and unsupervised manner from image data using artificial neural networks. This work follows recent results in the field of machine learning that demonstrate the use learned filters for enhanced object detection and classification. Here we employ a track-before-detect approach to multi-object tracking, where tracking guides the detection process. The object detection provides a probabilistic input image calculated by selecting from features obtained using banks of generative or discriminative learned filters. We present a systematic evaluation of these convolutional filters using a real-world data set that examines their performance as generic object detectors.

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