Finding Funds to Move Summer Learning Forward

ERIC Educational Resources Information Center

Seidel, Bob

2015-01-01

Summer learning loss creates a permanent drag on the US education system. With the generous support of the Charles Stewart Mott Foundation, the National Summer Learning Association (NSLA) developed "Moving Summer Learning Forward: A Strategic Roadmap for Funding in Tough Times" to provide out-of-school time programs, school districts,…

Topology of surfaces for molecular Stark energy, alignment, and orientation generated by combined permanent and induced electric dipole interactions.

PubMed

Schmidt, Burkhard; Friedrich, Bretislav

2014-02-14

We show that combined permanent and induced electric dipole interactions of linear polar and polarizable molecules with collinear electric fields lead to a sui generis topology of the corresponding Stark energy surfaces and of other observables - such as alignment and orientation cosines - in the plane spanned by the permanent and induced dipole interaction parameters. We find that the loci of the intersections of the surfaces can be traced analytically and that the eigenstates as well as the number of their intersections can be characterized by a single integer index. The value of the index, distinctive for a particular ratio of the interaction parameters, brings out a close kinship with the eigenproperties obtained previously for a class of Stark states via the apparatus of supersymmetric quantum mechanics.

Connecticut permanent long-term bridge monitoring network, volume 7 : lessons learned for specifications to guide design of structural health monitoring systems.

DOT National Transportation Integrated Search

2014-08-01

This report proposes a set of specifications for bridge structural health monitoring that has resulted from the : experiences gained during the installation and monitoring of six permanent long-term bridge monitoring systems in : Connecticut. As expe...

Playground Exploration: An Opportunity for Incidental Learning of Mechanical Principles

ERIC Educational Resources Information Center

Lyons, Brian

2005-01-01

Play involves unstructured activity that is freely entered into and intrinsically rewarding. When children engage in play there is little intentional learning. There are no lesson plans. There are no daily objectives or specific learning outcomes. Incidental learning can cause relatively permanent changes in the way one thinks; accidental learning…

Aligning Kolb's Experiential Learning Theory with a Comprehensive Agricultural Education Model

ERIC Educational Resources Information Center

Baker, Marshall A.; Robinson, J. Shane; Kolb, David A.

2012-01-01

Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb's experiential learning process further, and considered the…

Team-Based Learning in the Humanities Classroom: "Women's Environmental Writing" as a Case Study

ERIC Educational Resources Information Center

Harde, Roxanne

2015-01-01

This essay presents the adaptation of Team-Based Learning (TBL) for a course that uses ecofeminist approaches to environmental literature. Developed originally for use in professional programs, TBL's cornerstones are permanent learning teams, preparation, application, and timely assessment (Michaelsen, Knight, & Fink, 2002). I wanted my…

Computational models and motor learning paradigms: Could they provide insights for neuroplasticity after stroke? An overview.

PubMed

Kiper, Pawel; Szczudlik, Andrzej; Venneri, Annalena; Stozek, Joanna; Luque-Moreno, Carlos; Opara, Jozef; Baba, Alfonc; Agostini, Michela; Turolla, Andrea

2016-10-15

Computational approaches for modelling the central nervous system (CNS) aim to develop theories on processes occurring in the brain that allow the transformation of all information needed for the execution of motor acts. Computational models have been proposed in several fields, to interpret not only the CNS functioning, but also its efferent behaviour. Computational model theories can provide insights into neuromuscular and brain function allowing us to reach a deeper understanding of neuroplasticity. Neuroplasticity is the process occurring in the CNS that is able to permanently change both structure and function due to interaction with the external environment. To understand such a complex process several paradigms related to motor learning and computational modeling have been put forward. These paradigms have been explained through several internal model concepts, and supported by neurophysiological and neuroimaging studies. Therefore, it has been possible to make theories about the basis of different learning paradigms according to known computational models. Here we review the computational models and motor learning paradigms used to describe the CNS and neuromuscular functions, as well as their role in the recovery process. These theories have the potential to provide a way to rigorously explain all the potential of CNS learning, providing a basis for future clinical studies. Copyright © 2016 Elsevier B.V. All rights reserved.

Examination of Strategies Fine Arts High School Students Use during the Practice and Learning of Instrumental Music

ERIC Educational Resources Information Center

Uygun, Mehtap Aydiner; Kilinçer, Özlem

2017-01-01

Like every field of learning, it is important to use various strategies in instrumental music to learn it easily and permanently and to attain the skills to learn independently. This requires determining the strategies used by students studying instrument education. The purpose of this study was to examine the strategies fine arts high school…

Successful Implementation of User-Centered Game Based Learning in Higher Education: An Example from Civil Engineering

ERIC Educational Resources Information Center

Ebner, Martin; Holzinger, Andreas

2007-01-01

Goal: The use of an online game for learning in higher education aims to make complex theoretical knowledge more approachable. Permanent repetition will lead to a more in-depth learning. Objective: To gain insight into whether and to what extent, online games have the potential to contribute to student learning in higher education. Experimental…

Influence of the geometry on magnetic interactions in a retina fixator based on a magnetoactive elastomer seal

NASA Astrophysics Data System (ADS)

Nadzharyan, T. A.; Makarova, L. A.; Kazimirova, E. G.; Perov, N. S.; Kramarenko, E. Yu

2018-03-01

We study the effects the geometric configuration has on magnetic interactions between a magnetoactive elastomer (MAE) sample and various systems of permanent magnets for problems with both flat and curved geometry. MAEs consist of a silicone polymer matrix and iron filler microparticles embedded in it. Permanent magnets are cylindrical neodymium magnets arranged in a line on a flat or curved solid surfaces. We use computer simulations, namely the finite element method, in order to study the interaction force and magnetic pressure in a system with an MAE sample and permanent magnets. The model is based on classical Maxwell magnetostatics and two factors taking into account field dependence of MAE’s magnetic properties and inhomogeneities caused by local demagnetization. We calculate magnetic pressure dependences on various geometric parameters of the system, namely, the diameter and the height of permanent magnets, the distance between the magnets and dimensions of MAE samples. This research aims to create a set of guidelines for choosing the geometric configuration of a retina fixator based on MAE seals to be used in eye surgery for retinal detachment treatment.

Health Instruction Packages: Permanent Teeth, Dental Deposits, and Dental Instruments. Dientes Permanentes, Depositos Dentales y Instrumentos Dentales.

ERIC Educational Resources Information Center

Lind, Patricia; Germano, Catherine

These five learning modules use text interspersed with illustrations and reinforcement exercises to instruct dental aide and dental hygiene students about jaw bones and gums, dental deposits, and dental instruments. The first four modules were prepared by Patricia Lind in both Spanish and English. "The Gum and Bone of Permanent Teeth"…

French-Canadians, Acadians and the French in New England. A Learning Activity Packet.

ERIC Educational Resources Information Center

Maine Univ., Orono. New England - Atlantic Provinces - Quebec Center.

The history of the French-Canadians from their beginnings to the present time is the topic of this Learning Activity Packet (LAP). Designed to acquaint students with the French, Canada's earliest permanent settlers following the Indians, the unit is divided into six objectives which include learning activities for each. Students are expected to…

Nutrition and Learning in Preschool Children.

ERIC Educational Resources Information Center

Thomas, Susan B.

This paper describes the behavior of nutritionally deprived children, and findings indicate retarded physical and mental growth. Based on the extensive bibliography entitled, "Malnutrition, Cognitive Development and Learning," which contains 187 citations with abstracts, a concern is whether malnutrition effects are reversible or permanent. Since…

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,…

The Relationship between Secondary School Students' Mathematics Anxiety and Self-Regulation

ERIC Educational Resources Information Center

Isleyen, Tevfik

2015-01-01

One of the basic aims of education is to facilitate students' learning and to make it permanent. Researching and identifying the factors which can positively or negatively affect students' learning hold a great deal of importance in terms of actualizing learning. The aim of this study is to determine whether or not there is a relationship between…

Vibration converter with magnetic levitation

NASA Astrophysics Data System (ADS)

Gladilin, A. V.; Pirogov, V. A.; Golyamina, I. P.; Kulaev, U. V.; Kurbatov, P. A.; Kurbatova, E. P.

2015-05-01

The paper presents a mathematical model, the results of computational and theoretical research, and the feasibility of creating a vibration converter with full magnetic levitation in the suspension of a high-temperature superconductor (HTSC). The axial and radial stability of the active part of the converter is provided by the interaction of the magnetic field of ring-shaped permanent magnets and a hollow cylinder made of the ceramic HTSC material. The force is created by a system of current-carrying coils whose magnetic field is polarized by permanent magnets and interacts with induced currents in the superconducting cylinder. The case of transition to the superconducting state of HTSC material in the field of the permanent magnets (FC mode) is considered. The data confirm the outlook for the proposed technical solutions.

The interplay between social networks and culture: theoretically and among whales and dolphins.

PubMed

Cantor, Mauricio; Whitehead, Hal

2013-05-19

Culture is increasingly being understood as a driver of mammalian phenotypes. Defined as group-specific behaviour transmitted by social learning, culture is shaped by social structure. However, culture can itself affect social structure if individuals preferentially interact with others whose behaviour is similar, or cultural symbols are used to mark groups. Using network formalism, this interplay can be depicted by the coevolution of nodes and edges together with the coevolution of network topology and transmission patterns. We review attempts to model the links between the spread, persistence and diversity of culture and the network topology of non-human societies. We illustrate these processes using cetaceans. The spread of socially learned begging behaviour within a population of bottlenose dolphins followed the topology of the social network, as did the evolution of the song of the humpback whale between breeding areas. In three bottlenose dolphin populations, individuals preferentially associated with animals using the same socially learned foraging behaviour. Homogeneous behaviour within the tight, nearly permanent social structures of the large matrilineal whales seems to result from transmission bias, with cultural symbols marking social structures. We recommend the integration of studies of culture and society in species for which social learning is an important determinant of behaviour.

The interplay between social networks and culture: theoretically and among whales and dolphins

PubMed Central

Cantor, Mauricio; Whitehead, Hal

2013-01-01

Culture is increasingly being understood as a driver of mammalian phenotypes. Defined as group-specific behaviour transmitted by social learning, culture is shaped by social structure. However, culture can itself affect social structure if individuals preferentially interact with others whose behaviour is similar, or cultural symbols are used to mark groups. Using network formalism, this interplay can be depicted by the coevolution of nodes and edges together with the coevolution of network topology and transmission patterns. We review attempts to model the links between the spread, persistence and diversity of culture and the network topology of non-human societies. We illustrate these processes using cetaceans. The spread of socially learned begging behaviour within a population of bottlenose dolphins followed the topology of the social network, as did the evolution of the song of the humpback whale between breeding areas. In three bottlenose dolphin populations, individuals preferentially associated with animals using the same socially learned foraging behaviour. Homogeneous behaviour within the tight, nearly permanent social structures of the large matrilineal whales seems to result from transmission bias, with cultural symbols marking social structures. We recommend the integration of studies of culture and society in species for which social learning is an important determinant of behaviour. PMID:23569288

Malnutrition, Learning, and Behavior.

ERIC Educational Resources Information Center

Read, Merrill S.; Felson, David

The problems of those children who are chronically malnourished, the cultural environment of malnutrition, and the extent to which children are temporarily or permanently handicapped in learning because of malnutrition are discussed in this booklet. It also describes hunger and its effects on child development. The topics addressed are: definition…

Frequency-Dependent Selection: The High Potential for Permanent Genetic Variation in the Diallelic, Pairwise Interaction Model

PubMed Central

Asmussen, M. A.; Basnayake, E.

1990-01-01

A detailed analytic and numerical study is made of the potential for permanent genetic variation in frequency-dependent models based on pairwise interactions among genotypes at a single diallelic locus. The full equilibrium structure and qualitative gene-frequency dynamics are derived analytically for a symmetric model, in which pairwise fitnesses are chiefly determined by the genetic similarity of the individuals involved. This is supplemented by an extensive numerical investigation of the general model, the symmetric model, and nine other special cases. Together the results show that there is a high potential for permanent genetic diversity in the pairwise interaction model, and provide insight into the extent to which various forms of genotypic interactions enhance or reduce this potential. Technically, although two stable polymorphic equilibria are possible, the increased likelihood of maintaining both alleles, and the poor performance of protected polymorphism conditions as a measure of this likelihood, are primarily due to a greater variety and frequency of equilibrium patterns with one stable polymorphic equilibrium, in conjunction with a disproportionately large domain of attraction for stable internal equilibria. PMID:2341034

Strongly Interacting Systems at the Nanoscale

DTIC Science & Technology

2006-09-13

Research Topic : cabo@icmf.inf.cu, caboa@yahoo.comPermanent Institute e mail Instituto de Cibernetica, Matematica y Fisica (ICIMAF) Grupo de Fisica Teorica...Research Topic : LFOA@FAMAF.UNC.EDU.AR 28 September 2005Permanent Institute e mail Universidad Nacional de Cordoba Facultad de Matematica , Astronomia y

Learning to Work with Emotions during an Internship

ERIC Educational Resources Information Center

Stitts, D. Kathleen

2006-01-01

Business internships serve as a first step to permanent employment, providing opportunities for students to demonstrate the knowledge, skills, and abilities learned in the classroom. The internship experience also allows students to develop and enhance their communication skills as they respond to the personalities and behaviors of their…

Structural Identification and Comparison of Intelligent Mobile Learning Environment

ERIC Educational Resources Information Center

Upadhyay, Nitin; Agarwal, Vishnu Prakash

2007-01-01

This paper proposes a methodology using graph theory, matrix algebra and permanent function to compare different architecture (structure) design of intelligent mobile learning environment. The current work deals with the development/selection of optimum architecture (structural) model of iMLE. This can be done using the criterion as discussed in…

Knowledge and Ability Factors Underlying Simple Learning by Accretion

DTIC Science & Technology

1989-10-01

processing framework of Craik and Lockhart (1972) suggested that a permanent memory trace could be established without conscious effort so long as the...correlation/regression analysis for the behavioral sciences Hillsdale, NJ: Lawrence Eribaum. Craik , F.I.M., & Lockhart , R.S. (1972). Levels of...elaborative processing in associative learning, verbal analogy solution should be a significant predictor of paired associate learning. The levels of

Permanent tensions in organization.

PubMed

Jansson, Noora

2015-01-01

The purpose of this paper is to investigate the relationship between permanent tensions and organizational change. This study used paradox theory and a case study. The case organization is a public university hospital in Finland involving several stakeholders. The analysis suggests that the relationship between permanent tensions and organizational change is a paradox that is part of organizational reality. As an organization learns to live with its permanent tensions, the renewal paradox settles into equilibrium. When tensions are provoked, the paradox is disturbed until it finds a new balance. This flexible nature of the paradox is the force that keeps the different stakeholders simultaneously empowered to maintain their unique missions and cohesive in order to benefit from the larger synergy. This research suggests that identification and evaluation of each permanent tension within an organization is important when executing organizational change. The fact that certain tensions are permanent and cannot be solved may have an influence on how planned change initiatives are executed. The results show that permanent tensions may be harnessed for the benefit of an organizational change. This research demonstrates originality by offering an alternative view of tensions, a view which emphasizes not only their permanent and plural nature but their importance for enabling the organization to change at its own, non-disruptive pace. The research also proposes a new concept, the "renewal paradox", to enhance understanding of the relationship between permanent tensions and organizational change.

Assessment of Object Permanence in Severely Handicapped Students as a Function of Motor and Prompting Variables.

ERIC Educational Resources Information Center

Ilmer, Steven; And Others

1981-01-01

The study assessed object permanence construct performance in 20 severely handicapped students (4 to 14 years old) who were differentiated by treatment (prompt) condition and motor ability level. Results revealed a trait (motor ability) x treatment interaction. (Author/SB)

Optimization of levitation and guidance forces in a superconducting Maglev system

NASA Astrophysics Data System (ADS)

Yildizer, Irfan; Cansiz, Ahmet; Ozturk, Kemal

2016-09-01

Optimization of the levitation for superconducting Maglev systems requires effective use of vertical and guidance forces during the operation. In this respect the levitation and guidance forces in terms of various permanent magnet array configurations are analyzed. The arrangements of permanent magnet arrays interacting with the superconductor are configured for the purpose of increasing the magnetic flux density. According to configurations, modeling the interaction forces between the permanent magnet and the superconductor are established in terms of the frozen image model. The model is complemented with the analytical calculations and provides a reasonable agreement with the experiments. The agreement of the analytical calculation associated with the frozen image model indicates a strong case to establish an optimization, in which provides preliminary analysis before constructing more complex Maglev system.

The Learning Age: Experts Give Their Views on the Government's Green Paper.

ERIC Educational Resources Information Center

Adults Learning (England), 1998

1998-01-01

Includes reactions to "The Learning Age" from the following: A.G. Watts, Richard Taylor, Richard Ely, Carole Stott, Donald Rae, John Lawton, Philippa Langton, Mary Lord, and Sarah Perman. Emphasizes the need for practitioner input from their varied experiences and for knowledge of client groups into the continuing development of the…

Power in Methods: Language to Infants in Structured and Naturalistic Contexts

ERIC Educational Resources Information Center

Tamis-LeMonda, Catherine S.; Kuchirko, Yana; Luo, Rufan; Escobar, Kelly; Bornstein, Marc H.

2017-01-01

Methods can powerfully affect conclusions about infant experiences and learning. Data from naturalistic observations may paint a very different picture of learning and development from those based on structured tasks, as illustrated in studies of infant walking, object permanence, intention understanding, and so forth. Using language as a model…

A Consideration of Online Learning

ERIC Educational Resources Information Center

Capra, Theresa

2014-01-01

Online learning has become a permanent fixture on college campuses. For the past decade, enrollment in online courses has grown faster than the overall student body throughout higher education. This phenomenon is not surprising and, in fact, is part of a history of people seeking more flexible alternatives to traditional, face-to-face instruction.…

Lifelong Learners in the Literature: Adventurers, Artists, Dreamers, Old Wise Men, Technologists, Unemployed, Little Witches, and Yuppies; A Bibliographical Survey.

ERIC Educational Resources Information Center

Giere, Ursula

1994-01-01

Discusses several models for lifelong learning, including permanent education, lifelong education, recurrent education, learning society, and deschooling society. Describes practices of lifelong education throughout the world. Includes a selected bibliography providing a chronological overview of works representing the lifelong education discourse…

Context and Occasion Setting in "Drosophila" Visual Learning

ERIC Educational Resources Information Center

Brembs, Bjorn; Wiener, Jan

2006-01-01

In a permanently changing environment, it is by no means an easy task to distinguish potentially important events from negligible ones. Yet, to survive, every animal has to continuously face that challenge. How does the brain accomplish this feat? Building on previous work in "Drosophila melanogaster" visual learning, we have developed an…

Homozygous Mutations in NEUROD1 Are Responsible for a Novel Syndrome of Permanent Neonatal Diabetes and Neurological Abnormalities

PubMed Central

Rubio-Cabezas, Oscar; Minton, Jayne A.L.; Kantor, Iren; Williams, Denise; Ellard, Sian; Hattersley, Andrew T.

2010-01-01

OBJECTIVE NEUROD1 is expressed in both developing and mature β-cells. Studies in mice suggest that this basic helix-loop-helix transcription factor is critical in the development of endocrine cell lineage. Heterozygous mutations have previously been identified as a rare cause of maturity-onset diabetes of the young (MODY). We aimed to explore the potential contribution of NEUROD1 mutations in patients with permanent neonatal diabetes. RESEARCH DESIGN AND METHODS We sequenced the NEUROD1 gene in 44 unrelated patients with permanent neonatal diabetes of unknown genetic etiology. RESULTS Two homozygous mutations in NEUROD1 (c.427_ 428del and c.364dupG) were identified in two patients. Both mutations introduced a frameshift that would be predicted to generate a truncated protein completely lacking the activating domain. Both patients had permanent diabetes diagnosed in the first 2 months of life with no evidence of exocrine pancreatic dysfunction and a morphologically normal pancreas on abdominal imaging. In addition to diabetes, they had learning difficulties, severe cerebellar hypoplasia, profound sensorineural deafness, and visual impairment due to severe myopia and retinal dystrophy. CONCLUSIONS We describe a novel clinical syndrome that results from homozygous loss of function mutations in NEUROD1. It is characterized by permanent neonatal diabetes and a consistent pattern of neurological abnormalities including cerebellar hypoplasia, learning difficulties, sensorineural deafness, and visual impairment. This syndrome highlights the critical role of NEUROD1 in both the development of the endocrine pancreas and the central nervous system in humans. PMID:20573748

Fault Modeling of Extreme Scale Applications Using Machine Learning

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

Vishnu, Abhinav; Dam, Hubertus van; Tallent, Nathan R.

Faults are commonplace in large scale systems. These systems experience a variety of faults such as transient, permanent and intermittent. Multi-bit faults are typically not corrected by the hardware resulting in an error. Here, this paper attempts to answer an important question: Given a multi-bit fault in main memory, will it result in an application error — and hence a recovery algorithm should be invoked — or can it be safely ignored? We propose an application fault modeling methodology to answer this question. Given a fault signature (a set of attributes comprising of system and application state), we use machinemore » learning to create a model which predicts whether a multibit permanent/transient main memory fault will likely result in error. We present the design elements such as the fault injection methodology for covering important data structures, the application and system attributes which should be used for learning the model, the supervised learning algorithms (and potentially ensembles), and important metrics. Lastly, we use three applications — NWChem, LULESH and SVM — as examples for demonstrating the effectiveness of the proposed fault modeling methodology.« less

Fault Modeling of Extreme Scale Applications Using Machine Learning

DOE PAGES

Vishnu, Abhinav; Dam, Hubertus van; Tallent, Nathan R.; ...

2016-05-01

Faults are commonplace in large scale systems. These systems experience a variety of faults such as transient, permanent and intermittent. Multi-bit faults are typically not corrected by the hardware resulting in an error. Here, this paper attempts to answer an important question: Given a multi-bit fault in main memory, will it result in an application error — and hence a recovery algorithm should be invoked — or can it be safely ignored? We propose an application fault modeling methodology to answer this question. Given a fault signature (a set of attributes comprising of system and application state), we use machinemore » learning to create a model which predicts whether a multibit permanent/transient main memory fault will likely result in error. We present the design elements such as the fault injection methodology for covering important data structures, the application and system attributes which should be used for learning the model, the supervised learning algorithms (and potentially ensembles), and important metrics. Lastly, we use three applications — NWChem, LULESH and SVM — as examples for demonstrating the effectiveness of the proposed fault modeling methodology.« less

[Permanent education in health: a review].

PubMed

Miccas, Fernanda Luppino; Batista, Sylvia Helena Souza da Silva

2014-02-01

To undertake a meta-synthesis of the literature on the main concepts and practices related to permanent education in health. A bibliographical search was conducted for original articles in the PubMed, Web of Science, LILACS, IBECS and SciELO databases, using the following search terms: "public health professional education", "permanent education", "continuing education", "permanent education health". Of the 590 articles identified, after applying inclusion and exclusion criteria, 48 were selected for further analysis, grouped according to the criteria of key elements, and then underwent meta-synthesis. The 48 original publications were classified according to four thematic units of key elements: 1) concepts, 2) strategies and difficulties, 3) public policies and 4) educational institutions. Three main conceptions of permanent education in health were found: problem-focused and team work, directly related to continuing education and education that takes place throughout life. The main strategies for executing permanent education in health are discussion, maintaining an open space for permanent education , and permanent education clusters. The most limiting factor is mainly related to directly or indirect management. Another highlight is the requirement for implementation and maintenance of public policies, and the availability of financial and human resources. The educational institutions need to combine education and service aiming to form critical-reflexive graduates. The coordination between health and education is based as much on the actions of health services as on management and educational institutions. Thus, it becomes a challenge to implement the teaching-learning processes that are supported by critical-reflexive actions. It is necessary to carry out proposals for permanent education in health involving the participation of health professionals, teachers and educational institutions. To undertake a meta-synthesis of the literature on the main concepts and practices related to permanent education in health. A bibliographical search was conducted for original articles in the PubMed, Web of Science, LILACS, IBECS and SciELO databases, using the following search terms: "public health professional education", "permanent education", "continuing education", "permanent education health". Of the 590 articles identified, after applying inclusion and exclusion criteria, 48 were selected for further analysis, grouped according to the criteria of key elements, and then underwent meta-synthesis. The 48 original publications were classified according to four thematic units of key elements: 1) concepts, 2) strategies and difficulties, 3) public policies and 4) educational institutions. Three main conceptions of permanent education in health were found: problem-focused and team work, directly related to continuing education and education that takes place throughout life. The main strategies for executing permanent education in health are discussion, maintaining an open space for permanent education, and permanent education clusters. The most limiting factor is mainly related to directly or indirect management. Another highlight is the requirement for implementation and maintenance of public policies, and the availability of financial and human resources. The educational institutions need to combine education and service aiming to form critical-reflexive graduates. The coordination between health and education is based as much on the actions of health services as on management and educational institutions. Thus, it becomes a challenge to implement the teaching-learning processes that are supported by critical-reflexive actions. It is necessary to carry out proposals for permanent education in health involving the participation of health professionals, teachers and educational institutions.

Organizational justice and psychological distress among permanent and non-permanent employees in Japan: a prospective cohort study.

PubMed

Inoue, Akiomi; Kawakami, Norito; Tsuno, Kanami; Tomioka, Kimiko; Nakanishi, Mayuko

2013-06-01

Organizational justice has recently been introduced as a new concept as psychosocial determinants of employee health, and an increase in precarious employment is a challenging issue in occupational health. However, no study investigated the association of organizational justice with mental health among employees while taking into account employment contract. The purpose of the present study was to investigate the prospective association of organizational justice (procedural justice and interactional justice) with psychological distress by employment contract among Japanese employees. A total of 373 males and 644 females from five branches of a manufacturing company in Japan were surveyed. At baseline (August 2009), self-administered questionnaires, including the Organizational Justice Questionnaire (OJQ), the K6 scale (psychological distress scale), the Eysenck Personality Questionnaire-Revised (EPQ-R), and other covariates, were used. After one-year follow-up (August 2010), the K6 scale was used again to assess psychological distress. Multiple logistic regression analyses were conducted by sex and employment contract. After adjusting for demographic characteristics, psychological distress, and neuroticism at baseline, low procedural justice was significantly associated with a higher risk of psychological distress at follow-up among non-permanent female employees, while no significant association of procedural justice or interactional justice with psychological distress at follow-up was observed among permanent male or female employees. The results of non-permanent male employees could not be calculated because of small sample size. Low procedural justice may be an important predictor of psychological distress among non-permanent female employees.

The Development of Caching and Object Permanence in Western Scrub-Jays (Aphelocoma californica): Which Emerges First?

PubMed Central

Salwiczek, Lucie H.; Schlinger, Barney; Emery, Nathan J.; Clayton, Nicola S.

2010-01-01

Recent studies on the food-caching behavior of corvids have revealed complex physical and social skills, yet little is known about the ontogeny of food caching in relation to the development of cognitive capacities. Piagetian object permanence is the understanding that objects continue to exist even when they are no longer visible. Here, the authors focus on Piagetian Stages 3 and 4, because they are hallmarks in the cognitive development of both young children and animals. Our aim is to determine in a food-caching corvid, the Western scrub-jay, whether (1) Piagetian Stage 4 competence and tentative caching (i.e., hiding an item invisibly and retrieving it without delay), emerge concomitantly or consecutively; (2) whether experiencing the reappearance of hidden objects enhances the timing of the appearance of object permanence; and (3) discuss how the development of object permanence is related to behavioral development and sensorimotor intelligence. Our findings suggest that object permanence Stage 4 emerges before tentative caching, and independent of environmental influences, but that once the birds have developed simple object-permanence, then social learning might advance the interval after which tentative caching commences. PMID:19685971

The development of caching and object permanence in Western scrub-jays (Aphelocoma californica): which emerges first?

PubMed

Salwiczek, Lucie H; Emery, Nathan J; Schlinger, Barney; Clayton, Nicola S

2009-08-01

Recent studies on the food-caching behavior of corvids have revealed complex physical and social skills, yet little is known about the ontogeny of food caching in relation to the development of cognitive capacities. Piagetian object permanence is the understanding that objects continue to exist even when they are no longer visible. Here, the authors focus on Piagetian Stages 3 and 4, because they are hallmarks in the cognitive development of both young children and animals. Our aim is to determine in a food-caching corvid, the Western scrub-jay, whether (1) Piagetian Stage 4 competence and tentative caching (i.e., hiding an item invisibly and retrieving it without delay), emerge concomitantly or consecutively; (2) whether experiencing the reappearance of hidden objects enhances the timing of the appearance of object permanence; and (3) discuss how the development of object permanence is related to behavioral development and sensorimotor intelligence. Our findings suggest that object permanence Stage 4 emerges before tentative caching, and independent of environmental influences, but that once the birds have developed simple object-permanence, then social learning might advance the interval after which tentative caching commences. Copyright 2009 APA, all rights reserved.

A central role for the retrosplenial cortex in de novo environmental learning

PubMed Central

Auger, Stephen D; Zeidman, Peter; Maguire, Eleanor A

2015-01-01

With experience we become accustomed to the types of environments that we normally encounter as we navigate in the world. But how does this fundamental knowledge develop in the first place and what brain regions are involved? To examine de novo environmental learning, we created an ‘alien’ virtual reality world populated with landmarks of which participants had no prior experience. They learned about this environment by moving within it during functional MRI (fMRI) scanning while we tracked their evolving knowledge. Retrosplenial cortex (RSC) played a central and highly selective role by representing only the most stable, permanent features in this world. Subsequently, increased coupling was noted between RSC and hippocampus, with hippocampus then expressing knowledge of permanent landmark locations and overall environmental layout. Studying how environmental representations emerge from scratch provided a new window into the information processing underpinning the brain's navigation system, highlighting the key influence of the RSC. DOI: http://dx.doi.org/10.7554/eLife.09031.001 PMID:26284602

Rubrics: A Good Solution for Assessment

ERIC Educational Resources Information Center

Birky, Beth

2012-01-01

With the focus placed on accountability as a result of No Child Left Behind (2001), assessment has come to the forefront of education. However the situation has arisen where teachers teach to the test instead of the test measuring what the students have learned. Learning is a permanent change in a person's skill, knowledge, or behavior due to…

A Report on Competency-Based Learning in Individualized Latin at The Ohio State University.

ERIC Educational Resources Information Center

Lacey, Douglas N.

In the spring of 1978, the individualized Latin program at the Ohio State University underwent an evaluation to determine the effectiveness of the experiment and to consider making the program a permanent part of the curriculum. Although the competency-based learning (CBL) component had worked satisfactorily for a majority of the students, about…

Power in methods: language to infants in structured and naturalistic contexts.

PubMed

Tamis-LeMonda, Catherine S; Kuchirko, Yana; Luo, Rufan; Escobar, Kelly; Bornstein, Marc H

2017-11-01

Methods can powerfully affect conclusions about infant experiences and learning. Data from naturalistic observations may paint a very different picture of learning and development from those based on structured tasks, as illustrated in studies of infant walking, object permanence, intention understanding, and so forth. Using language as a model system, we compared the speech of 40 mothers to their 13-month-old infants during structured play and naturalistic home routines. The contrasting methods yielded unique portrayals of infant language experiences, while simultaneously underscoring cross-situational correspondence at an individual level. Infants experienced substantially more total words and different words per minute during structured play than they did during naturalistic routines. Language input during structured play was consistently dense from minute to minute, whereas language during naturalistic routines showed striking fluctuations interspersed with silence. Despite these differences, infants' language experiences during structured play mirrored the peak language interactions infants experienced during naturalistic routines, and correlations between language inputs in the two conditions were strong. The implications of developmental methods for documenting the nature of experiences and individual differences are discussed. © 2017 John Wiley & Sons Ltd.

CyVerse Data Commons: lessons learned in cyberinfrastructure management and data hosting from the Life Sciences

NASA Astrophysics Data System (ADS)

Swetnam, T. L.; Walls, R.; Merchant, N.

2017-12-01

CyVerse, is a US National Science Foundation funded initiative "to design, deploy, and expand a national cyberinfrastructure for life sciences research, and to train scientists in its use," supporting and enabling cross disciplinary collaborations across institutions. CyVerse' free, open-source, cyberinfrastructure is being adopted into biogeoscience and space sciences research. CyVerse data-science agnostic platforms provide shared data storage, high performance computing, and cloud computing that allow analysis of very large data sets (including incomplete or work-in-progress data sets). Part of CyVerse success has been in addressing the handling of data through its entire lifecycle, from creation to final publication in a digital data repository to reuse in new analyses. CyVerse developers and user communities have learned many lessons that are germane to Earth and Environmental Science. We present an overview of the tools and services available through CyVerse including: interactive computing with the Discovery Environment (https://de.cyverse.org/), an interactive data science workbench featuring data storage and transfer via the Data Store; cloud computing with Atmosphere (https://atmo.cyverse.org); and access to HPC via Agave API (https://agaveapi.co/). Each CyVerse service emphasizes access to long term data storage, including our own Data Commons (http://datacommons.cyverse.org), as well as external repositories. The Data Commons service manages, organizes, preserves, publishes, allows for discovery and reuse of data. All data published to CyVerse's Curated Data receive a permanent identifier (PID) in the form of a DOI (Digital Object Identifier) or ARK (Archival Resource Key). Data that is more fluid can also be published in the Data commons through Community Collaborated data. The Data Commons provides landing pages, permanent DOIs or ARKs, and supports data reuse and citation through features such as open data licenses and downloadable citations. The ability to access and do computing on data within the CyVerse framework or with external compute resources when necessary, has proven highly beneficial to our user community, which has continuously grown since the inception of CyVerse nine years ago.

Electrostatic-Assisted Liquefaction of Porous Carbons

DOE PAGES

Li, Peipei; Schott, Jennifer A.; Zhang, Jinshui; ...

2017-10-10

Porous liquids are a newly developed porous material that combine unique fluidity with permanent porosity, which exhibit promising functionalities for a variety of applications. However, the apparent incompatibility between fluidity and permanent porosity makes the stabilization of porous nanoparticle with still empty pores in the dense liquid phase a significant challenging. For this study, by exploiting the electrostatic interaction between carbon networks and polymerized ionic liquids, we demonstrate that carbon-based porous nanoarchitectures can be well stabilized in liquids to afford permanent porosity, and thus opens up a new approach to prepare porous carbon liquids. Furthermore, we hope this facile synthesismore » strategy can be widely applicated to fabricate other types of porous liquids, such as those (e.g., carbon nitride, boron nitride, metal–organic frameworks, covalent organic frameworks etc.) also having the electrostatic interaction with polymerized ionic liquids, evidently advancing the development and understanding of porous liquids.« less

Spatial Periodicity of Escherichia coli K-12 Biofilm Microstructure Initiates during a Reversible, Polar Attachment Phase of Development and Requires the Polysaccharide Adhesin PGA

PubMed Central

Agladze, Konstantin; Wang, Xin; Romeo, Tony

2005-01-01

Using fast Fourier transform (FFT) analysis, we previously observed that cells within Escherichia coli biofilm are organized in nonrandom or periodic spatial patterns (K. Agladze et al., J. Bacteriol. 185:5632-5638, 2003). Here, we developed a gravity displacement assay for examining cell adherence and used it to quantitatively monitor the formation of two distinct forms of cell attachment, temporary and permanent, during early biofilm development. Temporarily attached cells were mainly surface associated by a cell pole; permanent attachments were via the lateral cell surface. While temporary attachment precedes permanent attachment, both forms can coexist in a population. Exposure of attached cells to gravity liberated an unattached population capable of rapidly reassembling a new monolayer, composed of temporarily attached cells, and possessing periodicity. A csrA mutant, which forms biofilm more vigorously than its wild-type parent, exhibited an increased proportion of permanently attached cells and a form of attachment that was not apparent in the parent strain, permanent polar attachment. Nevertheless, it formed periodic attachment patterns. In contrast, biofilm mutants with altered lipopolysaccharide synthesis (waaG) exhibited increased cell-cell interactions, bypassed the polar attachment step, and produced FFT spectra characteristic of aperiodic cell distribution. Mutants lacking the polysaccharide adhesin β-1,6-N-acetyl-d-glucosamine (ΔpgaC) also exhibited aperiodic cell distribution, but without apparent cell-cell interactions, and were defective in forming permanent attachments. Thus, spatial periodicity of biofilm microstructure is genetically determined and evident during the formation of temporary cell surface attachments. PMID:16321928

Special-Purpose High-Torque Permanent-Magnet Motors

NASA Technical Reports Server (NTRS)

Doane, George B., III

1995-01-01

Permanent-magnet brushless motors that must provide high commanded torques and satisfy unusual heat-removal requirement are developed. Intended for use as thrust-vector-control actuators in large rocket engines. Techniques and concepts used to design improved motors for special terrestrial applications. Conceptual motor design calls for use of rotor containing latest high-energy-product rare-earth permanent magnets so that motor produces required torque while drawing smallest possible currents from power supply. Torque generated by electromagnetic interaction between stator and permanent magnets in rotor when associated electronic circuits applied appropriately temporally and spatially phased currents to stator windings. Phase relationships needed to produce commanded torque computed in response to torque command and to electronically sensed angular position of rotor relative to stator.

[Management of financial resources of permanent education in health: challenge of the in-service learning integration committees].

PubMed

Ferraz, Fabiane; Backes, Vânia Marli Schubert; Mercado-Martinez, Francisco Javier; Feuerwerker, Laura Camargo Macruz; Lino, Mônica Motta

2013-06-01

Despite adhering to the dynamics established in the Management Pact, the use of financial resources of Permanent Education in Health (PEH) still features as a problem in Brazil. This study analyzes how the management of these financial resources by two Permanent In-Service Learning Integration Committees (ICLS) evolves in the State of Santa Catarina, Brazil. It involves a qualitative, participatory research study adapted from Paulo Freire's Thematic Research conducted with 56 members from two ICLS between May and December 2009. After setting up the research groups, the members participated in the stages of theme generation surveys, encoding, decoding, and critical exposition of the reality. Participant observation and dialogue were the main data collection techniques. The results indicate that the two ICLS are not dissimilar in terms of issues of management of resources destined for policy, with bureaucracy, the indefinition of forms of financial management and delays that permeate regional structures responsible for resource management being the main factors detected. The participants considered the elaboration of PEH actions in the management of financial resources at state level to be the main opportunities for change.

Character Recognition Using Novel Optoelectronic Neural Network

DTIC Science & Technology

1993-04-01

interest will include machine learning and perception. Permanent Address: William M. Robinson c/o Dave and Judy Bartine 117 Westcliff Drive Harriman, TN 37748 This thesis was typed by William M. Robinson. 190 END

45 CFR 1308.11 - Eligibility criteria: Hearing impairment including deafness.

Code of Federal Regulations, 2014 CFR

2014-10-01

... amplification, and learning is affected. A child is classified as hard of hearing who has a permanent or... hard of hearing established by the State of residence; or (c) Experiences recurrent temporary or...

45 CFR 1308.11 - Eligibility criteria: Hearing impairment including deafness.

Code of Federal Regulations, 2013 CFR

2013-10-01

... amplification, and learning is affected. A child is classified as hard of hearing who has a permanent or... hard of hearing established by the State of residence; or (c) Experiences recurrent temporary or...

45 CFR 1308.11 - Eligibility criteria: Hearing impairment including deafness.

Code of Federal Regulations, 2011 CFR

2011-10-01

... amplification, and learning is affected. A child is classified as hard of hearing who has a permanent or... hard of hearing established by the State of residence; or (c) Experiences recurrent temporary or...

45 CFR 1308.11 - Eligibility criteria: Hearing impairment including deafness.

Code of Federal Regulations, 2012 CFR

2012-10-01

... amplification, and learning is affected. A child is classified as hard of hearing who has a permanent or... hard of hearing established by the State of residence; or (c) Experiences recurrent temporary or...

Permanent education in health: a review

PubMed Central

Miccas, Fernanda Luppino; Batista, Sylvia Helena Souza da Silva

2014-01-01

OBJECTIVE To undertake a meta-synthesis of the literature on the main concepts and practices related to permanent education in health. METHODS A bibliographical search was conducted for original articles in the PubMed, Web of Science, LILACS, IBECS and SciELO databases, using the following search terms: “public health professional education”, “permanent education”, “continuing education”, “permanent education health”. Of the 590 articles identified, after applying inclusion and exclusion criteria, 48 were selected for further analysis, grouped according to the criteria of key elements, and then underwent meta-synthesis. RESULTS The 48 original publications were classified according to four thematic units of key elements: 1) concepts, 2) strategies and difficulties, 3) public policies and 4) educational institutions. Three main conceptions of permanent education in health were found: problem-focused and team work, directly related to continuing education and education that takes place throughout life. The main strategies for executing permanent education in health are discussion, maintaining an open space for permanent education, and permanent education clusters. The most limiting factor is mainly related to directly or indirect management. Another highlight is the requirement for implementation and maintenance of public policies, and the availability of financial and human resources. The educational institutions need to combine education and service aiming to form critical-reflexive graduates. CONCLUSIONS The coordination between health and education is based as much on the actions of health services as on management and educational institutions. Thus, it becomes a challenge to implement the teaching-learning processes that are supported by critical-reflexive actions. It is necessary to carry out proposals for permanent education in health involving the participation of health professionals, teachers and educational institutions. PMID:24789649

Driven assembly with multiaxial fields: Creating a soft mode in assemblies of anisometric induced dipoles

DOE PAGES

Martin, James E.; Swol, Frank Van

2015-07-10

We show that multiaxial fields can induce time-averaged, noncentrosymmetric interactions between particles having polarization anisotropy, yet the multiaxial field itself does not exert either a force or a torque on an isolated particle. These induced interactions lead to particle assemblies whose energy is strongly dependent on both the translational and orientational degrees of freedom of the system. The situation is similar to a collection of permanent dipoles, but the symmetry of the time-averaged interaction is quite distinct, and the scale of the system energy can be dynamically controlled by the magnitude of the applied multiaxial field. In our paper, themore » case of polarizable rods is considered in detail, and it is suggested that collections of rods embedded in spheres can be used to create a material with a dynamically tunable magnetic permeability or dielectric permittivity. We report on Monte Carlo simulations performed to investigate the behavior of assemblies of both multiaxial-field induced dipoles and permanent dipoles arranged onto two-dimensional lattices. Lastly, the ground state of the induced dipoles is an orientational soft mode of aligned dipoles, whereas that of the permanent dipoles is a vortex state.« less

[Innovations in continuing/permanent education methods for the intensive care nurses].

PubMed

Vázquez Guillamet, B; Guillamet Lloveras, A; Martínez Estalella, G; Pérez Ramírez, F

2014-01-01

Intensive care nursing is carried out in a dynamic environment characterized by the continuous incorporation of new technologies, approaches to care and a request for safety, participation and transparency by the public. Continuing/permanent intensive care nursing training in the acquisition of new competencies is key in this setting. In order to achieve this goal, simulation and problem based learning should be incorporated as essential methodologies to teach these skills. At the same time research should be done on which attitudes, competences, and knowledge are necessary to increase their intellectual knowledge. The core characteristics of ICU and its nursing should allow a deep change in their approach to continuing/permanent nursing education. Copyright © 2013 Elsevier España, S.L. y SEEIUC. All rights reserved.

Early working memory as a racially and ethnically neutral measure of outcome in extremely preterm children at 18-22 months

PubMed Central

Lowe, Jean R.; Duncan, Andrea Freeman; Bann, Carla M.; Fuller, Janell; Hintz, Susan R.; Das, Abhik; Higgins, Rosemary D.; Watterberg, Kristi L.

2013-01-01

Background Difficulties with executive function has been found in preterm children, resulting in difficulties with learning and school performance. Aim This study evaluated the relationship of early working memory as measured by object permanence items to the cognitive and language scores on the Bayley Scales-III in a cohort of children born extremely preterm. Study Design Logistic regression models were conducted to compare object permanence scores derived from the Bayley Scales-III by race/ethnicity and maternal education, controlling for medical covariates. Subjects Extremely preterm toddlers (526), who were part of a Eunice Kennedy Shriver National Institute of Child Health and Human Development Neonatal Research Network's multi-center study, were evaluated at 18-22 months corrected age. Outcome Measures Object permanence scores derived from the Bayley Developmental Scales were compared by race/ethnicity and maternal education, controlling for medical covariates. Results There were no significant differences in object permanence mastery and scores among the treatment groups after controlling for medical and social variables, including maternal education and race/ethnicity. Males and children with intraventricular hemorrhage, retinopathy of prematurity, and bronchopulmonary dysplasia were less likely to demonstrate object permanence mastery and had lower object permanence scores. Children who attained object permanence mastery had significantly higher Bayley Scales-III cognitive and language scores after controlling for medical and socio-economic factors. Conclusions Our measure of object permanence is free of influence from race, ethnic and socio-economic factors. Adding this simple task to current clinical practice could help detect early executive function difficulties in young children. PMID:23993309

Early working memory as a racially and ethnically neutral measure of outcome in extremely preterm children at 18-22 months.

