ongoing learning process: Topics by Science.gov

Sample records for ongoing learning process

Learning during processing Word learning doesn’t wait for word recognition to finish

PubMed Central

Apfelbaum, Keith S.; McMurray, Bob

2017-01-01

Previous research on associative learning has uncovered detailed aspects of the process, including what types of things are learned, how they are learned, and where in the brain such learning occurs. However, perceptual processes, such as stimulus recognition and identification, take time to unfold. Previous studies of learning have not addressed when, during the course of these dynamic recognition processes, learned representations are formed and updated. If learned representations are formed and updated while recognition is ongoing, the result of learning may incorporate spurious, partial information. For example, during word recognition, words take time to be identified, and competing words are often active in parallel. If learning proceeds before this competition resolves, representations may be influenced by the preliminary activations present at the time of learning. In three experiments using word learning as a model domain, we provide evidence that learning reflects the ongoing dynamics of auditory and visual processing during a learning event. These results show that learning can occur before stimulus recognition processes are complete; learning does not wait for ongoing perceptual processing to complete. PMID:27471082
TRIBES: A New Way of Learning Together.

ERIC Educational Resources Information Center

Gibbs, Jeanne; And Others

Blending the fields of group process and cooperative learning; prevention and resiliency; learning theory; and school change into a comprehensive guide, this book describes the on-going development of the Tribes group process, whereby small learning groups are used to promote human growth and learning. A tribe consists of three to six students who…
Promoting the School Learning Processes: Principals as Learning Boundary Spanners

ERIC Educational Resources Information Center

Benoliel, Pascale; Schechter, Chen

2017-01-01

Purpose: The ongoing challenge to sustain school learning and improvement requires schools to explore new ways, and at the same time exploit previous experience. The purpose of this paper is to attempt to expand the knowledge of mechanisms that can facilitate school learning processes by proposing boundary activities and learning mechanisms in…
Understanding, Evaluating, and Supporting Self-Regulated Learning Using Learning Analytics

ERIC Educational Resources Information Center

Roll, Ido; Winne, Philip H.

2015-01-01

Self-regulated learning is an ongoing process rather than a single snapshot in time. Naturally, the field of learning analytics, focusing on interactions and learning trajectories, offers exciting opportunities for analyzing and supporting self-regulated learning. This special section highlights the current state of research at the intersection of…
A Dynamic Connectome Supports the Emergence of Stable Computational Function of Neural Circuits through Reward-Based Learning.

PubMed

Kappel, David; Legenstein, Robert; Habenschuss, Stefan; Hsieh, Michael; Maass, Wolfgang

2018-01-01

Synaptic connections between neurons in the brain are dynamic because of continuously ongoing spine dynamics, axonal sprouting, and other processes. In fact, it was recently shown that the spontaneous synapse-autonomous component of spine dynamics is at least as large as the component that depends on the history of pre- and postsynaptic neural activity. These data are inconsistent with common models for network plasticity and raise the following questions: how can neural circuits maintain a stable computational function in spite of these continuously ongoing processes, and what could be functional uses of these ongoing processes? Here, we present a rigorous theoretical framework for these seemingly stochastic spine dynamics and rewiring processes in the context of reward-based learning tasks. We show that spontaneous synapse-autonomous processes, in combination with reward signals such as dopamine, can explain the capability of networks of neurons in the brain to configure themselves for specific computational tasks, and to compensate automatically for later changes in the network or task. Furthermore, we show theoretically and through computer simulations that stable computational performance is compatible with continuously ongoing synapse-autonomous changes. After reaching good computational performance it causes primarily a slow drift of network architecture and dynamics in task-irrelevant dimensions, as observed for neural activity in motor cortex and other areas. On the more abstract level of reinforcement learning the resulting model gives rise to an understanding of reward-driven network plasticity as continuous sampling of network configurations.
A Dynamic Connectome Supports the Emergence of Stable Computational Function of Neural Circuits through Reward-Based Learning

PubMed Central

Habenschuss, Stefan; Hsieh, Michael

2018-01-01

Synaptic connections between neurons in the brain are dynamic because of continuously ongoing spine dynamics, axonal sprouting, and other processes. In fact, it was recently shown that the spontaneous synapse-autonomous component of spine dynamics is at least as large as the component that depends on the history of pre- and postsynaptic neural activity. These data are inconsistent with common models for network plasticity and raise the following questions: how can neural circuits maintain a stable computational function in spite of these continuously ongoing processes, and what could be functional uses of these ongoing processes? Here, we present a rigorous theoretical framework for these seemingly stochastic spine dynamics and rewiring processes in the context of reward-based learning tasks. We show that spontaneous synapse-autonomous processes, in combination with reward signals such as dopamine, can explain the capability of networks of neurons in the brain to configure themselves for specific computational tasks, and to compensate automatically for later changes in the network or task. Furthermore, we show theoretically and through computer simulations that stable computational performance is compatible with continuously ongoing synapse-autonomous changes. After reaching good computational performance it causes primarily a slow drift of network architecture and dynamics in task-irrelevant dimensions, as observed for neural activity in motor cortex and other areas. On the more abstract level of reinforcement learning the resulting model gives rise to an understanding of reward-driven network plasticity as continuous sampling of network configurations. PMID:29696150
Models of Organizational Learning: Paradoxes and Best Practices in the Post Industrial Workplace.

ERIC Educational Resources Information Center

Laiken, Marilyn E.

A research project studied Canadian organizations that are using informal organizational learning approaches to embed ongoing learning within the actual work processes. Five organizations that self-identified as learning organizations at mature stages of development were studied in depth. No organization was a paragon of organizational learning.…
Use of the "Moodle" Platform to Promote an Ongoing Learning When Lecturing General Physics in the Physics, Mathematics and Electronic Engineering Programmes at the University of the Basque Country UPV/EHU

ERIC Educational Resources Information Center

López, Gabriel A.; Sáenz, Jon; Leonardo, Aritz; Gurtubay, Idoia G.

2016-01-01

The "Moodle" platform has been used to put into practice an ongoing evaluation of the students' Physics learning process. The evaluation has been done on the frame of the course General Physics, which is lectured during the first year of the Physics, Mathematics and Electronic Engineering Programmes at the Faculty of Science and…
A Qualitative Research on the University Administrators' Capacity to Use Management Knowledge Tools (The Case of TRNC Universities)

ERIC Educational Resources Information Center

Dagli, Gokmen; Silman, Fatos; Birol, Cem

2009-01-01

In order to reach goals and continue the ongoing learning process, like other organizations, universities also need the effective use of knowledge management. Knowledge management is an ongoing process and it has to be organized in a manner that is always open to new ideas. In universities where research and development studies play an important…
Regulation of Emotions in Socially Challenging Learning Situations: An Instrument to Measure the Adaptive and Social Nature of the Regulation Process

ERIC Educational Resources Information Center

Jarvenoja, Hanna; Volet, Simone; Jarvela, Sanna

2013-01-01

Self-regulated learning (SRL) research has conventionally relied on measures, which treat SRL as an aptitude. To study self-regulation and motivation in learning contexts as an ongoing adaptive process, situation-specific methods are needed in addition to static measures. This article presents an "Adaptive Instrument for Regulation of Emotions"…
The control of tonic pain by active relief learning

PubMed Central

Mano, Hiroaki; Lee, Michael; Yoshida, Wako; Kawato, Mitsuo; Robbins, Trevor W

2018-01-01

Tonic pain after injury characterises a behavioural state that prioritises recovery. Although generally suppressing cognition and attention, tonic pain needs to allow effective relief learning to reduce the cause of the pain. Here, we describe a central learning circuit that supports learning of relief and concurrently suppresses the level of ongoing pain. We used computational modelling of behavioural, physiological and neuroimaging data in two experiments in which subjects learned to terminate tonic pain in static and dynamic escape-learning paradigms. In both studies, we show that active relief-seeking involves a reinforcement learning process manifest by error signals observed in the dorsal putamen. Critically, this system uses an uncertainty (‘associability’) signal detected in pregenual anterior cingulate cortex that both controls the relief learning rate, and endogenously and parametrically modulates the level of tonic pain. The results define a self-organising learning circuit that reduces ongoing pain when learning about potential relief. PMID:29482716
The Era of Lifelong Learning: Implications for Secondary Schools

ERIC Educational Resources Information Center

Bryce, Jennifer; Frigo, Tracey; McKenzie, Phillip; Withers, Graeme

2000-01-01

This paper is concerned with the role that schools can play in engaging young people in their learning, and helping them to develop skills and attitudes that will give them an orientation towards learning for life. To meet the needs of an era of lifelong learning, schools need to view themselves as a stage in the ongoing learning process, where…
Online Learner Self-Regulation: Learning Presence Viewed through Quantitative Content- and Social Network Analysis

ERIC Educational Resources Information Center

Shea, Peter; Hayes, Suzanne; Smith, Sedef Uzuner; Vickers, Jason; Bidjerano, Temi; Gozza-Cohen, Mary; Jian, Shou-Bang; Pickett, Alexandra M.; Wilde, Jane; Tseng, Chi-Hua

2013-01-01

This paper presents an extension of an ongoing study of online learning framed within the community of inquiry (CoI) model (Garrison, Anderson, & Archer, 2001) in which we further examine a new construct labeled as "learning presence." We use learning presence to refer to the iterative processes of forethought and planning,…
Unpacking Sensemaking

ERIC Educational Resources Information Center

Kapon, Suulamit

2017-01-01

Learning science involves an ongoing process in which learners construct and reconstruct self-explanations and evaluate their relative soundness. This work coordinates and aligns complementary methodological and theoretical approaches to learning to both unpack sensemaking and better understand the conditions that facilitate it. I conceptualize…
Leading to Transgress: Critical Considerations for Transforming Leadership Learning.

PubMed

Osteen, Laura; Guthrie, Kathy L; Jones, Tamara Bertrand

2016-12-01

The culturally relevant leadership learning (CRLL) model is explored through the lens of theory and practice. This creates critical questions to guide leadership educators in the ongoing process of transforming leadership programs. © 2016 Wiley Periodicals, Inc., A Wiley Company.
4FAD: A Framework for Mapping the Evolution of Artefacts in the Learning Design Process

ERIC Educational Resources Information Center

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

2018-01-01

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

ERIC Educational Resources Information Center

Eriksen, Matthew

2012-01-01

A "Model of Authentic Becoming" that conceptualizes learning as a continuous and ongoing embodied and relational process, and uses social constructionism assumptions as well as Kolb's experiential learning model as its point of departure, is presented. Through a focus on the subjective, embodied, and relational nature of organizational life, the…
How Can Innovative Learning Environments Promote the Diffusion of Innovation?

ERIC Educational Resources Information Center

Osborne, Mark

2016-01-01

Schools implementing innovative learning environments (ILEs) face many challenges, including the need to discard previously cherished practices and behaviours, adjust mindsets, and invent successful new ways of operating. Leaders can support these processes by implementing structures that: i) support ongoing, distributed, participatory innovation;…
Powerful Practices in Digital Learning Processes

ERIC Educational Resources Information Center

Sørensen, Birgitte Holm; Levinsen, Karin Tweddell

2015-01-01

The present paper is based on two empirical research studies. The "Netbook 1:1" project (2009-2012), funded by the municipality of Gentofte and Microsoft Denmark, is complete, while "Students' digital production and students as learning designers" (2013-2015), funded by the Danish Ministry of Education, is ongoing. Both…
Can Robots Help the Learning of Skilled Actions?

PubMed Central

Reinkensmeyer, David J.; Patton, James L.

2010-01-01

Learning to move skillfully requires that the motor system adjusts muscle commands based on ongoing performance errors, a process influenced by the dynamics of the task being practiced. Recent experiments from our laboratories show how robotic devices can temporarily alter task dynamics in ways that contribute to the motor learning experience, suggesting possible applications in rehabilitation and sports training. PMID:19098524

Creating Polyphony with Exploratory Web Documentation in Singapore

ERIC Educational Resources Information Center

Lim, Sirene; Hoo, Lum Chee

2012-01-01

We introduce and reflect on "Images of Teaching", an ongoing web documentation research project on preschool teaching in Singapore. This paper discusses the project's purpose, methodological process, and our learning points as researchers who aim to contribute towards inquiry-based professional learning. The website offers a window into…
Crossing Boundaries between School and Work during Apprenticeships

ERIC Educational Resources Information Center

Akkerman, Sanne F.; Bakker, Arthur

2012-01-01

In vocational education, there is an ongoing discussion about problems occurring in school-work transitions and in relating school and work-based learning processes. Apprenticeships have been identified as valuable learning and working trajectories for making successful transitions and relations between school and work. However, they have been…
Procuring a Sustainable Future: An Action Learning Approach to the Development and Modelling of Ethical and Sustainable Procurement Practices

ERIC Educational Resources Information Center

Boak, George; Watt, Peter; Gold, Jeff; Devins, David; Garvey, Robert

2016-01-01

This paper contributes to an understanding of the processes by which organisational actors learn how to affect positive and sustainable social change in their local region through action learning, action research and appreciative inquiry. The paper is based on a critically reflective account of key findings from an ongoing action research project,…
A Reflective Study into Children's Cognition When Making Computer Games

ERIC Educational Resources Information Center

Allsop, Yasemin

2016-01-01

In this paper, children's mental activities when making digital games are explored. Where previous studies have mainly focused on children's learning, this study aimed to unfold the children's thinking process for learning when making computer games. As part of an ongoing larger scale study, which adopts an ethnographic approach, this research…
Personalized Learning: Hiring Educators for the 21st Century

ERIC Educational Resources Information Center

Stewart, Janet

2012-01-01

The hiring process is the intermediary step between teachers' pre-service education and their ongoing professional development journey. It's a critical juncture, and it's important that employers get it right. Within the education sector, the cost of a poor hire can be very high; an underperforming teacher may hinder student learning and undermine…
Promoting Student Mental Health, Learning & Welfare: 1995-96 School Psychology Services Accountability Studies.

ERIC Educational Resources Information Center

McDaid, Janet L.; Reifman, Arthur

As part of an ongoing project to determine how effectively school psychological services promote student mental health, learning, and welfare in San Diego City Schools (California), accountability studies were conducted. A previously developed planning model guided the process. During the 1995-96 school year, school psychologists gathered data…
"Re-Acculturation" through Community-Based Religious Education

ERIC Educational Resources Information Center

Knight, Jennie S.

2011-01-01

Reflective engagement in reciprocal community partnerships holds tremendous potential for guiding members of congregations through the process of "re-acculturation." One of the "best practices" named in research about community-engaged learning for undergraduates is "re-acculturation"--an ongoing process of critical reflection about one's own…
Separable Neural Mechanisms Contribute to Feedback Processing in a Rule-Learning Task

ERIC Educational Resources Information Center

Zanolie, K.; Van Leijenhorst, L.; Rombouts, S. A. R. B.; Crone, E. A.

2008-01-01

To adjust performance appropriately to environmental demands, it is important to monitor ongoing action and process performance feedback for possible errors. In this study, we used fMRI to test whether medial prefrontal cortex (PFC)/anterior cingulate cortex (ACC) and dorsolateral (DL) PFC have different roles in feedback processing. Twenty adults…
Interactive effects in transfer-appropriate processing for event-based prospective memory: the roles of effort, ongoing task, and PM cue properties.

PubMed

Abney, Drew H; McBride, Dawn M; Petrella, Samantha N

2013-10-01

Past studies (e.g., Marsh, Hicks, & Cook Journal of Experimental Psychology: Learning, Memory, and Cognition 31:68-75, 2005; Meiser & Schult European Journal of Cognitive Psychology 20:290-311, 2008) have shown that transfer-appropriate processing (TAP) effects in event-based prospective memory (PM) depend on the effort directed toward the ongoing task. In the present study, we addressed mixed findings from these studies and examined monitoring in TAP and transfer-inappropriate processing (TIP) conditions. In two experiments, a semantic or orthographic ongoing task was paired with a PM cue that either was matched in processing (TAP) or did not match in processing (TIP). Within each condition, effort was varied across trials. The results indicated that PM accuracy was higher in TAP than in TIP conditions, regardless of effort condition, supporting the findings reported by Meiser and Schult. Ex-Gaussian functions were fit to the mean reaction times (cf. Brewer Journal of Psychology 219:117-124, 2011) in order to examine monitoring across conditions. The analysis of distributional skew (τ parameter) showed sensitivity to ongoing task instructions and properties of the PM cues. These results support Meiser and Schult's suggestion that TIP conditions require more attentional processing, and they also afford novel discussion on the interactive effects of ongoing task condition, PM cue properties, and manipulations of effort.
Auditory cortical activity after intracortical microstimulation and its role for sensory processing and learning.

PubMed

Deliano, Matthias; Scheich, Henning; Ohl, Frank W

2009-12-16

Several studies have shown that animals can learn to make specific use of intracortical microstimulation (ICMS) of sensory cortex within behavioral tasks. Here, we investigate how the focal, artificial activation by ICMS leads to a meaningful, behaviorally interpretable signal. In natural learning, this involves large-scale activity patterns in widespread brain-networks. We therefore trained gerbils to discriminate closely neighboring ICMS sites within primary auditory cortex producing evoked responses largely overlapping in space. In parallel, during training, we recorded electrocorticograms (ECoGs) at high spatial resolution. Applying a multivariate classification procedure, we identified late spatial patterns that emerged with discrimination learning from the ongoing poststimulus ECoG. These patterns contained information about the preceding conditioned stimulus, and were associated with a subsequent correct behavioral response by the animal. Thereby, relevant pattern information was mainly carried by neuron populations outside the range of the lateral spatial spread of ICMS-evoked cortical activation (approximately 1.2 mm). This demonstrates that the stimulated cortical area not only encoded information about the stimulation sites by its focal, stimulus-driven activation, but also provided meaningful signals in its ongoing activity related to the interpretation of ICMS learned by the animal. This involved the stimulated area as a whole, and apparently required large-scale integration in the brain. However, ICMS locally interfered with the ongoing cortical dynamics by suppressing pattern formation near the stimulation sites. The interaction between ICMS and ongoing cortical activity has several implications for the design of ICMS protocols and cortical neuroprostheses, since the meaningful interpretation of ICMS depends on this interaction.
Learning from Success: A Leverage for Transforming Schools Into Learning Communities

ERIC Educational Resources Information Center

Schechter, Chen; Sykes, Israel; Rosenfeld, Jona

2004-01-01

Teachers must learn to learn, and thereby develop their abilities to engage in ongoing learning so as to survive and thrive in turbulent and uncertain learning environments. Here, Schechterl discuss the importance of collective retrospective learning as an inbuilt vehicle in the ongoing pursuit toward learning schools. They also explore on the…
"Future Proofing" Faculty: The Struggle To Create Technical Lifelong Learners.

ERIC Educational Resources Information Center

Nay, Fred W.; Malm, Loren D.; Malone, Bobby G.; Oliver, Brad E.; Saunders, Nancy G.; Thompson, Jay C., Jr.

College faculty can avoid investing valuable time and resources in inappropriate technologies by staying in step with technological progress. A "future proof" approach to technology recognizes and welcomes small failures, considering them part of the ongoing process of absorbing technology into the learning process. Future proofing attempts to…
Apply for a Research Grant

Cancer.gov

The NCI Grants Process provides an overview of the end-to-end lifecycle of grant funding. Learn about the types of funding available and the basics for application, review, award, and on-going administration within the NCI.
Can Holistic Processing Be Learned for Inverted Faces?

ERIC Educational Resources Information Center

Robbins, Rachel; McKone, Elinor

2003-01-01

The origin of "special" processing for upright faces has been a matter of ongoing debate. If it is due to generic expertise, as opposed to having some innate component, holistic processing should be learnable for stimuli other than upright faces. Here we assess inverted faces. We trained subjects to discriminate identical twins using up to 1100…
Teacher training of secondary - Orient from the point of view practice

NASA Astrophysics Data System (ADS)

Hai, Tuong Duy; Huong, Nguyen Thanh

2018-01-01

The article presents the point of view about teacher training based on analysis of practices of teaching/learning in disciplinary in high school. Basing on analysis results of teaching faculty and the learning process of students in the disciplinary in high school to offer tags referred to the ongoing training of secondary teachers to adapt to educational.
Perceptual Learning Styles Modalities Utilizing the Multimodal Paired Associates Learning Test: An Analysis of Latinos Born in Central and South America

ERIC Educational Resources Information Center

Ramirez, Matias

2017-01-01

Businesses and Human Resources professionals face the ongoing challenge of continuously upskilling and developing employees. Changes to processes or procedures, changes in technology, changes in job functions, and updates or changes to compliance laws or regulations are all reasons that employees must attend and complete employer-developed…
Auditory Magnetoencephalographic Frequency-Tagged Responses Mirror the Ongoing Segmentation Processes Underlying Statistical Learning.

PubMed

Farthouat, Juliane; Franco, Ana; Mary, Alison; Delpouve, Julie; Wens, Vincent; Op de Beeck, Marc; De Tiège, Xavier; Peigneux, Philippe

2017-03-01

Humans are highly sensitive to statistical regularities in their environment. This phenomenon, usually referred as statistical learning, is most often assessed using post-learning behavioural measures that are limited by a lack of sensibility and do not monitor the temporal dynamics of learning. In the present study, we used magnetoencephalographic frequency-tagged responses to investigate the neural sources and temporal development of the ongoing brain activity that supports the detection of regularities embedded in auditory streams. Participants passively listened to statistical streams in which tones were grouped as triplets, and to random streams in which tones were randomly presented. Results show that during exposure to statistical (vs. random) streams, tritone frequency-related responses reflecting the learning of regularities embedded in the stream increased in the left supplementary motor area and left posterior superior temporal sulcus (pSTS), whereas tone frequency-related responses decreased in the right angular gyrus and right pSTS. Tritone frequency-related responses rapidly developed to reach significance after 3 min of exposure. These results suggest that the incidental extraction of novel regularities is subtended by a gradual shift from rhythmic activity reflecting individual tone succession toward rhythmic activity synchronised with triplet presentation, and that these rhythmic processes are subtended by distinct neural sources.
Physics Education Research and its Impact on Classroom Instruction

NASA Astrophysics Data System (ADS)

Meltzer, David E.

2006-05-01

In recent years systematic investigations into student learning of physics have been carried out at an increasing pace, particularly at the undergraduate level. This work, broadly known as ``physics education research,'' involves exploring the process by which students come to understand physics concepts, and uncovering the difficulties and obstacles encountered by students as they learn. The ultimate outcome of this work is the development of new and more effective instructional materials and pedagogical strategies. I will outline the principal goals and methods of this research and show how it can lead to improved learning in the classroom. I will illustrate the process by discussing an ongoing investigation into student learning of thermal physics.
Reforming Schools: The Collective Doubting Perspective

ERIC Educational Resources Information Center

Schechter, Chen; Ganon-Shilon, Sherry

2015-01-01

Purpose: The ongoing challenge to sustain educational reforms requires a learning process through which doubt is induced as a means of fostering productive school change. The purpose of this paper is to explore the concept of doubt as well as the doubting process and its importance to the school community, particularly with regard to educational…
The Investigation of Teachers' Metaphoric Perceptions about Professional Development

ERIC Educational Resources Information Center

Yurtseven, Nihal

2017-01-01

Professional development is an ongoing process in which teachers review their teaching practices and learn how to respond to their students' needs. To make the professional development process more effective, we need to define the identity of a teacher correctly and clarify the perspective about teachers' professional development. The purpose of…

"Because We Weren't Actually Teaching Them, We Thought They Weren't Learning": Primary Teacher Perspectives from the "My Science" Initiative

ERIC Educational Resources Information Center

Forbes, Anne; Skamp, Keith

2014-01-01

"MyScience" is a primary science education initiative in which being in a community of practice is integral to the learning process. This paper describes the ongoing journey to date of eight primary teachers from three primary schools who actively participated in "MyScience" over an extended period. Their views of interactions…
Effects of Peer-Assessed Feedback, Goal Setting and a Group Contingency on Performance and Learning by 10-12-Year-Old Academy Soccer Players

ERIC Educational Resources Information Center

Holt, Josh E.; Kinchin, Gary; Clarke, Gill

2012-01-01

Background: Coaches developing young talent in team sports must maximise practice and learning of essential game skills and accurately and continuously assess the performance and potential of each player. Relative age effects highlight an erroneous process of initial and on-going player assessment, based largely on subjective opinions of game…
Andragogy as a didactic perspective in the attitudes of nurse instructors in Finland.

PubMed

Janhonen, S

1991-08-01

In this article the didactic perspectives of nurse instructors (NIs) is examined with the help of andragogy defined by the concepts of self-directed learning, learning as a process and lifelong learning. The results of a pilot study of ongoing research on the educational perspective of NIs, are used as examples to discuss how far NIs have accepted the features of andragogy as their didactic perspective both in their public stance and in their actions as described by NIs themselves.
'Tis the Season.

ERIC Educational Resources Information Center

Fullan, Michael; Hargreaves, Andy

1997-01-01

Suggestions are offered for teachers in moving schools toward collaboration: reflect on values and teaching; become risk takers; learn to trust processes and people; appreciate colleagues; commit to ongoing improvement; seek variety; redefine roles; balance work and life; include administrators; and acknowledge benefits of collaboration to…
Conceptual model of iCAL4LA: Proposing the components using comparative analysis

NASA Astrophysics Data System (ADS)

Ahmad, Siti Zulaiha; Mutalib, Ariffin Abdul

2016-08-01

This paper discusses an on-going study that initiates an initial process in determining the common components for a conceptual model of interactive computer-assisted learning that is specifically designed for low achieving children. This group of children needs a specific learning support that can be used as an alternative learning material in their learning environment. In order to develop the conceptual model, this study extracts the common components from 15 strongly justified computer assisted learning studies. A comparative analysis has been conducted to determine the most appropriate components by using a set of specific indication classification to prioritize the applicability. The results of the extraction process reveal 17 common components for consideration. Later, based on scientific justifications, 16 of them were selected as the proposed components for the model.
Becoming Bermuda grass: mapping and tracing rhizomes to practice reflexivity

NASA Astrophysics Data System (ADS)

Murakami, Christopher D.; Siegel, Marcelle A.

2017-09-01

This narrative project used rhizomatic analysis and reflexivity to describe a layered process of responding to a student's identity of non-participation within an undergraduate science classroom. Mapping rhizomes represents an ongoing and experimental process in consciousness. Rhizomatic mapping in educational studies is too often left out of the products of academic pursuits. In this paper, we try to capture this process, and let the process capture us. This manuscript starts with a focus on just one student, but maps our reflexive terrain that helped us think in new ways about persistent problems in science learning. As we decided how to address this student's identity of non-participation, we learned about the intertwined stories of the researchers and the researched and the challenges of designing inclusive learning environments.
Deficient Behavioral Inhibition and Anomalous Selective Attention in a Community Sample of Adolescents with Psychopathic Traits and Low-Anxiety Traits

ERIC Educational Resources Information Center

Vitale, Jennifer E.; Newman, Joseph P.; Bates, John E.; Goodnight, Jackson; Dodge, Kenneth A.; Pettit, Gregory S.

2005-01-01

Socialization is the important process by which individuals learn and then effectively apply the rules of appropriate societal behavior. Response modulation is a psychobiological process theorized to aid in socialization by allowing individuals to utilize contextual information to modify ongoing behavior appropriately. Using Hare's (1991)…
Knowledge Discovery Process: Case Study of RNAV Adherence of Radar Track Data

NASA Technical Reports Server (NTRS)

Matthews, Bryan

2018-01-01

This talk is an introduction to the knowledge discovery process, beginning with: identifying the problem, choosing data sources, matching the appropriate machine learning tools, and reviewing the results. The overview will be given in the context of an ongoing study that is assessing RNAV adherence of commercial aircraft in the national airspace.
Towards a TPACK-Fostering ICT Instructional Process for Teachers: Lessons from the Implementation of Interactive Whiteboard Instruction

ERIC Educational Resources Information Center

Koh, Joyce Hwee Ling; Divaharan, Shanti

2013-01-01

This paper describes an on-going design-based research project that aims to develop an instructional process to facilitate pre-service teachers' technological pedagogical content knowledge (TPACK) development as they learn to integrate information and communication technology (ICT) in their teaching content subjects. In conjunction with an…
Developing clinical leadership capability.

PubMed

Pintar, Kristi A; Capuano, Terry A; Rosser, Gwendolyn D

2007-01-01

Nursing facilities must be committed to ongoing leadership development and to developing and retaining their staff in the increasingly competitive healthcare market. In this article, the authors share the processes involved in creating a focused small group approach to developing clinical leaders. Programmatic approaches to development, clarity of needs of those targeted for development, individual development plans, external expertise partnerships, and small group session dynamics are discussed. Applications of the process and lessons learned from the program will benefit others in their efforts to enhance organization succession planning, leadership development, group learning, and program administration.
"The Case for City Cyber Schools": Can Online Learning Make a Difference in Baltimore City's "Bricks and Mortar" Schoolhouses and Beyond? The Abell Report. Volume 23, No.1

ERIC Educational Resources Information Center

Canzian, Eileen

2010-01-01

This report highlights the ongoing discussions between the believers of "online learning" vs. the "not enough proven research" for K-8 cyber schooling. Discussing successful processes and operations in states around the country, the author focuses on Maryland and, in particular, Baltimore schools, and reports that very little…
Technology-Rich Learning Environments in Elementary and Secondary Schools: An Interactive Study of Physical Settings and Educational Change.

ERIC Educational Resources Information Center

Stuebing, Susan; And Others

This paper reviews an ongoing study on the physical settings of education with technology at the elementary and high school levels. The study, which is multi-disciplinary in nature, is based in sites in the process of change in teaching strategies, using learning technology as a catalyst for this change to take place. The focus of the study is on…
The Ongoing and Open-Ended Simulation

ERIC Educational Resources Information Center

Cohen, Alexander

2016-01-01

This case study explores a novel form of classroom simulation that differs from published examples in two important respects. First, it is ongoing. While most simulations represent a single learning episode embedded within a course, the ongoing simulation is a continuous set of interrelated events and decisions that accompany learning throughout…
Cortical Neuroprosthesis Merges Visible and Invisible Light Without Impairing Native Sensory Function

PubMed Central

Thomson, Eric E.; Zea, Ivan; França, Wendy

2017-01-01

Abstract Adult rats equipped with a sensory prosthesis, which transduced infrared (IR) signals into electrical signals delivered to somatosensory cortex (S1), took approximately 4 d to learn a four-choice IR discrimination task. Here, we show that when such IR signals are projected to the primary visual cortex (V1), rats that are pretrained in a visual-discrimination task typically learn the same IR discrimination task on their first day of training. However, without prior training on a visual discrimination task, the learning rates for S1- and V1-implanted animals converged, suggesting there is no intrinsic difference in learning rate between the two areas. We also discovered that animals were able to integrate IR information into the ongoing visual processing stream in V1, performing a visual-IR integration task in which they had to combine IR and visual information. Furthermore, when the IR prosthesis was implanted in S1, rats showed no impairment in their ability to use their whiskers to perform a tactile discrimination task. Instead, in some rats, this ability was actually enhanced. Cumulatively, these findings suggest that cortical sensory neuroprostheses can rapidly augment the representational scope of primary sensory areas, integrating novel sources of information into ongoing processing while incurring minimal loss of native function. PMID:29279860
Best Practices in e-Assessment

ERIC Educational Resources Information Center

Buzetto-More, Nicole A.; Alade, Ayodele Julius

2006-01-01

According to Martell and Calderon (2005), assessment is an ongoing process that involves planning, discussion, consensus building, reflection, measuring, analyzing, and improving based on the data and artifacts gathered about a learning objective. Impacting education from early childhood through graduate studies, the assessment movement is based…
Decisions, Decisions....

ERIC Educational Resources Information Center

White, Owen Roberts

1985-01-01

The author reviews systems providing objective guidelines to facilitate ongoing, daily instructional decisions, focusing on those which utilize the sensitive datum and uniform charting procedures of precision teaching. Potential users are warned that the special education teacher must remain a critical and vigilant analyst of the learning process.…
The experience of learning to speak up: a narrative inquiry on newly graduated registered nurses.

PubMed

Law, Bernice Yee-Shui; Chan, Engle Angela

2015-07-01

To explore the process of learning to speak up in practice among newly graduated registered nurses. Speaking up is an important aspect of communication to ensure patient safety within a healthcare team. However, nurses have reported being hesitant about speaking up or being unable to be heard, despite adopting various safety tools. A power differential could be a factor in their hesitation to speak up. While a large number of new graduates are employed in the lower rungs of the hospital hierarchy to resolve local and global nursing shortages, the process of their learning to speak up remains under-explored. The narrative concept of experience is addressed through the three-dimensional space of a narrative inquiry. Eighteen new graduates were recruited. Stories of experiences of speaking up emerged naturally during repeated unstructured interviews and ongoing email conversations with three participants. The complex process of learning to speak up is schematically represented. Three interrelated narrative threads were identified: (1) learning to speak up requires more than one-off training and safety tools, (2) mentoring speaking up in the midst of educative and miseducative experiences and (3) making public spaces safe for telling secret stories. Speaking up requires ongoing mentoring to see new possibilities for sustaining professional identities in the midst of miseducative experiences under the potential shaping of the Chinese culture and generational differences. Appreciative inquiry might be a new approach that can be used to promote positive cultural changes to encourage newly graduated registered nurses to learn to speak up to ensure patient safety. Cultivating a safe and open culture of communication and mentoring new graduates to speak up will benefit patient safety now and in the future by helping to retain committed patient advocates who could mentor future generations. © 2015 John Wiley & Sons Ltd.
Simulation in otolaryngology: smart dummies and more.

PubMed

Deutsch, Ellen S

2011-12-01

Simulation is revolutionizing medical education, certification, and ongoing professional development. Simulation encompasses a variety of technologies as well as nontechnical approaches to improve individual psychomotor skills, group effectiveness, and systems processes, all without direct risk to patients. Simulation-enhanced learning experiences, addressing learning objectives based on the needs of the individual or the group and following the principles of adult education, can be used to ensure consistent and comprehensive learning opportunities, thereby creatively complementing didactic and clinical learning experiences. Pockets of simulation expertise are already present in the field of otolaryngology; more will develop as these exciting and important innovations blossom.
Operating in Uncertainty; Growing Resilient Critical Infrastructure Organizations

DTIC Science & Technology

2011-03-01

management. Institutional arrangements and enviromental knowledge are tested and revised in a dynamic, ongoing self-organized process of “learning by...February 17, 2010, from U.S. Enviromental Protection Agency: http://cfpub.epa.gov/safewater/watersecurity/features.cfm#f1 Walker, B., Gunderson, L
Always Growing

ERIC Educational Resources Information Center

Pierce, Dennis

2017-01-01

Ongoing professional development is critical even for the very top executives at community colleges. While many community college systems focus on the onboarding of new presidents, professional learning should be a never-ending process. The best institutions recognize this and devote time and resources to the continuing development of their…

Learning through Culture in the Prekindergarten Education Program.

ERIC Educational Resources Information Center

McClellan, J. Mahealani; Levin, Paula F.

1992-01-01

Describes ways in which Hawaii's Kamehameha Prekindergarten Education Program (PREP) considers culture in developing program components. PREP makes connections to the home culture an ongoing process. Incorporating culture into educational activities for preschoolers occurs in three areas: making connections through familiar materials, language,…
The Case of Middle and High School Chemistry Teachers Implementing Technology: Using the Concerns-Based Adoption Model to Assess Change Processes

ERIC Educational Resources Information Center

Gabby, Shwartz; Avargil, Shirly; Herscovitz, Orit; Dori, Yehudit Judy

2017-01-01

An ongoing process of reforming chemical education in middle and high schools in our country introduced the technology-enhanced learning environment (TELE) to chemistry classes. Teachers are encouraged to integrate technology into pedagogical practices in meaningful ways to promote 21st century skills; however, this effort is often hindered by…
Investigating implicit statistical learning mechanisms through contextual cueing.

PubMed

Goujon, Annabelle; Didierjean, André; Thorpe, Simon

2015-09-01

Since its inception, the contextual cueing (CC) paradigm has generated considerable interest in various fields of cognitive sciences because it constitutes an elegant approach to understanding how statistical learning (SL) mechanisms can detect contextual regularities during a visual search. In this article we review and discuss five aspects of CC: (i) the implicit nature of learning, (ii) the mechanisms involved in CC, (iii) the mediating factors affecting CC, (iv) the generalization of CC phenomena, and (v) the dissociation between implicit and explicit CC phenomena. The findings suggest that implicit SL is an inherent component of ongoing processing which operates through clustering, associative, and reinforcement processes at various levels of sensory-motor processing, and might result from simple spike-timing-dependent plasticity. Copyright © 2015 Elsevier Ltd. All rights reserved.
Trauma-Focused CBT for Youth who Experience Ongoing Traumas

PubMed Central

Cohen, Judith A.; Mannarino, Anthony P.; Murray, Laura A.

2011-01-01

Many youth experience ongoing trauma exposure, such as domestic or community violence. Clinicians often ask whether evidence-based treatments containing exposure components to reduce learned fear responses to historical trauma are appropriate for these youth. Essentially the question is, if youth are desensitized to their trauma experiences, will this in some way impair their responding to current or ongoing trauma? The paper addresses practical strategies for implementing one evidence-based treatment, Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) for youth with ongoing traumas. Collaboration with local therapists and families participating in TF-CBT community and international programs elucidated effective strategies for applying TF-CBT with these youth. These strategies included: 1) enhancing safety early in treatment; 2) effectively engaging parents who experience personal ongoing trauma; and 3) during the trauma narrative and processing component focusing on a) increasing parental awareness and acceptance of the extent of the youths’ ongoing trauma experiences; b) addressing youths’ maladaptive cognitions about ongoing traumas; and c) helping youth differentiate between real danger and generalized trauma reminders. Case examples illustrate how to use these strategies in diverse clinical situations. Through these strategies TF-CBT clinicians can effectively improve outcomes for youth experiencing ongoing traumas. PMID:21855140
Designing K-2 Formative Assessment Tasks

ERIC Educational Resources Information Center

Reed, Kristen E.; Goldenberg, E. Paul

2016-01-01

Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students' achievements of intended instructional outcomes. Formative assessment means assessment embedded in instruction. That definition was adopted in 2006 by the Council of Chief State…
DOE Office of Scientific and Technical Information (OSTI.GOV)

Elliott, C.

The Rocky Flats Environmental Technology Site (RFETS) has initiated a major work process improvement campaign using the tools of formalized benchmarking and streamlining. This paper provides insights into some of the process improvement activities performed at Rocky Flats from November 1995 through December 1996. It reviews the background, motivation, methodology, results, and lessons learned from this ongoing effort. The paper also presents important gains realized through process analysis and improvement including significant cost savings, productivity improvements, and an enhanced understanding of site work processes.
The Synergies research-practice partnership project: a 2020 Vision case study

NASA Astrophysics Data System (ADS)

Falk, John H.; Dierking, Lynn D.; Staus, Nancy L.; Wyld, Jennifer N.; Bailey, Deborah L.; Penuel, William R.

2016-03-01

This paper, describes Synergies, an on-going longitudinal study and design effort, being conducted in a diverse, under-resourced community in Portland, Oregon, with the goal of measurably improving STEM learning, interest and participation by early adolescents, both in school and out of school. Authors examine how the work of this particular research-practice partnership is attempting to accommodate the six principles outlined in this issue: (1) to more accurately reflect learning as a lifelong process occurring across settings, situations and time frames; (2) to consider what STEM content is worth learning; (3) to examine learning as a cultural process, involving varied repertoires of practice across learners' everyday lives; (4) to directly involve practitioners (and learners) in the research process; (5) to document how existing and emerging technologies and new media are, and will continue, to shape and redefine the content and practice of STEM learning research; and, (6) to take into account the broader socio-cultural-political contexts of the needs and concerns of the larger global society.
Curriculum Development for Teacher Education in the Southern Philippines: A Simultaneous Process of Professional Learning and Syllabus Enhancement

ERIC Educational Resources Information Center

Zeegers, Yvonne

2012-01-01

This paper reflects on the process of curriculum development in 21 tertiary education institutions in the Southern Philippines. Assisting capacity-building of the teaching profession is an ongoing need in developing countries, but rarely does it extend to pre-service education. In this study of one aspect of a three year AusAid-funded education…
Smoothing the Path to Learning Success: A Student Perspective

ERIC Educational Resources Information Center

Doucette, Colleen

2005-01-01

The education system invests time and resources in collaborative processes designed to improve its ability to support students as successful learners. Traditionally, it seeks the advice of educators, researchers, ministries and boards of education, parents, and the public at large in an ongoing effort to increase its effectiveness. Less…
Technology Expenditures: A Policy Analysis in a Selected School and Return on Investment

ERIC Educational Resources Information Center

Ferguson, Timothy Brian

2012-01-01

The process of retooling schools to prepare students for the Twenty-First Century requires that schools invest in technology resources and ongoing professional development for teachers to support the transformation of teaching and learning practices through technology integration. Technology resources are still considered to be educational…
Psychological Research in Educational Technology in China

ERIC Educational Resources Information Center

Ru-De, Liu

2010-01-01

Information and communication technology (ICT) has increasingly been bringing about significant changes in education in an ongoing process. The educational reform is not a mere technological issue but rather is based on an empirical grounding in a psychological research approach to learning and instruction. This paper introduces the research work…
Focus on Learning: Reflective Learners & Feedback

ERIC Educational Resources Information Center

Bard, Rose

2014-01-01

Reflecting simply put is the act of thinking about something while seeking a deeper level of understanding. Reflective practice is applying this thinking systematically by making questions, collecting data, and analysing it in order, not to prove something, but to comprehend and act upon reality. It is also an ongoing process that involves…
Quantum Mechanics Concept Assessment: Development and Validation Study

ERIC Educational Resources Information Center

Sadaghiani, Homeyra R.; Pollock, Steven J.

2015-01-01

As part of an ongoing investigation of students' learning in first semester upper-division quantum mechanics, we needed a high-quality conceptual assessment instrument for comparing outcomes of different curricular approaches. The process of developing such a tool started with converting a preliminary version of a 14-item open-ended quantum…
Playing on Reality: Do Geomodels Improve the Perception of Geographical Terms?

ERIC Educational Resources Information Center

Czigány, Szabolcs; Császár, Zsuzsa; Kiss, Kinga; Halmai, Ákos; Lóczy, Dénes; Nagyváradi, László; Pirkhoffer, Ervin

2018-01-01

Remodeling of geography education has been an ongoing challenge recently. Constructivist pedagogy, employing tools of problem and model-based learning, offers new opportunities to meet these challenges. Geomodels, flumes and stream tables may ease the understanding of geographic processes through hand-on-experience for students. With a…
The LSS Review. Volume 2, Number 4

ERIC Educational Resources Information Center

Robinson, Dana Jones, Ed.

2003-01-01

The causes of reading failure are numerous and complex. If instruction provided by the school is ineffective or insufficient, even some otherwise capable learners will have difficulty learning to read. Improving literacy instruction through professional development is an ongoing process involving all of the members of a schoolwide literacy team in…
Meetings with Elaine, an African and Native American Woman

ERIC Educational Resources Information Center

O'Donnell, Melanie Merola

2006-01-01

The author, a Caucasian doctoral student of clinical psychology, examined her ongoing interaction with Elaine, an adult woman of African and Native American descent. Incidents of learning during the interaction process are reviewed and qualitative and quantitative assessments are provided to examine the effectiveness of such interactions in a…
The Role of Learner-Centred Assessment in Postsecondary Organisational Change

ERIC Educational Resources Information Center

Webber, Karen L.; Tschepikow, Kyle

2013-01-01

For postsecondary institutions, organisational change is an inevitable and ongoing process. Institutions face a growing need to assess student learning assessment as part of an institution's comprehensive assessment plan. While a growing body of literature suggests that learner-centred assessment is a best practice in higher education pedagogy, it…
Disentangling perceptual from motor implicit sequence learning with a serial color-matching task.

PubMed

Gheysen, Freja; Gevers, Wim; De Schutter, Erik; Van Waelvelde, Hilde; Fias, Wim

2009-08-01

This paper contributes to the domain of implicit sequence learning by presenting a new version of the serial reaction time (SRT) task that allows unambiguously separating perceptual from motor learning. Participants matched the colors of three small squares with the color of a subsequently presented large target square. An identical sequential structure was tied to the colors of the target square (perceptual version, Experiment 1) or to the manual responses (motor version, Experiment 2). Short blocks of sequenced and randomized trials alternated and hence provided a continuous monitoring of the learning process. Reaction time measurements demonstrated clear evidence of independently learning perceptual and motor serial information, though revealed different time courses between both learning processes. No explicit awareness of the serial structure was needed for either of the two types of learning to occur. The paradigm introduced in this paper evidenced that perceptual learning can occur with SRT measurements and opens important perspectives for future imaging studies to answer the ongoing question, which brain areas are involved in the implicit learning of modality specific (motor vs. perceptual) or general serial order.
Learning from Amphibians

ERIC Educational Resources Information Center

ReMine, Scott

2005-01-01

After searching for an innovative and interactive project that would not only involve the students, but would also be a benefit to the scientific community and to the natural world, the author created an exotic frog nursery-a long-term project that approached science not as a subject full of categories and definitions, but as an ongoing process in…
Children and Global Diversity: Collaborative Development of Learning Materials

ERIC Educational Resources Information Center

O'Riordan, Jacqui; Martin, Shirley; Horgan, Deirdre; Murray, Ruth; Shore, Caroline

2009-01-01

This paper explores the work of an ongoing research project at University College Cork (UCC) which has sought to further the understanding of students in the BA Early Childhood Studies (BAECS) programme on issues of global diversity, set within childhood contexts. It tracks the process of development of the project thus far, highlighting key…

Does Calibration Reduce Variability in the Assessment of Accounting Learning Outcomes?

