Greenbook Abstract and Catalog--3.

ERIC Educational Resources Information Center

Coole, Walter A.

This catalog is the third in a series extending and updating teaching materials previously disseminated through the ERIC system, including the "Greenbook System" of training materials for higher education professionals (ED 103 083 and 084), Open Classroom Documentation, a procedural manual for an autoinstructional learning laboratory at…

"Tell Me What They Do to My Body": A Survey to Find out What Information People with Learning Disabilities Want with Their Medications

ERIC Educational Resources Information Center

Fish, Rebecca; Hatton, Chris; Chauhan, Umesh

2017-01-01

Background: Previous research has found that people with learning disabilities are not given prescription information that is tailored to their needs. We wanted to find out people's information requirements. Materials and Methods: A questionnaire was co-produced by the authors and consultants with learning disabilities. It asked what information…

When Remembering Causes Forgetting: Retrieval-Induced Forgetting as Recovery Failure

ERIC Educational Resources Information Center

Bauml, Karl-Heinz; Zellner, Martina; Vilimek, Roman

2005-01-01

Retrieval practice on a subset of previously learned material can cause forgetting of the unpracticed material and make it inaccessible to consciousness. Such inaccessibility may arise because the material is no longer sampled from the set of to-be-recalled items, or, though sampled, its representation is not complete enough to be recovered into…

Exploiting the Dynamics of Soft Materials for Machine Learning

PubMed Central

Hauser, Helmut; Li, Tao; Pfeifer, Rolf

2018-01-01

Abstract Soft materials are increasingly utilized for various purposes in many engineering applications. These materials have been shown to perform a number of functions that were previously difficult to implement using rigid materials. Here, we argue that the diverse dynamics generated by actuating soft materials can be effectively used for machine learning purposes. This is demonstrated using a soft silicone arm through a technique of multiplexing, which enables the rich transient dynamics of the soft materials to be fully exploited as a computational resource. The computational performance of the soft silicone arm is examined through two standard benchmark tasks. Results show that the soft arm compares well to or even outperforms conventional machine learning techniques under multiple conditions. We then demonstrate that this system can be used for the sensory time series prediction problem for the soft arm itself, which suggests its immediate applicability to a real-world machine learning problem. Our approach, on the one hand, represents a radical departure from traditional computational methods, whereas on the other hand, it fits nicely into a more general perspective of computation by way of exploiting the properties of physical materials in the real world. PMID:29708857

Exploiting the Dynamics of Soft Materials for Machine Learning.

PubMed

Nakajima, Kohei; Hauser, Helmut; Li, Tao; Pfeifer, Rolf

2018-06-01

Soft materials are increasingly utilized for various purposes in many engineering applications. These materials have been shown to perform a number of functions that were previously difficult to implement using rigid materials. Here, we argue that the diverse dynamics generated by actuating soft materials can be effectively used for machine learning purposes. This is demonstrated using a soft silicone arm through a technique of multiplexing, which enables the rich transient dynamics of the soft materials to be fully exploited as a computational resource. The computational performance of the soft silicone arm is examined through two standard benchmark tasks. Results show that the soft arm compares well to or even outperforms conventional machine learning techniques under multiple conditions. We then demonstrate that this system can be used for the sensory time series prediction problem for the soft arm itself, which suggests its immediate applicability to a real-world machine learning problem. Our approach, on the one hand, represents a radical departure from traditional computational methods, whereas on the other hand, it fits nicely into a more general perspective of computation by way of exploiting the properties of physical materials in the real world.

Recall is not necessary for verbal sequence learning.

PubMed

Kalm, Kristjan; Norris, Dennis

2016-01-01

The question of whether overt recall of to-be-remembered material accelerates learning is important in a wide range of real-world learning settings. In the case of verbal sequence learning, previous research has proposed that recall either is necessary for verbal sequence learning (Cohen & Johansson Journal of Verbal Learning and Verbal Behavior, 6, 139-143, 1967; Cunningham, Healy, & Williams Journal of Experimental Psychology: Learning, Memory, and Cognition, 10, 575-597, 1984), or at least contributes significantly to it (Glass, Krejci, & Goldman Journal of Memory and Language, 28, 189-199, 1989; Oberauer & Meyer Memory, 17, 774-781, 2009). In contrast, here we show that the amount of previous spoken recall does not predict learning and is not necessary for it. We suggest that previous research may have underestimated participants' learning by using suboptimal performance measures, or by using manual or written recall. However, we show that the amount of spoken recall predicted how much interference from other to-be-remembered sequences would be observed. In fact, spoken recall mediated most of the error learning observed in the task. Our data support the view that the learning of overlapping auditory-verbal sequences is driven by learning the phonological representations and not the articulatory motor responses. However, spoken recall seems to reinforce already learned representations, whether they are correct or incorrect, thus contributing to a participant identifying a specific stimulus as either "learned" or "new" during the presentation phase.

Attempting to Answer a Meaningful Question Enhances Subsequent Learning Even When Feedback Is Delayed

ERIC Educational Resources Information Center

Kornell, Nate

2014-01-01

Attempting to retrieve information from memory enhances subsequent learning even if the retrieval attempt is unsuccessful. Recent evidence suggests that this benefit materializes only if subsequent study occurs immediately after the retrieval attempt. Previous studies have prompted retrieval using a cue (e.g., "whale-???") that has no…

Learning of Musculoskeletal Ligament Stress Testing in a Gross Anatomy Laboratory

ERIC Educational Resources Information Center

Krause, David A.; Youdas, James W.; Hollman, John H.

2011-01-01

Human anatomy in physical therapy programs is a basic science course serving as a foundation for subsequent clinical courses. Integration of anatomy with a clinical emphasis throughout a curriculum provides opportunities for reinforcement of previously learned material. Considering the human cadaver laboratory as a fixed cost to our program, we…

Placement Learning in the Creative Industries: Engaging Students with Micro-Businesses

ERIC Educational Resources Information Center

McConnell, Catherine

2010-01-01

This paper outlines an action research project developed to investigate the gap in teaching and learning placement materials available to students, academics and practitioners in the art, design and media sector, particularly with respect to micro-businesses. Previous research, funded by the UK's Higher Education Subject Centre for Art Design…

Attitudes toward sex, arousal, and the retention of contraceptive information.

PubMed

Goldfarb, L; Gerrard, M; Gibbons, F X; Plante, T

1988-10-01

Previous research has suggested that women with a negative emotional orientation toward sexuality (i.e., erotophobia) have difficulty learning and retaining sexually relevant material such as contraceptive information. It has been hypothesized that these women become aroused by this material and that this arousal interferes with their ability to learn it. The importance of this issue led us to conduct the current study. Erotophobic and erotophilic women viewed presentations about contraception while their physiological responses were being monitored. In addition, they were tested on the information contained in the presentation before, immediately after, and again 4-6 weeks after the presentation. The results indicated that the erotophobic women knew less contraceptive information before the presentation and were more aroused by the presentation. This arousal, however, did not interfere with retention of the material. These results are discussed in terms of individual differences in reactions to sexual material and the ability to learn, retain, and use contraceptive information.

Investigating the Language of Engineering Education

NASA Astrophysics Data System (ADS)

Variawa, Chirag

A significant part of professional communication development in engineering is the ability to learn and understand technical vocabulary. Mastering such vocabulary is often a desired learning outcome of engineering education. In promoting this goal, this research investigates the development of a tool that creates wordlists of characteristic discipline-specific vocabulary for a given course. These wordlists explicitly highlight requisite vocabulary learning and, when used as a teaching aid, can promote greater accessibility in the learning environment. Literature, including work in higher education, diversity and language learning, suggest that designing accessible learning environments can increase the quality of instruction and learning for all students. Studying the student/instructor interface using the framework of Universal Instructional Design identified vocabulary learning as an invisible barrier in engineering education. A preliminary investigation of this barrier suggested that students have difficulty assessing their understanding of technical vocabulary. Subsequently, computing word frequency on engineering course material was investigated as an approach for characterizing this barrier. However, it was concluded that a more nuanced method was necessary. This research program was built on previous work in the fields of linguistics and computer science, and lead to the design of an algorithm. The developed algorithm is based on a statistical technique called, Term Frequency-Inverse Document Frequency. Comparator sets of documents are used to hierarchically identify characteristic terms on a target document, such as course materials from a previous term of study. The approach draws on a standardized artifact of the engineering learning environment as its dataset; a repository of 2254 engineering final exams from the University of Toronto, to process the target material. After producing wordlists for ten courses, with the goal of highlighting characteristic discipline-specific terms, the effectiveness of the approach was evaluated by comparing the computed results to the judgment of subject-matter experts. The overall data show a good correlation between the program and the subject-matter experts. The results indicated a balance between accuracy and feasibility, and suggested that this approach could mimic subject-matter expertise to create a list discipline-specific vocabulary from course materials.

Learning Science in a Virtual Reality Application: The Impacts of Animated-Virtual Actors' Visual Complexity

ERIC Educational Resources Information Center

Kartiko, Iwan; Kavakli, Manolya; Cheng, Ken

2010-01-01

As the technology in computer graphics advances, Animated-Virtual Actors (AVAs) in Virtual Reality (VR) applications become increasingly rich and complex. Cognitive Theory of Multimedia Learning (CTML) suggests that complex visual materials could hinder novice learners from attending to the lesson properly. On the other hand, previous studies have…

The Use of Group Quizzes in Developmental Mathematics Courses

ERIC Educational Resources Information Center

Sorensen, Ian

2012-01-01

For a period of four semesters, the possibility was explored of using a "group quiz" as a learning activity that provides a collaborative learning environment, a review of the previous week's material, and a formative assessment for both the student and the instructor. Using both quantitative (i.e., student surveys) and qualitative (i.e., student…

Students' Use of Technology in Learning Course Material: Is It Cheating?

ERIC Educational Resources Information Center

Cole, Michele T.; Swartz, Louis B.; Shelley, Daniel J.

2014-01-01

This paper presents the results of a four-year study examining business students' perceptions of academic integrity and the role of technology in e-learning. This study is an extension of previous research on academic integrity in the online environment (Cole, Shelley & Swartz, 2013; Cole & Swartz, 2013; Shelley, Cole & Swartz, 2010).…

Using Whole Language Materials in the Adult ESOL Classroom.

ERIC Educational Resources Information Center

Schiffer, Edward W.

A practicum explored the use of instructional materials based on the whole language approach to second language learning in adult English-as-a-Second-Language (ESL) instruction. The approach was implemented in a beginning ESL classroom at an adult education center that had previously used publisher textbooks, which were not thought to provide…

Using Storytelling Strategies to Improve Student Comprehension in Online Classes

ERIC Educational Resources Information Center

Powell, Rasby Marlene; Murray, Ottis

2012-01-01

Previous research shows that presenting class material in story formats can improve student learning in lecture classes. This pilot study of eight sociology classes investigates the efficacy of using storytelling as a means to improve student comprehension in online classes. Our findings show that when material is presented in story format rather…

Visual paired-associate learning: in search of material-specific effects in adult patients who have undergone temporal lobectomy.

PubMed

Smith, Mary Lou; Bigel, Marla; Miller, Laurie A

2011-02-01

The mesial temporal lobes are important for learning arbitrary associations. It has previously been demonstrated that left mesial temporal structures are involved in learning word pairs, but it is not yet known whether comparable lesions in the right temporal lobe impair visually mediated associative learning. Patients who had undergone left (n=16) or right (n=18) temporal lobectomy for relief of intractable epilepsy and healthy controls (n=13) were administered two paired-associate learning tasks assessing their learning and memory of pairs of abstract designs or pairs of symbols in unique locations. Both patient groups had deficits in learning the designs, but only the right temporal group was impaired in recognition. For the symbol location task, differences were not found in learning, but again a recognition deficit was found for the right temporal group. The findings implicate the mesial temporal structures in relational learning. They support a material-specific effect for recognition but not for learning and recall of arbitrary visual and visual-spatial associative information. Copyright © 2010 Elsevier Inc. All rights reserved.

Underlying Processes of an Inverted Personalization Effect in Multimedia Learning – An Eye-Tracking Study

PubMed Central

Zander, Steffi; Wetzel, Stefanie; Kühl, Tim; Bertel, Sven

2017-01-01

One of the frequently examined design principles in multimedia learning is the personalization principle. Based on empirical evidence this principle states that using personalized messages in multimedia learning is more beneficial than using formal language (e.g., using ‘you’ instead of ‘the’). Although there is evidence that these slight changes in regard to the language style affect learning, motivation and the perceived cognitive load, it remains unclear, (1) whether the positive effects of personalized language can be transferred to all kinds of content of learning materials (e.g., specific potentially aversive health issues) and (2) which are the underlying processes (e.g., attention allocation) of the personalization effect. German university students (N = 37) learned symptoms and causes of cerebral hemorrhages either with a formal or a personalized version of the learning material. Analysis revealed comparable results to the few existing previous studies, indicating an inverted personalization effect for potentially aversive learning material. This effect was specifically revealed in regard to decreased average fixation duration and the number of fixations exclusively on the images in the personalized compared to the formal version. These results can be seen as indicators for an inverted effect of personalization on the level of visual attention. PMID:29326630

An evaluation of pediatric dental patient education materials using contemporary health literacy measures.

PubMed

Kang, Edith; Fields, Henry W; Cornett, Sandy; Beck, F Michael

2005-01-01

The purpose of this study was to determine the appropriateness of nationally available dental information materials according to the suitability assessment of materials (SAM) method. Clinically related, professionally produced patient dental health education materials (N=22) provided by the American Academy of Pediatric Dentistry (AAPD) were evaluated using the SAM method that had previously been judged valid and reliable. A rater was trained by an experienced health literacy evaluator to establish validity. The rater then rated all materials for 5 categories of assessment (content, literacy demand, graphics, layout and typography, and learning stimulation/motivation) and an overall assessment, and repeated 5 materials to establish intrarater reliability. When compared to the experienced rater, the validity was K=0.43. The reliability was established for all ratings as K=0.52. The consistently weakest categories were content, graphics, and learning stimulation, while reading level as part of literacy demand was often not suitable. The overall suitability of the AAPD materials was generally classified as superior. Reliable and valid evaluation of available dental patient information materials can be accomplished. The materials were largely superior. There is great variability within the categories of evaluation. The categories of content, graphics, and learning stimulation require attention and could raise the overall quality of the materials.

Block Play and Mathematics Learning in Preschool: The Effects of Building Complexity, Peer and Teacher Interactions in the Block Area, and Replica Play Materials

ERIC Educational Resources Information Center

Trawick-Smith, Jeffrey; Swaminathan, Sudha; Baton, Brooke; Danieluk, Courtney; Marsh, Samantha; Szarwacki, Monika

2017-01-01

Block play has been included in early childhood classrooms for over a century, yet few studies have examined its effects on learning. Several previous investigations indicate that the complexity of block building is associated with math ability, but these studies were often conducted in adult-guided, laboratory settings. In the present…

Finding New Perovskite Halides via Machine learning

NASA Astrophysics Data System (ADS)

Pilania, Ghanshyam; Balachandran, Prasanna V.; Kim, Chiho; Lookman, Turab

2016-04-01

Advanced materials with improved properties have the potential to fuel future technological advancements. However, identification and discovery of these optimal materials for a specific application is a non-trivial task, because of the vastness of the chemical search space with enormous compositional and configurational degrees of freedom. Materials informatics provides an efficient approach towards rational design of new materials, via learning from known data to make decisions on new and previously unexplored compounds in an accelerated manner. Here, we demonstrate the power and utility of such statistical learning (or machine learning) via building a support vector machine (SVM) based classifier that uses elemental features (or descriptors) to predict the formability of a given ABX3 halide composition (where A and B represent monovalent and divalent cations, respectively, and X is F, Cl, Br or I anion) in the perovskite crystal structure. The classification model is built by learning from a dataset of 181 experimentally known ABX3 compounds. After exploring a wide range of features, we identify ionic radii, tolerance factor and octahedral factor to be the most important factors for the classification, suggesting that steric and geometric packing effects govern the stability of these halides. The trained and validated models then predict, with a high degree of confidence, several novel ABX3 compositions with perovskite crystal structure.

The Effects of a History-Based Instructional Material on the Students' Understanding of Field Lines

ERIC Educational Resources Information Center

Pocovi, M. Cecilia

2007-01-01

Many students in physics courses fail to achieve a desired conceptual change because they assign an incorrect ontology to the to-be-learned concept. This situation has been detected in previous research for the case of field lines: many college students assign material properties to the lines and describe them, for example, as tubes that contain…

Could Intelligent Tutors Anticipate Successfully User Reactions?

NASA Astrophysics Data System (ADS)

Kalisz, Eugenia; Florea, Adina Magda

2006-06-01

Emotions have been shown to have an important impact on several human processes such as decision-making, planning, cognition, and learning. In an e-learning system, an artificial tutor capable of effectively understanding and anticipating the student emotions during learning will have a significantly enhanced role. The paper presents a model of an artificial tutor endowed with synthesized emotions according to the BDE model, previously developed by the authors. It also analyzes possible student reactions while interacting with the learning material and the way the artificial tutor could anticipate and should respond to these reactions, with adequate actions.

Mass counts: ERP correlates of non-adjacent dependency learning under different exposure conditions.

PubMed

Citron, Francesca M M; Oberecker, Regine; Friederici, Angela D; Mueller, Jutta L

2011-01-10

Miniature language learning can serve to model real language learning as high proficiency can be reached after very little exposure. In a previous study by Mueller et al. [18] German participants acquired non-adjacent syntactic dependencies by mere exposure to correct Italian sentences, but their ERP pattern differed from the one shown by native speakers. The present study follows up on that experiment using a similar design and material and is focused on two important issues: the influence of acoustic cues in the material and the impact of the learning procedure. With respect to the latter we compared alternating learning and test phases to a continuous learning and test phase. In addition, a splicing procedure eliminated prosodic cues in order to ensure that non-adjacent dependencies were learned instead of adjacent ones. Results for the continuous phase design showed a native-like biphasic ERP pattern, an N400 followed by a left-focused positivity. In the alternating design behavioural accuracy was lower and only an N400 was found. The results suggest an advantage of continuous learning phases for adult learners, possibly due to the absence of ungrammatical items present in the test phases in the alternating learning procedure. Furthermore, the replication of the earlier study with prosodically controlled material adds evidence to the general finding that syntactic non-adjacent dependencies can be learned from mere exposure to correct examples. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

The experimentation of LC7E learning model on the linear program material in terms of interpersonal intelligence on Wonogiri vocational school students

NASA Astrophysics Data System (ADS)

Antinah; Kusmayadi, T. A.; Husodo, B.

2018-05-01

This study aims to determine the effect of learning model on student achievement in terms of interpersonal intelligence. The compared learning models are LC7E and Direct learning model. This type of research is a quasi-experimental with 2x3 factorial design. The population in this study is a Grade XI student of Wonogiri Vocational Schools. The sample selection had done by stratified cluster random sampling. Data collection technique used questionnaires, documentation and tests. The data analysis technique used two different unequal cell variance analysis which previously conducted prerequisite analysis for balance test, normality test and homogeneity test. he conclusions of this research are: 1) student learning achievement of mathematics given by LC7E learning model is better when compared with direct learning; 2) Mathematics learning achievement of students who have a high level of interpersonal intelligence is better than students with interpersonal intelligence in medium and low level. Students' mathematics learning achievement with interpersonal level of intelligence is better than those with low interpersonal intelligence on linear programming; 3) LC7E learning model resulted better on mathematics learning achievement compared with direct learning model for each category of students’ interpersonal intelligence level on linear program material.

The experimentation of LC7E learning model on the linear program material in terms of interpersonal intelligence on Wonogiri Vocational School students

NASA Astrophysics Data System (ADS)

Antinah; Kusmayadi, T. A.; Husodo, B.

2018-03-01

This study aimed to determine the effect of learning model on student achievement in terms of interpersonal intelligence. The compared learning models are LC7E and Direct learning model. This type of research is a quasi-experimental with 2x3 factorial design. The population in this study is a Grade XI student of Wonogiri Vocational Schools. The sample selection had done by stratified cluster random sampling. Data collection technique used questionnaires, documentation and tests. The data analysis technique used two different unequal cell variance analysis which previously conducted prerequisite analysis for balance test, normality test and homogeneity test. he conclusions of this research are: 1) student learning achievement of mathematics given by LC7E learning model is better when compared with direct learning; 2) Mathematics learning achievement of students who have a high level of interpersonal intelligence is better than students with interpersonal intelligence in medium and low level. Students’ mathematics learning achievement with interpersonal level of intelligence is better than those with low interpersonal intelligence on linear programming; 3) LC7E learning model resulted better on mathematics learning achievement compared with direct learning model for each category of students’ interpersonal intelligence level on linear program material.

Understanding the Role of Academic Language on Conceptual Understanding in an Introductory Materials Science and Engineering Course

NASA Astrophysics Data System (ADS)

Kelly, Jacquelyn

Students may use the technical engineering terms without knowing what these words mean. This creates a language barrier in engineering that influences student learning. Previous research has been conducted to characterize the difference between colloquial and scientific language. Since this research had not yet been applied explicitly to engineering, conclusions from the area of science education were used instead. Various researchers outlined strategies for helping students acquire scientific language. However, few examined and quantified the relationship it had on student learning. A systemic functional linguistics framework was adopted for this dissertation which is a framework that has not previously been used in engineering education research. This study investigated how engineering language proficiency influenced conceptual understanding of introductory materials science and engineering concepts. To answer the research questions about engineering language proficiency, a convenience sample of forty-one undergraduate students in an introductory materials science and engineering course was used. All data collected was integrated with the course. Measures included the Materials Concept Inventory, a written engineering design task, and group observations. Both systemic functional linguistics and mental models frameworks were utilized to interpret data and guide analysis. A series of regression analyses were conducted to determine if engineering language proficiency predicts group engineering term use, if conceptual understanding predicts group engineering term use, and if conceptual understanding predicts engineering language proficiency. Engineering academic language proficiency was found to be strongly linked to conceptual understanding in the context of introductory materials engineering courses. As the semester progressed, this relationship became even stronger. The more engineering concepts students are expected to learn, the more important it is that they are proficient in engineering language. However, exposure to engineering terms did not influence engineering language proficiency. These results stress the importance of engineering language proficiency for learning, but warn that simply exposing students to engineering terms does not promote engineering language proficiency.

Sociomateriality: a theoretical framework for studying distributed medical education.

PubMed

MacLeod, Anna; Kits, Olga; Whelan, Emma; Fournier, Cathy; Wilson, Keith; Power, Gregory; Mann, Karen; Tummons, Jonathan; Brown, Peggy Alexiadis

2015-11-01

Distributed medical education (DME) is a type of distance learning in which students participate in medical education from diverse geographic locations using Web conferencing, videoconferencing, e-learning, and similar tools. DME is becoming increasingly widespread in North America and around the world.Although relatively new to medical education, distance learning has a long history in the broader field of education and a related body of literature that speaks to the importance of engaging in rigorous and theoretically informed studies of distance learning. The existing DME literature is helpful, but it has been largely descriptive and lacks a critical "lens"-that is, a theoretical perspective from which to rigorously conceptualize and interrogate DME's social (relationships, people) and material (technologies, tools) aspects.The authors describe DME and theories about distance learning and show that such theories focus on social, pedagogical, and cognitive considerations without adequately taking into account material factors. They address this gap by proposing sociomateriality as a theoretical framework allowing researchers and educators to study DME and (1) understand and consider previously obscured actors, infrastructure, and other factors that, on the surface, seem unrelated and even unimportant; (2) see clearly how the social and material components of learning are intertwined in fluid, messy, and often uncertain ways; and (3) perhaps think differently, even in ways that disrupt traditional approaches, as they explore DME. The authors conclude that DME brings with it substantial investments of social and material resources, and therefore needs careful study, using approaches that embrace its complexity.

Finding new perovskite halides via machine learning

DOE PAGES

Pilania, Ghanshyam; Balachandran, Prasanna V.; Kim, Chiho; ...

2016-04-26

Advanced materials with improved properties have the potential to fuel future technological advancements. However, identification and discovery of these optimal materials for a specific application is a non-trivial task, because of the vastness of the chemical search space with enormous compositional and configurational degrees of freedom. Materials informatics provides an efficient approach toward rational design of new materials, via learning from known data to make decisions on new and previously unexplored compounds in an accelerated manner. Here, we demonstrate the power and utility of such statistical learning (or machine learning, henceforth referred to as ML) via building a support vectormore » machine (SVM) based classifier that uses elemental features (or descriptors) to predict the formability of a given ABX 3 halide composition (where A and B represent monovalent and divalent cations, respectively, and X is F, Cl, Br, or I anion) in the perovskite crystal structure. The classification model is built by learning from a dataset of 185 experimentally known ABX 3 compounds. After exploring a wide range of features, we identify ionic radii, tolerance factor, and octahedral factor to be the most important factors for the classification, suggesting that steric and geometric packing effects govern the stability of these halides. As a result, the trained and validated models then predict, with a high degree of confidence, several novel ABX 3 compositions with perovskite crystal structure.« less

Finding new perovskite halides via machine learning

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

Pilania, Ghanshyam; Balachandran, Prasanna V.; Kim, Chiho

Advanced materials with improved properties have the potential to fuel future technological advancements. However, identification and discovery of these optimal materials for a specific application is a non-trivial task, because of the vastness of the chemical search space with enormous compositional and configurational degrees of freedom. Materials informatics provides an efficient approach toward rational design of new materials, via learning from known data to make decisions on new and previously unexplored compounds in an accelerated manner. Here, we demonstrate the power and utility of such statistical learning (or machine learning, henceforth referred to as ML) via building a support vectormore » machine (SVM) based classifier that uses elemental features (or descriptors) to predict the formability of a given ABX 3 halide composition (where A and B represent monovalent and divalent cations, respectively, and X is F, Cl, Br, or I anion) in the perovskite crystal structure. The classification model is built by learning from a dataset of 185 experimentally known ABX 3 compounds. After exploring a wide range of features, we identify ionic radii, tolerance factor, and octahedral factor to be the most important factors for the classification, suggesting that steric and geometric packing effects govern the stability of these halides. As a result, the trained and validated models then predict, with a high degree of confidence, several novel ABX 3 compositions with perovskite crystal structure.« less

Implementation of Simulation Based-Concept Attainment Method to Increase Interest Learning of Engineering Mechanics Topic

NASA Astrophysics Data System (ADS)

Sultan, A. Z.; Hamzah, N.; Rusdi, M.

2018-01-01

The implementation of concept attainment method based on simulation was used to increase student’s interest in the subjects Engineering of Mechanics in second semester of academic year 2016/2017 in Manufacturing Engineering Program, Department of Mechanical PNUP. The result of the implementation of this learning method shows that there is an increase in the students’ learning interest towards the lecture material which is summarized in the form of interactive simulation CDs and teaching materials in the form of printed books and electronic books. From the implementation of achievement method of this simulation based concept, it is noted that the increase of student participation in the presentation and discussion as well as the deposit of individual assignment of significant student. With the implementation of this method of learning the average student participation reached 89%, which before the application of this learning method only reaches an average of 76%. And also with previous learning method, for exam achievement of A-grade under 5% and D-grade above 8%. After the implementation of the new learning method (simulation based-concept attainment method) the achievement of Agrade has reached more than 30% and D-grade below 1%.

Analysis of traditional versus three-dimensional augmented curriculum on anatomical learning outcome measures.

PubMed

Peterson, Diana Coomes; Mlynarczyk, Gregory S A

2016-11-01

This study examined whether student learning outcome measures are influenced by the addition of three-dimensional and digital teaching tools to a traditional dissection and lecture learning format curricula. The study was performed in a semester long graduate level course that incorporated both gross anatomy and neuroanatomy curricula. Methods compared student examination performance on material taught using lecture and cadaveric dissection teaching tools alone or lecture and cadaveric dissection augmented with computerized three-dimensional teaching tools. Additional analyses were performed to examine potential correlations between question difficulty and format, previous student performance (i.e., undergraduate grade point average), and a student perception survey. The results indicated that students performed better on material in which three-dimensional (3D) technologies are utilized in conjunction with lecture and dissection methodologies. The improvement in performance was observed across the student population primarily on laboratory examinations. Although, student performance was increased, students did not perceive that the use of the additional 3D technology significantly influenced their learning. The results indicate that the addition of 3D learning tools can influence long-term retention of gross anatomy material and should be considered as a beneficial supplement for anatomy courses. Anat Sci Educ 9: 529-536. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Does stress enhance or impair memory consolidation?

PubMed

Trammell, Janet P; Clore, Gerald L

2014-01-01

Three experiments examined the hypothesis that stress-induced arousal enhances long-term memory for experiences associated with arousing events. Contrary to expectations, in each experiment exposure to a stressor (arm immersion in ice water) interfered with, rather than enhanced, long-term memory for associated material. Despite varying the stimuli (words, pictures), their emotional value (positive, negative, neutral), the time between learning and stress inductions (0 to 1 minute), and opportunities for post-learning rehearsal, each experiment produced a significant reversal of the hypothesised effect. That is, in each experiment, exposure to a stressor interfered with, rather than enhanced, long-term memory for associated material. We conclude that the relationship between stress and memory consolidation is more bounded than previously believed.

An Active Learning Activity to Reinforce the Design Components of the Corticosteroids

PubMed Central

Mandela, Prashant

2018-01-01

Despite the popularity of active learning applications over the past few decades, few activities have been reported for the field of medicinal chemistry. The purpose of this study is to report a new active learning activity, describe participant contributions, and examine participant performance on the assessment questions mapped to the objective covered by the activity. In this particular activity, students are asked to design two novel corticosteroids as a group (6–8 students per group) based on the design characteristics of marketed corticosteroids covered in lecture coupled with their pharmaceutics knowledge from the previous semester and then defend their design to the class through an interactive presentation model. Although class performance on the objective mapped to this material on the assessment did not reach statistical significance, use of this activity has allowed fruitful discussion of misunderstood concepts and facilitated multiple changes to the lecture presentation. As pharmacy schools continue to emphasize alternative learning pedagogies, publication of previously implemented activities demonstrating their use will help others apply similar methodologies. PMID:29401733

An Active Learning Activity to Reinforce the Design Components of the Corticosteroids.

PubMed

Slauson, Stephen R; Mandela, Prashant

2018-02-05

Despite the popularity of active learning applications over the past few decades, few activities have been reported for the field of medicinal chemistry. The purpose of this study is to report a new active learning activity, describe participant contributions, and examine participant performance on the assessment questions mapped to the objective covered by the activity. In this particular activity, students are asked to design two novel corticosteroids as a group (6-8 students per group) based on the design characteristics of marketed corticosteroids covered in lecture coupled with their pharmaceutics knowledge from the previous semester and then defend their design to the class through an interactive presentation model. Although class performance on the objective mapped to this material on the assessment did not reach statistical significance, use of this activity has allowed fruitful discussion of misunderstood concepts and facilitated multiple changes to the lecture presentation. As pharmacy schools continue to emphasize alternative learning pedagogies, publication of previously implemented activities demonstrating their use will help others apply similar methodologies.

Analysis of a Constellation Lab Cooperative Learning Activity

NASA Astrophysics Data System (ADS)

Gauthier, A. J.

2001-12-01

A cooperative learning activity was designed for use in the undergraduate laboratory course Introduction to Astronomical Observation. This group exercise enhances the student's learning of constellations and will hopefully increase retention of the material throughout the semester. It also serves as an "ice-breaker" during the first week of lab, promoting student involvement and vested interest in the course. To gain some insight into the student mind, a survey was conducted to evaluate the usefulness and overall opinion of this method. The students who completed the survey had previously been enrolled in a pre-requisite astronomy course that also required a constellation lab. In this previous course they "learned" the constellations from an instructor and a flashlight beam, studied them on their own, and then promptly took a quiz. Both methods are analyzed from an instructional designer's point of view and suggestions for future activities are presented. The preliminary results and accompanying activity will be discussed in poster and hand-out medium.

Attentional effects on rule extraction and consolidation from speech.

PubMed

López-Barroso, Diana; Cucurell, David; Rodríguez-Fornells, Antoni; de Diego-Balaguer, Ruth

2016-07-01

Incidental learning plays a crucial role in the initial phases of language acquisition. However the knowledge derived from implicit learning, which is based on prediction-based mechanisms, may become explicit. The role that attention plays in the formation of implicit and explicit knowledge of the learned material is unclear. In the present study, we investigated the role that attention plays in the acquisition of non-adjacent rule learning from speech. In addition, we also tested whether the amount of attention during learning changes the representation of the learned material after a 24h delay containing sleep. For that, we developed an experiment run on two consecutive days consisting on the exposure to an artificial language that contained non-adjacent dependencies (rules) between words whereas different conditions were established to manipulate the amount of attention given to the rules (target and non-target conditions). Furthermore, we used both indirect and direct measures of learning that are more sensitive to implicit and explicit knowledge, respectively. Whereas the indirect measures indicated that learning of the rules occurred regardless of attention, more explicit judgments after learning showed differences in the type of learning reached under the two attention conditions. 24 hours later, indirect measures showed no further improvements during additional language exposure and explicit judgments indicated that only the information more robustly learned in the previous day, was consolidated. Copyright © 2016 The Authors. Published by Elsevier B.V. All rights reserved.

Attentional effects on rule extraction and consolidation from speech

PubMed Central

López-Barroso, Diana; Cucurell, David; Rodríguez-Fornells, Antoni; de Diego-Balaguer, Ruth

2016-01-01

Incidental learning plays a crucial role in the initial phases of language acquisition. However the knowledge derived from implicit learning, which is based on prediction-based mechanisms, may become explicit. The role that attention plays in the formation of implicit and explicit knowledge of the learned material is unclear. In the present study, we investigated the role that attention plays in the acquisition of non-adjacent rule learning from speech. In addition, we also tested whether the amount of attention during learning changes the representation of the learned material after a 24 h delay containing sleep. For that, we developed an experiment run on two consecutive days consisting on the exposure to an artificial language that contained non-adjacent dependencies (rules) between words whereas different conditions were established to manipulate the amount of attention given to the rules (target and non-target conditions). Furthermore, we used both indirect and direct measures of learning that are more sensitive to implicit and explicit knowledge, respectively. Whereas the indirect measures indicated that learning of the rules occurred regardless of attention, more explicit judgments after learning showed differences in the type of learning reached under the two attention conditions. 24 hours later, indirect measures showed no further improvements during additional language exposure and explicit judgments indicated that only the information more robustly learned in the previous day, was consolidated. PMID:27031495

Chemistry for Student Nurses: Applications-Based Learning

ERIC Educational Resources Information Center

El-Farargy, Nancy

2009-01-01

New chemistry materials were devised for pre university National Certificate (NC) nursing students studying chemistry at a further education college. Previously, preliminary work showed that students felt that the chemistry taught to them was irrelevant, boring and difficult. It was hoped that through an applications-led style curriculum…

Graded SPSS Exercises.

ERIC Educational Resources Information Center

Allen, Mary J.

The attached materials have been developed for use on the CSU CYBER Computer's Statistical Package for the Social Sciences (SPSSONL). The assignments are graded in difficulty and gradually introduce new commands and require the practice of previously learned commands. The handouts begin with basic instructions for logging on; then XEDIT is taught…

The fourth dimension of tool use: temporally enduring artefacts aid primates learning to use tools

PubMed Central

Fragaszy, D. M.; Biro, D.; Eshchar, Y.; Humle, T.; Izar, P.; Resende, B.; Visalberghi, E.

2013-01-01

All investigated cases of habitual tool use in wild chimpanzees and capuchin monkeys include youngsters encountering durable artefacts, most often in a supportive social context. We propose that enduring artefacts associated with tool use, such as previously used tools, partly processed food items and residual material from previous activity, aid non-human primates to learn to use tools, and to develop expertise in their use, thus contributing to traditional technologies in non-humans. Therefore, social contributions to tool use can be considered as situated in the three dimensions of Euclidean space, and in the fourth dimension of time. This notion expands the contribution of social context to learning a skill beyond the immediate presence of a model nearby. We provide examples supporting this hypothesis from wild bearded capuchin monkeys and chimpanzees, and suggest avenues for future research. PMID:24101621

The fourth dimension of tool use: temporally enduring artefacts aid primates learning to use tools.

PubMed

Fragaszy, D M; Biro, D; Eshchar, Y; Humle, T; Izar, P; Resende, B; Visalberghi, E

2013-11-19

All investigated cases of habitual tool use in wild chimpanzees and capuchin monkeys include youngsters encountering durable artefacts, most often in a supportive social context. We propose that enduring artefacts associated with tool use, such as previously used tools, partly processed food items and residual material from previous activity, aid non-human primates to learn to use tools, and to develop expertise in their use, thus contributing to traditional technologies in non-humans. Therefore, social contributions to tool use can be considered as situated in the three dimensions of Euclidean space, and in the fourth dimension of time. This notion expands the contribution of social context to learning a skill beyond the immediate presence of a model nearby. We provide examples supporting this hypothesis from wild bearded capuchin monkeys and chimpanzees, and suggest avenues for future research.

Learning-induced neural plasticity of speech processing before birth

PubMed Central

Partanen, Eino; Kujala, Teija; Näätänen, Risto; Liitola, Auli; Sambeth, Anke; Huotilainen, Minna

2013-01-01

Learning, the foundation of adaptive and intelligent behavior, is based on plastic changes in neural assemblies, reflected by the modulation of electric brain responses. In infancy, auditory learning implicates the formation and strengthening of neural long-term memory traces, improving discrimination skills, in particular those forming the prerequisites for speech perception and understanding. Although previous behavioral observations show that newborns react differentially to unfamiliar sounds vs. familiar sound material that they were exposed to as fetuses, the neural basis of fetal learning has not thus far been investigated. Here we demonstrate direct neural correlates of human fetal learning of speech-like auditory stimuli. We presented variants of words to fetuses; unlike infants with no exposure to these stimuli, the exposed fetuses showed enhanced brain activity (mismatch responses) in response to pitch changes for the trained variants after birth. Furthermore, a significant correlation existed between the amount of prenatal exposure and brain activity, with greater activity being associated with a higher amount of prenatal speech exposure. Moreover, the learning effect was generalized to other types of similar speech sounds not included in the training material. Consequently, our results indicate neural commitment specifically tuned to the speech features heard before birth and their memory representations. PMID:23980148

Memory retrieval of everyday information under stress.

PubMed

Stock, Lisa-Marie; Merz, Christian J

2018-07-01

Psychosocial stress is known to crucially influence learning and memory processes. Several studies have already shown an impairing effect of elevated cortisol concentrations on memory retrieval. These studies mainly used learning material consisting of stimuli with a limited ecological validity. When using material with a social contextual component or with educational relevant material both impairing and enhancing stress effects on memory retrieval could be observed. In line with these latter studies, the present experiment also used material with a higher ecological validity (a coherent text consisting of daily relevant numeric, figural and verbal information). After encoding, retrieval took place 24 h later after exposure to psychosocial stress or a control procedure (20 healthy men per group). The stress group was further subdivided into cortisol responders and non-responders. Results showed a significantly impaired retrieval of everyday information in non-responders compared to responders and controls. Altogether, the present findings indicate the need of an appropriate cortisol response for the successful memory retrieval of everyday information. Thus, the present findings suggest that cortisol increases - contrary to a stressful experience per se - seem to play a protective role for retrieving everyday information. Additionally, it could be speculated that the previously reported impairing stress effects on memory retrieval might depend on the used learning material. Copyright © 2018 Elsevier Inc. All rights reserved.

Reduced brightness contrast as a reading aid.

PubMed

Giddings, E H; Carmean, S L

1989-10-01

A standard reading comprehension test, modified by printing half of the material on medium grey paper to lower the contrast of print-to-page, was administered to 54 college students, 21 of whom had previously been diagnosed as learning disabled. Comprehension of the control group was little affected by the contrast, but the mean score for the learning disabled students was 10% higher on the pages with reduced contrast. This is congruent with Meares's 1980 clinical observations that reducing contrast significantly aids some readers.

Money Enhances Memory Consolidation--But Only for Boring Material

ERIC Educational Resources Information Center

Murayama, Kou; Kuhbandner, Christof

2011-01-01

Money's ability to enhance memory has received increased attention in recent research. However, previous studies have not directly addressed the time-dependent nature of monetary effects on memory, which are suggested to exist by research in cognitive neuroscience, and the possible detrimental effects of monetary rewards on learning interesting…

Using Video in Higher Education. IET Paper on Broadcasting No. 243.

ERIC Educational Resources Information Center

Bates, A. W.

Television has unique teaching functions that are significant for university education, and new developments in technology enable television to overcome some of its previous difficulties and weaknesses. Television's presentational power gives it two unique teaching characteristics: its ability to provide learning materials otherwise unavailable to…

Information Literacy: An Online Course for Student Library Assistants

ERIC Educational Resources Information Center

Lincoln, Margaret

2009-01-01

As technology advances continue to impact K-12 schools, online education options offer alternative choices for both teaching and learning. Library media specialists, long committed to providing physical and intellectual access to instructional materials, have responded to changing needs in this online world. They had previously created a virtual…

Developmental Change in Proactive Interference.

ERIC Educational Resources Information Center

Kail, Robert

2002-01-01

Two studies examined age-related change in proactive interference from previously learned material. The meta-analysis of 26 studies indicated that proactive interference decreased with age. The cross-sectional study found that third through sixth graders' and college students' recall was accurate on Trial 1, but became less so over Trials 2…

An Analysis of Organizational Approaches to Online Course Structures

ERIC Educational Resources Information Center

Lee, Cheng-Yuan; Dickerson, Jeremy; Winslow, Joe

2012-01-01

The structure of an online course, including the navigational interface, visual design of materials and information, as well as the communication tools to facilitate learning, can affect students, instructors, programs and educational organizations in various ways. This paper examines online course structural issues derived from previous research…

Moderate psychosocial stress appears not to impair recall of words learned 4 weeks prior to stress exposure.

PubMed

Wolf, Oliver T; Schommer, Nicole C; Hellhammer, Dirk H; Reischies, Friedel M; Kirschbaum, Clemens

2002-02-01

Recent studies in humans have reported that recall of previously learned material is especially sensitive to the disruptive effects of pharmacologically induced cortisol elevations. Whether similar effects occur after exposure to psychosocial stress remains to be shown. Moreover it is unknown whether stress before or after the initial learning interacts with the later effects of repeated stress on delayed recall (e.g. state-dependent learning). Forty subjects participated in the present experiment. They learned a word list either one hour before or 10 min after exposure to a psychosocial laboratory stressor. Delayed recall was tested 4 weeks later, again either before or after stress. Salivary cortisol levels increased significantly in response to both stress exposures. Stress had no effects on the initial learning and also did not impair delayed recall. Moreover there was no evidence for state-dependent learning. The current data seem to be in conflict with previous studies demonstrating that delayed recall is especially sensitive to elevated cortisol levels. Several reasons for these discrepancies are discussed. Among them is the small sample size, the moderate cortisol increase in response to the second stress exposure but also the long recall delay, which might lead to memory traces less susceptible to stress.

Does Stress Enhance or Impair Memory Consolidation?

PubMed Central

Trammell, Janet P.; Clore, Gerald L.

2014-01-01

Three experiments examined the hypothesis that stress-induced arousal enhances long term memory for experiences associated with an arousing events. Contrary to expectations, in each experiment exposure to a stressor (arm immersion in ice water) interfered with, rather than enhanced, long term memory for associated material. Despite varying the stimuli (words, pictures), their emotional value (positive, negative, neutral), the time between learning and stress inductions (0 to 1 minute), and opportunities for post-learning rehearsal, each experiment produced a significant reversal of the hypothesized effect. That is, in each experiment, exposure to a stressor interfered with, rather than enhanced, long term memory for associated material. We conclude that the relationship between stress and memory consolidation is more bounded than previously believed. PMID:23895111

Intrinsic motivation and metacognition as predictors of learning potential in patients with remitted schizophrenia.

