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

NASA Astrophysics Data System (ADS)

Hidayati, H.; Ramli, R.

2018-04-01

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

Web-Based Learning: Cognitive Styles and Instructional Strategies

ERIC Educational Resources Information Center

Alomyan, Hesham Raji

2016-01-01

This paper reports a study, which investigated whether different instructional strategies might interact with individual's cognitive style in learning. A web-based learning package was designed employing three strategies, Interactive Concept Maps, Illustration with Embedded Text and Text-Only. Group Embedded Figure Test was administered to 178…

Topographical memory for newly-learned maps is differentially affected by route-based versus landmark-based learning: a functional MRI study.

PubMed

Beatty, Erin L; Muller-Gass, Alexandra; Wojtarowicz, Dorothy; Jobidon, Marie-Eve; Smith, Ingrid; Lam, Quan; Vartanian, Oshin

2018-04-11

Humans rely on topographical memory to encode information about spatial aspects of environments. However, even though people adopt different strategies when learning new maps, little is known about the impact of those strategies on topographical memory, and their neural correlates. To examine that issue, we presented participants with 40 unfamiliar maps, each of which displayed one major route and three landmarks. Half were instructed to memorize the maps by focusing on the route, whereas the other half memorized the maps by focusing on the landmarks. One day later, the participants were tested on their ability to distinguish previously studied 'old' maps from completely unfamiliar 'new' maps under conditions of high and low working memory load in the functional MRI scanner. Viewing old versus new maps was associated with relatively greater activation in a distributed set of regions including bilateral inferior temporal gyrus - an important region for recognizing visual objects. Critically, whereas the performance of participants who had followed a route-based strategy dropped to chance level under high working memory load, participants who had followed a landmark-based strategy performed at above chance levels under both high and low working memory load - reflected by relatively greater activation in the left inferior parietal lobule (i.e. rostral part of the supramarginal gyrus known as area PFt). Our findings suggest that landmark-based learning may buffer against the effects of working memory load during recognition, and that this effect is represented by the greater involvement of a brain region implicated in both topographical and working memory.

Concept Maps: Practice Applications in Adult Education and Human Resource Development

ERIC Educational Resources Information Center

Daley, Barbara J.

2010-01-01

Concept maps can be used as both a cognitive and constructivist learning strategy in teaching and learning in adult education and human resource development. The maps can be used to understand course readings, analyze case studies, develop reflective thinking and enhance research skills. The creation of concept maps can also be supported by the…

The Effectiveness of Concept Mapping and Retrieval Practice as Learning Strategies in an Undergraduate Physiology Course

ERIC Educational Resources Information Center

Burdo, Joseph; O'Dwyer, Laura

2015-01-01

Concept mapping and retrieval practice are both educational methods that have separately been reported to provide significant benefits for learning in diverse settings. Concept mapping involves diagramming a hierarchical representation of relationships between distinct pieces of information, whereas retrieval practice involves retrieving…

Professional development strategies for teaching urban biology teachers to use concept maps effectively

NASA Astrophysics Data System (ADS)

McGregor Petgrave, Dahlia M.

Many teachers are not adequately prepared to help urban students who have trouble understanding conceptual ideas in biology because these students have little connection to the natural world. This study explored potential professional development strategies to help urban biology teachers use concept maps effectively with various topics in the biology curriculum. A grounded theory approach was used to develop a substantive professional development model for urban biology teachers. Qualitative data were collected through 16 semi-structured interviews of professional developers experienced in working with concept maps in the urban context. An anonymous online survey was used to collect quantitative data from 56 professional developers and teachers to support the qualitative data. The participants were from New York City, recruited through the NY Biology-Chemistry Professional Development Mentor Network and the NY Biology Teachers' Association. According to the participants, map construction, classroom applications, lesson planning, action research, follow-up workshops, and the creation of learning communities are the most effective professional development strategies. The interviewees also proposed English language learning strategies such as picture maps, native word maps, and content reading materials with underlined words. This study contributes to social change by providing a professional development model to use in planning workshops for urban teachers. Urban teachers improve their own conceptual understanding of biology while learning how to implement concept mapping strategies in the classroom. Students whose teachers are better prepared to teach biology in a conceptual manner have the potential of growing into more scientifically literate citizens.

An efficient cardiac mapping strategy for radiofrequency catheter ablation with active learning.

PubMed

Feng, Yingjing; Guo, Ziyan; Dong, Ziyang; Zhou, Xiao-Yun; Kwok, Ka-Wai; Ernst, Sabine; Lee, Su-Lin

2017-07-01

A major challenge in radiofrequency catheter ablation procedures is the voltage and activation mapping of the endocardium, given a limited mapping time. By learning from expert interventional electrophysiologists (operators), while also making use of an active-learning framework, guidance on performing cardiac voltage mapping can be provided to novice operators or even directly to catheter robots. A learning from demonstration (LfD) framework, based upon previous cardiac mapping procedures performed by an expert operator, in conjunction with Gaussian process (GP) model-based active learning, was developed to efficiently perform voltage mapping over right ventricles (RV). The GP model was used to output the next best mapping point, while getting updated towards the underlying voltage data pattern as more mapping points are taken. A regularized particle filter was used to keep track of the kernel hyperparameter used by GP. The travel cost of the catheter tip was incorporated to produce time-efficient mapping sequences. The proposed strategy was validated on a simulated 2D grid mapping task, with leave-one-out experiments on 25 retrospective datasets, in an RV phantom using the Stereotaxis Niobe ® remote magnetic navigation system, and on a tele-operated catheter robot. In comparison with an existing geometry-based method, regression error was reduced and was minimized at a faster rate over retrospective procedure data. A new method of catheter mapping guidance has been proposed based on LfD and active learning. The proposed method provides real-time guidance for the procedure, as well as a live evaluation of mapping sufficiency.

Sleep-mediated memory consolidation depends on the level of integration at encoding.

PubMed

Himmer, Lea; Müller, Elias; Gais, Steffen; Schönauer, Monika

2017-01-01

There is robust evidence that sleep facilitates declarative memory consolidation. Integration of newly acquired memories into existing neocortical knowledge networks has been proposed to underlie this effect. Here, we test whether sleep affects memory retention for word-picture associations differently when it was learned explicitly or using a fast mapping strategy. Fast mapping is an incidental form of learning that references new information to existing knowledge and possibly allows neocortical integration already during encoding. If the integration of information into neocortical networks is a main function of sleep-dependent memory consolidation, material learned via fast mapping should therefore benefit less from sleep. Supporting this idea, we find that sleep has a protective effect on explicitly learned associations. In contrast, memory for associations learned by fast mapping does not benefit from sleep and remains stable regardless of whether sleep or wakefulness follows learning. Our results thus indicate that the need for sleep-mediated consolidation depends on the strategy used for learning and might thus be related to the level of integration of newly acquired memory achieved during encoding. Copyright © 2016 Elsevier Inc. All rights reserved.

Comparative Effects of Concept Mapping and Cooperative Learning Strategies on Senior Secondary School Students' Achievement in Mathematics-Trigonometry in Kano State, Nigeria

ERIC Educational Resources Information Center

Bot, Thomas D.; Eze, John E.

2016-01-01

This article presents the findings from an experimental study on the effectiveness of concept mapping and cooperative learning strategies on SSII students' achievement in trigonometry in mathematics. The research design used in conducting the study was quasi-experimental pre-test and post-test non-equivalent control group. The sample consisted of…

Model for Improvement of Learning Using Topographic Mapping.

ERIC Educational Resources Information Center

Andrews, David B.

The paper develops a method for learning improvement which incorporates the learner in the development of the learning/instructional strategy. To this end, a rate limiting model using topographical brain mapping as an educational intervention is presented. It is suggested that such intervention programs focus on those factors which are…

Physical Webbing: Collaborative Kinesthetic Three-Dimensional Mind Maps[R

ERIC Educational Resources Information Center

Williams, Marian H.

2012-01-01

Mind Mapping has predominantly been used by individuals or collaboratively in groups as a paper-based or computer-generated learning strategy. In an effort to make Mind Mapping kinesthetic, collaborative, and three-dimensional, an innovative pedagogical strategy, termed Physical Webbing, was devised. In the Physical Web activity, groups…

Improving Students' Science Text Comprehension through Metacognitive Self-Regulation When Applying Learning Strategies

ERIC Educational Resources Information Center

Leopold, Claudia; Leutner, Detlev

2015-01-01

In three experiments, students were trained to use strategies for learning from scientific texts: text highlighting (Experiment 1), knowledge mapping (Experiment 2), and visualizing (Experiment 3). Each experiment compared a control condition, cognitive strategy training, and a combined cognitive strategy plus metacognitive self-regulation…

Learning Strategies: Secondary LD Students in the Mainstream.

ERIC Educational Resources Information Center

D'Antoni, Alice; And Others

The paper presents four learning strategy techniques--the SQ3R method of study, the Multipass Strategy, the Advanced Study Guide Technique, and Cognitive Mapping--for use with secondary level learning disabled students. The SQ3R method involves the five steps of survey, question, read, recite, and review. An adaption of the SQ3R method, the…

Mediated Learning Experience and Concept Maps: A Pedagogical Tool for Achieving Meaningful Learning in Medical Physiology Students

ERIC Educational Resources Information Center

Gonzalez, Hilda Leonor; Palencia, Alberto Pardo; Umana, Luis Alfredo; Galindo, Leonor; Villafrade M., Luz Adriana

2008-01-01

Even though comprehension of human physiology is crucial in the clinical setting, students frequently learn part of this subject using rote memory and then are unable to transfer knowledge to other contexts or to solve clinical problems. This study evaluated the impact of articulating the concept map strategy with the mediated learning experience…

The Strategic Design Inquiry: A Formal Methodology For Approaching, Designing, Integrating, And Articulating National Strategy

DTIC Science & Technology

2014-04-01

15 Figure 4: Example cognitive map ... map , aligning planning efforts throughout the government. Even after strategy implementation, SDI calls for continuing, iterative learning and...the design before total commitment to it. Capturing this analysis on a cognitive map allows strategists to articulate a design to government

Instructional Curriculum Mapping.

ERIC Educational Resources Information Center

Wager, Walter

Instructional Curriculum Mapping (ICM) is a set of guidelines for diagramming the interrelationships among objectives from different domains of learning. Five major learning domains are identified: (1) intellectual skills; (2) cognitive strategies; (3) verbal information; (4) motor skills; and (5) attitudes. This paper examines the functional…

Comparative Effects of Computer-Based Concept Maps, Refutational Texts, and Expository Texts on Science Learning

ERIC Educational Resources Information Center

Adesope, Olusola O.; Cavagnetto, Andy; Hunsu, Nathaniel J.; Anguiano, Carlos; Lloyd, Joshua

2017-01-01

This study used a between-subjects experimental design to examine the effects of three different computer-based instructional strategies (concept map, refutation text, and expository scientific text) on science learning. Concept maps are node-link diagrams that show concepts as nodes and relationships among the concepts as labeled links.…

Male Learners' Vocabulary Achievement through Concept Mapping and Mind Mapping: Differences and Similarities

ERIC Educational Resources Information Center

Tarkashvand, Zahra

2015-01-01

While learning English plays an essential role in today's life, vocabulary achievement is helpful to overcome the difficulties of commanding the language. Drawing on data from three months experimental work, this article explores how two mapping strategies affect the learning vocabularies in EFL male learners. While females were studied before,…

Mobile English Vocabulary Learning Based on Concept-Mapping Strategy

ERIC Educational Resources Information Center

Liu, Pei-Lin

2016-01-01

Numerous researchers in education recognize that vocabulary is essential in foreign language learning. However, students often encounter vocabulary that is difficult to remember. Providing effective vocabulary learning strategies is therefore more valuable than teaching students a large amount of vocabulary. The purpose of this study was to…

Concept mapping to promote meaningful learning, help relate theory to practice and improve learning self-efficacy in Asian mental health nursing students: A mixed-methods pilot study.

PubMed

Bressington, Daniel T; Wong, Wai-Kit; Lam, Kar Kei Claire; Chien, Wai Tong

2018-01-01

Student nurses are provided with a great deal of knowledge within university, but they can find it difficult to relate theory to nursing practice. This study aimed to test the appropriateness and feasibility of assessing Novak's concept mapping as an educational strategy to strengthen the theory-practice link, encourage meaningful learning and enhance learning self-efficacy in nursing students. This pilot study utilised a mixed-methods quasi-experimental design. The study was conducted in a University school of Nursing in Hong Kong. A total of 40 third-year pre-registration Asian mental health nursing students completed the study; 12 in the concept mapping (CM) group and 28 in the usual teaching methods (UTM) group. The impact of concept mapping was evaluated thorough analysis of quantitative changes in students' learning self-efficacy, analysis of the structure and contents of the concept maps (CM group), a quantitative measure of students' opinions about their reflective learning activities and content analysis of qualitative data from reflective written accounts (CM group). There were no significant differences in self-reported learning self-efficacy between the two groups (p=0.38). The concept mapping helped students identify their current level of understanding, but the increased awareness may cause an initial drop in learning self-efficacy. The results highlight that most CM students were able to demonstrate meaningful learning and perceived that concept mapping was a useful reflective learning strategy to help them to link theory and practice. The results provide preliminary evidence that the concept mapping approach can be useful to help mental health nursing students visualise their learning progress and encourage the integration of theoretical knowledge with clinical knowledge. Combining concept mapping data with quantitative measures and qualitative reflective journal data appears to be a useful way of assessing and understanding the effectiveness of concept mapping. Future studies should utilise a larger sample size and consider using the approach as a targeted intervention immediately before and during clinical learning placements. Copyright © 2017 Elsevier Ltd. All rights reserved.

Meeting the Demands of Professional Education: A Study of Mind Mapping in a Professional Doctoral Physical Therapy Education Program

ERIC Educational Resources Information Center

Pollard, Elicia L.

2010-01-01

The purposes of this study are to investigate whether the quiz scores of physical therapy students who integrated mind mapping in their learning strategies are significantly different than the quiz scores of students who did not use mind mapping to learn in a lecture-based research course and examine the students' perceptions of mind mapping as a…

The Effects of Concept Mapping and Academic Self-Efficacy on Mastery Goals and Reading Comprehension Achievement

ERIC Educational Resources Information Center

Wilson, Andrew; Kim, Wonsun

2016-01-01

The purpose of the study is to investigate the effects of concept mapping on mastery goal orientation and academic self-efficacy in a collaborative learning environment. The current study employed a randomized controlled pretest-posttest group design to examine if learning strategies such as concept mapping can help students with both reading…

[Exploratory study of clinical reasoning in nursing students with concept mapping].

PubMed

Paucard-Dupont, Sylvie; Marchand, Claire

2014-06-01

The training reference leading to the state nursing diploma places the learning of clinical reasoning at the center of the training. We have been wondering about the possibilities of making visible the student nurse's mental processes when they provide nursing care in order to identify their strategies and reasoning difficulties. It turns out that concept mapping is a research tool capable of showing these two aspects. The aim of this study is to verify a concept mapping made during an interview and built from the speech of a nursing student when analyzing a simulated clinical situation, is able to make visible its strategies clinical reasoning and reasoning difficulties. In a second phase of it, is to explore how the concept map once elaborated allows students to identify their own intellectual reasoning. 12 nursing second year students have participated in the study. Concept maps were constructed by the trainer/researcher as the students analyzed aloud a simulated clinical situation written. Concept maps were analyzed from a reference grid. Interviews were conducted following the elaboration of concept maps and student's comments were analyzed. Students reasoning strategies were either mixed inductive dominant (5/12) or hypothetical-deductive dominant (5/12). Reasoning difficulties identified are related to the lack of identification of important information, the lack of analysis of data, lack of connection or the existence of faulty links. Analysis of the comments highlights that concept mapping contributed to the development of metacognitive skills. The concept mapping has shown benefits in contributing to a diagnostic assessment of clinical reasoning learning. It is an additional resource tool to facilitate the development of metacognitive skills for students. This tool can be useful to implement support learning strategies in clinical reasoning.

Effects of Interactive Vocabulary Instruction on the Vocabulary Learning and Reading Comprehension of Junior-High Learning Disabled Students.

ERIC Educational Resources Information Center

Bos, Candace S.; Anders, Patricia L.

1990-01-01

The study, involving 61 learning-disabled junior high students, compared the short-term and long-term effectiveness of definition instruction with interactive vocabulary strategies (semantic mapping, semantic feature analysis, and semantic/syntactic feature analysis). Students participating in the interactive strategies demonstrated greater…

Education and learning: what's on the horizon?

PubMed

Pilcher, Jobeth

2014-01-01

Numerous organizations have called for significant changes in education for health care professionals. The call has included the need to incorporate evidence-based as well as innovative strategies. Previous articles in this column have focused primarily on evidence-based teaching strategies, including concept mapping, brain-based learning strategies, methods of competency assessment, and so forth. This article shifts the focus to new ways of thinking about knowledge and education. The article will also introduce evolving, innovative, less commonly used learning strategies and provide a peek into the future of learning.

Three Reading Comprehension Strategies: TELLS, Story Mapping, and QARs.

ERIC Educational Resources Information Center

Sorrell, Adrian L.

1990-01-01

Three reading comprehension strategies are presented to assist learning-disabled students: an advance organizer technique called "TELLS Fact or Fiction" used before reading a passage, a schema-based technique called "Story Mapping" used while reading, and a postreading method of categorizing questions called…

Implementing Concept-Based Learning in a Large Undergraduate Classroom

ERIC Educational Resources Information Center

Morse, David; Jutras, France

2008-01-01

An experiment explicitly introducing learning strategies to a large, first-year undergraduate cell biology course was undertaken to see whether awareness and use of strategies had a measurable impact on student performance. The construction of concept maps was selected as the strategy to be introduced because of an inherent coherence with a course…

Concept Mapping as a Reading Strategy: Does It Scaffold Comprehension and Recall?

ERIC Educational Resources Information Center

Tajeddin, Zia; Tabatabaei, Soudabeh

2016-01-01

Concept maps reflect the linkage of concepts or facts within a text. This study was set out to investigate whether concept mapping as a learning strategy would have any scaffolding effect on the reading comprehension and recall of propositions by L2 learners. Out of 60 high school students, 30 in the experimental group were exposed to concept…

Using an improved virtual learning environment for engineering students

NASA Astrophysics Data System (ADS)

Lourdes Martínez Cartas, Ma

2012-06-01

In recent years, e-learning has been used in a chemical engineering subject in the final course of a mining engineering degree, a subject concerned with fuel technology. The low results obtained by students in this subject have led the teacher to search for new strategies to increase grades. Such strategies have consisted of incorporating into the existing virtual environment a dynamics of work with conceptual maps and a consideration of the different learning styles in the classroom. In an attempt to adapt teaching to the individual methods of learning for each student, various activities aimed at strengthening different learning styles have been proposed and concept maps have been used to create meaningful learning experiences. In addition, different modalities of assessment have been proposed, which can be selected by each student according to his or her particular method of learning to avoid penalising one style preference in contrast to another. This combination of e-learning, use of concept maps and catering for different learning styles has involved the implementation of the improved virtual learning environment. This has led to an increase in participation in the subject and has improved student assessment results.

The Effect of Concept Maps on Undergraduate Nursing Students' Critical Thinking.

PubMed

Garwood, Janet K; Ahmed, Azza H; McComb, Sara A

The aim of the study was to evaluate the effect of using concept maps as a teaching and learning strategy on students' critical thinking abilities and examine students' perceptions toward concept maps utilizing the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Researchers have found that almost two thirds of nurse graduates do not have adequate critical thinking skills for a beginner nurse. Critical thinking skills are required for safe practice and mandated by accrediting organizations. Nursing educators should consider teaching and learning strategies that promote the development of critical thinking skills. A literature review was conducted using "concept maps, nursing education, and critical thinking" as the combined search terms. Inclusion criteria were studies that measured the effects of concept mapping on critical thinking in nursing students. Seventeen articles were identified. Concept maps may be useful tools to promote critical thinking in nursing education and for applying theory to practice.

Differences in Information Mapping Strategies in Left and Right Brain Learners.

ERIC Educational Resources Information Center

Hauck, LaVerne S., Jr.

The Information Mapping technique was used to present a learning packet, and its usefulness in helping right-brain cerebrally dominant students to achieve the same level of subject mastery as their left-brain counterparts was examined. Reading level, grade point average, and gender were also analyzed. Torrance's "Your Style of Learning and…

Comparison of sampling strategies for object-based classification of urban vegetation from Very High Resolution satellite images

NASA Astrophysics Data System (ADS)

Rougier, Simon; Puissant, Anne; Stumpf, André; Lachiche, Nicolas

2016-09-01

Vegetation monitoring is becoming a major issue in the urban environment due to the services they procure and necessitates an accurate and up to date mapping. Very High Resolution satellite images enable a detailed mapping of the urban tree and herbaceous vegetation. Several supervised classifications with statistical learning techniques have provided good results for the detection of urban vegetation but necessitate a large amount of training data. In this context, this study proposes to investigate the performances of different sampling strategies in order to reduce the number of examples needed. Two windows based active learning algorithms from state-of-art are compared to a classical stratified random sampling and a third combining active learning and stratified strategies is proposed. The efficiency of these strategies is evaluated on two medium size French cities, Strasbourg and Rennes, associated to different datasets. Results demonstrate that classical stratified random sampling can in some cases be just as effective as active learning methods and that it should be used more frequently to evaluate new active learning methods. Moreover, the active learning strategies proposed in this work enables to reduce the computational runtime by selecting multiple windows at each iteration without increasing the number of windows needed.

Musical learning in children and adults with Williams syndrome.

PubMed

Lense, M; Dykens, E

2013-09-01

There is recent interest in using music making as an empirically supported intervention for various neurodevelopmental disorders due to music's engagement of perceptual-motor mapping processes. However, little is known about music learning in populations with developmental disabilities. Williams syndrome (WS) is a neurodevelopmental genetic disorder whose characteristic auditory strengths and visual-spatial weaknesses map onto the processes used to learn to play a musical instrument. We identified correlates of novel musical instrument learning in WS by teaching 46 children and adults (7-49 years) with WS to play the Appalachian dulcimer. Obtained dulcimer skill was associated with prior musical abilities (r = 0.634, P < 0.001) and visual-motor integration abilities (r = 0.487, P = 0.001), but not age, gender, IQ, handedness, auditory sensitivities or musical interest/emotionality. Use of auditory learning strategies, but not visual or instructional strategies, predicted greater dulcimer skill beyond individual musical and visual-motor integration abilities (β = 0.285, sr(2) = 0.06, P = 0.019). These findings map onto behavioural and emerging neural evidence for greater auditory-motor mapping processes in WS. Results suggest that explicit awareness of task-specific learning approaches is important when learning a new skill. Implications for using music with populations with syndrome-specific strengths and weakness will be discussed. © 2012 The Authors. Journal of Intellectual Disability Research © 2012 John Wiley & Sons Ltd, MENCAP & IASSID.

Story Mapping and Its Effects on the Writing Fluency and Word Diversity of Students with Learning Disabilities

ERIC Educational Resources Information Center

Li, Daqi

2007-01-01

Students with learning disabilities (LD) often experience difficulties in writing fluently and using a diversity of words. To help these students, specific and effective writing strategies must be incorporated into instruction and demonstrated to them through modeling. This study examined the effectiveness of using a story map and story map…

[A Study on the Cognitive Learning Effectiveness of Scenario-Based Concept Mapping in a Neurological Nursing Course].

PubMed

Pan, Hui-Ching; Hsieh, Suh-Ing; Hsu, Li-Ling

2015-12-01

The multiple levels of knowledge related to the neurological system deter many students from pursuing studies on this topic. Thus, in facing complicated and uncertain medical circumstances, nursing students have diffi-culty adjusting and using basic neurological-nursing knowledge and skills. Scenario-based concept-mapping teaching has been shown to promote the integration of complicated data, clarify related concepts, and increase the effectiveness of cognitive learning. To investigate the effect on the neurological-nursing cognition and learning attitude of nursing students of a scenario-based concept-mapping strategy that was integrated into the neurological nursing unit of a medical and surgical nursing course. This quasi-experimental study used experimental and control groups and a pre-test / post-test design. Sopho-more (2nd year) students in a four-year program at a university of science and technology in Taiwan were convenience sampled using cluster randomization that was run under SPSS 17.0. Concept-mapping lessons were used as the intervention for the experimental group. The control group followed traditional lesson plans only. The cognitive learning outcome was measured using the neurological nursing-learning examination. Both concept-mapping and traditional lessons significantly improved post-test neurological nursing learning scores (p < .001), with no significant difference between the two groups (p = .51). The post-test feedback from the control group mentioned that too much content was taught and that difficulties were experienced in understanding mechanisms and in absorbing knowledge. In contrast, the experimental group held a significantly more positive perspective and learning attitude with regard to the teaching material. Furthermore, a significant number in the experimental group expressed the desire to add more lessons on anatomy, physiology, and pathology. These results indicate that this intervention strategy may help change the widespread fear and refusal of nursing students with regard to neurological lessons and may facilitate interest and positively affect learning in this important subject area. Integrating the concept-mapping strategy and traditional clinical-case lessons into neurological nursing lessons holds the potential to increase post-test scores significantly. Concept mapping helped those in the experimental group adopt views and attitudes toward learning the teaching material that were more positive than those held by their control-group peers. In addition, while 59% of the experimental group and 49% of the control group submitted opinions related to learning attitude in the open-ended questions, positive feedback was greater in the experimental group than in the control group.

Learning Efficiency of Two ICT-Based Instructional Strategies in Greek Sheep Farmers

ERIC Educational Resources Information Center

Bellos, Georgios; Mikropoulos, Tassos A.; Deligeorgis, Stylianos; Kominakis, Antonis

2016-01-01

Purpose: The objective of the present study was to compare the learning efficiency of two information and communications technology (ICT)-based instructional strategies (multimedia presentation (MP) and concept mapping) in a sample (n = 187) of Greek sheep farmers operating mainly in Western Greece. Design/methodology/approach: In total, 15…

Acquisition of Inductive Biconditional Reasoning Skills: Training of Simultaneous and Sequential Processing.

ERIC Educational Resources Information Center

Lee, Seong-Soo

1982-01-01

Tenth-grade students (n=144) received training on one of three processing methods: coding-mapping (simultaneous), coding only, or decision tree (sequential). The induced simultaneous processing strategy worked optimally under rule learning, while the sequential strategy was difficult to induce and/or not optimal for rule-learning operations.…

Developing Pre-Service Teachers' Subject Matter Knowledge of Electromagnetism by Integrating Concept Maps and Collaborative Learning

ERIC Educational Resources Information Center

Govender, Nadaraj

2015-01-01

This case study explored the development of two pre-service teachers' subject matter knowledge (SMK) of electromagnetism while integrating the use of concept maps (CM) and collaborative learning (CL) strategies. The study aimed at capturing how these pre-service teachers' SMK in electromagnetism was enhanced after having been taught SMK in a…

Transformational and derivational strategies in analogical problem solving.

PubMed

Schelhorn, Sven-Eric; Griego, Jacqueline; Schmid, Ute

2007-03-01

Analogical problem solving is mostly described as transfer of a source solution to a target problem based on the structural correspondences (mapping) between source and target. Derivational analogy (Carbonell, Machine learning: an artificial intelligence approach Los Altos. Morgan Kaufmann, 1986) proposes an alternative view: a target problem is solved by replaying a remembered problem-solving episode. Thus, the experience with the source problem is used to guide the search for the target solution by applying the same solution technique rather than by transferring the complete solution. We report an empirical study using the path finding problems presented in Novick and Hmelo (J Exp Psychol Learn Mem Cogn 20:1296-1321, 1994) as material. We show that both transformational and derivational analogy are problem-solving strategies realized by human problem solvers. Which strategy is evoked in a given problem-solving context depends on the constraints guiding object-to-object mapping between source and target problem. Specifically, if constraints facilitating mapping are available, subjects are more likely to employ a transformational strategy, otherwise they are more likely to use a derivational strategy.

The Effectiveness of Interactive Computer Assisted Modeling in Teaching Study Strategies and Concept Mapping of College Textbook Material.

ERIC Educational Resources Information Center

Mikulecky, Larry

A study evaluated the effectiveness of a series of print materials and interactive computer-guided study programs designed to lead undergraduate students to apply basic textbook reading and concept mapping strategies to the study of science and social science textbooks. Following field testing with 25 learning skills students, 50 freshman biology…

Curriculum Mapping across the Disciplines: Differences, Approaches, and Strategies

ERIC Educational Resources Information Center

Rawle, Fiona; Bowen, Tracey; Murck, Barbara; Hong, Rosa Junghwa

2017-01-01

Curriculum mapping can be used to document, align, visualize, and assess curricular data, such as learning outcomes, assessment materials, instructional techniques, and student pre- and post-testing scores. A cross-disciplinary Curriculum Mapping Initiative currently underway at the University of Toronto Mississauga aims to: (1) develop guidelines…

The Effect of Mind Mapping on EFL Students' Idea Development in Argumentative Writing across Gender Differences and Learning Styles

ERIC Educational Resources Information Center

Ningrum, Ary Setya Budhi; Latief, Mohammad Adnan; Sulistyo, Gunadi Harry

2016-01-01

The purpose of the study was to determine the impact of mind mapping as a strategy in generating ideas before writing on the EFL students' idea development in argumentative writing as perceived from their gender differences and learning styles. By conducting an experimental investigation at university level in Indonesia, two existing TOEFL classes…

A Sharing Mind Map-Oriented Approach to Enhance Collaborative Mobile Learning with Digital Archiving Systems

ERIC Educational Resources Information Center

Chang, Jui-Hung; Chiu, Po-Sheng; Huang, Yueh-Min

2018-01-01

With the advances in mobile network technology, the use of portable devices and mobile networks for learning is not limited by time and space. Such use, in combination with appropriate learning strategies, can achieve a better effect. Despite the effectiveness of mobile learning, students' learning direction, progress, and achievement may differ.…

Look Ahead: Long-Range Learning Plans

ERIC Educational Resources Information Center

Weinstein, Margery

2010-01-01

Faced with an unsteady economy and fluctuating learning needs, planning a learning strategy designed to last longer than the next six months can be a tall order. But a long-range learning plan can provide a road map for success. In this article, four companies (KPMG LLP, CarMax, DPR Construction, and EMC Corp.) describe their learning plans, and…

Interactions of spatial strategies producing generalization gradient and blocking: A computational approach

PubMed Central

Dollé, Laurent; Chavarriaga, Ricardo

2018-01-01

We present a computational model of spatial navigation comprising different learning mechanisms in mammals, i.e., associative, cognitive mapping and parallel systems. This model is able to reproduce a large number of experimental results in different variants of the Morris water maze task, including standard associative phenomena (spatial generalization gradient and blocking), as well as navigation based on cognitive mapping. Furthermore, we show that competitive and cooperative patterns between different navigation strategies in the model allow to explain previous apparently contradictory results supporting either associative or cognitive mechanisms for spatial learning. The key computational mechanism to reconcile experimental results showing different influences of distal and proximal cues on the behavior, different learning times, and different abilities of individuals to alternatively perform spatial and response strategies, relies in the dynamic coordination of navigation strategies, whose performance is evaluated online with a common currency through a modular approach. We provide a set of concrete experimental predictions to further test the computational model. Overall, this computational work sheds new light on inter-individual differences in navigation learning, and provides a formal and mechanistic approach to test various theories of spatial cognition in mammals. PMID:29630600

Learning and Development.

ERIC Educational Resources Information Center

Woodard, Dudley B., Jr.; Love, Patrick; Komives, Susan R

2000-01-01

An emphasis on learning and development is a student-centered focus. It is essential for student affairs professionals to keep the resources of the institution focused on the student experience. Student affairs personnel need to map the learning and developmental agenda for students and identify the educational strategies needed to help learners…

Integrating cortico-limbic-basal ganglia architectures for learning model-based and model-free navigation strategies

PubMed Central

Khamassi, Mehdi; Humphries, Mark D.

2012-01-01

Behavior in spatial navigation is often organized into map-based (place-driven) vs. map-free (cue-driven) strategies; behavior in operant conditioning research is often organized into goal-directed vs. habitual strategies. Here we attempt to unify the two. We review one powerful theory for distinct forms of learning during instrumental conditioning, namely model-based (maintaining a representation of the world) and model-free (reacting to immediate stimuli) learning algorithms. We extend these lines of argument to propose an alternative taxonomy for spatial navigation, showing how various previously identified strategies can be distinguished as “model-based” or “model-free” depending on the usage of information and not on the type of information (e.g., cue vs. place). We argue that identifying “model-free” learning with dorsolateral striatum and “model-based” learning with dorsomedial striatum could reconcile numerous conflicting results in the spatial navigation literature. From this perspective, we further propose that the ventral striatum plays key roles in the model-building process. We propose that the core of the ventral striatum is positioned to learn the probability of action selection for every transition between states of the world. We further review suggestions that the ventral striatal core and shell are positioned to act as “critics” contributing to the computation of a reward prediction error for model-free and model-based systems, respectively. PMID:23205006

Differential use of learning strategies in first-year higher education: the impact of personality, academic motivation, and teaching strategies.

PubMed

Donche, Vincent; De Maeyer, Sven; Coertjens, Liesje; Van Daal, Tine; Van Petegem, Peter

2013-06-01

Although the evidence in support of the variability of students' learning strategies has expanded in recent years, less is known about the explanatory base of these individual differences in terms of the joint influences of personal and contextual characteristics. Previous studies have often investigated how student learning is associated with either personal or contextual factors. This study takes an integrative research perspective into account and examines the joint effects of personality, academic motivation, and teaching strategies on students' learning strategies in a same educational context in first-year higher education. In this study, 1,126 undergraduate students and 90 lecturers from eight professional bachelor programmes in a university college participated. Self-report measures were used to measure students' personality, academic motivation, and learning strategies. Students' processing and regulation strategies are mapped using the Inventory of Learning Styles. Key characteristics of more content-focused versus learning-focused teaching strategies were measured. Multivariate multi-level analysis was used to take the nested data structure and interrelatedness of learning strategies into account. Different personality traits (openness, conscientiousness, and neuroticism) and academic motivation (amotivation, autonomous, and controlled motivation) were found to be independently associated with student learning strategies. Besides these student characteristics, also teaching strategies were found to be directly associated with learning strategies. The study makes clear that the impact of teaching strategies on learning strategies in first-year higher education cannot be overlooked nor overinterpreted, due to the importance of students' personality and academic motivation which also partly explain why students learn the way they do. © 2013 The British Psychological Society.

Development and Evaluation of a Web Map Mind Tool Environment with the Theory of Spatial Thinking and Project-Based Learning Strategy

ERIC Educational Resources Information Center

Hou, Huei-Tse; Yu, Tsai-Fang; Wu, Yi-Xuan; Sung, Yao-Ting; Chang, Kuo-En

2016-01-01

The theory of spatial thinking is relevant to the learning and teaching of many academic domains. One promising method to facilitate learners' higher-order thinking is to utilize a web map mind tool to assist learners in applying spatial thinking to cooperative problem solving. In this study, an environment is designed based on the theory of…

Which Teaching Strategy Is Better for Enhancing Anti-Phishing Learning Motivation and Achievement? The Concept Maps on Tablet PCs or Worksheets?

ERIC Educational Resources Information Center

Sun, Jerry Chih-Yuan; Lee, Kuan-Hsien

2016-01-01

The purpose of this study is to evaluate the feasibility of the integration of concept maps and tablet PCs in anti-phishing education for enhancing students' learning motivation and achievement. The subjects were 155 students from grades 8 and 9. They were divided into an experimental group (77 students) and a control group (78 students). To begin…

A Preliminary Study on the Use of Mind Mapping as a Visual-Learning Strategy in General Education Science Classes for Arabic Speakers in the United Arab Emirates

ERIC Educational Resources Information Center

Wilson, Kenesha; Copeland-Solas, Eddia; Guthrie-Dixon, Natalie

2016-01-01

Mind mapping was introduced as a culturally relevant pedagogy aimed at enhancing the teaching and learning experience in a general education, Environmental Science class for mostly Emirati English Language Learners (ELL). Anecdotal evidence suggests that the students are very artistic and visual and enjoy group-based activities. It was decided to…

Explorers of the Universe: Metacognitive Tools for Learning Science Concepts

NASA Technical Reports Server (NTRS)

Alvarez, Marino C.

1998-01-01

Much of school learning consists of rote memorization of facts with little emphasis on meaningful interpretations. Knowledge construction is reduced to factual knowledge production with little regard for critical thinking, problem solving, or clarifying misconceptions. An important role of a middle and secondary teacher when teaching science is to aid students' ability to reflect upon what they know about a given topic and make available strategies that will enhance their understanding of text and science experiments. Developing metacognition, the ability to monitor one's own knowledge about a topic of study and to activate appropriate strategies, enhances students' learning when faced with reading, writing and problem solving situations. Two instructional strategies that can involve students in developing metacognitive awareness are hierarchical concept mapping, and Vee diagrams. Concept maps enable students to organize their ideas and reveal visually these ideas to others. A Vee diagram is a structured visual means of relating the methodological aspects of an activity to its underlying conceptual aspect in ways that aid learners in meaningful understanding of scientific investigations.

The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning

NASA Astrophysics Data System (ADS)

Kwon, So Young

Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data were analyzed to explain quantitative findings. One hundred sixty-one students (74 boys and 87 girls) in eight, seventh grade science classes at a middle school in Southeast Texas completed the entire study. Using prior science performance scores to assure equivalence of student achievement across groups, the researcher assigned the teacher's classes to one of the three experimental groups. The independent variable, group, consisted of three levels: 40 students in a control group, 59 students trained to individually generate concept maps on computers, and 62 students trained to collaboratively generate concept maps on computers. The dependent variables were science concept learning as demonstrated by comprehension test scores, and quality of concept maps created by students in experimental groups as demonstrated by rubric scores. Students in the experimental groups received concept mapping training and used their newly acquired concept mapping skills to individually or collaboratively construct computer-based concept maps during study time. The control group, the individually-generated concept mapping group, and the collaboratively-generated concept mapping group had equivalent learning experiences for 50 minutes during five days, excepting that students in a control group worked independently without concept mapping activities, students in the individual group worked individually to construct concept maps, and students in the collaborative group worked collaboratively to construct concept maps during their study time. Both collaboratively and individually generated computer-based concept mapping had a positive effect on seventh grade middle school science concept learning but neither strategy was more effective than the other. However, the students who collaboratively generated concept maps created significantly higher quality concept maps than those who individually generated concept maps. The researcher concluded that the concept mapping software, Inspiration(TM), fostered construction of students' concept maps individually or collaboratively for science learning and helped students capture their evolving creative ideas and organize them for meaningful learning. Students in both the individual and the collaborative concept mapping groups had positive attitudes toward concept mapping using Inspiration(TM) software.

Applying data fusion techniques for benthic habitat mapping and monitoring in a coral reef ecosystem

NASA Astrophysics Data System (ADS)

Zhang, Caiyun

2015-06-01

Accurate mapping and effective monitoring of benthic habitat in the Florida Keys are critical in developing management strategies for this valuable coral reef ecosystem. For this study, a framework was designed for automated benthic habitat mapping by combining multiple data sources (hyperspectral, aerial photography, and bathymetry data) and four contemporary imagery processing techniques (data fusion, Object-based Image Analysis (OBIA), machine learning, and ensemble analysis). In the framework, 1-m digital aerial photograph was first merged with 17-m hyperspectral imagery and 10-m bathymetry data using a pixel/feature-level fusion strategy. The fused dataset was then preclassified by three machine learning algorithms (Random Forest, Support Vector Machines, and k-Nearest Neighbor). Final object-based habitat maps were produced through ensemble analysis of outcomes from three classifiers. The framework was tested for classifying a group-level (3-class) and code-level (9-class) habitats in a portion of the Florida Keys. Informative and accurate habitat maps were achieved with an overall accuracy of 88.5% and 83.5% for the group-level and code-level classifications, respectively.

Exploring teacher's perceptions of concept mapping as a teaching strategy in science: An action research approach

NASA Astrophysics Data System (ADS)

Marks Krpan, Catherine Anne

In order to promote science literacy in the classroom, students need opportunities in which they can personalize their understanding of the concepts they are learning. Current literature supports the use of concept maps in enabling students to make personal connections in their learning of science. Because they involve creating explicit connections between concepts, concept maps can assist students in developing metacognitive strategies and assist educators in identifying misconceptions in students' thinking. The literature also notes that concept maps can improve student achievement and recall. Much of the current literature focuses primarily on concept mapping at the secondary and university levels, with limited focus on the elementary panel. The research rarely considers teachers' thoughts and ideas about the concept mapping process. In order to effectively explore concept mapping from the perspective of elementary teachers, I felt that an action research approach would be appropriate. Action research enabled educators to debate issues about concept mapping and test out ideas in their classrooms. It also afforded the participants opportunities to explore their own thinking, reflect on their personal journeys as educators and play an active role in their professional development. In an effort to explore concept mapping from the perspective of elementary educators, an action research group of 5 educators and myself was established and met regularly from September 1999 until June 2000. All of the educators taught in the Toronto area. These teachers were interested in exploring how concept mapping could be used as a learning tool in their science classrooms. In summary, this study explores the journey of five educators and myself as we engaged in collaborative action research. This study sets out to: (1) Explore how educators believe concept mapping can facilitate teaching and student learning in the science classroom. (2) Explore how educators implement concept mapping in their classrooms. (3) Identify challenges educators experience when they implement concept mapping. (4) Explore factors that impact on facilitating collaborative action research. (5) Provide insight into my growth as an action research facilitator.

Joint fMRI analysis and subject clustering using sparse dictionary learning

NASA Astrophysics Data System (ADS)

Kim, Seung-Jun; Dontaraju, Krishna K.

2017-08-01

Multi-subject fMRI data analysis methods based on sparse dictionary learning are proposed. In addition to identifying the component spatial maps by exploiting the sparsity of the maps, clusters of the subjects are learned by postulating that the fMRI volumes admit a subspace clustering structure. Furthermore, in order to tune the associated hyper-parameters systematically, a cross-validation strategy is developed based on entry-wise sampling of the fMRI dataset. Efficient algorithms for solving the proposed constrained dictionary learning formulations are developed. Numerical tests performed on synthetic fMRI data show promising results and provides insights into the proposed technique.

Improving Learning through Interventions of Student-Generated Questions and Concept Maps

ERIC Educational Resources Information Center

Berry, Jack W.; Chew, Stephen L.

2008-01-01

Using the principles of the scholarship of teaching and learning, we evaluated 2 learning strategies to determine if they could improve student exam performance in general psychology. After the second of 3 exams, we gave students the option of participating in a specific learning activity and assessed its impact using the third exam. In Study 1,…

An Innovative Method of Teaching-Learning Strategy to Enhance the Learner's Educational Process: Paradigm Shift from Conventional Approach to Modern Approach by Neurocognitive Based Concept Mapping

ERIC Educational Resources Information Center

Ramachandran, Sridhar; Pandia Vadivu, P.

2014-01-01

This study examines the effectiveness of Neurocognitive Based Concept Mapping (NBCM) on students' learning in a science course. A total of 32 grade IX of high school Central Board of Secondary Education (CBSE) students were involved in this study by pre-test and post-test measurements. They were divided into two groups: NBCM group as an…

Cognitive Navigation: Toward a Biological Basis for Instructional Design.

ERIC Educational Resources Information Center

Tripp, Steven

2001-01-01

Discusses cognitive navigation, cognitive maps and online learning, and the role of the hippocampus in navigation. Topics include brain research in animal and human studies; types of memory; human navigation, including land navigation and information navigation; instructional strategies; tree maps of curriculum structure; cognitive complexity; and…

The Effect of Contextualized Conversational Feedback in a Complex Open-Ended Learning Environment

ERIC Educational Resources Information Center

Segedy, James R.; Kinnebrew, John S.; Biswas, Gautam

2013-01-01

Betty's Brain is an open-ended learning environment in which students learn about science topics by teaching a virtual agent named Betty through the construction of a visual causal map that represents the relevant science phenomena. The task is complex, and success requires the use of metacognitive strategies that support knowledge acquisition,…

The Embodiment of Cases as Alternative Perspective in a Mathematics Hypermedia Learning Environment

ERIC Educational Resources Information Center

Valentine, Keri D.; Kopcha, Theodore J.

2016-01-01

This paper presents a design framework for cases as alternative perspectives (Jonassen in Learning to solve problems: a handbook for designing problem-solving learning environments, 2011a) in the context of K-12 mathematics. Using the design-based research strategy of conjecture mapping, the design of cases for a hypermedia site is described…

LEARNING STRATEGY REFINEMENT REVERSES EARLY SENSORY CORTICAL MAP EXPANSION BUT NOT BEHAVIOR: SUPPORT FOR A THEORY OF DIRECTED CORTICAL SUBSTRATES OF LEARNING AND MEMORY

PubMed Central

Elias, Gabriel A.; Bieszczad, Kasia M.; Weinberger, Norman M.

2015-01-01

Primary sensory cortical fields develop highly specific associative representational plasticity, notably enlarged area of representation of reinforced signal stimuli within their topographic maps. However, overtraining subjects after they have solved an instrumental task can reduce or eliminate the expansion while the successful behavior remains. As the development of this plasticity depends on the learning strategy used to solve a task, we asked whether the loss of expansion is due to the strategy used during overtraining. Adult male rats were trained in a three-tone auditory discrimination task to bar-press to the CS+ for water reward and refrain from doing so during the CS− tones and silent intertrial intervals; errors were punished by a flashing light and time-out penalty. Groups acquired this task to a criterion within seven training sessions by relying on a strategy that was “bar-press from tone-onset-to-error signal” (“TOTE”). Three groups then received different levels of overtraining: Group ST, none; Group RT, one week; Group OT, three weeks. Post-training mapping of their primary auditory fields (A1) showed that Groups ST and RT had developed significantly expanded representational areas, specifically restricted to the frequency band of the CS+ tone. In contrast, the A1 of Group OT was no different from naïve controls. Analysis of learning strategy revealed this group had shifted strategy to a refinement of TOTE in which they self-terminated bar-presses before making an error (“iTOTE”). Across all animals, the greater the use of iTOTE, the smaller was the representation of the CS+ in A1. Thus, the loss of cortical expansion is attributable to a shift or refinement in strategy. This reversal of expansion was considered in light of a novel theoretical framework (CONCERTO) highlighting four basic principles of brain function that resolve anomalous findings and explaining why even a minor change in strategy would involve concomitant shifts of involved brain sites, including reversal of cortical expansion. PMID:26596700

Learning strategy refinement reverses early sensory cortical map expansion but not behavior: Support for a theory of directed cortical substrates of learning and memory.

PubMed

Elias, Gabriel A; Bieszczad, Kasia M; Weinberger, Norman M

2015-12-01

Primary sensory cortical fields develop highly specific associative representational plasticity, notably enlarged area of representation of reinforced signal stimuli within their topographic maps. However, overtraining subjects after they have solved an instrumental task can reduce or eliminate the expansion while the successful behavior remains. As the development of this plasticity depends on the learning strategy used to solve a task, we asked whether the loss of expansion is due to the strategy used during overtraining. Adult male rats were trained in a three-tone auditory discrimination task to bar-press to the CS+ for water reward and refrain from doing so during the CS- tones and silent intertrial intervals; errors were punished by a flashing light and time-out penalty. Groups acquired this task to a criterion within seven training sessions by relying on a strategy that was "bar-press from tone-onset-to-error signal" ("TOTE"). Three groups then received different levels of overtraining: Group ST, none; Group RT, one week; Group OT, three weeks. Post-training mapping of their primary auditory fields (A1) showed that Groups ST and RT had developed significantly expanded representational areas, specifically restricted to the frequency band of the CS+ tone. In contrast, the A1 of Group OT was no different from naïve controls. Analysis of learning strategy revealed this group had shifted strategy to a refinement of TOTE in which they self-terminated bar-presses before making an error ("iTOTE"). Across all animals, the greater the use of iTOTE, the smaller was the representation of the CS+ in A1. Thus, the loss of cortical expansion is attributable to a shift or refinement in strategy. This reversal of expansion was considered in light of a novel theoretical framework (CONCERTO) highlighting four basic principles of brain function that resolve anomalous findings and explaining why even a minor change in strategy would involve concomitant shifts of involved brain sites, including reversal of cortical expansion. Published by Elsevier Inc.

Having trouble with your strategy? Then map it.

PubMed

Kaplan, R S; Norton, D P

2000-01-01

If you were a military general on the march, you'd want your troops to have plenty of maps--detailed information about the mission they were on, the roads they would travel, the campaigns they would undertake, and the weapons at their disposal. The same holds true in business: a workforce needs clear and detailed information to execute a business strategy successfully. Until now, there haven't been many tools that can communicate both an organization's strategy and the processes and systems needed to implement that strategy. But authors Robert Kaplan and David Norton, cocreators of the balanced scorecard, have adapted that seminal tool to create strategy maps. Strategy maps let an organization describe and illustrate--in clear and general language--its objectives, initiatives, targets markets, performance measures, and the links between all the pieces of its strategy. Employees get a visual representation of how their jobs are tied to the company's overall goals, while managers get a clearer understanding of their strategies and a means to detect and correct any flaws in those plans. Using Mobil North American Marketing and Refining Company as an example, Kaplan and Norton walk through the creation of a strategy map and its four distinct regions--financial, customer, internal process, and learning and growth--which correspond to the four perspectives of the balanced scorecard. The authors show step by step how the Mobil division used the map to transform itself from a centrally controlled manufacturer of commodity products to a decentralized, customer-driven organization.

The Effect of Using Concept Mapping on Student's Attitude and Achievement When Learning the Physics Topic of Circular and Rotational Motion

ERIC Educational Resources Information Center

Luchembe, Dennis; Chinyama, Kaumba; Jumbe, Jack

2014-01-01

The study was conducted to show the effectiveness of concept mapping as a teaching strategy to undergraduate students taking introductory physics course. A number of researchers have investigated the effectiveness of concept mapping on student academic achievement. The main focus of these studies have been on comparing the effectiveness of concept…

Constructing a strategy map for banking institutions with key performance indicators of the balanced scorecard.

PubMed

Wu, Hung-Yi

2012-08-01

This study presents a structural evaluation methodology to link key performance indicators (KPIs) into a strategy map of the balanced scorecard (BSC) for banking institutions. Corresponding with the four BSC perspectives (finance, customer, internal business process, and learning and growth), the most important evaluation indicators of banking performance are synthesized from the relevant literature and screened by a committee of experts. The Decision Making Trial and Evaluation Laboratory (DEMATEL) method, a multiple criteria analysis tool, is then employed to determine the causal relationships between the KPIs, to identify the critical central and influential factors, and to establish a visualized strategy map with logical links to improve banking performance. An empirical application is provided as an example. According to the expert evaluations, the three most essential KPIs for banking performance are customer satisfaction, sales performance, and customer retention rate. The DEMATEL results demonstrate a clear road map to assist management in prioritizing the performance indicators and in focusing attention on the strategy-related activities of the crucial indicators. According to the constructed strategy map, management could better invest limited resources in the areas that need improvement most. Although these strategy maps of the BSC are not universal, the research results show that the presented approach is an objective and feasible way to construct strategy maps more justifiably. The proposed framework can be applicable to institutions in other industries as well. Copyright © 2011 Elsevier Ltd. All rights reserved.

Using Mind Maps to Make Student Questioning Effective: Learning Outcomes of a Principle-Based Scenario for Teacher Guidance

NASA Astrophysics Data System (ADS)

Stokhof, Harry; de Vries, Bregje; Bastiaens, Theo; Martens, Rob

2018-01-01

Student questioning is an important learning strategy, but rare in many classrooms, because teachers have concerns if these questions contribute to attaining curricular objectives. Teachers face the challenge of making student questioning effective for learning the curriculum. To address this challenge, a principle-based scenario for guiding effective student questioning was developed and tested for its relevance and practicality in two previous studies. In the scenario, which consists of a sequence of pedagogical activities, mind maps support teachers and students to explore and elaborate upon a core curriculum, by raising, investigating, and exchanging student questions. In this paper, a follow-up study is presented that tested the effectiveness of the scenario on student outcomes in terms of attainment of curricular objectives. Ten teachers and their 231 students participated in the study. Pre- and posttest mind maps were used to measure individual and collective learning outcomes of student questioning. Findings show that a majority of students progressed in learning the core curriculum and elaborated upon it. The findings suggest that visualizing knowledge construction in a shared mind map supports students to learn a core curriculum and to refine their knowledge structures.

Incorporating Concept Mapping in Project-Based Learning: Lessons from Watershed Investigations

NASA Astrophysics Data System (ADS)

Rye, James; Landenberger, Rick; Warner, Timothy A.

2013-06-01

The concept map tool set forth by Novak and colleagues is underutilized in education. A meta-analysis has encouraged teachers to make extensive use of concept mapping, and researchers have advocated computer-based concept mapping applications that exploit hyperlink technology. Through an NSF sponsored geosciences education grant, middle and secondary science teachers participated in professional development to apply computer-based concept mapping in project-based learning (PBL) units that investigated local watersheds. Participants attended a summer institute, engaged in a summer through spring online learning academy, and presented PBL units at a subsequent fall science teachers' convention. The majority of 17 teachers who attended the summer institute had previously used the concept mapping strategy with students and rated it highly. Of the 12 teachers who continued beyond summer, applications of concept mapping ranged from collaborative planning of PBL projects to building students' vocabulary to students producing maps related to the PBL driving question. Barriers to the adoption and use of concept mapping included technology access at the schools, lack of time for teachers to advance their technology skills, lack of student motivation to choose to learn, and student difficulty with linking terms. In addition to mitigating the aforementioned barriers, projects targeting teachers' use of technology tools may enhance adoption by recruiting teachers as partners from schools as well as a small number that already are proficient in the targeted technology and emphasizing the utility of the concept map as a planning tool.

Metateaching and the Instructional Map. Teaching Techniques/Strategies Series, Volume 1.

ERIC Educational Resources Information Center

Timpson, William M.

This book describes a conceptual framework, the "Instructional Map"--a metaphor for envisioning the interconnectedness of teacher and student, teaching and learning, and content and process--that can help teachers plan, sort their way through course material and instructional options, interact with students, and reflect upon progress made and what…

The Effect of Concept Mapping on Student Understanding and Correlation with Student Learning Styles

NASA Astrophysics Data System (ADS)

Mosley, William G.

This study investigated the use of concept mapping as a pedagogical strategy to promote change in the learning styles of pre-nursing students. Students' individual learning styles revealed two subsets of students; those who demonstrated a learning style that favors abstract conceptualization and those who demonstrated a learning style that favors concrete experience. Students in the experimental groups performed concept mapping activities designed to facilitate an integrative understanding of interactions between various organ systems of the body while the control group received a traditional didactic instruction without performing concept mapping activities. Both qualitative and quantitative data were collected in order to measure differences in student achievement. Analysis of the quantitative data revealed no significant change in the learning styles of students in either the control or experimental groups. Learning style groups were analyzed qualitatively for recurring or emergent themes that students identified as facilitating their learning. An analysis of qualitative data revealed that most students in the pre-nursing program were able to identify concepts within the class based upon visual cues, and a majority of these students exhibited the learning style of abstract conceptualization. As the laboratory experience for the course involves an examination of the anatomical structures of the human body, a visual identification of these structures seemed to be the most logical method to measure students' ability to identify anatomical structures.

Developing scholarly thinking using mind maps in graduate nursing education.

PubMed

Kotcherlakota, Suhasini; Zimmerman, Lani; Berger, Ann M

2013-01-01

Two broad issues that beginning graduate nursing students face are identifying a research focus and learning how to organize complex information. Developing a mind map is 1 strategy to help students clarify their thinking and lay the foundation for in-depth expertise related to their research focus, review of the literature, and conceptual framework. The authors discuss their use of mind mapping combined with feedback using a fishbowl technique.

Motor transfer from map ocular exploration to locomotion during spatial navigation from memory.

PubMed

Demichelis, Alixia; Olivier, Gérard; Berthoz, Alain

2013-02-01

Spatial navigation from memory can rely on two different strategies: a mental simulation of a kinesthetic spatial navigation (egocentric route strategy) or visual-spatial memory using a mental map (allocentric survey strategy). We hypothesized that a previously performed "oculomotor navigation" on a map could be used by the brain to perform a locomotor memory task. Participants were instructed to (1) learn a path on a map through a sequence of vertical and horizontal eyes movements and (2) walk on the slabs of a "magic carpet" to recall this path. The main results showed that the anisotropy of ocular movements (horizontal ones being more efficient than vertical ones) influenced performances of participants when they change direction on the central slab of the magic carpet. These data suggest that, to find their way through locomotor space, subjects mentally repeated their past ocular exploration of the map, and this visuo-motor memory was used as a template for the locomotor performance.

Influence of Three Teaching Strategies on Korean EFL Students' Vocabulary Development

ERIC Educational Resources Information Center

Chin, Cheongsook

2009-01-01

This research examined the effectiveness of three different learning strategies on Korean EFL students' vocabulary comprehension and retention: context, semantic mapping, and word lists. 116 college freshmen were placed into one of the three treatments of vocabulary instruction. Subjects were tested on varying levels of vocabulary knowledge using…

The teaching-learning approach and critical thinking development: a qualitative exploration of Taiwanese nursing students.

PubMed

Lin, Chun-Chih; Han, Chin-Yen; Pan, I-Ju; Chen, Li-Chin

2015-01-01

Health care professionals are challenged by the complexities of the health care environment. This study uses a qualitative approach to explore how teaching strategy affects the development of critical thinking (CT) among Taiwanese baccalaureate-level nursing students. Data collected from 109 students' reflection reports were analyzed using content analysis. Three categories generated by the analysis were the teaching-learning strategy, enhancing CT, and transiting into a different learning style. The teaching-learning strategy consisted of concept mapping, question and answer, and real-life case studies. CT was enhanced alternately by self-directed learning, the realization of the gap between known and unknown, and connecting the gap between theoretical nursing knowledge and clinical practice. The study results emphasize participants' perceptions of becoming a critical thinker, turning into an active learner, and eventually achieving self-confidence. These learning effects invest the wisdom of teaching-learning with a far-reaching significance. Copyright © 2015 Elsevier Inc. All rights reserved.

Mapping Processing Strategies in Learning from Expository Text: An Exploratory Eye Tracking Study Followed by a Cued Recall

ERIC Educational Resources Information Center

Catrysse, Leen; Gijbels, David; Donche, Vincent; De Maeyer, Sven; Van den Bossche, Piet; Gommers, Luci

2016-01-01

This study starts from the observation that current empirical research on students' processing strategies in higher education has mainly focused on the use of self-report instruments to measure students' general preferences towards processing strategies. In contrast, there is a rather limited use of more direct and online observation techniques to…

Self-Regulated Learning Study Strategies and Academic Performance in Undergraduate Organic Chemistry: An Investigation Examining Ethnically Diverse Students

ERIC Educational Resources Information Center

Lopez, Enrique J.; Nandagopal, Kiruthiga; Shavelson, Richard J.; Szu, Evan; Penn, John

2013-01-01

This study sought to identify ethnically diverse students' study strategies in organic chemistry and their relationships to course outcomes. Study diaries, concept maps, and problem sets were used to assess study outcomes. Findings show that students engage in four commonly used reviewing-type strategies, regardless of ethnic group affiliation.…

Use of concept maps to promote electrocardiogram diagnosis learning in undergraduate medical students

PubMed Central

Dong, Ruimin; Yang, Xiaoyan; Xing, Bangrong; Zou, Zihao; Zheng, Zhenda; Xie, Xujing; Zhu, Jieming; Chen, Lin; Zhou, Hanjian

2015-01-01

Concept mapping is an effective method in teaching and learning, however this strategy has not been evaluated among electrocardiogram (ECG) diagnosis learning. This study explored the use of concept maps to assist ECG study, and sought to analyze whether this method could improve undergraduate students’ ECG interpretation skills. There were 126 undergraduate medical students who were randomly selected and assigned to two groups, group A (n = 63) and group B (n = 63). Group A was taught to use concept maps to learn ECG diagnosis, while group B was taught by traditional methods. After the course, all of the students were assessed by having an ECG diagnostic test. Quantitative data which comprised test score and ECG features completion index was compared by using the unpaired Student’s t-test between the two groups. Further, a feedback questionnaire on concept maps used was also completed by group A, comments were evaluated by a five-point Likert scale. The test scores of ECGs interpretation was 7.36 ± 1.23 in Group A and 6.12 ± 1.39 in Group B. A significant advantage (P = 0.018) of concept maps was observed in ECG interpretation accuracy. No difference in the average ECG features completion index was observed between Group A (66.75 ± 15.35%) and Group B (62.93 ± 13.17%). According qualitative analysis, majority of students accepted concept maps as a helpful tool. Difficult to learn at the beginning and time consuming are the two problems in using this method, nevertheless most of the students indicated to continue using it. Concept maps could be a useful pedagogical tool in enhancing undergraduate medical students’ ECG interpretation skills. Furthermore, students indicated a positive attitude to it, and perceived it as a resource for learning. PMID:26221331

Evaluation of Multiple Kernel Learning Algorithms for Crop Mapping Using Satellite Image Time-Series Data

NASA Astrophysics Data System (ADS)

Niazmardi, S.; Safari, A.; Homayouni, S.