ERIC Educational Resources Information Center

O'Connell, Brendan; De Lange, Paul; Freeman, Mark; Hancock, Phil; Abraham, Anne; Howieson, Bryan; Watty, Kim

2016-01-01

Reliable, consistent assessment process that produces comparable assessment grades between assessors and institutions is a core activity and an ongoing challenge with which universities have failed to come to terms. In this paper, we report results from an experiment that tests the impact of an intervention designed to reduce grader variability…
Embodying Exclusion: The Daily Melancholia and Performative Politics of Struggling Early Adolescent Readers

ERIC Educational Resources Information Center

Enriquez, Grace

2011-01-01

Examining the body as a site and product of various ongoing discursive processes can provide insight about how identity impacts students' learning and understanding of their classroom experiences. This qualitative case study investigates how two, urban, eighth-grade students responded to being identified as struggling readers, concentrating…
Occupational Safety and Health: A View of Current Practices in Agricultural Education

ERIC Educational Resources Information Center

Threeton, Mark D.; Ewing, John C.; Evanoski, Danielle C.

2015-01-01

Providing safe and secure teaching and learning environments within schools is an ongoing process which requires a significant amount of attention. Therefore, this study sought to: 1) explore safety and health practices within secondary Agricultural Mechanics Education; and 2) identify the perceived obstacles which appear to hinder implementation…
The MOOC and Learning Analytics Innovation Cycle (MOLAC): A Reflective Summary of Ongoing Research and Its Challenges

ERIC Educational Resources Information Center

Drachsler, H.; Kalz, M.

2016-01-01

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

NASA Astrophysics Data System (ADS)

Dillon, Robin L.

2014-11-01

Organizations that fail to use known near-miss data when making operational decisions may be inadvertently rewarding risky behavior. Over time such risk taking compounds as similar near-misses are repeatedly observed and the ability to recognize anomalies and document the events decreases (i.e., normalization of deviance [1,2,3]). History from the space shuttle program shows that only the occasional large failure increases attention to anomalies again. This paper discusses prescriptions for project managers based on several on-going activities at NASA Goddard Space Flight Center (GSFC) to improve the lesson learning process for space missions. We discuss how these efforts can contribute to reducing near-miss bias and the normalization of deviance. This research should help organizations design learning processes that draw lessons from near-misses.
The role of alpha-rhythm states in perceptual learning: insights from experiments and computational models

PubMed Central

Sigala, Rodrigo; Haufe, Sebastian; Roy, Dipanjan; Dinse, Hubert R.; Ritter, Petra

2014-01-01

During the past two decades growing evidence indicates that brain oscillations in the alpha band (~10 Hz) not only reflect an “idle” state of cortical activity, but also take a more active role in the generation of complex cognitive functions. A recent study shows that more than 60% of the observed inter-subject variability in perceptual learning can be ascribed to ongoing alpha activity. This evidence indicates a significant role of alpha oscillations for perceptual learning and hence motivates to explore the potential underlying mechanisms. Hence, it is the purpose of this review to highlight existent evidence that ascribes intrinsic alpha oscillations a role in shaping our ability to learn. In the review, we disentangle the alpha rhythm into different neural signatures that control information processing within individual functional building blocks of perceptual learning. We further highlight computational studies that shed light on potential mechanisms regarding how alpha oscillations may modulate information transfer and connectivity changes relevant for learning. To enable testing of those model based hypotheses, we emphasize the need for multidisciplinary approaches combining assessment of behavior and multi-scale neuronal activity, active modulation of ongoing brain states and computational modeling to reveal the mathematical principles of the complex neuronal interactions. In particular we highlight the relevance of multi-scale modeling frameworks such as the one currently being developed by “The Virtual Brain” project. PMID:24772077
A review of assertions about the processes and outcomes of social learning in natural resource management.

PubMed

Cundill, G; Rodela, R

2012-12-30

Social learning has become a central theme in natural resource management. This growing interest is underpinned by a number of assertions about the outcomes of social learning, and about the processes that support these outcomes. Yet researchers and practitioners who seek to engage with social learning through the natural resource management literature often become disorientated by the myriad processes and outcomes that are identified. We trace the roots of current assertions about the processes and outcomes of social learning in natural resource management, and assess the extent to which there is an emerging consensus on these assertions. Results suggest that, on the one hand, social learning is described as taking place through deliberative interactions amongst multiple stakeholders. During these interactions, it is argued that participants learn to work together and build relationships that allow for collective action. On the other hand, social learning is described as occurring through deliberate experimentation and reflective practice. During these iterative cycles of action, monitoring and reflection, participants learn how to cope with uncertainty when managing complex systems. Both of these processes, and their associated outcomes, are referred to as social learning. Where, therefore, should researchers and practitioners focus their attention? Results suggest that there is an emerging consensus that processes that support social learning involve sustained interaction between stakeholders, on-going deliberation and the sharing of knowledge in a trusting environment. There is also an emerging consensus that the key outcome of such learning is improved decision making underpinned by a growing awareness of human-environment interactions, better relationships and improved problem-solving capacities for participants. Copyright © 2012 Elsevier Ltd. All rights reserved.
A Gender Perspective on Student Questioning upon the Transition to Higher Education

ERIC Educational Resources Information Center

Martinho, Mariana; Almeida, Patrícia Albergaria; Teixeira-Dias, José

2012-01-01

This paper refers to an ongoing PhD research (2011-2014) aimed at contributing to a better understanding of student questioning in the teaching, learning and assessment processes in higher education (HE), focusing on gender. The research is being conducted with first year chemistry students at the University of Aveiro in Portugal, and is intended…
Positioning Students as Actors and Authors: A Chronotopic Analysis of Collaborative Learning Activities

ERIC Educational Resources Information Center

Brown, Raymond; Renshaw, Peter

2006-01-01

Bakhtin's (1981) concept of chronotope provides a way of viewing student participation in the classroom as a dynamic process constituted through the interaction of past experience, ongoing involvement, and yet-to-be-accomplished goals. Although the actual design and use of classroom space may be important in facilitating a participatory pedagogy,…
Socialisation, Culture and the Foundations of Expertise in Elite Level Indigenous Australian Sportsmen

ERIC Educational Resources Information Center

Light, Richard L.; Evans, John R.

2017-01-01

This article reports on an ongoing study that investigates the development of expertise in rugby league and Australian football by Indigenous Australians as a socially and culturally situated process of learning. Focused on the sampling phase of the Development Model of Participation in Sport (6-12 years of age), it combines narrative inquiry and…
Inquiry-Based Chemistry Education in a High-Context Culture: A Qatari Case Study

ERIC Educational Resources Information Center

Qureshi, Sheila; Vishnumolakala, Venkat Rao; Southam, Daniel C.; Treagust, David F.

2017-01-01

This research took place within the context of ongoing educational reforms to promote inquiry-based science instruction and a desire to draw evidence to inform adoptions of western pedagogical practices in a high-context culture like Qatar. We report on the outcomes from Process Oriented Guided Inquiry Learning (POGIL) in a foundation chemistry…
Longitudinal Analysis Technique to Assist School Leaders in Making Critical Curriculum and Instruction Decisions for School Improvement

ERIC Educational Resources Information Center

Bigham, Gary D.; Riney, Mark R.

2017-01-01

To meet the constantly changing needs of schools and diverse learners, educators must frequently monitor student learning, revise curricula, and improve instruction. Consequently, it is critical that careful analyses of student performance data are ongoing components of curriculum decision-making processes. The primary purpose of this study is to…
Learning in Authentic Earth and Planetary Contexts

NASA Astrophysics Data System (ADS)

Fergusson, J. A.; Oliver, C. A.

2006-12-01

A Virtual Field Trip project has been developed in collaboration with NASA Learning Technologies to allow students, internationally, to accompany scientists on a field trip to the Pilbara region of Western Australia to debate the relevance of ancient structures called stromatolites, to the origins of life on Earth and the search for life on Mars. The project was planned with the aim of exposing high school students to `science in the making', including exposure to the ongoing debate and uncertainties involved in scientific research. The development of the project stemmed from both research-based and anecdotal evidence that current science education programs are not providing secondary students with a good understanding of the processes of science. This study seeks to examine the effectiveness of student use of the tools to increase awareness of the processes of science and to evaluate the effectiveness of the tools in terms of student learning. The literature reports that there is a need for learning activities to be conducted within meaningful contexts. The virtual field trip tools create an environment that simulates key elements in the scientific process. Such an approach allows students to learn by doing, to work like scientists and apply their learning in an authentic context.
Auditory closed-loop stimulation of the sleep slow oscillation enhances memory.

PubMed

Ngo, Hong-Viet V; Martinetz, Thomas; Born, Jan; Mölle, Matthias

2013-05-08

Brain rhythms regulate information processing in different states to enable learning and memory formation. The <1 Hz sleep slow oscillation hallmarks slow-wave sleep and is critical to memory consolidation. Here we show in sleeping humans that auditory stimulation in phase with the ongoing rhythmic occurrence of slow oscillation up states profoundly enhances the slow oscillation rhythm, phase-coupled spindle activity, and, consequently, the consolidation of declarative memory. Stimulation out of phase with the ongoing slow oscillation rhythm remained ineffective. Closed-loop in-phase stimulation provides a straight-forward tool to enhance sleep rhythms and their functional efficacy. Copyright © 2013 Elsevier Inc. All rights reserved.
Facilitation of learning induced by both random and gradual visuomotor task variation

PubMed Central

Braun, Daniel A.; Wolpert, Daniel M.

2012-01-01

Motor task variation has been shown to be a key ingredient in skill transfer, retention, and structural learning. However, many studies only compare training of randomly varying tasks to either blocked or null training, and it is not clear how experiencing different nonrandom temporal orderings of tasks might affect the learning process. Here we study learning in human subjects who experience the same set of visuomotor rotations, evenly spaced between −60° and +60°, either in a random order or in an order in which the rotation angle changed gradually. We compared subsequent learning of three test blocks of +30°→−30°→+30° rotations. The groups that underwent either random or gradual training showed significant (P < 0.01) facilitation of learning in the test blocks compared with a control group who had not experienced any visuomotor rotations before. We also found that movement initiation times in the random group during the test blocks were significantly (P < 0.05) lower than for the gradual or the control group. When we fit a state-space model with fast and slow learning processes to our data, we found that the differences in performance in the test block were consistent with the gradual or random task variation changing the learning and retention rates of only the fast learning process. Such adaptation of learning rates may be a key feature of ongoing meta-learning processes. Our results therefore suggest that both gradual and random task variation can induce meta-learning and that random learning has an advantage in terms of shorter initiation times, suggesting less reliance on cognitive processes. PMID:22131385
Social Regulation of Learning During Collaborative Inquiry Learning in Science: How does it emerge and what are its functions?

NASA Astrophysics Data System (ADS)

Ucan, Serkan; Webb, Mary

2015-10-01

Students' ability to regulate their learning is considered important for the quality of collaborative inquiry learning. However, there is still limited understanding about how students engage in social forms of regulation processes and what roles these regulatory processes may play during collaborative learning. The purpose of this study was to identify when and how co- and shared regulation of metacognitive, emotional and motivational processes emerge and function during collaborative inquiry learning in science. Two groups of three students (aged 12) from a private primary school in Turkey were videotaped during collaborative inquiry activities in a naturalistic classroom setting over a seven-week period, and the transcripts were analysed in order to identify their use of regulation processes. Moreover, this was combined with the analysis of stimulated-recall interviews with the student groups. Results indicated that co- and shared regulation processes were often initiated by particular events and played a crucial role in the success of students' collaborative inquiry learning. Co-regulation of metacognitive processes had the function of stimulating students to reflect upon and clarify their thinking, as well as facilitating the construction of new scientific understanding. Shared regulation of metacognitive processes helped students to build a shared understanding of the task, clarify and justify their shared perspective, and sustain the ongoing knowledge co-construction. Moreover, the use of shared emotional and motivational regulation was identified as important for sustaining reciprocal interactions and creating a positive socio-emotional atmosphere within the groups. In addition, the findings revealed links between the positive quality of group interactions and the emergence of co- and shared regulation of metacognitive processes. This study highlights the importance of fostering students' acquisition and use of regulation processes during collaborative inquiry learning.
Aspirations and common tensions: larger lessons from the third US national climate assessment

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

Moser, Susanne C.; Melillo, Jerry M.; Jacobs, Katharine L.

2015-10-21

The Third US National Climate Assessment (NCA3) was produced by experts in response to the US Global Change Research Act of 1990. Based on lessons learned from previous domestic and international assessments, the NCA3 was designed to speak to a broad public and inform the concerns of policy- and decision-makers at different scales. The NCA3 was also intended to be the first step in an ongoing assessment process that would build the nation’s capacity to respond to climate change. This concluding paper draws larger lessons from the insights gained throughout the assessment process that are of significance to future USmore » and international assessment designers. We bring attention to process and products delivered, communication and engagement efforts, and how they contributed to the sustained assessment. Based on areas where expectations were exceeded or not fully met, we address four common tensions that all assessment designers must confront and manage: between (1) core assessment ingredients (knowledge base, institutional set-up, principled process, and the people involved), (2) national scope and subnational adaptive management information needs, (3) scope, complexity, and manageability, and (4) deliberate evaluation and ongoing learning approaches. Managing these tensions, amidst the social and political contexts in which assessments are conducted, is critical to ensure that assessments are feasible and productive, while its outcomes are perceived as credible, salient, and legitimate.« less
Using Current Literature Selections to Nurture the Development of Kindness in Young Children

ERIC Educational Resources Information Center

Zeece, Pauline Davey

2009-01-01

Learning to display kindness and compassion for others is a critical and ongoing developmental process and an important part of young children's evolving social competence (Han and Kemple in "Early Child Educ J" 34(3):241-246, 2006; Moore in "Early Child Educ Today" 19(3):36-44, 2004). The capacity to care emanates from physical and psychological…
The Use of the Data-to-Action Framework in the Evaluation of CDC's DELTA FOCUS Program.

PubMed

Armstead, Theresa L; Kearns, Megan; Rambo, Kirsten; Estefan, Lianne Fuino; Dills, Jenny; Rivera, Moira S; El-Beshti, Rasha

The Centers for Disease Control and Prevention's (CDC's) Domestic Violence Prevention Enhancements and Leadership Through Alliances, Focusing on Outcomes for Communities United with States (DELTA FOCUS) program is a 5-year cooperative agreement (2013-2018) funding 10 state domestic violence coalitions and local coordinated community response teams to engage in primary prevention of intimate partner violence. Grantees' prevention strategies were often developmental and emergent; therefore, CDC's approach to program oversight, administration, and support to grantees required a flexible approach. CDC staff adopted a Data-to-Action Framework for the DELTA FOCUS program evaluation that supported a culture of learning to meet dynamic and unexpected information needs. Briefly, a Data-to-Action Framework involves the collection and use of information in real time for program improvement. Utilizing this framework, the DELTA FOCUS data-to-action process yielded important insights into CDC's ongoing technical assistance, improved program accountability by providing useful materials, and information for internal agency leadership, and helped build a learning community among grantees. CDC and other funders, as decision makers, can promote program improvements that are data-informed by incorporating internal processes supportive of ongoing data collection and review.
Modern information and telecommunication technologies in educational process as the element of ongoing personnel training for high-tech Russian industry

NASA Astrophysics Data System (ADS)

Matyatina, A. N.; Isaev, A. A.; Samovarschikov, Y. V.

2017-01-01

In the current work the issues of staffing high-tech sectors of Russian industry are considered in the context of global geopolitical instability, the comparative analysis of the age structure of domestic companies with the leading Western industrial organizations was conducted, "growth points" of human resources development were defined. For the purpose of informational and telecommunicational implementation in the educational process the analysis of normative-legal documents regulating the requirements to the electronic educational environment and distance learning technologies is presented. The basic models of distance learning technologies and remote resources as part of teaching materials are used. Taking into account the specifics and requirements of industrial enterprises a number of tools and methodology of e-learning based on the identified needs of the industrial sector were offered. The basis of the proposed model is built on one-parameter model through a three-tier learning: kindergarten - secondary - higher education (professional) where the lifecycle of parameter is a list of the industrial enterprises demands to the educational process.

Engaging students in a community of learning: Renegotiating the learning environment.

PubMed

Theobald, Karen A; Windsor, Carol A; Forster, Elizabeth M

2018-03-01

Promoting student engagement in a student led environment can be challenging. This article reports on the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university. The research employed three phases of data collection. The first phase explored student perceptions of learning and engagement in tutorials. The results informed the development of a web based learning resource. Phase two centred on implementation of a community of learning approach where students were supported to lead tutorial learning with peers. The final phase constituted an evaluation of the new approach. Findings suggest that students have the capacity to lead and engage in a community of learning and to assume greater ownership and responsibility where scaffolding is provided. Nonetheless, an ongoing whole of course approach to pedagogical change would better support this form of teaching and learning innovation. Copyright © 2018 Elsevier Ltd. All rights reserved.
Why Are There Developmental Stages in Language Learning? A Developmental Robotics Model of Language Development.

PubMed

Morse, Anthony F; Cangelosi, Angelo

2017-02-01

Most theories of learning would predict a gradual acquisition and refinement of skills as learning progresses, and while some highlight exponential growth, this fails to explain why natural cognitive development typically progresses in stages. Models that do span multiple developmental stages typically have parameters to "switch" between stages. We argue that by taking an embodied view, the interaction between learning mechanisms, the resulting behavior of the agent, and the opportunities for learning that the environment provides can account for the stage-wise development of cognitive abilities. We summarize work relevant to this hypothesis and suggest two simple mechanisms that account for some developmental transitions: neural readiness focuses on changes in the neural substrate resulting from ongoing learning, and perceptual readiness focuses on the perceptual requirements for learning new tasks. Previous work has demonstrated these mechanisms in replications of a wide variety of infant language experiments, spanning multiple developmental stages. Here we piece this work together as a single model of ongoing learning with no parameter changes at all. The model, an instance of the Epigenetic Robotics Architecture (Morse et al 2010) embodied on the iCub humanoid robot, exhibits ongoing multi-stage development while learning pre-linguistic and then basic language skills. Copyright © 2016 Cognitive Science Society, Inc.
Counterfeit Electronics Detection Using Image Processing and Machine Learning

NASA Astrophysics Data System (ADS)

Asadizanjani, Navid; Tehranipoor, Mark; Forte, Domenic

2017-01-01

Counterfeiting is an increasing concern for businesses and governments as greater numbers of counterfeit integrated circuits (IC) infiltrate the global market. There is an ongoing effort in experimental and national labs inside the United States to detect and prevent such counterfeits in the most efficient time period. However, there is still a missing piece to automatically detect and properly keep record of detected counterfeit ICs. Here, we introduce a web application database that allows users to share previous examples of counterfeits through an online database and to obtain statistics regarding the prevalence of known defects. We also investigate automated techniques based on image processing and machine learning to detect different physical defects and to determine whether or not an IC is counterfeit.
I Used to Think... and Now I Think...: Twenty Leading Educators Reflect on the Work of School Reform

ERIC Educational Resources Information Center

Elmore, Richard F., Ed.

2011-01-01

This book's title, "I Used to Think... And Now I Think...", is borrowed from an exercise often used at the end of teacher professional development sessions, in which participants write down how what they've learned has changed their thinking. The resulting essays model the ongoing process of reflection and growth among those deeply committed to…
Untangling Web 2.0: Charting Web 2.0 Tools, the NCSS Guidelines for Effective Use of Technology, and Bloom's Taxonomy

ERIC Educational Resources Information Center

Diacopoulos, Mark M.

2015-01-01

The potential for social studies to embrace instructional technology and Web 2.0 applications has become a growing trend in recent social studies research. As part of an ongoing process of collaborative enquiry between an instructional specialist and social studies teachers in a Professional Learning Community, a table of Web 2.0 applications was…
Secure VM for Monitoring Industrial Process Controllers

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

Dasgupta, Dipankar; Ali, Mohammad Hassan; Abercrombie, Robert K

2011-01-01

In this paper, we examine the biological immune system as an autonomic system for self-protection, which has evolved over millions of years probably through extensive redesigning, testing, tuning and optimization process. The powerful information processing capabilities of the immune system, such as feature extraction, pattern recognition, learning, memory, and its distributive nature provide rich metaphors for its artificial counterpart. Our study focuses on building an autonomic defense system, using some immunological metaphors for information gathering, analyzing, decision making and launching threat and attack responses. In order to detection Stuxnet like malware, we propose to include a secure VM (or dedicatedmore » host) to the SCADA Network to monitor behavior and all software updates. This on-going research effort is not to mimic the nature but to explore and learn valuable lessons useful for self-adaptive cyber defense systems.« less
An Epidemiologic Study of Genetic Variation in Hormonal Pathways in Relation to the Effect of Hormone Replacement Therapy on Breast Cancer Risk

DTIC Science & Technology

2007-04-01

active learning techniques in Introduction to Epidemiology Ongoing5 W81XWH-06-1-0312 Reding, Kerryn 7 TASK STATUS of FUTURE TASKS Task 3...Apply for and obtain IRB renewal Ongoing task Task 4: Training-related Work (Months 13-36) a. Present research findings on active learning at
Learning Evaluation: blending quality improvement and implementation research methods to study healthcare innovations.

PubMed

Balasubramanian, Bijal A; Cohen, Deborah J; Davis, Melinda M; Gunn, Rose; Dickinson, L Miriam; Miller, William L; Crabtree, Benjamin F; Stange, Kurt C

2015-03-10

In healthcare change interventions, on-the-ground learning about the implementation process is often lost because of a primary focus on outcome improvements. This paper describes the Learning Evaluation, a methodological approach that blends quality improvement and implementation research methods to study healthcare innovations. Learning Evaluation is an approach to multi-organization assessment. Qualitative and quantitative data are collected to conduct real-time assessment of implementation processes while also assessing changes in context, facilitating quality improvement using run charts and audit and feedback, and generating transportable lessons. Five principles are the foundation of this approach: (1) gather data to describe changes made by healthcare organizations and how changes are implemented; (2) collect process and outcome data relevant to healthcare organizations and to the research team; (3) assess multi-level contextual factors that affect implementation, process, outcome, and transportability; (4) assist healthcare organizations in using data for continuous quality improvement; and (5) operationalize common measurement strategies to generate transportable results. Learning Evaluation principles are applied across organizations by the following: (1) establishing a detailed understanding of the baseline implementation plan; (2) identifying target populations and tracking relevant process measures; (3) collecting and analyzing real-time quantitative and qualitative data on important contextual factors; (4) synthesizing data and emerging findings and sharing with stakeholders on an ongoing basis; and (5) harmonizing and fostering learning from process and outcome data. Application to a multi-site program focused on primary care and behavioral health integration shows the feasibility and utility of Learning Evaluation for generating real-time insights into evolving implementation processes. Learning Evaluation generates systematic and rigorous cross-organizational findings about implementing healthcare innovations while also enhancing organizational capacity and accelerating translation of findings by facilitating continuous learning within individual sites. Researchers evaluating change initiatives and healthcare organizations implementing improvement initiatives may benefit from a Learning Evaluation approach.
Operationalizing the Learning Health Care System in an Integrated Delivery System

PubMed Central

Psek, Wayne A.; Stametz, Rebecca A.; Bailey-Davis, Lisa D.; Davis, Daniel; Darer, Jonathan; Faucett, William A.; Henninger, Debra L.; Sellers, Dorothy C.; Gerrity, Gloria

2015-01-01

Introduction: The Learning Health Care System (LHCS) model seeks to utilize sophisticated technologies and competencies to integrate clinical operations, research and patient participation in order to continuously generate knowledge, improve care, and deliver value. Transitioning from concept to practical application of an LHCS presents many challenges but can yield opportunities for continuous improvement. There is limited literature and practical experience available in operationalizing the LHCS in the context of an integrated health system. At Geisinger Health System (GHS) a multi-stakeholder group is undertaking to enhance organizational learning and develop a plan for operationalizing the LHCS system-wide. We present a framework for operationalizing continuous learning across an integrated delivery system and lessons learned through the ongoing planning process. Framework: The framework focuses attention on nine key LHCS operational components: Data and Analytics; People and Partnerships; Patient and Family Engagement; Ethics and Oversight; Evaluation and Methodology; Funding; Organization; Prioritization; and Deliverables. Definitions, key elements and examples for each are presented. The framework is purposefully broad for application across different organizational contexts. Conclusion: A realistic assessment of the culture, resources and capabilities of the organization related to learning is critical to defining the scope of operationalization. Engaging patients in clinical care and discovery, including quality improvement and comparative effectiveness research, requires a defensible ethical framework that undergirds a system of strong but flexible oversight. Leadership support is imperative for advancement of the LHCS model. Findings from our ongoing work within the proposed framework may inform other organizations considering a transition to an LHCS. PMID:25992388
Three dimensions of learning: experiential activity for engineering innovation education and research

NASA Astrophysics Data System (ADS)

Killen, Catherine P.

2015-09-01

This paper outlines a novel approach to engineering education research that provides three dimensions of learning through an experiential class activity. A simulated decision activity brought current research into the classroom, explored the effect of experiential activity on learning outcomes and contributed to the research on innovation decision making. The 'decision task' was undertaken by more than 480 engineering students. It increased their reported measures of learning and retention by an average of 0.66 on a five-point Likert scale, and revealed positive correlations between attention, enjoyment, ongoing interest and learning and retention. The study also contributed to innovation management research by revealing the influence of different data visualisation methods on decision quality, providing an example of research-integrated education that forms part of the research process. Such a dovetailing of different research studies demonstrates how engineering educators can enhance educational impact while multiplying the outcomes from their research efforts.
An earned presence: studying the effect of multi-task improvisation systems on cognitive and learning capacity

NASA Astrophysics Data System (ADS)

Hansen, Pil; Oxoby, Robert J.

2017-01-01

In this article, we articulate preliminary insights from two pilot studies. These studies contribute to an ongoing process of developing empirical, cross-disciplinary measures to understand the cognitive and learning effects of complex artistic practices - effects that we situate between theory of embodied concepts and conceptually calibrated physical attention and action. The stage of this process that we report on here was led by the cognitive performance studies scholar and dramaturge, Pil Hansen, and undertaken in collaboration with the experimental psychologist, Vina Goghari, and the behavioural economist, Robert Oxoby, assisted by four research assistants from Drama, Music, and Psychology at the University of Calgary. Our team set out to test the following hypothesis: Active participation in performance generating systems has a positive effect on advanced student performers' working memory capacity, executive functions, and learning. Our results have implications, in particular, for understandings of embodied learning in the educational sector, however a perhaps more significant contribution is a better understanding of the measures and constructs needed to arrive at a more complex, yet operational concept of embodied learning and forward the experimental study of relationships between performing arts practices, cognition, and learning.
Development of an e-learning package for sepsis care.

PubMed

Davis, Anna; Henderson, James; Langmack, Gill

Severe sepsis is a major cause of morbidity and mortality in the UK. This article describes the collaborative development and implementation of an interactive online learning package to understand the key role nurses have in recognising and then starting to apply the Sepsis Six care bundle in clinical practice. The e-learning package, developed in a UK teaching hospital, uses a case study approach to address the knowledge that is required to be able to recognise sepsis, to understand the processes that occur and the ongoing care and treatment required. The package is relevant to final-year student nurses, newly registered nurses in preceptorship and other health professionals involved in assessing and treating patients who may be developing sepsis.
Nurse faculty experiences in problem-based learning: an interpretive phenomenologic analysis.

PubMed

Paige, Jane B; Smith, Regina O

2013-01-01

This study explored the nurse faculty experience of participating in a problem-based learning (PBL) faculty development program. Utilizing PBL as a pedagogical method requires a paradigm shift in the way faculty think about teaching, learning, and the teacher-student relationship. An interpretive phenomenological analysis approach was used to explore the faculty experience in a PBL development program. Four themes emerged: change in perception of the teacher-student relationship, struggle in letting go, uncertainty, and valuing PBL as a developmental process. Epistemic doubt happens when action and intent toward the PBL teaching perspective do not match underlying beliefs. Findings from this study call for ongoing administrative support for education on PBL while faculty take time to uncover hidden epistemological beliefs.
A robotic approach to understanding the role and the mechanism of vicarious trial-and-error in a T-maze task.

PubMed

Matsuda, Eiko; Hubert, Julien; Ikegami, Takashi

2014-01-01

Vicarious trial-and-error (VTE) is a behavior observed in rat experiments that seems to suggest self-conflict. This behavior is seen mainly when the rats are uncertain about making a decision. The presence of VTE is regarded as an indicator of a deliberative decision-making process, that is, searching, predicting, and evaluating outcomes. This process is slower than automated decision-making processes, such as reflex or habituation, but it allows for flexible and ongoing control of behavior. In this study, we propose for the first time a robotic model of VTE to see if VTE can emerge just from a body-environment interaction and to show the underlying mechanism responsible for the observation of VTE and the advantages provided by it. We tried several robots with different parameters, and we have found that they showed three different types of VTE: high numbers of VTE at the beginning of learning, decreasing numbers afterward (similar VTE pattern to experiments with rats), low during the whole learning period, and high numbers all the time. Therefore, we were able to reproduce the phenomenon of VTE in a model robot using only a simple dynamical neural network with Hebbian learning, which suggests that VTE is an emergent property of a plastic and embodied neural network. From a comparison of the three types of VTE, we demonstrated that 1) VTE is associated with chaotic activity of neurons in our model and 2) VTE-showing robots were robust to environmental perturbations. We suggest that the instability of neuronal activity found in VTE allows ongoing learning to rebuild its strategy continuously, which creates robust behavior. Based on these results, we suggest that VTE is caused by a similar mechanism in biology and leads to robust decision making in an analogous way.
Providing Students with Written Feedback on Their Assessment: A Collaborative Self-Study Exploring the Nexus of Research and Practice

ERIC Educational Resources Information Center

Pittaway, Sharon; Dowden, Tony

2014-01-01

This article is an account of a collaborative self-study of the process of providing written feedback on assessment to our teacher education students. Our five-year study grew out of concerns that written feedback might not always meet the learning needs of our students. The study was informed by on-going analysis of our reading of the relevant…
Active Control of Complex Systems via Dynamic (Recurrent) Neural Networks

DTIC Science & Technology

1992-05-30

course, to on-going changes brought about by learning processes. As research in neurodynamics proceeded, the concept of reverberatory information flows...Microstructure of Cognition . Vol. 1: Foundations, M.I.T. Press, Cambridge, Massachusetts, pp. 354-361, 1986. 100 I Schwarz, G., "Estimating the dimension of a...Continually Running Fully Recurrent Neural Networks, ICS Report 8805, Institute of Cognitive Science, University of California at San Diego, 1988. 10 II
Different levels of learning interact to shape the congruency sequence effect.

PubMed

Weissman, Daniel H; Hawks, Zoë W; Egner, Tobias

2016-04-01

The congruency effect in distracter interference tasks is often reduced after incongruent relative to congruent trials. Moreover, this congruency sequence effect (CSE) is influenced by learning related to concrete stimulus and response features as well as by learning related to abstract cognitive control processes. There is an ongoing debate, however, over whether interactions between these learning processes are best explained by an episodic retrieval account, an adaptation by binding account, or a cognitive efficiency account of the CSE. To make this distinction, we orthogonally manipulated the expression of these learning processes in a novel factorial design involving the prime-probe arrow task. In Experiment 1, these processes interacted in an over-additive fashion to influence CSE magnitude. In Experiment 2, we replicated this interaction while showing it was not driven by conditional differences in the size of the congruency effect. In Experiment 3, we ruled out an alternative account of this interaction as reflecting conditional differences in learning related to concrete stimulus and response features. These findings support an episodic retrieval account of the CSE, in which repeating a stimulus feature from the previous trial facilitates the retrieval and use of previous-trial control parameters, thereby boosting control in the current trial. In contrast, they do not fit with (a) an adaptation by binding account, in which CSE magnitude is directly related to the size of the congruency effect, or (b) a cognitive efficiency account, in which costly control processes are recruited only when behavioral adjustments cannot be mediated by low-level associative mechanisms. (c) 2016 APA, all rights reserved).
No need to grow my resumé? Mentorship and the intersection of learning between emerging and established leaders.

PubMed

Stevenson, Lynn; Vaulkhard, Kimberley

2017-09-01

Active ongoing learning is a foundational expectation of every healthcare leader whether at the beginning or end of their career. In order for leaders to be nimble and responsive to the ongoing changes in the healthcare environment, they must actively engage in a multiplicity of learning activities. One way of ensuring diversity of learning is for emerging and established leaders to learn together through formal or informal mentoring. This article will explore that intersection and the value add of a reciprocal mentoring relationship where mentor and mentee roles become blurred and joint learning becomes the goal. Capabilities from the LEADS in a Caring Environment framework will be drawn upon, and a challenge is suggested for experienced leaders to go beyond resumé building and invest in emerging leaders, as ultimately it is an investment in their own learning and the future.
When high achievers and low achievers work in the same group: the roles of group heterogeneity and processes in project-based learning.

PubMed

Cheng, Rebecca Wing-yi; Lam, Shui-fong; Chan, Joanne Chung-yan

2008-06-01

There has been an ongoing debate about the inconsistent effects of heterogeneous ability grouping on students in small group work such as project-based learning. The present research investigated the roles of group heterogeneity and processes in project-based learning. At the student level, we examined the interaction effect between students' within-group achievement and group processes on their self- and collective efficacy. At the group level, we examined how group heterogeneity was associated with the average self- and collective efficacy reported by the groups. The participants were 1,921 Hong Kong secondary students in 367 project-based learning groups. Student achievement was determined by school examination marks. Group processes, self-efficacy and collective efficacy were measured by a student-report questionnaire. Hierarchical linear modelling was used to analyse the nested data. When individual students in each group were taken as the unit of analysis, results indicated an interaction effect of group processes and students' within-group achievement on the discrepancy between collective- and self-efficacy. When compared with low achievers, high achievers reported lower collective efficacy than self-efficacy when group processes were of low quality. However, both low and high achievers reported higher collective efficacy than self-efficacy when group processes were of high quality. With 367 groups taken as the unit of analysis, the results showed that group heterogeneity, group gender composition and group size were not related to the discrepancy between collective- and self-efficacy reported by the students. Group heterogeneity was not a determinant factor in students' learning efficacy. Instead, the quality of group processes played a pivotal role because both high and low achievers were able to benefit when group processes were of high quality.
Core principles of assessment in competency-based medical education.

PubMed

Lockyer, Jocelyn; Carraccio, Carol; Chan, Ming-Ka; Hart, Danielle; Smee, Sydney; Touchie, Claire; Holmboe, Eric S; Frank, Jason R

2017-06-01

The meaningful assessment of competence is critical for the implementation of effective competency-based medical education (CBME). Timely ongoing assessments are needed along with comprehensive periodic reviews to ensure that trainees continue to progress. New approaches are needed to optimize the use of multiple assessors and assessments; to synthesize the data collected from multiple assessors and multiple types of assessments; to develop faculty competence in assessment; and to ensure that relationships between the givers and receivers of feedback are appropriate. This paper describes the core principles of assessment for learning and assessment of learning. It addresses several ways to ensure the effectiveness of assessment programs, including using the right combination of assessment methods and conducting careful assessor selection and training. It provides a reconceptualization of the role of psychometrics and articulates the importance of a group process in determining trainees' progress. In addition, it notes that, to reach its potential as a driver in trainee development, quality care, and patient safety, CBME requires effective information management and documentation as well as ongoing consideration of ways to improve the assessment system.

Herding cats? A multi-model perspective on tropospheric ozone

NASA Astrophysics Data System (ADS)

Young, P. J.

2015-12-01

Various global multi-model studies have investigated tropospheric ozone changes over multi-decadal timescales. Several robust features emerge, which - for instance - allows the IPCC to associate high confidence in the radiative forcing associated with ozone increases between 1750 and the present day. However, such quantities hide the spread in results between different models, particularly when looking at seasonal and regional scales, and including for comparisons with observations. What can we learn about our scientific understanding from the model spread? What can we learn about models from the model spread? And can we make recommendations for deficient or missing processes if we wish to use our models for environmental prediction? Of course, these questions also have to be asked in the context of what we want the model(s) to do (air quality, climate, stratospheric ozone depletion etc.). This poster will report ongoing work in my group which draws on results from multi-model experiments conducted in support of the most recent IPCC report (CMIP5 and ACCMIP), with an eye to the expected outcomes from the ongoing Chemistry-Climate Model Initiative (CCMI) model simulations.
Academic Momentum at University/College: Exploring the Roles of Prior Learning, Life Experience, and Ongoing Performance in Academic Achievement across Time

ERIC Educational Resources Information Center

Martin, Andrew J.; Wilson, Rachel; Liem, Gregory Arief D.; Ginns, Paul

2014-01-01

In the context of "academic momentum," a longitudinal study of university students (N = 904) showed high school achievement and ongoing university achievement predicted subsequent achievement through university. However, the impact of high school achievement diminished, while additive effects of ongoing university achievement continued.…
Physicians' reflections on the personal learning process and the significance of distance learning in family health.

PubMed

Thumé, Elaine; Wachs, Louriele Soares; Soares, Mariangela Uhlmann; Cubas, Marcia Regina; Fassa, Maria Elizabeth Gastal; Tomasi, Elaine; Fassa, Anaclaudia Gastal; Facchini, Luiz Augusto

2016-09-01

The scope of the article is to present the reflections of professionals from the Mais Médicos Program (More Doctors Program) on the significance of the specialization course in Family Health in terms of professional practice and learning the most important concepts. This is an empirically based qualitative study on the statements recorded in the "Critical reflection on their personal learning process" of the final work of the specialization course at the Federal University of Pelotas. For textual analysis, 101 reports were randomly selected from a total of 1,011 reports completed in seven states of the North, Northeast and South of Brazil from June to December 2015. The initial barriers were overcome with tutor support and team integration, with emphasis on teaching tools for the improvement of clinical practice and strategic organization of work and greater understanding of the public health system. Fostering the learning of the Portuguese language and the exchange of experience in the forums were considered valuable positive aspects. Despite the difficulty in Internet access in some municipalities it reaffirmed the central role of ongoing education and the viability of the problem-solving methodology, even from a distance.
Towards the next generation of climate change assessment: learning from past experiences to inform a sustainable future

NASA Astrophysics Data System (ADS)

Mach, K. J.; Field, C. B.

2017-12-01

Over decades, assessment by the Intergovernmental Panel on Climate Change and many others has bolstered understanding of the climate problem: unequivocal warming, pervasive impacts, and serious risks from continued high emissions of heat-trapping gases. Societies are increasingly responding with early actions to decarbonize energy systems and prepare for impacts. This emerging era of climate solutions creates a need for new approaches to assessment that emphasize learning from ongoing real-world experiences and that help close the gap between aspirations and the pace of progress. Against this backdrop, the presentation will take stock of recent advances and challenges in assessment, especially drawing from analysis of climate change assessment. Four assessment priorities will be considered: (1) integrating diverse evidence including quantitative and qualitative results, (2) applying rigorous expert judgment in evaluating knowledge and uncertainties, (3) exploring widely ranging futures and their connections to ongoing choices and actions, and (4) incorporating interactions among experts and decision-makers in assessment processes. Across these assessment priorities, the presentation will critique both opportunities and pitfalls, outlining possibilities for future experimentation, innovation, and learning. It will evaluate, in particular, lessons from risk-based approaches; strategies for transparently acknowledging persistent uncertainties and contested priorities; ways to minimize biases and foster creativity in expert judgments; scenario-based assessment of surprises, deep uncertainties, and decision-making implications; and opportunities for broadening the conception of expertise and engaging different decision-makers and stakeholders. Overall, these approaches can advance assessment products and processes as a basis for sustained dialogue supporting decision-making.
Toward Augmented Radiologists: Changes in Radiology Education in the Era of Machine Learning and Artificial Intelligence.

PubMed

Tajmir, Shahein H; Alkasab, Tarik K

2018-06-01

Radiology practice will be altered by the coming of artificial intelligence, and the process of learning in radiology will be similarly affected. In the short term, radiologists will need to understand the first wave of artificially intelligent tools, how they can help them improve their practice, and be able to effectively supervise their use. Radiology training programs will need to develop curricula to help trainees acquire the knowledge to carry out this new supervisory duty of radiologists. In the longer term, artificially intelligent software assistants could have a transformative effect on the training of residents and fellows, and offer new opportunities to bring learning into the ongoing practice of attending radiologists. Copyright © 2018 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.
Processing speed enhances model-based over model-free reinforcement learning in the presence of high working memory functioning

PubMed Central

Schad, Daniel J.; Jünger, Elisabeth; Sebold, Miriam; Garbusow, Maria; Bernhardt, Nadine; Javadi, Amir-Homayoun; Zimmermann, Ulrich S.; Smolka, Michael N.; Heinz, Andreas; Rapp, Michael A.; Huys, Quentin J. M.

2014-01-01

Theories of decision-making and its neural substrates have long assumed the existence of two distinct and competing valuation systems, variously described as goal-directed vs. habitual, or, more recently and based on statistical arguments, as model-free vs. model-based reinforcement-learning. Though both have been shown to control choices, the cognitive abilities associated with these systems are under ongoing investigation. Here we examine the link to cognitive abilities, and find that individual differences in processing speed covary with a shift from model-free to model-based choice control in the presence of above-average working memory function. This suggests shared cognitive and neural processes; provides a bridge between literatures on intelligence and valuation; and may guide the development of process models of different valuation components. Furthermore, it provides a rationale for individual differences in the tendency to deploy valuation systems, which may be important for understanding the manifold neuropsychiatric diseases associated with malfunctions of valuation. PMID:25566131
Professional Learning through Everyday Work: How Finance Professionals Self-Regulate Their Learning

ERIC Educational Resources Information Center

Littlejohn, Allison; Milligan, Colin; Fontana, Rosa Pia; Margaryan, Anoush

2016-01-01

Professional learning is a critical component of ongoing improvement and innovation and the adoption of new practices in the workplace. Professional learning is often achieved through learning embedded in everyday work tasks. However, little is known about how professionals self-regulate their learning through regular work activities. This paper…
The MCH navigator: tools for MCH workforce development and lifelong learning.

PubMed

Grason, Holly; Huebner, Colleen; Crawford, Alyssa Kim; Ruderman, Marjory; Taylor, Cathy R; Kavanagh, Laura; Farel, Anita; Wightkin, Joan; Long-White, Deneen; Ramirez, Shokufeh M; Preskitt, Julie; Morrissette, Meredith; Handler, Arden

2015-02-01

Maternal and child health (MCH) leadership requires an understanding of MCH populations and systems as well as continuous pursuit of new knowledge and skills. This paper describes the development, structure, and implementation of the MCH Navigator, a web-based portal for ongoing education and training for a diverse MCH workforce. Early development of the portal focused on organizing high quality, free, web-based learning opportunities that support established learning competencies without duplicating existing resources. An academic-practice workgroup developed a conceptual model based on the MCH Leadership Competencies, the Core Competencies for Public Health Professionals, and a structured review of MCH job responsibilities. The workgroup used a multi-step process to cull the hundreds of relevant, but widely scattered, trainings and select those most valuable for the primary target audiences of state and local MCH professionals and programs. The MCH Navigator now features 248 learning opportunities, with additional tools to support their use. Formative assessment findings indicate that the portal is widely used and valued by its primary audiences, and promotes both an individual's professional development and an organizational culture of continuous learning. Professionals in practice and academic settings are using the MCH Navigator for orientation of new staff and advisors, "just in time" training for specific job functions, creating individualized professional development plans, and supplementing course content. To achieve its intended impact and ensure the timeliness and quality of the Navigator's content and functions, the MCH Navigator will need to be sustained through ongoing partnership with state and local MCH professionals and the MCH academic community.
Participatory Learning Walks: Reflective Practice for the Conductor-Music Educator

ERIC Educational Resources Information Center

Baker, William J.; King, Heidi

2013-01-01

Learning walks can be defined as ongoing, structured classroom visits by senior teachers and other colleagues intended to gather data about teaching and learning through observation and interaction with students. Used in areas such as classroom teaching, learning walks are designed to support professional learning for educators and encourage…
Seizing the Moment: State Lessons for Transforming Professional Learning

ERIC Educational Resources Information Center

Learning Forward, 2013

2013-01-01

Explore this first look at lessons learned through Learning Forward's ongoing initiative to develop a comprehensive system of professional learning that spans the distance from the statehouse to the classroom. This policy brief underscores the importance of a coordinated state professional learning strategy, the adoption of professional learning…
On the relation between grammatical number and cardinal numbers in development.