PubMed

Tas, Cumhur; Brown, Elliot C; Esen-Danaci, Aysen; Lysaker, Paul H; Brüne, Martin

2012-08-01

Previous research has suggested that neurocognitive functioning predicts best the potential of patients with schizophrenia to acquire newly learned material, which, in turn may impact patients' social functioning. Recent studies have also shown that intrinsic motivation and metacognitive abilities play a decisive role in social functioning in schizophrenia. Accordingly, the present study sought to examine the relationship between intelligence, motivation, metacognition, and learning during a cognitive remediation experimental training. We hypothesized that metacognition and intrinsic motivation would have a strong relationship and independently predict learning potential. Thirty-two patients with schizophrenia who fulfilled the criteria of functional remission were recruited. In a pre-training-post experimental design, patients' learning potential was assessed using previously defined cognitive remediation training for WCST. Intrinsic motivation was examined using Intrinsic Motivation Inventory for schizophrenia; mastery, a domain of metacognition, was measured using the Metacognitive Assessment Scale. Metacognition significantly correlated with subdomains of intrinsic motivation. Patients with higher intrinsic motivation and preserved metacognition improved more in the learning paradigm compared to poorly motivated patients and patients with reduced metacognitive abilities. In particular, "mastery" was determined as an independent predictor of learning potential. Motivation and metacognition are important predictors of learning in schizophrenia. Psychological interventions in schizophrenia may therefore consider incorporating techniques to stimulate metacognitive and motivational abilities as well as developing individualized training programs. Copyright © 2012 Elsevier Ltd. All rights reserved.

Interactive knowledge networks for interdisciplinary course navigation within Moodle.

PubMed

Scherl, Andre; Dethleffsen, Kathrin; Meyer, Michael

2012-12-01

Web-based hypermedia learning environments are widely used in modern education and seem particularly well suited for interdisciplinary learning. Previous work has identified guidance through these complex environments as a crucial problem of their acceptance and efficiency. We reasoned that map-based navigation might provide straightforward and effortless orientation. To achieve this, we developed a clickable and user-oriented concept map-based navigation plugin. This tool is implemented as an extension of Moodle, a widely used learning management system. It visualizes inner and interdisciplinary relations between learning objects and is generated dynamically depending on user set parameters and interactions. This plugin leaves the choice of navigation type to the user and supports direct guidance. Previously developed and evaluated face-to-face interdisciplinary learning materials bridging physiology and physics courses of a medical curriculum were integrated as learning objects, the relations of which were defined by metadata. Learning objects included text pages, self-assessments, videos, animations, and simulations. In a field study, we analyzed the effects of this learning environment on physiology and physics knowledge as well as the transfer ability of third-term medical students. Data were generated from pre- and posttest questionnaires and from tracking student navigation. Use of the hypermedia environment resulted in a significant increase of knowledge and transfer capability. Furthermore, the efficiency of learning was enhanced. We conclude that hypermedia environments based on Moodle and enriched by concept map-based navigation tools can significantly support interdisciplinary learning. Implementation of adaptivity may further strengthen this approach.

Teachers mathematical communication profile in explaining subject matter

NASA Astrophysics Data System (ADS)

Umami, Rohmatul; Budayasa, I. Ketut; Suwarsono, St.

2017-12-01

This study aimed to see a teachers mathematical communication profile in explaining a subject matter. It is a qualitative research. A high-school junior teacher (i.e., a teacher with 1- to 5-year experience) teaching mathematics at X-Social Class was selected as the subject of this study. The data was collected by observing the teachers mathematical communication in explaining a given material (i.e., the rule of sine) in class and an in-depth interview would be organized respectively. The result showed that the junior teacher explained the subject matter in systematic, complete, fluent, and centered manner. In this case, she began with reminding students on the previous material related to the current material to be learned, informing the current learning objectives, and finally delivering the subject matter. To support her explanation, the teacher also provided some related information, led the students attention into the given material by asking them particular related questions, and did not use any confusing terms. However, the study found that some of high-school teachers still used less appropriate language in explaining materials.

Development and Assessment of a Molecular Structure and Properties Learning Progression

ERIC Educational Resources Information Center

Cooper, Melanie M.; Underwood, Sonia M.; Hilley, Caleb Z.; Klymkowsky, Michael W.

2012-01-01

Previously, we found that: (i) many students were unable to construct representations of simple molecular structures; (ii) a majority of students fail to make the important connection between these representations and macroscopic properties of the material; and (iii) they were unable to decode the information contained in such representations.…

Working with Schools in Identifying and Overcoming Emotional Barriers to Learning

ERIC Educational Resources Information Center

Nash, Poppy; Schlösser, Annette

2015-01-01

This paper reports a case study on working closely with a secondary school, to enhance understanding of disruptive behaviour, through the use of bespoke Continuing Professional Development (CPD) materials. This project evolved from the researchers' previous research on the extent to which teachers believe disruptive pupils can control their…

Meeting the Needs of the 21st Century Student

ERIC Educational Resources Information Center

Niles, Phyllis

2011-01-01

This paper will examine the learning needs of millennial students, a generation different from any previous generation, so librarians should adjust their teaching methods to accommodate their needs. Should we, as librarians, consider changing our reference services--the way we present instruction and the materials that we order for the library?…

College Research Methodology Courses: Revisiting General Instructional Goals and Objectives

ERIC Educational Resources Information Center

Lei, Simon A.

2010-01-01

A number of graduate (masters-level) students from a wide variety of academic disciplines have viewed a required introductory research methodology course negatively. These students often do not retain much of the previously learned material, thus limiting their success of subsequent research and statistics courses. The purpose of this article is…

Designing GIS Learning Materials for K-12 Teachers

ERIC Educational Resources Information Center

Hong, Jung Eun

2017-01-01

Although previous studies have proven the usefulness and effectiveness of geographic information system (GIS) use in the K-12 classroom, the rate of teacher adoption remains low. The identified major barrier to its use is a lack of teachers' background and experience. To solve this limitation, many organisations have provided GIS-related teacher…

Influences on Visual Attentional Distribution in Multimedia Instruction

ERIC Educational Resources Information Center

Wiebe, Eric; Annetta, Leonard

2008-01-01

Previous work applying cognitive load theory has demonstrated the effect of various text/graphic/narration relations on learning using multimedia material. Other work has looked at how the degree of integration between the text and graphics influences their use. This study set out to look at how the degree of integration between text and graphics…

Virtual-Recitation: A World Wide Web Based Approach to Active Learning in Clinical Pharmacokinetics.

ERIC Educational Resources Information Center

Woodward, Donald K.

1998-01-01

Describes implementation, evaluation of World Wide Web-based component in a Rutgers University (New Jersey) advanced clinical pharmacokinetics course. Scheduling accommodated nontraditional students; each week Web pages providing review and supplementary material and an online quiz were posted after class. Comparison with the previous year's…

Mystery and Movement: Doing More with Dominoes

ERIC Educational Resources Information Center

Gough, John

2004-01-01

In previous articles, the author has discussed dominoes, the real game with scoring, and other good games and activities using dominoes. But dominoes, as materials for game-playing, and as a topic for mathematics learning experiences, as suggested by Swan (2001) and Brandreth (1975), have many other possibilities. In this article, the author…

Vodcasts and active-learning exercises in a "flipped classroom" model of a renal pharmacotherapy module.

PubMed

Pierce, Richard; Fox, Jeremy

2012-12-12

To implement a "flipped classroom" model for a renal pharmacotherapy topic module and assess the impact on pharmacy students' performance and attitudes. Students viewed vodcasts (video podcasts) of lectures prior to the scheduled class and then discussed interactive cases of patients with end-stage renal disease in class. A process-oriented guided inquiry learning (POGIL) activity was developed and implemented that complemented, summarized, and allowed for application of the material contained in the previously viewed lectures. Students' performance on the final examination significantly improved compared to performance of students the previous year who completed the same module in a traditional classroom setting. Students' opinions of the POGIL activity and the flipped classroom instructional model were mostly positive. Implementing a flipped classroom model to teach a renal pharmacotherapy module resulted in improved student performance and favorable student perceptions about the instructional approach. Some of the factors that may have contributed to students' improved scores included: student mediated contact with the course material prior to classes, benchmark and formative assessments administered during the module, and the interactive class activities.

Improving physics teaching materials on sound for visually impaired students in high school

NASA Astrophysics Data System (ADS)

Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry

2017-09-01

When visually impaired students attend regular high school, additional materials are necessary to help them understand physics concepts. The time for teachers to develop teaching materials for such students is scarce. Visually impaired students in regular high school physics classes often use a braille version of the physics textbook. Previously, we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. In this research we evaluate the use of a revised braille textbook, relief drawings and 3D models. The research focussed on the topic of sound in grade 10.

Effects of testing on subsequent re-encoding and long-term forgetting of action-relevant materials: On the influence of recall type.

PubMed

Kubik, Veit; Nilsson, Lars-Göran; Olofsson, Jonas K; Jönsson, Fredrik U

2015-10-01

Testing one's memory of previously studied information reduces the rate of forgetting, compared to restudy. However, little is known about how this direct testing effect applies to action phrases (e.g., "wash the car") - a learning material relevant to everyday memory. As action phrases consist of two different components, a verb (e.g., "wash") and a noun (e.g., "car"), testing can either be implemented as noun-cued recall of verbs or verb-cued recall of nouns, which may differently affect later memory performance. In the present study, we investigated the effect of testing for these two recall types, using verbally encoded action phrases as learning materials. Results showed that repeated study-test practice, compared to repeated study-restudy practice, decreased the forgetting rate across 1 week to a similar degree for both noun-cued and verb-cued recall types. However, noun-cued recall of verbs initiated more new subsequent learning during the first restudy, compared to verb-cued recall of nouns. The study provides evidence that testing has benefits on both subsequent restudy and long-term retention of action-relevant materials, but that these benefits are differently expressed with testing via noun-cued versus verb-cued recall. © 2015 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Materials prediction via classification learning

DOE PAGES

Balachandran, Prasanna V.; Theiler, James; Rondinelli, James M.; ...

2015-08-25

In the paradigm of materials informatics for accelerated materials discovery, the choice of feature set (i.e. attributes that capture aspects of structure, chemistry and/or bonding) is critical. Ideally, the feature sets should provide a simple physical basis for extracting major structural and chemical trends and furthermore, enable rapid predictions of new material chemistries. Orbital radii calculated from model pseudopotential fits to spectroscopic data are potential candidates to satisfy these conditions. Although these radii (and their linear combinations) have been utilized in the past, their functional forms are largely justified with heuristic arguments. Here we show that machine learning methods naturallymore » uncover the functional forms that mimic most frequently used features in the literature, thereby providing a mathematical basis for feature set construction without a priori assumptions. We apply these principles to study two broad materials classes: (i) wide band gap AB compounds and (ii) rare earth-main group RM intermetallics. The AB compounds serve as a prototypical example to demonstrate our approach, whereas the RM intermetallics show how these concepts can be used to rapidly design new ductile materials. In conclusion, our predictive models indicate that ScCo, ScIr, and YCd should be ductile, whereas each was previously proposed to be brittle.« less

Materials Prediction via Classification Learning

PubMed Central

Balachandran, Prasanna V.; Theiler, James; Rondinelli, James M.; Lookman, Turab

2015-01-01

In the paradigm of materials informatics for accelerated materials discovery, the choice of feature set (i.e. attributes that capture aspects of structure, chemistry and/or bonding) is critical. Ideally, the feature sets should provide a simple physical basis for extracting major structural and chemical trends and furthermore, enable rapid predictions of new material chemistries. Orbital radii calculated from model pseudopotential fits to spectroscopic data are potential candidates to satisfy these conditions. Although these radii (and their linear combinations) have been utilized in the past, their functional forms are largely justified with heuristic arguments. Here we show that machine learning methods naturally uncover the functional forms that mimic most frequently used features in the literature, thereby providing a mathematical basis for feature set construction without a priori assumptions. We apply these principles to study two broad materials classes: (i) wide band gap AB compounds and (ii) rare earth-main group RM intermetallics. The AB compounds serve as a prototypical example to demonstrate our approach, whereas the RM intermetallics show how these concepts can be used to rapidly design new ductile materials. Our predictive models indicate that ScCo, ScIr, and YCd should be ductile, whereas each was previously proposed to be brittle. PMID:26304800

Reaching More Students Through Thinking in Physics

NASA Astrophysics Data System (ADS)

Coletta, Vincent P.

2017-02-01

Thinking in Physics (TIP) is a new curriculum that is more effective than commonly used interactive engagement methods for students who have the greatest difficulty learning physics. Research has shown a correlation between learning in physics and other factors, including scientific reasoning ability. The TIP curriculum addresses those factors. Features of the curriculum and evidence of its effectiveness are described. The most recent version of the TIP curriculum has greatly reduced a substantial gender gap that previously existed. More details and sample materials are provided in Thinking in Physics, a book intended for instructors of introductory physics, published in 2014 by Pearson as part of its Educational Innovation series. Additional materials, both for students and instructors, are provided on the website http://thinkinginphysics.com. Both the book and the website are free.

Analysis of Learning Tools in the study of Developmental of Interactive Multimedia Based Physic Learning Charged in Problem Solving

NASA Astrophysics Data System (ADS)

Manurung, Sondang; Demonta Pangabean, Deo

2017-05-01

The main purpose of this study is to produce needs analysis, literature review, and learning tools in the study of developmental of interactive multimedia based physic learning charged in problem solving to improve thinking ability of physic prospective student. The first-year result of the study is: result of the draft based on a needs analysis of the facts on the ground, the conditions of existing learning and literature studies. Following the design of devices and instruments performed as well the development of media. Result of the second study is physics learning device -based interactive multimedia charged problem solving in the form of textbooks and scientific publications. Previous learning models tested in a limited sample, then in the evaluation and repair. Besides, the product of research has an economic value on the grounds: (1) a virtual laboratory to offer this research provides a solution purchases physics laboratory equipment is expensive; (2) address the shortage of teachers of physics in remote areas as a learning tool can be accessed offline and online; (3). reducing material or consumables as tutorials can be done online; Targeted research is the first year: i.e story board learning physics that have been scanned in a web form CD (compact disk) and the interactive multimedia of gas Kinetic Theory concept. This draft is based on a needs analysis of the facts on the ground, the existing learning conditions, and literature studies. Previous learning models tested in a limited sample, then in the evaluation and repair.

Using evidence-integrated e-learning to enhance case management continuing education for psychiatric nurses: a randomised controlled trial with follow-up.

PubMed

Liu, Wen-I; Rong, Jiin-Ru; Liu, Chieh-Yu

2014-11-01

E-learning is a flexible strategy to improve nurses' knowledge of case management, but there are methodological limitations in previous research into the effectiveness of such programs. To describe the development and effectiveness of an evidence-integrated e-learning program in case management continuing education for Taiwanese psychiatric nurses. Multiple methods were adopted to develop the program and a randomised controlled trial with repeated measures was employed to evaluate it. The e-learning program was developed in four stages: (1) systematic review of literature; (2) needs assessment through a national survey and focus group; (3) development of learning materials; and (4) pilot test. Following program development, psychiatric nurses were recruited and randomly allocated into an experimental or comparison group. The experimental group participated in an e-learning continuing education program. The case management knowledge index with sufficient reliability and validity and a satisfaction survey were used to determine the outcomes. A generalised estimating equation was used to assess the difference between the 2 groups before, after, and at 3 months follow-up. The learning material comprised 5 simulated learning modules, self-assessment questions, learning cases, sharing experiences, and learning resources. A total of 200 participants completed the 3 measurements. Knowledge scores in the experimental group significantly exceeded those in the comparison group after the program and at the 3-month follow-up. Participants reported positive learning perceptions. The program provides an evidence-based educational resource for nursing continuing education in case management. Copyright © 2014 Elsevier Ltd. All rights reserved.

An efficient approach to improve the usability of e-learning resources: the role of heuristic evaluation.

PubMed

Davids, Mogamat Razeen; Chikte, Usuf M E; Halperin, Mitchell L

2013-09-01

Optimizing the usability of e-learning materials is necessary to maximize their potential educational impact, but this is often neglected when time and other resources are limited, leading to the release of materials that cannot deliver the desired learning outcomes. As clinician-teachers in a resource-constrained environment, we investigated whether heuristic evaluation of our multimedia e-learning resource by a panel of experts would be an effective and efficient alternative to testing with end users. We engaged six inspectors, whose expertise included usability, e-learning, instructional design, medical informatics, and the content area of nephrology. They applied a set of commonly used heuristics to identify usability problems, assigning severity scores to each problem. The identification of serious problems was compared with problems previously found by user testing. The panel completed their evaluations within 1 wk and identified a total of 22 distinct usability problems, 11 of which were considered serious. The problems violated the heuristics of visibility of system status, user control and freedom, match with the real world, intuitive visual layout, consistency and conformity to standards, aesthetic and minimalist design, error prevention and tolerance, and help and documentation. Compared with user testing, heuristic evaluation found most, but not all, of the serious problems. Combining heuristic evaluation and user testing, with each involving a small number of participants, may be an effective and efficient way of improving the usability of e-learning materials. Heuristic evaluation should ideally be used first to identify the most obvious problems and, once these are fixed, should be followed by testing with typical end users.

e-Learning in Advanced Life Support-What factors influence assessment outcome?

PubMed

Thorne, C J; Lockey, A S; Kimani, P K; Bullock, I; Hampshire, S; Begum-Ali, S; Perkins, G D

2017-05-01

To establish variables which are associated with favourable Advanced Life Support (ALS) course assessment outcomes, maximising learning effect. Between 1 January 2013 and 30 June 2014, 8218 individuals participated in a Resuscitation Council (UK) e-learning Advanced Life Support (e-ALS) course. Participants completed 5-8h of online e-learning prior to attending a one day face-to-face course. e-Learning access data were collected through the Learning Management System (LMS). All participants were assessed by a multiple choice questionnaire (MCQ) before and after the face-to-face aspect alongside a practical cardiac arrest simulation (CAS-Test). Participant demographics and assessment outcomes were analysed. The mean post e-learning MCQ score was 83.7 (SD 7.3) and the mean post-course MCQ score was 87.7 (SD 7.9). The first attempt CAS-Test pass rate was 84.6% and overall pass rate 96.6%. Participants with previous ALS experience, ILS experience, or who were a core member of the resuscitation team performed better in the post-course MCQ, CAS-Test and overall assessment. Median time spent on the e-learning was 5.2h (IQR 3.7-7.1). There was a large range in the degree of access to e-learning content. Increased time spent accessing e-learning had no effect on the overall result (OR 0.98, P=0.367) on simulated learning outcome. Clinical experience through membership of cardiac arrest teams and previous ILS or ALS training were independent predictors of performance on the ALS course whilst time spent accessing e-learning materials did not affect course outcomes. This supports the blended approach to e-ALS which allows participants to tailor their e-learning experience to their specific needs. Copyright © 2017 Elsevier B.V. All rights reserved.

Comparison of Verbal Learning and Memory in Children with Heavy Prenatal Alcohol Exposure or Attention-Deficit/Hyperactivity Disorder

PubMed Central

Crocker, Nicole; Vaurio, Linnea; Riley, Edward P.; Mattson, Sarah N.

2011-01-01

Background Children with fetal alcohol spectrum disorders (FASD) have deficits in verbal learning and recall. However, the specificity of these deficits has not been adequately tested. In the current study, verbal learning and memory performance of children with heavy prenatal alcohol exposure was compared to children with attention-deficit/hyperactivity disorder (ADHD), a disorder commonly seen in alcohol-exposed children. Methods Performance on the California Verbal Learning Test – Children's Version (CVLT-C) was examined in three groups of children (N=22/group): (1) heavy prenatal alcohol exposure and ADHD (ALC), (2) nonexposed with ADHD (ADHD), and (3) nonexposed typically developing (CON). Groups were matched on age, sex, race, ethnicity, handedness, and socioeconomic status. Results Group differences were noted on learning trials (CON > ADHD > ALC). On the delayed recall trial, CON children performed better than both clinical groups, who did not differ from each other. Children in the ALC group demonstrated poorer recognition than children in the CON and ADHD groups, who did not differ from each other. Marginally significant group differences were noted on retention of previously learned material. Post hoc analyses indicated that ADHD children showed worse retention relative to the CON group, whereas retention in the ALC children remained intact. Conclusions These data suggest that children with heavy prenatal alcohol exposure and nonexposed children with ADHD show differential patterns of deficit on the CVLT-C. Performance of alcohol-exposed children reflects inefficient encoding of verbal material, whereas performance of the ADHD group may be better characterized by a deficit in retrieval of learned material. Differences noted between clinical groups add to a growing neurobehavioral profile of FASD that may aid in differential diagnosis. PMID:21410480

Evaluating Different Standard-Setting Methods in an ESL Placement Testing Context

ERIC Educational Resources Information Center

Shin, Sun-Young; Lidster, Ryan

2017-01-01

In language programs, it is crucial to place incoming students into appropriate levels to ensure that course curriculum and materials are well targeted to their learning needs. Deciding how and where to set cutscores on placement tests is thus of central importance to programs, but previous studies in educational measurement disagree as to which…

Understanding the Role of Academic Language on Conceptual Understanding in an Introductory Materials Science and Engineering Course

ERIC Educational Resources Information Center

Kelly, Jacquelyn

2012-01-01

Students may use the technical engineering terms without knowing what these words mean. This creates a language barrier in engineering that influences student learning. Previous research has been conducted to characterize the difference between colloquial and scientific language. Since this research had not yet been applied explicitly to…

Using the Scaffolding Numeracy in the Middle Years Assessment Materials to Support Student Learning

ERIC Educational Resources Information Center

Breed, Margarita

2012-01-01

The Scaffolding Numeracy in the Middle Years 2003-2006 Project (SNMY) focussed on the efficacy of an assessment-guided approach to improving student outcomes in numeracy in Years 4-8. The project was prompted by previous research (e.g., Siemon, Virgona & Corneille, 2001), which identified an "eight-year" range in student mathematical achievement…

Digital Learning Material for Student-Directed Model Building in Molecular Biology

ERIC Educational Resources Information Center

Aegerter-Wilmsen, Tinri; Coppens, Marjolijn; Janssen, Fred; Hartog, Rob; Bisseling, Ton

2005-01-01

The building of models to explain data and make predictions constitutes an important goal in molecular biology research. To give students the opportunity to practice such model building, two digital cases had previously been developed in which students are guided to build a model step by step. In this article, the development and initial…

Reading Strategies in Hypertexts and Factors Influencing Hyperlink Selection

ERIC Educational Resources Information Center

Protopsaltis, Aristidis

2008-01-01

Previous work applying cognitive load theory has demonstrated the effect of various text/graphic/narration relations on learning using multimedia material. Other work has looked at how the degree of integration between the text and graphics influences their use. This study set out to look at how the degree of integration between text and graphics…

Machine-learning-assisted materials discovery using failed experiments

NASA Astrophysics Data System (ADS)

Raccuglia, Paul; Elbert, Katherine C.; Adler, Philip D. F.; Falk, Casey; Wenny, Malia B.; Mollo, Aurelio; Zeller, Matthias; Friedler, Sorelle A.; Schrier, Joshua; Norquist, Alexander J.

2016-05-01

Inorganic-organic hybrid materials such as organically templated metal oxides, metal-organic frameworks (MOFs) and organohalide perovskites have been studied for decades, and hydrothermal and (non-aqueous) solvothermal syntheses have produced thousands of new materials that collectively contain nearly all the metals in the periodic table. Nevertheless, the formation of these compounds is not fully understood, and development of new compounds relies primarily on exploratory syntheses. Simulation- and data-driven approaches (promoted by efforts such as the Materials Genome Initiative) provide an alternative to experimental trial-and-error. Three major strategies are: simulation-based predictions of physical properties (for example, charge mobility, photovoltaic properties, gas adsorption capacity or lithium-ion intercalation) to identify promising target candidates for synthetic efforts; determination of the structure-property relationship from large bodies of experimental data, enabled by integration with high-throughput synthesis and measurement tools; and clustering on the basis of similar crystallographic structure (for example, zeolite structure classification or gas adsorption properties). Here we demonstrate an alternative approach that uses machine-learning algorithms trained on reaction data to predict reaction outcomes for the crystallization of templated vanadium selenites. We used information on ‘dark’ reactions—failed or unsuccessful hydrothermal syntheses—collected from archived laboratory notebooks from our laboratory, and added physicochemical property descriptions to the raw notebook information using cheminformatics techniques. We used the resulting data to train a machine-learning model to predict reaction success. When carrying out hydrothermal synthesis experiments using previously untested, commercially available organic building blocks, our machine-learning model outperformed traditional human strategies, and successfully predicted conditions for new organically templated inorganic product formation with a success rate of 89 per cent. Inverting the machine-learning model reveals new hypotheses regarding the conditions for successful product formation.

Designing worked examples for learning tangent lines to circles

NASA Astrophysics Data System (ADS)

Retnowati, E.; Marissa

2018-03-01

Geometry is a branch of mathematics that deals with shape and space, including the circle. A difficult topic in the circle may be the tangent line to circle. This is considered a complex material since students have to simultaneously apply several principles to solve the problems, these are the property of circle, definition of the tangent, measurement and Pythagorean theorem. This paper discusses designs of worked examples for learning tangent line to circles and how to apply this design to an effective and efficient instructional activity. When students do not have sufficient prior knowledge, solving tangent problems might be clumsy, and as a consequence, the problem-solving activity hinders learning. According to a Cognitive Load Theory, learning occurs when students can construct new knowledge based on the relevant knowledge previously learned. When the relevant knowledge is unavailable, providing students with the worked example is suggested. Worked example may reduce unproductive process during learning that causes extraneous cognitive load. Nevertheless, worked examples must be created in such a way facilitate learning.

Learning strategies during clerkships and their effects on clinical performance.

PubMed

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

2009-11-01

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

Does formal complexity reflect cognitive complexity? Investigating aspects of the Chomsky Hierarchy in an artificial language learning study.

PubMed

Öttl, Birgit; Jäger, Gerhard; Kaup, Barbara

2015-01-01

This study investigated whether formal complexity, as described by the Chomsky Hierarchy, corresponds to cognitive complexity during language learning. According to the Chomsky Hierarchy, nested dependencies (context-free) are less complex than cross-serial dependencies (mildly context-sensitive). In two artificial grammar learning (AGL) experiments participants were presented with a language containing either nested or cross-serial dependencies. A learning effect for both types of dependencies could be observed, but no difference between dependency types emerged. These behavioral findings do not seem to reflect complexity differences as described in the Chomsky Hierarchy. This study extends previous findings in demonstrating learning effects for nested and cross-serial dependencies with more natural stimulus materials in a classical AGL paradigm after only one hour of exposure. The current findings can be taken as a starting point for further exploring the degree to which the Chomsky Hierarchy reflects cognitive processes.

Does Formal Complexity Reflect Cognitive Complexity? Investigating Aspects of the Chomsky Hierarchy in an Artificial Language Learning Study

PubMed Central

Öttl, Birgit; Jäger, Gerhard; Kaup, Barbara

2015-01-01

This study investigated whether formal complexity, as described by the Chomsky Hierarchy, corresponds to cognitive complexity during language learning. According to the Chomsky Hierarchy, nested dependencies (context-free) are less complex than cross-serial dependencies (mildly context-sensitive). In two artificial grammar learning (AGL) experiments participants were presented with a language containing either nested or cross-serial dependencies. A learning effect for both types of dependencies could be observed, but no difference between dependency types emerged. These behavioral findings do not seem to reflect complexity differences as described in the Chomsky Hierarchy. This study extends previous findings in demonstrating learning effects for nested and cross-serial dependencies with more natural stimulus materials in a classical AGL paradigm after only one hour of exposure. The current findings can be taken as a starting point for further exploring the degree to which the Chomsky Hierarchy reflects cognitive processes. PMID:25885790

Development of E-Learning Materials for Machining Safety Education

NASA Astrophysics Data System (ADS)

Nakazawa, Tsuyoshi; Mita, Sumiyoshi; Matsubara, Masaaki; Takashima, Takeo; Tanaka, Koichi; Izawa, Satoru; Kawamura, Takashi

We developed two e-learning materials for Manufacturing Practice safety education: movie learning materials and hazard-detection learning materials. Using these video and sound media, students can learn how to operate machines safely with movie learning materials, which raise the effectiveness of preparation and review for manufacturing practice. Using these materials, students can realize safety operation well. Students can apply knowledge learned in lectures to the detection of hazards and use study methods for hazard detection during machine operation using the hazard-detection learning materials. Particularly, the hazard-detection learning materials raise students‧ safety consciousness and increase students‧ comprehension of knowledge from lectures and comprehension of operations during Manufacturing Practice.

A Hands-on Physical Analog Demonstration of Real-Time Volcano Deformation Monitoring with GNSS/GPS

NASA Astrophysics Data System (ADS)

Jones, J. R.; Schobelock, J.; Nguyen, T. T.; Rajaonarison, T. A.; Malloy, S.; Njinju, E. A.; Guerra, L.; Stamps, D. S.; Glesener, G. B.

2017-12-01

Teaching about volcano deformation and how scientists study these processes using GNSS/GPS may present some challenge since the volcanoes and/or GNSS/GPS equipment are not quite accessible to most teachers. Educators and curriculum materials specialists have developed and shared a number of activities and demonstrations to help students visualize volcanic processes and ways scientist use GNSS/GPS in their research. From resources provided by MEDL (the Modeling and Educational Demonstrations Laboratory) in the Department of Geosciences at Virginia Tech, we combined multiple materials and techniques from these previous works to produce a hands-on physical analog model from which students can learn about GNSS/GPS studies of volcano deformation. The model functions as both a qualitative and quantitative learning tool with good analogical affordances. In our presentation, we will describe multiple ways of teaching with the model, what kinds of materials can be used to build it, and ways we think the model could be enhanced with the addition of Vernier sensors for data collection.

Student attitudes towards clinical teaching resources in complementary medicine: a focus group examination of Australian naturopathic medicine students.

PubMed

Wardle, Jonathan Lee; Sarris, Jerome

2014-06-01

Complementary medicine is forming an increasingly large part of health care in developed countries and is increasingly being formally taught in tertiary academic settings. An exploratory study of naturopathic student perceptions of, use of and attitudes towards teaching resources in naturopathic clinical training and education. Focus groups were conducted with current and recent students of 4-year naturopathic degree programmes in Brisbane and Sydney to ascertain how they interact with clinical teaching materials, and their perceptions and attitudes towards teaching materials in naturopathic education. Naturopathic students have a complex and critical relationship with their learning materials. Although naturopathic practice is often defined by traditional evidence, students want information that both supports and is critical of traditional naturopathic practices, and focuses heavily on evidence-based medicine. Students remain largely ambivalent about new teaching technologies and would prefer that these develop organically as an evolution from printed materials, rather than depart from dramatically and radically from these previously established materials. Findings from this study will assist publishers, librarians and academics develop clinical information sources that appropriately meet student expectations and support their learning requirements. © 2014 The authors. Health Information and Libraries Journal © 2014 Health Libraries Group.

Open Learning Materials and Learning Centres.

ERIC Educational Resources Information Center

Clarke, Alan; Walmsley, Joyce

The availability and nature of open learning materials and centers in Great Britain were examined in a study that focused on the following: the open learning market; learning materials; commercial suppliers; basic skills materials; information technology materials; online learning; information technology and tutors; qualifications; prices;…

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

PubMed

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

2007-03-01

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

Inductive learning of thyroid functional states using the ID3 algorithm. The effect of poor examples on the learning result.

PubMed

Forsström, J

1992-01-01

The ID3 algorithm for inductive learning was tested using preclassified material for patients suspected to have a thyroid illness. Classification followed a rule-based expert system for the diagnosis of thyroid function. Thus, the knowledge to be learned was limited to the rules existing in the knowledge base of that expert system. The learning capability of the ID3 algorithm was tested with an unselected learning material (with some inherent missing data) and with a selected learning material (no missing data). The selected learning material was a subgroup which formed a part of the unselected learning material. When the number of learning cases was increased, the accuracy of the program improved. When the learning material was large enough, an increase in the learning material did not improve the results further. A better learning result was achieved with the selected learning material not including missing data as compared to unselected learning material. With this material we demonstrate a weakness in the ID3 algorithm: it can not find available information from good example cases if we add poor examples to the data.

Research and Teaching: Use of Toulmin's Argumentation Scheme for Student Discourse to Gain Insight about Guided Inquiry Activities in College Chemistry

ERIC Educational Resources Information Center

Kulatunga, Ushiri; Moog, Richard S.; Lewis, Jennifer E.

2014-01-01

Although student production of arguments in group learning environments has been shown to promote scientific reasoning and understanding of science concepts, little previous work has examined the relationship of the structure of curricular materials to the production of argumentation. In this study, we examined this relationship for a collection…

Role of Teacher-Initiated Discourses in Students' Development of Representational Fluency in Chemistry: A Case Study

ERIC Educational Resources Information Center

Warfa, Abdi-Rizak M.; Roehrig, Gillian H.; Schneider, Jamie L.; Nyachwaya, James

2014-01-01

Cooperative learning and inquiry-based pedagogies often present a new paradigm for science teachers in which their traditional role as expert content givers shifts to one of facilitation and coaching. Previous research on these pedagogies in chemistry mainly focused on the structure of the curriculum materials used with these pedagogies and their…

Accessibility Evaluation of Top-Ranking University Websites in World, Oceania, and Arab Categories for Home, Admission, and Course Description Webpages

ERIC Educational Resources Information Center

Alahmadi, Tahani; Drew, Steve

2017-01-01

Evaluating accessibility is an important equity step in assessing the effectiveness and usefulness of online learning materials for students with disabilities such as visual or hearing impairments. Previous studies in this area have indicated that, over time, university websites have become gradually more inaccessible. This paper relates findings…

Four Seventh Grade Students Who Qualify for Academic Intervention Services in Mathematics Learning Multi-Digit Multiplication with the Montessori Checkerboard

ERIC Educational Resources Information Center

Donabella, Mark A.; Rule, Audrey C.

2008-01-01

This article describes the positive impact of Montessori manipulative materials on four seventh grade students who qualified for academic intervention services because of previous low state test scores in mathematics. This mathematics technique for teaching multi-digit multiplication uses a placemat-sized quilt with different color-coded squares…

Vodcasts and Active-Learning Exercises in a “Flipped Classroom” Model of a Renal Pharmacotherapy Module

PubMed Central

Fox, Jeremy

2012-01-01

Objective. To implement a “flipped classroom” model for a renal pharmacotherapy topic module and assess the impact on pharmacy students’ performance and attitudes. Design. Students viewed vodcasts (video podcasts) of lectures prior to the scheduled class and then discussed interactive cases of patients with end-stage renal disease in class. A process-oriented guided inquiry learning (POGIL) activity was developed and implemented that complemented, summarized, and allowed for application of the material contained in the previously viewed lectures. Assessment. Students’ performance on the final examination significantly improved compared to performance of students the previous year who completed the same module in a traditional classroom setting. Students’ opinions of the POGIL activity and the flipped classroom instructional model were mostly positive. Conclusion. Implementing a flipped classroom model to teach a renal pharmacotherapy module resulted in improved student performance and favorable student perceptions about the instructional approach. Some of the factors that may have contributed to students’ improved scores included: student mediated contact with the course material prior to classes, benchmark and formative assessments administered during the module, and the interactive class activities. PMID:23275661

Effects of Instructor Attractiveness on Learning.

PubMed

Westfall, Richard; Millar, Murray; Walsh, Mandy

2016-01-01

Although a considerable body of research has examined the impact of student attractiveness on instructors, little attention has been given to the influence of instructor attractiveness on students. This study tested the hypothesis that persons would perform significantly better on a learning task when they perceived their instructor to be high in physical attractiveness. To test the hypothesis, participants listened to an audio lecture while viewing a photograph of instructor. The photograph depicted either a physically attractive instructor or a less attractive instructor. Following the lecture, participants completed a forced choice recognition task covering material from the lecture. Consistent with the predictions; attractive instructors were associated with more learning. Finally, we replicated previous findings demonstrating the role attractiveness plays in person perception.

The effectiveness of physics learning material based on South Kalimantan local wisdom

NASA Astrophysics Data System (ADS)

Hartini, Sri; Misbah, Helda, Dewantara, Dewi

2017-08-01

The local wisdom is essential element incorporated into learning process. However, there are no learning materials in Physics learning process which contain South Kalimantan local wisdom. Therefore, it is necessary to develop a Physics learning material based on South Kalimantan local wisdom. The objective of this research is to produce products in the form of learning material based on South Kalimantan local wisdom that is feasible and effective based on the validity, practicality, effectiveness of learning material and achievement of waja sampai kaputing (wasaka) character. This research is a research and development which refers to the ADDIE model. Data were obtained through the validation sheet of learning material, questionnaire, the test of learning outcomes and the sheet of character assesment. The research results showed that (1) the validity category of the learning material was very valid, (2) the practicality category of the learning material was very practical, (3) the effectiveness category of thelearning material was very effective, and (4) the achivement of wasaka characters was very good. In conclusion, the Physics learning materials based on South Kalimantan local wisdom are feasible and effective to be used in learning activities.

An anatomy precourse enhances student learning in veterinary anatomy.

PubMed

McNulty, Margaret A; Stevens-Sparks, Cathryn; Taboada, Joseph; Daniel, Annie; Lazarus, Michelle D

2016-07-08

Veterinary anatomy is often a source of trepidation for many students. Currently professional veterinary programs, similar to medical curricula, within the United States have no admission requirements for anatomy as a prerequisite course. The purpose of the current study was to evaluate the impact of a week-long precourse in veterinary anatomy on both objective student performance and subjective student perceptions of the precourse educational methods. Incoming first year veterinary students in the Louisiana State University School of Veterinary Medicine professional curriculum were asked to participate in a free precourse before the start of the semester, covering the musculoskeletal structures of the canine thoracic limb. Students learned the material either via dissection only, instructor-led demonstrations only, or a combination of both techniques. Outcome measures included student performance on examinations throughout the first anatomy course of the professional curriculum as compared with those who did not participate in the precourse. This study found that those who participated in the precourse did significantly better on examinations within the professional anatomy course compared with those who did not participate. Notably, this significant improvement was also identified on the examination where both groups were exposed to the material for the first time together, indicating that exposure to a small portion of veterinary anatomy can impact learning of anatomical structures beyond the immediate scope of the material previously learned. Subjective data evaluation indicated that the precourse was well received and students preferred guided learning via demonstrations in addition to dissection as opposed to either method alone. Anat Sci Educ 9: 344-356. © 2015 American Association of Anatomists. © 2015 American Association of Anatomists.

Inequality in early childhood neurodevelopment in six poor rural counties of China: a decomposition analysis.

PubMed

Zhang, Cuihong; Zhao, Chunxia; Liu, Xiangyu; Wei, Qianwei; Luo, Shusheng; Guo, Sufang; Zhang, Jingxu; Wang, Xiaoli; Scherpbier, Robert W

2017-12-08

Previous studies about inequality in children's health focused more on physical health than the neurodevelopment. In this study, we aimed to evaluate the inequality in early childhood neurodevelopment in poor rural China and explore the contributions of socioeconomic factors to the inequality. Information of 2120 children aged 0 to 35 months and their households in six poor rural counties of China was collected during July - September, 2013. Age and Stages Questionnaire-Chinese version, concentration index and decomposition analysis were used to assess the neurodevelopment of early childhood, measure its inequality and evaluate the contributions of socioeconomic factors to the inequality, respectively. The prevalence of suspected developmental delay in children under 35 months of age in six poor rural counties of China was nearly 40%, with the concentration index of -0.0877. Household economic status, caregivers' depressive symptoms, learning material and family support for learning were significantly associated with children's suspected developmental delay, and explained 34.1, 14.1, 8.9 and 7.0% of the inequality in early childhood neurodevelopment, respectively. The early childhood neurodevelopment in the surveyed area is poor and unfair. Factors including household economic status, caregivers' depressive symptoms, learning material and family support for learning are significantly associated with children's suspected developmental delay and early developmental inequality. The results highlight the urgent need of monitoring child neurodevelopment in poor rural areas. Interventions targeting the caregivers' depressive symptoms, providing learning material and developmental appropriate stimulating activities may help improve early childhood neurodevelopment and reduce its inequality.

Accelerated discovery of metallic glasses through iteration of machine learning and high-throughput experiments

PubMed Central

Wolverton, Christopher; Hattrick-Simpers, Jason; Mehta, Apurva

2018-01-01

With more than a hundred elements in the periodic table, a large number of potential new materials exist to address the technological and societal challenges we face today; however, without some guidance, searching through this vast combinatorial space is frustratingly slow and expensive, especially for materials strongly influenced by processing. We train a machine learning (ML) model on previously reported observations, parameters from physiochemical theories, and make it synthesis method–dependent to guide high-throughput (HiTp) experiments to find a new system of metallic glasses in the Co-V-Zr ternary. Experimental observations are in good agreement with the predictions of the model, but there are quantitative discrepancies in the precise compositions predicted. We use these discrepancies to retrain the ML model. The refined model has significantly improved accuracy not only for the Co-V-Zr system but also across all other available validation data. We then use the refined model to guide the discovery of metallic glasses in two additional previously unreported ternaries. Although our approach of iterative use of ML and HiTp experiments has guided us to rapid discovery of three new glass-forming systems, it has also provided us with a quantitatively accurate, synthesis method–sensitive predictor for metallic glasses that improves performance with use and thus promises to greatly accelerate discovery of many new metallic glasses. We believe that this discovery paradigm is applicable to a wider range of materials and should prove equally powerful for other materials and properties that are synthesis path–dependent and that current physiochemical theories find challenging to predict. PMID:29662953

Accelerated discovery of metallic glasses through iteration of machine learning and high-throughput experiments

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

Ren, Fang; Ward, Logan; Williams, Travis

With more than a hundred elements in the periodic table, a large number of potential new materials exist to address the technological and societal challenges we face today; however, without some guidance, searching through this vast combinatorial space is frustratingly slow and expensive, especially for materials strongly influenced by processing. We train a machine learning (ML) model on previously reported observations, parameters from physiochemical theories, and make it synthesis method–dependent to guide high-throughput (HiTp) experiments to find a new system of metallic glasses in the Co-V-Zr ternary. Experimental observations are in good agreement with the predictions of the model, butmore » there are quantitative discrepancies in the precise compositions predicted. We use these discrepancies to retrain the ML model. The refined model has significantly improved accuracy not only for the Co-V-Zr system but also across all other available validation data. We then use the refined model to guide the discovery of metallic glasses in two additional previously unreported ternaries. Although our approach of iterative use of ML and HiTp experiments has guided us to rapid discovery of three new glass-forming systems, it has also provided us with a quantitatively accurate, synthesis method–sensitive predictor for metallic glasses that improves performance with use and thus promises to greatly accelerate discovery of many new metallic glasses. We believe that this discovery paradigm is applicable to a wider range of materials and should prove equally powerful for other materials and properties that are synthesis path–dependent and that current physiochemical theories find challenging to predict.« less

Accelerated discovery of metallic glasses through iteration of machine learning and high-throughput experiments

DOE PAGES

Ren, Fang; Ward, Logan; Williams, Travis; ...