2017-09-01

Crop mapping through classification of Satellite Image Time-Series (SITS) data can provide very valuable information for several agricultural applications, such as crop monitoring, yield estimation, and crop inventory. However, the SITS data classification is not straightforward. Because different images of a SITS data have different levels of information regarding the classification problems. Moreover, the SITS data is a four-dimensional data that cannot be classified using the conventional classification algorithms. To address these issues in this paper, we presented a classification strategy based on Multiple Kernel Learning (MKL) algorithms for SITS data classification. In this strategy, initially different kernels are constructed from different images of the SITS data and then they are combined into a composite kernel using the MKL algorithms. The composite kernel, once constructed, can be used for the classification of the data using the kernel-based classification algorithms. We compared the computational time and the classification performances of the proposed classification strategy using different MKL algorithms for the purpose of crop mapping. The considered MKL algorithms are: MKL-Sum, SimpleMKL, LPMKL and Group-Lasso MKL algorithms. The experimental tests of the proposed strategy on two SITS data sets, acquired by SPOT satellite sensors, showed that this strategy was able to provide better performances when compared to the standard classification algorithm. The results also showed that the optimization method of the used MKL algorithms affects both the computational time and classification accuracy of this strategy.

The development of fast-mapping and novel word retention strategies in monolingual and bilingual infants.

PubMed

Kalashnikova, Marina; Escudero, Paola; Kidd, Evan

2018-04-30

The mutual exclusivity (ME) assumption is proposed to facilitate early word learning by guiding infants to map novel words to novel referents. This study assessed the emergence and use of ME to both disambiguate and retain the meanings of novel words across development in 18-month-old monolingual and bilingual children (Experiment 1; N = 58), and in a sub-group of these children again at 24 months of age (Experiment 2: N = 32). Both monolinguals and bilinguals employed ME to select the referent of a novel label to a similar extent at 18 and 24 months. At 18 months, there were also no differences in novel word retention between the two language-background groups. However, at 24 months, only monolinguals showed the ability to retain these label-object mappings. These findings indicate that the development of the ME assumption as a reliable word-learning strategy is shaped by children's individual language exposure and experience with language use. © 2018 John Wiley & Sons Ltd.

Understanding and Changing Older Adults' Perceptions and Learning of Social Media

ERIC Educational Resources Information Center

Xie, Bo; Watkins, Ivan; Golbeck, Jen; Huang, Man

2012-01-01

An exploratory study was conducted to answer the following questions: What are older adults' perceptions of social media? What educational strategies can facilitate their learning of social media? A thematic map was developed to illustrate changing perceptions from the initial unanimous, strong negative to the more positive but cautious, and to…

Cognitive-Operative Model of Intelligent Learning Systems Behavior

ERIC Educational Resources Information Center

Laureano-Cruces, Ana Lilia; Ramirez-Rodriguez, Javier; Mora-Torres, Martha; de Arriaga, Fernando; Escarela-Perez, Rafael

2010-01-01

In this paper behavior during the teaching-learning process is modeled by means of a fuzzy cognitive map. The elements used to model such behavior are part of a generic didactic model, which emphasizes the use of cognitive and operative strategies as part of the student-tutor interaction. Examples of possible initial scenarios for the…

Evaluating meaningful learning using concept mapping in dental hygiene education: a pilot study.

PubMed

Canasi, Dina M; Amyot, Cynthia; Tira, Daniel

2014-02-01

Concept mapping, as a teaching strategy, has been shown to promote critical thinking and problem solving in educational settings. Dental clinicians must distinguish between critical and irrelevant characteristics in the delivery of care, thus necessitating reasoning skills to do so. One of the aims of the American Dental Education Association Commission on Change and Innovation (ADEA-CCI) is to identify deficiencies in curriculum which were meant to improve critical thinking and problem solving skills necessary in clinical practice. The purpose of this study was to compare 2 teaching strategies, traditional lecture and lecture supported by concept mapping exercises within collaborative working groups, to determine if there is a beneficial effect on meaningful learning. For this pilot study, the study population consisted of students from 2 geographically separated associate level dental hygiene programs in the southeastern U.S. A quasi-experimental control group pre- and post-test design was used. The degree of meaningful learning achieved by both programs was assessed by comparing pre- and post-test results. Both programs experienced a significant degree of meaningful learning from pre- to post-test. However, there was no statistically significant difference between the programs on the post-test. These results were in direct contrast to research in other disciplines on concept mapping and its effect on promoting meaningful learning. Further investigation into the study's outcome was obtained through a follow-up focus group. In spite of careful attention to methodology in the development of this research project, the focus group illuminated methodological failings that potentially impacted the outcome of the study. Recommendations are underscored for future conduct of educational research of this kind.

Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students?

PubMed

D'Antoni, Anthony V; Zipp, Genevieve Pinto; Olson, Valerie G; Cahill, Terrence F

2010-09-16

A learning strategy underutilized in medical education is mind mapping. Mind maps are multi-sensory tools that may help medical students organize, integrate, and retain information. Recent work suggests that using mind mapping as a note-taking strategy facilitates critical thinking. The purpose of this study was to investigate whether a relationship existed between mind mapping and critical thinking, as measured by the Health Sciences Reasoning Test (HSRT), and whether a relationship existed between mind mapping and recall of domain-based information. In this quasi-experimental study, 131 first-year medical students were randomly assigned to a standard note-taking (SNT) group or mind map (MM) group during orientation. Subjects were given a demographic survey and pre-HSRT. They were then given an unfamiliar text passage, a pre-quiz based upon the passage, and a 30-minute break, during which time subjects in the MM group were given a presentation on mind mapping. After the break, subjects were given the same passage and wrote notes based on their group (SNT or MM) assignment. A post-quiz based upon the passage was administered, followed by a post-HSRT. Differences in mean pre- and post-quiz scores between groups were analyzed using independent samples t-tests, whereas differences in mean pre- and post-HSRT total scores and subscores between groups were analyzed using ANOVA. Mind map depth was assessed using the Mind Map Assessment Rubric (MMAR). There were no significant differences in mean scores on both the pre- and post-quizzes between note-taking groups. And, no significant differences were found between pre- and post-HSRT mean total scores and subscores. Although mind mapping was not found to increase short-term recall of domain-based information or critical thinking compared to SNT, a brief introduction to mind mapping allowed novice MM subjects to perform similarly to SNT subjects. This demonstrates that medical students using mind maps can successfully retrieve information in the short term, and does not put them at a disadvantage compared to SNT students. Future studies should explore longitudinal effects of mind-map proficiency training on both short- and long-term information retrieval and critical thinking.

Lessons Learned from Strategy Landscape Tool

ERIC Educational Resources Information Center

Grantmakers for Education, 2014

2014-01-01

In 2011, Grantmakers for Education (GFE) partnered with the Monitor Institute to develop the K-12 Education Strategy Landscape Tool--an asset mapping tool that used interactive data visualization to provide a clear picture of the who, what, where, and when of education grantmaking. The prototype launched in January of 2012. Over a dozen funders…

Millennial Students' Preferred Methods for Learning Concepts in Psychiatric Nursing.

PubMed

Garwood, Janet K

2015-09-01

The current longitudinal, descriptive, and correlational study explored which traditional teaching strategies can engage Millennial students and adequately prepare them for the ultimate test of nursing competence: the National Council Licensure Examination. The study comprised a convenience sample of 40 baccalaureate nursing students enrolled in a psychiatric nursing course. The students were exposed to a variety of traditional (e.g., PowerPoint(®)-guided lectures) and nontraditional (e.g., concept maps, group activities) teaching and learning strategies, and rated their effectiveness. The students' scores on the final examination demonstrated that student learning outcomes met or exceeded national benchmarks. Copyright 2015, SLACK Incorporated.

A Case Study of Facebook Use: Outlining a Multi-Layer Strategy for Higher Education

ERIC Educational Resources Information Center

Menzies, Rachel; Petrie, Karen; Zarb, Mark

2017-01-01

Many students are looking to appropriate social networking sites, amongst them, Facebook, to enhance their learning experience. A growing body of literature reports on the motivation of students and staff to engage with Facebook as a learning platform as well as mapping such activities to pedagogy and curricula. This paper presents student…

Brain-Based Teaching Strategies for Improving Students' Memory, Learning, and Test-Taking Success

ERIC Educational Resources Information Center

Willis, Judy

2007-01-01

The past two decades have provided extraordinary progress in our understanding of the nature of learning. Never before have neuroscience and classroom instruction been so closely linked. Now, educators can find evidence-based neuroimaging and brain-mapping studies to determine the most effective ways to teach, as advances in technology enable…

Cosmic string detection with tree-based machine learning

NASA Astrophysics Data System (ADS)

Vafaei Sadr, A.; Farhang, M.; Movahed, S. M. S.; Bassett, B.; Kunz, M.

2018-07-01

We explore the use of random forest and gradient boosting, two powerful tree-based machine learning algorithms, for the detection of cosmic strings in maps of the cosmic microwave background (CMB), through their unique Gott-Kaiser-Stebbins effect on the temperature anisotropies. The information in the maps is compressed into feature vectors before being passed to the learning units. The feature vectors contain various statistical measures of the processed CMB maps that boost cosmic string detectability. Our proposed classifiers, after training, give results similar to or better than claimed detectability levels from other methods for string tension, Gμ. They can make 3σ detection of strings with Gμ ≳ 2.1 × 10-10 for noise-free, 0.9'-resolution CMB observations. The minimum detectable tension increases to Gμ ≳ 3.0 × 10-8 for a more realistic, CMB S4-like (II) strategy, improving over previous results.

Cosmic String Detection with Tree-Based Machine Learning

NASA Astrophysics Data System (ADS)

Vafaei Sadr, A.; Farhang, M.; Movahed, S. M. S.; Bassett, B.; Kunz, M.

2018-05-01

We explore the use of random forest and gradient boosting, two powerful tree-based machine learning algorithms, for the detection of cosmic strings in maps of the cosmic microwave background (CMB), through their unique Gott-Kaiser-Stebbins effect on the temperature anisotropies. The information in the maps is compressed into feature vectors before being passed to the learning units. The feature vectors contain various statistical measures of the processed CMB maps that boost cosmic string detectability. Our proposed classifiers, after training, give results similar to or better than claimed detectability levels from other methods for string tension, Gμ. They can make 3σ detection of strings with Gμ ≳ 2.1 × 10-10 for noise-free, 0.9΄-resolution CMB observations. The minimum detectable tension increases to Gμ ≳ 3.0 × 10-8 for a more realistic, CMB S4-like (II) strategy, improving over previous results.

Students' perceptions of clinical teaching and learning strategies: a Pakistani perspective.

PubMed

Khan, Basnama Ayaz; Ali, Fauziya; Vazir, Nilofar; Barolia, Rubina; Rehan, Seema

2012-01-01

The complexity of the health care environment is increasing with the explosion of technology, coupled with the issues of patients' access, equity, time efficiency, and cost containment. Nursing education must focus on means that enable students to develop the processes of active learning, problem-solving, and critical thinking, in order to enable them to deal with the complexities. This study aims at identifying the nursing students' perceptions about the effectiveness of utilized teaching and learning strategies of clinical education, in improving students' knowledge, skills, and attitudes. A descriptive cross sectional study design was utilized using both qualitative and quantitative approaches. Data were collected from 74 students, using a questionnaire that was developed for the purpose of the study and analyzed using descriptive and non-parametric statistics. The findings revealed that demonstration was the most effective strategy for improving students' skills; reflection, for improving attitudes; and problem based learning and concept map for improving their knowledge. Students' responses to open-ended questions confirmed the effectiveness of these strategies in improving their learning outcomes. Recommendations have been provided based on the findings. Copyright © 2011 Elsevier Ltd. All rights reserved.

Successful Teaching, Learning, and Use of Digital Mapping Technology in Mazvihwa, Rural Zimbabwe

NASA Astrophysics Data System (ADS)

Eitzel Solera, M. V.; Madzoro, S.; Solera, J.; Mhike Hove, E.; Changarara, A.; Ndlovu, D.; Chirindira, A.; Ndlovu, A.; Gwatipedza, S.; Mhizha, M.; Ndlovu, M.

2016-12-01

Participatory mapping is now a staple of community-based work around the world. Particularly for indigenous and rural peoples, it can represent a new avenue for environmental justice and can be a tool for culturally appropriate management of local ecosystems. We present a successful example of teaching and learning digital mapping technology in rural Zimbabwe. Our digital mapping project is part of the long-term community-based participatory research of The Muonde Trust in Mazvihwa, Zimbabwe. By gathering and distributing local knowledge and also bringing in visitors to share knowledge, Muonde has been able to spread relevant information among rural farmers. The authors were all members of Muonde or were Muonde's visitors, and were mentors and learners of digital mapping technologies at different times. Key successful characteristics of participants included patience, compassion, openness, perseverance, respect, and humility. Important mentoring strategies included: 1) instruction in Shona and in English, 2) locally relevant examples, assignments, and analogies motivated by real needs, 3) using a variety of teaching methods for different learning modalities, 4) building on and modifying familiar teaching methods, and 5) paying attention to the social and relational aspects of teaching and learning. The Muonde mapping team has used their new skills for a wide variety of purposes, including: identifying, discussing, and acting on emerging needs; using digital mapping for land-use and agropastoral planning; and using mapping as a tool for recording and telling important historical and cultural stories. Digital mapping has built self-confidence as well as providing employable skills and giving Muonde more visibility to other local and national non-governmental organizations, utility companies, and educational institutions. Digital mapping, as taught in a bottom-up, collaborative way, has proven to be both accessible and of enormous practical use to rural Zimbabweans.

Exploring biology with small organic molecules

PubMed Central

Stockwell, Brent R.

2011-01-01

Small organic molecules have proven to be invaluable tools for investigating biological systems, but there is still much to learn from their use. To discover and to use more effectively new chemical tools to understand biology, strategies are needed that allow us to systematically explore ‘biological-activity space’. Such strategies involve analysing both protein binding of, and phenotypic responses to, small organic molecules. The mapping of biological-activity space using small molecules is akin to mapping the stars — uncharted territory is explored using a system of coordinates that describes where each new feature lies. PMID:15602550

A Tool that Can be Effective in the Self-Regulated Learning of Pre-Service Teachers: The Mind Map

ERIC Educational Resources Information Center

Tanriseven, Isil

2014-01-01

The aim of this study is to analyse the effect of task planning with mind maps on the self-regulation strategies and motivational beliefs of pre-service teachers. A quasi-experimental design, with a pre-test and post-test control group, was applied in the research. The research group comprised of 60 pre-service teachers taking "Teaching…

A Study of Teacher-Mediated Enhancement of Students' Organization of Earth Science Knowledge Using Web Diagrams as a Teaching Device

ERIC Educational Resources Information Center

Anderson, O. Roger; Contino, Julie

2010-01-01

Current research indicates that students with enhanced knowledge networks are more effective in learning science content and applying higher order thinking skills in open-ended inquiry learning. This research examined teacher implementation of a novel teaching strategy called "web diagramming," a form of network mapping, in a secondary school…

Place learning prior to and after telencephalon ablation in bamboo and coral cat sharks (Chiloscyllium griseum and Atelomycterus marmoratus).

PubMed

Fuss, Theodora; Bleckmann, Horst; Schluessel, Vera

2014-01-01

This study assessed complex spatial learning and memory in two species of shark, the grey bamboo shark (Chiloscyllium griseum) and the coral cat shark (Atelomycterus marmoratus). It was hypothesized that sharks can learn and apply an allocentric orientation strategy. Eight out of ten sharks successfully completed the initial training phase (by locating a fixed goal position in a diamond maze from two possible start points) within 14.9 ± 7.6 sessions and proceeded to seven sets of transfer tests, in which sharks had to perform under altered environmental conditions. Transfer tests revealed that sharks had oriented and solved the tasks visually, using all of the provided environmental cues. Unintentional cueing did not occur. Results correspond to earlier studies on spatial memory and cognitive mapping in other vertebrates. Future experiments should investigate whether sharks possess a cognitive spatial mapping system as has already been found in several teleosts and stingrays. Following the completion of transfer tests, sharks were subjected to ablation of most of the pallium, which compromised their previously acquired place learning abilities. These results indicate that the telencephalon plays a crucial role in the processing of information on place learning and allocentric orientation strategies.

The promise of new ideas and new technology for improving teaching and learning.

PubMed

Novak, Joseph D

2003-01-01

There have been enormous advances in our understanding of human learning in the past three decades. There have also been important advances in our understanding of the nature of knowledge and new knowledge creation. These advances, when combined with the explosive development of the Internet and other technologies, permit advances in educational practices at least as important as the invention of the printing press in 1460. We have built on the cognitive learning theory of David Ausubel and various sources of new ideas on epistemology. Our research program has focused on understanding meaningful learning and on developing better methods to achieve such learning and to assess progress in meaningful learning. The concept map tool developed in our program has proved to be highly effective both in promoting meaningful learning and in assessing learning outcomes. Concept mapping strategies are also proving powerful for eliciting, capturing, and archiving knowledge of experts and organizations. New technology for creating concept maps developed at the University of West Florida permits easier and better concept map construction, thus facilitating learning, knowledge capture, and local or distance creation and sharing of structured knowledge, especially when utilized with the Internet. A huge gap exists between what we now know to improve learning and use of knowledge and the practices currently in place in most schools and corporations. There are promising projects in progress that may help to achieve accelerated advances. These include projects in schools at all educational levels, including projects in Colombia, Costa Rica, Italy, Spain, and the United States, and collaborative projects with corporate organizations and distance learning projects. Results to date have been encouraging and suggest that we may be moving from the lag phase of educational innovation to a phase of exponential growth.

The Promise of New Ideas and New Technology for Improving Teaching and Learning

PubMed Central

Novak, Joseph D.

2003-01-01

There have been enormous advances in our understanding of human learning in the past three decades. There have also been important advances in our understanding of the nature of knowledge and new knowledge creation. These advances, when combined with the explosive development of the Internet and other technologies, permit advances in educational practices at least as important as the invention of the printing press in 1460. We have built on the cognitive learning theory of David Ausubel and various sources of new ideas on epistemology. Our research program has focused on understanding meaningful learning and on developing better methods to achieve such learning and to assess progress in meaningful learning. The concept map tool developed in our program has proved to be highly effective both in promoting meaningful learning and in assessing learning outcomes. Concept mapping strategies are also proving powerful for eliciting, capturing, and archiving knowledge of experts and organizations. New technology for creating concept maps developed at the University of West Florida permits easier and better concept map construction, thus facilitating learning, knowledge capture, and local or distance creation and sharing of structured knowledge, especially when utilized with the Internet. A huge gap exists between what we now know to improve learning and use of knowledge and the practices currently in place in most schools and corporations. There are promising projects in progress that may help to achieve accelerated advances. These include projects in schools at all educational levels, including projects in Colombia, Costa Rica, Italy, Spain, and the United States, and collaborative projects with corporate organizations and distance learning projects. Results to date have been encouraging and suggest that we may be moving from the lag phase of educational innovation to a phase of exponential growth. PMID:12888848

Design of multiple representations e-learning resources based on a contextual approach for the basic physics course

NASA Astrophysics Data System (ADS)

Bakri, F.; Muliyati, D.

2018-05-01

This research aims to design e-learning resources with multiple representations based on a contextual approach for the Basic Physics Course. The research uses the research and development methods accordance Dick & Carey strategy. The development carried out in the digital laboratory of Physics Education Department, Mathematics and Science Faculty, Universitas Negeri Jakarta. The result of the process of product development with Dick & Carey strategy, have produced e-learning design of the Basic Physics Course is presented in multiple representations in contextual learning syntax. The appropriate of representation used in the design of learning basic physics include: concept map, video, figures, data tables of experiment results, charts of data tables, the verbal explanations, mathematical equations, problem and solutions example, and exercise. Multiple representations are presented in the form of contextual learning by stages: relating, experiencing, applying, transferring, and cooperating.

The effectiveness of concept mapping and retrieval practice as learning strategies in an undergraduate physiology course.

PubMed

Burdo, Joseph; O'Dwyer, Laura

2015-12-01

Concept mapping and retrieval practice are both educational methods that have separately been reported to provide significant benefits for learning in diverse settings. Concept mapping involves diagramming a hierarchical representation of relationships between distinct pieces of information, whereas retrieval practice involves retrieving information that was previously coded into memory. The relative benefits of these two methods have never been tested against each other in a classroom setting. Our study was designed to investigate whether or not concept mapping or retrieval practice produced a significant learning benefit in an undergraduate physiology course as measured by exam performance and, if so, was the benefit of one method significantly greater than the other. We found that there was a trend toward increased exam scores for the retrieval practice group compared with both the control group and concept mapping group, and that trend achieved statistical significance for one of the four module exams in the course. We also found that women performed statistically better than men on the module exam that contained a substantial amount of material relating to female reproductive physiology. Copyright © 2015 The American Physiological Society.

Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students?

PubMed Central

2010-01-01

Background A learning strategy underutilized in medical education is mind mapping. Mind maps are multi-sensory tools that may help medical students organize, integrate, and retain information. Recent work suggests that using mind mapping as a note-taking strategy facilitates critical thinking. The purpose of this study was to investigate whether a relationship existed between mind mapping and critical thinking, as measured by the Health Sciences Reasoning Test (HSRT), and whether a relationship existed between mind mapping and recall of domain-based information. Methods In this quasi-experimental study, 131 first-year medical students were randomly assigned to a standard note-taking (SNT) group or mind map (MM) group during orientation. Subjects were given a demographic survey and pre-HSRT. They were then given an unfamiliar text passage, a pre-quiz based upon the passage, and a 30-minute break, during which time subjects in the MM group were given a presentation on mind mapping. After the break, subjects were given the same passage and wrote notes based on their group (SNT or MM) assignment. A post-quiz based upon the passage was administered, followed by a post-HSRT. Differences in mean pre- and post-quiz scores between groups were analyzed using independent samples t-tests, whereas differences in mean pre- and post-HSRT total scores and subscores between groups were analyzed using ANOVA. Mind map depth was assessed using the Mind Map Assessment Rubric (MMAR). Results There were no significant differences in mean scores on both the pre- and post-quizzes between note-taking groups. And, no significant differences were found between pre- and post-HSRT mean total scores and subscores. Conclusions Although mind mapping was not found to increase short-term recall of domain-based information or critical thinking compared to SNT, a brief introduction to mind mapping allowed novice MM subjects to perform similarly to SNT subjects. This demonstrates that medical students using mind maps can successfully retrieve information in the short term, and does not put them at a disadvantage compared to SNT students. Future studies should explore longitudinal effects of mind-map proficiency training on both short- and long-term information retrieval and critical thinking. PMID:20846442

Iris Matching Based on Personalized Weight Map.

PubMed

Dong, Wenbo; Sun, Zhenan; Tan, Tieniu

2011-09-01

Iris recognition typically involves three steps, namely, iris image preprocessing, feature extraction, and feature matching. The first two steps of iris recognition have been well studied, but the last step is less addressed. Each human iris has its unique visual pattern and local image features also vary from region to region, which leads to significant differences in robustness and distinctiveness among the feature codes derived from different iris regions. However, most state-of-the-art iris recognition methods use a uniform matching strategy, where features extracted from different regions of the same person or the same region for different individuals are considered to be equally important. This paper proposes a personalized iris matching strategy using a class-specific weight map learned from the training images of the same iris class. The weight map can be updated online during the iris recognition procedure when the successfully recognized iris images are regarded as the new training data. The weight map reflects the robustness of an encoding algorithm on different iris regions by assigning an appropriate weight to each feature code for iris matching. Such a weight map trained by sufficient iris templates is convergent and robust against various noise. Extensive and comprehensive experiments demonstrate that the proposed personalized iris matching strategy achieves much better iris recognition performance than uniform strategies, especially for poor quality iris images.

Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge.

PubMed

Dyer, Joseph-Omer; Hudon, Anne; Montpetit-Tourangeau, Katherine; Charlin, Bernard; Mamede, Sílvia; van Gog, Tamara

2015-03-07

Example-based learning using worked examples can foster clinical reasoning. Worked examples are instructional tools that learners can use to study the steps needed to solve a problem. Studying worked examples paired with completion examples promotes acquisition of problem-solving skills more than studying worked examples alone. Completion examples are worked examples in which some of the solution steps remain unsolved for learners to complete. Providing learners engaged in example-based learning with self-explanation prompts has been shown to foster increased meaningful learning compared to providing no self-explanation prompts. Concept mapping and concept map study are other instructional activities known to promote meaningful learning. This study compares the effects of self-explaining, completing a concept map and studying a concept map on conceptual knowledge and problem-solving skills among novice learners engaged in example-based learning. Ninety-one physiotherapy students were randomized into three conditions. They performed a pre-test and a post-test to evaluate their gains in conceptual knowledge and problem-solving skills (transfer performance) in intervention selection. They studied three pairs of worked/completion examples in a digital learning environment. Worked examples consisted of a written reasoning process for selecting an optimal physiotherapy intervention for a patient. The completion examples were partially worked out, with the last few problem-solving steps left blank for students to complete. The students then had to engage in additional self-explanation, concept map completion or model concept map study in order to synthesize and deepen their knowledge of the key concepts and problem-solving steps. Pre-test performance did not differ among conditions. Post-test conceptual knowledge was higher (P < .001) in the concept map study condition (68.8 ± 21.8%) compared to the concept map completion (52.8 ± 17.0%) and self-explanation (52.2 ± 21.7%) conditions. Post-test problem-solving performance was higher (P < .05) in the self-explanation (63.2 ± 16.0%) condition compared to the concept map study (53.3 ± 16.4%) and concept map completion (51.0 ± 13.6%) conditions. Students in the self-explanation condition also invested less mental effort in the post-test. Studying model concept maps led to greater conceptual knowledge, whereas self-explanation led to higher transfer performance. Self-explanation and concept map study can be combined with worked example and completion example strategies to foster intervention selection.

The Effect of Thinking Maps on Fifth Grade Science Achievement

NASA Astrophysics Data System (ADS)

Hudson, Darlene

Informational texts, such as those found in science education, have historically been reserved for secondary students. With the increased emphasis on elementary students' academic accountability, these high impact instructional strategies must also be utilized to support subject matter comprehension for younger students. This causal-comparative study, grounded in cognitive learning theory, sought to discover if 2 years of implementation and use of Thinking Maps, a visual tool program, had an effect on student achievement in elementary science as measured by Georgia's statewide assessment known as the Criterion-Referenced Competency Test (CRCT). Achievement data of 2 groups that received Thinking Maps instruction for 2 years was compared to 1 group that did not. An analysis of covariance was used to analyze the assessment data. The findings suggest that the students who did not use Thinking Maps performed significantly better than those who did use Thinking Maps, even though both groups showed positive mean score gains from 2010 to 2012 on the science portion of the CRCT. Limitations of the study, such as the lack of randomization and manipulation of the independent variable, suggest that further research is needed to fairly evaluate the program and its effectiveness. Also, the instructional setting and amount of time used for science instruction in the elementary classroom warrants additional investigation. Findings related to the implementation and use of graphic tools such as Thinking Maps will help school systems choose professional learning opportunities and effective instructional strategies to develop content literacy.

A Structure-Adaptive Hybrid RBF-BP Classifier with an Optimized Learning Strategy

PubMed Central

Wen, Hui; Xie, Weixin; Pei, Jihong

2016-01-01

This paper presents a structure-adaptive hybrid RBF-BP (SAHRBF-BP) classifier with an optimized learning strategy. SAHRBF-BP is composed of a structure-adaptive RBF network and a BP network of cascade, where the number of RBF hidden nodes is adjusted adaptively according to the distribution of sample space, the adaptive RBF network is used for nonlinear kernel mapping and the BP network is used for nonlinear classification. The optimized learning strategy is as follows: firstly, a potential function is introduced into training sample space to adaptively determine the number of initial RBF hidden nodes and node parameters, and a form of heterogeneous samples repulsive force is designed to further optimize each generated RBF hidden node parameters, the optimized structure-adaptive RBF network is used for adaptively nonlinear mapping the sample space; then, according to the number of adaptively generated RBF hidden nodes, the number of subsequent BP input nodes can be determined, and the overall SAHRBF-BP classifier is built up; finally, different training sample sets are used to train the BP network parameters in SAHRBF-BP. Compared with other algorithms applied to different data sets, experiments show the superiority of SAHRBF-BP. Especially on most low dimensional and large number of data sets, the classification performance of SAHRBF-BP outperforms other training SLFNs algorithms. PMID:27792737

Toward accelerating landslide mapping with interactive machine learning techniques

NASA Astrophysics Data System (ADS)

Stumpf, André; Lachiche, Nicolas; Malet, Jean-Philippe; Kerle, Norman; Puissant, Anne

2013-04-01

Despite important advances in the development of more automated methods for landslide mapping from optical remote sensing images, the elaboration of inventory maps after major triggering events still remains a tedious task. Image classification with expert defined rules typically still requires significant manual labour for the elaboration and adaption of rule sets for each particular case. Machine learning algorithm, on the contrary, have the ability to learn and identify complex image patterns from labelled examples but may require relatively large amounts of training data. In order to reduce the amount of required training data active learning has evolved as key concept to guide the sampling for applications such as document classification, genetics and remote sensing. The general underlying idea of most active learning approaches is to initialize a machine learning model with a small training set, and to subsequently exploit the model state and/or the data structure to iteratively select the most valuable samples that should be labelled by the user and added in the training set. With relatively few queries and labelled samples, an active learning strategy should ideally yield at least the same accuracy than an equivalent classifier trained with many randomly selected samples. Our study was dedicated to the development of an active learning approach for landslide mapping from VHR remote sensing images with special consideration of the spatial distribution of the samples. The developed approach is a region-based query heuristic that enables to guide the user attention towards few compact spatial batches rather than distributed points resulting in time savings of 50% and more compared to standard active learning techniques. The approach was tested with multi-temporal and multi-sensor satellite images capturing recent large scale triggering events in Brazil and China and demonstrated balanced user's and producer's accuracies between 74% and 80%. The assessment also included an experimental evaluation of the uncertainties of manual mappings from multiple experts and demonstrated strong relationships between the uncertainty of the experts and the machine learning model.

A Novel Bioinformatics Strategy to Analyze Microbial Big Sequence Data for Efficient Knowledge Discovery: Batch-Learning Self-Organizing Map (BLSOM).

PubMed

Iwasaki, Yuki; Abe, Takashi; Wada, Kennosuke; Wada, Yoshiko; Ikemura, Toshimichi

2013-11-20

With the remarkable increase of genomic sequence data of microorganisms, novel tools are needed for comprehensive analyses of the big sequence data available. The self-organizing map (SOM) is an effective tool for clustering and visualizing high-dimensional data, such as oligonucleotide composition on one map. By modifying the conventional SOM, we developed batch-learning SOM (BLSOM), which allowed classification of sequence fragments (e.g., 1 kb) according to phylotypes, solely depending on oligonucleotide composition. Metagenomics studies of uncultivable microorganisms in clinical and environmental samples should allow extensive surveys of genes important in life sciences. BLSOM is most suitable for phylogenetic assignment of metagenomic sequences, because fragmental sequences can be clustered according to phylotypes, solely depending on oligonucleotide composition. We first constructed oligonucleotide BLSOMs for all available sequences from genomes of known species, and by mapping metagenomic sequences on these large-scale BLSOMs, we can predict phylotypes of individual metagenomic sequences, revealing a microbial community structure of uncultured microorganisms, including viruses. BLSOM has shown that influenza viruses isolated from humans and birds clearly differ in oligonucleotide composition. Based on this host-dependent oligonucleotide composition, we have proposed strategies for predicting directional changes of virus sequences and for surveilling potentially hazardous strains when introduced into humans from non-human sources.

Learning in Neural Networks: VLSI Implementation Strategies

NASA Technical Reports Server (NTRS)

Duong, Tuan Anh

1995-01-01

Fully-parallel hardware neural network implementations may be applied to high-speed recognition, classification, and mapping tasks in areas such as vision, or can be used as low-cost self-contained units for tasks such as error detection in mechanical systems (e.g. autos). Learning is required not only to satisfy application requirements, but also to overcome hardware-imposed limitations such as reduced dynamic range of connections.

Adapting proportional myoelectric-controlled interfaces for prosthetic hands.

PubMed

Pistohl, Tobias; Cipriani, Christian; Jackson, Andrew; Nazarpour, Kianoush

2013-01-01

Powered hand prostheses with many degrees of freedom are moving from research into the market for prosthetics. In order to make use of the prostheses' full functionality, it is essential to find efficient ways to control their multiple actuators. Human subjects can rapidly learn to employ electromyographic (EMG) activity of several hand and arm muscles to control the position of a cursor on a computer screen, even if the muscle-cursor map contradicts directions in which the muscles would act naturally. We investigated whether a similar control scheme, using signals from four hand muscles, could be adopted for real-time operation of a dexterous robotic hand. Despite different mapping strategies, learning to control the robotic hand over time was surprisingly similar to the learning of two-dimensional cursor control.

Lesson Plans: Road Maps for the Active Learning Classroom.

PubMed

Moore-Cox, Annie

2017-11-01

Lesson planning is a documentation process used extensively in education from kindergarten through 12th grade, but rarely in higher education, including undergraduate, prelicensure nursing education. Lesson plans help teachers plan what will happen during a class period from moment to moment. Trends in nursing education, such as the incorporation of active learning strategies in the classroom, make lesson plans a timely addition to the nurse educator's toolkit. This article describes the components of a lesson plan and offers an author-developed template for use in nursing education. Using the template helps nurse educators map out activities for all class participants, such as students, student pairs and teams, and faculty. The lesson plan enables faculty to plot out the many dynamic components of an active learning class period. It also serves as a road map for subsequent faculty, which is an important feature as the profession faces a wave of retirements in the coming decade. [J Nurs Educ. 2017;56(11):697-700.]. Copyright 2017, SLACK Incorporated.

Enhancing the Conceptual Understanding of Science.

ERIC Educational Resources Information Center

Gabel, Dorothy

2003-01-01

Describes three levels of understanding science: the phenomena (macroscopic), the particle (microscopic), and the symbolic. Suggests that the objective of science instruction at all levels is conceptual understanding of scientific inquiry. Discusses effective instructional strategies, including analogy, collaborative learning, concept mapping,…

Cloud E-Learning Service Strategies for Improving E-Learning Innovation Performance in a Fuzzy Environment by Using a New Hybrid Fuzzy Multiple Attribute Decision-Making Model

ERIC Educational Resources Information Center

Su, Chiu Hung; Tzeng, Gwo-Hshiung; Hu, Shu-Kung

2016-01-01

The purpose of this study was to address this problem by applying a new hybrid fuzzy multiple criteria decision-making model including (a) using the fuzzy decision-making trial and evaluation laboratory (DEMATEL) technique to construct the fuzzy scope influential network relationship map (FSINRM) and determine the fuzzy influential weights of the…

Curvilinear component analysis: a self-organizing neural network for nonlinear mapping of data sets.

PubMed

Demartines, P; Herault, J

1997-01-01

We present a new strategy called "curvilinear component analysis" (CCA) for dimensionality reduction and representation of multidimensional data sets. The principle of CCA is a self-organized neural network performing two tasks: vector quantization (VQ) of the submanifold in the data set (input space); and nonlinear projection (P) of these quantizing vectors toward an output space, providing a revealing unfolding of the submanifold. After learning, the network has the ability to continuously map any new point from one space into another: forward mapping of new points in the input space, or backward mapping of an arbitrary position in the output space.

Making strategy: learning by doing.

PubMed

Christensen, C M

1997-01-01

Companies find it difficult to change strategy for many reasons, but one stands out: strategic thinking is not a core managerial competence at most companies. Executives hone their capabilities by tackling problems over and over again. Changing strategy, however, is not usually a task that they face repeatedly. Once companies have found a strategy that works, they want to use it, not change it. Consequently, most managers do not develop a competence in strategic thinking. This Manager's Tool Kit presents a three-stage method executives can use to conceive and implement a creative and coherent strategy themselves. The first stage is to identify and map the driving forces that the company needs to address. The process of mapping provides strategy-making teams with visual representations of team members' assumptions, those pictures, in turn, enable managers to achieve consensus in determining the driving forces. Once a senior management team has formulated a new strategy, it must align the strategy with the company's resource-allocation process to make implementation possible. Senior management teams can translate their strategy into action by using aggregate project planning. And management teams that link strategy and innovation through that planning process will develop a competence in implementing strategic change. The author guides the reader through the three stages of strategy making by examining the case of a manufacturing company that was losing ground to competitors. After mapping the driving forces, the company's senior managers were able to devise a new strategy that allowed the business to maintain a competitive advantage in its industry.

Case-based fracture image retrieval.

PubMed

Zhou, Xin; Stern, Richard; Müller, Henning

2012-05-01

Case-based fracture image retrieval can assist surgeons in decisions regarding new cases by supplying visually similar past cases. This tool may guide fracture fixation and management through comparison of long-term outcomes in similar cases. A fracture image database collected over 10 years at the orthopedic service of the University Hospitals of Geneva was used. This database contains 2,690 fracture cases associated with 43 classes (based on the AO/OTA classification). A case-based retrieval engine was developed and evaluated using retrieval precision as a performance metric. Only cases in the same class as the query case are considered as relevant. The scale-invariant feature transform (SIFT) is used for image analysis. Performance evaluation was computed in terms of mean average precision (MAP) and early precision (P10, P30). Retrieval results produced with the GNU image finding tool (GIFT) were used as a baseline. Two sampling strategies were evaluated. One used a dense 40 × 40 pixel grid sampling, and the second one used the standard SIFT features. Based on dense pixel grid sampling, three unsupervised feature selection strategies were introduced to further improve retrieval performance. With dense pixel grid sampling, the image is divided into 1,600 (40 × 40) square blocks. The goal is to emphasize the salient regions (blocks) and ignore irrelevant regions. Regions are considered as important when a high variance of the visual features is found. The first strategy is to calculate the variance of all descriptors on the global database. The second strategy is to calculate the variance of all descriptors for each case. A third strategy is to perform a thumbnail image clustering in a first step and then to calculate the variance for each cluster. Finally, a fusion between a SIFT-based system and GIFT is performed. A first comparison on the selection of sampling strategies using SIFT features shows that dense sampling using a pixel grid (MAP = 0.18) outperformed the SIFT detector-based sampling approach (MAP = 0.10). In a second step, three unsupervised feature selection strategies were evaluated. A grid parameter search is applied to optimize parameters for feature selection and clustering. Results show that using half of the regions (700 or 800) obtains the best performance for all three strategies. Increasing the number of clusters in clustering can also improve the retrieval performance. The SIFT descriptor variance in each case gave the best indication of saliency for the regions (MAP = 0.23), better than the other two strategies (MAP = 0.20 and 0.21). Combining GIFT (MAP = 0.23) and the best SIFT strategy (MAP = 0.23) produced significantly better results (MAP = 0.27) than each system alone. A case-based fracture retrieval engine was developed and is available for online demonstration. SIFT is used to extract local features, and three feature selection strategies were introduced and evaluated. A baseline using the GIFT system was used to evaluate the salient point-based approaches. Without supervised learning, SIFT-based systems with optimized parameters slightly outperformed the GIFT system. A fusion of the two approaches shows that the information contained in the two approaches is complementary. Supervised learning on the feature space is foreseen as the next step of this study.

Laser-Based Slam with Efficient Occupancy Likelihood Map Learning for Dynamic Indoor Scenes

NASA Astrophysics Data System (ADS)

Li, Li; Yao, Jian; Xie, Renping; Tu, Jinge; Feng, Chen

2016-06-01

Location-Based Services (LBS) have attracted growing attention in recent years, especially in indoor environments. The fundamental technique of LBS is the map building for unknown environments, this technique also named as simultaneous localization and mapping (SLAM) in robotic society. In this paper, we propose a novel approach for SLAMin dynamic indoor scenes based on a 2D laser scanner mounted on a mobile Unmanned Ground Vehicle (UGV) with the help of the grid-based occupancy likelihood map. Instead of applying scan matching in two adjacent scans, we propose to match current scan with the occupancy likelihood map learned from all previous scans in multiple scales to avoid the accumulation of matching errors. Due to that the acquisition of the points in a scan is sequential but not simultaneous, there unavoidably exists the scan distortion at different extents. To compensate the scan distortion caused by the motion of the UGV, we propose to integrate a velocity of a laser range finder (LRF) into the scan matching optimization framework. Besides, to reduce the effect of dynamic objects such as walking pedestrians often existed in indoor scenes as much as possible, we propose a new occupancy likelihood map learning strategy by increasing or decreasing the probability of each occupancy grid after each scan matching. Experimental results in several challenged indoor scenes demonstrate that our proposed approach is capable of providing high-precision SLAM results.

Understanding and Changing Older Adults’ Perceptions and Learning of Social Media

PubMed Central

Xie, Bo; Watkins, Ivan; Golbeck, Jen; Huang, Man

2011-01-01

An exploratory study was conducted to answer the following questions: What are older adults’ perceptions of social media? What educational strategies can facilitate their learning of social media? A thematic map was developed to illustrate changing perceptions from the initial unanimous, strong negative to the more positive but cautious and to the eventual willingness to actually contribute content. Privacy was the primary concern and key perceptual barrier to adoption. Effective educational strategies were developed to overcome privacy concerns, including: 1) introducing the concepts before introducing the functions; 2) responding to privacy concerns; and 3) making social media personally relevant. PMID:22639483

Reverse case study: to think like a nurse.

PubMed

Beyer, Deborah A

2011-01-01

Reverse case study is a collaborative, innovative, active learning strategy that nurse educators can use in the classroom. Groups of students develop a case study and a care plan from a list of medications and a short two- to three-sentence scenario. The students apply the nursing process to thoroughly develop a complete case study written as a concept map. The strategy builds on previous learned information and applies the information to new content, thus promoting critical thinking and problem solving. Reverse case study has been used in both associate and baccalaureate nursing degree theory courses to generate discussion and assist students in thinking like a nurse. 2011, SLACK Incorporated.

The Use of Social Ecological Hotspots Mapping: Co-Developing Adaptation Strategies for Resource Management by Communities and Policy Makers

NASA Astrophysics Data System (ADS)

Alessa, L.

2014-12-01

Ultimately, adaptation is based on a set of trade-offs rather than optimal conditions, something that is rarely seen in messy social ecological systems (SES). In this talk, we discuss the role of spatial hot-spot mapping using social and biophysical data to understand the feedbacks in SES. We review the types of data needed, their means of acquisition and the analytic methods involved. In addition, we outline the challenges faced in co-developing this type of inquiry based on lessons learned from several long-term programs. Finally, we present the utility of SES hotspots in developing adaptation strategies on the ground by communities and policy makers.

A Parallel and Incremental Approach for Data-Intensive Learning of Bayesian Networks.

PubMed

Yue, Kun; Fang, Qiyu; Wang, Xiaoling; Li, Jin; Liu, Weiyi

2015-12-01

Bayesian network (BN) has been adopted as the underlying model for representing and inferring uncertain knowledge. As the basis of realistic applications centered on probabilistic inferences, learning a BN from data is a critical subject of machine learning, artificial intelligence, and big data paradigms. Currently, it is necessary to extend the classical methods for learning BNs with respect to data-intensive computing or in cloud environments. In this paper, we propose a parallel and incremental approach for data-intensive learning of BNs from massive, distributed, and dynamically changing data by extending the classical scoring and search algorithm and using MapReduce. First, we adopt the minimum description length as the scoring metric and give the two-pass MapReduce-based algorithms for computing the required marginal probabilities and scoring the candidate graphical model from sample data. Then, we give the corresponding strategy for extending the classical hill-climbing algorithm to obtain the optimal structure, as well as that for storing a BN by pairs. Further, in view of the dynamic characteristics of the changing data, we give the concept of influence degree to measure the coincidence of the current BN with new data, and then propose the corresponding two-pass MapReduce-based algorithms for BNs incremental learning. Experimental results show the efficiency, scalability, and effectiveness of our methods.

More Limitations to Monolingualism: Bilinguals Outperform Monolinguals in Implicit Word Learning.

PubMed

Escudero, Paola; Mulak, Karen E; Fu, Charlene S L; Singh, Leher

2016-01-01

To succeed at cross-situational word learning, learners must infer word-object mappings by attending to the statistical co-occurrences of novel objects and labels across multiple encounters. While past studies have investigated this as a learning mechanism for infants and monolingual adults, bilinguals' cross-situational word learning abilities have yet to be tested. Here, we compared monolinguals' and bilinguals' performance on a cross-situational word learning paradigm that featured phonologically distinct word pairs (e.g., BON-DEET) and phonologically similar word pairs that varied by a single consonant or vowel segment (e.g., BON-TON, DEET-DIT, respectively). Both groups learned the novel word-referent mappings, providing evidence that cross-situational word learning is a learning strategy also available to bilingual adults. Furthermore, bilinguals were overall more accurate than monolinguals. This supports that bilingualism fosters a wide range of cognitive advantages that may benefit implicit word learning. Additionally, response patterns to the different trial types revealed a relative difficulty for vowel minimal pairs than consonant minimal pairs, replicating the pattern found in monolinguals by Escudero et al. (2016) in a different English accent. Specifically, all participants failed to learn vowel contrasts differentiated by vowel height. We discuss evidence for this bilingual advantage as a language-specific or general advantage.

More Limitations to Monolingualism: Bilinguals Outperform Monolinguals in Implicit Word Learning

PubMed Central

Escudero, Paola; Mulak, Karen E.; Fu, Charlene S. L.; Singh, Leher

2016-01-01

To succeed at cross-situational word learning, learners must infer word-object mappings by attending to the statistical co-occurrences of novel objects and labels across multiple encounters. While past studies have investigated this as a learning mechanism for infants and monolingual adults, bilinguals’ cross-situational word learning abilities have yet to be tested. Here, we compared monolinguals’ and bilinguals’ performance on a cross-situational word learning paradigm that featured phonologically distinct word pairs (e.g., BON-DEET) and phonologically similar word pairs that varied by a single consonant or vowel segment (e.g., BON-TON, DEET-DIT, respectively). Both groups learned the novel word-referent mappings, providing evidence that cross-situational word learning is a learning strategy also available to bilingual adults. Furthermore, bilinguals were overall more accurate than monolinguals. This supports that bilingualism fosters a wide range of cognitive advantages that may benefit implicit word learning. Additionally, response patterns to the different trial types revealed a relative difficulty for vowel minimal pairs than consonant minimal pairs, replicating the pattern found in monolinguals by Escudero et al. (2016) in a different English accent. Specifically, all participants failed to learn vowel contrasts differentiated by vowel height. We discuss evidence for this bilingual advantage as a language-specific or general advantage. PMID:27574513

Scalable Regression Tree Learning on Hadoop using OpenPlanet

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

Yin, Wei; Simmhan, Yogesh; Prasanna, Viktor

As scientific and engineering domains attempt to effectively analyze the deluge of data arriving from sensors and instruments, machine learning is becoming a key data mining tool to build prediction models. Regression tree is a popular learning model that combines decision trees and linear regression to forecast numerical target variables based on a set of input features. Map Reduce is well suited for addressing such data intensive learning applications, and a proprietary regression tree algorithm, PLANET, using MapReduce has been proposed earlier. In this paper, we describe an open source implement of this algorithm, OpenPlanet, on the Hadoop framework usingmore » a hybrid approach. Further, we evaluate the performance of OpenPlanet using realworld datasets from the Smart Power Grid domain to perform energy use forecasting, and propose tuning strategies of Hadoop parameters to improve the performance of the default configuration by 75% for a training dataset of 17 million tuples on a 64-core Hadoop cluster on FutureGrid.« less

Sonification as a possible stroke rehabilitation strategy

PubMed Central

Scholz, Daniel S.; Wu, Liming; Pirzer, Jonas; Schneider, Johann; Rollnik, Jens D.; Großbach, Michael; Altenmüller, Eckart O.

2014-01-01

Despite cerebral stroke being one of the main causes of acquired impairments of motor skills worldwide, well-established therapies to improve motor functions are sparse. Recently, attempts have been made to improve gross motor rehabilitation by mapping patient movements to sound, termed sonification. Sonification provides additional sensory input, supplementing impaired proprioception. However, to date no established sonification-supported rehabilitation protocol strategy exists. In order to examine and validate the effectiveness of sonification in stroke rehabilitation, we developed a computer program, termed “SonicPointer”: Participants' computer mouse movements were sonified in real-time with complex tones. Tone characteristics were derived from an invisible parameter mapping, overlaid on the computer screen. The parameters were: tone pitch and tone brightness. One parameter varied along the x, the other along the y axis. The order of parameter assignment to axes was balanced in two blocks between subjects so that each participant performed under both conditions. Subjects were naive to the overlaid parameter mappings and its change between blocks. In each trial a target tone was presented and subjects were instructed to indicate its origin with respect to the overlaid parameter mappings on the screen as quickly and accurately as possible with a mouse click. Twenty-six elderly healthy participants were tested. Required time and two-dimensional accuracy were recorded. Trial duration times and learning curves were derived. We hypothesized that subjects performed in one of the two parameter-to-axis–mappings better, indicating the most natural sonification. Generally, subjects' localizing performance was better on the pitch axis as compared to the brightness axis. Furthermore, the learning curves were steepest when pitch was mapped onto the vertical and brightness onto the horizontal axis. This seems to be the optimal constellation for this two-dimensional sonification. PMID:25368548

Expert networks in CLIPS

NASA Technical Reports Server (NTRS)

Hruska, S. I.; Dalke, A.; Ferguson, J. J.; Lacher, R. C.

1991-01-01

Rule-based expert systems may be structurally and functionally mapped onto a special class of neural networks called expert networks. This mapping lends itself to adaptation of connectionist learning strategies for the expert networks. A parsing algorithm to translate C Language Integrated Production System (CLIPS) rules into a network of interconnected assertion and operation nodes has been developed. The translation of CLIPS rules to an expert network and back again is illustrated. Measures of uncertainty similar to those rules in MYCIN-like systems are introduced into the CLIPS system and techniques for combining and hiring nodes in the network based on rule-firing with these certainty factors in the expert system are presented. Several learning algorithms are under study which automate the process of attaching certainty factors to rules.

Virginia's New Hamster: A Thirteen States Mnemonic.

ERIC Educational Resources Information Center

Gallenstein, Nancy L.

2000-01-01

Provides an activity that enables students to learn and remember the names of the original thirteen states in the United States. Uses a humorous story that incorporates a mnemonic (a memory aid) strategy. Includes a copy of the story and a map of the original thirteen states in 1776. (CMK)

Matching the Neurobiology of Learning to Teaching Principles

ERIC Educational Resources Information Center

Moffett, Nelle; Fleisher, Steven C.

2013-01-01

The authors describe principles of good teaching drawn from meta-analyses of research on teaching effectiveness. Recent developments in neurobiology are presented and aligned to provide biological support for these principles. To make it easier for college faculty to try out sample instructional strategies, the authors map principles of good…

Effectiveness of Mind Mapping Technique in Information Retrieval Among Medical College Students in Puducherry-A Pilot Study.

PubMed

Kalyanasundaram, Madhanraj; Abraham, Sherin Billy; Ramachandran, Divija; Jayaseelan, Venkatachalam; Bazroy, Joy; Singh, Zile; Purty, Anil Jacob

2017-01-01

The traditional teaching learning methods involve a one way process of transmission of knowledge leaving the students lacking behind in creative abilities. Medical schools need to change their teaching strategies to keep the interest of students and empower them for future self- learning and critical thinking. To assess the impact of mind mapping technique in information retrieval among medical college students in Puducherry. A pilot study was conducted using experimental study design among sixth semester MBBS students ( n = 64) at a medical college in Puducherry, India. One group ( n = 32) followed the text reading method and another group ( n = 32) followed the mind mapping technique to learn the same passage given to them. The knowledge about the topic was assessed using a pre designed questionnaire at baseline, day 0 and day 7. The knowledge gain is the primary outcome variable and is compared between two groups. The feedback regarding the teaching methods was obtained from the participants. Mean knowledge score in the text group was lesser than the mind map group at baseline (2.6 Vs 3.5; p = 0.08). On Day 0, the mean score in text group was slightly lesser than the mind map group (8.7 Vs 9.0; p = 0.26). On Day 7, the mean score in mind map group is significantly more than the text group (8.9 Vs 8.5; p = 0.03). The mind mapping technique is an innovative and effective method in remembering things better than the routine way of reading texts.

Effectiveness of Mind Mapping Technique in Information Retrieval Among Medical College Students in Puducherry-A Pilot Study

PubMed Central

Kalyanasundaram, Madhanraj; Abraham, Sherin Billy; Ramachandran, Divija; Jayaseelan, Venkatachalam; Bazroy, Joy; Singh, Zile; Purty, Anil Jacob

2017-01-01

Background: The traditional teaching learning methods involve a one way process of transmission of knowledge leaving the students lacking behind in creative abilities. Medical schools need to change their teaching strategies to keep the interest of students and empower them for future self- learning and critical thinking. Objective: To assess the impact of mind mapping technique in information retrieval among medical college students in Puducherry. Methods: A pilot study was conducted using experimental study design among sixth semester MBBS students (n = 64) at a medical college in Puducherry, India. One group (n = 32) followed the text reading method and another group (n = 32) followed the mind mapping technique to learn the same passage given to them. The knowledge about the topic was assessed using a pre designed questionnaire at baseline, day 0 and day 7. The knowledge gain is the primary outcome variable and is compared between two groups. The feedback regarding the teaching methods was obtained from the participants. Results: Mean knowledge score in the text group was lesser than the mind map group at baseline (2.6 Vs 3.5; p = 0.08). On Day 0, the mean score in text group was slightly lesser than the mind map group (8.7 Vs 9.0; p = 0.26). On Day 7, the mean score in mind map group is significantly more than the text group (8.9 Vs 8.5; p = 0.03). Conclusion: The mind mapping technique is an innovative and effective method in remembering things better than the routine way of reading texts. PMID:28331249

Navigational Style Influences Eye Movement Pattern during Exploration and Learning of an Environmental Map

PubMed Central

Piccardi, Laura; De Luca, Maria; Nori, Raffaella; Palermo, Liana; Iachini, Fabiana; Guariglia, Cecilia

2016-01-01

During navigation people may adopt three different spatial styles (i.e., Landmark, Route, and Survey). Landmark style (LS) people are able to recall familiar landmarks but cannot combine them with directional information; Route style (RS) people connect landmarks to each other using egocentric information about direction; Survey style (SS) people use a map-like representation of the environment. SS individuals generally navigate better than LS and RS people. Fifty-one college students (20 LS; 17 RS, and 14 SS) took part in the experiment. The spatial cognitive style (SCS) was assessed by means of the SCS test; participants then had to learn a schematic map of a city, and after 5 min had to recall the path depicted on it. During the learning and delayed recall phases, eye-movements were recorded. Our intent was to investigate whether there is a peculiar way to explore an environmental map related to the individual’s spatial style. Results support the presence of differences in the strategy used by the three spatial styles for learning the path and its delayed recall. Specifically, LS individuals produced a greater number of fixations of short duration, while the opposite eye movement pattern characterized SS individuals. Moreover, SS individuals showed a more spread and comprehensive explorative pattern of the map, while LS individuals focused their exploration on the path and related targets. RS individuals showed a pattern of exploration at a level of proficiency between LS and SS individuals. We discuss the clinical and anatomical implications of our data. PMID:27445735

Teaching basic medical sciences at a distance: strategies for effective teaching and learning in internet-based courses.

PubMed

Ertmer, Peggy A; Nour, Abdelfattah Y M

2007-01-01

In recent years, the Internet has become an effective and accessible delivery mechanism for distance education. In 2003, 81% of all institutions of higher education offered at least one fully online or hybrid course. By 2005, the proportion of institutions that listed online education as important to their long-term goals had increased by 8%. This growth in available online courses and their increased convenience and flexibility have stimulated dramatic increases in enrollment in online programs, including the Veterinary Technology Distance Learning Program (VT-DLP) at Purdue University. Regardless of the obvious benefits, distance learning (DL) can be frustrating for the learners if course developers are unable to merge their knowledge about the learners, the process of instructional design, and the appropriate uses of technology and interactivity options into effective course designs. This article describes strategies that we have used to increase students' learning of physiology content in an online environment. While some of these are similar, if not identical, to strategies that might be used in a face-to-face (f2f) environment (e.g., case studies, videos, concept maps), additional strategies (e.g., animations, virtual microscopy) are needed to replace or supplement what might normally occur in a f2f course. We describe how we have addressed students' need for instructional interaction, specifically in the context of two foundational physiology courses that occur early in the VT-DLP. Although the teaching and learning strategies we have used have led to increasingly high levels of interaction, there is an ongoing need to evaluate these strategies to determine their impact on students' learning of physiology content, their development of problem-solving skills, and their retention of information.

Is performance in task-cuing experiments mediated by task set selection or associative compound retrieval?

PubMed

Forrest, Charlotte L D; Monsell, Stephen; McLaren, Ian P L

2014-07-01

Task-cuing experiments are usually intended to explore control of task set. But when small stimulus sets are used, they plausibly afford learning of the response associated with a combination of cue and stimulus, without reference to tasks. In 3 experiments we presented the typical trials of a task-cuing experiment: a cue (colored shape) followed, after a short or long interval, by a digit to which 1 of 2 responses was required. In a tasks condition, participants were (as usual) directed to interpret the cue as an instruction to perform either an odd/even or a high/low classification task. In a cue + stimulus → response (CSR) condition, to induce learning of mappings between cue-stimulus compound and response, participants were, in Experiment 1, given standard task instructions and additionally encouraged to learn the CSR mappings; in Experiment 2, informed of all the CSR mappings and asked to learn them, without standard task instructions; in Experiment 3, required to learn the mappings by trial and error. The effects of a task switch, response congruence, preparation, and transfer to a new set of stimuli differed substantially between the conditions in ways indicative of classification according to task rules in the tasks condition, and retrieval of responses specific to stimulus-cue combinations in the CSR conditions. Qualitative features of the latter could be captured by an associative learning network. Hence associatively based compound retrieval can serve as the basis for performance with a small stimulus set. But when organization by tasks is apparent, control via task set selection is the natural and efficient strategy. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Technology-based strategies for promoting clinical reasoning skills in nursing education.

PubMed

Shellenbarger, Teresa; Robb, Meigan

2015-01-01

Faculty face the demand of preparing nursing students for the constantly changing health care environment. Effective use of online, classroom, and clinical conferencing opportunities helps to enhance nursing students' clinical reasoning capabilities needed for practice. The growth of technology creates an avenue for faculty to develop engaging learning opportunities. This article presents technology-based strategies such as electronic concept mapping, electronic case histories, and digital storytelling that can be used to facilitate clinical reasoning skills.

Learning About Semi Conductors for Teaching—the Role Played by Content Knowledge in Pedagogical Content Knowledge (PCK) Development

NASA Astrophysics Data System (ADS)

Rollnick, Marissa

2017-08-01

This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers' studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings of lessons, journals and other classroom-based evidence shows how the extent and type of teachers' content knowledge informed their choice of teaching approaches and how their learning of content took place alongside the development of teaching strategies. The development of content knowledge was combined with increased understanding of how to teach the topic in almost all cases. Evidence of development of teachers' PCK was found in their increased ability to design teaching strategies, and their use of representations and suitable assessment tasks for their lessons. Some specific common teaching strategies were identified across the teachers. These strategies could add to the canon of teachers' topic - specific professional knowledge for semiconductors. The study provides increased understanding of how teachers simultaneously master content and its teaching and how mediated self-reflection is a fruitful approach for assisting teachers to learn to teach a new topic.