PubMed

Sarnecka, Barbara W

2014-01-01

This mini-review focuses on the question of how the grammatical number system of a child's language may help the child learn the meanings of cardinal number words (e.g., "one" and "two"). Evidence from young children learning English, Russian, Japanese, Mandarin, Slovenian, or Saudi Arabic suggests that trajectories of number-word learning differ for children learning different languages. Children learning English, which distinguishes between singular and plural, seem to learn the meaning of the cardinal number "one" earlier than children learning Japanese or Mandarin, which have very little singular/plural marking. Similarly, children whose languages have a singular/dual/plural system (Slovenian and Saudi Arabic) learn the meaning of "two" earlier than English-speaking children. This relation between grammatical and cardinal number may shed light on how humans acquire cardinal-number concepts. There is an ongoing debate about whether mental symbols for small cardinalities (concepts for "oneness," "twoness," etc.) are innate or learned. Although an effect of grammatical number on number-word learning does not rule out nativist accounts, it seems more consistent with constructivist accounts, which portray the number-learning process as one that requires significant conceptual change.
Use of a position-sensitive multi-anode photomultiplier tube for finding gamma-ray source direction

NASA Astrophysics Data System (ADS)

Mukhopadhyay, Sanjoy; Maurer, Richard; Guss, Paul

2014-09-01

Organizations that fail to use known near-miss data when making operational decisions may be inadvertently rewarding risky behavior. Over time such risk taking compounds as similar near-misses are repeatedly observed and the ability to recognize anomalies and document the events decreases (i.e., normalization of deviance [1,2,3]). History from the space shuttle program shows that only the occasional large failure increases attention to anomalies again. This paper discusses prescriptions for project managers based on several on-going activities at NASA Goddard Space Flight Center (GSFC) to improve the lesson learning process for space missions. We discuss how these efforts can contribute to reducing near-miss bias and the normalization of deviance. This research should help organizations design learning processes that draw lessons from near-misses.
Report on Partial Findings of an Ongoing Research: Social Networking Sites (SNS) as a Platform to Support Teaching and Learning in Secondary Schools

ERIC Educational Resources Information Center

Bt. Ubaidullah, Nor Hasbiah; Samsuddin, Khairulanuar; Bt. Fabil, Norsikin; Bt. Mahadi, Norhayati

2011-01-01

This paper reports the partial findings of a survey that was carried out in the analysis phase of an ongoing research for the development of a prototype of a Social Networking Site (SNS) to support teaching and learning in secondary schools. For the initial phase of the study, a quantitative research method was used based on a survey involving 383…
The "Motor" in Implicit Motor Sequence Learning: A Foot-stepping Serial Reaction Time Task.

PubMed

Du, Yue; Clark, Jane E

2018-05-03

This protocol describes a modified serial reaction time (SRT) task used to study implicit motor sequence learning. Unlike the classic SRT task that involves finger-pressing movements while sitting, the modified SRT task requires participants to step with both feet while maintaining a standing posture. This stepping task necessitates whole body actions that impose postural challenges. The foot-stepping task complements the classic SRT task in several ways. The foot-stepping SRT task is a better proxy for the daily activities that require ongoing postural control, and thus may help us better understand sequence learning in real-life situations. In addition, response time serves as an indicator of sequence learning in the classic SRT task, but it is unclear whether response time, reaction time (RT) representing mental process, or movement time (MT) reflecting the movement itself, is a key player in motor sequence learning. The foot-stepping SRT task allows researchers to disentangle response time into RT and MT, which may clarify how motor planning and movement execution are involved in sequence learning. Lastly, postural control and cognition are interactively related, but little is known about how postural control interacts with learning motor sequences. With a motion capture system, the movement of the whole body (e.g., the center of mass (COM)) can be recorded. Such measures allow us to reveal the dynamic processes underlying discrete responses measured by RT and MT, and may aid in elucidating the relationship between postural control and the explicit and implicit processes involved in sequence learning. Details of the experimental set-up, procedure, and data processing are described. The representative data are adopted from one of our previous studies. Results are related to response time, RT, and MT, as well as the relationship between the anticipatory postural response and the explicit processes involved in implicit motor sequence learning.
What's in a Label? Is Diagnosis the Start or the End of Clinical Reasoning?

PubMed

Ilgen, Jonathan S; Eva, Kevin W; Regehr, Glenn

2016-04-01

Diagnostic reasoning has received substantial attention in the literature, yet what we mean by "diagnosis" may vary. Diagnosis can align with assignment of a "label," where a constellation of signs, symptoms, and test results is unified into a solution at a single point in time. This "diagnostic labeling" conceptualization is embodied in our case-based learning curricula, published case reports, and research studies, all of which treat diagnostic accuracy as the primary outcome. However, this conceptualization may oversimplify the richly iterative and evolutionary nature of clinical reasoning in many settings. Diagnosis can also represent a process of guiding one's thoughts by "making meaning" from data that are intrinsically dynamic, experienced idiosyncratically, negotiated among team members, and rich with opportunities for exploration. Thus, there are two complementary constructions of diagnosis: 1) the correct solution resulting from a diagnostic reasoning process, and 2) a dynamic aid to an ongoing clinical reasoning process. This article discusses the importance of recognizing these two conceptualizations of "diagnosis," outlines the unintended consequences of emphasizing diagnostic labeling as the primary goal of clinical reasoning, and suggests how framing diagnosis as an ongoing process of meaning-making might change how we think about teaching and assessing clinical reasoning.
The Lifelong Learning Iceberg of Information Systems Academics--A Study of On-Going Formal and Informal Learning by Academics

ERIC Educational Resources Information Center

Davey, Bill; Tatnall, Arthur

2007-01-01

This article describes a study that examined the lifelong learning of information systems academics in relation to their normal work. It begins by considering the concept of lifelong learning, its relationship to real-life learning and that lifelong learning should encompass the whole spectrum of formal, non-formal and informal learning. Most…
Social media for lifelong learning.

PubMed

Kind, Terry; Evans, Yolanda

2015-04-01

Learning is ongoing, and can be considered a social activity. In this paper we aim to provide a review of the use of social media for lifelong learning. We start by defining lifelong learning, drawing upon principles of continuous professional development and adult learning theory. We searched Embase and MEDLINE from 2004-2014 for search terms relevant to social media and learning. We describe examples of lifelong learners using social media in medical education and healthcare that have been reported in the peer-reviewed literature. Medical or other health professions students may have qualities consistent with being a lifelong learner, yet once individuals move beyond structured learning environments they will need to recognize their own gaps in knowledge and skills over time and be motivated to fill them, thereby incorporating lifelong learning principles into their day-to-day practice. Engagement with social media can parallel engagement in the learning process over time, to the extent that online social networking fosters feedback and collaboration. The use of social media and online networking platforms are a key way to continuously learn in today's information sharing society. Additional research is needed, particularly rigorous studies that extend beyond learner satisfaction to knowledge, behaviour change, and outcomes.
Space Matters: Experiences of Managing Static Formal Learning Spaces

ERIC Educational Resources Information Center

Montgomery, Tim

2008-01-01

Managing the space in which learning takes place is subject to ongoing debate. Spatial management and movement can impact upon the construction of meaning within education and upon the dynamic of learning. It is suggested that there are now different learning goals and expectations and consequently a need for different learning environments. We…
Workplace, Organizational, and Societal: Three Domains of Learning for 21st-Century Cities

ERIC Educational Resources Information Center

Yorks, Lyle; Barto, Jody

2015-01-01

Interconnections between workplace and organizational learning can highlight the ongoing changes taking place that prestage the need for learning cities and regions. The diverse institutions that comprise cities and regions can function as organizational learning mechanisms in the 21st century. Learning cities themselves can also be conceptualized…
A Molecular Dissociation between Cued and Contextual Appetitive Learning

ERIC Educational Resources Information Center

Kheirbek, Mazen A.; Beeler, Jeff A.; Chi, Wanhao; Ishikawa, Yoshihiro; Zhuang, Xiaoxi

2010-01-01

In appetitive Pavlovian learning, animals learn to associate discrete cues or environmental contexts with rewarding outcomes, and these cues and/or contexts can potentiate an ongoing instrumental response for reward. Although anatomical substrates underlying cued and contextual learning have been proposed, it remains unknown whether specific…

Evaluating and Implementing Learning Environments: A United Kingdom Experience.

ERIC Educational Resources Information Center

Ingraham, Bruce; Watson, Barbara; McDowell, Liz; Brockett, Adrian; Fitzpatrick, Simon

2002-01-01

Reports on ongoing work at five universities in northeastern England that have been evaluating and implementing online learning environments known as virtual learning environments (VLEs) or managed learning environments (MLEs). Discusses do-it-yourself versus commercial systems; transferability; Web-based versus client-server; integration with…
Making practice transparent through e-portfolio.

PubMed

Stewart, Sarah M

2013-12-01

Midwives are required to maintain a professional portfolio as part of their statutory requirements. Some midwives are using open social networking tools and processes to develop an e-portfolio. However, confidentiality of patient and client data and professional reputation have to be taken into consideration when using online public spaces for reflection. There is little evidence about how midwives use social networking tools for ongoing learning. It is uncertain how reflecting in an e-portfolio with an audience impacts on learning outcomes. This paper investigates ways in which reflective midwifery practice be carried out using e-portfolio in open, social networking platforms using collaborative processes. Using an auto-ethnographic approach I explored my e-portfolio and selected posts that had attracted six or more comments. I used thematic analysis to identify themes within the textual conversations in the posts and responses posted by readers. The analysis identified that my collaborative e-portfolio had four themes: to provide commentary and discuss issues; to reflect and process learning; to seek advice, brainstorm and process ideas for practice, projects and research, and provide evidence of professional development. E-portfolio using open social networking tools and processes is a viable option for midwives because it facilitates collaborative reflection and shared learning. However, my experience shows that concerns about what people think, and client confidentiality does impact on the nature of open reflection and learning outcomes. I conclude this paper with a framework for managing midwifery statutory obligations using online public spaces and social networking tools. Copyright © 2013 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.
Learning How Scientists Work: Experiential Research Projects to Promote Cell Biology Learning and Scientific Process Skills

PubMed Central

2002-01-01

Facilitating not only the mastery of sophisticated subject matter, but also the development of process skills is an ongoing challenge in teaching any introductory undergraduate course. To accomplish this goal in a sophomore-level introductory cell biology course, I require students to work in groups and complete several mock experiential research projects that imitate the professional activities of the scientific community. I designed these projects as a way to promote process skill development within content-rich pedagogy and to connect text-based and laboratory-based learning with the world of contemporary research. First, students become familiar with one primary article from a leading peer-reviewed journal, which they discuss by means of PowerPoint-based journal clubs and journalism reports highlighting public relevance. Second, relying mostly on primary articles, they investigate the molecular basis of a disease, compose reviews for an in-house journal, and present seminars in a public symposium. Last, students author primary articles detailing investigative experiments conducted in the lab. This curriculum has been successful in both quarter-based and semester-based institutions. Student attitudes toward their learning were assessed quantitatively with course surveys. Students consistently reported that these projects significantly lowered barriers to primary literature, improved research-associated skills, strengthened traditional pedagogy, and helped accomplish course objectives. Such approaches are widely suited for instructors seeking to integrate process with content in their courses. PMID:12669101
Learning how scientists work: experiential research projects to promote cell biology learning and scientific process skills.

PubMed

DebBurman, Shubhik K

2002-01-01

Facilitating not only the mastery of sophisticated subject matter, but also the development of process skills is an ongoing challenge in teaching any introductory undergraduate course. To accomplish this goal in a sophomore-level introductory cell biology course, I require students to work in groups and complete several mock experiential research projects that imitate the professional activities of the scientific community. I designed these projects as a way to promote process skill development within content-rich pedagogy and to connect text-based and laboratory-based learning with the world of contemporary research. First, students become familiar with one primary article from a leading peer-reviewed journal, which they discuss by means of PowerPoint-based journal clubs and journalism reports highlighting public relevance. Second, relying mostly on primary articles, they investigate the molecular basis of a disease, compose reviews for an in-house journal, and present seminars in a public symposium. Last, students author primary articles detailing investigative experiments conducted in the lab. This curriculum has been successful in both quarter-based and semester-based institutions. Student attitudes toward their learning were assessed quantitatively with course surveys. Students consistently reported that these projects significantly lowered barriers to primary literature, improved research-associated skills, strengthened traditional pedagogy, and helped accomplish course objectives. Such approaches are widely suited for instructors seeking to integrate process with content in their courses.
Becoming an expert carer: the process of family carers learning to manage technical health procedures at home.

PubMed

McDonald, Janet; McKinlay, Eileen; Keeling, Sally; Levack, William

2016-09-01

To describe the learning process of family carers who manage technical health procedures (such as enteral tube feeding, intravenous therapy, dialysis or tracheostomy care) at home. Increasingly, complex procedures are being undertaken at home but little attention has been paid to the experiences of family carers who manage such procedures. Grounded theory, following Charmaz's constructivist approach. Interviews with 26 family carers who managed technical health procedures and 15 health professionals who taught carers such procedures. Data collection took place in New Zealand over 19 months during 2011-2013. Grounded theory procedures of iterative data collection, coding and analysis were followed, with the gradual development of theoretical ideas. The learning journey comprised three phases: (1) an initial, concentrated period of training; (2) novice carers taking responsibility for day-to-day care of procedures while continuing their learning; and (3) with time, experience and ongoing self-directed learning, the development of expertise. Teaching and support by health professionals (predominantly nurses) was focussed on the initial phase, but carers' learning continued throughout, developed through their own experience and using additional sources of information (notably the Internet and other carers). Further work is needed to determine the best educational process for carers, including where to locate training, who should teach them, optimal teaching methods and how structured or individualized teaching should be. Supporting carers well also benefits patient care. © 2016 John Wiley & Sons Ltd.
Sustaining Professional Learning Communities: Case Studies

ERIC Educational Resources Information Center

Hipp, Kristine; Huffman, Jane; Pankake, Anita; Olivier, Dianne

2008-01-01

The purpose is to document the ongoing development of two schools in becoming professional learning communities and the effects of meaningful collaboration on teacher learning. The question that guides this research is: How does a school become a sustainable professional learning community? The theoretical framework is based on the work of Senge,…
Designing Personalized Learning Products for Middle School Mathematics: The Case for Networked Learning Games

ERIC Educational Resources Information Center

Evans, Michael A.; Pruett, Jordan; Chang, Mido; Nino, Miguel

2014-01-01

Middle school mathematics education is subject to ongoing reform based on advances in digital instructional technologies, especially learning games, leading to recent calls for investment in "personalized learning." Through an extensive literature review, this investigation identified three priority areas that should be taken into…
Factors in Sustaining Professional Learning Community

ERIC Educational Resources Information Center

Kilbane, James F., Jr.

2009-01-01

School change efforts to develop schools as learning communities result in schools that are constantly learning and thus changing. This collective case study of four schools involved in a 4-year reform effort begins to examine the ongoing sustainability of a learning community. The study draws insights about the sustainability of learning…
The dynamic sustainability framework: addressing the paradox of sustainment amid ongoing change

PubMed Central

2013-01-01

Background Despite growth in implementation research, limited scientific attention has focused on understanding and improving sustainability of health interventions. Models of sustainability have been evolving to reflect challenges in the fit between intervention and context. Discussion We examine the development of concepts of sustainability, and respond to two frequent assumptions —'voltage drop,’ whereby interventions are expected to yield lower benefits as they move from efficacy to effectiveness to implementation and sustainability, and 'program drift,’ whereby deviation from manualized protocols is assumed to decrease benefit. We posit that these assumptions limit opportunities to improve care, and instead argue for understanding the changing context of healthcare to continuously refine and improve interventions as they are sustained. Sustainability has evolved from being considered as the endgame of a translational research process to a suggested 'adaptation phase’ that integrates and institutionalizes interventions within local organizational and cultural contexts. These recent approaches locate sustainability in the implementation phase of knowledge transfer, but still do not address intervention improvement as a central theme. We propose a Dynamic Sustainability Framework that involves: continued learning and problem solving, ongoing adaptation of interventions with a primary focus on fit between interventions and multi-level contexts, and expectations for ongoing improvement as opposed to diminishing outcomes over time. Summary A Dynamic Sustainability Framework provides a foundation for research, policy and practice that supports development and testing of falsifiable hypotheses and continued learning to advance the implementation, transportability and impact of health services research. PMID:24088228
The dynamic sustainability framework: addressing the paradox of sustainment amid ongoing change.

PubMed

Chambers, David A; Glasgow, Russell E; Stange, Kurt C

2013-10-02

Despite growth in implementation research, limited scientific attention has focused on understanding and improving sustainability of health interventions. Models of sustainability have been evolving to reflect challenges in the fit between intervention and context. We examine the development of concepts of sustainability, and respond to two frequent assumptions -'voltage drop,' whereby interventions are expected to yield lower benefits as they move from efficacy to effectiveness to implementation and sustainability, and 'program drift,' whereby deviation from manualized protocols is assumed to decrease benefit. We posit that these assumptions limit opportunities to improve care, and instead argue for understanding the changing context of healthcare to continuously refine and improve interventions as they are sustained. Sustainability has evolved from being considered as the endgame of a translational research process to a suggested 'adaptation phase' that integrates and institutionalizes interventions within local organizational and cultural contexts. These recent approaches locate sustainability in the implementation phase of knowledge transfer, but still do not address intervention improvement as a central theme. We propose a Dynamic Sustainability Framework that involves: continued learning and problem solving, ongoing adaptation of interventions with a primary focus on fit between interventions and multi-level contexts, and expectations for ongoing improvement as opposed to diminishing outcomes over time. A Dynamic Sustainability Framework provides a foundation for research, policy and practice that supports development and testing of falsifiable hypotheses and continued learning to advance the implementation, transportability and impact of health services research.
Principles of Design Energize Learning Communities: Practical Tips Put the Emphasis on "Learning"

ERIC Educational Resources Information Center

Easton, Lois Brown

2012-01-01

Adult learning is essential in schools. Learning Forward's Scholar Laureate Shirley Hord observes, "The improvement of our schools seldom results from mandates. What has become very clear is that change (its adoption and implementation) cannot occur without the provision of ongoing and long-term learning for the professionals" (Hord, 2011, p. xv).…
Reinventing the Wheel: One Program's Approach to Redesign of Didactic Courses.

PubMed

Hudak, Nicholas M; Scott, Victoria; Spear, Sherrie B; Hills, Karen J

2015-12-01

Curriculum and course redesign are expected and intentional efforts in health professions education. For physician assistant (PA) education, ongoing program self-assessment is a required accreditation standard and may guide deliberate changes within curriculum. The purpose of this article is to describe one PA program’s approach to the redesign of 4 courses into 3 courses that span the entire didactic phase. Significant lessons learned include the importance of planning ahead, identifying key players, documenting the process as part of ongoing self-assessment, competency mapping, and being prepared to make real-time modifications and changes based on course evaluations and faculty feedback. Our approach and guiding principles to the successful redesign of the didactic courses may provide both established and new PA educational programs with useful methods to apply in their own unique curricula.
Consciousness and the Consolidation of Motor Learning

PubMed Central

Song, Sunbin

2009-01-01

It is no secret that motor learning benefits from repetition. For example, pianists devote countless hours to performing complicated sequences of key presses, and golfers practice their swings thousands of times to reach a level of proficiency. Interestingly, the subsequent waking and sleeping hours after practice also play important roles in motor learning. During this time, a motor skill can consolidate into a more stable form that can lead to improved future performance without intervening practice. Though it is widely believed that sleep is crucial for this consolidation of motor learning, this is not generally true. In many instances only day-time consolidates motor learning, while in other instances neither day-time nor sleep consolidates learning. Recent studies have suggested that conscious awareness during motor training can determine whether sleep or day-time plays a role in consolidation. However, ongoing studies suggest that this explanation is also incomplete. In addition to conscious awareness, attention is an important factor to consider. This review discusses how attention and conscious awareness interact with day and night processes to consolidate a motor memory. PMID:18951924
Advanced Education Business Plan 2005-2008

ERIC Educational Resources Information Center

Alberta Advanced Education, 2005

2005-01-01

In collaboration with learning providers, the advanced education system, industry, communities, government agencies and non-governmental organizations, Advanced Education strives to create accessible, affordable and quality learning opportunities that are responsive to the ongoing learning needs of Albertans. The Ministry's 2005-08 Business Plan…
Learning in context: identifying gaps in research on the transfer of medical communication skills to the clinical workplace.

PubMed

van den Eertwegh, Valerie; van Dulmen, Sandra; van Dalen, Jan; Scherpbier, Albert J J A; van der Vleuten, Cees P M

2013-02-01

In order to reduce the inconsistencies of findings and the apparent low transfer of communication skills from training to medical practice, this narrative review identifies some main gaps in research on medical communication skills training and presents insights from theories on learning and transfer to broaden the view for future research. Relevant literature was identified using Pubmed, GoogleScholar, Cochrane database, and Web of Science; and analyzed using an iterative procedure. Research findings on the effectiveness of medical communication training still show inconsistencies and variability. Contemporary theories on learning based on a constructivist paradigm offer the following insights: acquisition of knowledge and skills should be viewed as an ongoing process of exchange between the learner and his environment, so called lifelong learning. This process can neither be atomized nor separated from the context in which it occurs. Four contemporary approaches are presented as examples. The following shift in focus for future research is proposed: beyond isolated single factor effectiveness studies toward constructivist, non-reductionistic studies integrating the context. Future research should investigate how constructivist approaches can be used in the medical context to increase effective learning and transition of communication skills. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.
Feedback control stabilization of critical dynamics via resource transport on multilayer networks: How glia enable learning dynamics in the brain

NASA Astrophysics Data System (ADS)

Virkar, Yogesh S.; Shew, Woodrow L.; Restrepo, Juan G.; Ott, Edward

2016-10-01

Learning and memory are acquired through long-lasting changes in synapses. In the simplest models, such synaptic potentiation typically leads to runaway excitation, but in reality there must exist processes that robustly preserve overall stability of the neural system dynamics. How is this accomplished? Various approaches to this basic question have been considered. Here we propose a particularly compelling and natural mechanism for preserving stability of learning neural systems. This mechanism is based on the global processes by which metabolic resources are distributed to the neurons by glial cells. Specifically, we introduce and study a model composed of two interacting networks: a model neural network interconnected by synapses that undergo spike-timing-dependent plasticity; and a model glial network interconnected by gap junctions that diffusively transport metabolic resources among the glia and, ultimately, to neural synapses where they are consumed. Our main result is that the biophysical constraints imposed by diffusive transport of metabolic resources through the glial network can prevent runaway growth of synaptic strength, both during ongoing activity and during learning. Our findings suggest a previously unappreciated role for glial transport of metabolites in the feedback control stabilization of neural network dynamics during learning.
Professional Learning in Higher Education: Making Good Practice Relevant

ERIC Educational Resources Information Center

Daniels, Jeannie

2017-01-01

Professionals working in a range of contexts are increasingly expected to engage in ongoing professional learning to maintain their skills and develop their practices. In this paper, I focus on professional learning in Higher Education and challenge the standardisation of professional learning that is becoming prevalent in a number of countries. I…
A Study of Perceived Admission and Achievement Barriers of Learning-Disabled Students in Postsecondary Institutions

ERIC Educational Resources Information Center

Lamberg, Catherine Denise

2012-01-01

Learning-disabled students face ongoing challenges in higher education. Despite efforts to promote recruitment and retention of students with learning disabilities to trade schools, colleges, and universities, barriers to enrollment and academic achievement persist. Barriers for learning-disabled students are not fully understood and might be…
Creating a Learning Environment for Pre-Service Teachers.

ERIC Educational Resources Information Center

Diggs, Laura L.

This paper presents statistics from ongoing research on a unique learning environment developed at the University of Missouri-Columbia College of Education (MU-CoE). MU-CoE has developed a new approach to space devoted to learning, not teaching. This new concept of progressive learning and performance support integrates interactive networked…
Linking Learning Style Theory with Retention Research: The TRAILS Project. AIR Professional File.

ERIC Educational Resources Information Center

Kalsbeek, David H.

The Trucking Retention and Academic Integration by Learning Style (TRAILS) research project at St. Louis University, which is designed to incorporate information on learning style in ongoing enrollment research and improve campus retention, is described. Learning style and the Tinto Model of student attrition are discussed, along with the…

A Mixed-Methods Study Examining the Role of the Instructional Coach within a Professional Learning Community

ERIC Educational Resources Information Center

Jorgensen, Christie L.

2016-01-01

Although instructional coaching and professional learning communities provide ongoing, job-embedded support and professional learning, little is known about what role the instructional coach serves within the setting of the professional learning community or what coaching skills teachers find most helpful within this setting. Research examining…
Development and Validation of the Blended Learning Environment Instrument (BLEI) in Higher Education

ERIC Educational Resources Information Center

Aljahni, Areej; Al-Begain, Khalid; Skinner, Heather

2014-01-01

Part of ongoing research into the efficacy of blended learning in higher education within the Kingdom of Saudi Arabia (KSA). The need for, and development of, a Blended Learning Environment Instrument (BLEI) are explained. This new instrument assesses student perceptions across five core aspects of blended learning environments: Infrastructure,…
Exploring Diversity of Learning Outcomes in E-Learning Courses: Results of a Qualitative Study in a French Multinational Company

ERIC Educational Resources Information Center

Baudoin, Emmanuel

2010-01-01

The implementation of e-learning by companies in France is ongoing. One of their issues is to improve the learning experience of their employees. From our point of view, this implies that they must better understand the learning experience of the employees. This paper suggests a qualitative approach to learning in order to identify the diversity…
Social learning as a key factor in sustainability transitions: The case of Okayama City

NASA Astrophysics Data System (ADS)

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

2017-12-01

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

PubMed

Mann, Karen; van der Vleuten, Cees; Eva, Kevin; Armson, Heather; Chesluk, Ben; Dornan, Timothy; Holmboe, Eric; Lockyer, Jocelyn; Loney, Elaine; Sargeant, Joan

2011-09-01

Informed self-assessment describes the set of processes through which individuals use external and internal data to generate an appraisal of their own abilities. The purpose of this project was to explore the tensions described by learners and professionals when informing their self-assessments of clinical performance. This 2008 qualitative study was guided by principles of grounded theory. Eight programs in five countries across undergraduate, postgraduate, and continuing medical education were purposively sampled. Seventeen focus groups were held (134 participants). Detailed analyses were conducted iteratively to understand themes and relationships. Participants experienced multiple tensions in informed self-assessment. Three categories of tensions emerged: within people (e.g., wanting feedback, yet fearing disconfirming feedback), between people (e.g., providing genuine feedback yet wanting to preserve relationships), and in the learning/practice environment (e.g., engaging in authentic self-assessment activities versus "playing the evaluation game"). Tensions were ongoing, contextual, and dynamic; they prevailed across participant groups, infusing all components of informed self-assessment. They also were present in varied contexts and at all levels of learners and practicing physicians. Multiple tensions, requiring ongoing negotiation and renegotiation, are inherent in informed self-assessment. Tensions are both intraindividual and interindividual and they are culturally situated, reflecting both professional and institutional influences. Social learning theories (social cognitive theory) and sociocultural theories of learning (situated learning and communities of practice) may inform our understanding and interpretation of the study findings. The findings suggest that educational interventions should be directed at individual, collective, and institutional cultural levels. Implications for practice are presented.
Algorithmic analysis of relational learning processes in instructional technology: Some implications for basic, translational, and applied research.

PubMed

McIlvane, William J; Kledaras, Joanne B; Gerard, Christophe J; Wilde, Lorin; Smelson, David

2018-07-01

A few noteworthy exceptions notwithstanding, quantitative analyses of relational learning are most often simple descriptive measures of study outcomes. For example, studies of stimulus equivalence have made much progress using measures such as percentage consistent with equivalence relations, discrimination ratio, and response latency. Although procedures may have ad hoc variations, they remain fairly similar across studies. Comparison studies of training variables that lead to different outcomes are few. Yet to be developed are tools designed specifically for dynamic and/or parametric analyses of relational learning processes. This paper will focus on recent studies to develop (1) quality computer-based programmed instruction for supporting relational learning in children with autism spectrum disorders and intellectual disabilities and (2) formal algorithms that permit ongoing, dynamic assessment of learner performance and procedure changes to optimize instructional efficacy and efficiency. Because these algorithms have a strong basis in evidence and in theories of stimulus control, they may have utility also for basic and translational research. We present an overview of the research program, details of algorithm features, and summary results that illustrate their possible benefits. It also presents arguments that such algorithm development may encourage parametric research, help in integrating new research findings, and support in-depth quantitative analyses of stimulus control processes in relational learning. Such algorithms may also serve to model control of basic behavioral processes that is important to the design of effective programmed instruction for human learners with and without functional disabilities. Copyright © 2018 Elsevier B.V. All rights reserved.
Valid and Reliable Science Content Assessments for Science Teachers

NASA Astrophysics Data System (ADS)

Tretter, Thomas R.; Brown, Sherri L.; Bush, William S.; Saderholm, Jon C.; Holmes, Vicki-Lynn

2013-03-01

Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper describes multiple sources of validity and reliability (Cronbach's alpha greater than 0.8) evidence for physical, life, and earth/space science assessments—part of the Diagnostic Teacher Assessments of Mathematics and Science (DTAMS) project. Validity was strengthened by systematic synthesis of relevant documents, extensive use of external reviewers, and field tests with 900 teachers during assessment development process. Subsequent results from 4,400 teachers, analyzed with Rasch IRT modeling techniques, offer construct and concurrent validity evidence.
Fostering Distributed Science Learning through Collaborative Technologies

ERIC Educational Resources Information Center

Vazquez-Abad, Jesus; Brousseau, Nancy; Guillermina, Waldegg C.; Vezina, Mylene; Martinez, Alicia D.; de Verjovsky, Janet Paul

2004-01-01

TACTICS (French and Spanish acronym standing for Collaborative Work and Learning in Science with Information and Communications Technologies) is an ongoing project aimed at investigating a distributed community of learning and practice in which information and communications technologies (ICT) take the role of collaborative tools to support social…
Reading across Workplace Learning Research to Build Dialogue

ERIC Educational Resources Information Center

Sawchuk, Peter H.

2010-01-01

The field of workplace learning scholarship in Western countries is reviewed. First, the emergence of workplace learning scholarship is discussed historically for its relation to the emergence and ongoing development of capitalism beginning from early thought on markets and productivity, 20th century scientific management, industrialism and…
Leadership for Nursing Work-Based Mobile Learning

ERIC Educational Resources Information Center

Fahlman, Dorothy

2016-01-01

This paper reflects on work-based mobile learning in the Canadian healthcare system for registered nurses' ongoing skills development and continuing professional development. It calls on distributed leadership to address the organizational contextual factors for making this mode of learning sustainable. [For the full proceedings, see ED571335.
Self-Regulated Learning Behaviour in the Finance Industry

ERIC Educational Resources Information Center

Milligan, Colin; Fontana, Rosa Pia; Littlejohn, Allison; Margaryan, Anoush

2015-01-01

Purpose: This paper aims to explore the role of self-regulatory behaviours in predicting workplace learning. As work practices in knowledge-intensive domains become more complex, individual workers must take greater responsibility for their ongoing learning and development. Design/methodology/approach: The study was conducted with knowledge…
Enhancing Teacher Preparation and Improving Faculty Teaching Skills: Lessons Learned from Implementing ``Science That Matters'' a Standards Based Interdisciplinary Science Course Sequence

NASA Astrophysics Data System (ADS)

Potter, Robert; Meisels, Gerry

2005-06-01

In a highly collaborative process we developed an introductory science course sequence to improve science literacy especially among future elementary and middle school education majors. The materials and course features were designed using the results of research on teaching and learning to provide a rigorous, relevant and engaging, standard based science experience. More than ten years of combined planning, development, implementation and assessment of this college science course sequence for nonmajors/future teachers has provided significant insights and success in achieving our goal. This paper describes the history and iterative nature of our ongoing improvements, changes in faculty instructional practice, strategies used to overcome student resistance, significant student learning outcomes, support structures for faculty, and the essential and informative role of assessment in improving the outcomes. Our experience with diverse institutions, students and faculty provides the basis for the lessons we have learned and should be of help to others involved in advancing science education.
Adoption of Learning Designs in Teacher Training and Medical Education: Templates versus Embedded Content

ERIC Educational Resources Information Center

Dalziel, James; Dalziel, Bronwen

2012-01-01

One of the ongoing challenges in the field of Learning Design is how to most effectively support educators in the development of innovative e-learning through the adoption and adaptation of learning design templates. This paper reflects on experiences from two recent higher education projects in teacher training and medical education, and…
Developing learning environments which support early algebraic reasoning: a case from a New Zealand primary classroom

NASA Astrophysics Data System (ADS)

Hunter, Jodie

2014-12-01

Current reforms in mathematics education advocate the development of mathematical learning communities in which students have opportunities to engage in mathematical discourse and classroom practices which underlie algebraic reasoning. This article specifically addresses the pedagogical actions teachers take which structure student engagement in dialogical discourse and activity which facilitates early algebraic reasoning. Using videotaped recordings of classroom observations, the teacher and researcher collaboratively examined the classroom practices and modified the participatory practices to develop a learning environment which supported early algebraic reasoning. Facilitating change in the classroom environment was a lengthy process which required consistent and ongoing attention initially to the social norms and then to the socio-mathematical norms. Specific pedagogical actions such as the use of specifically designed tasks, materials and representations and a constant press for justification and generalisation were required to support students to link their numerical understandings to algebraic reasoning.
Learning Science Using AR Book: A Preliminary Study on Visual Needs of Deaf Learners

NASA Astrophysics Data System (ADS)

Megat Mohd. Zainuddin, Norziha; Badioze Zaman, Halimah; Ahmad, Azlina

Augmented Reality (AR) is a technology that is projected to have more significant role in teaching and learning, particularly in visualising abstract concepts in the learning process. AR is a technology is based on visually oriented technique. Thus, it is suitable for deaf learners since they are generally classified as visual learners. Realising the importance of visual learning style for deaf learners in learning Science, this paper reports on a preliminary study of on an ongoing research on problems faced by deaf learners in learning the topic on Microorganisms. Being visual learners, they have problems with current text books that are more text-based that graphic based. In this preliminary study, a qualitative approach using the ethnographic observational technique was used so that interaction with three deaf learners who are participants throughout this study (they are also involved actively in the design and development of the AR Book). An interview with their teacher and doctor were also conducted to identify their learning and medical problems respectively. Preliminary findings have confirmed the need to design and develop a special Augmented Reality Book called AR-Science for Deaf Learners (AR-SiD).
Effect of Type of Curriculum on Educational Outcomes and Motivation among Marketing Students with Different Learning Styles

ERIC Educational Resources Information Center

Ackerman, David S.; Hu, Jing

2011-01-01

Using an active learning approach to motivate students to learn has been advocated by many educators. It has been an ongoing discussion on whether marketing educators should customize their teaching activities based on the learning styles found in their classes recently. This study uses a scale of learning styles that includes a measure of the…
Affordances for Academics: Using Learning Management Systems to Effectively Manage Large-Enrolment Units in Higher Education

ERIC Educational Resources Information Center

Griffin, Timothy; Rankine, Lynnae

2010-01-01

Learning Management Systems (LMS) can be used to deliver learning designs that meet students' learning needs. There is a raft of teaching and learning tools that can be enabled in LMS to engage and support learners. The design and ongoing management of these environments rest largely on the knowledge and skills of academic staff. While increasing…
Trauma-Focused CBT for Youth Who Experience Ongoing Traumas

ERIC Educational Resources Information Center

Cohen, Judith A.; Mannarino, Anthony P.; Murray, Laura K.

2011-01-01

Many youth experience ongoing trauma exposure, such as domestic or community violence. Clinicians often ask whether evidence-based treatments containing exposure components to reduce learned fear responses to historical trauma are appropriate for these youth. Essentially the question is, if youth are desensitized to their trauma experiences, will…
From Indoctrination to Initiation: A Non-Coercive Approach to Faith-Learning Integration

ERIC Educational Resources Information Center

Reichard, Joshua D.

2013-01-01

This article contributes to ongoing discussions related to the nature, scope, and methods of faith-learning integration. The "initiation" approach developed by Tim McDonough (2011) is adapted to faith-learning integration in an attempt to bridge polarizing discussions regarding indoctrination versus rational autonomy and critical…
Learning Objects for Educational Applications via PDA Technology

ERIC Educational Resources Information Center

Churchill, Daniel

2008-01-01

This article discusses an ongoing study into issues relevant to the design of learning objects for educational applications via portable digital assistant (PDA) technology. The specific areas of inquiry in this study are: the kinds of learning objects that are effective for PDA delivery; contexts for their effective educational applications; and…

Lessons from Management 101: Learning to Manage Ourselves

ERIC Educational Resources Information Center

Miller, John A.

2017-01-01

The Management 101 Project continues to shape our understanding of what's essential to an introductory general education course in management. Our ongoing challenge is to integrate responsibilities to people (Who needs to learn? Everybody.), to best practices (How can we best learn? Active, experiential methods.), and to the contents of our…
Supporting Diverse Learners through Professional Learning for Teachers

ERIC Educational Resources Information Center

Winnen, Ashley Newman

2016-01-01

School leaders use professional learning practices as a strategy to improve teaching and therefore student learning. As student populations become more ethnically and socioeconomically diverse, teachers need ongoing training to meet the needs of today's students. One successful elementary school in Colorado was the focus of this case study…
Nursing Distance Learning Course Comparison of Assignments and Examination Scores

ERIC Educational Resources Information Center

Mundine, Jennifer

2016-01-01

Nursing programs have embraced distance learning in their curricula, but discussion is ongoing about course assignments and grading criteria to increase examination scores in nursing distance learning courses. Because course examinations are a predictor of success on the postgraduate licensing examination (NCLEX-RN), the purpose of this study was…
Increasing Student Engagement Using Asynchronous Learning

ERIC Educational Resources Information Center

Northey, Gavin; Bucic, Tania; Chylinski, Mathew; Govind, Rahul

2015-01-01

Student engagement is an ongoing concern for educators because of its positive association with deep learning and educational outcomes. This article tests the use of a social networking site (Facebook) as a tool to facilitate asynchronous learning opportunities that complement face-to-face interactions and thereby enable a stronger learning…
CSU Digital Ambassadors: An Empowering and Impactful Faculty Learning Community

ERIC Educational Resources Information Center

Soodjinda, Daniel; Parker, Jessica K.; Ross, Donna L.; Meyer, Elizabeth J.

2014-01-01

This article chronicles the work of the California State University Digital Ambassador Program (DA), a Faculty Learning Community (FLC), which brought together 13 faculty members across the state to create ongoing, targeted spaces of support for colleagues and educational partners to learn about innovative technological and pedagogical practices…
Improving Video Game Development: Facilitating Heterogeneous Team Collaboration through Flexible Software Processes

NASA Astrophysics Data System (ADS)

Musil, Juergen; Schweda, Angelika; Winkler, Dietmar; Biffl, Stefan

Based on our observations of Austrian video game software development (VGSD) practices we identified a lack of systematic processes/method support and inefficient collaboration between various involved disciplines, i.e. engineers and artists. VGSD includes heterogeneous disciplines, e.g. creative arts, game/content design, and software. Nevertheless, improving team collaboration and process support is an ongoing challenge to enable a comprehensive view on game development projects. Lessons learned from software engineering practices can help game developers to increase game development processes within a heterogeneous environment. Based on a state of the practice survey in the Austrian games industry, this paper presents (a) first results with focus on process/method support and (b) suggests a candidate flexible process approach based on Scrum to improve VGSD and team collaboration. Results showed (a) a trend to highly flexible software processes involving various disciplines and (b) identified the suggested flexible process approach as feasible and useful for project application.
The effect of semantic context on prospective memory performance.

PubMed

Thomas, Brandon J; McBride, Dawn M

2016-01-01

The current study provides evidence for spontaneous processing in prospective memory (PM) or memory for intentions. Discrepancy-plus-search is the spontaneous processing of PM cues via disruptions in processing fluency of ongoing task items. We tested whether this mechanism can be demonstrated in an ongoing rating task with a dominant semantic context. Ongoing task items were manipulated such that the PM cues were members of a semantic category (i.e., Body Parts) that was congruent or discrepant with the dominant semantic category in the ongoing task. Results showed that participants correctly responded to more PM cues when there was a category discrepancy between the PM cues and ongoing task items. Moreover, participants' identification of PM cues was accompanied by faster ongoing task reaction times when PM cues were discrepant with ongoing task items than when they were congruent. These results suggest that a discrepancy-plus-search process supports PM retrieval in certain contexts, and that some discrepancy-plus-search mechanisms may result from the violation of processing expectations within a semantic context.
Assessing the Factors Impacting Professional Learning for Teachers in Seventh-Day Adventist Schools: A Comparison of Millennials and Non-Millennials

ERIC Educational Resources Information Center

Bayer, Betty L.

2017-01-01

Problem and Purpose: Much research over several decades has established the importance of ongoing professional learning for teachers and has identified what effective professional learning should look like. Little research has been done, however, on the professional learning practices of teachers in faith-based schools, and few studies have…
Collaboration leads to enhanced curriculum.

PubMed

Valerius, J; Mohan, V; Doctor, D; Hersh, W

2015-01-01

In 2007, we initiated a health information management (HIM) track of our biomedical informatics graduate program, and subsequent ongoing program assessment revealed a confluence of topics and courses within HIM and clinical informatics (CI) tracks. We completed a thorough comparative analysis of competencies derived from AMIA, AHIMA, and CAHIIM. Coupled with the need to streamline course offerings, the process, described in this paper allowed new opportunities for faculty collaboration, resulted in the creation of a model assessment for best practice in courses, and led to new avenues of growth within the program. The objective of the case study is to provide others in the informatics educational community with a model for analysis of curriculum in order to improve quality of student learning. We describe a case study where an academic informatics program realigned its course offerings to better reflect the HIM of today, and prepare for challenges of the future. Visionary leadership, intra-departmental self-analysis and alignment of the curriculum through defined mapping process reduced overlap within the CI and HIM tracks. Teaching within courses was optimized through the work of core faculty collaboration. The analysis of curriculum resulted in reduction of overlap within course curriculum. This allowed for additional and new course content to be added to existing courses. Leadership fostered an environment where top-down as well as bottom-up collaborative assessment activities resulted in a model to consolidate learning and reduce unnecessary duplication within courses. A focus on curriculum integration, emphasis on course alignment and strategic consolidation of course content raised the quality of informatics education provided to students. Faculty synergy was an essential component of this redesign process. Continuous quality improvement strategy included an ongoing alignment of curriculum and competencies through a comparative analysis approach. Through these efforts, new innovation was possible.
E-Learning in Croatian Higher Education: An Analysis of Students' Perceptions

NASA Astrophysics Data System (ADS)

Dukić, Darko; Andrijanić, Goran

2010-06-01

Over the last years, e-learning has taken an important role in Croatian higher education as a result of strategies defined and measures undertaken. Nonetheless, in comparison to the developed countries, the achievements in e-learning implementation are still unsatisfactory. Therefore, the efforts to advance e-learning within Croatian higher education need to be intensified. It is further necessary to undertake ongoing activities in order to solve possible problems in e-learning system functioning, which requires the development of adequate evaluation instruments and methods. One of the key steps in this process would be examining and analyzing users' attitudes. This paper presents a study of Croatian students' perceptions with regard to certain aspects of e-learning usage. Given the character of this research, adequate statistical methods were required for the data processing. The results of the analysis indicate that, for the most part, Croatian students have positive perceptions of e-learning, particularly as support to time-honored forms of teaching. However, they are not prepared to completely give up the traditional classroom. Using factor analysis, we identified four underlying factors of a collection of variables related to students' perceptions of e-learning. Furthermore, a certain number of statistically significant differences in student attitudes have been confirmed, in terms of gender and year of study. In our study we used discriminant analysis to determine discriminant functions that distinguished defined groups of students. With this research we managed to a certain degree to alleviate the current data insufficiency in the area of e-learning evaluation among Croatian students. Since this type of learning is gaining in importance within higher education, such analyses have to be conducted continuously.
Improving and sustaining delivery of CPT for PTSD in mental health systems: a cluster randomized trial.