PubMed

Lowe, Jean R; Duncan, Andrea Freeman; Bann, Carla M; Fuller, Janell; Hintz, Susan R; Das, Abhik; Higgins, Rosemary D; Watterberg, Kristi L

2013-12-01

Difficulties with executive function have been found in preterm children, resulting in difficulties with learning and school performance. This study evaluated the relationship of early working memory as measured by object permanence items to the cognitive and language scores on the Bayley Scales-III in a cohort of children born extremely preterm. Logistic regression models were conducted to compare object permanence scores derived from the Bayley Scales-III by race/ethnicity and maternal education, controlling for medical covariates. Extremely preterm toddlers (526), who were part of a Eunice Kennedy Shriver National Institute of Child Health and Human Development Neonatal Research Network's multi-center study, were evaluated at 18-22 months corrected age. Object permanence scores derived from the Bayley Developmental Scales were compared by race/ethnicity and maternal education, controlling for medical covariates. There were no significant differences in object permanence mastery and scores among the treatment groups after controlling for medical and social variables, including maternal education and race/ethnicity. Males and children with intraventricular hemorrhage, retinopathy of prematurity, and bronchopulmonary dysplasia were less likely to demonstrate object permanence mastery and had lower object permanence scores. Children who attained object permanence mastery had significantly higher Bayley Scales-III cognitive and language scores after controlling for medical and socio-economic factors. Our measure of object permanence is free of influence from race, ethnic and socio-economic factors. Adding this simple task to current clinical practice could help detect early executive function difficulties in young children. Published by Elsevier Ireland Ltd.

Computer-assisted learning in medicine. How to create a novel software for immunology.

PubMed

Colsman, Andreas; Sticherling, Michael; Stöpel, Claus; Emmrich, Frank

2006-06-01

Teaching medical issues is increasingly demanding due to the permanent progress in medical sciences. Simultaneously, software applications are rapidly advancing with regard to their availability and easy use. Here a novel teaching program is presented for immunology, which is one of the fastest expanding topics in medical sciences. The requirements of media didactics were transferred to this e-learning tool for German students. After implementation, medical students evaluated the software and the different learning approaches showed acceptance. Altogether this novel software compares favourably to other English e-learning tools available in the Internet.

Development and Evaluation of vetPAL, a Student-Led, Peer-Assisted Learning Program.

PubMed

Bates, Lucy S W; Warman, Sheena; Pither, Zoe; Baillie, Sarah

Based on an idea from a final-year student, Bristol Veterinary School introduced vetPAL, a student-led, peer-assisted learning program. The program involved fifth-year (final-year) students acting as tutors and leading sessions for fourth-year students (tutees) in clinical skills and revision (review) topics. The initiative aimed to supplement student learning while also providing tutors with opportunities to further develop a range of skills. All tutors received training and the program was evaluated using questionnaires collected from tutees and tutors after each session. Tutees' self-rated confidence increased significantly in clinical skills and for revision topics. Advantages of being taught by students rather than staff included the informal atmosphere, the tutees' willingness to ask questions, and the relatability of the tutors. The small group size and the style of learning in the revision sessions (i.e., group work, discussions, and interactivity) were additional positive aspects identified by both tutees and tutors. Benefits for tutors included developing their communication and teaching skills. The training sessions were considered key in helping tutors feel prepared to lead sessions, although the most difficult aspects were the lack of teaching experience and time management. Following the successful pilot of vetPAL, plans are in place to make the program permanent and sustainable, while incorporating necessary changes based on the evaluation and the student leader's experiences running the program. A vetPAL handbook has been created to facilitate organization of the program for future years.

Individual differences in object permanence performance at 8 months: locomotor experience and brain electrical activity.

PubMed

Bell, M A; Fox, N A

1997-12-01

This work was designed to investigate individual differences in hands-and-knees crawling and frontal brain electrical activity with respect to object permanence performance in 76 eight-month-old infants. Four groups of infants (one prelocomotor and 3 with varying lengths of hands-and-knees crawling experience) were tested on an object permanence scale in a research design similar to that used by Kermoian and Campos (1988). In addition, baseline EEG was recorded and used as an indicator of brain development, as in the Bell and Fox (1992) longitudinal study. Individual differences in frontal and occipital EEG power and in locomotor experience were associated with performance on the object permanence task. Infants successful at A-not-B exhibited greater frontal EEG power and greater occipital EEG power than unsuccessful infants. In contrast to Kermoian and Campos (1988), who noted that long-term crawling experience was associated with higher performance on an object permanence scale, infants in this study with any amount of hands and knees crawling experience performed at a higher level on the object permanence scale than prelocomotor infants. There was no interaction among brain electrical activity, locomotor experience, and object permanence performance. These data highlight the value of electrophysiological research and the need for a brain-behavior model of object permanence performance that incorporates both electrophysiological and behavioral factors.

OpenSees

Science.gov Websites

, through soil-structure interaction, to structural response. New computer simulation tools are necessary to of structures and soils to investigate challenging problems in soil-structure-foundation interaction including foundations and soils is used to study the effects of soil liquefaction and permanent

Additionality and permanence standards in California's Forest Offset Protocol: A review of project and program level implications.

PubMed

Ruseva, T; Marland, E; Szymanski, C; Hoyle, J; Marland, G; Kowalczyk, T

2017-08-01

A key component of California's cap-and-trade program is the use of carbon offsets as compliance instruments for reducing statewide GHG emissions. Under this program, offsets are tradable credits representing real, verifiable, quantifiable, enforceable, permanent, and additional reductions or removals of GHG emissions. This paper focuses on the permanence and additionality standards for offset credits as defined and operationalized in California's Compliance Offset Protocol for U.S. Forest Projects. Drawing on a review of the protocol, interviews, current offset projects, and existing literature, we discuss how additionality and permanence standards relate to project participation and overall program effectiveness. Specifically, we provide an overview of offset credits as compliance instruments in California's cap-and-trade program, the timeline for a forest offset project, and the factors shaping participation in offset projects. We then discuss the implications of permanence and additionality at both the project and program levels. Largely consistent with previous work, we find that stringent standards for permanent and additional project activities can present barriers to participation, but also, that there may be a trade-off between project quality and quantity (i.e. levels of participation) when considering overall program effectiveness. We summarize what this implies for California's forest offset program and provide suggestions for improvements in light of potential program diffusion and policy learning. Copyright © 2017 Elsevier Ltd. All rights reserved.

Maryland.gov - Official Website of the State of Maryland

Science.gov Websites

Marylanders $46 Million by Permanently Eliminating E-ZPass Transponder Fee Provides Free E-ZPass Transponders check out Maryland's Summer of Music lineup Learn More License-Free Fishing Days Maryland Free fishing

Unpacking Clinical Supervision in Transitional and Permanent Supportive Housing: Scrutiny or Support?

PubMed

Choy-Brown, Mimi; Stanhope, Victoria; Tiderington, Emmy; Padgett, Deborah K

2016-07-01

Behavioral health organizations use clinical supervision to ensure professional development and practice quality. This qualitative study examined 35 service coordinators' perspectives on supervision in two distinct supportive housing program types (permanent and transitional). Thematic analysis of in-depth interviews yielded three contrast themes: support versus scrutiny, planned versus impromptu time, and housing first versus treatment first. Supervisory content and format resulted in differential perceptions of supervision, thereby influencing opportunities for learning. These findings suggest that unpacking discrete elements of supervision enactment in usual care settings can inform implementation of recovery-oriented practice.

Unpacking clinical supervision in transitional and permanent supportive housing: Scrutiny or support?

PubMed Central

Choy-Brown, Mimi; Stanhope, Victoria; Tiderington, Emmy; Padgett, Deborah K.

2015-01-01

Behavioral health organizations use clinical supervision to ensure professional development and practice quality. This qualitative study examined 35 service coordinators' perspectives on supervision in two distinct supportive housing program types (permanent and transitional). Thematic analysis of in-depth interviews yielded three contrast themes: support versus scrutiny, planned versus impromptu time, and Housing First versus Treatment First. Supervisory content and format resulted in differential perceptions of supervision, thereby influencing opportunities for learning. These findings suggest that unpacking discrete elements of supervision enactment in usual care settings can inform implementation of recovery-oriented practice. PMID:26066866

Electromagnets 1: Turn on the Power. Science in a Box.

ERIC Educational Resources Information Center

Whitman, Betsy Blizard

1992-01-01

The article presents inexpensive activities to teach elementary school students about electromagnets. Students learn to make an electromagnet with a battery, nail, and wire, then different activities help them explore the difference between permanent magnets and electromagnets. (SM)

Buildings That Teach.

ERIC Educational Resources Information Center

Wiebenson, John

1998-01-01

Teachers can use "built teaching aids" or elements of the school building itself to expand teaching and enhance learning. Possibilities include bulletin boards, display cases, murals painted by local artists, permanent information panels, interior windows to classrooms, flags, and bas-reliefs on building exteriors. Playground pavement…

An Application of Project-Based Learning in an Urban Project Topic in the Visual Arts Course in 8th Classes of Primary Education

ERIC Educational Resources Information Center

Kalyoncu, Raif; Tepecik, Adnan

2010-01-01

The purpose of this study is to measure the effect of project-based learning that is used in visual arts course on students' academic success and permanence. The research was applied to students of Hasan Ali Yucel Primary School in the city of Trabzon during the fall semester of 2007-2008 academic year. Among the sample that had been selected…

Cognitive and Learning Strategies for Longstanding Temporal Lobe Lesions in a Child Who Suffered from "Herpes Simplex" Virus Encephalitis: A Case Study over 10 Years

ERIC Educational Resources Information Center

van Schoor, A. N.; Naude, H.; van Rensburg, M.; Pretorius, E.; Boon, J. M.

2005-01-01

This article presents a case study indicating that "Herpes simplex" virus (HSV) encephalitis may cause permanent learning disabilities due to damage to the temporal lobes as it discusses the results of a case study extending over 10 years to determine the long-term effects on both the anatomy of the brain and the intellectual functioning of the…

Cognitive and Learning Strategies for Longstanding Temporal Lobe Lesions in a Child Who Suffered from "Herpes Simplex" Virus Encephalitis: A Case Study over 10 Years

ERIC Educational Resources Information Center

van Schoor, A. N.; Naude, H.; van Rensburg, M.; Pretorius, E.; Boon, J. M.

2004-01-01

This article presents a case study indicating that "Herpes simplex" virus (HSV) encephalitis may cause permanent learning disabilities due to damage to the temporal lobes, as it discusses the results of a case study extending over 10 years to determine the long-term effects on both the anatomy of the brain and the intellectual functioning of the…

Localization for robotic capsule looped by axially magnetized permanent-magnet ring based on hybrid strategy.

PubMed

Yang, Wanan; Li, Yan; Qin, Fengqing

2015-01-01

To actively maneuver a robotic capsule for interactive diagnosis in the gastrointestinal tract, visualizing accurate position and orientation of the capsule when it moves in the gastrointestinal tract is essential. A possible method that encloses the circuits, batteries, imaging device, etc into the capsule looped by an axially magnetized permanent-magnet ring is proposed. Based on expression of the axially magnetized permanent-magnet ring's magnetic fields, a localization and orientation model was established. An improved hybrid strategy that combines the advantages of particle-swarm optimization, clone algorithm, and the Levenberg-Marquardt algorithm was found to solve the model. Experiments showed that the hybrid strategy has good accuracy, convergence, and real time performance.

System and method for heating ferrite magnet motors for low temperatures

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

Reddy, Patel Bhageerath; El-Refaie, Ayman Mohamed Fawzi; Huh, Kum-Kang

A system and method for heating ferrite permanent magnets in an electrical machine is disclosed. The permanent magnet machine includes a stator assembly and a rotor assembly, with a plurality of ferrite permanent magnets disposed within the stator assembly or the rotor assembly to generate a magnetic field that interacts with a stator magnetic field to produce a torque. A controller of the electrical machine is programmed to cause a primary field current to be applied to the stator windings to generate the stator magnetic field, so as to cause the rotor assembly to rotate relative to the stator assembly.more » The controller is further programmed to cause a secondary current to be applied to the stator windings to selectively generate a secondary magnetic field, the secondary magnetic field inducing eddy currents in at least one of the stator assembly and the rotor assembly to heat the ferrite permanent magnets.« less

System and method for heating ferrite magnet motors for low temperatures

DOEpatents

Reddy, Patel Bhageerath; El-Refaie, Ayman Mohamed Fawzi; Huh, Kum-Kang

2017-07-04

A system and method for heating ferrite permanent magnets in an electrical machine is disclosed. The permanent magnet machine includes a stator assembly and a rotor assembly, with a plurality of ferrite permanent magnets disposed within the stator assembly or the rotor assembly to generate a magnetic field that interacts with a stator magnetic field to produce a torque. A controller of the electrical machine is programmed to cause a primary field current to be applied to the stator windings to generate the stator magnetic field, so as to cause the rotor assembly to rotate relative to the stator assembly. The controller is further programmed to cause a secondary current to be applied to the stator windings to selectively generate a secondary magnetic field, the secondary magnetic field inducing eddy currents in at least one of the stator assembly and the rotor assembly to heat the ferrite permanent magnets.

Permanent global amnesia: case report.

PubMed

Bertolucci, Paulo H F; Siviero, Marilena O; Bueno, Orlando F A; Okamoto, Ivan H; Camargo, Candida H P; Santos, Ruth F

2004-04-01

To present a case of permanent global amnesia related to hippocampal damage. Permanent global amnesia is a very rare condition of unknown etiology; lesions restricted to the hippocampus are uncommon, which hinders investigations of this pattern of memory loss. This case is unusually well documented, as the patient underwent extensive neuropsychological evaluations. A cheerful right-handed, 83-year-old retired electrician was first evaluated in 1990 for progressive difficulty in learning new information and in recalling events over the preceding 3-4 years. Tests over the next 5 years showed that the impairment was confined to episodic declarative memory. New verbal information could be stored only in episodic memory in a restricted manner, limited by short-term memory capacity. A relatively mild retrograde amnesia was detected. Semantic and implicit memory was spared, as were other functions evaluated. The patient's language and executive function were strikingly efficient. Magnetic resonance imaging of the brain showed bilateral atrophy of the hippocampi and amygdalae, ruling out conditions such as tumour growth. A diagnosis of permanent global amnesia was made. In the ensuing years, the retrograde amnesia worsened, but no new deficits were identified. This case, the first with a detailed cognitive examination, is evidence of a relatively pure hippocampal pattern for memory loss in permanent global amnesia.

40 CFR 745.113 - Certification and acknowledgment of disclosure.

Code of Federal Regulations, 2011 CFR

2011-07-01

... that may place young children at risk of developing lead poisoning. Lead poisoning in young children may produce permanent neurological damage, including learning disabilities, reduced intelligence... properly. Lead exposure is especially harmful to young children and pregnant women. Before renting pre-1978...

40 CFR 745.113 - Certification and acknowledgment of disclosure.

Code of Federal Regulations, 2010 CFR

2010-07-01

... that may place young children at risk of developing lead poisoning. Lead poisoning in young children may produce permanent neurological damage, including learning disabilities, reduced intelligence... properly. Lead exposure is especially harmful to young children and pregnant women. Before renting pre-1978...

40 CFR 745.113 - Certification and acknowledgment of disclosure.

Code of Federal Regulations, 2012 CFR

2012-07-01

... that may place young children at risk of developing lead poisoning. Lead poisoning in young children may produce permanent neurological damage, including learning disabilities, reduced intelligence... properly. Lead exposure is especially harmful to young children and pregnant women. Before renting pre-1978...

24 CFR 35.92 - Certification and acknowledgment of disclosure.

Code of Federal Regulations, 2010 CFR

2010-04-01

... that may place young children at risk of developing lead poisoning. Lead poisoning in young children may produce permanent neurological damage, including learning disabilities, reduced intelligence... properly. Lead exposure is especially harmful to young children and pregnant women. Before renting pre-1978...

24 CFR 35.92 - Certification and acknowledgment of disclosure.

Code of Federal Regulations, 2012 CFR

2012-04-01

... that may place young children at risk of developing lead poisoning. Lead poisoning in young children may produce permanent neurological damage, including learning disabilities, reduced intelligence... properly. Lead exposure is especially harmful to young children and pregnant women. Before renting pre-1978...

24 CFR 35.92 - Certification and acknowledgment of disclosure.

Code of Federal Regulations, 2013 CFR

2013-04-01

... that may place young children at risk of developing lead poisoning. Lead poisoning in young children may produce permanent neurological damage, including learning disabilities, reduced intelligence... properly. Lead exposure is especially harmful to young children and pregnant women. Before renting pre-1978...

40 CFR 745.113 - Certification and acknowledgment of disclosure.

Code of Federal Regulations, 2014 CFR

2014-07-01

... that may place young children at risk of developing lead poisoning. Lead poisoning in young children may produce permanent neurological damage, including learning disabilities, reduced intelligence... properly. Lead exposure is especially harmful to young children and pregnant women. Before renting pre-1978...

24 CFR 35.92 - Certification and acknowledgment of disclosure.

Code of Federal Regulations, 2014 CFR

2014-04-01

... that may place young children at risk of developing lead poisoning. Lead poisoning in young children may produce permanent neurological damage, including learning disabilities, reduced intelligence... properly. Lead exposure is especially harmful to young children and pregnant women. Before renting pre-1978...

24 CFR 35.92 - Certification and acknowledgment of disclosure.

Code of Federal Regulations, 2011 CFR

2011-04-01

... that may place young children at risk of developing lead poisoning. Lead poisoning in young children may produce permanent neurological damage, including learning disabilities, reduced intelligence... properly. Lead exposure is especially harmful to young children and pregnant women. Before renting pre-1978...

Models And Experiments Of Laminar Diffusion Flames In Non-Uniform Magnetic Fields

NASA Technical Reports Server (NTRS)

Baker, J.; Varagani, R.; Saito, K.

2003-01-01

Non-uniform magnetic fields affect laminar diffusion flames as a result of the paramagnetic and diamagnetic properties of the products and reactants. Paramagnetism is the weak attraction to a magnetic field a material exhibits as a result of permanent magnetic dipole moments in the atoms of the material. Diamagnetism is the weak repulsion to a magnetic field exhibited by a material due to the lack of permanent magnetic dipole moments in the atoms of a material. The forces associated with paramagnetic and diamagnetism are several orders of magnitude less than the forces associated with the more familiar ferromagnetism. A typical example of a paramagnetic gas is oxygen while hydrocarbon fuels and products of combustion are almost always diamagnetic. The fact that magnets can affect flame behavior has been recognized for more than one hundred years. Early speculation was that such behavior was due to the magnetic interaction with the ionized gases associated with a flame. Using a scaling analysis, it was later shown that for laminar diffusion flames the magnetic field/ionized gas interaction was insignificant to the paramagnetic and diamagnetic influences. In this effort, the focus has been on examining laminar diffusion slot flames in the presence of non-uniform upward decreasing magnetic fields produced using permanent magnets. The principal reason for choosing slot flames was mathematical models of such flames show an explicit dependence on gravitational body forces, in the buoyancy-controlled regime, and an applied magnetic field would also impose a body force. In addition, the behavior of such flames was more easily visualized while maintaining the symmetry of the two-dimensional problem whereas it would have been impossible to obtain a symmetric magnetic field around a circular flame and still visually record the flame height and shape along the burner axis. The motivation for choosing permanent magnets to produce the magnetic fields was the assumption that space-related technologies based on the knowledge gained during this investigation would more likely involve permanent magnets as opposed to electromagnets. While no analysis has been done here to quantify the impact that an electric field, associated with an electromagnetic, would have relative to the paramagnetic and diamagnetic interactions, by using permanent magnets this potential effect was completely eliminated and thus paramagnetic and diamagnetic effects were isolated.

WebIntera-Classroom: An Interaction-Aware Virtual Learning Environment for Augmenting Learning Interactions

ERIC Educational Resources Information Center

Chen, Jingjing; Xu, Jianliang; Tang, Tao; Chen, Rongchao

2017-01-01

Interaction is critical for successful teaching and learning in a virtual learning environment (VLE). This paper presents a web-based interaction-aware VLE--WebIntera-classroom--which aims to augment learning interactions by increasing the learner-to-content and learner-to-instructor interactions. We design a ubiquitous interactive interface that…

Object permanence and method of disappearance: looking measures further contradict reaching measures.

PubMed

Charles, Eric P; Rivera, Susan M

2009-11-01

Piaget proposed that understanding permanency, understanding occlusion events, and forming mental representations were synonymous; however, accumulating evidence indicates that those concepts are not unified in development. Infants reach for endarkened objects at younger ages than for occluded objects, and infants' looking patterns suggest that they expect occluded objects to reappear at younger ages than they reach for them. We reaffirm the latter finding in 5- to 6-month-olds and find similar responses to faded objects, but we fail to find that pattern in response to endarkened objects. This suggests that looking behavior and reaching behavior are both sensitive to method of disappearance, but with opposite effects. Current cognition-oriented (i.e. representation-oriented) explanations of looking behavior cannot easily accommodate these results; neither can perceptual-preference explanations, nor the traditional ecological reinterpretations of object permanence. A revised ecological hypothesis, invoking affordance learning, suggests how these differences could arise developmentally.

Search behavior in various breeds of adult dogs (Canis familiaris): object permanence and olfactory cues.

PubMed

Gagnon, S; Doré, F Y

1992-03-01

Human analog tests of object permanence were administered to various breeds of adult dogs (Canis familiaris). Experiment 1 showed that the performance of terriers, sporting, and working dogs did not differ. Dogs succeeded in solving invisible displacement problems, but performance was lower than in visible displacement tests. Familiarity with the task had some influence because invisible displacement tests were more successful if they were preceded by visible displacement tests. In Experiment 2, odor cues from the target object and the hiding screens were available or were masked. Results confirmed that success was lower in invisible than in visible displacement tests and that these problems were solved on the basis of representation of visual information rather than on the basis of olfactory cues or of local rule learning. Dogs are compared with other species that display Stage 6 object permanence.

Automated phenotyping of permanent crops

NASA Astrophysics Data System (ADS)

McPeek, K. Thomas; Steddom, Karl; Zamudio, Joseph; Pant, Paras; Mullenbach, Tyler

2017-05-01

AGERpoint is defining a new technology space for the growers' industry by introducing novel applications for sensor technology and data analysis to growers of permanent crops. Serving data to a state-of-the-art analytics engine from a cutting edge sensor platform, a new paradigm in precision agriculture is being developed that allows growers to understand the unique needs of each tree, bush or vine in their operation. Autonomous aerial and terrestrial vehicles equipped with multiple varieties of remote sensing technologies give AGERpoint the ability to measure key morphological and spectral features of permanent crops. This work demonstrates how such phenotypic measurements combined with machine learning algorithms can be used to determine the variety of crops (e.g., almond and pecan trees). This phenotypic and varietal information represents the first step in enabling growers with the ability to tailor their management practices to individual plants and maximize their economic productivity.

Measuring the interaction force between a high temperature superconductor and a permanent magnet

NASA Astrophysics Data System (ADS)

Valenzuela, S. O.; Jorge, G. A.; Rodríguez, E.

1999-11-01

Repulsive and attractive forces are both possible between a superconducting sample and a permanent magnet, and they can give rise to magnetic levitation or free-suspension phenomena, respectively. We show experiments to quantify this magnetic interaction, which represents a promising field with regard to short-term technological applications of high temperature superconductors. The measuring technique employs an electronic balance and a rare-earth magnet that induces a magnetic moment in a melt-textured YBa2Cu3O7 superconductor immersed in liquid nitrogen. The simple design of the experiments allows a fast and easy implementation in the advanced physics laboratory with a minimum cost. Actual levitation and suspension demonstrations can be done simultaneously as a help to interpret magnetic force measurements.

Optimization of a superconducting linear levitation system using a soft ferromagnet

NASA Astrophysics Data System (ADS)

Agramunt-Puig, Sebastia; Del-Valle, Nuria; Navau, Carles; Sanchez, Alvaro

2013-04-01

The use of guideways that combine permanent magnets and soft ferromagnetic materials is a common practice in magnetic levitation transport systems (maglevs) with bulk high-temperature superconductors. Theoretical tools to simulate in a realistic way both the behavior of all elements (permanent magnets, soft ferromagnet and superconductor) and their mutual effects are helpful to optimize the designs of real systems. Here we present a systematic study of the levitation of a maglev with translational symmetry consisting of a superconducting bar and a guideway with two identic permanent magnets and a soft ferromagnetic material between them. The system is simulated with a numerical model based on the energy minimization method that allows to analyze the mutual interaction of the superconductor, assumed to be in the critical state, and a soft ferromagnet with infinite susceptibility. Results indicate that introducing a soft ferromagnet within the permanent magnets not only increases the levitation force but also improves the stability. Besides, an estimation of the relative sizes and shapes of the soft ferromagnet, permanent magnets and the superconductor in order to obtain large levitation force with full stability is provided.

Dovetail spoke internal permanent magnet machine

DOEpatents

Alexander, James Pellegrino [Ballston Lake, NY; EL-Refaie, Ayman Mohamed Fawzi [Niskayuna, NY; Lokhandwalla, Murtuza [Clifton Park, NY; Shah, Manoj Ramprasad [Latham, NY; VanDam, Jeremy Daniel [West Coxsackie, NY

2011-08-23

An internal permanent magnet (IPM) machine is provided. The IPM machine includes a stator assembly and a stator core. The stator core also includes multiple stator teeth. The stator assembly is further configured with stator windings to generate a stator magnetic field when excited with alternating currents and extends along a longitudinal axis with an inner surface defining a cavity. The IPM machine also includes a rotor assembly and a rotor core. The rotor core is disposed inside the cavity and configured to rotate about the longitudinal axis. The rotor assembly further includes a shaft. The shaft further includes multiple protrusions alternately arranged relative to multiple bottom structures provided on the shaft. The rotor assembly also includes multiple stacks of laminations disposed on the protrusions and dovetailed circumferentially around the shaft. The rotor assembly further includes multiple pair of permanent magnets for generating a magnetic field, which magnetic field interacts with the stator magnetic field to produce a torque. The multiple pair of permanent magnets are disposed between the stacks. The rotor assembly also includes multiple middle wedges mounted between each pair of the multiple permanent magnets.

Mage: A Tool for Developing Interactive Instructional Graphics

ERIC Educational Resources Information Center

Pavkovic, Stephen F.

2005-01-01

Mage is a graphics program developed for visualization of three-dimensional structures of proteins and other macromolecules. An application of the Mage program is reported here for developing interactive instructional graphics files (kinemages) of much smaller scale. Examples are given illustrating features of VSEPR models, permanent dipoles,…

Interpersonal Dynamics; Essays and Readings on Human Interaction.

ERIC Educational Resources Information Center

Bennis, Warren G.; And Others

This book delineates underlying concepts, areas of concern, and research findings in the field of interpersonal relations. Section 1 deals with the expressive or emotional aspects of interaction (love, hate, ambivalence, alienation) as they occur in marriage, friendship, family life, and less permanent social situations. The next three sections…

Role of computer-based learning in tooth carving in dentistry: An Indian perspective.

PubMed

Juneja, Saurabh; Juneja, Manjushree

2016-01-01

Tooth carving is an important practical preclinical exercise in the curriculum in Indian dental education setup. It forms the basis of introduction to tooth anatomy, morphology and occlusion of primary and permanent teeth through practical approach. It requires enormous time and manpower to master the skill. Therefore, there is an imminent necessity to incorporate computer-based learning of the art of tooth carving for effective teaching and efficient student learning. This will ensure quality time to be spent on other academic and research activities by students and faculty in addition to adding value as a teaching aid.

Discover the pythagorean theorem using interactive multimedia learning

NASA Astrophysics Data System (ADS)

Adhitama, I.; Sujadi, I.; Pramudya, I.

2018-04-01

In learning process students are required to play an active role in learning. They do not just accept the concept directly from teachers, but also build their own knowledge so that the learning process becomes more meaningful. Based on the observation, when learning Pythagorean theorem, students got difficulty on determining hypotenuse. One of the solution to solve this problem is using an interactive multimedia learning. This article aims to discuss the interactive multimedia as learning media for students. This was a Research and Development (R&D) by using ADDIE model of development. The results obtained was multimedia which was developed proper for students as learning media. Besides, on Phytagorian theorem learning activity we also compare Discovery Learning (DL) model with interactive multimedia and DL without interactive multimedia, and obtained that DL with interactive gave positive effect better than DL without interactive multimedia. It was also obtainde that interactive multimedia can attract and increase the interest ot the students on learning math. Therefore, the use of interactive multimedia on DL procees can improve student learning achievement.

Age-dependent effects of neonatal methamphetamine exposure on spatial learning

PubMed Central

Vorhees, Charles V.; Skelton, Matthew R.; Williams, Michael T.

2009-01-01

Neonatal rats exposed to (+)-methamphetamine (MA) display spatial learning and reference memory deficits in the Morris water maze. In separate experiments the emergence and permanence of these effects were determined. Twenty litters were used in each experiment, and two male/female pairs/litter received saline or MA (5 mg/kg four times a day) on postnatal days (P) 11–20. In experiment 1, one MA and one saline pair from each litter began testing on either P30 or P40, whereas in experiment 2, testing began on P180 or P360. Animals received trials in a straight swimming channel and then in the Morris maze (acquisition, reversal, and reduced platform phases). In both experiments, MA-treated groups showed impaired learning in the platform trials and impaired reference memory in the probe trials, which were largely independent of age. The P30 and P40 MA impairments were seen on acquisition and reduced platform trials but not on reversal. In the probe trials, MA effects were seen during all phases. The P180 and P360 MA-induced deficits were seen in all phases of the platform trials. In probe trials, deficits were only seen during the reversal and reduced platform phases. The results demonstrate that neonatal MA treatment induces spatial learning and reference memory deficits that emerge early and persist until at least 1 year of age, suggesting permanence. PMID:17762523

Molecular differences between mature and immature dental pulp cells: Bioinformatics and preliminary results.

PubMed

Chen, Long; Jiang, Yifeng; Du, Zhen

2018-04-01

Although previous studies have demonstrated that dental pulp stem cells (DPSCs) from mature and immature teeth exhibit potential for multi-directional differentiation, the molecular and biological difference between the DPSCs from mature and immature permanent teeth has not been fully investigated. In the present study, 500 differentially expressed genes from dental pulp cells (DPCs) in mature and immature permanent teeth were obtained from the Gene Expression Omnibus online database. Based on bioinformatics analysis using the Database for Annotation, Visualization and Integrated Discovery, these genes were divided into a number of subgroups associated with immunity, inflammation and cell signaling. The results of the present study suggest that immune features, response to infection and cell signaling may be different in DPCs from mature and immature permanent teeth; furthermore, DPCs from immature permanent teeth may be more suitable for use in tissue engineering or stem cell therapy. The Online Mendelian Inheritance in Man database stated that Sonic Hedgehog (SHH), a differentially expressed gene in DPCs from mature and immature permanent teeth, serves a crucial role in the development of craniofacial tissues, including teeth, which further confirmed that SHH may cause DPCs from mature and immature permanent teeth to exhibit different biological characteristics. The Search Tool for the Retrieval of Interacting Genes/Proteins database revealed that SHH has functional protein associations with a number of other proteins, including Glioma-associated oncogene (GLI)1, GLI2, growth arrest-specific protein 1, bone morphogenetic protein (BMP)2 and BMP4, in mice and humans. It was also demonstrated that SHH may interact with other genes to regulate the biological characteristics of DPCs. The results of the present study may provide a useful reference basis for selecting suitable DPSCs and molecules for the treatment of these cells to optimize features for tissue engineering or stem cell therapy. Quantitative polymerase chain reaction should be performed to confirm the differential expression of these genes prior to the beginning of a functional study.

A polarizable dipole-dipole interaction model for evaluation of the interaction energies for N-H···O=C and C-H···O=C hydrogen-bonded complexes.

PubMed

Li, Shu-Shi; Huang, Cui-Ying; Hao, Jiao-Jiao; Wang, Chang-Sheng

2014-03-05

In this article, a polarizable dipole-dipole interaction model is established to estimate the equilibrium hydrogen bond distances and the interaction energies for hydrogen-bonded complexes containing peptide amides and nucleic acid bases. We regard the chemical bonds N-H, C=O, and C-H as bond dipoles. The magnitude of the bond dipole moment varies according to its environment. We apply this polarizable dipole-dipole interaction model to a series of hydrogen-bonded complexes containing the N-H···O=C and C-H···O=C hydrogen bonds, such as simple amide-amide dimers, base-base dimers, peptide-base dimers, and β-sheet models. We find that a simple two-term function, only containing the permanent dipole-dipole interactions and the van der Waals interactions, can produce the equilibrium hydrogen bond distances compared favorably with those produced by the MP2/6-31G(d) method, whereas the high-quality counterpoise-corrected (CP-corrected) MP2/aug-cc-pVTZ interaction energies for the hydrogen-bonded complexes can be well-reproduced by a four-term function which involves the permanent dipole-dipole interactions, the van der Waals interactions, the polarization contributions, and a corrected term. Based on the calculation results obtained from this polarizable dipole-dipole interaction model, the natures of the hydrogen bonding interactions in these hydrogen-bonded complexes are further discussed. Copyright © 2013 Wiley Periodicals, Inc.

On-the-fly machine-learning for high-throughput experiments: search for rare-earth-free permanent magnets

PubMed Central

Kusne, Aaron Gilad; Gao, Tieren; Mehta, Apurva; Ke, Liqin; Nguyen, Manh Cuong; Ho, Kai-Ming; Antropov, Vladimir; Wang, Cai-Zhuang; Kramer, Matthew J.; Long, Christian; Takeuchi, Ichiro

2014-01-01

Advanced materials characterization techniques with ever-growing data acquisition speed and storage capabilities represent a challenge in modern materials science, and new procedures to quickly assess and analyze the data are needed. Machine learning approaches are effective in reducing the complexity of data and rapidly homing in on the underlying trend in multi-dimensional data. Here, we show that by employing an algorithm called the mean shift theory to a large amount of diffraction data in high-throughput experimentation, one can streamline the process of delineating the structural evolution across compositional variations mapped on combinatorial libraries with minimal computational cost. Data collected at a synchrotron beamline are analyzed on the fly, and by integrating experimental data with the inorganic crystal structure database (ICSD), we can substantially enhance the accuracy in classifying the structural phases across ternary phase spaces. We have used this approach to identify a novel magnetic phase with enhanced magnetic anisotropy which is a candidate for rare-earth free permanent magnet. PMID:25220062

Learning to live with a permanent intestinal ostomy: impact on everyday life and educational needs.

PubMed

Danielsen, Anne Kjaergaard; Soerensen, Erik Elgaard; Burcharth, Kirsten; Rosenberg, Jacob

2013-01-01

The aim of the study was to explore the impact of a permanent stoma on patients' everyday lives and to gain further insight into their need for ostomy-related education. The sample population comprised 15 persons with permanent ostomies. Stomas were created to manage colorectal cancer or inflammatory bowel disease. The research setting was the surgical department at a hospital in the Capitol Region of Denmark associated with the University of Copenhagen. Focus group interviews were conducted using a phenomenological hermeneutic approach. Data were collected and analyzed using qualitative content analysis. Stoma creation led to feelings of stigma, worries about disclosure, a need for control and self-imposed limits. Furthermore, patients experienced difficulties identifying their new lives with their lives before surgery. Participants stated they need to be seen as a whole person, to have close contact with health care professionals, and receive trustworthy information about life with an ostomy. Respondents proposed group sessions conducted after hospital discharge. They further recommended that sessions be delivered by lay teachers who had a stoma themselves. Self-imposed isolation was often selected as a strategy for avoiding disclosing the presence of a stoma. Patient education, using health promotional methods, should take the settings into account and patients' possibility of effective knowledge transfer. Respondents recommend involvement of lay teachers, who have a stoma, and group-based learning processes are proposed, when planning and conducting patient education.

An application of adaptive learning to malfunction recovery

NASA Technical Reports Server (NTRS)

Cruz, R. E.

1986-01-01

A self-organizing controller is developed for a simplified two-dimensional aircraft model. The Controller learns how to pilot the aircraft through a navigational mission without exceeding pre-established position and velocity limits. The controller pilots the aircraft by activating one of eight directional actuators at all times. By continually monitoring the aircraft's position and velocity with respect to the mission, the controller progressively modifies its decision rules to improve the aircraft's performance. When the controller has learned how to pilot the aircraft, two actuators fail permanently. Despite this malfunction, the controller regains proficiency at its original task. The experimental results reported show the controller's capabilities for self-organizing control, learning, and malfunction recovery.

Lévitation magnétique par association d'aimants permanents et de supraconducteurs à haute température critique

NASA Astrophysics Data System (ADS)

Hiebel, P.; Tixador, P.; Chaud, X.

1995-06-01

Since their discovery in the years 1986/87, the high critical temperature superconductors have reached nowadays performances interesting enough to conceive passive magnetic bearings and suspensions which would combined permanent magnets and naturally stable superconducting pellets. After underlining the principal factors that affect the superconductormagnet interaction, different experimental results are given about vertical and axial forces with some stiffness values. The magnetization curve of a superconductor help to understand the hysteretic behavior of the force as a function of the distance between superconductor and magnet. So called simple and hybrid structures of superconducting magnetic suspension are presented. Finally simple numerical simulations allow to draw some interesting conclusions about both geometry and best fitting structure of permanent magnets. Depuis leur découverte dans les années 1986/87, les supraconducteurs à haute température critique ont désormais atteint des performances intéressantes et rendent envisageables des paliers et suspensions magnétiques passives associant aimants permanents et pastilles supraconductrices naturellement stables. Après avoir indiqué les termes importants influençant l'interaction supraconducteur - aimant, différents relevés expérimentaux sont donnés pour les forces verticales et transversales avec quelques valeurs de raideurs. La courbe d'aimantation d'un supraconducteur permet de comprendre le comportement hystérétique de la force en fonction de la distance supraconducteur-aimant. Les structures dites simple et hybride des suspensions magnétiques supraconductrices sont présentées. Enfin quelques simulations numériques simples permettent de dégager quelques conclusions intéressantes quant aux géométries respectives et aux structures d'aimants permanents les mieux adaptées.

Student’s social interaction in mathematics learning

NASA Astrophysics Data System (ADS)

Apriliyanto, B.; Saputro, D. R. S.; Riyadi

2018-03-01

Mathematics learning achievement is influenced by the internal and external factor of the students. One of the influencing external factors is social interaction with friends in learning activities. In modern learning, the learning is student-centered, so the student interaction is needed to learn about certain basic competence. Potential and motivation of students in learning are expected to develop with good social interaction in order to get maximum results. Social interaction is an important aspect of learning Mathematics because students get the opportunity to express their own thoughts in order to encourage a reflection on the knowledge they have. This research uses the correlational descriptive method involving 36 students for the tenth grade, eleventh grade, and twelfth grade of SMA Negeri 1 Wuryantoro and data collecting technique using questionnaire for social interaction and documentation for learning outcome. The result of this research shows that learning achievement and social interaction of students are not good. Based on the result of data analysis, it is shown that the social interaction and Mathematics learning achievement are still in the low level. This research concludes that students’ social interaction influences student learning achievement in Mathematics subjects.

Levitation in the field of a nonsuperconducting coil with magnetic flux stabilization

NASA Astrophysics Data System (ADS)

Koshurnikov, E. K.

2013-09-01

A method providing the "frozen flux" conditions in a nonsuperconducting coil is suggested and demonstrated with a model. The feasibility of permanent magnet stable levitation in the field of the coil with magnetic flux stabilization and mean current control is shown. The method allows researchers to exploit permanent magnet-superconducting body interaction in physical devices, for example, to reproduce, using nonsuperconducting coils, the frozen magnetic flux conditions required for the stable levitation of the magnet over a superconducting body.

Integrated Technologies: An Approach to Establishing Multimedia Applications for Learning.

ERIC Educational Resources Information Center

Elmore, Garland C.

1992-01-01

Describes a plan for the development of multimedia instruction at Indiana University-Purdue University at Indianapolis (IUPUI). Cooperation between various campus departments is described, including the university libraries. Multimedia systems for permanent installations and portable units are explained, and implications for distance education,…

The Recruitment of Support Staff in Tanzanian Secondary Schools

ERIC Educational Resources Information Center

Mwaisumo, William Nathan

2016-01-01

This paper focuses on the meaning, classification and types of support staff, their contributions towards conducive teaching and learning environments, conditions required/attributes required for support staff to be employed in temporally or permanent terms. It further identifies current situations and challenges in recruitment and recruited…

Magnetic Field of a Dipole and the Dipole-Dipole Interaction

ERIC Educational Resources Information Center

Kraftmakher, Yaakov

2007-01-01

With a data-acquisition system and sensors commercially available, it is easy to determine magnetic fields produced by permanent magnets and to study the dipole-dipole interaction for different separations and angular positions of the magnets. For sufficiently large distances, the results confirm the 1/R[superscript 3] law for the magnetic field…

Accelerated Online Learning: Perceptions of Interaction and Learning Outcomes among African American Students

ERIC Educational Resources Information Center

Kuo, Yu-Chun

2014-01-01

This study investigated student interaction, satisfaction, and performance in accelerated online learning environments with the use of an online learning course-management system. The interactions assessed in this study included learner-learner interaction, learner-instructor interaction, and learner-content interaction. The participants were…

Critical Rare Earths, National Security, and U.S.-China Interactions: A Portfolio Approach to Dysprosium Policy Design

DTIC Science & Technology

2015-01-01

by the graduate fellow’s faculty committee. C O R P O R A T I O N Dissertation Critical Rare Earths, National Security, and U.S.-China Interactions A...Portfolio Approach to Dysprosium Policy Design David L. An Dissertation Critical Rare Earths, National Security, and U.S.-China Interactions A...Permanent Magnet ................................................ xxiv Dysprosium, the Most Critical Rare Earth

Noise, impulse noise, and other physical factors: combined effects on hearing.

PubMed

Pekkarinen, J

1995-01-01

In most of the epidemiologic studies conducted during the last 20 years, impulse noise caused increased risk of hearing loss in comparison to continuous noise with the same acoustical energy. The interaction between noise exposure (broadband at 100 dB(A)) and hand-arm vibration (125 Hz at 2 ms-2 acceleration level) has been proven for people having vibration-induced white finger symptoms. This interaction is evidenced as a permanent hearing loss. However, why the interaction is seen only in people with VWF is not known. The mechanisms may be related to individual susceptibility, and hypotheses are given on the role of the autonomous nervous system regulating the peripheral vascular reaction. Whole-body vibration (2-10 Hz, at 10 ms-2 level) seems to increase the TTS when noise (broadband at 90 dB(A)) is present. This effect is more pronounced at higher temperatures. The hypothermia protects hearing against the effects of noise in animal studies. The interaction between noise and temperature decrease seems obvious in animal studies. Exercise has both increased and decreased the TTS during noise exposure. The effects have been successfully explained as the depression of the stapedius reflex. Thus, less protection against noise is provided for the inner ear in exercise conditions. The increase of the blood temperature also has been suggested to increase noise-induced TTS during exercise. Electromagnetic fields have been found to cause acoustical interactions in the inner ear. Animal studies and human studies have given contradictory results on the effects of magnetic coil devices on hearing. The MR imaging devices produce noise levels of 82-93 dB, which is not sufficient to produce the risk of permanent hearing loss when short exposure durations are taken into consideration. More systematic research is needed with accurately defined electromagnetic characteristics to reveal the potential interactions. The interactions seem to exist, but relatively high levels and durations of exposure are needed to produce an observable effect on hearing. More investigations are still needed on the permanent hearing loss in humans caused by simultaneous long-term exposures to interacting environmental factors.