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

PubMed

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

2017-11-01

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

Integrating Multiple Teaching Methods into a General Chemistry Classroom

NASA Astrophysics Data System (ADS)

Francisco, Joseph S.; Nicoll, Gayle; Trautmann, Marcella

1998-02-01

In addition to the traditional lecture format, three other teaching strategies (class discussions, concept maps, and cooperative learning) were incorporated into a freshman level general chemistry course. Student perceptions of their involvement in each of the teaching methods, as well as their perceptions of the utility of each method were used to assess the effectiveness of the integration of the teaching strategies as received by the students. Results suggest that each strategy serves a unique purpose for the students and increased student involvement in the course. These results indicate that the multiple teaching strategies were well received by the students and that all teaching strategies are necessary for students to get the most out of the course.

Bridging the gap: evaluation of a pilot project to facilitate use of psychosocial strategies across an occupational therapy curriculum.

PubMed

Nielsen, Sarah K; Stube, Jan; Bass, Gail

2015-04-01

 The integration of psychosocial strategies into pediatric and physical disabilities coursework presents an issue of importance to advancing the outcomes for both occupational therapy education and practice. After curriculum mapping and modification to course content, a retrospective student survey and review of educational outcomes were undertaken in one curriculum. The programmatic formative evaluation results demonstrated that all students felt moderately prepared to use cognitive-behavioral strategies in their future practices, preferring behavioral strategies over cognitive strategies for changing client thinking. Implications for the importance of integration of psychosocial content across curricula and for future study of effective teaching methods within classroom learning activities and fieldwork are included.

Mapping the Field: A Report on Expanded-Time Schools in America. Fall 2012

ERIC Educational Resources Information Center

Edwards, Jessica

2012-01-01

Expanding learning time has become a leading strategy for closing the achievement and opportunity gaps that plague high-poverty schools in particular. With more time, educators are able to deepen the curriculum, embed enrichment classes and activities, and engage in frequent opportunities for teacher collaboration and professional development.…

Selective influence of prior allocentric knowledge on the kinesthetic learning of a path.

PubMed

Lafon, Matthieu; Vidal, Manuel; Berthoz, Alain

2009-04-01

Spatial cognition studies have described two main cognitive strategies involved in the memorization of traveled paths in human navigation. One of these strategies uses the action-based memory (egocentric) of the traveled route or paths, which involves kinesthetic memory, optic flow, and episodic memory, whereas the other strategy privileges a survey memory of cartographic type (allocentric). Most studies have dealt with these two strategies separately, but none has tried to show the interaction between them in spite of the fact that we commonly use a map to imagine our journey and then proceed using egocentric navigation. An interesting question is therefore: how does prior allocentric knowledge of the environment affect the egocentric, purely kinesthetic navigation processes involved in human navigation? We designed an experiment in which blindfolded subjects had first to walk and memorize a path with kinesthetic cues only. They had previously been shown a map of the path, which was either correct or distorted (consistent shrinking or growing). The latter transformations were studied in order to observe what influence a distorted prior knowledge could have on spatial mechanisms. After having completed the first learning travel along the path, they had to perform several spatial tasks during the testing phase: (1) pointing towards the origin and (2) to specific points encountered along the path, (3) a free locomotor reproduction, and (4) a drawing of the memorized path. The results showed that prior cartographic knowledge influences the paths drawn and the spatial inference capacity, whereas neither locomotor reproduction nor spatial updating was disturbed. Our results strongly support the notion that (1) there are two independent neural bases underlying these mechanisms: a map-like representation allowing allocentric spatial inferences, and a kinesthetic memory of self-motion in space; and (2) a common use of, or a switching between, these two strategies is possible. Nevertheless, allocentric representations can emerge from the experience of kinesthetic cues alone.

Genome annotation in a community college cell biology lab.

PubMed

Beagley, C Timothy

2013-01-01

The Biology Department at Salt Lake Community College has used the IMG-ACT toolbox to introduce a genome mapping and annotation exercise into the laboratory portion of its Cell Biology course. This project provides students with an authentic inquiry-based learning experience while introducing them to computational biology and contemporary learning skills. Additionally, the project strengthens student understanding of the scientific method and contributes to student learning gains in curricular objectives centered around basic molecular biology, specifically, the Central Dogma. Importantly, inclusion of this project in the laboratory course provides students with a positive learning environment and allows for the use of cooperative learning strategies to increase overall student success. Copyright © 2012 International Union of Biochemistry and Molecular Biology, Inc.

The effect of time on word learning: An examination of decay of the memory trace and vocal rehearsal in children with and without specific language impairment

PubMed Central

Alt, Mary; Spaulding, Tammie

2011-01-01

Purpose The purpose of this study was to measure the effect of time to response in a fast-mapping word learning task for children with Specific Language Impairment (SLI) and children with typically-developing language skills (TD). Manipulating time to response allows us to examine decay of the memory trace, the use of vocal rehearsal, and their effects on word learning. Method Participants included 40 school-age children: half with SLI and half with TD. The children were asked to expressively and receptively fast-map 24 novel labels for 24 novel animated dinosaurs. They were asked to demonstrate learning either immediately after presentation of the novel word or after a 10-second delay. Data were collected on the use of vocal rehearsal and for recognition and production accuracy. Results Although the SLI group was less accurate overall, there was no evidence of decay of the memory trace. Both groups used vocal rehearsal at comparable rates, which did not vary when learning was tested immediately or after a delay. Use of vocal rehearsal resulted in better accuracy on the recognition task, but only for the TD group. Conclusions A delay in time to response without interference was not an undue burden for either group. Despite the fact that children with SLI used a vocal rehearsal strategy as often as unimpaired peers, they did not benefit from the strategy in the same way as their peers. Possible explanations for these findings and clinical implications will be discussed. PMID:21885056

Taking Aim at the Cognitive Side of Learning in Sensorimotor Adaptation Tasks.

PubMed

McDougle, Samuel D; Ivry, Richard B; Taylor, Jordan A

2016-07-01

Sensorimotor adaptation tasks have been used to characterize processes responsible for calibrating the mapping between desired outcomes and motor commands. Research has focused on how this form of error-based learning takes place in an implicit and automatic manner. However, recent work has revealed the operation of multiple learning processes, even in this simple form of learning. This review focuses on the contribution of cognitive strategies and heuristics to sensorimotor learning, and how these processes enable humans to rapidly explore and evaluate novel solutions to enable flexible, goal-oriented behavior. This new work points to limitations in current computational models, and how these must be updated to describe the conjoint impact of multiple processes in sensorimotor learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Fast mapping semantic features: performance of adults with normal language, history of disorders of spoken and written language, and attention deficit hyperactivity disorder on a word-learning task.

PubMed

Alt, Mary; Gutmann, Michelle L

2009-01-01

This study was designed to test the word learning abilities of adults with typical language abilities, those with a history of disorders of spoken or written language (hDSWL), and hDSWL plus attention deficit hyperactivity disorder (+ADHD). Sixty-eight adults were required to associate a novel object with a novel label, and then recognize semantic features of the object and phonological features of the label. Participants were tested for overt ability (accuracy) and covert processing (reaction time). The +ADHD group was less accurate at mapping semantic features and slower to respond to lexical labels than both other groups. Different factors correlated with word learning performance for each group. Adults with language and attention deficits are more impaired at word learning than adults with language deficits only. Despite behavioral profiles like typical peers, adults with hDSWL may use different processing strategies than their peers. Readers will be able to: (1) recognize the influence of a dual disability (hDSWL and ADHD) on word learning outcomes; (2) identify factors that may contribute to word learning in adults in terms of (a) the nature of the words to be learned and (b) the language processing of the learner.

Strengthening the evidence and action on multi-sectoral partnerships in public health: an action research initiative

PubMed Central

Willis, C. D.; Greene, J. K.; Abramowicz, A.; Riley, B. L.

2016-01-01

Abstract Introduction: The Public Health Agency of Canada’s Multi-sectoral Partnerships Initiative, administered by the Centre for Chronic Disease Prevention (CCDP), brings together diverse partners to design, implement and advance innovative approaches for improving population health. This article describes the development and initial priorities of an action research project (a learning and improvement strategy) that aims to facilitate continuous improvement of the CCDP’s partnership initiative and contribute to the evidence on multi-sectoral partnerships. Methods: The learning and improvement strategy for the CCDP’s multi-sectoral partnership initiative was informed by (1) consultations with CCDP staff and senior management, and (2) a review of conceptual frameworks to do with multi-sectoral partnerships. Consultations explored the development of the multi-sectoral initiative, barriers and facilitators to success, and markers of effectiveness. Published and grey literature was reviewed using a systematic search strategy with findings synthesized using a narrative approach. Results: Consultations and the review highlighted the importance of understanding partnership impacts, developing a shared vision, implementing a shared measurement system and creating opportunities for knowledge exchange. With that in mind, we propose a six-component learning and improvement strategy that involves (1) prioritizing learning needs, (2) mapping needs to evidence, (3) using relevant data-collection methods, (4) analyzing and synthesizing data, (5) feeding data back to CCDP staff and teams and (6) taking action. Initial learning needs include investigating partnership reach and the unanticipated effects of multi-sectoral partnerships for individuals, groups, organizations or communities. Conclusion: While the CCDP is the primary audience for the learning and improvement strategy, it may prove useful for a range of audiences, including other government departments and external organizations interested in capturing and sharing new knowledge generated from multi-sectoral partnerships. PMID:27284702

Deformable Image Registration based on Similarity-Steered CNN Regression.

PubMed

Cao, Xiaohuan; Yang, Jianhua; Zhang, Jun; Nie, Dong; Kim, Min-Jeong; Wang, Qian; Shen, Dinggang

2017-09-01

Existing deformable registration methods require exhaustively iterative optimization, along with careful parameter tuning, to estimate the deformation field between images. Although some learning-based methods have been proposed for initiating deformation estimation, they are often template-specific and not flexible in practical use. In this paper, we propose a convolutional neural network (CNN) based regression model to directly learn the complex mapping from the input image pair (i.e., a pair of template and subject) to their corresponding deformation field. Specifically, our CNN architecture is designed in a patch-based manner to learn the complex mapping from the input patch pairs to their respective deformation field. First, the equalized active-points guided sampling strategy is introduced to facilitate accurate CNN model learning upon a limited image dataset. Then, the similarity-steered CNN architecture is designed, where we propose to add the auxiliary contextual cue, i.e., the similarity between input patches, to more directly guide the learning process. Experiments on different brain image datasets demonstrate promising registration performance based on our CNN model. Furthermore, it is found that the trained CNN model from one dataset can be successfully transferred to another dataset, although brain appearances across datasets are quite variable.

A Flexible Mechanism of Rule Selection Enables Rapid Feature-Based Reinforcement Learning

PubMed Central

Balcarras, Matthew; Womelsdorf, Thilo

2016-01-01

Learning in a new environment is influenced by prior learning and experience. Correctly applying a rule that maps a context to stimuli, actions, and outcomes enables faster learning and better outcomes compared to relying on strategies for learning that are ignorant of task structure. However, it is often difficult to know when and how to apply learned rules in new contexts. In our study we explored how subjects employ different strategies for learning the relationship between stimulus features and positive outcomes in a probabilistic task context. We test the hypothesis that task naive subjects will show enhanced learning of feature specific reward associations by switching to the use of an abstract rule that associates stimuli by feature type and restricts selections to that dimension. To test this hypothesis we designed a decision making task where subjects receive probabilistic feedback following choices between pairs of stimuli. In the task, trials are grouped in two contexts by blocks, where in one type of block there is no unique relationship between a specific feature dimension (stimulus shape or color) and positive outcomes, and following an un-cued transition, alternating blocks have outcomes that are linked to either stimulus shape or color. Two-thirds of subjects (n = 22/32) exhibited behavior that was best fit by a hierarchical feature-rule model. Supporting the prediction of the model mechanism these subjects showed significantly enhanced performance in feature-reward blocks, and rapidly switched their choice strategy to using abstract feature rules when reward contingencies changed. Choice behavior of other subjects (n = 10/32) was fit by a range of alternative reinforcement learning models representing strategies that do not benefit from applying previously learned rules. In summary, these results show that untrained subjects are capable of flexibly shifting between behavioral rules by leveraging simple model-free reinforcement learning and context-specific selections to drive responses. PMID:27064794

The effect of time on word learning: an examination of decay of the memory trace and vocal rehearsal in children with and without specific language impairment.

PubMed

Alt, Mary; Spaulding, Tammie

2011-01-01

The purpose of this study was to measure the effect of time to response in a fast-mapping word learning task for children with specific language impairment (SLI) and children with typically developing language skills (TD). Manipulating time to response allows us to examine decay of the memory trace, the use of vocal rehearsal, and their effects on word learning. Participants included 40 school-age children: half with SLI and half with TD. The children were asked to expressively and receptively fast-map 24 novel labels for 24 novel animated dinosaurs. They were asked to demonstrate learning either immediately after presentation of the novel word or after a 10-second delay. Data were collected on the use of vocal rehearsal and for recognition and production accuracy. Although the SLI group was less accurate overall, there was no evidence of decay of the memory trace. Both groups used vocal rehearsal at comparable rates, which did not vary when learning was tested immediately or after a delay. Use of vocal rehearsal resulted in better accuracy on the recognition task, but only for the TD group. A delay in time to response without interference was not an undue burden for either group. Despite the fact that children with SLI used a vocal rehearsal strategy as often as unimpaired peers, they did not benefit from the strategy in the same way as their peers. Possible explanations for these findings and clinical implications will be discussed. Readers will learn about how time to response affects word learning in children with specific language impairment and unimpaired peers. They will see how this issue fits into a framework of phonological working memory. They will also become acquainted with the effect of vocal rehearsal on word learning. Copyright © 2011 Elsevier Inc. All rights reserved.

Competence and Usage of Web 2.0 Technologies by Higher Education Faculty

ERIC Educational Resources Information Center

Soomro, Kamal Ahmed; Zai, Sajid Yousuf; Jafri, Iftikhar Hussain

2015-01-01

Literature on Web 2.0 experiences of higher education faculty in developing countries such as Pakistan is very limited. An insight on awareness and practices of higher education faculty with these tools can be helpful to map strategies and plan of action for adopting latest technologies to support teaching-learning processes in higher education of…

Mapping out the Integration of the Components of Pedagogical Content Knowledge (PCK): Examples from High School Biology Classrooms

ERIC Educational Resources Information Center

Park, Soonhye; Chen, Ying-Chih

2012-01-01

This study explored the nature of the integration of the five components of pedagogical content knowledge (PCK): (a) Orientations toward Teaching Science, (b) Knowledge of Student Understanding, (c) Knowledge of Instructional Strategies and Representations, (d) Knowledge of Science Curriculum, and (e) Knowledge of Assessment of Science Learning.…

Mutual Exclusivity Develops as a Consequence of Abstract Rather than Particular Vocabulary Knowledge

ERIC Educational Resources Information Center

Kalashnikova, Marina; Mattock, Karen; Monaghan, Padraic

2016-01-01

Mutual exclusivity (ME) refers to the assumption that there are one-to-one relations between linguistic forms and their meanings. It is used as a word-learning strategy whereby children tend to map novel labels to unfamiliar rather than familiar referents. Previous research has indicated a relation between ME and vocabulary development, which…

The Enhancement of Mathematical Reasoning Ability of Junior High School Students by Applying Mind Mapping Strategy

ERIC Educational Resources Information Center

Ayal, Carolina S.; Kusuma, Yaya S.; Sabandar, Jozua; Dahlan, Jarnawi Afgan

2016-01-01

Mathematical reasoning ability, are component that must be governable by the student. Mathematical reasoning plays an important role, both in solving problems and in conveying ideas when learning mathematics. In fact there ability are not still developed well, even in middle school. The importance of mathematical reasoning ability (KPM are…

Using the Lakatosian Conflict Map for Conceptual Change of Pre-Service Elementary Teachers about the Seasons

ERIC Educational Resources Information Center

Oh, Jun-Young; Lee, Hyonyong; Lee, Sung-Soon

2017-01-01

Background: Kuhn's model of science has been widely influential, but in this paper, it is argued that it is more appropriate to consider constructivist learning within science education as a research program in the sense used by Lakatos. Purpose/Hypothesis: This study offers teaching strategies and their corresponding instructional sequences based…

Undergraduate Student Peer Mentoring in a Multi-Faculty, Multi-Campus University Context

ERIC Educational Resources Information Center

Townsend, Robert A.; Delves, Melinda; Kidd, Tracy; Figg, Bev

2011-01-01

This article explores research that utilised a mapping strategy to investigate the elements of peer mentoring and peer tutoring programs across a multi-campus Australian university. Peer mentoring, peer tutoring and peer learning activities at the multi-campus university are occurring in a manner that may be considered ad-hoc which does not…

A Teaching Model for Scaffolding 4th Grade Students' Scientific Explanation Writing

ERIC Educational Resources Information Center

Yang, Hsiu-Ting; Wang, Kuo-Hua

2014-01-01

Improving students scientific explanations is one major goal of science education. Both writing activities and concept mapping are reported as effective strategies for enhancing student learning of science. The purpose of this study was to examine the effect of a teaching model, named the DCI model, which integrates a Descriptive explanation…

Making the Transition from Print: Integrating Concept Mapping and Online Communication with Traditional Distance Education Materials.

ERIC Educational Resources Information Center

Kennedy, David M.; Reiman, Cornelis A.

The move from traditional paper-based distance education subject materials to those of information and communication technologies (ICT) has increased the ways in which students can engage with their lecturers, peers and the unit materials. In this paper, strategies for enhancing print-based learning resources are discussed. These include concept…

Bose-Einstein condensates form in heuristics learned by ciliates deciding to signal 'social' commitments.

PubMed

Clark, Kevin B

2010-03-01

Fringe quantum biology theories often adopt the concept of Bose-Einstein condensation when explaining how consciousness, emotion, perception, learning, and reasoning emerge from operations of intact animal nervous systems and other computational media. However, controversial empirical evidence and mathematical formalism concerning decoherence rates of bioprocesses keep these frameworks from satisfactorily accounting for the physical nature of cognitive-like events. This study, inspired by the discovery that preferential attachment rules computed by complex technological networks obey Bose-Einstein statistics, is the first rigorous attempt to examine whether analogues of Bose-Einstein condensation precipitate learned decision making in live biological systems as bioenergetics optimization predicts. By exploiting the ciliate Spirostomum ambiguum's capacity to learn and store behavioral strategies advertising mating availability into heuristics of topologically invariant computational networks, three distinct phases of strategy use were found to map onto statistical distributions described by Bose-Einstein, Fermi-Dirac, and classical Maxwell-Boltzmann behavior. Ciliates that sensitized or habituated signaling patterns to emit brief periods of either deceptive 'harder-to-get' or altruistic 'easier-to-get' serial escape reactions began testing condensed on initially perceived fittest 'courting' solutions. When these ciliates switched from their first strategy choices, Bose-Einstein condensation of strategy use abruptly dissipated into a Maxwell-Boltzmann computational phase no longer dominated by a single fittest strategy. Recursive trial-and-error strategy searches annealed strategy use back into a condensed phase consistent with performance optimization. 'Social' decisions performed by ciliates showing no nonassociative learning were largely governed by Fermi-Dirac statistics, resulting in degenerate distributions of strategy choices. These findings corroborate previous work demonstrating ciliates with improving expertise search grouped 'courting' assurances at quantum efficiencies and verify efficient processing by primitive 'social' intelligences involves network forms of Bose-Einstein condensation coupled to preceding thermodynamic-sensitive computational phases. 2009 Elsevier Ireland Ltd. All rights reserved.

Reinforcement and inference in cross-situational word learning.

PubMed

Tilles, Paulo F C; Fontanari, José F

2013-01-01

Cross-situational word learning is based on the notion that a learner can determine the referent of a word by finding something in common across many observed uses of that word. Here we propose an adaptive learning algorithm that contains a parameter that controls the strength of the reinforcement applied to associations between concurrent words and referents, and a parameter that regulates inference, which includes built-in biases, such as mutual exclusivity, and information of past learning events. By adjusting these parameters so that the model predictions agree with data from representative experiments on cross-situational word learning, we were able to explain the learning strategies adopted by the participants of those experiments in terms of a trade-off between reinforcement and inference. These strategies can vary wildly depending on the conditions of the experiments. For instance, for fast mapping experiments (i.e., the correct referent could, in principle, be inferred in a single observation) inference is prevalent, whereas for segregated contextual diversity experiments (i.e., the referents are separated in groups and are exhibited with members of their groups only) reinforcement is predominant. Other experiments are explained with more balanced doses of reinforcement and inference.

Intrinsic interactive reinforcement learning - Using error-related potentials for real world human-robot interaction.

PubMed

Kim, Su Kyoung; Kirchner, Elsa Andrea; Stefes, Arne; Kirchner, Frank

2017-12-14

Reinforcement learning (RL) enables robots to learn its optimal behavioral strategy in dynamic environments based on feedback. Explicit human feedback during robot RL is advantageous, since an explicit reward function can be easily adapted. However, it is very demanding and tiresome for a human to continuously and explicitly generate feedback. Therefore, the development of implicit approaches is of high relevance. In this paper, we used an error-related potential (ErrP), an event-related activity in the human electroencephalogram (EEG), as an intrinsically generated implicit feedback (rewards) for RL. Initially we validated our approach with seven subjects in a simulated robot learning scenario. ErrPs were detected online in single trial with a balanced accuracy (bACC) of 91%, which was sufficient to learn to recognize gestures and the correct mapping between human gestures and robot actions in parallel. Finally, we validated our approach in a real robot scenario, in which seven subjects freely chose gestures and the real robot correctly learned the mapping between gestures and actions (ErrP detection (90% bACC)). In this paper, we demonstrated that intrinsically generated EEG-based human feedback in RL can successfully be used to implicitly improve gesture-based robot control during human-robot interaction. We call our approach intrinsic interactive RL.

Hippocampal participation in navigational map learning in young homing pigeons is dependent on training experience.

PubMed

Ioalè, P; Gagliardo, A; Bingman, V P

2000-02-01

The homing pigeon navigational map is perhaps one of the most striking examples of a naturally occurring spatial representation of the environment used to guide navigation. In a previous study, it was found that hippocampal lesions thoroughly disrupt the ability of young homing pigeons held in an outdoor aviary to learn a navigational map. However, since that study an accumulation of anecdotal data has hinted that hippocampal-lesioned young pigeons allowed to fly during their first summer could learn a navigational map. In the present study, young control and hippocampal-lesioned homing pigeons were either held in an outdoor aviary or allowed to fly during the time of navigational map learning. At the end of their first summer, the birds were experimentally released to test for navigational map learning. Independent of training experience, control pigeons oriented homeward during the experimental releases demonstrating that they learned a navigational map. Surprisingly, while the aviary-held hippocampal-lesioned pigeons failed to learn a navigational map as reported previously, hippocampal-lesioned birds allowed flight experience learned a navigational map indistinguishable from the two control groups. A subsequent experiment revealed that the navigational map learned by the three groups was based on atmospheric odours. The results demonstrate that hippocampal participation in navigational map learning depends on the type of experience a young bird pigeon has, and presumably, the type of navigational map learned.

Data-driven discovery of Koopman eigenfunctions using deep learning

NASA Astrophysics Data System (ADS)

Lusch, Bethany; Brunton, Steven L.; Kutz, J. Nathan

2017-11-01

Koopman operator theory transforms any autonomous non-linear dynamical system into an infinite-dimensional linear system. Since linear systems are well-understood, a mapping of non-linear dynamics to linear dynamics provides a powerful approach to understanding and controlling fluid flows. However, finding the correct change of variables remains an open challenge. We present a strategy to discover an approximate mapping using deep learning. Our neural networks find this change of variables, its inverse, and a finite-dimensional linear dynamical system defined on the new variables. Our method is completely data-driven and only requires measurements of the system, i.e. it does not require derivatives or knowledge of the governing equations. We find a minimal set of approximate Koopman eigenfunctions that are sufficient to reconstruct and advance the system to future states. We demonstrate the method on several dynamical systems.

Students' approaches to learning in a clinical practicum: A psychometric evaluation based on item response theory.

PubMed

Zhao, Yue; Kuan, Hoi Kei; Chung, Joyce O K; Chan, Cecilia K Y; Li, William H C

2018-07-01

The investigation of learning approaches in the clinical workplace context has remained an under-researched area. Despite the validation of learning approach instruments and their applications in various clinical contexts, little is known about the extent to which an individual item, that reflects a specific learning strategy and motive, effectively contributes to characterizing students' learning approaches. This study aimed to measure nursing students' approaches to learning in a clinical practicum using the Approaches to Learning at Work Questionnaire (ALWQ). Survey research design was used in the study. A sample of year 3 nursing students (n = 208) who undertook a 6-week clinical practicum course participated in the study. Factor analyses were conducted, followed by an item response theory analysis, including model assumption evaluation (unidimensionality and local independence), item calibration and goodness-of-fit assessment. Two subscales, deep and surface, were derived. Findings suggested that: (a) items measuring the deep motive from intrinsic interest and deep strategies of relating new ideas to similar situations, and that of concept mapping served as the strongest discriminating indicators; (b) the surface strategy of memorizing facts and details without an overall picture exhibited the highest discriminating power among all surface items; and, (c) both subscales appeared to be informative in assessing a broad range of the corresponding latent trait. The 21-item ALWQ derived from this study presented an efficient, internally consistent and precise measure. Findings provided a useful psychometric evaluation of the ALWQ in the clinical practicum context, added evidence to the utility of the ALWQ for nursing education practice and research, and echoed the discussions from previous studies on the role of the contextual factors in influencing student choices of different learning strategies. They provided insights for clinical educators to measure nursing students' approaches to learning and facilitate their learning in the clinical practicum setting. Copyright © 2018. Published by Elsevier Ltd.

Setting strategy for system change: using concept mapping to prioritise national action for chronic disease prevention.

PubMed

Wutzke, Sonia; Roberts, Nick; Willis, Cameron; Best, Allan; Wilson, Andrew; Trochim, William

2017-08-08

Chronic diseases are a serious and urgent problem, requiring at-scale, multi-component, multi-stakeholder action and cooperation. Despite numerous national frameworks and agenda-setting documents to coordinate prevention efforts, Australia, like many countries internationally, is yet to substantively impact the burden from chronic disease. Improved evidence on effective strategies for the prevention of chronic disease is required. This research sought to articulate a priority set of important and feasible action domains to inform future discussion and debate regarding priority areas for chronic disease prevention policy and strategy. Using concept mapping, a mixed-methods approach to making use of the best available tacit knowledge of recognised, diverse and well-experienced actors, and national actions to improve the prevention of chronic disease in Australia were identified and then mapped. Participants (ranging from 58 to 78 in the various stages of the research) included a national sample of academics, policymakers and practitioners. Data collection involved the generation and sorting of statements by participants. A series of visual representations of the data were then developed. A total of 95 statements were distilled into 12 clusters for action, namely Inter-Sectoral Partnerships; Systems Perspective/Action; Governance; Roles and Responsibilities; Evidence, Feedback and Learning; Funding and Incentive; Creating Demand; Primary Prevention; Social Determinants and Equity; Healthy Environments; Food and Nutrition; and Regulation and Policy. Specific areas for more immediate national action included refocusing the health system to prevention over cure, raising the profile of public health with health decision-makers, funding policy- and practice-relevant research, improving communication about prevention, learning from both global best-practice and domestic successes and failures, increasing the focus on primary prevention, and developing a long-term prevention strategy with an explicit funding commitment. Preventing chronic diseases and their risk factors will require at-scale, multi-component, multi-stakeholder action and cooperation. The concept mapping procedures used in this research have enabled the synthesis of views across different stakeholders, bringing both divergent and convergent perspectives to light, and collectively creating signals for where to prioritise national action. Previous national strategies for chronic disease prevention have not collated the tacit knowledge of diverse actors in the prevention of chronic disease in this structured way.

Is sequence awareness mandatory for perceptual sequence learning: An assessment using a pure perceptual sequence learning design.

PubMed

Deroost, Natacha; Coomans, Daphné

2018-02-01

We examined the role of sequence awareness in a pure perceptual sequence learning design. Participants had to react to the target's colour that changed according to a perceptual sequence. By varying the mapping of the target's colour onto the response keys, motor responses changed randomly. The effect of sequence awareness on perceptual sequence learning was determined by manipulating the learning instructions (explicit versus implicit) and assessing the amount of sequence awareness after the experiment. In the explicit instruction condition (n = 15), participants were instructed to intentionally search for the colour sequence, whereas in the implicit instruction condition (n = 15), they were left uninformed about the sequenced nature of the task. Sequence awareness after the sequence learning task was tested by means of a questionnaire and the process-dissociation-procedure. The results showed that the instruction manipulation had no effect on the amount of perceptual sequence learning. Based on their report to have actively applied their sequence knowledge during the experiment, participants were subsequently regrouped in a sequence strategy group (n = 14, of which 4 participants from the implicit instruction condition and 10 participants from the explicit instruction condition) and a no-sequence strategy group (n = 16, of which 11 participants from the implicit instruction condition and 5 participants from the explicit instruction condition). Only participants of the sequence strategy group showed reliable perceptual sequence learning and sequence awareness. These results indicate that perceptual sequence learning depends upon the continuous employment of strategic cognitive control processes on sequence knowledge. Sequence awareness is suggested to be a necessary but not sufficient condition for perceptual learning to take place. Copyright © 2018 Elsevier B.V. All rights reserved.

Learning style preference and student aptitude for concept maps.

PubMed

Kostovich, Carol T; Poradzisz, Michele; Wood, Karen; O'Brien, Karen L

2007-05-01

Acknowledging that individuals' preferences for learning vary, faculty in an undergraduate nursing program questioned whether a student's learning style is an indicator of aptitude in developing concept maps. The purpose of this research was to describe the relationship between nursing students' learning style preference and aptitude for concept maps. The sample included 120 undergraduate students enrolled in the adult health nursing course. Students created one concept map and completed two instruments: the Learning Style Survey and the Concept Map Survey. Data included Learning Style Survey scores, grade for the concept map, and grade for the adult health course. No significant difference was found between learning style preference and concept map grades. Thematic analysis of the qualitative survey data yielded further insight into students' preferences for creating concept maps.

Course transformation: Content, structure and effectiveness analysis

NASA Astrophysics Data System (ADS)

DuHadway, Linda P.

The organization of learning materials is often limited by the systems available for delivery of such material. Currently, the learning management system (LMS) is widely used to distribute course materials. These systems deliver the material in a text-based, linear way. As online education continues to expand and educators seek to increase their effectiveness by adding more effective active learning strategies, these delivery methods become a limitation. This work demonstrates the possibility of presenting course materials in a graphical way that expresses important relations and provides support for manipulating the order of those materials. The ENABLE system gathers data from an existing course, uses text analysis techniques, graph theory, graph transformation, and a user interface to create and present graphical course maps. These course maps are able to express information not currently available in the LMS. Student agents have been developed to traverse these course maps to identify the variety of possible paths through the material. The temporal relations imposed by the current course delivery methods have been replaced by prerequisite relations that express ordering that provides educational value. Reducing the connections to these more meaningful relations allows more possibilities for change. Technical methods are used to explore and calibrate linear and nonlinear models of learning. These methods are used to track mastery of learning material and identify relative difficulty values. Several probability models are developed and used to demonstrate that data from existing, temporally based courses can be used to make predictions about student success in courses using the same material but organized without the temporal limitations. Combined, these demonstrate the possibility of tools and techniques that can support the implementation of a graphical course map that allows varied paths and provides an enriched, more informative interface between the educator, the student, and the learning material. This fundamental change in how course materials are presented and interfaced with has the potential to make educational opportunities available to a broader spectrum of people with diverse abilities and circumstances. The graphical course map can be pivotal in attaining this transition.

Experimentation of cooperative learning model Numbered Heads Together (NHT) type by concept maps and Teams Games Tournament (TGT) by concept maps in terms of students logical mathematics intellegences

NASA Astrophysics Data System (ADS)

Irawan, Adi; Mardiyana; Retno Sari Saputro, Dewi

2017-06-01

This research is aimed to find out the effect of learning model towards learning achievement in terms of students’ logical mathematics intelligences. The learning models that were compared were NHT by Concept Maps, TGT by Concept Maps, and Direct Learning model. This research was pseudo experimental by factorial design 3×3. The population of this research was all of the students of class XI Natural Sciences of Senior High School in all regency of Karanganyar in academic year 2016/2017. The conclusions of this research were: 1) the students’ achievements with NHT learning model by Concept Maps were better than students’ achievements with TGT model by Concept Maps and Direct Learning model. The students’ achievements with TGT model by Concept Maps were better than the students’ achievements with Direct Learning model. 2) The students’ achievements that exposed high logical mathematics intelligences were better than students’ medium and low logical mathematics intelligences. The students’ achievements that exposed medium logical mathematics intelligences were better than the students’ low logical mathematics intelligences. 3) Each of student logical mathematics intelligences with NHT learning model by Concept Maps has better achievement than students with TGT learning model by Concept Maps, students with NHT learning model by Concept Maps have better achievement than students with the direct learning model, and the students with TGT by Concept Maps learning model have better achievement than students with Direct Learning model. 4) Each of learning model, students who have logical mathematics intelligences have better achievement then students who have medium logical mathematics intelligences, and students who have medium logical mathematics intelligences have better achievement than students who have low logical mathematics intelligences.

Learning the Language of Locomotion: Do Children Use Biomechanical Structure to Constrain Hypotheses about Word Meaning?

ERIC Educational Resources Information Center

Malt, Barbara C.; White, Anne; Ameel, Eef; Storms, Gert

2016-01-01

Much has been said about children's strategies for mapping elements of meaning to words in toddlerhood. However, children continue to refine word meanings and patterns of word use into middle childhood and beyond, even for common words appearing in early vocabulary. We address where children past toddlerhood diverge from adults and where they more…

Research and Teaching: Online Collaborative Misconception Mapping Strategy Enhanced Health Science Students' Discussion and Knowledge of Basic Statistical Concepts

ERIC Educational Resources Information Center

Sas, Magdalena; Bendixen, Lisa D.; Crippen, Kent J.; Saddler, Sterling

2017-01-01

Online discussions have become inherent components of both face-to-face and distance education college courses, yet they often fail to provide much benefit to students' learning outcomes. One reason behind this phenomenon is the lack of or inadequate scaffolding or guidance provided to students when participating on asynchronous discussion boards.…

How to Plan Rigorous Instruction. Mastering the Principles of Great Teaching Series

ERIC Educational Resources Information Center

Jackson, Robyn R.

2010-01-01

What if you could go beyond planning and delivering tightly scripted lessons mapped to a standardized test to facilitating rich, robust learning experiences that prepare students to be critical thinkers and lifelong learners? The good news is that you can do it all when you have the steps and strategies from this guide. Drawing from the principles…

What are the Effects of Implementing Learning-Focused Strategies in Biology and Physical Science Classrooms?

NASA Astrophysics Data System (ADS)

Simmons, Robin

The objective of this study was to determine if Learning-Focused Strategies (LFS) implemented in high school science courses would affect student achievement and the pass rate of biology and physical science Common District Assessments (CDAs). The LFS, specific teaching strategies contained in the Learning-Focused Strategies Model (LFSM) Program were researched in this study. The LFSM Program provided a framework for comprehensive school improvement to those schools that implemented the program. The LFSM Program provided schools with consistent training in the utilization of exemplary practices and instruction. A high school located in the suburbs of Atlanta, Georgia was the focus of this investigation. Twelve high school science classrooms participated in the study: six biology and six physical science classes. Up-to-date research discovered that the strategies contained in the LFSM Program were research-based and highly effective for elementary and middle school instruction. Research on its effectiveness in high school instruction was the main focus of this study. This investigation utilized a mixed methods approach, in which data were examined qualitatively and quantitatively. Common District Assessment (CDA) quantitative data were collected and compared between those science classrooms that utilized LFS and those using traditional instructional strategies. Qualitative data were generated through classroom observations, student surveys, and teacher interviews. Individual data points were triangulated to determine trends of information reflecting the effects of implementing LFS. Based on the data collected in the research study, classrooms utilizing LFS were more successful academically than the classrooms using traditional instructional methods. Derived from the quantitative data, students in LFS classrooms were more proficient on both the biology and physical science Unit 1 CDAs, illustrating the effectiveness of LFS in the science classroom. Key terms: Cognitive teaching strategies, College readiness, Common District Assessments (CDAs), Concept maps, Constructivism, Curriculum, Differentiated Instruction, Instruction, Formative assessments, Learning-Focused Strategies (LFS), Learning-Focused Strategies Model (LFSM), No Child Left Behind (NCLB), Post-secondary institution, Remediation courses, School improvement grant, School reform, Secondary institution, Traditional instructional strategies.

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

ERIC Educational Resources Information Center

Odom, Arthur L.; Kelly, Paul V.

2001-01-01

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

Mind Map Our Way into Effective Student Questioning: a Principle-Based Scenario

NASA Astrophysics Data System (ADS)

Stokhof, Harry; de Vries, Bregje; Bastiaens, Theo; Martens, Rob

2017-07-01

Student questioning is an important self-regulative strategy and has multiple benefits for teaching and learning science. Teachers, however, need support to align student questioning to curricular goals. This study tests a prototype of a principle-based scenario that supports teachers in guiding effective student questioning. In the scenario, mind mapping is used to provide both curricular structure as well as support for student questioning. The fidelity of structure and the process of implementation were verified by interviews, video data and a product collection. Results show that the scenario was relevant for teachers, practical in use and effective for guiding student questioning. Results also suggest that shared responsibility for classroom mind maps contributed to more intensive collective knowledge construction.

Cognitive strategies regulate fictive, but not reward prediction error signals in a sequential investment task.

PubMed

Gu, Xiaosi; Kirk, Ulrich; Lohrenz, Terry M; Montague, P Read

2014-08-01

Computational models of reward processing suggest that foregone or fictive outcomes serve as important information sources for learning and augment those generated by experienced rewards (e.g. reward prediction errors). An outstanding question is how these learning signals interact with top-down cognitive influences, such as cognitive reappraisal strategies. Using a sequential investment task and functional magnetic resonance imaging, we show that the reappraisal strategy selectively attenuates the influence of fictive, but not reward prediction error signals on investment behavior; such behavioral effect is accompanied by changes in neural activity and connectivity in the anterior insular cortex, a brain region thought to integrate subjective feelings with high-order cognition. Furthermore, individuals differ in the extent to which their behaviors are driven by fictive errors versus reward prediction errors, and the reappraisal strategy interacts with such individual differences; a finding also accompanied by distinct underlying neural mechanisms. These findings suggest that the variable interaction of cognitive strategies with two important classes of computational learning signals (fictive, reward prediction error) represent one contributing substrate for the variable capacity of individuals to control their behavior based on foregone rewards. These findings also expose important possibilities for understanding the lack of control in addiction based on possibly foregone rewarding outcomes. Copyright © 2013 The Authors. Human Brain Mapping Published by Wiley Periodicals, Inc.

Kohonen and counterpropagation neural networks applied for mapping and interpretation of IR spectra.

PubMed

Novic, Marjana

2008-01-01

The principles of learning strategy of Kohonen and counterpropagation neural networks are introduced. The advantages of unsupervised learning are discussed. The self-organizing maps produced in both methods are suitable for a wide range of applications. Here, we present an example of Kohonen and counterpropagation neural networks used for mapping, interpretation, and simulation of infrared (IR) spectra. The artificial neural network models were trained for prediction of structural fragments of an unknown compound from its infrared spectrum. The training set contained over 3,200 IR spectra of diverse compounds of known chemical structure. The structure-spectra relationship was encompassed by the counterpropagation neural network, which assigned structural fragments to individual compounds within certain probability limits, assessed from the predictions of test compounds. The counterpropagation neural network model for prediction of fragments of chemical structure is reversible, which means that, for a given structural domain, limited to the training data set in the study, it can be used to simulate the IR spectrum of a chemical defined with a set of structural fragments.

Cavity approach to noisy learning in nonlinear perceptrons.

PubMed

Luo, P; Michael Wong, K Y

2001-12-01

We analyze the learning of noisy teacher-generated examples by nonlinear and differentiable student perceptrons using the cavity method. The generic activation of an example is a function of the cavity activation of the example, which is its activation in the perceptron that learns without the example. Mean-field equations for the macroscopic parameters and the stability condition yield results consistent with the replica method. When a single value of the cavity activation maps to multiple values of the generic activation, there is a competition in learning strategy between preferentially learning an example and sacrificing it in favor of the background adjustment. We find parameter regimes in which examples are learned preferentially or sacrificially, leading to a gap in the activation distribution. Full phase diagrams of this complex system are presented, and the theory predicts the existence of a phase transition from poor to good generalization states in the system. Simulation results confirm the theoretical predictions.

Self-Organizing Feature Maps Identify Proteins Critical to Learning in a Mouse Model of Down Syndrome.

PubMed

Higuera, Clara; Gardiner, Katheleen J; Cios, Krzysztof J

2015-01-01

Down syndrome (DS) is a chromosomal abnormality (trisomy of human chromosome 21) associated with intellectual disability and affecting approximately one in 1000 live births worldwide. The overexpression of genes encoded by the extra copy of a normal chromosome in DS is believed to be sufficient to perturb normal pathways and normal responses to stimulation, causing learning and memory deficits. In this work, we have designed a strategy based on the unsupervised clustering method, Self Organizing Maps (SOM), to identify biologically important differences in protein levels in mice exposed to context fear conditioning (CFC). We analyzed expression levels of 77 proteins obtained from normal genotype control mice and from their trisomic littermates (Ts65Dn) both with and without treatment with the drug memantine. Control mice learn successfully while the trisomic mice fail, unless they are first treated with the drug, which rescues their learning ability. The SOM approach identified reduced subsets of proteins predicted to make the most critical contributions to normal learning, to failed learning and rescued learning, and provides a visual representation of the data that allows the user to extract patterns that may underlie novel biological responses to the different kinds of learning and the response to memantine. Results suggest that the application of SOM to new experimental data sets of complex protein profiles can be used to identify common critical protein responses, which in turn may aid in identifying potentially more effective drug targets.

Self-Organizing Feature Maps Identify Proteins Critical to Learning in a Mouse Model of Down Syndrome

PubMed Central

Higuera, Clara; Gardiner, Katheleen J.; Cios, Krzysztof J.

2015-01-01

Down syndrome (DS) is a chromosomal abnormality (trisomy of human chromosome 21) associated with intellectual disability and affecting approximately one in 1000 live births worldwide. The overexpression of genes encoded by the extra copy of a normal chromosome in DS is believed to be sufficient to perturb normal pathways and normal responses to stimulation, causing learning and memory deficits. In this work, we have designed a strategy based on the unsupervised clustering method, Self Organizing Maps (SOM), to identify biologically important differences in protein levels in mice exposed to context fear conditioning (CFC). We analyzed expression levels of 77 proteins obtained from normal genotype control mice and from their trisomic littermates (Ts65Dn) both with and without treatment with the drug memantine. Control mice learn successfully while the trisomic mice fail, unless they are first treated with the drug, which rescues their learning ability. The SOM approach identified reduced subsets of proteins predicted to make the most critical contributions to normal learning, to failed learning and rescued learning, and provides a visual representation of the data that allows the user to extract patterns that may underlie novel biological responses to the different kinds of learning and the response to memantine. Results suggest that the application of SOM to new experimental data sets of complex protein profiles can be used to identify common critical protein responses, which in turn may aid in identifying potentially more effective drug targets. PMID:26111164

Word learning emerges from the interaction of online referent selection and slow associative learning.

PubMed

McMurray, Bob; Horst, Jessica S; Samuelson, Larissa K

2012-10-01

Classic approaches to word learning emphasize referential ambiguity: In naming situations, a novel word could refer to many possible objects, properties, actions, and so forth. To solve this, researchers have posited constraints, and inference strategies, but assume that determining the referent of a novel word is isomorphic to learning. We present an alternative in which referent selection is an online process and independent of long-term learning. We illustrate this theoretical approach with a dynamic associative model in which referent selection emerges from real-time competition between referents and learning is associative (Hebbian). This model accounts for a range of findings including the differences in expressive and receptive vocabulary, cross-situational learning under high degrees of ambiguity, accelerating (vocabulary explosion) and decelerating (power law) learning, fast mapping by mutual exclusivity (and differences in bilinguals), improvements in familiar word recognition with development, and correlations between speed of processing and learning. Together it suggests that (a) association learning buttressed by dynamic competition can account for much of the literature; (b) familiar word recognition is subserved by the same processes that identify the referents of novel words (fast mapping); (c) online competition may allow the children to leverage information available in the task to augment performance despite slow learning; (d) in complex systems, associative learning is highly multifaceted; and (e) learning and referent selection, though logically distinct, can be subtly related. It suggests more sophisticated ways of describing the interaction between situation- and developmental-time processes and points to the need for considering such interactions as a primary determinant of development. PsycINFO Database Record (c) 2012 APA, all rights reserved.

Move, Act, Play, Sing (MAPS): Exploring Early Childhood Arts Teaching and Learning Strategies and Concepts through Community Arts Interventions

ERIC Educational Resources Information Center

Lines, David; Naughton, Chris; Roder, John; Matapo, Jacoba; Whyte, Marjolein; Liao, Tiffany

2014-01-01

This project/report worked with three early childhood education centres who have adopted the Reggio Emilia philosophy of educational practice. Each centre works with children and parents in close collaboration and all the staff and centre management are committed to the project. The aim of this project was to work with each centre in developing…

A Study of Teacher-Mediated Enhancement of Students' Organization of Earth Science Knowledge Using Web Diagrams as a Teaching Device

NASA Astrophysics Data System (ADS)

Anderson, O. Roger; Contino, Julie

2010-10-01

Current research indicates that students with enhanced knowledge networks are more effective in learning science content and applying higher order thinking skills in open-ended inquiry learning. This research examined teacher implementation of a novel teaching strategy called “web diagramming,” a form of network mapping, in a secondary school earth science class. We report evidence for student improvement in knowledge networking, questionnaire-based reports by the students on the merits of web diagramming in terms of interest and usefulness, and information on the collaborating teacher’s perceptions of the process of implementation, including implications for teacher education. This is among the first reports that teachers can be provided with strategies to enhance student knowledge networking capacity, especially for those students whose initial networking scores are among the lowest.

Impact of Growing Business on Software Processes

NASA Astrophysics Data System (ADS)

Nikitina, Natalja; Kajko-Mattsson, Mira

When growing their businesses, software organizations should not only put effort into developing and executing their business strategies, but also into managing and improving their internal software development processes and aligning them with business growth strategies. It is only in this way they may confirm that their businesses grow in a healthy and sustainable way. In this paper, we map out one software company's business growth on the course of its historical events and identify its impact on the company's software production processes and capabilities. The impact concerns benefits, challenges, problems and lessons learned. The most important lesson learned is that although business growth has become a stimulus for starting thinking and improving software processes, the organization lacked guidelines aiding it in and aligning it to business growth. Finally, the paper generates research questions providing a platform for future research.

Biology, literacy, and the African American voice: A case study of meaningful learning in the biology classroom

NASA Astrophysics Data System (ADS)

Reese, Keturah

Under the direction of Sharon Murphy Augustine, Ph.D./Ph.D Curriculum and Instruction There was a substantial performance gap among African Americans and other ethnic groups. Additionally, African American students in a Title I school were at a significantly high risk of not meeting or exceeding on performance tests in science. Past reports have shown average gains in some subject areas, and declines in others (NCES, 2011; GADOE, 2012). Current instructional strategies and the lack of literacy within the biology classroom created a problem for African American high school students on national and state assessments. The purpose of this study was to examine the perceptions of African American students and teachers in the context of literacy and biology through the incorporation of an interactive notebook and other literacy strategies. The data was collected three ways: field notes for a two week observation period within the biology classroom, student and teacher interviews, and student work samples. During the observations, student work collection, and interviews, I looked for the following codes: active learning, constructive learning, collaborative learning, authentic learning, and intentional learning. In the process of coding for the pre-determined codes, three more codes emerged. The three codes that emerged were organization, studying/student ownership, and student teacher relationships. Students and teachers both solidified the notion that literacy and biology worked well together. The implemented literacy strategies were something that both teachers and students appreciated in their learning of biology. Overall students and teachers perceived that the interactive notebook along Cornell notes, Thinking maps, close reads, writing, lab experiments, and group work created meaningful learning experiences within the biology classroom.

An AIDS risk reduction program for Dutch drug users: an intervention mapping approach to planning.

PubMed

van Empelen, Pepijn; Kok, Gerjo; Schaalma, Herman P; Bartholomew, L Kay

2003-10-01

This article presents the development of a theory- and evidence-based AIDS prevention program targeting Dutch drug users and aimed at promoting condom use. The emphasis is on the development of the program using a five-step intervention development protocol called intervention mapping (IM). Preceding Step 1 of the IM process, an assessment of the HIV problem among drug users was conducted. The product of IM Step 1 was a series of program objectives specifying what drug users should learn in order to use condoms consistently. In Step 2, theoretical methods for influencing the most important determinants were chosen and translated into practical strategies that fit the program objectives. The main strategy chosen was behavioral journalism. In Step 3, leaflets with role-model stories based on authentic interviews with drug users were developed and pilot tested. Finally, the need for cooperation with program users is discussed in IM Steps 4 and 5.

More memory under evolutionary learning may lead to chaos

NASA Astrophysics Data System (ADS)

Diks, Cees; Hommes, Cars; Zeppini, Paolo

2013-02-01

We show that an increase of memory of past strategy performance in a simple agent-based innovation model, with agents switching between costly innovation and cheap imitation, can be quantitatively stabilising while at the same time qualitatively destabilising. As memory in the fitness measure increases, the amplitude of price fluctuations decreases, but at the same time a bifurcation route to chaos may arise. The core mechanism leading to the chaotic behaviour in this model with strategy switching is that the map obtained for the system with memory is a convex combination of an increasing linear function and a decreasing non-linear function.

Education strategies to foster health professional students' clinical reasoning skills.

PubMed

Rochmawati, Erna; Wiechula, Rick

2010-06-01

Clinical reasoning is an important skill for health professionals that should be developed to achieve high levels of expertise. Several education strategies have been suggested for implementation by health professional educators to foster their students' clinical reasoning skills. The strategies have included the following: problem-based learning, the integrative curriculum, reflection, and concept mapping. This review assesses which is the most effective education strategy for developing the clinical reasoning skills of health professional students. Four publications, from a total of 692 identified records, were included. Overall, this review was not able to make a final conclusion to answer the question. Therefore, there is a need to conduct more studies with larger samples and to undertake research that evaluates the following aspects: more alternate education interventions, variations in the delivery of education interventions, and the cost-effectiveness of implementing education strategies.

Improvements on flood alleviation in Germany: lessons learned from the Elbe flood in August 2002.

PubMed

Petrow, Theresia; Thieken, Annegret H; Kreibich, Heidi; Bahlburg, Cord Heinrich; Merz, Bruno

2006-11-01

The increase in damage due to natural disasters is directly related to the number of people who live and work in hazardous areas and continuously accumulate assets. Therefore, land use planning authorities have to manage effectively the establishment and development of settlements in flood-prone areas in order to avoid the further increase of vulnerable assets. Germany faced major destruction during the flood in August 2002 in the Elbe and Danube catchments, and many changes have been suggested in the existing German water and planning regulations. This article presents some findings of a "Lessons Learned" study that was carried out in the aftermath of the flood and discusses the following topics: 1) the establishment of comprehensive hazard maps and flood protection concepts, 2) the harmonization of regulations of flood protection at the federal level, 3) the communication of the flood hazard and awareness strategies, and 4) how damage potential can be minimized through measures of area precaution such as resettlement and risk-adapted land use. Although attempts towards a coordinated and harmonized creation of flood hazard maps and concepts have been made, there is still no uniform strategy at all planning levels and for all states (Laender) of the Federal Republic of Germany. The development and communication of possible mitigation strategies for "unthinkable extreme events" beyond the common safety level of a 100-year flood are needed. In order to establish a sustainable and integrated flood risk management, interdisciplinary and catchment-based approaches are needed.

Fully Convolutional Network-Based Multifocus Image Fusion.

PubMed

Guo, Xiaopeng; Nie, Rencan; Cao, Jinde; Zhou, Dongming; Qian, Wenhua

2018-07-01

As the optical lenses for cameras always have limited depth of field, the captured images with the same scene are not all in focus. Multifocus image fusion is an efficient technology that can synthesize an all-in-focus image using several partially focused images. Previous methods have accomplished the fusion task in spatial or transform domains. However, fusion rules are always a problem in most methods. In this letter, from the aspect of focus region detection, we propose a novel multifocus image fusion method based on a fully convolutional network (FCN) learned from synthesized multifocus images. The primary novelty of this method is that the pixel-wise focus regions are detected through a learning FCN, and the entire image, not just the image patches, are exploited to train the FCN. First, we synthesize 4500 pairs of multifocus images by repeatedly using a gaussian filter for each image from PASCAL VOC 2012, to train the FCN. After that, a pair of source images is fed into the trained FCN, and two score maps indicating the focus property are generated. Next, an inversed score map is averaged with another score map to produce an aggregative score map, which take full advantage of focus probabilities in two score maps. We implement the fully connected conditional random field (CRF) on the aggregative score map to accomplish and refine a binary decision map for the fusion task. Finally, we exploit the weighted strategy based on the refined decision map to produce the fused image. To demonstrate the performance of the proposed method, we compare its fused results with several start-of-the-art methods not only on a gray data set but also on a color data set. Experimental results show that the proposed method can achieve superior fusion performance in both human visual quality and objective assessment.

Consolidation of visuomotor adaptation memory with consistent and noisy environments

PubMed Central

Maeda, Rodrigo S.; McGee, Steven E.

2016-01-01

Our understanding of how we learn and retain motor behaviors is still limited. For instance, there is conflicting evidence as to whether the memory of a learned visuomotor perturbation consolidates; i.e., the motor memory becomes resistant to interference from learning a competing perturbation over time. Here, we sought to determine the factors that influence consolidation during visually guided walking. Subjects learned a novel mapping relationship, created by prism lenses, between the perceived location of two targets and the motor commands necessary to direct the feet to their positions. Subjects relearned this mapping 1 wk later. Different groups experienced protocols with or without a competing mapping (and with and without washout trials), presented either on the same day as initial learning or before relearning on day 2. We tested identical protocols under constant and noisy mapping structures. In the latter, we varied, on a trial-by-trial basis, the strength of prism lenses around a non-zero mean. We found that a novel visuomotor mapping is retained at least 1 wk after initial learning. We also found reduced foot-placement error with relearning in constant and noisy mapping groups, despite learning a competing mapping beforehand, and with the exception of one protocol, with and without washout trials. Exposure to noisy mappings led to similar performance on relearning compared with the equivalent constant mapping groups for most protocols. Overall, our results support the idea of motor memory consolidation during visually guided walking and suggest that constant and noisy practices are effective for motor learning. NEW & NOTEWORTHY The adaptation of movement is essential for many daily activities. To interact with targets, this often requires learning the mapping to produce appropriate motor commands based on visual input. Here, we show that a novel visuomotor mapping is retained 1 wk after initial learning in a visually guided walking task. Furthermore, we find that this motor memory consolidates (i.e., becomes more resistant to interference from learning a competing mapping) when learning in constant and noisy mapping environments. PMID:27784800

Mapping the Route of Leadership Education: Caution Ahead

DTIC Science & Technology

2004-01-01

apprenticeship, and study of educational purpose. Such context -stripped research-based knowledge cannot substitute for professional knowledge.” — Joe L...concrete, ra- tional processes in high esteem . Reviewing the J9 proposal required us to step back and review educa- tional strategies for developing...tion. Those who learn and employ that knowledge in unique contexts are rightly described as professionals; in them lies the heart and soul of the

The response strategy and the place strategy in a plus-maze have different sensitivities to devaluation of expected outcome.

PubMed

Kosaki, Yutaka; Pearce, John M; McGregor, Anthony

2018-04-10

Previous studies have suggested that spatial navigation can be achieved with at least two distinct learning processes, involving either cognitive map-like representations of the local environment, referred to as the "place strategy", or simple stimulus-response (S-R) associations, the "response strategy". A similar distinction between cognitive/behavioral processes has been made in the context of non-spatial, instrumental conditioning, with the definition of two processes concerning the sensitivity of a given behavior to the expected value of its outcome as well as to the response-outcome contingency ("goal-directed action" and "S-R habit"). Here we investigated whether these two versions of dichotomist definitions of learned behavior, one spatial and the other non-spatial, correspond to each other in a formal way. Specifically, we assessed the goal-directed nature of two navigational strategies, using a combination of an outcome devaluation procedure and a spatial probe trial frequently used to dissociate the two navigational strategies. In Experiment 1, rats trained in a dual-solution T-maze task were subjected to an extinction probe trial from the opposite start arm, with or without prefeeding-induced devaluation of the expected outcome. We found that a non-significant preference for the place strategy in the non-devalued condition was completely reversed after devaluation, such that significantly more animals displayed the use of the response strategy. The result suggests that the place strategy is sensitive to the expected value of the outcome, while the response strategy is not. In Experiment 2, rats with hippocampal lesions showed significant reliance on the response strategy, regardless of whether the expected outcome was devalued or not. The result thus offers further evidence that the response strategy conforms to the definition of an outcome-insensitive, habitual form of instrumental behavior. These results together attest a formal correspondence between two types of dual-process accounts of animal learning and behavior. © 2018 The Authors Hippocampus Published by Wiley Periodicals, Inc.

Quicksilver: Fast predictive image registration - A deep learning approach.

PubMed

Yang, Xiao; Kwitt, Roland; Styner, Martin; Niethammer, Marc

2017-09-01

This paper introduces Quicksilver, a fast deformable image registration method. Quicksilver registration for image-pairs works by patch-wise prediction of a deformation model based directly on image appearance. A deep encoder-decoder network is used as the prediction model. While the prediction strategy is general, we focus on predictions for the Large Deformation Diffeomorphic Metric Mapping (LDDMM) model. Specifically, we predict the momentum-parameterization of LDDMM, which facilitates a patch-wise prediction strategy while maintaining the theoretical properties of LDDMM, such as guaranteed diffeomorphic mappings for sufficiently strong regularization. We also provide a probabilistic version of our prediction network which can be sampled during the testing time to calculate uncertainties in the predicted deformations. Finally, we introduce a new correction network which greatly increases the prediction accuracy of an already existing prediction network. We show experimental results for uni-modal atlas-to-image as well as uni-/multi-modal image-to-image registrations. These experiments demonstrate that our method accurately predicts registrations obtained by numerical optimization, is very fast, achieves state-of-the-art registration results on four standard validation datasets, and can jointly learn an image similarity measure. Quicksilver is freely available as an open-source software. Copyright © 2017 Elsevier Inc. All rights reserved.

Concept Mapping Using Cmap Tools to Enhance Meaningful Learning

NASA Astrophysics Data System (ADS)

Cañas, Alberto J.; Novak, Joseph D.

Concept maps are graphical tools that have been used in all facets of education and training for organizing and representing knowledge. When learners build concept maps, meaningful learning is facilitated. Computer-based concept mapping software such as CmapTools have further extended the use of concept mapping and greatly enhanced the potential of the tool, facilitating the implementation of a concept map-centered learning environment. In this chapter, we briefly present concept mapping and its theoretical foundation, and illustrate how it can lead to an improved learning environment when it is combined with CmapTools and the Internet. We present the nationwide “Proyecto Conéctate al Conocimiento” in Panama as an example of how concept mapping, together with technology, can be adopted by hundreds of schools as a means to enhance meaningful learning.

Superior Cognitive Mapping through Single Landmark-Related Learning than through Boundary-Related Learning

ERIC Educational Resources Information Center

Zhou, Ruojing; Mou, Weimin

2016-01-01

Cognitive mapping is assumed to be through hippocampus-dependent place learning rather than striatum-dependent response learning. However, we proposed that either type of spatial learning, as long as it involves encoding metric relations between locations and reference points, could lead to a cognitive map. Furthermore, the fewer reference points…

Teaching for clinical reasoning - helping students make the conceptual links.

PubMed

McMillan, Wendy Jayne

2010-01-01

Dental educators complain that students struggle to apply what they have learnt theoretically in the clinical context. This paper is premised on the assumption that there is a relationship between conceptual thinking and clinical reasoning. The paper provides a theoretical framework for understanding the relationship between conceptual learning and clinical reasoning. A review of current literature is used to explain the way in which conceptual understanding influences clinical reasoning and the transfer of theoretical understandings to the clinical context. The paper argues that the connections made between concepts are what is significant about conceptual understanding. From this point of departure the paper describes teaching strategies that facilitate the kinds of learning opportunities that students need in order to develop conceptual understanding and to be able to transfer knowledge from theoretical to clinical contexts. Along with a variety of teaching strategies, the value of concept maps is discussed. The paper provides a framework for understanding the difficulties that students have in developing conceptual networks appropriate for later clinical reasoning. In explaining how students learn for clinical application, the paper provides a theoretical framework that can inform how dental educators facilitate the conceptual learning, and later clinical reasoning, of their students.