2018-04-01

With more than a hundred elements in the periodic table, a large number of potential new materials exist to address the technological and societal challenges we face today; however, without some guidance, searching through this vast combinatorial space is frustratingly slow and expensive, especially for materials strongly influenced by processing. We train a machine learning (ML) model on previously reported observations, parameters from physiochemical theories, and make it synthesis method–dependent to guide high-throughput (HiTp) experiments to find a new system of metallic glasses in the Co-V-Zr ternary. Experimental observations are in good agreement with the predictions of the model, butmore » there are quantitative discrepancies in the precise compositions predicted. We use these discrepancies to retrain the ML model. The refined model has significantly improved accuracy not only for the Co-V-Zr system but also across all other available validation data. We then use the refined model to guide the discovery of metallic glasses in two additional previously unreported ternaries. Although our approach of iterative use of ML and HiTp experiments has guided us to rapid discovery of three new glass-forming systems, it has also provided us with a quantitatively accurate, synthesis method–sensitive predictor for metallic glasses that improves performance with use and thus promises to greatly accelerate discovery of many new metallic glasses. We believe that this discovery paradigm is applicable to a wider range of materials and should prove equally powerful for other materials and properties that are synthesis path–dependent and that current physiochemical theories find challenging to predict.« less

Using the Flipped Classroom to Bridge the Gap to Generation Y

PubMed Central

Gillispie, Veronica

2016-01-01

Background: The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. Methods: During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received traditional classroom-based instruction. The flipped classroom group consisted of students from Rotation 2 and Rotation 3 of the 2015 academic year who received formal didactics via voice-over presentation and had the weekly problem-based learning sessions. Results: When comparing the students taught by traditional methods to those taught in the flipped classroom model, we saw a statistically significant increase in test scores on the multiple-choice question examination in both the obstetrics and gynecology sections in Rotation 2. While the average score for the flipped classroom group increased in Rotation 3 on the obstetrics section of the multiple-choice question examination, the difference was not statistically significant. Unexpectedly, the average score on the gynecology portion of the multiple-choice question examination decreased among the flipped classroom group compared to the traditional teaching group, and this decrease was statistically significant. For both the obstetrics and the gynecology portions of the OSCE, we saw statistically significant increases in the scores for the flipped classroom group in both Rotation 2 and Rotation 3 compared to the traditional teaching group. With the exception of the gynecology portion of the multiple-choice question examination in Rotation 3, we saw improvement in scores after the implementation of the flipped classroom. Conclusion: The flipped classroom is a feasible and useful alternative to the traditional classroom. It is a method that embraces Generation Y's need for active learning in a group setting while maintaining a traditional classroom method for introducing the information. Active learning increases student engagement and can lead to improved retention of material as demonstrated on standard examinations. PMID:27046401

Using the Flipped Classroom to Bridge the Gap to Generation Y.

PubMed

Gillispie, Veronica

2016-01-01

The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received traditional classroom-based instruction. The flipped classroom group consisted of students from Rotation 2 and Rotation 3 of the 2015 academic year who received formal didactics via voice-over presentation and had the weekly problem-based learning sessions. When comparing the students taught by traditional methods to those taught in the flipped classroom model, we saw a statistically significant increase in test scores on the multiple-choice question examination in both the obstetrics and gynecology sections in Rotation 2. While the average score for the flipped classroom group increased in Rotation 3 on the obstetrics section of the multiple-choice question examination, the difference was not statistically significant. Unexpectedly, the average score on the gynecology portion of the multiple-choice question examination decreased among the flipped classroom group compared to the traditional teaching group, and this decrease was statistically significant. For both the obstetrics and the gynecology portions of the OSCE, we saw statistically significant increases in the scores for the flipped classroom group in both Rotation 2 and Rotation 3 compared to the traditional teaching group. With the exception of the gynecology portion of the multiple-choice question examination in Rotation 3, we saw improvement in scores after the implementation of the flipped classroom. The flipped classroom is a feasible and useful alternative to the traditional classroom. It is a method that embraces Generation Y's need for active learning in a group setting while maintaining a traditional classroom method for introducing the information. Active learning increases student engagement and can lead to improved retention of material as demonstrated on standard examinations.

Discriminative illumination: per-pixel classification of raw materials based on optimal projections of spectral BRDF.

PubMed

Liu, Chao; Gu, Jinwei

2014-01-01

Classifying raw, unpainted materials--metal, plastic, ceramic, fabric, and so on--is an important yet challenging task for computer vision. Previous works measure subsets of surface spectral reflectance as features for classification. However, acquiring the full spectral reflectance is time consuming and error-prone. In this paper, we propose to use coded illumination to directly measure discriminative features for material classification. Optimal illumination patterns--which we call "discriminative illumination"--are learned from training samples, after projecting to which the spectral reflectance of different materials are maximally separated. This projection is automatically realized by the integration of incident light for surface reflection. While a single discriminative illumination is capable of linear, two-class classification, we show that multiple discriminative illuminations can be used for nonlinear and multiclass classification. We also show theoretically that the proposed method has higher signal-to-noise ratio than previous methods due to light multiplexing. Finally, we construct an LED-based multispectral dome and use the discriminative illumination method for classifying a variety of raw materials, including metal (aluminum, alloy, steel, stainless steel, brass, and copper), plastic, ceramic, fabric, and wood. Experimental results demonstrate its effectiveness.

El uso de escritos ensayisticos en clases de lengua espanola a nivel intermedio y superior (The Use of Written Essays in Intermediate and Advanced Level Spanish Language Classes).

ERIC Educational Resources Information Center

Busch, Hans Jorg

1994-01-01

Presents as an alternative to the traditional Spanish textbook a modular approach that consists of activities based on essay reading and grammar exercises. Students liked this form of instruction, and most indicated that they had learned material previously unknown to them. (seven references) (Author/CK)

School Completion: What We Learn from Different Measures of Family Background. Longitudinal Surveys of Australian Youth. Research Report 59

ERIC Educational Resources Information Center

Homel, Jacqueline; Mavisakalyan, Astghik; Nguyen, Ha Trong; Ryan, Chris

2012-01-01

This paper examines how disadvantage affects educational outcomes, in this instance, Year 12 completion. While previous studies have found a strong link between parental education or occupational status and Year 12 completion, this research was able to capture a broader set of cultural, material and resource aspects of disadvantage. It did this by…

Mathematics Through Science, Part II: Graphing, Equations and Linear Functions. Student Text. Revised Edition.

ERIC Educational Resources Information Center

Bolduc, Elroy J., Jr.; And Others

The purpose of this text is to teach learning and understanding of mathematics at grades seven through nine through the use of science experiments. Previous knowledge of science on the part of students or teachers is not necessary. The text is designed to be usable with any mathematics textbook in common use. The material can be covered in four…

Sleep-dependent memory consolidation is related to perceived value of learned material.

PubMed

van Rijn, Elaine; Lucignoli, Carlo; Izura, Cristina; Blagrove, Mark T

2017-06-01

Although many types of newly encoded information can be consolidated during sleep, an enhanced effect has been found for memories tagged as relevant to the future, such as through knowledge of future testing or payment for successful recall. In the current study, participants (n = 80) learned Welsh and Breton translations of English words, and intrinsic relevance of learned material was operationalized as perceived value of the Welsh and Breton languages. Participants were non-Welsh native English speakers who had recently arrived in Wales. Memory for the words was tested immediately and 12 h later, after either a period of wake or a period of sleep. An increase in recall for both languages was found after sleep, but not after wake. Importantly, for the sleep condition, overnight improvement in Welsh word recall was associated with participants' level of valuing the Welsh language. This association was not found for the wake period condition. These findings support previous indications of an active role of sleep in the consolidation of memories relevant for the future, and demonstrate that this effect may be modulated by individual differences in perceived value of the learned material. It remains to be established whether this association is mediated by an emotional attachment to the language or a cognitive facility with it, or both. © 2016 The Authors. Journal of Sleep Research published by John Wiley & Sons Ltd on behalf of European Sleep Research Society.

Preserved Statistical Learning of Tonal and Linguistic Material in Congenital Amusia

PubMed Central

Omigie, Diana; Stewart, Lauren

2011-01-01

Congenital amusia is a lifelong disorder whereby individuals have pervasive difficulties in perceiving and producing music. In contrast, typical individuals display a sophisticated understanding of musical structure, even in the absence of musical training. Previous research has shown that they acquire this knowledge implicitly, through exposure to music's statistical regularities. The present study tested the hypothesis that congenital amusia may result from a failure to internalize statistical regularities – specifically, lower-order transitional probabilities. To explore the specificity of any potential deficits to the musical domain, learning was examined with both tonal and linguistic material. Participants were exposed to structured tonal and linguistic sequences and, in a subsequent test phase, were required to identify items which had been heard in the exposure phase, as distinct from foils comprising elements that had been present during exposure, but presented in a different temporal order. Amusic and control individuals showed comparable learning, for both tonal and linguistic material, even when the tonal stream included pitch intervals around one semitone. However analysis of binary confidence ratings revealed that amusic individuals have less confidence in their abilities and that their performance in learning tasks may not be contingent on explicit knowledge formation or level of awareness to the degree shown in typical individuals. The current findings suggest that the difficulties amusic individuals have with real-world music cannot be accounted for by an inability to internalize lower-order statistical regularities but may arise from other factors. PMID:21779263

A Mobile Nanoscience and Electron Microscopy Outreach Program

NASA Astrophysics Data System (ADS)

Coffey, Tonya; Kelley, Kyle

2013-03-01

We have established a mobile nanoscience laboratory outreach program in Western NC that puts scanning electron microscopy (SEM) directly in the hands of K-12 students and the general public. There has been a recent push to develop new active learning materials to educate students at all levels about nanoscience and nanotechnology. Previous projects, such as Bugscope, nanoManipulator, or SPM Live! allowed remote access to advanced microscopies. However, placing SEM directly in schools has not often been possible because the cost and steep learning curve of these technologies were prohibitive, making this project quite novel. We have developed new learning modules for a microscopy outreach experience with a tabletop SEM (Hitachi TM3000). We present here an overview of our outreach and results of the assessment of our program to date.

Learning, technology and intellectual property: a survey of the philosophies and preferences of our trainees and peers.

PubMed

Bedoya, Maria A; Back, Susan J; Scanlon, Mary H; Delgado, Jorge; Darge, Kassa; Reid, Janet R

2016-12-01

Increasing workloads threaten the quality of teaching in academic radiology practices. There is a wealth of unfiltered educational resources for radiology on the internet. As a digital native, today's radiology trainee may have differing opinions from teachers about learning and intellectual property. To identify the preferences and philosophies regarding learning, technology and intellectual property toward the future development of an innovative radiology curriculum. An electronic survey with 22 questions was sent to 2,010 members of the Society for Pediatric Radiology and 100 radiology trainees. Three hundred sixty-one of the 2,110 surveys were returned. All questions were completed in 342 surveys. Fifty-three respondents were trainees (residents and fellows) and 289 respondents were radiologists (teachers). Time needed for a single learning activity in both groups is <30 min, but teachers spend less time (P=0.007). The preferred learning environments were point-of-care and outside work hours for both groups. Ideal lecture durations were 31-45 min for trainees and 21-30 min for teachers (P=0.001). Adoption of new technology showed late majority and laggard trends for both groups (P=0.296). Interest in gadgets was greater in trainees (17%) than teachers (2%) (P<0.001). Interest in lecture recording was greater in trainees (84%) than teachers (61%) (P=0.008). More trainees (61%) than teachers (42%) would not charge money for educational materials (P=0.028); 27% versus 13%, respectively, disagreed with dissemination of those materials beyond the institution (P=0.013). While millennial trainees are adult learners with a stronger comfort with technology, learning styles of trainees and teachers are more similar than was previously believed. Trainees and teachers hold conflicting philosophies about intellectual property. Results herein speak favorably for revising our teaching portfolio to include practical learning materials of short duration available at point-of-care.

The Development of Innovative Chemistry Learning Material for Bilingual Senior High School Students in Indonesia

ERIC Educational Resources Information Center

Situmorang, Manihar; Sitorus, Marham; Hutabarat, Wesly; Situmorang, Zakarias

2015-01-01

The development of innovative chemistry learning material for bilingual Senior High School (SHS) students in Indonesia is explained. The study is aimed to obtain an innovative chemistry learning material based on national curriculum in Indonesia to be used as a learning media in the teaching and learning activities. The learning material is…

The effectiveness of learning material with Edmodo to enhance the level of student's probabilistic thinking

NASA Astrophysics Data System (ADS)

Sujadi, Imam; Kurniasih, Rini; Subanti, Sri

2017-05-01

In the era of 21st century learning, it needs to use technology as a learning media. Using Edmodo as a learning media is one of the options as the complement in learning process. However, this research focuses on the effectiveness of learning material using Edmodo. The aim of this research to determine whether the level of student's probabilistic thinking that use learning material with Edmodo is better than the existing learning materials (books) implemented to teach the subject of students grade 8th. This is quasi-experimental research using control group pretest and posttest. The population of this study was students grade 8 of SMPN 12 Surakarta and the sampling technique used random sampling. The analysis technique used to examine two independent sample using Kolmogorov-Smirnov test. The obtained value of test statistic is M=0.38, since 0.38 is the largest tabled critical one-tailed value M0.05=0.011. The result of the research is the learning materials with Edmodo more effectively to enhance the level of probabilistic thinking learners than the learning that use the existing learning materials (books). Therefore, learning material using Edmodo can be used in learning process. It can also be developed into another learning material through Edmodo.

Student laboratory presentations as a learning tool in anatomy education.

PubMed

Chollet, Madeleine B; Teaford, Mark F; Garofalo, Evan M; DeLeon, Valerie B

2009-01-01

Previous studies have shown that anatomy students who complete oral laboratory presentations believe they understand the material better and retain it longer than they otherwise would if they only took examinations on the material; however, we have found no studies that empirically test such outcomes. The purpose of this study was to assess the effectiveness of oral presentations through comparisons with other methods of assessment, most notably, examination performance. Specifically, we tested whether students (n = 256) performed better on examination questions on topics covered by their oral presentations than on other topics. Each student completed two graded, 12-minute laboratory presentations on two different assigned topics during the course and took three examinations, each of which covered a third of the course material. Examination questions were characterized by type (memorization, pathway, analytical, spatial). A two-way repeated measures analysis of variance revealed that students performed better on topics covered by their presentations than on topics not covered by their presentations (P < 0.005), regardless of presentation grade (P > 0.05) and question type (P > 0.05). These results demonstrate empirically that oral presentations are an effective learning tool.

Differences in students' perceptions of learning compulsory foundation biochemistry in the health sciences professions.

PubMed

Minasian-Batmanian, Laura C; Lingard, Jennifer; Prosser, Michael

2005-11-01

Student approaches to learning vary from surface approaches to meaningful, deep learning practices. Differences in approach may be related to students' conceptions of the subject, perceptions of the learning environment, prior study experiences and performance on assessment. This study aims to explore entering students' conceptions of the unit they are about to study and how they intend to approach their studies. It involved a survey of 203 (of 250) first year students in a cross disciplinary unit in the Faculty of Health Sciences. They were asked to complete an open-ended response survey, including questions on what they thought they needed to do to learn biochemistry and what they thought the study of biochemistry was about. A phenomenographic methodology was used to identify categories of description for the questions. The paper will describe the categories in detail, the structural relationship between the categories and the distribution of responses within categories. The study reports a relationship between conception of the topic and approaches to learning. Students with more complex and coherent conceptions of the topic report that they were more likely to adopt deeper approaches to study than those with more fragmented conceptions. However, compared to previous studies, a surprisingly high proportion of students with more cohesive conceptions still intended to adopt more surface approaches. This may reflect the particular context of their learning, namely in a compulsory unit involving material for which most students have minimal background and difficulty seeing its relevance. Implications for teaching such foundation material are discussed.

The development of learning material using learning cycle 5E model based stem to improve students’ learning outcomes in Thermochemistry

NASA Astrophysics Data System (ADS)

sugiarti, A. C.; suyatno, S.; Sanjaya, I. G. M.

2018-04-01

The objective of this study is describing the feasibility of Learning Cycle 5E STEM (Science, Technology, Engineering, and Mathematics) based learning material which is appropriate to improve students’ learning achievement in Thermochemistry. The study design used 4-D models and one group pretest-posttest design to obtain the information about the improvement of sudents’ learning outcomes. The subject was learning cycle 5E based STEM learning materials which the data were collected from 30 students of Science class at 11th Grade. The techniques used in this study were validation, observation, test, and questionnaire. Some result attain: (1) all the learning materials contents were valid, (2) the practicality and the effectiveness of all the learning materials contents were classified as good. The conclution of this study based on those three condition, the Learnig Cycle 5E based STEM learning materials is appropriate to improve students’ learning outcomes in studying Thermochemistry.

Proposing a new iterative learning control algorithm based on a non-linear least square formulation - Minimising draw-in errors

NASA Astrophysics Data System (ADS)

Endelt, B.

2017-09-01

Forming operation are subject to external disturbances and changing operating conditions e.g. new material batch, increasing tool temperature due to plastic work, material properties and lubrication is sensitive to tool temperature. It is generally accepted that forming operations are not stable over time and it is not uncommon to adjust the process parameters during the first half hour production, indicating that process instability is gradually developing over time. Thus, in-process feedback control scheme might not-be necessary to stabilize the process and an alternative approach is to apply an iterative learning algorithm, which can learn from previously produced parts i.e. a self learning system which gradually reduces error based on historical process information. What is proposed in the paper is a simple algorithm which can be applied to a wide range of sheet-metal forming processes. The input to the algorithm is the final flange edge geometry and the basic idea is to reduce the least-square error between the current flange geometry and a reference geometry using a non-linear least square algorithm. The ILC scheme is applied to a square deep-drawing and the Numisheet’08 S-rail benchmark problem, the numerical tests shows that the proposed control scheme is able control and stabilise both processes.

An Investigation of Mental Coding Mechanisms and Heuristics Used in Electronics Troubleshooting.

DTIC Science & Technology

1980-04-01

that is, the particular program to be used for the decision making or problem solving exercise at hand. The relationships between LTM, the processor...stimulus input according to previously learned classifications. Norman continued by writing that the encoded information is the material which is stored...the manipulation of algebraic or other mathematical symbols according to the rules embodied in mathematical logic. Once these essentially content free

Using comprehension strategies with authentic text in a college chemistry course

NASA Astrophysics Data System (ADS)

Cain, Stephen Daniel

College science students learn important topics by reading textbooks, which contain dense technical prose. Comprehension strategies are known to increase learning from reading. One class of comprehension strategies, called elaboration strategies, is intended to link new information with prior knowledge. Elaboration strategies have an appeal in science courses where new information frequently depends on previously learned information. The purpose of this study was to determine the effectiveness of an elaboration strategy in an authentic college environment. General chemistry students read text about Lewis structures, figures drawn by chemists to depict molecules, while assigned to use either an elaboration strategy, namely elaborative interrogation, or another strategy, rereading, which served as a placebo control. Two texts of equal length were employed in this pretest-posttest experimental design. One was composed by the researcher. The other was an excerpt from a college textbook and contained a procedure for constructing Lewis structures. Students (N = 252) attending a large community college were randomly assigned to one of the two texts and assigned one of the two strategies. The elaborative interrogation strategy was implemented with instructions to answer why-questions posed throughout the reading. Answering why-questions has been hypothesized to activate prior knowledge of a topic, and thus to aid in cognitively connecting new material with prior knowledge. The rereading strategy was implemented with instructions to read text twice. The use of authentic text was one of only a few instances of applying elaborative interrogation with a textbook. In addition, previous studies have generally focused on the learning of facts contained in prose. The application of elaborative interrogation to procedural text has not been previously reported. Results indicated that the more effective strategy was undetermined when reading authentic text in this setting. However, prior knowledge level was identified as a statistically significant factor for learning from authentic text. That is, students with high prior knowledge learned more, regardless of assigned strategy. Another descriptive study was conducted with a separate student sample (N = 34). Previously reported Lewis structure research was replicated. The trend of difficulty for 50 structures in the earlier work was supported.

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.

Predicting Failure Under Laboratory Conditions: Learning the Physics of Slow Frictional Slip and Dynamic Failure

NASA Astrophysics Data System (ADS)

Rouet-Leduc, B.; Hulbert, C.; Riviere, J.; Lubbers, N.; Barros, K.; Marone, C.; Johnson, P. A.

2016-12-01

Forecasting failure is a primary goal in diverse domains that include earthquake physics, materials science, nondestructive evaluation of materials and other engineering applications. Due to the highly complex physics of material failure and limitations on gathering data in the failure nucleation zone, this goal has often appeared out of reach; however, recent advances in instrumentation sensitivity, instrument density and data analysis show promise toward forecasting failure times. Here, we show that we can predict frictional failure times of both slow and fast stick slip failure events in the laboratory. This advance is made possible by applying a machine learning approach known as Random Forests1(RF) to the continuous acoustic emission (AE) time series recorded by detectors located on the fault blocks. The RF is trained using a large number of statistical features derived from the AE time series signal. The model is then applied to data not previously analyzed. Remarkably, we find that the RF method predicts upcoming failure time far in advance of a stick slip event, based only on a short time window of data. Further, the algorithm accurately predicts the time of the beginning and end of the next slip event. The predicted time improves as failure is approached, as other data features add to prediction. Our results show robust predictions of slow and dynamic failure based on acoustic emissions from the fault zone throughout the laboratory seismic cycle. The predictions are based on previously unidentified tremor-like acoustic signals that occur during stress build up and the onset of macroscopic frictional weakening. We suggest that the tremor-like signals carry information about fault zone processes and allow precise predictions of failure at any time in the slow slip or stick slip cycle2. If the laboratory experiments represent Earth frictional conditions, it could well be that signals are being missed that contain highly useful predictive information. 1Breiman, L. Random forests. Machine Learning 45, 5-32 (2001). 2Rouet-Leduc, B. C. Hulbert, N. Lubbers, K. Barros and P. A. Johnson, Learning the physics of failure, in review (2016).

Long- and short-term retention of traditional instruction vs. previously tested tactual vs. innovative tactual resources on the achievement and attitudes of second-grade students in science

NASA Astrophysics Data System (ADS)

Mitchell, Sherese A.

This researcher investigated the long- and short-term retention of information using traditional instruction versus previously tested tactual resources versus innovative tactual resources on the achievement and attitudes of second-grade students in science. The processing of new and difficult knowledge has challenged many young children who tend to be kinesthetic or tactual learners. In compliance with the National Science Education Standards, students should be actively engaged in their own learning. Therefore, to boost student achievement in science, the use of tactual materials was implemented. The sample included 67 second-grade students drawn from three heterogeneously grouped classes in a low socio-economic neighborhood. It consisted of 30 females and 37 males of which 97 percent were African American, 2 percent were Hispanic, and 1 percent Other. Students were unaware of their diagnosed learning-style preference(s) during the instruction and assessment phases of the study. Therefore, students' knowledge of their learning-style preferences could not have had any impact on their achievement or attitudes. A counterbalanced research design was employed. During the first session, Group 1 was taught with previously tested tactual resources (Electroboards, Flip Chutes, Fact Wheels, and Fact Fans), and Group 3 was taught traditionally. During the second session of instruction, Group 1 received instruction with innovative tactual resources, Group 2 received traditional instruction, Group 3 received instruction with previously tested tactual resources. During the final session of instruction, Group 1 received traditional instruction, Group 2 received instruction with previously tested tactual resources, and Group 3 received instruction with innovative tactual resources. The results indicated that the use of tactual materials, regardless of whether they were previously tested or innovative, produced higher achievement gains and more positive attitudes than traditional instruction. The lowest gains in the General Linear Model procedure were in the traditional condition. An omnibus ANOVA revealed that the three conditions yielded significantly different results (F(2,65) = 4.66, p = .013). Pairwise analyses of mean differences indicated that the means of both the innovative tactual resources and previously tested tactual resources were significantly different from the means of the traditional condition, but were not significantly different from each other. A series of single factor t-tests was performed on the items of the attitude scale. Most ratings differed from 3.0. The single-sample t-tests indicated that all the ratings were significantly higher than 3.0. This result revealed that the traditional instruction was statistically less effective than the other two tactual treatments.

Learning and processing of nonverbal symbolic information in bilinguals and monolinguals

PubMed Central

Blumenfeld, Henrike K.; Adams, Ashley M.

2014-01-01

Bilinguals have been shown to outperform monolinguals on word learning and on inhibition tasks that require competition resolution. Yet the scope of such bilingual advantages remains underspecified. We compared bilinguals and monolinguals on nonverbal symbolic learning and on competition resolution while processing newly-learned material. Participants were trained on 12 tone-to-symbol mappings, combining timbre, pitch, and duration of tones. During subsequent processing, participants viewed a display with four symbols, and were instructed to identify the symbol that matched a simultaneously-presented tone. On competition trials, two symbols matched the tone in timbre and pitch, but only one matched the tone on timbre, pitch, and duration. No learning differences emerged between 27 Spanish-English bilinguals and 27 English monolinguals, and more successful learners performed better on the Peabody Picture Vocabulary task. During the processing task, competition trials yielded responses with lower accuracies and longer latencies than control trials. Further, in both groups, more successful learning of tone-to-symbol mappings was associated with more successful retrieval during processing. In monolinguals, English receptive vocabulary scores also influenced retrieval efficiency during processing, with English/Spanish vocabulary less related to the novel processing task in bilinguals. Finally, to examine inhibition of competing stimuli, priming probes were presented after each tone-symbol processing trial. These probes suggested that bilinguals, and to a lesser extent monolinguals, showed residual inhibition of competitors at 200 ms post-target identification. Together, findings suggest that learning of novel symbolic information may depend in part on previous linguistic knowledge (not bilingualism per se), and that, during processing of newly-learned material, subtle differences in retrieval and competition resolution may emerge between bilinguals and monolinguals. PMID:25360125

A collective case study of nursing students with learning disabilities.

PubMed

Kolanko, Kathrine M

2003-01-01

This collective case study described the meaning of being a nursing student with a learning disability and examined how baccalaureate nursing students with learning disabilities experienced various aspects of the nursing program. It also examined how their disabilities and previous educational and personal experiences influenced the meaning that they gave to their educational experiences. Seven nursing students were interviewed, completed a demographic data form, and submitted various artifacts (test scores, evaluation reports, and curriculum-based material) for document analysis. The researcher used Stake's model for collective case study research and analysis (1). Data analysis revealed five themes: 1) struggle, 2) learning how to learn with LD, 3) issues concerning time, 4) social support, and 5) personal stories. Theme clusters and individual variations were identified for each theme. Document analysis revealed that participants had average to above average intellectual functioning with an ability-achievement discrepancy among standardized test scores. Participants noted that direct instruction, structure, consistency, clear directions, organization, and a positive instructor attitude assisted learning. Anxiety, social isolation from peers, and limited time to process and complete work were problems faced by the participants.

Comparative Study of Learning Using E-Learning and Printed Materials on Independent Learning and Creativity

NASA Astrophysics Data System (ADS)

Wahyu Utami, Niken; Aziz Saefudin, Abdul

2018-01-01

This study aims to determine: 1) differences in students taking independent learning by using e-learning and the students who attend the learning by using the print instructional materials ; 2) differences in the creativity of students who follow learning with e-learning and the students who attend the learning by using the print instructional materials ; 3) differences in learning independence and creativity of students attend learning with e-learning and the students who attend lessons using printed teaching materials in the subject of Mathematics Instructional Media Development. This study was a quasi-experimental research design using only posttest control design. The study population was all students who take courses in Learning Mathematics Media Development, Academic Year 2014/2015 100 students and used a random sample (random sampling) is 60 students. To test the hypothesis used multivariate analysis of variance or multivariable analysis of variance (MANOVA) of the track. The results of this study indicate that 1) There is a difference in student learning independence following study using the e-learning and the students who attend lessons using printed teaching materials in the lecture PMPM ( F = 4.177, p = 0.046 < 0.05 ) ; 2 ) There is no difference in the creativity of the students who complete the learning by using e -learning and students to follow the learning using printed teaching materials in the lecture PMPM ( F = 0.470, p = 0.496 > 0.05) ; No difference learning independence and creativity of students attend learning by using e-learning and the students who attend the learning using printed teaching materials in the lecture PMPM (F = 2.452, p = 0.095 > 0.05). Based on these studies suggested that the learning using e -learning can be used to develop student creativity, while learning to use e -learning and teaching materials can be printed to use to develop students’ independence.

Materials processing in space, 1980 science planning document. [crystal growth, containerless processing, solidification, bioprocessing, and ultrahigh vacuum processes

NASA Technical Reports Server (NTRS)

Naumann, R. J.

1980-01-01

The scientific aspects of the Materials Processing in Space program are described with emphasis on the major categories of interest: (1) crystal growth; (2) solidification of metals, alloys, and composites; (3) fluids and chemical processes; (4) containerless processing, glasses, and refractories; (5) ultrahigh vacuum processes; and (6) bioprocessing. An index is provided for each of these areas. The possible contributions that materials science experiments in space can make to the various disciplines are summarized, and the necessity for performing experiments in space is justified. What has been learned from previous experiments relating to space processing, current investigations, and remaining issues that require resolution are discussed. Recommendations for the future direction of the program are included.

To have or to learn? The effects of materialism on British and Chinese children's learning.

PubMed

Ku, Lisbeth; Dittmar, Helga; Banerjee, Robin

2014-05-01

This article presents a systematic attempt to examine the associations of materialism with learning in 9- to 11-year-old children in 2 countries of similar economic development but different cultural heritage. Using cross-sectional, longitudinal, and experimental methods, we test a theoretically driven model of associations among materialism, learning motivations, and learning outcomes. Convergent findings suggest that a materialist orientation in elementary school children lowers intrinsic learning motivations, fosters extrinsic learning motivations, and leads to poorer learning outcomes. Materialism was linked directly to lower exam performance, and this link was mediated by lower mastery and heightened performance goals, with patterns not differing between British and Hong Kong Chinese children (Study 1). A follow-up showed that initial materialism predicted worse exam grades 1 year later, suggesting a detrimental long-term effect on Chinese children's school performance (Study 2). We then tested relationships between materialism and learning experimentally, by priming a momentary (state) orientation toward materialism. Writing about material possessions and money affected Chinese children's learning motivations, so that they endorsed lower mastery and higher performance goals (Study 3). A video-diary materialism prime had significant effects on actual learning behaviors, leading British children to (a) choose a performance-oriented learning task over a mastery-oriented task and (b) give up on the task more quickly (Study 4). This research has important implications for personality psychology, educational policy, and future research.

Learning material recommendation based on case-based reasoning similarity scores

NASA Astrophysics Data System (ADS)

Masood, Mona; Mokmin, Nur Azlina Mohamed

2017-10-01

A personalized learning material recommendation is important in any Intelligent Tutoring System (ITS). Case-based Reasoning (CBR) is an Artificial Intelligent Algorithm that has been widely used in the development of ITS applications. This study has developed an ITS application that applied the CBR algorithm in the development process. The application has the ability to recommend the most suitable learning material to the specific student based on information in the student profile. In order to test the ability of the application in recommending learning material, two versions of the application were created. The first version displayed the most suitable learning material and the second version displayed the least preferable learning material. The results show the application has successfully assigned the students to the most suitable learning material.

Adaptation Criteria for the Personalised Delivery of Learning Materials: A Multi-Stage Empirical Investigation

ERIC Educational Resources Information Center

Thalmann, Stefan

2014-01-01

Personalised e-Learning represents a major step-change from the one-size-fits-all approach of traditional learning platforms to a more customised and interactive provision of learning materials. Adaptive learning can support the learning process by tailoring learning materials to individual needs. However, this requires the initial preparation of…

An Ontology to Support the Classification of Learning Material in an Organizational Learning Environment: An Evaluation

ERIC Educational Resources Information Center

Valaski, Joselaine; Reinehr, Sheila; Malucelli, Andreia

2017-01-01

Purpose: The purpose of this research was to evaluate whether ontology integrated in an organizational learning environment may support the automatic learning material classification in a specific knowledge area. Design/methodology/approach: An ontology for recommending learning material was integrated in the organizational learning environment…

Self-assessed learning style correlates to use of supplemental learning materials in an online course management system.

PubMed

Halbert, Caitlin; Kriebel, Richard; Cuzzolino, Robert; Coughlin, Patrick; Fresa-Dillon, Kerin

2011-01-01

The benefit of online learning materials in medical education is not well defined. The study correlated certain self-identified learning styles with the use of self-selected online learning materials. First-year osteopathic medical students were given access to review and/or summary materials via an online course management system (CMS) while enrolled in a pre-clinical course. At the end of the course, students completed a self-assessment of learning style based on the Index of Learning Styles and a brief survey regarding their usage and perceived advantage of the online learning materials. Students who accessed the online materials earned equivalent grades to those who did not. However, the study found that students who described their learning styles as active, intuitive, global, and/or visual were more likely to use online educational resources than those who identified their learning style as reflective, sensing, sequential, and/or verbal. Identification of a student's learning style can help medical educators direct students to learning resources that best suit their individual needs.

Learning Materials Recommendation Using Good Learners' Ratings and Content-Based Filtering

ERIC Educational Resources Information Center

Ghauth, Khairil Imran; Abdullah, Nor Aniza

2010-01-01

The enormity of the amount of learning materials in e-learning has led to the difficulty of locating suitable learning materials for a particular learning topic, creating the need for recommendation tools within a learning context. In this paper, we aim to address this need by proposing a novel e-learning recommender system framework that is based…

The effects of list-method directed forgetting on recognition memory.

PubMed

Benjamin, Aaron S

2006-10-01

It is an almost universally accepted claim that the list-method procedure of inducing directed forgetting does not affect recognition. However, previous studies have omitted a critical comparison in reaching this conclusion. This article reports evidence that recognition of material learned after cue presentation is superior for conditions in which the material that preceded cue presentation was designated as to-be-forgotten. Because the absence of an effect of directed-forgetting instructions on recognition is the linchpin of the theoretical claim that retrieval inhibition and not selective rehearsal underlies that effect, the present results call into question the need to postulate a role for inhibition in directed forgetting.

Interactive laboratory classes enhance neurophysiological knowledge in Thai medical students.

PubMed

Wongjarupong, Nicha; Niyomnaitham, Danai; Vilaisaktipakorn, Pitchamol; Suksiriworaboot, Tanawin; Qureshi, Shaun Peter; Bongsebandhu-Phubhakdi, Saknan

2018-03-01

Interactive laboratory class (ILC) is a two-way communication teaching method that encourages students to correlate laboratory findings with materials from lectures. In Thai medical education, active learning methods are uncommon. This paper aims to establish 1) if ILCs would effectively promote physiology learning; 2) if effectiveness would be found in both previously academically high-performing and low-performing students; and 3) the acceptability of ILCs to Thai medical students as a novel learning method. Two hundred seventy-eight second-year medical students were recruited to this study. We conducted three ILC sessions, which followed corresponding lectures. We carried out multiple-choice pre- and post-ILC assessments of knowledge and compared by repeated-measures ANOVA and unpaired t-test. Subgroup analysis was performed to compare high-performance (HighP) and low-performance (LowP) students. After the ILCs, participants self-rated their knowledge and satisfaction. Post-ILC test scores increased significantly compared with pre-ILC test scores in all three sessions. Mean scores of each post-ILC test increased significantly from pre-ILC test in both LowP and HighP groups. More students self-reported a "very high" and "high" level of knowledge after ILCs. Most students agreed that ILCs provided more discussion opportunity, motivated their learning, and made lessons more enjoyable. As an adjunct to lectures, ILCs can enhance knowledge in medical students, regardless of previous academic performance. Students perceived ILC as useful and acceptable. This study supports the active learning methods in physiology education, regardless of cultural context.

The Development of Inquiry Learning Materials to Complete Content Life System Organization in Junior High School Students

NASA Astrophysics Data System (ADS)

Mayasari, F.; Raharjo; Supardi, Z. A. I.

2018-01-01

This research aims to develop the material eligibility to complete the inquiry learning of student in the material organization system of junior high school students. Learning materials developed include syllabi, lesson plans, students’ textbook, worksheets, and learning achievement test. This research is the developmental research which employ Dick and Carey model to develop learning material. The experiment was done in Junior High School 4 Lamongan regency using One Group Pretest-Posttest Design. The data collection used validation, observation, achievement test, questionnaire administration, and documentation. Data analysis techniques used quantitative and qualitative descriptive.The results showed that the developed learning material was valid and can be used. Learning activity accomplished with good category, where student activities were observed. The aspects of attitudes were observed during the learning process are honest, responsible, and confident. Student learning achievement gained an average of 81, 85 in complete category, with N-Gain 0, 75 for a high category. The activities and student response to learning was very well categorized. Based on the results, this researcher concluded that the device classified as feasible of inquiry-based learning (valid, practical, and effective) system used on the material organization of junior high school students.

People use the memory for past-test heuristic as an explicit cue for judgments of learning.

PubMed

Serra, Michael J; Ariel, Robert

2014-11-01

When people estimate their memory for to-be-learned material over multiple study-test trials, they tend to base their judgments of learning (JOLs) on their test performance for those materials on the previous trial. Their use of this information-known as the memory for past-test (MPT) heuristic-is believed to be responsible for improvements in the relative accuracy (resolution) of people's JOLs across learning trials. Although participants seem to use past-test information as a major basis for their JOLs, little is known about how learners translate this information into a judgment of learning. Toward this end, in two experiments, we examined whether participants factored past-test performance into their JOLs in either an explicit, theory-based way or an implicit way. To do so, we had one group of participants (learners) study paired associates, make JOLs, and take a test on two study-test trials. Other participants (observers) viewed learners' protocols and made JOLs for the learners. Presumably, observers could only use theory-based information to make JOLs for the learners, which allowed us to estimate the contribution of explicit and implicit information to learners' JOLs. Our analyses suggest that all participants factored simple past-test performance into their JOLs in an explicit, theory-based way but that this information made limited contributions to improvements in relative accuracy across trials. In contrast, learners also used other privileged, implicit information about their learning to inform their judgments (that observers had no access to) that allowed them to achieve further improvements in relative accuracy across trials.

Discovery of Intermetallic Compounds from Traditional to Machine-Learning Approaches.

PubMed

Oliynyk, Anton O; Mar, Arthur

2018-01-16

Intermetallic compounds are bestowed by diverse compositions, complex structures, and useful properties for many materials applications. How metallic elements react to form these compounds and what structures they adopt remain challenging questions that defy predictability. Traditional approaches offer some rational strategies to prepare specific classes of intermetallics, such as targeting members within a modular homologous series, manipulating building blocks to assemble new structures, and filling interstitial sites to create stuffed variants. Because these strategies rely on precedent, they cannot foresee surprising results, by definition. Exploratory synthesis, whether through systematic phase diagram investigations or serendipity, is still essential for expanding our knowledge base. Eventually, the relationships may become too complex for the pattern recognition skills to be reliably or practically performed by humans. Complementing these traditional approaches, new machine-learning approaches may be a viable alternative for materials discovery, not only among intermetallics but also more generally to other chemical compounds. In this Account, we survey our own efforts to discover new intermetallic compounds, encompassing gallides, germanides, phosphides, arsenides, and others. We apply various machine-learning methods (such as support vector machine and random forest algorithms) to confront two significant questions in solid state chemistry. First, what crystal structures are adopted by a compound given an arbitrary composition? Initial efforts have focused on binary equiatomic phases AB, ternary equiatomic phases ABC, and full Heusler phases AB 2 C. Our analysis emphasizes the use of real experimental data and places special value on confirming predictions through experiment. Chemical descriptors are carefully chosen through a rigorous procedure called cluster resolution feature selection. Predictions for crystal structures are quantified by evaluating probabilities. Major results include the discovery of RhCd, the first new binary AB compound to be found in over 15 years, with a CsCl-type structure; the connection between "ambiguous" prediction probabilities and the phenomenon of polymorphism, as illustrated in the case of TiFeP (with TiNiSi- and ZrNiAl-type structures); and the preparation of new predicted Heusler phases MRu 2 Ga and RuM 2 Ga (M = first-row transition metal) that are not obvious candidates. Second, how can the search for materials with desired properties be accelerated? One particular application of strong current interest is thermoelectric materials, which present a particular challenge because their optimum performance depends on achieving a balance of many interrelated physical properties. Making use of a recommendation engine developed by Citrine Informatics, we have identified new candidates for thermoelectric materials, including previously unknown compounds (e.g., TiRu 2 Ga with Heusler structure; Mn(Ru 0.4 Ge 0.6 ) with CsCl-type structure) and previously reported compounds but counterintuitive candidates (e.g., Gd 12 Co 5 Bi). An important lesson in these investigations is that the machine-learning models are only as good as the experimental data used to develop them. Thus, experimental work will continue to be necessary to improve the predictions made by machine learning.

Language learning without control: the role of the PFC.

PubMed

Friederici, Angela D; Mueller, Jutta L; Sehm, Bernhard; Ragert, Patrick

2013-05-01

Learning takes place throughout lifetime but differs in infants and adults because of the development of the PFC, a brain region responsible for cognitive control. To test this hypothesis, adults were investigated in a language learning paradigm under inhibitory, cathodal transcranial direct current stimulation over PFC. The experiment included a learning session interspersed with test phases and a test-only session. The stimulus material required the learning of grammatical dependencies between two elements in a novel language. In a parallel design, cathodal transcranial direct current stimulation over the left PFC, right PFC, or sham stimulation was applied during the learning session but not during the test-only session. Event-related brain potentials (ERPs) were recorded during both sessions. Whereas no ERP learning effects were observed during the learning session, different ERP learning effects as a function of prior stimulation type were found during the test-only session, although behavioral learning success was equal across conditions. With sham stimulation, the ERP learning effect was reflected in a centro-parietal N400-like negativity indicating lexical processes. Inhibitory stimulation over the left PFC, but not over the right PFC, led to a late positivity similar to that previously observed in prelinguistic infants indicating associative learning. The present data demonstrate that adults can learn with and without cognitive control using different learning mechanisms. In the presence of cognitive control, adult language learning is lexically guided, whereas it appears to be associative in nature when PFC control is downregulated.

An eye movement corpus study of the age-of-acquisition effect.

PubMed

Dirix, Nicolas; Duyck, Wouter

2017-12-01

In the present study, we investigated the effects of word-level age of acquisition (AoA) on natural reading. Previous studies, using multiple language modalities, showed that earlier-learned words are recognized, read, spoken, and responded to faster than words learned later in life. Until now, in visual word recognition the experimental materials were limited to single-word or sentence studies. We analyzed the data of the Ghent Eye-tracking Corpus (GECO; Cop, Dirix, Drieghe, & Duyck, in press), an eyetracking corpus of participants reading an entire novel, resulting in the first eye movement megastudy of AoA effects in natural reading. We found that the ages at which specific words were learned indeed influenced reading times, above other important (correlated) lexical variables, such as word frequency and length. Shorter fixations for earlier-learned words were consistently found throughout the reading process, in both early (single-fixation durations, first-fixation durations, gaze durations) and late (total reading times) measures. Implications for theoretical accounts of AoA effects and eye movements are discussed.

STEAM: a software tool based on empirical analysis for micro electro mechanical systems

NASA Astrophysics Data System (ADS)

Devasia, Archana; Pasupuleti, Ajay; Sahin, Ferat

2006-03-01

In this research a generalized software framework that enables accurate computer aided design of MEMS devices is developed. The proposed simulation engine utilizes a novel material property estimation technique that generates effective material properties at the microscopic level. The material property models were developed based on empirical analysis and the behavior extraction of standard test structures. A literature review is provided on the physical phenomena that govern the mechanical behavior of thin films materials. This survey indicates that the present day models operate under a wide range of assumptions that may not be applicable to the micro-world. Thus, this methodology is foreseen to be an essential tool for MEMS designers as it would develop empirical models that relate the loading parameters, material properties, and the geometry of the microstructures with its performance characteristics. This process involves learning the relationship between the above parameters using non-parametric learning algorithms such as radial basis function networks and genetic algorithms. The proposed simulation engine has a graphical user interface (GUI) which is very adaptable, flexible, and transparent. The GUI is able to encompass all parameters associated with the determination of the desired material property so as to create models that provide an accurate estimation of the desired property. This technique was verified by fabricating and simulating bilayer cantilevers consisting of aluminum and glass (TEOS oxide) in our previous work. The results obtained were found to be very encouraging.

A WEB based approach in biomedical engineering design education.

PubMed

Enderle, J D; Browne, A F; Hallowell, M B

1997-01-01

As part of the accreditation process for university engineering programs, students are required to complete a minimum number of design credits in their course of study, typically at the senior level. Many call this the capstone course. Engineering design is a course or series of courses that bring together concepts and principles that students learn in their field of study--it involves the integration and extension of material learned in their major toward a specific project. Most often, the student is exposed to system-wide analysis, critique and evaluation for the first time. Design is an iterative, decision making process in which the student optimally applies previously learned material to meet a stated objective. At the University of Connecticut, students work in teams of 3-4 members and work on externally sponsored projects. To facilitate working with sponsors, a WEB based approach is used for reporting the progress on projects. Students are responsible for creating their own WEB sites that support both html and pdf formats. Students provide the following deliverables: weekly progress reports, project statement, specifications, project proposal, interim report, and final report. A senior design homepage also provides links to data books and other resources for use by students. We are also planning distance learning experiences between two campuses so students can work on projects that involve the use of video conferencing.