Skype me! Socially Contingent Interactions Help Toddlers Learn Language

PubMed Central

Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta Michnick

2013-01-01

Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This paper focuses on whether social contingency might support word learning. Toddlers aged 24- to 30-months (N=36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and non-contingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat). The current study highlights the importance of social contingency in interactions for language learning and informs the literature on learning through screen media as the first study to examine word learning through video chat technology. PMID:24112079

Interactive and Non-Interactive Pictures in Multimedia Learning Environments: Effects on Learning Outcomes and Learning Efficiency

ERIC Educational Resources Information Center

Rasch, Thorsten; Schnotz, Wolfgang

2009-01-01

New technologies enable flexible combinations of text and interactive or non-interactive pictures. The aim of the present study was to investigate (a) whether adding pictures to texts is generally beneficial for learning or whether it can also have detrimental effects, (b) how interactivity of pictures affects learning, (c) whether the…

Working to End Family Homelessness. Annual Report

ERIC Educational Resources Information Center

National Center on Family Homelessness (NJ1), 2012

2012-01-01

The National Center on Family Homelessness is determined to end family homelessness. Sheltering families provides a temporary safe haven. Connecting families to permanent housing, essential services, and critical supports can change their lives forever. Through research the Center learns what families need to rebound from the housing, economic,…

Spherical Rare-Earth Magnets in Introductory Physics

ERIC Educational Resources Information Center

Adams, Al

2007-01-01

Permanent magnets have long been used in both traditional laboratory exercises and in inquiry-based learning activities. These pedagogical applications are typically timed to correspond to the early coverage of magnetism in the second-semester sequence of introductory physics. At the initial level the concepts relate to the magnetic field of the…

Programs Suffer Cuts in Funding

ERIC Educational Resources Information Center

Klein, Alyson

2011-01-01

More than a dozen education programs--including high-profile efforts focused on literacy, teaching, and learning--face the prospect of a permanent federal funding loss after they were chopped from a stopgap spending measure signed into law by President Barack Obama last week. The temporary spending law, intended to keep the government running…

Perceptual Learning: 12-Month-Olds' Discrimination of Monkey Faces

ERIC Educational Resources Information Center

Fair, Joseph; Flom, Ross; Jones, Jacob; Martin, Justin

2012-01-01

Six-month-olds reliably discriminate different monkey and human faces whereas 9-month-olds only discriminate different human faces. It is often falsely assumed that perceptual narrowing reflects a permanent change in perceptual abilities. In 3 experiments, ninety-six 12-month-olds' discrimination of unfamiliar monkey faces was examined. Following…

Mobile Computer-Assisted-Instruction in Rural New Mexico.

ERIC Educational Resources Information Center

Gittinger, Jack D., Jr.

The University of New Mexico's three-year Computer Assisted Instruction Project established one mobile and five permanent laboratories offering remedial and vocational instruction in winter, 1984-85. Each laboratory has a Degem learning system with minicomputer, teacher terminal, and 32 student terminals. A Digital PDP-11 host computer runs the…

Cognitive Training and Initial Use of Referential Speech.

ERIC Educational Resources Information Center

Kahn, James V.

1984-01-01

Profoundly retarded 3-10 year olds (N=24) were divided into three groups: two cognitive training programs--object permanence or means-end--and language only. Results of pre- and posttests revealed that the cognitive training approaches were successful in enabling the majority of Ss to learn to use speech. (CL)

Organisational and Task Factors Influencing Teachers' Professional Development at Work

ERIC Educational Resources Information Center

Evers, Arnoud T.; Van der Heijden, Béatrice I. J. M.; Kreijns, Karel

2016-01-01

Purpose: The purpose of this paper is to investigate organisational (cultural and relational) and task factors which potentially enhance teachers' professional development at work (TPD at Work). The development of lifelong learning competencies and, consequently, the careers of teachers, has become a permanent issue on the agenda of schools…

Physical Models that Provide Guidance in Visualization Deconstruction in an Inorganic Context

ERIC Educational Resources Information Center

Schiltz, Holly K.; Oliver-Hoyo, Maria T.

2012-01-01

Three physical model systems have been developed to help students deconstruct the visualization needed when learning symmetry and group theory. The systems provide students with physical and visual frames of reference to facilitate the complex visualization involved in symmetry concepts. The permanent reflection plane demonstration presents an…

A water-responsive shape memory ionomer with permanent shape reconfiguration ability

NASA Astrophysics Data System (ADS)

Bai, Yongkang; Zhang, Jiwen; Tian, Ran; Chen, Xin

2018-04-01

In this work, a water-responsive shape memory ionomer with high toughness was fabricated by cross-linking hyaluronic acid sodium (HAS) and polyvinyl alcohol (PVA) through coordination interactions. The strong Fe3+-carboxyl (from HAS) coordination interactions served as main physical cross-linking points for the performance of water-responsive shape memory, which associated with the flexibility of PVA chain producing excellent mechanical properties of this ionomer. The optimized ionomer was not only able to recover to its original shape within just 22 s by exposing to water, but exhibited high tensile strength up to 35.4 MPa and 4 times higher tractility than the ionomer without PVA. Moreover, the ionomers can be repeatedly programed to various new permanent shapes on demand due to the reversible physical interactions, which still performed complete and fast geometric recovery under stimuli even after 4 cycles of reprograming with 3 different shapes. The excellent shape memory and strong mechanical behaviors make our ionomers significant and promising smart materials for variety of applications.

Object permanence in lemurs.

PubMed

Deppe, Anja M; Wright, Patricia C; Szelistowski, William A

2009-03-01

Object permanence, the ability to mentally represent objects that have disappeared from view, should be advantageous to animals in their interaction with the natural world. The objective of this study was to examine whether lemurs possess object permanence. Thirteen adult subjects representing four species of diurnal lemur (Eulemur fulvus rufus, Eulemur mongoz, Lemur catta and Hapalemur griseus) were presented with seven standard Piagetian visible and invisible object displacement tests, plus one single visible test where the subject had to wait predetermined times before allowed to search, and two invisible tests where each hiding place was made visually unique. In all visible tests lemurs were able to find an object that had been in clear view before being hidden. However, when lemurs were not allowed to search for up to 25-s, performance declined with increasing time-delay. Subjects did not outperform chance on any invisible displacements regardless of whether hiding places were visually uniform or unique, therefore the upper limit of object permanence observed was Stage 5b. Lemur species in this study eat stationary foods and are not subject to stalking predators, thus Stage 5 object permanence is probably sufficient to solve most problems encountered in the wild.

High speed internal permanent magnet machine and method of manufacturing the same

DOEpatents

Alexander, James Pellegrino [Ballston Lake, NY; EL-Refaie, Ayman Mohamed Fawzi [Niskayuna, NY; Lokhandwalla, Murtuza [Clifton Park, NY; Shah, Manoj Ramprasad [Latham, NY; VanDam, Jeremy Daniel [West Coxsackie, NY

2011-09-13

An internal permanent magnet (IPM) machine is provided. The IPM machine includes a stator assembly and a stator core. The stator core also includes multiple stator teeth. The stator assembly is further configured with stator windings to generate a magnetic field when excited with alternating currents and extends along a longitudinal axis with an inner surface defining a cavity. The IPM machine also includes a rotor assembly and a rotor core. The rotor core is disposed inside the cavity and configured to rotate about the longitudinal axis. The rotor assembly further includes a shaft. The shaft further includes multiple protrusions alternately arranged relative to multiple bottom structures provided on the shaft. The rotor assembly also includes multiple stacks of laminations disposed on the protrusions and dovetailed circumferentially around the shaft. The rotor assembly further includes multiple permanent magnets for generating a magnetic field, which interacts with the stator magnetic field to produce torque. The permanent magnets are disposed between the stacks. The rotor assembly also includes multiple bottom wedges disposed on the bottom structures of the shaft and configured to hold the multiple stacks and the multiple permanent magnets.

Skype me! Socially contingent interactions help toddlers learn language.

PubMed

Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta M

2014-01-01

Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This study focuses on whether social contingency might support word learning. Toddlers aged 24-30 months (N = 36) were exposed to novel verbs in one of three conditions: live interaction training, socially contingent video training over video chat, and noncontingent video training (yoked video). Results suggest that children only learned novel verbs in socially contingent interactions (live interactions and video chat). This study highlights the importance of social contingency in interactions for language learning and informs the literature on learning through screen media as the first study to examine word learning through video chat technology. © 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.

Interaction Forms in Successful Collaborative Learning in Virtual Learning Environments

ERIC Educational Resources Information Center

Vuopala, Essi; Hyvönen, Pirkko; Järvelä, Sanna

2016-01-01

Despite the numerous studies on social interaction in collaborative learning, little is known about interaction forms in successful computer-supported collaborative learning situations. The purpose of this study was to explore and understand student interaction in successful collaborative learning during a university course which was mediated by…

A Macroscopic Analogue of the Nuclear Pairing Potential

ERIC Educational Resources Information Center

Dunlap, Richard A.

2013-01-01

A macroscopic system involving permanent magnets is used as an analogue to nucleons in a nucleus to illustrate the significance of the pairing interaction. This illustrates that the view of the total nuclear energy based only on the nucleon occupancy of the energy levels can yield erroneous results and it is only when the pairing interaction is…

The impact of perinatal stress on the functional maturation of prefronto-cortical synaptic circuits: implications for the pathophysiology of ADHD?

PubMed

Bock, Jörg; Braun, Katharina

2011-01-01

Enriched as well as impoverished or adverse perinatal environment plays an essential role in the development and refinement of neuronal pathways, which are the neural substrate of intellectual capacity and socioemotional competence. Perinatal experience and learning events continuously interact with the adaptive shaping of excitatory, inhibitory, and neuromodulatory synaptic as well as the endocrine stress systems, including the neuronal corticotropin-releasing factor (CRF) pathways. Adverse environments, such as stress and emotional deprivation can not only delay experience-dependent maturation of these pathways, but also induce permanent changes in prefronto-cortical wiring patterns. We assume that such dysfunctional connections are the neuronal basis for the development of psychosocially induced mental disorders during later life. The aim of this review is to focus on the impact of perinatal stress on the neuronal and synaptic reorganization during brain development and possible implications for the etiology and therapy of mental disorders such as ADHD. Copyright © 2011 Elsevier B.V. All rights reserved.

European Association of Urology (@Uroweb) recommendations on the appropriate use of social media.

PubMed

Rouprêt, Morgan; Morgan, Todd M; Bostrom, Peter J; Cooperberg, Matthew R; Kutikov, Alexander; Linton, Kate D; Palou, Joan; Martínez-Piñeiro, Luis; van der Poel, Henk; Wijburg, Carl; Winterbottom, Andrew; Woo, Henry H; Wirth, Manfred P; Catto, James W F

2014-10-01

Social media use is becoming common in medical practice. Although primarily used in this context to connect physicians, social media allows users share information, to create an online profile, to learn and keep knowledge up to date, to facilitate virtual attendance at medical conferences, and to measure impact within a field. However, shared content should be considered permanent and beyond the control of its author, and typical boundaries, such as the patient-physician interaction, become blurred, putting both parties at risk. The European Association of Urology brought together a committee of stakeholders to create guidance on the good practice and standards of use of social media. These encompass guidance about defining an online profile; managing accounts; protecting the reputations of yourself and your organization; protecting patient confidentiality; and creating honest, responsible content that reflects your standing as a physician and your membership within this profession. Copyright © 2014 European Association of Urology. Published by Elsevier B.V. All rights reserved.

Interaction Pattern Analysis in cMOOCs Based on the Connectivist Interaction and Engagement Framework

ERIC Educational Resources Information Center

Wang, Zhijun; Anderson, Terry; Chen, Li; Barbera, Elena

2017-01-01

Connectivist learning is interaction-centered learning. A framework describing interaction and cognitive engagement in connectivist learning was constructed using logical reasoning techniques. The framework and analysis was designed to help researchers and learning designers understand and adapt the characteristics and principles of interaction in…

Rethinking infant knowledge: toward an adaptive process account of successes and failures in object permanence tasks.

PubMed

Munakata, Y; McClelland, J L; Johnson, M H; Siegler, R S

1997-10-01

Infants seem sensitive to hidden objects in habituation tasks at 3.5 months but fail to retrieve hidden objects until 8 months. The authors first consider principle-based accounts of these successes and failures, in which early successes imply knowledge of principles and failures are attributed to ancillary deficits. One account is that infants younger than 8 months have the object permanence principle but lack means-ends abilities. To test this, 7-month-olds were trained on means-ends behaviors and were tested on retrieval of visible and occluded toys. Means-ends demands were the same, yet infants made more toy-guided retrievals in the visible case. The authors offer an adaptive process account in which knowledge is graded and embedded in specific behavioral processes. Simulation models that learn gradually to represent occluded objects show how this approach can account for success and failure in object permanence tasks without assuming principles and ancillary deficits.

Role of the flocculus of the cerebellum in motor learning of the vestibulo-ocular reflex

NASA Technical Reports Server (NTRS)

Highstein, S. M.

1998-01-01

Structure-function studies at the systems level are an effective method for understanding the relationship of the central nervous system to behavior. Motor learning or adaptation of the vestibulo-ocular reflex is a clear example wherein this approach has been productive. During a vestibulo-ocular reflex the brain converts a head velocity signal, transduced through the vestibular semicircular canals, into an eye movement command delivered to the extraocular muscles. If the viewed target remains on the fovea of the retina, the reflex is compensatory, and its gain, eye velocity/head velocity, is one. When the image of the viewed object slips across the retina, visual acuity decreases, and the gain of the reflex, which is no longer one, is plastically adapted or adjusted until retinal stability is restored. The anatomic substrate for this plasticity thus involves brain structures in which visual-vestibular interaction can potentially occur, as well as vestibular and visual sensory and oculomotor motor structures. Further, it has been known for many years that removal of the flocculus of the cerebellum permanently precludes further vestibulo-ocular reflex adaptation, demonstrating the involvement of the cerebellum in this behavior. Maekawa and Simpson (J Neurophysiol 1973;36: 649-66) discovered that one visual input to the flocculus involved the accessory optic system and the inferior olive. Ensuing work has demonstrated that the visual signals used to adapt the vestibulo-ocular reflex are transmitted by this accessory optic system to the flocculus and subsequently to brain stem structures involved in vestibulo-ocular reflex plasticity. Presently the inclusive list of anatomic sites involved in vestibulo-ocular reflex circuitry and its adaptive plasticity is small. Our laboratory continues to believe that this behavior should be caused by interactions within this small class of neurons. By studying each class of identified neuron and its interactions with others within the list, we hope to ultimately understand the mechanisms used by the brain in the expression of this behavior.

Performance of high power S-band klystrons focused with permanent magnet

NASA Astrophysics Data System (ADS)

Fukuda, S.; Shidara, T.; Saito, Y.; Hanaki, H.; Nakao, K.; Homma, H.; Anami, S.; Tanaka, J.

1987-02-01

Performance of high power S-band klystrons focused with permanent magnet is presented. The axial magnetic field distribution and the transverse magnetic field play an important role in the tube performance. Effects of the reversal field in the collector and the cathode-anode region are discussed precisely. It is also shown that the tube efficiency is strongly affected with the residual transverse magnetic field. The allowable transverse field is less than 0.3 percent of the longitudinal field in the entire RF interaction region of the klystron.

Learning and the persistence of appetite: extinction and the motivation to eat and overeat.

PubMed

Bouton, Mark E

2011-04-18

The modern world is saturated with highly palatable and highly available food, providing many opportunities to associate food with environmental cues and actions (through Pavlovian and operant or instrumental learning, respectively). Basic learning processes can often increase the tendency to approach and consume food, whereas extinction, in which Pavlovian and operant behaviors decline when the reinforcer is withheld, weakens but does not erase those tendencies. Contemporary research suggests that extinction involves an inhibitory form of new learning that appears fragile because it is highly dependent on the context for expression. These ideas are supported by the phenomena of renewal, spontaneous recovery, resurgence, reinstatement, and rapid reacquisition in appetitive learning, which together may help explain why overeating may be difficult to suppress permanently, and why appetitive behavior may seem so persistent. Copyright © 2010. Published by Elsevier Inc.

10 CFR 63.51 - License amendment for permanent closure.

Code of Federal Regulations, 2014 CFR

2014-01-01

..., and archives elsewhere in the world, that would be likely to be consulted by potential human intruders..., interactions between natural and engineered systems, and any other tests, experiments, or analyses pertinent to...

10 CFR 63.51 - License amendment for permanent closure.

Code of Federal Regulations, 2013 CFR

2013-01-01

..., and archives elsewhere in the world, that would be likely to be consulted by potential human intruders..., interactions between natural and engineered systems, and any other tests, experiments, or analyses pertinent to...

10 CFR 63.51 - License amendment for permanent closure.

Code of Federal Regulations, 2010 CFR

2010-01-01

..., and archives elsewhere in the world, that would be likely to be consulted by potential human intruders..., interactions between natural and engineered systems, and any other tests, experiments, or analyses pertinent to...

A user's guide for DTIZE an interactive digitizing and graphical editing computer program

NASA Technical Reports Server (NTRS)

Thomas, C. C.

1981-01-01

A guide for DTIZE, a two dimensional digitizing program with graphical editing capability, is presented. DTIZE provides the capability to simultaneously create and display a picture on the display screen. Data descriptions may be permanently saved in three different formats. DTIZE creates the picture graphics in the locator mode, thus inputting one coordinate each time the terminator button is pushed. Graphic input devices (GIN) are also used to select function command menu. These menu commands and the program's interactive prompting sequences provide a complete capability for creating, editing, and permanently recording a graphical picture file. DTIZE is written in FORTRAN IV language for the Tektronix 4081 graphic system utilizing the Plot 80 Distributed Graphics Library (DGL) subroutines. The Tektronix 4953/3954 Graphic Tablet with mouse, pen, or joystick are used as graphics input devices to create picture graphics.

New Communication Model: Multimedia Art

ERIC Educational Resources Information Center

Srnic, Vesna

2007-01-01

The purpose of this project, which the author as a mentor has realized during the 2006/2007, was to invent new Educational model, to fill the gap in Education by showing the positive influence of Multimedia Art, especially Multimedia Performance on Permanent Learning at the level of primary school students, college students and teachers or on…

Equipment Issues regarding the Collection of Video Data for Research

ERIC Educational Resources Information Center

Kung, Rebecca Lippmann; Kung, Peter; Linder, Cedric

2005-01-01

Physics education research increasingly makes use of video data for analysis of student learning and teaching practice. Collection of these data is conceptually simple but execution is often fraught with costly and time-consuming complications. This pragmatic paper discusses the development of systems to record and permanently archive audio and…

Evaluation of Teachers' Opinions Relating Improving Qualification in Teaching Process

ERIC Educational Resources Information Center

Dursun, Fevzi

2017-01-01

Improving quality and providing permanent learning in the teaching process undoubtedly depend on the time that teacher spends and active and voluntary participation of students. This study is important for providing perspectives about new techniques and suggestions to the teachers and related persons by determining actions and thoughts of teachers…

The Opinions of Primary School Teachers' Candidates towards Material Preparation and Usage

ERIC Educational Resources Information Center

Genc, Zeynep

2016-01-01

Instruction materials help students to acquire more memorable information. Instruction materials have an important effect on providing more permanent and simple way of learning in every step of education. Instruction materials are the most frequently used by primary school teachers. Primary school teachers should support their lectures with…

[How does sleeping restore our brain?].

PubMed

Wigren, Henna-Kaisa; Stenberg, Tarja

2015-01-01

The central function of sleep is to keep our brain functional, but what is the restoration that sleep provides? Sleep after learning improves learning outcomes. According to the theory of synaptic homeostasis the total strength of synapses, having increased during the day, is restored during sleep, making room for the next day's experiences. According to the theory of active synaptic consolidation, repetition during sleep strengthens the synapses, and these strengthened synapses form a permanent engram. According to a recent study, removal of waste products from the brain may also be one of the functions of sleep.

Typology of social space in Kauman Kampong Semarang

NASA Astrophysics Data System (ADS)

Endrianto Pandelaki, Edward; Suprapti, Atiek; Wahyu Firmandhani, Satriya

2017-12-01

Social space is various forms of spaces used by community in conducting social interaction. These kinds of spaces should be given more attention since they serve as catalyst in the implementation of good social cohesion in community. The effort includes giving concern toward their various implemented form. This concern will give benefits in the creation of resilient built environment. Kauman Kampong in Semarang, is an old urban kampong and still exist up until now. During its development, the inhabitant live and conduct their activities in good shape. Therefore this kampong is an appropriate place to learn and explore social spaces which is formed and utilized by the community who conduct their activities in this kampong. The aim of this research is to find out forms and typology of social space in Kauman Kampong in Semarang. Qualitative method is used in this research since the nature of this research is explorative. There are various social activities in Kauman Kampong in Semarang, such as religious, trading, and other social interaction, which have formed various social spaces. These social spaces have their own physical characteristics and with various intensity of activities. Based on collected data in field survey, the typology of social spaces that could be inferred are: permanent, temporary, and dynamic social space.

Three-dimensional visualization and a deep-learning model reveal complex fungal parasite networks in behaviorally manipulated ants

PubMed Central

Fredericksen, Maridel A.; Zhang, Yizhe; Hazen, Missy L.; Loreto, Raquel G.; Mangold, Colleen A.; Chen, Danny Z.; Hughes, David P.

2017-01-01

Some microbes possess the ability to adaptively manipulate host behavior. To better understand how such microbial parasites control animal behavior, we examine the cell-level interactions between the species-specific fungal parasite Ophiocordyceps unilateralis sensu lato and its carpenter ant host (Camponotus castaneus) at a crucial moment in the parasite’s lifecycle: when the manipulated host fixes itself permanently to a substrate by its mandibles. The fungus is known to secrete tissue-specific metabolites and cause changes in host gene expression as well as atrophy in the mandible muscles of its ant host, but it is unknown how the fungus coordinates these effects to manipulate its host’s behavior. In this study, we combine techniques in serial block-face scanning-electron microscopy and deep-learning–based image segmentation algorithms to visualize the distribution, abundance, and interactions of this fungus inside the body of its manipulated host. Fungal cells were found throughout the host body but not in the brain, implying that behavioral control of the animal body by this microbe occurs peripherally. Additionally, fungal cells invaded host muscle fibers and joined together to form networks that encircled the muscles. These networks may represent a collective foraging behavior of this parasite, which may in turn facilitate host manipulation. PMID:29114054

Investigating the Magnetic Interaction with Geomag and Tracker Video Analysis: Static Equilibrium and Anharmonic Dynamics

ERIC Educational Resources Information Center

Onorato, P.; Mascheretti, P.; DeAmbrosis, A.

2012-01-01

In this paper, we describe how simple experiments realizable by using easily found and low-cost materials allow students to explore quantitatively the magnetic interaction thanks to the help of an Open Source Physics tool, the Tracker Video Analysis software. The static equilibrium of a "column" of permanents magnets is carefully investigated by…

Dynamic Interactive Learning Systems

ERIC Educational Resources Information Center

Sabry, Khaled; Barker, Jeff

2009-01-01

This paper reviews and discusses the notions of interactivity and dynamicity of learning systems in relation to information technologies and design principles that can contribute to interactive and dynamic learning. It explores the concept of dynamic interactive learning systems based on the emerging generation of information as part of a…

Interactive Multimedia-Based E-Learning: A Study of Effectiveness

ERIC Educational Resources Information Center

Zhang, Dongsong

2005-01-01

The author conducted two experiments to assess effectiveness of interactive e-learning. Students in a fully interactive multimedia-based e-learning environment achieved better performance and higher levels of satisfaction than those in a traditional classroom and those in a less interactive e-learning environment.

High-speed passenger rail tie-ballast interaction.

DOT National Transportation Integrated Search

2015-05-01

This Research Results Report presents : evidence of poor tie support and increased : applied loads that were used to determine the : root cause of transient and permanent vertical : displacements at two Amtrak bridge transitions. : These result...

Assessing Ion-Water Interactions in the AMOEBA Force Field Using Energy Decomposition Analysis of Electronic Structure Calculations.

PubMed

Mao, Yuezhi; Demerdash, Omar; Head-Gordon, Martin; Head-Gordon, Teresa

2016-11-08

AMOEBA is a molecular mechanics force field that addresses some of the shortcomings of a fixed partial charge model, by including permanent atomic point multipoles through quadrupoles, as well as many-body polarization through the use of point inducible dipoles. In this work, we investigate how well AMOEBA formulates its non-bonded interactions, and how it implicitly incorporates quantum mechanical effects such as charge penetration (CP) and charge transfer (CT), for water-water and water-ion interactions. We find that AMOEBA's total interaction energies, as a function of distance and over angular scans for the water dimer and for a range of water-monovalent cations, agree well with an advanced density functional theory (DFT) model, whereas the water-halides and water-divalent cations show significant disagreement with the DFT result, especially in the compressed region when the two fragments overlap. We use a second-generation energy decomposition analysis (EDA) scheme based on absolutely localized molecular orbitals (ALMOs) to show that in the best cases AMOEBA relies on cancellation of errors by softening of the van der Waals (vdW) wall to balance permanent electrostatics that are too unfavorable, thereby compensating for the missing CP effect. CT, as another important stabilizing effect not explicitly taken into account in AMOEBA, is also found to be incorporated by the softened vdW interaction. For the water-halides and water-divalent cations, this compensatory approach is not as well executed by AMOEBA over all distances and angles, wherein permanent electrostatics remains too unfavorable and polarization is overdamped in the former while overestimated in the latter. We conclude that the DFT-based EDA approach can help refine a next-generation AMOEBA model that either realizes a better cancellation of errors for problematic cases like those illustrated here, or serves to guide the parametrization of explicit functional forms for short-range contributions from CP and/or CT.

Group Modeling in Social Learning Environments

ERIC Educational Resources Information Center

Stankov, Slavomir; Glavinic, Vlado; Krpan, Divna

2012-01-01

Students' collaboration while learning could provide better learning environments. Collaboration assumes social interactions which occur in student groups. Social theories emphasize positive influence of such interactions on learning. In order to create an appropriate learning environment that enables social interactions, it is important to…

Initial Localization of the Memory Trace for a Basic Form of Learning

NASA Astrophysics Data System (ADS)

McCormick, David A.; Clark, Gregory A.; Lavond, David G.; Thompson, Richard F.

1982-04-01

Electrophysiological recording of neuronal unit activity during paired training trials from various regions of the ipsilateral cerebellum in rabbits well trained in the classically conditioned eyelid/nictitating membrane response have revealed both stimulus-evoked responses and responses that form an amplitude/temporal model of the learned behavioral response. Ablation of the ipsilateral, lateral cerebellum completely and permanently abolished the behavioral conditioned response in well-trained animals but had no effect at all on the unconditioned reflex response. In marked contrast, conditioned responses were easily trained in the eye contralateral to the cerebellar lesion. We suggest that at least part of the essential neuronal plasticity that codes the learned response may be localized to the cerebellum.

Design, construction and evaluation of a 12.045 GHz, 2.0 kW-cw permanent-magnet focused klystron amplifier

NASA Technical Reports Server (NTRS)

Nishida, J. M.

1975-01-01

An analytical and experimental program to demonstrate the technical feasibility of a lightweight, high-efficiency, 1-2 kW cw, permanent magnet focused klystron operating at 12.0 GHz was described. The design is based on use of a samarium-cobalt permanent magnet for focusing of the electron beam and choice of the most optimum parameters for maximum efficiency. A filter-loaded output circuit is used for the required bandwidth. The design incorporates a collector which is demountable from the tube to facilitate multistage depressed collector experiments, permitting replacement with a NASA-designed axisymmetric, electrostatic collector for linear beam microwave tubes. A further requirement is that the focusing field between the last interaction gap and the collector decay in a prescribed manner referred to as adiabatic expansion.

Let's Face(book) It: Analyzing Interactions in Social Network Groups for Chemistry Learning

NASA Astrophysics Data System (ADS)

Rap, Shelley; Blonder, Ron

2016-02-01

We examined how social network (SN) groups contribute to the learning of chemistry. The main goal was to determine whether chemistry learning could occur in the group discourse. The emphasis was on groups of students in the 11th and 12th grades who learn chemistry in preparation for their final external examination. A total of 1118 discourse events were tallied in the different groups. We analyzed the different events that were found in chemistry learning Facebook groups (CLFGs). The analysis revealed that seven types of interactions were observed in the CLFGs: The most common interaction (47 %) dealt with organizing learning (e.g., announcements regarding homework, the location of the next class); learning interactions were observed in 22 % of the posts, and links to learning materials and social interactions constituted about 20 % each. The learning events that were ascertained underwent a deeper examination and three different types of chemistry learning interactions were identified. This examination was based on the theoretical framework of the commognitive approach to learning (Sfard in Thinking as communicating. Cambridge University Press, Cambridge, 2008), which will be explained. The identified learning interactions that were observed in the Facebook groups illustrate the potential of SNs to serve as an additional tool for teachers to advance their students' learning of chemistry.

Emergent Learning and Interactive Media Artworks: Parameters of Interaction for Novice Groups

ERIC Educational Resources Information Center

Kawka, Marta; Larkin, Kevin; Danaher, P. A.

2011-01-01

Emergent learning describes learning that occurs when participants interact and distribute knowledge, where learning is self-directed, and where the learning destination of the participants is largely unpredictable (Williams, Karousou, & Mackness, 2011). These notions of learning arise from the topologies of social networks and can be applied to…

Twenty-First Century Learning: Communities, Interaction and Ubiquitous Computing

ERIC Educational Resources Information Center

Leh, Amy S.C.; Kouba, Barbara; Davis, Dirk

2005-01-01

Advanced technology makes 21st century learning, communities and interactions unique and leads people to an era of ubiquitous computing. The purpose of this article is to contribute to the discussion of learning in the 21st century. The paper will review literature on learning community, community learning, interaction, 21st century learning and…

How Levels of Interactivity in Tutorials Affect Students' Learning of Modeling Transportation Problems in a Spreadsheet

ERIC Educational Resources Information Center

Seal, Kala Chand; Przasnyski, Zbigniew H.; Leon, Linda A.

2010-01-01

Do students learn to model OR/MS problems better by using computer-based interactive tutorials and, if so, does increased interactivity in the tutorials lead to better learning? In order to determine the effect of different levels of interactivity on student learning, we used screen capture technology to design interactive support materials for…

Interactions and Learning Outcomes in Online Language Courses

ERIC Educational Resources Information Center

Lin, Chin-Hsi; Zheng, Binbin; Zhang, Yining

2017-01-01

Interactions are the central emphasis in language learning. An increasing number of K-12 students take courses online, leading some critics to comment that reduced opportunities for interaction may affect learning outcomes. This study examined the relationship between online interactions and learning outcomes for 466 students who were taking…

Peer Interaction in Three Collaborative Learning Environments

ERIC Educational Resources Information Center

Staarman, Judith Kleine; Krol, Karen; Meijden, Henny van der

2005-01-01

The aim of the study was to gain insight into the occurrence of different types of peer interaction and particularly the types of interaction beneficial for learning in different collaborative learning environments. Based on theoretical notions related to collaborative learning and peer interaction, a coding scheme was developed to analyze the…

Ontogeny of object permanence in a non-storing corvid species, the jackdaw (Corvus monedula)

PubMed Central

Ujfalussy, Dorottya Júlia; Miklósi, Ádám; Bugnyar, Thomas

2015-01-01

The aim of the present study was to investigate the ontogeny of object permanence in a non-caching corvid species, the jackdaw (Corvus monedula). Jackdaws are often presented as typical examples of non-storing corvids, as they cache either very little or not at all. We used Uzgiris and Hunt’s Scale 1 tasks to determine the age at which the certain stages set in and the final stage of this capacity that is reached. Our results show that the lack of food-storing behaviour is not associated with inferior object permanence abilities in the jackdaw, as our subjects (N = 19) have reached stage 5 competence (to follow successive visible displacements) at the average age of 61 days post-hatch and showed some evidence of stage 6 competence (to follow advanced invisible displacements) at 81 days post-hatch and thereafter. As we appreciate that object permanence abilities have a very wide ecological significance, our positive results are probably the consequence of other, more fundamental ecological pressures, such as nest-hole reproduction or prey–predator interactions. PMID:23161215

Combined passive bearing element/generator motor

DOEpatents

Post, Richard F.

2000-01-01

An electric machine includes a cylindrical rotor made up of an array of permanent magnets that provide a N-pole magnetic field of even order (where N=4, 6, 8, etc.). This array of permanent magnets has bars of identical permanent magnets made of dipole elements where the bars are assembled in a circle. A stator inserted down the axis of the dipole field is made of two sets of windings that are electrically orthogonal to each other, where one set of windings provides stabilization of the stator and the other set of windings couples to the array of permanent magnets and acts as the windings of a generator/motor. The rotor and the stator are horizontally disposed, and the rotor is on the outside of said stator. The electric machine may also include two rings of ferromagnetic material. One of these rings would be located at each end of the rotor. Two levitator pole assemblies are attached to a support member that is external to the electric machine. These levitator pole assemblies interact attractively with the rings of ferromagnetic material to produce a levitating force upon the rotor.

Ontogeny of object permanence in a non-storing corvid species, the jackdaw (Corvus monedula).

PubMed

Ujfalussy, Dorottya Júlia; Miklósi, Ádám; Bugnyar, Thomas

2013-05-01

The aim of the present study was to investigate the ontogeny of object permanence in a non-caching corvid species, the jackdaw (Corvus monedula). Jackdaws are often presented as typical examples of non-storing corvids, as they cache either very little or not at all. We used Uzgiris and Hunt's Scale 1 tasks to determine the age at which the certain stages set in and the final stage of this capacity that is reached. Our results show that the lack of food-storing behaviour is not associated with inferior object permanence abilities in the jackdaw, as our subjects (N = 19) have reached stage 5 competence (to follow successive visible displacements) at the average age of 61 days post-hatch and showed some evidence of stage 6 competence (to follow advanced invisible displacements) at 81 days post-hatch and thereafter. As we appreciate that object permanence abilities have a very wide ecological significance, our positive results are probably the consequence of other, more fundamental ecological pressures, such as nest-hole reproduction or prey-predator interactions.

Mining Learning Social Networks for Cooperative Learning with Appropriate Learning Partners in a Problem-Based Learning Environment

ERIC Educational Resources Information Center

Chen, Chih-Ming; Chang, Chia-Cheng

2014-01-01

Many studies have identified web-based cooperative learning as an increasingly popular educational paradigm with potential to increase learner satisfaction and interactions. However, peer-to-peer interaction often suffers barriers owing to a failure to explore useful social interaction information in web-based cooperative learning environments.…

Patterns of interactions at grade 5 classroom in learning the topic of statistics viewed from cognitive load theory

NASA Astrophysics Data System (ADS)

Setianingsih, R.

2018-01-01

The nature of interactions that occurs among teacher, students, learning sources, and learning environment creates different settings to enhance learning. Any setting created by a teacher is affected by 3 (three) types of cognitive load: intrinsic cognitive load, extraneous cognitive load, and germane cognitive load. This study is qualitative in nature, aims to analyse the patterns of interaction that are constituted in mathematics instructions by taking into account the cognitive load theory. The subjects of this study are 21 fifth-grade students who learn mathematics in small groups and whole-class interactive lessons. The data were collected through classroom observations which were videotaped, while field notes were also taken. The data analysis revealed that students engaged in productive interaction and inquiry while they were learning mathematics in small groups or in whole class setting, in which there was a different type of cognitive load that dominantly affecting the learning processes at each setting. During learning mathematics in whole class setting, the most frequently found interaction patterns were to discuss and compare solution based on self-developed models, followed by expressing opinions. This is consistent with the principles of mathematics learning, which gives students wide opportunities to construct mathematical knowledge through individual learning, learning in small groups as well as learning in whole class settings. It means that by participating in interactive learning, the students are habitually engaged in productive interactions and high level of mathematical thinking.

Context generalization in Drosophila visual learning requires the mushroom bodies

NASA Astrophysics Data System (ADS)

Liu, Li; Wolf, Reinhard; Ernst, Roman; Heisenberg, Martin

1999-08-01

The world is permanently changing. Laboratory experiments on learning and memory normally minimize this feature of reality, keeping all conditions except the conditioned and unconditioned stimuli as constant as possible. In the real world, however, animals need to extract from the universe of sensory signals the actual predictors of salient events by separating them from non-predictive stimuli (context). In principle, this can be achieved ifonly those sensory inputs that resemble the reinforcer in theirtemporal structure are taken as predictors. Here we study visual learning in the fly Drosophila melanogaster, using a flight simulator,, and show that memory retrieval is, indeed, partially context-independent. Moreover, we show that the mushroom bodies, which are required for olfactory but not visual or tactile learning, effectively support context generalization. In visual learning in Drosophila, it appears that a facilitating effect of context cues for memory retrieval is the default state, whereas making recall context-independent requires additional processing.

Stably maintained dendritic spines are associated with lifelong memories

PubMed Central

Yang, Guang; Pan, Feng; Gan, Wen-Biao

2016-01-01

Changes in synaptic connections are considered essential for learning and memory formation1–6. However, it is unknown how neural circuits undergo continuous synaptic changes during learning while maintaining lifelong memories. Here we show, by following postsynaptic dendritic spines over time in the mouse cortex7–8, that learning and novel sensory experience lead to spine formation and elimination by a protracted process. The extent of spine remodelling correlates with behavioural improvement after learning, suggesting a crucial role of synaptic structural plasticity in memory formation and storage. Importantly, a small fraction of new spines induced by novel experience, together with most spines formed early during development and surviving experience-dependent elimination, are preserved throughout the entire life of an animal. These studies indicate that learning and daily sensory experience leave minute but permanent marks on cortical connections and suggest that lifelong memories are stored in largely stably connected synaptic networks. PMID:19946265

Evaluation of the Transfer of Permanent Formation: Analysis of an Experience of Workshops on Astronomy

NASA Astrophysics Data System (ADS)

Cano, Elena; Fabregat, Jaime; Ros, Rosa M.

2016-08-01

In the framework of a European project to bring astronomy near to children, several permanent teachers training activities were developed. These actions included workshops with teachers from various stages of the educational system. This paper presents the process and results of the evaluation of that training program. It intends to assess the satisfaction of the participants, as well as their learning and their later transfer of formation to the classroom. Barriers encountered in the transfer of formation, some of them linked to the type of training method chosen and other factors derived from personal and institutional conditions, are outlined. Finally, some guidelines for improving the transfer of scientific formation to the classroom in the future are pointed out.

GABA function may be related to the impairment of learning and memory caused by systemic prenatal hypoxia-ischemia.

PubMed

Cunha-Rodrigues, Marta Cristina; Balduci, Cassiana Thayara do Nascimento; Tenório, Frank; Barradas, Penha Cristina

2018-03-01

Intrauterine adverse conditions may be responsible for long-lasting damages which impact health even during adult phase. Hypoxic-ischemic (HI) events are a relevant cause of newborn mortality and the principal factor leading to permanent brain lesions. Using a model in which the ovarian and uterine flux of a pregnant rat is obstructed for 45 min we have described oligodendrocyte death, astrogliosis and neuronal loss. In this work we investigated hippocampal neuronal population and performed a functional evaluation of memory and learning of young rats that had been affected by prenatal HI. Anesthetized Wistar rats on the 18th gestation day had the uterine horns exposed and the ovarian and uterine arteries clamped for 45 min (HI group). Sham-operated rats (SH group) had the horns exposed but no arteries were clamped. We measured the levels of different proteins related to excitatory/inhibitory transmission in the hippocampi of young pups (P45). Histological evaluation was also performed in order to characterize hippocampal neuronal population. Rats from both groups were tested through Novel Object Recognition Test (NORT) using two inter-trial intervals: 5 min and 8 h. Here we show a loss in the total number of hippocampal neurons although the immunostaining of parvalbumin and levels of GAD enzyme were increased in HI group. Functional assessment indicated a marked difference concerning HI learning and memory abilities. Our results reflect permanent damages concerning GABA function which may disturb neurotransmitter homeostasis leading to the observed deficits in learning and memory. Copyright © 2018 Elsevier Inc. All rights reserved.

Beyond Lecture and Non-Lecture Classrooms: LA-student interactions in Active Learning Classrooms

NASA Astrophysics Data System (ADS)

Gonzalez, Dayana; Kornreich, Hagit; Rodriguez, Idaykis; Monslave, Camila; Pena-Flores, Norma

Our expanded multi-site study on active learning classrooms supported by Learning Assistants (LAs) aims to understand the connections between three classroom elements: the activity, student learning, and how LAs support the learning process in the classroom. At FIU, LAs are used in a variety of active learning settings, from large auditorium settings to studio classroom with movable tables. Our study uses the COPUS observation protocol as a way to characterize LAs behaviors in these classrooms. With a focus on LA-student interactions, our analysis of how LAs interact with students during a 'learning session' generated new observational codes for specific new categories of LA roles. Preliminary results show that LAs spend more time interacting with students in some classes, regardless of the classroom setting, while in other classrooms, LA-student interactions are mostly brief. We discuss how LA-student interactions contribute to the dynamics and mechanism of the socially shared learning activity.

Students' experiences with interactivity and learning in a high school physics multimedia distance learning course

NASA Astrophysics Data System (ADS)

Villarreal-Stewart, Irene

The purpose guiding this research has been to learn about and describe the phenomena of interactivity from the learners' perspectives and to learn which of the interactivity affordances and practices were actually used by students and why in the process of learning physics using an interactive multimedia distance learning course system. The bigger purpose behind learning about and describing interactivity has been to gain knowledge and perspective for its instructional design to benefit the learner, the school as curriculum implementer, and instructional media designers to create better products. Qualitative methodology in the interpretivist tradition was used, that is, in-depth interviews and on-site observations, to gain understanding of interactivity from the learners' perspective and to gain understanding of the student learning context impacting and shaping the students' interactivity experiences. NVivo was used to sort, organize and index data. All data were read on three levels: literally, interpretively, and reflexively; and were read comparatively to other perspectives to get descriptions and interpretations that were holistic to the implementation and had potential insight to improve practice for instructional designers, teachers, administrators, specifically to improve the learning experience for students. Site-Specific Findings: Students watched videos, resisted using phone and e-mail, and worked math problems to demonstrate learning, which resulted in very little interactivity, virtually no dialogue about physics, no physical activity, one-way communication, multifaceted dissatisfaction, student need for teacher involvement in the learning enterprise, student appreciation for interactivity, and expressed desire for a real, live teacher. I also found that some students did experience the system as interactive, did experience learner control and self-directed learning, and despite dissatisfaction, liked and appreciated the course. Wider Applications: Interactivity, a design element, requires scaffolding and nurturing in implementation. The variable and changing context of implementation suggests the requirement for its consideration in design work. The study suggests that during implementation the integrity of design as a whole and flexibility within the design are important continuing considerations. Recommendations. (1) implementation supervision by the school district, (2) use of a language and activity-based theory of learning and teaching and (3) dialogic inquiry (Wells, 1999) to continue learning about interactivity.

Multicultural Mask Extravaganza!

ERIC Educational Resources Information Center

Hubbert, Beth

2008-01-01

In this article, the author, an art teacher, describes how third- and fourth-graders in her art club made three-dimensional sculptural masks as their project. Students in this art club are usually kids that excel in the arts, or simply have the desire to learn more about the arts. Their projects are usually permanent to the school and become part…

The Influence of Transfer System Factors and Training Elapsed Time on Transfer in a Healthcare Organization

ERIC Educational Resources Information Center

Mihalko, Beverly J.

2010-01-01

Organizations and other sponsors of training face increasing pressure to demonstrate the value or impact of their training programs on individual and organizational performance. A critical element in the validation of training effectiveness is the permanent transfer of learned knowledge, skills, and behaviors to the workplace. The generalization…

The Paperless Classroom: E-filing and E-valuating Students' Work in English Composition.

ERIC Educational Resources Information Center

Davis, Dan

2002-01-01

Explores the possibilities of the paperless classroom achieved through e-mail strategies and the use of Blackboard, an e-learning software platform. Claims that the system can be an efficient method for storing and evaluating papers and communicating with students. Concludes that the system allows the author to create a permanent electronic paper…

Misconceptions and Conceptual Changes Concerning Continental Drift and Plate Tectonics among Portuguese Students Aged 16-17.

ERIC Educational Resources Information Center

Marques, Luis; Thompson, David

1997-01-01

This study investigates student misconceptions in the areas of continent, ocean, permanence of ocean basins, continental drift, Earth's magnetic field, and plates and plate motions. A teaching-learning model was designed based on a constructivist approach. Results show that students held a substantial number of misconceptions. (Author/DKM)

The Emotional Learning of Educators Working in Alternative Provision

ERIC Educational Resources Information Center

Menendez Alvarez-Hevia, David

2018-01-01

Working with pupils who are on the edge of exclusion is not an easy job; in fact, it is more than just a job. This study investigates the emotional involvement of educators (teachers and mentors) working with pupils who have been permanently, or are at risk of being, excluded from mainstream education This article presents different forms of…

NON-LETHAL WEAPONS: THE KEY TO A MORE AGGRESSIVE STRATEGY TO COMBAT TERRORISM

DTIC Science & Technology

2017-03-03

were fired. One out of every 16,500 bullets caused a death. One out of every 1900 resulted in a permanent disability and one out of every 800 produced...lessons learned from these and other incidents from the past, our forces can adapt their tactics and refine their weapons capabilities, further

Electromagnetic induction pump for pumping liquid metals and other conductive liquids

DOEpatents

Smither, R.K.