Teaching undergraduate biomechanics with Just-in-Time Teaching.

PubMed

Riskowski, Jody L

2015-06-01

Biomechanics education is a vital component of kinesiology, sports medicine, and physical education, as well as for many biomedical engineering and bioengineering undergraduate programmes. Little research exists regarding effective teaching strategies for biomechanics. However, prior work suggests that student learning in undergraduate physics courses has been aided by using the Just-in-Time Teaching (JiTT). As physics understanding plays a role in biomechanics understanding, the purpose of study was to evaluate the use of a JiTT framework in an undergraduate biomechanics course. This two-year action-based research study evaluated three JiTT frameworks: (1) no JiTT; (2) mathematics-based JiTT; and (3) concept-based JiTT. A pre- and post-course assessment of student learning used the biomechanics concept inventory and a biomechanics concept map. A general linear model assessed differences between the course assessments by JiTT framework in order to evaluate learning and teaching effectiveness. The results indicated significantly higher learning gains and better conceptual understanding in a concept-based JiTT course, relative to a mathematics-based JiTT or no JiTT course structure. These results suggest that a course structure involving concept-based questions using a JiTT strategy may be an effective method for engaging undergraduate students and promoting learning in biomechanics courses.

Assessment of student learning associated with tree thinking in an undergraduate introductory organismal biology course.

PubMed

Smith, James J; Cheruvelil, Kendra Spence; Auvenshine, Stacie

2013-01-01

Phylogenetic trees provide visual representations of ancestor-descendant relationships, a core concept of evolutionary theory. We introduced "tree thinking" into our introductory organismal biology course (freshman/sophomore majors) to help teach organismal diversity within an evolutionary framework. Our instructional strategy consisted of designing and implementing a set of experiences to help students learn to read, interpret, and manipulate phylogenetic trees, with a particular emphasis on using data to evaluate alternative phylogenetic hypotheses (trees). To assess the outcomes of these learning experiences, we designed and implemented a Phylogeny Assessment Tool (PhAT), an open-ended response instrument that asked students to: 1) map characters on phylogenetic trees; 2) apply an objective criterion to decide which of two trees (alternative hypotheses) is "better"; and 3) demonstrate understanding of phylogenetic trees as depictions of ancestor-descendant relationships. A pre-post test design was used with the PhAT to collect data from students in two consecutive Fall semesters. Students in both semesters made significant gains in their abilities to map characters onto phylogenetic trees and to choose between two alternative hypotheses of relationship (trees) by applying the principle of parsimony (Occam's razor). However, learning gains were much lower in the area of student interpretation of phylogenetic trees as representations of ancestor-descendant relationships.

Assessment of Student Learning Associated with Tree Thinking in an Undergraduate Introductory Organismal Biology Course

PubMed Central

Smith, James J.; Cheruvelil, Kendra Spence; Auvenshine, Stacie

2013-01-01

Phylogenetic trees provide visual representations of ancestor–descendant relationships, a core concept of evolutionary theory. We introduced “tree thinking” into our introductory organismal biology course (freshman/sophomore majors) to help teach organismal diversity within an evolutionary framework. Our instructional strategy consisted of designing and implementing a set of experiences to help students learn to read, interpret, and manipulate phylogenetic trees, with a particular emphasis on using data to evaluate alternative phylogenetic hypotheses (trees). To assess the outcomes of these learning experiences, we designed and implemented a Phylogeny Assessment Tool (PhAT), an open-ended response instrument that asked students to: 1) map characters on phylogenetic trees; 2) apply an objective criterion to decide which of two trees (alternative hypotheses) is “better”; and 3) demonstrate understanding of phylogenetic trees as depictions of ancestor–descendant relationships. A pre–post test design was used with the PhAT to collect data from students in two consecutive Fall semesters. Students in both semesters made significant gains in their abilities to map characters onto phylogenetic trees and to choose between two alternative hypotheses of relationship (trees) by applying the principle of parsimony (Occam's razor). However, learning gains were much lower in the area of student interpretation of phylogenetic trees as representations of ancestor–descendant relationships. PMID:24006401

Spatial problem-solving strategies of middle school students: Wayfinding with geographic information systems

NASA Astrophysics Data System (ADS)

Wigglesworth, John C.

2000-06-01

Geographic Information Systems (GIS) is a powerful computer software package that emphasizes the use of maps and the management of spatially referenced environmental data archived in a systems data base. Professional applications of GIS have been in place since the 1980's, but only recently has GIS gained significant attention in the K--12 classroom. Students using GIS are able to manipulate and query data in order to solve all manners of spatial problems. Very few studies have examined how this technological innovation can support classroom learning. In particular, there has been little research on how experience in using the software correlates with a child's spatial cognition and his/her ability to understand spatial relationships. This study investigates the strategies used by middle school students to solve a wayfinding (route-finding) problem using the ArcView GIS software. The research design combined an individual background questionnaire, results from the Group Assessment of Logical Thinking (GALT) test, and analysis of reflective think-aloud sessions to define the characteristics of the strategies students' used to solve this particular class of spatial problem. Three uniquely different spatial problem solving strategies were identified. Visual/Concrete Wayfinders used a highly visual strategy; Logical/Abstract Wayfinders used GIS software tools to apply a more analytical and systematic approach; Transitional Wayfinders used an approach that showed evidence of one that was shifting from a visual strategy to one that was more analytical. The triangulation of data sources indicates that this progression of wayfinding strategy can be correlated both to Piagetian stages of logical thought and to experience with the use of maps. These findings suggest that GIS teachers must be aware that their students' performance will lie on a continuum that is based on cognitive development, spatial ability, and prior experience with maps. To be most effective, GIS teaching strategies and curriculum development should also represent a progression that correlates to the learners' current skills and experience.

R2C: improving ab initio residue contact map prediction using dynamic fusion strategy and Gaussian noise filter.

PubMed

Yang, Jing; Jin, Qi-Yu; Zhang, Biao; Shen, Hong-Bin

2016-08-15

Inter-residue contacts in proteins dictate the topology of protein structures. They are crucial for protein folding and structural stability. Accurate prediction of residue contacts especially for long-range contacts is important to the quality of ab inito structure modeling since they can enforce strong restraints to structure assembly. In this paper, we present a new Residue-Residue Contact predictor called R2C that combines machine learning-based and correlated mutation analysis-based methods, together with a two-dimensional Gaussian noise filter to enhance the long-range residue contact prediction. Our results show that the outputs from the machine learning-based method are concentrated with better performance on short-range contacts; while for correlated mutation analysis-based approach, the predictions are widespread with higher accuracy on long-range contacts. An effective query-driven dynamic fusion strategy proposed here takes full advantages of the two different methods, resulting in an impressive overall accuracy improvement. We also show that the contact map directly from the prediction model contains the interesting Gaussian noise, which has not been discovered before. Different from recent studies that tried to further enhance the quality of contact map by removing its transitive noise, we designed a new two-dimensional Gaussian noise filter, which was especially helpful for reinforcing the long-range residue contact prediction. Tested on recent CASP10/11 datasets, the overall top L/5 accuracy of our final R2C predictor is 17.6%/15.5% higher than the pure machine learning-based method and 7.8%/8.3% higher than the correlated mutation analysis-based approach for the long-range residue contact prediction. http://www.csbio.sjtu.edu.cn/bioinf/R2C/Contact:hbshen@sjtu.edu.cn Supplementary data are available at Bioinformatics online. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

Dissociation of spatial memory systems in Williams syndrome.

PubMed

Bostelmann, Mathilde; Fragnière, Emilie; Costanzo, Floriana; Di Vara, Silvia; Menghini, Deny; Vicari, Stefano; Lavenex, Pierre; Lavenex, Pamela Banta

2017-11-01

Williams syndrome (WS), a genetic deletion syndrome, is characterized by severe visuospatial deficits affecting performance on both tabletop spatial tasks and on tasks which assess orientation and navigation. Nevertheless, previous studies of WS spatial capacities have ignored the fact that two different spatial memory systems are believed to contribute parallel spatial representations supporting navigation. The place learning system depends on the hippocampal formation and creates flexible relational representations of the environment, also known as cognitive maps. The spatial response learning system depends on the striatum and creates fixed stimulus-response representations, also known as habits. Indeed, no study assessing WS spatial competence has used tasks which selectively target these two spatial memory systems. Here, we report that individuals with WS exhibit a dissociation in their spatial abilities subserved by these two memory systems. As compared to typically developing (TD) children in the same mental age range, place learning performance was impaired in individuals with WS. In contrast, their spatial response learning performance was facilitated. Our findings in individuals with WS and TD children suggest that place learning and response learning interact competitively to control the behavioral strategies normally used to support human spatial navigation. Our findings further suggest that the neural pathways supporting place learning may be affected by the genetic deletion that characterizes WS, whereas those supporting response learning may be relatively preserved. The dissociation observed between these two spatial memory systems provides a coherent theoretical framework to characterize the spatial abilities of individuals with WS, and may lead to the development of new learning strategies based on their facilitated response learning abilities. © 2017 Wiley Periodicals, Inc.

Statistical word learning in children with autism spectrum disorder and specific language impairment.

PubMed

Haebig, Eileen; Saffran, Jenny R; Ellis Weismer, Susan

2017-11-01

Word learning is an important component of language development that influences child outcomes across multiple domains. Despite the importance of word knowledge, word-learning mechanisms are poorly understood in children with specific language impairment (SLI) and children with autism spectrum disorder (ASD). This study examined underlying mechanisms of word learning, specifically, statistical learning and fast-mapping, in school-aged children with typical and atypical development. Statistical learning was assessed through a word segmentation task and fast-mapping was examined in an object-label association task. We also examined children's ability to map meaning onto newly segmented words in a third task that combined exposure to an artificial language and a fast-mapping task. Children with SLI had poorer performance on the word segmentation and fast-mapping tasks relative to the typically developing and ASD groups, who did not differ from one another. However, when children with SLI were exposed to an artificial language with phonemes used in the subsequent fast-mapping task, they successfully learned more words than in the isolated fast-mapping task. There was some evidence that word segmentation abilities are associated with word learning in school-aged children with typical development and ASD, but not SLI. Follow-up analyses also examined performance in children with ASD who did and did not have a language impairment. Children with ASD with language impairment evidenced intact statistical learning abilities, but subtle weaknesses in fast-mapping abilities. As the Procedural Deficit Hypothesis (PDH) predicts, children with SLI have impairments in statistical learning. However, children with SLI also have impairments in fast-mapping. Nonetheless, they are able to take advantage of additional phonological exposure to boost subsequent word-learning performance. In contrast to the PDH, children with ASD appear to have intact statistical learning, regardless of language status; however, fast-mapping abilities differ according to broader language skills. © 2017 Association for Child and Adolescent Mental Health.

Making clinical case-based learning in veterinary medicine visible: analysis of collaborative concept-mapping processes and reflections.

PubMed

Khosa, Deep K; Volet, Simone E; Bolton, John R

2014-01-01

The value of collaborative concept mapping in assisting students to develop an understanding of complex concepts across a broad range of basic and applied science subjects is well documented. Less is known about students' learning processes that occur during the construction of a concept map, especially in the context of clinical cases in veterinary medicine. This study investigated the unfolding collaborative learning processes that took place in real-time concept mapping of a clinical case by veterinary medical students and explored students' and their teacher's reflections on the value of this activity. This study had two parts. The first part investigated the cognitive and metacognitive learning processes of two groups of students who displayed divergent learning outcomes in a concept mapping task. Meaningful group differences were found in their level of learning engagement in terms of the extent to which they spent time understanding and co-constructing knowledge along with completing the task at hand. The second part explored students' and their teacher's views on the value of concept mapping as a learning and teaching tool. The students' and their teacher's perceptions revealed congruent and contrasting notions about the usefulness of concept mapping. The relevance of concept mapping to clinical case-based learning in veterinary medicine is discussed, along with directions for future research.

A developmental roadmap for learning by imitation in robots.

PubMed

Lopes, Manuel; Santos-Victor, José

2007-04-01

In this paper, we present a strategy whereby a robot acquires the capability to learn by imitation following a developmental pathway consisting on three levels: 1) sensory-motor coordination; 2) world interaction; and 3) imitation. With these stages, the system is able to learn tasks by imitating human demonstrators. We describe results of the different developmental stages, involving perceptual and motor skills, implemented in our humanoid robot, Baltazar. At each stage, the system's attention is drawn toward different entities: its own body and, later on, objects and people. Our main contributions are the general architecture and the implementation of all the necessary modules until imitation capabilities are eventually acquired by the robot. Also, several other contributions are made at each level: learning of sensory-motor maps for redundant robots, a novel method for learning how to grasp objects, and a framework for learning task description from observation for program-level imitation. Finally, vision is used extensively as the sole sensing modality (sometimes in a simplified setting) avoiding the need for special data-acquisition hardware.

Machine learning and data science in soft materials engineering

NASA Astrophysics Data System (ADS)

Ferguson, Andrew L.

2018-01-01

In many branches of materials science it is now routine to generate data sets of such large size and dimensionality that conventional methods of analysis fail. Paradigms and tools from data science and machine learning can provide scalable approaches to identify and extract trends and patterns within voluminous data sets, perform guided traversals of high-dimensional phase spaces, and furnish data-driven strategies for inverse materials design. This topical review provides an accessible introduction to machine learning tools in the context of soft and biological materials by ‘de-jargonizing’ data science terminology, presenting a taxonomy of machine learning techniques, and surveying the mathematical underpinnings and software implementations of popular tools, including principal component analysis, independent component analysis, diffusion maps, support vector machines, and relative entropy. We present illustrative examples of machine learning applications in soft matter, including inverse design of self-assembling materials, nonlinear learning of protein folding landscapes, high-throughput antimicrobial peptide design, and data-driven materials design engines. We close with an outlook on the challenges and opportunities for the field.

Machine learning and data science in soft materials engineering.

PubMed

Ferguson, Andrew L

2018-01-31

In many branches of materials science it is now routine to generate data sets of such large size and dimensionality that conventional methods of analysis fail. Paradigms and tools from data science and machine learning can provide scalable approaches to identify and extract trends and patterns within voluminous data sets, perform guided traversals of high-dimensional phase spaces, and furnish data-driven strategies for inverse materials design. This topical review provides an accessible introduction to machine learning tools in the context of soft and biological materials by 'de-jargonizing' data science terminology, presenting a taxonomy of machine learning techniques, and surveying the mathematical underpinnings and software implementations of popular tools, including principal component analysis, independent component analysis, diffusion maps, support vector machines, and relative entropy. We present illustrative examples of machine learning applications in soft matter, including inverse design of self-assembling materials, nonlinear learning of protein folding landscapes, high-throughput antimicrobial peptide design, and data-driven materials design engines. We close with an outlook on the challenges and opportunities for the field.

Analyzing the Effects of Various Concept Mapping Techniques on Learning Achievement under Different Learning Styles

ERIC Educational Resources Information Center

Chiou, Chei-Chang; Lee, Li-Tze; Tien, Li-Chu; Wang, Yu-Min

2017-01-01

This study explored the effectiveness of different concept mapping techniques on the learning achievement of senior accounting students and whether achievements attained using various techniques are affected by different learning styles. The techniques are computer-assisted construct-by-self-concept mapping (CACSB), computer-assisted…

Deep learning with convolutional neural networks for EEG decoding and visualization

PubMed Central

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

2017-01-01

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

Mapping evidence of interventions and strategies to bridge the gap in the implementation of the prevention of mother-to-child transmission of HIV programme policy in sub-Saharan countries: A scoping review.

PubMed

Ngidi, Wilbroda H; Naidoo, Joanne R; Ncama, Busisiwe P; Luvuno, Zamasomi P B; Mashamba-Thompson, Tivani P

2017-05-29

Prevention of mother-to-child transmission (PMTCT) of HIV is a life-saving public health intervention. Sub-Saharan African (SSA) countries have made significant progress in the programme, but little is known about the strategies used by them to eliminate mother-to-child transmission of HIV. To map evidence of strategies and interventions employed by SSA in bridging the implementation gap in the rapidly changing PMTCT of HIV programme policy. Electronic search of the databases MEDLINE, PubMed and SABINET for articles published in English between 2001 and August 2016. Key words included 'Sub-Saharan African countries', 'implementation strategies', 'interventions to bridge implementation gap', 'prevention of mother-to-child transmission of HIV' and 'closing implementation gap'. Of a total of 743 articles, 25 articles that met the inclusion criteria were included in the study. Manual content analysis resulted in the identification of three categories of strategies: (1) health system (referral systems, integration of services, supportive leadership, systematic quality-improvement approaches that vigorously monitors programme performance); (2) health service delivery (task shifting, networking, shared platform for learning, local capacity building, supportive supervision); as well as (3) community-level strategies (community health workers, technology use - mHealth, family-centred approaches, male involvement, culturally appropriate interventions). There are strategies that exist in SSA countries. Future research should examine multifaceted scientific models to prioritise the highest impact and be evaluated for effectiveness and efficiency.

Learning about Folklife: The U.S. Virgin Islands and Senegal. A Guide for Teachers and Students = Apprenons A Propos Des Traditions Culturelles: Les Iles Vierges Des Etats Unis Et Le Senegal.

ERIC Educational Resources Information Center

Smithsonian Institution, Washington, DC. Center for Folklife Programs and Cultural Studies.

Developed as part of an educational kit that includes a four-part videotape, maps, photographs, and audio tapes, this guide gives teacher preparation information, objectives, teaching strategies, and student activities for each of 3 lessons in 4 units: Unit 1, "Introduction to Folklife," presents a definition in lesson 1, "What is…

Mining e-Learning Domain Concept Map from Academic Articles

ERIC Educational Resources Information Center

Chen, Nian-Shing; Kinshuk; Wei, Chun-Wang; Chen, Hong-Jhe

2008-01-01

Recent researches have demonstrated the importance of concept map and its versatile applications especially in e-Learning. For example, while designing adaptive learning materials, designers need to refer to the concept map of a subject domain. Moreover, concept maps can show the whole picture and core knowledge about a subject domain. Research…

Beyond access and supply: youth-led strategies to captivate young people's interest in and demand for youth programs and opportunities.

PubMed

Saito, Rebecca N

2006-01-01

Increasing access, even increasing supply, may not be sufficient to attract young teens who do not typically participate in youth programs. Several youth mapping projects in rural and urban communities have led to these conclusions: youth do not know what is available even in their own neighborhoods, young teens have a strong voice in how they spend their discretionary time, and we need to learn how to market youth programs much more effectively. This author reviews important findings from youth community-mapping experiences and showcases a project attempting to move beyond access and supply issues to increasing young people's interest and engagement in community youth development programs.

Effects of cooperative learning groups during social studies for students with autism and fourth-grade peers.

PubMed Central

Dugan, E; Kamps, D; Leonard, B

1995-01-01

We investigated the use of cooperative learning groups as an instructional strategy for integrating 2 students with autism into a fourth-grade social studies class. Baseline consisted of 40 min of teacher-led sessions including lecture, questions and discussion with students, and the use of maps. The intervention condition consisted of 10 min of teacher introduction of new material, followed by cooperative learning groups that included tutoring on key words and facts, a team activity, and a whole class wrap-up and review. An ABAB design showed increases for target students and peers for the number of items gained on weekly pretests and posttests, the percentage of academic engagement during sessions, and durations of student interaction during the intervention. PMID:7601803

Utilising reinforcement learning to develop strategies for driving auditory neural implants.

PubMed

Lee, Geoffrey W; Zambetta, Fabio; Li, Xiaodong; Paolini, Antonio G

2016-08-01

In this paper we propose a novel application of reinforcement learning to the area of auditory neural stimulation. We aim to develop a simulation environment which is based off real neurological responses to auditory and electrical stimulation in the cochlear nucleus (CN) and inferior colliculus (IC) of an animal model. Using this simulator we implement closed loop reinforcement learning algorithms to determine which methods are most effective at learning effective acoustic neural stimulation strategies. By recording a comprehensive set of acoustic frequency presentations and neural responses from a set of animals we created a large database of neural responses to acoustic stimulation. Extensive electrical stimulation in the CN and the recording of neural responses in the IC provides a mapping of how the auditory system responds to electrical stimuli. The combined dataset is used as the foundation for the simulator, which is used to implement and test learning algorithms. Reinforcement learning, utilising a modified n-Armed Bandit solution, is implemented to demonstrate the model's function. We show the ability to effectively learn stimulation patterns which mimic the cochlea's ability to covert acoustic frequencies to neural activity. Time taken to learn effective replication using neural stimulation takes less than 20 min under continuous testing. These results show the utility of reinforcement learning in the field of neural stimulation. These results can be coupled with existing sound processing technologies to develop new auditory prosthetics that are adaptable to the recipients current auditory pathway. The same process can theoretically be abstracted to other sensory and motor systems to develop similar electrical replication of neural signals.

Optimizing a machine learning based glioma grading system using multi-parametric MRI histogram and texture features

PubMed Central

Hu, Yu-Chuan; Li, Gang; Yang, Yang; Han, Yu; Sun, Ying-Zhi; Liu, Zhi-Cheng; Tian, Qiang; Han, Zi-Yang; Liu, Le-De; Hu, Bin-Quan; Qiu, Zi-Yu; Wang, Wen; Cui, Guang-Bin

2017-01-01

Current machine learning techniques provide the opportunity to develop noninvasive and automated glioma grading tools, by utilizing quantitative parameters derived from multi-modal magnetic resonance imaging (MRI) data. However, the efficacies of different machine learning methods in glioma grading have not been investigated.A comprehensive comparison of varied machine learning methods in differentiating low-grade gliomas (LGGs) and high-grade gliomas (HGGs) as well as WHO grade II, III and IV gliomas based on multi-parametric MRI images was proposed in the current study. The parametric histogram and image texture attributes of 120 glioma patients were extracted from the perfusion, diffusion and permeability parametric maps of preoperative MRI. Then, 25 commonly used machine learning classifiers combined with 8 independent attribute selection methods were applied and evaluated using leave-one-out cross validation (LOOCV) strategy. Besides, the influences of parameter selection on the classifying performances were investigated. We found that support vector machine (SVM) exhibited superior performance to other classifiers. By combining all tumor attributes with synthetic minority over-sampling technique (SMOTE), the highest classifying accuracy of 0.945 or 0.961 for LGG and HGG or grade II, III and IV gliomas was achieved. Application of Recursive Feature Elimination (RFE) attribute selection strategy further improved the classifying accuracies. Besides, the performances of LibSVM, SMO, IBk classifiers were influenced by some key parameters such as kernel type, c, gama, K, etc. SVM is a promising tool in developing automated preoperative glioma grading system, especially when being combined with RFE strategy. Model parameters should be considered in glioma grading model optimization. PMID:28599282

Optimizing a machine learning based glioma grading system using multi-parametric MRI histogram and texture features.

PubMed

Zhang, Xin; Yan, Lin-Feng; Hu, Yu-Chuan; Li, Gang; Yang, Yang; Han, Yu; Sun, Ying-Zhi; Liu, Zhi-Cheng; Tian, Qiang; Han, Zi-Yang; Liu, Le-De; Hu, Bin-Quan; Qiu, Zi-Yu; Wang, Wen; Cui, Guang-Bin

2017-07-18

Current machine learning techniques provide the opportunity to develop noninvasive and automated glioma grading tools, by utilizing quantitative parameters derived from multi-modal magnetic resonance imaging (MRI) data. However, the efficacies of different machine learning methods in glioma grading have not been investigated.A comprehensive comparison of varied machine learning methods in differentiating low-grade gliomas (LGGs) and high-grade gliomas (HGGs) as well as WHO grade II, III and IV gliomas based on multi-parametric MRI images was proposed in the current study. The parametric histogram and image texture attributes of 120 glioma patients were extracted from the perfusion, diffusion and permeability parametric maps of preoperative MRI. Then, 25 commonly used machine learning classifiers combined with 8 independent attribute selection methods were applied and evaluated using leave-one-out cross validation (LOOCV) strategy. Besides, the influences of parameter selection on the classifying performances were investigated. We found that support vector machine (SVM) exhibited superior performance to other classifiers. By combining all tumor attributes with synthetic minority over-sampling technique (SMOTE), the highest classifying accuracy of 0.945 or 0.961 for LGG and HGG or grade II, III and IV gliomas was achieved. Application of Recursive Feature Elimination (RFE) attribute selection strategy further improved the classifying accuracies. Besides, the performances of LibSVM, SMO, IBk classifiers were influenced by some key parameters such as kernel type, c, gama, K, etc. SVM is a promising tool in developing automated preoperative glioma grading system, especially when being combined with RFE strategy. Model parameters should be considered in glioma grading model optimization.

Superior cognitive mapping through single landmark-related learning than through boundary-related learning.

PubMed

Zhou, Ruojing; Mou, Weimin

2016-08-01

Cognitive mapping is assumed to be through hippocampus-dependent place learning rather than striatum-dependent response learning. However, we proposed that either type of spatial learning, as long as it involves encoding metric relations between locations and reference points, could lead to a cognitive map. Furthermore, the fewer reference points to specify individual locations, the more accurate a cognitive map of these locations will be. We demonstrated that participants have more accurate representations of vectors between 2 locations and of configurations among 3 locations when locations are individually encoded in terms of a single landmark than when locations are encoded in terms of a boundary. Previous findings have shown that learning locations relative to a boundary involve stronger place learning and higher hippocampal activation whereas learning relative to a single landmark involves stronger response learning and higher striatal activation. Recognizing this, we have provided evidence challenging the cognitive map theory but favoring our proposal. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Gavagai Is as Gavagai Does: Learning Nouns and Verbs from Cross-Situational Statistics

ERIC Educational Resources Information Center

Monaghan, Padraic; Mattock, Karen; Davies, Robert A. I.; Smith, Alastair C.

2015-01-01

Learning to map words onto their referents is difficult, because there are multiple possibilities for forming these mappings. Cross-situational learning studies have shown that word-object mappings can be learned across multiple situations, as can verbs when presented in a syntactic context. However, these previous studies have presented either…

The longitudinal effect of concept map teaching on critical thinking of nursing students.

PubMed

Lee, Weillie; Chiang, Chi-Hua; Liao, I-Chen; Lee, Mei-Li; Chen, Shiah-Lian; Liang, Tienli

2013-10-01

Concept map is a useful cognitive tool for enhancing a student's critical thinking by encouraging students to process information deeply for understanding. However, there is limited understanding of longitudinal effects of concept map teaching on students' critical thinking. The purpose of the study was to investigate the growth and the other factors influencing the development of critical thinking in response to concept map as an interventional strategy for nursing students in a two-year registered nurse baccalaureate program. The study was a quasi-experimental and longitudinal follow-up design. A convenience sample was drawn from a university in central Taiwan. Data were collected at different time points at the beginning of each semester using structured questionnaires including Critical Thinking Scale and Approaches to Learning and Studying. The intervention of concept map teaching was given at the second semester in the Medical-Surgical Nursing course. The results of the findings revealed student started with a mean critical thinking score of 41.32 and decreased at a rate of 0.42 over time, although not significant. After controlling for individual characteristics, the final model revealed that the experimental group gained a higher critical thinking score across time than the control group. The best predictive variables of initial status in critical thinking were without clinical experience and a higher pre-test score. The growth in critical thinking was predicted best by a lower pre-test score, and lower scores on surface approach and organized study. Our study suggested that concept map is a useful teaching strategy to enhance student critical thinking. Copyright © 2012 Elsevier Ltd. All rights reserved.

Parsimonious kernel extreme learning machine in primal via Cholesky factorization.

PubMed

Zhao, Yong-Ping

2016-08-01

Recently, extreme learning machine (ELM) has become a popular topic in machine learning community. By replacing the so-called ELM feature mappings with the nonlinear mappings induced by kernel functions, two kernel ELMs, i.e., P-KELM and D-KELM, are obtained from primal and dual perspectives, respectively. Unfortunately, both P-KELM and D-KELM possess the dense solutions in direct proportion to the number of training data. To this end, a constructive algorithm for P-KELM (CCP-KELM) is first proposed by virtue of Cholesky factorization, in which the training data incurring the largest reductions on the objective function are recruited as significant vectors. To reduce its training cost further, PCCP-KELM is then obtained with the application of a probabilistic speedup scheme into CCP-KELM. Corresponding to CCP-KELM, a destructive P-KELM (CDP-KELM) is presented using a partial Cholesky factorization strategy, where the training data incurring the smallest reductions on the objective function after their removals are pruned from the current set of significant vectors. Finally, to verify the efficacy and feasibility of the proposed algorithms in this paper, experiments on both small and large benchmark data sets are investigated. Copyright © 2016 Elsevier Ltd. All rights reserved.

Estimating the number of female sex workers in Côte d'Ivoire: results and lessons learned.

PubMed

Vuylsteke, Bea; Sika, Lazare; Semdé, Gisèle; Anoma, Camille; Kacou, Elise; Laga, Marie

2017-09-01

To report on the results of three size estimations of the populations of female sex workers (FSW) in five cities in Côte d'Ivoire and on operational lessons learned, which may be relevant for key population programmes in other parts of the world. We applied three methods: mapping and census, capture-recapture and service multiplier. All were applied between 2008 and 2009 in Abidjan, San Pedro, Bouaké, Yamoussoukro and Abengourou. Abidjan was the city with the highest number of FSW by far, with estimations between 7880 (census) and 13 714 (service multiplier). The estimations in San Pedro, Bouaké and Yamoussoukro were very similar, with figures ranging from 1160 (Yamoussoukro, census) to 1916 (San Pedro, capture-recapture). Important operational lessons were learned, including strategies for mapping, the importance of involving peer sex workers for implementing the capture-recapture and the identification of the right question for the multiplier method. Successful application of three methods to estimate the population size of FSW in five cities in Côte d'Ivoire enabled us to make recommendations for size estimations of key population in low-income countries. © 2017 John Wiley & Sons Ltd.

Knowledge Maps for E-Learning

ERIC Educational Resources Information Center

Lee, Jae Hwa; Segev, Aviv

2012-01-01

Maps such as concept maps and knowledge maps are often used as learning materials. These maps have nodes and links, nodes as key concepts and links as relationships between key concepts. From a map, the user can recognize the important concepts and the relationships between them. To build concept or knowledge maps, domain experts are needed.…

Neural network-based multiple robot simultaneous localization and mapping.

PubMed

Saeedi, Sajad; Paull, Liam; Trentini, Michael; Li, Howard

2011-12-01

In this paper, a decentralized platform for simultaneous localization and mapping (SLAM) with multiple robots is developed. Each robot performs single robot view-based SLAM using an extended Kalman filter to fuse data from two encoders and a laser ranger. To extend this approach to multiple robot SLAM, a novel occupancy grid map fusion algorithm is proposed. Map fusion is achieved through a multistep process that includes image preprocessing, map learning (clustering) using neural networks, relative orientation extraction using norm histogram cross correlation and a Radon transform, relative translation extraction using matching norm vectors, and then verification of the results. The proposed map learning method is a process based on the self-organizing map. In the learning phase, the obstacles of the map are learned by clustering the occupied cells of the map into clusters. The learning is an unsupervised process which can be done on the fly without any need to have output training patterns. The clusters represent the spatial form of the map and make further analyses of the map easier and faster. Also, clusters can be interpreted as features extracted from the occupancy grid map so the map fusion problem becomes a task of matching features. Results of the experiments from tests performed on a real environment with multiple robots prove the effectiveness of the proposed solution.

What do we need to know to predict ENSO? Student-centered learning in a Master course in Climate Physics

NASA Astrophysics Data System (ADS)

Lübbecke, Joke; Glessmer, Mirjam

2017-04-01

An important learning outcome of a Master of Sciences program is to empower students to understand which information they need, how they can gain the required knowledge and skills, and how to apply those to solve a given scientific problem. In designing a class on the El-Nino-Southern-Oscillation (ENSO) for students in the Climate Physics program at Kiel University, Germany, we have implemented various active learning strategies to meet this goal. The course is guided by an overarching question, embedded in a short story: What would we need to know to successfully predict ENSO? The students identify desired learning outcomes and collaboratively construct a concept map which then serves as a structure for the 12 weeks of the course, where each individual topic is situated in the larger context of the students' own concept map. Each learning outcome of the course is therefore directly motivated by a need to know expressed by the students themselves. During each session, students are actively involved in the learning process. They work individually or in small groups, for example testing different index definitions, analyzing data sets, setting up simple numerical models and planning and constructing hands-on experiments to demonstrate physical processes involved in the formation of El Niño events. The instructor's role is to provide the necessary background information and guide the students where it is needed. Insights are shared between groups as students present their findings to each other and combine the information, for example by cooperatively constructing a world map displaying the impacts of ENSO or by exchanging experts on different ENSO oscillator theories between groups. Development of this course was supported by the PerLe Fonds for teaching innovations at Kiel University. A preliminary evaluation has been very positive with students in particular appreciating their active involvement in the class.

Can we (control) Engineer the degree learning process?

NASA Astrophysics Data System (ADS)

White, A. S.; Censlive, M.; Neilsen, D.

2014-07-01

This paper investigates how control theory could be applied to learning processes in engineering education. The initial point for the analysis is White's Double Loop learning model of human automation control modified for the education process where a set of governing principals is chosen, probably by the course designer. After initial training the student decides unknowingly on a mental map or model. After observing how the real world is behaving, a strategy to achieve the governing variables is chosen and a set of actions chosen. This may not be a conscious operation, it maybe completely instinctive. These actions will cause some consequences but not until a certain time delay. The current model is compared with the work of Hollenbeck on goal setting, Nelson's model of self-regulation and that of Abdulwahed, Nagy and Blanchard at Loughborough who investigated control methods applied to the learning process.

Exploring the Neural Representation of Novel Words Learned through Enactment in a Word Recognition Task

PubMed Central

Macedonia, Manuela; Mueller, Karsten

2016-01-01

Vocabulary learning in a second language is enhanced if learners enrich the learning experience with self-performed iconic gestures. This learning strategy is called enactment. Here we explore how enacted words are functionally represented in the brain and which brain regions contribute to enhance retention. After an enactment training lasting 4 days, participants performed a word recognition task in the functional Magnetic Resonance Imaging (fMRI) scanner. Data analysis suggests the participation of different and partially intertwined networks that are engaged in higher cognitive processes, i.e., enhanced attention and word recognition. Also, an experience-related network seems to map word representation. Besides core language regions, this latter network includes sensory and motor cortices, the basal ganglia, and the cerebellum. On the basis of its complexity and the involvement of the motor system, this sensorimotor network might explain superior retention for enactment. PMID:27445918

Fostering clinical reasoning in physiotherapy: comparing the effects of concept map study and concept map completion after example study in novice and advanced learners.

PubMed

Montpetit-Tourangeau, Katherine; Dyer, Joseph-Omer; Hudon, Anne; Windsor, Monica; Charlin, Bernard; Mamede, Sílvia; van Gog, Tamara

2017-12-01

Health profession learners can foster clinical reasoning by studying worked examples presenting fully worked out solutions to a clinical problem. It is possible to improve the learning effect of these worked examples by combining them with other learning activities based on concept maps. This study investigated which combinaison of activities, worked examples study with concept map completion or worked examples study with concept map study, fosters more meaningful learning of intervention knowledge in physiotherapy students. Moreover, this study compared the learning effects of these learning activity combinations between novice and advanced learners. Sixty-one second-year physiotherapy students participated in the study which included a pre-test phase, a 130-min guided-learning phase and a four-week self-study phase. During the guided and self-study learning sessions, participants had to study three written worked examples presenting the clinical reasoning for selecting electrotherapeutic currents to treat patients with motor deficits. After each example, participants engaged in either concept map completion or concept map study depending on which learning condition they were randomly allocated to. Students participated in an immediate post-test at the end of the guided-learning phase and a delayed post-test at the end of the self-study phase. Post-tests assessed the understanding of principles governing the domain of knowledge to be learned (conceptual knowledge) and the ability to solve new problems that have similar (i.e., near transfer) or different (i.e., far transfer) solution rationales as problems previously studied in the examples. Learners engaged in concept map completion outperformed those engaged in concept map study on near transfer (p = .010) and far transfer (p < .001) performance. There was a significant interaction effect of learners' prior ability and learning condition on conceptual knowledge but not on near and far transfer performance. Worked examples study combined with concept map completion led to greater transfer performance than worked examples study combined with concept map study for both novice and advanced learners. Concept map completion might give learners better insight into what they have and have not yet learned, allowing them to focus on those aspects during subsequent example study.

Concept Maps for Evaluating Learning of Sustainable Development

ERIC Educational Resources Information Center

Shallcross, David C.

2016-01-01

Concept maps are used to assess student and cohort learning of sustainable development. The concept maps of 732 first-year engineering students were individually analyzed to detect patterns of learning and areas that were not well understood. Students were given 20 minutes each to prepare a concept map of at least 20 concepts using paper and pen.…

Concept Map Structure, Gender and Teaching Methods: An Investigation of Students' Science Learning

ERIC Educational Resources Information Center

Gerstner, Sabine; Bogner, Franz X.

2009-01-01

Background: This study deals with the application of concept mapping to the teaching and learning of a science topic with secondary school students in Germany. Purpose: The main research questions were: (1) Do different teaching approaches affect concept map structure or students' learning success? (2) Is the structure of concept maps influenced…

Effect of Co-segregating Markers on High-Density Genetic Maps and Prediction of Map Expansion Using Machine Learning Algorithms.

PubMed

N'Diaye, Amidou; Haile, Jemanesh K; Fowler, D Brian; Ammar, Karim; Pozniak, Curtis J

2017-01-01

Advances in sequencing and genotyping methods have enable cost-effective production of high throughput single nucleotide polymorphism (SNP) markers, making them the choice for linkage mapping. As a result, many laboratories have developed high-throughput SNP assays and built high-density genetic maps. However, the number of markers may, by orders of magnitude, exceed the resolution of recombination for a given population size so that only a minority of markers can accurately be ordered. Another issue attached to the so-called 'large p, small n' problem is that high-density genetic maps inevitably result in many markers clustering at the same position (co-segregating markers). While there are a number of related papers, none have addressed the impact of co-segregating markers on genetic maps. In the present study, we investigated the effects of co-segregating markers on high-density genetic map length and marker order using empirical data from two populations of wheat, Mohawk × Cocorit (durum wheat) and Norstar × Cappelle Desprez (bread wheat). The maps of both populations consisted of 85% co-segregating markers. Our study clearly showed that excess of co-segregating markers can lead to map expansion, but has little effect on markers order. To estimate the inflation factor (IF), we generated a total of 24,473 linkage maps (8,203 maps for Mohawk × Cocorit and 16,270 maps for Norstar × Cappelle Desprez). Using seven machine learning algorithms, we were able to predict with an accuracy of 0.7 the map expansion due to the proportion of co-segregating markers. For example in Mohawk × Cocorit, with 10 and 80% co-segregating markers the length of the map inflated by 4.5 and 16.6%, respectively. Similarly, the map of Norstar × Cappelle Desprez expanded by 3.8 and 11.7% with 10 and 80% co-segregating markers. With the increasing number of markers on SNP-chips, the proportion of co-segregating markers in high-density maps will continue to increase making map expansion unavoidable. Therefore, we suggest developers improve linkage mapping algorithms for efficient analysis of high-throughput data. This study outlines a practical strategy to estimate the IF due to the proportion of co-segregating markers and outlines a method to scale the length of the map accordingly.

Effect of Co-segregating Markers on High-Density Genetic Maps and Prediction of Map Expansion Using Machine Learning Algorithms

PubMed Central

N’Diaye, Amidou; Haile, Jemanesh K.; Fowler, D. Brian; Ammar, Karim; Pozniak, Curtis J.

2017-01-01

Advances in sequencing and genotyping methods have enable cost-effective production of high throughput single nucleotide polymorphism (SNP) markers, making them the choice for linkage mapping. As a result, many laboratories have developed high-throughput SNP assays and built high-density genetic maps. However, the number of markers may, by orders of magnitude, exceed the resolution of recombination for a given population size so that only a minority of markers can accurately be ordered. Another issue attached to the so-called ‘large p, small n’ problem is that high-density genetic maps inevitably result in many markers clustering at the same position (co-segregating markers). While there are a number of related papers, none have addressed the impact of co-segregating markers on genetic maps. In the present study, we investigated the effects of co-segregating markers on high-density genetic map length and marker order using empirical data from two populations of wheat, Mohawk × Cocorit (durum wheat) and Norstar × Cappelle Desprez (bread wheat). The maps of both populations consisted of 85% co-segregating markers. Our study clearly showed that excess of co-segregating markers can lead to map expansion, but has little effect on markers order. To estimate the inflation factor (IF), we generated a total of 24,473 linkage maps (8,203 maps for Mohawk × Cocorit and 16,270 maps for Norstar × Cappelle Desprez). Using seven machine learning algorithms, we were able to predict with an accuracy of 0.7 the map expansion due to the proportion of co-segregating markers. For example in Mohawk × Cocorit, with 10 and 80% co-segregating markers the length of the map inflated by 4.5 and 16.6%, respectively. Similarly, the map of Norstar × Cappelle Desprez expanded by 3.8 and 11.7% with 10 and 80% co-segregating markers. With the increasing number of markers on SNP-chips, the proportion of co-segregating markers in high-density maps will continue to increase making map expansion unavoidable. Therefore, we suggest developers improve linkage mapping algorithms for efficient analysis of high-throughput data. This study outlines a practical strategy to estimate the IF due to the proportion of co-segregating markers and outlines a method to scale the length of the map accordingly. PMID:28878789

Supporting Students' Learning and Socioscientific Reasoning About Climate Change—the Effect of Computer-Based Concept Mapping Scaffolds

NASA Astrophysics Data System (ADS)

Eggert, Sabina; Nitsch, Anne; Boone, William J.; Nückles, Matthias; Bögeholz, Susanne

2017-02-01

Climate change is one of the most challenging problems facing today's global society (e.g., IPCC 2013). While climate change is a widely covered topic in the media, and abundant information is made available through the internet, the causes and consequences of climate change in its full complexity are difficult for individuals, especially non-scientists, to grasp. Science education is a field which can play a crucial role in fostering meaningful education of students to become climate literate citizens (e.g., NOAA 2009; Schreiner et al., 41, 3-50, 2005). If students are, at some point, to participate in societal discussions about the sustainable development of our planet, their learning with respect to such issues needs to be supported. This includes the ability to think critically, to cope with complex scientific evidence, which is often subject to ongoing inquiry, and to reach informed decisions on the basis of factual information as well as values-based considerations. The study presented in this paper focused on efforts to advance students in (1) their conceptual understanding about climate change and (2) their socioscientific reasoning and decision making regarding socioscientific issues in general. Although there is evidence that "knowledge" does not guarantee pro-environmental behavior (e.g. Schreiner et al., 41, 3-50, 2005; Skamp et al., 97(2), 191-217, 2013), conceptual, interdisciplinary understanding of climate change is an important prerequisite to change individuals' attitudes towards climate change and thus to eventually foster climate literate citizens (e.g., Clark et al. 2013). In order to foster conceptual understanding and socioscientific reasoning, a computer-based learning environment with an embedded concept mapping tool was utilized to support senior high school students' learning about climate change and possible solution strategies. The evaluation of the effect of different concept mapping scaffolds focused on the quality of student-generated concept maps, as well as on students' test performance with respect to conceptual knowledge as well as socioscientific reasoning and socioscientific decision making.

Cognitive styles and mental rotation ability in map learning.

PubMed

Pazzaglia, Francesca; Moè, Angelica

2013-11-01

In inspecting, learning and reproducing a map, a wide range of abilities is potentially involved. This study examined the role of mental rotation (MR) and verbal ability, together with that of cognitive styles in map learning. As regards cognitive styles, the traditional distinction between verbalizers and visualizers has been taken into account, together with a more recent distinction between two styles of visualization: spatial and object. One hundred and seven participants filled in two questionnaires on cognitive styles: the Verbalizer-Visualizer Questionnaire (Richardson in J Ment Imag 1:109-125, 1977) and the Object-Spatial Imagery Questionnaire (Blajenkova et al. in Appl Cogn Psych 20:239-263, 2006), performed MR and verbal tests, learned two maps, and were then tested for their recall. It was found that MR ability and cognitive styles played a role in predicting map learning, with some distinctions within cognitive styles: verbal style favoured learning of one of the two maps (the one rich in verbal labels), which in turn was disadvantaged by the adoption of spatial style. Conversely, spatial style predicted learning of the other map, rich in visual features. The discussion focuses on implications for cognitive psychology and everyday cognition.

Augmented Affordances Support Learning: Comparing the Instructional Effects of the Augmented Reality Sandbox and Conventional Maps to Teach Topographic Map Skills

ERIC Educational Resources Information Center

Richardson, R. Thomas; Sammons, Dotty; Del-Parte, Donna

2018-01-01

This study compared learning performance during and following AR and non-AR topographic map instruction and practice Two-way ANOVA testing indicated no significant differences on a posttest assessment between map type and spatial ability. Prior learning activity results revealed a significant performance difference between AR and non-AR treatment…

An Intelligent Web-Based System for Diagnosing Student Learning Problems Using Concept Maps

ERIC Educational Resources Information Center

Acharya, Anal; Sinha, Devadatta

2017-01-01

The aim of this article is to propose a method for development of concept map in web-based environment for identifying concepts a student is deficient in after learning using traditional methods. Direct Hashing and Pruning algorithm was used to construct concept map. Redundancies within the concept map were removed to generate a learning sequence.…

Rapid consolidation of new knowledge in adulthood via fast mapping.

PubMed

Coutanche, Marc N; Thompson-Schill, Sharon L

2015-09-01

Rapid word learning, where words are 'fast mapped' onto new concepts, may help build vocabulary during childhood. Recent evidence has suggested that fast mapping might help to rapidly integrate information into memory networks of the adult neocortex. The neural basis for this learning by fast mapping determines key properties of the learned information. Copyright © 2015 Elsevier Ltd. All rights reserved.

Rotational wind indicator enhances control of rotated displays

NASA Technical Reports Server (NTRS)

Cunningham, H. A.; Pavel, Misha

1991-01-01

Rotation by 108 deg of the spatial mapping between a visual display and a manual input device produces large spatial errors in a discrete aiming task. These errors are not easily corrected by voluntary mental effort, but the central nervous system does adapt gradually to the new mapping. Bernotat (1970) showed that adding true hand position to a 90 deg rotated display improved performance of a compensatory tracking task, but tracking error rose again upon removal of the explicit cue. This suggests that the explicit error signal did not induce changes in the neural mapping, but rather allowed the operator to reduce tracking error using a higher mental strategy. In this report, we describe an explicit visual display enhancement applied to a 108 deg rotated discrete aiming task. A 'wind indicator' corresponding to the effect of the mapping rotation is displayed on the operator-controlled cursor. The human operator is instructed to oppose the virtual force represented by the indicator, as one would do if flying an airplane in a crosswind. This enhancement reduces spatial aiming error in the first 10 minutes of practice by an average of 70 percent when compared to a no enhancement control condition. Moreover, it produces adaptation aftereffect, which is evidence of learning by neural adaptation rather than by mental strategy. Finally, aiming error does not rise upon removal of the explicit cue.

A new vision for distance learning and continuing medical education.

PubMed

Harden, Ronald M

2005-01-01

Increasing demands on continuing medical education (CME) are taking place at a time of significant developments in educational thinking and new learning technologies. Such developments allow today's CME providers to better meet the CRISIS criteria for effective continuing education: convenience, relevance, individualization, self-assessment, independent learning, and a systematic approach. The International Virtual Medical School (IVIMEDS) provides a case study that illustrates how rapid growth of the Internet and e-learning can alter undergraduate education and has the potential to alter the nature of CME. Key components are a bank of reusable learning objects, a virtual practice with virtual patients, a learning-outcomes framework, and self-assessment instruments. Learning is facilitated by a curriculum map, guided-learning resources, "ask-the-expert" opportunities, and collaborative or peer-to-peer learning. The educational philosophy is "just-for-you" learning (learning customized to the content, educational strategy, and distribution needs of the individual physician) and "just-in-time" learning (learning resources available to physicians when they are required). Implications of the new learning technologies are profound. E-learning provides a bridge between the cutting edge of education and training and outdated procedures embedded in institutions and professional organizations. There are important implications, too, for globalization in medical education, for multiprofessional education, and for the continuum of education from undergraduate to postgraduate and continuing education.

Exploring the potential of a multi-level approach to improve capability for continuous organizational improvement and learning in a Swedish healthcare region.

PubMed

Nyström, M E; Höög, E; Garvare, R; Andersson Bäck, M; Terris, D D; Hansson, J

2018-05-24

Eldercare and care of people with functional impairments is organized by the municipalities in Sweden. Improving care in these areas is complex, with multiple stakeholders and organizations. Appropriate strategies to develop capability for continuing organizational improvement and learning (COIL) are needed. The purpose of our study was to develop and pilot-test a flexible, multilevel approach for COIL capability building and to identify what it takes to achieve changes in key actors' approaches to COIL. The approach, named "Sustainable Improvement and Development through Strategic and Systematic Approaches" (SIDSSA), was applied through an action-research and action-learning intervention. The SIDSSA approach was tested in a regional research and development (R&D) unit, and in two municipalities handling care of the elderly and people with functional impairments. Our approach included a multilevel strategy, development loops of five flexible phases, and an action-learning loop. The approach was designed to support systems understanding, strategic focus, methodological practices, and change process knowledge - all of which required double-loop learning. Multiple qualitative methods, i.e., repeated interviews, process diaries, and documents, provided data for conventional content analyses. The new approach was successfully tested on all cases and adopted and sustained by the R&D unit. Participants reported new insights and skills. The development loop facilitated a sense of coherence and control during uncertainty, improved planning and problem analysis, enhanced mapping of context and conditions, and supported problem-solving at both the individual and unit levels. The systems-level view and structured approach helped participants to explain, motivate, and implement change initiatives, especially after working more systematically with mapping, analyses, and goal setting. An easily understood and generalizable model internalized by key organizational actors is an important step before more complex development models can be implemented. SIDSSA facilitated individual and group learning through action-learning and supported systems-level views and structured approaches across multiple organizational levels. Active involvement of diverse organizational functions and levels in the learning process was facilitated. However, the time frame was too short to fully test all aspects of the approach, specifically in reaching beyond the involved managers to front-line staff and patients.

When Does Model-Based Control Pay Off?

PubMed Central

2016-01-01

Many accounts of decision making and reinforcement learning posit the existence of two distinct systems that control choice: a fast, automatic system and a slow, deliberative system. Recent research formalizes this distinction by mapping these systems to “model-free” and “model-based” strategies in reinforcement learning. Model-free strategies are computationally cheap, but sometimes inaccurate, because action values can be accessed by inspecting a look-up table constructed through trial-and-error. In contrast, model-based strategies compute action values through planning in a causal model of the environment, which is more accurate but also more cognitively demanding. It is assumed that this trade-off between accuracy and computational demand plays an important role in the arbitration between the two strategies, but we show that the hallmark task for dissociating model-free and model-based strategies, as well as several related variants, do not embody such a trade-off. We describe five factors that reduce the effectiveness of the model-based strategy on these tasks by reducing its accuracy in estimating reward outcomes and decreasing the importance of its choices. Based on these observations, we describe a version of the task that formally and empirically obtains an accuracy-demand trade-off between model-free and model-based strategies. Moreover, we show that human participants spontaneously increase their reliance on model-based control on this task, compared to the original paradigm. Our novel task and our computational analyses may prove important in subsequent empirical investigations of how humans balance accuracy and demand. PMID:27564094

When Does Model-Based Control Pay Off?

PubMed

Kool, Wouter; Cushman, Fiery A; Gershman, Samuel J

2016-08-01

Many accounts of decision making and reinforcement learning posit the existence of two distinct systems that control choice: a fast, automatic system and a slow, deliberative system. Recent research formalizes this distinction by mapping these systems to "model-free" and "model-based" strategies in reinforcement learning. Model-free strategies are computationally cheap, but sometimes inaccurate, because action values can be accessed by inspecting a look-up table constructed through trial-and-error. In contrast, model-based strategies compute action values through planning in a causal model of the environment, which is more accurate but also more cognitively demanding. It is assumed that this trade-off between accuracy and computational demand plays an important role in the arbitration between the two strategies, but we show that the hallmark task for dissociating model-free and model-based strategies, as well as several related variants, do not embody such a trade-off. We describe five factors that reduce the effectiveness of the model-based strategy on these tasks by reducing its accuracy in estimating reward outcomes and decreasing the importance of its choices. Based on these observations, we describe a version of the task that formally and empirically obtains an accuracy-demand trade-off between model-free and model-based strategies. Moreover, we show that human participants spontaneously increase their reliance on model-based control on this task, compared to the original paradigm. Our novel task and our computational analyses may prove important in subsequent empirical investigations of how humans balance accuracy and demand.

Predicting earthquake effects—Learning from Northridge and Loma Prieta

USGS Publications Warehouse

Holzer, Thomas L.

1994-01-01

The continental United States has been rocked by two particularly damaging earthquakes in the last 4.5 years, Loma Prieta in northern California in 1989 and Northridge in southern California in 1994. Combined losses from these two earthquakes approached $30 billion. Approximately half these losses were reimbursed by the federal government. Because large earthquakes typically overwhelm state resources and place unplanned burdens on the federal government, it is important to learn from these earthquakes how to reduce future losses. My purpose here is to explore a potential implication of the Northridge and Loma Prieta earthquakes for hazard-mitigation strategies: earth scientists should increase their efforts to map hazardous areas within urban regions. 

Strategy Maps in University Management: A Comparative Study

ERIC Educational Resources Information Center

Han, Shuangmiao; Zhong, Zhou

2015-01-01

In this study, the conceptual use of the strategy map approach and the strategy map which it produces have been adapted from the business sector and introduced as tools for achieving more effective strategic planning and management in higher education institutions (HEIs). This study discusses the development of strategy maps as transformational…

A Big Data and Learning Analytics Approach to Process-Level Feedback in Cognitive Simulations.

PubMed

Pecaric, Martin; Boutis, Kathy; Beckstead, Jason; Pusic, Martin

2017-02-01

Collecting and analyzing large amounts of process data for the purposes of education can be considered a big data/learning analytics (BD/LA) approach to improving learning. However, in the education of health care professionals, the application of BD/LA is limited to date. The authors discuss the potential advantages of the BD/LA approach for the process of learning via cognitive simulations. Using the lens of a cognitive model of radiograph interpretation with four phases (orientation, searching/scanning, feature detection, and decision making), they reanalyzed process data from a cognitive simulation of pediatric ankle radiography where 46 practitioners from three expertise levels classified 234 cases online. To illustrate the big data component, they highlight the data available in a digital environment (time-stamped, click-level process data). Learning analytics were illustrated using algorithmic computer-enabled approaches to process-level feedback.For each phase, the authors were able to identify examples of potentially useful BD/LA measures. For orientation, the trackable behavior of re-reviewing the clinical history was associated with increased diagnostic accuracy. For searching/scanning, evidence of skipping views was associated with an increased false-negative rate. For feature detection, heat maps overlaid on the radiograph can provide a metacognitive visualization of common novice errors. For decision making, the measured influence of sequence effects can reflect susceptibility to bias, whereas computer-generated path maps can provide insights into learners' diagnostic strategies.In conclusion, the augmented collection and dynamic analysis of learning process data within a cognitive simulation can improve feedback and prompt more precise reflection on a novice clinician's skill development.

A Flexible Electronic Commerce Recommendation System

NASA Astrophysics Data System (ADS)

Gong, Songjie

Recommendation systems have become very popular in E-commerce websites. Many of the largest commerce websites are already using recommender technologies to help their customers find products to purchase. An electronic commerce recommendation system learns from a customer and recommends products that the customer will find most valuable from among the available products. But most recommendation methods are hard-wired into the system and they support only fixed recommendations. This paper presented a framework of flexible electronic commerce recommendation system. The framework is composed by user model interface, recommendation engine, recommendation strategy model, recommendation technology group, user interest model and database interface. In the recommender strategy model, the method can be collaborative filtering, content-based filtering, mining associate rules method, knowledge-based filtering method or the mixed method. The system mapped the implementation and demand through strategy model, and the whole system would be design as standard parts to adapt to the change of the recommendation strategy.

Using conceptual maps to assess students' climate change understanding and misconceptions

NASA Astrophysics Data System (ADS)

Gautier, C.

2011-12-01

The complex and interdisciplinary nature of climate change science poses special challenges for educators in helping students understand the climate system, and how it is evolving under natural and anthropogenic forcing. Students and citizens alike have existing mental models that may limit their perception and processing of the multiple relationships between processes (e.g., feedback) that arise in global change science, and prevent adoption of complex scientific concepts. Their prior knowledge base serves as the scaffold for all future learning and grasping its range and limitations serves as an important basis upon which to anchor instruction. Different instructional strategies can be adopted to help students understand the inherently interdisciplinary topic of global climate change, its interwoven human and natural causes, and the connections it has with society through a complex range of political, social, technological and economic factors. One assessment method for students' understanding of global climate change with its many uncertainties, whether associated with the workings of the climate system or with respect to social, cultural and economic processes that mediate human responses to changes within the system, is through the use of conceptual maps. When well designed, they offer a representation of students' mental model prior and post instruction. We will present two conceptual mapping activities used in the classroom to assess students' knowledge and understanding about global climate change and uncover misconceptions. For the first one, concept maps will be used to demonstrate evidence of learning and conceptual change, while for the second we will show how conceptual maps can provide information about gaps in knowledge and misconceptions students have about the topic.

Concept Mapping Assessment of Media Assisted Learning in Interdisciplinary Science Education

NASA Astrophysics Data System (ADS)

Schaal, Steffen; Bogner, Franz X.; Girwidz, Raimund

2010-05-01

Acquisition of conceptual knowledge is a central aim in science education. In this study we monitored an interdisciplinary hypermedia assisted learning unit on hibernation and thermodynamics based on cooperative learning. We used concept mapping for the assessment, applying a pre-test/post-test design. In our study, 106 9th graders cooperated by working in pairs ( n = 53) for six lessons. As an interdisciplinary learning activity in such complex knowledge domains has to combine many different aspects, we focused on long-term knowledge. Learners working cooperatively in dyads constructed computer-supported concept maps which were analysed by specific software. The data analysis encompassed structural aspects of the knowledge corresponding to a target reference map. After the learning unit, the results showed the acquisition of higher-order domain-specific knowledge structures which indicates successful interdisciplinary learning through the hypermedia learning environment. The benefit of using a computer-assisted concept mapping assessment for research in science education, and in science classrooms is considered.

Mind map learning for advanced engineering study: case study in system dynamics

NASA Astrophysics Data System (ADS)

Woradechjumroen, Denchai

2018-01-01

System Dynamics (SD) is one of the subjects that were use in learning Automatic Control Systems in dynamic and control field. Mathematical modelling and solving skills of students for engineering systems are expecting outcomes of the course which can be further used to efficiently study control systems and mechanical vibration; however, the fundamental of the SD includes strong backgrounds in Dynamics and Differential Equations, which are appropriate to the students in governmental universities that have strong skills in Mathematics and Scientifics. For private universities, students are weak in the above subjects since they obtained high vocational certificate from Technical College or Polytechnic School, which emphasize the learning contents in practice. To enhance their learning for improving their backgrounds, this paper applies mind maps based problem based learning to relate the essential relations of mathematical and physical equations. With the advantages of mind maps, each student is assigned to design individual mind maps for self-leaning development after they attend the class and learn overall picture of each chapter from the class instructor. Four problems based mind maps learning are assigned to each student. Each assignment is evaluated via mid-term and final examinations, which are issued in terms of learning concepts and applications. In the method testing, thirty students are tested and evaluated via student learning backgrounds in the past. The result shows that well-design mind maps can improve learning performance based on outcome evaluation. Especially, mind maps can reduce time-consuming and reviewing for Mathematics and Physics in SD significantly.

Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part I: Conducive resources and structures

PubMed Central

Lammerding-Koeppel, Maria; Giesler, Marianne; Gornostayeva, Maryna; Narciss, Elisabeth; Wosnik, Annette; Zipfel, Stephan; Griewatz, Jan; Fritze, Olaf

2017-01-01

Objective: After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [NKLM, retrieved on 22.03.2016]), the German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough in locally grown curricula. Learning and examination formats must be reviewed for appropriateness and coverage of the competences. The necessary curricular transparency is best achieved by systematic curriculum mapping, combined with effective change management. Mapping a complex existing curriculum and convincing a faculty that this will have benefits is not easy. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen take inventory by mapping their curricula in comparison to the NKLM, using the dedicated web-based MERLIN-database. This two-part article analyses and summarises how NKLM curriculum mapping could be successful in spite of resistance at the faculties. The target is conveying the widest possible overview of beneficial framework conditions, strategies and results. Part I of the article shows the beneficial resources and structures required for implementation of curriculum mapping at the faculties. Part II describes key factors relevant for motivating faculties and teachers during the mapping process. Method: The network project was systematically planned in advance according to steps of project and change management, regularly reflected on and adjusted together in workshops and semi-annual project meetings. From the beginning of the project, a grounded-theory approach was used to systematically collect detailed information on structures, measures and developments at the faculties using various sources and methods, to continually analyse them and to draw a final conclusion (sources: surveys among the project participants with questionnaires, semi-structured group interviews and discussions, guideline-supported individual interviews, informal surveys, evaluation of target agreements and protocols, openly discernible local, regional or over-regional structure-relevant events). Results: The following resources and structures support implementation of curriculum mapping at a faculty: Setting up a coordination agency (≥50% of a full position; support by student assistants), systematic project management, and development of organisation and communication structures with integration of the dean of study and teaching and pilot departments, as well as development of a user-friendly web-based mapping instrument. Acceptance of the mapping was increased particularly by visualisation of the results and early insight into indicative results relevant for the department. Conclusion: Successful NKLM curriculum mapping requires trained staff for coordination, resilient communication structures and a user-oriented mapping database. In alignment with literature, recommendations can be derived to support other faculties that want to map their curriculum. PMID:28293674

Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part I: Conducive resources and structures.

PubMed

Lammerding-Koeppel, Maria; Giesler, Marianne; Gornostayeva, Maryna; Narciss, Elisabeth; Wosnik, Annette; Zipfel, Stephan; Griewatz, Jan; Fritze, Olaf

2017-01-01

Objective: After passing of the National Competency-based Learning Objectives Catalogue in Medicine (Nationaler Kompetenzbasierter Lernzielkatalog Medizin, [NKLM, retrieved on 22.03.2016]), the German medical faculties must take inventory and develop their curricula. NKLM contents are expected to be present, but not linked well or sensibly enough in locally grown curricula. Learning and examination formats must be reviewed for appropriateness and coverage of the competences. The necessary curricular transparency is best achieved by systematic curriculum mapping, combined with effective change management. Mapping a complex existing curriculum and convincing a faculty that this will have benefits is not easy. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen take inventory by mapping their curricula in comparison to the NKLM, using the dedicated web-based MER LIN -database. This two-part article analyses and summarises how NKLM curriculum mapping could be successful in spite of resistance at the faculties. The target is conveying the widest possible overview of beneficial framework conditions, strategies and results. Part I of the article shows the beneficial resources and structures required for implementation of curriculum mapping at the faculties. Part II describes key factors relevant for motivating faculties and teachers during the mapping process. Method: The network project was systematically planned in advance according to steps of project and change management, regularly reflected on and adjusted together in workshops and semi-annual project meetings. From the beginning of the project, a grounded-theory approach was used to systematically collect detailed information on structures, measures and developments at the faculties using various sources and methods, to continually analyse them and to draw a final conclusion (sources: surveys among the project participants with questionnaires, semi-structured group interviews and discussions, guideline-supported individual interviews, informal surveys, evaluation of target agreements and protocols, openly discernible local, regional or over-regional structure-relevant events). Results: The following resources and structures support implementation of curriculum mapping at a faculty: Setting up a coordination agency (≥50% of a full position; support by student assistants), systematic project management, and development of organisation and communication structures with integration of the dean of study and teaching and pilot departments, as well as development of a user-friendly web-based mapping instrument. Acceptance of the mapping was increased particularly by visualisation of the results and early insight into indicative results relevant for the department. Conclusion: Successful NKLM curriculum mapping requires trained staff for coordination, resilient communication structures and a user-oriented mapping database. In alignment with literature, recommendations can be derived to support other faculties that want to map their curriculum.

The Evaluation of Argument Mapping as a Learning Tool: Comparing the Effects of Map Reading versus Text Reading on Comprehension and Recall of Arguments

ERIC Educational Resources Information Center

Dwyer, Christopher P.; Hogan, Michael J.; Stewart, Ian

2010-01-01

The current study compared the effects on comprehension and memory of learning via text versus learning via argument map. Argument mapping is a method of diagrammatic representation of arguments designed to simplify the reading of an argument structure and allow for easy assimilation of core propositions and relations. In the current study, 400…

Learning of serial digits leads to frontal activation in functional MR imaging.

PubMed

Karakaş, Hakki Muammer; Karakaş, Sirel

2006-03-01

Clinical studies have shown that performance on the serial digit learning test (SDLT) is dependent upon the mesial temporal lobes, which are responsible for learning and its consolidation. However, an effective SDLT performance is also dependent upon sequencing, temporal ordering, and the utilization of mnemonic strategies. All of these processes are among the functions of the frontal lobes; in spite of this, the relationship between SDLT performance and the frontal lobes has not been demonstrated with previously used mapping techniques. The aim of this study was to investigate the areas of the brain that are activated by SDLT performance. Ten healthy, right handed volunteers (mean age, 20.1 years; SD: 3.3) who had 12 years of education were studied with a 1.0 T MR imaging scanner. BOLD (blood oxygen level dependent) contrast and a modified SDLT were used. Activated loci were automatically mapped using a proportional grid. In learning, the most consistent activation was observed in B-a-7 of the right (80%) and the left hemispheres (50%). In recall, the most consistent activation was observed in B-a-7 of the right hemisphere (60%). Activations were observed in 2.5+/-0.97 Talairach volumes in learning, whereas they encompassed 1.7+/-0.95 volumes in recall. The difference between both phases (learning and recall) regarding total activated volume was significant (p < 0.05). The prefrontal activation during SDLT performance was not related to learning or to recall, but to a function that is common to both of these cognitive processes. A candidate for this common factor may be the executive functions, which also include serial position processing and temporal ordering.

Gene networks associated with conditional fear in mice identified using a systems genetics approach

PubMed Central

2011-01-01

Background Our understanding of the genetic basis of learning and memory remains shrouded in mystery. To explore the genetic networks governing the biology of conditional fear, we used a systems genetics approach to analyze a hybrid mouse diversity panel (HMDP) with high mapping resolution. Results A total of 27 behavioral quantitative trait loci were mapped with a false discovery rate of 5%. By integrating fear phenotypes, transcript profiling data from hippocampus and striatum and also genotype information, two gene co-expression networks correlated with context-dependent immobility were identified. We prioritized the key markers and genes in these pathways using intramodular connectivity measures and structural equation modeling. Highly connected genes in the context fear modules included Psmd6, Ube2a and Usp33, suggesting an important role for ubiquitination in learning and memory. In addition, we surveyed the architecture of brain transcript regulation and demonstrated preservation of gene co-expression modules in hippocampus and striatum, while also highlighting important differences. Rps15a, Kif3a, Stard7, 6330503K22RIK, and Plvap were among the individual genes whose transcript abundance were strongly associated with fear phenotypes. Conclusion Application of our multi-faceted mapping strategy permits an increasingly detailed characterization of the genetic networks underlying behavior. PMID:21410935

Fully automatized renal parenchyma volumetry using a support vector machine based recognition system for subject-specific probability map generation in native MR volume data

NASA Astrophysics Data System (ADS)

Gloger, Oliver; Tönnies, Klaus; Mensel, Birger; Völzke, Henry

2015-11-01

In epidemiological studies as well as in clinical practice the amount of produced medical image data strongly increased in the last decade. In this context organ segmentation in MR volume data gained increasing attention for medical applications. Especially in large-scale population-based studies organ volumetry is highly relevant requiring exact organ segmentation. Since manual segmentation is time-consuming and prone to reader variability, large-scale studies need automatized methods to perform organ segmentation. Fully automatic organ segmentation in native MR image data has proven to be a very challenging task. Imaging artifacts as well as inter- and intrasubject MR-intensity differences complicate the application of supervised learning strategies. Thus, we propose a modularized framework of a two-stepped probabilistic approach that generates subject-specific probability maps for renal parenchyma tissue, which are refined subsequently by using several, extended segmentation strategies. We present a three class-based support vector machine recognition system that incorporates Fourier descriptors as shape features to recognize and segment characteristic parenchyma parts. Probabilistic methods use the segmented characteristic parenchyma parts to generate high quality subject-specific parenchyma probability maps. Several refinement strategies including a final shape-based 3D level set segmentation technique are used in subsequent processing modules to segment renal parenchyma. Furthermore, our framework recognizes and excludes renal cysts from parenchymal volume, which is important to analyze renal functions. Volume errors and Dice coefficients show that our presented framework outperforms existing approaches.

Fully automatized renal parenchyma volumetry using a support vector machine based recognition system for subject-specific probability map generation in native MR volume data.

PubMed

Gloger, Oliver; Tönnies, Klaus; Mensel, Birger; Völzke, Henry

2015-11-21

In epidemiological studies as well as in clinical practice the amount of produced medical image data strongly increased in the last decade. In this context organ segmentation in MR volume data gained increasing attention for medical applications. Especially in large-scale population-based studies organ volumetry is highly relevant requiring exact organ segmentation. Since manual segmentation is time-consuming and prone to reader variability, large-scale studies need automatized methods to perform organ segmentation. Fully automatic organ segmentation in native MR image data has proven to be a very challenging task. Imaging artifacts as well as inter- and intrasubject MR-intensity differences complicate the application of supervised learning strategies. Thus, we propose a modularized framework of a two-stepped probabilistic approach that generates subject-specific probability maps for renal parenchyma tissue, which are refined subsequently by using several, extended segmentation strategies. We present a three class-based support vector machine recognition system that incorporates Fourier descriptors as shape features to recognize and segment characteristic parenchyma parts. Probabilistic methods use the segmented characteristic parenchyma parts to generate high quality subject-specific parenchyma probability maps. Several refinement strategies including a final shape-based 3D level set segmentation technique are used in subsequent processing modules to segment renal parenchyma. Furthermore, our framework recognizes and excludes renal cysts from parenchymal volume, which is important to analyze renal functions. Volume errors and Dice coefficients show that our presented framework outperforms existing approaches.

Semantic Web-based digital, field and virtual geological

NASA Astrophysics Data System (ADS)

Babaie, H. A.

2012-12-01

Digital, field and virtual Semantic Web-based education (SWBE) of geological mapping requires the construction of a set of searchable, reusable, and interoperable digital learning objects (LO) for learners, teachers, and authors. These self-contained units of learning may be text, image, or audio, describing, for example, how to calculate the true dip of a layer from two structural contours or find the apparent dip along a line of section. A collection of multi-media LOs can be integrated, through domain and task ontologies, with mapping-related learning activities and Web services, for example, to search for the description of lithostratigraphic units in an area, or plotting orientation data on stereonet. Domain ontologies (e.g., GeologicStructure, Lithostratigraphy, Rock) represent knowledge in formal languages (RDF, OWL) by explicitly specifying concepts, relations, and theories involved in geological mapping. These ontologies are used by task ontologies that formalize the semantics of computational tasks (e.g., measuring the true thickness of a formation) and activities (e.g., construction of cross section) for all actors to solve specific problems (making map, instruction, learning support, authoring). A SWBE system for geological mapping should also involve ontologies to formalize teaching strategy (pedagogical styles), learner model (e.g., for student performance, personalization of learning), interface (entry points for activities of all actors), communication (exchange of messages among different components and actors), and educational Web services (for interoperability). In this ontology-based environment, actors interact with the LOs through educational servers, that manage (reuse, edit, delete, store) ontologies, and through tools which communicate with Web services to collect resources and links to other tools. Digital geological mapping involves a location-based, spatial organization of geological elements in a set of GIS thematic layers. Each layer in the stack assembles a set of polygonal (e.g., formation, member, intrusion), linear (e.g., fault, contact), and/or point (e.g., sample or measurement site) geological elements. These feature classes, represented in domain ontologies by classes, have their own sets of property (attribute, association relation) and topological (e.g., overlap, adjacency, containment), and network (cross-cuttings; connectivity) relationships. Since geological mapping involves describing and depicting different aspects of each feature class (e.g., contact, formation, structure), the same geographic region may be investigated by different communities, for example, for its stratigraphy, rock type, structure, soil type, and isotopic and paleontological age, using sets of ontologies. These data can become interconnected applying the Semantic Web technologies, on the Linked Open Data Cloud, based on their underlying common geographic coordinates. Sets of geological data published on the Cloud will include multiple RDF links to Cloud's geospatial nodes such as GeoNames and Linked GeoData. During mapping, a device such as smartphone, laptop, or iPad, with GPS and GIS capability and a DBpedia Mobile client, can use the current position to discover and query all the geological linked data, and add new data to the thematic layers and publish them to the Cloud.

Image reconstruction by domain-transform manifold learning.

PubMed

Zhu, Bo; Liu, Jeremiah Z; Cauley, Stephen F; Rosen, Bruce R; Rosen, Matthew S

2018-03-21

Image reconstruction is essential for imaging applications across the physical and life sciences, including optical and radar systems, magnetic resonance imaging, X-ray computed tomography, positron emission tomography, ultrasound imaging and radio astronomy. During image acquisition, the sensor encodes an intermediate representation of an object in the sensor domain, which is subsequently reconstructed into an image by an inversion of the encoding function. Image reconstruction is challenging because analytic knowledge of the exact inverse transform may not exist a priori, especially in the presence of sensor non-idealities and noise. Thus, the standard reconstruction approach involves approximating the inverse function with multiple ad hoc stages in a signal processing chain, the composition of which depends on the details of each acquisition strategy, and often requires expert parameter tuning to optimize reconstruction performance. Here we present a unified framework for image reconstruction-automated transform by manifold approximation (AUTOMAP)-which recasts image reconstruction as a data-driven supervised learning task that allows a mapping between the sensor and the image domain to emerge from an appropriate corpus of training data. We implement AUTOMAP with a deep neural network and exhibit its flexibility in learning reconstruction transforms for various magnetic resonance imaging acquisition strategies, using the same network architecture and hyperparameters. We further demonstrate that manifold learning during training results in sparse representations of domain transforms along low-dimensional data manifolds, and observe superior immunity to noise and a reduction in reconstruction artefacts compared with conventional handcrafted reconstruction methods. In addition to improving the reconstruction performance of existing acquisition methodologies, we anticipate that AUTOMAP and other learned reconstruction approaches will accelerate the development of new acquisition strategies across imaging modalities.

Value-Added Clinical Systems Learning Roles for Medical Students That Transform Education and Health: A Guide for Building Partnerships Between Medical Schools and Health Systems.

PubMed

Gonzalo, Jed D; Lucey, Catherine; Wolpaw, Terry; Chang, Anna

2017-05-01

To ensure physician readiness for practice and leadership in changing health systems, an emerging three-pillar framework for undergraduate medical education integrates the biomedical and clinical sciences with health systems science, which includes population health, health care policy, and interprofessional teamwork. However, the partnerships between medical schools and health systems that are commonplace today use health systems as a substrate for learning. Educators need to transform the relationship between medical schools and health systems. One opportunity is the design of authentic workplace roles for medical students to add relevance to medical education and patient care. Based on the experiences at two U.S. medical schools, the authors describe principles and strategies for meaningful medical school-health system partnerships to engage students in value-added clinical systems learning roles. In 2013, the schools began large-scale efforts to develop novel required longitudinal, authentic health systems science curricula in classrooms and workplaces for all first-year students. In designing the new medical school-health system partnerships, the authors combined two models in an intersecting manner-Kotter's change management and Kern's curriculum development steps. Mapped to this framework, they recommend strategies for building mutually beneficial medical school-health system partnerships, including developing a shared vision and strategy and identifying learning goals and objectives; empowering broad-based action and overcoming barriers in implementation; and generating short-term wins in implementation. Applying this framework can lead to value-added clinical systems learning roles for students, meaningful medical school-health system partnerships, and a generation of future physicians prepared to lead health systems change.

Blind CT image quality assessment via deep learning strategy: initial study

NASA Astrophysics Data System (ADS)

Li, Sui; He, Ji; Wang, Yongbo; Liao, Yuting; Zeng, Dong; Bian, Zhaoying; Ma, Jianhua

2018-03-01

Computed Tomography (CT) is one of the most important medical imaging modality. CT images can be used to assist in the detection and diagnosis of lesions and to facilitate follow-up treatment. However, CT images are vulnerable to noise. Actually, there are two major source intrinsically causing the CT data noise, i.e., the X-ray photo statistics and the electronic noise background. Therefore, it is necessary to doing image quality assessment (IQA) in CT imaging before diagnosis and treatment. Most of existing CT images IQA methods are based on human observer study. However, these methods are impractical in clinical for their complex and time-consuming. In this paper, we presented a blind CT image quality assessment via deep learning strategy. A database of 1500 CT images is constructed, containing 300 high-quality images and 1200 corresponding noisy images. Specifically, the high-quality images were used to simulate the corresponding noisy images at four different doses. Then, the images are scored by the experienced radiologists by the following attributes: image noise, artifacts, edge and structure, overall image quality, and tumor size and boundary estimation with five-point scale. We trained a network for learning the non-liner map from CT images to subjective evaluation scores. Then, we load the pre-trained model to yield predicted score from the test image. To demonstrate the performance of the deep learning network in IQA, correlation coefficients: Pearson Linear Correlation Coefficient (PLCC) and Spearman Rank Order Correlation Coefficient (SROCC) are utilized. And the experimental result demonstrate that the presented deep learning based IQA strategy can be used in the CT image quality assessment.

Image reconstruction by domain-transform manifold learning

NASA Astrophysics Data System (ADS)

Zhu, Bo; Liu, Jeremiah Z.; Cauley, Stephen F.; Rosen, Bruce R.; Rosen, Matthew S.

2018-03-01

Image reconstruction is essential for imaging applications across the physical and life sciences, including optical and radar systems, magnetic resonance imaging, X-ray computed tomography, positron emission tomography, ultrasound imaging and radio astronomy. During image acquisition, the sensor encodes an intermediate representation of an object in the sensor domain, which is subsequently reconstructed into an image by an inversion of the encoding function. Image reconstruction is challenging because analytic knowledge of the exact inverse transform may not exist a priori, especially in the presence of sensor non-idealities and noise. Thus, the standard reconstruction approach involves approximating the inverse function with multiple ad hoc stages in a signal processing chain, the composition of which depends on the details of each acquisition strategy, and often requires expert parameter tuning to optimize reconstruction performance. Here we present a unified framework for image reconstruction—automated transform by manifold approximation (AUTOMAP)—which recasts image reconstruction as a data-driven supervised learning task that allows a mapping between the sensor and the image domain to emerge from an appropriate corpus of training data. We implement AUTOMAP with a deep neural network and exhibit its flexibility in learning reconstruction transforms for various magnetic resonance imaging acquisition strategies, using the same network architecture and hyperparameters. We further demonstrate that manifold learning during training results in sparse representations of domain transforms along low-dimensional data manifolds, and observe superior immunity to noise and a reduction in reconstruction artefacts compared with conventional handcrafted reconstruction methods. In addition to improving the reconstruction performance of existing acquisition methodologies, we anticipate that AUTOMAP and other learned reconstruction approaches will accelerate the development of new acquisition strategies across imaging modalities.

A qualitative study on using concept maps in problem-based learning.

PubMed

Chan, Zenobia C Y

2017-05-01

The visual arts, including concept maps, have been shown to be effective tools for facilitating student learning. However, the use of concept maps in nursing education has been under-explored. The aim of this study was to explore how students develop concept maps and what these concept maps consist of, and their views on the use of concept maps as a learning activity in a PBL class. A qualitative approach consisting of an analysis of the contents of the concept maps and interviews with students. The study was conducted in a school of nursing in a university in Hong Kong. A total of 38 students who attended the morning session (20 students) and afternoon session (18 students) respectively of a nursing problem-based learning class. The students in both the morning and afternoon classes were allocated into four groups (4-5 students per group). Each group was asked to draw two concept maps based on a given scenario, and then to participate in a follow-up interview. Two raters individually assessed the concept maps, and then discussed their views with each other. Among the concept maps that were drawn, four were selected. Their four core features of those maps were: a) the integration of informative and artistic elements; b) the delivery of sensational messages; c) the use of images rather than words; and d) three-dimensional and movable. Both raters were concerned about how informative the presentation was, the composition of the elements, and the ease of comprehension, and appreciated the three-dimensional presentation and effective use of images. From the results of the interview, the pros and cons of using concept maps were discerned. This study demonstrated how concept maps could be implemented in a PBL class to boost the students' creativity and to motivate them to learn. This study suggests the use of concept maps as an initiative to motivate student to learn, participate actively, and nurture their creativity. To conclude, this study explored an alternative way for students to make presentations and pioneered the use of art-based concept maps to facilitate student learning. Copyright © 2017 Elsevier Ltd. All rights reserved.

Deep convolutional neural network with transfer learning for rectum toxicity prediction in cervical cancer radiotherapy: a feasibility study

NASA Astrophysics Data System (ADS)

Zhen, Xin; Chen, Jiawei; Zhong, Zichun; Hrycushko, Brian; Zhou, Linghong; Jiang, Steve; Albuquerque, Kevin; Gu, Xuejun

2017-11-01

Better understanding of the dose-toxicity relationship is critical for safe dose escalation to improve local control in late-stage cervical cancer radiotherapy. In this study, we introduced a convolutional neural network (CNN) model to analyze rectum dose distribution and predict rectum toxicity. Forty-two cervical cancer patients treated with combined external beam radiotherapy (EBRT) and brachytherapy (BT) were retrospectively collected, including twelve toxicity patients and thirty non-toxicity patients. We adopted a transfer learning strategy to overcome the limited patient data issue. A 16-layers CNN developed by the visual geometry group (VGG-16) of the University of Oxford was pre-trained on a large-scale natural image database, ImageNet, and fine-tuned with patient rectum surface dose maps (RSDMs), which were accumulated EBRT  +  BT doses on the unfolded rectum surface. We used the adaptive synthetic sampling approach and the data augmentation method to address the two challenges, data imbalance and data scarcity. The gradient-weighted class activation maps (Grad-CAM) were also generated to highlight the discriminative regions on the RSDM along with the prediction model. We compare different CNN coefficients fine-tuning strategies, and compare the predictive performance using the traditional dose volume parameters, e.g. D 0.1/1/2cc, and the texture features extracted from the RSDM. Satisfactory prediction performance was achieved with the proposed scheme, and we found that the mean Grad-CAM over the toxicity patient group has geometric consistence of distribution with the statistical analysis result, which indicates possible rectum toxicity location. The evaluation results have demonstrated the feasibility of building a CNN-based rectum dose-toxicity prediction model with transfer learning for cervical cancer radiotherapy.

Deep convolutional neural network with transfer learning for rectum toxicity prediction in cervical cancer radiotherapy: a feasibility study.

PubMed

Zhen, Xin; Chen, Jiawei; Zhong, Zichun; Hrycushko, Brian; Zhou, Linghong; Jiang, Steve; Albuquerque, Kevin; Gu, Xuejun

2017-10-12

Better understanding of the dose-toxicity relationship is critical for safe dose escalation to improve local control in late-stage cervical cancer radiotherapy. In this study, we introduced a convolutional neural network (CNN) model to analyze rectum dose distribution and predict rectum toxicity. Forty-two cervical cancer patients treated with combined external beam radiotherapy (EBRT) and brachytherapy (BT) were retrospectively collected, including twelve toxicity patients and thirty non-toxicity patients. We adopted a transfer learning strategy to overcome the limited patient data issue. A 16-layers CNN developed by the visual geometry group (VGG-16) of the University of Oxford was pre-trained on a large-scale natural image database, ImageNet, and fine-tuned with patient rectum surface dose maps (RSDMs), which were accumulated EBRT  +  BT doses on the unfolded rectum surface. We used the adaptive synthetic sampling approach and the data augmentation method to address the two challenges, data imbalance and data scarcity. The gradient-weighted class activation maps (Grad-CAM) were also generated to highlight the discriminative regions on the RSDM along with the prediction model. We compare different CNN coefficients fine-tuning strategies, and compare the predictive performance using the traditional dose volume parameters, e.g. D 0.1/1/2cc , and the texture features extracted from the RSDM. Satisfactory prediction performance was achieved with the proposed scheme, and we found that the mean Grad-CAM over the toxicity patient group has geometric consistence of distribution with the statistical analysis result, which indicates possible rectum toxicity location. The evaluation results have demonstrated the feasibility of building a CNN-based rectum dose-toxicity prediction model with transfer learning for cervical cancer radiotherapy.

Constructing Concept Maps to Encourage Meaningful Learning in Science Classroom

ERIC Educational Resources Information Center

Akcay, Hakan

2017-01-01

The purpose of this activity is to demonstrate science teaching and assessing what is learned via using concept maps. Concept mapping is a technique for visually representing the structure of information. Concept mapping allows students to understand the relationships between concepts of science by creating a visual map of the connections. Concept…

Using E-Maps to Organize and Navigate Online Content

ERIC Educational Resources Information Center

Ruffini, Michael F.

2008-01-01

Computer-generated mind maps, or e-maps, provide an outstanding e-learning tool for organizing and navigating web-based content and files. Considerable research indicates the effectiveness of using graphic organizers such as mind maps to facilitate meaningful learning. Tony Buzan and Barry Buzan argue that mind maps better harness the way the…

An Innovative Approach to Scheme Learning Map Considering Tradeoff Multiple Objectives

ERIC Educational Resources Information Center

Lin, Yu-Shih; Chang, Yi-Chun; Chu, Chih-Ping

2016-01-01

An important issue in personalized learning is to provide learners with customized learning according to their learning characteristics. This paper focused attention on scheming learning map as follows. The learning goal can be achieved via different pathways based on alternative materials, which have the relationships of prerequisite, dependence,…

U.S. Airline Transport Pilot International Flight Language Experiences, Report 6: Native English-Speaking Controllers Communicating With Non-Native English-Speaking Pilots

DTIC Science & Technology

2011-03-01

phraseology exists for the same procedures, pilots must learn to develop cognitive mapping strategies to connect one set of words/phrases with that of...effortless flow. Varies speech flow for stylistic effect, e.g. to emphasize a point. Uses appropriate discourse markers and connectors spontaneously...Navigate activities and 44% on Utilize More Cognitive Resources activities. One respon- dent made no comments, while two others said they would not do

Comparison of 1:1 and 1:m CSCL Environment for Collaborative Concept Mapping

ERIC Educational Resources Information Center

Lin, C.-P.; Wong, L.-H.; Shao, Y.-J.

2012-01-01

This paper reports an investigation into the effects of collaborative concept mapping in a digital learning environment, in terms of students' overall learning gains, knowledge retention, quality of student artefacts (the collaboratively created concept maps), interactive patterns, and learning perceptions. Sixty-four 12-year-old students from two…

Testing Beyond Words: Using Tests to Enhance Visuospatial Map Learning

ERIC Educational Resources Information Center

Carpenter, Shana K.; Pashler, Harold

2007-01-01

Psychological research shows that learning can be powerfully enhanced through testing, but this finding has so far been confined to memory tasks requiring verbal responses. We explored whether testing can enhance learning of visuospatial information in maps. Fifty subjects each studied 2 maps, one through conventional study, and the other through…

Ontology Mapping Neural Network: An Approach to Learning and Inferring Correspondences among Ontologies

ERIC Educational Resources Information Center

Peng, Yefei

2010-01-01

An ontology mapping neural network (OMNN) is proposed in order to learn and infer correspondences among ontologies. It extends the Identical Elements Neural Network (IENN)'s ability to represent and map complex relationships. The learning dynamics of simultaneous (interlaced) training of similar tasks interact at the shared connections of the…

Milestones: Critical Elements in Clinical Informatics Fellowship Programs

PubMed Central

Lehmann, Christoph U.; Munger, Benson

2016-01-01

Summary Background Milestones refer to points along a continuum of a competency from novice to expert. Resident and fellow assessment and program evaluation processes adopted by the ACGME include the mandate that programs report the educational progress of residents and fellows twice annually utilizing Milestones developed by a specialty specific ACGME working group of experts. Milestones in clinical training programs are largely unmapped to specific assessment tools. Residents and fellows are mainly assessed using locally derived assessment instruments. These assessments are then reviewed by the Clinical Competency Committee which assigns and reports trainee ratings using the specialty specific reporting Milestones. Methods and Results The challenge and opportunity facing the nascent specialty of Clinical Informatics is how to optimally utilize this framework across a growing number of accredited fellowships. The authors review how a mapped milestone framework, in which each required sub-competency is mapped to a single milestone assessment grid, can enable the use of milestones for multiple uses including individualized learning plans, fellow assessments, and program evaluation. Furthermore, such a mapped strategy will foster the ability to compare fellow progress within and between Clinical Informatics Fellowships in a structured and reliable fashion. Clinical Informatics currently has far less variability across programs and thus could easily utilize a more tightly defined set of milestones with a clear mapping to sub-competencies. This approach would enable greater standardization of assessment instruments and processes across programs while allowing for variability in how those sub-competencies are taught. Conclusions A mapped strategy for Milestones offers significant advantages for Clinical Informatics programs. PMID:27081414

Optimal mapping of neural-network learning on message-passing multicomputers

NASA Technical Reports Server (NTRS)

Chu, Lon-Chan; Wah, Benjamin W.

1992-01-01

A minimization of learning-algorithm completion time is sought in the present optimal-mapping study of the learning process in multilayer feed-forward artificial neural networks (ANNs) for message-passing multicomputers. A novel approximation algorithm for mappings of this kind is derived from observations of the dominance of a parallel ANN algorithm over its communication time. Attention is given to both static and dynamic mapping schemes for systems with static and dynamic background workloads, as well as to experimental results obtained for simulated mappings on multicomputers with dynamic background workloads.

TU-B-210-01: MRg HIFU - Bone and Soft Tissue Tumor Ablation

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

Ghanouni, P.

MR guided focused ultrasound (MRgFUS), or alternatively high-intensity focused ultrasound (MRgHIFU), is approved for thermal ablative treatment of uterine fibroids and pain palliation in bone metastases. Ablation of malignant tumors is under active investigation in sites such as breast, prostate, brain, liver, kidney, pancreas, and soft tissue. Hyperthermia therapy with MRgFUS is also feasible, and may be used in conjunction with radiotherapy and for local targeted drug delivery. MRI allows in situ target definition and provides continuous temperature monitoring and subsequent thermal dose mapping during HIFU. Although MRgHIFU can be very precise, treatment of mobile organs is challenging and advancedmore » techniques are required because of artifacts in MR temperature mapping, the need for intercostal firing, and need for gated HIFU or tracking of the lesion in real time. The first invited talk, “MR guided Focused Ultrasound Treatment of Tumors in Bone and Soft Tissue”, will summarize the treatment protocol and review results from treatment of bone tumors. In addition, efforts to extend this technology to treat both benign and malignant soft tissue tumors of the extremities will be presented. The second invited talk, “MRI guided High Intensity Focused Ultrasound – Advanced Approaches for Ablation and Hyperthermia”, will provide an overview of techniques that are in or near clinical trials for thermal ablation and hyperthermia, with an emphasis of applications in abdominal organs and breast, including methods for MRTI and tracking targets in moving organs. Learning Objectives: Learn background on devices and techniques for MR guided HIFU for cancer therapy Understand issues and current status of clinical MRg HIFU Understand strategies for compensating for organ movement during MRgHIFU Understand strategies for strategies for delivering hyperthermia with MRgHIFU CM - research collaboration with Philips.« less

TU-B-210-02: MRg HIFU - Advanced Approaches for Ablation and Hyperthermia

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

Moonen, C.

2015-06-15

MR guided focused ultrasound (MRgFUS), or alternatively high-intensity focused ultrasound (MRgHIFU), is approved for thermal ablative treatment of uterine fibroids and pain palliation in bone metastases. Ablation of malignant tumors is under active investigation in sites such as breast, prostate, brain, liver, kidney, pancreas, and soft tissue. Hyperthermia therapy with MRgFUS is also feasible, and may be used in conjunction with radiotherapy and for local targeted drug delivery. MRI allows in situ target definition and provides continuous temperature monitoring and subsequent thermal dose mapping during HIFU. Although MRgHIFU can be very precise, treatment of mobile organs is challenging and advancedmore » techniques are required because of artifacts in MR temperature mapping, the need for intercostal firing, and need for gated HIFU or tracking of the lesion in real time. The first invited talk, “MR guided Focused Ultrasound Treatment of Tumors in Bone and Soft Tissue”, will summarize the treatment protocol and review results from treatment of bone tumors. In addition, efforts to extend this technology to treat both benign and malignant soft tissue tumors of the extremities will be presented. The second invited talk, “MRI guided High Intensity Focused Ultrasound – Advanced Approaches for Ablation and Hyperthermia”, will provide an overview of techniques that are in or near clinical trials for thermal ablation and hyperthermia, with an emphasis of applications in abdominal organs and breast, including methods for MRTI and tracking targets in moving organs. Learning Objectives: Learn background on devices and techniques for MR guided HIFU for cancer therapy Understand issues and current status of clinical MRg HIFU Understand strategies for compensating for organ movement during MRgHIFU Understand strategies for strategies for delivering hyperthermia with MRgHIFU CM - research collaboration with Philips.« less

TU-B-210-00: MR-Guided Focused Ultrasound Therapy in Oncology

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

NONE

MR guided focused ultrasound (MRgFUS), or alternatively high-intensity focused ultrasound (MRgHIFU), is approved for thermal ablative treatment of uterine fibroids and pain palliation in bone metastases. Ablation of malignant tumors is under active investigation in sites such as breast, prostate, brain, liver, kidney, pancreas, and soft tissue. Hyperthermia therapy with MRgFUS is also feasible, and may be used in conjunction with radiotherapy and for local targeted drug delivery. MRI allows in situ target definition and provides continuous temperature monitoring and subsequent thermal dose mapping during HIFU. Although MRgHIFU can be very precise, treatment of mobile organs is challenging and advancedmore » techniques are required because of artifacts in MR temperature mapping, the need for intercostal firing, and need for gated HIFU or tracking of the lesion in real time. The first invited talk, “MR guided Focused Ultrasound Treatment of Tumors in Bone and Soft Tissue”, will summarize the treatment protocol and review results from treatment of bone tumors. In addition, efforts to extend this technology to treat both benign and malignant soft tissue tumors of the extremities will be presented. The second invited talk, “MRI guided High Intensity Focused Ultrasound – Advanced Approaches for Ablation and Hyperthermia”, will provide an overview of techniques that are in or near clinical trials for thermal ablation and hyperthermia, with an emphasis of applications in abdominal organs and breast, including methods for MRTI and tracking targets in moving organs. Learning Objectives: Learn background on devices and techniques for MR guided HIFU for cancer therapy Understand issues and current status of clinical MRg HIFU Understand strategies for compensating for organ movement during MRgHIFU Understand strategies for strategies for delivering hyperthermia with MRgHIFU CM - research collaboration with Philips.« less

Assessing Integration of Clinical and Public Health Skills in Preventive Medicine Residencies: Using Competency Mapping

PubMed Central

Sarigiannis, Amy N.; Boulton, Matthew L.

2012-01-01

Objectives. We evaluated the utility of a competency mapping process for assessing the integration of clinical and public health skills in a newly developed Community Health Center (CHC) rotation at the University of Michigan School of Public Health Preventive Medicine residency. Methods. Learning objectives for the CHC rotation were derived from the Accreditation Council for Graduate Medical Education core clinical preventive medicine competencies. CHC learning objectives were mapped to clinical preventive medicine competencies specific to the specialty of public health and general preventive medicine. Objectives were also mapped to The Council on Linkages Between Academia and Public Health Practice’s tier 2 Core Competencies for Public Health Professionals. Results. CHC learning objectives mapped to all 4 (100%) of the public health and general preventive medicine clinical preventive medicine competencies. CHC population-level learning objectives mapped to 32 (94%) of 34 competencies for public health professionals. Conclusions. Utilizing competency mapping to assess clinical–public health integration in a new CHC rotation proved to be feasible and useful. Clinical preventive medicine learning objectives for a CHC rotation can also address public health competencies. PMID:22690972

Functional Equivalence of Spatial Images from Touch and Vision: Evidence from Spatial Updating in Blind and Sighted Individuals

PubMed Central

Giudice, Nicholas A.; Betty, Maryann R.; Loomis, Jack M.

2012-01-01

This research examines whether visual and haptic map learning yield functionally equivalent spatial images in working memory, as evidenced by similar encoding bias and updating performance. In three experiments, participants learned four-point routes either by seeing or feeling the maps. At test, blindfolded participants made spatial judgments about the maps from imagined perspectives that were either aligned or misaligned with the maps as represented in working memory. Results from Experiments 1 and 2 revealed a highly similar pattern of latencies and errors between visual and haptic conditions. These findings extend the well known alignment biases for visual map learning to haptic map learning, provide further evidence of haptic updating, and most importantly, show that learning from the two modalities yields very similar performance across all conditions. Experiment 3 found the same encoding biases and updating performance with blind individuals, demonstrating that functional equivalence cannot be due to visual recoding and is consistent with an amodal hypothesis of spatial images. PMID:21299331

Use of information and communication technologies (ICT) in science education: The views and experiences of three high school teachers

NASA Astrophysics Data System (ADS)

Barreto-Marrero, Luz N.

This case study presents the experiences of three public school chemistry teachers in the transformation of their teaching processes with the use of ICT. The processes' characteristics are documented, what knowledge and skills were learned, and how it changed their organization, planning and teaching. D. H. Jonassen's (1999) ideas on learning strategies for the integration of ICT, from a constructivism and critical thinking perspective guide this study. MacFarlane and Sakellariou's (2002) ideas on the use of ICT in science teaching are also considered. The relationship between ICT, mind tools, learning strategies and teaching methods is studied. The information was collected by semi-structured interviews, classroom observations and document analysis. The results were analyzed according to Wolcott's qualitative analysis model (1994), along with the QRS NVivo (2002) computer program. The teachers learned to use several new ICT equipment and materials that facilitated their teaching and evaluation processes. Among these are the use of lab simulators, various software, CBL sensors, graphic calculators, electronic blackboards, and the Internet. They used teaching strategies for active, authentic, collaborative, constructive and reflective learning according to Jonassen. Their science teaching methods corresponds to the three types, according to MacFarlane and Sakellariou, which fosters scientific method skills and scientific reasoning for science literacy. The teachers, as facilitators and mediators, were inquirers of their students needs; investigators of their curricula, strategists as they organize their teaching skills and methods; experimenters with what they had learned; and collaborators as they fostered cooperative learning. Teachers' developed better lessons, lab exercises and assessment tools, such as rubrics, concept maps, comic strips, and others. They also affirmed that their students demonstrated more motivation, participation, collaboration and learning; developed scientific and technological skills; worked real situations in a collaborative way guided by science standards; and that parents participated in their children's learning. The conditions that facilitated these processes were the availability of technological resources, practical and continuous professional development, colleague communication and collaboration, the paradigmatic change towards constructivism with changes in assessment, school texts, curriculum and educational software, and a new generation of students and teachers open towards ICT, and pre-service teachers with technological skills.

The Effectiveness of Concept Maps in Teaching Physics Concepts Applied to Engineering Education: Experimental Comparison of the Amount of Learning Achieved with and without Concept Maps

ERIC Educational Resources Information Center

Martinez, Guadalupe; Perez, Angel Luis; Suero, Maria Isabel; Pardo, Pedro J.

2013-01-01

A study was conducted to quantify the effectiveness of concept maps in learning physics in engineering degrees. The following research question was posed: What was the difference in learning results from the use of concept maps to study a particular topic in an engineering course? The study design was quasi-experimental and used a post-test as a…

[Application of mind map in teaching of medical parasitology].

PubMed

Zhou, Hong-Chang; Shao, Sheng-Wen; Xu, Bo-Ying

2012-12-30

To improve the teaching quality of medical parasitology, mind map, a simple and effective learning method, was introduced. The mind map of each chapter was drawn by teacher and distributed to students before the class. It was helpful for teacher to straighten out the teaching idea, and for students to grasp the important learning points, perfect the class notes and improve learning efficiency. The divergent characteristics of mind map can also help to develop the students' innovation ability.

The Effects of a Concept Map-Based Support Tool on Simulation-Based Inquiry Learning

ERIC Educational Resources Information Center

Hagemans, Mieke G.; van der Meij, Hans; de Jong, Ton

2013-01-01

Students often need support to optimize their learning in inquiry learning environments. In 2 studies, we investigated the effects of adding concept-map-based support to a simulation-based inquiry environment on kinematics. The concept map displayed the main domain concepts and their relations, while dynamic color coding of the concepts displayed…

Listening to Students: Customer Journey Mapping at Birmingham City University Library and Learning Resources

ERIC Educational Resources Information Center

Andrews, Judith; Eade, Eleanor

2013-01-01

Birmingham City University's Library and Learning Resources' strategic aim is to improve student satisfaction. A key element is the achievement of the Customer Excellence Standard. An important component of the standard is the mapping of services to improve quality. Library and Learning Resources has developed a methodology to map these…

Concept Maps as Instructional Tools for Improving Learning of Phase Transitions in Object-Oriented Analysis and Design

ERIC Educational Resources Information Center

Shin, Shin-Shing

2016-01-01

Students attending object-oriented analysis and design (OOAD) courses typically encounter difficulties transitioning from requirements analysis to logical design and then to physical design. Concept maps have been widely used in studies of user learning. The study reported here, based on the relationship of concept maps to learning theory and…

The effects of using concept mapping as an artifact to engender metacognitive thinking in first-year medical students' problem-based learning discussions: A mixed-methods investigation

NASA Astrophysics Data System (ADS)

Shoop, Glenda Hostetter

Attention in medical education is turning toward instruction that not only focuses on knowledge acquisition, but on developing the medical students' clinical problem-solving skills, and their ability to critically think through complex diseases. Metacognition is regarded as an important consideration in how we teach medical students these higher-order, critical thinking skills. This study used a mixed-methods research design to investigate if concept mapping as an artifact may engender metacognitive thinking in the medical student population. Specifically the purpose of the study is twofold: (1) to determine if concept mapping, functioning as an artifact during problem-based learning, improves learning as measured by scores on test questions; and (2) to explore if the process of concept mapping alters the problem-based learning intragroup discussion in ways that show medical students are engaged in metacognitive thinking. The results showed that students in the problem-based learning concept-mapping groups used more metacognitive thinking patterns than those in the problem-based learning discussion-only group, particularly in the monitoring component. These groups also engaged in a higher level of cognitive thinking associated with reasoning through mechanisms-of-action and breaking down complex biochemical and physiologic principals. The students disclosed in focus-group interviews that concept mapping was beneficial to help them understand how discrete pieces of information fit together in a bigger structure of knowledge. They also stated that concept mapping gave them some time to think through these concepts in a larger conceptual framework. There was no significant difference in the exam-question scores between the problem-based learning concept-mapping groups and the problem-based learning discussion-only group.

Decoding the Formation of New Semantics: MVPA Investigation of Rapid Neocortical Plasticity during Associative Encoding through Fast Mapping.

PubMed

Atir-Sharon, Tali; Gilboa, Asaf; Hazan, Hananel; Koilis, Ester; Manevitz, Larry M

2015-01-01

Neocortical structures typically only support slow acquisition of declarative memory; however, learning through fast mapping may facilitate rapid learning-induced cortical plasticity and hippocampal-independent integration of novel associations into existing semantic networks. During fast mapping the meaning of new words and concepts is inferred, and durable novel associations are incidentally formed, a process thought to support early childhood's exuberant learning. The anterior temporal lobe, a cortical semantic memory hub, may critically support such learning. We investigated encoding of semantic associations through fast mapping using fMRI and multivoxel pattern analysis. Subsequent memory performance following fast mapping was more efficiently predicted using anterior temporal lobe than hippocampal voxels, while standard explicit encoding was best predicted by hippocampal activity. Searchlight algorithms revealed additional activity patterns that predicted successful fast mapping semantic learning located in lateral occipitotemporal and parietotemporal neocortex and ventrolateral prefrontal cortex. By contrast, successful explicit encoding could be classified by activity in medial and dorsolateral prefrontal and parahippocampal cortices. We propose that fast mapping promotes incidental rapid integration of new associations into existing neocortical semantic networks by activating related, nonoverlapping conceptual knowledge. In healthy adults, this is better captured by unique anterior and lateral temporal lobe activity patterns, while hippocampal involvement is less predictive of this kind of learning.

High School Biology: A Group Approach to Concept Mapping.

ERIC Educational Resources Information Center

Brown, David S.

2003-01-01

Explains concept mapping as an instructional method in cooperative learning environments, and describes a study investigating the effectiveness of concept mapping on student learning during a photosynthesis and cellular respiration unit. Reports on the positive effects of concept mapping in the experimental group. (Contains 16 references.) (YDS)

Mapping evidence of interventions and strategies to bridge the gap in the implementation of the prevention of mother-to-child transmission of HIV programme policy in sub-Saharan countries: A scoping review

PubMed Central

Naidoo, Joanne R.

2017-01-01

Background Prevention of mother-to-child transmission (PMTCT) of HIV is a life-saving public health intervention. Sub-Saharan African (SSA) countries have made significant progress in the programme, but little is known about the strategies used by them to eliminate mother-to-child transmission of HIV. Aim To map evidence of strategies and interventions employed by SSA in bridging the implementation gap in the rapidly changing PMTCT of HIV programme policy. Methods Electronic search of the databases MEDLINE, PubMed and SABINET for articles published in English between 2001 and August 2016. Key words included ‘Sub-Saharan African countries’, ‘implementation strategies’, ‘interventions to bridge implementation gap’, ‘prevention of mother-to-child transmission of HIV’ and ‘closing implementation gap’. Results Of a total of 743 articles, 25 articles that met the inclusion criteria were included in the study. Manual content analysis resulted in the identification of three categories of strategies: (1) health system (referral systems, integration of services, supportive leadership, systematic quality-improvement approaches that vigorously monitors programme performance); (2) health service delivery (task shifting, networking, shared platform for learning, local capacity building, supportive supervision); as well as (3) community-level strategies (community health workers, technology use – mHealth, family-centred approaches, male involvement, culturally appropriate interventions). Conclusion There are strategies that exist in SSA countries. Future research should examine multifaceted scientific models to prioritise the highest impact and be evaluated for effectiveness and efficiency. PMID:28582993

Machine learning-based dual-energy CT parametric mapping

NASA Astrophysics Data System (ADS)

Su, Kuan-Hao; Kuo, Jung-Wen; Jordan, David W.; Van Hedent, Steven; Klahr, Paul; Wei, Zhouping; Helo, Rose Al; Liang, Fan; Qian, Pengjiang; Pereira, Gisele C.; Rassouli, Negin; Gilkeson, Robert C.; Traughber, Bryan J.; Cheng, Chee-Wai; Muzic, Raymond F., Jr.

2018-06-01

The aim is to develop and evaluate machine learning methods for generating quantitative parametric maps of effective atomic number (Zeff), relative electron density (ρ e), mean excitation energy (I x ), and relative stopping power (RSP) from clinical dual-energy CT data. The maps could be used for material identification and radiation dose calculation. Machine learning methods of historical centroid (HC), random forest (RF), and artificial neural networks (ANN) were used to learn the relationship between dual-energy CT input data and ideal output parametric maps calculated for phantoms from the known compositions of 13 tissue substitutes. After training and model selection steps, the machine learning predictors were used to generate parametric maps from independent phantom and patient input data. Precision and accuracy were evaluated using the ideal maps. This process was repeated for a range of exposure doses, and performance was compared to that of the clinically-used dual-energy, physics-based method which served as the reference. The machine learning methods generated more accurate and precise parametric maps than those obtained using the reference method. Their performance advantage was particularly evident when using data from the lowest exposure, one-fifth of a typical clinical abdomen CT acquisition. The RF method achieved the greatest accuracy. In comparison, the ANN method was only 1% less accurate but had much better computational efficiency than RF, being able to produce parametric maps in 15 s. Machine learning methods outperformed the reference method in terms of accuracy and noise tolerance when generating parametric maps, encouraging further exploration of the techniques. Among the methods we evaluated, ANN is the most suitable for clinical use due to its combination of accuracy, excellent low-noise performance, and computational efficiency.

Machine learning-based dual-energy CT parametric mapping.

PubMed

Su, Kuan-Hao; Kuo, Jung-Wen; Jordan, David W; Van Hedent, Steven; Klahr, Paul; Wei, Zhouping; Al Helo, Rose; Liang, Fan; Qian, Pengjiang; Pereira, Gisele C; Rassouli, Negin; Gilkeson, Robert C; Traughber, Bryan J; Cheng, Chee-Wai; Muzic, Raymond F

2018-06-08

The aim is to develop and evaluate machine learning methods for generating quantitative parametric maps of effective atomic number (Z eff ), relative electron density (ρ e ), mean excitation energy (I x ), and relative stopping power (RSP) from clinical dual-energy CT data. The maps could be used for material identification and radiation dose calculation. Machine learning methods of historical centroid (HC), random forest (RF), and artificial neural networks (ANN) were used to learn the relationship between dual-energy CT input data and ideal output parametric maps calculated for phantoms from the known compositions of 13 tissue substitutes. After training and model selection steps, the machine learning predictors were used to generate parametric maps from independent phantom and patient input data. Precision and accuracy were evaluated using the ideal maps. This process was repeated for a range of exposure doses, and performance was compared to that of the clinically-used dual-energy, physics-based method which served as the reference. The machine learning methods generated more accurate and precise parametric maps than those obtained using the reference method. Their performance advantage was particularly evident when using data from the lowest exposure, one-fifth of a typical clinical abdomen CT acquisition. The RF method achieved the greatest accuracy. In comparison, the ANN method was only 1% less accurate but had much better computational efficiency than RF, being able to produce parametric maps in 15 s. Machine learning methods outperformed the reference method in terms of accuracy and noise tolerance when generating parametric maps, encouraging further exploration of the techniques. Among the methods we evaluated, ANN is the most suitable for clinical use due to its combination of accuracy, excellent low-noise performance, and computational efficiency.

A New Approach for Constructing the Concept Map

ERIC Educational Resources Information Center

Tseng, Shian-Shyong; Sue, Pei-Chi; Su, Jun-Ming; Weng, Jui-Feng; Tsai, Wen-Nung

2007-01-01

In recent years, e-learning system has become more and more popular and many adaptive learning environments have been proposed to offer learners customized courses in accordance with their aptitudes and learning results. For achieving the adaptive learning, a predefined concept map of a course is often used to provide adaptive learning guidance…

Delta-9-tetrahydrocannabinol (THC) affects forelimb motor map expression but has little effect on skilled and unskilled behavior.

PubMed

Scullion, K; Guy, A R; Singleton, A; Spanswick, S C; Hill, M N; Teskey, G C

2016-04-05

It has previously been shown in rats that acute administration of delta-9-tetrahydrocannabinol (THC) exerts a dose-dependent effect on simple locomotor activity, with low doses of THC causing hyper-locomotion and high doses causing hypo-locomotion. However the effect of acute THC administration on cortical movement representations (motor maps) and skilled learned movements is completely unknown. It is important to determine the effects of THC on motor maps and skilled learned behaviors because behaviors like driving place people at a heightened risk. Three doses of THC were used in the current study: 0.2mg/kg, 1.0mg/kg and 2.5mg/kg representing the approximate range of the low to high levels of available THC one would consume from recreational use of cannabis. Acute peripheral administration of THC to drug naïve rats resulted in dose-dependent alterations in motor map expression using high resolution short duration intracortical microstimulation (SD-ICMS). THC at 0.2mg/kg decreased movement thresholds and increased motor map size, while 1.0mg/kg had the opposite effect, and 2.5mg/kg had an even more dramatic effect. Deriving complex movement maps using long duration (LD)-ICMS at 1.0mg/kg resulted in fewer complex movements. Dosages of 1.0mg/kg and 2.5mg/kg THC reduced the number of reach attempts but did not affect percentage of success or the kinetics of reaching on the single pellet skilled reaching task. Rats that received 2.5mg/kg THC did show an increase in latency of forelimb removal on the bar task, while dose-dependent effects of THC on unskilled locomotor activity using the rotorod and horizontal ladder tasks were not observed. Rats may be employing compensatory strategies after receiving THC, which may account for the robust changes in motor map expression but moderate effects on behavior. Copyright © 2016 IBRO. Published by Elsevier Ltd. All rights reserved.

Machine learning strategy for accelerated design of polymer dielectrics

DOE PAGES

Mannodi-Kanakkithodi, Arun; Pilania, Ghanshyam; Huan, Tran Doan; ...

2016-02-15

The ability to efficiently design new and advanced dielectric polymers is hampered by the lack of sufficient, reliable data on wide polymer chemical spaces, and the difficulty of generating such data given time and computational/experimental constraints. Here, we address the issue of accelerating polymer dielectrics design by extracting learning models from data generated by accurate state-of-the-art first principles computations for polymers occupying an important part of the chemical subspace. The polymers are ‘fingerprinted’ as simple, easily attainable numerical representations, which are mapped to the properties of interest using a machine learning algorithm to develop an on-demand property prediction model. Further,more » a genetic algorithm is utilised to optimise polymer constituent blocks in an evolutionary manner, thus directly leading to the design of polymers with given target properties. Furthermore, while this philosophy of learning to make instant predictions and design is demonstrated here for the example of polymer dielectrics, it is equally applicable to other classes of materials as well.« less

Visualising inter-subject variability in fMRI using threshold-weighted overlap maps

NASA Astrophysics Data System (ADS)

Seghier, Mohamed L.; Price, Cathy J.

2016-02-01

Functional neuroimaging studies are revealing the neural systems sustaining many sensory, motor and cognitive abilities. A proper understanding of these systems requires an appreciation of the degree to which they vary across subjects. Some sources of inter-subject variability might be easy to measure (demographics, behavioural scores, or experimental factors), while others are more difficult (cognitive strategies, learning effects, and other hidden sources). Here, we introduce a simple way of visualising whole-brain consistency and variability in brain responses across subjects using threshold-weighted voxel-based overlap maps. The output quantifies the proportion of subjects activating a particular voxel or region over a wide range of statistical thresholds. The sensitivity of our approach was assessed in 30 healthy adults performing a matching task with their dominant hand. We show how overlap maps revealed many effects that were only present in a subsample of our group; we discuss how overlap maps can provide information that may be missed or misrepresented by standard group analysis, and how this information can help users to understand their data. In particular, we emphasize that functional overlap maps can be particularly useful when it comes to explaining typical (or atypical) compensatory mechanisms used by patients following brain damage.

The use of concept maps for knowledge management: from classrooms to research labs.

PubMed

Correia, Paulo Rogério Miranda

2012-02-01

Our contemporary society asks for new strategies to manage knowledge. The main activities developed by academics involve knowledge transmission (teaching) and production (research). Creativity and collaboration are valuable assets for establishing learning organizations in classrooms and research labs. Concept mapping is a useful graphical technique to foster some of the disciplines required to create and develop high-performance teams. The need for a linking phrase to clearly state conceptual relationships makes concept maps (Cmaps) very useful for organizing our own ideas (externalization), as well as, sharing them with other people (elicitation and consensus building). The collaborative knowledge construction (CKC) is supported by Cmaps because they improve the communication signal-to-noise ratio among participants with high information asymmetry. In other words, we can identify knowledge gaps and insightful ideas in our own Cmaps when discussing them with our counterparts. Collaboration involving low and high information asymmetry can also be explored through peer review and student-professor/advisor interactions, respectively. In conclusion, when it is used properly, concept mapping can provide a competitive advantage to produce and share knowledge in our contemporary society. To map is to know, as stated by Wandersee in 1990.

What factors determine academic achievement in high achieving undergraduate medical students? A qualitative study.

PubMed

Abdulghani, Hamza M; Al-Drees, Abdulmajeed A; Khalil, Mahmood S; Ahmad, Farah; Ponnamperuma, Gominda G; Amin, Zubair

2014-04-01

Medical students' academic achievement is affected by many factors such as motivational beliefs and emotions. Although students with high intellectual capacity are selected to study medicine, their academic performance varies widely. The aim of this study is to explore the high achieving students' perceptions of factors contributing to academic achievement. Focus group discussions (FGD) were carried out with 10 male and 9 female high achieving (scores more than 85% in all tests) students, from the second, third, fourth and fifth academic years. During the FGDs, the students were encouraged to reflect on their learning strategies and activities. The discussion was audio-recorded, transcribed and analysed qualitatively. Factors influencing high academic achievement include: attendance to lectures, early revision, prioritization of learning needs, deep learning, learning in small groups, mind mapping, learning in skills lab, learning with patients, learning from mistakes, time management, and family support. Internal motivation and expected examination results are important drivers of high academic performance. Management of non-academic issues like sleep deprivation, homesickness, language barriers, and stress is also important for academic success. Addressing these factors, which might be unique for a given student community, in a systematic manner would be helpful to improve students' performance.

Investigating Word Learning in Fragile X Syndrome: A Fast-Mapping Study

ERIC Educational Resources Information Center

McDuffie, Andrea; Kover, Sara T.; Hagerman, Randi; Abbeduto, Leonard

2013-01-01

Fast-mapping paradigms have not been used previously to examine the process of word learning in boys with fragile X syndrome (FXS), who are likely to have intellectual impairment, language delays, and symptoms of autism. In this study, a fast-mapping task was used to investigate associative word learning in 4- to 10-year-old boys with FXS relative…

Concept Maps for Assessing Change in Learning: A Study of Undergraduate Business Students in First-Year Marketing in China

ERIC Educational Resources Information Center

von der Heidt, Tania

2015-01-01

This paper explains the application of concept mapping to help foster a learning-centred approach. It investigates how concept maps are used to measure the change in learning following a two-week intensive undergraduate Marketing Principles course delivered to 162 Chinese students undertaking a Bachelor of Business Administration programme in…

Centres for Leadership: a strategy for academic integration.

PubMed

King, Gillian; Parker, Kathryn; Peacocke, Sean; Curran, C J; McPherson, Amy C; Chau, Tom; Widgett, Elaine; Fehlings, Darcy; Milo-Manson, Golda

2017-05-15

Purpose The purpose of this paper is to describe how an Academic Health Science Centre, providing pediatric rehabilitation services, research, and education, developed a Centres for Leadership (CfL) initiative to integrate its academic functions and embrace the goal of being a learning organization. Design/methodology/approach Historical documents, tracked output information, and staff members' insights were used to describe the ten-year evolution of the initiative, its benefits, and transformational learnings for the organization. Findings The evolutions concerned development of a series of CfLs, and changes over time in leadership and management structure, as well as in operations and targeted activities. Benefits included enhanced clinician engagement in research, practice-based research, and impacts on clinical practice. Transformational learnings concerned the importance of supporting stakeholder engagement, fostering a spirit of inquiry, and fostering leaderful practice. These learnings contributed to three related emergent outcomes reflecting "way stations" on the journey to enhanced evidence-informed decision making and clinical excellence: enhancements in authentic partnerships, greater innovation capacity, and greater understanding and actualization of leadership values. Practical implications Practical information is provided for other organizations interested in understanding how this initiative evolved, its tangible value, and its wider benefits for organizational collaboration, innovation, and leadership values. Challenges encountered and main messages for other organizations are also considered. Originality/value A strategy map is used to present the structures, processes, and outcomes arising from the initiative, with the goal of informing the operations of other organizations desiring to be learning organizations.

SU-C-BRA-04: Automated Segmentation of Head-And-Neck CT Images for Radiotherapy Treatment Planning Via Multi-Atlas Machine Learning (MAML)

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

Ren, X; Gao, H; Sharp, G

Purpose: Accurate image segmentation is a crucial step during image guided radiation therapy. This work proposes multi-atlas machine learning (MAML) algorithm for automated segmentation of head-and-neck CT images. Methods: As the first step, the algorithm utilizes normalized mutual information as similarity metric, affine registration combined with multiresolution B-Spline registration, and then fuses together using the label fusion strategy via Plastimatch. As the second step, the following feature selection strategy is proposed to extract five feature components from reference or atlas images: intensity (I), distance map (D), box (B), center of gravity (C) and stable point (S). The box feature Bmore » is novel. It describes a relative position from each point to minimum inscribed rectangle of ROI. The center-of-gravity feature C is the 3D Euclidean distance from a sample point to the ROI center of gravity, and then S is the distance of the sample point to the landmarks. Then, we adopt random forest (RF) in Scikit-learn, a Python module integrating a wide range of state-of-the-art machine learning algorithms as classifier. Different feature and atlas strategies are used for different ROIs for improved performance, such as multi-atlas strategy with reference box for brainstem, and single-atlas strategy with reference landmark for optic chiasm. Results: The algorithm was validated on a set of 33 CT images with manual contours using a leave-one-out cross-validation strategy. Dice similarity coefficients between manual contours and automated contours were calculated: the proposed MAML method had an improvement from 0.79 to 0.83 for brainstem and 0.11 to 0.52 for optic chiasm with respect to multi-atlas segmentation method (MA). Conclusion: A MAML method has been proposed for automated segmentation of head-and-neck CT images with improved performance. It provides the comparable result in brainstem and the improved result in optic chiasm compared with MA. Xuhua Ren and Hao Gao were partially supported by the NSFC (#11405105), the 973 Program (#2015CB856000), and the Shanghai Pujiang Talent Program (#14PJ1404500).« less

Profiling physicochemical and planktonic features from discretely/continuously sampled surface water.