Socio-material perspectives on interprofessional team and collaborative learning.

PubMed

McMurtry, Angus; Rohse, Shanta; Kilgour, Kelly N

2016-02-01

Interprofessional teamwork and collaboration have become important parts of health care practice and education. Most of the literature on interprofessional learning, however, assumes that learning is something acquired by individuals and readily transferred to other contexts. This assumption severely limits the ways in which interprofessional educators and researchers can conceptualise and support learning related to collaborative interprofessional health care. Socio-material theories provide an alternative to individualistic, acquisition-oriented notions by reconceiving learning in terms of collective dynamics, participation in social communities and active engagement with material contexts. Socio-material literature and theories were reviewed to identify concepts relevant to interprofessional learning. After briefly summarising the origins and key principles of socio-material approaches, the authors draw upon specific socio-material theories--including complexity theory, cultural-historical activity theory and actor-network theory--in order to reconceive how learning happens in interprofessional contexts. This reframing of interprofessional learning focuses less on individuals and more on collective dynamics and the actual social and material relations involved in practice. The paper proposes five ways in which learning may be enacted in interprofessional teamwork and collaboration from a socio-material perspective: (i) diverse contributions; (ii) social interactions and relationships; (iii) synthesis of professional ideas; (iv) integration of material elements, and (v) connections to large-scale organisations. For each of these categories, the paper provides practical illustrations to assist educators and researchers who wish to identify and assess this learning. Although more exploratory than comprehensive, this paper articulates many key aspects of socio-material learning theories and offers practical guidance for those who wish to employ and assess them in interprofessional contexts. © 2016 John Wiley & Sons Ltd.

Using NCLab-karel to improve computational thinking skill of junior high school students

NASA Astrophysics Data System (ADS)

Kusnendar, J.; Prabawa, H. W.

2018-05-01

Increasingly human interaction with technology and the increasingly complex development of digital technology world make the theme of computer science education interesting to study. Previous studies on Computer Literacy and Competency reveal that Indonesian teachers in general have fairly high computational skill, but their skill utilization are limited to some applications. This engenders limited and minimum computer-related learning for the students. On the other hand, computer science education is considered unrelated to real-world solutions. This paper attempts to address the utilization of NCLab- Karel in shaping the computational thinking in students. This computational thinking is believed to be able to making learn students about technology. Implementation of Karel utilization provides information that Karel is able to increase student interest in studying computational material, especially algorithm. Observations made during the learning process also indicate the growth and development of computing mindset in students.

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

NASA Astrophysics Data System (ADS)

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

2016-01-01

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

Survival Learning Materials.

ERIC Educational Resources Information Center

Wilson, Robert M.; Barnes, Marcia M.

This booklet is designed to provide some starter ideas for teachers to use in developing their own packet of learning materials. The procedures suggested and the examples included are literally starters. "Introduction to Survival Learning Materials" presents some procedures to help teachers get started in developing materials. "Following…

Learning during Processing: Word Learning Doesn't Wait for Word Recognition to Finish

ERIC Educational Resources Information Center

Apfelbaum, Keith S.; McMurray, Bob

2017-01-01

Previous research on associative learning has uncovered detailed aspects of the process, including what types of things are learned, how they are learned, and where in the brain such learning occurs. However, perceptual processes, such as stimulus recognition and identification, take time to unfold. Previous studies of learning have not addressed…

Digital Geological Mapping for Earth Science Students

NASA Astrophysics Data System (ADS)

England, Richard; Smith, Sally; Tate, Nick; Jordan, Colm

2010-05-01

This SPLINT (SPatial Literacy IN Teaching) supported project is developing pedagogies for the introduction of teaching of digital geological mapping to Earth Science students. Traditionally students are taught to make geological maps on a paper basemap with a notebook to record their observations. Learning to use a tablet pc with GIS based software for mapping and data recording requires emphasis on training staff and students in specific GIS and IT skills and beneficial adjustments to the way in which geological data is recorded in the field. A set of learning and teaching materials are under development to support this learning process. Following the release of the British Geological Survey's Sigma software we have been developing generic methodologies for the introduction of digital geological mapping to students that already have experience of mapping by traditional means. The teaching materials introduce the software to the students through a series of structured exercises. The students learn the operation of the software in the laboratory by entering existing observations, preferably data that they have collected. Through this the students benefit from being able to reflect on their previous work, consider how it might be improved and plan new work. Following this they begin fieldwork in small groups using both methods simultaneously. They are able to practise what they have learnt in the classroom and review the differences, advantages and disadvantages of the two methods, while adding to the work that has already been completed. Once the field exercises are completed students use the data that they have collected in the production of high quality map products and are introduced to the use of integrated digital databases which they learn to search and extract information from. The relatively recent development of the technologies which underpin digital mapping also means that many academic staff also require training before they are able to deliver the course materials. Consequently, a set of staff training materials are being developed in parallel to those for the students. These focus on the operation of the software and an introduction to the structure of the exercises. The presentation will review the teaching exercises and student and staff responses to their introduction.

A Rule-Based System for Hybrid Search and Delivery of Learning Objects to Learners

ERIC Educational Resources Information Center

Biletskiy, Yevgen; Baghi, Hamidreza; Steele, Jarrett; Vovk, Ruslan

2012-01-01

Purpose: Presently, searching the internet for learning material relevant to ones own interest continues to be a time-consuming task. Systems that can suggest learning material (learning objects) to a learner would reduce time spent searching for material, and enable the learner to spend more time for actual learning. The purpose of this paper is…

Psychological Principles in Materials Selection.

ERIC Educational Resources Information Center

Colvin, Cynthia M.

Those psychological principles which might aid the teacher in the selection of instructional materials are examined. Since learning is a process which builds sequentially on past learning, beginning reading materials should include words that have personal relevance for the individual child. Meaningful material is learned more quickly than…

Inquiry-Oriented Learning Material to Increased General Physics Competence Achievement

ERIC Educational Resources Information Center

Sinuraya, Jurubahasa

2016-01-01

This study aims to produce inquiry-oriented general physics learning material to improve student learning outcome. Development steps of learning materials were adapted from the design model of Dick and Carey. Stages of development consists of three phases: planning, development, and formative evaluation and revision. Implementation of formative…

Evaluation of the e-Learning material developed by EMERALD and EMIT for diagnostic imaging and radiotherapy.

PubMed

Aitken, Victoria; Tabakov, Slavik

2005-09-01

Two Leonardo projects, EMERALD and EMIT, have developed in a partnershipof university and hospital departments (the consortia) e-Learning materials in X-ray diagnostic radiology, nuclear medicine, radiotherapy, ultrasound and magnetic resonance imaging for medical physics graduates and other healthcare professionals. These e-Learning materials are described in a separate paper in this issue. To assess the effectiveness and relevance of the e-Learning material, a series of evaluations by student users groups plus experts in medical physics education and training were undertaken. The students, with backgrounds in physics and clinical ultrasound, reviewed the e-Learning material using an evaluation form developed by the consortia. The student feedback was favourable with students commenting that their level of knowledge had increased having completed the tasks. Areas identified for development were a reduction in text volume and an increase in the time allowed for completion of some tasks. The feedback from the experts was positive with an overall appreciation of the value of the learning material as a resource for students in medical physics field across Europe and identified other disciplines in which the access to the learning material could be useful contribution to their learning. Suggestions made for improvements ranged from grading the tasks into basic and advanced topics to increasing the interactive nature of the material. These early evaluation of the e-Learning material look promising and provide a framework for further developments in the field. Insight into users and providers views is important if developers are to provide relevant and worthwhile educational learning opportunities.

Integration of Temporal and Ordinal Information During Serial Interception Sequence Learning

PubMed Central

Gobel, Eric W.; Sanchez, Daniel J.; Reber, Paul J.

2011-01-01

The expression of expert motor skills typically involves learning to perform a precisely timed sequence of movements (e.g., language production, music performance, athletic skills). Research examining incidental sequence learning has previously relied on a perceptually-cued task that gives participants exposure to repeating motor sequences but does not require timing of responses for accuracy. Using a novel perceptual-motor sequence learning task, learning a precisely timed cued sequence of motor actions is shown to occur without explicit instruction. Participants learned a repeating sequence through practice and showed sequence-specific knowledge via a performance decrement when switched to an unfamiliar sequence. In a second experiment, the integration of representation of action order and timing sequence knowledge was examined. When either action order or timing sequence information was selectively disrupted, performance was reduced to levels similar to completely novel sequences. Unlike prior sequence-learning research that has found timing information to be secondary to learning action sequences, when the task demands require accurate action and timing information, an integrated representation of these types of information is acquired. These results provide the first evidence for incidental learning of fully integrated action and timing sequence information in the absence of an independent representation of action order, and suggest that this integrative mechanism may play a material role in the acquisition of complex motor skills. PMID:21417511

Impact on Student Motivation by Using a QR-Based U-Learning Material Production System to Create Authentic Learning Experiences

ERIC Educational Resources Information Center

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

2015-01-01

This study developed a QR-based U-Learning Material Production System (QR-ULMPS) that provides teachers with an education tool to motivate college level students enrolled in a liberal arts course. QR-ULMPS was specifically designed to support the development of u-learning materials and create an engaging context-aware u-learning environment for…

Bridging the gap between informatics and medicine upon medical school entry: Implementing a course on the Applicative Use of ICT.

PubMed

Milic, Natasa M; Ilic, Nikola; Stanisavljevic, Dejana M; Cirkovic, Andja M; Milin, Jelena S; Bukumiric, Zoran M; Milic, Nikola V; Savic, Marko D; Ristic, Sara M; Trajkovic, Goran Z

2018-01-01

Education is undergoing profound changes due to permanent technological innovations. This paper reports the results of a pilot study aimed at developing, implementing and evaluating the course, "Applicative Use of Information and Communication Technologies (ICT) in Medicine," upon medical school entry. The Faculty of Medicine, University of Belgrade, introduced a curriculum reform in 2014 that included the implementation of the course, "Applicative Use of ICT in Medicine" for first year medical students. The course was designed using a blended learning format to introduce the concepts of Web-based learning environments. Data regarding student knowledge, use and attitudes towards ICT were prospectively collected for the classes of 2015/16 and 2016/17. The teaching approach was supported by multimedia didactic materials using Moodle LMS. The overall quality of the course was also assessed. The five level Likert scale was used to measure attitudes related to ICT. In total, 1110 students were assessed upon medical school entry. A small number of students (19%) had previous experience with e-learning. Students were largely in agreement that informatics is needed in medical education, and that it is also useful for doctors (4.1±1.0 and 4.1±0.9, respectively). Ability in informatics and use of the Internet in education in the adjusted multivariate regression model were significantly associated with positive student attitudes toward ICT. More than 80% of students stated that they had learned to evaluate medical information and would use the Internet to search medical literature as an additional source for education. The majority of students (77%) agreed that a blended learning approach facilitates access to learning materials and enables time independent learning (72%). Implementing the blended learning course, "Applicative Use of ICT in Medicine," may bridge the gap between medicine and informatics upon medical school entry. Students displayed positive attitudes towards using ICT and gained adequate skills necessary to function effectively in an information-rich environment.

Bridging the gap between informatics and medicine upon medical school entry: Implementing a course on the Applicative Use of ICT

PubMed Central

Ilic, Nikola; Stanisavljevic, Dejana M.; Cirkovic, Andja M.; Milin, Jelena S.; Bukumiric, Zoran M.; Milic, Nikola V.; Savic, Marko D.; Ristic, Sara M.; Trajkovic, Goran Z.

2018-01-01

Education is undergoing profound changes due to permanent technological innovations. This paper reports the results of a pilot study aimed at developing, implementing and evaluating the course, "Applicative Use of Information and Communication Technologies (ICT) in Medicine," upon medical school entry. The Faculty of Medicine, University of Belgrade, introduced a curriculum reform in 2014 that included the implementation of the course, “Applicative Use of ICT in Medicine” for first year medical students. The course was designed using a blended learning format to introduce the concepts of Web-based learning environments. Data regarding student knowledge, use and attitudes towards ICT were prospectively collected for the classes of 2015/16 and 2016/17. The teaching approach was supported by multimedia didactic materials using Moodle LMS. The overall quality of the course was also assessed. The five level Likert scale was used to measure attitudes related to ICT. In total, 1110 students were assessed upon medical school entry. A small number of students (19%) had previous experience with e-learning. Students were largely in agreement that informatics is needed in medical education, and that it is also useful for doctors (4.1±1.0 and 4.1±0.9, respectively). Ability in informatics and use of the Internet in education in the adjusted multivariate regression model were significantly associated with positive student attitudes toward ICT. More than 80% of students stated that they had learned to evaluate medical information and would use the Internet to search medical literature as an additional source for education. The majority of students (77%) agreed that a blended learning approach facilitates access to learning materials and enables time independent learning (72%). Implementing the blended learning course, "Applicative Use of ICT in Medicine," may bridge the gap between medicine and informatics upon medical school entry. Students displayed positive attitudes towards using ICT and gained adequate skills necessary to function effectively in an information-rich environment. PMID:29684042

Evaluation of Learning Materials: A Holistic Framework

ERIC Educational Resources Information Center

Bundsgaard, Jeppe; Hansen, Thomas Illum

2011-01-01

This paper presents a holistic framework for evaluating learning materials and designs for learning. A holistic evaluation comprises investigations of the potential learning potential, the actualised learning potential, and the actual learning. Each aspect is explained and exemplified through theoretical models and definitions. (Contains 3 figures…

Housing Quality and Access to Material and Learning Resources within the Home Environment in Developing Countries

PubMed Central

Bradley, Robert H.; Putnick, Diane L.

2011-01-01

This study examined home environment conditions (housing quality, material resources, formal and informal learning materials) and their relations with the Human Development Index (HDI) in 28 developing countries. Home environment conditions in these countries varied widely. The quality of housing and availability of material resources at home were consistently tied to HDI; the availability of formal and informal learning materials little less so. Gross domestic product (GDP) tended to show a stronger independent relation with housing quality and material resources than life expectancy and education. Formal learning resources were independently related to the GDP and education indices, and informal learning resources were not independently related to any constituent indices of the overall HDI. PMID:22277008

The Influence of Student Characteristics on the Use of Adaptive E-Learning Material

ERIC Educational Resources Information Center

van Seters, J. R.; Ossevoort, M. A.; Tramper, J.; Goedhart, M. J.

2012-01-01

Adaptive e-learning materials can help teachers to educate heterogeneous student groups. This study provides empirical data about the way academic students differ in their learning when using adaptive e-learning materials. Ninety-four students participated in the study. We determined characteristics in a heterogeneous student group by collecting…

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…

Command Center Training Tool (C2T2)

NASA Technical Reports Server (NTRS)

Jones, Phillip; Drucker, Nich; Mathews, Reejo; Stanton, Laura; Merkle, Ed

2012-01-01

This abstract presents the training approach taken to create a management-centered, experiential learning solution for the Virginia Port Authority's Port Command Center. The resultant tool, called the Command Center Training Tool (C2T2), follows a holistic approach integrated across the training management cycle and within a single environment. The approach allows a single training manager to progress from training design through execution and AAR. The approach starts with modeling the training organization, identifying the organizational elements and their individual and collective performance requirements, including organizational-specific performance scoring ontologies. Next, the developer specifies conditions, the problems, and constructs that compose exercises and drive experiential learning. These conditions are defined by incidents, which denote a single, multi-media datum, and scenarios, which are stories told by incidents. To these layered, modular components, previously developed meta-data is attached, including associated performance requirements. The components are then stored in a searchable library An event developer can create a training event by searching the library based on metadata and then selecting and loading the resultant modular pieces. This loading process brings into the training event all the previously associated task and teamwork material as well as AAR preparation materials. The approach includes tools within an integrated management environment that places these materials at the fingertips of the event facilitator such that, in real time, the facilitator can track training audience performance and resultantly modify the training event. The approach also supports the concentrated knowledge management requirements for rapid preparation of an extensive AAR. This approach supports the integrated training cycle and allows a management-based perspective and advanced tools, through which a complex, thorough training event can be developed.

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

PubMed

Ryan, M T; Mulholland, C W

2005-01-01

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

Peer reviewing e-learning: opportunities, challenges, and solutions.

PubMed

Ruiz, Jorge G; Candler, Chris; Teasdale, Thomas A

2007-05-01

Peer review is the foundation of academic publication and a necessary step in the scrutiny of any scholarly work. Simply defined, peer review is the attentive, unbiased assessment of any scholarly work that is submitted for formal scrutiny. Although medical school faculty increasingly use technology in clinical teaching, e-learning materials are often not subjected to a rigorous peer review process. The authors contrast peer review of e-learning materials with that of print materials, describe peer review issues regarding e-learning materials, propose approaches to address the challenges of peer review of e-learning materials, and outline directions for refinement of the e-learning peer review process. At its core, the peer review of e-learning materials should not differ substantially from that of traditional manuscripts. However, e-learning introduces new demands that impel reviewers to consider aspects that are unique to educational technology, including pedagogy, format, usability, navigation, interactivity, delivery, ease of updating, distribution, and access. Four approaches are offered to ease the burden and improve the quality of e-learning peer review: develop peer review training, embrace multidisciplinary peer review, develop guidelines, and provide incentives and compensation. The authors conclude with suggestions about peer review research.

Learning of pitch and time structures in an artificial grammar setting.

PubMed

Prince, Jon B; Stevens, Catherine J; Jones, Mari Riess; Tillmann, Barbara

2018-04-12

Despite the empirical evidence for the power of the cognitive capacity of implicit learning of structures and regularities in several modalities and materials, it remains controversial whether implicit learning extends to the learning of temporal structures and regularities. We investigated whether (a) an artificial grammar can be learned equally well when expressed in duration sequences as when expressed in pitch sequences, (b) learning of the artificial grammar in either duration or pitch (as the primary dimension) sequences can be influenced by the properties of the secondary dimension (invariant vs. randomized), and (c) learning can be boosted when the artificial grammar is expressed in both pitch and duration. After an exposure phase with grammatical sequences, learning in a subsequent test phase was assessed in a grammaticality judgment task. Participants in both the pitch and duration conditions showed incidental (not fully implicit) learning of the artificial grammar when the secondary dimension was invariant, but randomizing the pitch sequence prevented learning of the artificial grammar in duration sequences. Expressing the artificial grammar in both pitch and duration resulted in disproportionately better performance, suggesting an interaction between the learning of pitch and temporal structure. The findings are relevant to research investigating the learning of temporal structures and the learning of structures presented simultaneously in 2 dimensions (e.g., space and time, space and objects). By investigating learning, the findings provide further insight into the potential specificity of pitch and time processing, and their integrated versus independent processing, as previously debated in music cognition research. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Including crystal structure attributes in machine learning models of formation energies via Voronoi tessellations

NASA Astrophysics Data System (ADS)

Ward, Logan; Liu, Ruoqian; Krishna, Amar; Hegde, Vinay I.; Agrawal, Ankit; Choudhary, Alok; Wolverton, Chris

2017-07-01

While high-throughput density functional theory (DFT) has become a prevalent tool for materials discovery, it is limited by the relatively large computational cost. In this paper, we explore using DFT data from high-throughput calculations to create faster, surrogate models with machine learning (ML) that can be used to guide new searches. Our method works by using decision tree models to map DFT-calculated formation enthalpies to a set of attributes consisting of two distinct types: (i) composition-dependent attributes of elemental properties (as have been used in previous ML models of DFT formation energies), combined with (ii) attributes derived from the Voronoi tessellation of the compound's crystal structure. The ML models created using this method have half the cross-validation error and similar training and evaluation speeds to models created with the Coulomb matrix and partial radial distribution function methods. For a dataset of 435 000 formation energies taken from the Open Quantum Materials Database (OQMD), our model achieves a mean absolute error of 80 meV/atom in cross validation, which is lower than the approximate error between DFT-computed and experimentally measured formation enthalpies and below 15% of the mean absolute deviation of the training set. We also demonstrate that our method can accurately estimate the formation energy of materials outside of the training set and be used to identify materials with especially large formation enthalpies. We propose that our models can be used to accelerate the discovery of new materials by identifying the most promising materials to study with DFT at little additional computational cost.

Data mining for better material synthesis: The case of pulsed laser deposition of complex oxides

NASA Astrophysics Data System (ADS)

Young, Steven R.; Maksov, Artem; Ziatdinov, Maxim; Cao, Ye; Burch, Matthew; Balachandran, Janakiraman; Li, Linglong; Somnath, Suhas; Patton, Robert M.; Kalinin, Sergei V.; Vasudevan, Rama K.

2018-03-01

The pursuit of more advanced electronics, and finding solutions to energy needs often hinges upon the discovery and optimization of new functional materials. However, the discovery rate of these materials is alarmingly low. Much of the information that could drive this rate higher is scattered across tens of thousands of papers in the extant literature published over several decades but is not in an indexed form, and cannot be used in entirety without substantial effort. Many of these limitations can be circumvented if the experimentalist has access to systematized collections of prior experimental procedures and results. Here, we investigate the property-processing relationship during growth of oxide films by pulsed laser deposition. To do so, we develop an enabling software tool to (1) mine the literature of relevant papers for synthesis parameters and functional properties of previously studied materials, (2) enhance the accuracy of this mining through crowd sourcing approaches, (3) create a searchable repository that will be a community-wide resource enabling material scientists to leverage this information, and (4) provide through the Jupyter notebook platform, simple machine-learning-based analysis to learn the complex interactions between growth parameters and functional properties (all data/codes available on https://github.com/ORNL-DataMatls). The results allow visualization of growth windows, trends and outliers, which can serve as a template for analyzing the distribution of growth conditions, provide starting points for related compounds and act as a feedback for first-principles calculations. Such tools will comprise an integral part of the materials design schema in the coming decade.

Investigating Teacher Learning Supports in High School Biology Curricular Programs to Inform the Design of Educative Curriculum Materials

ERIC Educational Resources Information Center

Beyer, Carrie J.; Delgado, Cesar; Davis, Elizabeth A.; Krajcik, Joseph

2009-01-01

Reform efforts have emphasized the need to support teachers' learning about reform-oriented practices. Educative curriculum materials are one potential vehicle for promoting teacher learning about these practices. Educative curriculum materials include supports that are intended to promote both student "and" teacher learning. However, little is…

Consolidation through the looking-glass: sleep-dependent proactive interference on visuomotor adaptation in children.

PubMed

Urbain, Charline; Houyoux, Emeline; Albouy, Geneviève; Peigneux, Philippe

2014-02-01

Although a beneficial role of post-training sleep for declarative memory has been consistently evidenced in children, as in adults, available data suggest that procedural memory consolidation does not benefit from sleep in children. However, besides the absence of performance gains in children, sleep-dependent plasticity processes involved in procedural memory consolidation might be expressed through differential interference effects on the learning of novel but related procedural material. To test this hypothesis, 32 10-12-year-old children were trained on a motor rotation adaptation task. After either a sleep or a wake period, they were first retested on the same rotation applied at learning, thus assessing offline sleep-dependent changes in performance, then on the opposite (unlearned) rotation to assess sleep-dependent modulations in proactive interference coming from the consolidated visuomotor memory trace. Results show that children gradually improve performance over the learning session, showing effective adaptation to the imposed rotation. In line with previous findings, no sleep-dependent changes in performance were observed for the learned rotation. However, presentation of the opposite, unlearned deviation elicited significantly higher interference effects after post-training sleep than wakefulness in children. Considering that a definite feature of procedural motor memory and skill acquisition is the implementation of highly automatized motor behaviour, thus lacking flexibility, our results suggest a better integration and/or automation or motor adaptation skills after post-training sleep, eventually resulting in higher proactive interference effects on untrained material. © 2013 European Sleep Research Society.

A Construction System for CALL Materials from TV News with Captions

NASA Astrophysics Data System (ADS)

Kobayashi, Satoshi; Tanaka, Takashi; Mori, Kazumasa; Nakagawa, Seiichi

Many language learning materials have been published. In language learning, although repetition training is obviously necessary, it is difficult to maintain the learner's interest/motivation using existing learning materials, because those materials are limited in their scope and contents. In addition, we doubt whether the speech sounds used in most materials are natural in various situations. Nowadays, some TV news programs (CNN, ABC, PBS, NHK, etc.) have closed/open captions corresponding to the announcer's speech. We have developed a system that makes Computer Assisted Language Learning (CALL) materials for both English learning by Japanese and Japanese learning by foreign students from such captioned newscasts. This system computes the synchronization between captions and speech by using HMMs and a forced alignment algorithm. Materials made by the system have following functions: full/partial text caption display, repetition listening, consulting an electronic dictionary, display of the user's/announcer's sound waveform and pitch contour, and automatic construction of a dictation test. Materials have following advantages: materials present polite and natural speech, various and timely topics. Furthermore, the materials have the following possibility: automatic creation of listening/understanding tests, and storage/retrieval of the many materials. In this paper, firstly, we present the organization of the system. Then, we describe results of questionnaires on trial use of the materials. As the result, we got enough accuracy on the synchronization between captions and speech. Speaking totally, we encouraged to research this system.

Learning Materials for Open Learning in Further Education. Coombe Lodge Working Paper. Information Bank Number 1606.

ERIC Educational Resources Information Center

Latcham, J.

Arguing that extensive efforts to produce open learning materials should not be undertaken until the possibility of using or adapting existing materials is considered, this paper identifies current sources of materials available in Great Britain for non-advanced further education. The first sections of the paper review common types of open…

The use of multi representative learning materials: definitive, macroscopic, microscopic, symbolic, and practice in analyzing students’ concept understanding

NASA Astrophysics Data System (ADS)

Susilaningsih, E.; Wulandari, C.; Supartono; Kasmui; Alighiri, D.

2018-03-01

This research aims to compose learning material which contains definitive macroscopic, microscopic and symbolic to analyze students’ conceptual understanding in acid-base learning materials. This research was conducted in eleven grade, natural science class, senior high school 1 (SMAN 1) Karangtengah, Demak province, Indonesia as the low level of students’ conceptual understanding and the high level of students’ misconception. The data collecting technique is by test to assess the cognitive aspect, questionnaire to assess students’ responses to multi representative learning materials (definitive, macroscopic, microscopic, symbolic), and observation to assess students’ macroscopic aspects. Three validators validate the multi-representative learning materials (definitive, macroscopic, microscopic, symbolic). The results of the research show that the multi-representative learning materials (definitive, macroscopic, microscopes, symbolic) being used is valid in the average score 62 of 75. The data is analyzed using the descriptive qualitative method. The results of the research show that 72.934 % students understand, 7.977 % less understand, 8.831 % do not understand, and 10.256 % misconception. In comparison, the second experiment class shows 54.970 % students understand, 5.263% less understand, 11.988 % do not understand, 27.777 % misconception. In conclusion, the application of multi representative learning materials (definitive, macroscopic, microscopic, symbolic) can be used to analyze the students’ understanding of acid-base materials.

A Study of Multimedia Annotation of Web-Based Materials

ERIC Educational Resources Information Center

Hwang, Wu-Yuin; Wang, Chin-Yu; Sharples, Mike

2007-01-01

Web-based learning has become an important way to enhance learning and teaching, offering many learning opportunities. A limitation of current Web-based learning is the restricted ability of students to personalize and annotate the learning materials. Providing personalized tools and analyzing some types of learning behavior, such as students'…

Enhancing SCORM Metadata for Assessment Authoring in E-Learning

ERIC Educational Resources Information Center

Chang, Wen-Chih; Hsu, Hui-Huang; Smith, Timothy K.; Wang, Chun-Chia

2004-01-01

With the rapid development of distance learning and the XML technology, metadata play an important role in e-Learning. Nowadays, many distance learning standards, such as SCORM, AICC CMI, IEEE LTSC LOM and IMS, use metadata to tag learning materials. However, most metadata models are used to define learning materials and test problems. Few…

An Interprofessional Learning Module on Asthma Health Promotion

PubMed Central

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

2011-01-01

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

An interprofessional learning module on asthma health promotion.

PubMed

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

2011-03-10

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

Effect of Royal Jelly on spatial learning and memory in rat model of streptozotocin-induced sporadic Alzheimer's disease

PubMed Central

Zamani, Zohre; Reisi, Parham; Alaei, Hojjatallah; Pilehvarian, Ali Asghar

2012-01-01

Background: It has been recently demonstrated that Royal jelly (RJ) has a beneficial role on neural functions. Alzheimer's disease (AD) is associated with impairments of learning and memory. Therefore, the present study was designed to examine the effect of RJ on spatial learning and memory in rats after intracerebroventricular injection of streptozotocin (icv-STZ). Materials and Methods: Rats were infused bilaterally with an icv injection of STZ, while sham rats received vehicle only. The rats were feed with RJ-contained food (3% w/w) (lyophilized RJ mixed with powdered regular food) or regular food for 10 days. Then spatial learning and memory was tested in the rats by Morris water maze test. Results: Results showed that in icv-STZ group latency and path length were increased as compared to sham group, also icv-STZ rats less remembered the target quadrant that previously the platform was located; however, these were protected significantly in STZ group that received RJ-containing food. Conclusions: Our findings support the potential neuroprotective role of RJ and its helpful effects in AD. PMID:23210085

'Think Baby': online learning for student health visitors.

PubMed

Appleton, Jane V; Harris, Margaret; Kelly, Cat; Huppe, Irmgard

2014-06-01

'Think Baby' is an innovative online learning resource which has been developed to help student health visitors (and other specialist community public health nurses) build their skills in observing and assessing mother-infant interactions. The project's development and pilot work was funded by a small grant from the Higher Education Academy. It builds on the findings of the team's previous research, which found health visitors' initial training had left them ill-prepared to assess the intricacies of mother-infant relationships. The 'Think Baby' project sought to develop online training resources for student health visitors using video footage of mothers and babies to illustrate different types of interactions. A small group of student health visitors were engaged in reviewing and evaluating the materials and considering their acceptability. Once developed, the materials were piloted with student health visitors from three universities, community practice teachers and a health visitor academic, and they were then adapted for wider roll out. 'Think Baby' enables student health visitors to develop their core skills in assessment, which is really important in identifying when early help and support are needed for mothers and infants.

A Community Publication and Dissemination System for Hydrology Education Materials

NASA Astrophysics Data System (ADS)

Ruddell, B. L.

2015-12-01

Hosted by CUAHSI and the Science Education Resource Center (SERC), federated by the National Science Digital Library (NSDL), and allied with the Water Data Center (WDC), Hydrologic Information System (HIS), and HydroShare projects, a simple cyberinfrastructure has been launched for the publication and dissemination of data and model driven university hydrology education materials. This lightweight system's metadata describes learning content as a data-driven module with defined data inputs and outputs. This structure allows a user to mix and match modules to create sequences of content that teach both hydrology and computer learning outcomes. Importantly, this modular infrastructure allows an instructor to substitute a module based on updated computer methods for one based on outdated computer methods, hopefully solving the problem of rapid obsolescence that has hampered previous community efforts. The prototype system is now available from CUAHSI and SERC, with some example content. The system is designed to catalog, link to, make visible, and make accessible the existing and future contributions of the community; this system does not create content. Submissions from hydrology educators are eagerly solicited, especially for existing content.

Development of Competency-Based Web Learning Material and Effect Evaluation of Self-Directed Learning Aptitudes on Learning Achievements

ERIC Educational Resources Information Center

Chang, Chi-Cheng

2006-01-01

This study aims to develop and evaluate competency-based web learning material (CBWLM) for the college practicum Microprocessor Laboratory. After using the CBWLM for 8 weeks, this study investigates CBWL's learning effects and self-directed learning aptitudes (SDLAs) as well as exploring the influence of SDLA on learning effects based on the…

Evaluation of a multimedia online tool for teaching bronchial hygiene to physical therapy students.

PubMed

Silva, Cibele C B Marques da; Toledo, Sonia L P; Silveira, Paulo S P; Carvalho, Celso R F

2012-01-01

Advances in information technology have been widely used in teaching health care professionals. The use of multimedia resources may be important for clinical learning and we are not aware of previous reports using such technology in respiratory physical therapy education. Our approach was to evaluate a conventional bronchial hygiene techniques (BHTs) course with an interactive online environment, including multimedia resources. Previous developed audiovisual support material comprised: physiology, physiopathology and BHTs, accessible to students through the Internet in conjunction with BHTs classes. Two groups of students were compared and both attended regular classes: the on-line group (n=8) received access to online resources, while the control group (n=8) received conventional written material. Student's performance was evaluated before and after the course. A preliminary test (score 0 to 10) was applied before the beginning of the course, showing that the initial knowledge of both groups was comparable [online, 6.75 (SD=0.88) vs. control, 6.125 (SD=1.35); p>0.05]. Two weeks after the end of the course, a second test showed that the online group performed significantly better than the control group [respectively, 7.75 (SD=1.28) vs. 5.93 (SD=0.72); p>0.05]. The use of a multimedia online resource had a positive impact on student's learning in respiratory therapy field in which instrumental and manual resources are often used and can be explored using this technology.

Maximizing the Impact of Digital Media Campaigns to Promote Smoking Cessation: A Case Study of the California Tobacco Control Program and the California Smokers' Helpline.

PubMed

Lee, Youn Ok; Momin, Behnoosh; Hansen, Heather; Duke, Jennifer; Harms, Kristin; McCartney, Amanda; Neri, Antonio; Kahende, Jennifer; Zhang, Lei; Stewart, Sherri L

2014-01-01

Digital media are often used to encourage smoking cessation by increasing quitline call volume through direct promotion to smokers or indirect promotion to smoker proxies. The documentation of a program's experiences utilizing digital media is necessary to develop both the knowledge base and a set of best practices. This case study highlights the use of digital media in a proxy-targeted campaign to promote the California Smokers' Helpline to health care professionals from October 2009 to September 2012. We describe the iterative development of the campaign's digital media activities and report campaign summaries of web metrics (website visits, webinar registrations, downloads of online materials, online orders for promotional materials) and media buy (gross impressions) tracking data. The campaign generated more than 2.7 million gross impressions from digital media sources over 3 years. Online orders for promotional materials increased almost 40% over the course of the campaign. A clearly defined campaign strategy ensured that there was a systematic approach in developing and implementing campaign activities and ensuring that lessons learned from previous years were incorporated. Discussion includes lessons learned and recommendations for future improvements reported by campaign staff to inform similar efforts using digital media.

Maximizing the Impact of Digital Media Campaigns to Promote Smoking Cessation: A Case Study of the California Tobacco Control Program and the California Smokers’ Helpline

PubMed Central

Lee, Youn Ok; Momin, Behnoosh; Hansen, Heather; Duke, Jennifer; Harms, Kristin; McCartney, Amanda; Neri, Antonio; Kahende, Jennifer; Zhang, Lei; Stewart, Sherri L.

2017-01-01

Digital media are often used to encourage smoking cessation by increasing quitline call volume through direct promotion to smokers or indirect promotion to smoker proxies. The documentation of a program’s experiences utilizing digital media is necessary to develop both the knowledge base and a set of best practices. This case study highlights the use of digital media in a proxy-targeted campaign to promote the California Smokers’ Helpline to health care professionals from October 2009 to September 2012. We describe the iterative development of the campaign’s digital media activities and report campaign summaries of web metrics (website visits, webinar registrations, downloads of online materials, online orders for promotional materials) and media buy (gross impressions) tracking data. The campaign generated more than 2.7 million gross impressions from digital media sources over 3 years. Online orders for promotional materials increased almost 40% over the course of the campaign. A clearly defined campaign strategy ensured that there was a systematic approach in developing and implementing campaign activities and ensuring that lessons learned from previous years were incorporated. Discussion includes lessons learned and recommendations for future improvements reported by campaign staff to inform similar efforts using digital media. PMID:28239304

Housing quality and access to material and learning resources within the home environment in developing countries.

PubMed

Bradley, Robert H; Putnick, Diane L

2012-01-01

This study examined home environment conditions (housing quality, material resources, formal and informal learning materials) and their relations with the Human Development Index (HDI) in 28 developing countries. Home environment conditions in these countries varied widely. The quality of housing and availability of material resources at home were consistently tied to HDI; the availability of formal and informal learning materials a little less so. Gross domestic product (GDP) tended to show a stronger independent relation with housing quality and material resources than life expectancy and education. Formal learning resources were independently related to the GDP and education indices, and informal learning resources were not independently related to any constituent indices of the overall HDI. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Machine learning and data science in soft materials engineering

NASA Astrophysics Data System (ADS)

Ferguson, Andrew L.

2018-01-01

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

Machine learning and data science in soft materials engineering.

PubMed

Ferguson, Andrew L

2018-01-31

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

Machine learning enhanced optical distance sensor

NASA Astrophysics Data System (ADS)

Amin, M. Junaid; Riza, N. A.

2018-01-01

Presented for the first time is a machine learning enhanced optical distance sensor. The distance sensor is based on our previously demonstrated distance measurement technique that uses an Electronically Controlled Variable Focus Lens (ECVFL) with a laser source to illuminate a target plane with a controlled optical beam spot. This spot with varying spot sizes is viewed by an off-axis camera and the spot size data is processed to compute the distance. In particular, proposed and demonstrated in this paper is the use of a regularized polynomial regression based supervised machine learning algorithm to enhance the accuracy of the operational sensor. The algorithm uses the acquired features and corresponding labels that are the actual target distance values to train a machine learning model. The optimized training model is trained over a 1000 mm (or 1 m) experimental target distance range. Using the machine learning algorithm produces a training set and testing set distance measurement errors of <0.8 mm and <2.2 mm, respectively. The test measurement error is at least a factor of 4 improvement over our prior sensor demonstration without the use of machine learning. Applications for the proposed sensor include industrial scenario distance sensing where target material specific training models can be generated to realize low <1% measurement error distance measurements.

A Novel Approach for Enhancing Lifelong Learning Systems by Using Hybrid Recommender System

ERIC Educational Resources Information Center

Kardan, Ahmad A.; Speily, Omid R. B.; Modaberi, Somayyeh

2011-01-01

The majority of current web-based learning systems are closed learning environments where courses and learning materials are fixed, and the only dynamic aspect is the organization of the material that can be adapted to allow a relatively individualized learning environment. In this paper, we propose an evolving web-based learning system which can…

Individual aptitude in Mandarin lexical tone perception predicts effectiveness of high-variability training

PubMed Central

Sadakata, Makiko; McQueen, James M.

2014-01-01

Although the high-variability training method can enhance learning of non-native speech categories, this can depend on individuals’ aptitude. The current study asked how general the effects of perceptual aptitude are by testing whether they occur with training materials spoken by native speakers and whether they depend on the nature of the to-be-learned material. Forty-five native Dutch listeners took part in a 5-day training procedure in which they identified bisyllabic Mandarin pseudowords (e.g., asa) pronounced with different lexical tone combinations. The training materials were presented to different groups of listeners at three levels of variability: low (many repetitions of a limited set of words recorded by a single speaker), medium (fewer repetitions of a more variable set of words recorded by three speakers), and high (similar to medium but with five speakers). Overall, variability did not influence learning performance, but this was due to an interaction with individuals’ perceptual aptitude: increasing variability hindered improvements in performance for low-aptitude perceivers while it helped improvements in performance for high-aptitude perceivers. These results show that the previously observed interaction between individuals’ aptitude and effects of degree of variability extends to natural tokens of Mandarin speech. This interaction was not found, however, in a closely matched study in which native Dutch listeners were trained on the Japanese geminate/singleton consonant contrast. This may indicate that the effectiveness of high-variability training depends not only on individuals’ aptitude in speech perception but also on the nature of the categories being acquired. PMID:25505434

A Comparative Analysis of Online Learning Materials Aimed toward Integrating Great Lakes Science into the K-8 Classroom

ERIC Educational Resources Information Center

Eidietis, Laura; LaPorte, Elizabeth; Rutherford, Sandra

2010-01-01

We surveyed the use of Great Lakes online learning materials by a sample of K-8 teachers. Analyses tested for correlation of use with 1) whether teachers learned about the resources in pre- or in-service education, 2) geographical significance, and 3) whether teachers taught about the topics emphasized in the online learning materials. We compared…

Development of Problem-Based Learning Oriented Teaching Learning Materials to Facilitate Students’ Mastery of Concept and Critical Thinking Skill

NASA Astrophysics Data System (ADS)

Reza, M.; Ibrahim, M.; Rahayu, Y. S.

2018-01-01

This research aims to develop problem-based learning oriented teaching materials to improve students’ mastery of concept and critical thinking skill. Its procedure was divided into two phases; developmental phase and experimental phase. This developmental research used Four-D Model. However, within this research, the process of development would not involve the last stages, which is disseminate. The teaching learning materials which were developed consist of lesson plan, student handbook, student worksheet, achievement test and critical thinking skill test. The experimental phase employs a research design called one group pretest-posttest design. Results show that the validity of the teaching materials which were developed was good and revealed the enhancement of students’ activities with positive response to the teaching learning process. Furthermore, the learning materials improve the students’ mastery of concept and critical thinking skill.

ME science as mobile learning based on virtual reality

NASA Astrophysics Data System (ADS)

Fradika, H. D.; Surjono, H. D.

2018-04-01

The purpose of this article described about ME Science (Mobile Education Science) as mobile learning application learning of Fisika Inti. ME Science is a product of research and development (R&D) that was using Alessi and Trollip model. Alessi and Trollip model consists three stages that are: (a) planning include analysis of problems, goals, need, and idea of development product, (b) designing includes collecting of materials, designing of material content, creating of story board, evaluating and review product, (c) developing includes development of product, alpha testing, revision of product, validation of product, beta testing, and evaluation of product. The article describes ME Science only to development of product which include development stages. The result of development product has been generates mobile learning application based on virtual reality that can be run on android-based smartphone. These application consist a brief description of learning material, quizzes, video of material summery, and learning material based on virtual reality.

Evaluating Course Design Principles for Multimedia Learning Materials

ERIC Educational Resources Information Center

Scott, Bernard; Cong, Chunyu

2010-01-01

Purpose: This paper aims to report on evaluation studies of principles of course design for interactive multimedia learning materials. Design/methodology/approach: At the Defence Academy of the UK, Cranfield University has worked with military colleagues to produce multimedia learning materials for courses on "Military Knowledge". The…

Classification-free threat detection based on material-science-informed clustering

NASA Astrophysics Data System (ADS)

Yuan, Siyang; Wolter, Scott D.; Greenberg, Joel A.

2017-05-01

X-ray diffraction (XRD) is well-known for yielding composition and structural information about a material. However, in some applications (such as threat detection in aviation security), the properties of a material are more relevant to the task than is a detailed material characterization. Furthermore, the requirement that one first identify a material before determining its class may be difficult or even impossible for a sufficiently large pool of potentially present materials. We therefore seek to learn relevant composition-structure-property relationships between materials to enable material-identification-free classification. We use an expert-informed, data-driven approach operating on a library of XRD spectra from a broad array of stream of commerce materials. We investigate unsupervised learning techniques in order to learn about naturally emergent groupings, and apply supervised learning techniques to determine how well XRD features can be used to separate user-specified classes in the presence of different types and degrees of signal degradation.

Amnesia in an actor: Learning and re-learning of play passages despite severe autobiographical amnesia.

PubMed

Kopelman, Michael D; Morton, John

2015-06-01

We describe the case of an accomplished actor, whom we term AB, who suffered severe amnesia following a cardiac arrest and hypoxic brain damage, affecting medial temporal and thalamic structures. His performance on standard episodic memory tests, and on measures of retrograde amnesia, including autobiographical memory, was severely impaired. When presented with passages from plays he had not appeared in, AB showed a severe impairment at the first learning trial, but thereafter showed a 'normal' learning curve for this semantically and syntactically complex material. On being presented with passages from plays he had performed in the past, AB did not show any recognition of them whatsoever, as one might expect from his severe episodic memory impairment. However, AB showed a striking benefit (savings score) in relearning passages he had previously performed, compared with new passages, despite not having any autobiographical recall of having performed the relearned passages before. Moreover, although his initial recall performance in learning these passages was impaired compared with healthy control actors of similar age and experience, AB demonstrated the same incremental learning rate on subsequent learning trials of the passages as did the controls. We conclude that, although severely impaired at the first learning trial (on both 'new' and 'old' passages), AB was able to employ his long-established semantic and procedural skills to attempt the task, and that thereafter he showed a 'normal' rate of incremental learning from a lower baseline. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

Structured academic discussions through an online education-specific platform to improve Pharm.D. students learning outcomes.