1993-05-11

An electromagnetic induction pump is described in which an electrically conductive liquid is made to flow by means of a force created by interaction of a permanent magnetic field and a DC current. The pump achieves high efficiency through combination of: powerful permanent magnet materials which provide a high strength field that is uniform and constant; steel tubing formed into a coil which is constructed to carry conducting liquids with minimal electrical resistance and heat; and application of a voltage to induce a DC current which continuously produces a force in the direction of the desired flow.

Electromagnetic induction pump for pumping liquid metals and other conductive liquids

DOEpatents

Smither, Robert K.

1993-01-01

An electromagnetic induction pump in which an electrically conductive liquid is made to flow by means of a force created by interaction of a permanent magnetic field and a DC current. The pump achieves high efficiency through combination of: powerful permanent magnet materials which provide a high strength field that is uniform and constant; steel tubing formed into a coil which is constructed to carry conducting liquids with minimal electrical resistance and heat; and application of a voltage to induce a DC current which continuously produces a force in the direction of the desired flow.

Skilled interaction among professional carers in special accommodations for adult people with learning disabilities.

PubMed

Antonsson, H; Aström, S; Lundström, M; Graneheim, U H

2013-09-01

Communicative difficulties affect interactions between people with learning disabilities and their carers. Despite such difficulties, however, some carers seem to interact successfully with people who have limited ability to communicate verbally and exhibit challenging behaviour. This study aims to illuminate skilled interaction among carers working in special accommodations for people with learning disabilities. Interactions between 16 caregivers and 11 residents with learning disabilities were recorded on video. Verbal and non-verbal interaction skills among the carers were identified. Four caring situations with people with learning disabilities were chosen to illuminate skilled interaction. The transcribed text was subjected to qualitative content analysis and core stories were created. The results show that skilled interaction between the carers and the people with learning disabilities is based upon being confirming, sharing daily life experience, giving time and space, and using congruent and distinct language. In this paper we present examples that offer concrete suggestions of how to promote successful interaction and create meaning in the shared day-to-day life in special accommodations for people with learning disabilities. © 2012 John Wiley & Sons Ltd.

Learning procedures from interactive natural language instructions

NASA Technical Reports Server (NTRS)

Huffman, Scott B.; Laird, John E.

1994-01-01

Despite its ubiquity in human learning, very little work has been done in artificial intelligence on agents that learn from interactive natural language instructions. In this paper, the problem of learning procedures from interactive, situated instruction is examined in which the student is attempting to perform tasks within the instructional domain, and asks for instruction when it is needed. Presented is Instructo-Soar, a system that behaves and learns in response to interactive natural language instructions. Instructo-Soar learns completely new procedures from sequences of instruction, and also learns how to extend its knowledge of previously known procedures to new situations. These learning tasks require both inductive and analytic learning. Instructo-Soar exhibits a multiple execution learning process in which initial learning has a rote, episodic flavor, and later executions allow the initially learned knowledge to be generalized properly.

A superconducting conveyer system using multiple bulk Y-Ba-Cu-O superconductors and permanent magnets

NASA Astrophysics Data System (ADS)

Kinoshita, T.; Koshizuka, N.; Nagashima, K.; Murakami, M.

Developments of non-contact superconducting devices like superconducting magnetic levitation transfer and superconducting flywheel energy storage system have been performed based on the interactions between bulk Y-Ba-Cu-O superconductors and permanent magnets, in that the superconductors can stably be levitated without any active control. The performances of noncontact superconducting devices are dependent on the interaction forces like attractive forces and stiffness. In the present study, we constructed a non-contact conveyer for which the guide rails were prepared by attaching many Fe-Nd-B magnets onto an iron base plate. Along the translational direction, all the magnets were arranged as to face the same pole, and furthermore their inter-distance was made as small as possible. The guide rail has three magnet rows, for which the magnets were glued on the iron plate such that adjacent magnet rows have opposite poles like NSN. At the center row, the magnetic field at zero gap reached 0.61T, while the field strengths of two rows on the side edges were only 0.48T due to magnetic interactions among permanent magnets. We then prepared a cryogenic box made with FRP that can store several bulk Y-Ba-Cu-O superconductors 25 mm in diameter cooled by liquid nitrogen. It was found that the levitation forces and stiffness increased with increasing the number of bulk superconductors installed in the box, although the levitation force per unit bulk were almost the same. We also confirmed that these forces are dependent on the configuration of bulk superconductors.

Monitoring of Students' Interaction in Online Learning Settings by Structural Network Analysis and Indicators.

PubMed

Ammenwerth, Elske; Hackl, Werner O

2017-01-01

Learning as a constructive process works best in interaction with other learners. Support of social interaction processes is a particular challenge within online learning settings due to the spatial and temporal distribution of participants. It should thus be carefully monitored. We present structural network analysis and related indicators to analyse and visualize interaction patterns of participants in online learning settings. We validate this approach in two online courses and show how the visualization helps to monitor interaction and to identify activity profiles of learners. Structural network analysis is a feasible approach for an analysis of the intensity and direction of interaction in online learning settings.

Magnetofluidic concentration and separation of non-magnetic particles using two magnet arrays

PubMed Central

Hejazian, Majid

2016-01-01

The present paper reports the use of diluted ferrofluid and two arrays of permanent magnets for the size-selective concentration of non-magnetic particles. The micro magnetofluidic device consists of a straight channels sandwiched between two arrays of permanent magnets. The permanent magnets create multiple capture zones with minimum magnetic field strength along the channel. The complex interaction between magnetic forces and hydrodynamic force allows the device to operate in different regimes suitable for concentration of non-magnetic particles with small difference in size. Our experimental results show that non-magnetic particles with diameters of 3.1 μm and 4.8 μm can be discriminated and separated with this method. The results from this study could be used as a guide for the design of size-sensitive separation devices for particle and cell based on negative magnetophoresis. PMID:27478527

Multimedia And Internetworking Architecture Infrastructure On Interactive E-Learning System

NASA Astrophysics Data System (ADS)

Indah, K. A. T.; Sukarata, G.

2018-01-01

Interactive e-learning is a distance learning method that involves information technology, electronic system or computer as one means of learning system used for teaching and learning process that is implemented without having face to face directly between teacher and student. A strong dependence on emerging technologies greatly influences the way in which the architecture is designed to produce a powerful interactive e-learning network. In this paper analyzed an architecture model where learning can be done interactively, involving many participants (N-way synchronized distance learning) using video conferencing technology. Also used broadband internet network as well as multicast techniques as a troubleshooting method for bandwidth usage can be efficient.

Effects of interactive instructional techniques in a web-based peripheral nervous system component for human anatomy.

PubMed

Allen, Edwin B; Walls, Richard T; Reilly, Frank D

2008-02-01

This study investigated the effects of interactive instructional techniques in a web-based peripheral nervous system (PNS) component of a first year medical school human anatomy course. Existing data from 9 years of instruction involving 856 students were used to determine (1) the effect of web-based interactive instructional techniques on written exam item performance and (2) differences between student opinions of the benefit level of five different types of interactive learning objects used. The interactive learning objects included Patient Case studies, review Games, Simulated Interactive Patients (SIP), Flashcards, and unit Quizzes. Exam item analysis scores were found to be significantly higher (p < 0.05) for students receiving the instructional treatment incorporating the web-based interactive learning objects than for students not receiving this treatment. Questionnaires using a five-point Likert scale were analysed to determine student opinion ratings of the interactive learning objects. Students reported favorably on the benefit level of all learning objects. Students rated the benefit level of the Simulated Interactive Patients (SIP) highest, and this rating was significantly higher (p < 0.05) than all other learning objects. This study suggests that web-based interactive instructional techniques improve student exam performance. Students indicated a strong acceptance of Simulated Interactive Patient learning objects.

Robust sensorimotor representation to physical interaction changes in humanoid motion learning.

PubMed

Shimizu, Toshihiko; Saegusa, Ryo; Ikemoto, Shuhei; Ishiguro, Hiroshi; Metta, Giorgio

2015-05-01

This paper proposes a learning from demonstration system based on a motion feature, called phase transfer sequence. The system aims to synthesize the knowledge on humanoid whole body motions learned during teacher-supported interactions, and apply this knowledge during different physical interactions between a robot and its surroundings. The phase transfer sequence represents the temporal order of the changing points in multiple time sequences. It encodes the dynamical aspects of the sequences so as to absorb the gaps in timing and amplitude derived from interaction changes. The phase transfer sequence was evaluated in reinforcement learning of sitting-up and walking motions conducted by a real humanoid robot and compatible simulator. In both tasks, the robotic motions were less dependent on physical interactions when learned by the proposed feature than by conventional similarity measurements. Phase transfer sequence also enhanced the convergence speed of motion learning. Our proposed feature is original primarily because it absorbs the gaps caused by changes of the originally acquired physical interactions, thereby enhancing the learning speed in subsequent interactions.

Student Experiences on Interaction in an Online Learning Environment as Part of a Blended Learning Implementation: What Is Essential?

ERIC Educational Resources Information Center

Salmi, Laura

2013-01-01

Interaction and community building are essential elements of a well functioning online learning environment, especially in learning environments based on investigative learning with a strong emphasis on teamwork. In this paper, practical solutions covering quality criteria for interaction in online education are presented for a simple…

Factors of Learner-Instructor Interaction Which Predict Perceived Learning Outcomes in Online Learning Environment

ERIC Educational Resources Information Center

Kang, M.; Im, T.

2013-01-01

Interaction in the online learning environment has been regarded as one of the most critical elements that affect learning outcomes. This study examined what factors in learner-instructor interaction can predict the learner's outcomes in the online learning environment. Learners in K Online University participated by answering the survey, and data…

Student-Teacher Interaction in Online Learning Environments

ERIC Educational Resources Information Center

Wright, Robert D., Ed.

2015-01-01

As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. "Student-Teacher Interaction in Online Learning Environments" provides successful strategies and procedures for developing…

Polymer chain collapse induced by many-body dipole correlations.

PubMed

Budkov, Yu A; Kalikin, N N; Kolesnikov, A L

2017-04-01

We present a simple analytical theory of a flexible polymer chain dissolved in a good solvent, carrying permanent freely oriented dipoles on the monomers. We take into account the dipole correlations within the random phase approximation (RPA), as well as a dielectric heterogeneity in the internal polymer volume relative to the bulk solution. We demonstrate that the dipole correlations of monomers can be taken into account as pairwise ones only when the polymer chain is in a coil conformation. In this case the dipole correlations manifest themselves through the Keesom interactions of the permanent dipoles. On the other hand, the dielectric heterogeneity effect (dielectric mismatch effect) leads to the effective interaction between the monomers of the polymeric coil. Both of these effects can be taken into account by renormalizing the second virial coefficient of the monomer-monomer volume interactions. We establish that in the case when the solvent dielectric permittivity exceeds the dielectric permittivity of the polymeric material, the dielectric mismatch effect competes with the dipole attractive interactions, leading to polymer coil expansion. In the opposite case, both the dielectric mismatch effect and the dipole attractive interaction lead to the polymer coil collapse. We analyse the coil-globule transition caused by the dipole correlations of monomers within the many-body theory. We demonstrate that accounting for the dipole correlations higher than the pairwise ones smooths this pure electrostatics driven coil-globule transition of the polymer chain.

Designing Interactions for Learning: Physicality, Interactivity, and Interface Effects in Digital Environments

ERIC Educational Resources Information Center

Hoffman, Daniel L.

2013-01-01

The purpose of the study is to better understand the role of physicality, interactivity, and interface effects in learning with digital content. Drawing on work in cognitive science, human-computer interaction, and multimedia learning, the study argues that interfaces that promote physical interaction can provide "conceptual leverage"…

Characterizing Navigation in Interactive Learning Environments

ERIC Educational Resources Information Center

Liang, Hai-Ning; Sedig, Kamran

2009-01-01

Interactive learning environments (ILEs) are increasingly used to support and enhance instruction and learning experiences. ILEs maintain and display information, allowing learners to interact with this information. One important method of interacting with information is navigation. Often, learners are required to navigate through the information…

Developmental song learning as a model to understand neural mechanisms that limit and promote the ability to learn.

PubMed

London, Sarah E

2017-11-20

Songbirds famously learn their vocalizations. Some species can learn continuously, others seasonally, and still others just once. The zebra finch (Taeniopygia guttata) learns to sing during a single developmental "Critical Period," a restricted phase during which a specific experience has profound and permanent effects on brain function and behavioral patterns. The zebra finch can therefore provide fundamental insight into features that promote and limit the ability to acquire complex learned behaviors. For example, what properties permit the brain to come "on-line" for learning? How does experience become encoded to prevent future learning? What features define the brain in receptive compared to closed learning states? This piece will focus on epigenomic, genomic, and molecular levels of analysis that operate on the timescales of development and complex behavioral learning. Existing data will be discussed as they relate to Critical Period learning, and strategies for future studies to more directly address these questions will be considered. Birdsong learning is a powerful model for advancing knowledge of the biological intersections of maturation and experience. Lessons from its study not only have implications for understanding developmental song learning, but also broader questions of learning potential and the enduring effects of early life experience on neural systems and behavior. Copyright © 2017. Published by Elsevier B.V.

Investigating Learning with an Interactive Tutorial: A Mixed-Methods Strategy

ERIC Educational Resources Information Center

de Villiers, M. R.; Becker, Daphne

2017-01-01

From the perspective of parallel mixed-methods research, this paper describes interactivity research that employed usability-testing technology to analyse cognitive learning processes; personal learning styles and times; and errors-and-recovery of learners using an interactive e-learning tutorial called "Relations." "Relations"…

Local structuring factors of invertebrate communities in ephemeral freshwater rock pools and the influence of more permanent water bodies in the region

USGS Publications Warehouse

Jocque, M.; Graham, T.; Brendonck, L.

2007-01-01

We used three isolated clusters of small ephemeral rock pools on a sandstone flat in Utah to test the importance of local structuring processes on aquatic invertebrate communities. In the three clusters we characterized all ephemeral rock pools (total: 27) for their morphometry, and monitored their water quality, hydrology and community assemblage during a full hydrocycle. In each cluster we also sampled a set of more permanent interconnected freshwater systems positioned in a wash, draining the water from each cluster of rock pools. This design allowed additional testing for the potential role of more permanent water bodies in the region as source populations for the active dispersers and the effect on the community structure in the rock pools. Species richness and community composition in the rock pools correlated with level of permanence and the ammonia concentration. The length of the rock pool inundation cycle shaped community structure, most probably by inhibiting colonization by some taxa (e.g. tadpoles and insect larvae) through developmental constraints. The gradient in ammonia concentrations probably reflects differences in primary production. The more permanent water bodies in each wash differed both environmentally and in community composition from the connected set of rock pools. A limited set of active dispersers was observed in the rock pools. Our findings indicate that aquatic invertebrate communities in the ephemeral rock pools are mainly structured through habitat permanence, possibly linked with biotic interactions and primary production. ?? 2007 Springer Science+Business Media B.V.

Adoption Now: A Joint Initiative of New York's Courts and Child Welfare System

ERIC Educational Resources Information Center

DeCataldo, Kathleen R.; Carroll, Karen

2007-01-01

In November 2002, Chief Judge Judith Kaye attended the National Adoption Day festivities in Albany County and New York County (Manhattan). Although pleased that 600 adoptions were being finalized statewide on this special day, she was concerned to learn more than 6,000 other children were free for adoption but had not yet found permanent families.…

A Board Game about Space and Solar System for Primary School Students

ERIC Educational Resources Information Center

Kirikkaya, Esma Bulus; Iseri, Sebnem; Vurkaya, Gurbet

2010-01-01

Visual elements that used in lessons are necessary because they make learning more permanent. Also the visuals that used in evaluation part of the lesson should decrease the anxiety of students and provide them with correct evaluation. The board games among the visuals which can be used in evaluation part are quite effective for getting feedback…

Student Financial Aid Programs: Pell Grant Program Abuse. Testimony before the Permanent Subcommittee on Investigations, Committee on Governmental Affairs, U.S. Senate.

ERIC Educational Resources Information Center

Stiener, Richard C.

This report presents information on an ongoing investigation into Pell Grant Program abuses among parochial yeshiva-operated institutions in the New York City area. The investigation examined 23 yeshivas (Orthodox Jewish schools of higher instruction in Jewish learning) or yeshiva-operated institutions for fraudulent or abusive conditions and…

The Influence of the Augmented Reality Application on Students' Performances in Ottoman Turkish Readings

ERIC Educational Resources Information Center

Özcan, Mehmet Fatih; Özkan, Âdem; Sahin, Nurullah

2017-01-01

The use of Augmented Reality Technologies, which has been developed in order to enrich the environment of education and training and provide permanent learning, has been increasing day by day. In this sense, it is important to analyze the use of augmented applications in education and training environments. In this study, we have aimed to…

Teaching Aids and Work with Models in E-Learning Environments

ERIC Educational Resources Information Center

Jancaríková, Katerina; Jancarík, Antonín

2017-01-01

PISA study has defined several key areas to be paid attention to by teachers. One of these areas is work with models. The term model can be understood very broadly, it can refer to a drawing of a chemical reaction, a plastic model, a permanent mount (taxidermy) to advanced 3D projections. Teachers are no longer confined to teaching materials and…

Attention Switching and Multimedia Learning: The Impact of Executive Resources on the Integrative Comprehension of Texts and Pictures

ERIC Educational Resources Information Center

Baadte, Christiane; Rasch, Thorsten; Honstein, Helena

2015-01-01

The ability to flexibly allocate attention to goal-relevant information is pivotal for the completion of high-level cognitive processes. For instance, in comprehending illustrated texts, the reader permanently has to switch the attentional focus between the text and the corresponding picture in order to extract relevant information from both…

A unified computational model of the development of object unity, object permanence, and occluded object trajectory perception.

PubMed

Franz, A; Triesch, J

2010-12-01

The perception of the unity of objects, their permanence when out of sight, and the ability to perceive continuous object trajectories even during occlusion belong to the first and most important capacities that infants have to acquire. Despite much research a unified model of the development of these abilities is still missing. Here we make an attempt to provide such a unified model. We present a recurrent artificial neural network that learns to predict the motion of stimuli occluding each other and that develops representations of occluded object parts. It represents completely occluded, moving objects for several time steps and successfully predicts their reappearance after occlusion. This framework allows us to account for a broad range of experimental data. Specifically, the model explains how the perception of object unity develops, the role of the width of the occluders, and it also accounts for differences between data for moving and stationary stimuli. We demonstrate that these abilities can be acquired by learning to predict the sensory input. The model makes specific predictions and provides a unifying framework that has the potential to be extended to other visual event categories. Copyright © 2010 Elsevier Inc. All rights reserved.

Exploration of Textual Interactions in CALL Learning Communities: Emerging Research and Opportunities

ERIC Educational Resources Information Center

White, Jonathan R.

2017-01-01

Computer-assisted language learning (CALL) has greatly enhanced the realm of online social interaction and behavior. In language classrooms, it allows the opportunity for students to enhance their learning experiences. "Exploration of Textual Interactions in CALL Learning Communities: Emerging Research and Opportunities" is an ideal…

An Interactive Learning Environment for Information and Communication Theory

ERIC Educational Resources Information Center

Hamada, Mohamed; Hassan, Mohammed

2017-01-01

Interactive learning tools are emerging as effective educational materials in the area of computer science and engineering. It is a research domain that is rapidly expanding because of its positive impacts on motivating and improving students' performance during the learning process. This paper introduces an interactive learning environment for…

Interactive Learning for Graphic Design Foundations

ERIC Educational Resources Information Center

Chu, Sauman; Ramirez, German Mauricio Mejia

2012-01-01

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

Acute and Chronic Altitude-Induced Cognitive Dysfunction in Children and Adolescents.

PubMed

Rimoldi, Stefano F; Rexhaj, Emrush; Duplain, Hervé; Urben, Sébastien; Billieux, Joël; Allemann, Yves; Romero, Catherine; Ayaviri, Alejandro; Salinas, Carlos; Villena, Mercedes; Scherrer, Urs; Sartori, Claudio

2016-02-01

To assess whether exposure to high altitude induces cognitive dysfunction in young healthy European children and adolescents during acute, short-term exposure to an altitude of 3450 m and in an age-matched European population permanently living at this altitude. We tested executive function (inhibition, shifting, and working memory), memory (verbal, short-term visuospatial, and verbal episodic memory), and speed processing ability in: (1) 48 healthy nonacclimatized European children and adolescents, 24 hours after arrival at high altitude and 3 months after return to low altitude; (2) 21 matched European subjects permanently living at high altitude; and (3) a matched control group tested twice at low altitude. Short-term hypoxia significantly impaired all but 2 (visuospatial memory and processing speed) of the neuropsychological abilities that were tested. These impairments were even more severe in the children permanently living at high altitude. Three months after return to low altitude, the neuropsychological performances significantly improved and were comparable with those observed in the control group tested only at low altitude. Acute short-term exposure to an altitude at which major tourist destinations are located induces marked executive and memory deficits in healthy children. These deficits are equally marked or more severe in children permanently living at high altitude and are expected to impair their learning abilities. Copyright © 2016 Elsevier Inc. All rights reserved.

Enhancement of object-permanence performance in the Down's syndrome infant.

PubMed

Morss, J R

1984-01-01

Four infants with Down's syndrome (aged 19-33 months) were presented with a restructured version of an object-permanence task. Restructuring consisted of the embedding of single trials of the task within a sequence of simpler, related steps. Following failure on a standard presentation of the task, three Down's syndrome (DS) infants demonstrated success on trials embedded in the training sequence. Comparison was made with the performance of normal infants (aged 14-19 months) matched in terms of failure on the pre-test. Only two out of nine normal infants registered success on the embedded trials. Results are discussed in terms of the differences between the DS infant and the normal infant, and the former's reliance on the deliberate structuring of his learning environment by a parent or educator.

Exploring the roles of interaction and flow in explaining nurses' e-learning acceptance.

PubMed

Cheng, Yung-Ming

2013-01-01

To provide safe and competent patient care, it is very important that medical institutions should provide nurses with continuing education by using appropriate learning methods. As compared to traditional learning, electronic learning (e-learning) is a more flexible method for nurses' in-service learning. Hence, e-learning is expected to play a pivotal role in providing continuing education for nurses. This study's purpose was to explore the role and relevance of interaction factors, intrinsic motivator (i.e., flow), and extrinsic motivators (i.e., perceived usefulness (PU) and perceived ease of use (PEOU)) in explaining nurses' intention to use the e-learning system. Based on the technology acceptance model (TAM) with the flow theory, this study's research model presents three types of interaction factors, learner-system interaction, instructor-learner interaction, and learner-learner interaction to construct an extended TAM to explore nurses' intention to use the e-learning system. Sample data were gathered from nurses at two regional hospitals in Taiwan. A total of 320 questionnaires were distributed, 254 (79.375%) questionnaires were returned. Consequently, 218 usable questionnaires were analyzed in this study, with a usable response rate of 68.125%. First, confirmatory factor analysis was used to develop the measurement model. Second, to explore the causal relationships among all constructs, the structural model for the research model was tested by using structural equation modeling. First, learner-system interaction, instructor-learner interaction, and learner-learner interaction respectively had significant effects on PU, PEOU, and flow. Next, flow had significant effects on PU and PEOU, and PEOU had a significant effect on PU. Finally, the effects of flow, PU, and PEOU on intention to use were significant. Synthetically speaking, learner-system interaction, instructor-learner interaction, and learner-learner interaction can indirectly make significant impacts on nurses' usage intention of the e-learning system via their extrinsic motivators (i.e., PU and PEOU) and intrinsic motivator (i.e., flow). Copyright © 2012 Elsevier Ltd. All rights reserved.

Interaction as Method and Result of Language Learning

ERIC Educational Resources Information Center

Hall, Joan Kelly

2010-01-01

The premise of this paper is that the interactional practices constituting teacher-student interaction and language learning are interdependent in that the substance of learners' language knowledge is inextricably tied to their extended involvement in the regularly occurring interactional practices constituting their specific contexts of learning.…

Facilitating interpersonal interaction and learning online: linking theory and practice.

PubMed

Sargeant, Joan; Curran, Vernon; Allen, Michael; Jarvis-Selinger, Sandra; Ho, Kendall

2006-01-01

An earlier study of physicians' perceptions of interactive online learning showed that these were shaped both by program design and quality and the quality and quantity of interpersonal interaction. We explore instructor roles in enhancing online learning through interpersonal interaction and the learning theories that inform these. This was a qualitative study using focus groups and interviews. Using purposive sampling, 50 physicians were recruited based on their experience with interactive online CME and face-to-face CME. Qualitative thematic and interpretive analysis was used. Two facilitation roles appeared key: creating a comfortable learning environment and enhancing the educational value of electronic discussions. Comfort developed gradually, and specific interventions like facilitating introductions and sharing experiences in a friendly, informative manner were helpful. As in facilitating effective small-group learning, instructors' thoughtful use of techniques that facilitated constructive interaction based on learner's needs and practice demands contributed to the educational value of interpersonal interactions. Facilitators require enhanced skills to engage learners in meaningful interaction and to overcome the transactional distance of online learning. The use of learning theories, including behavioral, cognitive, social, humanistic, and constructivist, can strengthen the educational design and facilitation of online programs. Preparation for online facilitation should include instruction in the roles and techniques required and the theories that inform them.

Reduction of Cogging Torque in Dual Rotor Permanent Magnet Generator for Direct Coupled Wind Energy Systems

PubMed Central

Paulsamy, Sivachandran

2014-01-01

In wind energy systems employing permanent magnet generator, there is an imperative need to reduce the cogging torque for smooth and reliable cut in operation. In a permanent magnet generator, cogging torque is produced due to interaction of the rotor magnets with slots and teeth of the stator. This paper is a result of an ongoing research work that deals with various methods to reduce cogging torque in dual rotor radial flux permanent magnet generator (DRFPMG) for direct coupled stand alone wind energy systems (SAWES). Three methods were applied to reduce the cogging torque in DRFPMG. The methods were changing slot opening width, changing magnet pole arc width and shifting of slot openings. A combination of these three methods was applied to reduce the cogging torque to a level suitable for direct coupled SAWES. Both determination and reduction of cogging torque were carried out by finite element analysis (FEA) using MagNet Software. The cogging torque of DRFPMG has been reduced without major change in induced emf. A prototype of 1 kW, 120 rpm DRFPMG was fabricated and tested to validate the simulation results. The test results have good agreement with the simulation predictions. PMID:25202746

Reduction of cogging torque in dual rotor permanent magnet generator for direct coupled wind energy systems.

PubMed

Paulsamy, Sivachandran

2014-01-01

In wind energy systems employing permanent magnet generator, there is an imperative need to reduce the cogging torque for smooth and reliable cut in operation. In a permanent magnet generator, cogging torque is produced due to interaction of the rotor magnets with slots and teeth of the stator. This paper is a result of an ongoing research work that deals with various methods to reduce cogging torque in dual rotor radial flux permanent magnet generator (DRFPMG) for direct coupled stand alone wind energy systems (SAWES). Three methods were applied to reduce the cogging torque in DRFPMG. The methods were changing slot opening width, changing magnet pole arc width and shifting of slot openings. A combination of these three methods was applied to reduce the cogging torque to a level suitable for direct coupled SAWES. Both determination and reduction of cogging torque were carried out by finite element analysis (FEA) using MagNet Software. The cogging torque of DRFPMG has been reduced without major change in induced emf. A prototype of 1 kW, 120 rpm DRFPMG was fabricated and tested to validate the simulation results. The test results have good agreement with the simulation predictions.

Supportive Communication to Facilitate Chinese Patients' Adaptation to a Permanent Colostomy: A Qualitative Case Study Approach.

PubMed

Tao, Hui; Songwathana, Praneed; Isaramalai, Sang-Arun; Wang, Qingxi

2016-01-01

This study, which is a part of action research, aims to explore how supportive communication can impact individuals' adaptation to a permanent colostomy in a Chinese cultural context. Two Chinese rectal cancer patients with complexity and difficulty in living with a permanent colostomy were selected using a qualitative case study approach. The researcher (H.T.) interacted with the participants along their journey from the preoperative period until the third postoperative month after discharge via face-to-face or telephone interviews. Content analysis was applied. Supportive communication was characterized by "communication as a supportive tool," which consisted of 4 elements: respect, description, empathy, and empowerment. The nursing strategies included (1) developing a collaborative relationship with patients and families; (2) understanding patients' concerns and problems; (3) discussing potential solutions; (4) encouraging patients to take action; (5) bringing out emotional expression; (6) normalizing negative emotions; and (7) protecting hope. The findings of this study informed that supportive communication is a valuable tool for nurses to provide informational and emotional support to Chinese patients in order to enhance their adaptation to living with a permanent colostomy. Developing an operational manual to enhance supportive communication for patients with colostomy is suggested.

Effects of Concept-Mapping-Based Interactive E-Books on Active and Reflective-Style Students' Learning Performances in Junior High School Law Courses

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Sung, Han-Yu; Chang, Hsuan

2017-01-01

Researchers have pointed out that interactive e-books have rich content and interactive features which can promote students' learning interest. However, researchers have also indicated the need to integrate effective learning supports or tools to help students organize what they have learned so as to increase their learning performance, in…

Bye, Bye Verbal-Only Method of Learning: Welcome Interactive Multimedia

ERIC Educational Resources Information Center

Faryadi, Qais

2006-01-01

Today, our verbal-only paradigm of teaching is on its way out. Interactive multimedia instructions have enabled learners to go forward smiling. Learners are motivated and encouraged by the evolving interactive multimedia to learn cooperatively and above all to learn meaningfully. Integration of interactive multimedia and technology in our…

Interactive Videos Enhance Learning about Socio-Ecological Systems

ERIC Educational Resources Information Center

Smithwick, Erica; Baxter, Emily; Kim, Kyung; Edel-Malizia, Stephanie; Rocco, Stevie; Blackstock, Dean

2018-01-01

Two forms of interactive video were assessed in an online course focused on conservation. The hypothesis was that interactive video enhances student perceptions about learning and improves mental models of social-ecological systems. Results showed that students reported greater learning and attitudes toward the subject following interactive video.…

Object-Oriented Control System Design Using On-Line Training of Artificial Neural Networks

NASA Technical Reports Server (NTRS)

Rubaai, Ahmed

1997-01-01

This report deals with the object-oriented model development of a neuro-controller design for permanent magnet (PM) dc motor drives. The system under study is described as a collection of interacting objects. Each object module describes the object behaviors, called methods. The characteristics of the object are included in its variables. The knowledge of the object exists within its variables, and the performance is determined by its methods. This structure maps well to the real world objects that comprise the system being modeled. A dynamic learning architecture that possesses the capabilities of simultaneous on-line identification and control is incorporated to enforce constraints on connections and control the dynamics of the motor. The control action is implemented "on-line", in "real time" in such a way that the predicted trajectory follows a specified reference model. A design example of controlling a PM dc motor drive on-line shows the effectiveness of the design tool. This will therefore be very useful in aerospace applications. It is expected to provide an innovative and noval software model for the rocket engine numerical simulator executive.

Quantifying Spatially Integrated Floodplain and Wetland Systems for the Conterminous US

EPA Science Inventory

Wetlands interact with other waters across a variable connectivity continuum, from permanent to transient, from fast to slow, and from primarily surface water to exclusively groundwater flows. Floodplain wetlands typically experience fast and frequent surface and near-surface gro...

Skype Me! Socially Contingent Interactions Help Toddlers Learn Language

ERIC Educational Resources Information Center

Roseberry, Sarah; Hirsh-Pasek, Kathy; Golinkoff, Roberta M.

2014-01-01

Language learning takes place in the context of social interactions, yet the mechanisms that render social interactions useful for learning language remain unclear. This study focuses on whether social contingency might support word learning. Toddlers aged 24-30 months (N = 36) were exposed to novel verbs in one of three conditions: live…

Toward a neural basis for peer-interaction: what makes peer-learning tick?

PubMed Central

Clark, Ian; Dumas, Guillaume

2015-01-01

Many of the instructional practices that have been advanced as intrinsically motivating are inherent in socio-constructivist learning environments. There is now emerging scientific evidence to explain why interactive learning environments promote the intrinsic motivation to learn. The “two-body” and “second person” approaches have begun to explore the “dark matter” of social neuroscience: the intra- and inter-individual brain dynamics during social interaction. Moreover, studies indicate that when young learners are given expanded opportunities to actively and equitably participate in collaborative learning activities they experienced feelings of well-being, contentment, or even excitement. Neuroscience starts demonstrating how this naturally rewarding aspect is strongly associated with the implication of the mesolimbic dopaminergic pathway during social interaction. The production of dopamine reinforces the desire to continue the interaction, and heightens feelings of anticipation for future peer-learning activities. Here we review how cooperative learning and problem-solving interactions can bring about the “intrinsic” motivation to learn. Overall, the reported theoretical arguments and neuroscientific results have clear implications for school and organization approaches and support social constructivist perspectives. PMID:25713542

Children Can Learn New Facts Equally Well From Interactive Media Versus Face to Face Instruction

PubMed Central

Kwok, Kristine; Ghrear, Siba; Li, Vivian; Haddock, Taeh; Coleman, Patrick; Birch, Susan A. J.

2016-01-01

Today’s children have more opportunities than ever before to learn from interactive technology, yet experimental research assessing the efficacy of children’s learning from interactive media in comparison to traditional learning approaches is still quite scarce. Moreover, little work has examined the efficacy of using touch-screen devices for research purposes. The current study compared children’s rate of learning factual information about animals during a face-to-face instruction from an adult female researcher versus an analogous instruction from an interactive device. Eighty-six children ages 4 through 8 years (64% male) completed the learning task in either the Face-to-Face condition (n = 43) or the Interactive Media condition (n = 43). In the Learning Phase of the experiment, which was presented as a game, children were taught novel facts about animals without being told that their memory of the facts would be tested. The facts were taught to the children either by an adult female researcher (Face-to-Face condition) or from a pre-recorded female voice represented by a cartoon Llama (Interactive Media condition). In the Testing Phase of the experiment that immediately followed, children’s memory for the taught facts was tested using a 4-option forced-choice paradigm. Children’s rate of learning was significantly above chance in both conditions and a comparison of the rates of learning across the two conditions revealed no significant differences. Learning significantly improved from age 4 to age 8, however, even the preschool-aged children performed significantly above chance, and their performance did not differ between conditions. These results suggest that, interactive media can be equally as effective as one-on-one instruction, at least under certain conditions. Moreover, these results offer support for the validity of using interactive technology to collect data for research purposes. We discuss the implications of these results for children’s learning from interactive media, parental attitudes about interactive technology, and research methods. PMID:27826263

A sensorimotor area in the songbird brain is required for production of vocalizations in the song learning period of development.

PubMed

Piristine, Hande C; Choetso, Tenzin; Gobes, Sharon M H

2016-11-01

Sensory feedback is essential for acquiring and maintaining complex motor behaviors, including birdsong. In zebra finches, auditory feedback reaches the song control circuits primarily through the nucleus interfacialis nidopalii (Nif), which provides excitatory input to HVC (proper name)-a premotor region essential for the production of learned vocalizations. Despite being one of the major inputs to the song control pathway, the role of Nif in generating vocalizations is not well understood. To address this, we transiently inactivated Nif in late juvenile zebra finches. Upon Nif inactivation (in both hemispheres or on one side only), birds went from singing stereotyped zebra finch song to uttering highly variable and unstructured vocalizations resembling sub-song, an early juvenile song form driven by a basal ganglia circuit. Simultaneously inactivating Nif and LMAN (lateral magnocellular nucleus of the anterior nidopallium), the output nucleus of a basal ganglia circuit, inhibited song production altogether. These results suggest that Nif is required for generating the premotor drive for song. Permanent Nif lesions, in contrast, have only transient effects on vocal production, with song recovering within a day. The sensorimotor nucleus Nif thus produces a premotor drive to the motor pathway that is acutely required for generating learned vocalizations, but once permanently removed, the song system can compensate for its absence. © 2016 Wiley Periodicals, Inc. Develop Neurobiol 76: 1213-1225, 2016. © 2016 Wiley Periodicals, Inc.

A selective cannabinoid CB2 agonist attenuates damage and improves memory retention following stroke in mice.

PubMed

Ronca, Richard D; Myers, Alyssa M; Ganea, Doina; Tuma, Ronald F; Walker, Ellen A; Ward, Sara Jane

2015-10-01

We have recently demonstrated that treatment with a cannabinoid CB2 agonist was protective in a mouse middle cerebral artery occlusion model of cerebral ischemia/reperfusion injury. The present study aimed to determine whether these protective effects of CB2 agonism would extend to a mouse photoinjury model of permanent ischemia and determine associated alterations in cognition and infarct size. Mice received three injections of the CB2 selective agonist O-1966 or vehicle 1h prior to and 2 and 5days following induction of stroke. Infarct size was assessed at 1, 3, or 7days post-injury and learning and memory effects of injury and O-1966 treatment were assessed on days 6 and 7 using a novel object recognition task and an operant acquisition and retention procedure. O-1966 treated mice had significantly smaller infarct volumes compared with vehicle treated mice. Photoinjury was also associated with a significant memory impairment on day 7 post-injury, and this deficit was reversed with O-1966 treatment. Surprisingly, sham-operated mice receiving O-1966 treatment showed a significant learning deficit in both the recognition and operant tasks compared with vehicle treated sham mice. We conclude that CB2 activation is protective against cognitive deficits and tissue damage following permanent ischemia, but may dysregulate glial or neuronal function of learning and memory circuits in the absence of injury and/or inflammation. Copyright © 2015 Elsevier Inc. All rights reserved.

The Development of Interactive Mathematics Learning Material Based on Local Wisdom with .swf Format

NASA Astrophysics Data System (ADS)

Abadi, M. K.; Asih, E. C. M.; Jupri, A.

2018-05-01

Learning materials used by students and schools in Serang district are lacking because they do not contain local wisdom content. The aim of this study is to improve the deficiencies in learning materials used by students by making interactive materials based on local wisdom content with format .swf. The method in this research is research and development (RnD) with ADDIE model. In making this interactive learning materials in accordance with the stages of the ADDIE study. The results of this study include interactive learning materials based on local wisdom. This learning material is suitable for digital students.

Interactive learning media based on flash for basic electronic engineering development for SMK Negeri 1 Driyorejo - Gresik

NASA Astrophysics Data System (ADS)

Mandigo Anggana Raras, Gustav

2018-04-01

This research aims to produce a product in the form of flash based interactive learning media on a basic electronic engineering subject that reliable to be used and to know students’ responses about the media. The target of this research is X-TEI 1 class at SMK Negeri 1 Driyorejo – Gresik. The method used in this study is R&D that has been limited into seven stages only (1) potential and problems, (2) data collection, (3) product design, (4) product validation, (5) product revision, (6) field test, and (7) analysis and writing. The obtained result is interactive learning media named MELDASH. Validation process used to produce a valid interactive learning media. The result of media validation state that the interactive learning media has a 90.83% rating. Students’ responses to this interactive learning media is really good with 88.89% rating.

Stakeholder engagement opportunities in systematic reviews: knowledge transfer for policy and practice.

PubMed

Keown, Kiera; Van Eerd, Dwayne; Irvin, Emma

2008-01-01

Knowledge transfer and exchange is the process of increasing the awareness and use of research evidence in policy or practice decision making by nonresearch audiences or stakeholders. One way to accomplish this end is through ongoing interaction between researchers and interested nonresearch audiences, which provides an opportunity for the two groups to learn more about one another. The purpose of this article is to describe and discuss various stakeholder engagement opportunities that we employ throughout the stages of conducting a systematic review, to increase knowledge utilization within these audiences. Systematic reviews of the literature on a particular topic can provide an unbiased overview of the state of the literature. The engagement opportunities we have identified are topic consultation, feedback meetings during the review, member of review team, and involvement in dissemination. The potential benefits of including stakeholders in the process of a systematic review include increased relevance, clarity, and awareness of systematic review findings. A further benefit is the potential for increased dissemination of the findings. Challenges that researchers face are that stakeholder interactions can be time- and resource-intensive, it can be difficult balancing stakeholder desires with scientific rigor, and stakeholders may have difficulties accepting findings with which they do not agree. Despite these challenges we have included stakeholder involvement as a permanent step in the procedure of conducting a systematic review.

Predicting Market Impact Costs Using Nonparametric Machine Learning Models.

PubMed

Park, Saerom; Lee, Jaewook; Son, Youngdoo

2016-01-01

Market impact cost is the most significant portion of implicit transaction costs that can reduce the overall transaction cost, although it cannot be measured directly. In this paper, we employed the state-of-the-art nonparametric machine learning models: neural networks, Bayesian neural network, Gaussian process, and support vector regression, to predict market impact cost accurately and to provide the predictive model that is versatile in the number of variables. We collected a large amount of real single transaction data of US stock market from Bloomberg Terminal and generated three independent input variables. As a result, most nonparametric machine learning models outperformed a-state-of-the-art benchmark parametric model such as I-star model in four error measures. Although these models encounter certain difficulties in separating the permanent and temporary cost directly, nonparametric machine learning models can be good alternatives in reducing transaction costs by considerably improving in prediction performance.

Predicting Market Impact Costs Using Nonparametric Machine Learning Models

PubMed Central

Park, Saerom; Lee, Jaewook; Son, Youngdoo

2016-01-01

Market impact cost is the most significant portion of implicit transaction costs that can reduce the overall transaction cost, although it cannot be measured directly. In this paper, we employed the state-of-the-art nonparametric machine learning models: neural networks, Bayesian neural network, Gaussian process, and support vector regression, to predict market impact cost accurately and to provide the predictive model that is versatile in the number of variables. We collected a large amount of real single transaction data of US stock market from Bloomberg Terminal and generated three independent input variables. As a result, most nonparametric machine learning models outperformed a-state-of-the-art benchmark parametric model such as I-star model in four error measures. Although these models encounter certain difficulties in separating the permanent and temporary cost directly, nonparametric machine learning models can be good alternatives in reducing transaction costs by considerably improving in prediction performance. PMID:26926235

Student Talk and Opportunities for Mathematical Learning in Small Group Interactions

ERIC Educational Resources Information Center

Wood, Marcy B.; Kalinec, Crystal A.

2012-01-01

Small group interactions are an important tool for mathematical learning and yet researchers have neither examined small group talk across entire lessons nor have they focused on moments of mathematical learning in small groups. We examined such talk and identified kinds of interactions and connections between interactions and mathematical…

Supporting Interaction among Participants of Online Learning Using the Knowledge Sharing Concept

ERIC Educational Resources Information Center

Chao, Chih-Yang; Hwu, Shiow-Lin; Chang, Chi-Cheng

2011-01-01

In education business, proper interaction is a crucial factor for learning effectiveness. However, it is difficult to successfully guide the participants to achieve the appropriate interaction in an online learning environment. That is, the interaction as well as internal dialogue should be systemically performed under a valid control. In this…

A Proposed Framework between Internal, External and Pedagogy Dimensions in Adoption of Interactive Multimedia e-Learning

ERIC Educational Resources Information Center

Lahwal, Fathia; Al-Ajlan, Ajlan S.; Amain, Mohamad

2016-01-01

This study focuses on interactive multimedia e-learning aims to improve our understanding about the dynamics of e-learning. The objective is to critical evaluate and better understand the interrelationships in the proposed framework between internal, external and the pedagogy dimensions in adoption of interactive multimedia and e-learning. It…

Measuring Student Interactions Using Networks: Insights into the Learning Community of a Large Active Learning Course

ERIC Educational Resources Information Center

Buchenroth-Martin, Cynthia; DiMartino, Trevor; Martin, Andrew P.

2017-01-01

Collaborative learning in small groups is commonly implemented as a part of student-centered curricula. In large-enrollment courses, details of the interactions among students as a consequence of working in collaborative groups are often unknown but are important because how students interact influences the effectiveness of peer learning. We…

Preschool Peer Interactions and Readiness To Learn: Relationships between Classroom Peer Play and Learning Behaviors and Conduct.