PubMed

Wiltsey Stirman, Shannon; Finley, Erin P; Shields, Norman; Cook, Joan; Haine-Schlagel, Rachel; Burgess, James F; Dimeff, Linda; Koerner, Kelly; Suvak, Michael; Gutner, Cassidy A; Gagnon, David; Masina, Tasoula; Beristianos, Matthew; Mallard, Kera; Ramirez, Vanessa; Monson, Candice

2017-03-06

Large-scale implementation of evidence-based psychotherapies (EBPs) such as cognitive processing therapy (CPT) for posttraumatic stress disorder can have a tremendous impact on mental and physical health, healthcare utilization, and quality of life. While many mental health systems (MHS) have invested heavily in programs to implement EBPs, few eligible patients receive EBPs in routine care settings, and clinicians do not appear to deliver the full treatment protocol to many of their patients. Emerging evidence suggests that when CPT and other EBPs are delivered at low levels of fidelity, clinical outcomes are negatively impacted. Thus, identifying strategies to improve and sustain the delivery of CPT and other EBPs is critical. Existing literature has suggested two competing strategies to promote sustainability. One emphasizes fidelity to the treatment protocol through ongoing consultation and fidelity monitoring. The other focuses on improving the fit and effectiveness of these treatments through appropriate adaptations to the treatment or the clinical setting through a process of data-driven, continuous quality improvement. Neither has been evaluated in terms of impact on sustained implementation. To compare these approaches on the key sustainability outcomes and provide initial guidance on sustainability strategies, we propose a cluster randomized trial with mental health clinics (n = 32) in three diverse MHSs that have implemented CPT. Cohorts of clinicians and clinical managers will participate in 1 year of a fidelity oriented learning collaborative or 1 year of a continuous quality improvement-oriented learning collaborative. Patient-level PTSD symptom change, CPT fidelity and adaptation, penetration, and clinics' capacity to deliver EBP will be examined. Survey and interview data will also be collected to investigate multilevel influences on the success of the two learning collaborative strategies. This research will be conducted by a team of investigators with expertise in CPT implementation, mixed method research strategies, quality improvement, and implementation science, with input from stakeholders in each participating MHS. It will have broad implications for supporting ongoing delivery of EBPs in mental health and healthcare systems and settings. The resulting products have the potential to significantly improve efforts to ensure ongoing high quality implementation and consumer access to EBPs. NCT02449421 . Registered 02/09/2015.
Collaborative Inquiry and the Shared Workspace of Professional Learning Communities

ERIC Educational Resources Information Center

Carpenter, Daniel

2017-01-01

Purpose: The purpose of this paper is to explore educator collaborative inquiry in the shared workspace in professional learning communities (PLCs). Specifically, this investigation was part of an ongoing investigation of well-established PLC collaborative interactions and self-directed learning of educators as part of the shared workspace as a…
Interactive Learning to Stimulate the Brain's Visual Center and to Enhance Memory Retention

ERIC Educational Resources Information Center

Yun, Yang H.; Allen, Philip A.; Chaumpanich, Kritsakorn; Xiao, Yingcai

2014-01-01

This short paper describes an ongoing NSF-funded project on enhancing science and engineering education using the latest technology. More specifically, the project aims at developing an interactive learning system with Microsoft Kinect™ and Unity3D game engine. This system promotes active, rather than passive, learning by employing embodied…
Hard Choices in School Consolidation: Providing Education in the Best Interests of Students or Preserving Community Identity

ERIC Educational Resources Information Center

Warner, Wanda; Lindle, Jane Clark

2009-01-01

Educational leaders face difficult decisions in ensuring that all students learn despite ongoing scarcity of resources. School communities play an important role in establishing positive learning environments and supplying the resources for student learning. Declining community conditions often present school leaders with tough choices between…
Enhancing and Transforming Global Learning Communities with Augmented Reality

ERIC Educational Resources Information Center

Frydenberg, Mark; Andone, Diana

2018-01-01

Augmented and virtual reality applications bring new insights to real world objects and scenarios. This paper shares research results of the TalkTech project, an ongoing study investigating the impact of learning about new technologies as members of global communities. This study shares results of a collaborative learning project about augmented…
Lecture Recording: Structural and Symbolic Information vs. Flexibility of Presentation

ERIC Educational Resources Information Center

Stolzenberg, Daniel; Pforte, Stefan

2007-01-01

Rapid eLearning is an ongoing trend which enables flexible and cost-effective creation of learning materials. Especially, lecture recording has turned out to be a lightweight method particularly suited for existing lectures and blended learning strategies. In order to not only sequentially play back but offer full fledged navigation, search and…
Service-Learning's Ongoing Journey as a Method of Instruction: Implications for School-Based Agricultural Education

ERIC Educational Resources Information Center

Roberts, Richie; Edwards, M. Craig

2015-01-01

American education's journey has witnessed the rise and fall of various progressive education approaches, including service-learning. In many respects, however, service-learning is still undergoing formation and adoption as a teaching method, specifically in School-Based, Agricultural Education (SBAE). For this reason, the interest existed to…
Reaching Learning Goals through Learning On-Site in Germany

ERIC Educational Resources Information Center

Alberts, Heike C.; Niendorf, Bruce D.

2017-01-01

Getting students interested in events that are distant in time and space is an ongoing challenge in education. In this article, the authors demonstrate how learning at the sites where historical events happened abroad engages undergraduate students by reducing the effects of time and distance. Using student quotations gathered during three…
Probing High School Physics Students' Views and Concerns about Learning Activities

ERIC Educational Resources Information Center

Langley, Dorothy; Eylon, Bat-Sheva

2006-01-01

The current study is framed within an ongoing effort of probing students' attitudes and expectations about knowing and learning physics, which has driven several investigations during the past decade. The questionnaire we developed focuses on physics students' views regarding a variety of specific learning activities, which are presented by title…
The Relationship between Transformational Leadership and Knowledge Workers' Self-Directed Learning Readiness

ERIC Educational Resources Information Center

Aparicio, Ricardo Antonio

2013-01-01

The rapid pace of change for knowledge workers competing globally necessitates ongoing continuous learning. Increasingly, knowledge workers will need to be ready--willing and able--to engage in self-directed learning. This makes it important to understand what factors in the work environment might be related to the self-directed learning…

Educator Effectiveness in Colorado: The Connection between Evaluation and Professional Learning

ERIC Educational Resources Information Center

O'Brien, Colleen

2014-01-01

Purpose: The purpose of this study was to understand how schools and districts plan professional learning that provides the ongoing feedback and support needed to improve teacher performance under the new Colorado Educator Effectiveness Law. The study focused on the professional learning that follows a teacher's rating on the new educator…
The Significance of Emotions in Finnish Teachers' Stories about Their Intercultural Learning

ERIC Educational Resources Information Center

Jokikokko, Katri; Uitto, Minna

2017-01-01

The need to improve teachers' abilities to respond to the needs of diverse students has been widely acknowledged. To acquire these abilities teachers need ongoing reflection and opportunities to learn in practice in various contexts. However, earlier research has not extensively theorised teachers' intercultural learning as a holistic life-long…
Videogame-Like Applications to Enhance Autonomous Learning

ERIC Educational Resources Information Center

Berns, Anke; Valero-Franco, Concepción

2013-01-01

This paper presents the results of an ongoing study which has been carried out with a group of German Foreign Language students at the University of Cadiz since 2012. The purpose of the study was to analyze the impact of videogame-like applications on foreign language learning and their motivational potential to increase learning beyond the…
Rapid Prototyping of Mobile Learning Games

ERIC Educational Resources Information Center

Federley, Maija; Sorsa, Timo; Paavilainen, Janne; Boissonnier, Kimo; Seisto, Anu

2014-01-01

This position paper presents the first results of an on-going project, in which we explore rapid prototyping method to efficiently produce digital learning solutions that are commercially viable. In this first phase, rapid game prototyping and an iterative approach was tested as a quick and efficient way to create learning games and to evaluate…
Global Learning as General Education for the Twenty-First Century

ERIC Educational Resources Information Center

Reich, Jacqueline C.

2012-01-01

Global awareness has emerged as a valued learning outcome in higher education. Students need repeated and on-going learning opportunities to develop the global competencies and habits of mind that are necessary to navigate our increasingly interconnected and complex world. This paper argues that situating an introductory global studies course into…
The role of clinical nurse educators in organ procurement organizations.

PubMed

Swain, Sharon

2011-12-01

Clinical nurse educators are advanced practice nurses with preparation at the master's level or higher. Such nurses play an important role in organ procurement organizations. As leaders and members of the team, they provide structure and design to the training process. These educators oversee orientation of new employees, serve as mentors to preceptors, assess the learning needs of the organization, and provide ongoing training to veteran staff. Clinical nurse educators also contribute to continuous quality improvement for the organization and help to comply with regulatory standards.
Informal learning in postgraduate medical education: from cognitivism to 'culturism'.

PubMed

Swanwick, Tim

2005-08-01

Work-based learning occupies a central role in the training and ongoing development of the medical workforce. With this arises the need to understand the processes involved, particularly those relating to informal learning. Approaches to informal learning in postgraduate medical education have tended to consider the mind as an independent processor of information. In this paper, such cognitive approaches are critiqued and an alternative socio-cultural view on informal learning described. Recent and imminent changes in postgraduate medical education are identified, namely the reduction in patient experience, the fragmentation of teaching, and the development of competency frameworks and structured curricula. It is argued that although the latter may be useful in the construction of formal learning programmes, they will do little to enhance the progression of the individual from newcomer to old-timer or the cultural assimilation of the learner into a profession. Strategies for enhancing informal learning in the workplace are recommended in which increased attention is paid to the development of the medical apprentice within a community of social practice. These include the establishment of strong goals, the use of improvised learning practices, attention to levels of individual engagement and workplace affordances, immersion in professional discourse and behaviours, support in relation to the development of a professional identity and the provision of opportunities to transform social practice.
Using concept maps and goal-setting to support the development of self-regulated learning in a problem-based learning curriculum.

PubMed

Thomas, Lisa; Bennett, Sue; Lockyer, Lori

2016-09-01

Problem-based learning (PBL) in medical education focuses on preparing independent learners for continuing, self-directed, professional development beyond the classroom. Skills in self-regulated learning (SRL) are important for success in PBL and ongoing professional practice. However, the development of SRL skills is often left to chance. This study presents the investigated outcomes for students when support for the development of SRL was embedded in a PBL medical curriculum. This investigation involved design, delivery and testing of SRL support, embedded into the first phase of a four-year, graduate-entry MBBS degree. The intervention included concept mapping and goal-setting activities through iterative processes of planning, monitoring and reflecting on learning. A mixed-methods approach was used to collect data from seven students to develop case studies of engagement with, and outcomes from, the SRL support. The findings indicate that students who actively engaged with support for SRL demonstrated increases in cognitive and metacognitive functioning. Students also reported a greater sense of confidence in and control over their approaches to learning in PBL. This study advances understanding about how the development of SRL can be integrated into PBL.
Fair Processes for Priority Setting: Putting Theory into Practice Comment on "Expanded HTA: Enhancing Fairness and Legitimacy".

PubMed

Jansen, Maarten P; Helderman, Jan-Kees; Boer, Bert; Baltussen, Rob

2016-07-03

Embedding health technology assessment (HTA) in a fair process has great potential to capture societal values relevant to public reimbursement decisions on health technologies. However, the development of such processes for priority setting has largely been theoretical. In this paper, we provide further practical lead ways on how these processes can be implemented. We first present the misconception about the relation between facts and values that is since long misleading the conduct of HTA and underlies the current assessment-appraisal split. We then argue that HTA should instead be explicitly organized as an ongoing evidence-informed deliberative process, that facilitates learning among stakeholders. This has important consequences for whose values to consider, how to deal with vested interests, how to consider all values in the decision-making process, and how to communicate decisions. This is in stark contrast to how HTA processes are implemented now. It is time to set the stage for HTA as learning. © 2017 The Author(s); Published by Kerman University of Medical Sciences. This is an open-access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Slowly Shifting a Culture of Teaching in Higher Education: A Case Study of Biology Instructors' Micro-Processes of Collaborative Inquiry into Teaching and Learning

NASA Astrophysics Data System (ADS)

Neuwald, Anuschka

The Vision and Change reports (American Association for the Advancement of Science, 2011, 2013) have identified a need for change in undergraduate biology education, emphasizing student learning of content knowledge and competencies. Missing from this report and larger efforts to improve undergraduate education (Brainard, 2007; Henderson et al., 2011; Sunal et al., 2001) are guidelines for how to support instructors' professional learning to change teaching practices. I am exploring one possible support structure by studying a group of seven biology instructors that are engaged in a collaborative process over two semesters. This process is modeled after Lesson Study (Lewis et al., 2006), a form of cyclical inquiry-based professional learning activities. The purpose of this qualitative case study is to examine the micro-processes of this collaboration and how these micro-processes afford and limit the ability to change one's teaching practices. Wenger's (1998) concept of "community of practice" provides a theoretical framework for data analysis. I view an instructor's professional learning as social and situated, involving negotiation of new meanings, boundaries, and participation as part of an on-going collaboration. Data analysis shows that negotiation of meaning, characterized by friction and dissonance, is a normal part of the micro-processes of collaborative group work. There are three friction points that are intertwined and influence each other: 1) rhythmic ebb and flow of negotiation about a common professional goal for the instructors and a common learning goal for undergraduates in biology, 2) pressure of time to produce an outcome, and 3) grappling with collective agency, authority and capacity. I argue that these friction points are necessary and important for understanding the micro-processes of negotiation in a collaborative process. Furthermore, this study contributes to literature examining how the use of collaborative processes that are often counter-cultural to higher education norms and expectations will likely be necessary for instructional changes shared by educators in higher education (Henderson et al., 2011; Sunal et al., 2011; Wiemann et al., 2010). This case study sheds light on the messiness and hard work of professional learning that is necessary if we are serious about changing teaching practices in higher education.
From aviation to medicine: applying concepts of aviation safety to risk management in ambulatory care.

PubMed

Wilf-Miron, R; Lewenhoff, I; Benyamini, Z; Aviram, A

2003-02-01

The development of a medical risk management programme based on the aviation safety approach and its implementation in a large ambulatory healthcare organisation is described. The following key safety principles were applied: (1). errors inevitably occur and usually derive from faulty system design, not from negligence; (2). accident prevention should be an ongoing process based on open and full reporting; (3). major accidents are only the "tip of the iceberg" of processes that indicate possibilities for organisational learning. Reporting physicians were granted immunity, which encouraged open reporting of errors. A telephone "hotline" served the medical staff for direct reporting and receipt of emotional support and medical guidance. Any adverse event which had learning potential was debriefed, while focusing on the human cause of error within a systemic context. Specific recommendations were formulated to rectify processes conducive to error when failures were identified. During the first 5 years of implementation, the aviation safety concept and tools were successfully adapted to ambulatory care, fostering a culture of greater concern for patient safety through risk management while providing support to the medical staff.
From aviation to medicine: applying concepts of aviation safety to risk management in ambulatory care

PubMed Central

Wilf-Miron, R; Lewenhoff, I; Benyamini, Z; Aviram, A

2003-01-01

   The development of a medical risk management programme based on the aviation safety approach and its implementation in a large ambulatory healthcare organisation is described. The following key safety principles were applied: (1) errors inevitably occur and usually derive from faulty system design, not from negligence; (2) accident prevention should be an ongoing process based on open and full reporting; (3) major accidents are only the "tip of the iceberg" of processes that indicate possibilities for organisational learning. Reporting physicians were granted immunity, which encouraged open reporting of errors. A telephone "hotline" served the medical staff for direct reporting and receipt of emotional support and medical guidance. Any adverse event which had learning potential was debriefed, while focusing on the human cause of error within a systemic context. Specific recommendations were formulated to rectify processes conducive to error when failures were identified. During the first 5 years of implementation, the aviation safety concept and tools were successfully adapted to ambulatory care, fostering a culture of greater concern for patient safety through risk management while providing support to the medical staff. PMID:12571343
Guitars, Keyboards, Strobes, and Motors -- From Vibrational Motion to Active Research

NASA Astrophysics Data System (ADS)

Tagg, Randall; Carlson, John; Asadi-Zeydabadi, Masoud; Busley, Brad; Law-Balding, Katie; Juengel, Mattea

2013-01-01

Physics First is offered to ninth graders at high schools in Aurora, CO. A unique new asset of this school system is an embedded research lab called the "Innovation Hyperlab." The goal of the lab is to connect secondary school teaching to ongoing university scientific research, supporting the school district's aim to create opportunities to integrate P-20 (preschool to graduate school) learning. This paper is an example of how we create research connections in the context of introductory physics lessons on vibrations and waves. Key to the process is the use of several different types of technical resources, hence the name "hyperlab." Students learn many practical experimental techniques, reinforcing their knowledge of fundamentals and preparing them to work effectively on open-ended research or engineering projects.
The Development and Perpetuation of Professional Learning Communities in Two Elementary Schools: The Role of the Principal and Impact on Teaching and Learning

ERIC Educational Resources Information Center

Maynor, Chad Edward

2010-01-01

Professional learning communities (PLCs) provide schools with a tool to meet the professional development needs of their teachers through ongoing, job-embedded staff development designed to improve instruction and student learning. While research exists on the development of PLCs, there is a gap in the literature concerning the principal's role in…
ENERGY-NET (Energy, Environment and Society Learning Network): Best Practices to Enhance Informal Geoscience Learning

NASA Astrophysics Data System (ADS)

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

2014-12-01

While energy links all living and non-living systems, the integration of energy, the environment, and society is often not clearly represented in 9 - 12 classrooms and informal learning venues. However, objective public learning that integrates these components is essential for improving public environmental literacy. ENERGY-NET (Energy, Environment and Society Learning Network) is a National Science Foundation funded initiative that uses an Earth Systems Science framework to guide experimental learning for high school students and to improve public learning opportunities regarding the energy-environment-society nexus in a Museum setting. One of the primary objectives of the ENERGY-NET project is to develop a rich set of experimental learning activities that are presented as exhibits at the Carnegie Museum of Natural History in Pittsburgh, Pennsylvania (USA). Here we detail the evolution of the ENERGY-NET exhibit building process and the subsequent evolution of exhibit content over the past three years. While preliminary plans included the development of five "exploration stations" (i.e., traveling activity carts) per calendar year, the opportunity arose to create a single, larger topical exhibit per semester, which was assumed to have a greater impact on museum visitors. Evaluative assessments conducted to date reveal important practices to be incorporated into ongoing exhibit development: 1) Undergraduate mentors and teen exhibit developers should receive additional content training to allow richer exhibit materials. 2) The development process should be distributed over as long a time period as possible and emphasize iteration. This project can serve as a model for other collaborations between geoscience departments and museums. In particular, these practices may streamline development of public presentations and increase the effectiveness of experimental learning activities.
76 FR 72725 - Draft License Renewal Interim Staff Guidance LR-ISG-2011-05: Ongoing Review of Operating Experience

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-25

... Experience.'' This LR-ISG provides guidance and clarification concerning ongoing review of plant-specific and... plants. As noticed on September 20, 2011 (76 FR 58311), the public comment period was extended and, as of... to communicate insights and lessons learned and to address emergent issues not covered in license...
Using Professional Learning Communities to Advance Preservice Teachers' Understanding of Differentiation within Writing Instruction

ERIC Educational Resources Information Center

Kuehl, Rachelle

2018-01-01

The purpose of this study was to explore the use of Professional Learning Communities (PLCs) in preservice teacher education as a tool for learning about differentiation within writing instruction. Using online dialogue journals, preservice teachers communicated with elementary students about a shared text and met in ongoing PLC groups to examine…
Tapping Technology's Potential: Shrinking Budgets, Looming Standards, and a Dizzying Array of Innovations Are Changing the Professional Learning Landscape

ERIC Educational Resources Information Center

Killion, Joellen

2013-01-01

As the call for professional learning that incorporates ongoing feedback and support increases and resources to address that need decline, more states, districts, schools, and individuals are turning to technology. Technology creates significant opportunities for more focused professional learning, especially when it is effectively integrated into…
Using Narrative-Based Design Scaffolds within a Mobile Learning Environment to Support Learning Outdoors with Young Children

ERIC Educational Resources Information Center

Seely, Brian J.

2015-01-01

This study aims to advance learning outdoors with mobile devices. As part of the ongoing Tree Investigators design-based research study, this research investigated a mobile application to support observation, identification, and explanation of the tree life cycle within an authentic, outdoor setting. Recognizing the scientific and conceptual…
Learning and Teaching as Emergent Features of Informal Settings: An Ethnographic Study in an Environmental Action Group

ERIC Educational Resources Information Center

Boyer, Leanna; Roth, Wolff-Michael

2006-01-01

Around the world, many people concerned with the state of the environment participate in environmental action groups. Much of their learning occurs informally, simply by participating in the everyday, ongoing collective life of the chosen group. Such settings provide unique opportunities for studying how people learn science in complex settings…

Gamification of Learning and Teaching in Schools--A Critical Stance

ERIC Educational Resources Information Center

Buck, Marc Fabian

2017-01-01

The ongoing transformation of learning and teaching is one facet of the progressing digitalization of all aspects of life. Gamification's aim is to change learning for the better by making use of the motivating effects of (digital) games and elements typical of games, like experience points, levelling, quests, rankings etc. Especially in the light…
Older Adults' Training Courses: Considerations for Course Design and the Development of Learning Materials

ERIC Educational Resources Information Center

du Plessis, Karin; Anstey, Kaarin J.; Schlumpp, Arianne

2011-01-01

Demographic trends indicate that older adults live longer and maintain active lifestyles. The majority are educated and many enjoy the stimulation that ongoing learning opportunities present. In order for these older adults to benefit from learning opportunities, circumstances specific to these individuals (e.g. age-related decline) need to be…
Effective teaching strategies for the older adult with urologic concerns.

PubMed

Zurakowski, Tamara; Taylor, Melissa; Bradway, Christine

2006-10-01

Older adults are able to learn and apply new knowledge, such as management of a urological condition, but their learning style differs from that of younger clients. An understanding of the older adult's learning style, and knowledge of specific teaching strategies will benefit the urologic nurse in the ongoing effort to be a more effective patient educator.
Observational Learning in Mice Can Be Prevented by Medial Prefrontal Cortex Stimulation and Enhanced by Nucleus Accumbens Stimulation

ERIC Educational Resources Information Center

Jurado-Parras, M. Teresa; Gruart, Agnes; Delgado-Garcia, Jose M.

2012-01-01

The neural structures involved in ongoing appetitive and/or observational learning behaviors remain largely unknown. Operant conditioning and observational learning were evoked and recorded in a modified Skinner box provided with an on-line video recording system. Mice improved their acquisition of a simple operant conditioning task by…
Reflections on a Decade of Using the Scholarship of Teaching and Learning

ERIC Educational Resources Information Center

Osborne, Randall E.; Kriese, Paul; Tobey, Heather

2008-01-01

This article explores lessons learned from a decade of teaching an online course on the politics and psychology of hatred using a scholarship of teaching and learning (SoTL) model. The authors illuminate course etiquette and a critical thinking model that incorporates SoTL into the ongoing fabric of the classroom. In addition, discussion centers…
Culture, Gender and Technology-Enhanced Learning: Female and Male Students' Perceptions across Three Continents

ERIC Educational Resources Information Center

Richter, Thomas; Zelenkauskaite, Asta

2014-01-01

With the on-going "Learning Culture Survey", we aim to foster the implementation of culture-sensitive education. The motivation of this study is based on the need of a better understanding of the reasons for intercultural conflicts in education. These issues are particularly pertinent to international learning scenarios, such as in urban…
Student Technology Use in a Self-Access Center

ERIC Educational Resources Information Center

Castellano, Joachim; Mynard, Jo; Rubesch, Troy

2011-01-01

Technology has played an increasingly vital role in self-access learning over the past twenty years or so, yet little research has been conducted into learners' actual use of the technology both for self-directed learning and as part of everyday life. This paper describes an ongoing action research project at a self-access learning center (SALC)…
The Transfer of Learning from Play Practices to Game Play in Young Adult Soccer Players

ERIC Educational Resources Information Center

Holt, Josh E.; Ward, Phillip; Wallhead, Tristan L.

2006-01-01

Background: Physical educators and coaches face an ongoing problem of presenting fun and enjoyable practices that also provide efficient learning of technical and tactical sports skills. Effective instruction also promotes the transfer of learning from practice tasks to the real game. Play Practice (PP) describes a structure for teaching sports…
Sleep and memory in the making. Are current concepts sufficient in children?

PubMed

Peigneux, P

2014-01-01

Memory consolidation is an active process wired in brain plasticity. How plasticity mechanisms develop and are modulated after learning is at the core of current models of sleep-dependent memory consolidation. Nowadays, two main classes of sleep-related memory consolidation theories are proposed, namely system consolidation and synaptic homeostasis. However, novel models of consolidation emerge, that might better account for the highly dynamic and interactive processes of encoding and memory consolidation. Processing steps can take place at various temporal phases and be modulated by interactions with prior experiences and ongoing events. In this perspective, sleep might support (or not) memory consolidation processes under specific neurophysiological and environmental circumstances leading to enduring representations in long-term memory stores. We outline here a discussion about how current and emergent models account for the complexity and apparent inconsistency of empirical data. Additionally, models aimed at understanding neurophysiological and/or cognitive processes should not only provide a satisfactory explanation for the phenomena at stake, but also account for their ontogeny and the conditions that disrupt their organisation. Looking at the available literature, this developmental condition appears to remain unfulfilled when trying to understand the relationships between sleep, learning and memory consolidation processes, both in healthy children and in children with pathological conditions.
Curriculum reform and evolution: Innovative content and processes at one US medical school.

PubMed

Fischel, Janet E; Olvet, Doreen M; Iuli, Richard J; Lu, Wei-Hsin; Chandran, Latha

2018-03-11

Curriculum reform in medical schools continues to be an ever-present and challenging activity in medical education. This paper describes one school's experiences with specific curricular innovations that were developed or adapted and targeted to meet a clear set of curricular goals during the curriculum reform process. Those goals included: (a) promoting active learning and learner engagement; (b) establishing early professional identity; and (c) developing physician competencies in an integrated and contextual manner while allowing for individualized learning experiences for the millennial student. Six specific innovations championed by the school are described in detail. These included Themes in Medical Education, Translational Pillars, Stony Brook Teaching Families, Transition Courses, Educational Continuous Quality Improvement Processes, and our Career Advising Program. Development of the ideas and design of the innovations were done by faculty and student teams. We discuss successes and ongoing challenges with these innovations which are currently in the fourth year of implementation. Our curriculum reform has emphasized the iterative process of curriculum building. Based on our experience, we discuss general and practical guidelines for curriculum innovation in its three phases: setting the stage, implementation, and monitoring for the achievement of intended goals.
Ensuring IT service continuity in the face of increasing threats.

PubMed

Nair, Vishwanath

2014-01-01

How is IT service continuity related to business continuity management? Is it just a glorified disaster recovery procedure? Will IT service continuity help increase the assurance of IT services from the business owner to the customer? This paper is an attempt at answering these and many such questions. It is presented as a case study of IT service continuity management implementation at Emirates Group IT, Dubai. It takes the reader through the need for the process as felt by the business, through the learning acquired during implementation, to the practices deployed for managing the process on an ongoing basis. It provides a detailed view of the kind of pitfalls that could be encountered during implementation of the IT service continuity management process in a large-scale enterprise.
Long-term effects of exposure to methamphetamine in adolescent rats.

PubMed

Ye, Tony; Pozos, Hilda; Phillips, Tamara J; Izquierdo, Alicia

2014-05-01

Flexible cognition is a set of processes mediated by the prefrontal cortex (PFC), an area of the brain that continues to develop during adolescence and into adulthood. Adult rodents exhibit impairments specific to reversal learning across various dosing regimens of methamphetamine (mAMPH). For adolescent rodents, ongoing PFC development can be assessed by discrimination reversal learning, a task dependent on frontostriatal integrity. The task may also index an increased vulnerability for mAMPH sampling in adulthood. The purpose of the present study was to investigate the long-term effects of escalating, adolescent mAMPH exposure on reversal learning, a PFC-dependent task (Experiment 1) and the likelihood of later sampling of mAMPH in adulthood (Experiment 2). Unlike previous research in adult-treated rats, our results show more generalized learning impairments after adolescent mAMPH exposure to include both attenuated visual discrimination as well as reversal learning. Additionally, we found that rats pre-exposed to mAMPH during adolescence consumed significantly more drug in adulthood. Intake of mAMPH was positively correlated with this learning. Taken together, these findings show that even modest exposure to mAMPH during adolescence may induce general learning impairments in adulthood, and an enduring sensitivity to the effects of mAMPH. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.
Long-term effects of exposure to methamphetamine in adolescent rats

PubMed Central

Ye, Tony; Pozos, Hilda; Phillips, Tamara J.; Izquierdo, Alicia

2014-01-01

Background Flexible cognition is a set of processes mediated by the prefrontal cortex (PFC), an area of the brain that continues to develop during adolescence and into adulthood. Adult rodents exhibit impairments specific to reversal learning across various dosing regimens of methamphetamine (mAMPH). For adolescent rodents, ongoing PFC development can be assessed by discrimination reversal learning, a task dependent on frontostriatal integrity. The task may also index an increased vulnerability for mAMPH sampling in adulthood. Methods The purpose of the present study was to investigate the long-term effects of escalating, adolescent mAMPH exposure on reversal learning, a PFC-dependent task (Experiment 1) and the likelihood of later sampling of mAMPH in adulthood (Experiment 2). Results Unlike previous research in adult-treated rats, our results show more generalized learning impairments after adolescent mAMPH exposure to include both attenuated visual discrimination as well as reversal learning. Additionally, we found that rats pre-exposed to mAMPH during adolescence consumed significantly more drug in adulthood. Intake of mAMPH was positively correlated with this learning. Conculsion Taken together, these findings show that even modest exposure to mAMPH during adolescence may induce general learning impairments in adulthood, and an enduring sensitivity to the effects of mAMPH. PMID:24629630
Working Together for Better Student Learning: A Multi-University, Multi-Federal Partner Program for Asynchronous Learning Module Development for Radar-Based Remote Sensing Systems

ERIC Educational Resources Information Center

Yeary, M. B.; Yu, T.; Palmer, R. D.; Monroy, H.; Ruin, I.; Zhang, G.; Chilson, P. B.; Biggerstaff, M. I.; Weiss, C.; Mitchell, K. A.; Fink, L. D.

2010-01-01

Students are not exposed to enough real-life data. This paper describes how a community of scholars seeks to remedy this deficiency and gives the pedagogical details of an ongoing project that commenced in the Fall 2004 semester. Fostering deep learning, this multiyear project offers a new active-learning, hands-on interdisciplinary laboratory…
Characteristics of Effective Professional Development: A Checklist

ERIC Educational Resources Information Center

Hunzicker, Jana

2010-01-01

This article summarizes current research on effective professional development and offers a checklist for school leaders to use when designing learning opportunities for teachers. Effective professional development engages teachers in learning opportunities that are supportive, job-embedded, instructionally-focused, collaborative, and ongoing.…
Leadership for Gender-Equal Education.

ERIC Educational Resources Information Center

Gillies, Warna

2001-01-01

Research over 20 years indicates that teachers are more attentive to male students from preschool through high school. Gender-appropriate practices maximize learning opportunities for both sexes by ensuring ongoing, formative evaluations, respecting each individual's learning pace, providing mentors, and intervening positively when appropriate.…
Situated learning in translation research training: academic research as a reflection of practice

PubMed Central

Risku, Hanna

2016-01-01

ABSTRACT Situated learning has become a dominant goal in the translation classroom: translation didactics is being developed in a learner-, situation- and experience-based direction, following constructivist and participatory teaching philosophies. However, the explicit use of situated approaches has, so far, not been the centre of attention in translation theory teaching and research training. As a consequence, translation theory often remains unconnected to the skills learned and topics tackled in language-specific translation teaching and the challenges experienced in real-life translation practice. This article reports on the results of an exploratory action research project into the teaching of academic research skills in translation studies at Master’s level. The goal of the project is to develop and test possibilities for employing situated learning in translation research training. The situatedness perspective has a double relevance for the teaching project: the students are involved in an authentic, ongoing research project, and the object of the research project itself deals with authentic translation processes at the workplace. Thus, the project has the potential to improve the expertise of the students as both researchers and reflective practitioners. PMID:27499805
Protein complexes, big data, machine learning and integrative proteomics: lessons learned over a decade of systematic analysis of protein interaction networks.

PubMed

Havugimana, Pierre C; Hu, Pingzhao; Emili, Andrew

2017-10-01

Elucidation of the networks of physical (functional) interactions present in cells and tissues is fundamental for understanding the molecular organization of biological systems, the mechanistic basis of essential and disease-related processes, and for functional annotation of previously uncharacterized proteins (via guilt-by-association or -correlation). After a decade in the field, we felt it timely to document our own experiences in the systematic analysis of protein interaction networks. Areas covered: Researchers worldwide have contributed innovative experimental and computational approaches that have driven the rapidly evolving field of 'functional proteomics'. These include mass spectrometry-based methods to characterize macromolecular complexes on a global-scale and sophisticated data analysis tools - most notably machine learning - that allow for the generation of high-quality protein association maps. Expert commentary: Here, we recount some key lessons learned, with an emphasis on successful workflows, and challenges, arising from our own and other groups' ongoing efforts to generate, interpret and report proteome-scale interaction networks in increasingly diverse biological contexts.
Land cover classification in multispectral imagery using clustering of sparse approximations over learned feature dictionaries

DOE PAGES

Moody, Daniela I.; Brumby, Steven P.; Rowland, Joel C.; ...

2014-12-09

We present results from an ongoing effort to extend neuromimetic machine vision algorithms to multispectral data using adaptive signal processing combined with compressive sensing and machine learning techniques. Our goal is to develop a robust classification methodology that will allow for automated discretization of the landscape into distinct units based on attributes such as vegetation, surface hydrological properties, and topographic/geomorphic characteristics. We use a Hebbian learning rule to build spectral-textural dictionaries that are tailored for classification. We learn our dictionaries from millions of overlapping multispectral image patches and then use a pursuit search to generate classification features. Land cover labelsmore » are automatically generated using unsupervised clustering of sparse approximations (CoSA). We demonstrate our method on multispectral WorldView-2 data from a coastal plain ecosystem in Barrow, Alaska. We explore learning from both raw multispectral imagery and normalized band difference indices. We explore a quantitative metric to evaluate the spectral properties of the clusters in order to potentially aid in assigning land cover categories to the cluster labels. In this study, our results suggest CoSA is a promising approach to unsupervised land cover classification in high-resolution satellite imagery.« less
Neurogenetic and Neurodevelopmental Pathways to Learning Disabilities.

ERIC Educational Resources Information Center

Mazzocco, Michele M. M.; And Others

1997-01-01

This paper reviews ongoing research designed to specify the cognitive, behavioral, and neuroanatomical phenotypes of specific genetic etiologies of learning disability. The genetic disorders at the focus of the research include reading disability, neurofibromatosis type 1, Tourette syndrome, and fragile X syndrome. Implications for identifying…

A Kenyan Cloud School. Massive Open Online & Ongoing Courses for Blended and Lifelong Learning

ERIC Educational Resources Information Center

Jobe, William

2013-01-01

This research describes the predicted outcomes of a Kenyan Cloud School (KCS), which is a MOOC that contains all courses taught at the secondary school level in Kenya. This MOOC will consist of online, ongoing subjects in both English and Kiswahili. The KCS subjects offer self-testing and peer assessment to maximize scalability, and digital badges…
InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0: A Resource for Ongoing Teacher Development

ERIC Educational Resources Information Center

Council of Chief State School Officers, 2013

2013-01-01

The Council of Chief State School Officers (CCSSO), through its Interstate Teacher Assessment and Support Consortium (InTASC), offers this set of combined resources that define and support ongoing teacher effectiveness to ensure students reach college and career ready standards. This document includes the "InTASC Model Core Teaching…
The Impact of Child Sexual Abuse on the Education of Boys in Residential Care between 1950 and 1975

ERIC Educational Resources Information Center

Bode, Andrew; Goldman, Juliette D. G.

2012-01-01

Children's education may be adversely impacted by external factors during their childhood. For example, learning to learn, critical reflection, experiential learning and self-direction may be permanently impaired. Many children in out-of-home residential care during the last century suffered ongoing child abuse and neglect, including sexual abuse,…
Democracy Re-Examined: Ghanaian Social Movement Learning and the Re-Articulation of Learning in Struggle

ERIC Educational Resources Information Center

Langdon, Jonathan

2011-01-01

Ghana has been identified as an important example of democracy in Africa, yet the story of this democratic success overlooks the crucial role social movement activism and learning have played in locally reconfiguring and deepening what democracy means. A key dimension of this overlooked-story is ongoing efforts to contest both local and global…
BeeSign: A Computationally-Mediated Intervention to Examine K-1 Students' Representational Activities in the Context of Teaching Complex Systems Concepts

ERIC Educational Resources Information Center

Danish, Joshua Adam

2009-01-01

Representations such as drawings, graphs, and computer simulations, are central to learning and doing science. Furthermore, ongoing success in science learning requires students to build on the representations and associated practices that they are presumed to have learned throughout their schooling career. Without these practices, students have…
A Brief Tour of the Learning Sciences via a Cognitive Tool for Investigating Melodic Phenomena

ERIC Educational Resources Information Center

Graci, Craig

2010-01-01

The goal of this article is to contribute fragments of concrete understanding to the on-going search for meaning in ideas associated with the learning sciences (Sawyer, 2006b) by adding to the repertoire of domain specific studies pertaining to this relatively new field. The learning sciences are first characterized as a system of learning…
Exploring the Affordances of Second Life Machinima as an Anchor for Classroom-Based Apprenticeship

ERIC Educational Resources Information Center

Muldoon, Nona; Kofoed, Jennifer

2011-01-01

The research reported in this paper is part of an ongoing investigation into the design of a technology-enhanced learning environment that draws from approaches embodied in the situated learning theory. In this learning context, Second Life machinima (animated artefact filmed in a 3D virtual environment) is used as an anchor to mediate authentic…
A Design-Based Research Approach to Improving Professional Development and Teacher Knowledge: The Case of the Smithsonian Learning Lab

ERIC Educational Resources Information Center

Zinger, Doron; Naranjo, Ashley; Amador, Isabel; Gilbertson, Nicole; Warschauer, Mark

2017-01-01

Incorporating technology in classrooms to promote student learning is an ongoing instructional challenge. Teacher professional development (PD) is a central component of teacher education to support student use of technology and can improve student learning, but PD has had mixed results. In this study, researchers investigated a PD program…
The LMS Development for a Blended EFL e-Learning

ERIC Educational Resources Information Center

Okada, Takeshi; Sakamoto, Yasunobu; Sugiura, Kensuke

2014-01-01

This paper illustrates the general idea of an on-going project for the development of a new blended e-learning package for the English as a foreign language (EFL) reading instruction in Japanese universities. The authors want to draw the attention of the readers to the Learning Management System (LMS) of the package and focus on the role a new…
Predicting Students' Attitudes towards Advertising on a University Virtual Learning Environment (VLE)

ERIC Educational Resources Information Center

Ogba, Ike-Elechi; Saul, Neil; Coates, Nigel F.

2012-01-01

Most if not all UK universities and many in other parts of the world support their student learning via a virtual learning environment (VLE). Online resources are going to be increasingly important to students as the internet is very much part of their lives. However, the VLE will require ongoing investment to keep pace with technological…
Bridges to Swaziland: Using Task-Based Learning and Computer-Mediated Instruction to Improve English Language Teaching and Learning

ERIC Educational Resources Information Center

Pierson, Susan Jacques

2015-01-01

One way to provide high quality instruction for underserved English Language Learners around the world is to combine Task-Based English Language Learning with Computer- Assisted Instruction. As part of an ongoing project, "Bridges to Swaziland," these approaches have been implemented in a determined effort to improve the ESL program for…
An Investigation of a Peer Coaching Model on the Professional Learning and Teacher Self-Efficacy of Elementary Literacy Teachers

ERIC Educational Resources Information Center

Dellapenna, Amy M.

2017-01-01

Reading is one of the most important foundational skills for academic success, yet the teaching of reading is very complex. There is a need to support teachers with ongoing professional learning for quality literacy instruction. Peer coaching can be a meaningful, personalized, job-embedded form of professional learning for teachers (Robbins,…
An Introduction to Education Research Methods: Exploring the Learning Journey of Pre-Service Teachers in a Transnational Programme

ERIC Educational Resources Information Center

White, Sonia; Hepple, Erika; Tangen, Donna; Comelli, Marlana; Alwi, Amyzar; Shaari, Zaira Abu Hassan

2016-01-01

Internationally there is interest in developing the research skills of pre-service teachers as a means of ongoing professional renewal with a distinct need for systematic and longitudinal investigation of student learning. The current study takes a unique perspective by exploring the research learning journey of pre-service teachers participating…
Teaching and Learning about Energy in Middle School: An Argument for an Epistemic Approach

ERIC Educational Resources Information Center

Constantinou, C. P.; Papadouris, N.

2012-01-01

We have reviewed the existing literature on teaching and learning about energy to develop an overview of the ongoing debate on conceptual aspects of the construct and also to highlight the issues that have emerged in approaches to designing teaching-learning sequences. Our review is informed by those aspects of the historical evolution of the…
Learntime and Learning Place-Focused Forward-Oriented Design for Learning in Technology-Enhanced Classrooms

ERIC Educational Resources Information Center

Sun, Susan Y. H.

2016-01-01

This study reports on a teacher's ongoing design activities in a fully online language course when the class was in progress. The aims were, firstly, to provide first-hand experience and insight into a teacher's design work in a real-life, technology-enhanced learning (TEL) classroom; and secondly, to facilitate reflective analysis of the emerging…
Short-Term Professional Learning That Focuses on Beliefs and Practice: Improvements in Preschool Teachers' Ongoing Literacy Practice

ERIC Educational Resources Information Center

Lynch, Jacqueline

2017-01-01

An intervention study was conducted with preschool teachers to address their beliefs and practice in the area of language and literacy. A total of 27 preschool teachers, each from different early childcare centers, participated in three 1-day professional learning sessions over the course of 9 months. Learning sessions focused on three different…
Change detection and classification of land cover in multispectral satellite imagery using clustering of sparse approximations (CoSA) over learned feature dictionaries

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

Moody, Daniela I.; Brumby, Steven P.; Rowland, Joel C.

Neuromimetic machine vision and pattern recognition algorithms are of great interest for landscape characterization and change detection in satellite imagery in support of global climate change science and modeling. We present results from an ongoing effort to extend machine vision methods to the environmental sciences, using adaptive sparse signal processing combined with machine learning. A Hebbian learning rule is used to build multispectral, multiresolution dictionaries from regional satellite normalized band difference index data. Land cover labels are automatically generated via our CoSA algorithm: Clustering of Sparse Approximations, using a clustering distance metric that combines spectral and spatial textural characteristics tomore » help separate geologic, vegetative, and hydrologie features. We demonstrate our method on example Worldview-2 satellite images of an Arctic region, and use CoSA labels to detect seasonal surface changes. In conclusion, our results suggest that neuroscience-based models are a promising approach to practical pattern recognition and change detection problems in remote sensing.« less
Change detection and classification of land cover in multispectral satellite imagery using clustering of sparse approximations (CoSA) over learned feature dictionaries

DOE PAGES

Moody, Daniela I.; Brumby, Steven P.; Rowland, Joel C.; ...

2014-10-01

Neuromimetic machine vision and pattern recognition algorithms are of great interest for landscape characterization and change detection in satellite imagery in support of global climate change science and modeling. We present results from an ongoing effort to extend machine vision methods to the environmental sciences, using adaptive sparse signal processing combined with machine learning. A Hebbian learning rule is used to build multispectral, multiresolution dictionaries from regional satellite normalized band difference index data. Land cover labels are automatically generated via our CoSA algorithm: Clustering of Sparse Approximations, using a clustering distance metric that combines spectral and spatial textural characteristics tomore » help separate geologic, vegetative, and hydrologie features. We demonstrate our method on example Worldview-2 satellite images of an Arctic region, and use CoSA labels to detect seasonal surface changes. In conclusion, our results suggest that neuroscience-based models are a promising approach to practical pattern recognition and change detection problems in remote sensing.« less
The Contrivance of Mobile Learning: An Actor-Network Perspective on the Emergence of a Research Field

ERIC Educational Resources Information Center

Decuypere, Mathias; Simons, Maarten; Masschelein, Jan

2011-01-01

The ongoing development of mobile devices like cell phones, iPods, PDAs, and so on is seen by an increasing number of educationalists as a chance to focus on a new kind of learning. This mobile learning, as it is called, should enable students to learn while on the move. Rather than giving a genealogy of the use of mobile equipment in education,…
"E-tivities from the Front Line": A Community of Inquiry Case Study Analysis of Educators' Blog Posts on the Topic of Designing and Delivering Online Learning

ERIC Educational Resources Information Center

Wright, Phemie

2014-01-01

Designing and implementing successful online learning has been at the forefront of institutional agendas since digital learning increased in market demand over the last decade. However there is still ongoing debate as to the "how" of this arduous task. The Community of Inquiry (CoI) is one learning design method that has seen potential…

Reversal learning as a measure of impulsive and compulsive behavior in addictions.