PubMed

Kolluru, Srikanth; Varughese, James T

To facilitate active academic discussions using an online, education-centered platform and reinforce concepts, in order to improve overall course outcomes. A third year integrated pharmacotherapy course was enrolled on an online searchable platform, Piazza®, to facilitate academic discussions. Students could ask, answer, and explore content, and build on submitted answers in wiki style in collaboration. Instructor posted learning objectives, endorsed student responses with correct answers and led follow-up discussions. Review sessions were conducted on this platform before all major exams. A student t-test was used to compare class performance with those of previous years. In a post-activity qualitative survey, most students appreciated the less stressful, online interaction with peers and faculty. For 15 medicinal chemistry course hours, there were 83 posts on Piazza® with 303 total contributions, 107 student responses, and 546min of group discussion time. 94% of questions received student responses and 89% of those were endorsed by the instructor. Students enjoyed pre-exam discussions, organization of the page, and reinforcing material on complex learning objectives. This discussion forum fostered personal exploration of content by the students, which led to better performance on examinations. Involving the use of an online, education-centered platform for student discussions was an effective means of increasing class engagement with the course material. Student performance on exams was significantly improved in both cohorts that utilized active learning compared to the cohort without active learning (p=0.001 and p= 0.002 respectively). Piazza® can be utilized for any course and across disciplines. Copyright © 2017 Elsevier Inc. All rights reserved.

Learning the Constellations: From Junior High to Undergraduate Descriptive Astronomy Class

NASA Astrophysics Data System (ADS)

Stephens, Denise C.; Hintz, Eric G.; Hintz, Maureen; Lawler, Jeannette; Jones, Michael; Bench, Nathan

2015-01-01

As part of two separate studies we have examined the ability of students to learn and remember a group of constellations, bright stars, and deep sky objects. For a group of junior high students we tested their knowledge of only the constellations by giving them a 'constellation quiz' without any instruction. We then provided the students with a lab session, and retested. We also tested a large number of undergraduate students in our descriptive astronomy classes, but in this case there were the same 30 constellations, 17 bright stars, and 3 deep sky objects. The undergraduate students were tested in a number of ways: 1) pre-testing without instruction, 2) self-reporting of knowledge, 3) normal constellation quizzes as part of the class, and 4) retesting students from previous semesters. This provided us with a set of baseline measurements, allowed us to track the learning curve, and test retention of the material. We will present our early analysis of the data.

Design and fabrication of self-assembled thin films

NASA Astrophysics Data System (ADS)

Topasna, Daniela M.; Topasna, Gregory A.

2015-10-01

Students experience the entire process of designing, fabricating and testing thin films during their capstone course. The films are fabricated by the ionic-self assembled monolayer (ISAM) technique, which is suited to a short class and is relatively rapid, inexpensive and environmentally friendly. The materials used are polymers, nanoparticles, and small organic molecules that, in various combinations, can create films with nanometer thickness and with specific properties. These films have various potential applications such as pH optical sensors or antibacterial coatings. This type of project offers students an opportunity to go beyond the standard lecture and labs and to experience firsthand the design and fabrication processes. They learn new techniques and procedures, as well as familiarize themselves with new instruments and optical equipment. For example, students learn how to characterize the films by using UV-Vis-NIR spectrophotometry and in the process learn how the instruments operate. This work compliments a previous exercise that we introduced where students use MATHCAD to numerically model the transmission and reflection of light from thin films.

Variation in behavioral engagement during an active learning activity leads to differential knowledge gains in college students.

PubMed

LaDage, Lara D; Tornello, Samantha L; Vallejera, Jennilyn M; Baker, Emily E; Yan, Yue; Chowdhury, Anik

2018-03-01

There are many pedagogical techniques used by educators in higher education; however, some techniques and activities have been shown to be more beneficial to student learning than others. Research has demonstrated that active learning and learning in which students cognitively engage with the material in a multitude of ways result in better understanding and retention. The aim of the present study was to determine which of three pedagogical techniques led to improvement in learning and retention in undergraduate college students. Subjects partook in one of three different types of pedagogical engagement: hands-on learning with a model, observing someone else manipulate the model, and traditional lecture-based presentation. Students were then asked to take an online quiz that tested their knowledge of the new material, both immediately after learning the material and 2 wk later. Students who engaged in direct manipulation of the model scored higher on the assessment immediately after learning the material compared with the other two groups. However, there were no differences among the three groups when assessed after a 2-wk retention interval. Thus active learning techniques that involve direct interaction with the material can lead to learning benefits; however, how these techniques benefit long-term retention of the information is equivocal.

Extensive Reading Materials Produced by Learning Communities

ERIC Educational Resources Information Center

Jacobs, G. M.

2013-01-01

This article advocates that students and teachers create some of their own extensive reading materials. Learning communities act as a means of motivating and sustaining student and teacher production of extensive reading materials. The article begins by explaining learning communities. The bulk of the article has two parts. The first part focuses…

Browsing a Database of Multimedia Learning Material.

ERIC Educational Resources Information Center

Persico, Donatella; And Others

1992-01-01

Describes a project that addressed the problem of courseware reusability by developing a database structure suitable for organizing multimedia learning material in a given content domain. A prototype system that allows browsing a DBLM (Data Base of Learning Material) on earth science is described, and future plans are discussed. (five references)…

Materials Development for Language Learning and Teaching

ERIC Educational Resources Information Center

Tomlinson, Brian

2012-01-01

This article reviews the literature on the relatively new field of materials development for language learning and teaching. It reports the origins and development of the field and then reviews the literature on the evaluation, adaptation, production and exploitation of learning materials. It also reviews the literature, first, on a number of…

Designing Science Learning in the First Years of Schooling. An Intervention Study with Sequenced Learning Material on the Topic of "Floating and Sinking"

ERIC Educational Resources Information Center

Leuchter, Miriam; Saalbach, Henrik; Hardy, Ilonca

2014-01-01

Research on learning and instruction of science has shown that learning environments applied in preschool and primary school rarely makes use of structured learning materials in problem-based environments although these are decisive quality features for promoting conceptual change and scientific reasoning within early science learning. We thus…

Effects of Learning Style Profile of Team on Quality of Materials Developed in Collaborative Learning Processes

ERIC Educational Resources Information Center

Erdem, Mukaddes

2009-01-01

The study described looks at the effects of learning style profile of teams on the quality of materials developed in a collaborative learning process. The study was carried out on collaborative teams of four or five university students, formed through learner preferences. Learning styles of the teams were determined using Kolb's Learning Styles…

Figure analysis: A teaching technique to promote visual literacy and active Learning.

PubMed

Wiles, Amy M

2016-07-08

Learning often improves when active learning techniques are used in place of traditional lectures. For many of these techniques, however, students are expected to apply concepts that they have already grasped. A challenge, therefore, is how to incorporate active learning into the classroom of courses with heavy content, such as molecular-based biology courses. An additional challenge is that visual literacy is often overlooked in undergraduate science education. To address both of these challenges, a technique called figure analysis was developed and implemented in three different levels of undergraduate biology courses. Here, students learn content while gaining practice in interpreting visual information by discussing figures with their peers. Student groups also make connections between new and previously learned concepts on their own while in class. The instructor summarizes the material for the class only after students grapple with it in small groups. Students reported a preference for learning by figure analysis over traditional lecture, and female students in particular reported increased confidence in their analytical abilities. There is not a technology requirement for this technique; therefore, it may be utilized both in classrooms and in nontraditional spaces. Additionally, the amount of preparation required is comparable to that of a traditional lecture. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(4):336-344, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

A Guide to Selecting Learning Resource Materials and Equipment.

ERIC Educational Resources Information Center

Dequin, Henry C.

The process is discussed and helpful publications are reviewed for the selection of materials in three areas--learning resource materials for library media programs, materials for special education, and equipment. In the first section, such factors as the need for suitable materials, the abundance of materials available, and financial limitations…

Developing Guidelines for Evaluating the Adaptation of Accessible Web-Based Learning Materials

ERIC Educational Resources Information Center

Radovan, Marko; Perdih, Mojca

2016-01-01

E-learning is a rapidly developing form of education. One of the key characteristics of e-learning is flexibility, which enables easier access to knowledge for everyone. Information and communications technology (ICT), which is e-learning's main component, enables alternative means of accessing the web-based learning materials that comprise the…

Online faculty development for creating E-learning materials.

PubMed

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

2014-01-01

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

The Effectiveness of Guided Inquiry-based Learning Material on Students’ Science Literacy Skills

NASA Astrophysics Data System (ADS)

Aulia, E. V.; Poedjiastoeti, S.; Agustini, R.

2018-01-01

The purpose of this research is to describe the effectiveness of guided inquiry-based learning material to improve students’ science literacy skills on solubility and solubility product concepts. This study used Research and Development (R&D) design and was implemented to the 11th graders of Muhammadiyah 4 Senior High School Surabaya in 2016/2017 academic year with one group pre-test and post-test design. The data collection techniques used were validation, observation, test, and questionnaire. The results of this research showed that the students’ science literacy skills are different after implementation of guided inquiry-based learning material. The guided inquiry-based learning material is effective to improve students’ science literacy skills on solubility and solubility product concepts by getting N-gain score with medium and high category. This improvement caused by the developed learning material such as lesson plan, student worksheet, and science literacy skill tests were categorized as valid and very valid. In addition, each of the learning phases in lesson plan has been well implemented. Therefore, it can be concluded that the guided inquiry-based learning material are effective to improve students’ science literacy skills on solubility and solubility product concepts in senior high school.

Effects of Mobile Augmented Reality Learning Compared to Textbook Learning on Medical Students: Randomized Controlled Pilot Study

PubMed Central

2013-01-01

Background By adding new levels of experience, mobile Augmented Reality (mAR) can significantly increase the attractiveness of mobile learning applications in medical education. Objective To compare the impact of the heightened realism of a self-developed mAR blended learning environment (mARble) on learners to textbook material, especially for ethically sensitive subjects such as forensic medicine, while taking into account basic psychological aspects (usability and higher level of emotional involvement) as well as learning outcomes (increased learning efficiency). Methods A prestudy was conducted based on a convenience sample of 10 third-year medical students. The initial emotional status was captured using the “Profile of Mood States” questionnaire (POMS, German variation); previous knowledge about forensic medicine was determined using a 10-item single-choice (SC) test. During the 30-minute learning period, the students were randomized into two groups: the first group consisted of pairs of students, each equipped with one iPhone with a preinstalled copy of mARble, while the second group was provided with textbook material. Subsequently, both groups were asked to once again complete the POMS questionnaire and SC test to measure changes in emotional state and knowledge gain. Usability as well as pragmatic and hedonic qualities of the learning material was captured using AttrakDiff2 questionnaires. Data evaluation was conducted anonymously. Descriptive statistics for the score in total and the subgroups were calculated before and after the intervention. The scores of both groups were tested against each other using paired and unpaired signed-rank tests. An item analysis was performed for the SC test to objectify difficulty and selectivity. Results Statistically significant, the mARble group (6/10) showed greater knowledge gain than the control group (4/10) (Wilcoxon z=2.232, P=.03). The item analysis of the SC test showed a difficulty of P=0.768 (s=0.09) and a selectivity of RPB=0.2. For mARble, fatigue (z=2.214, P=.03) and numbness (z=2.07, P=.04) decreased with statistical significance when comparing pre- and post-tests. Vigor rose slightly, while irritability did not increase significantly. Changes in the control group were insignificant. Regarding hedonic quality (identification, stimulation, attractiveness), there were significant differences between mARble (mean 1.179, CI −0.440 to 0.440) and the book chapter (mean −0.982, CI −0.959 to 0.959); the pragmatic quality mean only differed slightly. Conclusions The mARble group performed considerably better regarding learning efficiency; there are hints for activating components of the mAR concept that may serve to fascinate the participants and possibly boost interest in the topic for the remainder of the class. While the small sample size reduces our study’s conclusiveness, its design seems appropriate for determining the effects of interactive eLearning material with respect to emotions, learning efficiency, and hedonic and pragmatic qualities using a larger group. Trial Registration German Clinical Trial Register (DRKS), DRKS-ID: DRKS00004685; https://drks-neu.uniklinik-freiburg.de/drks_web/navigate.do?navigationId=trial.HTML&TRIAL_ID=DRKS00004685. PMID:23963306

Effects of mobile augmented reality learning compared to textbook learning on medical students: randomized controlled pilot study.

PubMed

Albrecht, Urs-Vito; Folta-Schoofs, Kristian; Behrends, Marianne; von Jan, Ute

2013-08-20

By adding new levels of experience, mobile Augmented Reality (mAR) can significantly increase the attractiveness of mobile learning applications in medical education. To compare the impact of the heightened realism of a self-developed mAR blended learning environment (mARble) on learners to textbook material, especially for ethically sensitive subjects such as forensic medicine, while taking into account basic psychological aspects (usability and higher level of emotional involvement) as well as learning outcomes (increased learning efficiency). A prestudy was conducted based on a convenience sample of 10 third-year medical students. The initial emotional status was captured using the "Profile of Mood States" questionnaire (POMS, German variation); previous knowledge about forensic medicine was determined using a 10-item single-choice (SC) test. During the 30-minute learning period, the students were randomized into two groups: the first group consisted of pairs of students, each equipped with one iPhone with a preinstalled copy of mARble, while the second group was provided with textbook material. Subsequently, both groups were asked to once again complete the POMS questionnaire and SC test to measure changes in emotional state and knowledge gain. Usability as well as pragmatic and hedonic qualities of the learning material was captured using AttrakDiff2 questionnaires. Data evaluation was conducted anonymously. Descriptive statistics for the score in total and the subgroups were calculated before and after the intervention. The scores of both groups were tested against each other using paired and unpaired signed-rank tests. An item analysis was performed for the SC test to objectify difficulty and selectivity. Statistically significant, the mARble group (6/10) showed greater knowledge gain than the control group (4/10) (Wilcoxon z=2.232, P=.03). The item analysis of the SC test showed a difficulty of P=0.768 (s=0.09) and a selectivity of RPB=0.2. For mARble, fatigue (z=2.214, P=.03) and numbness (z=2.07, P=.04) decreased with statistical significance when comparing pre- and post-tests. Vigor rose slightly, while irritability did not increase significantly. Changes in the control group were insignificant. Regarding hedonic quality (identification, stimulation, attractiveness), there were significant differences between mARble (mean 1.179, CI -0.440 to 0.440) and the book chapter (mean -0.982, CI -0.959 to 0.959); the pragmatic quality mean only differed slightly. The mARble group performed considerably better regarding learning efficiency; there are hints for activating components of the mAR concept that may serve to fascinate the participants and possibly boost interest in the topic for the remainder of the class. While the small sample size reduces our study's conclusiveness, its design seems appropriate for determining the effects of interactive eLearning material with respect to emotions, learning efficiency, and hedonic and pragmatic qualities using a larger group. German Clinical Trial Register (DRKS), DRKS-ID: DRKS00004685; https://drks-neu.uniklinik-freiburg.de/drks_web/navigate.do?navigationId=trial.HTML&TRIAL_ID=DRKS00004685.

Otoconia as test masses in biological accelerometers: what can we learn about their formation from evolutionary studies and from work in microgravity?

PubMed

Ross, M D; Donovan, K M

1986-01-01

This paper reviews previous findings and introduces new material about otolith end organs that help us to understand their functioning and development. In particular, we consider the end organs as biological accelerometers. The otoconia are dealt with as test masses whose substructure and evolutionary trend toward calcite may prove significant in understanding formation requirements. Space-flight helps illuminate the influence of gravity, while right-left asymmetry is suggested by study of certain rat strains.

Evaluation of Model-Based Training for Vertical Guidance Logic

NASA Technical Reports Server (NTRS)

Feary, Michael; Palmer, Everett; Sherry, Lance; Polson, Peter; Alkin, Marty; McCrobie, Dan; Kelley, Jerry; Rosekind, Mark (Technical Monitor)

1997-01-01

This paper will summarize the results of a study which introduces a structured, model based approach to learning how the automated vertical guidance system works on a modern commercial air transport. The study proposes a framework to provide accurate and complete information in an attempt to eliminate confusion about 'what the system is doing'. This study will examine a structured methodology for organizing the ideas on which the system was designed, communicating this information through the training material, and displaying it in the airplane. Previous research on model-based, computer aided instructional technology has shown reductions in the amount of time to a specified level of competence. The lessons learned from the development of these technologies are well suited for use with the design methodology which was used to develop the vertical guidance logic for a large commercial air transport. The design methodology presents the model from which to derive the training material, and the content of information to be displayed to the operator. The study consists of a 2 X 2 factorial experiment which will compare a new method of training vertical guidance logic and a new type of display. The format of the material used to derive both the training and the display will be provided by the Operational Procedure Methodology. The training condition will compare current training material to the new structured format. The display condition will involve a change of the content of the information displayed into pieces that agree with the concepts with which the system was designed.

Development of a CD-ROM on written language for the continuing education of elementary school teachers

PubMed Central

GONÇALVES, Thaís dos Santos; CRENITTE, Patrícia Abreu Pinheiro

2011-01-01

Distance education has emerged to minimize the anxiety of many professionals who need to update their knowledge, but do not have the time and opportunity to travel to educational centers. Objectives To describe the development of a CD-ROM to provide distance continuing education to basic school teachers that addresses issues related to written language. Material and Methods Previously, a script was developed with themes related to the acquisition and development of written language. Subsequently, a technical team transformed the texts in multimedia language. Results The titles of each content area addressed are available on buttons and links. The files can be viewed in a linear sequence, allowing the teacher to start learning at the desired moment and go straight to the file that he or she wants to access. Videos that show practical applications of the concepts available in text are included. Conclusions Brazil is a developing country. The use of technologies for education reduces cultural isolation among education professionals. It is necessary to focus on making teaching materials for distance education. In order to provide an effective learning environment, the learners reality should be considered. A multidisciplinary team should prepare the materials. The development of educational material for distance education on the acquisition and development of written language seems not only appropriate, but also warranted to provide professional growth opportunity for teachers who need time flexibility and/or live far away from academic centers. PMID:22230988

Inquiry and Blended Learning Based Learning Material Development for Improving Student Achievement on General Physics I of Mathematics and Natural Science of State University of Medan

ERIC Educational Resources Information Center

Motlan; Sinulinggga, Karya; Siagian, Henok

2016-01-01

The aim of this research is to determine if inquiry and blended learning based materials can improve student's achievement. The learning materials are: book, worksheet, and test, website, etc. The type of this research is quasi experiment using two-group pretest posttest design. The population is all students of first year who take general physics…

Developing Creative Materials for Teaching the Culturally Different Child.

ERIC Educational Resources Information Center

Lindberg, Dormalee H.; Swick, Kevin J.

A persistent problem confronting the teacher of the culturally different child is the need for finding learning materials that the child can relate to and utilize in his learning situation. The increasing availability of mass-produced learning materials for these children, although helpful, has not solved the problem of providing socioeconomically…

EFL Learners' Perspectives on ELT Materials Evaluation Relative to Learning Styles

ERIC Educational Resources Information Center

Lee, Bokyung

2015-01-01

This paper presents the relationship between Korean EFL learners' self-reporting learning style preferences and their perspectives on ELT materials evaluation. Quantitative data was acquired from 521 subjects' responses to a learning style survey and a questionnaire of materials evaluation checklist. The findings show that Korean EFL learners'…

The development of thematic materials using project based learning for elementary school

NASA Astrophysics Data System (ADS)

Yuliana, M.; Wiryawan, S. A.; Riyadi

2018-05-01

Teaching materials is one of the important factors in supporting on learning process. This paper discussed about developing thematic materials using project based learning. Thematic materials are designed to make students to be active, creative, cooperative, easy in thinking to solve the problem. The purpose of the research was to develop thematic material using project based learning which used valid variables. The method of research which used in this research was four stages of research and development proposed by Thiagarajan consisting of 4 stages, namely: (1) definition stage, (2) design stage, (3) development stage, and (4) stage of dissemination. The first stage was research and information collection, it was in form of need analysis with questionnaire, observation, interview, and document analysis. Design stage was based on the competencies and indicator. The third was development stage, this stage was used to product validation from expert. The validity of research development involved media validator, material validator, and linguistic validator. The result from the validation of thematic material by expert showed that the overall result had a very good rating which ranged from 1 to 5 likert scale, media validation showed a mean score 4,83, the material validation showed mean score 4,68, and the mean of linguistic validation was e 4,74. It showed that the thematic material using project based learning was valid and feasible to be implemented in the context thematic learning.

The Development of Instructional Materials E-Learning Based on Blended Learning

ERIC Educational Resources Information Center

Kristanto, Andi; Mustaji; Mariono, Andi

2017-01-01

The use of e-learning is becoming the global issue now. In an educational field, there are many institutions already use it. The study very important aimed to test the feasibility and effectiveness the development of instructional materials e-learning based on the blended learning in audio/radio media development course. The background laid behind…

Developing Effective Learning Material to Students with Hearing Impairment (HI) through ODL in Zimbabwe

ERIC Educational Resources Information Center

Mpofu, John; Chimhenga, Sylod; Mafa, Onias

2013-01-01

Students with Hearing Impairment (HI) are experiencing learning problems in most institutions of Higher Learning in Zimbabwe. Access to colleges and universities is limited and where they are accepted, there are no facilities to cater for their needs, hence there is need to develop learning materials that enable these students to learn effectively…

Faded-example as a Tool to Acquire and Automate Mathematics Knowledge

NASA Astrophysics Data System (ADS)

Retnowati, E.

2017-04-01

Students themselves accomplish Knowledge acquisition and automation. The teacher plays a role as the facilitator by creating mathematics tasks that assist students in building knowledge efficiently and effectively. Cognitive load caused by learning material presented by teachers should be considered as a critical factor. While the intrinsic cognitive load is related to the degree of complexity of the material learning ones can handle, the extraneous cognitive load is directly caused by how the material is presented. Strategies to present a learning material in computational learning domains like mathematics are a namely worked example (fully-guided task) or problem-solving (discovery task with no guidance). According to the empirical evidence, learning based on problem-solving may cause high-extraneous cognitive load for students who have limited prior knowledge, conversely learn based on worked example may cause high-extraneous cognitive load for students who have mastered the knowledge base. An alternative is a faded example consisting of the partly-completed task. Learning from faded-example can facilitate students who already acquire some knowledge about the to-be-learned material but still need more practice to automate the knowledge further. This instructional strategy provides a smooth transition from a fully-guided into an independent problem solver. Designs of faded examples for learning trigonometry are discussed.

Development of multimedia learning based inquiry on vibration and wave material

NASA Astrophysics Data System (ADS)

Madeali, H.; Prahani, B. K.

2018-03-01

This study aims to develop multimedia learning based inquiry that is interesting, easy to understand by students and streamline the time of teachers in bringing the teaching materials as well as feasible to be used in learning the physics subject matter of vibration and wave. This research is a Research and Development research with reference to ADDIE model that is Analysis, Design, Development, Implementation, and Evaluation. Multimedia based learning inquiry is packaged in hypertext form using Adobe Flash CS6 Software. The inquiry aspect is constructed by showing the animation of the concepts that the student wants to achieve and then followed by questions that will ask the students what is observable. Multimedia learning based inquiry is then validated by 2 learning experts, 3 material experts and 3 media experts and tested on 3 junior high school teachers and 23 students of state junior high school 5 of Kendari. The results of the study include: (1) Validation results by learning experts, material experts and media experts in valid categories; (2) The results of trials by teachers and students fall into the practical category. These results prove that the multimedia learning based inquiry on vibration and waves materials that have been developed feasible use in physics learning by students of junior high school class VIII.

Self-Learning through Programmed Learning in Distance Mode.

ERIC Educational Resources Information Center

Rao, D. Prakasa; Reddy, B. Sudhakar

2002-01-01

Presents the characteristics and development of self-learning material (SLM) in distance education. Discusses teaching with programmed learning; structure of SLM; and how SLM helps in self-study. Discusses the advantages of print materials as accompanying programmed instruction, because they are portable, well-structured, compact, and easily…

Wiki-Based Rapid Prototyping for Teaching-Material Design in E-Learning Grids

ERIC Educational Resources Information Center

Shih, Wen-Chung; Tseng, Shian-Shyong; Yang, Chao-Tung

2008-01-01

Grid computing environments with abundant resources can support innovative e-Learning applications, and are promising platforms for e-Learning. To support individualized and adaptive learning, teachers are encouraged to develop various teaching materials according to different requirements. However, traditional methodologies for designing teaching…

Internet-Based Assessment of Oncology Health Care Professional Learning Style and Optimization of Materials for Web-Based Learning: Controlled Trial With Concealed Allocation

PubMed Central

Micheel, Christine M; Anderson, Ingrid A; Lee, Patricia; Chen, Sheau-Chiann; Justiss, Katy; Giuse, Nunzia B; Ye, Fei; Kusnoor, Sheila V

2017-01-01

Background Precision medicine has resulted in increasing complexity in the treatment of cancer. Web-based educational materials can help address the needs of oncology health care professionals seeking to understand up-to-date treatment strategies. Objective This study aimed to assess learning styles of oncology health care professionals and to determine whether learning style-tailored educational materials lead to enhanced learning. Methods In all, 21,465 oncology health care professionals were invited by email to participate in the fully automated, parallel group study. Enrollment and follow-up occurred between July 13 and September 7, 2015. Self-enrolled participants took a learning style survey and were assigned to the intervention or control arm using concealed alternating allocation. Participants in the intervention group viewed educational materials consistent with their preferences for learning (reading, listening, and/or watching); participants in the control group viewed educational materials typical of the My Cancer Genome website. Educational materials covered the topic of treatment of metastatic estrogen receptor-positive (ER+) breast cancer using cyclin-dependent kinases 4/6 (CDK4/6) inhibitors. Participant knowledge was assessed immediately before (pretest), immediately after (posttest), and 2 weeks after (follow-up test) review of the educational materials. Study statisticians were blinded to group assignment. Results A total of 751 participants enrolled in the study. Of these, 367 (48.9%) were allocated to the intervention arm and 384 (51.1%) were allocated to the control arm. Of those allocated to the intervention arm, 256 (69.8%) completed all assessments. Of those allocated to the control arm, 296 (77.1%) completed all assessments. An additional 12 participants were deemed ineligible and one withdrew. Of the 552 participants, 438 (79.3%) self-identified as multimodal learners. The intervention arm showed greater improvement in posttest score compared to the control group (0.4 points or 4.0% more improvement on average; P=.004) and a higher follow-up test score than the control group (0.3 points or 3.3% more improvement on average; P=.02). Conclusions Although the study demonstrated more learning with learning style-tailored educational materials, the magnitude of increased learning and the largely multimodal learning styles preferred by the study participants lead us to conclude that future content-creation efforts should focus on multimodal educational materials rather than learning style-tailored content. PMID:28743680

Enhancing Learning Outcomes through Application Driven Activities in Marketing

ERIC Educational Resources Information Center

Stegemann, Nicole; Sutton-Brady, Catherine

2013-01-01

This paper introduces an activity used in class to allow students to apply previously acquired information to a hands-on task. As the authors have previously shown active learning is a way to effectively facilitate and improve students' learning outcomes. As a result to improve learning outcomes we have overtime developed a series of learning…

Consider the category: The effect of spacing depends on individual learning histories.

PubMed

Slone, Lauren K; Sandhofer, Catherine M

2017-07-01

The spacing effect refers to increased retention following learning instances that are spaced out in time compared with massed together in time. By one account, the advantages of spaced learning should be independent of task particulars and previous learning experiences given that spacing effects have been demonstrated in a variety of tasks across the lifespan. However, by another account, spaced learning should be affected by previous learning because past learning affects the memory and attention processes that form the crux of the spacing effect. The current study investigated whether individuals' learning histories affect the role of spacing in category learning. We examined the effect of spacing on 24 2- to 3.5-year-old children's learning of categories organized by properties to which children's previous learning experiences have biased them to attend (i.e., shape) and properties to which children are less biased to attend (i.e., texture and color). Spaced presentations led to significantly better learning of shape categories, but not of texture or color categories, compared with massed presentations. In addition, generalized estimating equations analyses revealed positive relations between the size of children's "shape-side" productive vocabularies and their shape category learning and between the size of children's "against-the-system" productive vocabularies and their texture category learning. These results suggest that children's attention to and memory for novel object categories are strongly related to their individual word-learning histories. Moreover, children's learned attentional biases affected the types of categories for which spacing facilitated learning. These findings highlight the importance of considering how learners' previous experiences may influence future learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Educational Materials for Mobile Learning

ERIC Educational Resources Information Center

Kaneko, Kosuke; Okada, Yoshihiro; Yoshida, Motofumi; Inoue, Hitoshi; Fujimura, Naomi

2015-01-01

This paper introduces several educational materials developed by ICER (Innovation Center for Educational Resource) of Kyushu University Library and considers about what are better designs for mobile educational materials through their development experiences and their investigations about its learning effectiveness. The introduced materials are…

Introducing computer-assisted training sessions in the clinical skills lab at the Faculty of Medicine, Suez Canal University.

PubMed

Hosny, Somaya; Mishriky, Adel M; Youssef, Mirella

2008-01-01

The Faculty of Medicine, Suez Canal University clinical skills lab was established in 1981 as the first skills lab in Egypt to cope with innovation in medical education adopted since school inauguration in 1978. Students are trained using their peers or models. Training is done weekly, guided by checklists tested for validity and reliability and updated regularly. Students receive immediate feedback on their performance. Recently, the number of students has increased, leading to challenges in providing adequate supervision and training experiences. A project to design and implement a computer-assisted training (CAT) system seemed to be a plausible solution. To assess the quality of a newly developed CAT product, faculty and students' satisfaction with it, and its impact on the learning process. The project involved preparation of multimedia video-films with a web interface for links of different scientific materials. The project was implemented on second year students. A quality check was done to assess the product's scientific content, and technical quality using questionnaires filled by 84 faculty members (139 filled forms) and 175 students (924 filled forms). For assessment of impact, results of examinations after project implementation were compared with results of 2nd year students of previous 3 years. More faculty (96.3%) were satisfied with the product and considered its quality good to excellent, compared to 93.9% of students, p < 0.001. Most faculty (76.2%) have agreed on its suitability for self-learning, while most students considered the product would be suitable after modification. The percentage of students' failures was lower after project implementation, compared to previous 3 years, p < 0.05. CAT materials developed for training of second year students in skills lab proved to be of good scientific content and quality, and suitable for self-learning. Their use was associated with lower failure rates among students. A randomized trial is recommended to ascertain the effectiveness of its application.

Implementation literacy strategies on health technology theme Learning to enhance Indonesian Junior High School Student's Physics Literacy

NASA Astrophysics Data System (ADS)

Feranie, Selly; Efendi, Ridwan; Karim, Saeful; Sasmita, Dedi

2016-08-01

The PISA results for Indonesian Students are lowest among Asian countries in the past two successive results. Therefore various Innovations in science learning process and its effectiveness enhancing student's science literacy is needed to enrich middle school science teachers. Literacy strategies have been implemented on health technologies theme learning to enhance Indonesian Junior high school Student's Physics literacy in three different health technologies e.g. Lasik surgery that associated with application of Light and Optics concepts, Ultra Sonographer (USG) associated with application of Sound wave concepts and Work out with stationary bike and walking associated with application of motion concepts. Science learning process involves at least teacher instruction, student learning and a science curriculum. We design two main part of literacy strategies in each theme based learning. First part is Integrated Reading Writing Task (IRWT) is given to the students before learning process, the second part is scientific investigation learning process design packed in Problem Based Learning. The first part is to enhance student's science knowledge and reading comprehension and the second part is to enhance student's science competencies. We design a transformation from complexity of physics language to Middle school physics language and from an expensive and complex science investigation to a local material and simply hands on activities. In this paper, we provide briefly how literacy strategies proposed by previous works is redesigned and applied in classroom science learning. Data were analysed using t- test. The increasing value of mean scores in each learning design (with a significance level of p = 0.01) shows that the implementation of this literacy strategy revealed a significant increase in students’ physics literacy achievement. Addition analysis of Avarage normalized gain show that each learning design is in medium-g courses effectiveness category according to Hake's classification.

Nursing Librarians Cultivating Evidence-Based Practice Through an Asynchronous Online Course.

PubMed

Mears, Kim; Blake, Lindsay

2017-09-01

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

Test-Enhanced Learning in the Classroom: Long-Term Improvements from Quizzing

ERIC Educational Resources Information Center

Roediger, Henry L., III; Agarwal, Pooja K.; McDaniel, Mark A.; McDermott, Kathleen B.

2011-01-01

Three experiments examined whether quizzing promotes learning and retention of material from a social studies course with sixth grade students from a suburban middle school. The material used in the experiments was the course material students were to learn and some of the dependent measures were the actual tests on which students received grades.…

Web-Based Learning Materials for Higher Education: The MERLOT Repository

ERIC Educational Resources Information Center

Orhun, Emrah

2004-01-01

MERLOT (Multimedia Educational Resource for Learning and Online Teaching) is a web-based open resource designed primarily for faculty and students in higher education. The resources in MERLOT include over 8,000 learning materials and support materials from a wide variety of disciplines that can be integrated within the context of a larger course.…

Psychology Teaching Resources in the MERLOT Digital Learning Objects Catalog

ERIC Educational Resources Information Center

Brinthaupt, Thomas M.; Pilati, Michelle L.; King, Beverly R.

2008-01-01

MERLOT (Multimedia Educational Resource for Learning and Online Teaching) is a free multidisciplinary catalog of digital learning materials, peer reviews, learning assignments, and member comments designed to facilitate faculty instruction. The catalog's goal is to expand the quantity and quality of peer-reviewed online teaching materials. We…

Developing Course Materials for Technology-Mediated Chinese Language Learning

ERIC Educational Resources Information Center

Kubler, Cornelius C.

2018-01-01

This article discusses principles involved in developing course materials for technology-mediated Chinese language learning, with examples from a new course designed to take into account the needs of distance and independent learners. Which learning environment is most efficient for a given learning activity needs to be carefully considered. It…

Do Open Educational Resources and Cloud Classroom Really Improve Students' Learning?

ERIC Educational Resources Information Center

Tsai, Chia-Wen; Shen, Pei-Di

2014-01-01

More and more educational institutions are using educational technologies and online learning materials to help students achieve satisfactory learning effects. However, not all teachers are able to prepare and design digital learning materials for students. This research attempted to empirically demonstrate the effects of applying open educational…

Field-Dependence/Independence and Active Learning of Verbal and Geometric Material.

ERIC Educational Resources Information Center

Reardon, Richard; And Others

1982-01-01

Field-dependent and independent subjects sorted geometric and verbal material according to category exemplars, forcing active learning, and then recalled the category locations. Field-independent individuals generally performed better on learning and memory tasks with a more active approach. Active versus passive learning styles are discussed.…

Assessing the Application of Three-Dimensional Collaborative Technologies within an E-Learning Environment

ERIC Educational Resources Information Center

McArdle, Gavin; Bertolotto, Michela

2012-01-01

Today, the Internet plays a major role in distributing learning material within third level education. Multiple online facilities provide access to educational resources. While early systems relied on webpages, which acted as repositories for learning material, nowadays sophisticated online applications manage and deliver learning resources.…

Preparing Students for Flipped or Team-Based Learning Methods

ERIC Educational Resources Information Center

Balan, Peter; Clark, Michele; Restall, Gregory

2015-01-01

Purpose: Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to "traditional" teaching when course materials are presented during a lecture, and students are…

International distance-learning outreach: the APEC EINet experience.

PubMed

Kimball, A M; Shih, L; Brown, J; Harris, T G; Pautler, N; Jamieson, R W; Bolles, J; Horwitch, C

2003-01-01

The Emerging Infections Network is a mature electronic network that links Public Health professionals in the Asia Pacific through regular e-mail bulletins and an extensive Web site (http://www.apec.org/infectious). Emerging infections is a new area of study; learning materials help foster education. Our objective is to quantify the response of the network to the introduction of distance-learning materials on the Web site. Distance-learning materials, developed by the University of Washington School of Public Health, were field tested and launched on the site. Publicity was carried out prior to the launch of the materials. Access was tracked prospectively using server counts of page downloads. Web access increased substantially during the month after the materials were launched, especially among Asia based computers. The effect was isolated to the distance-learning pages, and not general to the site. This Web site appears to be responsive to the advertisement and to the materials. Prospective Web-site monitoring proved useful. Copyright 2002 Elsevier Science Ireland Ltd.

Situating beyond the social: understanding the role of materiality in Danish nursing education.

PubMed

Soffer, Ann Katrine B

2016-10-01

Situated learning serves as an analytical framework for learning in a community of practice and has been widely used to understand the learning process that is entailed in becoming a nurse. Yet in this paper, the difficulties encountered with the original notion of situated learning once it is applied to contemporary Danish nursing education are introduced. One issue that has arisen is the analytical requirement for an educational program to be a homogeneous, singular, and social phenomenon thereby discounting the varied and different sites and materialities found within nursing education. By using the materiality of the hospital bed as an empirical example of the way materiality also shapes practices, an alternative understanding of situated participation can emerge. This approach allows different sites and materialities to be conceptualized as equally genuine parts of the situated leaning framework. I suggest the notion of multi-configured learning, which captures the heterogeneity and materiality encountered during ethnographic fieldwork at a Danish nursing school.

Development of Teaching Materials Based Interactive Scientific Approach towards the Concept of Social Arithmetic For Junior High School Student

NASA Astrophysics Data System (ADS)

Abadi, M. K.; Pujiastuti, H.; Assaat, L. D.

2017-02-01

The scientific approach is the characteristic of the curriculum 2013. In learning to use a scientific approach, learning process consists of five stages: observe, ask, try, reasoning and convey. In the curriculum 2013 the source of learning is a book, print media, electronic and about nature or relevant learning resources. Most of the print instructional materials on the market does not appropriate in the curriculum 2013. Teaching materials with a scientific approach, beside that to the teaching materials should motivate students to not be lazy, do not get bored, and more eager to learn mathematics. So the development of scientific-based interactive teaching materials that if this approach to answer the challenge. The purpose of this research is to create teaching materials appropriate to the curriculum 2013 that is based on scientific approach and interactive. This study used research and developed methodology. The results of this study are scientific based interactive teaching materials can be used by learners. That can be used by learners are then expected to study teaching materials can be used in android smartphone and be used portable.

Maldives. Package on population education for special interest groups developed.

PubMed

1995-01-01

The Population Education Program of the Non-Formal Education Center has developed a package of Population Education for Special Interest Groups comprising a learning package and fieldworker's guide. The learning package is especially developed for teaching population education for out-of-school populations. Special interest groups in Maldives include newly married couples, adolescents, and working youth. Produced under the guidance of UNESCO, Bangkok, the package contains 36 different materials such as posters, charts, leaflets, booklets, stories, and illustrated booklets which may be taught in 36 to 45 periods. The materials deal with eight themes, namely, family size and family welfare, population and resources, delayed marriage and parenthood, responsible parenthood, population-related values and beliefs, women in development, AIDS/STD, and respect for old people. Accompanying the learning package is the fieldworker's guide used to teach the package. It contains individual guides for each of the 36 learning materials. The guide gives the titles of the materials, format, objectives of the materials, messages, target groups, and an overview of the content of each learning materials. The methodologies used for teaching the learning materials include role playing, group discussion, questioning, brainstorming, survey, creative writing, problem-solving and evaluation. The package will be used by fieldworkers to conduct island-based population education courses. full text

Flexible explicit but rigid implicit learning in a visuomotor adaptation task

PubMed Central

Bond, Krista M.

2015-01-01

There is mounting evidence for the idea that performance in a visuomotor rotation task can be supported by both implicit and explicit forms of learning. The implicit component of learning has been well characterized in previous experiments and is thought to arise from the adaptation of an internal model driven by sensorimotor prediction errors. However, the role of explicit learning is less clear, and previous investigations aimed at characterizing the explicit component have relied on indirect measures such as dual-task manipulations, posttests, and descriptive computational models. To address this problem, we developed a new method for directly assaying explicit learning by having participants verbally report their intended aiming direction on each trial. While our previous research employing this method has demonstrated the possibility of measuring explicit learning over the course of training, it was only tested over a limited scope of manipulations common to visuomotor rotation tasks. In the present study, we sought to better characterize explicit and implicit learning over a wider range of task conditions. We tested how explicit and implicit learning change as a function of the specific visual landmarks used to probe explicit learning, the number of training targets, and the size of the rotation. We found that explicit learning was remarkably flexible, responding appropriately to task demands. In contrast, implicit learning was strikingly rigid, with each task condition producing a similar degree of implicit learning. These results suggest that explicit learning is a fundamental component of motor learning and has been overlooked or conflated in previous visuomotor tasks. PMID:25855690

Computer literacy and attitudes towards e-learning among first year medical students

PubMed Central

Link, Thomas Michael; Marz, Richard

2006-01-01

Background At the Medical University of Vienna, most information for students is available only online. In 2005, an e-learning project was initiated and there are plans to introduce a learning management system. In this study, we estimate the level of students' computer skills, the number of students having difficulty with e-learning, and the number of students opposed to e-learning. Methods The study was conducted in an introductory course on computer-based and web-based training (CBT/WBT). Students were asked to fill out a questionnaire online that covered a wide range of relevant attitudes and experiences. Results While the great majority of students possess sufficient computer skills and acknowledge the advantages of interactive and multimedia-enhanced learning material, a small percentage lacks basic computer skills and/or is very skeptical about e-learning. There is also a consistently significant albeit weak gender difference in available computer infrastructure and Internet access. As for student attitudes toward e-learning, we found that age, computer use, and previous exposure to computers are more important than gender. A sizable number of students, 12% of the total, make little or no use of existing e-learning offerings. Conclusion Many students would benefit from a basic introduction to computers and to the relevant computer-based resources of the university. Given to the wide range of computer skills among students, a single computer course for all students would not be useful nor would it be accepted. Special measures should be taken to prevent students who lack computer skills from being disadvantaged or from developing computer-hostile attitudes. PMID:16784524

Computer literacy and attitudes towards e-learning among first year medical students.

PubMed

Link, Thomas Michael; Marz, Richard

2006-06-19

At the Medical University of Vienna, most information for students is available only online. In 2005, an e-learning project was initiated and there are plans to introduce a learning management system. In this study, we estimate the level of students' computer skills, the number of students having difficulty with e-learning, and the number of students opposed to e-learning. The study was conducted in an introductory course on computer-based and web-based training (CBT/WBT). Students were asked to fill out a questionnaire online that covered a wide range of relevant attitudes and experiences. While the great majority of students possess sufficient computer skills and acknowledge the advantages of interactive and multimedia-enhanced learning material, a small percentage lacks basic computer skills and/or is very skeptical about e-learning. There is also a consistently significant albeit weak gender difference in available computer infrastructure and Internet access. As for student attitudes toward e-learning, we found that age, computer use, and previous exposure to computers are more important than gender. A sizable number of students, 12% of the total, make little or no use of existing e-learning offerings. Many students would benefit from a basic introduction to computers and to the relevant computer-based resources of the university. Given to the wide range of computer skills among students, a single computer course for all students would not be useful nor would it be accepted. Special measures should be taken to prevent students who lack computer skills from being disadvantaged or from developing computer-hostile attitudes.

Mood-congruent memory in depression - the influence of personal relevance and emotional context.