ERIC Educational Resources Information Center

Coolahan, Kathleen; Fantuzzo, John; Mendez, Julia; McDermott, Paul

2000-01-01

Examines whether low-income preschool children's peer play interactions relate to learning behaviors and problem behaviors, and differ according to age and gender. Positive interactive play behavior was associated with active engagement in classroom learning activities, whereas disconnection in play related to inattention, passivity, and lack of…

Seven-Step Problem-Based Learning in an Interaction Design Course

ERIC Educational Resources Information Center

Schultz, Nette; Christensen, Hans Peter

2004-01-01

The objective in this paper is the implementation of the highly structured seven-step problem-based learning (PBL) procedure as part of the learning process in a human-computer interaction (HCI) design course at the Technical University of Denmark, taking into account the common learning processes in PBL and the interaction design process. These…

Building a Learning Experience: What Do Learners' Online Interaction Data Imply?

ERIC Educational Resources Information Center

Kokoç, Mehmet; Altun, Arif

2016-01-01

It is still under debate whether learners' interaction data within e-learning and/or open learning environments could be considered as reflections of their learning experiences to be effective or not. Therefore, it is meaningful to explore the nature of these interactions and to make meaningful conclusions. This study aims to explore what the…

A Commentary on Parent-Child Cognitive Learning Interaction Research: What Have We Learned from Two Decades of Research?

PubMed

Harris, Yvette R; Almutairi, Seham

2016-01-01

The role of family influences on preschool and school age cognitive development has received considerable empirical attention from cognitive developmental psychology researchers in the last few decades. As a result of the interest, investigators have focused their attention on developing coding/observational systems to capture the interactions occurring between mothers and their young children. This paper reviews a select body of research on parent-child cognitive learning interactions with the goal of determining how the researchers have operationalized the behaviors that occur within learning interactions. The paper concludes with a discussion of the suggestions on next steps for conducting parent-child cognitive learning interaction research in the future.

Analysis of Learning Achievement and Teacher-Student Interactions in Flipped and Conventional Classrooms

ERIC Educational Resources Information Center

Sun, Jerry Chih-Yuan; Wu, Yu-Ting

2016-01-01

This study aimed to investigate the effectiveness of two different teaching methods on learning effectiveness. OpenCourseWare was integrated into the flipped classroom model (experimental group) and distance learning (control group). Learning effectiveness encompassed learning achievement, teacher-student interactions, and learning satisfaction.…

System Quality Characteristics for Selecting Mobile Learning Applications

ERIC Educational Resources Information Center

Sarrab, Mohamed; Al-Shihi, Hafedh; Al-Manthari, Bader

2015-01-01

The majority of M-learning (Mobile learning) applications available today are developed for the formal learning and education environment. These applications are characterized by the improvement in the interaction between learners and instructors to provide high interaction and flexibility to the learning process. M-learning is gaining increased…

Responding to Students' Chronic Illnesses

ERIC Educational Resources Information Center

Shaw, Steven R.; Glaser, Sarah E.; Stern, Melissa; Sferdenschi, Corina; McCabe, Paul C.

2010-01-01

Chronic illnesses are long-term or permanent medical conditions that have recurring effects on everyday life. Large and growing number of students have chronic illnesses that affect their emotional development, physical development, academic performance, and family interactions. The primary error in educating those students is assuming that the…

Piagetian and Vygotskian Approach to Language Acquisition.

ERIC Educational Resources Information Center

Tomasello, Michael

1996-01-01

Recent research has established closer links between language, cognition, and social life than Piaget or Vygotsky imagined. Connections have been established between object permanence development and acquisition of disappearance words and the quantity and quality of child-adult joint attentional social interactions and children's early word…

Novel permanent magnet linear motor with isolated movers: analytical, numerical and experimental study.

PubMed

Yan, Liang; Peng, Juanjuan; Jiao, Zongxia; Chen, Chin-Yin; Chen, I-Ming

2014-10-01

This paper proposes a novel permanent magnet linear motor possessing two movers and one stator. The two movers are isolated and can interact with the stator poles to generate independent forces and motions. Compared with conventional multiple motor driving system, it helps to increase the system compactness, and thus improve the power density and working efficiency. The magnetic field distribution is obtained by using equivalent magnetic circuit method. Following that, the formulation of force output considering armature reaction is carried out. Then inductances are analyzed with finite element method to investigate the relationships of the two movers. It is found that the mutual-inductances are nearly equal to zero, and thus the interaction between the two movers is negligible. A research prototype of the linear motor and a measurement apparatus on thrust force have been developed. Both numerical computation and experiment measurement are conducted to validate the analytical model of thrust force. Comparison shows that the analytical model matches the numerical and experimental results well.

The Effects of Classic and Web-Designed Conceptual Change Texts on the Subject of Water Chemistry

ERIC Educational Resources Information Center

Tas, Erol; Gülen, Salih; Öner, Zeynep; Özyürek, Cengiz

2015-01-01

The purpose of this study is to research the effects of traditional and web-assisted conceptual change texts for the subject of water chemistry on the success, conceptual errors and permanent learning of students. A total of 37 8th graders in a secondary school of Samsun participated in this study which had a random experimental design with…

Do the Images of Neuronal Pathways in the Human Central Nervous System Show Feed-back? A Comparative Study in Fifteen Countries.

ERIC Educational Resources Information Center

Clement, Pierre; Mouelhi, Lassaad; Kochkar, Momahed; Valanides, Nicos; Nisiforou, Olia; Thiaw, Seyni Mame; Ndiaye, Valdiodio; Jeanbart, Paula; Horvath, Daniel; Ferreira, Claudia; Carvalho, Graca S.

2010-01-01

In the human brain, the neuronal pathways are networks which support our learning, memory and thought, and which work with permanent feedback. However, only 19% of illustrations of these neuronal pathways, in the 55 analysed school textbooks coming from 15 countries, were showing feedbacks. The neuronal pathways related to movements were generally…

Permanent Ink: Learning To Write Is a Lesson That Lasts a Lifetime. But What Brings Out the Best in Young Writers?

ERIC Educational Resources Information Center

Boss, Suzie

2002-01-01

Recent efforts to improve writing instruction include emphasizing writing as a process rather than a product, new evaluation methods, allowing students a more active role, providing a real audience, and using desktop publishing and the World Wide Web. Sidebars present parents' role, the connection between reading and writing, and a professional…

Strange Encounters on the Road to Lifelong Learning: The European Economic Community Meets Permanent Education in 1973

ERIC Educational Resources Information Center

Hake, Barry J.

2017-01-01

This paper examines policy formation on education in the European Economic Community during the early 1970s surrounding the 1973 report For a "Community Policy on Education", known as the Janne Report. It examines Community policy-making processes that gave rise to the Janne Report. The text of the Janne Report is analysed with regard to…

Teaching and the Transformative Promise of Public Education: What Went Wrong? Have We Lost Our Way? A Perspective from Two Government School Teachers

ERIC Educational Resources Information Center

Gupta, Snehlata; Ahmad, Firoz

2016-01-01

The discourse around public education in recent times presents an abysmal picture of failing public schools delivering low levels of learning. The key constituent held responsible for this failure is the permanent teacher of government schools who is supposedly taking undue advantage of "high salaries" paid according to the…

Preferred Learning Style and Educational Technology: Linear vs. Interactive Video.

ERIC Educational Resources Information Center

Yoder, Marianne E.

1994-01-01

A study found that learners with reflective-observing learning styles (n=16) tend to learn better with linear video, and those with active experimenting learning styles (n=42) tend to achieve greater learning with computer-assisted interactive video instruction. (JOW)

The Importance of Human-Computer Interaction in Radiology E-learning.

PubMed

den Harder, Annemarie M; Frijlingh, Marissa; Ravesloot, Cécile J; Oosterbaan, Anne E; van der Gijp, Anouk

2016-04-01

With the development of cross-sectional imaging techniques and transformation to digital reading of radiological imaging, e-learning might be a promising tool in undergraduate radiology education. In this systematic review of the literature, we evaluate the emergence of image interaction possibilities in radiology e-learning programs and evidence for effects of radiology e-learning on learning outcomes and perspectives of medical students and teachers. A systematic search in PubMed, EMBASE, Cochrane, ERIC, and PsycInfo was performed. Articles were screened by two authors and included when they concerned the evaluation of radiological e-learning tools for undergraduate medical students. Nineteen articles were included. Seven studies evaluated e-learning programs with image interaction possibilities. Students perceived e-learning with image interaction possibilities to be a useful addition to learning with hard copy images and to be effective for learning 3D anatomy. Both e-learning programs with and without image interaction possibilities were found to improve radiological knowledge and skills. In general, students found e-learning programs easy to use, rated image quality high, and found the difficulty level of the courses appropriate. Furthermore, they felt that their knowledge and understanding of radiology improved by using e-learning. In conclusion, the addition of radiology e-learning in undergraduate medical education can improve radiological knowledge and image interpretation skills. Differences between the effect of e-learning with and without image interpretation possibilities on learning outcomes are unknown and should be subject to future research.

Interactive Computer-Supported Learning in Mathematics: A Comparison of Three Learning Programs on Trigonometry

ERIC Educational Resources Information Center

Sander, Elisabeth; Heiß, Andrea

2014-01-01

Three different versions of a learning program on trigonometry were compared, a program controlled, non-interactive version (CG), an interactive, conflict inducing version (EG 1), and an interactive one which was supposed to reduce the occurrence of a cognitive conflict regarding the central problem solution (EG 2). Pupils (N = 101) of a…

Interactions between Teachers and Learning Disabled and Non-Learning Disabled Adolescents.

ERIC Educational Resources Information Center

Powell, Lynda; And Others

An observational measurement system was used to examine the interaction of 14 learning disabled (LD) students (12-15 years old) and their teachers. Interactions were compared with those of 16 non LD students (12-16 years old). It was hypothesized that LDs would have fewer interactions with their teachers and that the proportion of negative…

Direct chill casting of aluminium alloys under electromagnetic interaction by permanent magnet assembly

NASA Astrophysics Data System (ADS)

Bojarevičs, Andris; Kaldre, Imants; Milgrāvis, Mikus; Beinerts, Toms

2018-05-01

Direct chill casting is one of the methods used in industry to obtain good microstructure and properties of aluminium alloys. Nevertheless, for some alloys grain structure is not optimal. In this study, we offer the use of electromagnetic interaction to modify melt convection near the solidification interface. Solidification under various electromagnetic interactions has been widely studied, but usually at low solidification velocity and high thermal gradient. This type of interaction may succeed fragmentation of dendrite arms and transport of solidification nuclei thus leading to improved material structure and properties. Realization of experimental small-scale crystallizer and electromagnetic system has been described in this article.

Interaction between physical and psychosocial work risk factors for low back symptoms and its consequences amongst Indonesian coal mining workers.

PubMed

Widanarko, Baiduri; Legg, Stephen; Devereux, Jason; Stevenson, Mark

2015-01-01

This study assessed the interaction between physical and psychosocial factors for low back symptoms (LBS) and its consequences (reduced activities and absenteeism) in a developing country. A sample of 1294 Indonesian coal mining workers reported occupational exposures, LBS and its consequences using a self-administered questionnaire. Respondents were placed into one of four combination exposure groups: high physical and high psychosocial (HPhyHPsy); high physical and low psychosocial (HPhyLPsy); low physical and high psychosocial (LPhyHPsy), and; low physical and low psychosocial (LPhyLPsy). The attributable proportion due to interaction between physical and psychosocial factors was examined. Individuals in the HPhyHPsy group were most likely to report LBS (OR 5.42, 95% CI 3.30-8.89), reduced activities (OR 4.89, 95% CI 3.09-7.74), and absenteeism (OR 4.96, 95% CI 3.05-8.06). Interactions between physical and psychosocial factors were present for LBS, reduced activities, and absenteeism; although for LBS and absenteeism the interactions were not significant. Current smokers were more likely to report LBS consequences. Permanent employment and night shift work increased the odds of LBS and its consequences. We conclude that interventions aimed at reducing LBS and its consequences should address both physical and psychosocial factors, with a focus on smokers, permanent employment and night shift work. Copyright © 2014 Elsevier Ltd and The Ergonomics Society. All rights reserved.

Establishment and Usability Evaluation of an Interactive AR Learning System on Conservation of Fish

ERIC Educational Resources Information Center

Lin, Hao-Chiang Koong; Hsieh, Min-Chai; Wang, Cheng-Hung; Sie, Zong-Yuan; Chang, Shei-Hsi

2011-01-01

In this study, we develop an interactive AR Learning System based on Augmented Reality and interactive touch-screen. The learning content knowledge is about conservation of fish in Taiwan. The system combines the game by the concept of AR book which allows children to learn about the importance of conservation of fish. A mechanism is designed to…

Development of the Human Interaction Dimension of the Self-Regulated Learning Questionnaire in Asynchronous Online Learning Environments

ERIC Educational Resources Information Center

Cho, Moon-Heum; Jonassen, David

2009-01-01

Two studies focusing on the development and validation of the Online Self-Regulated Learning Inventory (OSRLI) were conducted. The OSRLI is a self-report instrument assessing the human interaction dimension of online self-regulated learning. It consists of an affect/motivation scale and an interaction strategies scale. In Study 1, exploratory…

Visualising the invisible: a network approach to reveal the informal social side of student learning.

PubMed

Hommes, J; Rienties, B; de Grave, W; Bos, G; Schuwirth, L; Scherpbier, A

2012-12-01

World-wide, universities in health sciences have transformed their curriculum to include collaborative learning and facilitate the students' learning process. Interaction has been acknowledged to be the synergistic element in this learning context. However, students spend the majority of their time outside their classroom and interaction does not stop outside the classroom. Therefore we studied how informal social interaction influences student learning. Moreover, to explore what really matters in the students learning process, a model was tested how the generally known important constructs-prior performance, motivation and social integration-relate to informal social interaction and student learning. 301 undergraduate medical students participated in this cross-sectional quantitative study. Informal social interaction was assessed using self-reported surveys following the network approach. Students' individual motivation, social integration and prior performance were assessed by the Academic Motivation Scale, the College Adaption Questionnaire and students' GPA respectively. A factual knowledge test represented student' learning. All social networks were positively associated with student learning significantly: friendships (β = 0.11), providing information to other students (β = 0.16), receiving information from other students (β = 0.25). Structural equation modelling revealed a model in which social networks increased student learning (r = 0.43), followed by prior performance (r = 0.31). In contrast to prior literature, students' academic motivation and social integration were not associated with students' learning. Students' informal social interaction is strongly associated with students' learning. These findings underline the need to change our focus from the formal context (classroom) to the informal context to optimize student learning and deliver modern medics.

Social Phenomenon of Community on Online Learning: Digital Interaction and Collaborative Learning Experience

ERIC Educational Resources Information Center

Aleksic-Maslac, Karmela; Magzan, Masha; Juric, Visnja

2009-01-01

Digital interaction in e-learning offers great opportunities for education quality improvement in both--the classical teaching combined with e-learning, and distance learning. Zagreb School of Economics & Management (ZSEM) is one of the few higher education institutions in Croatia that systematically uses e-learning in teaching. Systematically…

Learning Analytics for Networked Learning Models

ERIC Educational Resources Information Center

Joksimovic, Srecko; Hatala, Marek; Gaševic, Dragan

2014-01-01

Teaching and learning in networked settings has attracted significant attention recently. The central topic of networked learning research is human-human and human-information interactions occurring within a networked learning environment. The nature of these interactions is highly complex and usually requires a multi-dimensional approach to…

A Mars base

NASA Technical Reports Server (NTRS)

Soule, Veronique

1989-01-01

This study was initiated to provide an approach to the development of a permanently manned Mars base. The objectives for a permanently manned Mars base are numerous. Primarily, human presence on Mars will allow utilization of new resources for the improvement of the quality of life on Earth, allowing for new discoveries in technologies, the solar system, and human physiology. Such a mission would also encourage interaction between different countries, increasing international cooperation and leading to a stronger unification of mankind. Surface studies of Mars, scientific experiments in the multiple fields, the research for new minerals, and natural resource production are more immediate goals of the Mars mission. Finally, in the future, colonization of Mars will ensure man's perpetual presence in the universe. Specific objectives of this study were: (1) to design a Mars habitat that minimizes the mass delivered to the Mars surface, provides long-stay capability for the base crew, and accommodates future expansion and modification; (2) to develop a scenario of the construction of a permanently manned Mars base; and (3) to incorporate new and envisioned technologies.

Foster interaction by the integration of ICT with sociocultural and constructivist learning principles

NASA Astrophysics Data System (ADS)

Nguyen, Nhung; Williams, P. John

2018-01-01

Research shows that it is challenging to introduce an interactive way of teaching and learning into Asian classrooms where Confucian philosophy has considerable influence. This study was conducted within the context of an ASEAN undergraduate physics course. A goal of the study was to use information communication technology (ICT) to integrate sociocultural and constructivist learning principles to foster interaction within the learning environment. Ninety-three students, a lecturer and a teaching assistant participated in the study. The study employed a mixed method approach, using a questionnaire and interviews with students, the lecturer and the teaching assistant to collect the data, to triangulate, complement and explain the findings. Data was also collected from different groups of people in order to investigate, compare and synthesize perspectives from each group (i.e. students, lecturer, and teaching assistant). SPSS was used to analyze quantitative data from the questionnaire, and NVivo was used to analyze qualitative data from the interviews. The findings of this study obtained from the different sources showed that the interactions within the learning environment were enhanced using this framework. Interviews with the lecturer and the teaching assistant showed that interaction was fostered, and the integration of ICT with the learning principles provided opportunities for new ways of teaching and learning. The lecturer designed learning tasks that required the participant students to search and study different learning resources, and then design group presentation on the topic of optics to explain these topics to their classmates. The lecturer also provided support and motivation for this process. In this way, the lecturer believed that he had created opportunities for the students to interact with learning resources, work in groups, discuss physics content and working processes. Data analysis of the students' interviews revealed this undergraduate ASEAN physics course was more interactive than other courses that the participant students was studying. Interaction in this learning environment occurred between students-students, students-learning materials and students-lecturer. Examples of these interactions were found in class discussion, exchange of ideas and solutions for assignments, and explaining concepts to their peers. The students involved in the study worked in groups outside of class to discuss and carry out their learning tasks. In collaboration with each other, they shared the workload among the group members in order to complete their learning tasks. Students' feedback to the questionnaire (reliability 0.7), confirmed the interview findings. T-test result of the questionnaire showed that in this course, the participant students interacted with learning resources, their classmates and their lecturer more frequently than they had in other courses.

Help me if I can't: Social interaction effects in adult contextual word learning.

PubMed

Verga, Laura; Kotz, Sonja A

2017-11-01

A major challenge in second language acquisition is to build up new vocabulary. How is it possible to identify the meaning of a new word among several possible referents? Adult learners typically use contextual information, which reduces the number of possible referents a new word can have. Alternatively, a social partner may facilitate word learning by directing the learner's attention toward the correct new word meaning. While much is known about the role of this form of 'joint attention' in first language acquisition, little is known about its efficacy in second language acquisition. Consequently, we introduce and validate a novel visual word learning game to evaluate how joint attention affects the contextual learning of new words in a second language. Adult learners either acquired new words in a constant or variable sentence context by playing the game with a knowledgeable partner, or by playing the game alone on a computer. Results clearly show that participants who learned new words in social interaction (i) are faster in identifying a correct new word referent in variable sentence contexts, and (ii) temporally coordinate their behavior with a social partner. Testing the learned words in a post-learning recall or recognition task showed that participants, who learned interactively, better recognized words originally learned in a variable context. While this result may suggest that interactive learning facilitates the allocation of attention to a target referent, the differences in the performance during recognition and recall call for further studies investigating the effect of social interaction on learning performance. In summary, we provide first evidence on the role joint attention in second language learning. Furthermore, the new interactive learning game offers itself to further testing in complex neuroimaging research, where the lack of appropriate experimental set-ups has so far limited the investigation of the neural basis of adult word learning in social interaction. Copyright © 2017 Elsevier B.V. All rights reserved.

Internet-based Interactive Construction Management Learning System.

ERIC Educational Resources Information Center

Sawhney, Anil; Mund, Andre; Koczenasz, Jeremy

2001-01-01

Describes a way to incorporate practical content into the construction engineering and management curricula: the Internet-based Interactive Construction Management Learning System, which uses interactive and adaptive learning environments to train students in the areas of construction methods, equipment and processes using multimedia, databases,…

Miscellany of Students' Satisfaction in an Asynchronous Learning Environment

ERIC Educational Resources Information Center

Larbi-Siaw, Otu; Owusu-Agyeman, Yaw

2017-01-01

This study investigates the determinants of students' satisfaction in an asynchronous learning environment using seven key considerations: the e-learning environment, student-content interaction, student and student interaction, student-teacher interaction, group cohesion and timely participation, knowledge of Internet usage, and satisfaction. The…

The Evolution of Distance Learning: Technology-Mediated Interactive Learning.

ERIC Educational Resources Information Center

Dede, Christopher J.

1990-01-01

Summarizes a paper prepared for the Office of Technology Assessment (OTA) on the evolution of distance learning which begins by describing technological, the demographic, economic, political, and pedagogical forces involved. A new field is proposed called technology-mediated interactive learning (TMIL), which synthesizes distance learning,…

Incorporating Social Oriented Agent and Interactive Simulation in E-learning: Impact on Learning, Perceptions, Experiences to Non-Native English Students

ERIC Educational Resources Information Center

Ballera, Melvin; Elssaedi, Mosbah Mohamed

2012-01-01

There is an unrealized potential in the use of socially-oriented pedagogical agent and interactive simulation in e-learning system. In this paper, we investigate the impact of having a socially oriented tutor agent and the incorporation of interactive simulation in e-learning into student performances, perceptions and experiences for non-native…

Critical Analysis of an e-Learning and Interactive Teaching Module with Respect to the Interpretation of Emergency Computed Tomography of the Brain.

PubMed

Groth, Michael; Barthe, Käthe Greta; Riemer, Martin; Ernst, Marielle; Herrmann, Jochen; Fiehler, Jens; Buhk, Jan-Hendrik

2018-04-01

 To compare the learning benefit of three different teaching strategies on the interpretation of emergency cerebral computed tomography (CT) pathologies by medical students.  Three groups of students with different types of teaching (e-learning, interactive teaching, and standard curricular education in neuroradiology) were tested with respect to the detection of seven CT pathologies. The test results of each group were compared for each CT pathology using the chi-square test. A p-value ≤ 0.05 was considered to be significant.  Opposed to the results of the comparison group (curricular education), the e-learning group and interactive teaching tutorial group both showed a significantly better performance in detecting hyperdense middle cerebral artery sign (p = 0.001 and p < 0.0001) as well as subarachnoid hemorrhage (p = 0.03 and p = 0.001) on CT. Moreover, an increase in performance for the detection of subdural hematoma and skull fracture could be observed for both the interactive teaching group and the e-learning group, with statistical significance in the latter (p = 0.03 and p < 0.0001, respectively). No statistically significant differences were found for the detection of intracranial and epidural hemorrhage, as well as midline shift, among the groups studied.  Our study demonstrates potential learning benefits for both the interactive teaching tutorial and e-learning module group with respect to reading CT scans with slightly different advantages. Thus, the introduction of new learning methods in radiological education might be reasonable at an undergraduate stage but requires learning content-based considerations.   · E-learning can offer benefits regarding the reading of cerebral CT scans by students. · Interactive tutorial can offer benefits regarding the reading of cerebral CT scans by students. · E-learning and interactive tutorial feature different strengths for student learning in radiology. · Application of interactive teaching methods in radiology requires learning content-based considerations. · Groth M, Barthe KG, Riemer M et al. Critical Analysis of an e-Learning and Interactive Teaching Module with Respect to the Interpretation of Emergency Computed Tomography of the Brain. Fortschr Röntgenstr 2017; 190: 334 - 340. © Georg Thieme Verlag KG Stuttgart · New York.

Human Subjects Protection: A Source for Ethical Service-Learning Practice

ERIC Educational Resources Information Center

Wendler, Rachael

2012-01-01

Human subjects research ethics were developed to ensure responsible conduct when university researchers learn by interacting with community members. As service-learning students also learn by interacting with community members, a similar set of principles may strengthen the ethical practice of service-learning. This article identifies ethical…

The Development of Teaching and Learning in Bright-Field Microscopy Technique

ERIC Educational Resources Information Center

Iskandar, Yulita Hanum P.; Mahmud, Nurul Ethika; Wahab, Wan Nor Amilah Wan Abdul; Jamil, Noor Izani Noor; Basir, Nurlida

2013-01-01

E-learning should be pedagogically-driven rather than technologically-driven. The objectives of this study are to develop an interactive learning system in bright-field microscopy technique in order to support students' achievement of their intended learning outcomes. An interactive learning system on bright-field microscopy technique was…

Experiential Learning and Learning Environments: The Case of Active Listening Skills

ERIC Educational Resources Information Center

Huerta-Wong, Juan Enrique; Schoech, Richard

2010-01-01

Social work education research frequently has suggested an interaction between teaching techniques and learning environments. However, this interaction has never been tested. This study compared virtual and face-to-face learning environments and included active listening concepts to test whether the effectiveness of learning environments depends…

Developing Interactive E-Learning Activities

ERIC Educational Resources Information Center

Watkins, Ryan

2005-01-01

Although e-learning can offer interactive and engaging learning experiences, the creative ideas that are necessary to create such environments are not always easy to come up with when designing, developing, or teaching e-learning courses. E-learning activities use online technologies such as chat rooms, discussion boards, or email to facilitate…

Enhancing Learning through Human Computer Interaction

ERIC Educational Resources Information Center

McKay, Elspeth, Ed.

2007-01-01

Enhancing Learning Through Human Computer Interaction is an excellent reference source for human computer interaction (HCI) applications and designs. This "Premier Reference Source" provides a complete analysis of online business training programs and e-learning in the higher education sector. It describes a range of positive outcomes for linking…

Application of ceramic superconductors in high speed turbines

NASA Technical Reports Server (NTRS)

Mcmichael, C. K.; Lamb, M. A.; Lin, M. W.; Ma, K. B.; Chu, W. K.

1992-01-01

A turbine system was modified to adapt melt textured YBa2Cu3O(7-delta) (YBCO) with high energy permanent magnets to form a hybrid superconducting magnetic bearing (HSMB). The HSMB/turbine prototype has achieved a static axial thrust capacity exceeding 41 N/sq cm (60 psi) and a radial magnetic stiffness of 7 N/mm in a field cooled state at 77 K. A comparison was made between different configurations of magnets and superconductor for radial stability, axial instability, and force hystereses. This systematic study lead to a greater understanding of the interactions between YBCO and high energy permanent magnets to define design parameters for high rotational devices using the HSMB design.

Axial force in a superconductor magnet journal bearing

NASA Astrophysics Data System (ADS)

Postrekhin, E.; Chong, Wang; Ki Bui, Ma; Chen, Quark; Chu, Wei-Kan

Using superconductors and magnets, a journal bearing could be made from a permanent magnet cylinder in a superconductor ring. We have assembled a prototype superconductor magnet journal bearing of this configuration, and investigated the behavior of the axial force that it can provide. We have put together a numerical model of the interaction between the permanent magnet and the superconductor that is capable of describing these experimental results semi-quantitatively. Combining direct experimental measurements and using the numerical models proposed, we have achieved a qualitative understanding of the behavior of the axial force and its relationship of to the dimensions of the magnet and material quality such as the homogeneity of the superconductor that constitute the bearing.

A National Study Assessing the Teaching and Learning of Introductory Astronomy; Part II: Analysis of Student Demographics

NASA Astrophysics Data System (ADS)

Prather, E. E.; Consiglio, D.; Rudolph, A. L.; Brissenden, G.

2011-09-01

This is the second in a series of reports on a national study of the teaching and learning of astronomy in general education, non-science major, introductory astronomy courses (Astro 101). We report here on the analysis of how individual student characteristics affect student learning in these classes, and whether the demonstrated positive effect of interactive learning strategies on student learning differs based on these characteristics. This analysis was conducted using data from nearly 2000 students enrolled in 69 Astro 101 classes taught across the country. These students completed a 15-question demographic survey, in addition to completing the 26-question Light and Spectroscopy Concept Inventory (LSCI) pre- and post-instruction. The LSCI was used to determine student learning via a normalized gain calculated for each student. A multivariate regression analysis was conducted to determine how ascribed characteristics (personal demographic and family characteristics), obtained characteristics (academic achievement and student major), and the use of interactive learning strategies predict student learning in these classes. The results show dramatic improvement in student learning with increased use of interactive learning strategies even after controlling for individual characteristics. In addition, we find that the positive effects of interactive learning strategies are the same for strong and weak students, men and women, across ethnicities, and regardless of primary language. The research strongly suggests all students benefit from interactive learning strategies.

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

NASA Astrophysics Data System (ADS)

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

2018-01-01

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

Boosting compound-protein interaction prediction by deep learning.

PubMed

Tian, Kai; Shao, Mingyu; Wang, Yang; Guan, Jihong; Zhou, Shuigeng

2016-11-01

The identification of interactions between compounds and proteins plays an important role in network pharmacology and drug discovery. However, experimentally identifying compound-protein interactions (CPIs) is generally expensive and time-consuming, computational approaches are thus introduced. Among these, machine-learning based methods have achieved a considerable success. However, due to the nonlinear and imbalanced nature of biological data, many machine learning approaches have their own limitations. Recently, deep learning techniques show advantages over many state-of-the-art machine learning methods in some applications. In this study, we aim at improving the performance of CPI prediction based on deep learning, and propose a method called DL-CPI (the abbreviation of Deep Learning for Compound-Protein Interactions prediction), which employs deep neural network (DNN) to effectively learn the representations of compound-protein pairs. Extensive experiments show that DL-CPI can learn useful features of compound-protein pairs by a layerwise abstraction, and thus achieves better prediction performance than existing methods on both balanced and imbalanced datasets. Copyright © 2016 Elsevier Inc. All rights reserved.

Interactive Video, Tablets and Self-Paced Learning in the Classroom: Preservice Teachers Perceptions

ERIC Educational Resources Information Center

Papadopoulou, Anthia; Palaigeorgiou, George

2016-01-01

In recent years, a lot of focus has been given to the study of interactive video. However, interactive video has not been examined as a tool for self-directed learning in the classroom and has not been exploited together with tablets. This study tries to assess the value of an e-learning environment which is based primarily on interactive learning…

Development of a Framework for Guiding Interaction Design in Distance Learning

ERIC Educational Resources Information Center

Li, Wei

2015-01-01

As one of the most critical elements in distance learning, interaction has been identified empirically as increasing learner motivation, satisfaction, participation, communication, and achievement. Fostering pedagogically effective interaction is a major challenge for educators in distance learning. In response to this challenge, the goal of this…

Learning to Write with Interactive Writing Instruction

ERIC Educational Resources Information Center

Williams, Cheri

2018-01-01

Interactive writing is a process-oriented instructional approach designed to make the composing and encoding processes of writing overt and explicit for young students who are learning to write. It is particularly suitable for students who struggle with literacy learning. This article describes one first-grade teacher's use of interactive writing…

Learning of Abstract Concepts through Full-Body Interaction: A Systematic Review

ERIC Educational Resources Information Center

Malinverni, Laura; Pares, Narcis

2014-01-01

Over the past ten years several learning environments based on novel interaction modalities have been developed. Within this field, Full-body Interaction Learning Environments open promising possibilities given their capacity to involve the users at different levels, such as sensorimotor experience, cognitive aspects and affective factors.…

Strategies for Increasing the Interactivity of Children's Synchronous Learning in Virtual Environments

ERIC Educational Resources Information Center

Katlianik, Ivan

2013-01-01

Enabling distant individuals to assemble in one virtual environment, synchronous distance learning appeals to researchers and practitioners alike because of its unique educational opportunities. One of the vital components of successful synchronous distance learning is interactivity. In virtual environments, interactivity is limited by the…

Informal Language Learning Setting: Technology or Social Interaction?

ERIC Educational Resources Information Center

Bahrani, Taher; Sim, Tam Shu

2012-01-01

Based on the informal language learning theory, language learning can occur outside the classroom setting unconsciously and incidentally through interaction with the native speakers or exposure to authentic language input through technology. However, an EFL context lacks the social interaction which naturally occurs in an ESL context. To explore…

Can infants' object concepts be trained?

PubMed

Scholl, Brian J

2004-02-01

Decades of research and debate on the origins of object permanence in infancy have contrasted various types of learning with possible innate contributions. A recent paper by Johnson et al. adds a new perspective to this debate by reporting that even very brief training periods can dramatically influence infants' persisting object representations. Such training studies have the potential to constrain 'nature versus nurture' debates in novel ways, although important challenges remain.

Providing winter bases for transhumant herders in Altai, Xinjiang China: Some consequences and lessons learned

Treesearch

Stephen G. Reynolds

2006-01-01

This case study from Altai in Xinjiang, N.W. China looks at a traditional transhumant system where for centuries Kazakh herders have moved with their livestock from low desert areas, where they winter, to high pastures for rich summer grazing. A project (from 1988 to 1997) introduced winter bases with permanent housing and irrigated forages and cash crops. A 1999/2000...

A Simple DWBA (’Franck-Condon’) Treatment of H-Atom Transfers between Two Heavy Particles.

DTIC Science & Technology

1984-07-02

integral over the reactants’ and products’ wavefunctions and the interaction potential. )Permanent address: DIpartarnento de Quirnica Fisica y Quimica... Cuantica , USniversidad Autonomna de Madrid, Cantoblanco. Madrid-34, Spain. blContribution No. 7020. -2- The reactants’ and products’ wavelunctions

Exploring the Peer Interaction Effects on Learning Achievement in a Social Learning Platform Based on Social Network Analysis

ERIC Educational Resources Information Center

Lin, Yu-Tzu; Chen, Ming-Puu; Chang, Chia-Hu; Chang, Pu-Chen

2017-01-01

The benefits of social learning have been recognized by existing research. To explore knowledge distribution in social learning and its effects on learning achievement, we developed a social learning platform and explored students' behaviors of peer interactions by the proposed algorithms based on social network analysis. An empirical study was…

Learning Actions, Objects and Types of Interaction: A Methodological Analysis of Expansive Learning among Pre-Service Teachers

ERIC Educational Resources Information Center

Rantavuori, Juhana; Engeström, Yrjö; Lipponen, Lasse

2016-01-01

The paper analyzes a collaborative learning process among Finnish pre-service teachers planning their own learning in a self-regulated way. The study builds on cultural-historical activity theory and the theory of expansive learning, integrating for the first time an analysis of learning actions and an analysis of types of interaction. We examine…

Exploring Students' Use of Explanatory Help during Math Problem Solving in Interactive Learning Environments

ERIC Educational Resources Information Center

Huang, Xudong

2016-01-01

Help-seeking is a crucial behavior during learning in interactive learning environments (ILEs). Appropriate help-seeking promotes learning, while inappropriate help-seeking prohibits learning. However, many students are unaware of effective help-seeking behaviors. Therefore, research is needed to examine how students seek help in ILEs. Although…

Innovative Collaborative Learning Strategies for Integrated Interactive E-Learning in the 21st Century

ERIC Educational Resources Information Center

Son, Barbara

2016-01-01

There is a constant challenge for online programs, instructional designers and instructors to tailor eLearning materials for different learning styles. We examined this issue by closely looking at the innovative interactive learning models at the previous AACE Conferences (Son & Goldstone, 2011, Son & Goldstone, 2012, Son & Simonian,…

Relationship between Online Learning Readiness and Structure and Interaction of Online Learning Students

ERIC Educational Resources Information Center

Demir Kaymak, Zeliha; Horzum, Mehmet Baris

2013-01-01

Current study tried to determine whether a relationship exists between readiness levels of the online learning students for online learning and the perceived structure and interaction in online learning environments. In the study, cross sectional survey model was used. The study was conducted with 320 voluntary students studying online learning…

A Situated Cultural Festival Learning System Based on Motion Sensing

ERIC Educational Resources Information Center

Chang, Yi-Hsing; Lin, Yu-Kai; Fang, Rong-Jyue; Lu, You-Te

2017-01-01

A situated Chinese cultural festival learning system based on motion sensing is developed in this study. The primary design principle is to create a highly interactive learning environment, allowing learners to interact with Kinect through natural gestures in the designed learning situation to achieve efficient learning. The system has the…

Relationships among Learning Styles and Motivation with Computer-Aided Instruction in an Agronomy Course

ERIC Educational Resources Information Center

McAndrews, Gina M.; Mullen, Russell E.; Chadwick, Scott A.

2005-01-01

Multi-media learning tools were developed to enhance student learning for an introductory agronomy course at Iowa State University. During fall 2002, the new interactive computer program, called Computer Interactive Multimedia Program for Learning Enhancement (CIMPLE) was incorporated into the teaching, learning, and assessment processes of the…

Classification of the Regional Ionospheric Disturbance Based on Machine Learning Techniques

NASA Astrophysics Data System (ADS)

Terzi, Merve Begum; Arikan, Orhan; Karatay, Secil; Arikan, Feza; Gulyaeva, Tamara

2016-08-01

In this study, Total Electron Content (TEC) estimated from GPS receivers is used to model the regional and local variability that differs from global activity along with solar and geomagnetic indices. For the automated classification of regional disturbances, a classification technique based on a robust machine learning technique that have found wide spread use, Support Vector Machine (SVM) is proposed. Performance of developed classification technique is demonstrated for midlatitude ionosphere over Anatolia using TEC estimates generated from GPS data provided by Turkish National Permanent GPS Network (TNPGN-Active) for solar maximum year of 2011. As a result of implementing developed classification technique to Global Ionospheric Map (GIM) TEC data, which is provided by the NASA Jet Propulsion Laboratory (JPL), it is shown that SVM can be a suitable learning method to detect anomalies in TEC variations.

Play along: effects of music and social interaction on word learning.

PubMed

Verga, Laura; Bigand, Emmanuel; Kotz, Sonja A

2015-01-01

Learning new words is an increasingly common necessity in everyday life. External factors, among which music and social interaction are particularly debated, are claimed to facilitate this task. Due to their influence on the learner's temporal behavior, these stimuli are able to drive the learner's attention to the correct referent of new words at the correct point in time. However, do music and social interaction impact learning behavior in the same way? The current study aims to answer this question. Native German speakers (N = 80) were requested to learn new words (pseudo-words) during a contextual learning game. This learning task was performed alone with a computer or with a partner, with or without music. Results showed that music and social interaction had a different impact on the learner's behavior: Participants tended to temporally coordinate their behavior more with a partner than with music, and in both cases more than with a computer. However, when both music and social interaction were present, this temporal coordination was hindered. These results suggest that while music and social interaction do influence participants' learning behavior, they have a different impact. Moreover, impaired behavior when both music and a partner are present suggests that different mechanisms are employed to coordinate with the two types of stimuli. Whether one or the other approach is more efficient for word learning, however, is a question still requiring further investigation, as no differences were observed between conditions in a retrieval phase, which took place immediately after the learning session. This study contributes to the literature on word learning in adults by investigating two possible facilitating factors, and has important implications for situations such as music therapy, in which music and social interaction are present at the same time.

Learning from instructional explanations: effects of prompts based on the active-constructive-interactive framework.

PubMed

Roelle, Julian; Müller, Claudia; Roelle, Detlev; Berthold, Kirsten

2015-01-01

Although instructional explanations are commonly provided when learners are introduced to new content, they often fail because they are not integrated into effective learning activities. The recently introduced active-constructive-interactive framework posits an effectiveness hierarchy in which interactive learning activities are at the top; these are then followed by constructive and active learning activities, respectively. Against this background, we combined instructional explanations with different types of prompts that were designed to elicit these learning activities and tested the central predictions of the active-constructive-interactive framework. In Experiment 1, N = 83 students were randomly assigned to one of four combinations of instructional explanations and prompts. To test the active < constructive learning hypothesis, the learners received either (1) complete explanations and engaging prompts designed to elicit active activities or (2) explanations that were reduced by inferences and inference prompts designed to engage learners in constructing the withheld information. Furthermore, in order to explore how interactive learning activities can be elicited, we gave the learners who had difficulties in constructing the prompted inferences adapted remedial explanations with either (3) unspecific engaging prompts or (4) revision prompts. In support of the active < constructive learning hypothesis, we found that the learners who received reduced explanations and inference prompts outperformed the learners who received complete explanations and engaging prompts. Moreover, revision prompts were more effective in eliciting interactive learning activities than engaging prompts. In Experiment 2, N = 40 students were randomly assigned to either (1) a reduced explanations and inference prompts or (2) a reduced explanations and inference prompts plus adapted remedial explanations and revision prompts condition. In support of the constructive < interactive learning hypothesis, the learners who received adapted remedial explanations and revision prompts as add-ons to reduced explanations and inference prompts acquired more conceptual knowledge.

Play along: effects of music and social interaction on word learning

PubMed Central

Verga, Laura; Bigand, Emmanuel; Kotz, Sonja A.

2015-01-01

Learning new words is an increasingly common necessity in everyday life. External factors, among which music and social interaction are particularly debated, are claimed to facilitate this task. Due to their influence on the learner’s temporal behavior, these stimuli are able to drive the learner’s attention to the correct referent of new words at the correct point in time. However, do music and social interaction impact learning behavior in the same way? The current study aims to answer this question. Native German speakers (N = 80) were requested to learn new words (pseudo-words) during a contextual learning game. This learning task was performed alone with a computer or with a partner, with or without music. Results showed that music and social interaction had a different impact on the learner’s behavior: Participants tended to temporally coordinate their behavior more with a partner than with music, and in both cases more than with a computer. However, when both music and social interaction were present, this temporal coordination was hindered. These results suggest that while music and social interaction do influence participants’ learning behavior, they have a different impact. Moreover, impaired behavior when both music and a partner are present suggests that different mechanisms are employed to coordinate with the two types of stimuli. Whether one or the other approach is more efficient for word learning, however, is a question still requiring further investigation, as no differences were observed between conditions in a retrieval phase, which took place immediately after the learning session. This study contributes to the literature on word learning in adults by investigating two possible facilitating factors, and has important implications for situations such as music therapy, in which music and social interaction are present at the same time. PMID:26388818

Learning from Instructional Explanations: Effects of Prompts Based on the Active-Constructive-Interactive Framework

PubMed Central

Roelle, Julian; Müller, Claudia; Roelle, Detlev; Berthold, Kirsten

2015-01-01

Although instructional explanations are commonly provided when learners are introduced to new content, they often fail because they are not integrated into effective learning activities. The recently introduced active-constructive-interactive framework posits an effectiveness hierarchy in which interactive learning activities are at the top; these are then followed by constructive and active learning activities, respectively. Against this background, we combined instructional explanations with different types of prompts that were designed to elicit these learning activities and tested the central predictions of the active-constructive-interactive framework. In Experiment 1, N = 83 students were randomly assigned to one of four combinations of instructional explanations and prompts. To test the active < constructive learning hypothesis, the learners received either (1) complete explanations and engaging prompts designed to elicit active activities or (2) explanations that were reduced by inferences and inference prompts designed to engage learners in constructing the withheld information. Furthermore, in order to explore how interactive learning activities can be elicited, we gave the learners who had difficulties in constructing the prompted inferences adapted remedial explanations with either (3) unspecific engaging prompts or (4) revision prompts. In support of the active < constructive learning hypothesis, we found that the learners who received reduced explanations and inference prompts outperformed the learners who received complete explanations and engaging prompts. Moreover, revision prompts were more effective in eliciting interactive learning activities than engaging prompts. In Experiment 2, N = 40 students were randomly assigned to either (1) a reduced explanations and inference prompts or (2) a reduced explanations and inference prompts plus adapted remedial explanations and revision prompts condition. In support of the constructive < interactive learning hypothesis, the learners who received adapted remedial explanations and revision prompts as add-ons to reduced explanations and inference prompts acquired more conceptual knowledge. PMID:25853629

The impact of social context on learning and cognitive demands for interactive virtual human simulations

PubMed Central

Lyons, Rebecca; Johnson, Teresa R.; Khalil, Mohammed K.

2014-01-01

Interactive virtual human (IVH) simulations offer a novel method for training skills involving person-to-person interactions. This article examines the effectiveness of an IVH simulation for teaching medical students to assess rare cranial nerve abnormalities in both individual and small-group learning contexts. Individual (n = 26) and small-group (n = 30) interaction with the IVH system was manipulated to examine the influence on learning, learner engagement, perceived cognitive demands of the learning task, and instructional efficiency. Results suggested the IVH activity was an equally effective and engaging instructional tool in both learning structures, despite learners in the group learning contexts having to share hands-on access to the simulation interface. Participants in both conditions demonstrated a significant increase in declarative knowledge post-training. Operation of the IVH simulation technology imposed moderate cognitive demand but did not exceed the demands of the task content or appear to impede learning. PMID:24883241

Modeling a student-classroom interaction in a tutorial-like system using learning automata.