PubMed

Oita, Azusa; Tsuboi, Yuuri; Date, Yasuhiro; Oshima, Takahiro; Sakata, Kenji; Yokoyama, Akiko; Moriya, Shigeharu; Kikuchi, Jun

2018-04-24

There is an increasing need for assessing aquatic ecosystems that are globally endangered. Since aquatic ecosystems are complex, integrated consideration of multiple factors utilizing omics technologies can help us better understand aquatic ecosystems. An integrated strategy linking three analytical (machine learning, factor mapping, and forecast-error-variance decomposition) approaches for extracting the features of surface water from datasets comprising ions, metabolites, and microorganisms is proposed herein. The three developed approaches can be employed for diverse datasets of sample sizes and experimentally analyzed factors. The three approaches are applied to explore the features of bay water surrounding Odaiba, Tokyo, Japan, as a case study. Firstly, the machine learning approach separated 681 surface water samples within Japan into three clusters, categorizing Odaiba water into seawater with relatively low inorganic ions, including Mg, Ba, and B. Secondly, the factor mapping approach illustrated Odaiba water samples from the summer as rich in multiple amino acids and some other metabolites and poor in inorganic ions relative to other seasons based on their seasonal dynamics. Finally, forecast-error-variance decomposition using vector autoregressive models indicated that a type of microalgae (Raphidophyceae) grows in close correlation with alanine, succinic acid, and valine on filters and with isobutyric acid and 4-hydroxybenzoic acid in filtrate, Ba, and average wind speed. Our integrated strategy can be used to examine many biological, chemical, and environmental physical factors to analyze surface water. Copyright © 2018. Published by Elsevier B.V.

The role of partial knowledge in statistical word learning

PubMed Central

Fricker, Damian C.; Yu, Chen; Smith, Linda B.

2013-01-01

A critical question about the nature of human learning is whether it is an all-or-none or a gradual, accumulative process. Associative and statistical theories of word learning rely critically on the later assumption: that the process of learning a word's meaning unfolds over time. That is, learning the correct referent for a word involves the accumulation of partial knowledge across multiple instances. Some theories also make an even stronger claim: Partial knowledge of one word–object mapping can speed up the acquisition of other word–object mappings. We present three experiments that test and verify these claims by exposing learners to two consecutive blocks of cross-situational learning, in which half of the words and objects in the second block were those that participants failed to learn in Block 1. In line with an accumulative account, Re-exposure to these mis-mapped items accelerated the acquisition of both previously experienced mappings and wholly new word–object mappings. But how does partial knowledge of some words speed the acquisition of others? We consider two hypotheses. First, partial knowledge of a word could reduce the amount of information required for it to reach threshold, and the supra-threshold mapping could subsequently aid in the acquisition of new mappings. Alternatively, partial knowledge of a word's meaning could be useful for disambiguating the meanings of other words even before the threshold of learning is reached. We construct and compare computational models embodying each of these hypotheses and show that the latter provides a better explanation of the empirical data. PMID:23702980

Sparsity-constrained PET image reconstruction with learned dictionaries

NASA Astrophysics Data System (ADS)

Tang, Jing; Yang, Bao; Wang, Yanhua; Ying, Leslie

2016-09-01

PET imaging plays an important role in scientific and clinical measurement of biochemical and physiological processes. Model-based PET image reconstruction such as the iterative expectation maximization algorithm seeking the maximum likelihood solution leads to increased noise. The maximum a posteriori (MAP) estimate removes divergence at higher iterations. However, a conventional smoothing prior or a total-variation (TV) prior in a MAP reconstruction algorithm causes over smoothing or blocky artifacts in the reconstructed images. We propose to use dictionary learning (DL) based sparse signal representation in the formation of the prior for MAP PET image reconstruction. The dictionary to sparsify the PET images in the reconstruction process is learned from various training images including the corresponding MR structural image and a self-created hollow sphere. Using simulated and patient brain PET data with corresponding MR images, we study the performance of the DL-MAP algorithm and compare it quantitatively with a conventional MAP algorithm, a TV-MAP algorithm, and a patch-based algorithm. The DL-MAP algorithm achieves improved bias and contrast (or regional mean values) at comparable noise to what the other MAP algorithms acquire. The dictionary learned from the hollow sphere leads to similar results as the dictionary learned from the corresponding MR image. Achieving robust performance in various noise-level simulation and patient studies, the DL-MAP algorithm with a general dictionary demonstrates its potential in quantitative PET imaging.

Evaluating the Effectiveness of Flood Control Strategies in Contrasting Urban Watersheds and Implications for Houston's Future Flood Vulnerability

NASA Astrophysics Data System (ADS)

Ganguly, S.; Kumar, U.; Nemani, R. R.; Kalia, S.; Michaelis, A.

2016-12-01

In this work, we use a Fully Constrained Least Squares Subpixel Learning Algorithm to unmix global WELD (Web Enabled Landsat Data) to obtain fractions or abundances of substrate (S), vegetation (V) and dark objects (D) classes. Because of the sheer nature of data and compute needs, we leveraged the NASA Earth Exchange (NEX) high performance computing architecture to optimize and scale our algorithm for large-scale processing. Subsequently, the S-V-D abundance maps were characterized into 4 classes namely, forest, farmland, water and urban areas (with NPP-VIIRS - national polar orbiting partnership visible infrared imaging radiometer suite nighttime lights data) over California, USA using Random Forest classifier. Validation of these land cover maps with NLCD (National Land Cover Database) 2011 products and NAFD (North American Forest Dynamics) static forest cover maps showed that an overall classification accuracy of over 91% was achieved, which is a 6% improvement in unmixing based classification relative to per-pixel based classification. As such, abundance maps continue to offer an useful alternative to high-spatial resolution data derived classification maps for forest inventory analysis, multi-class mapping for eco-climatic models and applications, fast multi-temporal trend analysis and for societal and policy-relevant applications needed at the watershed scale.

Integrating Concept Mapping into Information Systems Education for Meaningful Learning and Assessment

ERIC Educational Resources Information Center

Wei, Wei; Yue, Kwok-Bun

2017-01-01

Concept map (CM) is a theoretically sound yet easy to learn tool and can be effectively used to represent knowledge. Even though many disciplines have adopted CM as a teaching and learning tool to improve learning effectiveness, its application in IS curriculum is sparse. Meaningful learning happens when one iteratively integrates new concepts and…

Using Web Maps to Analyze the Construction of Global Scale Cognitive Maps

ERIC Educational Resources Information Center

Pingel, Thomas J.

2018-01-01

Game-based Web sites and applications are changing the ways in which students learn the world map. In this study, a Web map-based digital learning tool was used as a study aid for a university-level geography course in order to examine the way in which global scale cognitive maps are constructed. A network analysis revealed that clicks were…

Space coding for sensorimotor transformations can emerge through unsupervised learning.

PubMed

De Filippo De Grazia, Michele; Cutini, Simone; Lisi, Matteo; Zorzi, Marco

2012-08-01

The posterior parietal cortex (PPC) is fundamental for sensorimotor transformations because it combines multiple sensory inputs and posture signals into different spatial reference frames that drive motor programming. Here, we present a computational model mimicking the sensorimotor transformations occurring in the PPC. A recurrent neural network with one layer of hidden neurons (restricted Boltzmann machine) learned a stochastic generative model of the sensory data without supervision. After the unsupervised learning phase, the activity of the hidden neurons was used to compute a motor program (a population code on a bidimensional map) through a simple linear projection and delta rule learning. The average motor error, calculated as the difference between the expected and the computed output, was less than 3°. Importantly, analyses of the hidden neurons revealed gain-modulated visual receptive fields, thereby showing that space coding for sensorimotor transformations similar to that observed in the PPC can emerge through unsupervised learning. These results suggest that gain modulation is an efficient coding strategy to integrate visual and postural information toward the generation of motor commands.

MAP as a model for practice-based learning and improvement in child psychiatry training.

PubMed

Kataoka, Sheryl H; Podell, Jennifer L; Zima, Bonnie T; Best, Karin; Sidhu, Shawn; Jura, Martha Bates

2014-01-01

Not only is there a growing literature demonstrating the positive outcomes that result from implementing evidence based treatments (EBTs) but also studies that suggest a lack of delivery of these EBTs in "usual care" practices. One way to address this deficit is to improve the quality of psychotherapy teaching for clinicians-in-training. The Accreditation Council for Graduate Medical Education (ACGME) requires all training programs to assess residents in a number of competencies including Practice-Based Learning and Improvements (PBLI). This article describes the piloting of Managing and Adapting Practice (MAP) for child psychiatry fellows, to teach them both EBT and PBLI skills. Eight child psychiatry trainees received 5 full days of MAP training and are delivering MAP in a year-long outpatient teaching clinic. In this setting, MAP is applied to the complex, multiply diagnosed psychiatric patients that present to this clinic. This article describes how MAP tools and resources assist in teaching trainees each of the eight required competency components of PBLI, including identifying deficits in expertise, setting learning goals, performing learning activities, conducting quality improvement methods in practice, incorporating formative feedback, using scientific studies to inform practice, using technology for learning, and participating in patient education. A case example illustrates the use of MAP in teaching PBLI. MAP provides a unique way to teach important quality improvement and practice-based learning skills to trainees while training them in important psychotherapy competence.

Logging Student Learning via a Puerto Rico-based Geologic Mapping Game on the Google Earth Virtual Globe

NASA Astrophysics Data System (ADS)

Gobert, J.; Toto, E.; Wild, S. C.; Dordevic, M. M.; De Paor, D. G.

2013-12-01

A hindrance to migrating undergraduate geoscience courses online is the challenge of giving students a quasi-authentic field experience. As part of an NSF TUES Type 2 project (# NSF-DUE 1022755), we addressed this challenge by designing a Google Earth (GE) mapping game centered on Puerto Rico, a place we chose in order to connect with underrepresented minorities but also because its simple geologic divisions minimized map complexity. The game invites student groups to explore the island and draw a geological map with these divisions: Rugged Volcanic Terrain, Limestone Karst Topography, and Surficial Sands & Gravels. Students, represented as avatars via COLLADA models and the GE browser plugin, can move about, text fellow students, and click a 'drill here' button that tells them what lies underground. They need to learn to read the topography because the number of holes they can drill is limited to 30. Then using the GE Polygon tool, they create a map, aided by a custom 'snapping' algorithm that stitches adjacent contacts, preventing gaps and overlaps, and they submit this map for evaluation by their instructor, an evaluation we purposefully did not automate. Initially we assigned students to groups of 4 and gave each group a field vehicle avatar with a designated driver, however students hated the experience unless they were the designated driver, so we revised the game to allow all students to roam independently, however we retained the mutual texting feature amongst students in groups. We implemented the activity with undergraduates from a university in South East USA. All student movements and actions on the GE terrain were logged. We wrote algorithms to evaluate student learning processes via log files, including, but not limited to, number of places drilled and their locations. Pre-post gains were examined, as well as correlations between data from log files and pre-post data. There was a small but statistically significant post-pre gain including a positive correlation between diagram-based post-test questions and: 1) total number of drills; 2) number of correct within-polygon identifications (Evidently those who did more drilling inside polygons and drew boundaries accordingly, learn more. Drills 'mistakingly' plotted outside formation polygons were negatively correlated with extra post-test questions but this was not statistically significant --likely due to low statistical power because there were few students who did this); and 3) average distance between drills (Students whose drill holes were further apart, learn more. This makes sense since more information can be gleaned this way and this may also be indicative of a skilled learning strategy because there is little point to doing close/overlapping drills when the permitted number is small and the region is large.) No significant correlation between pre-test score and diagram-based post-test questions was found; this suggests that prior knowledge is not accounting for above correlations. Data will be discussed with respect to GE's utility to convey geoscience principles to geology undergraduates, as well as the affordances for analyzing students' log files in order to better understand their learning processes.

Ontology Mappings to Improve Learning Resource Search

ERIC Educational Resources Information Center

Gasevic, Dragan; Hatala, Marek

2006-01-01

This paper proposes an ontology mapping-based framework that allows searching for learning resources using multiple ontologies. The present applications of ontologies in e-learning use various ontologies (eg, domain, curriculum, context), but they do not give a solution on how to interoperate e-learning systems based on different ontologies. The…

Discourse-Centric Learning Analytics: Mapping the Terrain

ERIC Educational Resources Information Center

Knight, Simon; Littleton, Karen

2015-01-01

There is an increasing interest in developing learning analytic techniques for the analysis, and support of, high-quality learning discourse. This paper maps the terrain of discourse-centric learning analytics (DCLA), outlining the distinctive contribution of DCLA and outlining a definition for the field moving forwards. It is our claim that DCLA…

Young children's fast mapping and generalization of words, facts, and pictograms.

PubMed

Deák, Gedeon O; Toney, Alexis J

2013-06-01

To test general and specific processes of symbol learning, 4- and 5-year-old children learned three kinds of abstract associates for novel objects: words, facts, and pictograms. To test fast mapping (i.e., one-trial learning) and subsequent learning, comprehension was tested after each of four exposures. Production was also tested, as was children's tendency to generalize learned items to new objects in the same taxon. To test for a bias toward mutually exclusive associations, children learned either one-to-one or many-to-many mappings. In Experiment 1, children learned words, facts (with or without incidental novel words), or pictograms. In Experiment 2, children learned words or pictograms. In both of these experiments, children learned words slower than facts and pictograms. Pictograms and facts were generalized more systematically than words, but only in Experiment 1. Children learned one-to-one mappings faster only in Experiment 2, when cognitive load was increased. In Experiment 3, 3- and 4-year-olds were taught facts (with novel words), words, and pictograms. Children learned facts faster than words; however, they remembered all items equally well a week later. The results suggest that word learning follows non-specialized memory and associative learning processes. Copyright © 2013 Elsevier Inc. All rights reserved.

Hippocampal lesions do not disrupt navigational map retention in homing pigeons under conditions when map acquisition is hippocampal dependent.

PubMed

Gagliardo, Anna; Ioalè, Paolo; Odetti, Francesca; Kahn, Meghan C; Bingman, Verner P

2004-08-12

In contrast to map-like navigation by familiar landmarks, understanding the relationship between the avian hippocampal formation (HF) and the homing pigeon navigational map has remained a challenge. With the goal of filling an empirical gap, we performed an experiment in which young homing pigeons learned a navigational map while being held in an outdoor aviary, and then half the birds were subjected to HF ablation. The question was whether HF lesion would impair retention of a navigational map learned under conditions known to require participation of HF. The pigeons, which had never flown from the aviary before, together with an additional control group that learned a navigational map with free-flight experience, were then released from two distant release sites. Contrary to expectation, the HF-lesioned birds oriented in a homeward direction in manner indistinguishable from the intact control pigeons raised in the same outdoor aviary. HF lesion did not result in a navigational map retention deficit. Together with previous results, it is now clear that regardless of the learning environment present during acquisition, HF plays no necessary role in the subsequent retention or operation of the homing pigeon navigational map.

Joining the Pieces: Using Concept Maps for Integrated Learning and Assessment in an Introductory Management Course

ERIC Educational Resources Information Center

Connolly, Heather; Spiller, Dorothy

2016-01-01

This paper reports on and evaluates the use of concept mapping as a learning tool in a large first year Management course. The goal was to help students make personal sense of course learning and to build their understanding of links and relationships between key course ideas. Concept mapping was used for three summative assessment pieces,…

Effects of Node-Link Mapping on Non-Science Majors' Meaningful Learning and Conceptual Change in a Life-Science Survey Lecture Course

ERIC Educational Resources Information Center

Park-Martinez, Jayne Irene

2011-01-01

The purpose of this study was to assess the effects of node-link mapping on students' meaningful learning and conceptual change in a 1-semester introductory life-science course. This study used node-link mapping to integrate and apply the National Research Council's (NRC, 2005) three principles of human learning: engaging students' prior…

"Learning Maps" vs. "Instructional Maps": User Guide for Learners vs. Instructional Tool for Designers

ERIC Educational Resources Information Center

Gropper, George L.

2016-01-01

A prescription favored in this article calls for the joint use of "learning maps" and "instructional maps." Why then the "Vs." in the title? Simply put, it is a rhetorical device. It calls attention to a key difference between the two. This article explicates the difference. It also informs how alone and in…

Effects of Multidimensional Concept Maps on Fourth Graders' Learning in Web-Based Computer Course

ERIC Educational Resources Information Center

Huang, Hwa-Shan; Chiou, Chei-Chang; Chiang, Heien-Kun; Lai, Sung-Hsi; Huang, Chiun-Yen; Chou, Yin-Yu

2012-01-01

This study explores the effect of multidimensional concept mapping instruction on students' learning performance in a web-based computer course. The subjects consisted of 103 fourth graders from an elementary school in central Taiwan. They were divided into three groups: multidimensional concept map (MCM) instruction group, Novak concept map (NCM)…

Geography Map Knowledge Acquisition by Solving a Jigsaw Map Compared to Self-Study: Investigating Game Based Learning

ERIC Educational Resources Information Center

Dang, Srishti; Ved, Arunima; Vemuri, Kavita

2018-01-01

Efficacy of games as learning medium is of interest to researchers and the gaming industry. A critical metric for learning is knowledge retention and very few studies have conducted in-depth comparisons of: a) game versus no-game learning, b) collaborative versus individual learning. Towards this, the study reported in this article will present…

A Framework for Hierarchical Perception-Action Learning Utilizing Fuzzy Reasoning.

PubMed

Windridge, David; Felsberg, Michael; Shaukat, Affan

2013-02-01

Perception-action (P-A) learning is an approach to cognitive system building that seeks to reduce the complexity associated with conventional environment-representation/action-planning approaches. Instead, actions are directly mapped onto the perceptual transitions that they bring about, eliminating the need for intermediate representation and significantly reducing training requirements. We here set out a very general learning framework for cognitive systems in which online learning of the P-A mapping may be conducted within a symbolic processing context, so that complex contextual reasoning can influence the P-A mapping. In utilizing a variational calculus approach to define a suitable objective function, the P-A mapping can be treated as an online learning problem via gradient descent using partial derivatives. Our central theoretical result is to demonstrate top-down modulation of low-level perceptual confidences via the Jacobian of the higher levels of a subsumptive P-A hierarchy. Thus, the separation of the Jacobian as a multiplying factor between levels within the objective function naturally enables the integration of abstract symbolic manipulation in the form of fuzzy deductive logic into the P-A mapping learning. We experimentally demonstrate that the resulting framework achieves significantly better accuracy than using P-A learning without top-down modulation. We also demonstrate that it permits novel forms of context-dependent multilevel P-A mapping, applying the mechanism in the context of an intelligent driver assistance system.

Forelimb training drives transient map reorganization in ipsilateral motor cortex

PubMed Central

Pruitt, David T.; Schmid, Ariel N.; Danaphongse, Tanya T.; Flanagan, Kate E.; Morrison, Robert A.; Kilgard, Michael P.; Rennaker, Robert L.; Hays, Seth A.

2016-01-01

Skilled motor training results in reorganization of contralateral motor cortex movement representations. The ipsilateral motor cortex is believed to play a role in skilled motor control, but little is known about how training influences reorganization of ipsilateral motor representations of the trained limb. To determine whether training results in reorganization of ipsilateral motor cortex maps, rats were trained to perform the isometric pull task, an automated motor task that requires skilled forelimb use. After either 3 or 6 months of training, intracortical microstimulation (ICMS) mapping was performed to document motor representations of the trained forelimb in the hemisphere ipsilateral to that limb. Motor training for 3 months resulted in a robust expansion of right forelimb representation in the right motor cortex, demonstrating that skilled motor training drives map plasticity ipsilateral to the trained limb. After 6 months of training, the right forelimb representation in the right motor cortex was significantly smaller than the representation observed in rats trained for 3 months and similar to untrained controls, consistent with a normalization of motor cortex maps. Forelimb map area was not correlated with performance on the trained task, suggesting that task performance is maintained despite normalization of cortical maps. This study provides new insights into how the ipsilateral cortex changes in response to skilled learning and may inform rehabilitative strategies to enhance cortical plasticity to support recovery after brain injury. PMID:27392641

Forelimb training drives transient map reorganization in ipsilateral motor cortex.

PubMed

Pruitt, David T; Schmid, Ariel N; Danaphongse, Tanya T; Flanagan, Kate E; Morrison, Robert A; Kilgard, Michael P; Rennaker, Robert L; Hays, Seth A

2016-10-15

Skilled motor training results in reorganization of contralateral motor cortex movement representations. The ipsilateral motor cortex is believed to play a role in skilled motor control, but little is known about how training influences reorganization of ipsilateral motor representations of the trained limb. To determine whether training results in reorganization of ipsilateral motor cortex maps, rats were trained to perform the isometric pull task, an automated motor task that requires skilled forelimb use. After either 3 or 6 months of training, intracortical microstimulation (ICMS) mapping was performed to document motor representations of the trained forelimb in the hemisphere ipsilateral to that limb. Motor training for 3 months resulted in a robust expansion of right forelimb representation in the right motor cortex, demonstrating that skilled motor training drives map plasticity ipsilateral to the trained limb. After 6 months of training, the right forelimb representation in the right motor cortex was significantly smaller than the representation observed in rats trained for 3 months and similar to untrained controls, consistent with a normalization of motor cortex maps. Forelimb map area was not correlated with performance on the trained task, suggesting that task performance is maintained despite normalization of cortical maps. This study provides new insights into how the ipsilateral cortex changes in response to skilled learning and may inform rehabilitative strategies to enhance cortical plasticity to support recovery after brain injury. Copyright © 2016 Elsevier B.V. All rights reserved.

The Effect of Using Concept Maps in Elementary Linear Algebra Course on Students’ Learning

NASA Astrophysics Data System (ADS)

Syarifuddin, H.

2018-04-01

This paper presents the results of a classroom action research that was done in Elementary Linear Algebra course at Universitas Negeri Padang. The focus of the research want to see the effect of using concept maps in the course on students’ learning. Data in this study were collected through classroom observation, students’ reflective journal and concept maps that were created by students. The result of the study was the using of concept maps in Elementary Linera Algebra course gave positive effect on students’ learning.

Mapping students' ideas to understand learning in a collaborative programming environment

NASA Astrophysics Data System (ADS)

Harlow, Danielle Boyd; Leak, Anne Emerson

2014-07-01

Recent studies in learning programming have largely focused on high school and college students; less is known about how young children learn to program. From video data of 20 students using a graphical programming interface, we identified ideas that were shared and evolved through an elementary school classroom. In mapping these ideas and their resulting changes in programs and outputs, we were able to identify the contextual features which contributed to how ideas moved through the classroom as students learned. We suggest this process of idea mapping in visual programming environments as a viable method for understanding collaborative, constructivist learning as well as a context under which experiences can be developed to improve student learning.

Online testable concept maps: benefits for learning about the pathogenesis of disease.

PubMed

Ho, Veronica; Kumar, Rakesh K; Velan, Gary

2014-07-01

Concept maps have been used to promote meaningful learning and critical thinking. Although these are crucially important in all disciplines, evidence for the benefits of concept mapping for learning in medicine is limited. We performed a randomised crossover study to assess the benefits of online testable concept maps for learning in pathology by volunteer junior medical students. Participants (n = 65) were randomly allocated to either of two groups with equivalent mean prior academic performance, in which they were given access to either online maps or existing online resources for a 2-week block on renal disease. Groups then crossed over for a 2-week block on hepatic disease. Outcomes were assessed using timed online quizzes, which included questions unrelated to topics in the pathogenesis maps as an internal control. Questionnaires were administered to evaluate students' acceptance of the maps. In both blocks, the group with access to pathogenesis maps achieved significantly higher average scores than the control group on quiz questions related to topics covered by the maps (Block 1: p < 0.001, Cohen's d = 0.9; Block 2: p = 0.008, Cohen's d = 0.7). However, mean scores on unrelated questions did not differ significantly between the groups. In a third block on pancreatic disease, both groups received pathogenesis maps and collectively performed significantly better on quiz topics related to the maps than on unrelated topics (p < 0.01, Cohen's d = 0.5). Regression analysis revealed that access to pathogenesis maps was the dominant contributor to variance in performance on map-related quiz questions. Responses to questionnaire items on pathogenesis maps were overwhelmingly positive in both groups. These results indicate that online testable pathogenesis maps are well accepted and can improve learning of concepts in pathology by medical students. © 2014 John Wiley & Sons Ltd.

Collaborative and Multilingual Approach to Learn Database Topics Using Concept Maps

PubMed Central

Calvo, Iñaki

2014-01-01

Authors report on a study using the concept mapping technique in computer engineering education for learning theoretical introductory database topics. In addition, the learning of multilingual technical terminology by means of the collaborative drawing of a concept map is also pursued in this experiment. The main characteristics of a study carried out in the database subject at the University of the Basque Country during the 2011/2012 course are described. This study contributes to the field of concept mapping as these kinds of cognitive tools have proved to be valid to support learning in computer engineering education. It contributes to the field of computer engineering education, providing a technique that can be incorporated with several educational purposes within the discipline. Results reveal the potential that a collaborative concept map editor offers to fulfil the above mentioned objectives. PMID:25538957

Enhancing Simulation Learning with Team Mental Model Mapping

ERIC Educational Resources Information Center

Goltz, Sonia M.

2017-01-01

Simulations have been developed for many business courses because of enhanced student engagement and learning. A challenge for instructors using simulations is how to take this learning to the next level since student reflection and learning can vary. This article describes how to use a conceptual mapping game at the beginning and end of a…

Equipping Novice Teachers with a Learning Map to Enhance Teaching Practice

ERIC Educational Resources Information Center

Xu, Zhe; Gu, Xiaoqing

2017-01-01

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

Multiple memory systems as substrates for multiple decision systems

PubMed Central

Doll, Bradley B.; Shohamy, Daphna; Daw, Nathaniel D.

2014-01-01

It has recently become widely appreciated that value-based decision making is supported by multiple computational strategies. In particular, animal and human behavior in learning tasks appears to include habitual responses described by prominent model-free reinforcement learning (RL) theories, but also more deliberative or goal-directed actions that can be characterized by a different class of theories, model-based RL. The latter theories evaluate actions by using a representation of the contingencies of the task (as with a learned map of a spatial maze), called an “internal model.” Given the evidence of behavioral and neural dissociations between these approaches, they are often characterized as dissociable learning systems, though they likely interact and share common mechanisms. In many respects, this division parallels a longstanding dissociation in cognitive neuroscience between multiple memory systems, describing, at the broadest level, separate systems for declarative and procedural learning. Procedural learning has notable parallels with model-free RL: both involve learning of habits and both are known to depend on parts of the striatum. Declarative memory, by contrast, supports memory for single events or episodes and depends on the hippocampus. The hippocampus is thought to support declarative memory by encoding temporal and spatial relations among stimuli and thus is often referred to as a relational memory system. Such relational encoding is likely to play an important role in learning an internal model, the representation that is central to model-based RL. Thus, insofar as the memory systems represent more general-purpose cognitive mechanisms that might subserve performance on many sorts of tasks including decision making, these parallels raise the question whether the multiple decision systems are served by multiple memory systems, such that one dissociation is grounded in the other. Here we investigated the relationship between model-based RL and relational memory by comparing individual differences across behavioral tasks designed to measure either capacity. Human subjects performed two tasks, a learning and generalization task (acquired equivalence) which involves relational encoding and depends on the hippocampus; and a sequential RL task that could be solved by either a model-based or model-free strategy. We assessed the correlation between subjects’ use of flexible, relational memory, as measured by generalization in the acquired equivalence task, and their differential reliance on either RL strategy in the decision task. We observed a significant positive relationship between generalization and model-based, but not model-free, choice strategies. These results are consistent with the hypothesis that model-based RL, like acquired equivalence, relies on a more general-purpose relational memory system. PMID:24846190

iMindMap as an Innovative Tool in Teaching and Learning Accounting: An Exploratory Study

ERIC Educational Resources Information Center

Wan Jusoh, Wan Noor Hazlina; Ahmad, Suraya

2016-01-01

Purpose: The purpose of this study is to explore the use of iMindMap software as an interactive tool in the teaching and learning method and also to be able to consider iMindMap as an alternative instrument in achieving the ultimate learning outcome. Design/Methodology/Approach: Out of 268 students of the management accounting at the University of…

Learning strategies during clerkships and their effects on clinical performance.

PubMed

van Lohuizen, M T; Kuks, J B M; van Hell, E A; Raat, A N; Cohen-Schotanus, J

2009-11-01

Previous research revealed relationships between learning strategies and knowledge acquisition. During clerkships, however, students' focus widens beyond mere knowledge acquisition as they further develop overall competence. This shift in focus can influence learning strategy use. We explored which learning strategies were used during clerkships and their relationship to clinical performance. Participants were 113 (78%) clerks at the university hospital or one of six affiliated hospitals. Learning strategies were assessed using the 'Approaches to Learning at Work Questionnaire' (deep, surface-rational and surface-disorganised learning). Clinical performance was calculated by taking the mean of clinical assessment marks. The relationship between learning strategies and clinical performance was explored using regression analysis. Most students (89%) did not clearly prefer a single learning strategy. No relationship was found between learning strategies and clinical performance. Since overall competence comprises integration of knowledge, skills and professional behaviour, we assume that students without a clear preference use more than one learning strategy. Finding no relationship between learning strategies and clinical performance reflects the complexity of clinical learning. Depending on circumstances it may be important to obtain relevant information quickly (surface-rational) or understand material thoroughly (deep). In future research we will examine when and why students use different learning strategies.

Capital management helps hospitals face hard times.

PubMed

Harris, J; Pitts, K

1989-03-01

Financial officers of healthcare organizations in severe financial distress must map out an effective capital management strategy to help their institutions avoid disaster. An executive's plan of action should include streamlining and restructuring the organization, studying long- and short-term assets to improve cash flow, and investigating ways to refinance debt. Healthcare organizations must develop warning signals for impending financial difficulties and contingency plans that address operating and capital responses to such a crisis. Learning to guide an organization through financial difficulties may be an executive's most important financial skill in the decade to come.

A Fast and Scalable Radiation Hybrid Map Construction and Integration Strategy

PubMed Central

Agarwala, Richa; Applegate, David L.; Maglott, Donna; Schuler, Gregory D.; Schäffer, Alejandro A.

2000-01-01

This paper describes a fast and scalable strategy for constructing a radiation hybrid (RH) map from data on different RH panels. The maps on each panel are then integrated to produce a single RH map for the genome. Recurring problems in using maps from several sources are that the maps use different markers, the maps do not place the overlapping markers in same order, and the objective functions for map quality are incomparable. We use methods from combinatorial optimization to develop a strategy that addresses these issues. We show that by the standard objective functions of obligate chromosome breaks and maximum likelihood, software for the traveling salesman problem produces RH maps with better quality much more quickly than using software specifically tailored for RH mapping. We use known algorithms for the longest common subsequence problem as part of our map integration strategy. We demonstrate our methods by reconstructing and integrating maps for markers typed on the Genebridge 4 (GB4) and the Stanford G3 panels publicly available from the RH database. We compare map quality of our integrated map with published maps for GB4 panel and G3 panel by considering whether markers occur in the same order on a map and in DNA sequence contigs submitted to GenBank. We find that all of the maps are inconsistent with the sequence data for at least 50% of the contigs, but our integrated maps are more consistent. The map integration strategy not only scales to multiple RH maps but also to any maps that have comparable criteria for measuring map quality. Our software improves on current technology for doing RH mapping in areas of computation time and algorithms for considering a large number of markers for mapping. The essential impediments to producing dense high-quality RH maps are data quality and panel size, not computation. PMID:10720576

Formative use of select-and-fill-in concept maps in online instruction: Implications for students of different learning styles

NASA Astrophysics Data System (ADS)

Kaminski, Charles William

The purpose of this research was to investigate the formative use of Select and Fill-In (SAFI) maps in online instruction and the cognitive, metacognitive, and affective responses of students to their use. In particular, the implications of their use with students of different learning styles was considered. The research question investigated in this qualitative study was: How do students of different learning styles respond to online instruction in which SAFI maps are utilized? This question was explored by using an emergent, collective case study. Each case consisted of community college students who shared a dominant learning style and were enrolled in an online course in environmental studies. Cases in the study were determined using Kolb's Learning Style Inventory (LSI). Seven forms of data were collected during the study. During the first phase of data collection, dominant learning style and background information on student experience with concept mapping and online instruction was determined. In the second phase of data collection, participants completed SAFI maps and quiz items that corresponded to the content of the maps. Achievement data on the map activities and quiz and student responses to a post-SAFI survey and questionnaire were recorded to identify learner cognitive, metacognitive, and affective responses to the tasks. Upon completion of data collection, cases were constructed and compared across learning styles. Cases are presented using the trends, across participants sharing the same dominant learning style, in achievement, behaviors and attitudes as seen in the evidence present in the data. Triangulation of multiple data sources increased reliability and validity, through cross-case analyses, and produced a thick description of the relationship between the cases for each learning style. Evidence suggesting a cognitive response to the SAFI tasks was inconsistent across cases. However, learners with an affinity towards reflective learning activities demonstrated more positive metacognitive and affective responses to the SAFI tasks. This suggests that the contemplation and consideration of relationships expressed in the map requires learners, while completing the SAFI task, to compare their existing cognitive structure with an accepted structure and to reflect on the differences and similarities that may exist. Subsequently, the value of formative online SAFI map use for learners lies within the cognitive process of completing the tasks, not in the construction of an abstract cognitive structure reflecting an accepted structure and organization of concepts suggested by a completed map.

E-Learning Content Design Standards Based on Interactive Digital Concepts Maps in the Light of Meaningful and Constructivist Learning Theory

ERIC Educational Resources Information Center

Afify, Mohammed Kamal

2018-01-01

The present study aims to identify standards of interactive digital concepts maps design and their measurement indicators as a tool to develop, organize and administer e-learning content in the light of Meaningful Learning Theory and Constructivist Learning Theory. To achieve the objective of the research, the author prepared a list of E-learning…

Places, Spaces and Memory Traces: Showing Students with Learning Disabilities Ways to Remember Locations and Events on Maps.

ERIC Educational Resources Information Center

Brigham, Frederick J.

This study examined the memory-enhancing effects of elaborative and mnemonic encoding of information presented with maps, compared to more traditional, non-mnemonic maps, on recall of locations of events and information associated with those events by 72 middle school students with learning disabilities. Subjects were presented with map-like…

The Effects of Integrating Computer-Based Concept Mapping for Physics Learning in Junior High School

ERIC Educational Resources Information Center

Chang, Cheng-Chieh; Yeh, Ting-Kuang; Shih, Chang-Ming

2016-01-01

It generally is accepted that concept mapping has a noticeable impact on learning. But literatures show the use of concept mapping is not benefit all learners. The present study explored the effects of incorporating computer-based concept mapping in physics instruction. A total of 61 9th-grade students participated in this study. By using a…

Concept Mapping in the Humanities to Facilitate Reflection: Externalizing the Relationship between Public and Personal Learning

ERIC Educational Resources Information Center

Kandiko, Camille; Hay, David; Weller, Saranne

2013-01-01

This article discusses how mapping techniques were used in university teaching in a humanities subject. The use of concept mapping was expanded as a pedagogical tool, with a focus on reflective learning processes. Data were collected through a longitudinal study of concept mapping in a university-level Classics course. This was used to explore how…

Word learning emerges from the interaction of online referent selection and slow associative learning

PubMed Central

McMurray, Bob; Horst, Jessica S.; Samuelson, Larissa K.

2013-01-01

Classic approaches to word learning emphasize the problem of referential ambiguity: in any naming situation the referent of a novel word must be selected from many possible objects, properties, actions, etc. To solve this problem, researchers have posited numerous constraints, and inference strategies, but assume that determining the referent of a novel word is isomorphic to learning. We present an alternative model in which referent selection is an online process that is independent of long-term learning. This two timescale approach creates significant power in the developing system. We illustrate this with a dynamic associative model in which referent selection is simulated as dynamic competition between competing referents, and learning is simulated using associative (Hebbian) learning. This model can account for a range of findings including the delay in expressive vocabulary relative to receptive vocabulary, learning under high degrees of referential ambiguity using cross-situational statistics, accelerating (vocabulary explosion) and decelerating (power-law) learning rates, fast-mapping by mutual exclusivity (and differences in bilinguals), improvements in familiar word recognition with development, and correlations between individual differences in speed of processing and learning. Five theoretical points are illustrated. 1) Word learning does not require specialized processes – general association learning buttressed by dynamic competition can account for much of the literature. 2) The processes of recognizing familiar words are not different than those that support novel words (e.g., fast-mapping). 3) Online competition may allow the network (or child) to leverage information available in the task to augment performance or behavior despite what might be relatively slow learning or poor representations. 4) Even associative learning is more complex than previously thought – a major contributor to performance is the pruning of incorrect associations between words and referents. 5) Finally, the model illustrates that learning and referent selection/word recognition, though logically distinct, can be deeply and subtly related as phenomena like speed of processing and mutual exclusivity may derive in part from the way learning shapes the system. As a whole, this suggests more sophisticated ways of describing the interaction between situation- and developmental-time processes and points to the need for considering such interactions as a primary determinant of development and processing in children. PMID:23088341

Concept mapping: Impact on content and organization of technical writing in science

NASA Astrophysics Data System (ADS)

Conklin, Elaine

The purpose of this quasi-experimental study was to compare the relationship between concept mapping and the content and organization of technical writing of ninth grade biology students. All students in the study completed a prewriting assessment. The experimental group received concept map instruction while the control group performed alternate tasks. After instruction, both groups completed the postwriting assessment and mean differences were compared using the t statistic for independent measures. Additionally, scores on the concept map were correlated to the scores on the postwriting assessment using the Pearson correlation coefficient. Finally, attitudes toward using concept mapping as a prewriting strategy were analyzed using the t statistic for repeated measures. Concept mapping significantly improved the depth of content; however, no statistical significance was detected for organization. Students had a significantly positive change in attitude toward using concept mapping to plan a writing assessment, organize information, and think creatively. The findings indicated concept mapping had a positive effect on the students' abilities to select concepts appropriate to respond to a writing prompt, integrate facts into complete thoughts and ideas, and apply it in novel situations. Concept maps appeared to facilitate learning how to process information and transform it into expository writing. Sustained practice in designing concept maps may influence organization as well as content. Developing a systematic approach to synthesize well-organized and coherent arguments in response to a writing task is an invaluable communication skill that has implications for the learner across disciplines and prepares them for higher education and the workforce.

A teaching-learning sequence about weather map reading

NASA Astrophysics Data System (ADS)

Mandrikas, Achilleas; Stavrou, Dimitrios; Skordoulis, Constantine

2017-07-01

In this paper a teaching-learning sequence (TLS) introducing pre-service elementary teachers (PET) to weather map reading, with emphasis on wind assignment, is presented. The TLS includes activities about recognition of wind symbols, assignment of wind direction and wind speed on a weather map and identification of wind characteristics in a weather forecast. Sixty PET capabilities and difficulties in understanding weather maps were investigated, using inquiry-based learning activities. The results show that most PET became more capable of reading weather maps and assigning wind direction and speed on them. Our results also show that PET could be guided to understand meteorology concepts useful in everyday life and in teaching their future students.

Mobile Assisted Language Learning and Mnemonic Mapping -- The Loci Method Revisited

ERIC Educational Resources Information Center

Waragai, Ikumi; Raindl, Marco; Ohta, Tatsuya; Miyasaka, Kosuke

2016-01-01

This paper presents the prototype of a Mobile Language Learning Environment (MLLE) allowing learners of German at a Japanese university to map classroom learning content onto the pathways of their everyday lives, turning places they come by into mnemonic "loci", and thus changing their daily commute into a learning trail. Even though the…

Green Map Exercises as an Avenue for Problem-Based Learning in a Data-Rich Environment

ERIC Educational Resources Information Center

Tulloch, David; Graff, Elizabeth

2007-01-01

This article describes a series of data-based Green Map learning exercises positioned within a problem-based framework and examines the appropriateness of projects like these as a form of geography education. Problem-based learning (PBL) is an educational technique that engages students in learning through activities that require creative problem…

Young Children's Fast Mapping and Generalization of Words, Facts, and Pictograms

ERIC Educational Resources Information Center

Deak, Gedeon O.; Toney, Alexis J.

2013-01-01

To test general and specific processes of symbol learning, 4- and 5-year-old children learned three kinds of abstract associates for novel objects: words, facts, and pictograms. To test fast mapping (i.e., one-trial learning) and subsequent learning, comprehension was tested after each of four exposures. Production was also tested, as was…

Virtual Knowledge Brokering: Describing the Roles and Strategies Used by Knowledge Brokers in a Pediatric Physiotherapy Virtual Community of Practice.

PubMed

Hurtubise, Karen; Rivard, Lisa; Héguy, Léa; Berbari, Jade; Camden, Chantal

2016-01-01

Knowledge transfer in pediatric rehabilitation is challenging and requires active, multifaceted strategies. The use of knowledge brokers (KBs) is one such strategy noted to promote clinician behavior change. The success of using KBs to transfer knowledge relies on their ability to adapt to ever-changing clinical contexts. In addition, with the rapid growth of online platforms as knowledge transfer forums, KBs must become effective in virtual environments. Although the role of KBs has been studied in various clinical contexts, their emerging role in specific online environments designed to support evidence-based behavior change has not yet been described. Our objective is to describe the roles of, and strategies used by, four KBs involved in a virtual community of practice to guide and inform future online KB interventions. A descriptive design guided this study and a thematic content analysis process was used to analyze online KB postings. The Promoting Action on Research in Health Sciences knowledge transfer framework and online andragogical learning theories assisted in the coding. A thematic map was created illustrating the links between KBs' strategies and emerging roles in the virtual environment. We analyzed 95 posts and identified three roles: 1) context architect: promoting a respectful learning environment, 2) knowledge sharing promoter: building capacity, and 3) linkage creator: connecting research-to-practice. Strategies used by KBs reflected invitational, constructivism, and connectivism approaches, with roles and strategies changing over time. This study increases our understanding of the actions of KBs in virtual contexts to foster uptake of research evidence in pediatric physiotherapy. Our results provide valuable information about the knowledge and skills required by individuals to fulfill this role in virtual environments.

Assessing gains in teacher knowledge and confidence in a long-duration climate literacy initiative

NASA Astrophysics Data System (ADS)

Haine, D. B.; Kendall, L.; Yelton, S.

2013-12-01

Climate Literacy: Integrating Modeling & Technology Experiences (CLIMATE) in NC Classrooms, an interdisciplinary, global climate change program for NC high school science teachers is administered by UNC Chapel Hill's Institute for the Environment (IE) with funding from NASA's Innovations in Climate Education (NICE) Program. Currently in its third year, this year-long program serves 24 teaching fellows annually and combines hands-on climate science investigations with experiential learning in fragile ecosystem environments to achieve the following program goals: increased teacher knowledge of climate change science and predicted impacts; increased teacher knowledge of modeling and technology resources, with an emphasis on those provided by NASA; and increased teacher confidence in using technology to address climate change education. A mixed-methods evaluation approach that includes external evaluation is providing quantitative and qualitative data about the extent to which program goals are being achieved. With regard to increases in teacher knowledge, teachers often self-report an increase in knowledge as a result of a program activity; this session will describe our strategies for assessing actual gains in teacher knowledge which include pre- and post-collaborative concept mapping and pre- and post-open response questionnaires. For each evaluation approach utilized, the process of analyzing these qualitative data will be discussed and results shared. For example, a collaborative concept mapping activity for assessment of learning as a result of the summer institute was utilized to assess gains in content knowledge. Working in small groups, teachers were asked to identify key vocabulary terms and show their relationship to one another via a concept map to answer these questions: What is global climate change? What is/are the: evidence? mechanisms? causes? consequences? Concept maps were constructed at the beginning (pre) and again at the end (post) of the Summer Institute. Concept map analysis revealed that post-maps included more key terms/concepts on average than pre-concept maps and that 6-9 NEW terms were present on post-maps; these NEW terms were directly related to science content addressed during the summer institute. In an effort to assess knowledge gained as a result of participating in an experiential weekend retreat, a pre- and post-open response questionnaire focused on the spruce-fir forest, an ecosystem prominently featured during programming, was administered. Post-learning assessments revealed learning gains for 100% of participants, all of whom were able to provide responses that referenced specific content covered during the retreat. To demonstrate increased teacher confidence in using technology to support climate science instruction, teachers are asked to develop and pilot a lesson that integrates at least one NASA resource. In collaboration with an external evaluator, a rubric was developed to evaluate submitted lessons in an effort to assess progress at achieving this program goal. The process of developing this rubric as well as the results from this analysis will be shared along with the challenges and insights that have been revealed from analyzing submitted lessons.

Landslide susceptibility modeling applying machine learning methods: A case study from Longju in the Three Gorges Reservoir area, China

NASA Astrophysics Data System (ADS)

Zhou, Chao; Yin, Kunlong; Cao, Ying; Ahmed, Bayes; Li, Yuanyao; Catani, Filippo; Pourghasemi, Hamid Reza

2018-03-01

Landslide is a common natural hazard and responsible for extensive damage and losses in mountainous areas. In this study, Longju in the Three Gorges Reservoir area in China was taken as a case study for landslide susceptibility assessment in order to develop effective risk prevention and mitigation strategies. To begin, 202 landslides were identified, including 95 colluvial landslides and 107 rockfalls. Twelve landslide causal factor maps were prepared initially, and the relationship between these factors and each landslide type was analyzed using the information value model. Later, the unimportant factors were selected and eliminated using the information gain ratio technique. The landslide locations were randomly divided into two groups: 70% for training and 30% for verifying. Two machine learning models: the support vector machine (SVM) and artificial neural network (ANN), and a multivariate statistical model: the logistic regression (LR), were applied for landslide susceptibility modeling (LSM) for each type. The LSM index maps, obtained from combining the assessment results of the two landslide types, were classified into five levels. The performance of the LSMs was evaluated using the receiver operating characteristics curve and Friedman test. Results show that the elimination of noise-generating factors and the separated modeling of each landslide type have significantly increased the prediction accuracy. The machine learning models outperformed the multivariate statistical model and SVM model was found ideal for the case study area.

Assessing Social Learning Outcomes through Participatory Mind Mapping

ERIC Educational Resources Information Center

Smith, Justin G.; DuBois, Bryce; Corwin, Jason

2016-01-01

This article presents a method for using mind mapping to assess social learning outcomes in collaborative environmental restoration and participatory natural resource management initiatives. Using mind mapping for preassessment and postassessment can reveal changes in individual and collective thinking about critical social and ecological issues.…

[Relationship between self-directed learning with learning styles and strategies in medical students].

PubMed

Márquez U, Carolina; Fasce H, Eduardo; Pérez V, Cristhian; Ortega B, Javiera; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; Ibáñez G, Pilar

2014-11-01

Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direction. Schmeck learning strategies scale and Honey and Alonso (CHAEA) scales were used to evaluate learning styles and strategies. Theoretical learning style and deep processing learning strategy had positive correlations with self-direct learning. Medical students with theoretical styles and low retention of facts are those with greater ability to self-direct their learning. Further studies are required to determine the relationship between learning styles and strategies with SDL in medical students. The acquired knowledge will allow the adjustment of teaching strategies to encourage SDL.

Inclusive jet cross sections in proton-proton collisions at 7.0 TeV center-of-mass energy with the ATLAS detector at the Large Hadron Collider

NASA Astrophysics Data System (ADS)

Park-Martinez, Jayne Irene

The purpose of this study was to assess the effects of node-link mapping on students' meaningful learning and conceptual change in a 1-semester introductory life-science course. This study used node-link mapping to integrate and apply the National Research Council's (NRC, 2005) three principles of human learning: engaging students' prior knowledge, fostering their metacognition, and supporting their formulation of a scientific conceptual framework. The study was a quasi-experimental, pretest-posttest, control group design. The sample consisted of 68 primarily freshmen non-science majors enrolled in two intact sections of the targeted course. Both groups received the same teacher-centered instruction and student-centered activities designed to promote meaningful learning and conceptual change; however, the activity format differed. Control group activities were written; treatment group activities were node-link mapped. Prior to instruction, both groups demonstrated equivalent knowledge and misconceptions associated with genetics and evolution (GE), and ecology and environmental science (EE). Mean differences, pre-to-post instruction, on the GE and EE meaningful learning exam scores and the EE conceptual change inventory scores between the writing group (control) and the node-link mapping group (treatment) were analyzed using repeated measures MANOVAs. There were no significant mean pre-to-post differences between groups with respect to meaningful learning in the GE or EE units, or conceptual change in the EE unit. However, independent of group membership, the overall mean pre-to-post increases in meaningful learning and conceptual change were significant. These findings suggest that both node-link mapping and writing, when used in conjunction with the National Research Council's (NRC, 2005) three principles of human learning, can promote meaningful learning and conceptual change. The only significant interaction found with respect to meaningful learning, conceptual change, and learning styles (Kolb, 2005) was a positive effect of node-link mapping on converger's meaningful learning. However, that result was probably an artifact of small sample size rather than a true treatment effect. No other significant interactions were found. These results suggest that all students, regardless of their learning style, can benefit from either node-link mapping or writing to promote meaningful learning and conceptual change in general life-science courses.

An Alternative to Mapping a Word onto a Concept in Language Acquisition: Pragmatic Frames

PubMed Central

Rohlfing, Katharina J.; Wrede, Britta; Vollmer, Anna-Lisa; Oudeyer, Pierre-Yves

2016-01-01

The classic mapping metaphor posits that children learn a word by mapping it onto a concept of an object or event. However, we believe that a mapping metaphor cannot account for word learning, because even though children focus attention on objects, they do not necessarily remember the connection between the word and the referent unless it is framed pragmatically, that is, within a task. Our theoretical paper proposes an alternative mechanism for word learning. Our main premise is that word learning occurs as children accomplish a goal in cooperation with a partner. We follow Bruner’s (1983) idea and further specify pragmatic frames as the learning units that drive language acquisition and cognitive development. These units consist of a sequence of actions and verbal behaviors that are co-constructed with a partner to achieve a joint goal. We elaborate on this alternative, offer some initial parametrizations of the concept, and embed it in current language learning approaches. PMID:27148105

Drawing from Freirian empowerment methods to develop and use innovative learning maps: increasing enrollment of uninsured children on Detroit's eastside.

PubMed

Lopez, Ellen D S; Lichtenstein, Richard; Lewis, Alonzo; Banaszak-Holl, Jane; Lewis, Cheryl; Johnson, Penni; Riley, Scherry; Baum, Nancy M

2007-04-01

In 2001, virtually every child on Detroit's eastside was eligible for health coverage, yet approximately 3,000 children remained uninsured. The primary aim of the Eastside Access Partnership (EAP), a community-based participatory research collaboration, was to increase enrollment of uninsured children in state programs. To achieve this aim, one of the approaches that EAP is using is the innovative Learning Map titled Choosing the Healthy Path, which was developed in collaboration with Root Learning, Inc. Although Learning Maps were originally developed to assist corporations in implementing strategic change, their integration of visualization and interactive dialogue incorporates Freirian principles of empowerment education, making them a viable option for providing meaningful learning opportunities for community residents. This article presents the collaborative process involving the University of Michigan, local community-based organizations, community members, and Root Learning consultants to develop a visual map that enables community residents to understand and overcome the barriers that prevent them from obtaining health insurance for their children.

Fostering Multimedia Learning with Collaborative Concept Mapping: The Effect of Cognitive Aid on Performance and on Collaboration

ERIC Educational Resources Information Center

Acuña, Santiago Roger; Aymes, Gabriela López; Medrano, Carlos Sergio López

2014-01-01

This paper analyzes the use of collaborative concept maps in multimedia learning tasks. Specifically, the effect of a cognitive aid (providing students a list of main concepts to generate a concept map) on the performance of collaborative concept mapping and on the level of collaboration in this task is discussed. The study was carried out with 57…

Improving learning with science and social studies text using computer-based concept maps for students with disabilities.

PubMed

Ciullo, Stephen; Falcomata, Terry S; Pfannenstiel, Kathleen; Billingsley, Glenna

2015-01-01

Concept maps have been used to help students with learning disabilities (LD) improve literacy skills and content learning, predominantly in secondary school. However, despite increased access to classroom technology, no previous studies have examined the efficacy of computer-based concept maps to improve learning from informational text for students with LD in elementary school. In this study, we used a concurrent delayed multiple probe design to evaluate the interactive use of computer-based concept maps on content acquisition with science and social studies texts for Hispanic students with LD in Grades 4 and 5. Findings from this study suggest that students improved content knowledge during intervention relative to a traditional instruction baseline condition. Learning outcomes and social validity information are considered to inform recommendations for future research and the feasibility of classroom implementation. © The Author(s) 2014.

The Impact of Graphic Organisers on Learning from Presentations

ERIC Educational Resources Information Center

Casteleyn, Jordi; Mottart, André; Valcke, Martin

2013-01-01

There is abundant educational research indicating that graphic organisers (knowledge maps, concept maps, or mind maps) have a beneficial impact on learning, but hardly any research has examined this in the context of presentations. This study therefore investigated how graphic organisers -- as delivered via presentation software -- affect learning…

Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part II: Key factors for motivating the faculty during the process.

PubMed

Lammerding-Koeppel, Maria; Giesler, Marianne; Gornostayeva, Maryna; Narciss, Elisabeth; Wosnik, Annette; Zipfel, Stephan; Griewatz, Jan; Fritze, Olaf

2017-01-01

Objective: After adoption of the National Competency-based Learning Objectives Catalogue in Medicine [Nationaler Kompetenzbasierter Lernzielkatalog Medizin, NKLM], the German medical faculties are asked to test the learning obejctives recorded in it and evaluate them critically. The faculties require curricular transparency for competence-oriented transition of present curricula, which is best achieved by systematic curriculum mapping in comparison to the NKLM. Based on this inventory, curricula can be further developed target-oriented. Considerable resistance has to be expected when a complex existing curriculum is to be mapped for the first time and a faculty must be convinced of its usefulness. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen rose to this task. This two-part article analyses and summarises how NKLM curriculum mapping was successful at the locations despite resistance. Part I presented the resources and structures that supported implementation. Part II focuses on factors that motivate individuals and groups of persons to cooperate in the faculties. Method: Both parts used the same method. In short, the joint project was systematically planned following the steps of project and change management and adjusted in the course of the process. From the beginning of the project, a Grounded-Theory approach was used to systematically collect detailed information on measures and developments at the faculties, to continually analyse them and to draw final conclusions. Results: At all sites, faculties, teachers, students and administrative staff were not per se willing to deal with the NKLM and its contents, and even less to map their present curricula. Analysis of the development reflected a number of factors that had either a negative effect on the willingness to cooperate when missing, or a positive one when present. These were: clear top-down and bottom-up management; continuous information of the faculty; user-oriented support in the mapping process by reduction of the mapping categories, portioning and condensation of the NKLM via student pre-mapping (blueprint) and visibility of growing consent. Apart from that, there were a series of frequent questions, objections and concerns that could be countered strategically and by argumentation. They particularly referred to relevance, benefit, feasibility and effort of curriculum mapping. Conclusion: An overview of beneficial framework conditions, strategies and results from different points of view is achieved and interrelations are made visible. Based on literature results, the motivating factors as well as their implementation and effects in the faculties involved are critically reflected on. Recommendations can be derived that can support other faculties in practice.

Monitoring and analysis of the change process in curriculum mapping compared to the National Competency-based Learning Objective Catalogue for Undergraduate Medical Education (NKLM) at four medical faculties. Part II: Key factors for motivating the faculty during the process

PubMed Central

Lammerding-Koeppel, Maria; Giesler, Marianne; Gornostayeva, Maryna; Narciss, Elisabeth; Wosnik, Annette; Zipfel, Stephan; Griewatz, Jan; Fritze, Olaf

2017-01-01

Objective: After adoption of the National Competency-based Learning Objectives Catalogue in Medicine [Nationaler Kompetenzbasierter Lernzielkatalog Medizin, NKLM], the German medical faculties are asked to test the learning obejctives recorded in it and evaluate them critically. The faculties require curricular transparency for competence-oriented transition of present curricula, which is best achieved by systematic curriculum mapping in comparison to the NKLM. Based on this inventory, curricula can be further developed target-oriented. Considerable resistance has to be expected when a complex existing curriculum is to be mapped for the first time and a faculty must be convinced of its usefulness. Headed by Tübingen, the faculties of Freiburg, Heidelberg, Mannheim and Tübingen rose to this task. This two-part article analyses and summarises how NKLM curriculum mapping was successful at the locations despite resistance. Part I presented the resources and structures that supported implementation. Part II focuses on factors that motivate individuals and groups of persons to cooperate in the faculties. Method: Both parts used the same method. In short, the joint project was systematically planned following the steps of project and change management and adjusted in the course of the process. From the beginning of the project, a Grounded-Theory approach was used to systematically collect detailed information on measures and developments at the faculties, to continually analyse them and to draw final conclusions. Results: At all sites, faculties, teachers, students and administrative staff were not per se willing to deal with the NKLM and its contents, and even less to map their present curricula. Analysis of the development reflected a number of factors that had either a negative effect on the willingness to cooperate when missing, or a positive one when present. These were: clear top-down and bottom-up management; continuous information of the faculty; user-oriented support in the mapping process by reduction of the mapping categories, portioning and condensation of the NKLM via student pre-mapping (blueprint) and visibility of growing consent. Apart from that, there were a series of frequent questions, objections and concerns that could be countered strategically and by argumentation. They particularly referred to relevance, benefit, feasibility and effort of curriculum mapping. Conclusion: An overview of beneficial framework conditions, strategies and results from different points of view is achieved and interrelations are made visible. Based on literature results, the motivating factors as well as their implementation and effects in the faculties involved are critically reflected on. Recommendations can be derived that can support other faculties in practice. PMID:28293673

Start With What You Know: Using Our Scientific Background in the Classroom

NASA Astrophysics Data System (ADS)

Martino, Danielle L.; Prather, E. E.; Barembaum, M. J.; Brissenden, G.

2007-12-01

Most "Astro 101” instructors enter their teaching careers as scientists anxious to impart their passion and knowledge of astronomy to the students sitting before them. The reality of the real teaching and learning environment starts when first confronted by non-science majors. Most of these students resist an authentic engagement of learning science and default to the shortest, easiest path to a high grade. Unfortunately this approach is usually unsuccessful in a course designed to measure students’ deep conceptual understanding rather than their declarative knowledge. While it's clear that, by itself, lecturing is insufficient to promote robust or deep learning, it is difficult to create a learning environment that elicits students’ initial ideas on a topic, while confronting and resolving their misconceptions and helping them to resolve their reasoning difficulties. Instructional strategies such as think-pair-share, Lecture-Tutorials, Ranking Tasks, and concept maps can be very successful at elevating students’ intellectual engagement and understanding, even when used in large lecture classrooms. But success will ONLY occur if these strategies are correctly implemented. Mastering the many subtle, and sometimes non-intuitive elements of proper implementation can be so challenging that instructors often abandon an active learning environment and default back to lecture-centered instruction even though they know this results in lower levels of understanding overall. In an effort to improve our teaching, the astronomy faculty of Santiago Canyon College (SCC) have been attending NASA's Center for Astronomy Education Learner-Centered Teaching Excellence workshops. We present our rationale for implementing learner-centered instructional strategies, and the difficulties encountered during implementation. We also present results on how these techniques have promoted meaningful conceptual gains for non-science majors in other equivalent Astro 101 courses. We further report conceptual gains of SCC students, from pre/post testing using the Light, Spectroscopy Concept Inventory, during the 2006-2007 academic school year.

Fuzzy cognitive maps for issue identification in a water resources conflict resolution system

NASA Astrophysics Data System (ADS)

Giordano, R.; Passarella, G.; Uricchio, V. F.; Vurro, M.