PubMed

Wittekind, Charlotte E; Terfehr, Kirsten; Otte, Christian; Jelinek, Lena; Hinkelmann, Kim; Moritz, Steffen

2014-03-30

The investigation of veridical mood-congruent memory (MCM) in major depressive disorder (MDD) has been subject of many studies, whereas mood-congruent false memory has received comparatively little attention. The present study examined the influence of valence, personal relevance and the valence of the context of the learning material on true and false MCM in 20 inpatients with MDD and 20 healthy controls. Sixty positive, negative, neutral or personally relevant nouns were either combined with a positive, negative or neutral adjective. Word pairs were presented to participants in a learning trial. In a recognition task, participants had to identify the previously studied word pairs. A MCM effect could not be found for hits. However, in exploratory analyses, word pairs containing personally relevant nouns were more rated towards old by the patient relative to the control group. Furthermore, depressed patients tended to rate items more towards old than controls when the words were presented in a negative new context. Results are in line with previous findings in depression research emphasizing the role of mood-congruent false memories for mood disorders. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Building-In Quality Rather than Assessing Quality Afterwards: A Technological Solution to Ensuring Computational Accuracy in Learning Materials

ERIC Educational Resources Information Center

Dunn, Peter

2008-01-01

Quality encompasses a very broad range of ideas in learning materials, yet the accuracy of the content is often overlooked as a measure of quality. Various aspects of accuracy are briefly considered, and the issue of computational accuracy is then considered further. When learning materials are produced containing the results of mathematical…

How To Produce Linked Audio and Still Visual Materials. Teaching and Learning in Higher Education, 16.

ERIC Educational Resources Information Center

Ellington, Henry

A sequel to the booklet "A Review of the Different Types of Instructional Materials Available to Teachers and Lecturers," this booklet begins by looking at the various ways in which linked audio and still visual materials can be used in different instructional situations, i.e., mass instruction, individualized learning, and group learning. Some of…

Development of a CD-ROM on written language for the continuing education of elementary school teachers.

PubMed

Gonçalves, Thaís Dos Santos; Crenitte, Patrícia Abreu Pinheiro

2011-01-01

Distance education has emerged to minimize the anxiety of many professionals who need to update their knowledge, but do not have the time and opportunity to travel to educational centers. To describe the development of a CD-ROM to provide distance continuing education to basic school teachers that addresses issues related to written language. Previously, a script was developed with themes related to the acquisition and development of written language. Subsequently, a technical team transformed the texts in multimedia language. The titles of each content area addressed are available on buttons and links. The files can be viewed in a linear sequence, allowing the teacher to start learning at the desired moment and go straight to the file that he or she wants to access. Videos that show practical applications of the concepts available in text are included. Brazil is a developing country. The use of technologies for education reduces cultural isolation among education professionals. It is necessary to focus on making teaching materials for distance education. In order to provide an effective learning environment, the learners reality should be considered. A multidisciplinary team should prepare the materials. The development of educational material for distance education on the acquisition and development of written language seems not only appropriate, but also warranted to provide professional growth opportunity for teachers who need time flexibility and/or live far away from academic centers.

Tracking neural correlates of successful learning over repeated sequence observations

PubMed Central

Steinemann, Natalie A.; Moisello, Clara; Ghilardi, M. Felice; Kelly, Simon P.

2016-01-01

The neural correlates of memory formation in humans have long been investigated by exposing subjects to diverse material and comparing responses to items later remembered to those forgotten. Tasks requiring memorization of sensory sequences afford unique possibilities for linking neural memorization processes to behavior, because, rather than comparing across different items of varying content, each individual item can be examined across the successive learning states of being initially unknown, newly learned, and eventually, fully known. Sequence learning paradigms have not yet been exploited in this way, however. Here, we analyze the event-related potentials of subjects attempting to memorize sequences of visual locations over several blocks of repeated observation, with respect to pre- and post-block recall tests. Over centro-parietal regions, we observed a rapid P300 component superimposed on a broader positivity, which exhibited distinct modulations across learning states that were replicated in two separate experiments. Consistent with its well-known encoding of surprise, the P300 deflection monotonically decreased over blocks as locations became better learned and hence more expected. In contrast, the broader positivity was especially elevated at the point when a given item was newly learned, i.e., started being successfully recalled. These results implicate the Broad Positivity in endogenously-driven, intentional memory formation, whereas the P300, in processing the current stimulus to the degree that it was previously uncertain, indexes the cumulative knowledge thereby gained. The decreasing surprise/P300 effect significantly predicted learning success both across blocks and across subjects. This presents a new, neural-based means to evaluate learning capabilities independent of verbal reports, which could have considerable value in distinguishing genuine learning disabilities from difficulties to communicate the outcomes of learning, or perceptual impairments, in a range of clinical brain disorders. PMID:27155129

The Effects of Digital Learning Material on Students' Mathematics Learning in Vocational Education

ERIC Educational Resources Information Center

Zwart, Diana P.; Van Luit, Johannes E. H.; Noroozi, Omid; Goei, Sui Lin

2017-01-01

This study investigates the effects of Digital Learning Material (DLM) including instructional clips, online guidance, structuring of content, and a collaboration tool on students' mathematics learning in Dutch vocational education. A pretest-posttest design was used. Apprenticeship students were asked to complete assignments and to discuss them…

A Heuristic Model for Research on Prose Learning.

ERIC Educational Resources Information Center

Frase, Lawrence T.

Learning activities that are associated with programed materials can be applied to learning from ordinary text; in fact, there is no essential difference between programed and ordinary text. Active response so important to programed learning can be controlled in textual materials by carefully defined adjunct aids such as word lists, underlining,…

Studying on Borrowed Time: How Does Testing Impair New Learning?

ERIC Educational Resources Information Center

Davis, Sara D.; Chan, Jason C. K.

2015-01-01

Retrieving studied materials often enhances subsequent learning of new materials (Pastötter & Bäuml, 2014). However, retrieval has also been shown to impair new learning (Finn & Roediger, 2013). In this article, we attempted to determine when retrieval enhances and when it impairs new learning. We argue that testing impairs new learning…

Design and Development Computer-Based E-Learning Teaching Material for Improving Mathematical Understanding Ability and Spatial Sense of Junior High School Students

NASA Astrophysics Data System (ADS)

Nurjanah; Dahlan, J. A.; Wibisono, Y.

2017-02-01

This paper aims to make a design and development computer-based e-learning teaching material for improving mathematical understanding ability and spatial sense of junior high school students. Furthermore, the particular aims are (1) getting teaching material design, evaluation model, and intrument to measure mathematical understanding ability and spatial sense of junior high school students; (2) conducting trials computer-based e-learning teaching material model, asessment, and instrument to develop mathematical understanding ability and spatial sense of junior high school students; (3) completing teaching material models of computer-based e-learning, assessment, and develop mathematical understanding ability and spatial sense of junior high school students; (4) resulting research product is teaching materials of computer-based e-learning. Furthermore, the product is an interactive learning disc. The research method is used of this study is developmental research which is conducted by thought experiment and instruction experiment. The result showed that teaching materials could be used very well. This is based on the validation of computer-based e-learning teaching materials, which is validated by 5 multimedia experts. The judgement result of face and content validity of 5 validator shows that the same judgement result to the face and content validity of each item test of mathematical understanding ability and spatial sense. The reliability test of mathematical understanding ability and spatial sense are 0,929 and 0,939. This reliability test is very high. While the validity of both tests have a high and very high criteria.

Pedagogical underpinnings of computer-based learning.

PubMed

Adams, Audrey M

2004-04-01

E-learning is becoming increasingly incorporated into educational programmes. Digital materials usually require a lot of investment in terms of time, money and human resources. With advances in technology, delivery of content has much improved in terms of multimedia elements. However, often only low-level learning is achieved as a result of using these materials. The purpose of this article is to give a comprehensive overview of some of the most important issues to consider when incorporating e-learning into educational programmes. Computer-based learning has three components: hardware, software and 'underware', the pedagogy that underpins its development. The latter is the most important, as the approach adopted will influence the creation of computer-based learning materials and determine the way in which students engage with subject matter. Teachers are responsible for the quality of their courses and have a vital role in helping to develop the most appropriate electronic learning activities that will facilitate students to acquire the knowledge and skills necessary for clinical practice. Therefore, they need to have an awareness of what contributes to educationally effective, computer-based learning materials.

The development of learning materials based on core model to improve students’ learning outcomes in topic of Chemical Bonding

NASA Astrophysics Data System (ADS)

Avianti, R.; Suyatno; Sugiarto, B.

2018-04-01

This study aims to create an appropriate learning material based on CORE (Connecting, Organizing, Reflecting, Extending) model to improve students’ learning achievement in Chemical Bonding Topic. This study used 4-D models as research design and one group pretest-posttest as design of the material treatment. The subject of the study was teaching materials based on CORE model, conducted on 30 students of Science class grade 10. The collecting data process involved some techniques such as validation, observation, test, and questionnaire. The findings were that: (1) all the contents were valid, (2) the practicality and the effectiveness of all the contents were good. The conclusion of this research was that the CORE model is appropriate to improve students’ learning outcomes for studying Chemical Bonding.

The Place of Rock and Mineral Identification in Geoscience Programs

NASA Astrophysics Data System (ADS)

Nicholls, J.

2011-12-01

Geoscience programs traditionally required a significant amount of class and laboratory time for students to learn to identify Earth materials: minerals, rocks, soils, and fossils. Two decades ago, courses devoted to the mineral sciences, mineralogy and petrology, constituted approximately 20% of a geoscience program. Today, they make up between 5% and 10% of the courses in such a program. Two decades ago students spent their laboratory time learning to identify Earth materials. Today, they do the same thing, even though the time set aside for students to achieve proficiency is limited. A typical learning objective for a geoscience program reads: Identify common Earth materials and interpret their composition, origin and uses. The three underlined words convey the essence of the objective: We ask students to identify and interpret common Earth materials, which begs the questions: Do the common Earth materials provide adequate information for interpreting the composition, origin, and use of Earth materials? Do modern curricula contain enough laboratory time for students to learn to identify Earth materials? Do all geoscientists need to be able to identify Earth materials? The assemblage kyanite plus sillimanite is crucial for interpreting metamorphic history yet they are not common minerals. The IUGS classification contains 179 rock names yet we expect students to identify only a handful of them. The upper mantle is dominated by peridotite yet do geophysicists need to be able to identify peridotite in order to study the upper mantle? All geoscientists should be able to interpret Earth materials, at least at some level, and deduce the information Earth materials provide about Earth history and processes. Only a subset of geoscientists needs to learn how to identify them. Identification skills can be learned in upper level courses designed for those who will become mineral scientists. Many of the interpretations derived from Earth materials can be learned in the lower level courses required of all geoscience students.

Analysis of students’ incorrect answers at triangle materials in the fifth-grade of primary school

NASA Astrophysics Data System (ADS)

Shintawati, E.; Jupri, Al

2018-05-01

This research aims to analyse the comparison of the predictions made by the author between learning methods with the reality that occur in the class and to analyse students' responses toward questions given by teachers at triangle materials. The method used in this research is the descriptive-qualitative method. The subjects of this research are all fifth-grade students from a primary school in the city of Bandung. The results of this research indicated that there are some influences between learning methods and students' responses shown by the way students answer the question. In reality, there are many students’ responses produced beyond the predictions of the author. It shows that as the good teachers, besides setting up learning methods, they should also make predictions toward the responses of the students in answering the questions given. The results of the predictions could be used as a lesson for teachers to run the learning processes as good as possible so the students' responses could being accordance with the concept of materials presented and could also achieve the expected learning goals. Based on this research’s results, as a teacher must have techniques and strategies to overcome things that are not expected during the learning so that learning can be conducive so that students can focus on learning and enjoy learning so that learning outcomes is the ability of students to increase in understanding the material and can construct the concept of material provided.

Extraction and classification of 3D objects from volumetric CT data

NASA Astrophysics Data System (ADS)

Song, Samuel M.; Kwon, Junghyun; Ely, Austin; Enyeart, John; Johnson, Chad; Lee, Jongkyu; Kim, Namho; Boyd, Douglas P.

2016-05-01

We propose an Automatic Threat Detection (ATD) algorithm for Explosive Detection System (EDS) using our multistage Segmentation Carving (SC) followed by Support Vector Machine (SVM) classifier. The multi-stage Segmentation and Carving (SC) step extracts all suspect 3-D objects. The feature vector is then constructed for all extracted objects and the feature vector is classified by the Support Vector Machine (SVM) previously learned using a set of ground truth threat and benign objects. The learned SVM classifier has shown to be effective in classification of different types of threat materials. The proposed ATD algorithm robustly deals with CT data that are prone to artifacts due to scatter, beam hardening as well as other systematic idiosyncrasies of the CT data. Furthermore, the proposed ATD algorithm is amenable for including newly emerging threat materials as well as for accommodating data from newly developing sensor technologies. Efficacy of the proposed ATD algorithm with the SVM classifier is demonstrated by the Receiver Operating Characteristics (ROC) curve that relates Probability of Detection (PD) as a function of Probability of False Alarm (PFA). The tests performed using CT data of passenger bags shows excellent performance characteristics.

Selected Reading Materials for Learning Disabled Adolescents.

ERIC Educational Resources Information Center

Graham, Steve

1983-01-01

To identify reading materials suitable for learning disabled adolescents, teachers should determine areas of student interest, predict the student's reading level, and determine the material's readablity. Then the match between the student and material should be evaluated in terms of reading level, interest, word recognition, and comprehension.…

Category transfer in sequential causal learning: the unbroken mechanism hypothesis.

PubMed

Hagmayer, York; Meder, Björn; von Sydow, Momme; Waldmann, Michael R

2011-07-01

The goal of the present set of studies is to explore the boundary conditions of category transfer in causal learning. Previous research has shown that people are capable of inducing categories based on causal learning input, and they often transfer these categories to new causal learning tasks. However, occasionally learners abandon the learned categories and induce new ones. Whereas previously it has been argued that transfer is only observed with essentialist categories in which the hidden properties are causally relevant for the target effect in the transfer relation, we here propose an alternative explanation, the unbroken mechanism hypothesis. This hypothesis claims that categories are transferred from a previously learned causal relation to a new causal relation when learners assume a causal mechanism linking the two relations that is continuous and unbroken. The findings of two causal learning experiments support the unbroken mechanism hypothesis. Copyright © 2011 Cognitive Science Society, Inc.

Media development effectiveness of geography 3d muckups

NASA Astrophysics Data System (ADS)

Prasetya, S. P.; Daryono; Budiyanto, E.

2018-01-01

Geography examines geosphere phenomena that occurs in a space associated with humans on earth’s surface. Media 3D models are an important visual media in presenting spatial objects on the earth’s surface. This study aims to develop a decent 3D mockups media used for learning materials and test the effectiveness of media geography 3D mockups on learning outcomes. The study involved 90 students of Geography Education, Faculty of Social Sciences and Law, State University of Surabaya. Method development using a model of the Borg and Gall (1989) which has been modified into three stages, namely the introduction, development, and testing. The study produced instructional media 3D Muckups eligible to be used as a learning medium for the material hydrosphere geography, geology, and geomorphology. 3D mockups media use in learning geography materials can increase the activity of students, student interest and a positive response to raise the student learning outcomes as the material can be delivered more concrete geography. Based on observations conducted student activity occurs continuously increase in the use of 3D models for learning geography material.

The e-MapScholar project—an example of interoperability in GIScience education

NASA Astrophysics Data System (ADS)

Purves, R. S.; Medyckyj-Scott, D. J.; Mackaness, W. A.

2005-03-01

The proliferation of the use of digital spatial data in learning and teaching provides a set of opportunities and challenges for the development of e-learning materials suitable for use by a broad spectrum of disciplines in Higher Education. Effective e-learning materials must both provide engaging materials with which the learner can interact and be relevant to the learners' disciplinary and background knowledge. Interoperability aims to allow sharing of data and materials through the use of common agreements and specifications. Shared learning materials can take advantage of interoperable components to provide customisable components, and must consider issues in sharing data across institutional borders. The e-MapScholar project delivers teaching materials related to spatial data, which are customisable with respect to both context and location. Issues in the provision of such interoperable materials are discussed, including suitable levels of granularity of materials, the provision of tools to facilitate customisation and mechanisms to deliver multiple data sets and the metadata issues related to such materials. The examples shown make extensive use of the OpenGIS consortium specifications in the delivery of spatial data.

Development of a self-treatment approach for patients with COPD and comorbidities: an ongoing learning process.

PubMed

Effing, Tanja W; Lenferink, Anke; Buckman, Julie; Spicer, Deborah; Cafarella, Paul A; Burt, Morton G; Bassett, Katherine L; van Ommeren, Clara; Anesbury, Sally; van der Valk, Paul D L P M; Frith, Peter A; van der Palen, Job

2014-11-01

Patient-initiated action plans are an important component of COPD self-management (SM) interventions. When integrated into SM interventions, these action plans have proven to be effective in reducing exacerbation severity, hospitalisations, and costs and in improving health status in patients with COPD without severe comorbidities. Because of overlap in symptoms, a self-treatment (ST) approach that focuses solely on traditional symptoms of COPD is inadequate for patients with COPD and comorbidities. The COPE-III SM intervention combines (I) patient-initiated action plans that are tailored to the individual's co-morbid disease(s), and (II) ongoing nurse support. In this paper we provide information regarding the integration of information from two previous COPD SM studies (COPE I and II) in the development of the current COPE-III ST approach. COPE-III ST materials include daily symptom diaries and action plans that take patient's common comorbidities [chronic heart failure (CHF), anxiety, depression, ischaemic heart disease (IHD), and diabetes] into account. The comorbid diary and action plans components were developed in collaboration with multiple disease-experts. Previous SM studies have highlighted some essential topics that need to be considered when developing a SM or ST approach: 'when to initiate ST', 'how to optimize materials and safety', and 'how to achieve behavioural change'. In the COPE-III study, ST is initiated after a significant change in symptoms. This is consistent with the COPE-II approach and was implemented because disease symptoms are often present even when patients are stable. We have tried to ensure patient safety by providing an easily accessible case-manager to patients throughout their involvement in the study. Furthermore, a psychologist has ensured the use of behavioural change techniques throughout the intervention. We should continue to learn from our experiences with SM interventions to further optimize future SM and ST interventions. The use of materials that are suitable for different levels of patient literacy and the training of health care providers are other points of improvement.

Do medical students watch video clips in eLearning and do these facilitate learning?

PubMed

Romanov, Kalle; Nevgi, Anne

2007-06-01

There is controversial evidence of the impact of individual learning style on students' performance in computer-aided learning. We assessed the association between the use of multimedia materials, such as video clips, and collaborative communication tools with learning outcome among medical students. One hundred and twenty-one third-year medical students attended a course in medical informatics (0.7 credits) consisting of lectures, small group sessions and eLearning material. The eLearning material contained six learning modules with integrated video clips and collaborative learning tools in WebCT. Learning outcome was measured with a course exam. Approximately two-thirds of students (68.6%) viewed two or more videos. Female students were significantly more active video-watchers. No significant associations were found between video-watching and self-test scores or the time used in eLearning. Video-watchers were more active in WebCT; they loaded more pages and more actively participated in discussion forums. Video-watching was associated with a better course grade. Students who watched video clips were more active in using collaborative eLearning tools and achieved higher course grades.

Web-Based Interactive Video Vignettes Create a Personalized Active Learning Classroom for Introducing Big Ideas in Introductory Biology

ERIC Educational Resources Information Center

Wright, L. Kate; Newman, Dina L.; Cardinale, Jean A.; Teese, Robert

2016-01-01

The typical "flipped classroom" delivers lecture material in video format to students outside of class in order to make space for active learning in class. But why give students passive material at all? We are developing a set of high-quality online educational materials that promote active, hands-on science learning to aid in teaching…

Bringing Fun and Meaning into Grammar Learning: A Case Study of a Secondary-Level EFL Class in Hong Kong

ERIC Educational Resources Information Center

Hua, Congchao; Li, Bin

2015-01-01

Popular culture materials are generally believed to have positive effects on L2 learning. This study examined the effectiveness of popular culture materials in enhancing Hong Kong EFL students' grammar learning. In a quasi-experimental design, 20 secondary school students were taught grammar in two ways: with the use of popular culture materials,…

Deployment of Mobile Learning Course Materials to Android Powered Mobile Devices

ERIC Educational Resources Information Center

Chao, Lee

2012-01-01

The objective of this article is to facilitate mobile teaching and learning by providing an alternative course material deployment method. This article suggests a course material deployment platform for small universities or individual instructors. Different from traditional course material deployment methods, the method discussed deploys course…

Personalized Recommendation of Learning Material Using Sequential Pattern Mining and Attribute Based Collaborative Filtering

ERIC Educational Resources Information Center

Salehi, Mojtaba; Nakhai Kamalabadi, Isa; Ghaznavi Ghoushchi, Mohammad Bagher

2014-01-01

Material recommender system is a significant part of e-learning systems for personalization and recommendation of appropriate materials to learners. However, in the existing recommendation algorithms, dynamic interests and multi-preference of learners and multidimensional-attribute of materials are not fully considered simultaneously. Moreover,…

Special nuclear materials cutoff exercise: Issues and lessons learned. Volume 3

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

Libby, R.A.; Segal, J.E.; Stanbro, W.D.

1995-08-01

This document is appendices D-J for the Special Nuclear Materials Cutoff Exercise: Issues and Lessons Learned. Included are discussions of the US IAEA Treaty, safeguard regulations for nuclear materials, issue sheets for the PUREX process, and the LANL follow up activity for reprocessing nuclear materials.

Encouraging Learners to Create Language-Learning Materials

ERIC Educational Resources Information Center

Moiseenko, Veronika

2015-01-01

Student-produced materials are a powerful tool for promoting learner autonomy. They challenge the traditional paradigm of education because the very concept of learner-produced materials is based on trust in the student-centered learning process; when developing materials, learners do not rely on the teacher to make every decision. In this…

Effective Online Practices for International Learning Collaborations

ERIC Educational Resources Information Center

Ray, Waverly C.; Muñiz-Solari, Osvaldo; Klein, Phil; Solem, Michael

2012-01-01

The Association of American Geographers' Center for Global Geography Education aims to internationalize geography in higher education by providing materials and activities to support international learning collaborations. From 2007-2011, geographers in different countries collaboratively developed online learning materials and trialed these…

A general-purpose machine learning framework for predicting properties of inorganic materials

DOE PAGES

Ward, Logan; Agrawal, Ankit; Choudhary, Alok; ...

2016-08-26

A very active area of materials research is to devise methods that use machine learning to automatically extract predictive models from existing materials data. While prior examples have demonstrated successful models for some applications, many more applications exist where machine learning can make a strong impact. To enable faster development of machine-learning-based models for such applications, we have created a framework capable of being applied to a broad range of materials data. Our method works by using a chemically diverse list of attributes, which we demonstrate are suitable for describing a wide variety of properties, and a novel method formore » partitioning the data set into groups of similar materials to boost the predictive accuracy. In this manuscript, we demonstrate how this new method can be used to predict diverse properties of crystalline and amorphous materials, such as band gap energy and glass-forming ability.« less

A general-purpose machine learning framework for predicting properties of inorganic materials

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

Ward, Logan; Agrawal, Ankit; Choudhary, Alok

A very active area of materials research is to devise methods that use machine learning to automatically extract predictive models from existing materials data. While prior examples have demonstrated successful models for some applications, many more applications exist where machine learning can make a strong impact. To enable faster development of machine-learning-based models for such applications, we have created a framework capable of being applied to a broad range of materials data. Our method works by using a chemically diverse list of attributes, which we demonstrate are suitable for describing a wide variety of properties, and a novel method formore » partitioning the data set into groups of similar materials to boost the predictive accuracy. In this manuscript, we demonstrate how this new method can be used to predict diverse properties of crystalline and amorphous materials, such as band gap energy and glass-forming ability.« less

Accurate Monitoring Leads to Effective Control and Greater Learning of Patient Education Materials

ERIC Educational Resources Information Center

Rawson, Katherine A.; O'Neil, Rochelle; Dunlosky, John

2011-01-01

Effective management of chronic diseases (e.g., diabetes) can depend on the extent to which patients can learn and remember disease-relevant information. In two experiments, we explored a technique motivated by theories of self-regulated learning for improving people's learning of information relevant to managing a chronic disease. Materials were…

Learning Objects and the E-Learning Cost Dilemma

ERIC Educational Resources Information Center

Weller, Martin

2004-01-01

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

Flip-J: Development of the System for Flipped Jigsaw Supported Language Learning

ERIC Educational Resources Information Center

Yamada, Masanori; Goda, Yoshiko; Hata, Kojiro; Matsukawa, Hideya; Yasunami, Seisuke

2016-01-01

This study aims to develop and evaluate a language learning system supported by the "flipped jigsaw" technique, called "Flip-J". This system mainly consists of three functions: (1) the creation of a learning material database, (2) allocation of learning materials, and (3) formation of an expert and jigsaw group. Flip-J was…

Disability-Aware Adaptive and Personalised Learning for Students with Multiple Disabilities

ERIC Educational Resources Information Center

Nganji, Julius T.; Brayshaw, Mike

2017-01-01

Purpose: The purpose of this paper is to address how virtual learning environments (VLEs) can be designed to include the needs of learners with multiple disabilities. Specifically, it employs AI to show how specific learning materials from a huge repository of learning materials can be recommended to learners with various disabilities. This is…

Learning from Scientific Texts: Personalizing the Text Increases Transfer Performance and Task Involvement

ERIC Educational Resources Information Center

Dutke, Stephan; Grefe, Anna Christina; Leopold, Claudia

2016-01-01

In an experiment with 65 high-school students, we tested the hypothesis that personalizing learning materials would increase students' learning performance and motivation to study the learning materials. Students studied either a 915-word standard text on the anatomy and functionality of the human eye or a personalized version of the same text in…

Developing an Entrepreneurship Module by Using Product-Based Learning Approach in Vocational Education

ERIC Educational Resources Information Center

Yulastri, Asmar; Hidayat, Hendra; Ganefri; Islami, Syaiful; Edya, Fuji

2017-01-01

Boring lecturers and irrelevant learning materials needed by students caused the students are less motivated to learn entrepreneurship course in vocational education. It is caused by the learning materials that will be delivered by the lectures can be predicted by the students. Thus, a relevant and supplementary support is much needed which can be…

A strategy to apply machine learning to small datasets in materials science

NASA Astrophysics Data System (ADS)

Zhang, Ying; Ling, Chen

2018-12-01

There is growing interest in applying machine learning techniques in the research of materials science. However, although it is recognized that materials datasets are typically smaller and sometimes more diverse compared to other fields, the influence of availability of materials data on training machine learning models has not yet been studied, which prevents the possibility to establish accurate predictive rules using small materials datasets. Here we analyzed the fundamental interplay between the availability of materials data and the predictive capability of machine learning models. Instead of affecting the model precision directly, the effect of data size is mediated by the degree of freedom (DoF) of model, resulting in the phenomenon of association between precision and DoF. The appearance of precision-DoF association signals the issue of underfitting and is characterized by large bias of prediction, which consequently restricts the accurate prediction in unknown domains. We proposed to incorporate the crude estimation of property in the feature space to establish ML models using small sized materials data, which increases the accuracy of prediction without the cost of higher DoF. In three case studies of predicting the band gap of binary semiconductors, lattice thermal conductivity, and elastic properties of zeolites, the integration of crude estimation effectively boosted the predictive capability of machine learning models to state-of-art levels, demonstrating the generality of the proposed strategy to construct accurate machine learning models using small materials dataset.

White-matter structural connectivity predicts short-term melody and rhythm learning in non-musicians.

PubMed

Vaquero, Lucía; Ramos-Escobar, Neus; François, Clément; Penhune, Virginia; Rodríguez-Fornells, Antoni

2018-06-18

Music learning has received increasing attention in the last decades due to the variety of functions and brain plasticity effects involved during its practice. Most previous reports interpreted the differences between music experts and laymen as the result of training. However, recent investigations suggest that these differences are due to a combination of genetic predispositions with the effect of music training. Here, we tested the relationship of the dorsal auditory-motor pathway with individual behavioural differences in short-term music learning. We gathered structural neuroimaging data from 44 healthy non-musicians (28 females) before they performed a rhythm- and a melody-learning task during a single behavioural session, and manually dissected the arcuate fasciculus (AF) in both hemispheres. The macro- and microstructural organization of the AF (i.e., volume and FA) predicted the learning rate and learning speed in the musical tasks, but only in the right hemisphere. Specifically, the volume of the right anterior segment predicted the synchronization improvement during the rhythm task, the FA in the right long segment was correlated with the learning rate in the melody task, and the volume and FA of the right whole AF predicted the learning speed during the melody task. This is the first study finding a specific relation between different branches within the AF and rhythmic and melodic materials. Our results support the relevant function of the AF as the structural correlate of both auditory-motor transformations and the feedback-feedforward loop, and suggest a crucial involvement of the anterior segment in error-monitoring processes related to auditory-motor learning. These findings have implications for both the neuroscience of music field and second-language learning investigations. Copyright © 2018. Published by Elsevier Inc.

Assessment of the efficacy of blended learning in an introductory pharmacy class

NASA Astrophysics Data System (ADS)

Munson, Christina Elizabeth

Blended learning is the convergence between traditional face-to-face learning typically seen in a university setting and a computer-mediated learning environment, and is increasingly being seen as a viable alternative for learning instruction. Pharmaceutical calculations (PC) is a course taken by students in the first year in the school of pharmacy at the University of Kansas (KU SOP). One of the objectives of the PC class is that students are able to perform calculations with minimal error consistently. This requires repetitive drill which is a poor use of class time. By moving presentation of material online and using class time for small learning group problem solving as well as practice exams, the transformation of the course to a blended or hybrid course is assessed for efficacy and found to have student outcomes which are comparable to previous face-to-face (F2F) classes. As KU SOP expands it class sizes from 105 to ˜150 students and its campuses (building a satellite campus in Wichita, Kansas), being able to provide quality instruction at a reasonable cost is desirable. By redesigning PC to be a hybrid course, the need to hire additional instructors and/or increase available resources is minimized. Instructors remain for the large part on the main campus in Lawrence while students are learning at remote locations, a cost-effective measure for all parties involved. Using small learning groups (consisting of not more than 3 or 4 students) to work problems in PC was demonstrated to be an effective use of F2F class time in the fall semester, 2008 at KU. The class was taught by the same instructor in the fall of 2009 using blended learning as the class format. The current computer Learning Management System (LMS) in use at KU is Blackboard((c)2010). By using Blackboard to deliver lectures and have students work through tutorials to learn the material, class time was devoted to highly-focused problem solving. Due to unequal data distribution, the non-parametric tests Kruskal-Wallis and Mann-Whitney were used to assess student outcomes from three different classes (years) of students. The only significant differences were between groups of males in two different face-to-face classes. There was no significant difference between BL and F2F class formats. In general, blended learning was found to be as effective as a traditional F2F class format when comparing final student outcomes.

Evidence for view-invariant face recognition units in unfamiliar face learning.

PubMed

Etchells, David B; Brooks, Joseph L; Johnston, Robert A

2017-05-01

Many models of face recognition incorporate the idea of a face recognition unit (FRU), an abstracted representation formed from each experience of a face which aids recognition under novel viewing conditions. Some previous studies have failed to find evidence of this FRU representation. Here, we report three experiments which investigated this theoretical construct by modifying the face learning procedure from that in previous work. During learning, one or two views of previously unfamiliar faces were shown to participants in a serial matching task. Later, participants attempted to recognize both seen and novel views of the learned faces (recognition phase). Experiment 1 tested participants' recognition of a novel view, a day after learning. Experiment 2 was identical, but tested participants on the same day as learning. Experiment 3 repeated Experiment 1, but tested participants on a novel view that was outside the rotation of those views learned. Results revealed a significant advantage, across all experiments, for recognizing a novel view when two views had been learned compared to single view learning. The observed view invariance supports the notion that an FRU representation is established during multi-view face learning under particular learning conditions.

Unconscious learning processes: mental integration of verbal and pictorial instructional materials.

PubMed

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

2013-12-01

This review aims to provide an insight into human learning processes by examining the role of cognitive and emotional unconscious processing in mentally integrating visual and verbal instructional materials. Reviewed literature shows that conscious mental integration does not happen all the time, nor does it necessarily result in optimal learning. Students of all ages and levels of experience cannot always have conscious awareness, control, and the intention to learn or promptly and continually organize perceptual, cognitive, and emotional processes of learning. This review suggests considering the role of unconscious learning processes to enhance the understanding of how students form or activate mental associations between verbal and pictorial information. The understanding would assist in presenting students with spatially-integrated verbal and pictorial instructional materials as a way of facilitating mental integration and improving teaching and learning performance.

Utah Work-Based Learning Manual.

ERIC Educational Resources Information Center

Utah State Office of Education, Salt Lake City.

This document presents materials to assist Utah school personnel who are initiating, implementing, or improving work-based learning opportunities for students. The document presents detailed guidelines for creating and maintaining work-based learning systems in schools and resource materials for improving existing work-based opportunities. Formal…

A Learning Cycle Approach To Introducing Osmosis.

ERIC Educational Resources Information Center

Lawson, Anton E.

2000-01-01

Presents an inquiry activity with a learning cycle approach to engage students in testing their own hypotheses about how molecules move through cell membranes. Offers student materials and teacher materials, including teaching tips for each phase of the learning cycle. (Contains 11 references.) (ASK)

Advanced helmet vision system (AHVS) integrated night vision helmet mounted display (HMD)

NASA Astrophysics Data System (ADS)

Ashcraft, Todd W.; Atac, Robert

2012-06-01

Gentex Corporation, under contract to Naval Air Systems Command (AIR 4.0T), designed the Advanced Helmet Vision System to provide aircrew with 24-hour, visor-projected binocular night vision and HMD capability. AHVS integrates numerous key technologies, including high brightness Light Emitting Diode (LED)-based digital light engines, advanced lightweight optical materials and manufacturing processes, and innovations in graphics processing software. This paper reviews the current status of miniaturization and integration with the latest two-part Gentex modular helmet, highlights the lessons learned from previous AHVS phases, and discusses plans for qualification and flight testing.

A Resonant Damping Study Using Piezoelectric Materials

NASA Technical Reports Server (NTRS)

Min, J. B.; Duffy, K. P.; Choi, B. B.; Morrison, C. R.; Jansen, R. H.; Provenza, A. J.

2008-01-01

Excessive vibration of turbomachinery blades causes high cycle fatigue (HCF) problems requiring damping treatments to mitigate vibration levels. Based on the technical challenges and requirements learned from previous turbomachinery blade research, a feasibility study of resonant damping control using shunted piezoelectric patches with passive and active control techniques has been conducted on cantilever beam specimens. Test results for the passive damping circuit show that the optimum resistive shunt circuit reduces the third bending resonant vibration by almost 50%, and the optimum inductive circuit reduces the vibration by 90%. In a separate test, active control reduced vibration by approximately 98%.

The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project

NASA Astrophysics Data System (ADS)

Beichner, Robert J.

2011-04-01

How do you keep a classroom of 100 undergraduates actively learning? Can students practice communication and teamwork skills in a large class? How do you boost the performance of underrepresented groups? The Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project has addressed these concerns. Because of their inclusion in a leading introductory physics textbook, project materials are used by more than 1/3 of all science, math, and engineering majors nationwide. The room design and pedagogy have been adopted at more than 100 leading institutions across the country. Physics, chemistry, math, astronomy, biology, engineering, earth sciences, and even literature classes are currently being taught this way. Educational research indicates that students should collaborate on interesting tasks and be deeply involved with the material they are studying. We promote active learning in a redesigned classroom for 100 students or more. (Of course, smaller classes can also benefit.) Class time is spent primarily on "tangibles" and "ponderables"--hands-on activities, simulations, and interesting questions. Nine students sit in three teams at round tables. Instructors circulate and engage in Socratic dialogues. The setting looks like a banquet hall, with lively interactions nearly all the time. Hundreds of hours of classroom video and audio recordings, transcripts of numerous interviews and focus groups, data from conceptual learning assessments (using widely-recognized instruments in a pretest/posttest protocol), and collected portfolios of student work are part of our rigorous assessment effort. Our findings (based on data from over 16,000 students collected over five years as well as replications at adopting sites) can be summarized as the following: 1) Female failure rate is 1/5 of previous levels, even though more is demanded of students. 2) Minority failure rate is 1/4 that seen in traditionally taught courses. 3) At-risk students are more successful in later engineering courses. 4) Top students gain the most, although students at all levels benefit. 5) Conceptual learning and problem solving are significantly improved, with same content coverage. In this talk I will discuss the need for reform, the SCALE-UP classroom environment, and examine the findings of studies of learning.

A Survey of tooth morphology teaching methods employed in the United Kingdom and Ireland.

PubMed

Lone, M; McKenna, J P; Cryan, J F; Downer, E J; Toulouse, A

2018-01-15

Tooth morphology is a central component of the dental curriculum and is applicable to all dental specialities. Traditional teaching methods are being supplemented with innovative strategies to tailor teaching and accommodate the learning styles of the recent generation of students. An online survey was compiled and distributed to the staff involved in teaching tooth morphology in the United Kingdom and Ireland to assess the importance of tooth morphology in the dentistry curriculum and the methodologies employed in teaching. The results of the survey show that tooth morphology constitutes a small module in the dental curriculum. It is taught in the first 2 years of the dental curriculum but is applicable in the clinical years and throughout the dental career. Traditional teaching methods, lecture and practical, are being augmented with innovative teaching including e-learning via virtual learning environment, tooth atlas and e-books leading to blended learning. The majority of the schools teach both normal dental anatomy and morphologic variations of dental anatomy and utilise plastic teeth for practical and examination purposes. Learning the 3D aspects of tooth morphology was deemed important by most of the respondents who also agreed that tooth morphology is a difficult topic for the students. Despite being core to the dental curriculum, overall minimal time is dedicated to the delivery of tooth morphology, creating a reliance on the student to learn the material. New forms of delivery including computer-assisted learning tools should help sustain learning and previously acquired knowledge. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Designing Semiconductor Heterostructures Using Digitally Accessible Electronic-Structure Data

NASA Astrophysics Data System (ADS)

Shapera, Ethan; Schleife, Andre

Semiconductor sandwich structures, so-called heterojunctions, are at the heart of modern applications with tremendous societal impact: Light-emitting diodes shape the future of lighting and solar cells are promising for renewable energy. However, their computer-based design is hampered by the high cost of electronic structure techniques used to select materials based on alignment of valence and conduction bands and to evaluate excited state properties. We describe, validate, and demonstrate an open source Python framework which rapidly screens existing online databases and user-provided data to find combinations of suitable, previously fabricated materials for optoelectronic applications. The branch point energy aligns valence and conduction bands of different materials, requiring only the bulk density functional theory band structure. We train machine learning algorithms to predict the dielectric constant, electron mobility, and hole mobility with material descriptors available in online databases. Using CdSe and InP as emitting layers for LEDs and CH3NH3PbI3 and nanoparticle PbS as absorbers for solar cells, we demonstrate our broadly applicable, automated method.

Category priming with aliens: analysing the influence of targets' prototypicality on the centre surround inhibition mechanism.

PubMed

Frings, Christian; Göbel, Ariane; Mast, Frank; Sutter, Julia; Bermeitinger, Christina; Wentura, Dirk

2011-08-01

Marginally perceptible prototypes as primes lead to slowed reactions to related category exemplars as compared to unrelated ones. This at first glance counterintuitive finding has been interpreted as evidence for a particular mechanism of lateral inhibition, namely the centre surround inhibition mechanism. We investigated the semantic surround of category labels by experimentally manipulating the prototypicality of stimuli. Participants first learned two new categories of fantasy creatures in a 5-day-long learning phase before they worked through a semantic priming task with the category prototypes as primes and category exemplars as targets. For high-prototypical targets we observed benefit effects from related primes, whereas for low-prototypical targets we observed cost effects. The results define when the centre surround inhibition mechanism is applied, and furthermore might explain why previous studies with word stimuli (i.e., material that prevents experimental manipulation of prototypicality) observed mixed results concerning the prototypicality of targets.

In-class use of clickers and clicker tests improve learning and enable instant feedback and retests via automated grading

NASA Astrophysics Data System (ADS)

Burnham, Nancy A.; Kadam, Snehalata V.; DeSilva, Erin

2017-11-01

An audience response system (‘clickers’) was gradually incorporated into introductory physics courses at Worcester Polytechnic Institute during the years 2011-14. Clickers were used in lectures, as a means of preparing for labs, and for collection of exam data and grading. Average student grades were 13.5% greater, as measured by comparing exam results with a previous year. Student acceptance of clickers was high, ranging from 66% to 95%, and grading time for exams was markedly reduced, from a full day to a few hours for approximately 150 students. The streamlined grading allowed for a second test on the same material for the students who failed the first one. These improvements have the immediate effects of engagement, learning, and efficiency, and ideally, they will also provide an environment in which more students will succeed in college and their careers.

Memory Accessibility and Medical Decision-Making for Significant Others: The Role of Socially Shared Retrieval-Induced Forgetting

PubMed Central

Coman, Dora; Coman, Alin; Hirst, William

2013-01-01

Medical decisions will often entail a broad search for relevant information. No sources alone may offer a complete picture, and many may be selective in their presentation. This selectivity may induce forgetting for previously learned material, thereby adversely affecting medical decision-making. In the study phase of two experiments, participants learned information about a fictitious disease and advantages and disadvantages of four treatment options. In the subsequent practice phase, they read a pamphlet selectively presenting either relevant (Experiment 1) or irrelevant (Experiment 2) advantages or disadvantages. A final cued recall followed and, in Experiment 2, a decision as to the best treatment for a patient. Not only did reading the pamphlet induce forgetting for related and unmentioned information, the induced forgetting adversely affected decision-making. The research provides a cautionary note about the risks of searching through selectively presented information when making a medical decision. PMID:23785320

Management Research Center Report To The External Degree Planning Consortium Of The Policy Institute, SURC On Identification Of Learning Materials.

ERIC Educational Resources Information Center

Fisk, George; Nehmadi, David

A system has been developed to identify, locate and evaluate learning materials for use in an external degree program in management at Syracuse University. It consists of five elements, each of which is a set of physical objects or documents: the interaction of these sets transforms the demand for learning materials into an output of retrieved…

Assessment of Readability and Learning of Easy-to-Read Educational Health Materials Designed and Written with the Help of Citizens by Means of Two Non-Alternative Methods

ERIC Educational Resources Information Center

Daghio, M. Monica; Fattori, Giuseppe; Ciardullo, Anna V.

2006-01-01

Objectives: We compared two non-alternative methods to assess the readability and learning of easy-to-read educational health materials co-written by physicians, educators and citizens. Methods: Data from seven easy-to-read materials were analyzed. Readability formulae, and ad hoc data on readability and learning were also computed. Results: The…

Technology support in nursing education: clickers in the classroom.

PubMed

Berry, Janice

2009-01-01

Research has shown that the present generation of students has a preference for digital literacy, experiential learning, interactivity, and immediacy; therefore, greater use of technology is being brought into university courses to aid in student involvement. Student Response Systems, called clickers, were incorporated as a teaching methodology to enhance student interaction and learning in a didactic pediatric nursing course. This course was taught over Interactive Television (ITV) with students at a distant site as well as face to face, creating the challenge of whole-class engagement. Clickers were used to actively engage students at both sites simultaneously and give immediate feedback to students regarding understanding of lecture material. Clickers also allowed small-group problem solving of questions. Exam grades and level of participation in case studies were monitored and exam scores and final scores were compared to those of a previous class. Student t-tests demonstrated that one of three course exams and final course grades were significantly higher for the students who used clickers in the classroom. Satisfaction feedback also supported the use of clickers as a tool to engage students and enhance learning outcomes.

The acquisition process of musical tonal schema: implications from connectionist modeling.

PubMed

Matsunaga, Rie; Hartono, Pitoyo; Abe, Jun-Ichi

2015-01-01

Using connectionist modeling, we address fundamental questions concerning the acquisition process of musical tonal schema of listeners. Compared to models of previous studies, our connectionist model (Learning Network for Tonal Schema, LeNTS) was better equipped to fulfill three basic requirements. Specifically, LeNTS was equipped with a learning mechanism, bound by culture-general properties, and trained by sufficient melody materials. When exposed to Western music, LeNTS acquired musical 'scale' sensitivity early and 'harmony' sensitivity later. The order of acquisition of scale and harmony sensitivities shown by LeNTS was consistent with the culture-specific acquisition order shown by musically westernized children. The implications of these results for the acquisition process of a tonal schema of listeners are as follows: (a) the acquisition process may entail small and incremental changes, rather than large and stage-like changes, in corresponding neural circuits; (b) the speed of schema acquisition may mainly depend on musical experiences rather than maturation; and (c) the learning principles of schema acquisition may be culturally invariant while the acquired tonal schemas are varied with exposed culture-specific music.