PubMed

Oommen, B John; Hashem, M Khaled

2010-02-01

Almost all of the learning paradigms used in machine learning, learning automata (LA), and learning theory, in general, use the philosophy of a Student (learning mechanism) attempting to learn from a teacher. This paradigm has been generalized in a myriad of ways, including the scenario when there are multiple teachers or a hierarchy of mechanisms that collectively achieve the learning. In this paper, we consider a departure from this paradigm by allowing the Student to be a member of a classroom of Students, where, for the most part, we permit each member of the classroom not only to learn from the teacher(s) but also to "extract" information from any of his fellow Students. This paper deals with issues concerning the modeling, decision-making process, and testing of such a scenario within the LA context. The main result that we show is that a weak learner can actually benefit from this capability of utilizing the information that he gets from a superior colleague-if this information transfer is done appropriately. As far as we know, the whole concept of Students learning from both a teacher and from a classroom of Students is novel and unreported in the literature. The proposed Student-classroom interaction has been tested for numerous strategies and for different environments, including the established benchmarks, and the results show that Students can improve their learning by interacting with each other. For example, for some interaction strategies, a weak Student can improve his learning by up to 73% when interacting with a classroom of Students, which includes Students of various capabilities. In these interactions, the Student does not have a priori knowledge of the identity or characteristics of the Students who offer their assistance.

Continuum electromechanical modeling of protein-membrane interactions

NASA Astrophysics Data System (ADS)

Zhou, Y. C.; Lu, Benzhuo; Gorfe, Alemayehu A.

2010-10-01

A continuum electromechanical model is proposed to describe the membrane curvature induced by electrostatic interactions in a solvated protein-membrane system. The model couples the macroscopic strain energy of membrane and the electrostatic solvation energy of the system, and equilibrium membrane deformation is obtained by minimizing the electroelastic energy functional with respect to the dielectric interface. The model is illustrated with the systems with increasing geometry complexity and captures the sensitivity of membrane curvature to the permanent and mobile charge distributions.

Learning and interactivity in solving a transformation problem.

PubMed

Guthrie, Lisa G; Vallée-Tourangeau, Frédéric; Vallée-Tourangeau, Gaëlle; Howard, Chelsea

2015-07-01

Outside the psychologist's laboratory, thinking proceeds on the basis of a great deal of interaction with artefacts that are recruited to augment problem-solving skills. The role of interactivity in problem solving was investigated using a river-crossing problem. In Experiment 1A, participants completed the same problem twice, once in a low interactivity condition, and once in a high interactivity condition (with order counterbalanced across participants). Learning, as gauged in terms of latency to completion, was much more pronounced when the high interactivity condition was experienced second. When participants first completed the task in the high interactivity condition, transfer to the low interactivity condition during the second attempt was limited; Experiment 1B replicated this pattern of results. Participants thus showed greater facility to transfer their experience of completing the problem from a low to a high interactivity condition. Experiment 2 was designed to determine the amount of learning in a low and high interactivity condition; in this experiment participants completed the problem twice, but level of interactivity was manipulated between subjects. Learning was evident in both the low and high interactivity groups, but latency per move was significantly faster in the high interactivity group, in both presentations. So-called problem isomorphs instantiated in different task ecologies draw upon different skills and abilities; a distributed cognition analysis may provide a fruitful perspective on learning and transfer.

Features of an effective operative dentistry learning environment: students' perceptions and relationship with performance.

PubMed

Suksudaj, N; Lekkas, D; Kaidonis, J; Townsend, G C; Winning, T A

2015-02-01

Students' perceptions of their learning environment influence the quality of outcomes they achieve. Learning dental operative techniques in a simulated clinic environment is characterised by reciprocal interactions between skills training, staff- and student-related factors. However, few studies have examined how students perceive their operative learning environments and whether there is a relationship between their perceptions and subsequent performance. Therefore, this study aimed to clarify which learning activities and interactions students perceived as supporting their operative skills learning and to examine relationships with their outcomes. Longitudinal data about examples of operative laboratory sessions that were perceived as effective or ineffective for learning were collected twice a semester, using written critical incidents and interviews. Emergent themes from these data were identified using thematic analysis. Associations between perceptions of learning effectiveness and performance were analysed using chi-square tests. Students indicated that an effective learning environment involved interactions with tutors and peers. This included tutors arranging group discussions to clarify processes and outcomes, providing demonstrations and constructive feedback. Feedback focused on mistakes, and not improvement, was reported as being ineffective for learning. However, there was no significant association between students' perceptions of the effectiveness of their learning experiences and subsequent performance. It was clear that learning in an operative technique setting involved various factors related not only to social interactions and observational aspects of learning but also to cognitive, motivational and affective processes. Consistent with studies that have demonstrated complex interactions between students, their learning environment and outcomes, other factors need investigation. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

WWC Review of the Report "Interactive Online Learning on Campus: Testing MOOCs and Other Platforms in Hybrid Formats in the University System of Maryland." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2015

2015-01-01

In the 2014 study, "Interactive Online Learning on Campus: Testing MOOCs and Other Platforms in Hybrid Formats in the University System of Maryland," researchers examined the impact of using hybrid forms of interactive online learning in seven undergraduate courses across seven universities in Maryland. Hybrid forms of interactive online…

Impact of technology-infused interactive learning environments on college professors' instructional decisions and practices

NASA Astrophysics Data System (ADS)

Kuda Malwathumullage, Chamathca Priyanwada

Recent advancements in instructional technology and interactive learning space designs have transformed how undergraduate classrooms are envisioned and conducted today. Large number of research studies have documented the impact of instructional technology and interactive learning spaces on elevated student learning gains, positive attitudes, and increased student engagement in undergraduate classrooms across nation. These research findings combined with the movement towards student-centered instructional strategies have motivated college professors to explore the unfamiliar territories of instructional technology and interactive learning spaces. Only a limited number of research studies that explored college professors' perspective on instructional technology and interactive learning space use in undergraduate classrooms exist in the education research literature. Since college professors are an essential factor in undergraduate students' academic success, investigating how college professors perceive and utilize instructional technology and interactive learning environments can provide insights into designing effective professional development programs for college professors across undergraduate institutions. Therefore, the purpose of this study was to investigate college professors' pedagogical reasoning behind incorporating different types of instructional technologies and teaching strategies to foster student learning in technology-infused interactive learning environments. Furthermore, this study explored the extent to which college professors' instructional decisions and practices are affected by teaching in an interactive learning space along with their overall perception of instructional technology and interactive learning spaces. Four college professors from a large public Midwestern university who taught undergraduate science courses in a classroom based on the 'SCALE-UP model' participated in this study. Major data sources included classroom observations, interviews and questionnaires. An enumerative approach and the constant comparative method were utilized to analyze the data. According to the results obtained, all the participating college professors of this study employed a variety of instructional technologies and learning space features to actively engage their students in classroom activities. Participants were largely influenced by the instructional technology and the learning space features at lesson planning and execution stages whereas this influence was less notable at the student assessment stage. Overall, college professors perceive technology-infused interactive learning environments to be advantageous in terms of enabling flexibility and creativity along with easy facilitation of classroom activities. However, they felt challenged when designing effective classroom activities and preferred continuous professional development support. Overall, college professors' pedagogical decision making process, their perceived benefits and challenges seemed to be interrelated and centered on the learners and the learning process. Primary implication of this study is to implement effective professional development programs for college professors which enable them to familiarize themselves with student-centered pedagogy and effective classroom activity design along with the novel trends in learning space design and instructional technologies. Furthermore, higher education institutions need to devise incentives and recognition measures to appreciate college professors' contributions to advance scholarship of teaching and learning.

Condyle-fossa modifications and muscle interactions during herbst treatment, part 1. New technological methods.

PubMed

Voudouris, John C; Woodside, Donald G; Altuna, Gurkan; Kuftinec, Mladen M; Angelopoulos, Gerassimos; Bourque, Paul J

2003-06-01

Changes in the condyle, the glenoid fossa, and the muscles of mastication were investigated in subjects undergoing continuous orthopedic advancement of the mandible with a Herbst-block appliance. The total sample consisted of 56 subjects and included 15 nonhuman primates (in the middle mixed, early permanent, and permanent dentitions), 17 human Herbst patients in the early permanent dentition, and 24 human controls from the Burlington Growth Center. The 8 nonhuman primates in the middle mixed dentition were the focus of this study. Mandibular advancement was obtained progressively in 5 animals by adding stops to the telescopic arms of fixed functional Herbst appliances with occlusal coverage; activations of 5.0 mm, 7.0 mm, and 8.0 mm were achieved. Two primates served as controls, and the third was a sham control. Two experimental animals and the 2 controls also wore surgically implanted electromyographic electrodes in the superior and inferior heads of the lateral pterygoid muscles and in the superficial masseter and anterior digastric muscles. Changes in condylar growth direction and amount were assessed with the Björk method from measurements made on serial cephalometric tracings superimposed on metallic implants. Undecalcified sections, treated with intravenous tetracycline vital staining, were viewed with fluorescence microscopy to examine histologic changes in the condyle and the glenoid fossa. New bone formation in the fossa associated with continuous mandibular protrusion was quantified by using computerized histomorphometric analysis of decalcified histological sections and polarized light. The unique combination of permanently implanted electromyographic electrodes, tetracycline vital staining, and histomorphometry represents a significant technological advancement in methods and materials. Together, they demonstrated different muscle-bone interaction results for functional appliances than those reported in previous studies. In Part 1 of this study, we describe and discuss the techniques used in this research and give a brief overview of the findings; in Part 2 (to be published next month), we offer a more in-depth discussion of the results and the implications of our findings.

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

ERIC Educational Resources Information Center

Bos, Candace S.; Anders, Patricia L.

1990-01-01

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

Approaches to Interactive Video Anchors in Problem-Based Science Learning

ERIC Educational Resources Information Center

Kumar, David Devraj

2010-01-01

This paper is an invited adaptation of the IEEE Education Society Distinguished Lecture Approaches to Interactive Video Anchors in Problem-Based Science Learning. Interactive video anchors have a cognitive theory base, and they help to enlarge the context of learning with information-rich real-world situations. Carefully selected movie clips and…

Wandering: A Web-Based Platform for the Creation of Location-Based Interactive Learning Objects

ERIC Educational Resources Information Center

Barak, Miri; Ziv, Shani

2013-01-01

Wandering is an innovative web-based platform that was designed to facilitate outdoor, authentic, and interactive learning via the creation of location-based interactive learning objects (LILOs). Wandering was integrated as part of a novel environmental education program among middle school students. This paper describes the Wandering platform's…

Interactive Whiteboards for Teaching and Learning Science: Ascertaining Research

ERIC Educational Resources Information Center

Mata, Liliana; Lazar, Gabriel; Lazar, Iuliana

2016-01-01

The purpose of this paper is to analyze of latest research focused on the investigation of interactive whiteboards used in teaching and learning Science. In the theoretical framework the main objectives are: a) the identification of specific research regarding the integration of interactive whiteboards in teaching and learning Science and b) the…

Students' Collective Knowledge Construction in the Virtual Learning Environment ""ToLigado"--Your School Interactive Newspaper"

ERIC Educational Resources Information Center

Passarelli, Brasilina

2008-01-01

Introduction: The ToLigado Project--Your School Interactive Newspaper is an interactive virtual learning environment conceived, developed, implemented and supported by researchers at the School of the Future Research Laboratory of the University of Sao Paulo, Brazil. Method: This virtual learning environment aims to motivate trans-disciplinary…

Acquiring Responsive Practices: Preservice Teachers Learn to Conduct Interactive Read-Alouds

ERIC Educational Resources Information Center

Pendergast, Meghan; May, Laura; Bingham, Gary; Kurumada, Katie Simon

2015-01-01

As U.S. schools continue to grow more culturally and linguistically diverse, it is important for teacher-educator programs to include pedagogy that promotes engaging learning opportunities for all children. One way these learning opportunities can occur is through interactive read-alouds. Interactive read-alouds provide the teacher and child an…

Learning English through Social Interaction: The Case of "Big Brother 2006," Finland

ERIC Educational Resources Information Center

Kaanta, Leila; Jauni, Heidi; Leppanen, Sirpa; Peuronen, Saija; Paakkinen, Terhi

2013-01-01

In line with recent Conversation Analytic work on language learning as situated practice, this article investigates how interactants can create language learning opportunities for themselves and others in and through social interaction. The study shows how the participants of "Big Brother Finland," a reality TV show, whose main…

The Development of Group Interaction Patterns: How Groups become Adaptive, Generative, and Transformative Learners

ERIC Educational Resources Information Center

London, Manuel; Sessa, Valerie I.

2007-01-01

This article integrates the literature on group interaction process analysis and group learning, providing a framework for understanding how patterns of interaction develop. The model proposes how adaptive, generative, and transformative learning processes evolve and vary in their functionality. Environmental triggers for learning, the group's…

Pedagogical Agents as Learning Companions: The Impact of Agent Emotion and Gender

ERIC Educational Resources Information Center

Kim, Yanghee; Baylor, A. L.; Shen, E.

2007-01-01

The potential of emotional interaction between human and computer has recently interested researchers in human-computer interaction. The instructional impact of this interaction in learning environments has not been established, however. This study examined the impact of emotion and gender of a pedagogical agent as a learning companion (PAL) on…

Interface Metaphors for Interactive Machine Learning

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

Jasper, Robert J.; Blaha, Leslie M.

To promote more interactive and dynamic machine learn- ing, we revisit the notion of user-interface metaphors. User-interface metaphors provide intuitive constructs for supporting user needs through interface design elements. A user-interface metaphor provides a visual or action pattern that leverages a user’s knowledge of another domain. Metaphors suggest both the visual representations that should be used in a display as well as the interactions that should be afforded to the user. We argue that user-interface metaphors can also offer a method of extracting interaction-based user feedback for use in machine learning. Metaphors offer indirect, context-based information that can be usedmore » in addition to explicit user inputs, such as user-provided labels. Implicit information from user interactions with metaphors can augment explicit user input for active learning paradigms. Or it might be leveraged in systems where explicit user inputs are more challenging to obtain. Each interaction with the metaphor provides an opportunity to gather data and learn. We argue this approach is especially important in streaming applications, where we desire machine learning systems that can adapt to dynamic, changing data.« less

High and Low Computer Self-Efficacy Groups and Their Learning Behavior from Self-Regulated Learning Perspective While Engaged in Interactive Learning Modules

ERIC Educational Resources Information Center

Santoso, Harry B.; Lawanto, Oenardi; Becker, Kurt; Fang, Ning; Reeve, Edward M.

2014-01-01

The purpose of this research was to investigate high school students' computer self-efficacy (CSE) and learning behavior in a self-regulated learning (SRL) framework while utilizing an interactive learning module. The researcher hypothesizes that CSE is reflected on cognitive actions and metacognitive strategies while the students are engaged with…

The Effects of Online Interactions on the Relationship between Learning-Related Anxiety and Intention to Persist among E-Learning Students with Visual Impairment

ERIC Educational Resources Information Center

Oh, Yunjin; Lee, Soon Min

2016-01-01

This study explored whether learning-related anxiety would negatively affect intention to persist with e-learning among students with visual impairment, and examined the roles of three online interactions in the relationship between learning-related anxiety and intention to persist with e-learning. For this study, a convenience sample of…

The Effectiveness of Using Interactive Multimedia in Improving the Concept of Fashion Design and Its Application in The Making of Digital Fashion Design

NASA Astrophysics Data System (ADS)

Wiana, W.

2018-02-01

This research is related to the effort to design a more representative learning system to improve the learning result of digital fashion design, through the development of interactive multimedia based on motion graphic. This research is aimed to know the effect of interactive multimedia application based on motion graphic to increase the mastery of the concept and skill of the students to making fashion designing in digital format. The research method used is quasi experiment with research design of Non-equivalent Control Group Design. The lectures are conducted in two different classes, namely class A as the Experimental Class and class B as the Control Class. From the calculation result after interpreted using Normalize Gain, there is an increase of higher learning result in student with interactive learning based on motion graphic, compared with student achievement on conventional learning. In this research, interactive multimedia learning based on motion graphic is effective toward the improvement of student learning in concept mastering indicator and on the aspect of making fashion design in digital format.

Relationship between the mobility of phosphocholine headgroups of liposomes and the hydrophobicity at the membrane interface: a characterization with spectrophotometric measurements.

PubMed

Shimanouchi, Toshinori; Sasaki, Masashi; Hiroiwa, Azusa; Yoshimoto, Noriko; Miyagawa, Kazuya; Umakoshi, Hiroshi; Kuboi, Ryoichi

2011-11-01

In this study, we investigated the dynamics of a membrane interface of liposomes prepared by eight zwitterionic phosphatidylcholines in terms of their headgroup mobility, with spectroscopic methods such as dielectric dispersion analysis (DDA), fluorescence spectroscopy. The DDA measurement is based on the response of the permanent dipole moment to a driving electric field and could give the information on the axial rotational Brownian motion of a headgroup with the permanent dipole moment. This motion depended on kinds of phospholipids, the diameter of the liposomes, and the temperature. The activation energy required to overcome the intermolecular force between headgroups of phospholipids depended on the strength of the interaction between headgroups such as hydrogen bonds and/or dipole-dipole interaction. Hydration at the phosphorous group of phospholipid and the molecular order of lipid membrane impaired the interaction between headgroups. Furthermore, the hydrophobicity of membrane surface increased parallel to the increase in headgroup mobility. It is, therefore, concluded that hydration of headgroup promoted its mobility to make the membrane surface hydrophobic. The lipid membrane in liquid crystalline phase or the lipid membrane with the larger curvature was more hydrophobic. Copyright © 2011 Elsevier B.V. All rights reserved.

K-12 Teachers' Perceptions of and Their Satisfaction with Interaction Type in Blended Learning Environments

ERIC Educational Resources Information Center

Kuo, Yu-Chun; Belland, Brian R.; Schroder, Kerstin E. E.; Walker, Andrew E.

2014-01-01

Blended learning is an effective approach to instruction that combines features of face-to-face learning and computer-mediated learning. This study investigated the relationship between student perceptions of three types of interaction and blended learning course satisfaction. The participants included K-12 teachers enrolled in a graduate-level…

Analysis of an Interactive Technology Supported Problem-Based Learning STEM Project Using Selected Learning Sciences Interest Areas (SLSIA)

ERIC Educational Resources Information Center

Kumar, David Devraj

2017-01-01

This paper reports an analysis of an interactive technology-supported, problem-based learning (PBL) project in science, technology, engineering and mathematics (STEM) from a Learning Sciences perspective using the Selected Learning Sciences Interest Areas (SLSIA). The SLSIA was adapted from the "What kinds of topics do ISLS [International…

Algorithm for personal identification in distance learning system based on registration of keyboard rhythm

NASA Astrophysics Data System (ADS)

Nikitin, P. V.; Savinov, A. N.; Bazhenov, R. I.; Sivandaev, S. V.

2018-05-01

The article describes the method of identifying a person in distance learning systems based on a keyboard rhythm. An algorithm for the organization of access control is proposed, which implements authentication, identification and verification of a person using the keyboard rhythm. Authentication methods based on biometric personal parameters, including those based on the keyboard rhythm, due to the inexistence of biometric characteristics without a particular person, are able to provide an advanced accuracy and inability to refuse authorship and convenience for operators of automated systems, in comparison with other methods of conformity checking. Methods of permanent hidden keyboard monitoring allow detecting the substitution of a student and blocking the key system.

Seeing the Errors You Feel Enhances Locomotor Performance but Not Learning.

PubMed

Roemmich, Ryan T; Long, Andrew W; Bastian, Amy J

2016-10-24

In human motor learning, it is thought that the more information we have about our errors, the faster we learn. Here, we show that additional error information can lead to improved motor performance without any concomitant improvement in learning. We studied split-belt treadmill walking that drives people to learn a new gait pattern using sensory prediction errors detected by proprioceptive feedback. When we also provided visual error feedback, participants acquired the new walking pattern far more rapidly and showed accelerated restoration of the normal walking pattern during washout. However, when the visual error feedback was removed during either learning or washout, errors reappeared with performance immediately returning to the level expected based on proprioceptive learning alone. These findings support a model with two mechanisms: a dual-rate adaptation process that learns invariantly from sensory prediction error detected by proprioception and a visual-feedback-dependent process that monitors learning and corrects residual errors but shows no learning itself. We show that our voluntary correction model accurately predicted behavior in multiple situations where visual feedback was used to change acquisition of new walking patterns while the underlying learning was unaffected. The computational and behavioral framework proposed here suggests that parallel learning and error correction systems allow us to rapidly satisfy task demands without necessarily committing to learning, as the relative permanence of learning may be inappropriate or inefficient when facing environments that are liable to change. Copyright © 2016 Elsevier Ltd. All rights reserved.

Social Interaction in Infants' Learning of Second-Language Phonetics: An Exploration of Brain-Behavior Relations.

PubMed

Conboy, Barbara T; Brooks, Rechele; Meltzoff, Andrew N; Kuhl, Patricia K

2015-01-01

Infants learn phonetic information from a second language with live-person presentations, but not television or audio-only recordings. To understand the role of social interaction in learning a second language, we examined infants' joint attention with live, Spanish-speaking tutors and used a neural measure of phonetic learning. Infants' eye-gaze behaviors during Spanish sessions at 9.5-10.5 months of age predicted second-language phonetic learning, assessed by an event-related potential measure of Spanish phoneme discrimination at 11 months. These data suggest a powerful role for social interaction at the earliest stages of learning a new language.

'We, not them and us?' Views on the relationships and interactions between staff and relatives of older people permanently living in nursing homes.

PubMed

Hertzberg, A; Ekman, S L

2000-03-01

'We, not them and us?' Views on the relationships and interactions between staff and relatives of older people permanently living in nursing homes This study describes relatives' and staffs' experiences of each other in their relationships and interactions in connection with the care of old people with dementia living in nursing homes. The aim was to identify obstacles and promoters concerning these interactions. A qualitative method was used. Data were collected from 27 hours of observations of group discussions about relatives' and staffs' communication, interactions and experiences. Three different groups, with eight participants, relatives, staff and a group leader in each, met six times during a period of 3 months. Findings indicate that the experiences that relatives and staff have of each other are related to issues about influence, participation, trust and measures to avoid conflicts. These conclusions build on concrete descriptions about care, activities, competence, communication and visits given by research participants. Experiences of situations were sometimes contradictory between relatives and staff. This implies that the potential for cooperation between relatives and staff in care of the elderly is not fully utilized. Suggestions for enhancing the relationships between relatives and staff are: pre-planned informal, individual conversations between relatives and staff; development of ways to give regular two-way feedback about matters concerning the resident and the relationship between staff and relatives; giving staff credit for measures taken to facilitate relatives' involvement in the nursing home care; measures to improve documentation about families' involvement; and working together with minor practical tasks.

Teams as a Learning Forum for Accounting Professionals.

ERIC Educational Resources Information Center

Kleinman, Gary; Siegel, Philip; Eckstein, Claire

2002-01-01

Hierarchical regression and structural equation modeling of data from 440 accountants found that social interaction in work teams fosters individual, organizational, and team learning. Organizational and personal learning mediated the relationship between team social interaction processes and the attitudinal outcomes, but team learning did not.…

Online Learners' Preferences for Interaction.

ERIC Educational Resources Information Center

Northrup, Pamela T.

2002-01-01

Describes a study that investigated types of interaction that graduate students perceived to be important for elearning (electronic learning). Discusses content interaction, conversation and collaboration, interpersonal and metacognitive skills, and need for support; explains the Online Learning Interaction Inventory; and reports that flexibility…

An Attentional Goldilocks Effect: An Optimal Amount of Social Interactivity Promotes Word Learning from Video

PubMed Central

Nussenbaum, Kate; Amso, Dima

2015-01-01

Television can be a powerful education tool; however, content-makers must understand the factors that engage attention and promote learning from screen media. Prior research suggests that social engagement is critical for learning and that interactivity may enhance the educational quality of children’s media. The present study examined the effects of increasing the social interactivity of television on children’s visual attention and word learning. Three- to 5-year-old (MAge = 4;5 years, SD = 9 months) children completed a task in which they viewed videos of an actress teaching them the Swahili label for an on-screen image. Each child viewed these video clips in four conditions that parametrically manipulated social engagement and interactivity. We then tested whether each child had successfully learned the Swahili labels. Though 5-year-old children were able to learn words in all conditions, we found that there was an optimal level of social engagement that best supported learning for all participants, defined by engaging the child but not distracting from word labeling. Our eye-tracking data indicated that children in this condition spent more time looking at the target image and less time looking at the actress’s face as compared to the most interactive condition. These findings suggest that social interactivity is critical to engaging attention and promoting learning from screen media up until a certain point, after which social stimuli may draw attention away from target images and impair children’s word learning. PMID:27030791

An Attentional Goldilocks Effect: An Optimal Amount of Social Interactivity Promotes Word Learning from Video.

PubMed

Nussenbaum, Kate; Amso, Dima

2016-01-01

Television can be a powerful education tool; however, content-makers must understand the factors that engage attention and promote learning from screen media. Prior research suggests that social engagement is critical for learning and that interactivity may enhance the educational quality of children's media. The present study examined the effects of increasing the social interactivity of television on children's visual attention and word learning. Three- to 5-year-old ( M Age = 4;5 years, SD = 9 months) children completed a task in which they viewed videos of an actress teaching them the Swahili label for an on-screen image. Each child viewed these video clips in four conditions that parametrically manipulated social engagement and interactivity. We then tested whether each child had successfully learned the Swahili labels. Though 5-year-old children were able to learn words in all conditions, we found that there was an optimal level of social engagement that best supported learning for all participants, defined by engaging the child but not distracting from word labeling. Our eye-tracking data indicated that children in this condition spent more time looking at the target image and less time looking at the actress's face as compared to the most interactive condition. These findings suggest that social interactivity is critical to engaging attention and promoting learning from screen media up until a certain point, after which social stimuli may draw attention away from target images and impair children's word learning.

An e-learning reproductive health module to support improved student learning and interaction: a prospective interventional study at a medical school in Egypt.

PubMed

Abdelhai, Rehab; Yassin, Sahar; Ahmad, Mohamad F; Fors, Uno G H

2012-03-20

The Public Health (PH) course at the medical college of Cairo University is based on traditional lectures. Large enrollment limits students' discussions and interactions with instructors. Evaluate students' learning outcomes as measured by improved knowledge acquisition and opinions of redesigning the Reproductive Health (RH) section of the PH course into e-learning and assessing e-course utilization. This prospective interventional study started with development of an e-learning course covering the RH section, with visual and interactive emphasis, to satisfy students' diverse learning styles. Two student groups participated in this study. The first group received traditional lecturing, while the second volunteered to enroll in the e-learning course, taking online course quizzes. Both groups answered knowledge and course evaluation questionnaires and were invited to group discussions. Additionally, the first group answered another questionnaire about reasons for non-participation. Students participating in the e-learning course showed significantly better results, than those receiving traditional tutoring. Students who originally shunned the e-course expressed eagerness to access the course before the end of the academic year. Overall, students using the redesigned e-course reported better learning experiences. An online course with interactivities and interaction, can overcome many educational drawbacks of large enrolment classes, enhance student's learning and complement pit-falls of large enrollment traditional tutoring.

An e-learning reproductive health module to support improved student learning and interaction: a prospective interventional study at a medical school in Egypt

PubMed Central

2012-01-01

Background The Public Health (PH) course at the medical college of Cairo University is based on traditional lectures. Large enrollment limits students' discussions and interactions with instructors. Aim Evaluate students' learning outcomes as measured by improved knowledge acquisition and opinions of redesigning the Reproductive Health (RH) section of the PH course into e-learning and assessing e-course utilization. Methods This prospective interventional study started with development of an e-learning course covering the RH section, with visual and interactive emphasis, to satisfy students' diverse learning styles. Two student groups participated in this study. The first group received traditional lecturing, while the second volunteered to enroll in the e-learning course, taking online course quizzes. Both groups answered knowledge and course evaluation questionnaires and were invited to group discussions. Additionally, the first group answered another questionnaire about reasons for non-participation. Results Students participating in the e-learning course showed significantly better results, than those receiving traditional tutoring. Students who originally shunned the e-course expressed eagerness to access the course before the end of the academic year. Overall, students using the redesigned e-course reported better learning experiences. Conclusions An online course with interactivities and interaction, can overcome many educational drawbacks of large enrolment classes, enhance student's learning and complement pit-falls of large enrollment traditional tutoring. PMID:22433670

Creating learning momentum through overt teaching interactions during real acute care episodes.

PubMed

Piquette, Dominique; Moulton, Carol-Anne; LeBlanc, Vicki R

2015-10-01

Clinical supervisors fulfill a dual responsibility towards patient care and learning during clinical activities. Assuming such roles in today's clinical environments may be challenging. Acute care environments present unique learning opportunities for medical trainees, as well as specific challenges. The goal of this paper was to better understand the specific contexts in which overt teaching interactions occurred in acute care environments. We conducted a naturalistic observational study based on constructivist grounded theory methodology. Using participant observation, we collected data on the teaching interactions occurring between clinical supervisors and medical trainees during 74 acute care episodes in the critical care unit of two academic centers, in Toronto, Canada. Three themes contributed to a better understanding of the conditions in which overt teaching interactions among trainees and clinical supervisors occurred during acute care episodes: seizing emergent learning opportunities, coming up against challenging conditions, and creating learning momentum. Our findings illustrate how overt learning opportunities emerged from certain clinical situations and how clinical supervisors and trainees could purposefully modify unfavorable learning conditions. None of the acute care episodes encountered in the critical care environment represented ideal conditions for learning. Yet, clinical supervisors and trainees succeeded in engaging in overt teaching interactions during many episodes. The educational value of these overt teaching interactions should be further explored, as well as the impact of interventions aimed at increasing their use in acute care environments.

Reading a Story: Different Degrees of Learning in Different Learning Environments.

PubMed

Giannini, Anna Maria; Cordellieri, Pierluigi; Piccardi, Laura

2017-01-01

The learning environment in which material is acquired may produce differences in delayed recall and in the elements that individuals focus on. These differences may appear even during development. In the present study, we compared three different learning environments in 450 normally developing 7-year-old children subdivided into three groups according to the type of learning environment. Specifically, children were asked to learn the same material shown in three different learning environments: reading illustrated books (TB); interacting with the same text displayed on a PC monitor and enriched with interactive activities (PC-IA); reading the same text on a PC monitor but not enriched with interactive narratives (PC-NoIA). Our results demonstrated that TB and PC-NoIA elicited better verbal memory recall. In contrast, PC-IA and PC-NoIA produced higher scores for visuo-spatial memory, enhancing memory for spatial relations, positions and colors with respect to TB. Interestingly, only TB seemed to produce a deeper comprehension of the story's moral. Our results indicated that PC-IA offered a different type of learning that favored visual details. In this sense, interactive activities demonstrate certain limitations, probably due to information overabundance, emotional mobilization, emphasis on images and effort exerted in interactive activities. Thus, interactive activities, although entertaining, act as disruptive elements which interfere with verbal memory and deep moral comprehension.

Reading a Story: Different Degrees of Learning in Different Learning Environments

PubMed Central

Giannini, Anna Maria; Cordellieri, Pierluigi; Piccardi, Laura

2017-01-01

The learning environment in which material is acquired may produce differences in delayed recall and in the elements that individuals focus on. These differences may appear even during development. In the present study, we compared three different learning environments in 450 normally developing 7-year-old children subdivided into three groups according to the type of learning environment. Specifically, children were asked to learn the same material shown in three different learning environments: reading illustrated books (TB); interacting with the same text displayed on a PC monitor and enriched with interactive activities (PC-IA); reading the same text on a PC monitor but not enriched with interactive narratives (PC-NoIA). Our results demonstrated that TB and PC-NoIA elicited better verbal memory recall. In contrast, PC-IA and PC-NoIA produced higher scores for visuo-spatial memory, enhancing memory for spatial relations, positions and colors with respect to TB. Interestingly, only TB seemed to produce a deeper comprehension of the story’s moral. Our results indicated that PC-IA offered a different type of learning that favored visual details. In this sense, interactive activities demonstrate certain limitations, probably due to information overabundance, emotional mobilization, emphasis on images and effort exerted in interactive activities. Thus, interactive activities, although entertaining, act as disruptive elements which interfere with verbal memory and deep moral comprehension. PMID:29085296

Stories of Change: The Ruhr University of Bochum

NASA Astrophysics Data System (ADS)

Hansen, Holger

With more than 32,000 students and 20 faculties, the Ruhr University of Bochum (RUB) is one of the larger universities in Germany. Together with the Technical University of Dortmund and the University of Duisburg-Essen, it forms the "University Alliance Metropolis Ruhr" (UAMR). This close cooperation creates a unique variety of subjects, which allow for numerous combinations and therefore various study possibilities. In the field of e-Learning, there is the RUBeL network, founded in 2003. Nowadays, it is coordinated by the Unit for e-Learning, an administrative department of the Rectorate. Partners in this network are the Computer Center, the Multimedia Support Center, the Unit for On-the-Job Training and Counseling, and the University Library. The network and collaboration with further central facilities provide a great thematic variety of e-Learning. Permanent duties and collective projects of the Unit for e-Learning and different partners are fixed by agreements, in order to achieve the maximum amount of expertise and quality.

Online Interaction Quality among Adult Learners: The Role of Sense of Belonging and Perceived Learning Benefits

ERIC Educational Resources Information Center

Diep, Nguyet A.; Cocquyt, Celine; Zhu, Chang; Vanwing, Tom

2017-01-01

The present study employs social cognitive theory (SCT) and social capital as the guiding frameworks to explain online interaction quality among learners in a blended learning program (N = 179). Capturing performance expectancy by perceived learning benefits and online interaction quality with nuanced cognitive measures, the study aims to validate…

SciEthics Interactive: Science and Ethics Learning in a Virtual Environment

ERIC Educational Resources Information Center

Nadolny, Larysa; Woolfrey, Joan; Pierlott, Matthew; Kahn, Seth

2013-01-01

Learning in immersive 3D environments allows students to collaborate, build, and interact with difficult course concepts. This case study examines the design and development of the TransGen Island within the SciEthics Interactive project, a National Science Foundation-funded, 3D virtual world emphasizing learning science content in the context of…

Enhancing Learning Outcomes with an Interactive Knowledge-Based Learning Environment Providing Narrative Feedback

ERIC Educational Resources Information Center

Stranieri, Andrew; Yearwood, John

2008-01-01

This paper describes a narrative-based interactive learning environment which aims to elucidate reasoning using interactive scenarios that may be used in training novices in decision-making. Its design is based on an approach to generating narrative from knowledge that has been modelled in specific decision/reasoning domains. The approach uses a…

Nature of Teacher-Students' Interaction in Electronic Learning and Traditional Courses of Higher Education--A Review

ERIC Educational Resources Information Center

Malik, Sufiana Khatoon; Khurshed, Fauzia

2011-01-01

Present paper explores differential teacher-student interaction in electronic learning (el) and in face to face traditional learning (tl) courses at higher education. After thorough study literature available and getting information from university teachers teaching el and tl courses about the nature of teacher-students interaction in both modes…

Self-Efficacy, Task Complexity and Task Performance: Exploring Interactions in Two Versions of Vocabulary Learning Tasks

ERIC Educational Resources Information Center

Wu, Xiaoli; Lowyck, Joost; Sercu, Lies; Elen, Jan

2012-01-01

The present study aimed for better understanding of the interactions between task complexity and students' self-efficacy beliefs and students' use of learning strategies, and finally their interacting effects on task performance. This investigation was carried out in the context of Chinese students learning English as a foreign language in a…

Learning with Web-Based Interactive Objects: An Investigation into Student Perceptions of Effectiveness

ERIC Educational Resources Information Center

Salajan, Florin D.; Perschbacher, Susanne; Cash, Mindy; Talwar, Reena; El-Badrawy, Wafa; Mount, Greg J.

2009-01-01

In its efforts to continue the modernization of its curriculum, the Faculty of Dentistry at the University of Toronto has developed a series of web-based interactive learning applications. This article presents the production cycle of these new interactive learning objects and the preliminary study conducted to measure the students' perception of…

Interactions of Metacognition with Motivation and Affect in Self-Regulated Learning: The MASRL Model

ERIC Educational Resources Information Center

Efklides, Anastasia

2011-01-01

Metacognition, motivation, and affect are components of self-regulated learning (SRL) that interact. The "metacognitive and affective model of self-regulated learning" (the MASRL model) distinguishes two levels of functioning in SRL, namely, the Person level and the Task x Person level. At the Person level interactions between trait-like…

Natural Interaction Based Online Military Boxing Learning System

ERIC Educational Resources Information Center

Yang, Chenglei; Wang, Lu; Sun, Bing; Yin, Xu; Wang, Xiaoting; Liu, Li; Lu, Lin

2013-01-01

Military boxing, a kind of Chinese martial arts, is widespread and health beneficial. In this paper, the authors introduce a military boxing learning system realized by 3D motion capture, Web3D and 3D interactive technologies. The interactions with the system are natural and intuitive. Users can observe and learn the details of each action of the…

Designing for Interaction, Thinking and Academic Achievement in a Tanzanian Undergraduate Chemistry Course

ERIC Educational Resources Information Center

Msonde, Sydney Enock; Van Aalst, Jan

2017-01-01

Virtual learning environments are used in higher education around the world to promote student learning. However, in many countries it has not yielded the expected effect on student interaction and learning. The purpose of this study was to investigate whether the use of certain pedagogical approaches would promote student interaction,…

An OWL Ontology for Metadata of Interactive Learning Objects

ERIC Educational Resources Information Center

Luz, Bruno N.; Santos, Rafael; Alves, Bruno; Areão, Andreza S.; Yokoyama, Marcos H.; Guimarães, Marcelo P.

2015-01-01

The main purpose of this paper is to present the importance of Interactive Learning Objects (ILO) to improve the teaching-learning process by assuring a constant interaction among teachers and students, which in turn, allows students to be constantly supported by the teacher. The paper describes the ontology that defines the ILO available on the…

Comparing Student Interaction in Asynchronous Online Discussions and in Face-to-Face Settings: A Network Perspective

ERIC Educational Resources Information Center

Javadi, Elahe; Gebauer, Judith; Novotny, Nancy L.

2017-01-01

Online discussions enable peer-learning by allowing students to communicate ideas on what they have learned in and beyond the classroom. Peer-learning through online discussions is fostered when online discussions are interactive. Interactivity occurs when students refer to and use perspectives shared by peers, and elaborate, respond to, or…

Hybrid E-Textbooks as Comprehensive Interactive Learning Environments

ERIC Educational Resources Information Center

Ghaem Sigarchian, Hajar; Logghe, Sara; Verborgh, Ruben; de Neve, Wesley; Salliau, Frank; Mannens, Erik; Van de Walle, Rik; Schuurman, Dimitri

2018-01-01

An e-TextBook can serve as an interactive learning environment (ILE), facilitating more effective teaching and learning processes. In this paper, we propose the novel concept of an EPUB 3-based Hybrid e-TextBook, which allows for interaction between the digital and the physical world. In that regard, we first investigated the gap between the…

Player-Game Interaction: An Ecological Analysis of Foreign Language Gameplay Activities

ERIC Educational Resources Information Center

Ibrahim, Karim

2018-01-01

This article describes how the literature on game-based foreign language (FL) learning has demonstrated that player-game interactions have a strong potential for FL learning. However, little is known about the fine-grained dynamics of these interactions, or how they could facilitate FL learning. To address this gap, the researcher conducted a…

COED Transactions, Vol. X, No. 11, November 1978. A Microprocesser-Based Interactive Learning System.

ERIC Educational Resources Information Center

Mitchell, Eugene E., Ed.

A Microcomputer-Implemented Design Aid and Simulator (MIDAS) has been developed and used as an interactive learning system by electrical engineering students at the freshman and sophomore level. Evaluation of the system indicates that a great potential exists in the area of dedicated, inexpensive, interactive learning systems. User acceptance has…

"Null-E" magnetic bearings

NASA Astrophysics Data System (ADS)

Filatov, Alexei Vladimirovich

2002-09-01

Using electromagnetic forces to suspend rotating objects (rotors) without mechanical contact is often an appealing technical solution. Magnetic suspensions are typically required to have adequate load capacity and stiffness, and low rotational loss. Other desired features include low price, high reliability and manufacturability. With recent advances in permanent-magnet materials, the required forces can often be obtained by simply using the interaction between permanent magnets. While a magnetic bearing based entirely on permanent magnets could be expected to be inexpensive, reliable and easy to manufacture, a fundamental physical principle known as Earnshaw's theorem maintains that this type of suspension cannot be statically stable. Therefore, some other physical mechanisms must be included. One such mechanism employs the interaction between a conductor and a nonuniform magnetic field in relative motion. Its advantages include simplicity, reliability, wide range of operating temperature and system autonomy (no external wiring and power supplies are required). The disadvantages of the earlier embodiments were high rotational loss, low stiffness and load capacity. This dissertation proposes a novel type of magnetic bearing stabilized by the field-conductor interaction. One of the advantages of this bearing is that no electric field, E, develops in the conductor during the rotor rotation when the system is in no-load equilibrium. Because of this we refer to it as the Null-E Bearing. Null-E Bearings have potential for lower rotational loss and higher load capacity and stiffness than other bearings utilizing the field-conductor interaction. Their performance is highly insensitive to manufacturing inaccuracies. The Null-E Bearing in its basic form can be augmented with supplementary electronics to improve its performance. Depending on the degree of the electronics involvement, a variety of magnetic bearings can be developed ranging from a completely passive to an active magnetic bearing of a novel type. This dissertation contains theoretical analysis of the Null-E Bearing operation, including derivation of the stability conditions and estimation of some of the rotational losses. The validity of the theoretical conclusions has been demonstrated by building and testing a prototype in which non-contact suspension of a 3.2-kg rotor is achieved at spin speeds above 18 Hz.

Learners' Perceptions of Blended Learning and the Roles and Interaction of f2f and Online Learning

ERIC Educational Resources Information Center

Huang, Qiang

2016-01-01

The present study aims to probe into learners' perceptions of blended learning in relation to the respective roles of face-to-face learning (f2f learning) and online learning as well as their interaction in the blended EFL contexts. Questionnaires were used in the study to examine the attitudes of 296 university students towards a blended English…

Active Learning in PhysicsTechnology and Research-based Techniques Emphasizing Interactive Lecture Demonstrations

NASA Astrophysics Data System (ADS)

Thornton, Ronald

2010-10-01

Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). An active learning environment is often difficult to achieve in lecture sessions. This presentation will demonstrate the use of sequences of Interactive Lecture Demonstrations (ILDs) that use real experiments often involving real-time data collection and display combined with student interaction to create an active learning environment in large or small lecture classes. Interactive lecture demonstrations will be done in the area of mechanics using real-time motion probes and the Visualizer. A video tape of students involved in interactive lecture demonstrations will be shown. The results of a number of research studies at various institutions (including international) to measure the effectiveness of ILDs and guided inquiry conceptual laboratories will be presented.

NMDA Receptor-Dependent Processes in the Medial Prefrontal Cortex Are Important for Acquisition and the Early Stage of Consolidation during Trace, but Not Delay Eyeblink Conditioning

ERIC Educational Resources Information Center

Takehara-Nishiuchi, Kaori; Kawahara, Shigenori; Kirino, Yutaka

2005-01-01

Permanent lesions in the medial prefrontal cortex (mPFC) affect acquisition of conditioned responses (CRs) during trace eyeblink conditioning and retention of remotely acquired CRs. To clarify further roles of the mPFC in this type of learning, we investigated the participation of the mPFC in mnemonic processes both during and after daily…

Comparing the Performance of Resident to Distance Learning Student Navy Officers at Naval Postgraduate School

DTIC Science & Technology

2015-03-01

Officer of Institutional Research and Planning xv PCS Permanent Change of Station PII Personally Identifiable Information PO Provost Oversight QPR...Strong Vocational Interest Blank SWO Surface Warfare Officer TA Tuition Assistance TQPR Total Quality Point Rating USNA United States Naval Academy...individual’s personal motivation and professional potential. Earning a master’s degree can be considered an unofficial “check in the box” to many

Reflections on Over Fifty Years in Research and Development; Some Lessons Learned

DTIC Science & Technology

2012-02-01

his career in chemical research and development at the Monsanto Chemical Company. Dr. Lyons received his AB in chemistry from Harvard College and...developing new uses for its products (applications research). Chemical Applications in the Field My first task at the Monsanto Research Laboratory was...permanent employees, post-doctoral fellows, and guest workers. When I was at Monsanto Company, a special class of “stars” was singled out by management

Interactive Multimedia Learning: Innovating Classroom Education in a Malaysian University

ERIC Educational Resources Information Center

Leow, Fui-Theng; Neo, Mai

2014-01-01

This research study was conducted at INTI International University, and aimed at enhancing the quality of classroom learning for University students with three important emphases: Gagne's instructional model, multimedia, and student-centred learning. An Interactive Learning Module (ILM) was developed as the core component in forming the…

eLearning Hands-On: Blending Interactive eLearning with Practical Engineering Laboratory

ERIC Educational Resources Information Center

Kiravu, Cheddi; Yanev, Kamen M.; Tunde, Moses O.; Jeffrey, Anna M.; Schoenian, Dirk; Renner, Ansel

2016-01-01

Purpose: Integrating laboratory work into interactive engineering eLearning contents augments theory with practice while simultaneously ameliorating the apparent theory-practice gap in traditional eLearning. The purpose of this paper is to assess and recommend media that currently fulfil this desirable dual pedagogical goal.…

An Information Processing Perspective on Divergence and Convergence in Collaborative Learning

ERIC Educational Resources Information Center

Jorczak, Robert L.