PubMed

Izquierdo, Alicia; Jentsch, J David

2012-01-01

Our ability to measure the cognitive components of complex decision-making across species has greatly facilitated our understanding of its neurobiological mechanisms. One task in particular, reversal learning, has proven valuable in assessing the inhibitory processes that are central to executive control. Reversal learning measures the ability to actively suppress reward-related responding and to disengage from ongoing behavior, phenomena that are biologically and descriptively related to impulsivity and compulsivity. Consequently, reversal learning could index vulnerability for disorders characterized by impulsivity such as proclivity for initial substance abuse as well as the compulsive aspects of dependence. Though we describe common variants and similar tasks, we pay particular attention to discrimination reversal learning, its supporting neural circuitry, neuropharmacology and genetic determinants. We also review the utility of this task in measuring impulsivity and compulsivity in addictions. We restrict our review to instrumental, reward-related reversal learning studies as they are most germane to addiction. The research reviewed here suggests that discrimination reversal learning may be used as a diagnostic tool for investigating the neural mechanisms that mediate impulsive and compulsive aspects of pathological reward-seeking and -taking behaviors. Two interrelated mechanisms are posited for the neuroadaptations in addiction that often translate to poor reversal learning: frontocorticostriatal circuitry dysregulation and poor dopamine (D2 receptor) modulation of this circuitry. These data suggest new approaches to targeting inhibitory control mechanisms in addictions.
Individualization of Foreign Language Learning in America, V.

ERIC Educational Resources Information Center

Bockman, John F., Ed.; Gougher, Ronald L., Ed.

This newsletter contains a series of brief reports concerning methods of individualizing language learning and describes several ongoing experiments. The first article illustrates how individualized achievement charts aid in determining students' instructional needs. Group work and oral testing are discussed as a means of individualizing a course…
A Re-Unification of Two Competing Models for Document Retrieval.

ERIC Educational Resources Information Center

Bodoff, David

1999-01-01

Examines query-oriented versus document-oriented information retrieval and feedback learning. Highlights include a reunification of the two approaches for probabilistic document retrieval and for vector space model (VSM) retrieval; learning in VSM and in probabilistic models; multi-dimensional scaling; and ongoing field studies. (LRW)
United States Navy DL Perspective

DTIC Science & Technology

2010-08-10

United States Navy DL Perspective CAPT Hank Reeves Navy eLearning Project Director 10 August 2010 Report Documentation Page Form ApprovedOMB No...Marine Corps (USMC) Navy eLearning Ongoing Shared with USMC, Coast Guard 9 NeL Help Site https://ile-help.nko.navy.mil/ile/ https://s-ile
People with Learning Disabilities and "Active Ageing"

ERIC Educational Resources Information Center

Foster, Liam; Boxall, Kathy

2015-01-01

Background: People (with and without learning disabilities) are living longer. Demographic ageing creates challenges and the leading policy response to these challenges is "active ageing". "Active" does not just refer to the ability to be physically and economically active, but also includes ongoing social and civic engagement…
Application of Artificial Intelligence technology to the analysis and synthesis of reliable software systems

NASA Technical Reports Server (NTRS)

Wild, Christian; Eckhardt, Dave

1987-01-01

The development of a methodology for the production of highly reliable software is one of the greatest challenges facing the computer industry. Meeting this challenge will undoubtably involve the integration of many technologies. This paper describes the use of Artificial Intelligence technologies in the automated analysis of the formal algebraic specifications of abstract data types. These technologies include symbolic execution of specifications using techniques of automated deduction and machine learning through the use of examples. On-going research into the role of knowledge representation and problem solving in the process of developing software is also discussed.
Innovation Relay: Empowering School Nurses to Find New Solutions for Old Problems.

PubMed

Maughan, Erin D; Galemore, Cynthia; Mattey, Beth

2016-09-01

NASN's 48th Annual School Nurse Conference-Learning, Linking, Leading-included the first ever innovation relay contest. The relay was based on a design developed by the Institute of Healthcare Improvement's Innovation Relay. Participation included 43 contestants from 16 states and one foreign country. Teams were given 24 hours to develop a solution. This article describes the process utilized, the problem introduced, and a brief synopsis of each team's solution. The ongoing purpose of the exercise is to encourage innovation by school nurses as they experience student health-related barriers in the academic setting. © 2016 The Author(s).
Marketing your expertise.

PubMed

Czaplewski, L M

1999-01-01

Marketing an existing or new venture is a vital part of business. For the nurse entrepreneur, marketing involves applying previously learned skills to new situations. The methods used to market a service may mean the difference between success and failure. Unfortunately many entrepreneurs think that because they have a great idea, clients will beat a path to their door. Marketing requires planning, creativity, time, and money. It is an ongoing process that must be evaluated regularly. When marketing achieves results, clients commit to using the entrepreneur's services and profits are realized. Basic marketing concepts are considered, and strategies for developing a workable marketing plan are presented.
Knowledge 'Translation' as social learning: negotiating the uptake of research-based knowledge in practice.

PubMed

Salter, K L; Kothari, A

2016-02-29

Knowledge translation and evidence-based practice have relied on research derived from clinical trials, which are considered to be methodologically rigorous. The result is practice recommendations based on a narrow view of evidence. We discuss how, within a practice environment, in fact individuals adopt and apply new evidence derived from multiple sources through ongoing, iterative learning cycles. The discussion is presented in four sections. After elaborating on the multiple forms of evidence used in practice, in section 2 we argue that the practitioner derives contextualized knowledge through reflective practice. Then, in section 3, the focus shifts from the individual to the team with consideration of social learning and theories of practice. In section 4 we discuss the implications of integrative and negotiated knowledge exchange and generation within the practice environment. Namely, how can we promote the use of research within a team-based, contextualized knowledge environment? We suggest support for: 1) collaborative learning environments for active learning and reflection, 2) engaged scholarship approaches so that practice can inform research in a collaborative manner and 3) leveraging authoritative opinion leaders for their clinical expertise during the shared negotiation of knowledge and research. Our approach also points to implications for studying evidence-informed practice: the identification of practice change (as an outcome) ought to be supplemented with understandings of how and when social negotiation processes occur to achieve integrated knowledge. This article discusses practice knowledge as dependent on the practice context and on social learning processes, and suggests how research knowledge uptake might be supported from this vantage point.
The benefits of motivational interviewing and coaching for improving the practice of comprehensive family assessments in child welfare.

PubMed

Snyder, Elizabeth H; Lawrence, C Nicole; Weatherholt, Tara N; Nagy, Paul

2012-01-01

The engagement of families in child welfare services is critical for successful outcomes related to safety, permanency, and child and family well-being. Motivational interviewing (MI), an effective approach to working with individuals struggling with alcohol and drug addiction, has great appeal for use with families involved with the child welfare system. Consequently, many social service agencies are beginning to integrate MI into their training curriculum. However, research has shown that training in MI alone is not enough; ongoing coaching is crucial in order to transfer learned MI skills into practice.The current study employs qualitative interview data from case-workers in order to examine the implementation of MI and long-term coaching within the child welfare system. Findings showed that MI can be implemented successfully within the child welfare system, and that caseworkers believed MI, supported by ongoing coaching, to be a valuable tool in engaging families in the assessment process.
Manipulating motor performance and memory through real-time fMRI neurofeedback.

PubMed

Scharnowski, Frank; Veit, Ralf; Zopf, Regine; Studer, Petra; Bock, Simon; Diedrichsen, Jörn; Goebel, Rainer; Mathiak, Klaus; Birbaumer, Niels; Weiskopf, Nikolaus

2015-05-01

Task performance depends on ongoing brain activity which can be influenced by attention, arousal, or motivation. However, such modulating factors of cognitive efficiency are unspecific, can be difficult to control, and are not suitable to facilitate neural processing in a regionally specific manner. Here, we non-pharmacologically manipulated regionally specific brain activity using technically sophisticated real-time fMRI neurofeedback. This was accomplished by training participants to simultaneously control ongoing brain activity in circumscribed motor and memory-related brain areas, namely the supplementary motor area and the parahippocampal cortex. We found that learned voluntary control over these functionally distinct brain areas caused functionally specific behavioral effects, i.e. shortening of motor reaction times and specific interference with memory encoding. The neurofeedback approach goes beyond improving cognitive efficiency by unspecific psychological factors such as attention, arousal, or motivation. It allows for directly manipulating sustained activity of task-relevant brain regions in order to yield specific behavioral or cognitive effects. Copyright © 2015 The Authors. Published by Elsevier B.V. All rights reserved.
Labor-Management Cooperation in Illinois: How a Joint Union Company Team Is Improving Facility Safety.

PubMed

Mahan, Bruce; Maclin, Reggie; Ruttenberg, Ruth; Mundy, Keith; Frazee, Tom; Schwartzkopf, Randy; Morawetz, John

2018-01-01

This study of Afton Chemical Corporation's Sauget facility and its International Chemical Workers Union Council (ICWUC) Local 871C demonstrates how significant safety improvements can be made when committed leadership from both management and union work together, build trust, train the entire work force in U.S. Occupational Safety and Health Administration 10-hour classes, and communicate with their work force, both salaried and hourly. A key finding is that listening to the workers closest to production can lead to solutions, many of them more cost-efficient than top-down decision-making. Another is that making safety and health an authentic value is hard work, requiring time, money, and commitment. Third, union and management must both have leadership willing to take chances and learn to trust one another. Fourth, training must be for everyone and ongoing. Finally, health and safety improvements require dedicated funding. The result was resolution of more than one hundred safety concerns and an ongoing institutionalized process for continuing improvement.
Manipulating motor performance and memory through real-time fMRI neurofeedback

PubMed Central

Scharnowski, Frank; Veit, Ralf; Zopf, Regine; Studer, Petra; Bock, Simon; Diedrichsen, Jörn; Goebel, Rainer; Mathiak, Klaus; Birbaumer, Niels; Weiskopf, Nikolaus

2015-01-01

Task performance depends on ongoing brain activity which can be influenced by attention, arousal, or motivation. However, such modulating factors of cognitive efficiency are unspecific, can be difficult to control, and are not suitable to facilitate neural processing in a regionally specific manner. Here, we non-pharmacologically manipulated regionally specific brain activity using technically sophisticated real-time fMRI neurofeedback. This was accomplished by training participants to simultaneously control ongoing brain activity in circumscribed motor and memory-related brain areas, namely the supplementary motor area and the parahippocampal cortex. We found that learned voluntary control over these functionally distinct brain areas caused functionally specific behavioral effects, i.e. shortening of motor reaction times and specific interference with memory encoding. The neurofeedback approach goes beyond improving cognitive efficiency by unspecific psychological factors such as attention, arousal, or motivation. It allows for directly manipulating sustained activity of task-relevant brain regions in order to yield specific behavioral or cognitive effects. PMID:25796342
Using Neuroplasticity-Based Auditory Training to Improve Verbal Memory in Schizophrenia

PubMed Central

Fisher, Melissa; Holland, Christine; Merzenich, Michael M.; Vinogradov, Sophia

2009-01-01

Objective Impaired verbal memory in schizophrenia is a key rate-limiting factor for functional outcome, does not respond to currently available medications, and shows only modest improvement after conventional behavioral remediation. The authors investigated an innovative approach to the remediation of verbal memory in schizophrenia, based on principles derived from the basic neuroscience of learning-induced neuroplasticity. The authors report interim findings in this ongoing study. Method Fifty-five clinically stable schizophrenia subjects were randomly assigned to either 50 hours of computerized auditory training or a control condition using computer games. Those receiving auditory training engaged in daily computerized exercises that placed implicit, increasing demands on auditory perception through progressively more difficult auditory-verbal working memory and verbal learning tasks. Results Relative to the control group, subjects who received active training showed significant gains in global cognition, verbal working memory, and verbal learning and memory. They also showed reliable and significant improvement in auditory psychophysical performance; this improvement was significantly correlated with gains in verbal working memory and global cognition. Conclusions Intensive training in early auditory processes and auditory-verbal learning results in substantial gains in verbal cognitive processes relevant to psychosocial functioning in schizophrenia. These gains may be due to a training method that addresses the early perceptual impairments in the illness, that exploits intact mechanisms of repetitive practice in schizophrenia, and that uses an intensive, adaptive training approach. PMID:19448187
Computational Dysfunctions in Anxiety: Failure to Differentiate Signal From Noise.

PubMed

Huang, He; Thompson, Wesley; Paulus, Martin P

2017-09-15

Differentiating whether an action leads to an outcome by chance or by an underlying statistical regularity that signals environmental change profoundly affects adaptive behavior. Previous studies have shown that anxious individuals may not appropriately differentiate between these situations. This investigation aims to precisely quantify the process deficit in anxious individuals and determine the degree to which these process dysfunctions are specific to anxiety. One hundred twenty-two subjects recruited as part of an ongoing large clinical population study completed a change point detection task. Reinforcement learning models were used to explicate observed behavioral differences in low anxiety (Overall Anxiety Severity and Impairment Scale score ≤ 8) and high anxiety (Overall Anxiety Severity and Impairment Scale score ≥ 9) groups. High anxiety individuals used a suboptimal decision strategy characterized by a higher lose-shift rate. Computational models and simulations revealed that this difference was related to a higher base learning rate. These findings are better explained in a context-dependent reinforcement learning model. Anxious subjects' exaggerated response to uncertainty leads to a suboptimal decision strategy that makes it difficult for these individuals to determine whether an action is associated with an outcome by chance or by some statistical regularity. These findings have important implications for developing new behavioral intervention strategies using learning models. Copyright © 2017 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.
Stochastic Hybrid Systems Modeling and Middleware-enabled DDDAS for Next-generation US Air Force Systems

DTIC Science & Technology

2017-03-30

experimental evaluations for hosting DDDAS-like applications in public cloud infrastructures . Finally, we report on ongoing work towards using the DDDAS...developed and their experimental evaluations for hosting DDDAS-like applications in public cloud infrastructures . Finally, we report on ongoing work towards...Dynamic resource management, model learning, simulation-based optimizations, cloud infrastructures for DDDAS applications. I. INTRODUCTION Critical cyber
Coordinated Excitation and Inhibition of Prefrontal Ensembles During Awake Hippocampal Sharp-Wave Ripple Events

PubMed Central

Jadhav, Shantanu P.; Rothschild, Gideon; Roumis, Demetris K.; Frank, Loren M.

2016-01-01

SUMMARY Interactions between the hippocampus and prefrontal cortex (PFC) are critical for learning and memory. Hippocampal activity during awake sharp wave ripple (SWR) events is important for spatial learning, and hippocampal SWR activity often represents past or potential future experiences. Whether or how this reactivation engages the PFC, and how reactivation might interact with ongoing patterns of PFC activity remains unclear. We recorded hippocampal CA1 and PFC activity in animals learning spatial tasks and found that many PFC cells showed spiking modulation during SWRs. Unlike in CA1, SWR-related activity in PFC comprised both excitation and inhibition of distinct populations. Within individual SWRs, excitation activated PFC cells with representations related to the concurrently reactivated hippocampal representation, while inhibition suppressed PFC cells with unrelated representations. Thus, awake SWRs mark times of strong coordination between hippocampus and PFC that reflects structured reactivation of representations related to ongoing experience. PMID:26971950
The Effectiveness of Professional Learning Communities in Promoting Educational Learning as Perceived by Texas High School Principals

ERIC Educational Resources Information Center

Guajardo-Cantú, Amelia

2017-01-01

Teaching in the 21st century requires the search for new and ongoing innovative practices. Such emerging practices in the field of teaching are reshaping the everyday normalities of how educators used to teach in the past. The Professional Learning Community (PLC) model is an emerging educational innovation and is considered as a powerful strategy…
The Motivating Power of Social Obligation: An Investigation into the Pedagogical Affordances of Mobile Learning Integrated with Facebook

ERIC Educational Resources Information Center

Sazalli, Nurhasmiza; Wegerif, Rupert; Kleine-Staarman, Judith

2014-01-01

We report on the provisional findings of an ongoing research project investigating the pedagogical affordances of mobile learning in combination with Web 2.0 tools for the learning of English for English as a Second Language (ESL) learners. Using Design Based Research (DBR) as an approach to conduct this study, this paper will first present the…
Key Success Factors of eLearning in Education: A Professional Development Model to Evaluate and Support eLearning

ERIC Educational Resources Information Center

FitzPatrick, Thaddeus

2012-01-01

Technology has changed the way that we live our lives. Interaction across continents has become a forefront of everyday engagement. With ongoing enhancements of technology, people are now able to communicate and learn in a virtual environment similar to that of the real world interaction. These improvements are shared in the field of education,…

Perceptions of the Impact of Online Learning as a Distance-Based Learning Model on the Professional Practices of Working Nurses in Northern Ontario

ERIC Educational Resources Information Center

Carter, Lorraine; Hanna, Mary; Warry, Wayne

2016-01-01

Nurses in Canada face diverse challenges to their ongoing educational pursuits. As a result, they have been early adopters of courses and programs based on distance education principles and, in particular, online learning models. In the study described in this paper, nurses studying at two northern universities, in programs involving online…
Evolving Digital Divides in Information Literacy and Learning Outcomes: A BYOD Journey in a Scondary School

ERIC Educational Resources Information Center

Adhikari, Janak; Scogings, Chris; Mathrani, Anuradha; Sofat, Indu

2017-01-01

Purpose: The purpose of this paper is to seek answers to questions on how equity of information literacy and learning outcomes have evolved with the ongoing advances in technologies in teaching and learning across schools. The authors' report on a five-year long bring your own device (BYOD) journey of one school, which was one of the earliest…
Implementing Machine Learning in the PCWG Tool

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

Clifton, Andrew; Ding, Yu; Stuart, Peter

The Power Curve Working Group (www.pcwg.org) is an ad-hoc industry-led group to investigate the performance of wind turbines in real-world conditions. As part of ongoing experience-sharing exercises, machine learning has been proposed as a possible way to predict turbine performance. This presentation provides some background information about machine learning and how it might be implemented in the PCWG exercises.
Insight and Action Analytics: Three Case Studies to Consider

ERIC Educational Resources Information Center

Milliron, Mark David; Malcolm, Laura; Kil, David

2014-01-01

Civitas Learning was conceived as a community of practice, bringing together forward-thinking leaders from diverse higher education institutions to leverage insight and action analytics in their ongoing efforts to help students learn well and finish strong. We define insight and action analytics as drawing, federating, and analyzing data from…
Asia Society's Ongoing Chinese Language Initiatives

ERIC Educational Resources Information Center

Livaccari, Chris; Wang, Jeff

2009-01-01

Asia Society remains committed to promoting the teaching and learning of Chinese in American schools as an integral part of the broader agenda of building students' global competency, the key goal of its Partnership for Global Learning. Under the leadership of Asia Society's new Vice President for Education Tony Jackson and with continuing…
Integrating Community into the Classroom: Community Gardening, Community Involvement, and Project-Based Learning.

ERIC Educational Resources Information Center

Langhout, Regina Day; Rappaport, Julian; Simmons, Doretha

2002-01-01

Culturally relevant, ongoing project-based learning was facilitated in a predominantly African American urban elementary school via a community garden project. The project involved teachers, students, university members, and community members. This article evaluates the project through two classroom-community collaboration models, noting common…
MOOCs, High Technology, and Higher Learning

ERIC Educational Resources Information Center

Rhoads, Robert A.

2015-01-01

In "MOOCs, High Technology, and Higher Learning," Robert A. Rhoads places the OpenCourseWare (OCW) movement into the larger context of a revolution in educational technology. In doing so, he seeks to bring greater balance to increasingly polarized discussions of massively open online courses (MOOCs) and show their ongoing relevance to…
Co-Occurrence of Developmental Disorders: The Case of Developmental Dyscalculia

ERIC Educational Resources Information Center

Rubinsten, Orly

2009-01-01

Five to seven percent of children experience severe difficulties in learning mathematics and/or reading. Current trials that are focused on identifying biological markers suggest that these learning disabilities, known as Developmental Dyscalculia (DD) and Dyslexia (for reading), are due to underlying brain dysfunctions. One ongoing controversy…
"Shakespeare Reloaded": Teacher Professional Development within a Collaborative Learning Community

ERIC Educational Resources Information Center

Brady, Linzy

2009-01-01

This paper describes an instance of continuing professional development and explores the contribution it might make to the ongoing international dialogue of professional development. It reviews the way features of the current debate on effective teaching, teacher learning and continuing professional development overlap and feed into each other and…
Designing Rich Information Experiences to Shape Learning Outcomes

ERIC Educational Resources Information Center

Maybee, Clarence; Bruce, Christine Susan; Lupton, Mandy; Rebmann, Kristen

2017-01-01

Students in higher education typically learn to use information as part of their course of study, which is intended to support ongoing academic, personal and professional growth. Informing the development of effective information literacy education, this research uses a phenomenographic approach to investigate the experiences of a teacher and…
Sustaining Professional Learning Communities through Teacher Leadership

ERIC Educational Resources Information Center

Jennings, Karen

2013-01-01

Professional learning communities (PLCs), with their attributes of shared values, high expectations, and collaboration, have the potential to change school culture. The 4 elementary schools in this study have been unable to sustain ongoing, effective teamwork, resulting in a failure to attain adequate progress, and in 2 schools, in the placement…
Fans: An Integral Element of the Green Learning Environment

ERIC Educational Resources Information Center

Wolgelenter, Nina

2011-01-01

School districts' ongoing efforts to promote sustainability in America's education facilities are helping raise awareness of social responsibility and promoting the positive effects that greening their learning environments has on the general health and productivity of students. One institution that's taking the lead in this movement is Chandler…
Lifelong Learning in Europe: Equity and Efficiency in the Balance

ERIC Educational Resources Information Center

Riddell, Sheila, Ed.; Markowitsch, Jorg, Ed.; Weedon, Elisabet, Ed.

2012-01-01

The ongoing economic crisis in Europe raises fundamental questions about the European Union's ability to harmonize educational policy across its member states. With evidence that European unity is clearly faltering, many educational goals, including lifelong learning, are in trouble. In this book, the contributors work toward a greater…
An Online Training Course to Learn How to Teach Online

ERIC Educational Resources Information Center

Bachy, Sylviane; Lebrun, Marcel

2015-01-01

This case study deals with the implementation of ongoing training, offered wholly through distance and online learning, and conducted within the framework of an inter-university partnership linking two European countries. The case story relates the experience of several instructional designers (called "Academic Advisors" in this part of…
Reading and Grammar Learning through Mobile Phones

ERIC Educational Resources Information Center

Wang, Shudong; Smith, Simon

2013-01-01

This paper describes an ongoing language-learning project, three years into its development. We examine both the feasibility and the limitations of developing English reading and grammar skills through the interface of mobile phones. Throughout the project, reading and grammar materials were regularly sent to students' mobile phones. Students read…
Conceptualizing How Mature Teachers Can Influence Students' Growth in Learning

ERIC Educational Resources Information Center

Maynes, Nancy; Hatt, Blaine E.

2015-01-01

This article has two purposes. First, it reports the first year results from focus group methodology conducted to determine how teacher characteristics may influence students' learning. Second, the article establishes a framework to support ongoing research related to the professional maturation of teachers. Both of these research outcomes are…
Valid and Reliable Science Content Assessments for Science Teachers

ERIC Educational Resources Information Center

Tretter, Thomas R.; Brown, Sherri L.; Bush, William S.; Saderholm, Jon C.; Holmes, Vicki-Lynn

2013-01-01

Science teachers' content knowledge is an important influence on student learning, highlighting an ongoing need for programs, and assessments of those programs, designed to support teacher learning of science. Valid and reliable assessments of teacher science knowledge are needed for direct measurement of this crucial variable. This paper…
Writing To Facilitate Learning in Microbiology.

ERIC Educational Resources Information Center

Fisher, Linda E.

This paper describes a microbiology course that utilizes writing to facilitate learning of complex concepts, for communicating experimental results, and as a diagnostic tool for the instructor in monitoring the students' understanding of material on an on-going basis. In-class writing assignments that summarize subject units are accompanied by a…
Efficiency in Second Language Vocabulary Learning

ERIC Educational Resources Information Center

Schuetze, Ulf

2017-01-01

An ongoing question in second language vocabulary learning is how to optimize the acquisition of words. One approach is the so-called "spaced repetition technique" that uses intervals to repeat words in a given time frame (Balota et al., 2007; Leitner, 1972; Oxford, 1990; Pimsleur, 1967; Roediger & Karpicke, 2010; Schuetze &…
Exploring Blended Learning for Science Teacher Professional Development in an African Context

ERIC Educational Resources Information Center

Boitshwarelo, Bopelo

2009-01-01

This paper explores a case of teacher professional development in Botswana where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support ongoing teacher learning…

Introduction into Sparks of the Learning Analytics Future

ERIC Educational Resources Information Center

Pechenizkiy, Mykola; Gaševic, Dragan

2014-01-01

This section offers a compilation of 16 extended abstracts summarizing research of the doctoral students who participated in the Second Learning Analytics Summer Institute (LASI 2014) held at Harvard University in July 2014. The abstracts highlight the motivation, main goals and expected contributions to the field from the ongoing learning…
Researching across Boundaries and Borders: The Challenges for Research

ERIC Educational Resources Information Center

Bowl, Marion; Cooke, Sandra; Hockings, Christine

2008-01-01

This article explores some of the challenges of conducting action research in higher education. It arises from an ongoing research project funded by the Economic and Social Research Council's Teaching and Learning Research Programme (ESRC/TLRP), "Learning and Teaching for Social Diversity and Difference", which examines the dynamics of…
Long-term recovery trajectory after stroke: an ongoing negotiation between body, participation and self.

PubMed

Arntzen, Cathrine; Borg, Tove; Hamran, Torunn

2015-01-01

Research has mainly focused on the first year of recovery trajectory after stroke, but there is limited knowledge about how stroke survivors manage their long-term everyday lives. This study seeks to fill this gap by exploring the long-term (1-13 years) negotiations of stroke survivors when they experience progress, wellbeing and faith in the future. Repeated in-depth interviews were conducted with nine people living with moderate impairment after stroke and their closest relatives. Concepts from phenomenology and critical psychology constituted the frame of reference of the study. The long-term stroke recovery trajectory can be understood as a process of struggling to overcome tensions between three phenomena under ongoing change: the lived body, participation in everyday life and sense of self. During the recovery process, stroke survivors experience progress, well-being and faith in the future when moving towards renewed relationships, characterised by (1) a modified habitual body, (2) repositioned participation in specific everyday life contexts and (3) a transformed sense of self. This study stresses the importance of developing new forms of professional support during the long-term recovery trajectory, to stimulate and increase interaction and coherence in the relationship between the stroke survivor's bodily perception, participation in everyday life and sense of self. The study deepening how the long-term recovery trajectory after stroke is about ongoing embodied, practical and socially situated negotiations. The study demonstrates that the recovery trajectory is a long term process of learning where the stroke survivor, as an embodied agent, gradually modifies new bodily habits, re-position participation and transforming of the self. Health personnel are usually available in the acute and early rehabilitation period. The three phenomenons under ongoing change; "body", "participation" and "self" are at this point just about being moved toward a renewed and a more coherent relationship in the stroke survivor long-lasting everyday life situated recovery trajectory. Available rehabilitation services at the municipal level supporting stroke survivors and relatives practical, social and interpersonal long-term challenges in everyday life can be important for minimizing their struggles and for promoting the experience progress, wellbeing and faith in the future.
Development Process and Technical Aspects of Laparoscopic Hepatectomy: Learning Curve Based on 15 Years of Experience.

PubMed

Komatsu, Shohei; Scatton, Olivier; Goumard, Claire; Sepulveda, Ailton; Brustia, Raffaele; Perdigao, Fabiano; Soubrane, Olivier

2017-05-01

Laparoscopic hepatectomy continues to be a challenging operation associated with a steep learning curve. This study aimed to evaluate the learning process during 15 years of experience with laparoscopic hepatectomy and to identify approaches to standardization of this procedure. Prospectively collected data of 317 consecutive laparoscopic hepatectomies performed from January 2000 to December 2014 were reviewed retrospectively. The operative procedures were classified into 4 categories (minor hepatectomy, left lateral sectionectomy [LLS], left hepatectomy, and right hepatectomy), and indications were classified into 5 categories (benign-borderline tumor, living donor, metastatic liver tumor, biliary malignancy, and hepatocellular carcinoma). During the first 10 years, the procedures were limited mainly to minor hepatectomy and LLS, and the indications were limited to benign-borderline tumor and living donor. Implementation of major hepatectomy rapidly increased the proportion of malignant tumors, especially hepatocellular carcinoma, starting from 2011. Conversion rates decreased with experience for LLS (13.3% vs 3.4%; p = 0.054) and left hepatectomy (50.0% vs 15.0%; p = 0.012), but not for right hepatectomy (41.4% vs 35.7%; p = 0.661). Our 15-year experience clearly demonstrates the stepwise procedural evolution from LLS through left hepatectomy to right hepatectomy, as well as the trend in indications from benign-borderline tumor/living donor to malignant tumors. In contrast to LLS and left hepatectomy, a learning curve was not observed for right hepatectomy. The ongoing development process can contribute to faster standardization necessary for future advances in laparoscopic hepatectomy. Copyright © 2017 American College of Surgeons. Published by Elsevier Inc. All rights reserved.
A Faculty Development Program can result in an improvement of the quality and output in medical education, basic sciences and clinical research and patient care.

PubMed

Dieter, Peter Erich

2009-07-01

The Carl Gustav Carus Faculty of Medicine, University of Technology Dresden, Germany, was founded in 1993 after the reunification of Germany. In 1999, a reform process of medical education was started together with Harvard Medical International.The traditional teacher- and discipline-centred curriculum was displaced by a student-centred, interdisciplinary and integrative curriculum, which has been named Dresden Integrative Patient/Problem-Oriented Learning (DIPOL). The reform process was accompanied and supported by a parallel-ongoing Faculty Development Program. In 2004, a Quality Management Program in medical education was implemented, and in 2005 medical education received DIN EN ISO 9001:2000 certification. Quality Management Program and DIN EN ISO 9001:2000 certification were/are unique for the 34 medical schools in Germany.The students play a very important strategic role in all processes. They are members in all committees like the Faculty Board, the Board of Study Affairs (with equal representation) and the ongoing audits in the Quality Management Program. The Faculty Development program, including a reform in medical education, the establishment of the Quality Management program and the certification, resulted in an improvement of the quality and output of medical education and was accompanied in an improvement of the quality and output of basic sciences and clinical research and interdisciplinary patient care.
Risk management and lessons learned solutions for satellite product assurance

NASA Astrophysics Data System (ADS)

Larrère, Jean-Luc

2004-08-01

The historic trend of the space industry towards lower cost programmes and more generally a better economic efficiency raises a difficult question to the quality assurance community: how to achieve the same—or better—mission success rate while drastically reducing the cost of programmes, hence the cost and level of quality assurance activities. EADS Astrium Earth Observation and Science (France) Business Unit have experimented Risk Management and Lessons Learned on their satellite programmes to achieve this goal. Risk analysis and management are deployed from the programme proposal phase through the development and operations phases. Results of the analysis and the corresponding risk mitigation actions are used to tailor the product assurance programme and activities. Lessons learned have been deployed as a systematic process to collect positive and negative experience from past and on-going programmes and feed them into new programmes. Monitoring and justification of their implementation in programmes is done under supervision from the BU quality assurance function. Control of the system is ensured by the company internal review system. Deployment of these methods has shown that the quality assurance function becomes more integrated in the programme team and development process and that its tasks gain focus and efficiency while minimising the risks associated with new space programmes.
The Experiential Learning Initiative: A Student-Scientist Partnership for Urban Youth

NASA Astrophysics Data System (ADS)

Marshall, B. J.; Birdin, V. E.; Butler, J.

2001-05-01

The Experiential Learning Initiative is a student-scientist partnership initiated during the doctoral program of the author. Essential to the partnership were the cooperative relationships between the teaching and administrative staffs of Bellwood, IL School District 88 and the Michigan State University Department of Entomology. The use of insects, geophysical visualization activities, and extensive fieldwork by the students served as the foundation for non-traditional learning experiences. The university science partner worked with students in an after-school program several days each month. During these sessions, students were given opportunities to experience science as an on-going process based on personal curiosity and creativity. Through their personal investigations in laboratory, field, and field station situations, the students constructed knowledge of Earth processes and ecological interactions. Each academic year of the partnership was brought to closure with a capstone event that included travel to a major university or working field station for a week of on-site investigation, expanded exposure to practicing scientists, and residential living in a scientific community. All students presented posters about a topic of their own areas of interest at the end of the week and again upon return to their schools. The results of this partnership have included strong gains in both personal confidence among the students and in test scores from standardized state tests.
Individualised Marks for Group Work: Embedding an ePortfolio Criterion in a Criterion Referenced Assessment (CRA) Rubric for Group-Work Assessment

ERIC Educational Resources Information Center

Ellis, Leonie; Kelder, Jo-Anne

2012-01-01

Technology Enhanced Learning and Teaching (TELT) is a ubiquitous feature of the learning and teaching landscape at the University of Tasmania (UTAS), supported and guided by a university-wide TELT action plan. This paper reports on the most recent stage of an ongoing investigation into the use of ePortfolio learning technology to improve students'…
The Effect of iPad Assisted Language Learning on Developing EFL Students' Autonomous Language Learning

ERIC Educational Resources Information Center

Albadry, Haifa

2015-01-01

This paper will present the experience of using iPads with a group of 21 students in a Saudi university over a period of one semester. The purpose of this ongoing study is to explore how students learn to collaborate and interact in English by participating in a teacher-designed English as a Foreign Language (EFL) course. The course aimed at…
ShapeShop: Towards Understanding Deep Learning Representations via Interactive Experimentation.

PubMed

Hohman, Fred; Hodas, Nathan; Chau, Duen Horng

2017-05-01

Deep learning is the driving force behind many recent technologies; however, deep neural networks are often viewed as "black-boxes" due to their internal complexity that is hard to understand. Little research focuses on helping people explore and understand the relationship between a user's data and the learned representations in deep learning models. We present our ongoing work, ShapeShop, an interactive system for visualizing and understanding what semantics a neural network model has learned. Built using standard web technologies, ShapeShop allows users to experiment with and compare deep learning models to help explore the robustness of image classifiers.
Knowledge exchange systems for youth health and chronic disease prevention: a tri-provincial case study.

PubMed

Murnaghan, D; Morrison, W; Griffith, E J; Bell, B L; Duffley, L A; McGarry, K; Manske, S

2013-09-01

The research teams undertook a case study design using a common analytical framework to investigate three provincial (Prince Edward Island, New Brunswick and Manitoba) knowledge exchange systems. These three knowledge exchange systems seek to generate and enhance the use of evidence in policy development, program planning and evaluation to improve youth health and chronic disease prevention. We applied a case study design to explore the lessons learned, that is, key conditions or processes contributing to the development of knowledge exchange capacity, using a multi-data collection method to gain an in-depth understanding. Data management, synthesis and analysis activities were concurrent, iterative and ongoing. The lessons learned were organized into seven "clusters." Key findings demonstrated that knowledge exchange is a complex process requiring champions, collaborative partnerships, regional readiness and the adaptation of knowledge exchange to diverse stakeholders. Overall, knowledge exchange systems can increase the capacity to exchange and use evidence by moving beyond collecting and reporting data. Areas of influence included development of new partnerships, expanded knowledge-sharing activities, and refinement of policy and practice approaches related to youth health and chronic disease prevention.
Cognitive control predicts use of model-based reinforcement learning.

PubMed

Otto, A Ross; Skatova, Anya; Madlon-Kay, Seth; Daw, Nathaniel D

2015-02-01

Accounts of decision-making and its neural substrates have long posited the operation of separate, competing valuation systems in the control of choice behavior. Recent theoretical and experimental work suggest that this classic distinction between behaviorally and neurally dissociable systems for habitual and goal-directed (or more generally, automatic and controlled) choice may arise from two computational strategies for reinforcement learning (RL), called model-free and model-based RL, but the cognitive or computational processes by which one system may dominate over the other in the control of behavior is a matter of ongoing investigation. To elucidate this question, we leverage the theoretical framework of cognitive control, demonstrating that individual differences in utilization of goal-related contextual information--in the service of overcoming habitual, stimulus-driven responses--in established cognitive control paradigms predict model-based behavior in a separate, sequential choice task. The behavioral correspondence between cognitive control and model-based RL compellingly suggests that a common set of processes may underpin the two behaviors. In particular, computational mechanisms originally proposed to underlie controlled behavior may be applicable to understanding the interactions between model-based and model-free choice behavior.
An exploration of mothers' and fathers' views of their identities in chronic-kidney-disease management: parents as students?

PubMed

Swallow, Veronica

2008-12-01

To explore parents' views of their identities as they learn to manage their child's chronic kidney disease. Parents are expected to participate in management and usually learn necessary skills from the multidisciplinary team. Research highlights the importance of professionals defining parents' management roles in chronic disease; but little is known about parents' views on their own identities as the complex and dynamic process of teaching and learning unfolds around their child's condition. According to positioning theory, identity development is a dynamic and fluid process that occurs during interaction, with each person positioning themselves while simultaneously positioning the other person, yet this concept has not been considered in relation to parents' contributions to disease management. A longitudinal, grounded theory study conducted in a UK Children's Kidney Unit. This paper focuses on one aspect of a larger study exploring family learning in disease management. Six mothers and two fathers of six children with a recently diagnosed chronic kidney disease participated in a total of 21 semi-structured interviews during the 18 months after referral to the unit. Interviews included discussion about the parts they played in relation to professionals during the management process. Findings were interpreted within a framework of positioning theory. Parents participated in teaching/learning/assessment that was both planned (involving allocated clinical lessons and tasks) and spontaneous (in response to current situations), to facilitate their participation. They positioned multidisciplinary team members as teachers as well as professionals, simultaneously positioning themselves as students as well as parents. Parents' clinical duties and obligations are not an automatic part of parenting but become part of the broader process of sharing disease management, this can lead to them assuming the additional identity of a 'student'. Involving parents in ongoing discussions about their positions in management may help promote their active and informed participation.
A Rubric to Track the Development of Secondary Pre-Service and Novice Teachers' Summative Assessment Literacy

ERIC Educational Resources Information Center

Edwards, Frances

2017-01-01

Teachers require specialised assessment knowledge and skills in order to effectively assess student learning. These knowledge and skills develop over time through ongoing teacher learning and experiences. The first part of this paper presents a Summative Assessment Literacy Rubric (SALRubric) constructed to track the development of secondary…
Willingness of Nurses to Learn with the Use of Technology: An Exploratory Mixed-Methods Investigation

ERIC Educational Resources Information Center

Pilcher, Jobeth

2010-01-01

An increasing number of technologically enhanced tools are becoming available to meet the ongoing professional development needs of nurses. Only a few studies have addressed nurses' willingness to learn with technology, resulting in the problem of inadequate evidence to guide best practices for technology incorporation into nursing professional…
Students' Evaluations of a Business Simulation Game as a Learning Experience.

ERIC Educational Resources Information Center

Edwards, Keith J.

This report investigates student evaluations of a business simulation game as a learning experience in terms of specific claims which have been made for this kind of teaching technique. Ninety-nine junior college students in introductory business courses answered a questionnaire after playing the fame as an ongoing, semester-long activity. The…
Fostering the Intelligent Novice: Learning from Errors with Metacognitive Tutoring

ERIC Educational Resources Information Center

Mathan, Santosh A.; Koedinger, Kenneth R.

2005-01-01

This article explores 2 important aspects of metacognition: (a) how students monitor their ongoing performance to detect and correct errors and (b) how students reflect on those errors to learn from them. Although many instructional theories have advocated providing students with immediate feedback on errors, some researchers have argued that…
Raising Standards through INQUIRE in Pre-Service Teacher Education

ERIC Educational Resources Information Center

Elster, D.; Barendziak, T.; Haskamp, F.; Kastenholz, L.

2014-01-01

Raising standards through inquiry-based science education (IBSE)--what are the challenges for pre-service teacher education? What do ongoing teachers and active teachers learn from each other when planning, conducting and evaluating minds-on and hands-on IBSE activities in the classroom? What do they learn "beyond" IBSE? The Bremen…
Students Learn English Better… Learning to Teach It!

ERIC Educational Resources Information Center

Noel, Barbara

2008-01-01

This article provides a brief theoretical framework as well as literature review and describes the activities of an on-going research program which examines the experiences of students and professors at a specialized bilingual teacher's college in the Republic of Colombia, South America. It follows the development of a new pedagogical model as…
The Pre-Designed Lesson: Teaching with Transdisciplinary Pedagogical Templates (TPTs)

ERIC Educational Resources Information Center

Dobozy, Eva

2017-01-01

An ongoing challenge in higher education is the support of educators in their development of effective pedagogies. The field of educational research and practice referred to as Learning Design may be able to help educators with no or limited pedagogical training deliver highly interactive and contemporary teaching and learning offerings. The…

Older Learning Engagement in the Modern City

ERIC Educational Resources Information Center

Lido, Catherine; Osborne, Michael; Livingston, Mark; Thakuriah, Piyushimita; Sila-Nowicka, Katarzyna

2016-01-01

This research employs novel techniques to examine older learners' journeys, educationally and physically, in order to gain a "three-dimensional" picture of lifelong learning in the modern urban context of Glasgow. The data offers preliminary analyses of an ongoing 1,500 household survey by the Urban Big Data Centre (UBDC). A sample of…
Managing Chronic Pain in People with Learning Disabilities: A Case Study

ERIC Educational Resources Information Center

Lewis, Sarah; Bell, Dorothy; Gillanders, David

2007-01-01

Chronic pain is a prevalent, under-diagnosed problem in the learning disability population. This is in part due to communication problems, unrecognized pain behaviours and the effects of medication. As a consequence, chronic pain often goes untreated and causes ongoing distress. This paper initially describes the main research that has been…
A Road Map for Empowering Undergraduates to Practice Service Leadership through Service-Learning in Teams

ERIC Educational Resources Information Center

Snell, Robin Stanley; Chan, Maureen Yin Lee; Ma, Carol Hok Ka; Chan, Carman Ka Man

2015-01-01

We present a road map for providing course-embedded service-learning team projects as opportunities for undergraduates to practice as service leaders in Asia and beyond. Basic foundations are that projects address authentic problems or needs, partner organization representatives (PORs) indicate availability for ongoing consultation, students…
Learning about Language and Learners from Computer Programs

ERIC Educational Resources Information Center

Cobb, Tom

2010-01-01

Making Nation's text analysis software accessible via the World Wide Web has opened up an exploration of how his learning principles can best be realized in practice. This paper discusses 3 representative episodes in the ongoing exploration. The first concerns an examination of the assumptions behind modeling what texts look like to learners with…
Impact of Engaging Teaching Model (ETM) on Students' Attendance

ERIC Educational Resources Information Center

Bukoye, Oyegoke Teslim; Shegunshi, Anjali

2016-01-01

Non-attendance in Higher Education is not a new concept. In recent years with the exponential growth in digital learning, physical attendance has become a more complex issue. Educators are continually advocating an engaging teaching approach for students as a means of enhancing learning. This on-going study focuses on exploring the existing issues…
Norms and Goals of Appraisal of German Teachers for Students with Learning Disabilities

ERIC Educational Resources Information Center

Wilbert, Jurgen; Grunke, Matthias

2010-01-01

Although there is an ongoing debate about which achievement feedback is most useful, the majority of researchers agree that social comparisons and a focus on competition are inappropriate for students with learning disabilities and otherwise academically-challenged students. They are highly at-risk to be unfavorably influenced by inappropriate…
The Complexities of Digital Storytelling: Factors Affecting Performance, Production, and Project Completion

ERIC Educational Resources Information Center

Gobel, Peter; Kano, Makimi

2016-01-01

Digital storytelling projects provide a variety of opportunities for learning in the language classroom, but along with these opportunities come a number of challenges for both pedagogy and technology. This presentation describes an ongoing multi-method study into factors involved in task-based learning using digital storytelling. Using intact…
Think Summer: Early Planning, Teacher Support Boost Summer Learning Programs

ERIC Educational Resources Information Center

Browne, Daniel

2013-01-01

A fundamental problem that continues to plague educators is the achievement gap between low-income and higher-income students. In the ongoing search for solutions, one of the more promising approaches is expanding opportunities for learning, particularly in the summer. This article describes a project funded by The Wallace Foundation that offers…
Theorizing Space-Time Relations in Education: The Concept of Chronotope

ERIC Educational Resources Information Center

Ritella, Giuseppe; Ligorio, Maria Beatrice; Hakkarainen, Kai

2016-01-01

Due to ongoing cultural-historical transformations, the space-time of learning is radically changing, and theoretical conceptualizations are needed to investigate how such evolving space-time frames can function as a ground for learning. In this article, we argue that the concept of chronotope--from Greek chronos and topos, meaning time and…
Jumping into the Deep End: Developing Culturally Responsive Urban Teachers through Community-Immersive Partnerships

ERIC Educational Resources Information Center

Mustian, April L.; Lee, Robert E.; Nelson, Carlos; Gamboa-Turner, Valentina; Roule, Lisa

2017-01-01

Preparing special educators for the highest-need schools remains an ongoing challenge in urban districts across the United States. One university's collaborative community-based immersive partnership model, with emphasis on service learning, has demonstrated promising levels of impact on candidates' preparation as preservice teachers learning how…
Fostering Lifelong Learning--Evaluation of a Teacher Education Program for Professional Teachers

ERIC Educational Resources Information Center

Finsterwald, Monika; Wagner, Petra; Schober, Barbara; Luftenegger, Marko; Spiel, Christiane

2013-01-01

Modern economics has placed lifelong learning (LLL) at the center of an intensive ongoing political debate. Evidenced-based interventions are needed, not only in continuing education courses for teachers, but also in schools. This paper introduces evaluation results of TALK, a teacher education program for professional teachers with the objective…
Professional Development in the Digital Age: Case Studies of Blended Communities of Practice

ERIC Educational Resources Information Center

Wagner, Jennifer Michelle

2010-01-01

The need for sustainable, meaningful teacher professional development to support the rising professional demands remains an on-going challenge for education. The use of current technologies, such as online learning systems, to leverage the development of learning communities, including communities of practice (CoPs), where teachers with a common…
Legality, Quality Assurance and Learning: Competing Discourses of Plagiarism Management in Higher Education

ERIC Educational Resources Information Center

Sutherland-Smith, Wendy

2014-01-01

In universities around the world, plagiarism management is an ongoing issue of quality assurance and risk management. Plagiarism management discourses are often framed by legal concepts of authorial rights, and plagiarism policies outline penalties for infringement. Learning and teaching discourses argue that plagiarism management is, and should…
Video-Stimulated Recall as a Catalyst for Teacher Professional Learning

ERIC Educational Resources Information Center

Geiger, Vince; Muir, Tracey; Lamb, Janeen

2016-01-01

The purpose of this article is to examine the potential of video-catalysed reflective practice for supporting ongoing teacher professional learning in numeracy. We explore this potential through a synthesis of two case studies that investigated different approaches to supporting teacher reflection on practice through the use of video-stimulated…
Xtranormal Learning for Millennials: An Innovative Tool for Group Projects

ERIC Educational Resources Information Center

Stratton, Micheal T.; Julien, Mark

2014-01-01

Encouraging students to actively engage with course material is an ongoing challenge for many management educators. One common tactic is to use various technologies that allow tech-savvy Millennial Generation students to take a more active role in their learning. In this article, we describe an innovative group project that challenges students to…
The Union Learning Fund: A Genuine Success Story

ERIC Educational Resources Information Center

Wilson, Tom

2010-01-01

The "Daily Telegraph" recently carried an attack on the Union Learning Fund (ULF) as part of its ongoing criticism of unions following the industrial action by cabin crew at British Airways. This included a quote from Conservative MP Francis Maude suggesting that the fund was a form of "money laundering." The article, which was…
Identifying What Matters

ERIC Educational Resources Information Center

Wardrip, Peter; Evancho, Jeffrey; McNamara, Annie

2018-01-01

A question like "what do you want your children to be like when they leave your class?" seems simple on the surface, but it quickly becomes complex when teachers are asked to name, prioritize, and document the kinds of student learning and engagement they value most. This article shares the ongoing work of a regional learning community…
Data Drive These Coaches: Literacy Project Merges School Goals with Teachers' Learning Needs

ERIC Educational Resources Information Center

Ittner, Anne; Helman, Lori; Burns, Matthew; McComas, Jennifer

2015-01-01

Research highlights the importance of individualized approaches and coaching to ongoing professional learning (Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009). The purpose of this article is to describe an initiative that set out to help all students become proficient readers by 3rd grade. It demonstrates how coaching can support…
Rethinking Schools as Learning Organisations.