The acquisition process of musical tonal schema: implications from connectionist modeling

PubMed Central

Matsunaga, Rie; Hartono, Pitoyo; Abe, Jun-ichi

2015-01-01

Using connectionist modeling, we address fundamental questions concerning the acquisition process of musical tonal schema of listeners. Compared to models of previous studies, our connectionist model (Learning Network for Tonal Schema, LeNTS) was better equipped to fulfill three basic requirements. Specifically, LeNTS was equipped with a learning mechanism, bound by culture-general properties, and trained by sufficient melody materials. When exposed to Western music, LeNTS acquired musical ‘scale’ sensitivity early and ‘harmony’ sensitivity later. The order of acquisition of scale and harmony sensitivities shown by LeNTS was consistent with the culture-specific acquisition order shown by musically westernized children. The implications of these results for the acquisition process of a tonal schema of listeners are as follows: (a) the acquisition process may entail small and incremental changes, rather than large and stage-like changes, in corresponding neural circuits; (b) the speed of schema acquisition may mainly depend on musical experiences rather than maturation; and (c) the learning principles of schema acquisition may be culturally invariant while the acquired tonal schemas are varied with exposed culture-specific music. PMID:26441725

Attitudes of Students towards Learning Objects in Web-Based Language Learning

ERIC Educational Resources Information Center

Basal, Ahmet; Gurol, Mehmet; Sevindik, Tuncay

2012-01-01

Language education is important in the rapidly changing world. Every year much effort has spent on preparing teaching materials for language education. Since positive attitudes of learners towards a teaching material enhance the effectiveness of that material, it is important to determine the attitudes of learners towards the material used.…

Assessing the Effects of Different Multimedia Materials on Emotions and Learning Performance for Visual and Verbal Style Learners

ERIC Educational Resources Information Center

Chen, Chih-Ming; Sun, Ying-Chun

2012-01-01

Multimedia materials are now increasingly used in curricula. However, individual preferences for multimedia materials based on visual and verbal cognitive styles may affect learners' emotions and performance. Therefore, in-depth studies that investigate how different multimedia materials affect learning performance and the emotions of learners…

The Effect of Constructivist Learning Principles Based Learning Materials to Students' Attitudes, Success and Retention in Social Studies

ERIC Educational Resources Information Center

Karaduman, Hidir; Gultekin, Mehmet

2007-01-01

The present study aims to investigate whether the learning materials that based on constructivist learning principles have an effect on fifth grade Social Studies students' attitudes, their academic success and their retention. The study was conducted at Sehit Ali Gaffar Okkan Elementary School, Eskisehir. The participants of the study were 5th…

Could We Make Diverse Learning Materials Compatible with E-Readers Used in Classroom Learning Settings?

ERIC Educational Resources Information Center

Young, Shelley Shwu-Ching; Lin, Wei-Lin

2012-01-01

This study explores how to make diverse learning/instructional materials compatible with e-readers when the instructor pioneered to adopt e-readers into a course of the graduate level. What problems did the instructor encounter when she used the e-readers as a major tool to deliver learning contents, such as the process of converting the…

Learning STEM Through Integrative Visual Representations

NASA Astrophysics Data System (ADS)

Virk, Satyugjit Singh

Previous cognitive models of memory have not comprehensively taken into account the internal cognitive load of chunking isolated information and have emphasized the external cognitive load of visual presentation only. Under the Virk Long Term Working Memory Multimedia Model of cognitive load, drawing from the Cowan model, students presented with integrated animations of the key neural signal transmission subcomponents where the interrelationships between subcomponents are visually and verbally explicit, were hypothesized to perform significantly better on free response and diagram labeling questions, than students presented with isolated animations of these subcomponents. This is because the internal attentional cognitive load of chunking these concepts is greatly reduced and hence the overall cognitive load is less for the integrated visuals group than the isolated group, despite the higher external load for the integrated group of having the interrelationships between subcomponents presented explicitly. Experiment 1 demonstrated that integrating the subcomponents of the neuron significantly enhanced comprehension of the interconnections between cellular subcomponents and approached significance for enhancing comprehension of the layered molecular correlates of the cellular structures and their interconnections. Experiment 2 corrected time on task confounds from Experiment 1 and focused on the cellular subcomponents of the neuron only. Results from the free response essay subcomponent subscores did demonstrate significant differences in favor of the integrated group as well as some evidence from the diagram labeling section. Results from free response, short answer and What-If (problem solving), and diagram labeling detailed interrelationship subscores demonstrated the integrated group did indeed learn the extra material they were presented with. This data demonstrating the integrated group learned the extra material they were presented with provides some initial support for the assertion that chunking mediated the greater gains in learning for the neural subcomponent concepts over the control.

Sociomateriality in medical practice and learning: attuning to what matters.

PubMed

Fenwick, Tara

2014-01-01

In current debates about professional practice and education, increasing emphasis is placed on understanding learning as a process of ongoing participation rather than one of acquiring knowledge and skills. However, although this socio-cultural view is important and useful, issues have emerged in studies of practice-based learning that point to certain oversights. Three issues are described here: (i) the limited attention paid to the importance of materiality - objects, technologies, nature, etc.-- in questions of learning; (ii) the human-centric view of practice that fails to note the relations among social and material forces, and (iii) the conflicts between ideals of evidence-based standardised models and the sociomaterial contingencies of clinical practice. It is argued here that a socio-material approach to practice and learning offers important insights for medical education. This view is in line with a growing field of research in the materiality of everyday life, which embraces wide-ranging families of theory that can be only briefly mentioned in this short paper. The main premise they share is that social and material forces, culture, nature and technology, are enmeshed in everyday practice. Objects and humans act upon one another in ways that mutually transform their characteristics and activity. Examples from research in medical practice show how materials actively influence clinical practice, how learning itself is a material matter, how protocols are in fact temporary sociomaterial achievements, and how practices form unique and sometimes conflicting sociomaterial worlds, with diverse diagnostic and treatment approaches for the same thing. This discussion concludes with implications for learning in practice. What is required is a shift from an emphasis on acquiring knowledge to participating more wisely in particular situations. This focus is on learning how to attune to minor material fluctuations and surprises, how to track one's own and others' effects on 'intra-actions' and emerging effects, and how to improvise solutions. © 2013 John Wiley & Sons Ltd.

Trends in free WWW-based E-learning Modules seen from the Learning Resource Server Medicine (LRSMed).

PubMed

Stausberg, Jürgen; Geueke, Martin; Bludßat, Kevin

2005-01-01

Despite the lost enthusiasm concerning E-learning a lot of material is available on the World Wide Web (WWW) free of charge. This material is collected and systematically described by services like the Learning Resource Server Medicine (LRSMed) at http://mmedia.medizin.uni-essen.de/portal/. With the LRSMed E-learning modules are made available for medical students by means of a metadata description that can be used for a catalogue search. The number of resources included has risen enormously from 100 in 1999 up to 805 today. Especially in 2004 there was an exponential increase in the LRSMed's content. Anatomy is still the field with the highest amount of available material, but general medicine has improved its position over the years and is now the second one. Technically and didactically simple material as scripts, textbooks, and link lists (called info services) is still dominating. Similar to 1999, there is not one module which could be truly referred to as tutorial dialogue. Simple material can not replace face-to-face-teaching. But it could be combined with conventional courses to establish some kind of blending learning. The scene of free E-learning modules on the WWW is ready to meet current challenges for efficient training of students and continuing education in medicine.

Applying Student Team Achievement Divisions (STAD) Model on Material of Basic Programme Branch Control Structure to Increase Activity and Student Result

NASA Astrophysics Data System (ADS)

Akhrian Syahidi, Aulia; Asyikin, Arifin Noor; Asy’ari

2018-04-01

Based on my experience of teaching the material of branch control structure, it is found that the condition of the students is less active causing the low activity of the students on the attitude assessment during the learning process on the material of the branch control structure i.e. 2 students 6.45% percentage of good activity and 29 students percentage 93.55% enough and less activity. Then from the low activity resulted in low student learning outcomes based on a daily re-examination of branch control material, only 8 students 26% percentage reached KKM and 23 students 74% percent did not reach KKM. The purpose of this research is to increase the activity and learning outcomes of students of class X TKJ B SMK Muhammadiyah 1 Banjarmasin after applying STAD type cooperative learning model on the material of branch control structure. The research method used is Classroom Action Research. The study was conducted two cycles with six meetings. The subjects of this study were students of class X TKJ B with a total of 31 students consisting of 23 men and 8 women. The object of this study is the activity and student learning outcomes. Data collection techniques used are test and observation techniques. Data analysis technique used is a percentage and mean. The results of this study indicate that: an increase in activity and learning outcomes of students on the basic programming learning material branch control structure after applying STAD type cooperative learning model.

Monetary rewards influence retrieval orientations.

PubMed

Halsband, Teresa M; Ferdinand, Nicola K; Bridger, Emma K; Mecklinger, Axel

2012-09-01

Reward anticipation during learning is known to support memory formation, but its role in retrieval processes is so far unclear. Retrieval orientations, as a reflection of controlled retrieval processing, are one aspect of retrieval that might be modulated by reward. These processes can be measured using the event-related potentials (ERPs) elicited by retrieval cues from tasks with different retrieval requirements, such as via changes in the class of targeted memory information. To determine whether retrieval orientations of this kind are modulated by reward during learning, we investigated the effects of high and low reward expectancy on the ERP correlates of retrieval orientation in two separate experiments. The reward manipulation at study in Experiment 1 was associated with later memory performance, whereas in Experiment 2, reward was directly linked to accuracy in the study task. In both studies, the participants encoded mixed lists of pictures and words preceded by high- or low-reward cues. After 24 h, they performed a recognition memory exclusion task, with words as the test items. In addition to a previously reported material-specific effect of retrieval orientation, a frontally distributed, reward-associated retrieval orientation effect was found in both experiments. These findings suggest that reward motivation during learning leads to the adoption of a reward-associated retrieval orientation to support the retrieval of highly motivational information. Thus, ERP retrieval orientation effects not only reflect retrieval processes related to the sought-for materials, but also relate to the reward conditions with which items were combined during encoding.

Expansion of Biology Teachers' Pedagogical Content Knowledge (PCK) During a Long-Term Professional Development Program

NASA Astrophysics Data System (ADS)

Rozenszajn, Ronit; Yarden, Anat

2014-02-01

Experienced teachers possess a unique teaching knowledge comprised of an inter-related set of knowledge and beliefs that gives direction and justification to a teacher's actions. This study examined the expansion of two components of pedagogical content knowledge (PCK) of three in-service teachers in the course of a professional development program aimed at designing new teaching and learning materials suggested by the teachers themselves. The research presents an enlargement of previous PCK representations by focusing on a detailed representation of two main PCK domains: teaching and learning, including ten PCK components that emerged in the course of data analysis. This representation enabled revealing the unique PCK held by each teacher and to characterize the expansion of the two components of the participating teachers' PCK during the long-term professional development program. Retention of major parts of the expanded PCK a year after termination of the program implies that designing and implementing new teaching and learning materials based on the teachers' experiences, needs, and knowledge in a workshop format accompanied by biology and science education courses might provide a powerful means for PCK expansion. We recommend that designers of professional development programs be aware of the unique PCK held by each teacher in order to promote meaningful professional development of each teacher. Moreover, the PCK representations that were identified in the course of this study enabled clarifying the "orientation toward teaching science" category of PCK which appears to be unclear in current literature.

Working memory capacity predicts listwise directed forgetting in adults and children.

PubMed

Aslan, Alp; Zellner, Martina; Bäuml, Karl-Heinz T

2010-05-01

In listwise directed forgetting, participants are cued to forget previously studied material and to learn new material instead. Such cueing typically leads to forgetting of the first set of material and to memory enhancement of the second. The present study examined the role of working memory capacity in adults' and children's listwise directed forgetting. Working memory capacity was assessed with complex span tasks. In Experiment 1 working memory capacity predicted young adults' directed-forgetting performance, demonstrating a positive relationship between working memory capacity and each of the two directed-forgetting effects. In Experiment 2 we replicated the finding with a sample of first and a sample of fourth-grade children, and additionally showed that working memory capacity can account for age-related increases in directed-forgetting efficiency between the two age groups. Following the view that directed forgetting is mediated by inhibition of the first encoded list, the results support the proposal of a close link between working memory capacity and inhibitory function.

An advanced teaching scheme for integrating problem-based learning in control education

NASA Astrophysics Data System (ADS)

Juuso, Esko K.

2018-03-01

Engineering education needs to provide both theoretical knowledge and problem-solving skills. Many topics can be presented in lectures and computer exercises are good tools in teaching the skills. Learning by doing is combined with lectures to provide additional material and perspectives. The teaching scheme includes lectures, computer exercises, case studies, seminars and reports organized as a problem-based learning process. In the gradually refining learning material, each teaching method has its own role. The scheme, which has been used in teaching two 4th year courses, is beneficial for overall learning progress, especially in bilingual courses. The students become familiar with new perspectives and are ready to use the course material in application projects.

Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

PubMed

Lochner, Lukas; Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

2016-02-21

The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome. Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize 'student passivity' as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes.

Learning Resources Evaluation: A Considerate Framework for Educators. How Teachers Can Choose Appropriate Materials for Integrated Classrooms.

ERIC Educational Resources Information Center

Peat, David; And Others

1997-01-01

Stresses the importance of designing and evaluating curriculum in terms of student learning characteristics; overviews principles for analyzing the level of "curricular" mediation of instructional materials (contextualization, concretization, controlled redundancy, student engagement); and reviews general learning characteristics of…

Training mothers in infant cardiopulmonary resuscitation with an instructional DVD and manikin.

PubMed

Barr, Gavin C; Rupp, Valerie A; Hamilton, Kimberly M; Worrilow, Charles C; Reed, James F; Friel, Kristin S; Dusza, Stephen W; Greenberg, Marna Rayl

2013-07-01

Classes in infant cardiopulmonary resuscitation (CPR) can be time consuming and costly. To determine whether mothers in an obstetric unit could learn infant CPR by using a 22-minute instructional kit and to assess the value and confidence they gained by learning CPR. Quasi-experimental study with enrollment between January and December 2008. Obstetric unit in Lehigh Valley Hospital, a suburban teaching hospital in Allentown, Pennsylvania. Mothers at least 18 years old who had given birth within the previous 24 hours. The experimental group included mothers without prior CPR training who watched a 22-minute instructional DVD and practiced on a manikin. The control group included mothers with prior conventional CPR training. In both groups, knowledge and proficiency were assessed with written and practical examinations developed by certified CPR instructors. Participant surveys were conducted at 3 times: immediately before dissemination of course materials, within 24 hours after the mother agreed to participate in the study, and 6 months after initial evaluation. A total of 126 mothers were enrolled in the study: 79 in the experimental group, 25 in the control group, and 22 who withdrew from the study. Written and practical examinations were used to determine proficiency, and composite scores were generated, with a maximum composite score of 12. The composite scores were statistically significantly higher in the experimental group than in the control group, with median scores of 10 and 7, respectively (P<.001). Twenty-two mothers (21%) had been previously offered CPR training. In the experimental group, 76 mothers (96%) felt more confident as caregivers after learning CPR. Before training in both groups, 84 mothers (81%) stated that learning CPR was extremely important, compared with 100 mothers (96%) after training (P=.001). Use of an instructional kit is an effective method of teaching CPR to new mothers. Mothers reported that learning CPR is extremely important and that it increases their confidence as caregivers.

Elements of Scenario-Based Learning on Suicidal Patient Care Using Real-Time Video.

PubMed

Lu, Chuehfen; Lee, Hueying; Hsu, Shuhui; Shu, Inmei

2016-01-01

This study aims understanding of students' learning experiences when receiving scenario-based learning combined with real-time video. Videos that recorded student nurses intervention with a suicidal standardized patient (SP) were replayed immediately as teaching materials. Videos clips and field notes from ten classes were analysed. Investigators and method triangulation were used to boost the robustness of the study. Three key elements, emotional involvement, concretizing of the teaching material and substitute learning were identified. Emotions were evoked among the SP, the student performer and the students who were observing, thus facilitating a learning effect. Concretizing of the teaching material refers to students were able to focus on the discussions using visual and verbal information. Substitute learning occurred when the students watching the videos, both the strengths and weaknesses represented were similar to those that would be likely to occur. These key elements explicate their learning experience and suggested a strategic teaching method.

Report and recommendations on multimedia materials for teaching and learning electricity and magnetism

NASA Astrophysics Data System (ADS)

Dȩbowska, E.; Girwidz, R.; Greczyło, T.; Kohnle, A.; Mason, B.; Mathelitsch, L.; Melder, T.; Michelini, M.; Ruddock, I.; Silva, J.

2013-05-01

This paper presents the results of a peer review of multimedia materials for teaching and learning electricity and magnetism prepared as a part of the annual activities undertaken by an international group of scientists associated with Multimedia Physics in Teaching and Learning. The work promotes the use of valuable and freely accessible information technology materials for different levels of teaching, mostly higher education. The authors discuss the process of selecting resources and the rubrics used in the rating process. The reviews of high-quality learning resources are presented along with descriptions of valuable didactical features.

Internet-Based Assessment of Oncology Health Care Professional Learning Style and Optimization of Materials for Web-Based Learning: Controlled Trial With Concealed Allocation.

PubMed

Micheel, Christine M; Anderson, Ingrid A; Lee, Patricia; Chen, Sheau-Chiann; Justiss, Katy; Giuse, Nunzia B; Ye, Fei; Kusnoor, Sheila V; Levy, Mia A

2017-07-25

Precision medicine has resulted in increasing complexity in the treatment of cancer. Web-based educational materials can help address the needs of oncology health care professionals seeking to understand up-to-date treatment strategies. This study aimed to assess learning styles of oncology health care professionals and to determine whether learning style-tailored educational materials lead to enhanced learning. In all, 21,465 oncology health care professionals were invited by email to participate in the fully automated, parallel group study. Enrollment and follow-up occurred between July 13 and September 7, 2015. Self-enrolled participants took a learning style survey and were assigned to the intervention or control arm using concealed alternating allocation. Participants in the intervention group viewed educational materials consistent with their preferences for learning (reading, listening, and/or watching); participants in the control group viewed educational materials typical of the My Cancer Genome website. Educational materials covered the topic of treatment of metastatic estrogen receptor-positive (ER+) breast cancer using cyclin-dependent kinases 4/6 (CDK4/6) inhibitors. Participant knowledge was assessed immediately before (pretest), immediately after (posttest), and 2 weeks after (follow-up test) review of the educational materials. Study statisticians were blinded to group assignment. A total of 751 participants enrolled in the study. Of these, 367 (48.9%) were allocated to the intervention arm and 384 (51.1%) were allocated to the control arm. Of those allocated to the intervention arm, 256 (69.8%) completed all assessments. Of those allocated to the control arm, 296 (77.1%) completed all assessments. An additional 12 participants were deemed ineligible and one withdrew. Of the 552 participants, 438 (79.3%) self-identified as multimodal learners. The intervention arm showed greater improvement in posttest score compared to the control group (0.4 points or 4.0% more improvement on average; P=.004) and a higher follow-up test score than the control group (0.3 points or 3.3% more improvement on average; P=.02). Although the study demonstrated more learning with learning style-tailored educational materials, the magnitude of increased learning and the largely multimodal learning styles preferred by the study participants lead us to conclude that future content-creation efforts should focus on multimodal educational materials rather than learning style-tailored content. ©Christine M Micheel, Ingrid A Anderson, Patricia Lee, Sheau-Chiann Chen, Katy Justiss, Nunzia B Giuse, Fei Ye, Sheila V Kusnoor, Mia A Levy. Originally published in the Journal of Medical Internet Research (http://www.jmir.org), 25.07.2017.

Implementation of Problem Based Learning Model in Concept Learning Mushroom as a Result of Student Learning Improvement Efforts Guidelines for Teachers

ERIC Educational Resources Information Center

Rubiah, Musriadi

2016-01-01

Problem based learning is a training strategy, students work together in groups, and take responsibility for solving problems in a professional manner. Instructional materials such as textbooks become the main reference of students in study of mushrooms, especially the material is considered less effective in responding to the information needs of…

Material Matters for Learning in Virtual Networks: A Case Study of a Professional Learning Programme Hosted in a Google+ Online Community

ERIC Educational Resources Information Center

Ackland, Aileen; Swinney, Ann

2015-01-01

In this paper, we draw on Actor-Network Theories (ANT) to explore how material components functioned to create gateways and barriers to a virtual learning network in the context of a professional development module in higher education. Students were practitioners engaged in family learning in different professional roles and contexts. The data…

Housing Quality and Access to Material and Learning Resources within the Home Environment in Developing Countries

ERIC Educational Resources Information Center

Bradley, Robert H.; Putnick, Diane L.

2012-01-01

This study examined home environment conditions (housing quality, material resources, formal and informal learning materials) and their relations with the Human Development Index (HDI) in 28 developing countries. Home environment conditions in these countries varied widely. The quality of housing and availability of material resources at home were…

Comparing American and Chinese Students' Learning Progression on Carbon Cycling in Socio-Ecological Systems

ERIC Educational Resources Information Center

Chen, J.; Anderson, C. W.

2015-01-01

Previous studies identified a learning progression on the concept of carbon cycling that was typically followed by American students when they progress from elementary to high school. This study examines the validity of this previously identified learning progression for a different group of learners--Chinese students. The results indicate that…

Rapid Association Learning in the Primate Prefrontal Cortex in the Absence of Behavioral Reversals

ERIC Educational Resources Information Center

Cromer, Jason A.; Machon, Michelle; Miller, Earl K.

2011-01-01

The PFC plays a central role in our ability to learn arbitrary rules, such as "green means go." Previous experiments from our laboratory have used conditional association learning to show that slow, gradual changes in PFC neural activity mirror monkeys' slow acquisition of associations. These previous experiments required monkeys to repeatedly…

Machine learning properties of binary wurtzite superlattices

DOE PAGES

Pilania, G.; Liu, X. -Y.

2018-01-12

The burgeoning paradigm of high-throughput computations and materials informatics brings new opportunities in terms of targeted materials design and discovery. The discovery process can be significantly accelerated and streamlined if one can learn effectively from available knowledge and past data to predict materials properties efficiently. Indeed, a very active area in materials science research is to develop machine learning based methods that can deliver automated and cross-validated predictive models using either already available materials data or new data generated in a targeted manner. In the present paper, we show that fast and accurate predictions of a wide range of propertiesmore » of binary wurtzite superlattices, formed by a diverse set of chemistries, can be made by employing state-of-the-art statistical learning methods trained on quantum mechanical computations in combination with a judiciously chosen numerical representation to encode materials’ similarity. These surrogate learning models then allow for efficient screening of vast chemical spaces by providing instant predictions of the targeted properties. Moreover, the models can be systematically improved in an adaptive manner, incorporate properties computed at different levels of fidelities and are naturally amenable to inverse materials design strategies. Finally, while the learning approach to make predictions for a wide range of properties (including structural, elastic and electronic properties) is demonstrated here for a specific example set containing more than 1200 binary wurtzite superlattices, the adopted framework is equally applicable to other classes of materials as well.« less

Machine learning properties of binary wurtzite superlattices

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

Pilania, G.; Liu, X. -Y.

The burgeoning paradigm of high-throughput computations and materials informatics brings new opportunities in terms of targeted materials design and discovery. The discovery process can be significantly accelerated and streamlined if one can learn effectively from available knowledge and past data to predict materials properties efficiently. Indeed, a very active area in materials science research is to develop machine learning based methods that can deliver automated and cross-validated predictive models using either already available materials data or new data generated in a targeted manner. In the present paper, we show that fast and accurate predictions of a wide range of propertiesmore » of binary wurtzite superlattices, formed by a diverse set of chemistries, can be made by employing state-of-the-art statistical learning methods trained on quantum mechanical computations in combination with a judiciously chosen numerical representation to encode materials’ similarity. These surrogate learning models then allow for efficient screening of vast chemical spaces by providing instant predictions of the targeted properties. Moreover, the models can be systematically improved in an adaptive manner, incorporate properties computed at different levels of fidelities and are naturally amenable to inverse materials design strategies. Finally, while the learning approach to make predictions for a wide range of properties (including structural, elastic and electronic properties) is demonstrated here for a specific example set containing more than 1200 binary wurtzite superlattices, the adopted framework is equally applicable to other classes of materials as well.« less

Maternal and littermate deprivation disrupts maternal behavior and social-learning of food preference in adulthood: tactile stimulation, nest odor, and social rearing prevent these effects.

PubMed

Melo, Angel I; Lovic, Vedran; Gonzalez, Andrea; Madden, Melissa; Sinopoli, Katia; Fleming, Alison S

2006-04-01

Maternal and littermate (social) separation, through artificial rearing (AR), disrupts the development of subsequent maternal behavior and social learning in rats. The addition of maternal-licking-like stimulation during AR, partially reverses some of these effects. However, little is know about the role of social stimuli from littermates and nest odors during the preweaning period, in the development of the adult maternal behavior and social learning. The purpose of this study was to examine the effects of peer- and peer-and-odor rearing on the development of maternal behavior and social learning in rats. Female pups were reared with mothers (mother reared-MR) or without mothers (AR) from postnatal day (PND) 3. AR rats received three different treatments: (1) AR-CONTROL group received minimal tactile stimulation, (2) AR-ODOR females received exposure to maternal nest material inside the AR-isolation-cup environment, (3) AR-SOCIAL group was reared in the cup with maternal nest material and a conspecific of the same-age and same-sex and received additional tactile stimulation. MR females were reared by their mothers in the nest and with conspecifics. In adulthood, rats were tested for maternal behavior towards their own pups and in a social learning task. Results confirm our previous report that AR impairs performance of maternal behavior and the development of a social food preference. Furthermore, social cues from a littermate, in combination with tactile stimulation and the nest odor, reversed the negative effects of complete isolation (AR-CONTROL) on some of the above behaviors. Exposure to the odor alone also had effects on some of these olfactory-mediated behaviors. These studies indicate that social stimulation from littermates during the preweaning period, in combination with odor from the nest and tactile stimulation, contributes to the development of affiliative behaviors. Copyright (c) 2006 Wiley Periodicals, Inc.

New Zealand and Queensland Teachers' Conceptions of Learning: Transforming More than Reproducing

ERIC Educational Resources Information Center

Brown, Gavin T. L.; Lake, Robert; Matters, Gabrielle

2008-01-01

Background: Two major conceptions of learning exist: reproducing new material and transforming material to make meaning. Teachers' understandings of what learning is probably influence their teaching practices and student academic performance. Aims: To validate a short scale derived from Tait, Entwistle, & McCune's (1998) ASSIST inventory and…

A Software Development Approach for Computer Assisted Language Learning

ERIC Educational Resources Information Center

Cushion, Steve

2005-01-01

Over the last 5 years we have developed, produced, tested, and evaluated an authoring software package to produce web-based, interactive, audio-enhanced language-learning material. That authoring package has been used to produce language-learning material in French, Spanish, German, Arabic, and Tamil. We are currently working on increasing…

Detecting Symptoms of Low Performance Using Production Rules

ERIC Educational Resources Information Center

Bravo, Javier; Ortigosa, Alvaro

2009-01-01

E-Learning systems offer students innovative and attractive ways of learning through augmentation or substitution of traditional lectures and exercises with online learning material. Such material can be accessed at any time from anywhere using different devices, and can be personalized according to the individual student's needs, goals and…

Ontological Modeling of Educational Resources: A Proposed Implementation for Greek Schools

ERIC Educational Resources Information Center

Poulakakis, Yannis; Vassilakis, Kostas; Kalogiannakis, Michail; Panagiotakis, Spyros

2017-01-01

In eLearning context searching for suitable educational material is still a challenging issue. During the last two decades, various digital repositories, such as Learning Object Repositories, institutional repositories and latterly Open Educational Resources, have been developed to accommodate collections of learning material that can be used for…

Diesel Equipment Department. Student Learning Guide.

ERIC Educational Resources Information Center

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

Eleven student learning guides are provided for the duty entitled "completing core curriculum" of the diesel equipment program. Each learning guide concerns one of the tasks that comprise the duty. Introductory materials for each guide include the purpose and performance and enabling objectives. For each enabling objective, these materials are…

Extending the ARIADNE Web-Based Learning Environment.

ERIC Educational Resources Information Center

Van Durm, Rafael; Duval, Erik; Verhoeven, Bart; Cardinaels, Kris; Olivie, Henk

One of the central notions of the ARIADNE learning platform is a share-and-reuse approach toward the development of digital course material. The ARIADNE infrastructure includes a distributed database called the Knowledge Pool System (KPS), which acts as a repository of pedagogical material, described with standardized IEEE LTSC Learning Object…

Rapid L2 Word Learning through High Constraint Sentence Context: An Event-Related Potential Study

PubMed Central

Chen, Baoguo; Ma, Tengfei; Liang, Lijuan; Liu, Huanhuan

2017-01-01

Previous studies have found quantity of exposure, i.e., frequency of exposure (Horst et al., 1998; Webb, 2008; Pellicer-Sánchez and Schmitt, 2010), is important for second language (L2) contextual word learning. Besides this factor, context constraint and L2 proficiency level have also been found to affect contextual word learning (Pulido, 2003; Tekmen and Daloglu, 2006; Elgort et al., 2015; Ma et al., 2015). In the present study, we adopted the event-related potential (ERP) technique and chose high constraint sentences as reading materials to further explore the effects of quantity of exposure and proficiency on L2 contextual word learning. Participants were Chinese learners of English with different English proficiency levels. For each novel word, there were four high constraint sentences with the critical word at the end of the sentence. Learners read sentences and made semantic relatedness judgment afterwards, with ERPs recorded. Results showed that in the high constraint condition where each pseudoword was embedded in four sentences with consistent meaning, N400 amplitude upon this pseudoword decreased significantly as learners read the first two sentences. High proficiency learners responded faster in the semantic relatedness judgment task. These results suggest that in high quality sentence contexts, L2 learners could rapidly acquire word meaning without multiple exposures, and L2 proficiency facilitated this learning process. PMID:29375420

Rapid L2 Word Learning through High Constraint Sentence Context: An Event-Related Potential Study.

PubMed

Chen, Baoguo; Ma, Tengfei; Liang, Lijuan; Liu, Huanhuan

2017-01-01

Previous studies have found quantity of exposure, i.e., frequency of exposure (Horst et al., 1998; Webb, 2008; Pellicer-Sánchez and Schmitt, 2010), is important for second language (L2) contextual word learning. Besides this factor, context constraint and L2 proficiency level have also been found to affect contextual word learning (Pulido, 2003; Tekmen and Daloglu, 2006; Elgort et al., 2015; Ma et al., 2015). In the present study, we adopted the event-related potential (ERP) technique and chose high constraint sentences as reading materials to further explore the effects of quantity of exposure and proficiency on L2 contextual word learning. Participants were Chinese learners of English with different English proficiency levels. For each novel word, there were four high constraint sentences with the critical word at the end of the sentence. Learners read sentences and made semantic relatedness judgment afterwards, with ERPs recorded. Results showed that in the high constraint condition where each pseudoword was embedded in four sentences with consistent meaning, N400 amplitude upon this pseudoword decreased significantly as learners read the first two sentences. High proficiency learners responded faster in the semantic relatedness judgment task. These results suggest that in high quality sentence contexts, L2 learners could rapidly acquire word meaning without multiple exposures, and L2 proficiency facilitated this learning process.

Self-regulated learning processes of medical students during an academic learning task.

PubMed

Gandomkar, Roghayeh; Mirzazadeh, Azim; Jalili, Mohammad; Yazdani, Kamran; Fata, Ladan; Sandars, John

2016-10-01

This study was designed to identify the self-regulated learning (SRL) processes of medical students during a biomedical science learning task and to examine the associations of the SRL processes with previous performance in biomedical science examinations and subsequent performance on a learning task. A sample of 76 Year 1 medical students were recruited based on their performance in biomedical science examinations and stratified into previous high and low performers. Participants were asked to complete a biomedical science learning task. Participants' SRL processes were assessed before (self-efficacy, goal setting and strategic planning), during (metacognitive monitoring) and after (causal attributions and adaptive inferences) their completion of the task using an SRL microanalytic interview. Descriptive statistics were used to analyse the means and frequencies of SRL processes. Univariate and multiple logistic regression analyses were conducted to examine the associations of SRL processes with previous examination performance and the learning task performance. Most participants (from 88.2% to 43.4%) reported task-specific processes for SRL measures. Students who exhibited higher self-efficacy (odds ratio [OR] 1.44, 95% confidence interval [CI] 1.09-1.90) and reported task-specific processes for metacognitive monitoring (OR 6.61, 95% CI 1.68-25.93) and causal attributions (OR 6.75, 95% CI 2.05-22.25) measures were more likely to be high previous performers. Multiple analysis revealed that similar SRL measures were associated with previous performance. The use of task-specific processes for causal attributions (OR 23.00, 95% CI 4.57-115.76) and adaptive inferences (OR 27.00, 95% CI 3.39-214.95) measures were associated with being a high learning task performer. In multiple analysis, only the causal attributions measure was associated with high learning task performance. Self-efficacy, metacognitive monitoring and causal attributions measures were associated positively with previous performance. Causal attributions and adaptive inferences measures were associated positively with learning task performance. These findings may inform remediation interventions in the early years of medical school training. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

The Effect Of The Materials Based On Multiple Intelligence Theory Upon The Intelligence Groups' Learning Process

NASA Astrophysics Data System (ADS)

Oral, I.; Dogan, O.

2007-04-01

The aim of this study is to find out the effect of the course materials based on Multiple Intelligence Theory upon the intelligence groups' learning process. In conclusion, the results proved that the materials prepared according to Multiple Intelligence Theory have a considerable effect on the students' learning process. This effect was particularly seen on the student groups of the musical-rhythmic, verbal-linguistic, interpersonal-social and naturalist intelligence.

From prediction error to incentive salience: mesolimbic computation of reward motivation

PubMed Central

Berridge, Kent C.

2011-01-01

Reward contains separable psychological components of learning, incentive motivation and pleasure. Most computational models have focused only on the learning component of reward, but the motivational component is equally important in reward circuitry, and even more directly controls behavior. Modeling the motivational component requires recognition of additional control factors besides learning. Here I will discuss how mesocorticolimbic mechanisms generate the motivation component of incentive salience. Incentive salience takes Pavlovian learning and memory as one input and as an equally important input takes neurobiological state factors (e.g., drug states, appetite states, satiety states) that can vary independently of learning. Neurobiological state changes can produce unlearned fluctuations or even reversals in the ability of a previously-learned reward cue to trigger motivation. Such fluctuations in cue-triggered motivation can dramatically depart from all previously learned values about the associated reward outcome. Thus a consequence of the difference between incentive salience and learning can be to decouple cue-triggered motivation of the moment from previously learned values of how good the associated reward has been in the past. Another consequence can be to produce irrationally strong motivation urges that are not justified by any memories of previous reward values (and without distorting associative predictions of future reward value). Such irrationally strong motivation may be especially problematic in addiction. To comprehend these phenomena, future models of mesocorticolimbic reward function should address the neurobiological state factors that participate to control generation of incentive salience. PMID:22487042

E-learning, dual-task, and cognitive load: The anatomy of a failed experiment.

PubMed

Van Nuland, Sonya E; Rogers, Kem A

2016-01-01

The rising popularity of commercial anatomy e-learning tools has been sustained, in part, due to increased annual enrollment and a reduction in laboratory hours across educational institutions. While e-learning tools continue to gain popularity, the research methodologies used to investigate their impact on learning remain imprecise. As new user interfaces are introduced, it is critical to understand how functionality can influence the load placed on a student's memory resources, also known as cognitive load. To study cognitive load, a dual-task paradigm wherein a learner performs two tasks simultaneously is often used, however, its application within educational research remains uncommon. Using previous paradigms as a guide, a dual-task methodology was developed to assess the cognitive load imposed by two commercial anatomical e-learning tools. Results indicate that the standard dual-task paradigm, as described in the literature, is insensitive to the cognitive load disparities across e-learning tool interfaces. Confounding variables included automation of responses, task performance tradeoff, and poor understanding of primary task cognitive load requirements, leading to unreliable quantitative results. By modifying the secondary task from a basic visual response to a more cognitively demanding task, such as a modified Stroop test, the automation of secondary task responses can be reduced. Furthermore, by recording baseline measures for the primary task as well as the secondary task, it is possible for task performance tradeoff to be detected. Lastly, it is imperative that the cognitive load of the primary task be designed such that it does not overwhelm the individual's ability to learn new material. © 2015 American Association of Anatomists.

Machine-learned and codified synthesis parameters of oxide materials

NASA Astrophysics Data System (ADS)

Kim, Edward; Huang, Kevin; Tomala, Alex; Matthews, Sara; Strubell, Emma; Saunders, Adam; McCallum, Andrew; Olivetti, Elsa

2017-09-01

Predictive materials design has rapidly accelerated in recent years with the advent of large-scale resources, such as materials structure and property databases generated by ab initio computations. In the absence of analogous ab initio frameworks for materials synthesis, high-throughput and machine learning techniques have recently been harnessed to generate synthesis strategies for select materials of interest. Still, a community-accessible, autonomously-compiled synthesis planning resource which spans across materials systems has not yet been developed. In this work, we present a collection of aggregated synthesis parameters computed using the text contained within over 640,000 journal articles using state-of-the-art natural language processing and machine learning techniques. We provide a dataset of synthesis parameters, compiled autonomously across 30 different oxide systems, in a format optimized for planning novel syntheses of materials.

Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience?

PubMed Central

Wieser, Heike; Waldboth, Simone; Mischo-Kelling, Maria

2016-01-01

Objectives The purpose of this study was to investigate how students perceived their learning experience when combining traditional anatomy lectures with preparatory e-learning activities that consisted of fill-in-the-blank assignments, videos, and multiple-choice quizzes. Methods A qualitative study was conducted to explore changes in study behaviour and perception of learning. Three group interviews with students were conducted and thematically analysed. Results Data was categorized into four themes: 1. Approaching the course material, 2. Understanding the material, 3. Consolidating the material, and 4. Perceived learning outcome.  Students appreciated the clear structure of the course, and reported that online activities encouraged them towards a first engagement with the material. They felt that they were more active during in-class sessions, described self-study before the end-of-term exam as easier, and believed that contents would remain in their memories for a longer time. Conclusions By adjusting already existing resources, lectures can be combined fairly easily and cost-effectively with preparatory e-learning activities. The creation of online components promote well-structured courses, can help minimize ‘student passivity’ as a characteristic element of lectures, and can support students in distributing their studies throughout the term, thus suggesting enhanced learning. Further research work should be designed to confirm the afore-mentioned findings through objective measurements of student learning outcomes. PMID:26897012

The Development of a Physics Knowledge Enrichment Book “Optical Instrument Equipped with Augmented Reality” to Improve Students’ Learning Outcomes

NASA Astrophysics Data System (ADS)

Astra, I. M.; Saputra, F.

2018-05-01

This study aims to develop a physics knowledge enrichment book which is provided with augmented reality focusing on the proper optical instruments as the subject to improve students’ learning outcomes. This physics knowledge enrichment book entitled “Alat Optikyang dilengkapi dengan Augmented Reality” discusses some optical instruments seeing from its history, physics concepts, and types. This study used method Research and Development which is developed as Model Pengembangan Instruksional. In the previous study has been done feasibility test to the material and media experts with the percentage by each experts are 88,50% and 88,90%. In this study, we did the trial run of product use was carried out to a physics teacher and 25 students of SMAN 33 Jakarta. This trial run got the average percentage of 88.10% from the physics teacher while the result of the students was 82.80% and the gain normalized test result of 0.71 which meant the students’ learning outcomes had increased in cognitive domain with high interpretation. Based on the result of this study, the physics knowledge enrichment book entitled “Alat Optik yang dilengkapi dengan Augmented Reality” is a proper book in order to improve students’ learning outcomes in cognitive domain with high interpretation.

A deep learning framework for causal shape transformation.

PubMed

Lore, Kin Gwn; Stoecklein, Daniel; Davies, Michael; Ganapathysubramanian, Baskar; Sarkar, Soumik

2018-02-01

Recurrent neural network (RNN) and Long Short-term Memory (LSTM) networks are the common go-to architecture for exploiting sequential information where the output is dependent on a sequence of inputs. However, in most considered problems, the dependencies typically lie in the latent domain which may not be suitable for applications involving the prediction of a step-wise transformation sequence that is dependent on the previous states only in the visible domain with a known terminal state. We propose a hybrid architecture of convolution neural networks (CNN) and stacked autoencoders (SAE) to learn a sequence of causal actions that nonlinearly transform an input visual pattern or distribution into a target visual pattern or distribution with the same support and demonstrated its practicality in a real-world engineering problem involving the physics of fluids. We solved a high-dimensional one-to-many inverse mapping problem concerning microfluidic flow sculpting, where the use of deep learning methods as an inverse map is very seldom explored. This work serves as a fruitful use-case to applied scientists and engineers in how deep learning can be beneficial as a solution for high-dimensional physical problems, and potentially opening doors to impactful advance in fields such as material sciences and medical biology where multistep topological transformations is a key element. Copyright © 2017 Elsevier Ltd. All rights reserved.

Distance Learning and the Health Professions: A Synthesis Report of the Literature Investigating Continuing Professional Health Education at a Distance.

ERIC Educational Resources Information Center

Curran, Vernon; Noseworthy, Tanya

This synthesis report provides an extensive overview of literature evaluating use and effectiveness of distance learning technologies in delivering continuing education (CE) for health professionals. Chapter 2 discusses advantages and disadvantages of correspondence materials, explores suggestions for improving print-based learning materials, and…

Learning to Apply Models of Materials While Explaining Their Properties

ERIC Educational Resources Information Center

Karpin, Tiia; Juuti, Kalle; Lavonen, Jari

2014-01-01

Background: Applying structural models is important to chemistry education at the upper secondary level, but it is considered one of the most difficult topics to learn. Purpose: This study analyses to what extent in designed lessons students learned to apply structural models in explaining the properties and behaviours of various materials.…

Getting Inside Knowledge: The Application of Entwistle's Model of Surface/Deep Processing in Producing Open Learning Materials.

ERIC Educational Resources Information Center

Evans, Barbara; Honour, Leslie

1997-01-01

Reports on a study that required student teachers training in business education to produce open learning materials on intercultural communication. Analysis of stages and responses to this assignment revealed a distinction between "deep" and "surface" learning. Includes charts delineating the characteristics of these two types…

Fortune Is Fickle: Null-Effects of Disfluency on Learning Outcomes

ERIC Educational Resources Information Center

Rummer, Ralf; Schweppe, Judith; Schwede, Annett

2016-01-01

Recently, Diemand-Yauman et al. "Cognition," 118, 114-118 (2011) demonstrated that learning with disfluent (hard-to-read) materials is more effective than learning with easy-to-read materials--a study that has since stipulated a number of follow-up studies (with mixed results). However, there is a potential confound in the original…

World Wide Web Pages--Tools for Teaching and Learning.

ERIC Educational Resources Information Center

Beasley, Sarah; Kent, Jean

Created to help educators incorporate World Wide Web pages into teaching and learning, this collection of Web pages presents resources, materials, and techniques for using the Web. The first page focuses on tools for teaching and learning via the Web, providing pointers to sites containing the following: (1) course materials for both distance and…

Lincoln Career Education Project. Final Report. Book 2. Elementary Learning Centers.

ERIC Educational Resources Information Center

Lincoln Public Schools, NE.

Curriculum materials from the Lincoln Career Education Project, Nebraska, are presented for career education learning activities at the elementary level. The guide contains complete materials for 12 learning center units infusing career education as well as personal/social growth and cultural awareness in some. Units are organized under the…

Visual Imagery and Self-Questioning: Strategies to Improve Comprehension of Written Material.