In water management, conflicts of interests are inevitable due to the variety in quality demands and the number of stakeholders, which are affected in different ways by decisions concerning the use of the resources. Ignoring the differences among interests involved in water resources management and not resolving the emerging conflicts could lead to controversial strategies. In such cases, proposed solutions could generate strong opposition, making these solutions unfeasible. In our contribution, a Community Decision Support System is proposed. Such a system is able to support discussion and collaboration. The system helps participants to structure their problem, to help them learn about possible alternatives, their constraints and implications and to support the participants in the specification of their own preferences. More in detail, the proposed system helps each user in representing and communicating problem perspectives. To reach this aim, cognitive maps are used to capture parts of the stakeholders’ point of view and to enhance negotiation among individuals and organizations. The aim of the negotiation process is to define a shared cognitive map with regard to water management problems. Such a map can be called a water community cognitive map. The system performance has been tested by simulating a real conflict on water resources management that occurred some years ago in a river basin in the south of Italy.

The Effects of Using Concept Mapping for Improving Advanced Level Biology Students' Lower- and Higher-Order Cognitive Skills

NASA Astrophysics Data System (ADS)

Bramwell-Lalor, Sharon; Rainford, Marcia

2014-03-01

This paper reports on teachers' use of concept mapping as an alternative assessment strategy in advanced level biology classes and its effects on students' cognitive skills on selected biology concepts. Using a mixed methods approach, the study employed a pre-test/post-test quasi-experimental design involving 156 students and 8 teachers from intact classes. A researcher-constructed Biology Cognitive Skills Test was used to collect the quantitative data. Qualitative data were collected through interviews and students' personal documents. The data showed that the participants utilized concept mapping in various ways and they described positive experiences while being engaged in its use. The main challenge cited by teachers was the limited time available for more consistent use. The results showed that the use of concept mapping in advanced level biology can lead to learning gains that exceed those achieved in classes where mainly traditional methods are used. The students in the concept mapping experimental groups performed significantly better than their peers in the control group on both the lower-order (F(1) = 21.508; p < .001) and higher-order (F(1) = 42.842, p < .001) cognitive items of the biology test. A mean effect size of .56 was calculated representing the contribution of treatment to the students' performance on the test items.

Using concept mapping to evaluate knowledge structure in problem-based learning.

PubMed

Hung, Chia-Hui; Lin, Chen-Yung

2015-11-27

Many educational programs incorporate problem-based learning (PBL) to promote students' learning; however, the knowledge structure developed in PBL remains unclear. The aim of this study was to use concept mapping to generate an understanding of the use of PBL in the development of knowledge structures. Using a quasi-experimental study design, we employed concept mapping to illustrate the effects of PBL by examining the patterns of concepts and differences in the knowledge structures of students taught with and without a PBL approach. Fifty-two occupational therapy undergraduates were involved in the study and were randomly divided into PBL and control groups. The PBL group was given two case scenarios for small group discussion, while the control group continued with ordinary teaching and learning. Students were asked to make concept maps after being taught about knowledge structure. A descriptive analysis of the morphology of concept maps was conducted in order to compare the integration of the students' knowledge structures, and statistical analyses were done to understand the differences between groups. Three categories of concept maps were identified as follows: isolated, departmental, and integrated. The students in the control group constructed more isolated maps, while the students in the PBL group tended toward integrated mapping. Concept Relationships, Hierarchy Levels, and Cross Linkages in the concept maps were significantly greater in the PBL group; however, examples of concept maps did not differ significantly between the two groups. The data indicated that PBL had a strong effect on the acquisition and integration of knowledge. The important properties of PBL, including situational learning, problem spaces, and small group interactions, can help students to acquire more concepts, achieve an integrated knowledge structure, and enhance clinical reasoning.

Remote Sensing: Radio Frequency Detection for High School Physics Students

NASA Astrophysics Data System (ADS)

Huggett, Daniel; Jeandron, Michael; Maddox, Larry; Yoshida, Sanichiro

2011-10-01

In an effort to give high school students experience in real world science applications, we have partnered with Loranger High School in Loranger, LA to mentor 9 senior physics students in radio frequency electromagnetic detection. The effort consists of two projects: Mapping of 60 Hz noise around the Laser Interferometer Gravitational Wave Observatory (LIGO), and the construction of a 20 MHz radio telescope for observations of the Sun and Jupiter (Radio Jove, NASA). The results of the LIGO mapping will aid in strategies to reduce the 60 Hz line noise in the LIGO noise spectrum. The Radio Jove project will introduce students to the field of radio astronomy and give them better insight into the dynamic nature of large solar system objects. Both groups will work together in the early stages as they learn the basics of electromagnetic transmission and detection. The groups will document and report their progress regularly. The students will work under the supervision of three undergraduate mentors. Our program is designed to give them theoretical and practical knowledge in radiation and electronics. The students will learn how to design and test receiver in the lab and field settings.

Individual predictions of eye-movements with dynamic scenes

NASA Astrophysics Data System (ADS)

Barth, Erhardt; Drewes, Jan; Martinetz, Thomas

2003-06-01

We present a model that predicts saccadic eye-movements and can be tuned to a particular human observer who is viewing a dynamic sequence of images. Our work is motivated by applications that involve gaze-contingent interactive displays on which information is displayed as a function of gaze direction. The approach therefore differs from standard approaches in two ways: (1) we deal with dynamic scenes, and (2) we provide means of adapting the model to a particular observer. As an indicator for the degree of saliency we evaluate the intrinsic dimension of the image sequence within a geometric approach implemented by using the structure tensor. Out of these candidate saliency-based locations, the currently attended location is selected according to a strategy found by supervised learning. The data are obtained with an eye-tracker and subjects who view video sequences. The selection algorithm receives candidate locations of current and past frames and a limited history of locations attended in the past. We use a linear mapping that is obtained by minimizing the quadratic difference between the predicted and the actually attended location by gradient descent. Being linear, the learned mapping can be quickly adapted to the individual observer.

Variation across individuals and items determine learning outcomes from fast mapping.

PubMed

Coutanche, Marc N; Koch, Griffin E

2017-11-01

An approach to learning words known as "fast mapping" has been linked to unique neurobiological and behavioral markers in adult humans, including rapid lexical integration. However, the mechanisms supporting fast mapping are still not known. In this study, we sought to help change this by examining factors that modulate learning outcomes. In 90 subjects, we systematically manipulated the typicality of the items used to support fast mapping (foils), and quantified learners' inclination to employ semantic, episodic, and spatial memory through the Survey of Autobiographical Memory (SAM). We asked how these factors affect lexical competition and recognition performance, and then asked how foil typicality and lexical competition are related in an independent dataset. We find that both the typicality of fast mapping foils, and individual differences in how different memory systems are employed, influence lexical competition effects after fast mapping, but not after other learning approaches. Specifically, learning a word through fast mapping with an atypical foil led to lexical competition, while a typical foil led to lexical facilitation. This effect was particularly evident in individuals with a strong tendency to employ semantic memory. We further replicated the relationship between continuous foil atypicality and lexical competition in an independent dataset. These findings suggest that semantic properties of the foils that support fast mapping can influence the degree and nature of subsequent lexical integration. Further, the effects of foils differ based on an individual's tendency to draw-on the semantic memory system. Copyright © 2017 Elsevier Ltd. All rights reserved.

Evaluation of Deep Learning Based Stereo Matching Methods: from Ground to Aerial Images

NASA Astrophysics Data System (ADS)

Liu, J.; Ji, S.; Zhang, C.; Qin, Z.

2018-05-01

Dense stereo matching has been extensively studied in photogrammetry and computer vision. In this paper we evaluate the application of deep learning based stereo methods, which were raised from 2016 and rapidly spread, on aerial stereos other than ground images that are commonly used in computer vision community. Two popular methods are evaluated. One learns matching cost with a convolutional neural network (known as MC-CNN); the other produces a disparity map in an end-to-end manner by utilizing both geometry and context (known as GC-net). First, we evaluate the performance of the deep learning based methods for aerial stereo images by a direct model reuse. The models pre-trained on KITTI 2012, KITTI 2015 and Driving datasets separately, are directly applied to three aerial datasets. We also give the results of direct training on target aerial datasets. Second, the deep learning based methods are compared to the classic stereo matching method, Semi-Global Matching(SGM), and a photogrammetric software, SURE, on the same aerial datasets. Third, transfer learning strategy is introduced to aerial image matching based on the assumption of a few target samples available for model fine tuning. It experimentally proved that the conventional methods and the deep learning based methods performed similarly, and the latter had greater potential to be explored.

On the Safety of Machine Learning: Cyber-Physical Systems, Decision Sciences, and Data Products.

PubMed

Varshney, Kush R; Alemzadeh, Homa

2017-09-01

Machine learning algorithms increasingly influence our decisions and interact with us in all parts of our daily lives. Therefore, just as we consider the safety of power plants, highways, and a variety of other engineered socio-technical systems, we must also take into account the safety of systems involving machine learning. Heretofore, the definition of safety has not been formalized in a machine learning context. In this article, we do so by defining machine learning safety in terms of risk, epistemic uncertainty, and the harm incurred by unwanted outcomes. We then use this definition to examine safety in all sorts of applications in cyber-physical systems, decision sciences, and data products. We find that the foundational principle of modern statistical machine learning, empirical risk minimization, is not always a sufficient objective. We discuss how four different categories of strategies for achieving safety in engineering, including inherently safe design, safety reserves, safe fail, and procedural safeguards can be mapped to a machine learning context. We then discuss example techniques that can be adopted in each category, such as considering interpretability and causality of predictive models, objective functions beyond expected prediction accuracy, human involvement for labeling difficult or rare examples, and user experience design of software and open data.

Concept Mapping as an Innovative Tool for the Assessment of Learning: An Experimental Experience among Business Management Degree Students

ERIC Educational Resources Information Center

Ruiz-Palomino, Pablo; Martinez-Canas, Ricardo

2013-01-01

In the search to improve the quality of education at the university level, the use of concept mapping is becoming an important instructional technique for enhancing the teaching-learning process. This educational tool is based on cognitive theories by making a distinction between learning by rote (memorizing) and learning by meaning, where…

Relational Analysis of High School Students' Cognitive Self-Regulated Learning Strategies and Conceptions of Learning Biology

ERIC Educational Resources Information Center

Sadi, Özlem

2017-01-01

The purpose of this study was to analyze the relation between students' cognitive learning strategies and conceptions of learning biology. The two scales, "Cognitive Learning Strategies" and "Conceptions of Learning Biology", were revised and adapted to biology in order to measure the students' learning strategies and…

Title V Workforce Development in the Era of Health Transformation.

PubMed

Margolis, Lewis; Mullenix, Amy; Apostolico, Alexsandra A; Fehrenbach, Lacy M; Cilenti, Dorothy

2017-11-01

Purpose The National Maternal and Child Health Workforce Development Center at UNC Chapel Hill (the Center), funded by the Maternal and Child Health Bureau, provides Title V state/jurisdiction leaders and staff and partners from other sectors with opportunities to develop skills in quality improvement, systems mapping and analysis, change management, and strategies to enhance access to care to leverage and implement health transformation opportunities to improve the health of women and children. Description Since 2013, the Center has utilized a variety of learning platforms to reach state and jurisdiction Title V leaders. In the intensive training program, new skills and knowledge are applied to a state-driven health transformation project and include distance-based learning opportunities, multi-day, in-person training and/or onsite consultation, as well as individualized coaching to develop workforce skills. Assessment The first intensive cohort of eight states reported enhanced skills in the core areas of quality improvement, systems mapping and analysis, change management, and strategies to enhance access to care which guided changes at state system and policy levels. In addition, teams reported new and/or enhanced partnerships with many sectors, thereby leveraging Title V resources to increase its impact. Conclusion The Center's provision of core workforce skills and application to state-defined goals has enabled states to undertake projects and challenges that not only have a positive impact on population health, but also encourage collaborative, productive partnerships that were once found to be challenging-creating a workforce capable of advancing the health and wellbeing of women and children.

Comparing and validating methods of reading instruction using behavioural and neural findings in an artificial orthography.

PubMed

Taylor, J S H; Davis, Matthew H; Rastle, Kathleen

2017-06-01

There is strong scientific consensus that emphasizing print-to-sound relationships is critical when learning to read alphabetic languages. Nevertheless, reading instruction varies across English-speaking countries, from intensive phonic training to multicuing environments that teach sound- and meaning-based strategies. We sought to understand the behavioral and neural consequences of these differences in relative emphasis. We taught 24 English-speaking adults to read 2 sets of 24 novel words (e.g., /buv/, /sig/), written in 2 different unfamiliar orthographies. Following pretraining on oral vocabulary, participants learned to read the novel words over 8 days. Training in 1 language was biased toward print-to-sound mappings while training in the other language was biased toward print-to-meaning mappings. Results showed striking benefits of print-sound training on reading aloud, generalization, and comprehension of single words. Univariate analyses of fMRI data collected at the end of training showed that print-meaning relative to print-sound relative training increased neural effort in dorsal pathway regions involved in reading aloud. Conversely, activity in ventral pathway brain regions involved in reading comprehension was no different following print-meaning versus print-sound training. Multivariate analyses validated our artificial language approach, showing high similarity between the spatial distribution of fMRI activity during artificial and English word reading. Our results suggest that early literacy education should focus on the systematicities present in print-to-sound relationships in alphabetic languages, rather than teaching meaning-based strategies, in order to enhance both reading aloud and comprehension of written words. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Comparing and Validating Methods of Reading Instruction Using Behavioural and Neural Findings in an Artificial Orthography

PubMed Central

2017-01-01

There is strong scientific consensus that emphasizing print-to-sound relationships is critical when learning to read alphabetic languages. Nevertheless, reading instruction varies across English-speaking countries, from intensive phonic training to multicuing environments that teach sound- and meaning-based strategies. We sought to understand the behavioral and neural consequences of these differences in relative emphasis. We taught 24 English-speaking adults to read 2 sets of 24 novel words (e.g., /buv/, /sig/), written in 2 different unfamiliar orthographies. Following pretraining on oral vocabulary, participants learned to read the novel words over 8 days. Training in 1 language was biased toward print-to-sound mappings while training in the other language was biased toward print-to-meaning mappings. Results showed striking benefits of print–sound training on reading aloud, generalization, and comprehension of single words. Univariate analyses of fMRI data collected at the end of training showed that print–meaning relative to print–sound relative training increased neural effort in dorsal pathway regions involved in reading aloud. Conversely, activity in ventral pathway brain regions involved in reading comprehension was no different following print–meaning versus print–sound training. Multivariate analyses validated our artificial language approach, showing high similarity between the spatial distribution of fMRI activity during artificial and English word reading. Our results suggest that early literacy education should focus on the systematicities present in print-to-sound relationships in alphabetic languages, rather than teaching meaning-based strategies, in order to enhance both reading aloud and comprehension of written words. PMID:28425742

Lung nodule malignancy prediction using multi-task convolutional neural network

NASA Astrophysics Data System (ADS)

Li, Xiuli; Kao, Yueying; Shen, Wei; Li, Xiang; Xie, Guotong

2017-03-01

In this paper, we investigated the problem of diagnostic lung nodule malignancy prediction using thoracic Computed Tomography (CT) screening. Unlike most existing studies classify the nodules into two types benign and malignancy, we interpreted the nodule malignancy prediction as a regression problem to predict continuous malignancy level. We proposed a joint multi-task learning algorithm using Convolutional Neural Network (CNN) to capture nodule heterogeneity by extracting discriminative features from alternatingly stacked layers. We trained a CNN regression model to predict the nodule malignancy, and designed a multi-task learning mechanism to simultaneously share knowledge among 9 different nodule characteristics (Subtlety, Calcification, Sphericity, Margin, Lobulation, Spiculation, Texture, Diameter and Malignancy), and improved the final prediction result. Each CNN would generate characteristic-specific feature representations, and then we applied multi-task learning on the features to predict the corresponding likelihood for that characteristic. We evaluated the proposed method on 2620 nodules CT scans from LIDC-IDRI dataset with the 5-fold cross validation strategy. The multitask CNN regression result for regression RMSE and mapped classification ACC were 0.830 and 83.03%, while the results for single task regression RMSE 0.894 and mapped classification ACC 74.9%. Experiments show that the proposed method could predict the lung nodule malignancy likelihood effectively and outperforms the state-of-the-art methods. The learning framework could easily be applied in other anomaly likelihood prediction problem, such as skin cancer and breast cancer. It demonstrated the possibility of our method facilitating the radiologists for nodule staging assessment and individual therapeutic planning.

Breast mass detection in mammography and tomosynthesis via fully convolutional network-based heatmap regression

NASA Astrophysics Data System (ADS)

Zhang, Jun; Cain, Elizabeth Hope; Saha, Ashirbani; Zhu, Zhe; Mazurowski, Maciej A.

2018-02-01

Breast mass detection in mammography and digital breast tomosynthesis (DBT) is an essential step in computerized breast cancer analysis. Deep learning-based methods incorporate feature extraction and model learning into a unified framework and have achieved impressive performance in various medical applications (e.g., disease diagnosis, tumor detection, and landmark detection). However, these methods require large-scale accurately annotated data. Unfortunately, it is challenging to get precise annotations of breast masses. To address this issue, we propose a fully convolutional network (FCN) based heatmap regression method for breast mass detection, using only weakly annotated mass regions in mammography images. Specifically, we first generate heat maps of masses based on human-annotated rough regions for breast masses. We then develop an FCN model for end-to-end heatmap regression with an F-score loss function, where the mammography images are regarded as the input and heatmaps for breast masses are used as the output. Finally, the probability map of mass locations can be estimated with the trained model. Experimental results on a mammography dataset with 439 subjects demonstrate the effectiveness of our method. Furthermore, we evaluate whether we can use mammography data to improve detection models for DBT, since mammography shares similar structure with tomosynthesis. We propose a transfer learning strategy by fine-tuning the learned FCN model from mammography images. We test this approach on a small tomosynthesis dataset with only 40 subjects, and we show an improvement in the detection performance as compared to training the model from scratch.

Effects of cooperative learning strategy on undergraduate kinesiology students' learning styles.

PubMed

Meeuwsen, Harry J; King, George A; Pederson, Rockie

2005-10-01

A growing body of research supports cooperative learning as an effective teaching strategy. A specific cooperative learning strategy, Team-based Learning, was applied to a convenience sample of four undergraduate sophomore-level motor behavior courses over four semesters from Fall 2002 to Spring 2004 to examine whether this strategy would affect students' learning styles. The data from the Grasha-Reichmann Student Learning Style Scales indicated that this teaching strategy was associated with a significant decrease in the negative Avoidant and Dependent learning styles and an improvement in the positive Participant learning style.

Understanding Intellectual Disability through Rasopathies

PubMed Central

Alvaro, San Martín; Rafael, Pagani Mario

2014-01-01

Intellectual disability, commonly known as mental retardation in the International Classification of Disease from World Health Organization, is the term that describes an intellectual and adaptive cognitive disability that begins in early life during the developmental period. Currently the term intellectual disability is the preferred one. Although our understanding of the physiological basis of learning and learning disability is poor, a general idea is that such condition is quite permanent. However, investigations in animal models suggest that learning disability can be functional in nature and as such reversible through pharmacology or appropriate learning paradigms. A fraction of the cases of intellectual disability is caused by point mutations or deletions in genes that encode for proteins of the RAS/MAP Kinase signaling pathway known as RASopathies. Here we examined the current understanding of the molecular mechanisms involved in this group of genetic disorders focusing in studies which provide evidence that intellectual disability is potentially treatable and curable. The evidence presented supports the idea that with the appropriate understanding of the molecular mechanisms involved, intellectual disability could be treated pharmacologically and perhaps through specific mechanistic-based teaching strategies. PMID:24859216

Understanding intellectual disability through RASopathies.

PubMed

San Martín, Alvaro; Pagani, Mario Rafael

2014-01-01

Intellectual disability, commonly known as mental retardation in the International Classification of Disease from World Health Organization, is the term that describes an intellectual and adaptive cognitive disability that begins in early life during the developmental period. Currently the term intellectual disability is the preferred one. Although our understanding of the physiological basis of learning and learning disability is poor, a general idea is that such condition is quite permanent. However, investigations in animal models suggest that learning disability can be functional in nature and as such reversible through pharmacology or appropriate learning paradigms. A fraction of the cases of intellectual disability is caused by point mutations or deletions in genes that encode for proteins of the RAS/MAP kinase signaling pathway known as RASopathies. Here we examined the current understanding of the molecular mechanisms involved in this group of genetic disorders focusing in studies which provide evidence that intellectual disability is potentially treatable and curable. The evidence presented supports the idea that with the appropriate understanding of the molecular mechanisms involved, intellectual disability could be treated pharmacologically and perhaps through specific mechanistic-based teaching strategies. Copyright © 2014 Elsevier Ltd. All rights reserved.

Flexible Learning Itineraries Based on Conceptual Maps

ERIC Educational Resources Information Center

Agudelo, Olga Lucía; Salinas, Jesús

2015-01-01

The use of learning itineraries based on conceptual maps is studied in order to propose a more flexible instructional design that strengthens the learning process focused on the student, generating non-linear processes, characterising its elements, setting up relationships between them and shaping a general model with specifications for each…

First Steps and beyond: Serious Games as Preparation for Future Learning

ERIC Educational Resources Information Center

Reese, Debbie Denise

2007-01-01

Electronic game technologies can prepare novice learners for future learning of complex concepts. This paper describes the underlying instructional design, learning science, cognitive science, and game theory. A structural, or syntactic mapping (structure mapping), approach to game design can produce a game world relationally isomorphic to a…

The Interplay of Perceptions of the Learning Environment, Personality and Learning Strategies: A Study amongst International Business Studies Students

ERIC Educational Resources Information Center

Nijhuis, Jan; Segers, Mien; Gijselaers, Wim

2007-01-01

Previous research on students' learning strategies has examined the relationships between either perceptions of the learning environment or personality and learning strategies. The focus of this study was on the joint relationships between the students' perceptions of the learning environment, their personality, and the learning strategies they…

Assessment of Adaptive PBL's Impact on HOT Development of Computer Science Students

ERIC Educational Resources Information Center

Raiyn, Jamal; Tilchin, Oleg

2015-01-01

Meaningful learning based on PBL is new learning strategy. Compared to traditional learning strategy, the meaningful learning strategy put the student in center of the learning process. The roles of the student in the meaningful learning strategy will be increased. The Problem-based Learning (PBL) model is considered the most productive way to…

Using the Biodatamation(TM) strategy to learn introductory college biology: Value-added effects on selected students' conceptual understanding and conceptual integration of the processes of photosynthesis and cellular respiration

NASA Astrophysics Data System (ADS)

Reuter, Jewel Jurovich

The purpose of this exploratory research was to study how students learn photosynthesis and cellular respiration and to determine the value added to the student's learning by each of the three technology-scaffolded learning strategy components (animated concept presentations and WebQuest-style activities, data collection, and student-constructed animations) of the BioDatamation(TM) (BDM) Program. BDM learning strategies utilized the Theory of Interacting Visual Fields(TM) (TIVF) (Reuter & Wandersee, 2002a, 2002b; 2003a, 2003b) which holds that meaningful knowledge is hierarchically constructed using the past, present, and future visual fields, with visual metacognitive components that are derived from the principles of Visual Behavior (Jones, 1995), Human Constructivist Theory (Mintzes & Wandersee, 1998a), and Visual Information Design Theory (Tufte, 1990, 1997, 2001). Student alternative conceptions of photosynthesis and cellular respiration were determined by the item analysis of 263,267 Biology Advanced Placement Examinations and were used to develop the BDM instructional strategy and interview questions. The subjects were 24 undergraduate students of high and low biology prior knowledge enrolled in an introductory-level General Biology course at a major research university in the Deep South. Fifteen participants received BDM instruction which included original and innovative learning materials and laboratories in 6 phases; 8 of the 15 participants were the subject of in depth, extended individual analysis. The other 9 participants received traditional, non-BDM instruction. Interviews which included participants' creation of concept maps and visual field diagrams were conducted after each phase. Various content analyses, including Chi's Verbal Analysis and quantitizing/qualitizing were used for data analysis. The total value added to integrative knowledge during BDM instruction with the three visual fields was an average increase of 56% for cellular respiration and 62% increase for photosynthesis knowledge, improved long-term memory of concepts, and enhanced biological literacy to the multidimensional level, as determined by the BSCS literacy model. WebQuest-style activities and data collection provided for animated prior knowledge in the past visual field, and detailed content knowledge construction in the present visual field. During student construction of animated presentations, layering required participants to think by rearranging words and images for improved hierarchical organization of knowledge with real-life applications.

E-Learning Strategy for Earning Learners

ERIC Educational Resources Information Center

Singaravelu, G.

2011-01-01

The study enlightens the effectiveness of e-learning strategy in learning English among the in-service teachers who are studying B.Ed in School of Distance Education, Bharathiar University, Coimbatore. E-learning strategy is a life long learning strategy for earning in-service teachers. It is a strategy of remaining in employment, which can be…

Concept Mapping as a Learning Tool for the Employment Relations Degree

ERIC Educational Resources Information Center

Martinez-Canas, Ricardo; Ruiz-Palomino, Pablo

2011-01-01

Concept mapping is a technique to represent relationships between concepts that can help students to improve their meaningful learning. Using the cognitive theories proposed by Ausubel (1968), concept maps can help instructors and students to enhance their logical thinking and study skills by revealing connections among concepts that can simplify…

Mapping Concepts for Learning and Assessment

ERIC Educational Resources Information Center

Daugherty, Jenny L.; Custer, Rodney L.; Dixon, Raymond A.

2012-01-01

Although it is helpful to identify a list of concepts to categorize and communicate the big ideas of engineering, it is important to determine how best to incorporate them into instruction. Concept mapping is a well-established learning and assessment tool that can be used by technology and engineering teachers. Maps can trace levels of…

How Does Creating a Concept Map Affect Item-Specific Encoding?

ERIC Educational Resources Information Center

Grimaldi, Phillip J.; Poston, Laurel; Karpicke, Jeffrey D.

2015-01-01

Concept mapping has become a popular learning tool. However, the processes underlying the task are poorly understood. In the present study, we examined the effect of creating a concept map on the processing of item-specific information. In 2 experiments, subjects learned categorized or ad hoc word lists by making pleasantness ratings, sorting…

A Teaching-Learning Sequence about Weather Map Reading

ERIC Educational Resources Information Center

Mandrikas, Achilleas; Stavrou, Dimitrios; Skordoulis, Constantine

2017-01-01

In this paper a teaching-learning sequence (TLS) introducing pre-service elementary teachers (PET) to weather map reading, with emphasis on wind assignment, is presented. The TLS includes activities about recognition of wind symbols, assignment of wind direction and wind speed on a weather map and identification of wind characteristics in a…

Community Mapping in Action: Uncovering Resources and Assets for Young Children and Their Families

ERIC Educational Resources Information Center

Ordonez-Jasis, Rosario; Myck-Wayne, Janice

2012-01-01

Community mapping is a promising practice that can assist early intervention/early childhood special education (EI/ECSE) professionals uncover the depth and diversity of community needs, resources, and learning opportunities, in the neighborhoods surrounding their schools. Community mapping is an inquiry-based method that situates learning in the…

Navigation Maps in a Computer-Networked Hypertext Learning System.

ERIC Educational Resources Information Center

Chou, Chien; Lin, Hua

A study of first-year college students (n=121) in Taiwan investigated the effects of navigation maps and learner cognitive styles on performance in searches for information, estimation of course scope, and the development of cognitive maps within a hypertext learning course. Students were tested to determine level of perceptual field dependence…

Concept Maps Provide a Window onto Preservice Elementary Teachers' Knowledge in the Teaching and Learning of Mathematics

ERIC Educational Resources Information Center

Chichekian, Tanya; Shore, Bruce M.

2013-01-01

This collaborative concept-mapping exercise was conducted in a second-year mathematics methods course. Teachers' visual representations of their mathematical content and pedagogical knowledge provided insight into their understanding of how students learn mathematics. We collected 28 preservice student teachers' concept maps and analyzed them by…

Quantitative learning strategies based on word networks

NASA Astrophysics Data System (ADS)

Zhao, Yue-Tian-Yi; Jia, Zi-Yang; Tang, Yong; Xiong, Jason Jie; Zhang, Yi-Cheng

2018-02-01

Learning English requires a considerable effort, but the way that vocabulary is introduced in textbooks is not optimized for learning efficiency. With the increasing population of English learners, learning process optimization will have significant impact and improvement towards English learning and teaching. The recent developments of big data analysis and complex network science provide additional opportunities to design and further investigate the strategies in English learning. In this paper, quantitative English learning strategies based on word network and word usage information are proposed. The strategies integrate the words frequency with topological structural information. By analyzing the influence of connected learned words, the learning weights for the unlearned words and dynamically updating of the network are studied and analyzed. The results suggest that quantitative strategies significantly improve learning efficiency while maintaining effectiveness. Especially, the optimized-weight-first strategy and segmented strategies outperform other strategies. The results provide opportunities for researchers and practitioners to reconsider the way of English teaching and designing vocabularies quantitatively by balancing the efficiency and learning costs based on the word network.

Age-related impairments in active learning and strategic visual exploration.

PubMed

Brandstatt, Kelly L; Voss, Joel L

2014-01-01

Old age could impair memory by disrupting learning strategies used by younger individuals. We tested this possibility by manipulating the ability to use visual-exploration strategies during learning. Subjects controlled visual exploration during active learning, thus permitting the use of strategies, whereas strategies were limited during passive learning via predetermined exploration patterns. Performance on tests of object recognition and object-location recall was matched for younger and older subjects for objects studied passively, when learning strategies were restricted. Active learning improved object recognition similarly for younger and older subjects. However, active learning improved object-location recall for younger subjects, but not older subjects. Exploration patterns were used to identify a learning strategy involving repeat viewing. Older subjects used this strategy less frequently and it provided less memory benefit compared to younger subjects. In previous experiments, we linked hippocampal-prefrontal co-activation to improvements in object-location recall from active learning and to the exploration strategy. Collectively, these findings suggest that age-related memory problems result partly from impaired strategies during learning, potentially due to reduced hippocampal-prefrontal co-engagement.

Investigation the Relationship among Language Learning Strategies, English Self-Efficacy, and Explicit Strategy Instructions

ERIC Educational Resources Information Center

Yang, Pei-Ling; Wang, Ai-Ling

2015-01-01

The present study aims to investigate the relationship among EFL college learners' language learning strategies, English self-efficacy, and explicit strategy instruction from the perspectives of Social Cognitive Theory. Three constructs, namely language learning strategies, English learning self-efficacy, and explicit strategy instruction, were…

How learning might strengthen existing visual object representations in human object-selective cortex.

PubMed

Brants, Marijke; Bulthé, Jessica; Daniels, Nicky; Wagemans, Johan; Op de Beeck, Hans P

2016-02-15

Visual object perception is an important function in primates which can be fine-tuned by experience, even in adults. Which factors determine the regions and the neurons that are modified by learning is still unclear. Recently, it was proposed that the exact cortical focus and distribution of learning effects might depend upon the pre-learning mapping of relevant functional properties and how this mapping determines the informativeness of neural units for the stimuli and the task to be learned. From this hypothesis we would expect that visual experience would strengthen the pre-learning distributed functional map of the relevant distinctive object properties. Here we present a first test of this prediction in twelve human subjects who were trained in object categorization and differentiation, preceded and followed by a functional magnetic resonance imaging session. Specifically, training increased the distributed multi-voxel pattern information for trained object distinctions in object-selective cortex, resulting in a generalization from pre-training multi-voxel activity patterns to after-training activity patterns. Simulations show that the increased selectivity combined with the inter-session generalization is consistent with a training-induced strengthening of a pre-existing selectivity map. No training-related neural changes were detected in other regions. In sum, training to categorize or individuate objects strengthened pre-existing representations in human object-selective cortex, providing a first indication that the neuroanatomical distribution of learning effects depends upon the pre-learning mapping of visual object properties. Copyright © 2015 Elsevier Inc. All rights reserved.

College students' understanding of stereochemistry: Difficulties in learning and critical junctures

NASA Astrophysics Data System (ADS)

Lyon, Gary Lester

Because stereochemistry is an important part of both high school and college chemistry curricula, a study of difficulties experienced by students in the learning of stereochemistry was undertaken in a one-semester college organic chemistry course. This study, conducted over the course of two semesters with more than two hundred students, utilized clinical interviews, concept maps, and student journals to identify these difficulties, which were then tabulated and categorized. Although student journals were not a productive source of information, the types of difficulties that emerged from the concept maps were compared and contrasted with those that emerged from the clinical interviews. Data from the concept maps were analyzed using Kendall's W, a nonparametric statistic that was deemed appropriate for determining concordance between individual concept maps. The correlation between values of Kendall's W for sets of concept maps and multiple choice questions designed to evaluate the content of these same maps was determined, with values of Pearson's r of .8093 (p = .051) and .7191 (p = .044) for the Fall, 1997 and Spring, 1998 semesters, respectively. These data were used to estimate the occurrence of critical junctures in the learning of stereochemistry, or points at which students must possess a certain framework of understanding of previous concepts in order to master new material (Trowbridge & Wandersee, 1994). One critical juncture was identified that occurred when the topics of enantiorners, absolute configuration, and inversion of configuration were introduced. Among the more important conclusions of this study to the learning of stereochemistry are the following. Both concept maps and interviews provided useful information regarding difficulties in the learning of stereochemistry; this information was complementary in some aspects and similar in others. Concept maps were useful in diagnosing difficulties in application of terms and definitions, whereas interviews were useful when seeking information about difficulties in the manipulation of chemical structures. Both concept maps and interviews were superior to student journals as tools to probe student difficulties in the learning of stereochemistry.

Multi-atlas based segmentation using probabilistic label fusion with adaptive weighting of image similarity measures.

PubMed

Sjöberg, C; Ahnesjö, A

2013-06-01

Label fusion multi-atlas approaches for image segmentation can give better segmentation results than single atlas methods. We present a multi-atlas label fusion strategy based on probabilistic weighting of distance maps. Relationships between image similarities and segmentation similarities are estimated in a learning phase and used to derive fusion weights that are proportional to the probability for each atlas to improve the segmentation result. The method was tested using a leave-one-out strategy on a database of 21 pre-segmented prostate patients for different image registrations combined with different image similarity scorings. The probabilistic weighting yields results that are equal or better compared to both fusion with equal weights and results using the STAPLE algorithm. Results from the experiments demonstrate that label fusion by weighted distance maps is feasible, and that probabilistic weighted fusion improves segmentation quality more the stronger the individual atlas segmentation quality depends on the corresponding registered image similarity. The regions used for evaluation of the image similarity measures were found to be more important than the choice of similarity measure. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

A Comparative Study of Hawaii Middle School Science Student Academic Achievement

NASA Astrophysics Data System (ADS)

Askew Cain, Peggy

The problem was middle-grade students with specific learning disabilities (SWDs) in reading comprehension perform less well than their peers on standardized assessments. The purpose of this quantitative comparative study was to examine the effect of electronic concept maps on reading comprehension of eighth grade students with SWD reading comprehension in a Hawaii middle school Grade 8 science class on the island of Oahu. The target population consisted of Grade 8 science students for school year 2015-2016. The sampling method was a purposeful sampling with a final sample size of 338 grade 8 science students. De-identified archival records of grade 8 Hawaii standardized science test scores were analyzed using a one way analysis of variance (ANOVA) in SPSS. The finding for hypothesis 1 indicated a significant difference in student achievement between SWDs and SWODs as measured by Hawaii State Assessment (HSA) in science scores (p < 0.05), and for hypothesis 2, a significant difference in instructional modality for SWDs who used concept maps and does who did not as measured by the Hawaii State Assessment in science (p < 0.05). The implications of the findings (a) SWDs performed less well in science achievement than their peers and consequently, and (b) SWODs appeared to remember greater degrees of science knowledge, and answered more questions correctly than SWDs as a result of reading comprehension. Recommendations for practice were for educational leadership and noted: (a) teachers should practice using concept maps with SWDs as a specific reading strategy to support reading comprehension in science classes, (b) involve a strong focus on vocabulary building and concept building during concept map construction because the construction of concept maps sometimes requires frontloading of vocabulary, and (c) model for teachers how concept maps are created and to explain their educational purpose as a tool for learning. Recommendations for future research were to conduct (a) a quantitative comparative study between groups for academic achievement of subtests mean scores of SWDs and SWODs in physical science, earth science, and space science, and (b) a quantitative correlation study to examine relationships and predictive values for academic achievement of SWDs and concept map integration on standardized science assessments.

A Telescopic Binary Learning Machine for Training Neural Networks.

PubMed

Brunato, Mauro; Battiti, Roberto

2017-03-01

This paper proposes a new algorithm based on multiscale stochastic local search with binary representation for training neural networks [binary learning machine (BLM)]. We study the effects of neighborhood evaluation strategies, the effect of the number of bits per weight and that of the maximum weight range used for mapping binary strings to real values. Following this preliminary investigation, we propose a telescopic multiscale version of local search, where the number of bits is increased in an adaptive manner, leading to a faster search and to local minima of better quality. An analysis related to adapting the number of bits in a dynamic way is presented. The control on the number of bits, which happens in a natural manner in the proposed method, is effective to increase the generalization performance. The learning dynamics are discussed and validated on a highly nonlinear artificial problem and on real-world tasks in many application domains; BLM is finally applied to a problem requiring either feedforward or recurrent architectures for feedback control.

The development of automaticity in short-term memory search: Item-response learning and category learning.

PubMed

Cao, Rui; Nosofsky, Robert M; Shiffrin, Richard M

2017-05-01

In short-term-memory (STM)-search tasks, observers judge whether a test probe was present in a short list of study items. Here we investigated the long-term learning mechanisms that lead to the highly efficient STM-search performance observed under conditions of consistent-mapping (CM) training, in which targets and foils never switch roles across trials. In item-response learning, subjects learn long-term mappings between individual items and target versus foil responses. In category learning, subjects learn high-level codes corresponding to separate sets of items and learn to attach old versus new responses to these category codes. To distinguish between these 2 forms of learning, we tested subjects in categorized varied mapping (CV) conditions: There were 2 distinct categories of items, but the assignment of categories to target versus foil responses varied across trials. In cases involving arbitrary categories, CV performance closely resembled standard varied-mapping performance without categories and departed dramatically from CM performance, supporting the item-response-learning hypothesis. In cases involving prelearned categories, CV performance resembled CM performance, as long as there was sufficient practice or steps taken to reduce trial-to-trial category-switching costs. This pattern of results supports the category-coding hypothesis for sufficiently well-learned categories. Thus, item-response learning occurs rapidly and is used early in CM training; category learning is much slower but is eventually adopted and is used to increase the efficiency of search beyond that available from item-response learning. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Latent Class Analysis of Students' Mathematics Learning Strategies and the Relationship between Learning Strategy and Mathematical Literacy

ERIC Educational Resources Information Center

Lin, Su-Wei; Tai, Wen-Chun

2015-01-01

This study investigated how various mathematics learning strategies affect the mathematical literacy of students. The data for this study were obtained from the 2012 Programme for International Student Assessment (PISA) data of Taiwan. The PISA learning strategy survey contains three types of learning strategies: elaboration, control, and…

The relationship between phonological short-term memory, receptive vocabulary, and fast mapping in children with specific language impairment.

PubMed

Jackson, Emily; Leitao, Suze; Claessen, Mary

2016-01-01

Children with specific language impairment (SLI) often experience word-learning difficulties, which are suggested to originate in the early stage of word learning: fast mapping. Some previous research indicates significantly poorer fast mapping capabilities in children with SLI compared with typically developing (TD) counterparts, with a range of methodological factors impacting on the consistency of this finding. Research has explored key issues that might underlie fast mapping difficulties in children with SLI, with strong theoretical support but little empirical evidence for the role of phonological short-term memory (STM). Additionally, further research is required to explore the influence of receptive vocabulary on fast mapping capabilities. Understanding the factors associated with fast mapping difficulties that are experienced by children with SLI may lead to greater theoretically driven word-learning intervention. To investigate whether children with SLI demonstrate significant difficulties with fast mapping, and to explore the related factors. It was hypothesized that children with SLI would score significantly lower on a fast mapping production task compared with TD children, and that phonological STM and receptive vocabulary would significantly predict fast mapping production scores in both groups of children. Twenty-three children with SLI (mean = 64.39 months, SD = 4.10 months) and 26 TD children (mean = 65.92 months, SD = 2.98) were recruited from specialist language and mainstream schools. All participants took part in a unique, interactive fast-mapping task whereby nine novel objects with non-word labels were presented and production accuracy was assessed. A non-word repetition test and the Peabody Picture Vocabulary Test-Fourth Edition (PPVT-IV) were also administered as measures of phonological STM capacity and receptive vocabulary, respectively. Results of the fast-mapping task indicated that children with SLI had significantly poorer fast mapping production scores than TD children. Scores from the non-word repetition task were also significantly lower for the SLI group, revealing reduced phonological STM capacity. Phonological STM capacity and receptive vocabulary emerged as significant predictors of fast mapping performance when the group data were combined in a multiple regression analysis. These results suggest that the word-learning difficulties experienced by children with SLI may originate at the fast mapping stage, and that phonological STM and receptive vocabulary significantly predict fast mapping ability. These findings contribute to the theoretical understanding of word-learning difficulties in children with SLI and may inform lexical learning intervention. © 2015 Royal College of Speech and Language Therapists.

Active machine learning for rapid landslide inventory mapping with VHR satellite images (Invited)

NASA Astrophysics Data System (ADS)

Stumpf, A.; Lachiche, N.; Malet, J.; Kerle, N.; Puissant, A.

2013-12-01

VHR satellite images have become a primary source for landslide inventory mapping after major triggering events such as earthquakes and heavy rainfalls. Visual image interpretation is still the prevailing standard method for operational purposes but is time-consuming and not well suited to fully exploit the increasingly better supply of remote sensing data. Recent studies have addressed the development of more automated image analysis workflows for landslide inventory mapping. In particular object-oriented approaches that account for spatial and textural image information have been demonstrated to be more adequate than pixel-based classification but manually elaborated rule-based classifiers are difficult to adapt under changing scene characteristics. Machine learning algorithm allow learning classification rules for complex image patterns from labelled examples and can be adapted straightforwardly with available training data. In order to reduce the amount of costly training data active learning (AL) has evolved as a key concept to guide the sampling for many applications. The underlying idea of AL is to initialize a machine learning model with a small training set, and to subsequently exploit the model state and data structure to iteratively select the most valuable samples that should be labelled by the user. With relatively few queries and labelled samples, an AL strategy yields higher accuracies than an equivalent classifier trained with many randomly selected samples. This study addressed the development of an AL method for landslide mapping from VHR remote sensing images with special consideration of the spatial distribution of the samples. Our approach [1] is based on the Random Forest algorithm and considers the classifier uncertainty as well as the variance of potential sampling regions to guide the user towards the most valuable sampling areas. The algorithm explicitly searches for compact regions and thereby avoids a spatially disperse sampling pattern inherent to most other AL methods. The accuracy, the sampling time and the computational runtime of the algorithm were evaluated on multiple satellite images capturing recent large scale landslide events. Sampling between 1-4% of the study areas the accuracies between 74% and 80% were achieved, whereas standard sampling schemes yielded only accuracies between 28% and 50% with equal sampling costs. Compared to commonly used point-wise AL algorithm the proposed approach significantly reduces the number of iterations and hence the computational runtime. Since the user can focus on relatively few compact areas (rather than on hundreds of distributed points) the overall labeling time is reduced by more than 50% compared to point-wise queries. An experimental evaluation of multiple expert mappings demonstrated strong relationships between the uncertainties of the experts and the machine learning model. It revealed that the achieved accuracies are within the range of the inter-expert disagreement and that it will be indispensable to consider ground truth uncertainties to truly achieve further enhancements in the future. The proposed method is generally applicable to a wide range of optical satellite images and landslide types. [1] A. Stumpf, N. Lachiche, J.-P. Malet, N. Kerle, and A. Puissant, Active learning in the spatial domain for remote sensing image classification, IEEE Transactions on Geosciece and Remote Sensing. 2013, DOI 10.1109/TGRS.2013.2262052.

The Arbitrariness of the Sign: Learning Advantages from the Structure of the Vocabulary

ERIC Educational Resources Information Center

Monaghan, Padraic; Christiansen, Morten H.; Fitneva, Stanka A.

2011-01-01

Recent research has demonstrated that systematic mappings between phonological word forms and their meanings can facilitate language learning (e.g., in the form of sound symbolism or cues to grammatical categories). Yet, paradoxically from a learning viewpoint, most words have an arbitrary form-meaning mapping. We hypothesized that this paradox…

Design of a Three-Dimensional Cognitive Mapping Approach to Support Inquiry Learning

ERIC Educational Resources Information Center

Chen, Juanjuan; Wang, Minhong; Dede, Chris; Grotzer, Tina A.

2017-01-01

The use of external representations has the potential to facilitate inquiry learning, especially hypothesis generation and reasoning, which typically present difficulties for students. This study describes a novel three-dimensional cognitive mapping (3DCM) approach that supports inquiry learning by allowing learners to combine the information on a…

Mapping Trends in Pedagogical Approaches and Learning Technologies: Perspectives from the Canadian, International, and Military Education Contexts

ERIC Educational Resources Information Center

Scoppio, Grazia; Covell, Leigha

2016-01-01

Increased technological advances, coupled with new learners' needs, have created new realities for higher education contexts. This study explored and mapped trends in pedagogical approaches and learning technologies in postsecondary education and identified how these innovations are affecting teaching and learning practices in higher education…

Learning to Map and Mapping to Learn Our Students' Worlds

ERIC Educational Resources Information Center

Rubel, Laurie H.; Chu, Haiwen; Shookhoff, Lauren

2011-01-01

The National Council of Teachers of Mathematics (NCTM), through its Connections Standard, highlights the importance of "the opportunity for students to experience mathematics in a context." Seeing how mathematics can be used to describe real-world phenomena can motivate students to learn more mathematics. Connecting mathematics to the real world…

A Theory of Causal Learning in Children: Causal Maps and Bayes Nets

ERIC Educational Resources Information Center

Gopnik, Alison; Glymour, Clark; Sobel, David M.; Schulz, Laura E.; Kushnir, Tamar; Danks, David

2004-01-01

The authors outline a cognitive and computational account of causal learning in children. They propose that children use specialized cognitive systems that allow them to recover an accurate "causal map" of the world: an abstract, coherent, learned representation of the causal relations among events. This kind of knowledge can be perspicuously…

A Concept-Mapping Strategy for Assessing Conceptual Change in a Student-Directed, Research-Based Geoscience Course

NASA Astrophysics Data System (ADS)

Rebich, S.

2003-12-01

The concept mapping technique has been proposed as a method for examining the evolving nature of students' conceptualizations of scientific concepts, and promises insight into a dimension of learning different from the one accessible through more conventional classroom testing techniques. The theory behind concept mapping is based on an assumption that knowledge acquisition is accomplished through "linking" of new information to an existing knowledge framework, and that meaningful (as opposed to arbitrary or verbatim) links allow for deeper understanding and conceptual change. Reflecting this theory, concept maps are constructed as a network of related concepts connected by labeled links that illustrate the relationship between the concepts. Two concepts connected by one such link make up a "proposition", the basic element of the concept map structure. In this paper, we examine the results of a pre- and post-test assessment program for an upper-division undergraduate geography course entitled "Mock Environmental Summit," which was part of a research project on assessment. Concept mapping was identified as a potentially powerful assessment tool for this course, as more conventional tools such as multiple-choice tests did not seem to provide a reliable indication of the learning students were experiencing as a result of the student-directed research, presentations, and discussions that make up a substantial portion of the course. The assessment program began at the beginning of the course with a one-hour training session during which students were introduced to the theory behind concept mapping, provided with instructions and guidance for constructing a concept map using the CMap software developed and maintained by the Institute for Human and Machine Cognition at the University of West Florida, and asked to collaboratively construct a concept map on a topic not related to the one to be assessed. This training session was followed by a 45-minute "pre-test" on the topic of global climate change, for which students were provided with a list of questions to guide their thoughts during the concept map construction. Following the pre-test, students were not exposed to further concept mapping until the end of the course, when they were asked to complete a "post-test" consisting of exactly the same task. In addition to a summary of our results, this paper presents an overview of available digital concept-mapping tools, proposed scoring techniques, and design principles to keep in mind when designing a concept-mapping assessment program. We also discuss our experience with concept map assessment, the insights it provided into the evolution in student understanding of global climate change that resulted from the course, and our ideas about the potential role of concept mapping in an overall assessment program for interdisciplinary and/or student-directed curricula.

Construction of the Questionnaire on Foreign Language Learning Strategies in Specific Croatian Context.

PubMed

Božinović, Nikolina; Sindik, Joško

2017-03-01

Learning strategies are special thoughts or behaviours that individuals use to understand, learn or retain new information, according to the point of view of O’Malley & Chamot. The other view, promoted by Oxford, believes learning strategies are specific actions taken by the learner to make learning easier, faster, more enjoyable, and more transferrable to new situations of language learning and use. The use of appropriate strategies ensures greater success in language learning. The aim of the research was to establish metric characteristics of the Questionnaire on learning strategies created by the author, in line with the template of the original SILL questionnaire (Strategy Inventory for Language Learning). The research was conducted at the Rochester Institute of Technology Croatia on a sample of 201 participants who learned German, Spanish, French and Italian as a foreign language. The results have shown that one-component latent dimensions which describe the space of foreign language learning strategies according to Oxford’s classification, have metric characteristics which are low, but still satisfactory (reliability and validity). All dimensions of learning strategies appeared not to be adequately defined. Therefore, we excluded compensation strategies and merged social and affective strategies into social-affective strategies into the unique dimension. Overall, this version of Oxford’s original questionnaire, based on Oxford’s theoretical construct, applied on Croatian students, clearly shows that current version of the questionnaire has poor metric characteristics. One of the explanations of the results obtained could be positioned in multicultural context and intercultural dialogue. Namely, particular social, political and economic context in Croatia could shape even foreign language learning strategies.

Curriculum Mapping: A Method to Assess and Refine Undergraduate Degree Programs

ERIC Educational Resources Information Center

Joyner-Melito, Helen S.

2016-01-01

Over the past several decades, there has been increasing interest in program- and university-level assessment and aligning learning outcomes to program content. Curriculum mapping is a tool that creates a visual map of all courses in the curriculum and how they relate to curriculum learning outcomes. Assessment tools/activities are often included…

The Relationship between Phonological Short-Term Memory, Receptive Vocabulary, and Fast Mapping in Children with Specific Language Impairment

ERIC Educational Resources Information Center

Jackson, Emily; Leitao, Suze; Claessen, Mary

2016-01-01

Background: Children with specific language impairment (SLI) often experience word-learning difficulties, which are suggested to originate in the early stage of word learning: fast mapping. Some previous research indicates significantly poorer fast mapping capabilities in children with SLI compared with typically developing (TD) counterparts, with…

Mapping Civic Engagement: A Case Study of Service-Learning in Appalachia

ERIC Educational Resources Information Center

Mann, Jessica; Casebeer, Daniel

2016-01-01

This study uses social cartography to map student perceptions of a co-curricular service-learning project in an impoverished rural community. As a complement to narrative discourse, mapping provides an opportunity to visualize not only the spatial nature of the educational experience but also, in this case, the benefits of civic engagement. The…

Examining the Alignment of Subject Learning Outcomes and Course Curricula through Curriculum Mapping

ERIC Educational Resources Information Center

Lam, Bick-Har; Tsui, Kwok-Tung

2013-01-01

Content analysis has been used to conduct curriculum mapping to map the course objectives, course content, and the assessment tasks of 14 compulsory courses, onto the five Subject Learning Objective (SLO) factors of the Department of Curriculum and Instruction (DC&I) in a teacher education institution in Hong Kong. The results show that the…

Student Perceptions of Classroom Learning Environments: Development of the ClassMaps Survey

ERIC Educational Resources Information Center

Doll, Beth; Spies, Robert A.; LeClair, Courtney M.; Kurien, Sarah A.; Foley, Brett P.

2010-01-01

The purpose of this study was to describe the means, variability, internal consistency reliability, and structural validity evidence of the ClassMaps Survey, a measure of student perceptions of classroom learning environments. The ClassMaps Survey is a 55-item student rating scale of eight important classroom characteristics. The survey provides a…

Learning through student-authored interactive media: A mixed methods exploration

NASA Astrophysics Data System (ADS)

Sakai-Miller, Sharon (Sam)

2009-12-01

The purpose of this study was to improve student achievement in science and proficiency in information and communication technologies (ICT), which are vital 21st century workforce skills. Instead of isolating the issues, the study proposed an integrated solution that applied the constructivist approach to help students learn about a unit in biology using three software applications to create interactive, self-correcting eModules within a two-week period. Research questions focused on the effectiveness of the instructional strategy, the experience of students authoring eModules, obstacles they encountered, and the role of the teacher. Fifty-one out of the possible 55 eleventh and twelfth grade students in the two Advanced Biology classes consented to participate in the study. A comparison of pre and post-test scores showed an average 547% improvement. Students with low initial scores of 10% or less improved an average of 1229%. Ten students (20%) went from 20% or below on the pre-test to 80% or above on the post-test, and were analyzed as a subgroup called "big gainers." Student journals and exit surveys were explored to understand the process students followed to develop eModules. The majority of student responses in the exit survey (85%) described the overall experience as a positive one. Journals showed how students were able to follow the process of creating a concept map using Inspiration software, converting the outline into a PowerPoint slide show, editing the slides and importing them into Adobe Captivate files, inserting self-correcting questions, completing their eModules, and submitting them to their teacher. Students identified obstacles they encountered to help them to problem solve and provided data for improving the instructional strategy. Addressing technology learning objectives within the context and pacing of a content area class was accomplished, but it required providing a collaborative learning environment, an appropriate task, mediating tools, and assessment. The data analysis suggests that the instructional strategy of student-authored eModules had a positive impact on learning science content and ICT proficiencies. Historically students have been consumers of interactive media or producers of presentational media. This study suggests that they will learn more when they are the authors of interactive media.

Early Failures Benefit Subsequent Task Performance.

PubMed

Igata, Hideyoshi; Sasaki, Takuya; Ikegaya, Yuji

2016-02-17

Animals navigate using cognitive maps. However, how they adaptively exploit these maps in changing environments is not fully understood. In this study, we investigated the problem-solving behaviors of mice in a complicated maze in which multiple routes with different intersections were available (Test 1). Although all mice eventually settled on the shortest route, mice that initially exhibited more trial-and-error exploration solved the maze more rapidly. We then introduced one or two barriers that obstructed learned routes such that mice had to establish novel roundabout detours (Tests 2/3). Solutions varied among mice but were predictable based on individual early trial-and-error patterns observed in Test 1: mice that had initially explored more extensively found better solutions. Finally, when the barriers were removed (Test 4), all mice reverted to the best solution after active exploration. Thus, early active exploration helps mice to develop optimal strategies.

Functional expansion representations of artificial neural networks

NASA Technical Reports Server (NTRS)

Gray, W. Steven

1992-01-01

In the past few years, significant interest has developed in using artificial neural networks to model and control nonlinear dynamical systems. While there exists many proposed schemes for accomplishing this and a wealth of supporting empirical results, most approaches to date tend to be ad hoc in nature and rely mainly on heuristic justifications. The purpose of this project was to further develop some analytical tools for representing nonlinear discrete-time input-output systems, which when applied to neural networks would give insight on architecture selection, pruning strategies, and learning algorithms. A long term goal is to determine in what sense, if any, a neural network can be used as a universal approximator for nonliner input-output maps with memory (i.e., realized by a dynamical system). This property is well known for the case of static or memoryless input-output maps. The general architecture under consideration in this project was a single-input, single-output recurrent feedforward network.

SLAM algorithm applied to robotics assistance for navigation in unknown environments.

PubMed

Cheein, Fernando A Auat; Lopez, Natalia; Soria, Carlos M; di Sciascio, Fernando A; Pereira, Fernando Lobo; Carelli, Ricardo

2010-02-17

The combination of robotic tools with assistance technology determines a slightly explored area of applications and advantages for disability or elder people in their daily tasks. Autonomous motorized wheelchair navigation inside an environment, behaviour based control of orthopaedic arms or user's preference learning from a friendly interface are some examples of this new field. In this paper, a Simultaneous Localization and Mapping (SLAM) algorithm is implemented to allow the environmental learning by a mobile robot while its navigation is governed by electromyographic signals. The entire system is part autonomous and part user-decision dependent (semi-autonomous). The environmental learning executed by the SLAM algorithm and the low level behaviour-based reactions of the mobile robot are robotic autonomous tasks, whereas the mobile robot navigation inside an environment is commanded by a Muscle-Computer Interface (MCI). In this paper, a sequential Extended Kalman Filter (EKF) feature-based SLAM algorithm is implemented. The features correspond to lines and corners -concave and convex- of the environment. From the SLAM architecture, a global metric map of the environment is derived. The electromyographic signals that command the robot's movements can be adapted to the patient's disabilities. For mobile robot navigation purposes, five commands were obtained from the MCI: turn to the left, turn to the right, stop, start and exit. A kinematic controller to control the mobile robot was implemented. A low level behavior strategy was also implemented to avoid robot's collisions with the environment and moving agents. The entire system was tested in a population of seven volunteers: three elder, two below-elbow amputees and two young normally limbed patients. The experiments were performed within a closed low dynamic environment. Subjects took an average time of 35 minutes to navigate the environment and to learn how to use the MCI. The SLAM results have shown a consistent reconstruction of the environment. The obtained map was stored inside the Muscle-Computer Interface. The integration of a highly demanding processing algorithm (SLAM) with a MCI and the communication between both in real time have shown to be consistent and successful. The metric map generated by the mobile robot would allow possible future autonomous navigation without direct control of the user, whose function could be relegated to choose robot destinations. Also, the mobile robot shares the same kinematic model of a motorized wheelchair. This advantage can be exploited for wheelchair autonomous navigation.

An associative model of adaptive inference for learning word-referent mappings.

PubMed

Kachergis, George; Yu, Chen; Shiffrin, Richard M

2012-04-01

People can learn word-referent pairs over a short series of individually ambiguous situations containing multiple words and referents (Yu & Smith, 2007, Cognition 106: 1558-1568). Cross-situational statistical learning relies on the repeated co-occurrence of words with their intended referents, but simple co-occurrence counts cannot explain the findings. Mutual exclusivity (ME: an assumption of one-to-one mappings) can reduce ambiguity by leveraging prior experience to restrict the number of word-referent pairings considered but can also block learning of non-one-to-one mappings. The present study first trained learners on one-to-one mappings with varying numbers of repetitions. In late training, a new set of word-referent pairs were introduced alongside pretrained pairs; each pretrained pair consistently appeared with a new pair. Results indicate that (1) learners quickly infer new pairs in late training on the basis of their knowledge of pretrained pairs, exhibiting ME; and (2) learners also adaptively relax the ME bias and learn two-to-two mappings involving both pretrained and new words and objects. We present an associative model that accounts for both results using competing familiarity and uncertainty biases.

Model-free learning on robot kinematic chains using a nested multi-agent topology

NASA Astrophysics Data System (ADS)

Karigiannis, John N.; Tzafestas, Costas S.

2016-11-01

This paper proposes a model-free learning scheme for the developmental acquisition of robot kinematic control and dexterous manipulation skills. The approach is based on a nested-hierarchical multi-agent architecture that intuitively encapsulates the topology of robot kinematic chains, where the activity of each independent degree-of-freedom (DOF) is finally mapped onto a distinct agent. Each one of those agents progressively evolves a local kinematic control strategy in a game-theoretic sense, that is, based on a partial (local) view of the whole system topology, which is incrementally updated through a recursive communication process according to the nested-hierarchical topology. Learning is thus approached not through demonstration and training but through an autonomous self-exploration process. A fuzzy reinforcement learning scheme is employed within each agent to enable efficient exploration in a continuous state-action domain. This paper constitutes in fact a proof of concept, demonstrating that global dexterous manipulation skills can indeed evolve through such a distributed iterative learning of local agent sensorimotor mappings. The main motivation behind the development of such an incremental multi-agent topology is to enhance system modularity, to facilitate extensibility to more complex problem domains and to improve robustness with respect to structural variations including unpredictable internal failures. These attributes of the proposed system are assessed in this paper through numerical experiments in different robot manipulation task scenarios, involving both single and multi-robot kinematic chains. The generalisation capacity of the learning scheme is experimentally assessed and robustness properties of the multi-agent system are also evaluated with respect to unpredictable variations in the kinematic topology. Furthermore, these numerical experiments demonstrate the scalability properties of the proposed nested-hierarchical architecture, where new agents can be recursively added in the hierarchy to encapsulate individual active DOFs. The results presented in this paper demonstrate the feasibility of such a distributed multi-agent control framework, showing that the solutions which emerge are plausible and near-optimal. Numerical efficiency and computational cost issues are also discussed.