ERIC Educational Resources Information Center

O'Sullivan, Fergus

For 2 decades, schools in the United Kingdom and in western economies in general have experienced rapid change. Many schools, however, look less like learning organizations today than they did before the introduction of the Education Reform Act in 1988. This paper reports on an ongoing series of case studies of school improvement that developed…
School Nurse Book Clubs: An Innovative Strategy for Lifelong Learning

ERIC Educational Resources Information Center

Greenawald, Deborah A.; Adams, Theresa M.

2008-01-01

Recognizing the ongoing need for continuing education for school nurses, the authors discuss the use of school nurse book clubs as an innovative lifelong-learning strategy. Current research supports the use of literature in nursing education. This article discusses the benefits of book club participation for school nurses and includes suggested…

Your Personal Learning Network: Professional Development on Demand

ERIC Educational Resources Information Center

Bauer, William I.

2010-01-01

Web 2.0 tools and resources can enhance our efficiency and effectiveness as music educators, supporting personal learning networks for ongoing professional growth and development. This article includes (a) an explanation of Really Simple Syndication (RSS) and the use of an RSS reader/aggregator; (b) a discussion of blogs, podcasts, wikis,…
Digging Deeper: Professional Learning Can Go beyond the Basics to Reach Underserved Students

ERIC Educational Resources Information Center

Gleason, Sonia Caus

2010-01-01

Consistent, excellent teaching is the single greatest factor in improving student achievement over time. School leadership is the second. Excellent teaching and strong leadership require deliberate, ongoing professional learning. In working with high-poverty school systems over time, the following basics emerge: (1) time; (2) content; (3)…
Learning in Good Company: Report on a Pilot Study.

ERIC Educational Resources Information Center

Featherstone, Helen; And Others

This report describes the first year of an ongoing intervention study and the learning of a group of teachers who are working together to make changes in the ways they teach mathematics. The document presents a vision of mathematics education based on research in cognitive psychology which indicates that learners construct knowledge rather than…
Blending for Student Engagement: Lessons Learned for MOOCs and Beyond

ERIC Educational Resources Information Center

Montgomery, Amanda P.; Hayward, Denyse V.; Dunn, William; Carbonaro, Mike; Amrhein, Carl G.

2015-01-01

The purpose of this ongoing, three-year action research study is to explore the digital challenges of student engagement in higher education within the experimental platform of blended learning. Research questions examine the role of digital innovation in supporting diverse learners, as well as building meaningful connections with technology for…
Teacher Empowerment through Engagement in a Learning Community in Ireland: Working across Disadvantaged Schools

ERIC Educational Resources Information Center

Tannehill, Deborah; MacPhail, Ann

2017-01-01

This ongoing longitudinal study examined the professional development of physical education teachers in an Irish physical education learning community where all teachers worked in inner-city disadvantaged schools. This research is framed within teacher empowerment. Four years of data collection included in-service seminar/workshop evaluations,…
Teachers' Attitudes toward Mobile Learning in Korea

ERIC Educational Resources Information Center

Baek, Youngkyun; Zhang, Hui; Yun, Seongchul

2017-01-01

Mobile devices have become ubiquitous, and their uses are various. In schools, many discussions about mobile devices are ongoing as more and more teachers are adopting the technology for use in their classrooms. Teachers' attitudes toward mobile learning takes an important role in initiating its usage in schools. This study aims to investigate the…
[Ongoing, flexible distance learning through the Internet: course on decentralized management of human resources in health care].

PubMed

Struchiner, Miriam; Roschke, Maria Alice; Ricciardi, Regina Maria Vieira

2002-03-01

This paper describes the Course on Decentralized Management of Human Resources in Health Care, which is an Internet-based distance learning program to train and provide continuing education for health care professionals. The program is an initiative of the Pan American Health Organization, and it was organized in response to the growing need for self-reliant professionals who can constantly upgrade their knowledge without having to leave their place of work. The proposed model promotes an educational process that brings together theory and practice in realistic and relevant contexts and that maximizes the participation of students, both individually and in groups. The program has been evaluated in pilot studies in Brazil, Chile, and Peru. Following these assessments, the course has been adapted to facilitate its implementation and to adjust its contents to fit each country's circumstances.
Functional description of a command and control language tutor

NASA Technical Reports Server (NTRS)

Elke, David R.; Seamster, Thomas L.; Truszkowski, Walter

1990-01-01

The status of an ongoing project to explore the application of Intelligent Tutoring System (ITS) technology to NASA command and control languages is described. The primary objective of the current phase of the project is to develop a user interface for an ITS to assist NASA control center personnel in learning Systems Test and Operations Language (STOL). Although this ITS will be developed for Gamma Ray Observatory operators, it will be designed with sufficient flexibility so that its modules may serve as an ITS for other control languages such as the User Interface Language (UIL). The focus of this phase is to develop at least one other form of STOL representation to complement the operational STOL interface. Such an alternative representation would be adaptively employed during the tutoring session to facilitate the learning process. This is a key feature of this ITS which distinguishes it from a simulator that is only capable of representing the operational environment.
Community-based participatory research in Little Haiti: challenges and lessons learned.

PubMed

Kobetz, Erin; Menard, Janelle; Diem, Joshua; Barton, Betsy; Blanco, Jenny; Pierre, Larry; Auguste, Pascale D; Etienne, Marie; Brewster, Cheryl

2009-01-01

Community-based participatory research (CBPR) is an effective methodology for developing relevant interventions with socially marginalized communities. However, implementing CBPR methods is challenging for several reasons. This paper presents challenges encountered in the context of an ongoing CBPR initiative in Little Haiti in Miami, Florida, and describes the solutions used to address them. We sought to describe the challenges faced and lessons learned while conducting CBPR in Little Haiti. Community-academic partnerships were created to guide the creation of culturally relevant cancer interventions and research. Historical distrust of research, cultural constructions of health and illness, and literacy issues are key considerations when developing partnerships with Haitian and other marginalized, immigrant communities. Partnerships are fostered over time through demonstrated mutual commitment to improving health and building community capacity. Communities must play an active role throughout the research process to ensure that studies are culturally relevant, and ensuing intervention, sustainable.
Modelling the pre-assessment learning effects of assessment: evidence in the validity chain

PubMed Central

Cilliers, Francois J; Schuwirth, Lambert W T; van der Vleuten, Cees P M

2012-01-01

OBJECTIVES We previously developed a model of the pre-assessment learning effects of consequential assessment and started to validate it. The model comprises assessment factors, mechanism factors and learning effects. The purpose of this study was to continue the validation process. For stringency, we focused on a subset of assessment factor–learning effect associations that featured least commonly in a baseline qualitative study. Our aims were to determine whether these uncommon associations were operational in a broader but similar population to that in which the model was initially derived. METHODS A cross-sectional survey of 361 senior medical students at one medical school was undertaken using a purpose-made questionnaire based on a grounded theory and comprising pairs of written situational tests. In each pair, the manifestation of an assessment factor was varied. The frequencies at which learning effects were selected were compared for each item pair, using an adjusted alpha to assign significance. The frequencies at which mechanism factors were selected were calculated. RESULTS There were significant differences in the learning effect selected between the two scenarios of an item pair for 13 of this subset of 21 uncommon associations, even when a p-value of < 0.00625 was considered to indicate significance. Three mechanism factors were operational in most scenarios: agency; response efficacy, and response value. CONCLUSIONS For a subset of uncommon associations in the model, the role of most assessment factor–learning effect associations and the mechanism factors involved were supported in a broader but similar population to that in which the model was derived. Although model validation is an ongoing process, these results move the model one step closer to the stage of usefully informing interventions. Results illustrate how factors not typically included in studies of the learning effects of assessment could confound the results of interventions aimed at using assessment to influence learning. Discuss ideas arising from this article at ‘http://www.mededuc.com discuss’ PMID:23078685
Modelling the pre-assessment learning effects of assessment: evidence in the validity chain.

PubMed

Cilliers, Francois J; Schuwirth, Lambert W T; van der Vleuten, Cees P M

2012-11-01

We previously developed a model of the pre-assessment learning effects of consequential assessment and started to validate it. The model comprises assessment factors, mechanism factors and learning effects. The purpose of this study was to continue the validation process. For stringency, we focused on a subset of assessment factor-learning effect associations that featured least commonly in a baseline qualitative study. Our aims were to determine whether these uncommon associations were operational in a broader but similar population to that in which the model was initially derived. A cross-sectional survey of 361 senior medical students at one medical school was undertaken using a purpose-made questionnaire based on a grounded theory and comprising pairs of written situational tests. In each pair, the manifestation of an assessment factor was varied. The frequencies at which learning effects were selected were compared for each item pair, using an adjusted alpha to assign significance. The frequencies at which mechanism factors were selected were calculated. There were significant differences in the learning effect selected between the two scenarios of an item pair for 13 of this subset of 21 uncommon associations, even when a p-value of < 0.00625 was considered to indicate significance. Three mechanism factors were operational in most scenarios: agency; response efficacy, and response value. For a subset of uncommon associations in the model, the role of most assessment factor-learning effect associations and the mechanism factors involved were supported in a broader but similar population to that in which the model was derived. Although model validation is an ongoing process, these results move the model one step closer to the stage of usefully informing interventions. Results illustrate how factors not typically included in studies of the learning effects of assessment could confound the results of interventions aimed at using assessment to influence learning. © Blackwell Publishing Ltd 2012.
Enhancing the strategic management of practice learning through the introduction of the role of Learning Environment Manager.

PubMed

Congdon, Graham; Baker, Tracey; Cheesman, Amanda

2013-03-01

This paper describes a process evaluation project designed to enhance the strategic management of practice learning within a large Hospital in the North of England. The aim of the project was to introduce the role of the Learning Environment Manager with dedicated responsibility for practice learning of undergraduate student nurses within the Hospital's 49 practice-settings. Whilst aspects of this role were already evident in several of these settings, the project sought to locate and standardise responsibilities related to the organisation and management of learning and teaching in practice explicitly within the existing staffing structure of each practice-setting. Focus group interviews were used to explore significant aspects of the project with key stakeholder groups comprising Learning Environment Managers, the Hospital Clinical Educator, Hospital Department Managers, Ward Managers, Mentors, University Link Lecturers and undergraduate Student Nurses. Interview data were analysed using thematic content analysis. The findings of the project suggest that the Learning Environment Manager role affords providers of practice learning with a robust approach to establish organisation-wide benchmarks that standardise the strategic management of practice learning in collaboration with partner Universities. The role incorporated many operational activities previously undertaken by the Hospital Clinical Educator, thus enabling the Hospital Clinical Educator to make a more strategic contribution to the on-going quality monitoring and enhancement of practice learning across the Hospital. The Learning Environment Manager role was found to provide mentors with high levels of support which in turn helped to promote consistent, positive and holistic practice learning experiences for undergraduate student nurses across the Hospital. Importantly, the role offers a potent catalyst for nurses in practice to regain responsibility for practice learning and re-establish the value of practice teaching. Copyright © 2012 Elsevier Ltd. All rights reserved.
Science education researchers as orthographers: documenting Keiyo (Kenya) knowledge, learning and narratives about snakes

NASA Astrophysics Data System (ADS)

Thomson, Norman

2003-01-01

Using Keiyo (Kenya) knowledge, learning and oral narratives about snakes, the paper advances the argument that science educators have a pivotal role as orthographers in 'preserving and promoting science for all'. Linguists, and a growing number of scientists, realize that in processes of globalisation, many indigenous languages and cultures are facing extinction, especially languages that remain unwritten, such as the Keiyo language. Within these languages are several thousand years of indigenous science education that include knowledge, teaching and learning about local environments. Science educators are a missing link in the ongoing conversations between biologists, linguists and indigenous cultures. Today, it is also known that reptiles are at greater risk for extinction than amphibians. In an area noted for its reptiles (Kenya's Rift Valley), Keiyo elders and students (n = 748) were interviewed or given a questionnaire to determine indigenous names for snakes and how Keiyo oral narratives of snakes are used in teaching and learning. They provided names for 19 of 34 (55%) snake species and 278 narratives that include snakes. The data are being used to document Keiyo language and construct relevant written science curriculum materials for Keiyo children
Not just another multi-professional course! Part 1. Rationale for a transformative curriculum.

PubMed

Duncan, Madeleine; Alperstein, Melanie; Mayers, Pat; Olckers, Lorna; Gibbs, Trevor

2006-02-01

Undergraduate inter- and multi-professional education has traditionally aimed to develop health professionals who are able to collaborate effectively in comprehensive healthcare delivery. The respective professions learn from and about each other through comparisons of roles, responsibilities, powers, duties and perspectives in order to promote integrated service. Described here is the educational rationale of a multi-professional course with a difference; one that injects value to undergraduate health professional education through the development of critical cross-field knowledge, skills and attitudes that unite rather than differentiate professions. The aim of this course, offered at the Faculty of Health Sciences, University of Cape Town, is to lay an integrated, pan-professional foundation for the advancement of collective commitment to and understanding of national health and social development objectives such as primary health care, human rights and professionalism. Pan-professional refers to curriculum content that is core and of critical relevance to all participating professions. What is learned, how it is learned, how learning is facilitated and how it is applied, has been co-constructed by a multi-professional design team representing a range of health professions (audiology, medicine, occupational therapy, nursing, physiotherapy and speech therapy) and academic disciplines (anthropology, sociology, psychology, history, African studies and social development, information technology and language literacy). Education specialists facilitate the ongoing design process ensuring that the structure and content of the curriculum complies with contemporary adult learning principles and national higher education imperatives. Designing the original curriculum required the deconstruction of intra-professional and disciplinary canons of knowledge and ways of 'doing things' in order to identify and develop shared interpretations of critical epistemology and axiology for health professional practice in the South African context. This enabled the alignment of the learning objectives, at first year level, of all the represented professions. The educational rationale guiding the curriculum design process is discussed in Part 1 of two articles. Part 2 describes the 'nuts and bolts' or practicalities of the curriculum design process.
Exploring multiple intelligences theory in the context of science education: An action research approach

NASA Astrophysics Data System (ADS)

Goodnough, Karen Catherine

2000-10-01

Since the publication of Frames of Mind: The Theory in Practice, multiple intelligences, theory (Gardner, 1983) has been used by practitioners in a variety of ways to make teaching and learning more meaningful. However, little attention has been focused on exploring the potential of the theory for science teaching and learning. Consequently, this research study was designed to: (1) explore Howard Gardner's theory of multiple intelligences (1983) and its merit for making science teaching and learning more meaningful; (2) provide a forum for teachers to engage in critical self-reflection about their theory and practice in science education; (3) study the process of action research in the context of science education; and (4) describe the effectiveness of collaborative action research as a framework for teacher development and curriculum development. The study reports on the experiences of four teachers (two elementary teachers, one junior high teacher, and one high school teacher) and myself, a university researcher-facilitator, as we participated in a collaborative action research project. The action research group held weekly meetings over a five-month period (January--May, 1999). The inquiry was a qualitative case study (Stake, 1994) that aimed to understand the perspectives of those directly involved. This was achieved by using multiple methods to collect data: audiotaped action research meetings, fieldnotes, semi-structured interviews, journal writing, and concept mapping. All data were analysed on an ongoing basis. Many positive outcomes resulted from the study in areas such as curriculum development, teacher development, and student learning in science. Through the process of action research, research participants became more reflective about their practice and thus, enhanced their pedagogical content knowledge (Shulman, 1987) in science. Students became more engaged in learning science, gained a greater understanding of how they learn, and experienced a science curriculum that was more relevant and personalized. In addition, the action research process provided a feasible and effective forum for both curriculum development and professional development.
IMPLEMENTATION AND SUSTAINABILITY OF CHILD-PARENT PSYCHOTHERAPY: THE ROLE OF REFLECTIVE CONSULTATION IN THE LEARNING COLLABORATIVE MODEL.

PubMed

Noroña, Carmen Rosa; Acker, Michelle L

2016-11-01

Recent implementation science in mental health has focused on identifying the most effective strategies to disseminate and implement evidence-based treatments (EBTs) into real-world practice settings. The learning collaborative training methodology and its use of expert trainers/consultants have become increasingly popular as one of these approaches. Moreover, there is preliminary evidence that ongoing expert consultation may increase the adoption, learning, and sustainability of EBTs by an already practicing workforce and, consequently, help trainers, practitioners, and organizations address implementation barriers. This article describes the authors' experiences in facilitating Child-Parent Psychotherapy (CPP) training and explores the role of reflective clinical consultation as an active process that supports the implementation of a rich, but complex, model that requires sophisticated knowledge and skills from practitioners. It examines the intricate range of the CPP consultant's functions, which ultimately support clinicians' reflective practice as they learn and adopt this EBT. Reflective consultation is proposed as an essential component for the integration of knowledge, experience, and emotions in practitioners and as a catalyst for organizational change. Using their voices as trainers-consultants and those of their trainees, the authors discuss the implications of reflective consultation for the effective implementation and sustainability of CPP. Reflections are offered on lessons learned. © 2016 Michigan Association for Infant Mental Health.
Brief Report: Preliminary Proposal of a Conceptual Model of a Digital Environment for Developing Mathematical Reasoning in Students with Autism Spectrum Disorders.

PubMed

Santos, Maria Isabel; Breda, Ana; Almeida, Ana Margarida

2015-08-01

There is clear evidence that in typically developing children reasoning and sense-making are essential in all mathematical learning and understanding processes. In children with autism spectrum disorders (ASD), however, these become much more significant, considering their importance to successful independent living. This paper presents a preliminary proposal of a digital environment, specifically targeted to promote the development of mathematical reasoning in students with ASD. Given the diversity of ASD, the prototyping of this environment requires the study of dynamic adaptation processes and the development of activities adjusted to each user's profile. We present the results obtained during the first phase of this ongoing research, describing a conceptual model of the proposed digital environment. Guidelines for future research are also discussed.
Behavioral networks as a model for intelligent agents

NASA Technical Reports Server (NTRS)

Sliwa, Nancy E.

1990-01-01

On-going work at NASA Langley Research Center in the development and demonstration of a paradigm called behavioral networks as an architecture for intelligent agents is described. This work focuses on the need to identify a methodology for smoothly integrating the characteristics of low-level robotic behavior, including actuation and sensing, with intelligent activities such as planning, scheduling, and learning. This work assumes that all these needs can be met within a single methodology, and attempts to formalize this methodology in a connectionist architecture called behavioral networks. Behavioral networks are networks of task processes arranged in a task decomposition hierarchy. These processes are connected by both command/feedback data flow, and by the forward and reverse propagation of weights which measure the dynamic utility of actions and beliefs.
Application of optimal control principles to describe the supervisory control behavior of AAA crew members

NASA Technical Reports Server (NTRS)

Hale, C.; Valentino, G. J.

1982-01-01

Supervisory decision making and control behavior within a C(3) oriented, ground based weapon system is being studied. The program involves empirical investigation of the sequence of control strategies used during engagement of aircraft targets. An engagement is conceptually divided into several stages which include initial information processing activity, tracking, and ongoing adaptive control decisions. Following a brief description of model parameters, two experiments which served as initial investigation into the accuracy of assumptions regarding the importance of situation assessment in procedure selection are outlined. Preliminary analysis of the results upheld the validity of the assumptions regarding strategic information processing and cue-criterion relationship learning. These results indicate that this model structure should be useful in studies of supervisory decision behavior.
Outcomes from the Delphi process of the Thoracic Robotic Curriculum Development Committee.

PubMed

Veronesi, Giulia; Dorn, Patrick; Dunning, Joel; Cardillo, Giuseppe; Schmid, Ralph A; Collins, Justin; Baste, Jean-Marc; Limmer, Stefan; Shahin, Ghada M M; Egberts, Jan-Hendrik; Pardolesi, Alessandro; Meacci, Elisa; Stamenkovic, Sasha; Casali, Gianluca; Rueckert, Jens C; Taurchini, Mauro; Santelmo, Nicola; Melfi, Franca; Toker, Alper

2018-06-01

As the adoption of robotic procedures becomes more widespread, additional risk related to the learning curve can be expected. This article reports the results of a Delphi process to define procedures to optimize robotic training of thoracic surgeons and to promote safe performance of established robotic interventions as, for example, lung cancer and thymoma surgery. In June 2016, a working panel was spontaneously created by members of the European Society of Thoracic Surgeons (ESTS) and European Association for Cardio-Thoracic Surgery (EACTS) with a specialist interest in robotic thoracic surgery and/or surgical training. An e-consensus-finding exercise using the Delphi methodology was applied requiring 80% agreement to reach consensus on each question. Repeated iterations of anonymous voting continued over 3 rounds. Agreement was reached on many points: a standardized robotic training curriculum for robotic thoracic surgery should be divided into clearly defined sections as a staged learning pathway; the basic robotic curriculum should include a baseline evaluation, an e-learning module, a simulation-based training (including virtual reality simulation, Dry lab and Wet lab) and a robotic theatre (bedside) observation. Advanced robotic training should include e-learning on index procedures (right upper lobe) with video demonstration, access to video library of robotic procedures, simulation training, modular console training to index procedure, transition to full-procedure training with a proctor and final evaluation of the submitted video to certified independent examiners. Agreement was reached on a large number of questions to optimize and standardize training and education of thoracic surgeons in robotic activity. The production of the content of the learning material is ongoing.

Making perceptual learning practical to improve visual functions.

PubMed

Polat, Uri

2009-10-01

Task-specific improvement in performance after training is well established. The finding that learning is stimulus-specific and does not transfer well between different stimuli, between stimulus locations in the visual field, or between the two eyes has been used to support the notion that neurons or assemblies of neurons are modified at the earliest stage of cortical processing. However, a debate regarding the proposed mechanism underlying perceptual learning is an ongoing issue. Nevertheless, generalization of a trained task to other functions is an important key, for both understanding the neural mechanisms and the practical value of the training. This manuscript describes a structured perceptual learning method that previously used (amblyopia, myopia) and a novel technique and results that were applied for presbyopia. In general, subjects were trained for contrast detection of Gabor targets under lateral masking conditions. Training improved contrast sensitivity and diminished the lateral suppression when it existed (amblyopia). The improvement was transferred to unrelated functions such as visual acuity. The new results of presbyopia show substantial improvement of the spatial and temporal contrast sensitivity, leading to improved processing speed of target detection as well as reaction time. Consequently, the subjects, who were able to eliminate the need for reading glasses, benefited. Thus, here we show that the transfer of functions indicates that the specificity of improvement in the trained task can be generalized by repetitive practice of target detection, covering a sufficient range of spatial frequencies and orientations, leading to an improvement in unrelated visual functions. Thus, perceptual learning can be a practical method to improve visual functions in people with impaired or blurred vision.
An evaluation of the role of the clinical education facilitator.

PubMed

McCormack, Brendan; Slater, Paul

2006-02-01

The objective of the study was to identify whether clinical education facilitators made a difference to the learning experiences of nurses in a large teaching hospital. Strategies for enabling continuous professional development are well established in health care organizations as key components of approaches to lifelong learning. The benefits of continuous professional development include the maintenance of high standards of care, the improvement and development of services, ensuring the competency of all nursing staff and guaranteeing the accountability of nurses for their actions. The role of clinical education facilitator is relatively new and little evaluation of this role has been undertaken. This study highlights important issues to be considered in developing a 'learning culture' in a hospital organization, through the adoption of such roles as clinical education facilitators. Whilst the roles have had an important function in the active coordination of learning activities in the hospital, there is little evidence of the role directly impacting on the learning culture of clinical settings. Learning mechanisms have been identified. The results of this evaluation can be subjected to further testing through ongoing evaluation of the outcomes arising from the learning mechanisms in place. Given the emphasis on work-based learning and continuing professional development in health care, then this ongoing evaluation can yield important information about future directions for nurse education. The study highlights the importance of supported learning in the workplace. However, more importantly, it identifies the need for a culture of professional practice to be developed in order to sustain learning in practice. Classroom-based learning alone, cannot create a culture of development in nursing and there is thus a need for models of work-based learning to be integrated into practice environments.
Report card: an evaluation of a concept-based curriculum.

PubMed

Giddens, Jean Foret; Morton, Nancy

2010-01-01

This article describes the evaluation of an innovative, concept-based baccalaureate nursing curriculum. Curriculum evaluation is an ongoing process that serves to ensure the delivery of quality education. Findings from surveys and focus groups identified strengths of the new curriculum as the conceptual approach, interactive small-group learning activities, clinical intensives, and early patient care experiences. Issues and challenges identified in the evaluation included perceived repetition of content in the Professional Nursing concept courses, coordination of community-based clinical experiences, a perceived need for greater age-span, pharmacology, and pathophysiology content, and NCLEX-RN preparation. Curriculum revisions based on these findings are described.
Reengineering a database for clinical trials management: lessons for system architects.

PubMed

Brandt, C A; Nadkarni, P; Marenco, L; Karras, B T; Lu, C; Schacter, L; Fisk, J M; Miller, P L

2000-10-01

This paper describes the process of enhancing Trial/DB, a database system for clinical studies management. The system's enhancements have been driven by the need to maximize the effectiveness of developer personnel in supporting numerous and diverse users, of study designers in setting up new studies, and of administrators in managing ongoing studies. Trial/DB was originally designed to work over a local area network within a single institution, and basic architectural changes were necessary to make it work over the Internet efficiently as well as securely. Further, as its use spread to diverse communities of users, changes were made to let the processes of study design and project management adapt to the working styles of the principal investigators and administrators for each study. The lessons learned in the process should prove instructive for system architects as well as managers of electronic patient record systems.
Dealing with prospective memory demands while performing an ongoing task: Shared processing, increased on-task focus, or both?

PubMed

Rummel, Jan; Smeekens, Bridget A; Kane, Michael J

2017-07-01

Prospective memory (PM) is the cognitive ability to remember to fulfill intended action plans at the appropriate future moment. Current theories assume that PM fulfillment draws on attentional processes. Accordingly, pending PM intentions interfere with other ongoing tasks to the extent to which both tasks rely on the same processes. How do people manage the competition between PM and ongoing-task demands? Based on research relating mind wandering and attentional control (Kane & McVay, 2012), we argue that people may not only change the way they process ongoing-task stimuli when given a PM intention, but they may also engage in less off-task thinking than they otherwise would. That is, people focus more strongly on the tasks at hand and dedicate considerable conscious thought to the PM goal. We tested this hypothesis by asking subjects to periodically report on their thoughts during prototypical PM (and control) tasks. Task-unrelated thought rates dropped when participants performed an ongoing task while holding a PM intention versus performing the ongoing task alone (Experiment 1), even when PM demands were minimized (Experiment 2) and more so when PM execution was especially rewarded (Experiment 3). Our findings suggest that PM demands not only elicit a cost to ongoing-task processing, but they also induce a stronger on-task focus and promote conscious thoughts about the PM intention. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
TMDL Implementation: Lessons Learned

EPA Pesticide Factsheets

Virginia Tech Center for TMDL and Watershed Studies provided state TMDL implementation information and reviewed ongoing TMDL implementation efforts across the country to identify factors that contribute to successful implementation.
Assessing reflective thinking and approaches to learning.

PubMed

Dunn, Louise; Musolino, Gina M

2011-01-01

Facilitation of reflective practice is critical for the ongoing demands of health care practitioners. Reflective thinking concepts, grounded in the work of Dewey and Schön, emphasize critical reflection to promote transformation in beliefs and learning necessary for reflective practice. The Reflective Thinking Questionnaire (QRT) and Revised Study Process Questionnaire (RSPQ-2F) assess skill aspects of professional reasoning, with promise for measuring changes over time. The purpose of this study was to examine the reliability and responsiveness and the model validity of reflective thinking and approaches to learning measures for U.S. health professions students enrolled in entry-level occupational (MOT) and physical therapy (DPT) programs. This measurement study addressed reliability and responsiveness of two measures, the QRT and RSPQ-2F, for graduate health professionals. A convenience sample of 125 MOT and DPT students participated in the two-measure, test-retest investigation, with electronic data collection. Outcomes support the stability of the four-scale QRT (ICC 0.63 to 0.82) and the two-scale RSPQ-2F (ICC 0.91 and 0.87). Descriptive data supporting responsiveness are presented. With noted limitations, the results support the use of the QRT and RSPQ-2F measures to assess changes in reflective thinking and approaches to learning. Measurement of these learning outcomes furthers our understanding and knowledge about instructional strategies, development of professional reasoning, and fostering of self-directed learning within MOT and DPT programs.
Dynamic shaping of dopamine signals during probabilistic Pavlovian conditioning.

PubMed

Hart, Andrew S; Clark, Jeremy J; Phillips, Paul E M

2015-01-01

Cue- and reward-evoked phasic dopamine activity during Pavlovian and operant conditioning paradigms is well correlated with reward-prediction errors from formal reinforcement learning models, which feature teaching signals in the form of discrepancies between actual and expected reward outcomes. Additionally, in learning tasks where conditioned cues probabilistically predict rewards, dopamine neurons show sustained cue-evoked responses that are correlated with the variance of reward and are maximal to cues predicting rewards with a probability of 0.5. Therefore, it has been suggested that sustained dopamine activity after cue presentation encodes the uncertainty of impending reward delivery. In the current study we examined the acquisition and maintenance of these neural correlates using fast-scan cyclic voltammetry in rats implanted with carbon fiber electrodes in the nucleus accumbens core during probabilistic Pavlovian conditioning. The advantage of this technique is that we can sample from the same animal and recording location throughout learning with single trial resolution. We report that dopamine release in the nucleus accumbens core contains correlates of both expected value and variance. A quantitative analysis of these signals throughout learning, and during the ongoing updating process after learning in probabilistic conditions, demonstrates that these correlates are dynamically encoded during these phases. Peak CS-evoked responses are correlated with expected value and predominate during early learning while a variance-correlated sustained CS signal develops during the post-asymptotic updating phase. Copyright © 2014 Elsevier Inc. All rights reserved.
'It's important that we learn too': Empowering parents to facilitate participation in physical activity for children and youth with disabilities.

PubMed

Willis, Claire E; Reid, Siobhan; Elliott, Catherine; Nyquist, Astrid; Jahnsen, Reidun; Rosenberg, Michael; Girdler, Sonya

2017-09-20

The actions and behaviors of parents have been identified as key factors that influence a child's participation in physical activity. However, there is limited knowledge of how parents can be supported to embody facilitative roles. This study aimed to explore how an ecological intervention encourages parents of children with disabilities to develop as facilitators, to enable ongoing physical activity participation in a child's local environment. A qualitative design using grounded theory was employed. Forty four parents (26 mothers, 18 fathers) of 31 children with a range of disabilities (mean age 12y 6m (SD 2y 2m); 18 males) partaking in the Local Environment Model intervention at Beitostolen Healthsports Centre in Norway participated in the study. Data were derived from the triangulation of semi-structured interviews and participant observation. Data analysis was an iterative approach of constant comparison, where data collection, memo writing, open, axial and selective coding analysis, were undertaken simultaneously. Findings were consolidated into a model describing the central phenomenon and its relationship to other categories. Thematic concepts uncovered in this study describe a social process of parent learning and empowerment, comprising three primary components; (i) active ingredients of the intervention that enabled learning and empowerment to transpire, (ii) parent learning and empowerment as a process, and (iii) related outcomes. A family-centered approach, encompassing family-to-family support, may enhance physical activity participation outcomes for children and youth with disabilities.
Medical Home Transformation in Pediatric Primary Care—What Drives Change?

PubMed Central

McAllister, Jeanne W.; Cooley, W. Carl; Van Cleave, Jeanne; Boudreau, Alexy Arauz; Kuhlthau, Karen

2013-01-01

PURPOSE The aim of this study was to characterize essential factors to the medical home transformation of high-performing pediatric primary care practices 6 to 7 years after their participation in a national medical home learning collaborative. METHODS We evaluated the 12 primary care practice teams having the highest Medical Home Index (MHI) scores after participation in a national medical home learning collaborative with current MHI scores, a clinician staff questionnaire (assessing adaptive reserve), and semistructured interviews. We reviewed factors that emerged from interviews and analyzed domains and subdomains for their agreement with MHI and adaptive reserve domains and subthemes using a process of triangulation. RESULTS At 6 to 7 years after learning collaborative participation, 4 essential medical home attributes emerged as drivers of transformation: (1) a culture of quality improvement, (2) family-centered care with parents as improvement partners, (3) team-based care, and (4) care coordination. These high-performing practices developed comprehensive, family-centered, planned care processes including flexible access options, population approaches, and shared care plans. Eleven practices evolved to employ care coordinators. Family satisfaction appeared to stem from better access, care, and safety, and having a strong relationship with their health care team. Physician and staff satisfaction was high even while leadership activities strained personal time. CONCLUSIONS Participation in a medical home learning collaborative stimulated, but did not complete, medical home changes in 12 pediatric practices. Medical home transformation required continuous development, ongoing quality improvement, family partnership skills, an attitude of teamwork, and strong care coordination functions. PMID:23690392
A predictive model for turfgrass color and quality evaluation using deep learning and UAV imageries

NASA Astrophysics Data System (ADS)

Phan, Claude; Raheja, Amar; Bhandari, Subodh; Green, Robert L.; Do, Dat

2017-05-01

Millions of Americans come into contact with turfgrass on a daily basis. Often undervalued and seen as visual support stimulus for a larger entity, millions of acres of turfgrass can be found on residential lawns (which also provides an area for recreation), commercial landscape, parks, athletic fields, and golf courses. Besides these uses, turfgrass provides many functional benefits to the environment, such as reducing soil erosion, cooling its surrounding area, and soil carbon sequestration. However, rapidly expanding uses of turfgrass have also raised alarm for natural resources conservation and environmental quality, the largest impact being water consumption. This paper presents a machine learning approach that can assist growers and researchers in determining the overall quality and color rating of turfgrass, thereby assisting in turfgrass management including optimized irrigation water scheduling. Tools from Google and NVIDIA enable models to be trained using deep learning techniques on personal computers or on small form factor processors that can be used aboard small unmanned aerial vehicles (UAVs). The typical evaluation process is a long, laborious process, which is subjective by nature, and thus often exposed to criticism and concern. A computational approach to quality and color assessment will provide faster, accurate, and more consistent ratings, which in turn will help increase irrigation water use efficiency. The overall goal of the ongoing research is to use deep learning techniques and UAV imageries for the turfgrass quality and color assessment and help all the stakeholders to optimize water conservation.
A Collaborative, Ongoing University Strategic Planning Framework: Process, Landmines, and Lessons

ERIC Educational Resources Information Center

Hill, Susan E. Kogler; Thomas, Edward G.; Keller, Lawrence F.

2009-01-01

This article examines the strategic planning process at Cleveland State University, a large metropolitan state university in Ohio. A faculty-administrative team used a communicative planning approach to develop a collaborative, ongoing, bottom-up, transparent strategic planning process. This team then spearheaded the process through plan…
Movement Sonification: Effects on Motor Learning beyond Rhythmic Adjustments.

PubMed

Effenberg, Alfred O; Fehse, Ursula; Schmitz, Gerd; Krueger, Bjoern; Mechling, Heinz

2016-01-01

Motor learning is based on motor perception and emergent perceptual-motor representations. A lot of behavioral research is related to single perceptual modalities but during last two decades the contribution of multimodal perception on motor behavior was discovered more and more. A growing number of studies indicates an enhanced impact of multimodal stimuli on motor perception, motor control and motor learning in terms of better precision and higher reliability of the related actions. Behavioral research is supported by neurophysiological data, revealing that multisensory integration supports motor control and learning. But the overwhelming part of both research lines is dedicated to basic research. Besides research in the domains of music, dance and motor rehabilitation, there is almost no evidence for enhanced effectiveness of multisensory information on learning of gross motor skills. To reduce this gap, movement sonification is used here in applied research on motor learning in sports. Based on the current knowledge on the multimodal organization of the perceptual system, we generate additional real-time movement information being suitable for integration with perceptual feedback streams of visual and proprioceptive modality. With ongoing training, synchronously processed auditory information should be initially integrated into the emerging internal models, enhancing the efficacy of motor learning. This is achieved by a direct mapping of kinematic and dynamic motion parameters to electronic sounds, resulting in continuous auditory and convergent audiovisual or audio-proprioceptive stimulus arrays. In sharp contrast to other approaches using acoustic information as error-feedback in motor learning settings, we try to generate additional movement information suitable for acceleration and enhancement of adequate sensorimotor representations and processible below the level of consciousness. In the experimental setting, participants were asked to learn a closed motor skill (technique acquisition of indoor rowing). One group was treated with visual information and two groups with audiovisual information (sonification vs. natural sounds). For all three groups learning became evident and remained stable. Participants treated with additional movement sonification showed better performance compared to both other groups. Results indicate that movement sonification enhances motor learning of a complex gross motor skill-even exceeding usually expected acoustic rhythmic effects on motor learning.
Movement Sonification: Effects on Motor Learning beyond Rhythmic Adjustments

PubMed Central

Effenberg, Alfred O.; Fehse, Ursula; Schmitz, Gerd; Krueger, Bjoern; Mechling, Heinz

2016-01-01

Motor learning is based on motor perception and emergent perceptual-motor representations. A lot of behavioral research is related to single perceptual modalities but during last two decades the contribution of multimodal perception on motor behavior was discovered more and more. A growing number of studies indicates an enhanced impact of multimodal stimuli on motor perception, motor control and motor learning in terms of better precision and higher reliability of the related actions. Behavioral research is supported by neurophysiological data, revealing that multisensory integration supports motor control and learning. But the overwhelming part of both research lines is dedicated to basic research. Besides research in the domains of music, dance and motor rehabilitation, there is almost no evidence for enhanced effectiveness of multisensory information on learning of gross motor skills. To reduce this gap, movement sonification is used here in applied research on motor learning in sports. Based on the current knowledge on the multimodal organization of the perceptual system, we generate additional real-time movement information being suitable for integration with perceptual feedback streams of visual and proprioceptive modality. With ongoing training, synchronously processed auditory information should be initially integrated into the emerging internal models, enhancing the efficacy of motor learning. This is achieved by a direct mapping of kinematic and dynamic motion parameters to electronic sounds, resulting in continuous auditory and convergent audiovisual or audio-proprioceptive stimulus arrays. In sharp contrast to other approaches using acoustic information as error-feedback in motor learning settings, we try to generate additional movement information suitable for acceleration and enhancement of adequate sensorimotor representations and processible below the level of consciousness. In the experimental setting, participants were asked to learn a closed motor skill (technique acquisition of indoor rowing). One group was treated with visual information and two groups with audiovisual information (sonification vs. natural sounds). For all three groups learning became evident and remained stable. Participants treated with additional movement sonification showed better performance compared to both other groups. Results indicate that movement sonification enhances motor learning of a complex gross motor skill—even exceeding usually expected acoustic rhythmic effects on motor learning. PMID:27303255
Curriculum-Based Measurement Performance Indicators: A Tool for Undergraduate Calculus Students to Inform and Direct Their Learning Behavior

ERIC Educational Resources Information Center

Sturges, Linda W.

2010-01-01

The present study investigated the extent to which providing students with individualized performance feedback informed and directed their learning behavior. Individualized performance feedback was delivered to students using curriculum-based measurement progress indicators, either as a visual representation of ongoing performance in the form of a…
Lighting up Learning: Mathematics Becoming Less of a "Killer Subject" in Kwazulu-Natal, South Africa

ERIC Educational Resources Information Center

Maher, Marguerite

2015-01-01

This paper reports the findings of an evaluative study of an initiative, in its sixth year of implementation, enhancing the learning and teaching of mathematics in 20 disadvantaged secondary schools in KwaZulu-Natal (KZN), South Africa, twenty years after democracy. Findings highlight the importance of initial and ongoing professional development…
How Much Is Learning Measurement Worth? Assessment Costs in Low-Income Countries

ERIC Educational Resources Information Center

Wagner, Daniel A.; Babson, Andrew; Murphy, Katie M.

2011-01-01

Timely and credible data on student learning has become a global issue in the ongoing effort to improve educational outcomes. With the potential to serve as a powerful diagnostic tool to gauge the overall health and well-being of an educational system, educational assessments have received increasing attention among specialists and the media.…
The Analysis of the Blogs Created in a Blended Course through the Reflective Thinking Perspective

ERIC Educational Resources Information Center

Dos, Bulent; Demir, Servet

2013-01-01

Blogs have evolved from simple online diaries to communication tools with the capacity to engage people in collaboration, knowledge sharing, reflection and debate. Blog archives can be a source of information about student learning, providing a basis for ongoing feedback and redesign of learning activities. Previous studies show that blogs can…
Writing for Learning in Science: A Secondary Analysis of Six Studies

ERIC Educational Resources Information Center

Gunel, Murat; Hand, Brian; Prain, Vaughan

2007-01-01

This study is a secondary analysis of six previous studies that formed part of an ongoing research program focused on examining the benefits of using writing-to-learn strategies within science classrooms. The study is an attempt to make broader generalizations than those based on individual studies, given limitations related to sample sizes,…
Engaging in Continuing Education and Training: Learning Preferences of Worker-Learners in the Health and Community Services Industry

ERIC Educational Resources Information Center

Choy, Sarojni; Billett, Stephen; Kelly, Ann

2013-01-01

Current tertiary education and training provisions are designed mainly to meet the learning needs of those preparing for entry into employment and specific occupations. Yet, changing work, new work requirements, an ageing workforce and the ongoing need for employability across lengthening working lives make it imperative that this educational…

Play or Learn: European-American and Chinese Kindergartners' Perceptions about the Conflict

ERIC Educational Resources Information Center

Li, Jin

2016-01-01

Background: Kindergarten is the age at which children's future time perspective emerges. This capacity enables them to form goals based on past and ongoing experiences and project themselves in the future. This development may play an important role in guiding children in self-regulated learning. When faced with the conflict between their need to…
Fostering Independent Learning and Engagement for Postgraduate Students: Using a Publisher-Supplied Software Program

ERIC Educational Resources Information Center

Blount, Yvette; McNeill, Margot

2011-01-01

Purpose: As educational technologies are more widely adopted in higher education teaching and learning, publishers often include online resources to accompany their textbook offerings. The purpose of this paper is to report the results of a study forming part of a larger ongoing evaluation of the third party software product WileyPLUS.…
The Role of Personalized Professional Learning as a Motivational Factor for College Faculty to Engage in Ongoing Professional Development

ERIC Educational Resources Information Center

Hoffman, Martin A., Sr.