2011-01-01

This paper presents a model of collaborative learning that takes an information processing perspective of learning by social interaction. The collaborative information processing model provides a theoretical basis for understanding learning principles associated with social interaction and explains why peer-to-peer discussion is potentially more…

A Social-Cognitive Framework for Pedagogical Agents as Learning Companions

ERIC Educational Resources Information Center

Kim, Yanghee; Baylor, Amy L.

2006-01-01

Teaching and learning are highly social activities. Seminal psychologists such as Vygotsky, Piaget, and Bandura have theorized that social interaction is a key mechanism in the process of learning and development. In particular, the benefits of peer interaction for learning and motivation in classrooms have been broadly demonstrated through…

The Effects of Instructional Implementation on Learning with Interactive Multimedia Case-Based Instruction

ERIC Educational Resources Information Center

Mitchem, Katherine; Koury, Kevin; Fitzgerald, Gail; Hollingsead, Candice; Miller, Kevin; Tsai, Hui-Hsien; Zha, Shenghua

2009-01-01

Interactive, multimedia cases with technology supports present new ways of teaching and learning in teacher education. In this mixed-methods, naturalistic study, the authors investigate how and what participants learn from multimedia cases and, in particular, how instructional implementation affects learning outcomes from multimedia cases.…

Employees' and Managers' Accounts of Interactive Workplace Learning: A Grounded Theory of "Complex Integrative Learning"

ERIC Educational Resources Information Center

Armson, Genevieve; Whiteley, Alma

2010-01-01

Purpose: The purpose of this paper is to investigate employees' and managers' accounts of interactive learning and what might encourage or inhibit emergent learning. Design/methodology/approach: The approach taken was a constructivist/social constructivist ontology, interpretive epistemology and qualitative methodology, using grounded theory…

Socio-Emotional Connections: Identity, Belonging and Learning in Online Interactions--A Literature Review

ERIC Educational Resources Information Center

Delahunty, Janine; Verenikina, Irina; Jones, Pauline

2014-01-01

This review focuses on three interconnected socio-emotional aspects of online learning: interaction, sense of community and identity formation. In the intangible social space of the virtual classroom, students come together to learn through dialogic, often asynchronous, exchanges. This creates distinctive learning environments where learning…

From Presentation to Interaction: New Goals for Online Learning Technologies

ERIC Educational Resources Information Center

Tu, Chih-Hsiung

2005-01-01

Educators have used online technology in the past as information presentation tools and information storage tools to support learning. Researchers identify online technologies with large capacities and capabilities to enhance human learning in an interactive fashion. Online learning technology should move away from the use of computer technology…

Spicing Up Information Literacy Tutorials: Interactive Class Activities that Worked

ERIC Educational Resources Information Center

Zdravkovic, Neda

2010-01-01

Constructivist learning theories promote students' engagement as one of the key factors in successful learning and knowledge building. Research indicates that the short attention span of adult learners, their need to "learn-by-doing," interact and multitask in the learning process can be accommodated with a positive outcome by…

Learning Experiences in a Giant Interactive Environment: Insights from The Cube

ERIC Educational Resources Information Center

Stoodley, Ian; Sayyad Abdi, Elham; Bruce, Christine; Hughes, Hilary

2018-01-01

In November 2012, Queensland University of Technology in Australia launched a giant interactive learning environment known as "The Cube". This article reports a phenomenographic investigation into visitors' different experiences of learning in The Cube. At present very little is known about people's learning experience in spaces…

A Contextualized, Differential Sequence Mining Method to Derive Students' Learning Behavior Patterns

ERIC Educational Resources Information Center

Kinnebrew, John S.; Loretz, Kirk M.; Biswas, Gautam

2013-01-01

Computer-based learning environments can produce a wealth of data on student learning interactions. This paper presents an exploratory data mining methodology for assessing and comparing students' learning behaviors from these interaction traces. The core algorithm employs a novel combination of sequence mining techniques to identify deferentially…

Home Learning Environment and Concept Formation: A Family Intervention Study with Kindergarten Children

ERIC Educational Resources Information Center

Niklas, Frank; Cohrssen, Caroline; Tayler, Collette

2016-01-01

Children's cognitive development has a neural basis, yet children's learning is facilitated by interactions with more knowledgeable others. Young children experience such interactions in the context of the home learning environment (HLE), when parents support children's thinking and learning during everyday activities. Consequently, one way to…

Live Action: Can Young Children Learn Verbs From Video?

PubMed Central

Roseberry, Sarah; Hirsh-Pasek, Kathy; Parish-Morris, Julia; Golinkoff, Roberta Michnick

2009-01-01

The availability of educational programming aimed at infants and toddlers is increasing, yet the effect of video on language acquisition remains unclear. Three studies of 96 children aged 30–42 months investigated their ability to learn verbs from video. Study 1 asked whether children could learn verbs from video when supported by live social interaction. Study 2 tested whether children could learn verbs from video alone. Study 3 clarified whether the benefits of social interaction remained when the experimenter was shown on a video screen rather than in person. Results suggest that younger children only learn verbs from video with live social interaction while older children can learn verbs from video alone. Implications for verb learning and educational media are discussed. PMID:19765005

Live action: can young children learn verbs from video?

PubMed

Roseberry, Sarah; Hirsh-Pasek, Kathy; Parish-Morris, Julia; Golinkoff, Roberta M

2009-01-01

The availability of educational programming aimed at infants and toddlers is increasing, yet the effect of video on language acquisition remains unclear. Three studies of 96 children aged 30-42 months investigated their ability to learn verbs from video. Study 1 asked whether children could learn verbs from video when supported by live social interaction. Study 2 tested whether children could learn verbs from video alone. Study 3 clarified whether the benefits of social interaction remained when the experimenter was shown on a video screen rather than in person. Results suggest that younger children only learn verbs from video with live social interaction whereas older children can learn verbs from video alone. Implications for verb learning and educational media are discussed.

Comprehension through cooperation: Medical students and physiotherapy apprentices learn in teams - Introducing interprofessional learning at the University Medical Centre Mannheim, Germany.

PubMed

Mette, Mira; Dölken, Mechthild; Hinrichs, Jutta; Narciß, Elisabeth; Schüttpelz-Brauns, Katrin; Weihrauch, Ute; Fritz, Harald M

2016-01-01

In order to better prepare future health care professionals for interprofessional cooperation, interprofessional learning sessions for medical students and physiotherapy apprentices were developed at the University Medical Centre Mannheim, Germany. The experience gained from designing, implementing and evaluating these learning sessions is presented and discussed. A total of 265 medical students and 43 physiotherapy apprentices attended five interprofessional learning sessions. Of these, 87-100% responded to closed and open-ended questions on a self-developed questionnaire (24 items). The responses regarding self-reported learning gains, benefit, motivation and satisfaction with the sessions were analyzed separately by professions. The learning sessions were well received by both groups. More than 75% of all participants were of the opinion that they could not have learned the new material in a better way. Significant differences between the medical students and the physiotherapy apprentices were mainly found with regard to perceived learning gains, which physiotherapy apprentices reported as being lower. Positive aspects of interprofessionalism were most often emphasized in the responses to the open-ended questions. Most frequently criticized were organizational aspects and a lack of perceived learning gains. The introduction of interprofessional learning entails great effort in terms of organizational and administrative challenges. However, the project is considered worthwhile because the interprofessional aspects of the learning sessions were indeed valued by the participants. Permanently including and expanding interprofessional learning in the curricula of both professions longitudinally is therefore something to strive for.

How Multi-Levels of Individual and Team Learning Interact in a Public Healthcare Organisation: A Conceptual Framework

ERIC Educational Resources Information Center

Doyle, Louise; Kelliher, Felicity; Harrington, Denis

2016-01-01

The aim of this paper is to review the relevant literature on organisational learning and offer a preliminary conceptual framework as a basis to explore how the multi-levels of individual learning and team learning interact in a public healthcare organisation. The organisational learning literature highlights a need for further understanding of…

The Effects of Online Interactive Games on High School Students' Achievement and Motivation in History Learning

ERIC Educational Resources Information Center

Lin, Kuan-Cheng; Wei, Yu Che; Hung, Jason C.

2012-01-01

Many studies demonstrate that Digital Game Based Learning (DGBL) can foster learning effect. The purpose of this study is to survey whether the online game in junior high school students can encourage learning effect in Taiwan's History. So, the research applied Interactive Game-based Learning System (IGLS) to junior high history teaching as an…

Superconductor Permanent Magnets for Advanced Propulsion Applications

NASA Astrophysics Data System (ADS)

Putman, Phil; Zhou, Yuxiang; Salama, Kamel; Robertson, Tony; Bond, Deborah D.

2005-02-01

Improved trapped fields of 17 T at 29 K and 11.2 T at 47 K have been reported for the melt-textured YBCO superconductor material. Such high field strengths give the possibility for producing superconductor permanent magnets (SCPM) for plasma-related space propulsion applications, such as the anti-matter trap, magnetohydrodynamic (MHD) propulsion and electrical power generation, and others that are under development or being studied. The SCPM could be beneficial in reducing the weight-to-power ratio for the associated delivery and containment systems needed for plasma interactions that are inherently imbedded in many of these propulsion systems. In this paper, a review of the superconductor literature is presented, followed by uses of the SCPM in high-performance space propulsion applications.

MagLev Cobra: Test Facilities and Operational Experiments

NASA Astrophysics Data System (ADS)

Sotelo, G. G.; Dias, D. H. J. N.; de Oliveira, R. A. H.; Ferreira, A. C.; De Andrade, R., Jr.; Stephan, R. M.

2014-05-01

The superconducting MagLev technology for transportation systems is becoming mature due to the research and developing effort of recent years. The Brazilian project, named MagLev-Cobra, started in 1998. It has the goal of developing a superconducting levitation vehicle for urban areas. The adopted levitation technology is based on the diamagnetic and the flux pinning properties of YBa2Cu3O7-δ (YBCO) bulk blocks in the interaction with Nd-Fe-B permanent magnets. A laboratory test facility with permanent magnet guideway, linear induction motor and one vehicle module is been built to investigate its operation. The MagLev-Cobra project state of the art is presented in the present paper, describing some construction details of the new test line with 200 m.

Ecce Homo: Science and Society Need Anthropological Collections.

PubMed

Sholts, Sabrina B; Bell, Joshua A; Rick, Torben C

2016-08-01

Scientific collections are crucial to understanding the biological and cultural diversity of the Earth. Anthropological collections document the human experience and the interactions between people, ecosystems, and organisms. Unfortunately, anthropological collections are often poorly known by the public and face a variety of threats to their permanent care and conservation. Published by Elsevier Ltd.

75 FR 20811 - Proposed Information Collection; Comment Request; Produce Processor Profiles of Fish Processing...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-21

... population of an Alaska community with a fish processing plant can increase significantly during peak... workforce in a company galley, the interactions between seasonal processing workers and permanent residents of the community, and the history of the fish processing facility in the community. This type of...

Impact of Interactive Video Communication Versus Text-Based Feedback on Teaching, Social, and Cognitive Presence in Online Learning Communities.

PubMed

Seckman, Charlotte

A key element to online learning is the ability to create a sense of presence to improve learning outcomes. This quasi-experimental study evaluated the impact of interactive video communication versus text-based feedback and found a significant difference between the 2 groups related to teaching, social, and cognitive presence. Recommendations to enhance presence should focus on providing timely feedback, interactive learning experiences, and opportunities for students to establish relationships with peers and faculty.

Learning Bridge: Curricular Integration of Didactic and Experiential Education

PubMed Central

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

2010-01-01

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

Deep Interactive Learning with Sharkzor

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

None

Sharkzor is a web application for machine-learning assisted image sort and summary. Deep learning algorithms are leveraged to infer, augment, and automate the user’s mental model. Initially, images uploaded by the user are spread out on a canvas. The user then interacts with the images to impute their mental model into the applications algorithmic underpinnings. Methods of interaction within Sharkzor’s user interface and user experience support three primary user tasks: triage, organize and automate. The user triages the large pile of overlapping images by moving images of interest into proximity. The user then organizes said images into meaningful groups. Aftermore » interacting with the images and groups, deep learning helps to automate the user’s interactions. The loop of interaction, automation, and response by the user allows the system to quickly make sense of large amounts of data.« less

Social Interaction in Infants’ Learning of Second-Language Phonetics: An Exploration of Brain-Behavior Relations

PubMed Central

Conboy, Barbara T.; Brooks, Rechele; Meltzoff, Andrew N.; Kuhl, Patricia K.

2015-01-01

Infants learn phonetic information from a second language with live-person presentations, but not television or audio-only recordings. To understand the role of social interaction in learning a second language, we examined infants’ joint attention with live, Spanish-speaking tutors and used a neural measure of phonetic learning. Infants’ eye-gaze behaviors during Spanish sessions at 9.5 – 10.5 months of age predicted second-language phonetic learning, assessed by an event-related potential (ERP) measure of Spanish phoneme discrimination at 11 months. These data suggest a powerful role for social interaction at the earliest stages of learning a new language. PMID:26179488

Effects of parent loss: interaction with family size and sibling order.

PubMed

Sklar, A D; Harris, R F

1985-06-01

The authors studied the effect of parent loss during the first 18 years of life and its interactions with family size and sibling order in a nonpsychiatric population of 247 men. Groups defined by loss type, family size, and sibling order were compared using MMPI scale scores. The results strongly suggest that parent loss and family size and their interaction have an important impact on adult personality traits as measured by MMPI scores. The strong adverse impact of intermittent loss and temporary loss in large families (much greater than that of permanent loss) is a crucial finding not previously noted in the literature.

Formation of readiness for future physics teachers by using interactive learning tools

NASA Astrophysics Data System (ADS)

Kulikova, N. U.; Danilchuk, E. V.; Zhidkova, A. V.

2017-01-01

In this article we give the reviewing of approaches to the preparedness of future physics teachers for the usage of interactive means of education as an important part of their professional activity. We discuss the key concepts such as interactivity, an interactive dialogue, and interactive means of education. The conception of interactive means of education as a tool of teachers' professional activity, which provides a way for the students to intensify their learning in class by using interactive tools and electronic educational resources, is validated. Furthermore, it is proved that interactive means of education allow the students to intensify their learning in the course of an interactive dialogue by means of organization different types of feedback in electronic educational resources (the program behavior depending on a user actions in the form of comments, prompts, elements of arrangement of objects, etc, the control and correction of students' actions by the program, providing with recommendations for further learning, carrying out constant access to reference information, etc), involving in different types of educational activity (modeling, investigation, etc), self-selection of time, speed, content of learning, complexity and priority of the usage of educational information on the screen, etc. By training students - future teachers of physics authors consider technological aspects, methodical features and examples of creation of these resources for physics lesson.

Evaluation of a blended learning model in geriatric medicine: a successful learning experience for medical students.

PubMed

Duque, Gustavo; Demontiero, Oddom; Whereat, Sarah; Gunawardene, Piumali; Leung, Oliver; Webster, Peter; Sardinha, Luis; Boersma, Derek; Sharma, Anita

2013-06-01

Despite the increasingly ageing population, teaching geriatric medicine at medical schools is a challenge due to the particularities of this subspecialty and the lack of student interest in this subject. We assessed a blended system that combines e-learning and person-to-person interaction. Our program offered the students a hands-on learning experience based on self-reflection, access to technology, interactive learning, frequent interaction with the multidisciplinary team, more exposure to patients, and regular feedback. Our results indicate that the students appreciate this system as a rich and effective learning experience demonstrated by their positive feedback and by their significant improvement in knowledge assessed at the end of their rotation. Implementing an interactive blended system is a beneficial approach to teaching geriatric medicine in medical schools and to motivating medical students' interest in this important medical subspecialty. © 2012 The Authors. Australasian Journal on Ageing © 2012 ACOTA.

Integrating Video-Capture Virtual Reality Technology into a Physically Interactive Learning Environment for English Learning

ERIC Educational Resources Information Center

Yang, Jie Chi; Chen, Chih Hung; Jeng, Ming Chang

2010-01-01

The aim of this study is to design and develop a Physically Interactive Learning Environment, the PILE system, by integrating video-capture virtual reality technology into a classroom. The system is designed for elementary school level English classes where students can interact with the system through physical movements. The system is designed to…

Interactive eLearning - a safe place to practice.

PubMed

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

2009-01-01

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

The Effect of the Use of Assistive Technology on English Reading Comprehension of Students with Learning Differences

ERIC Educational Resources Information Center

Caraballo, Gladys

2012-01-01

The purpose of this study was to find the effect of the use of assistive technology (CD ROM Interactive Liquid Books, the Interactive White Board, and Interactive Signed Stories) on English reading comprehension of students with learning differences, specifically with deaf and learning disabled students. The research questions that provided the…

Motor-visual neurons and action recognition in social interactions.

PubMed

de la Rosa, Stephan; Bülthoff, Heinrich H

2014-04-01

Cook et al. suggest that motor-visual neurons originate from associative learning. This suggestion has interesting implications for the processing of socially relevant visual information in social interactions. Here, we discuss two aspects of the associative learning account that seem to have particular relevance for visual recognition of social information in social interactions - namely, context-specific and contingency based learning.

Interaction in a Blended Environment for English Language Learning

ERIC Educational Resources Information Center

Romero Archila, Yuranny Marcela

2014-01-01

The purpose of this research was to identify the types of interaction that emerged not only in a Virtual Learning Environment (VLE) but also in face-to-face settings. The study also assessed the impact of the different kinds of interactions in terms of language learning. This is a qualitative case study that took place in a private Colombian…

Representing and Learning Complex Object Interactions

PubMed Central

Zhou, Yilun; Konidaris, George

2017-01-01

We present a framework for representing scenarios with complex object interactions, in which a robot cannot directly interact with the object it wishes to control, but must instead do so via intermediate objects. For example, a robot learning to drive a car can only indirectly change its pose, by rotating the steering wheel. We formalize such complex interactions as chains of Markov decision processes and show how they can be learned and used for control. We describe two systems in which a robot uses learning from demonstration to achieve indirect control: playing a computer game, and using a hot water dispenser to heat a cup of water. PMID:28593181

Nonlinear vibration of a coupled high- Tc superconducting levitation system

NASA Astrophysics Data System (ADS)

Sugiura, T.; Inoue, T.; Ura, H.

2004-10-01

High- Tc superconducting levitation can be applied to electro-mechanical systems, such as flywheel energy storage and linear-drive transportation. Such a system can be modeled as a magnetically coupled system of many permanent magnets and high- Tc superconducting bulks. It is a multi-degree-of-freedom dynamical system coupled by nonlinear interaction between levitated magnets and superconducting bulks. This nonlinearly coupled system, with small damping due to no contact support, can easily show complicated phenomena of nonlinear dynamics. In mechanical design, it is important to evaluate this nonlinear dynamics, though it has not been well studied so far. This research deals with forced vibration of a coupled superconducting levitation system. As a simple modeling of a coupled system, a permanent magnet levitated above a superconducting bulk is placed between two fixed permanent magnets without contact. Frequency response of the levitated magnet under excitation of one of the fixed magnets was examined theoretically. The results show typical nonlinear vibration, such as jump, hysteresis, and parametric resonance, which were confirmed in our numerical analyses and experiments.

The effect of thematic learning model, learning style, and reading ability on the students’ learning outcomes

NASA Astrophysics Data System (ADS)

Nurlaela, L.; Samani, M.; Asto, I. G. P.; Wibawa, S. C.

2018-01-01

This study aims at gaining empirical findings of the effectiveness of thematic instructional model as compared to conventional instruction; and the potential capacity of thematic instructional model in accommodating different learning styles and reading abilities. This is an experimental research design with 140 elementary students as research subject. The data were collected by using achievement test, learning style questionnaire, and reading comprehension test, and analyzed by using Anava. The results indicate: there is a significant difference in achievement between students who use thematic instructional model and those using conventional model; a significant difference in achievement between students with visual learning style and those having auditorial learning style; a significant difference between students with high reading ability and those with low reading ability. Student’s achievement is influenced by the interaction between instructional model and student’s learning style. Student’s achievement is not influenced by the interaction between instructional model and student’s reading ability, the interaction between student’s learning style and student’s reading ability, and the interaction among instructional model, learning style and student’s reading ability. The conclusion is thematic instructional model was more effective than conventional instruction and thematic instructional model had a capacity in accommodating different learning styles and reading abilities.

Neural Mechanisms Behind Identification of Leptokurtic Noise and Adaptive Behavioral Response

PubMed Central

d'Acremont, Mathieu; Bossaerts, Peter

2016-01-01

Large-scale human interaction through, for example, financial markets causes ceaseless random changes in outcome variability, producing frequent and salient outliers that render the outcome distribution more peaked than the Gaussian distribution, and with longer tails. Here, we study how humans cope with this evolutionary novel leptokurtic noise, focusing on the neurobiological mechanisms that allow the brain, 1) to recognize the outliers as noise and 2) to regulate the control necessary for adaptive response. We used functional magnetic resonance imaging, while participants tracked a target whose movements were affected by leptokurtic noise. After initial overreaction and insufficient subsequent correction, participants improved performance significantly. Yet, persistently long reaction times pointed to continued need for vigilance and control. We ran a contrasting treatment where outliers reflected permanent moves of the target, as in traditional mean-shift paradigms. Importantly, outliers were equally frequent and salient. There, control was superior and reaction time was faster. We present a novel reinforcement learning model that fits observed choices better than the Bayes-optimal model. Only anterior insula discriminated between the 2 types of outliers. In both treatments, outliers initially activated an extensive bottom-up attention and belief network, followed by sustained engagement of the fronto-parietal control network. PMID:26850528

Does the cerebellum initiate movement?

PubMed

Thach, W T

2014-02-01

Opinion is divided on what the exact function of the cerebellum is. Experiments are summarized that support the following views: (1) the cerebellum is a combiner of multiple movement factors; (2) it contains anatomically fixed permanent focal representation of individual body parts (muscles and segments) and movement modes (e.g., vestibular driven vs. cognitive driven); (3) it contains flexible changing representations/memory of physical properties of the body parts including muscle strength, segment inertia, joint viscosity, and segmental interaction torques (dynamics); (4) it contains mechanisms for learning and storage of the properties in item no. 3 through trial-and-error practice; (5) it provides for linkage of body parts, motor modes, and motordynamics via the parallel fiber system; (6) it combines and integrates the many factors so as to initiate coordinated movements of the many body parts; (7) it is thus enabled to play the unique role of initiating coordinated movements; and (8) this unique causative role is evidenced by the fact that: (a) electrical stimulation of the cerebellum can initiate compound coordinated movements; (b) in naturally initiated compound movements, cerebellar discharge precedes that in downstream target structures such as motor cerebral cortex; and (c) cerebellar ablation abolishes the natural production of compound movements in the awake alert individuals.

The most enjoyable way to learn the periodic table

NASA Astrophysics Data System (ADS)

Gümüşsoy, Verim; Kaya, Mustafa

2017-04-01

Constructivist learning allows students to be actively involved in the learning process and thus the learning to be permanent. It makes the lesson more interesting and enjoyable compared to classical learning where students are passive and get bored quickly. When students engage in activities during the learning process, they enjoy it more. And there is no doubt that games help this a lot. In this project, a game has been designed to make it more entertaining to learn the periodical table for the students. In this game, a huge periodical table (with empty columns) is drawn with acrylic paint in the school yard. Acrylic paint is preferred because it is resilient to outdoor conditions, quick drying and relatively durable. Besides its functionality in the game, the presence of the huge periodical table in the yard boosts students' motivation for scientific activities. Students are taught about the periodical table in their Chemistry lesson a week before the game is to be played. They are informed about the game and asked to bring some sportswear to wear during the game. On the game day, the class is divided into teams of five people. Each team wears a different color vest and is called by the color of the vest they are wearing. The starting point is drawn as far as possible from the periodical table. Furthermore, some question cards that cover the subject are used in the game. As an example from the game: one student from each team is asked to find the correct place by the atomic number of a certain element as described in the cards given to them. There is a time limit so the stopwatch is started as each student starts reading the information on the card. The student runs to the correct place of the certain element according to the clues on their given card. Then they stop and raise their hands. The teacher stops the stopwatch for that student. The teams gain points according to their speed and correct guesses. The game continues as other students are given different question cards and asked to follow same directions. In the end, the winning team is awarded. The game contains both short term goals, like allowing students to acquire the aimed learning outcome in a permanent way while having fun, and long term goals, like increasing the motivation toward the lesson and school and gaining team awareness.

Enhancing E-Learning with Media-Rich Content and Interactions

ERIC Educational Resources Information Center

Caladine, Richard

2008-01-01

Online learning is transcending from the text-rich educational experience of the past to a video- and audio-rich learning transformation. The greater levels of media-rich content and media-rich interaction that are currently prevalent in online leisure experiences will help to increase e-learning's future efficiency and effectiveness. "Enhancing…

Computer Self-Efficacy and Factors Influencing E-Learning Effectiveness

ERIC Educational Resources Information Center

Chien, Tien-Chen

2012-01-01

Purpose: The purpose of this study is to investigate the influences of system and instructor factors on e-learning effectiveness under the interactions of computer self-efficacy. In this study, the factors of the e-learning system are functionality, interaction, and response. The factors of the e-learning instructor are attitude, technical skills,…

The Implementation of Interactive Multimedia Learning Materials in Teaching Listening Skills

ERIC Educational Resources Information Center

Ampa, Andi Tenri

2015-01-01

One of the factors that may affect the success of the learning process is the use of learning media. Therefore, this research aimed to implement and evaluate the interactive multimedia learning materials using Wondershare Quizcreator program and audio materials in teaching "English listening skills". The research problem was whether or…

Unraveling Students' Interaction around a Tangible Interface Using Multimodal Learning Analytics

ERIC Educational Resources Information Center

Schneider, Bertrand; Blikstein, Paulo

2015-01-01

In this paper, we describe multimodal learning analytics (MMLA) techniques to analyze data collected around an interactive learning environment. In a previous study (Schneider & Blikstein, submitted), we designed and evaluated a Tangible User Interface (TUI) where dyads of students were asked to learn about the human hearing system by…

Experiential Learning as a Constraint-Led Process: An Ecological Dynamics Perspective

ERIC Educational Resources Information Center

Brymer, Eric; Davids, Keith

2014-01-01

In this paper we present key ideas for an ecological dynamics approach to learning that reveal the importance of learner-environment interactions to frame outdoor experiential learning. We propose that ecological dynamics provides a useful framework for understanding the interacting constraints of the learning process and for designing learning…

Expert Students in Social Learning Management Systems

ERIC Educational Resources Information Center

Avogadro, Paolo; Calegari, Silvia; Dominoni, Matteo Alessandro

2016-01-01

Purpose: A social learning management system (social LMS) is a tool which favors social interactions and allows scholastic institutions to supervise and guide the learning process. The inclusion of the social feature to a "normal" LMS leads to the creation of educational social networks (EduSN), where the students interact and learn. The…

Interactive and Situated Learning in Education for Sustainability

ERIC Educational Resources Information Center

Altomonte, Sergio; Logan, Brian; Feisst, Markus; Rutherford, Peter; Wilson, Robin

2016-01-01

Purpose: This study aims to explore the opportunities offered by interactive and situated learning (e-learning and m-learning) in support of education for sustainability in disciplines of the built environment. Design/Methodology/Approach: The paper illustrates the development of an online portal and a mobile app aimed at promoting students'…

Visualising the Invisible: A Network Approach to Reveal the Informal Social Side of Student Learning

ERIC Educational Resources Information Center

Hommes, J.; Rienties, B.; de Grave, W.; Bos, G.; Schuwirth, L.; Scherpbier, A.

2012-01-01

World-wide, universities in health sciences have transformed their curriculum to include collaborative learning and facilitate the students' learning process. Interaction has been acknowledged to be the synergistic element in this learning context. However, students spend the majority of their time outside their classroom and interaction does not…

Identifying Learning Behaviors by Contextualizing Differential Sequence Mining with Action Features and Performance Evolution

ERIC Educational Resources Information Center

Kinnebrew, John S.; Biswas, Gautam

2012-01-01

Our learning-by-teaching environment, Betty's Brain, captures a wealth of data on students' learning interactions as they teach a virtual agent. This paper extends an exploratory data mining methodology for assessing and comparing students' learning behaviors from these interaction traces. The core algorithm employs sequence mining techniques to…

The Use of Interactive Learning Technology in Institutions of Higher Learning

ERIC Educational Resources Information Center

Abykanova, Bakytgul; Nugumanova, Samal; Yelezhanova, Shynar; Kabylkhamit, Zhanargul; Sabirova, Zhanylsyn

2016-01-01

This paper is linked to a study aiming to provide a theoretical rationale for the methodological foundations of the use of interactive learning technology in institutions of higher learning and undertakes to describe the process of practical implementation of this approach and analyze the outcomes. The authors examine the views expressed by…

Culture, Learning Styles, and Web 2.0

ERIC Educational Resources Information Center

Olaniran, Bolanle A.

2009-01-01

This article explores Web 2.0 in interactive learning environments. Specifically, the article examines Web 2.0 as an interactive learning platform that holds potential, but is also limited by learning styles and cultural value preferences. The article explores the issue of control from both teacher and learner perspectives, and in particular the…

Learning through social interaction in game technology.

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

Waern, Annika; Raybourn, Elaine Marie

2005-05-01

The present ITSE journal special issue on 'Learning About Social Interaction through Gaming' is the result of an invitation to the attendees of a one-day workshop on 'Social Learning Through Gaming' co-organized by the guest editors and held at the Human Factors in Computing Systems (CHI) conference on April 26, 2004 in Vienna, Austria. CHI is one of the premiere conferences on human-computer interaction. CHI 2004 attracted hundreds of delegates from all over the world. The CHI workshop program results from a competitive selection process. The Social Learning through Gaming workshop was filled to capacity and attended by approximately 25more » participants from Europe and North America who submitted position papers that were refereed and selected for participation based on the relevancy and innovativeness of the research. The participants came together to share research on play, learning, games, interactive technologies, and what playing and designing games can teach us about social behaviors. The present special issue focuses on learning about social aspects through gaming: learning to socialize through games and learning games through social behavior.« less

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

ERIC Educational Resources Information Center

Afify, Mohammed Kamal

2018-01-01

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

Building a responsive teacher: how temporal contingency of gaze interaction influences word learning with virtual tutors

PubMed Central

Lee, Hanju; Kanakogi, Yasuhiro; Hiraki, Kazuo

2015-01-01

Animated pedagogical agents are lifelike virtual characters designed to augment learning. A review of developmental psychology literature led to the hypothesis that the temporal contingency of such agents would promote human learning. We developed a Pedagogical Agent with Gaze Interaction (PAGI), an experimental animated pedagogical agent that engages in gaze interaction with students. In this study, university students learned words of a foreign language, with temporally contingent PAGI (live group) or recorded version of PAGI (recorded group), which played pre-recorded sequences from live sessions. The result revealed that students in the live group scored considerably better than those in the recorded group. The finding indicates that incorporating temporal contingency of gaze interaction from a pedagogical agent has positive effect on learning. PMID:26064584

Lost in Interaction in IMS Learning Design Runtime Environments

ERIC Educational Resources Information Center

Derntl, Michael; Neumann, Susanne; Oberhuemer, Petra

2014-01-01

Educators are exploiting the advantages of advanced web-based collaboration technologies and massive online interactions. Interactions between learners and human or nonhuman resources therefore play an increasingly important pedagogical role, and the way these interactions are expressed in the user interface of virtual learning environments is…

RCT of a Mentoring and Skills Group Program: Placement and Permanency Outcomes for Foster Youth

PubMed Central

Culhane, Sara E.; Garrido, Edward; Knudtson, Michael D.

2012-01-01

OBJECTIVE: To examine the impact of a mentoring and skills group intervention for preadolescent children in foster care on placement stability and permanence at 1-year postintervention. METHODS: A randomized controlled trial was conducted with 9- to 11-year-old children who were maltreated and placed in foster care (n = 54 control; n = 56 intervention). State child welfare records provided information on number of placement changes, placement in residential treatment, and case closure (ie, permanency). Rates of adoption and reunification were also examined. Analysis was by intention to treat. RESULTS: After controlling for baseline functioning and preintervention placement history, intervention youth were 71% less likely to be placed in residential treatment (odds ratio [OR] = 0.29, 95% confidence interval [CI] 0.09–0.98). There were no significant treatment differences in predicting placement changes or permanency for the total sample. Among a subsample of children living in nonrelative foster care at baseline, intervention youth had 44% fewer placement changes (incidence ratio = 0.56, 95% CI 0.34–0.93), were 82% less likely to be placed in a residential treatment center (OR = 0.18, 95% CI 0.03–0.96), and were 5 times more likely to have attained permanency at 1 year postintervention (OR = 5.14, 95% CI 1.55–17.07). More intervention youth had reunified 1-year postintervention [χ2(1, N = 78) = 3.99; P < .05], and the pattern of findings suggested that intervention youth had higher rates of adoption. A significant interaction [χ2(1, N = 110) = 5.43; P = .02] demonstrated that the intervention attenuated the impact of baseline behavior problems on placement changes. CONCLUSIONS: The findings suggest that participation in a 9-month mentoring and skills group intervention leads to greater placement stability and permanence, especially for children in nonrelative foster care. PMID:22689870

Should I trust you? Learning and memory of social interactions in dementia.

PubMed

Wong, Stephanie; Irish, Muireann; O'Callaghan, Claire; Kumfor, Fiona; Savage, Greg; Hodges, John R; Piguet, Olivier; Hornberger, Michael

2017-09-01

Social relevance has an enhancing effect on learning and subsequent memory retrieval. The ability to learn from and remember social interactions may impact on susceptibility to financial exploitation, which is elevated in individuals with dementia. The current study aimed to investigate learning and memory of social interactions, the relationship between performance and financial vulnerability and the neural substrates underpinning performance in 14 Alzheimer's disease (AD) and 20 behavioural-variant frontotemporal dementia (bvFTD) patients and 20 age-matched healthy controls. On a "trust game" task, participants invested virtual money with counterparts who acted either in a trustworthy or untrustworthy manner over repeated interactions. A non-social "lottery" condition was also included. Participants' learning of trust/distrust responses and subsequent memory for the counterparts and nature of the interactions was assessed. Carer-rated profiles of financial vulnerability were also collected. Relative to controls, both patient groups showed attenuated learning of trust/distrust responses, and lower overall memory for social interactions. Despite poor learning performance, both AD and bvFTD patients showed better memory of social compared to non-social interactions. Importantly, better memory for social interactions was associated with lower financial vulnerability in AD, but not bvFTD. Learning and memory of social interactions was associated with medial temporal and temporoparietal atrophy in AD, whereas a wider network of frontostriatal, insular, fusiform and medial temporal regions was implicated in bvFTD. Our findings suggest that although social relevance influences memory to an extent in both AD and bvFTD, this is associated with vulnerability to financial exploitation in AD only, and is underpinned by changes to different neural substrates. Theoretically, these findings provide novel insights into potential mechanisms that give rise to vulnerability in people with dementia, and open avenues for possible interventions. Copyright © 2017 Elsevier Ltd. All rights reserved.

Interactive mobile learning: a pilot study of a new approach for sport science and medical undergraduate students.

PubMed

Bruce-Low, S S; Burnet, S; Arber, K; Price, D; Webster, L; Stopforth, M

2013-12-01

Mobile learning has increasingly become interwoven into the fabric of learning and teaching in the United Kingdom higher education sector, and as technological issues become addressed, this phenomena has accelerated. The aim of the study was to examine whether learning using a mobile learning device (Samsung NC10 Netbook) loaded with interactive exercises promoted learning compared with a traditional library exercise. Using a randomized trial, 55 students from an undergraduate sports science course (n = 28) and medical course (n = 27) volunteered to participate in this study. A mixed-model design ANOVA was used to examine the percent change in test score after a 3-wk intervention. Results showed that there was a significant difference between the two courses (P < 0.001), methods (P = 0.01), and trials (P < 0.001). The findings suggested that both methods augmented student knowledge and understanding in sports science and medical students. The sports science group demonstrated proportionally greater increases in test performance when exposed to the mobile interactive intervention compared with the traditional library approach. Qualitative data suggest an increased level of engagement with the Netbooks due to the stimulating interactive content. In conclusion, the Netbooks were an effective additional learning tool, significantly enhancing knowledge and understanding in students. Further research should ensure that participants are assessed for preferred learning styles, the subjective task value of expectancy value, and readiness for mobile learning to ascertain if this has an effect on the potential for using mobile learning and interactivity.

A Cognitive Approach to e-Learning

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

Greitzer, Frank L.; Rice, Douglas M.; Eaton, Sharon L.

2003-12-01

Like traditional classroom instruction, distributed learning derives from passive training paradigms. Just as student-centered classroom teaching methods have been applied over several decades of classroom instruction, interactive approaches have been encouraged for distributed learning. While implementation of multimedia-based training features may appear to produce active learning, sophisticated use of multimedia features alone does not necessarily enhance learning. This paper describes the results of applying cognitive science principles to enhance learning in a student-centered, distributed learning environment, and lessons learned in developing and delivering this training. Our interactive, scenario-based approach exploits multimedia technology within a systematic, cognitive framework for learning. Themore » basis of the application of cognitive principles is the innovative use of multimedia technology to implement interaction elements. These simple multimedia interactions, which are used to support new concepts, are later combined with other interaction elements to create more complex, integrated practical exercises. This technology-based approach may be applied in a variety of training and education contexts, but is especially well suited for training of equipment operators and maintainers. For example, it has been used in a sustainment training application for the United States Army's Combat Support System Automated Information System Interface (CAISI). The CAISI provides a wireless communications capability that allows various logistics systems to communicate across the battlefield. Based on classroom training material developed by the CAISI Project Office, the Pacific Northwest National Laboratory designed and developed an interactive, student-centered distributed-learning application for CAISI operators and maintainers. This web-based CAISI training system is also distributed on CD media for use on individual computers, and material developed for the computer-based course can be used in the classroom. In addition to its primary role in sustainment training, this distributed learning course can complement or replace portions of the classroom instruction, thus supporting a blended learning solution.« less

Interactive Videodisc: An Emerging Technology for Educators. ERIC Digest.

ERIC Educational Resources Information Center

Grabowski, Barbara L.

Interactive video can be a very complex learning system, or it can be a simple tool for teachers to use to enhance their instruction. The term has been used broadly in the literature and includes three major aspects: (1) interactive video as storage; (2) interactive video as hardware; and (3) interactive video as learning concept. This digest…

Toddlers' imitative learning in interactive and observational contexts: the role of age and familiarity of the model.

PubMed

Shimpi, Priya M; Akhtar, Nameera; Moore, Chris

2013-10-01

Three experiments examined the effects of age and familiarity of a model on toddlers' imitative learning in observational contexts (Experiments 1, 2, and 3) and interactive contexts (Experiments 2 and 3). Experiment 1 (N=112 18-month-old toddlers) varied the age (child vs. adult) and long-term familiarity (kin vs. stranger) of the person who modeled the novel actions. Experiment 2 (N=48 18-month-olds and 48 24-month-olds) and Experiment 3 (N=48 24-month-olds) varied short-term familiarity with the model (some or none) and learning context (interactive or observational). The most striking findings were that toddlers were able to learn a new action from observing completely unfamiliar strangers who did not address them and were far less likely to imitate an unfamiliar model who directly interacted with them. These studies highlight the robustness of toddlers' observational learning and reveal limitations of learning from unfamiliar models in interactive contexts. Copyright © 2013 The Authors. Published by Elsevier Inc. All rights reserved.

Influence of the ICDAS e-learning program for occlusal caries detection on dental students.

PubMed

Diniz, Michele B; Lima, Luciana Monti; Santos-Pinto, Lourdes; Eckert, George J; Zandoná, Andrea G Ferreira; de Cássia Loiola Cordeiro, Rita

2010-08-01

The aim of this study was to evaluate the influence of ICDAS training in a group of dental students for occlusal caries detection in permanent teeth. Premolars and molars (N=104) with occlusal surfaces varying from ICDAS scores 0 to 6 were cleaned, one occlusal site per tooth was selected, and a photograph taken to identify the site. Eight senior dental students examined the teeth twice with a one-week interval between examinations during each of two phases: before and after the ICDAS e-learning program. Teeth were histologically assessed for caries extension. Intraclass correlation coefficients for intra- and interexaminer repeatability were high, both before (0.75 and 0.72, respectively) and after e-learning (0.82 and 0.78, respectively). The ICDAS scores decreased significantly from before to after e-learning (p=0.0001). Correlation between ICDAS scores and histology scores was moderate (0.57 before e-learning and 0.61 after). Although the ROC curve shows an improvement in the use of the ICDAS scoring after e-learning, the difference was not significant (p=0.10). Specificity of the ICDAS scores significantly improved after e-learning (77 percent vs. 36 percent), and sensitivity was reduced slightly after e-learning (87 percent vs. 92 percent). The ICDAS e-learning program improved the performance of the diagnostic skills of the investigated students for the detection of occlusal caries lesions.

Investigation of Fully Three-Dimensional Helical RF Field Effects on TWT Beam/Circuit Interaction

NASA Technical Reports Server (NTRS)

Kory, Carol L.

2000-01-01

A fully three-dimensional (3D), time-dependent, helical traveling wave-tube (TWT) interaction model has been developed using the electromagnetic particle-in-cell (PIC) code MAFIA. The model includes a short section of helical slow-wave circuit with excitation fed by RF input/output couplers, and electron beam contained by periodic permanent magnet (PPM) focusing. All components of the model are simulated in three dimensions allowing the effects of the fully 3D helical fields on RF circuit/beam interaction to be investigated for the first time. The development of the interaction model is presented, and predicted TWT performance using 2.5D and 3D models is compared to investigate the effect of conventional approximations used in TWT analyses.

Lunar and Martian environmental interactions with nuclear power system radiators

NASA Technical Reports Server (NTRS)

Perez-Davis, Marla E.; Gaier, James R.; Katzan, Cynthia M.

1992-01-01

Future NASA space missions include a permanent manned presence on the moon and an expedition to the planet Mars. Such steps will require careful consideration of environmental interactions in the selection and design of required power systems. Several environmental constituents may be hazardous to performance integrity. Potential threats common to both the moon and Mars are low ambient temperatures, wide daily temperature swings, solar flux, and large quantities of dust. The surface of Mars provides the additional challenges of dust storms, winds, and a carbon dioxide atmosphere. In this review, the anticipated environmental interactions with surface power system radiators are described, as well as the impacts of these interactions on radiator durability, which were identified at NASA Lewis Research Center.

Expanding the Interaction Equivalency Theorem

ERIC Educational Resources Information Center

Rodriguez, Brenda Cecilia Padilla; Armellini, Alejandro

2015-01-01

Although interaction is recognised as a key element for learning, its incorporation in online courses can be challenging. The interaction equivalency theorem provides guidelines: Meaningful learning can be supported as long as one of three types of interactions (learner-content, learner-teacher and learner-learner) is present at a high level. This…

Interactive Television: The Influence of User Control and Interactive Structure.

ERIC Educational Resources Information Center

Gagnon, Diana; And Others

A series of studies underway at the Audience Research Facility at MIT (the Massachusetts Institute of Technology) are examining the influence of interactive video on learning and entertainment television viewing. The first study compared the learning of spatial content from interactive (user controlled video games) versus observational…

WWC Review of the Report "Interactive Learning Online at Public Universities: Evidence from a Six-Campus Randomized Trial." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

The 2013 study, "Interactive Learning Online at Public Universities: Evidence From a Six-Campus Randomized Trial," examined the impact of interactive learning online (ILO) on the pass rates of 605 students enrolled in introductory statistics courses at six public universities. ILO is a form of online course instruction in which…

Analysing Health Professionals' Learning Interactions in an Online Social Network: A Longitudinal Study.