Learning Goals and Strategies in the Self-regulation of Learning

ERIC Educational Resources Information Center

Gaeta Gonzalez, Martha Leticia

2013-01-01

In order to self-regulate their learning, students need to use different strategies to plan, monitor, and evaluate their learning activities (meta-cognitive strategies), as well as to control their motivation and emotion (volitional strategies). Students' effectiveness in their self-regulated learning process also varies depending on the academic…

Strategies for Better Learning of English Grammar: Chinese vs. Thais

ERIC Educational Resources Information Center

Supakorn, Patnarin; Feng, Min; Limmun, Wanida

2018-01-01

The success of language learning significantly depends on multiple sets of complex factors; among these are language-learning strategies of which learners in different countries may show different preferences. Needed areas of language learning strategy research include, among others, the strategy of grammar learning and the context-based approach…

Preparing Brigade Combat Team Soldiers for Mission Readiness Through Research on Intangible Psychological Constructs and their Applications. Phase 2: Measurement and Learning Methods

DTIC Science & Technology

2014-02-01

10 Cognitive Learning Strategies, Metacognitive Strategies, Scaffolding, and Cognitive Tutoring...culture, technology , and instructional practices. 11 7. Motivational and emotional influences on learning - What and how much is learned is...of learning and intangible skills. These resulting set of theories includes: 12 • Cognitive learning strategies, metacognitive strategies

Using concept maps in a modified team-based learning exercise.

PubMed

Knollmann-Ritschel, Barbara E C; Durning, Steven J

2015-04-01

Medical school education has traditionally been driven by single discipline teaching and assessment. Newer medical school curricula often implement an organ-based approach that fosters integration of basic science and clinical disciplines. Concept maps are widely used in education. Through diagrammatic depiction of a variety of concepts and their specific connections with other ideas, concept maps provide a unique perspective into learning and performance that can complement other assessment methods commonly used in medical schools. In this innovation, we describe using concepts maps as a vehicle for a modified a classic Team-Based Learning (TBL) exercise. Modifications to traditional TBL in our innovation included replacing an individual assessment using multiple-choice questions with concept maps as well as combining the group assessment and application exercise whereby teams created concept maps. These modifications were made to further assess understanding of content across the Fundamentals module (the introductory module of the preclerkship curriculum). While preliminary, student performance and feedback from faculty and students support the use of concept maps in TBL. Our findings suggest concept maps can provide a unique means of determining assessment of learning and generating feedback to students. Concept maps can also demonstrate knowledge acquisition, organization of prior and new knowledge, and synthesis of that knowledge across disciplines in a unique way providing an additional means of assessment in addition to traditional multiple-choice questions. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

Visualizing topography: Effects of presentation strategy, gender, and spatial ability

NASA Astrophysics Data System (ADS)

McAuliffe, Carla

2003-10-01

This study investigated the effect of different presentation strategies (2-D static visuals, 3-D animated visuals, and 3-D interactive, animated visuals) and gender on achievement, time-spent-on visual treatment, and attitude during a computer-based science lesson about reading and interpreting topographic maps. The study also examined the relationship of spatial ability and prior knowledge to gender, achievement, and time-spent-on visual treatment. Students enrolled in high school chemistry-physics were pretested and given two spatial ability tests. They were blocked by gender and randomly assigned to one of three levels of presentation strategy or the control group. After controlling for the effects of spatial ability and prior knowledge with analysis of covariance, three significant differences were found between the versions: (a) the 2-D static treatment group scored significantly higher on the posttest than the control group; (b) the 3-D animated treatment group scored significantly higher on the posttest than the control group; and (c) the 2-D static treatment group scored significantly higher on the posttest than the 3-D interactive animated treatment group. Furthermore, the 3-D interactive animated treatment group spent significantly more time on the visual screens than the 2-D static treatment group. Analyses of student attitudes revealed that most students felt the landform visuals in the computer-based program helped them learn, but not in a way they would describe as fun. Significant differences in attitude were found by treatment and by gender. In contrast to findings from other studies, no gender differences were found on either of the two spatial tests given in this study. Cognitive load, cognitive involvement, and solution strategy are offered as three key factors that may help explain the results of this study. Implications for instructional design include suggestions about the use of 2-D static, 3-D animated and 3-D interactive animations as well as a recommendation about the inclusion of pretests in similar instructional programs. Areas for future research include investigating the effects of combinations of presentation strategies, continuing to examine the role of spatial ability in science achievement, and gaining cognitive insights about what it is that students do when learning to read and interpret topographic maps.

Intelligent process mapping through systematic improvement of heuristics

NASA Technical Reports Server (NTRS)

Ieumwananonthachai, Arthur; Aizawa, Akiko N.; Schwartz, Steven R.; Wah, Benjamin W.; Yan, Jerry C.

1992-01-01

The present system for automatic learning/evaluation of novel heuristic methods applicable to the mapping of communication-process sets on a computer network has its basis in the testing of a population of competing heuristic methods within a fixed time-constraint. The TEACHER 4.1 prototype learning system implemented or learning new postgame analysis heuristic methods iteratively generates and refines the mappings of a set of communicating processes on a computer network. A systematic exploration of the space of possible heuristic methods is shown to promise significant improvement.

Vision 20/20: Magnetic resonance imaging-guided attenuation correction in PET/MRI: Challenges, solutions, and opportunities

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

Mehranian, Abolfazl; Arabi, Hossein; Zaidi, Habib, E-mail: habib.zaidi@hcuge.ch

Attenuation correction is an essential component of the long chain of data correction techniques required to achieve the full potential of quantitative positron emission tomography (PET) imaging. The development of combined PET/magnetic resonance imaging (MRI) systems mandated the widespread interest in developing novel strategies for deriving accurate attenuation maps with the aim to improve the quantitative accuracy of these emerging hybrid imaging systems. The attenuation map in PET/MRI should ideally be derived from anatomical MR images; however, MRI intensities reflect proton density and relaxation time properties of biological tissues rather than their electron density and photon attenuation properties. Therefore, inmore » contrast to PET/computed tomography, there is a lack of standardized global mapping between the intensities of MRI signal and linear attenuation coefficients at 511 keV. Moreover, in standard MRI sequences, bones and lung tissues do not produce measurable signals owing to their low proton density and short transverse relaxation times. MR images are also inevitably subject to artifacts that degrade their quality, thus compromising their applicability for the task of attenuation correction in PET/MRI. MRI-guided attenuation correction strategies can be classified in three broad categories: (i) segmentation-based approaches, (ii) atlas-registration and machine learning methods, and (iii) emission/transmission-based approaches. This paper summarizes past and current state-of-the-art developments and latest advances in PET/MRI attenuation correction. The advantages and drawbacks of each approach for addressing the challenges of MR-based attenuation correction are comprehensively described. The opportunities brought by both MRI and PET imaging modalities for deriving accurate attenuation maps and improving PET quantification will be elaborated. Future prospects and potential clinical applications of these techniques and their integration in commercial systems will also be discussed.« less

Vision 20/20: Magnetic resonance imaging-guided attenuation correction in PET/MRI: Challenges, solutions, and opportunities.

PubMed

Mehranian, Abolfazl; Arabi, Hossein; Zaidi, Habib

2016-03-01

Attenuation correction is an essential component of the long chain of data correction techniques required to achieve the full potential of quantitative positron emission tomography (PET) imaging. The development of combined PET/magnetic resonance imaging (MRI) systems mandated the widespread interest in developing novel strategies for deriving accurate attenuation maps with the aim to improve the quantitative accuracy of these emerging hybrid imaging systems. The attenuation map in PET/MRI should ideally be derived from anatomical MR images; however, MRI intensities reflect proton density and relaxation time properties of biological tissues rather than their electron density and photon attenuation properties. Therefore, in contrast to PET/computed tomography, there is a lack of standardized global mapping between the intensities of MRI signal and linear attenuation coefficients at 511 keV. Moreover, in standard MRI sequences, bones and lung tissues do not produce measurable signals owing to their low proton density and short transverse relaxation times. MR images are also inevitably subject to artifacts that degrade their quality, thus compromising their applicability for the task of attenuation correction in PET/MRI. MRI-guided attenuation correction strategies can be classified in three broad categories: (i) segmentation-based approaches, (ii) atlas-registration and machine learning methods, and (iii) emission/transmission-based approaches. This paper summarizes past and current state-of-the-art developments and latest advances in PET/MRI attenuation correction. The advantages and drawbacks of each approach for addressing the challenges of MR-based attenuation correction are comprehensively described. The opportunities brought by both MRI and PET imaging modalities for deriving accurate attenuation maps and improving PET quantification will be elaborated. Future prospects and potential clinical applications of these techniques and their integration in commercial systems will also be discussed.

Machine learning in materials informatics: recent applications and prospects

NASA Astrophysics Data System (ADS)

Ramprasad, Rampi; Batra, Rohit; Pilania, Ghanshyam; Mannodi-Kanakkithodi, Arun; Kim, Chiho

2017-12-01

Propelled partly by the Materials Genome Initiative, and partly by the algorithmic developments and the resounding successes of data-driven efforts in other domains, informatics strategies are beginning to take shape within materials science. These approaches lead to surrogate machine learning models that enable rapid predictions based purely on past data rather than by direct experimentation or by computations/simulations in which fundamental equations are explicitly solved. Data-centric informatics methods are becoming useful to determine material properties that are hard to measure or compute using traditional methods—due to the cost, time or effort involved—but for which reliable data either already exists or can be generated for at least a subset of the critical cases. Predictions are typically interpolative, involving fingerprinting a material numerically first, and then following a mapping (established via a learning algorithm) between the fingerprint and the property of interest. Fingerprints, also referred to as "descriptors", may be of many types and scales, as dictated by the application domain and needs. Predictions may also be extrapolative—extending into new materials spaces—provided prediction uncertainties are properly taken into account. This article attempts to provide an overview of some of the recent successful data-driven "materials informatics" strategies undertaken in the last decade, with particular emphasis on the fingerprint or descriptor choices. The review also identifies some challenges the community is facing and those that should be overcome in the near future.

MAP: an iterative experimental design methodology for the optimization of catalytic search space structure modeling.

PubMed

Baumes, Laurent A

2006-01-01

One of the main problems in high-throughput research for materials is still the design of experiments. At early stages of discovery programs, purely exploratory methodologies coupled with fast screening tools should be employed. This should lead to opportunities to find unexpected catalytic results and identify the "groups" of catalyst outputs, providing well-defined boundaries for future optimizations. However, very few new papers deal with strategies that guide exploratory studies. Mostly, traditional designs, homogeneous covering, or simple random samplings are exploited. Typical catalytic output distributions exhibit unbalanced datasets for which an efficient learning is hardly carried out, and interesting but rare classes are usually unrecognized. Here is suggested a new iterative algorithm for the characterization of the search space structure, working independently of learning processes. It enhances recognition rates by transferring catalysts to be screened from "performance-stable" space zones to "unsteady" ones which necessitate more experiments to be well-modeled. The evaluation of new algorithm attempts through benchmarks is compulsory due to the lack of past proofs about their efficiency. The method is detailed and thoroughly tested with mathematical functions exhibiting different levels of complexity. The strategy is not only empirically evaluated, the effect or efficiency of sampling on future Machine Learning performances is also quantified. The minimum sample size required by the algorithm for being statistically discriminated from simple random sampling is investigated.

Visual Mnemonics for Language Learning: Static Pictures versus Animated Morphs

ERIC Educational Resources Information Center

Soemer, Alexander; Schwan, Stephan

2012-01-01

The literature on learning with animations has focused so far on subject matters in which changes over time depicted in the animation are mapped onto changes over time in the reality of the concepts to be learned. The experiments presented in this article, however, suggest that also a nontemporal mapping of facts, as in paired-associate learning…

Developmental Changes in Cross-Situational Word Learning: The Inverse Effect of Initial Accuracy

ERIC Educational Resources Information Center

Fitneva, Stanka A.; Christiansen, Morten H.

2017-01-01

Intuitively, the accuracy of initial word-referent mappings should be positively correlated with the outcome of learning. Yet recent evidence suggests an inverse effect of initial accuracy in adults, whereby greater accuracy of initial mappings is associated with poorer outcomes in a cross-situational learning task. Here, we examine the impact of…

The National Mapping of Teacher Professional Learning Project: A Multi-Dimensional Space?

ERIC Educational Resources Information Center

Doecke, Brenton; Parr, Graham

2011-01-01

This essay focuses on the "National Mapping of Teacher Professional Learning" (2008), a report that we co-authored along with a number of other researchers on the basis of extensive surveys and interviews relating to the policies and practices of teacher professional learning in Australia. The report is an update of an earlier survey…

Mapping Students' Ideas to Understand Learning in a Collaborative Programming Environment

ERIC Educational Resources Information Center

Harlow, Danielle Boyd; Leak, Anne Emerson

2014-01-01

Recent studies in learning programming have largely focused on high school and college students; less is known about how young children learn to program. From video data of 20 students using a graphical programming interface, we identified ideas that were shared and evolved through an elementary school classroom. In mapping these ideas and their…

GeoMapApp Learning Activities: Enabling the democratisation of geoscience learning

NASA Astrophysics Data System (ADS)

Goodwillie, A. M.; Kluge, S.

2011-12-01

GeoMapApp Learning Activities (http://serc.carleton.edu/geomapapp) are step-by-step guided inquiry geoscience education activities that enable students to dictate the pace of learning. They can be used in the classroom or out of class, and their guided nature means that the requirement for teacher intervention is minimised which allows students to spend increased time analysing and understanding a broad range of geoscience data, content and concepts. Based upon GeoMapApp (http://www.geomapapp.org), a free, easy-to-use map-based data exploration and visualisation tool, each activity furnishes the educator with an efficient package of downloadable documents. This includes step-by-step student instructions and answer sheet; a teacher's edition annotated worksheet containing teaching tips, additional content and suggestions for further work; quizzes for use before and after the activity to assess learning; and a multimedia tutorial. The activities can be used by anyone at any time in any place with an internet connection. In essence, GeoMapApp Learning Activities provide students with cutting-edge technology, research-quality geoscience data sets, and inquiry-based learning in a virtual lab-like environment. Examples of activities so far created are student calculation and analysis of the rate of seafloor spreading, and present-day evidence on the seafloor for huge ancient landslides around the Hawaiian islands. The activities are designed primarily for students at the community college, high school and introductory undergraduate levels, exposing students to content and concepts typically found in those settings.

Using Discovery Maps as a Free-Choice Learning Process Can Enhance the Effectiveness of Environmental Education in a Botanical Garden

ERIC Educational Resources Information Center

Yang, Xi; Chen, Jin

2017-01-01

Botanical gardens (BGs) are important agencies that enhance human knowledge and attitude towards flora conservation. By following free-choice learning model, we developed a "Discovery map" and distributed the map to visitors at the Xishuangbanna Tropical Botanical Garden in Yunnan, China. Visitors, who did and did not receive discovery…

A Neurocomputational Account of Taxonomic Responding and Fast Mapping in Early Word Learning

ERIC Educational Resources Information Center

Mayor, Julien; Plunkett, Kim

2010-01-01

We present a neurocomputational model with self-organizing maps that accounts for the emergence of taxonomic responding and fast mapping in early word learning, as well as a rapid increase in the rate of acquisition of words observed in late infancy. The quality and efficiency of generalization of word-object associations is directly related to…

The Impact of Concept Mapping on the Process of Problem-Based Learning

ERIC Educational Resources Information Center

Zwaal, Wichard; Otting, Hans

2012-01-01

A concept map is a graphical tool to activate and elaborate on prior knowledge, to support problem solving, promote conceptual thinking and understanding, and to organize and memorize knowledge. The aim of this study is to determine if the use of concept mapping (CM) in a problem-based learning (PBL) curriculum enhances the PBL process. The paper…

Analyzing Interactions by an IIS-Map-Based Method in Face-to-Face Collaborative Learning: An Empirical Study

ERIC Educational Resources Information Center

Zheng, Lanqin; Yang, Kaicheng; Huang, Ronghuai

2012-01-01

This study proposes a new method named the IIS-map-based method for analyzing interactions in face-to-face collaborative learning settings. This analysis method is conducted in three steps: firstly, drawing an initial IIS-map according to collaborative tasks; secondly, coding and segmenting information flows into information items of IIS; thirdly,…

Empowering Students with Language Learning Strategies: A Critical Review of Current Issues

ERIC Educational Resources Information Center

Rivera-Mills, Susanna V.; Plonsky, Luke

2007-01-01

This article analyzes the body of research literature that has brought us to the state of our current knowledge regarding learning strategies in general and learning strategies Instruction as they relate to second language acquisition (SLA). Three categories are discussed: (1) types of learning strategies, (2) learning autonomy and strategy…

An effective self-assessment based on concept map extraction from test-sheet for personalized learning

NASA Astrophysics Data System (ADS)

Liew, Keng-Hou; Lin, Yu-Shih; Chang, Yi-Chun; Chu, Chih-Ping

2013-12-01

Examination is a traditional way to assess learners' learning status, progress and performance after a learning activity. Except the test grade, a test sheet hides some implicit information such as test concepts, their relationships, importance, and prerequisite. The implicit information can be extracted and constructed a concept map for considering (1) the test concepts covered in the same question means these test concepts have strong relationships, and (2) questions in the same test sheet means the test concepts are relative. Concept map has been successfully employed in many researches to help instructors and learners organize relationships among concepts. However, concept map construction depends on experts who need to take effort and time for the organization of the domain knowledge. In addition, the previous researches regarding to automatic concept map construction are limited to consider all learners of a class, which have not considered personalized learning. To cope with this problem, this paper proposes a new approach to automatically extract and construct concept map based on implicit information in a test sheet. Furthermore, the proposed approach also can help learner for self-assessment and self-diagnosis. Finally, an example is given to depict the effectiveness of proposed approach.

Adaptive strategies for cumulative cultural learning.

PubMed

Ehn, Micael; Laland, Kevin

2012-05-21

The demographic and ecological success of our species is frequently attributed to our capacity for cumulative culture. However, it is not yet known how humans combine social and asocial learning to generate effective strategies for learning in a cumulative cultural context. Here we explore how cumulative culture influences the relative merits of various pure and conditional learning strategies, including pure asocial and social learning, critical social learning, conditional social learning and individual refiner strategies. We replicate the Rogers' paradox in the cumulative setting. However, our analysis suggests that strategies that resolved Rogers' paradox in a non-cumulative setting may not necessarily evolve in a cumulative setting, thus different strategies will optimize cumulative and non-cumulative cultural learning. Copyright © 2012 Elsevier Ltd. All rights reserved.

Robot Competence Development by Constructive Learning

NASA Astrophysics Data System (ADS)

Meng, Q.; Lee, M. H.; Hinde, C. J.

This paper presents a constructive learning approach for developing sensor-motor mapping in autonomous systems. The system’s adaptation to environment changes is discussed and three methods are proposed to deal with long term and short term changes. The proposed constructive learning allows autonomous systems to develop network topology and adjust network parameters. The approach is supported by findings from psychology and neuroscience especially during infants cognitive development at early stages. A growing radial basis function network is introduced as a computational substrate for sensory-motor mapping learning. Experiments are conducted on a robot eye/hand coordination testbed and results show the incremental development of sensory-motor mapping and its adaptation to changes such as in tool-use.

Robot Competence Development by Constructive Learning

NASA Astrophysics Data System (ADS)

Meng, Q.; Lee, M. H.; Hinde, C. J.

This paper presents a constructive learning approach for developing sensor-motor mapping in autonomous systems. The system's adaptation to environment changes is discussed and three methods are proposed to deal with long term and short term changes. The proposed constructive learning allows autonomous systems to develop network topology and adjust network parameters. The approach is supported by findings from psychology and neuroscience especially during infants cognitive development at early stages. A growing radial basis function network is introduced as a computational substrate for sensory-motor mapping learning. Experiments are conducted on a robot eye/hand coordination testbed and results show the incremental development of sensory-motor mapping and its adaptation to changes such as in tool-use.

The Learning Environment Counts: Longitudinal Qualitative Analysis of Study Strategies Adopted by First-Year Medical Students in a Competency-Based Educational Program.

PubMed

Bierer, S Beth; Dannefer, Elaine F

2016-11-01

The move toward competency-based education will require medical schools and postgraduate training programs to restructure learning environments to motivate trainees to take personal ownership for learning. This qualitative study explores how medical students select and implement study strategies while enrolled in a unique, nontraditional program that emphasizes reflection on performance and competence rather than relying on high-stakes examinations or grades to motivate students to learn and excel. Fourteen first-year medical students volunteered to participate in three, 45-minute interviews (42 overall) scheduled three months apart during 2013-2014. Two medical educators used structured interview guides to solicit students' previous assessment experiences, preferred learning strategies, and performance monitoring processes. Interviews were digitally recorded and transcribed verbatim. Participants confirmed accuracy of transcripts. Researchers independently read transcripts and met regularly to discuss transcripts and judge when themes achieved saturation. Medical students can adopt an assessment for learning mind-set with faculty guidance and implement appropriate study strategies for mastery-learning demands. Though students developed new strategies at different rates during the year, they all eventually identified study and performance monitoring strategies to meet learning needs. Students who had diverse learning experiences in college embraced mastery-based study strategies sooner than peers after recognizing that the learning environment did not reward performance-based strategies. Medical students can take ownership for their learning and implement specific strategies to regulate behavior when learning environments contain building blocks emphasized in self-determination theory. Findings should generalize to educational programs seeking strategies to design learning environments that promote self-regulated learning.

Recent developments in machine learning applications in landslide susceptibility mapping

NASA Astrophysics Data System (ADS)

Lun, Na Kai; Liew, Mohd Shahir; Matori, Abdul Nasir; Zawawi, Noor Amila Wan Abdullah

2017-11-01

While the prediction of spatial distribution of potential landslide occurrences is a primary interest in landslide hazard mitigation, it remains a challenging task. To overcome the scarceness of complete, sufficiently detailed geomorphological attributes and environmental conditions, various machine-learning techniques are increasingly applied to effectively map landslide susceptibility for large regions. Nevertheless, limited review papers are devoted to this field, particularly on the various domain specific applications of machine learning techniques. Available literature often report relatively good predictive performance, however, papers discussing the limitations of each approaches are quite uncommon. The foremost aim of this paper is to narrow these gaps in literature and to review up-to-date machine learning and ensemble learning techniques applied in landslide susceptibility mapping. It provides new readers an introductory understanding on the subject matter and researchers a contemporary review of machine learning advancements alongside the future direction of these techniques in the landslide mitigation field.

Neural priming in human frontal cortex: multiple forms of learning reduce demands on the prefrontal executive system.

PubMed

Race, Elizabeth A; Shanker, Shanti; Wagner, Anthony D

2009-09-01

Past experience is hypothesized to reduce computational demands in PFC by providing bottom-up predictive information that informs subsequent stimulus-action mapping. The present fMRI study measured cortical activity reductions ("neural priming"/"repetition suppression") during repeated stimulus classification to investigate the mechanisms through which learning from the past decreases demands on the prefrontal executive system. Manipulation of learning at three levels of representation-stimulus, decision, and response-revealed dissociable neural priming effects in distinct frontotemporal regions, supporting a multiprocess model of neural priming. Critically, three distinct patterns of neural priming were identified in lateral frontal cortex, indicating that frontal computational demands are reduced by three forms of learning: (a) cortical tuning of stimulus-specific representations, (b) retrieval of learned stimulus-decision mappings, and (c) retrieval of learned stimulus-response mappings. The topographic distribution of these neural priming effects suggests a rostrocaudal organization of executive function in lateral frontal cortex.

A Task-Based Language Teaching Approach to Developing Metacognitive Strategies for Listening Comprehension

ERIC Educational Resources Information Center

Chou, Mu-Hsuan

2017-01-01

In second (L2) or foreign language (FL) learning, learning strategies help learners perform tasks, solve specific problems, and compensate for learning deficits. Of the strategy types, metacognitive strategies manage and regulate the construction of L2 or FL knowledge. Although learning strategies are frequently taught via teacher demonstration,…

Empowering Students with Word-Learning Strategies: Teach a Child to Fish

ERIC Educational Resources Information Center

Graves, Michael F.; Schneider, Steven; Ringstaff, Cathy

2018-01-01

This article on word-learning strategies describes a theory- and research-based set of procedures for teaching students to use word-learning strategies--word parts, context clues, the dictionary, and a combined strategy--to infer the meanings of unknown words. The article begins with a rationale for teaching word-learning strategies, particularly…

A Pragmatic Approach to Guide Implementation Evaluation Research: Strategy Mapping for Complex Interventions.

PubMed

Huynh, Alexis K; Hamilton, Alison B; Farmer, Melissa M; Bean-Mayberry, Bevanne; Stirman, Shannon Wiltsey; Moin, Tannaz; Finley, Erin P

2018-01-01

Greater specification of implementation strategies is a challenge for implementation science, but there is little guidance for delineating the use of multiple strategies involved in complex interventions. The Cardiovascular (CV) Toolkit project entails implementation of a toolkit designed to reduce CV risk by increasing women's engagement in appropriate services. The CV Toolkit project follows an enhanced version of Replicating Effective Programs (REP), an evidence-based implementation strategy, to implement the CV Toolkit across four phases: pre-conditions, pre-implementation, implementation, and maintenance and evolution. Our current objective is to describe a method for mapping implementation strategies used in real time as part of the CV Toolkit project. This method supports description of the timing and content of bundled strategies and provides a structured process for developing a plan for implementation evaluation. We conducted a process of strategy mapping to apply Proctor and colleagues' rubric for specification of implementation strategies, constructing a matrix in which we identified each implementation strategy, its conceptual group, and the corresponding REP phase(s) in which it occurs. For each strategy, we also specified the actors involved, actions undertaken, action targets, dose of the implementation strategy, and anticipated outcome addressed. We iteratively refined the matrix with the implementation team, including use of simulation to provide initial validation. Mapping revealed patterns in the timing of implementation strategies within REP phases. Most implementation strategies involving the development of stakeholder interrelationships and training and educating stakeholders were introduced during the pre-conditions or pre-implementation phases. Strategies introduced in the maintenance and evolution phase emphasized communication, re-examination, and audit and feedback. In addition to its value for producing valid and reliable process evaluation data, mapping implementation strategies has informed development of a pragmatic blueprint for implementation and longitudinal analyses and evaluation activities. We update recent recommendations on specification of implementation strategies by considering the implications for multi-strategy frameworks and propose an approach for mapping the use of implementation strategies within complex, multi-level interventions, in support of rigorous evaluation. Developing pragmatic tools to aid in operationalizing the conduct of implementation and evaluation activities is essential to enacting sound implementation research.

Hippocampal synapsin I, growth-associated protein-43, and microtubule-associated protein-2 immunoreactivity in learned helplessness rats and antidepressant-treated rats.

PubMed

Iwata, M; Shirayama, Y; Ishida, H; Kawahara, R

2006-09-01

Learned helplessness rats are thought to be an animal model of depression. To study the role of synapse plasticity in depression, we examined the effects of learned helplessness and antidepressant treatments on synapsin I (a marker of presynaptic terminals), growth-associated protein-43 (GAP-43; a marker of growth cones), and microtubule-associated protein-2 (MAP-2; a marker of dendrites) in the hippocampus by immunolabeling. (1) Learned helplessness rats showed significant increases in the expression of synapsin I two days after the attainment of learned helplessness, and significant decreases in the protein expression eight days after the achievement of learned helplessness. Subchronic treatment of naïve rats with imipramine or fluvoxamine significantly decreased the expression of synapsin I. (2) Learned helplessness increased the expression of GAP-43 two days and eight days after learned helplessness training. Subchronic treatment of naïve rats with fluvoxamine but not imipramine showed a tendency to decrease the expression of synapsin I. (3) Learned helplessness rats showed increased expression of MAP-2 eight days after the attainment of learned helplessness. Naïve rats subchronically treated with imipramine showed a tendency toward increased expression of MAP-2, but those treated with fluvoxamine did not. These results indicate that the neuroplasticity-related proteins synapsin I, GAP-43, and MAP-2 may play a role in the pathophysiology of depression and the mechanisms of antidepressants.

Engaging Non-Science Majors Through Citizen Science Projects In Inquiry-Based Introductory Geoscience Laboratory Courses

NASA Astrophysics Data System (ADS)

Humphreys, R. R.; Hall, C.; Colgan, M. W.; Rhodes, E.

2010-12-01

Although inquiry-based/problem-based methods have been successfully incorporated in undergraduate lecture classes, a survey of commonly used laboratory manuals indicates that few non-major geoscience laboratory classes use these strategies. The Department of Geology and Environmental Geosciences faculty members have developed a successful introductory Environmental Geology Laboratory course for undergraduate non-majors that challenges traditional teaching methodology as illustrated in most laboratory manuals. The Environmental Geology lab activities employ active learning methods to engage and challenge students. Crucial to establishing an open learning environment is capturing the attention of non-science majors from the moment they enter the classroom. We use catastrophic ‘gloom and doom’ current events to pique the imagination with images, news stories, and videos. Once our students are hooked, we can further the learning process with use of other teaching methods: an inquiry-based approach that requires students take control of their own learning, a cooperative learning approach that requires the participation of all team members in peer learning, and a problem/case study learning approach that primarily relies on activities distilled from current events. The final outcome is focused on creating innovative methods to communicate the findings to the general public. With the general public being the audience for their communiqué, students are less intimated, more focused, and more involved in solving the problem. During lab sessions, teams of students actively engage in mastering course content and develop essential communication skills while exploring real-world scenarios. These activities allow students to use scientific reasoning and concepts to develop solutions for scenarios such as volcanic eruptions, coastal erosion/sea level rise, flooding or landslide hazards, and then creatively communicate their solutions to the public. For example, during a two-week section on Earthquakes, teams study the effects of seismic motion on sediments underlying the Charleston, South Carolina region. Students discover areas where the greatest damage occurred during the 1886 earthquake via a walking tour of Charleston. Extracting information from historical and topographic maps, and aerial and satellite imagery provides students with the necessary information to produce an earthquake hazard map of the area. Applying the creativity and knowledge base of the multidisciplinary students generates a startling array of innovative methods for communicating their results: brochures, storybooks, computer-animated hazard maps, Facebook pages, YouTube videos - even Virtual Reality avatars! When allowed to use their imaginations and resourcefulness, these students have no bounds! Not only does the application of inquiry-based problem solving methodology in conjunction with cooperative learning enhance comprehension of the material, but by allowing undergraduate students to develop methods of communicating their knowledge to the public through an interesting variety of medium, students remain focused, engaged, and even excited about learning science that otherwise intimidated them.

Visualizing complex processes using a cognitive-mapping tool to support the learning of clinical reasoning.

PubMed

Wu, Bian; Wang, Minhong; Grotzer, Tina A; Liu, Jun; Johnson, Janice M

2016-08-22

Practical experience with clinical cases has played an important role in supporting the learning of clinical reasoning. However, learning through practical experience involves complex processes difficult to be captured by students. This study aimed to examine the effects of a computer-based cognitive-mapping approach that helps students to externalize the reasoning process and the knowledge underlying the reasoning process when they work with clinical cases. A comparison between the cognitive-mapping approach and the verbal-text approach was made by analyzing their effects on learning outcomes. Fifty-two third-year or higher students from two medical schools participated in the study. Students in the experimental group used the computer-base cognitive-mapping approach, while the control group used the verbal-text approach, to make sense of their thinking and actions when they worked with four simulated cases over 4 weeks. For each case, students in both groups reported their reasoning process (involving data capture, hypotheses formulation, and reasoning with justifications) and the underlying knowledge (involving identified concepts and the relationships between the concepts) using the given approach. The learning products (cognitive maps or verbal text) revealed that students in the cognitive-mapping group outperformed those in the verbal-text group in the reasoning process, but not in making sense of the knowledge underlying the reasoning process. No significant differences were found in a knowledge posttest between the two groups. The computer-based cognitive-mapping approach has shown a promising advantage over the verbal-text approach in improving students' reasoning performance. Further studies are needed to examine the effects of the cognitive-mapping approach in improving the construction of subject-matter knowledge on the basis of practical experience.

The Use of Vocabulary Learning Strategies in Teaching Turkish as a Second Language

ERIC Educational Resources Information Center

Baskin, Sami; Iscan, Adem; Karagoz, Beytullah; Birol, Gülnur

2017-01-01

Vocabulary learning is the basis of the language learning process in teaching Turkish as a second language. Vocabulary learning strategies need to be used in order for vocabulary learning to take place effectively. The use of vocabulary learning strategies facilitates vocabulary learning and increases student achievement. Each student uses a…

Language Learning Strategies Used by Distance Learners of English: A Study with a Group of Turkish Distance Learners of EFL

ERIC Educational Resources Information Center

Altunay, Dilek

2014-01-01

Use of language learning strategies is important for language learning. Some researchers state that language learning strategies are important because their use affects the development of communicative competence (Lessard-Clouston, 1997 & Oxford, 1990). Effective use of language learning strategies has particular importance for distance…

Speech processing using maximum likelihood continuity mapping

DOEpatents

Hogden, John E.

2000-01-01

Speech processing is obtained that, given a probabilistic mapping between static speech sounds and pseudo-articulator positions, allows sequences of speech sounds to be mapped to smooth sequences of pseudo-articulator positions. In addition, a method for learning a probabilistic mapping between static speech sounds and pseudo-articulator position is described. The method for learning the mapping between static speech sounds and pseudo-articulator position uses a set of training data composed only of speech sounds. The said speech processing can be applied to various speech analysis tasks, including speech recognition, speaker recognition, speech coding, speech synthesis, and voice mimicry.

Speech processing using maximum likelihood continuity mapping

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

Hogden, J.E.

Speech processing is obtained that, given a probabilistic mapping between static speech sounds and pseudo-articulator positions, allows sequences of speech sounds to be mapped to smooth sequences of pseudo-articulator positions. In addition, a method for learning a probabilistic mapping between static speech sounds and pseudo-articulator position is described. The method for learning the mapping between static speech sounds and pseudo-articulator position uses a set of training data composed only of speech sounds. The said speech processing can be applied to various speech analysis tasks, including speech recognition, speaker recognition, speech coding, speech synthesis, and voice mimicry.

Introductory geology for elementary education majors utilizing a constructivist approach

USGS Publications Warehouse

Brown, L.M.; Kelso, P.R.; Rexroad, C.B.

2001-01-01

"Field Excursions in Earth Science" is designed as a non-prerequisite field-based course for elementary education majors. Classic Canadian Shield and Michigan Basin outcrops and Quaternary features are used to teach those Earth science objectives considered most important for K-8 teachers by the Michigan State Board of Education and by others. We integrated these objectives into five conceptual pathways rather than presenting them as discrete pieces of information. A variety of teaching techniques based on constructivist educational theory are employed, so that pre-service teachers experience active-learning strategies in the context of how science is practiced. Our learning strategies address the cognitive and affective domains and utilize personal experiences in conjunction with pre- and post-experience organizers to allow students to develop individual meanings. We place emphasis on observations and concepts and we encourage students to explain their understanding of concepts verbally and in a variety of written formats. Activities address spatial concepts and map reading; mineral, rock, and fossil identification; formation of rocks; surficial processes and landform development; structural deformation and plate tectonics; and environmental issues. Students keep field notes and have daily projects. They address the pedagogical structure of the course in a daily diary.

The Utility of Concept Maps to Facilitate Higher-Level Learning in a Large Classroom Setting

PubMed Central

Carr-Lopez, Sian M.; Vyas, Deepti; Patel, Rajul A.; Gnesa, Eric H.

2014-01-01

Objective. To describe the utility of concept mapping in a cardiovascular therapeutics course within a large classroom setting. Design. Students enrolled in a cardiovascular care therapeutics course completed concept maps for each major chronic cardiovascular condition. A grading rubric was used to facilitate peer-assessment of the concept map. Assessment. Students were administered a survey at the end of the course assessing their perceptions on the usefulness of the concept maps during the course and also during APPEs to assess utility beyond the course. Question item analyses were conducted on cumulative final examinations comparing student performance on concept-mapped topics compared to nonconcept-mapped topics. Conclusion. Concept maps help to facilitate meaningful learning within the course and the majority of students utilized them beyond the course. PMID:26056408

[Teaching practices and learning strategies in health careers].

PubMed

Carrasco Z, Constanza; Pérez V, Cristhian; Torres A, Graciela; Fasce H, Eduardo

2016-09-01

Medical Education, according to the constructivist education paradigm, puts students as the protagonists of the teaching and learning process. It demands changes in the practice of teaching. However, it is unclear whether this new model is coherent with the teachers’ ways to cope with learning. To analyze the relationship between teaching practices and learning strategies among teachers of health careers in Chilean universities. The Teaching Practices Questionnaire and Learning Strategies Inventory of Schmeck were applied to 200 teachers aged 24 to 72 years (64% females). Teachers use different types of teaching practices. They commonly use deep and elaborative learning strategies. A multiple regression analysis showed that learning strategies had a 13% predictive value to identify student-centered teaching, but they failed to predict teacher-centered teaching. Teaching practices and learning strategies of teachers are related. Teachers frequently select constructivist model strategies, using different teaching practices in their work.

When the learning environment is suboptimal: exploring medical students' perceptions of "mistreatment".

PubMed

Gan, Runye; Snell, Linda

2014-04-01

Despite widespread implementation of policies to address mistreatment, high rates of mistreatment during clinical training are reported, prompting the question of whether "mistreatment" means more to students than delineated in official codes of conduct. Understanding "mistreatment" from students' perspective and as it relates to the learning environment is needed before effective interventions can be implemented. The authors conducted focus groups with final-year medical students at McGill University Faculty of Medicine in 2012. Participants were asked to characterize "suboptimal learning experience" and "mistreatment." Transcripts were analyzed via inductive thematic analysis. Forty-one of 174 eligible students participated in six focus groups. Students described "mistreatment" as lack of respect or attack directed toward the person, and "suboptimal learning experience" as that which compromised their learning. Differing perceptions emerged as students debated whether "mistreatment" can be applied to negative learning environments as well as isolated incidents of mistreatment even though some experiences fell outside of the "official" label as per institutional policies. Whether students perceived "mistreatment" versus a "suboptimal learning experience" in negative environments appeared to be influenced by several key factors. A concept map integrating these ideas is presented. How students perceived negative situations during training appears to be a complex process. When medical students say "mistreatment," they may be referring to a spectrum, with incident-based mistreatment on one end and learning-environment-based mistreatment on the other. Multiple factors influenced how students perceived an environment-based negative situation and may provide strategies to improving the learning environment.

Metacognition and Successful Learning Strategies in Higher Education

ERIC Educational Resources Information Center

Railean, Elena, Ed.; Alev Elçi, Ed.; Elçi, Atilla, Ed.

2017-01-01

Metacognition plays an important role in numerous aspects of higher educational learning strategies. When properly integrated in the educational system, schools are better equipped to build more efficient and successful learning strategies for students in higher education. "Metacognition and Successful Learning Strategies in Higher…

Learning Strategy Preference and Personality Type: Are They Related?

ERIC Educational Resources Information Center

Conti, Gary J.; McNeil, Rita C.

2011-01-01

This study investigated the relationship of learning strategy preference to personality type. Learning strategy preference was identified with the "A"ssessing "T"he "L"earning Strategies of "A"dult"S" (ATLAS), and personality type was measured with the Myers-Briggs Type Indicator (MBTI). The…

A Critical Review of Concept Mapping Research Literature: Informing Teaching and Learning Practices in GED Preparation Programs

ERIC Educational Resources Information Center

Martin, Larry G.; Martin, Fatima A.; Southworth, Erica

2015-01-01

Concept maps (Cmaps) are still underutilized in adult literacy programs and classes. The teaching and learning approaches that have been used historically in adult literacy programs to address the learning needs of these students have not kept pace with the literacy skill demands that have sprung from the increased pace of technological…

The Effects of Mind Mapping with Cooperative Learning on Programming Performance, Problem Solving Skill and Metacognitive Knowledge among Computer Science Students

ERIC Educational Resources Information Center

Ismail, Mohd Nasir; Ngah, Nor Azilah; Umar, Irfan Naufal

2010-01-01

The purpose of the study is to investigate the effects of mind mapping with cooperative learning (MMCL) and cooperative learning (CL) on: (a) programming performance; (b) problem solving skill; and (c) metacognitive knowledge among computer science students in Malaysia. The moderating variable is the students' logical thinking level with two…

Use of Concept Mapping To Integrate the Different Perspectives of Designers and Other Stakeholders in the Development of E-Learning Materials.

ERIC Educational Resources Information Center

Hughes, Gwyneth; Hay, David

2001-01-01

Discussion of multidisciplinary teams and stakeholders involved in the production of electronic learning materials focuses on a constructivist methodology for course design. Explains concept mapping that provided the basis for an electronic learning development project at the University of Surrey (United Kingdom) and includes examples of concept…

Developing Algebra Structure Module and Model of Cooperative Learning Helping Concept Map Media for Improving Proofing Ability

ERIC Educational Resources Information Center

Syafari

2017-01-01

This research was purposed to develop module and learning model and instrument of proofing ability in algebra structure through cooperative learning with helping map concept media for students of mathematic major and mathematics education in State University and Private University in North Sumatra province. The subject of this research was the…

Stable Atlas-based Mapped Prior (STAMP) machine-learning segmentation for multicenter large-scale MRI data.

PubMed

Kim, Eun Young; Magnotta, Vincent A; Liu, Dawei; Johnson, Hans J

2014-09-01

Machine learning (ML)-based segmentation methods are a common technique in the medical image processing field. In spite of numerous research groups that have investigated ML-based segmentation frameworks, there remains unanswered aspects of performance variability for the choice of two key components: ML algorithm and intensity normalization. This investigation reveals that the choice of those elements plays a major part in determining segmentation accuracy and generalizability. The approach we have used in this study aims to evaluate relative benefits of the two elements within a subcortical MRI segmentation framework. Experiments were conducted to contrast eight machine-learning algorithm configurations and 11 normalization strategies for our brain MR segmentation framework. For the intensity normalization, a Stable Atlas-based Mapped Prior (STAMP) was utilized to take better account of contrast along boundaries of structures. Comparing eight machine learning algorithms on down-sampled segmentation MR data, it was obvious that a significant improvement was obtained using ensemble-based ML algorithms (i.e., random forest) or ANN algorithms. Further investigation between these two algorithms also revealed that the random forest results provided exceptionally good agreement with manual delineations by experts. Additional experiments showed that the effect of STAMP-based intensity normalization also improved the robustness of segmentation for multicenter data sets. The constructed framework obtained good multicenter reliability and was successfully applied on a large multicenter MR data set (n>3000). Less than 10% of automated segmentations were recommended for minimal expert intervention. These results demonstrate the feasibility of using the ML-based segmentation tools for processing large amount of multicenter MR images. We demonstrated dramatically different result profiles in segmentation accuracy according to the choice of ML algorithm and intensity normalization chosen. Copyright © 2014 Elsevier Inc. All rights reserved.

Contrast Enhancement without Transient Map Expansion for Species-Specific Vocalizations in Core Auditory Cortex during Learning.

PubMed

Shepard, Kathryn N; Chong, Kelly K; Liu, Robert C

2016-01-01

Tonotopic map plasticity in the adult auditory cortex (AC) is a well established and oft-cited measure of auditory associative learning in classical conditioning paradigms. However, its necessity as an enduring memory trace has been debated, especially given a recent finding that the areal expansion of core AC tuned to a newly relevant frequency range may arise only transiently to support auditory learning. This has been reinforced by an ethological paradigm showing that map expansion is not observed for ultrasonic vocalizations (USVs) or for ultrasound frequencies in postweaning dams for whom USVs emitted by pups acquire behavioral relevance. However, whether transient expansion occurs during maternal experience is not known, and could help to reveal the generality of cortical map expansion as a correlate for auditory learning. We thus mapped the auditory cortices of maternal mice at postnatal time points surrounding the peak in pup USV emission, but found no evidence of frequency map expansion for the behaviorally relevant high ultrasound range in AC. Instead, regions tuned to low frequencies outside of the ultrasound range show progressively greater suppression of activity in response to the playback of ultrasounds or pup USVs for maternally experienced animals assessed at their pups' postnatal day 9 (P9) to P10, or postweaning. This provides new evidence for a lateral-band suppression mechanism elicited by behaviorally meaningful USVs, likely enhancing their population-level signal-to-noise ratio. These results demonstrate that tonotopic map enlargement has limits as a construct for conceptualizing how experience leaves neural memory traces within sensory cortex in the context of ethological auditory learning.

The Effects of Program Embedded Learning Strategies, Using an Imagery Cue Strategy and an Attention Directing Strategy, to Improve Learning from Micro Computer Based Instruction (MCBI).

ERIC Educational Resources Information Center

Taylor, William; And Others

The effects of the Attention Directing Strategy and Imagery Cue Strategy as program embedded learning strategies for microcomputer-based instruction (MCBI) were examined in this study. Eight learning conditions with identical instructional content on the parts and operation of the human heart were designed: either self-paced or externally-paced,…

Route Repetition and Route Reversal: Effects of Age and Encoding Method

PubMed Central

Allison, Samantha; Head, Denise

2017-01-01

Previous research indicates age-related impairments in learning routes from a start location to a target destination. There is less research on age effects on the ability to reverse a learned path. The method used to learn routes may also influence performance. This study examined how encoding methods influence the ability of younger and older adults to recreate a route in a virtual reality environment in forward and reverse directions. Younger (n=50) and older (n=50) adults learned a route by either self-navigation through the virtual environment or through studying a map. At test, participants recreated the route in the forward and reverse directions. Older adults in the map study condition had greater difficulty learning the route in the forward direction compared to younger adults. Older adults who learned the route by self-navigation were less accurate in traversing the route in the reverse compared to forward direction after a delay. In contrast, for older adults who learned via map study there were no significant differences between forward and reverse directions. Results suggest that older adults may not as readily develop and retain a sufficiently flexible representation of the environment during self-navigation to support accurate route reversal. Thus, initially learning a route from a map may be more difficult for older adults, but may ultimately be beneficial in terms of better supporting the ability to return to a start location. PMID:28504535

Immediate response strategy and shift to place strategy in submerged T-maze.

PubMed

Asem, Judith S A; Holland, Peter C

2013-12-01

A considerable amount of research has demonstrated that animals can use different strategies when learning about, and navigating within, their environment. Since the influential research of Packard and McGaugh (1996), it has been widely accepted that, early in learning, rats use a flexible dorsal hippocampal-dependent place strategy. As learning progresses, they switch to a less effortful and more automatic dorsolateral caudate-dependent response strategy. However, supporting literature is dominated by the use of appetitively motivated tasks, using food reward. Because motivation often plays a crucial role in guiding learning, memory, and behavior, we examined spatial learning strategies of rats in an escape-motivated submerged T-maze. In Experiment 1, we observed rapid learning and the opposite pattern as that reported in appetitively motivated tasks. Rats exhibited a response strategy early in learning before switching to a place strategy, which persisted over extensive training. In Experiment 2, we replicated Packard and McGaugh's (1996) observations, using the apparatus and procedures as in Experiment 1, but with food reward instead of water escape. Mechanisms for, and implications of, this motivational modulation of spatial learning strategy are considered.

Spatial learning and memory is preserved in rats after early development in a microgravity environment.

PubMed

Temple, Meredith D; Kosik, Kenneth S; Steward, Oswald

2002-09-01

This study evaluated the cognitive mapping abilities of rats that spent part of their early development in a microgravity environment. Litters of male and female Sprague-Dawley rat pups were launched into space aboard the National Aeronautics and Space Administration space shuttle Columbia on postnatal day 8 or 14 and remained in space for 16 days. These animals were designated as FLT groups. Two age-matched control groups remained on Earth: those in standard vivarium housing (VIV) and those in housing identical to that aboard the shuttle (AGC). On return to Earth, animals were tested in three different tasks that measure spatial learning ability, the Morris water maze (MWM), and a modified version of the radial arm maze (RAM). Animals were also tested in an open field apparatus to measure general activity and exploratory activity. Performance and search strategies were evaluated in each of these tasks using an automated tracking system. Despite the dramatic differences in early experience, there were remarkably few differences between the FLT groups and their Earth-bound controls in these tasks. FLT animals learned the MWM and RAM as quickly as did controls. Evaluation of search patterns suggested subtle differences in patterns of exploration and in the strategies used to solve the tasks during the first few days of testing, but these differences normalized rapidly. Together, these data suggest that development in an environment without gravity has minimal long-term impact on spatial learning and memory abilities. Any differences due to development in microgravity are quickly reversed after return to earth normal gravity.

Spatial learning and memory is preserved in rats after early development in a microgravity environment

NASA Technical Reports Server (NTRS)

Temple, Meredith D.; Kosik, Kenneth S.; Steward, Oswald

2002-01-01

This study evaluated the cognitive mapping abilities of rats that spent part of their early development in a microgravity environment. Litters of male and female Sprague-Dawley rat pups were launched into space aboard the National Aeronautics and Space Administration space shuttle Columbia on postnatal day 8 or 14 and remained in space for 16 days. These animals were designated as FLT groups. Two age-matched control groups remained on Earth: those in standard vivarium housing (VIV) and those in housing identical to that aboard the shuttle (AGC). On return to Earth, animals were tested in three different tasks that measure spatial learning ability, the Morris water maze (MWM), and a modified version of the radial arm maze (RAM). Animals were also tested in an open field apparatus to measure general activity and exploratory activity. Performance and search strategies were evaluated in each of these tasks using an automated tracking system. Despite the dramatic differences in early experience, there were remarkably few differences between the FLT groups and their Earth-bound controls in these tasks. FLT animals learned the MWM and RAM as quickly as did controls. Evaluation of search patterns suggested subtle differences in patterns of exploration and in the strategies used to solve the tasks during the first few days of testing, but these differences normalized rapidly. Together, these data suggest that development in an environment without gravity has minimal long-term impact on spatial learning and memory abilities. Any differences due to development in microgravity are quickly reversed after return to earth normal gravity.

A Physics-Based Deep Learning Approach to Shadow Invariant Representations of Hyperspectral Images.

PubMed

Windrim, Lloyd; Ramakrishnan, Rishi; Melkumyan, Arman; Murphy, Richard J

2018-02-01

This paper proposes the Relit Spectral Angle-Stacked Autoencoder, a novel unsupervised feature learning approach for mapping pixel reflectances to illumination invariant encodings. This work extends the Spectral Angle-Stacked Autoencoder so that it can learn a shadow-invariant mapping. The method is inspired by a deep learning technique, Denoising Autoencoders, with the incorporation of a physics-based model for illumination such that the algorithm learns a shadow invariant mapping without the need for any labelled training data, additional sensors, a priori knowledge of the scene or the assumption of Planckian illumination. The method is evaluated using datasets captured from several different cameras, with experiments to demonstrate the illumination invariance of the features and how they can be used practically to improve the performance of high-level perception algorithms that operate on images acquired outdoors.

Behaviorism, Latent Learning, and Cognitive Maps: Needed Revisions in Introductory Psychology Textbooks

PubMed Central

Jensen, Robert

2006-01-01

This paper critically assesses the scholarship in introductory psychology textbooks in relation to the topic of latent learning. A review of the treatment of latent learning in 48 introductory psychology textbooks published between 1948 and 2004, with 21 of these texts published since 1999, reveals that the scholarship on the topic of latent learning demonstrated in introductory textbooks warrants improvement. Errors that persist in textbooks include the assertion that the latent learning experiments demonstrate unequivocally that reinforcement was not necessary for learning to occur, that behavioral theories could not account for the results of the latent learning experiments, that B. F. Skinner was an S-R association behaviorist who argued that reinforcement is necessary for learning to occur, and that because behavioral theories (including that of B. F. Skinner) were unable explain the results of the latent learning experiments the cognitive map invoked by Edward Tolman is the only explanation for latent learning. Finally, the validity of the cognitive map is typically accepted without question. Implications of the presence of these errors for students and the discipline are considered. Lastly, remedies are offered to improve the scholarship found in introductory psychology textbooks. PMID:22478463

Integrating Terrain Maps Into a Reactive Navigation Strategy

NASA Technical Reports Server (NTRS)

Howard, Ayanna; Werger, Barry; Seraji, Homayoun

2006-01-01

An improved method of processing information for autonomous navigation of a robotic vehicle across rough terrain involves the integration of terrain maps into a reactive navigation strategy. Somewhat more precisely, the method involves the incorporation, into navigation logic, of data equivalent to regional traversability maps. The terrain characteristic is mapped using a fuzzy-logic representation of the difficulty of traversing the terrain. The method is robust in that it integrates a global path-planning strategy with sensor-based regional and local navigation strategies to ensure a high probability of success in reaching a destination and avoiding obstacles along the way. The sensor-based strategies use cameras aboard the vehicle to observe the regional terrain, defined as the area of the terrain that covers the immediate vicinity near the vehicle to a specified distance a few meters away.

Language Learning Strategies and Its Training Model

ERIC Educational Resources Information Center

Liu, Jing

2010-01-01

This paper summarizes and reviews the literature regarding language learning strategies and it's training model, pointing out the significance of language learning strategies to EFL learners and an applicable and effective language learning strategies training model, which is beneficial both to EFL learners and instructors, is badly needed.

A Study of the Role of Rote Learning in Vocabulary Learning Strategies of Burmese Students

ERIC Educational Resources Information Center

Sinhaneti, Kantatip; Kyaw, Ei Kalayar

2012-01-01

This study was conducted to investigate the role of RL (rote learning) in VLSs (vocabulary learning strategies) of Burmese EFL (English as a foreign language) students. The research addresses the need of the concrete understanding of the role of RL strategy in vocabulary learning as well as Burmese EFL learners' perspectives on RL strategy among…

Successful Transfer of a Motor Learning Strategy to a Novel Sport.

PubMed

Kearney, Philip E; Judge, Phil

2017-10-01

This study investigated whether secondary school students who were taught a motor learning strategy could transfer their knowledge of the strategy to learning a novel task. Twenty adolescents were randomly allocated to a strategy or control group. The strategy group was taught Singer's five-step learning strategy, while the control group received information on the evolution and biomechanics of the basketball free throw. Both groups received three 1-hour practice sessions on a modified basketball shooting task. After one month, participants were introduced to the transfer task, golf putting. Performance accuracy was recorded for all tasks, and participants completed questionnaires regarding strategy use during practice. Participants taught the five-step learning strategy successfully recalled and applied it after a 1-month interval, and they demonstrated superior performance on both acquisition and transfer tasks, relative to the control group. Physical education teachers and coaches should consider using this learning strategy to enhance the learning of closed motor skills.

The GAAIN Entity Mapper: An Active-Learning System for Medical Data Mapping.

PubMed

Ashish, Naveen; Dewan, Peehoo; Toga, Arthur W

2015-01-01

This work is focused on mapping biomedical datasets to a common representation, as an integral part of data harmonization for integrated biomedical data access and sharing. We present GEM, an intelligent software assistant for automated data mapping across different datasets or from a dataset to a common data model. The GEM system automates data mapping by providing precise suggestions for data element mappings. It leverages the detailed metadata about elements in associated dataset documentation such as data dictionaries that are typically available with biomedical datasets. It employs unsupervised text mining techniques to determine similarity between data elements and also employs machine-learning classifiers to identify element matches. It further provides an active-learning capability where the process of training the GEM system is optimized. Our experimental evaluations show that the GEM system provides highly accurate data mappings (over 90% accuracy) for real datasets of thousands of data elements each, in the Alzheimer's disease research domain. Further, the effort in training the system for new datasets is also optimized. We are currently employing the GEM system to map Alzheimer's disease datasets from around the globe into a common representation, as part of a global Alzheimer's disease integrated data sharing and analysis network called GAAIN. GEM achieves significantly higher data mapping accuracy for biomedical datasets compared to other state-of-the-art tools for database schema matching that have similar functionality. With the use of active-learning capabilities, the user effort in training the system is minimal.

The GAAIN Entity Mapper: An Active-Learning System for Medical Data Mapping

PubMed Central

Ashish, Naveen; Dewan, Peehoo; Toga, Arthur W.

2016-01-01

This work is focused on mapping biomedical datasets to a common representation, as an integral part of data harmonization for integrated biomedical data access and sharing. We present GEM, an intelligent software assistant for automated data mapping across different datasets or from a dataset to a common data model. The GEM system automates data mapping by providing precise suggestions for data element mappings. It leverages the detailed metadata about elements in associated dataset documentation such as data dictionaries that are typically available with biomedical datasets. It employs unsupervised text mining techniques to determine similarity between data elements and also employs machine-learning classifiers to identify element matches. It further provides an active-learning capability where the process of training the GEM system is optimized. Our experimental evaluations show that the GEM system provides highly accurate data mappings (over 90% accuracy) for real datasets of thousands of data elements each, in the Alzheimer's disease research domain. Further, the effort in training the system for new datasets is also optimized. We are currently employing the GEM system to map Alzheimer's disease datasets from around the globe into a common representation, as part of a global Alzheimer's disease integrated data sharing and analysis network called GAAIN1. GEM achieves significantly higher data mapping accuracy for biomedical datasets compared to other state-of-the-art tools for database schema matching that have similar functionality. With the use of active-learning capabilities, the user effort in training the system is minimal. PMID:26793094

Physics faculty beliefs and values about the teaching and learning of problem solving. II. Procedures for measurement and analysis

NASA Astrophysics Data System (ADS)

Henderson, Charles; Yerushalmi, Edit; Kuo, Vince H.; Heller, Kenneth; Heller, Patricia

2007-12-01

To identify and describe the basis upon which instructors make curricular and pedagogical decisions, we have developed an artifact-based interview and an analysis technique based on multilayered concept maps. The policy capturing technique used in the interview asks instructors to make judgments about concrete instructional artifacts similar to those they likely encounter in their teaching environment. The analysis procedure alternatively employs both an a priori systems view analysis and an emergent categorization to construct a multilayered concept map, which is a hierarchically arranged set of concept maps where child maps include more details than parent maps. Although our goal was to develop a model of physics faculty beliefs about the teaching and learning of problem solving in the context of an introductory calculus-based physics course, the techniques described here are applicable to a variety of situations in which instructors make decisions that influence teaching and learning.

Concept mapping enhances learning of biochemistry.

PubMed

Surapaneni, Krishna M; Tekian, Ara

2013-03-05

Teaching basic science courses is challenging in undergraduate medical education because of the ubiquitous use of didactic lectures and reward for recall of factual information during examinations. The purpose of this study is to introduce concept maps with clinical cases (the innovative program) to improve learning of biochemistry course content. Participants were first year medical students (n=150) from Saveetha Medical College and Hospital (India); they were randomly divided into two groups of 75, one group attending the traditional program, the other the innovative program. Student performance was measured using three written knowledge tests (each with a maximum score of 20). The students also evaluated the relevance of the learning process using a 12-item questionnaire. Students in the innovative program using concept mapping outperformed those in the traditional didactic program (means of 7.13-8.28 vs. 12.33-13.93, p<0.001). The students gave high positive ratings for the innovative course (93-100% agreement). The new concept-mapping program resulted in higher academic performance compared to the traditional course and was perceived favorably by the students. They especially valued the use of concept mapping as learning tools to foster the relevance of biochemistry to clinical practice, and to enhance their reasoning and learning skills, as well as their deeper understanding for biochemistry.

Concept mapping enhances learning of biochemistry

PubMed Central

Surapaneni, Krishna M.; Tekian, Ara

2013-01-01

Background Teaching basic science courses is challenging in undergraduate medical education because of the ubiquitous use of didactic lectures and reward for recall of factual information during examinations. The purpose of this study is to introduce concept maps with clinical cases (the innovative program) to improve learning of biochemistry course content. Methods Participants were first year medical students (n=150) from Saveetha Medical College and Hospital (India); they were randomly divided into two groups of 75, one group attending the traditional program, the other the innovative program. Student performance was measured using three written knowledge tests (each with a maximum score of 20). The students also evaluated the relevance of the learning process using a 12-item questionnaire. Results Students in the innovative program using concept mapping outperformed those in the traditional didactic program (means of 7.13–8.28 vs. 12.33–13.93, p<0.001). The students gave high positive ratings for the innovative course (93–100% agreement). Conclusion The new concept-mapping program resulted in higher academic performance compared to the traditional course and was perceived favorably by the students. They especially valued the use of concept mapping as learning tools to foster the relevance of biochemistry to clinical practice, and to enhance their reasoning and learning skills, as well as their deeper understanding for biochemistry. PMID:23464600