2016-01-01

Professional development is a vital activity in postsecondary educational institutions that is specifically intended to improve the participants' skill set as educators. Personalized education, differentiated instruction, and adaptive learning are widely discussed as being powerful tools to reach students, but are largely outward facing and not…
The Impact of Structured Writing and Developing Awareness of Learning Preferences on the Performance and Attitudes of Engineering Teams

ERIC Educational Resources Information Center

Dahm, Kevin; Newell, James; Newell, Heidi; Harvey, Roberta

2009-01-01

This paper discusses efforts to develop metacognition in teams of engineering students by: first, exploring personal learning patterns, and second, ongoing biweekly journaling exercises. Thirty-three junior and senior engineering students (30 chemical engineer, one each from mechanical, civil and electrical) working on semester-long projects in…
4 Steps to Getting Started with OER

ERIC Educational Resources Information Center

Fasimpaur, Karen

2012-01-01

Digital text, changes in textbook adoptions, 1-to-1 computing, Common Core standards, the rise in digital learning objects and online curricula, the push for personalized learning--all of these and other factors are part of an ongoing drama in education today that puts the future of curriculum materials very much in play. But thanks to open…
Children Placed at Risk for Learning and Behavioral Difficulties: Implementing a School-Wide System of Early Identification and Intervention.

ERIC Educational Resources Information Center

O'Shaughnessy, Tam E.; Lane, Kathleen L.; Gresham, Frank M.; Beebe-Frankenberger, Margaret E.

2003-01-01

This article describes a school-wide system of early identification and intervention for children recognized as being at risk for learning and behavior difficulties. Suggested guidelines for implementing such a program include: evaluating existing theory, knowledge, and practice; providing ongoing professional development; creating a school-wide…
Supporting Concrete Visual Thinking in Multiplicative Reasoning: Difficulties and Opportunities. Technical Report 88-16.

ERIC Educational Resources Information Center

Kaput, James J.

The Educational Technology Center has attempted to develop a series of computer based learning environments to support the learning and application of multiplicative reasoning. The work and software described in this paper, including the teaching experiment that generated the error phenomena examined, is part of a larger ongoing research project.…
Enhancing Primary Science Teaching: Interconnections of Content, Policy and Practice in a New Zealand Professional Learning and Development Programme

ERIC Educational Resources Information Center

Sexton, Steven S.

2018-01-01

This paper reports on an ongoing professional learning and development (PLD) initiative in New Zealand. The Academy is designed to provide primary and intermediate classroom teachers with the knowledge, materials and support needed for effective delivery of "The New Zealand Curriculum's" science subject area. Specifically, this paper…
Long Distance Relationships: Assessing the Library Service Needs of Rural Students in eLearning Courses

ERIC Educational Resources Information Center

Sterling, Lorelei; McKay, Jennifer; Ericson, Christine

2017-01-01

In states with limited road accessibility, rural students can feel isolated from library services. This article explores the creation, implementation, and results of an on-going longitudinal study assessing the library service needs of rural students in eLearning courses. To align with current practices in online pedagogies, including the…
Different Strokes for Different Folks: Scaling a Blended Model of Teacher Professional Learning

ERIC Educational Resources Information Center

Butler, Deirdre; Leahy, Margaret; Hallissy, Michael; Brown, Mark

2017-01-01

Purpose: The purpose of this paper is to describe an innovative model of teacher professional learning that has evolved over a decade (2006 to 2016). Design/methodology/approach: Working in a range of different school contexts, in conjunction with an ongoing engagement with the research literature, has enabled the development over three phases of…
Scaling a Model of Teacher Professional Learning--To MOOC or Not to MOOC?

ERIC Educational Resources Information Center

Butler, Deirdre; Leahy, Margaret; Hallissy, Michael; Brown, Mark

2016-01-01

This paper describes an innovative model of teacher professional learning that has evolved over a decade. Working in a range of different school contexts, in conjunction with an ongoing engagement with the research literature, has enabled the development over three phases of a robust, yet, flexible framework that meets teachers' expressed needs.…
Laboratory Instrumentation: An Exploration of the Impact of Instrumentation on Student Learning

ERIC Educational Resources Information Center

Warner, Don L.; Brown, Eric C.; Shadle, Susan E.

2016-01-01

Academic programs generally work to make their laboratory curriculum both as instrumentation rich and up to date as possible. However, little is known about the relationship between the use of instrumentation in the curriculum and student learning. As part of our department's ongoing assessment efforts, a project was designed to probe this…
From Checklists to Heuristics: Designing MOOCs to Support Teacher Learning

ERIC Educational Resources Information Center

Brennan, Karen; Blum-Smith, Sarah; Yurkofsky, Maxwell M.

2018-01-01

Background: Although much is known from educational research about factors that support K-12 teacher professional learning, it has been an ongoing challenge to incorporate these factors into practice in new contexts and environments. We argue that these factors are too often treated like a checklist of discrete elements, either present or not,…
Researching and Reshaping Literacy Learning: Three Urban K-6 Teachers' Ongoing Transformations through Everyday Action Research

ERIC Educational Resources Information Center

Rainville, Kristin Nicole; Enriquez, Grace

2016-01-01

Given the vast range of diversity among children's backgrounds and needs, literacy educators must consider multiple ways in which children learn and interact with texts. Moreover, policies that increasingly require frequent assessments of children's literacy achievement place pressure on educators to find immediate ways to impact children's…
Learning by Dispossession: Democracy Promotion and Civic Engagement in Iraq and the United States

ERIC Educational Resources Information Center

Mojab, Shahrzad; Carpenter, Sara

2011-01-01

This paper brings together two ongoing research projects on current citizenship learning programs in Iraq and the United States, both of which draw from the theoretical ground of Marxist-feminist perspective. A particular strength of this paper is its comparison between two American citizenship education programs in the context of neoliberalism,…
Mobile Distance Learning with Smartphones and Apps in Higher Education

ERIC Educational Resources Information Center

Vázquez-Cano, Esteban

2014-01-01

In this paper, the results of researcher' ongoing activities regarding the use of smartphones and a specific subject-app used at the Spanish National University of Distance Education (UNED) have been reported. The purpose of this trial is to assess the app's didactic use and potential to enhance student learning in university subjects in…
Ubiquitous Computing and Changing Pedagogical Possibilities: Representations, Conceptualizations and Uses of Knowledge

ERIC Educational Resources Information Center

Swan, Karen; Van 'T Hooft, Mark; Kratcoski, Annette; Schenker, Jason

2007-01-01

This article reports on preliminary findings from an ongoing study of teaching and learning in a ubiquitous computing classroom. The research employed mixed methods and multiple measures to document changes in teaching and learning that result when teachers and students have access to a variety of digital devices wherever and whenever they need…
Team Check-Up: Use 4 Goals to Assess a Professional Learning Community's Effectiveness

ERIC Educational Resources Information Center

Moirao, Daniel R.; Morris, Susan C.; Klein, Victor; Jackson, Joyce W.

2012-01-01

The experiences in the school districts highlighted in this article clarify a set of broad goals that all professional learning communities can use to assess their effectiveness: (1) Culture; (2) Knowledge; (3) Practice; and (4) Achievement. These schools and districts have an ongoing commitment to all four goals. All of them have instituted…
A Paradigm for Learning in a World of Continuous Change

ERIC Educational Resources Information Center

Thompson, Scott

2014-01-01

Through ongoing rapid-fire changes in the nature of communications, the social, professional, and political landscapes of our time are rapidly transforming. But the prevailing paradigm in most schools and school systems is a relic of the industrial revolution. Schools and school systems must adopt a new paradigm for learning if they are to remain…
The Effects of Interspersal and Reinforcement on Math Fact Accuracy and Learning Rate

ERIC Educational Resources Information Center

Rumberger, Jessica L.

2013-01-01

Mathematics skill acquisition is a crucial component of education and ongoing research is needed to determine quality instructional techniques. A ubiquitous instructional question is how to manage time. This study investigated several flashcard presentation methods to determine the one that would provide the most learning in a set amount of time.…

Mexican-Heritage Children's Attention and Learning from Interactions Directed to Others

ERIC Educational Resources Information Center

Silva, Katie G.; Correa-Chavez, Maricela; Rogoff, Barbara

2010-01-01

The study builds on ethnographic research noting an emphasis in many Indigenous communities of the Americas on learning through keen observation of and participation in ongoing community activities. Forty-four U.S. Mexican-heritage 5- to 11-year-old children whose families likely have experience with Indigenous ways more frequently attended to and…
Factors Contributing to Lifelong Science Learning: Amateur Astronomers and Birders

ERIC Educational Resources Information Center

Jones, M. Gail; Corin, Elysa Nicole; Andre, Thomas; Childers, Gina M.; Stevens, Vanessa

2017-01-01

This research examined lifelong science learning reported by amateur astronomers and birders. One hundred seven adults who reported engaging in an informal (out-of-school) science interest were interviewed as part of an ongoing series of studies of lifelong science learners. The goal of the study was to gain insight into how and why amateur…
Preconditions for Post-Employment Learning: Preliminary Results from Ongoing Research

ERIC Educational Resources Information Center

Salter, Linda

2011-01-01

This article describes the first phase of a two-phase, mixed-method study. The study, now in progress, explores how and to what extent willingness to engage in learning in mature adulthood is influenced by prior experiences and specific individual personality variables, such as perceived locus of control and degree of self-efficacy. Study…
How I Learned to Design and Conduct Semi-Structured Interviews: An Ongoing and Continuous Journey

ERIC Educational Resources Information Center

Rabionet, Silvia E.

2011-01-01

Qualitative interviewing is a flexible and powerful tool to capture the voices and the ways people make meaning of their experience Learning to conduct semi-structure interviews requires the following six stages: (a) selecting the type of interview; (b) establishing ethical guidelines, (c) crafting the interview protocol; (d) conducting and…
Four Social Neuroscience On-Going Requisites for Effective Collaborative Learning and the Altruistic Turn

ERIC Educational Resources Information Center

Murphey, Tim

2016-01-01

Understandings from the field of social neuroscience can help educators cultivate collaborative students who get excited about learning from one another. To facilitate a collaborative atmosphere, educators first need to be able to show concern for their students beyond the subject matter. They also can help students understand how being social…
Development of an Internet Collaborative Learning Behavior Scale--Preliminary Results.

ERIC Educational Resources Information Center

Hsu, Ti; Wang, Hsiu Fei

It is well known that math phobia is a common problem among young school children. It becomes a challenge to educational practitioners and academic researchers to figure out ways to overcome the problem. Collaborative team learning has been proposed as one of the alternatives. This study was part of a large and ongoing research project designed to…
Social Learning as a Key Factor in Sustainability Transitions: The Case of Okayama City

ERIC Educational Resources Information Center

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

2017-01-01

The Okayama Education for Sustainable Development (ESD) Project is an ongoing initiative in Okayama City, Japan, established in 2005 by the Regional Centre of Expertise (RCE) Okayama and the Okayama Municipal Government with the aim "to create a community where people learn, think and act together towards realising a sustainable…
Teaching through 10,000 Earthquakes: Constructive Practice for Instructors in a Post-Disaster Environment

ERIC Educational Resources Information Center

Wright, Sarah; Wordsworth, Russell

2013-01-01

The authors describe their experiences of teaching through a series of major earthquakes and the lessons learned regarding sustaining teaching and learning through an ongoing natural disaster. Student feedback data from across the university is analyzed to generate a model of constructive practice for instructors responding to a crisis. The…
Class Size and Language Learning in Hong Kong: The Students' Perspective

ERIC Educational Resources Information Center

Harfitt, Gary James

2012-01-01

Background: There is currently ongoing debate in Hong Kong between the teachers' union and the Government on the reduction of large class size (typically more than 40 students) in secondary schools and whether smaller class sizes might facilitate improvements in teaching and learning. In fact, many Hong Kong secondary schools have already started…
Learning through Telepresence with iPads: Placing Schools in Local/Global Communities

ERIC Educational Resources Information Center

Meyer, Bente

2015-01-01

Purpose: This study aims to present findings from an ongoing study in three rural schools in Denmark where videoconferences are used as part of the teaching at lower secondary level. The research focuses on how students learn from videoconferences that are both one-to-many and peer-to-peer. Videoconferencing, conceptualized by the schools in…
What Does the Camera Communicate? An Inquiry into the Politics and Possibilities of Video Research on Learning

ERIC Educational Resources Information Center

Vossoughi, Shirin; Escudé, Meg

2016-01-01

This piece explores the politics and possibilities of video research on learning in educational settings. The authors (a research-practice team) argue that changing the stance of inquiry from "surveillance" to "relationship" is an ongoing and contingent practice that involves pedagogical, political, and ethical choices on the…
The Techy Teacher/Using Data to Personalize Learning

ERIC Educational Resources Information Center

Tucker, Catlin

2015-01-01

Technology makes it easier than ever for educators to generate meaningful, ongoing data to inform their teaching, track student progress, and personalize learning. When the author began to explore how she could use technology to quickly assess student skills, data became exciting and took on a new role in her teaching practice. Now she uses data…
Competences of Mathematical Modelling of High School Students

ERIC Educational Resources Information Center

Sekerak, Josef

2010-01-01

Thanks to technological progress the world becomes more and more complicated. People stand in front of new and difficult problems that need to be solved. These are problems, the solutions of which are not universal, and cannot be learned. Many solutions require specific data that cannot be learned, as new data is part of the ongoing generation of…
ShapeShop: Towards Understanding Deep Learning Representations via Interactive Experimentation

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

Hohman, Frederick M.; Hodas, Nathan O.; Chau, Duen Horng

Deep learning is the driving force behind many recent technologies; however, deep neural networks are often viewed as “black-boxes” due to their internal complexity that is hard to understand. Little research focuses on helping people explore and understand the relationship between a user’s data and the learned representations in deep learning models. We present our ongoing work, ShapeShop, an interactive system for visualizing and understanding what semantics a neural network model has learned. Built using standard web technologies, ShapeShop allows users to experiment with and compare deep learning models to help explore the robustness of image classifiers.
Improving visual perception through neurofeedback

PubMed Central

Scharnowski, Frank; Hutton, Chloe; Josephs, Oliver; Weiskopf, Nikolaus; Rees, Geraint

2012-01-01

Perception depends on the interplay of ongoing spontaneous activity and stimulus-evoked activity in sensory cortices. This raises the possibility that training ongoing spontaneous activity alone might be sufficient for enhancing perceptual sensitivity. To test this, we trained human participants to control ongoing spontaneous activity in circumscribed regions of retinotopic visual cortex using real-time functional MRI based neurofeedback. After training, we tested participants using a new and previously untrained visual detection task that was presented at the visual field location corresponding to the trained region of visual cortex. Perceptual sensitivity was significantly enhanced only when participants who had previously learned control over ongoing activity were now exercising control, and only for that region of visual cortex. Our new approach allows us to non-invasively and non-pharmacologically manipulate regionally specific brain activity, and thus provide ‘brain training’ to deliver particular perceptual enhancements. PMID:23223302
Prestimulus neural oscillations inhibit visual perception via modulation of response gain.

PubMed

Chaumon, Maximilien; Busch, Niko A

2014-11-01

The ongoing state of the brain radically affects how it processes sensory information. How does this ongoing brain activity interact with the processing of external stimuli? Spontaneous oscillations in the alpha range are thought to inhibit sensory processing, but little is known about the psychophysical mechanisms of this inhibition. We recorded ongoing brain activity with EEG while human observers performed a visual detection task with stimuli of different contrast intensities. To move beyond qualitative description, we formally compared psychometric functions obtained under different levels of ongoing alpha power and evaluated the inhibitory effect of ongoing alpha oscillations in terms of contrast or response gain models. This procedure opens the way to understanding the actual functional mechanisms by which ongoing brain activity affects visual performance. We found that strong prestimulus occipital alpha oscillations-but not more anterior mu oscillations-reduce performance most strongly for stimuli of the highest intensities tested. This inhibitory effect is best explained by a divisive reduction of response gain. Ongoing occipital alpha oscillations thus reflect changes in the visual system's input/output transformation that are independent of the sensory input to the system. They selectively scale the system's response, rather than change its sensitivity to sensory information.
Matching Navy Recruiting Needs with Social Network Profiles Using Lexical Link Analysis. N1 FY10 Research Project

DTIC Science & Technology

2010-01-01

recruiting needs and candidate profiles – Link the features in context of dynamic social network environments, learn from on-going market...universities, companies, etc.) • Friends list fandom (fan of) , • Endorsements (supporter of) • Navy Enlisted Rating descriptions – Hard Cards...the samples into a validation and a learning set Set aside . the validation set. Use the learning set to match the recruit ratings with the
Coexistence of Reward and Unsupervised Learning During the Operant Conditioning of Neural Firing Rates

PubMed Central

Kerr, Robert R.; Grayden, David B.; Thomas, Doreen A.; Gilson, Matthieu; Burkitt, Anthony N.

2014-01-01

A fundamental goal of neuroscience is to understand how cognitive processes, such as operant conditioning, are performed by the brain. Typical and well studied examples of operant conditioning, in which the firing rates of individual cortical neurons in monkeys are increased using rewards, provide an opportunity for insight into this. Studies of reward-modulated spike-timing-dependent plasticity (RSTDP), and of other models such as R-max, have reproduced this learning behavior, but they have assumed that no unsupervised learning is present (i.e., no learning occurs without, or independent of, rewards). We show that these models cannot elicit firing rate reinforcement while exhibiting both reward learning and ongoing, stable unsupervised learning. To fix this issue, we propose a new RSTDP model of synaptic plasticity based upon the observed effects that dopamine has on long-term potentiation and depression (LTP and LTD). We show, both analytically and through simulations, that our new model can exhibit unsupervised learning and lead to firing rate reinforcement. This requires that the strengthening of LTP by the reward signal is greater than the strengthening of LTD and that the reinforced neuron exhibits irregular firing. We show the robustness of our findings to spike-timing correlations, to the synaptic weight dependence that is assumed, and to changes in the mean reward. We also consider our model in the differential reinforcement of two nearby neurons. Our model aligns more strongly with experimental studies than previous models and makes testable predictions for future experiments. PMID:24475240
Use of the Moodle Platform to Promote an Ongoing Learning When Lecturing General Physics in the Physics, Mathematics and Electronic Engineering Programmes at the University of the Basque Country UPV/EHU

NASA Astrophysics Data System (ADS)

López, Gabriel A.; Sáenz, Jon; Leonardo, Aritz; Gurtubay, Idoia G.

2016-08-01

The Moodle platform has been used to put into practice an ongoing evaluation of the students' Physics learning process. The evaluation has been done on the frame of the course General Physics, which is lectured during the first year of the Physics, Mathematics and Electronic Engineering Programmes at the Faculty of Science and Technology of the University of the Basque Country (UPV/EHU). A test bank with more than 1000 multiple-choice questions, including conceptual and numerical problems, has been prepared. Throughout the course, the students have to answer a 10-question multiple-choice test for every one of the blocks the course is divided in and which were previously treated and worked in the theoretical lectures and problem-solving sessions. The tests are automatically corrected by Moodle, and under certain criteria, the corresponding mark is taken into account for the final mark of the course. According to the results obtained from a statistical study of the data on the student performances during the last four academic years, it has been observed that there exists an actual correlation between the marks obtained in the Moodle tests and the final mark of the course. In addition, it could be deduced that students who have passed the Moodle tests increase their possibilities of passing the course by an odds ratio close to 3.
Understanding of evaluation capacity building in practice: a case study of a national medical education organization.

PubMed

Sarti, Aimee J; Sutherland, Stephanie; Landriault, Angele; DesRosier, Kirk; Brien, Susan; Cardinal, Pierre

2017-01-01

Evaluation capacity building (ECB) is a topic of great interest to many organizations as they face increasing demands for accountability and evidence-based practices. ECB is about building the knowledge, skills, and attitudes of organizational members, the sustainability of rigorous evaluative practices, and providing the resources and motivations to engage in ongoing evaluative work. There exists a solid foundation of theoretical research on ECB, however, understanding what ECB looks like in practice is relatively thin. Our purpose was to investigate what ECB looks like firsthand within a national medical educational organization. The context for this study was the Acute Critical Events Simulation (ACES) organization in Canada, which has successfully evolved into a national educational program, driven by physicians. We conducted an exploratory qualitative study to better understand and describe ECB in practice. In doing so, interviews were conducted with program leaders and instructors so as to gain a richer understanding of evaluative processes and practices. A total of 21 individuals participated in the semistructured interviews. Themes from our qualitative data analysis included the following: evaluation knowledge, skills, and attitudes, use of evaluation findings, shared evaluation beliefs and commitment, evaluation frameworks and processes, and resources dedicated to evaluation. The national ACES organization was a useful case study to explore ECB in practice. The ECB literature provided a solid foundation to understand the purpose and nuances of ECB. This study added to the paucity of studies focused on examining ECB in practice. The most important lesson learned was that the organization must have leadership who are intrinsically motivated to employ and use evaluation data to drive ongoing improvements within the organization. Leaders who are intrinsically motivated will employ risk taking when evaluation practices and processes may be somewhat unfamiliar. Creating and maintaining a culture of data use and ongoing inquiry have enabled national ACES to achieve a sustainable evaluation practice.

Cross-situational word learning in aphasia.

PubMed

Peñaloza, Claudia; Mirman, Daniel; Cardona, Pedro; Juncadella, Montserrat; Martin, Nadine; Laine, Matti; Rodríguez-Fornells, Antoni

2017-08-01

Human learners can resolve referential ambiguity and discover the relationships between words and meanings through a cross-situational learning (CSL) strategy. Some people with aphasia (PWA) can learn word-referent pairings under referential uncertainty supported by online feedback. However, it remains unknown whether PWA can learn new words cross-situationally and if such learning ability is supported by statistical learning (SL) mechanisms. The present study examined whether PWA can learn novel word-referent mappings in a CSL task without feedback. We also studied whether CSL is related to SL in PWA and neurologically healthy individuals. We further examined whether aphasia severity, phonological processing and verbal short-term memory (STM) predict CSL in aphasia, and also whether individual differences in verbal STM modulate CSL in healthy older adults. Sixteen people with chronic aphasia underwent a CSL task that involved exposure to a series of individually ambiguous learning trials and a SL task that taps speech segmentation. Their learning ability was compared to 18 older controls and 39 young adults recruited for task validation. CSL in the aphasia group was below the older controls and young adults and took place at a slower rate. Importantly, we found a strong association between SL and CSL performance in all three groups. CSL was modulated by aphasia severity in the aphasia group, and by verbal STM capacity in the older controls. Our findings indicate that some PWA can preserve the ability to learn new word-referent associations cross-situationally. We suggest that both PWA and neurologically intact individuals may rely on SL mechanisms to achieve CSL and that verbal STM also influences CSL. These findings contribute to the ongoing debate on the cognitive mechanisms underlying this learning ability. Copyright © 2017 Elsevier Ltd. All rights reserved.
Lifelong literacy: Some trends and issues in conceptualising and operationalising literacy from a lifelong learning perspective

NASA Astrophysics Data System (ADS)

Hanemann, Ulrike

2015-06-01

In a fast-changing and highly inequitable world, lifelong learning is becoming increasingly important, not only as a key organising principle for all forms of education and learning but also as an absolute necessity for everyone. It is particularly important for disadvantaged individuals and groups who have been excluded from or failed to acquire basic competencies through formal schooling. Within a lifelong learning framework, literacy and numeracy are viewed as foundation skills which are the core of basic education and indispensable to full participation in society. This article discusses recent developments in conceptualising literacy as a foundation of lifelong learning. Starting from the evolving notions of adult literacy, the author identifies some current trends, the most important being that literacy is now perceived as a learning continuum of different proficiency levels. Dichotomous states of being either "literate" or "illiterate" no longer apply. She analyses (1) findings extracted from UNESCO Member States' national reports submitted to the UNESCO Institute for Lifelong Learning (UIL) for the 2nd Global Report on Adult Learning and Education; (2) a desk study of national literacy campaigns and programmes as well as (3) some recent developments in formal education. Her suggested three-dimensional analytical framework considers literacy as a lifelong and life-wide learning process and as part of lifelong learning systems. She draws a number of conclusions for policy and practice of literacy as a foundation of lifelong learning. These conclusions are a timely contribution to the ongoing post-2015 education debate, in particular to the challenge of how to mainstream youth and adult literacy into the implementation of the sustainable development agenda for 2015-2030.
Quality management of medical education at the Carl Gustav Carus Faculty of Medicine, University of Technology Dresden, Germany.

PubMed

Dieter, Peter Erich

2008-12-01

The Carl Gustav Carus Faculty of Medicine, University of Technology Dresden, Germany, was founded in 1993 after the reunification of Germany. In 1999, a reform process of medical education was started together with Harvard Medical International. The traditional teacher and discipline-centred curriculum was replaced by a student-centred, interdisciplinary and integrative curriculum which has been named DIPOL (Dresden Integrative Patient/Problem- Oriented Learning). The reform process was accompanied and supported by a parallel-ongoing Faculty Development Program. In 2004, a Quality Management Program in medical education was implemented, and in 2005 medical education received DIN EN ISO 9001:2000 certification. Quality Management Program and DIN EN ISO 9001:2000 certification were/are unique for the 34 medical schools in Germany. The students played a very important strategic role in all processes. They were/are members in all committees like the Faculty Board, the Board of Study Affairs (with equal representation) and the ongoing audits in the Quality Management Program. Students are the only ones who experience all years of the curriculum and are capable of detecting, for example gaps, overlaps, inconsistencies of the curriculum and assessments. Therefore, the in-depth knowledge of students about the medical school's curriculum is a very helpful and essential tool in curriculum reform processes and Quality Management Programs of medical education. The reform in medical education, the establishment of the Quality Management program and the certification resulted in an improvement of quality and output of medical education and medical research.
Tracking Deceased-Related Thinking with Neural Pattern Decoding of a Cortical-Basal Ganglia Circuit.

PubMed

Schneck, Noam; Haufe, Stefan; Tu, Tao; Bonanno, George A; Ochsner, Kevin; Sajda, Paul; Mann, J John

2017-07-01

Deceased-related thinking is central to grieving and potentially critical to processing of the loss. Self-report measurements might fail to capture important elements of deceased-related thinking and processing. Here, we used a machine learning approach applied to fMRI - known as neural decoding - to develop a measure of ongoing deceased-related processing. 23 subjects grieving the loss of a first-degree relative, spouse or partner within 14 months underwent two fMRI tasks. They first viewed pictures and stories related to the deceased, a living control and a demographic control figure while providing ongoing valence and arousal ratings. Second, they performed a 10-minute Sustained Attention to Response Task (SART) with thought probes every 25-35 seconds to identify deceased, living and self-related thoughts. A conjunction analysis, controlling for valence/arousal, identified neural clusters in basal ganglia, orbital prefrontal cortex and insula associated with both types of deceased-related stimuli vs. the two control conditions in the first task. This pattern was applied to fMRI data collected during the SART, and discriminated deceased-related but not living or self-related thoughts, independently of grief-severity and time since loss. Deceased-related thoughts on the SART correlated with self-reported avoidance. The neural model predicted avoidance over and above deceased-related thoughts. A neural pattern trained to identify mental representations of the deceased tracked deceased-related thinking during a sustained attention task and also predicted subject-level avoidance. This approach provides a new imaging tool to be used as an index of processing the deceased for future studies of complicated grief.
Potential Active Processes in Porter Crater

NASA Image and Video Library

2015-07-15

The extended-mission status of the Mars Reconnaissance Orbiter and the HiRISE camera has greatly increased our understanding of numerous active processes occurring on Mars. By taking carefully planned repeat images of surface, we now have an important record of how the surface evolves for a maximum of 5 Mars years. This image shows the central peak in Porter Crater. Although there are no repeat images here we can infer several active geologic processes, based on morphologic evidence and lessons learned from past well-monitored sites. Shallow gullies are located on the south and east facing slopes of the central peak. These features might have been carved by volatiles, such as carbon dioxide frost, sometime in the recent geologic past. Meanwhile on the northern slopes are several smaller slope features that have a morphology hinting at recurring slope lineae (RSL). Alternatively, these features could be the remnants of past active gullies. Several more HiRISE images would be needed to characterize their behavior and confirm their status as RSL (see "Recurring Slope Lineae in Equatorial Regions of Mars"). Southward on the slopes below the peak is a large dune field. Dunes show sharp crests with prominent ripples, both signs of actively migrating dunes. Also, we can see dust devil tracks crossing the nearby dusty surfaces and clear evidence for ongoing modification by swirling winds that persistently remove surface dust. Ongoing operations by HiRISE are dedicated to studying all of the active surface and atmospheric processes operating on Mars. http://photojournal.jpl.nasa.gov/catalog/PIA19853
Enhancing Capacity for Success in the Creative Industries: Undergraduate Student Reflections on the Implementation of Work-Integrated Learning Strategies

ERIC Educational Resources Information Center

Daniel, Ryan; Daniel, Leah

2015-01-01

This article reflects on ongoing research-led teaching in the area of creative industries in higher education. Specifically it reports on key work-integrated learning strategies designed to better prepare graduates for the employment sector. The creative industries sector is complex and competitive, characterized by non-linear career paths driven…
What We Should and Should Not Learn from the Japanese and Other East Asian Education Systems

ERIC Educational Resources Information Center

Jeynes, William

2008-01-01

The author argues that there is an ongoing debate among educators concerning the extent to which American educators can learn from East Asian school systems. Some social scientists argue that cultural differences make this impossible. Others argue that there are many ways that Americans can benefit. The author believes that both sides of this…
A Correlational Study of the Tennessee Formative Assessment Program (TFAP) to the Tennessee Comprehensive Assessment Program (TCAP) on Fifth Grade Reading/Language Arts

ERIC Educational Resources Information Center

Williams, Tina R.

2009-01-01

The approach of high-stakes testing and accountability of student learning has resulted in an increase of ongoing assessments and continual instructional adjustments by teachers to achieve maximum student performance on standardized tests. According to Black and Wiliam (1998a), formative assessments can produce significant learning gains by…
Organisational Learning and HRD: How Appropriate Are They for Small Firms?

ERIC Educational Resources Information Center

Saru, Essi

2007-01-01

Purpose: The purpose of this paper is to study human resource development (HRD) and organisational learning issues in a small expert organisation. Design/methodology/approach: This is a qualitative single case study conducted in one Finnish SME. It is part of an ongoing study. It is descriptive in nature and the aim is to find out whether the…
The Practice of Poetry among a Group of Heroin Addicts in India: Naturalistic Peer Learning

ERIC Educational Resources Information Center

Dhand, Amar

2006-01-01

As part of an ongoing ethnographic study, this paper aims to consider the practice of poetry, "sher-o-shayari", as naturalistic peer learning among a group of heroin addicts in Yamuna Bazaar, New Delhi. By examining meanings given to "sher-o-shayari" and experiences of participating in the practice, this article makes the claim…
Science and Theatre Education: A Cross-Disciplinary Approach of Scientific Ideas Addressed to Student Teachers of Early Childhood Education

ERIC Educational Resources Information Center

Tselfes, Vasilis; Paroussi, Antigoni

2009-01-01

There is, in Greece, an ongoing attempt to breach the boundaries established between the different teaching-learning subjects of compulsory education. In this context, we are interested in exploring to what degree the teaching and learning of ideas from the sciences' "internal life" (Hacking, in: Pickering (ed) "Science as practice…
If the Shoe Doesn't Fit: A Case and a Place for Collaborative Learning for Music Practice in Higher Education

ERIC Educational Resources Information Center

Forbes, Melissa

2016-01-01

This article reviews relevant literature to provide a rationale for the use of collaborative learning for first year music practice courses at an Australian regional university. Higher music education is still grappling with the challenges posed by the Dawkins Review and ongoing reforms in the sector. These challenges include increased public…
Promoting the Development of a Supportive Learning Environment through Action Research from the "Middle Out"

ERIC Educational Resources Information Center

Hodgson, David; May, Steve; Marks-Maran, Diane

2008-01-01

This paper reports on a case study of a supportive learning environment initiative (SLEI) for students on health and social care undergraduate programmes in one English university. It involved the development of small scale support projects that are firmly grounded in the outcomes of prior research as well as the ongoing experience of students and…
MSFC Skylab lessons learned

NASA Technical Reports Server (NTRS)

1974-01-01

Key lessons learned during the Skylab Program that could have impact on on-going and future programs are presented. They present early and sometimes subjective opinions; however, they give insights into key areas of concern. These experiences from a complex space program management and space flight serve as an early assessment to provide the most advantage to programs underway. References to other more detailed reports are provided.
Critical Action Learning: A Method or Strategy for Peer Supervision of Coaching Practice

ERIC Educational Resources Information Center

Turner, Arthur; Tee, David; Crompton, Sally

2017-01-01

This paper deals with the on-going practice of a critical action learning set who come together to meet their needs for coaching supervision as a group of executive coaches working from, and within, the University sector in South Wales. The reasons for the successes of, and the challenges around, this practice of four years standing have been…
My Patch of Earth: Using the Schoolground as a Teaching and Learning Referent for an Environmental Ethic.

ERIC Educational Resources Information Center

Smit, Nel

The schoolground is a small and vital piece of earth--a microcosm of a diverse and sustaining world. Promoting an environmental ethic in this location is a challenging opportunity for educators. This paper shows that natural places in schoolgrounds can provide the venue for exciting and ongoing teaching and learning opportunities in this outdoor…
Using Blended Learning Strategies to Address Teaching Development Needs: How Does Canada Compare?

ERIC Educational Resources Information Center

Kanuka, Heather; Rourke, Liam

2013-01-01

The provision of blended learning strategies designed to assist academics in the higher education sector with the knowledge, skills, and abilities required for effective teaching with technology has been, and continues to be, a challenge for teaching centres in Canada. It is unclear, first, whether this is an ongoing issue unique to Canada; and,…
Coaching: The Key to Translating Research into Practice Lies in Continuous, Job-Embedded Learning with Ongoing Support

ERIC Educational Resources Information Center

Knight, Jim

2009-01-01

In the past decade, interest in the form of professional learning loosely described as coaching has exploded. This growing interest in coaching is likely fueled by educators' recognition that traditional one-shot approaches to professional development--where teachers hear about practices but do not receive follow-up support--are ineffective at…
State of the Art of Language Learning Design Using Mobile Technology: Sample Apps and Some Critical Reflection

ERIC Educational Resources Information Center

Bárcena, Elena; Read, Timothy; Underwood, Joshua; Obari, Hiroyuki; Cojocnean, Diana; Koyama, Toshiko; Pareja-Lora, Antonio; Calle, Cristina; Pomposo, Lourdes; Talaván, Noa; Ávila-Cabrera, José; Ibañez, Ana; Vermeulen, Anna; Jordano, María; Arús-Hita, Jorge; Rodríguez, Pilar; Castrillo, María Dolores; Kétyi, Andras; Selwood, Jaime; Gaved, Mark; Kukulska-Hulme, Agnes

2015-01-01

In this paper, experiences from different research groups illustrate the state-of-the-art of Mobile Assisted Language Learning (henceforth, MALL) in formal and non-formal education. These research samples represent recent and on-going progress made in the field of MALL at an international level and offer encouragement for practitioners who are…
Cooperative and Context-Based Learning on Eletrochemical Cells in Lower Secondary Chemistry: A Project of Participatory Action Research

ERIC Educational Resources Information Center

Markic, Silvija; Eilks, Ingo

2006-01-01

This paper discusses a project of Participatory Action Research (PAR) on lower secondary chemistry education. In this ongoing project, practicing teachers and university researchers in chemical education jointly carry out projects for developing and evaluating new lesson plans. The focus of the PAR group is to develop teaching/learning activities…

Implementing Mission-Driven Assurance of Learning: Improving Performance through Constructive Collaboration

ERIC Educational Resources Information Center

Marques, Joan; Garrett, Nathan

2012-01-01

Assurance of Learning (AoL) practices can be implemented in a variety of ways, as long as they are geared toward business schools' missions and curricula. The authors first address the purpose of implementing AoL, and briefly evaluate the ongoing debate about the pros and cons of the Association to Advance Collegiate Schools of Business's policies…
Sustaining and Spreading the Positive Outcomes of SoTL Projects: Issues, Insights and Strategies

ERIC Educational Resources Information Center

Haigh, Neil

2012-01-01

While the goal of improving student learning in a personal teaching context is considered by many to be a hallmark of scholarship of teaching and learning (SoTL) projects, the outcomes are almost invariably communicated to other teachers. The intention may be to gain endorsement and support for ongoing implementation of new practices and/or to…
Social and Emotional Learning and the Work of Itinerant Teachers of the Deaf and Hard of Hearing

ERIC Educational Resources Information Center

Norman, Nancy; Jamieson, Janet R.

2015-01-01

The study investigated how social and emotional learning (SEL) is reflected in the attitudes, beliefs, and practices of itinerant teachers of the deaf and hard of hearing (ITDHHs). A mixed-methods approach was taken to survey 53 ITDHHs about their comfort with teaching SEL, commitment to ongoing professional development in SEL skills, and…
Deficient behavioral inhibition and anomalous selective attention in a community sample of adolescents with psychopathic traits and low-anxiety traits.

PubMed

Vitale, Jennifer E; Newman, Joseph P; Bates, John E; Goodnight, Jackson; Dodge, Kenneth A; Pettit, Gregory S

2005-08-01

Socialization is the important process by which individuals learn and then effectively apply the rules of appropriate societal behavior. Response modulation is a psychobiological process theorized to aid in socialization by allowing individuals to utilize contextual information to modify ongoing behavior appropriately. Using Hare's (1991) Psychopathy Checklist and the Welsh (1956) anxiety scale, researchers have identified a relatively specific form of a response modulation deficit in low-anxious, Caucasian psychopaths. Preliminary evidence suggests that the Antisocial Process Screening Device (APSD; Frick & Hare, 2001) may be used to identify children with a similar vulnerability. Using a representative community sample of 308 16-year-olds from the Child Development Project (Dodge, Bates, & Pettit, 1990), we tested and corroborated the hypotheses that participants with relatively low anxiety and high APSD scores would display poorer passive avoidance learning and less interference on a spatially separated, picture-word Stroop task than controls. Consistent with hypotheses, the expected group differences in picture-word Stroop interference were found with male and female participants, whereas predicted differences in passive avoidance were specific to male participants. To the extent that response modulation deficits contributing to poor socialization among psychopathic adult offenders also characterize a subgroup of adolescents with mild conduct problems, clarification of the developmental processes that moderate the expression of this vulnerability could inform early interventions.
Pilot users in agile development processes: motivational factors.

PubMed

Johannessen, Liv Karen; Gammon, Deede

2010-01-01

Despite a wealth of research on user participation, few studies offer insights into how to involve multi-organizational users in agile development methods. This paper is a case study of user involvement in developing a system for electronic laboratory requisitions using agile methodologies in a multi-organizational context. Building on an interpretive approach, we illuminate questions such as: How does collaboration between users and developers evolve and how might it be improved? What key motivational aspects are at play when users volunteer and continue contributing in the face of considerable added burdens? The study highlights how agile methods in themselves appear to facilitate mutually motivating collaboration between user groups and developers. Lessons learned for leveraging the advantages of agile development processes include acknowledging the substantial and ongoing contributions of users and their roles as co-designers of the system.
Bringing Grand Canyon to the College Campus: Assessment of Student Learning in the Geosciences Through Virtual Field Trip Games for Mobile Smart-Devices

NASA Astrophysics Data System (ADS)

Bursztyn, N.; Walker, A.; Shelton, B.; Pederson, J. L.

2015-12-01

Geoscience educators have long considered field trips to be the most effective way of attracting students into the discipline. A solution for bringing student-driven, engaging, kinesthetic field experiences to a broader audience lies in ongoing advances in mobile-communication technology. This NSF-TUES funded project developed three virtual field trip experiences for smartphones and tablets (on geologic time, geologic structures, and hydrologic processes), and then tested their performance in terms of student interest in geoscience as well as gains in learning. The virtual field trips utilize the GPS capabilities of smartphones and tablets, requiring the students to navigate outdoors in the real world while following a map on their smart device. This research, involving 873 students at five different college campuses, used analysis of covariance (ANCOVA) and multiple regression for statistical methods. Gains in learning across all participants are minor, and not statistically different between intervention and control groups. Predictors of gains in content comprehension for all three modules are the students' initial interest in the subject and their base level knowledge. For the Geologic Time and Structures modules, being a STEM major is an important predictor of student success. Most pertinent for this research, for Geologic Time and Hydrologic Processes, gains in student learning can be predicted by having completed those particular virtual field trips. Gender and race had no statistical impact, indicating that the virtual field trip modules have broad reach across student demographics. In related research, these modules have been shown to increase student interest in the geosciences more definitively than the learning gains here. Thus, future work should focus on improving the educational impact of mobile-device field trips, as their eventual incorporation into curricula is inevitable.
Planning for the Future of Geo-Cybereducation: Outcomes of the Workshop, Challenges, and Future Directions

NASA Astrophysics Data System (ADS)

Ryan, J. G.; Eriksson, S. C.

2010-12-01

Inspired by the recommendations of the NSF report “Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge” (NSF08204), the NSF National STEM Digital Learning program funded “Planning for the Future of Geocybereducation” Workshop sought to bring together leaders from the geoscience education community, from major geoscience research initiatives, and from the growing public- and private-sector geoscience information community. The objectives of the workshop were to begin conversations aimed at identifying best practices and tools for geoscience cyber-education, in the context of both the changing nature of learners and of rapidly evolving geo-information platforms, and to provide guidance to the NSF as to necessary future directions and needs for funding. 65 participants met and interacted live for the two-day workshop, with ongoing post-meeting virtual interactions via a collaborative workspace (www.geocybered.ning.com). Topics addressed included the rapidly changing character of learners, the growing capabilities of geoscience information systems and their affiliated tools, and effective models for collaboration among educators, researchers and geoinformation specialists. Discussions at the meeting focused on the implications of changing learners on the educational process, the challenges for teachers and administrators in keeping pace, and on the challenges of communication among these divergent professional communities. Ongoing virtual discussions and collaborations have produced a draft workshop document, and the workshop conveners are maintaining the workshop site as a venue for ongoing discussion and interaction. Several key challenges were evident from the workshop discussions and subsequent interactions: a) the development of most of the large geoinformatics and geoscience research efforts were not pursued with education as a significant objective, resulting in limited financial support for such activities after the fact; b) the “playing field” of cybertechnologies relevant to geoscience education, research and informatics changes so rapidly that even committed “players” find that staying current is challenging; c) the scholarly languages of geoscience education, geoscience research, and geoinformatics are different, making easy communication about respective needs and constraints surprisingly difficult; and d) the impact of “everyday” cybertechnologies on learner audiences is profound and (so far) not well addressed by educators. Discussions on these issues are ongoing in a number of other venues.
Planetary Protection Knowledge Gaps for Human Extraterrestrial Missions Workshop Booklet - 2015

NASA Technical Reports Server (NTRS)

Fonda, Mark L.

2015-01-01

Although NASA's preparations for the Apollo lunar missions had only a limited time to consider issues associated with the protection of the Moon from biological contamination and the quarantine of the astronauts returning to Earth, they learned many valuable lessons (both positive and negative) in the process. As such, those efforts represent the baseline of planetary protection preparations for sending humans to Mars. Neither the post-Apollo experience or the Shuttle and other follow-on missions of either the US or Russian human spaceflight programs could add many additional insights to that baseline. Current mission designers have had the intervening four decades for their consideration, and in that time there has been much learned about human-associated microbes, about Mars, and about humans in space that has helped prepare us for a broad spectrum of considerations regarding potential biological contamination in human Mars missions and how to control it. This paper will review the approaches used in getting this far, and highlight some implications of this history for the future development of planetary protection provisions for human missions to Mars. The role of NASA and ESA's planetary protection offices, and the aegis of COSPAR have been particularly important in the ongoing process.
Cognitive Control Predicts Use of Model-Based Reinforcement-Learning

PubMed Central

Otto, A. Ross; Skatova, Anya; Madlon-Kay, Seth; Daw, Nathaniel D.