PubMed

Li, Xin; Verspoor, Karin; Gray, Kathleen; Barnett, Stephen

2016-01-01

This paper summarises a longitudinal analysis of learning interactions occurring over three years among health professionals in an online social network. The study employs the techniques of Social Network Analysis (SNA) and statistical modeling to identify the changes in patterns of interaction over time and test associated structural network effects. SNA results indicate overall low participation in the network, although some participants became active over time and even led discussions. In particular, the analysis has shown that a change of lead contributor results in a change in learning interaction and network structure. The analysis of structural network effects demonstrates that the interaction dynamics slow down over time, indicating that interactions in the network are more stable. The health professionals may be reluctant to share knowledge and collaborate in groups but were interested in building personal learning networks or simply seeking information.

Interprofessional teaching and learning in the health care professions: A qualitative evaluation of the Robert Bosch Foundation's grant program "Operation Team"

PubMed Central

Nock, Lukas

2016-01-01

Aim: Interprofessional teaching and learning is gaining significance in the health professions. At the same time, the development and implementation of such educational courses is demanding. Focusing on factors critical to success, the aim of this paper is to evaluate the experience gathered by eight grant projects in which interprofessional courses were designed. Emphasis is placed on the level of cooperation between the participating educational institutions, course content, the operative implementation of the course units and their permanent integration into curricula. Method: Data was collected in semi-structured, guideline-based interviews with project leaders and team members (n=43). University and vocational students who had attended the evaluated courses were also included in the survey (n=7) as a means to triangulate data. Analysis was carried out based on qualitative content analysis. Results: A participatory, dialogue-centered model of cooperation appears to be most suited for developing and implementing courses. Belonging to the factors critical to success are the time when courses are offered, the conditions for attendance, the different teaching and learning cultures of the professions involved, preparation and deployment of instructors, and the role played by project coordination. Permanently integrating interprofessional units into medical curricula revealed itself to be difficult. Conclusion: While the development and realization of interprofessional courses can be achieved easily enough in projects, curricular integration of the new course units is challenging. In respect to the latter, not only a large amount of staffing resources and time are required, but also the creation of the necessary system-level structures, not just within the educational institutions (organizational development) but also in the frameworks governing the professions. PMID:27280127

Interprofessional teaching and learning in the health care professions: A qualitative evaluation of the Robert Bosch Foundation's grant program "Operation Team".

PubMed

Nock, Lukas

2016-01-01

Interprofessional teaching and learning is gaining significance in the health professions. At the same time, the development and implementation of such educational courses is demanding. Focusing on factors critical to success, the aim of this paper is to evaluate the experience gathered by eight grant projects in which interprofessional courses were designed. Emphasis is placed on the level of cooperation between the participating educational institutions, course content, the operative implementation of the course units and their permanent integration into curricula. Data was collected in semi-structured, guideline-based interviews with project leaders and team members (n=43). University and vocational students who had attended the evaluated courses were also included in the survey (n=7) as a means to triangulate data. Analysis was carried out based on qualitative content analysis. A participatory, dialogue-centered model of cooperation appears to be most suited for developing and implementing courses. Belonging to the factors critical to success are the time when courses are offered, the conditions for attendance, the different teaching and learning cultures of the professions involved, preparation and deployment of instructors, and the role played by project coordination. Permanently integrating interprofessional units into medical curricula revealed itself to be difficult. While the development and realization of interprofessional courses can be achieved easily enough in projects, curricular integration of the new course units is challenging. In respect to the latter, not only a large amount of staffing resources and time are required, but also the creation of the necessary system-level structures, not just within the educational institutions (organizational development) but also in the frameworks governing the professions.

Interactive Learning Adds Impact to the First Grade.

ERIC Educational Resources Information Center

Pasigna, Aida L.

1979-01-01

By combining interactive learning with active learning, untrained teachers and peer tutors obtain results equal to what trained teachers achieve. Some examples are given based on a successful project in the Philippines and an evolving project in Liberia. (Author/JEG)

Learning as Longitudinal Interactional Change: From "Other"-Repair to "Self"-Repair in Physiotherapy Treatment

ERIC Educational Resources Information Center

Martin, Cathrin; Sahlstrom, Fritjof

2010-01-01

The aims of this article are to address how learning is constituted and can be studied as a phenomenon in interaction and to discuss how teaching and learning are related. Theoretically, the article argues for and discusses constraints and affordances for relating sociocultural understandings of learning as changing participation to "conversation…

Learning in the Early Years: Social Interactions around Picturebooks, Puzzles and Digital Technologies

ERIC Educational Resources Information Center

Eagle, Sarah

2012-01-01

This paper develops an approach to thinking about young children, digital technologies and learning, drawing on research literature that relates children's learning to the use of books, and on literature that discusses the nature of interaction between adults and children and its relationship to children's learning. An analysis is given of parents…

The Effects of Computer-Supported Inquiry-Based Learning Methods and Peer Interaction on Learning Stellar Parallax

ERIC Educational Resources Information Center

Ruzhitskaya, Lanika

2011-01-01

The presented research study investigated the effects of computer-supported inquiry-based learning and peer interaction methods on effectiveness of learning a scientific concept. The stellar parallax concept was selected as a basic, and yet important in astronomy, scientific construct, which is based on a straightforward relationship of several…

The Interactivity Effect in Multimedia Learning

ERIC Educational Resources Information Center

Evans, Chris; Gibbons, Nicola J.

2007-01-01

The aim of this study was to determine whether the addition of interactivity to a computer-based learning package enhances the learning process. A sample of 33 (22 male and 11 female) undergraduates on a Business and Management degree used a multimedia system to learn about the operation of a bicycle pump. The system consisted of a labelled…

Mining Interactions in Immersive Learning Environments for Real-Time Student Feedback

ERIC Educational Resources Information Center

Kennedy, Gregor; Ioannou, Ioanna; Zhou, Yun; Bailey, James; O'Leary, Stephen

2013-01-01

The analysis and use of data generated by students' interactions with learning systems or programs--learning analytics--has recently gained widespread attention in the educational technology community. Part of the reason for this interest is based on the potential of learning analytic techniques such as data mining to find hidden patterns in…

Developmental Changes between Childhood and Adulthood in Passive Observational and Interactive Feedback-Based Categorization Rule Learning

ERIC Educational Resources Information Center

Hammer, Rubi; Kloet, Jim; Booth, James R.

2016-01-01

As children start attending school they are more likely to face situations where they have to autonomously learn about novel object categories (e.g. by reading a picture book with descriptions of novel animals). Such autonomous observational category learning (OCL) gradually complements interactive feedback-based category learning (FBCL), where a…

New Directions in Formative Feedback in Interactive Learning Environments

ERIC Educational Resources Information Center

Goldin, Ilya; Narciss, Susanne; Foltz, Peter; Bauer, Malcolm

2017-01-01

Formative feedback is well known as a key factor in influencing learning. Modern interactive learning environments provide a broad range of ways to provide feedback to students as well as new tools to understand feedback and its relation to various learning outcomes. This issue focuses on the role of formative feedback through a lens of how…

Macro-Scaffolding: Contextual Support for Teacher Learning

ERIC Educational Resources Information Center

Engin, Marion

2014-01-01

A socio-cultural theory of learning places importance on the social and cultural context of the learning as well as the interaction between a more expert other and the learner. Scaffolding at the level of interaction may be defined as micro-scaffolding, and support which can be found in the context of the learning can be referred to as…

Word Learning and Story Comprehension from Digital Storybooks: Does Interaction Make a Difference?

ERIC Educational Resources Information Center

Kelley, Elizabeth S.; Kinney, Kara

2017-01-01

An emerging body of research examines language learning of young children from experiences with digital storybooks, but little is known about the ways in which specific components of digital storybooks, including interactive elements, may influence language learning. The purpose of the study was to examine the incidental word learning and story…

Can More Become Less? Effects of an Intensive Assessment Environment on Students' Learning Performance

ERIC Educational Resources Information Center

Khawaja, M. Asif; Prusty, Gangadhara B.; Ford, Robin A. J.; Marcus, Nadine; Russell, Carol

2013-01-01

Online interactive systems offer the beguiling prospect of an improved environment for learning at minimum extra cost. We have developed online interactive tutorials that adapt the learning environment to the current learning status of each individual student. These Adaptive Tutorials (ATs) modify the tasks given to each student according to their…

Impact of Interactive Online Units on Learning Science among Students with Learning Disabilities and English Learners

ERIC Educational Resources Information Center

Terrazas-Arellanes, Fatima E.; Gallard M., Alejandro J.; Strycker, Lisa A.; Walden, Emily D.

2018-01-01

The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71…

A National Study Assessing the Teaching and Learning of Introductory Astronomy Part II: Analysis of Student Demographics

NASA Astrophysics Data System (ADS)

Rudolph, Alexander; Prather, E. E.; Brissenden, G.; Consiglio, D.; Gonzaga, V.

2010-01-01

This is the second in a series of reports on a national study of the teaching and learning of astronomy in general education, non-science major, introductory college astronomy courses (Astro 101). The results show dramatic improvement in student learning with increased use of interactive learning strategies even after controlling for individual student characteristics. In addition, we find that the positive effects of interactive learning strategies apply equally to men and women, across ethnicities, for students with all levels of prior mathematical preparation and physical science course experience, independent of GPA, and regardless of primary language. These results powerfully illustrate that all categories of students can benefit from the effective implementation of interactive learning strategies.

Role of Human Factors and Engineering Psychology in Undergraduate and Graduate Engineering Curriculum

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

Piyush Sabharwall; Jesse Rebol

The engineering discipline is a profession of acquiring and applying technical knowledge, and the focus of engineering psychology is to optimize the effectiveness and efficiency with which human activities are conducted. Having human factors and engineering psychology be a permanent part of the engineering curriculum will make students aware of them, so they can learn from past experiences and avoid making the same mistakes their peers made. (Should be close to 200 words)

Improving learning performance with happiness by interactive scenarios.

PubMed

Chuang, Chi-Hung; Chen, Ying-Nong; Tsai, Luo-Wei; Lee, Chun-Chieh; Tsai, Hsin-Chun

2014-01-01

Recently, digital learning has attracted a lot of researchers to improve the problems of learning carelessness, low learning ability, lack of concentration, and difficulties in comprehending the logic of math. In this study, a digital learning system based on Kinect somatosensory system is proposed to make children and teenagers happily learn in the course of the games and improve the learning performance. We propose two interactive geometry and puzzle games. The proposed somatosensory games can make learners feel curious and raise their motivation to find solutions for boring problems via abundant physical expressions and interactive operations. The players are asked to select particular operation by gestures and physical expressions within a certain time. By doing so, the learners can feel the fun of game playing and train their logic ability before they are aware. Experimental results demonstrate that the proposed somatosensory system can effectively improve the students' learning performance.

Improving Learning Performance with Happiness by Interactive Scenarios

PubMed Central

Chuang, Chi-Hung; Chen, Ying-Nong; Tsai, Luo-Wei; Lee, Chun-Chieh; Tsai, Hsin-Chun

2014-01-01

Recently, digital learning has attracted a lot of researchers to improve the problems of learning carelessness, low learning ability, lack of concentration, and difficulties in comprehending the logic of math. In this study, a digital learning system based on Kinect somatosensory system is proposed to make children and teenagers happily learn in the course of the games and improve the learning performance. We propose two interactive geometry and puzzle games. The proposed somatosensory games can make learners feel curious and raise their motivation to find solutions for boring problems via abundant physical expressions and interactive operations. The players are asked to select particular operation by gestures and physical expressions within a certain time. By doing so, the learners can feel the fun of game playing and train their logic ability before they are aware. Experimental results demonstrate that the proposed somatosensory system can effectively improve the students' learning performance. PMID:24558331

Lee-Yang Polynomials and Ground States of Spin Systems

NASA Astrophysics Data System (ADS)

Slawny, Joseph

2014-08-01

We obtain two kinds of results on the region in the space of the interactions of lattice systems where the Lee-Yang property holds (LY domain). First we show that the LY domain is related to interactions with exactly two ground states. Then we give a description of the full LY domain of an extended "plaquette model" analyzed by Lebowitz and Ruelle (Commun Math Phys 304:711-722, 2011). This allows us to prove a permanence property of the system, which we conjecture to hold in general.

Increased Learning Observed in Redesigned Introductory Biology Course that Employed Web-enhanced, Interactive Pedagogy

PubMed Central

Lister, Bradford C.; Hanna, Michael H.; Roy, Harry

2007-01-01

Our Introduction to Biology course (BIOL 1010) changed in 2004 from a standard instructor-centered, lecture-homework-exam format to a student-centered format that used Web-enhanced, interactive pedagogy. To measure and compare conceptual learning gains in the traditional course in fall 2003 with a section of the interactive course in fall 2004, we created concept inventories for both evolution and ecology. Both classes were taught by the same instructor who had taught BIOL 1010 since 1976, and each had a similar student composition with comparable biological knowledge. A significant increase in learning gain was observed with the Web-enhanced, interactive pedagogy in evolution (traditional, 0.10; interactive, 0.19; p = 0.024) and ecology (traditional, −0.05; interactive, 0.14; p = 0.000009) when assessment was made unannounced and for no credit in the last week of classes. These results strengthen the case for augmenting or replacing instructor-centered teaching with Web-enhanced, interactive, student-centered teaching. When assessment was made using the final exam in the interactive course, for credit and after studying, significantly greater learning gains were made in evolution (95%, 0.37, p = 0.0001) and ecology (143%, 0.34, p = 0.000003) when compared with learning gains measured without credit or study in the last week of classes. PMID:17785407

Social Interaction Affects Neural Outcomes of Sign Language Learning As a Foreign Language in Adults.

PubMed

Yusa, Noriaki; Kim, Jungho; Koizumi, Masatoshi; Sugiura, Motoaki; Kawashima, Ryuta

2017-01-01

Children naturally acquire a language in social contexts where they interact with their caregivers. Indeed, research shows that social interaction facilitates lexical and phonological development at the early stages of child language acquisition. It is not clear, however, whether the relationship between social interaction and learning applies to adult second language acquisition of syntactic rules. Does learning second language syntactic rules through social interactions with a native speaker or without such interactions impact behavior and the brain? The current study aims to answer this question. Adult Japanese participants learned a new foreign language, Japanese sign language (JSL), either through a native deaf signer or via DVDs. Neural correlates of acquiring new linguistic knowledge were investigated using functional magnetic resonance imaging (fMRI). The participants in each group were indistinguishable in terms of their behavioral data after the instruction. The fMRI data, however, revealed significant differences in the neural activities between two groups. Significant activations in the left inferior frontal gyrus (IFG) were found for the participants who learned JSL through interactions with the native signer. In contrast, no cortical activation change in the left IFG was found for the group who experienced the same visual input for the same duration via the DVD presentation. Given that the left IFG is involved in the syntactic processing of language, spoken or signed, learning through social interactions resulted in an fMRI signature typical of native speakers: activation of the left IFG. Thus, broadly speaking, availability of communicative interaction is necessary for second language acquisition and this results in observed changes in the brain.

Data management, archiving, visualization and analysis of space physics data

NASA Technical Reports Server (NTRS)

Russell, C. T.

1995-01-01

A series of programs for the visualization and analysis of space physics data has been developed at UCLA. In the course of those developments, a number of lessons have been learned regarding data management and data archiving, as well as data analysis. The issues now facing those wishing to develop such software, as well as the lessons learned, are reviewed. Modern media have eased many of the earlier problems of the physical volume required to store data, the speed of access, and the permanence of the records. However, the ultimate longevity of these media is still a question of debate. Finally, while software development has become easier, cost is still a limiting factor in developing visualization and analysis software.

Preserving ancient artifacts for the next millennia

Treesearch

Samuel L. Zelinka

2014-01-01

When wood is kept dry, it can remain intact for millennia, as evidenced by numerous artifacts from ancient Egypt (1). However, when wood interacts with water, numerous problems arise that can cause the wood to become permanently damaged or destroyed completely. Wood exhibits swelling on moisture uptake and shrinkage on drying, and these cyclical moisture changes lead...

Interaction of Soil Moisture and Seedling Shelters on Water Relations of Baldcypress Seedlings

Treesearch

Ty Swirin; Hans Williams; Bob Keeland

1999-01-01

Stomata1 conductance, transpiration, and leaf water potential were measured during the 1996 growing season on baldcypress (Taxodium disfichum (L.) Rich.) seedlings. Seedlings were hand-planted from 1-O bareroot stock in mesic and permanently Rooded soil conditions. One-half of all seedlings were fitted with 122-cm tall polyethylene tree...

Lessons from 15 years of monitoring sudden oak death and forest dynamics in California forests

Treesearch

Margaret Metz; J. Morgan Varner; Ross Meentemeyer; Kerri Frangioso; David Rizzo

2017-01-01

Monitoring host composition and disease impacts began 15 years ago in what would become a network of permanent forest monitoring plots throughout the known and predicted range of Phytophthora ramorum in California coastal forests. Stretching ~500 miles from Big Sur to the Oregon border, the network captures variation in interactions among...

Teacher-Student Interaction, Empathy and Their Influence on Learning in Swimming Lessons

ERIC Educational Resources Information Center

Lémonie, Yannick; Light, Richard; Sarremejane, Philippe

2016-01-01

The bulk of interest in the role that interaction plays in learning in sport and physical education (PE) has focused on peer interaction at the expense of teacher-student interaction. This article redresses this imbalance in the literature by reporting on a study that inquired into the nature of teacher-student interaction and its effect on…

Learning and cognitive styles in web-based learning: theory, evidence, and application.

PubMed

Cook, David A

2005-03-01

Cognitive and learning styles (CLS) have long been investigated as a basis to adapt instruction and enhance learning. Web-based learning (WBL) can reach large, heterogenous audiences, and adaptation to CLS may increase its effectiveness. Adaptation is only useful if some learners (with a defined trait) do better with one method and other learners (with a complementary trait) do better with another method (aptitude-treatment interaction). A comprehensive search of health professions education literature found 12 articles on CLS in computer-assisted learning and WBL. Because so few reports were found, research from non-medical education was also included. Among all the reports, four CLS predominated. Each CLS construct was used to predict relationships between CLS and WBL. Evidence was then reviewed to support or refute these predictions. The wholist-analytic construct shows consistent aptitude-treatment interactions consonant with predictions (wholists need structure, a broad-before-deep approach, and social interaction, while analytics need less structure and a deep-before-broad approach). Limited evidence for the active-reflective construct suggests aptitude-treatment interaction, with active learners doing better with interactive learning and reflective learners doing better with methods to promote reflection. As predicted, no consistent interaction between the concrete-abstract construct and computer format was found, but one study suggests that there is interaction with instructional method. Contrary to predictions, no interaction was found for the verbal-imager construct. Teachers developing WBL activities should consider assessing and adapting to accommodate learners defined by the wholist-analytic and active-reflective constructs. Other adaptations should be considered experimental. Further WBL research could clarify the feasibility and effectiveness of assessing and adapting to CLS.

Self-Regulated Learning in Virtual Communities

ERIC Educational Resources Information Center

Delfino, Manuela; Dettori, Giuliana; Persico, Donatella

2008-01-01

This paper investigates self-regulated learning (SRL) in a virtual learning community of adults interacting through asynchronous textual communication. The investigation method chosen is interaction analysis, a qualitative/quantitative approach allowing a systematic study of the contents of the messages exchanged within online communities. The…

Functional contributions and interactions between the human hippocampus and subregions of the striatum during arbitrary associative learning and memory

PubMed Central

Mattfeld, Aaron T.; Stark, Craig E. L.

2015-01-01

The hippocampus and striatum are thought to have different functional roles in learning and memory. It is unknown under what experimental conditions their contributions are dissimilar or converge, and the extent to which they interact over the course of learning. In order to evaluate both the functional contributions of as well as the interactions between the human hippocampus and striatum, the present study used high-resolution functional magnetic resonance imaging (fMRI) and variations of a conditional visuomotor associative learning task that either taxed arbitrary associative learning (Experiment 1) or stimulus-response learning (Experiment 2). In the first experiment we observed changes in activity in the hippocampus and anterior caudate that reflect differences between the two regions consistent with distinct computational principles. In the second experiment we observed activity in the putamen that reflected content specific representations during the learning of arbitrary conditional visuomotor associations. In both experiments the hippocampus and ventral striatum demonstrated dynamic functional coupling during the learning of new arbitrary associations, but not during retrieval of well-learned arbitrary associations using control variants of the tasks that did not preferentially tax one system versus the other. These findings suggest that both the hippocampus and subregions of the dorsal striatum contribute uniquely to the learning of arbitrary associations while the hippocampus and ventral striatum interact over the course of learning. PMID:25560298

Perception of medical undergraduate students about interactive lectures in an outcome-based integrated curriculum: A cross-sectional study

PubMed Central

Asad, Mohammad Rehan; Amir, Khwaja; Tadvi, Naser Ashraf; Afzal, Kamran; Sami, Waqas; Irfan, Abdul

2017-01-01

OBJECTIVE: The objective of this study is to explore the student's perspectives toward the interactive lectures as a teaching and learning method in an integrated curriculum. MATERIALS AND METHODS: This cross-sectional study was conducted among 1st, 2nd and 3rd year male medical students (n = 121). A self-administered questionnaire based on the Visual, Auditory, Reader, Kinesthetic learning styles, learning theories, and role of feedback in teaching and learning on five-point Likert rating scale was used. The questionnaire was constructed after extensive literature review. RESULTS: There was an 80% response rate in this study. The total number of undergraduate medical students responded in the study were n = 97, 34 students of 1st year, n = 30 students of 2nd year and n = 33 student were in 3rd year, the mean scores of the student responses were calculated using Independent samples Kruskal–Wallis. There was no significant difference in the responses of the students of different years except for the question “The Interactive lectures facilitate effective use of learning resources.” Which showed significant difference in the responses of the 3 years students by Independent samples Kruskal–Wallis test. No significant association was found between the year of study and items of the questionnaire except for the same item, “ The Interactive lectures facilitates effective use of learning resources” by Spearman rank correlation test. CONCLUSION: The students perceive interactive lecture as an effective tool for facilitating visual and auditory learning modes, and for achieving curricular strategies. The student find the feedback given during the interactive lectures is effective in modifying learning attitude and enhancing motivation toward learning. PMID:29296601

Perception of medical undergraduate students about interactive lectures in an outcome-based integrated curriculum: A cross-sectional study.

PubMed

Asad, Mohammad Rehan; Amir, Khwaja; Tadvi, Naser Ashraf; Afzal, Kamran; Sami, Waqas; Irfan, Abdul

2017-01-01

The objective of this study is to explore the student's perspectives toward the interactive lectures as a teaching and learning method in an integrated curriculum. This cross-sectional study was conducted among 1 st , 2 nd and 3 rd year male medical students ( n = 121). A self-administered questionnaire based on the Visual, Auditory, Reader, Kinesthetic learning styles, learning theories, and role of feedback in teaching and learning on five-point Likert rating scale was used. The questionnaire was constructed after extensive literature review. There was an 80% response rate in this study. The total number of undergraduate medical students responded in the study were n = 97, 34 students of 1 st year, n = 30 students of 2 nd year and n = 33 student were in 3 rd year, the mean scores of the student responses were calculated using Independent samples Kruskal-Wallis. There was no significant difference in the responses of the students of different years except for the question "The Interactive lectures facilitate effective use of learning resources." Which showed significant difference in the responses of the 3 years students by Independent samples Kruskal-Wallis test. No significant association was found between the year of study and items of the questionnaire except for the same item, " The Interactive lectures facilitates effective use of learning resources" by Spearman rank correlation test. The students perceive interactive lecture as an effective tool for facilitating visual and auditory learning modes, and for achieving curricular strategies. The student find the feedback given during the interactive lectures is effective in modifying learning attitude and enhancing motivation toward learning.

Parents Support Preschoolers' Use of a Novel Interactive Device

ERIC Educational Resources Information Center

Flynn, Rachel M.; Richert, Rebekah A.

2015-01-01

Past research has found that preschool children's ability to learn educational content from interactive media may be hindered by needing to learn how to use a new interactive device. However, little research has examined the instructional supports parents provide while their children use interactive media. Forty-six preschool children and their…

From Virtual Environments to Physical Environments: Exploring Interactivity in Ubiquitous-Learning Systems

ERIC Educational Resources Information Center

Peng, Hsinyi; Chou, Chien; Chang, Chun-Yu

2008-01-01

Computing devices and applications are now used beyond the desktop, in diverse environments, and this trend toward ubiquitous computing is evolving. In this study, we re-visit the interactivity concept and its applications for interactive function design in a ubiquitous-learning system (ULS). Further, we compare interactivity dimensions and…

Evaluating Types of Students' Interactions in a Wiki-Based Collaborative Learning Project

ERIC Educational Resources Information Center

Prokofieva, Maria

2013-01-01

Wiki technology has been promoted as a collaborative software platform. This study investigates interactions that occur in a wiki-based collaborative learning project. The study draws on interaction literature and investigates the types of interactions with which students are engaged in wiki-based group projects, clusters that reflect online…

Interaction and the Online Distance Classroom: Do Instructional Methods Effect the Quality of Interaction?

ERIC Educational Resources Information Center

Kanuka, Heather

2011-01-01

In this special issue, I bring together two studies to provide a comprehensive overview on diverse and interactive instructional methods aimed to facilitate higher levels of learning. One study explored the effects of group interaction using different instructional strategies focusing on the learning "process" using the Community of Inquiry…

The social essentials of learning: an experimental investigation of collaborative problem solving and knowledge construction in mathematics classrooms in Australia and China

NASA Astrophysics Data System (ADS)

Chan, Man Ching Esther; Clarke, David; Cao, Yiming

2018-03-01

Interactive problem solving and learning are priorities in contemporary education, but these complex processes have proved difficult to research. This project addresses the question "How do we optimise social interaction for the promotion of learning in a mathematics classroom?" Employing the logic of multi-theoretic research design, this project uses the newly built Science of Learning Research Classroom (ARC-SR120300015) at The University of Melbourne and equivalent facilities in China to investigate classroom learning and social interactions, focusing on collaborative small group problem solving as a way to make the social aspects of learning visible. In Australia and China, intact classes of local year 7 students with their usual teacher will be brought into the research classroom facilities with built-in video cameras and audio recording equipment to participate in purposefully designed activities in mathematics. The students will undertake a sequence of tasks in the social units of individual, pair, small group (typically four students) and whole class. The conditions for student collaborative problem solving and learning will be manipulated so that student and teacher contributions to that learning process can be distinguished. Parallel and comparative analyses will identify culture-specific interactive patterns and provide the basis for hypotheses about the learning characteristics underlying collaborative problem solving performance documented in the research classrooms in each country. The ultimate goals of the project are to generate, develop and test more sophisticated hypotheses for the optimisation of social interaction in the mathematics classroom in the interest of improving learning and, particularly, student collaborative problem solving.

Development of Interactive Learning Media on Kinetic Gas Theory at SMAN 2 Takalar

NASA Astrophysics Data System (ADS)

Yanti, M.; Ihsan, N.; Subaer

2017-02-01

Learning media is the one of the most factor in supporting successfully in the learning process. The purpose of this interactive media is preparing students to improve skills in laboratory practice without need for assistance and are not bound by time and place. The subject of this study was 30 students grade XI IPA SMAN 2 Takalar. This paper discuss about the development of learning media based in theory of gas kinetic. This media designed to assist students in learning independently. This media made using four software, they are Microsoft word, Snagit Editor, Macromedia Flash Player and Lectora. This media are interactive, dynamic and could support the users desires to learn and understand course of gas theory. The development produce followed the four D models. Consisted of definition phase, design phase, development phase and disseminate phase. The results showed 1) the media were valid and reliable, 2) learning tools as well as hardcopy and softcopy which links to website 3) activity learners above 80% and 4) according to the test results, the concept of comprehension of student was improved than before given interactive media.

Comprehension through cooperation: Medical students and physiotherapy apprentices learn in teams – Introducing interprofessional learning at the University Medical Centre Mannheim, Germany

PubMed Central

Mette, Mira; Dölken, Mechthild; Hinrichs, Jutta; Narciß, Elisabeth; Schüttpelz-Brauns, Katrin; Weihrauch, Ute; Fritz, Harald M.

2016-01-01

Aim: In order to better prepare future health care professionals for interprofessional cooperation, interprofessional learning sessions for medical students and physiotherapy apprentices were developed at the University Medical Centre Mannheim, Germany. The experience gained from designing, implementing and evaluating these learning sessions is presented and discussed. Method: A total of 265 medical students and 43 physiotherapy apprentices attended five interprofessional learning sessions. Of these, 87-100% responded to closed and open-ended questions on a self-developed questionnaire (24 items). The responses regarding self-reported learning gains, benefit, motivation and satisfaction with the sessions were analyzed separately by professions. Results: The learning sessions were well received by both groups. More than 75% of all participants were of the opinion that they could not have learned the new material in a better way. Significant differences between the medical students and the physiotherapy apprentices were mainly found with regard to perceived learning gains, which physiotherapy apprentices reported as being lower. Positive aspects of interprofessionalism were most often emphasized in the responses to the open-ended questions. Most frequently criticized were organizational aspects and a lack of perceived learning gains. Conclusion: The introduction of interprofessional learning entails great effort in terms of organizational and administrative challenges. However, the project is considered worthwhile because the interprofessional aspects of the learning sessions were indeed valued by the participants. Permanently including and expanding interprofessional learning in the curricula of both professions longitudinally is therefore something to strive for. PMID:27280142

Robust ferromagnetism in the compressed permanent magnet Sm2Co17

NASA Astrophysics Data System (ADS)

Jeffries, J. R.; Veiga, L. S. I.; Fabbris, G.; Haskel, D.; Huang, P.; Butch, N. P.; McCall, S. K.; Holliday, K.; Jenei, Z.; Xiao, Y.; Chow, P.

2014-09-01

The compound Sm2Co17 displays magnetic properties amenable to permanent magnet applications owing to both the 3d electrons of Co and the 4f electrons of Sm. The long-standing description of the magnetic interactions between the Sm and Co ions implies a truly ferromagnetic configuration, but some recent calculations challenge this axiom, suggesting at least a propensity for ferrimagnetic behavior. We have used high-pressure synchrotron x-ray techniques to characterize the magnetic and structural properties of Sm2Co17 to reveal a robust ferromagnetic state. The local Sm moment is at most weakly affected by compression, and the ordered moments show a surprising resilience to volumetric compressions of nearly 20%. Density functional theory calculations echo the magnetic robustness of Sm2Co17.

Eddy-current-damped microelectromechanical switch

DOEpatents

Christenson, Todd R.; Polosky, Marc A.

2007-10-30

A microelectromechanical (MEM) device is disclosed that includes a shuttle suspended for movement above a substrate. A plurality of permanent magnets in the shuttle of the MEM device interact with a metal plate which forms the substrate or a metal portion thereof to provide an eddy-current damping of the shuttle, thereby making the shuttle responsive to changes in acceleration or velocity of the MEM device. Alternately, the permanent magnets can be located in the substrate, and the metal portion can form the shuttle. An electrical switch closure in the MEM device can occur in response to a predetermined acceleration-time event. The MEM device, which can be fabricated either by micromachining or LIGA, can be used for sensing an acceleration or deceleration event (e.g. in automotive applications such as airbag deployment or seat belt retraction).

Eddy-current-damped microelectromechanical switch

DOEpatents

Christenson, Todd R [Albuquerque, NM; Polosky, Marc A [Tijeras, NM

2009-12-15

A microelectromechanical (MEM) device is disclosed that includes a shuttle suspended for movement above a substrate. A plurality of permanent magnets in the shuttle of the MEM device interact with a metal plate which forms the substrate or a metal portion thereof to provide an eddy-current damping of the shuttle, thereby making the shuttle responsive to changes in acceleration or velocity of the MEM device. Alternately, the permanent magnets can be located in the substrate, and the metal portion can form the shuttle. An electrical switch closure in the MEM device can occur in response to a predetermined acceleration-time event. The MEM device, which can be fabricated either by micromachining or LIGA, can be used for sensing an acceleration or deceleration event (e.g. in automotive applications such as airbag deployment or seat belt retraction).

Roles and needs of man in space

NASA Technical Reports Server (NTRS)

Von Puttkamer, J.

1983-01-01

Human capabilities and requirements on space missions are discussed. Utilitarian and humanistic motivations for manned missions are considered, and a general program of development from easy space access and return, to a permanent LEO presence, to the limited self-sufficiency of man in space, is proposed. Man's potential as scientific observer, operator, and engineer/technician is illustrated with examples from the Apollo and Skylab missions. It is shown that future increases in man's space presence will require significant improvements in habitation technology, crew comfort and safety, operational effectiveness and reliability, and man/machine interactions: man-tended systems must be standardized and adapted to (mainly EVA) human servicing; permanently manned systems must be designed to attain levels of comfort, privacy, and overall habitability more like those expected on the ground.

Causal learning is collaborative: Examining explanation and exploration in social contexts.

PubMed

Legare, Cristine H; Sobel, David M; Callanan, Maureen

2017-10-01

Causal learning in childhood is a dynamic and collaborative process of explanation and exploration within complex physical and social environments. Understanding how children learn causal knowledge requires examining how they update beliefs about the world given novel information and studying the processes by which children learn in collaboration with caregivers, educators, and peers. The objective of this article is to review evidence for how children learn causal knowledge by explaining and exploring in collaboration with others. We review three examples of causal learning in social contexts, which elucidate how interaction with others influences causal learning. First, we consider children's explanation-seeking behaviors in the form of "why" questions. Second, we examine parents' elaboration of meaning about causal relations. Finally, we consider parents' interactive styles with children during free play, which constrains how children explore. We propose that the best way to understand children's causal learning in social context is to combine results from laboratory and natural interactive informal learning environments.

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

PubMed Central

Fernandez-Rio, Javier; Cecchini, Jose A.; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A.

2017-01-01

Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12–17 years old (M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ-means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students’ academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and shared. Educators should be aware of these interactions, symmetrical or asymmetrical, because they determine the quality and quantity of the students’ participation and achievements, and they are key elements to prevent school failure. PMID:28154544

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure.

PubMed

Fernandez-Rio, Javier; Cecchini, Jose A; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A

2017-01-01

Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12-17 years old ( M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ -means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students' academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and shared. Educators should be aware of these interactions, symmetrical or asymmetrical, because they determine the quality and quantity of the students' participation and achievements, and they are key elements to prevent school failure.

The effect of postnatal depression on mother-infant interaction, infant response to the Still-face perturbation, and performance on an Instrumental Learning task.

PubMed

Stanley, Charles; Murray, Lynne; Stein, Alan

2004-01-01

A representative community sample of primiparous depressed women and a nondepressed control group were assessed while in interaction with their infants at 2 months postpartum. At 3 months, infants were assessed on the Still-face perturbation of face to face interaction, and a subsample completed an Instrumental Learning paradigm. Compared to nondepressed women, depressed mothers' interactions were both less contingent and less affectively attuned to infant behavior. Postnatal depression did not adversely affect the infant's performance in either the Still-face perturbation or the Instrumental Learning assessment. Maternal responsiveness in interactions at 2 months predicted the infant's performance in the Instrumental Learning assessment but not in the Still-face perturbation. The implications of these findings for theories of infant cognitive and emotional development are discussed.

Interactive computer-assisted instruction in acid-base physiology for mobile computer platforms.

PubMed

Longmuir, Kenneth J

2014-03-01

In this project, the traditional lecture hall presentation of acid-base physiology in the first-year medical school curriculum was replaced by interactive, computer-assisted instruction designed primarily for the iPad and other mobile computer platforms. Three learning modules were developed, each with ∼20 screens of information, on the subjects of the CO2-bicarbonate buffer system, other body buffer systems, and acid-base disorders. Five clinical case modules were also developed. For the learning modules, the interactive, active learning activities were primarily step-by-step learner control of explanations of complex physiological concepts, usually presented graphically. For the clinical cases, the active learning activities were primarily question-and-answer exercises that related clinical findings to the relevant basic science concepts. The student response was remarkably positive, with the interactive, active learning aspect of the instruction cited as the most important feature. Also, students cited the self-paced instruction, extensive use of interactive graphics, and side-by-side presentation of text and graphics as positive features. Most students reported that it took less time to study the subject matter with this online instruction compared with subject matter presented in the lecture hall. However, the approach to learning was highly examination driven, with most students delaying the study of the subject matter until a few days before the scheduled examination. Wider implementation of active learning computer-assisted instruction will require that instructors present subject matter interactively, that students fully embrace the responsibilities of independent learning, and that institutional administrations measure instructional effort by criteria other than scheduled hours of instruction.

A Survey of Educational Games as Interaction Design Tools for Affective Learning: Thematic Analysis Taxonomy

ERIC Educational Resources Information Center

Yusoff, Zarwina; Kamsin, Amirrudin; Shamshirband, Shahaboddin; Chronopoulos, Anthony T.

2018-01-01

A Computer game is the new platform in generating learning experiences for educational purposes. There are many educational games that have been used as an interaction design tool in a learning environment to enhance students learning outcomes. However, research also claims that playing video games can have a negative impact on student behavior,…

Team Regulation, Regulation of Social Activities or Co-Regulation: Different Labels for Effective Regulation of Learning in CSCL

ERIC Educational Resources Information Center

Saab, Nadira

2012-01-01

Computer-supported collaborative learning (CSCL) is an approach to learning in which learners can actively and collaboratively construct knowledge by means of interaction and joint problem solving. Regulation of learning is especially important in the domain of CSCL. Next to the regulation of task performance, the interaction between learners who…

An Investigation into Digital Media: Characteristics of Learning Objects Which K-12 Teachers Determine Meet Their Instructional Needs

ERIC Educational Resources Information Center

Guthrie, Patricia Ann

2010-01-01

In recent years, learning objects have emerged as an instructional tool for teachers. Digital libraries and collections provide teachers with free or fee-base access to a variety of learning objects from photos and famous speeches to Flash animations and interactive Java Applets. Learning objects offer opportunities for students to interact with…

Interaction between Gaming and Multistage Guiding Strategies on Students' Field Trip Mobile Learning Performance and Motivation

ERIC Educational Resources Information Center

Chen, Chih-Hung; Liu, Guan-Zhi; Hwang, Gwo-Jen

2016-01-01

In this study, an integrated gaming and multistage guiding approach was proposed for conducting in-field mobile learning activities. A mobile learning system was developed based on the proposed approach. To investigate the interaction between the gaming and guiding strategies on students' learning performance and motivation, a 2 × 2 experiment was…

Working Memory-Learning Condition Interactions Proficiency in L2 Russian under Naturalistic and Formal Learning Conditions

ERIC Educational Resources Information Center

Canner, Marc T.

2013-01-01

The purpose of this dissertation was to examine the relationships between working memory (WM) and three commonly used learning strategies or conditions in the nature of proficiency among adult L2 Russian learners. Based on the aptitude-learning condition interaction framework articulated by Robinson (2002b), the study identifies two types of…

Extending the TAM Model to Explore the Factors that Affect Intention to Use an Online Learning Community

ERIC Educational Resources Information Center

Liu, I-Fan; Chen, Meng Chang; Sun, Yeali S.; Wible, David; Kuo, Chin-Hwa

2010-01-01

An online learning community enables learners to access up-to-date information via the Internet anytime--anywhere because of the ubiquity of the World Wide Web (WWW). Students can also interact with one another during the learning process. Hence, researchers want to determine whether such interaction produces learning synergy in an online learning…

Speech-Enabled Tools for Augmented Interaction in E-Learning Applications

ERIC Educational Resources Information Center

Selouani, Sid-Ahmed A.; Lê, Tang-Hô; Benahmed, Yacine; O'Shaughnessy, Douglas

2008-01-01

This article presents systems that use speech technology, to emulate the one-on-one interaction a student can get from a virtual instructor. A web-based learning tool, the Learn IN Context (LINC+) system, designed and used in a real mixed-mode learning context for a computer (C++ language) programming course taught at the Université de Moncton…

Multimedia as an Interactive Platform in Learning Volcanoes in Social Sciences among Upper Primary Students--An Experiment

ERIC Educational Resources Information Center

Ravi, R.; Malathy, V. A.

2010-01-01

Instructional technology is a growing field which uses technology as a means to solve teaching and learning challenges, both in the classroom and outside the classroom that is in distance learning environments. Multimedia is an interactive instructional technology used in the classroom for teaching learning process has a wide significance to the…

Multimedia Learning in an Interactive Self-Explaining Environment: What Works in the Design of Agent-Based Microworlds?

ERIC Educational Resources Information Center

Mayer, Richard E.; Dow, Gayle T.; Mayer, Sarah

2003-01-01

Students learned about electric motors by asking questions and receiving answers from an on-screen pedagogical agent named Dr. Phyz who stood next to an on-screen drawing of an electric motor. Results are consistent with a cognitive theory of multimedia learning and yield principles for the design of interactive multimedia learning environments.…

Learning through Interactive Talk: A School-Based Mentor Teacher Study Group as a Context for Professional Learning

ERIC Educational Resources Information Center

Carroll, D.

2005-01-01

This article reports on a year-long study of collaborative professional learning in a mentor teacher study group connected to a large university teacher education program. It introduces a theoretical framework for considering the nature of interactive talk and its relationship to professional learning. Using examples of study group discourse, it…

The Role of Interactional Quality in Learning from Touch Screens during Infancy: Context Matters.

PubMed

Zack, Elizabeth; Barr, Rachel

2016-01-01

Interactional quality has been shown to enhance learning during book reading and play, but has not been examined during touch screen use. Learning to apply knowledge from a touch screen is complex for infants because it involves transfer of learning between a two-dimensional (2D) screen and three-dimensional (3D) object in the physical world. This study uses a touch screen procedure to examine interactional quality measured via maternal structuring, diversity of maternal language, and dyadic emotional responsiveness and infant outcomes during a transfer of learning task. Fifty 15-month-old infants and their mothers participated in this semi-naturalistic teaching task. Mothers were given a 3D object, and a static image of the object presented on a touch screen. Mothers had 5 min to teach their infant that a button on the real toy works in the same way as a virtual button on the touch screen (or vice versa). Overall, 64% of infants learned how to make the button work, transferring learning from the touch screen to the 3D object or vice versa. Infants were just as successful in the 3D to 2D transfer direction as they were in the 2D to 3D transfer direction. A cluster analysis based on emotional responsiveness, the proportion of diverse maternal verbal input, and amount of maternal structuring resulted in two levels of interactional quality: high quality and moderate quality. A logistic regression revealed the level of interactional quality predicted infant transfer. Infants were 19 times more likely to succeed and transfer learning between the touch screen and real object if they were in a high interactional quality dyad, even after controlling for infant activity levels. The present findings suggest that interactional quality between mother and infant plays an important role in making touch screens effective teaching tools for infants' learning.

The Role of Interactional Quality in Learning from Touch Screens during Infancy: Context Matters

PubMed Central

Zack, Elizabeth; Barr, Rachel

2016-01-01

Interactional quality has been shown to enhance learning during book reading and play, but has not been examined during touch screen use. Learning to apply knowledge from a touch screen is complex for infants because it involves transfer of learning between a two-dimensional (2D) screen and three-dimensional (3D) object in the physical world. This study uses a touch screen procedure to examine interactional quality measured via maternal structuring, diversity of maternal language, and dyadic emotional responsiveness and infant outcomes during a transfer of learning task. Fifty 15-month-old infants and their mothers participated in this semi-naturalistic teaching task. Mothers were given a 3D object, and a static image of the object presented on a touch screen. Mothers had 5 min to teach their infant that a button on the real toy works in the same way as a virtual button on the touch screen (or vice versa). Overall, 64% of infants learned how to make the button work, transferring learning from the touch screen to the 3D object or vice versa. Infants were just as successful in the 3D to 2D transfer direction as they were in the 2D to 3D transfer direction. A cluster analysis based on emotional responsiveness, the proportion of diverse maternal verbal input, and amount of maternal structuring resulted in two levels of interactional quality: high quality and moderate quality. A logistic regression revealed the level of interactional quality predicted infant transfer. Infants were 19 times more likely to succeed and transfer learning between the touch screen and real object if they were in a high interactional quality dyad, even after controlling for infant activity levels. The present findings suggest that interactional quality between mother and infant plays an important role in making touch screens effective teaching tools for infants’ learning. PMID:27625613