2015-01-01

Accounts of decision-making and its neural substrates have long posited the operation of separate, competing valuation systems in the control of choice behavior. Recent theoretical and experimental work suggest that this classic distinction between behaviorally and neurally dissociable systems for habitual and goal-directed (or more generally, automatic and controlled) choice may arise from two computational strategies for reinforcement learning (RL), called model-free and model-based RL, but the cognitive or computational processes by which one system may dominate over the other in the control of behavior is a matter of ongoing investigation. To elucidate this question, we leverage the theoretical framework of cognitive control, demonstrating that individual differences in utilization of goal-related contextual information—in the service of overcoming habitual, stimulus-driven responses—in established cognitive control paradigms predict model-based behavior in a separate, sequential choice task. The behavioral correspondence between cognitive control and model-based RL compellingly suggests that a common set of processes may underpin the two behaviors. In particular, computational mechanisms originally proposed to underlie controlled behavior may be applicable to understanding the interactions between model-based and model-free choice behavior. PMID:25170791
Effects of Anesthetics on Brain Circuit Formation

PubMed Central

Wagner, Meredith; Ryu, Yun Kyoung; Smith, Sarah C.; Mintz, C. David

2014-01-01

The results of several retrospective clinical studies suggest that exposure to anesthetic agents early in life is correlated with subsequent learning and behavioral disorders. While ongoing prospective clinical trials may help to clarify this association, they remain confounded by numerous factors. Thus, some of the most compelling data supporting the hypothesis that a relatively short anesthetic exposure can lead to a long-lasting change in brain function are derived from animal models. The mechanism by which such changes could occur remains incompletely understood. Early studies identified anesthetic-induced neuronal apoptosis as a possible mechanism of injury, and more recent work suggests that anesthetics may interfere with several critical processes in brain development. The function of the mature brain requires the presence of circuits, established during development, that perform the computations underlying learning and cognition. In this review we examine the mechanisms by which anesthetics could disrupt brain circuit formation, including effects on neuronal survival and neurogenesis, neurite growth and guidance, formation of synapses, and function of supporting cells. There is evidence that anesthetics can disrupt aspects of all of these processes, and further research is required to elucidate which are most relevant to pediatric anesthetic neurotoxicity. PMID:25144504
Study of medicine 2.0 due to Web 2.0?! - Risks and opportunities for the curriculum in Leipzig

PubMed Central

Hempel, Gunther; Neef, Martin; Rotzoll, Daisy; Heinke, Wolfgang

2013-01-01

Web 2.0 is changing the study of medicine by opening up totally new ways of learning and teaching in an ongoing process. Global social networking services like Facebook, YouTube, Flickr, Google Drive and Xing already play an important part in communication both among students and between students and teaching staff. Moreover, local portals (such as the platform [http://www.leipzig-medizin.de] established in 2003) have also caught on and in some cases eclipsed the use of the well-known location-independent social media. The many possibilities and rapid changes brought about by social networks need to be publicized within medical faculties. Therefore, an E-learning and New Media Working Group was set up at the Faculty of Medicine of Universität Leipzig in order to harness the opportunities of Web 2.0, analyse the resulting processes of change in the study of medicine, and curb the risks of the Internet. With Web 2.0 and the social web already influencing the study of medicine, the opportunities of the Internet now need to be utilized to improve the teaching of medicine. PMID:23467440
Policing Matters: Addressing the Controversial Issue of Policing Through Education for Reconciliation

NASA Astrophysics Data System (ADS)

Cusack, Mella

2009-05-01

Policing is widely held to constitute a contentious issue in classrooms on both sides of the border on the island of Ireland, despite the fact that the ongoing peace process has led to a normalising of cross-border policing relationships. The Education for Reconciliation Project works with teachers and members of the two police services to produce teaching/learning modules on law and policing for use in Citizenship Education classrooms. This paper examines the commonly-held teacher perception of policing as a controversial issue and the reasons why these perceptions exist. It takes into consideration the opinion that it is time for schools to begin work on policing, and investigates the implications for practice.
Chemistry, mechanism and clinical status of antisense oligonucleotides and duplex RNAs

PubMed Central

Shen, Xiulong; Corey, David R

2018-01-01

Abstract RNA plays a central role in the expression of all genes. Because any sequence within RNA can be recognized by complementary base pairing, synthetic oligonucleotides and oligonucleotide mimics offer a general strategy for controlling processes that affect disease. The two primary antisense approaches for regulating expression through recognition of cellular RNAs are single-stranded antisense oligonucleotides and duplex RNAs. This review will discuss the chemical modifications and molecular mechanisms that make synthetic nucleic acid drugs possible. Lessons learned from recent clinical trials will be summarized. Ongoing clinical trials are likely to decisively test the adequacy of our current generation of antisense nucleic acid technologies and highlight areas where more basic research is needed. PMID:29240946
Faculty Engagement with Integrative Assignment Design: Connecting Teaching and Assessment

ERIC Educational Resources Information Center

Green, Kimberly; Hutchings, Pat

2018-01-01

Building on an initiative of the National Institute for Learning Outcomes Assessment, Washington State University faculty have worked to develop more effective integrative capstone assignments in ways that support ongoing improvement.
42 CFR 418.58 - Condition of participation: Quality assessment and performance improvement.

Code of Federal Regulations, 2013 CFR

2013-10-01

.... The hospice must develop, implement, and maintain an effective, ongoing, hospice-wide data-driven... learning throughout the hospice. (3) The hospice must take actions aimed at performance improvement and...
42 CFR 418.58 - Condition of participation: Quality assessment and performance improvement.

Code of Federal Regulations, 2014 CFR

2014-10-01

.... The hospice must develop, implement, and maintain an effective, ongoing, hospice-wide data-driven... learning throughout the hospice. (3) The hospice must take actions aimed at performance improvement and...
42 CFR 418.58 - Condition of participation: Quality assessment and performance improvement.

Code of Federal Regulations, 2012 CFR

2012-10-01

.... The hospice must develop, implement, and maintain an effective, ongoing, hospice-wide data-driven... learning throughout the hospice. (3) The hospice must take actions aimed at performance improvement and...
The Impact of NSF-funded Physics Education Research at the University of Washington

NASA Astrophysics Data System (ADS)

Heron, Paula

2015-03-01

It is now well known that many students who complete introductory physics courses are unable to apply fundamental concepts in situations that involve qualitative reasoning. Systematic investigations have helped researchers understand why so many students fail to develop robust and coherent conceptual frameworks, and have led to the development of new teaching practices and materials that are far more effective than conventional ones. The Physics Education Group at the University of Washington has played a leading role in raising awareness of the need to improve instruction, and in supporting physics faculty in their efforts to do so. With support from the National Science Foundation, the group has helped build a research base that instructors can draw on, and has produced practical, flexible instructional materials that promote deeper learning in physics classrooms. Both ``Tutorials in Introductory Physics'' (Pearson, 2002) and ``Physics by Inquiry'' (Wiley, 1996) have been developed in an iterative process in which ongoing assessment of student learning plays an integral role. These materials have had a widespread and significant impact on physics teaching and on student learning from kindergarten through graduate school. In this talk I will describe the role of research in curriculum development, and speculate on the next generation of tools and resources to support physics teaching and learning.
Enabling performance skills: Assessment in engineering education

NASA Astrophysics Data System (ADS)

Ferrone, Jenny Kristina

Current reform in engineering education is part of a national trend emphasizing student learning as well as accountability in instruction. Assessing student performance to demonstrate accountability has become a necessity in academia. In newly adopted criterion proposed by the Accreditation Board for Engineering and Technology (ABET), undergraduates are expected to demonstrate proficiency in outcomes considered essential for graduating engineers. The case study was designed as a formative evaluation of freshman engineering students to assess the perceived effectiveness of performance skills in a design laboratory environment. The mixed methodology used both quantitative and qualitative approaches to assess students' performance skills and congruency among the respondents, based on individual, team, and faculty perceptions of team effectiveness in three ABET areas: Communications Skills. Design Skills, and Teamwork. The findings of the research were used to address future use of the assessment tool and process. The results of the study found statistically significant differences in perceptions of Teamwork Skills (p < .05). When groups composed of students and professors were compared, professors were less likely to perceive student's teaming skills as effective. The study indicated the need to: (1) improve non-technical performance skills, such as teamwork, among freshman engineering students; (2) incorporate feedback into the learning process; (3) strengthen the assessment process with a follow-up plan that specifically targets performance skill deficiencies, and (4) integrate the assessment instrument and practice with ongoing curriculum development. The findings generated by this study provides engineering departments engaged in assessment activity, opportunity to reflect, refine, and develop their programs as it continues. It also extends research on ABET competencies of engineering students in an under-investigated topic of factors correlated with team processes, behavior, and student learning.
Regional process redesign of lung cancer care: a learning health system pilot project.

PubMed

Fung-Kee-Fung, M; Maziak, D E; Pantarotto, J R; Smylie, J; Taylor, L; Timlin, T; Cacciotti, T; Villeneuve, P J; Dennie, C; Bornais, C; Madore, S; Aquino, J; Wheatley-Price, P; Ozer, R S; Stewart, D J

2018-02-01

The Ottawa Hospital (toh) defined delay to timely lung cancer care as a system design problem. Recognizing the patient need for an integrated journey and the need for dynamic alignment of providers, toh used a learning health system (lhs) vision to redesign regional diagnostic processes. A lhs is driven by feedback utilizing operational and clinical information to drive system optimization and innovation. An essential component of a lhs is a collaborative platform that provides connectivity across silos, organizations, and professions. To operationalize a lhs, we developed the Ottawa Health Transformation Model (ohtm) as a consensus approach that addresses process barriers, resistance to change, and conflicting priorities. A regional Community of Practice (cop) was established to engage stakeholders, and a dedicated transformation team supported process improvements and implementation. The project operationalized the lung cancer diagnostic pathway and optimized patient flow from referral to initiation of treatment. Twelve major processes in referral, review, diagnostics, assessment, triage, and consult were redesigned. The Ottawa Hospital now provides a diagnosis to 80% of referrals within the provincial target of 28 days. The median patient journey from referral to initial treatment decreased by 48% from 92 to 47 days. The initiative optimized regional integration from referral to initial treatment. Use of a lhs lens enabled the creation of a system that is standardized to best practice and open to ongoing innovation. Continued transformation initiatives across the continuum of care are needed to incorporate best practice and optimize delivery systems for regional populations.

E-Learning, Multiple Intelligences Theory (MI) and Learner-Centred Instruction: Adapting MI Learning Theoretical Principles to the Instruction of Health and Safety to Construction Managers

ERIC Educational Resources Information Center

McNamee, Paul; Madden, Dave; McNamee, Frank; Wall, John; Hurst, Alan; Vrasidas, Charalambos; Chanquoy, Lucile; Baccino, Thierry; Acar, Emrah; Onwy-Yazici, Ela; Jordan, Ann

2009-01-01

This paper describes an ongoing EU project concerned with developing an instructional design framework for virtual classes (VC) that is based on the theory of Multiple Intelligences (MI) (1983). The psychological theory of Multiple Intelligences (Gardner 1983) has received much credence within instructional design since its inception and has been…
Anytime, Anywhere Learning Supported by Smart Phones: Experiences and Results from the MUSIS Project

ERIC Educational Resources Information Center

Milrad, Marcelo; Spikol, Daniel

2007-01-01

In this paper we report the results of our on-going activities regarding the use of smart phones and mobile services in university classrooms. The purpose of these trials was to explore and identify which content and services could be delivered to the smart phones in order to support learning and communication in the context of university studies.…
Making Learning Communities Work: The Critical Role of Leader as Learner. New Directions for School Leadership. The Jossey-Bass Education Series.

ERIC Educational Resources Information Center

van der Bogert, Rebecca, Ed.

1998-01-01

Educational literature is replete with calls for schools to become learning communities. Educational leaders are charged with creating organizations that enhance adult as well as student growth. This publication was written by members of a community of learners who are deeply involved in an ongoing struggle of almost 2 decades to create…
The e-Learning Tool Voxopop and Its Benefits on Oral Skills: Activities for Final Year Students of German

ERIC Educational Resources Information Center

Stollhans, Sascha

2015-01-01

This case study demonstrates how Voxopop, a voice based e-learning tool, can be used to practise oal skills in the target language by presenting activities which have been developed for students of German at the University of Nottingham. The focus lies on an ongoing innovative project designed to improve final year students' oral skills by having…
The Ongoing Development of an Effective Model of Action Learning for Use by the Busy GP Veterinary Surgeon

ERIC Educational Resources Information Center

Shuttleworth, Sue

2005-01-01

I passionately believe that reflective practice is an essential competency for the busy GP veterinary surgeon to develop throughout their career. Action learning sets would appear to offer a way of promoting this while at the same time helping the GP veterinary surgeon find a way forward with professional issues. In this article I reflect on my…
An Issue of Learning: The Effect of Visual Split Attention in Classes for Deaf and Hard of Hearing Students

ERIC Educational Resources Information Center

Mather, Susan M.; Clark, M. Diane

2012-01-01

One of the ongoing challenges teachers of students who are deaf or hard of hearing face is managing the visual split attention implicit in multimedia learning. When a teacher presents various types of visual information at the same time, visual learners have no choice but to divide their attention among those materials and the teacher and…
Enhancing the Quality of E-Learning through Mobile Technology: A Socio-Cultural and Technology Perspective towards Quality E-Learning Applications

ERIC Educational Resources Information Center

Male, Galamoyo; Pattinson, Colin

2011-01-01

Purpose: This paper aims to present part of the work of an ongoing research project that is looking at socio- cultural and technological developments from a mobile technology convergence view; in order to show how culturally aware convergence developments in mobile technology can be adopted and employed for the betterment of society.…
BIRDS AS A MODEL TO STUDY ADULT NEUROGENESIS: BRIDGING EVOLUTIONARY, COMPARATIVE AND NEUROETHOLOGICAL APPROCHES

PubMed Central

BARNEA, ANAT; PRAVOSUDOV, VLADIMIR

2011-01-01

During the last few decades evidence has demonstrated that adult neurogenesis is a well-preserved feature throughout the animal kingdom. In birds, ongoing neuronal addition occurs rather broadly, to a number of brain regions. This review describes adult avian neurogenesis and neuronal recruitment, discusses factors that regulate these processes, and touches upon the question of their genetic control. Several attributes make birds an extremely advantageous model to study neurogenesis. First, song learning exhibits seasonal variation that is associated with seasonal variation in neuronal turnover in some song control brain nuclei, which seems to be regulated via adult neurogenesis. Second, food-caching birds naturally use memory-dependent behavior in learning locations of thousands of food caches scattered over their home ranges. In comparison with other birds, food-caching species have relatively enlarged hippocampi with more neurons and intense neurogenesis, which appears to be related to spatial learning. Finally, migratory behavior and naturally occurring social systems in birds also provide opportunities to investigate neurogenesis. Such diversity of naturally-occurring memory-based behaviors, combined with the fact that birds can be studied both in the wild and in the laboratory, make them ideal for investigation of neural processes underlying learning. This can be done by using various approaches, from evolutionary and comparative to neuroethological and molecular. Finally, we connect the avian arena to a broader view by providing a brief comparative and evolutionary overview of adult neurogenesis and by discussing the possible functional role of the new neurons. We conclude by indicating future directions and possible medical applications. PMID:21929623
Can student engagement serve as a motivational resource for academic coping, persistence, and learning during late elementary and early middle school?

PubMed

Skinner, Ellen A; Pitzer, Jennifer R; Steele, Joel S

2016-12-01

How children and youth deal with academic challenges and setbacks can make a material difference to their learning and school success. Hence, it is important to investigate the factors that allow students to cope constructively. A process model focused on students' motivational resources was used to frame a study examining whether engagement in the classroom shapes students' academic coping, and whether coping in turn contributes to subsequent persistence on challenging tasks and learning, which then feed back into ongoing engagement. In fall and spring of the same school year, 880 children in 4th through 6th grades and their teachers completed measures of students' engagement and disaffection in the classroom, and of their re-engagement in the face of obstacles and difficulties; students also reported on 5 adaptive and 6 maladaptive ways of academic coping; and information on a subset of students' classroom grades was collected. Structural analyses, incorporating student-reports, teacher-reports, and their combination, indicated that the model of motivational processes was a good fit for time-ordered data from fall to spring. Multiple regressions examining each step in the process model also indicated that it was the profile of coping responses, rather than any specific individual way of coping, that was most centrally connected to changes in engagement and persistence. Taken together, findings suggest that these internal dynamics may form self-perpetuating cycles that could cement or augment the development of children's motivational resilience and vulnerability across time. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
Categorization and decision-making in a neurobiologically plausible spiking network using a STDP-like learning rule.

PubMed

Beyeler, Michael; Dutt, Nikil D; Krichmar, Jeffrey L

2013-12-01

Understanding how the human brain is able to efficiently perceive and understand a visual scene is still a field of ongoing research. Although many studies have focused on the design and optimization of neural networks to solve visual recognition tasks, most of them either lack neurobiologically plausible learning rules or decision-making processes. Here we present a large-scale model of a hierarchical spiking neural network (SNN) that integrates a low-level memory encoding mechanism with a higher-level decision process to perform a visual classification task in real-time. The model consists of Izhikevich neurons and conductance-based synapses for realistic approximation of neuronal dynamics, a spike-timing-dependent plasticity (STDP) synaptic learning rule with additional synaptic dynamics for memory encoding, and an accumulator model for memory retrieval and categorization. The full network, which comprised 71,026 neurons and approximately 133 million synapses, ran in real-time on a single off-the-shelf graphics processing unit (GPU). The network was constructed on a publicly available SNN simulator that supports general-purpose neuromorphic computer chips. The network achieved 92% correct classifications on MNIST in 100 rounds of random sub-sampling, which is comparable to other SNN approaches and provides a conservative and reliable performance metric. Additionally, the model correctly predicted reaction times from psychophysical experiments. Because of the scalability of the approach and its neurobiological fidelity, the current model can be extended to an efficient neuromorphic implementation that supports more generalized object recognition and decision-making architectures found in the brain. Copyright © 2013 Elsevier Ltd. All rights reserved.
Evaluating and giving feedback to mentors: new evidence-based approaches.

PubMed

Anderson, Lauren; Silet, Karin; Fleming, Michael

2012-02-01

A comprehensive mentoring program includes a variety of components. One of the most important is the ongoing assessment of and feedback to mentors. Scholars need strong active mentors who have the expertise, disposition, motivation, skills, and the ability to accept feedback and to adjust their mentoring style. Assessing the effectiveness of a given mentor is no easy task. Variability in learning needs and academic goals among scholars makes it difficult to develop a single evaluation instrument or a standardized procedure for evaluating mentors. Scholars, mentors, and program leaders are often reluctant to conduct formal evaluations, as there are no commonly accepted measures. The process of giving feedback is often difficult and there is limited empirical data on efficacy. This article presents a new and innovative six-component approach to mentor evaluation that includes the assessment of mentee training and empowerment, peer learning and mentor training, scholar advocacy, mentee-mentor expectations, mentor self-reflection, and mentee evaluation of their mentor. © 2012 Wiley Periodicals, Inc.
Leisure Today/Our Environment in Crisis--We Can Change the Future.

ERIC Educational Resources Information Center

DeGraaf, Donald G.; And Others

1994-01-01

Six articles discuss how leisure services professionals might respond to the on-going environmental crisis. The articles focus on recycling, ecotourism, environmental education, outdoor experience, and an urban outdoor learning center. (SM)
EPA’s Approach for Integrated Pest Management in Schools

EPA Pesticide Factsheets

The Environmental Protection Agency vision is for all children to be covered by a verifiable and ongoing School IPM program. Learn about this mission and how EPA will work with partners to achieve it.
Neural Representation of a Target Auditory Memory in a Cortico-Basal Ganglia Pathway

PubMed Central

Bottjer, Sarah W.

2013-01-01

Vocal learning in songbirds, like speech acquisition in humans, entails a period of sensorimotor integration during which vocalizations are evaluated via auditory feedback and progressively refined to achieve an imitation of memorized vocal sounds. This process requires the brain to compare feedback of current vocal behavior to a memory of target vocal sounds. We report the discovery of two distinct populations of neurons in a cortico-basal ganglia circuit of juvenile songbirds (zebra finches, Taeniopygia guttata) during vocal learning: (1) one in which neurons are selectively tuned to memorized sounds and (2) another in which neurons are selectively tuned to self-produced vocalizations. These results suggest that neurons tuned to learned vocal sounds encode a memory of those target sounds, whereas neurons tuned to self-produced vocalizations encode a representation of current vocal sounds. The presence of neurons tuned to memorized sounds is limited to early stages of sensorimotor integration: after learning, the incidence of neurons encoding memorized vocal sounds was greatly diminished. In contrast to this circuit, neurons known to drive vocal behavior through a parallel cortico-basal ganglia pathway show little selective tuning until late in learning. One interpretation of these data is that representations of current and target vocal sounds in the shell circuit are used to compare ongoing patterns of vocal feedback to memorized sounds, whereas the parallel core circuit has a motor-related role in learning. Such a functional subdivision is similar to mammalian cortico-basal ganglia pathways in which associative-limbic circuits mediate goal-directed responses, whereas sensorimotor circuits support motor aspects of learning. PMID:24005299
Teaching research: a programme to develop research capacity in undergraduate medical students at the University of KwaZulu-Natal, South Africa.

PubMed

Knight, Stephen E; Van Wyk, Jacqueline M; Mahomed, Saajida

2016-02-16

Improved research ability is a core competency to achieve in health professionals. The Selectives is a three-year, longitudinal, community-based programme within the undergraduate curriculum which aims to develop research capacity in all medical students during the prescribed curriculum. In relation to the programme, the authors describe the types of studies conducted by students, conditions that facilitated their learning, how the experience improved students' knowledge of research and public health and their development of reflective learning practices. A cohort of 212 students completed the Selectives Programme in 2014, and 69 (32 %) completed an anonymous online evaluation thereafter. Data collected include students' perceptions of the research component of Selectives; its impact on their knowledge of research and a documentary analysis of their research protocols and posters. Ethical approval for the ongoing evaluation of the Selectives was sought and obtained from the institutional Biomedical Research Ethics Committee. During Selectives, 75 groups of 2-4 students conducted research studies of primary health care problems in community settings. Each group is assessed on their presentation of research findings as a scientific poster. The Selectives facilitated learning for the majority of the cohort. Students reported positive learning experiences about the research process, including ethics; protocol writing; data processing; dissemination of findings and results; and their use in informing a health promotion intervention. Students reported having gained a better understanding of their strengths and weaknesses through reflective learning from this academic activity. The Selectives is scheduled adjacent to the students' mid-year vacation. This scheduling together with the placement in the students' home community minimizes travel and accommodation costs associated with working outside the academic teaching platform and therefore makes it a cost-effective model in a low resource context. The Selectives has proven beneficial to develop a range of generic and practical research competencies for a full cohort of students enrolled in the undergraduate medical curriculum. The Selectives research process is integrated with learning about population health and the social determinants of health in a primary health care setting.
Automatic and controlled processing in the corticocerebellar system.

PubMed

Ramnani, Narender

2014-01-01

During learning, performance changes often involve a transition from controlled processing in which performance is flexible and responsive to ongoing error feedback, but effortful and slow, to a state in which processing becomes swift and automatic. In this state, performance is unencumbered by the requirement to process feedback, but its insensitivity to feedback reduces its flexibility. Many properties of automatic processing are similar to those that one would expect of forward models, and many have suggested that these may be instantiated in cerebellar circuitry. Since hierarchically organized frontal lobe areas can both send and receive commands, I discuss the possibility that they can act both as controllers and controlled objects and that their behaviors can be independently modeled by forward models in cerebellar circuits. Since areas of the prefrontal cortex contribute to this hierarchically organized system and send outputs to the cerebellar cortex, I suggest that the cerebellum is likely to contribute to the automation of cognitive skills, and to the formation of habitual behavior which is resistant to error feedback. An important prerequisite to these ideas is that cerebellar circuitry should have access to higher order error feedback that signals the success or failure of cognitive processing. I have discussed the pathways through which such feedback could arrive via the inferior olive and the dopamine system. Cerebellar outputs inhibit both the inferior olive and the dopamine system. It is possible that learned representations in the cerebellum use this as a mechanism to suppress the processing of feedback in other parts of the nervous system. Thus, cerebellar processes that control automatic performance may be completed without triggering the engagement of controlled processes by prefrontal mechanisms. © 2014 Elsevier B.V. All rights reserved.
Incorporating educative environments into the holistic care of paediatric patients.

PubMed

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

2012-08-01

Hospital settings can, and should, create educative spaces and learning opportunities as part of their holistic care for young patients. The purpose of this paper is to examine the evidence for creating high quality, child-centred learning environments within paediatric settings. We explore the impact of physical spaces on learning; the literature on developmental stages of learning for children and young people as it relates to learning environments; and the literature on learning in out-of-school settings, particularly as this applies to children who are separated from their daily communities. As all paediatric settings can create opportunities for the ongoing educational development of their patients, this paper presents a way forward for this approach to holistic care.
Improving the recognition of near-miss events on NASA missions

NASA Astrophysics Data System (ADS)

Dillon, R. L.; Rogers, E. W.; Madsen, P.; Tinsley, C. H.

Organizations that ignore near-miss data may be inappropriately rewarding risky behavior. If managers engage in risky behavior and succeed, research shows that these managers are likely to be promoted without close scrutiny of their risky decisions, even if the success is because of good fortune. Over time such risk taking compounds as similar near-misses are repeatedly observed and the ability to recognize anomalies and document the events decreases (i.e., normalization of deviance). History from the shuttle program shows that only the occasional large failure increases attention to anomalies again. This research demonstrates the presence of normalization of deviance in NASA missions and also examines a factor (the significance of the project) that may increase people's awareness of near-misses to counter this trend. Increasing awareness of chance success should increase the likelihood that significant learning can occur from the mission regardless of outcome. We conclude with prescriptions for project managers based on several on-going activities at NASA Goddard Space Flight Center (GSFC) to improve organizational learning. We discuss how these efforts can contribute to reducing near-miss bias and the normalization of deviance. This research should help organizations design learning processes that draw lessons from near-misses.
Exploiting multiple sources of information in learning an artificial language: human data and modeling.

PubMed

Perruchet, Pierre; Tillmann, Barbara

2010-03-01

This study investigates the joint influences of three factors on the discovery of new word-like units in a continuous artificial speech stream: the statistical structure of the ongoing input, the initial word-likeness of parts of the speech flow, and the contextual information provided by the earlier emergence of other word-like units. Results of an experiment conducted with adult participants show that these sources of information have strong and interactive influences on word discovery. The authors then examine the ability of different models of word segmentation to account for these results. PARSER (Perruchet & Vinter, 1998) is compared to the view that word segmentation relies on the exploitation of transitional probabilities between successive syllables, and with the models based on the Minimum Description Length principle, such as INCDROP. The authors submit arguments suggesting that PARSER has the advantage of accounting for the whole pattern of data without ad-hoc modifications, while relying exclusively on general-purpose learning principles. This study strengthens the growing notion that nonspecific cognitive processes, mainly based on associative learning and memory principles, are able to account for a larger part of early language acquisition than previously assumed. Copyright © 2009 Cognitive Science Society, Inc.
Can monaural temporal masking explain the ongoing precedence effect?

PubMed

Freyman, Richard L; Morse-Fortier, Charlotte; Griffin, Amanda M; Zurek, Patrick M

2018-02-01

The precedence effect for transient sounds has been proposed to be based primarily on monaural processes, manifested by asymmetric temporal masking. This study explored the potential for monaural explanations with longer ("ongoing") sounds exhibiting the precedence effect. Transient stimuli were single lead-lag noise burst pairs; ongoing stimuli were trains of 63 burst pairs. Unlike with transients, monaural masking data for ongoing sounds showed no advantage for the lead, and are inconsistent with asymmetric audibility as an explanation for ongoing precedence. This result, along with supplementary measurements of interaural time discrimination, suggests different explanations for transient and ongoing precedence.

Implementing the Patient-Centered Medical Home: Observation and Description of the National Demonstration Project

PubMed Central

Stewart, Elizabeth E.; Nutting, Paul A.; Crabtree, Benjamin F.; Stange, Kurt C.; Miller, William L.; Jaén, Carlos Roberto

2010-01-01

PURPOSE We provide an overall description of the National Demonstration Project (NDP) intervention to transform family practices into patient-centered medical homes. METHODS An independent evaluation team used multiple data sources and methods to describe the design and implementation of the NDP. These included direct observation of the implementation team and project meetings, site visits to practices, depth interviews with practice members and implementation team members, access to practice communications (eg, telephone calls, e-mails), and public domain materials (eg, the NDP Web site). RESULTS The American Academy of Family Physicians created a new division called TransforMED, which launched the 24-month NDP in June 2006. From 337 family medicine practices completing an extensive online application, 36 were selected and randomized to a facilitated group, which received tailored, intensive assistance and services from TransforMED, or a self-directed group, which received very limited assistance. Three facilitators from diverse backgrounds in finance, practice management, and organizational psychology used multiple practice change strategies including site visits, e-mails, metrics, and learning sessions. The self-directed practices worked primarily on their own, but self-organized a retreat midway through the project. The intervention model for the project evolved to be consistent with the emerging national consensus principles of the patient-centered medical home. The independent evaluation team studied the NDP and provided ongoing feedback to inform the implementation process. CONCLUSIONS The NDP illustrates that complex practice change interventions must combine flexibility in the intervention model, implementation strategy, and the evaluation, in order to maximize ongoing learning. PMID:20530392
Implementing the patient-centered medical home: observation and description of the national demonstration project.

PubMed

Stewart, Elizabeth E; Nutting, Paul A; Crabtree, Benjamin F; Stange, Kurt C; Miller, William L; Jaén, Carlos Roberto

2010-01-01

We provide an overall description of the National Demonstration Project (NDP) intervention to transform family practices into patient-centered medical homes. An independent evaluation team used multiple data sources and methods to describe the design and implementation of the NDP. These included direct observation of the implementation team and project meetings, site visits to practices, depth interviews with practice members and implementation team members, access to practice communications (eg, telephone calls, e-mails), and public domain materials (eg, the NDP Web site). The American Academy of Family Physicians created a new division called TransforMED, which launched the 24-month NDP in June 2006. From 337 family medicine practices completing an extensive online application, 36 were selected and randomized to a facilitated group, which received tailored, intensive assistance and services from TransforMED, or a self-directed group, which received very limited assistance. Three facilitators from diverse backgrounds in finance, practice management, and organizational psychology used multiple practice change strategies including site visits, e-mails, metrics, and learning sessions. The self-directed practices worked primarily on their own, but self-organized a retreat midway through the project. The intervention model for the project evolved to be consistent with the emerging national consensus principles of the patient-centered medical home. The independent evaluation team studied the NDP and provided ongoing feedback to inform the implementation process. The NDP illustrates that complex practice change interventions must combine flexibility in the intervention model, implementation strategy, and the evaluation, in order to maximize ongoing learning.
Transforming a Curriculum to Progress the Associate Degree Nurse to Advanced Practice.

PubMed

Fogel, Sarah; Hande, Karen; Kennedy, Betsy

2015-01-01

The educational preparation of associate degree nurses to the master's level requires attainment of baccalaureate-level content. This preparation involves specialized curriculum and varied teaching techniques. Using adult learning theory and aspects of competency-based learning, students and faculty may participate in a gratifying and successful educational experience. The revision of an ongoing associate degree to baccalaureate-level curriculum is presented in this article.
InterAgency Journal (Volume 2, Issue 1, Winter 2011)

DTIC Science & Technology

2011-01-01

true interagency structures and saw USAFRICOM as an opportunity and a test case. As a result, speculation and rumors grew about the details of the... false .14 Likewise a lesson learned must be refutable in theory. A lesson learned that cannot theoretically be refuted can likewise not be...to an ongoing AIDS epidemic, a cholera outbreak would occur and be exacerbated by poor personal hygiene and inadequate sanitation, refuse, sewage
Social and Individual Aspects of Classroom Learning in Students with Autism Spectrum Disorder: An Action Research Pilot Study on Assessment

ERIC Educational Resources Information Center

Asberg, Jakob; Zander, Ulla; Zander, Eric; Sandberg, Annika Dahlgren

2012-01-01

The current paper reports on the outcome of an ongoing action research project at a school for higher-functioning students with Autism Spectrum Disorder (ASD) in Sweden. The overall aim of the study was to develop and evaluate a questionnaire that captures social and individual aspects of classroom learning suitable for use with students with ASD.…
Developing K-16 Student Standards for Language Learning: A Critical Examination of the Case of Esperanto

ERIC Educational Resources Information Center

Fonseca-Greber, Bonnie; Reagan, Timothy

2008-01-01

In light of the ongoing attention to standards-based education in U.S. schools and the concern over how to effectively develop literacy skills in a first, let alone a second, language, this article reports on the drafting of the K-16 Student Standards for Learning Esperanto in the United States. Esperanto is ideally suited to aid children in the…
Embedding quality improvement and patient safety at Liverpool Women's NHS Foundation Trust.

PubMed

Scholefield, Helen

2007-08-01

The provision of safe high-quality care in obstetrics and gynaecology is a key target in the UK National Health Service (NHS), in part because of the high cost of litigation in this area. Good risk management processes should improve safety and reduce the cost of litigation to the NHS. This chapter looks at structures and processes for improving quality and patient safety, using the stepwise approach described by the National Patient Safety Authority (NPSA). This encompasses building a safety culture, leading and supporting staff, integrating risk management activity, promoting reporting, involving and communicating with patients and the public, learning and sharing safety lessons, and implementing solutions to prevent harm. Examples from the Liverpool Women's NHS Foundation Trust are used to illustrate these steps, including how they were developed, what obstacles had to be overcome, ongoing challenges, and whether good risk management has translated into better, safer health care.
Mate-choice copying, social information processing, and the roles of oxytocin.

PubMed

Kavaliers, Martin; Matta, Richard; Choleris, Elena

2017-01-01

Social and sexual behaviors, including that of mate choice, are dependent on social information. Mate choice can be modified by prior and ongoing social factors and experience. The mate choice decisions of one individual can be influenced by either the actual or potential mate choice of another female or male. Such non-independent mate choice, where individuals gain social information and socially learn about and recognizes potential mates by observing the choices of another female or male, has been termed "mate-choice copying". Here we first briefly review how, why, and under what circumstances individuals engage in mate-choice copying. Secondly, we review the neurobiological mechanisms underlying mate-choice copying. In particular, we consider the roles of the nonapeptide, oxytocin, in the processing of social information and the expression of mate-choice copying. Copyright © 2016 Elsevier Ltd. All rights reserved.
Does difference matter? Diversity and human rights in a hospital workplace.

PubMed

Sulman, Joanne; Kanee, Marylin; Stewart, Paulette; Savage, Diane

2007-01-01

The urban hospital workplace is a dynamic environment that mirrors the cultural and social diversity of the modern city. This paper explores the literature relating to diversity in the workplace and then describes an urban Canadian teaching hospital's comprehensive approach to the promotion of an equitable and inclusive diverse environment. With this goal, four years ago the hospital established an office of Diversity and Human Rights staffed by a social worker. The office provides education, training, policy development and complaints management. The administration also convened a hospital-wide committee to advise on the outcomes, and to plan a process for diversity and human rights organizational change. The committee worked with a social work research consultant to design a qualitative focus group study, currently ongoing, to explore the perspectives of hospital staff. The lessons learned from the process have the potential to increase overall cultural competency of staff that can translate into more sensitive work with patients.
Perspectives Regarding Adherence to Prescribed Treatment in Highly Adherent HIV-Infected Gay Men.

PubMed

Brion, John M; Menke, Edna M

2008-01-01

Focus group methodology was used to describe the medication adherence experience of 24 HIV-infected gay men who reported being adherent to their medication regimens. A conceptualization of medication adherence as an evolving process consisted of challenges to adherence (learning the diagnosis, starting the medications, struggling with the medications, dealing with side effects, coping with stigma) as well as those factors supportive of adherence (believing in medications, finding motivating factors, using reminders, depending on others, owning the disease). Themes associated with challenges to adherence focused on diagnosis and the physical and emotional adjustments individuals made to incorporate antiretroviral medications into their daily lives and move toward medication adherence. The factors supportive of adherence were related to the ongoing behaviors identified with establishing and maintaining adherence behaviors. What can be taken from the study is that adherence is a complex and dynamic process rather than a static behavior.
Alumina-zirconia machinable abutments for implant-supported single-tooth anterior crowns.

PubMed

Sadoun, M; Perelmuter, S

1997-01-01

Innovative materials and application techniques are constantly being developed in the ongoing search for improved restorations. This article describes a new material and the fabrication process of aesthetic machinable ceramic anterior implant abutments. The ceramic material utilized is a mixture of alumina (aluminum oxide) and ceria (cerium oxide) with partially stabilized zirconia (zirconium oxide). The initial core material is a cylinder with a 9-mm diameter and a 15-mm height, obtained by ceramic injection and presintering processes. The resultant alumina-zirconia core is porous and readily machinable. It is secured to the analog, and its design is customized by machining the abutment to suit the particular clinical circumstances. The machining is followed by glass infiltration, and the crown is finalized. The learning objective of this article is to gain a basic knowledge of the fabrication and clinical application of the custom machinable abutments.
A regional approach to the Co-Production of climate information for water utilities- Managing Messages, Approaches, Benefits, and Lessons learned

NASA Astrophysics Data System (ADS)

Yates, D. N.; Kaatz, L.

2016-12-01

Over the past decade, water utility managers across Colorado have joined together to advance their understanding of the role of climate information in their planning process. In an unprecedented step, managers from 5 different organizations and agencies pooled their resources and worked collaboratively to better understand the ever evolving role of science in helping understand risks, uncertainties, and opportunities that climate uncertainty and change might bring to this semi-arid region. The group developed an ongoing educational process to better understand climate projections (Scale); cohesively communicate with customers and the media (Communication); provided institutional coverage to an often contentious topic (Safety); and helped coordinate with other investigations and participants to facilitate education and training (Collaboration); and pooled finances, staff, and expert resources (Resources). We will share this experience and give examples of concrete outcomes.
Cross Sectional: bilateral parent-child interactions in school-age children's tooth-brushing behaviors.

PubMed

Goh, Esther C L; Hsu, Stephen Chin-Ying

2013-01-01

The purpose of this study was to examine bilateral dynamics between parents and children in influencing children's tooth-brushing behaviors. In-depth conversational interviews-a specific qualitative method-were conducted with 38 parents in urban Xiamen, China and Singapore to learn insights into parental strategies for encouraging tooth-brushing habits in 6- to 9-year-old children. The interviews also examined the range of responses from children toward these parental strategies. Children usually do not comply with these tooth-brushing instructions from parents without a process of negotiation. Children's responses ranged from active resistant to compliant. Parents in Xiamen tended to use softer strategies and were more prone to be emotionally and behaviorally influenced by children's effort to thwart these strategies. Conversely, Singapore parents tended to demonstrate greater tenacity in negotiating with children. The process of developing children's tooth-brushing habits is not a unilateral from-parent-to-children process. Instead, it should be conceptualized as an ongoing interaction with bilateral power of influence from both parties.
75 FR 60146 - President's Committee on the Arts and the Humanities: Meeting #66

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-29

... include a review of PCAH ongoing programming for youth arts and humanities learning, preservation and... . If you need special accommodations due to a disability, please contact the Office of AccessAbility...
Factors associated with the effectiveness of continuing education in long-term care.

PubMed

Stolee, Paul; Esbaugh, Jacquelin; Aylward, Sandra; Cathers, Tamzin; Harvey, David P; Hillier, Loretta M; Keat, Nancy; Feightner, John W

2005-06-01

This article examines factors within the long-term-care work environment that impact the effectiveness of continuing education. In Study 1, focus group interviews were conducted with staff and management from urban and rural long-term-care facilities in southwestern Ontario to identify their perceptions of the workplace factors that affect transfer of learning into practice. Thirty-five people were interviewed across six focus groups. In Study 2, a Delphi technique was used to refine our list of factors. Consensus was achieved in two survey rounds involving 30 and 27 participants, respectively. Management support was identified as the most important factor impacting the effectiveness of continuing education. Other factors included resources (staff, funding, space) and the need for ongoing expert support. Organizational support is necessary for continuing education programs to be effective and ongoing expert support is needed to enable and reinforce learning.
Electronic portfolios in nursing education: a review of the literature.

PubMed

Green, Janet; Wyllie, Aileen; Jackson, Debra

2014-01-01

As health professionals, nurses are responsible for staying abreast of current professional knowledge and managing their own career, professional growth and development, and ideally, practices to support these activities should start during their student years. Interest in electronic or eportfolios is gathering momentum as educationalists explore their potential as a strategy for fostering lifelong learning and enhancing on-going personal and professional development. In this paper, we present an overview of e-portfolios and their application to nurse education, highlighting potential benefits and considerations of useage. We argue that the e-portfolio can represent an authentic means of assessing cognitive, reflective and affective skills. Furthermore, the e-portfolio provides a means through which nurses can record and provide evidence of skills, achievements, experience, professional development and on-going learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers. Crown Copyright © 2013. Published by Elsevier Ltd. All rights reserved.
Using Coaching to Provide Ongoing Support and Supervision to Out-of-School Time Staff. Part 3 in a Series on Implementing Evidence-Based Practices in Out-of-School Time Programs: The Role of Frontline Staff. Research-to-Results Brief. Publication #2009-06

ERIC Educational Resources Information Center

Burkhauser, Mary; Metz, Allison J. R.

2009-01-01

Although skills needed by out-of-school time practitioners can be introduced during training, many skills can only really be learned on the job with ongoing support and supervision provided by a "coach." Research from both the education and out-of-school time fields supports the value of staff coaching as a professional development tool, and staff…
Turning the tide against cancer through sustained medical innovation: the pathway to progress.

PubMed

Abernethy, Amy; Abrahams, Edward; Barker, Anna; Buetow, Ken; Burkholder, Randy; Dalton, William S; Foti, Margaret; Frueh, Felix; Gaynor, Richard B; Kean, Marcia; Khan, Zeba; Lessor, Tracy; Lichtenfeld, J Leonard; Mendelsohn, John; van't Veer, Laura

2014-03-01

An ever-expanding understanding of the molecular basis of the more than 200 unique diseases collectively called cancer, combined with efforts to apply these insights to clinical care, is forming the foundation of an era of personalized medicine that promises to improve cancer treatment. At the same time, these extraordinary opportunities are occurring in an environment of intense pressure to contain rising healthcare costs. This environment presents a challenge to oncology research and clinical care, because both are becoming progressively more complex and expensive, and because the current tools to measure the cost and value of advances in care (e.g., comparative effectiveness research, cost-effectiveness analysis, and health technology assessments) are not optimized for an ecosystem moving toward personalized, patient-centered care. Reconciling this tension will be essential to maintaining progress in a cost-constrained environment, especially because emerging innovations in science (e.g., increasing identification of molecular biomarkers) and in clinical process (implementation of a learning healthcare system) hold potential to dramatically improve patient care, and may ultimately help address the burden of rising costs. For example, the rapid pace of innovation taking place within oncology calls for increased capability to integrate clinical research and care to enable continuous learning, so that lessons learned from each patient treated can inform clinical decision making for the next patient. Recognizing the need to define the policies required for sustained innovation in cancer research and care in an era of cost containment, the stakeholder community must engage in an ongoing dialogue and identify areas for collaboration. This article reflects and seeks to amplify the ongoing robust discussion and diverse perspectives brought to this issue by multiple stakeholders within the cancer community, and to consider how to frame the research and regulatory policies necessary to sustain progress against cancer in an environment of constrained resources. ©2014 AACR
The impact of specially designed digital games-based learning in undergraduate pathology and medical education.

PubMed

Kanthan, Rani; Senger, Jenna-Lynn

2011-01-01

The rapid advances of computer technologies have created a new e-learner generation of "Homo-zappien" students that think and learn differently. Digital gaming is an effective, fun, active, and encouraging way of learning, providing immediate feedback and measurable process. Within the context of ongoing reforms in medical education, specially designed digital games, a form of active learning, are effective, complementary e-teaching/learning resources. To examine the effectiveness of the use of specially designed digital games for student satisfaction and for measurable academic improvement. One hundred fourteen students registered in first-year pathology Medicine 102 had 8 of 16 lecture sessions reviewed in specially designed content-relevant digital games. Performance scores to relevant content sessions were analyzed at midterm and final examinations. Seventy-one students who registered in second-year pathology Medicine 202 were exposed to the games only during the final examination, with the midterm examination serving as an internal matched-control group. Outcome measures included performance at midterm and final examinations. Paired 2-tailed t test statistics compared means. A satisfaction survey questionnaire of yes or no responses analyzed student engagement and their perceptions to digital game-based learning. Questions relevant to the game-play sessions had the highest success rate in both examinations among 114 first-year students. In the 71 second-year students, the examination scores at the end of the final examination were significantly higher than the scores on the midterm examination. Positive satisfaction survey noted increased student engagement, enhanced personal learning, and reduced student stress. Specially constructed digital games-based learning in undergraduate pathology courses showed improved academic performance as measured by examination test scores with increased student satisfaction and engagement.
From Workshop to the Web: Reflections on the Journey in Producing Vidcasts to Enhance Student Learning

NASA Astrophysics Data System (ADS)

Shapiro, Angela; Johnston, Aidan

As part of its evolving e-learning programme, the pedagogic value of vidcasts is currently being explored at Glasgow Caledonian University. The vidcasts are accessible on the internet and embedded links refer back to the Effective Learning Service's website to offer users the option of additional clarification if necessary. They aim to encourage and enhance students' learning in higher education, particularly in relation to academic writing. The vidcasts have been available for use during academic year 2009/2010 and have been accessed by over 1,000 individuals. Research on their use is ongoing and has provided valuable data for future developments.

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