ERIC Educational Resources Information Center

Clark, Frances L.; And Others

1984-01-01

Two learning strategies--visual imagery and self-questioning--designed to increase reading comprehension were taught to six learning disabled secondary students. Results indicate that LD students can learn the two strategies and can apply them in both reading ability level and grade level materials. Use of the strategies resulted in greater…

Amino Acid Crossword Puzzle

ERIC Educational Resources Information Center

Sims, Paul A.

2011-01-01

Learning the 20 standard amino acids is an essential component of an introductory course in biochemistry. Later in the course, the students study metabolism and learn about various catabolic and anabolic pathways involving amino acids. Learning new material or concepts often is easier if one can connect the new material to what one already knows;…

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

ERIC Educational Resources Information Center

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

2002-01-01

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

Identification of Quality Visual-Based Learning Material for Technology Education

ERIC Educational Resources Information Center

Katsioloudis, Petros

2010-01-01

It is widely known that the use of visual technology enhances learning by providing a better understanding of the topic as well as motivating students. If all visual-based learning materials (tables, figures, photos, etc.) were equally effective in facilitating student achievement of all kinds of educational objectives, there would virtually be no…

Humorous Materials to Enhance Active Learning

ERIC Educational Resources Information Center

Miller, J. L.; Wilson, K.; Miller, J.; Enomoto, K.

2017-01-01

The use of humour in teaching and learning can be contentious, with some authors suggesting that the efficacy of humorous materials is mediated by the culture of the student. Nevertheless, humour represents a potential vehicle for the introduction of active learning in a classroom setting, as judicious use of humour may lead to a more relaxed…

Learning Effectiveness and Cognitive Loads in Instructional Materials of Programming Language on Single and Dual Screens

ERIC Educational Resources Information Center

Hsu, Jenq-Muh; Chang, Ting-Wen; Yu, Pao-Ta

2012-01-01

The teaching and learning environment in a traditional classroom typically includes a projection screen, a projector, and a computer within a digital interactive table. Instructors may apply multimedia learning materials using various information communication technologies to increase interaction effects. However, a single screen only displays a…

Exploring Egyptian EFL Students' Learning Styles and Satisfaction with Web-Based Materials

ERIC Educational Resources Information Center

Aliweh, Ahmed Mahmoud

2011-01-01

Due to the increasing demand on the incorporation of web-based materials into Egyptian higher educational institutions, this study examined students' learning styles, satisfaction with online learning, and the relationships between these two variables and students' gender. The study was conducted on 51 EFL college students (24 males and 27…

Adapting Team-Based Learning for Application in the Basic Electric Circuit Theory Sequence

ERIC Educational Resources Information Center

O'Connell, Robert M.

2015-01-01

Team-based learning (TBL) is a form of student-centered active learning in which students independently study new conceptual material before it is treated in the classroom, and then subsequently spend considerable classroom time working in groups on increasingly challenging problems and applications based on that new material. TBL provides…

Computer-Mediated Materials for Chinese Character Learning.

ERIC Educational Resources Information Center

Hsu, Hui-Mei; Gao, Liwei

2002-01-01

Reviews four sets of computer-mediated materials for Chinese character learning. These include the following: Write Chinese, Chinese Characters Primer, Animated Chinese Characters, and USC Chinese Character Page. (Author/VWL)

Designing Science Learning in the First Years of Schooling. An intervention study with sequenced learning material on the topic of `floating and sinking'

NASA Astrophysics Data System (ADS)

Leuchter, Miriam; Saalbach, Henrik; Hardy, Ilonca

2014-07-01

Research on learning and instruction of science has shown that learning environments applied in preschool and primary school rarely makes use of structured learning materials in problem-based environments although these are decisive quality features for promoting conceptual change and scientific reasoning within early science learning. We thus developed and implemented a science learning environment for children in the first years of schooling which contains structured learning materials with the goal of supporting conceptual change concerning the understanding of the floating and sinking of objects and fostering students' scientific reasoning skills. In the present implementation study, we aim to provide a best-practice example of early science learning. The study was conducted with a sample of 15 classes of the first years of schooling and a total of 244 children. Tests were constructed to measure children's conceptual understanding before and after the implementation. Our results reveal a decrease in children's misconceptions from pretest to posttest. After the curriculum, the children were able to produce significantly more correct predictions about the sinking or floating of objects than before the curriculum and also relative to a control group. Moreover, due to the intervention, the explanations given for their predictions implied a more elaborated concept of material kinds. All in all, a well-structured curriculum promoting comparison and scientific reasoning by means of inquiry learning was shown to support children's conceptual change.

Creating a blended learning module in an online master study programme in oncology.

PubMed

Mayer, Benjamin; Ring, Christina; Muche, Rainer; Rothenbacher, Dietrich; Schmidt-Strassburger, Uta

2015-01-01

The medical faculty of Ulm University has launched the postgraduate master online study programme Advanced Oncology (AO) in 2010. We describe the challenges in developing an e-learning module using the example of a medical biometry course, focusing the implementation of the course material and our single-loop learning experience after the first students have finished and evaluated the lecture. Programme participants are qualified medical doctors and researchers in biomedical areas related to the field of oncology. The study programme provides the majority of lectures online via didactic videos accompanied by one-week attendance seminars. Supplementary learning materials include review articles, supportive reading material, multiple choice questions, and exercises for each unit. Lecture evaluations based on specific questions concerning learning environment and information learned, each measured on a five-point Likert scale. Lecture videos were implemented following the classical triad of the didactic process, using oncological examples from practice to teach. The online tutorial support offered to students was hardly used, thus we enhanced faculty presence during the face-to-face seminars. Lecture evaluations improved after revising the learning material on the basis of the first AO student cohort's comments. Developing and implementing an online study programme is challenging with respect of maximizing the information students learn due to limited opportunities for personal contact between lecturers and students. A more direct interaction of lecturers and students in a blended learning setting outperforms a mere web-based contact in terms of learning advantage and students' satisfaction, especially for complex methodological content.

Design Principles Guide Educators in Choosing and Using Curriculum Materials. Research Review

ERIC Educational Resources Information Center

Foster, Elizabeth

2018-01-01

Engaging with materials can shape the teaching experience, teachers' practices and mindsets, and, ultimately, students' learning experiences. This issue of "Learning Professional" looks at an area of emerging interest: curriculum materials and the role they play in the daily work of educators and leaders. Educators, researchers, and…

Material Matters: Increasing Emotional Engagement in Learning

ERIC Educational Resources Information Center

Taylor, Steven S.; Statler, Matt

2014-01-01

Organizational scholars and neuroscientists suggest that when people are more emotionally engaged, they learn more effectively. Clinical art therapists suggest that the experience as well as the expression of emotions can be enabled or constrained by different materials. So then, what materials can be employed by management educators to achieve…

Contributions of Medial Temporal Lobe and Striatal Memory Systems to Learning and Retrieving Overlapping Spatial Memories

PubMed Central

Brown, Thackery I.; Stern, Chantal E.

2014-01-01

Many life experiences share information with other memories. In order to make decisions based on overlapping memories, we need to distinguish between experiences to determine the appropriate behavior for the current situation. Previous work suggests that the medial temporal lobe (MTL) and medial caudate interact to support the retrieval of overlapping navigational memories in different contexts. The present study used functional magnetic resonance imaging (fMRI) in humans to test the prediction that the MTL and medial caudate play complementary roles in learning novel mazes that cross paths with, and must be distinguished from, previously learned routes. During fMRI scanning, participants navigated virtual routes that were well learned from prior training while also learning new mazes. Critically, some routes learned during scanning shared hallways with those learned during pre-scan training. Overlap between mazes required participants to use contextual cues to select between alternative behaviors. Results demonstrated parahippocampal cortex activity specific for novel spatial cues that distinguish between overlapping routes. The hippocampus and medial caudate were active for learning overlapping spatial memories, and increased their activity for previously learned routes when they became context dependent. Our findings provide novel evidence that the MTL and medial caudate play complementary roles in the learning, updating, and execution of context-dependent navigational behaviors. PMID:23448868

A mixed methods evaluation of team-based learning for applied pathophysiology in undergraduate nursing education.

PubMed

Branney, Jonathan; Priego-Hernández, Jacqueline

2018-02-01

It is important for nurses to have a thorough understanding of the biosciences such as pathophysiology that underpin nursing care. These courses include content that can be difficult to learn. Team-based learning is emerging as a strategy for enhancing learning in nurse education due to the promotion of individual learning as well as learning in teams. In this study we sought to evaluate the use of team-based learning in the teaching of applied pathophysiology to undergraduate student nurses. A mixed methods observational study. In a year two, undergraduate nursing applied pathophysiology module circulatory shock was taught using Team-based Learning while all remaining topics were taught using traditional lectures. After the Team-based Learning intervention the students were invited to complete the Team-based Learning Student Assessment Instrument, which measures accountability, preference and satisfaction with Team-based Learning. Students were also invited to focus group discussions to gain a more thorough understanding of their experience with Team-based Learning. Exam scores for answers to questions based on Team-based Learning-taught material were compared with those from lecture-taught material. Of the 197 students enrolled on the module, 167 (85% response rate) returned the instrument, the results from which indicated a favourable experience with Team-based Learning. Most students reported higher accountability (93%) and satisfaction (92%) with Team-based Learning. Lectures that promoted active learning were viewed as an important feature of the university experience which may explain the 76% exhibiting a preference for Team-based Learning. Most students wanted to make a meaningful contribution so as not to let down their team and they saw a clear relevance between the Team-based Learning activities and their own experiences of teamwork in clinical practice. Exam scores on the question related to Team-based Learning-taught material were comparable to those related to lecture-taught material. Most students had a preference for, and reported higher accountability and satisfaction with Team-based Learning. Through contextualisation and teamwork, Team-based Learning appears to be a strategy that confers strong pedagogical benefits for teaching applied pathophysiology (bioscience) to student nurses. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

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

PubMed Central

Apfelbaum, Keith S.; McMurray, Bob

2017-01-01

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

Cognitive patterns of neuroanatomy concepts: Knowledge organizations that emerge from problem solving versus information gathering

NASA Astrophysics Data System (ADS)

Weidner, Jeanne Margaret O'malley

2000-10-01

This study was motivated by some of the claims that are found in the literature on Problem-Based Learning (PBL). This instructional technique, which uses case studies as its primary instructional tool, has been advanced as an alternative to traditional instruction in order to foster more meaningful, integrative learning of scientific concepts. Several of the advantages attributed to Problem-Based Learning are that it (1) is generally preferred by students because it appears to foster a more nurturing and enjoyable learning experience, (2) fosters greater retention of knowledge and concepts acquired, and (3) results in increased ability to apply this knowledge toward solving new problems. This study examines the differences that result when students learn neuroanatomy concepts under two instructional contexts: problem solving vs. information gathering. The technological resource provided to students to support learning under each of these contexts was the multimedia program BrainStorm: An Interactive Neuroanatomy Atlas (Coppa & Tancred, 1995). The study explores the influence of context with regard to subjects' performance on objective post-tests, organization of knowledge as measured by Pathfinder Networks, differential use of the multimedia software and discourse differences emerging from the transcripts. The findings support previous research in the literature that problem-solving results in less knowledge acquisition in the short term, greater retention of material over time, and a subjects' preference for the method. However, both the degree of retention and preference were influenced by subjects' prior knowledge of the material in the exercises, as there was a significant difference in performance between the two exercises: for the exercise about which subjects appeared to have greater background information, memory decay was less, and subject attitude toward the problem solving instructional format was more favorable, than for the exercise for which subjects had less prior knowledge. Subjects also used the software differently under each format with regard to modules accessed, time spent in modules, and types of information sought. In addition, analyses of the transcripts showed more numerous occurrences of explanations and summarizations in the problem-solving context, compared to the information gathering context. The attempts to show significant differences between the contexts by means of Pathfinder analyses were less than successful.

Learning atoms for materials discovery.

PubMed

Zhou, Quan; Tang, Peizhe; Liu, Shenxiu; Pan, Jinbo; Yan, Qimin; Zhang, Shou-Cheng

2018-06-26

Exciting advances have been made in artificial intelligence (AI) during recent decades. Among them, applications of machine learning (ML) and deep learning techniques brought human-competitive performances in various tasks of fields, including image recognition, speech recognition, and natural language understanding. Even in Go, the ancient game of profound complexity, the AI player has already beat human world champions convincingly with and without learning from the human. In this work, we show that our unsupervised machines (Atom2Vec) can learn the basic properties of atoms by themselves from the extensive database of known compounds and materials. These learned properties are represented in terms of high-dimensional vectors, and clustering of atoms in vector space classifies them into meaningful groups consistent with human knowledge. We use the atom vectors as basic input units for neural networks and other ML models designed and trained to predict materials properties, which demonstrate significant accuracy. Copyright © 2018 the Author(s). Published by PNAS.

Sensory, Cognitive, and Sensorimotor Learning Effects in Recognition Memory for Music.

PubMed

Mathias, Brian; Tillmann, Barbara; Palmer, Caroline

2016-08-01

Recent research suggests that perception and action are strongly interrelated and that motor experience may aid memory recognition. We investigated the role of motor experience in auditory memory recognition processes by musicians using behavioral, ERP, and neural source current density measures. Skilled pianists learned one set of novel melodies by producing them and another set by perception only. Pianists then completed an auditory memory recognition test during which the previously learned melodies were presented with or without an out-of-key pitch alteration while the EEG was recorded. Pianists indicated whether each melody was altered from or identical to one of the original melodies. Altered pitches elicited a larger N2 ERP component than original pitches, and pitches within previously produced melodies elicited a larger N2 than pitches in previously perceived melodies. Cortical motor planning regions were more strongly activated within the time frame of the N2 following altered pitches in previously produced melodies compared with previously perceived melodies, and larger N2 amplitudes were associated with greater detection accuracy following production learning than perception learning. Early sensory (N1) and later cognitive (P3a) components elicited by pitch alterations correlated with predictions of sensory echoic and schematic tonality models, respectively, but only for the perception learning condition, suggesting that production experience alters the extent to which performers rely on sensory and tonal recognition cues. These findings provide evidence for distinct time courses of sensory, schematic, and motoric influences within the same recognition task and suggest that learned auditory-motor associations influence responses to out-of-key pitches.

The development of interactive multimedia based on auditory, intellectually, repetition in repetition algorithm learning to increase learning outcome

NASA Astrophysics Data System (ADS)

Munir; Sutarno, H.; Aisyah, N. S.

2018-05-01

This research aims to find out how the development of interactive multimedia based on auditory, intellectually, and repetition can improve student learning outcomes. This interactive multimedia is developed through 5 stages. Analysis stages include the study of literature, questionnaire, interviews and observations. The design phase is done by the database design, flowchart, storyboards and repetition algorithm material while the development phase is done by the creation of web-based framework. Presentation material is adapted to the model of learning such as auditory, intellectually, repetition. Auditory points are obtained by recording the narrative material that presented by a variety of intellectual points. Multimedia as a product is validated by material and media experts. Implementation phase conducted on grade XI-TKJ2 SMKN 1 Garut. Based on index’s gain, an increasing of student learning outcomes in this study is 0.46 which is fair due to interest of student in using interactive multimedia. While the multimedia assessment earned 84.36% which is categorized as very well.

Hippocampus NMDA receptors selectively mediate latent extinction of place learning.

PubMed

Goodman, Jarid; Gabriele, Amanda; Packard, Mark G

2016-09-01

Extinction of maze learning may be achieved with or without the animal performing the previously acquired response. In typical "response extinction," animals are given the opportunity to make the previously acquired approach response toward the goal location of the maze without reinforcement. In "latent extinction," animals are not given the opportunity to make the previously acquired response and instead are confined to the previous goal location without reinforcement. Previous evidence indicates that the effectiveness of these protocols may depend on the type of memory being extinguished. Thus, one aim of the present study was to further examine the effectiveness of response and latent extinction protocols across dorsolateral striatum (DLS)-dependent response learning and hippocampus-dependent place learning tasks. In addition, previous neural inactivation experiments indicate a selective role for the hippocampus in latent extinction, but have not investigated the precise neurotransmitter mechanisms involved. Thus, the present study also examined whether latent extinction of place learning might depend on NMDA receptor activity in the hippocampus. In experiment 1, adult male Long-Evans rats were trained in a response learning task in a water plus-maze, in which animals were reinforced to make a consistent body-turn response to reach an invisible escape platform. Results indicated that response extinction, but not latent extinction, was effective at extinguishing memory in the response learning task. In experiment 2, rats were trained in a place learning task, in which animals were reinforced to approach a consistent spatial location containing the hidden escape platform. In experiment 2, animals also received intra-hippocampal infusions of the NMDA receptor antagonist 2-amino-5-phosphopentanoic acid (AP5; 5.0 or 7.5 ug/0.5 µg) or saline vehicle immediately before response or latent extinction training. Results indicated that both extinction protocols were effective at extinguishing memory in the place learning task. In addition, intra-hippocampal AP5 (7.5 µg) impaired latent extinction, but not response extinction, suggesting that hippocampal NMDA receptors are selectively involved in latent extinction. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Adaptive Semantic and Social Web-based learning and assessment environment for the STEM

NASA Astrophysics Data System (ADS)

Babaie, Hassan; Atchison, Chris; Sunderraman, Rajshekhar

2014-05-01

We are building a cloud- and Semantic Web-based personalized, adaptive learning environment for the STEM fields that integrates and leverages Social Web technologies to allow instructors and authors of learning material to collaborate in semi-automatic development and update of their common domain and task ontologies and building their learning resources. The semi-automatic ontology learning and development minimize issues related to the design and maintenance of domain ontologies by knowledge engineers who do not have any knowledge of the domain. The social web component of the personal adaptive system will allow individual and group learners to interact with each other and discuss their own learning experience and understanding of course material, and resolve issues related to their class assignments. The adaptive system will be capable of representing key knowledge concepts in different ways and difficulty levels based on learners' differences, and lead to different understanding of the same STEM content by different learners. It will adapt specific pedagogical strategies to individual learners based on their characteristics, cognition, and preferences, allow authors to assemble remotely accessed learning material into courses, and provide facilities for instructors to assess (in real time) the perception of students of course material, monitor their progress in the learning process, and generate timely feedback based on their understanding or misconceptions. The system applies a set of ontologies that structure the learning process, with multiple user friendly Web interfaces. These include the learning ontology (models learning objects, educational resources, and learning goal); context ontology (supports adaptive strategy by detecting student situation), domain ontology (structures concepts and context), learner ontology (models student profile, preferences, and behavior), task ontologies, technological ontology (defines devices and places that surround the student), pedagogy ontology, and learner ontology (defines time constraint, comment, profile).

Learning Spaces Framework: Learning in an Online World

ERIC Educational Resources Information Center

Ministerial Council on Education, Employment, Training and Youth Affairs (NJ1), 2008

2008-01-01

"Contemporary learning--learning in an online world" describes the integrated nature of the highly technological world in which young people live and learn. A key priority is to design learning spaces that integrate technologies: engaging students in ways not previously possible; creating new learning and teaching possibilities;…

Cognitively Demanding Learning Materials with Texts and Instructional Pictures: Teachers' Diagnostic Skills, Pedagogical Beliefs and Motivation

ERIC Educational Resources Information Center

McElvany, Nele; Schroeder, Sascha; Baumert, Jurgen; Schnotz, Wolfgang; Horz, Holger; Ullrich, Mark

2012-01-01

Learning materials incorporating written texts as well as instructional pictures are the basis for learning in many subjects. However, text-picture integration makes high cognitive demands of learners, and it seems plausible that the development of this competence is influenced by teachers' instructional skills. The present studies investigated…

Design Guidelines for Digital Learning Material for Food Chemistry Education.

ERIC Educational Resources Information Center

Diederen, Julia; Gruppen, Harry; Voragen, Alphons G. J.; Hartog, Rob; Mulder, Martin; Biemans, Harm

This paper describes the first stage of a 4-year research project on the design, development and use of Web-based digital learning material for food chemistry education. The paper discusses design guidelines, based on principles that were selected from theories on learning and instruction, and illustrates in detail how these guidelines were used…

Effect of Multimedia Assisted 7e Learning Model Applications on Academic Achievement and Retention in Students

ERIC Educational Resources Information Center

Sarac, Hakan; Tarhan, Devrim

2017-01-01

In the rapidly developing age of technology, the contribution of using multimedia-supported instructional materials in the field of teaching technologies to science education has been increasing steadily. The purpose of this research is to compare the multimedia learning instructional materials prepared according to the 7E learning model and the…

Video and Second Language Learning. Special Issue.

ERIC Educational Resources Information Center

Gillespie, Junetta B., Ed.

1985-01-01

The extent to which video has come of age with respect to language learning is the focus of this special issue, which provides information on sources of materials and offers practical ideas for the effective and creative use of those materials in second language instruction. Articles include: "Video and Language Learning: A Medium Comes of Age"…

The Implications of SCORM Conformance for Workplace e-Learning

ERIC Educational Resources Information Center

Witthaus, Gabrielle

2009-01-01

This paper explores the impact that SCORM conformance has had on workplace e-learning. The author describes a project in which she was requested to "repurpose" some materials that had originally been designed for the face-to-face teaching of English as a Foreign Language, into SCORM conformant e-learning materials. The rationale for this request…

Providing Personalized Services to Users in a Recommender System

ERIC Educational Resources Information Center

Oduwobi, Olukunle; Ojokoh, Bolanle Adefowoke

2015-01-01

Instructors recommend learning materials to a class of students not minding the learning ability and reading habit of each student. Learners are finding it problematic to make a decision about which available learning materials best meet their situation and will be beneficial to their course of study. In order to address this challenge, a new…

Just-in-Time Teaching in Statistics Classrooms

ERIC Educational Resources Information Center

McGee, Monnie; Stokes, Lynne; Nadolsky, Pavel

2016-01-01

Much has been made of the flipped classroom as an approach to teaching, and its effect on student learning. The volume of material showing that the flipped classroom technique helps students better learn and better retain material is increasing at a rapid pace. Coupled with this technique is active learning in the classroom. There are many ways of…

Influence of Geographic Affiliation on Student Performance in Online Geology and Meteorology Courses

ERIC Educational Resources Information Center

Sumrall, Jeanne L.; Clary, Renee M.; Larson, Erik B.

2017-01-01

The online learning environment can add substantial advantages to learning such as continuous access to material and the ability to foster learning through additional visual supplemental materials, but it can also add further challenges that may not be as evident when teaching traditional, face-to-face courses. An individual's place affiliation…

Supported Distance Learning for Health-Care Managers: How Far Can Learning Materials Travel?

ERIC Educational Resources Information Center

Martin, Vivien; Henderson, Euan; Abbott, Jason; Skinner, Chris; Tsang, Mary Tabarsi; Wood, Graham

2001-01-01

Reports on an evaluation of the use of learning materials developed by the Open University for operational managers in the British Health Service by professionals in Australia, the Cayman Islands, Hong Kong and the United Kingdom. Discusses participant's views of the workbooks, the assessment process, and the development of competence. (LRW)

An Efficient Approach to Improve the Usability of e-Learning Resources: The Role of Heuristic Evaluation

ERIC Educational Resources Information Center

Davids, Mogamat Razeen; Chikte, Usuf M. E.; Halperin, Mitchell L.

2013-01-01

Optimizing the usability of e-learning materials is necessary to maximize their potential educational impact, but this is often neglected when time and other resources are limited, leading to the release of materials that cannot deliver the desired learning outcomes. As clinician-teachers in a resource-constrained environment, we investigated…

Are Materialistic Teenagers Less Motivated to Learn? Cross-Sectional and Longitudinal Evidence from the United Kingdom and Hong Kong

ERIC Educational Resources Information Center

Ku, Lisbeth; Dittmar, Helga; Banerjee, Robin

2012-01-01

Is materialism systematically related to teenagers' learning motivation as well as actual learning outcomes? The reported research tested a theoretical model of associations among materialism, achievement goals, and exam performance among teenagers. Study 1 tested the theoretical model in 4 groups of teenagers drawn from 2 different educational…

From prediction error to incentive salience: mesolimbic computation of reward motivation.

PubMed

Berridge, Kent C

2012-04-01

Reward contains separable psychological components of learning, incentive motivation and pleasure. Most computational models have focused only on the learning component of reward, but the motivational component is equally important in reward circuitry, and even more directly controls behavior. Modeling the motivational component requires recognition of additional control factors besides learning. Here I discuss how mesocorticolimbic mechanisms generate the motivation component of incentive salience. Incentive salience takes Pavlovian learning and memory as one input and as an equally important input takes neurobiological state factors (e.g. drug states, appetite states, satiety states) that can vary independently of learning. Neurobiological state changes can produce unlearned fluctuations or even reversals in the ability of a previously learned reward cue to trigger motivation. Such fluctuations in cue-triggered motivation can dramatically depart from all previously learned values about the associated reward outcome. Thus, one consequence of the difference between incentive salience and learning can be to decouple cue-triggered motivation of the moment from previously learned values of how good the associated reward has been in the past. Another consequence can be to produce irrationally strong motivation urges that are not justified by any memories of previous reward values (and without distorting associative predictions of future reward value). Such irrationally strong motivation may be especially problematic in addiction. To understand these phenomena, future models of mesocorticolimbic reward function should address the neurobiological state factors that participate to control generation of incentive salience. © 2012 The Author. European Journal of Neuroscience © 2012 Federation of European Neuroscience Societies and Blackwell Publishing Ltd.

Criteria and Planning Guidance for Ex-Plant Harvesting to Support Subsequent License Renewal

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

Ramuhalli, Pradeep; Devanathan, Ram; Meyer, Ryan M.

As U.S. nuclear power plants look to subsequent license renewal (SLR) to operate for a 20-year period beyond 60 years, the U.S. Nuclear Regulatory Commission and the industry will be addressing technical issues around the capability of long-lived passive components to meet their functionality objectives. A key challenge will be to better understand likely materials degradation mechanisms in these components and their impacts on component functionality and margins to safety. Research addressing many of the remaining technical gaps in these areas for SLR may greatly benefit from materials sampled from plants (decommissioned or operating). Because of the cost and inefficiencymore » of piecemeal sampling, there is a need for a strategic and systematic approach to sampling materials from structures, systems, and components (SSC) in both operating and decommissioned plants. This document describes a potential approach for sampling (harvesting) materials that focuses on prioritizing materials for sampling using a number of criteria. These criteria are based on an evaluation of technical gaps identified in the literature, research needs to address these technical gaps, and lessons learned from previous harvesting campaigns. The document also describes a process for planning future harvesting campaigns; such a plan would include an understanding of the harvesting priorities, available materials, and the planned use of the materials to address the technical gaps.« less

TRADITIONAL METALLURGY, NANOTECHNOLOGIES AND STRUCTURAL MATERIALS: A SORBY AWARD LECTURE

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

Louthan, M

2007-07-17

Traditional metallurgical processes are among the many ''old fashion'' practices that use nanoparticles to control the behavior of materials. Many of these practices were developed long before microscopy could resolve nanoscale features, yet the practitioners learned to manipulate and control microstructural elements that they could neither see nor identify. Furthermore, these early practitioners used that control to modify microstructures and develop desired material properties. Centuries old colored glass, ancient high strength steels and medieval organ pipes derived many of their desirable features through control of nanoparticles in their microstructures. Henry Sorby was among the first to recognize that the propertiesmore » of rocks, minerals, metals and organic materials were controlled by microstructure. However, Mr. Sorby was accused of the folly of trying to study mountains with a microscope. Although he could not resolve nanoscale microstructural features, Mr. Sorby's observations revolutionized the study of materials. The importance of nanoscale microstructural elements should be emphasized, however, because the present foundation for structural materials was built by manipulating those features. That foundation currently supports several multibillion dollar industries but is not generally considered when the nanomaterials revolution is discussed. This lecture demonstrates that using nanotechnologies to control the behavior of metallic materials is almost as old as the practice of metallurgy and that many of the emergent nanomaterials technologists are walking along pathways previously paved by traditional metallurgists.« less

Perceptual Learning of Time-Compressed Speech: More than Rapid Adaptation

PubMed Central

Banai, Karen; Lavner, Yizhar

2012-01-01

Background Time-compressed speech, a form of rapidly presented speech, is harder to comprehend than natural speech, especially for non-native speakers. Although it is possible to adapt to time-compressed speech after a brief exposure, it is not known whether additional perceptual learning occurs with further practice. Here, we ask whether multiday training on time-compressed speech yields more learning than that observed during the initial adaptation phase and whether the pattern of generalization following successful learning is different than that observed with initial adaptation only. Methodology/Principal Findings Two groups of non-native Hebrew speakers were tested on five different conditions of time-compressed speech identification in two assessments conducted 10–14 days apart. Between those assessments, one group of listeners received five practice sessions on one of the time-compressed conditions. Between the two assessments, trained listeners improved significantly more than untrained listeners on the trained condition. Furthermore, the trained group generalized its learning to two untrained conditions in which different talkers presented the trained speech materials. In addition, when the performance of the non-native speakers was compared to that of a group of naïve native Hebrew speakers, performance of the trained group was equivalent to that of the native speakers on all conditions on which learning occurred, whereas performance of the untrained non-native listeners was substantially poorer. Conclusions/Significance Multiday training on time-compressed speech results in significantly more perceptual learning than brief adaptation. Compared to previous studies of adaptation, the training induced learning is more stimulus specific. Taken together, the perceptual learning of time-compressed speech appears to progress from an initial, rapid adaptation phase to a subsequent prolonged and more stimulus specific phase. These findings are consistent with the predictions of the Reverse Hierarchy Theory of perceptual learning and suggest constraints on the use of perceptual-learning regimens during second language acquisition. PMID:23056592

Think Pair Share with Formative Assessment for Junior High School Student

NASA Astrophysics Data System (ADS)

Pradana, O. R. Y.; Sujadi, I.; Pramudya, I.

2017-09-01

Geometry is a science related to abstract thinking ability so that not many students are able to understand this material well. In this case, the learning model plays a crucial role in improving student achievement. This means that a less precise learning model will cause difficulties for students. Therefore, this study provides a quantitative explanation of the Think Pair Share learning model combined with the formative assessment. This study aims to test the Think Pair Share with the formative assessment on junior high school students. This research uses a quantitative approach of Pretest-Posttest in control group and experiment group. ANOVA test and Scheffe test used to analyse the effectiveness this learning. Findings in this study are student achievement on the material geometry with Think Pair Share using formative assessment has increased significantly. This happens probably because this learning makes students become more active during learning. Hope in the future, Think Pair Share with formative assessment be a useful learning for teachers and this learning applied by the teacher around the world especially on the material geometry.

Teaching Content Material through Reader's Theater

ERIC Educational Resources Information Center

Forney, Melissa

2013-01-01

When it comes to content area material, much of what students read and learn is predicated on information they have read before and are supposed to remember. Teachers often use silent reading and round robin reading as preferred reading methods to help students learn content area material. The objective of this study was to test reader's theater…

Learning Japanese by Reading "Manga": The Rise of "Soft Power Pedagogy"

ERIC Educational Resources Information Center

Armour, William Spencer

2011-01-01

Multimodal examples of Japanese language input (such as "manga" and anime) have now become the default choice for curriculum designers, material developers, and classroom teachers to make learning "fun". More traditional written only text-based materials are now in direct competition with such materials. While there has been a…

A "Layers of Negotiation" Model for Designing Constructivist Learning Materials.

ERIC Educational Resources Information Center

Cennamo, Katherine S.; And Others

In designing materials for use in a contructivist learning environment, instructional designers still have a role in selecting the situations that may provide a stimulus for knowledge construction and providing features that support students and teachers in using these materials. This paper describes the process of designing a series of case-based…

Dental Charting. Learning Activities, Unit Tests, Progress Chart, and Work Sheet.

ERIC Educational Resources Information Center

Texas Univ., Austin. Center for Occupational Curriculum Development.

These materials are part of a series dealing with skills and information needed by students in dental assisting. The individualized student materials are suitable for classroom, laboratory, or cooperative training programs. These student materials, designed to be used with the Dental Charting Student Manual, consist of learning activities, unit…

Teaching Qualitative Research: Experiential Learning in Group-Based Interviews and Coding Assignments

ERIC Educational Resources Information Center

DeLyser, Dydia; Potter, Amy E.

2013-01-01

This article describes experiential-learning approaches to conveying the work and rewards involved in qualitative research. Seminar students interviewed one another, transcribed or took notes on those interviews, shared those materials to create a set of empirical materials for coding, developed coding schemes, and coded the materials using those…

Teachers' Use of Educative Curriculum Materials to Engage Students in Science Practices

ERIC Educational Resources Information Center

Arias, Anna Maria; Davis, Elizabeth A.; Marino, John-Carlos; Kademian, Sylvie M.; Palincsar, Annemarie Sullivan

2016-01-01

New reform documents underscore the importance of integrating science practices into the learning of science. This integration requires sophisticated teaching that does not often happen. Educative curriculum materials--materials explicitly designed to support teacher and student learning--have been posited as a way to support teachers to achieve…

Interacting with a Suite of Educative Features: Elementary Science Teachers' Use of Educative Curriculum Materials

ERIC Educational Resources Information Center

Arias, Anna Maria; Bismack, Amber Schultz; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan

2016-01-01

New reform documents underscore the importance of learning both the practices and content of science. This integration of practices and content requires sophisticated teaching that does not often happen in elementary classrooms. Educative curriculum materials--materials explicitly designed to support teacher and student learning--have been posited…

Student Reactions to Learning Theory Based Curriculum Materials in Linear Algebra--A Survey Analysis

ERIC Educational Resources Information Center

Cooley, Laurel; Vidakovic, Draga; Martin, William O.; Dexter, Scott; Suzuki, Jeff

2016-01-01

In this report we examine students' perceptions of the implementation of carefully designed curriculum materials (called modules) in linear algebra courses at three different universities. The curricular materials were produced collaboratively by STEM and mathematics education faculty as members of a professional learning community (PLC) over…

Copyright Ownership of E-Learning and Teaching Materials: Policy Approaches Taken by UK Universities

ERIC Educational Resources Information Center

Gadd, Elizabeth; Weedon, Ralph

2017-01-01

Investigates whether and how UK university copyright policies address key copyright ownership issues relating to printed and electronic teaching materials. A content analysis of 81 UK university copyright policies is performed to understand their approach towards copyright ownership of printed and e-learning materials and performances; rights on…

Educative Curriculum Materials: Uptake, Impact, and Implications for Research and Design

ERIC Educational Resources Information Center

Davis, Elizabeth A.; Palincsar, Annemarie Sullivan; Smith, P. Sean; Arias, Anna Maria; Kademian, Sylvie M.

2017-01-01

The authors synthesize the findings of a research project to extend what is known about educative curriculum materials, or curriculum materials designed with the intent of supporting teacher learning as well as student learning. Drawing on a three-year program of research, including several close observational case studies and a large-scale…

Evaluating the Effectiveness of Physlet-Based Materials in Supporting Conceptual Learning About Electricity

NASA Astrophysics Data System (ADS)

Ülen, Simon; Gerlič, Ivan; Slavinec, Mitja; Repnik, Robert

2017-04-01

To provide a good understanding of many abstract concepts in the field of electricity above that of their students is often a major challenge for secondary school teachers. Many educational researchers promote conceptual learning as a teaching approach that can help teachers to achieve this goal. In this paper, we present Physlet-based materials for supporting conceptual learning about electricity. To conduct research into the effectiveness of these materials, we designed two different physics courses: one group of students, the experimental group, was taught using Physlet-based materials and the second group of students, the control group, was taught using expository instruction without using Physlets. After completion of the teaching, we assessed students' thinking skills and analysed the materials with an independent t test, multiple regression analyses and one-way analysis of covariance. The test scores were significantly higher in the experimental group than in the control group ( p < 0.05). The results of this study confirmed the effectiveness of conceptual learning about electricity with the help of Physlet-based materials.

Development of educational image databases and e-books for medical physics training.

PubMed

Tabakov, S; Roberts, V C; Jonsson, B-A; Ljungberg, M; Lewis, C A; Wirestam, R; Strand, S-E; Lamm, I-L; Milano, F; Simmons, A; Deane, C; Goss, D; Aitken, V; Noel, A; Giraud, J-Y; Sherriff, S; Smith, P; Clarke, G; Almqvist, M; Jansson, T

2005-09-01

Medical physics education and training requires the use of extensive imaging material and specific explanations. These requirements provide an excellent background for application of e-Learning. The EU projects Consortia EMERALD and EMIT developed five volumes of such materials, now used in 65 countries. EMERALD developed e-Learning materials in three areas of medical physics (X-ray diagnostic radiology, nuclear medicine and radiotherapy). EMIT developed e-Learning materials in two further areas: ultrasound and magnetic resonance imaging. This paper describes the development of these e-Learning materials (consisting of e-books and educational image databases). The e-books include tasks helping studying of various equipment and methods. The text of these PDF e-books is hyperlinked with respective images. The e-books are used through the readers' own Internet browser. Each Image Database (IDB) includes a browser, which displays hundreds of images of equipment, block diagrams and graphs, image quality examples, artefacts, etc. Both the e-books and IDB are engraved on five separate CD-ROMs. Demo of these materials can be taken from www.emerald2.net.

Learning Rationales and Virtual Reality Technology in Education.

ERIC Educational Resources Information Center

Chiou, Guey-Fa

1995-01-01

Defines and describes virtual reality technology and differentiates between virtual learning environment, learning material, and learning tools. Links learning rationales to virtual reality technology to pave conceptual foundations for application of virtual reality technology education. Constructivism, case-based learning, problem-based learning,…

Elementary Students' Learning of Materials Science Practices Through Instruction Based on Engineering Design Tasks

NASA Astrophysics Data System (ADS)

Wendell, Kristen Bethke; Lee, Hee-Sun

2010-12-01

Materials science, which entails the practices of selecting, testing, and characterizing materials, is an important discipline within the study of matter. This paper examines how third grade students' materials science performance changes over the course of instruction based on an engineering design challenge. We conducted a case study of nine students who participated in engineering design-based science instruction with the goal of constructing a stable, quiet, thermally comfortable model house. The learning outcome of materials science practices was assessed by clinical interviews conducted before and after the instruction, and the learning process was assessed by students' workbooks completed during the instruction. The interviews included two materials selection tasks for designing a sturdy stepstool and an insulated pet habitat. Results indicate that: (1) students significantly improved on both materials selection tasks, (2) their gains were significantly positively associated with the degree of completion of their workbooks, and (3) students who were highly engaged with the workbook's reflective record-keeping tasks showed the greatest improvement on the interviews. These findings suggest the important role workbooks can play in facilitating elementary students' learning of science through authentic activity such as engineering design.

Didactical Design Material Units of Distance and Speed to Developed Mathematical Connection in Elementary School

NASA Astrophysics Data System (ADS)

Jannah, R. R.; Apriliya, S.; Karlimah

2017-03-01

This study aims to develop alternative instructional design based of barriers learning which identified by developing mathematical connection capabilities to the material unit of distance and speed. The research was conducted in the fifth grade elementary school Instructional design is complemented with a hypothetical learning trajectory in the form of a pedagogical didactic anticipation. The method used is descriptive method with qualitative approach. Techniques data collection used were observation, interviews, and documentation. The instrument used the researchers themselves are equipped with an instrument written test. The data were analyzed qualitatively to determine the student learning obstacles, then arrange hypothetical learning trajectory and pedagogical didactic anticipation. Learning obstacle are identified, it is learning obstacle related the connections between mathematical topics, learning obstacle related with other disciplines, and learning obstacle related with everyday life. The results of this research are improvement and development of didactic design in mathematics which has activities mathematical connection to the material unit of distance and speed in elementary school. The learning activities are carried out is using varied methods include method lectures, demonstrations, practice and exercise, as well as using the modified instructional media.

Add Sparkle to Your Learning Centers

ERIC Educational Resources Information Center

Miller, Susan

2005-01-01

This brief column offers ten tips on how to revive classroom learning centers by cleaning up, reassessing spaces, and adding fresh materials. Some of the tips include: create colorful banners; provide inspirational materials; and share surprise boxes.

The Impact of Secondary School Students' Preconceptions on the Evolution of their Mental Models of the Greenhouse effect and Global Warming

NASA Astrophysics Data System (ADS)

Reinfried, Sibylle; Tempelmann, Sebastian

2014-01-01

This paper provides a video-based learning process study that investigates the kinds of mental models of the atmospheric greenhouse effect 13-year-old learners have and how these mental models change with a learning environment, which is optimised in regard to instructional psychology. The objective of this explorative study was to observe and analyse the learners' learning pathways according to their previous knowledge in detail and to understand the mental model formation processes associated with them more precisely. For the analysis of the learning pathways, drawings, texts, video and interview transcripts from 12 students were studied using qualitative methods. The learning pathways pursued by the learners significantly depend on their domain-specific previous knowledge. The learners' preconceptions could be typified based on specific characteristics, whereby three preconception types could be formed. The 'isolated pieces of knowledge' type of learners, who have very little or no previous knowledge about the greenhouse effect, build new mental models that are close to the target model. 'Reduced heat output' type of learners, who have previous knowledge that indicates compliances with central ideas of the normative model, reconstruct their knowledge by reorganising and interpreting their existing knowledge structures. 'Increasing heat input' type of learners, whose previous knowledge consists of subjective worldly knowledge, which has a greater personal explanatory value than the information from the learning environment, have more difficulties changing their mental models. They have to fundamentally reconstruct their mental models.

Course transformation: Content, structure and effectiveness analysis

NASA Astrophysics Data System (ADS)

DuHadway, Linda P.

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

Student perceptions about learning anatomy

NASA Astrophysics Data System (ADS)

Notebaert, Andrew John

This research study was conducted to examine student perceptions about learning anatomy and to explore how these perceptions shape the learning experience. This study utilized a mixed-methods design in order to better understand how students approach learning anatomy. Two sets of data were collected at two time periods; one at the beginning and one at the end of the academic semester. Data consisted of results from a survey instrument that contained open-ended questions and a questionnaire and individual student interviews. The questionnaire scored students on a surface approach to learning (relying on rote memorization and knowing factual information) scale and a deep approach to learning (understanding concepts and deeper meaning behind the material) scale. Students were asked to volunteer from four different anatomy classes; two entry-level undergraduate courses from two different departments, an upper-level undergraduate course, and a graduate level course. Results indicate that students perceive that they will learn anatomy through memorization regardless of the level of class being taken. This is generally supported by the learning environment and thus students leave the classroom believing that anatomy is about memorizing structures and remembering anatomical terminology. When comparing this class experience to other academic classes, many students believed that anatomy was more reliant on memorization techniques for learning although many indicated that memorization is their primary learning method for most courses. Results from the questionnaire indicate that most students had decreases in both their deep approach and surface approach scores with the exception of students that had no previous anatomy experience. These students had an average increase in surface approach and so relied more on memorization and repetition for learning. The implication of these results is that the learning environment may actually amplify students' perceptions of the anatomy course at all levels and experiences of enrolled students. Instructors wanting to foster deeper approaches to learning may need to apply instructional techniques that both support deeper approaches to learning and strive to change students' perceptions away from believing that anatomy is strictly memorization and thus utilizing surface approaches to learning.

Cosmogenic nuclides in cometary materials: Implications for rate of mass loss and exposure history

NASA Astrophysics Data System (ADS)

Herzog, G. F.; Englert, P. A. J.; Reedy, R. C.

As planned, the Rosetta mission will return to earth with a 10-kg core and a 1-kg surface sample from a comet. The selection of a comet with low current activity will maximize the chance of obtaining material altered as little as possible. Current temperature and level of activity, however, may not reliably indicate previous values. Fortunately, from measurements of the cosmogenic nuclide contents of cometary material, one may estimate a rate of mass loss in the past and perhaps learn something about the exposure history of the comet. Perhaps the simplest way to estimate the rate of mass loss is to compare the total inventories of several long-lived cosmogenic radionuclides with the values expected on the basis of model calculations. Although model calculations have become steadily more reliable, application to bodies with the composition of comets will require some extension beyond the normal range of use. In particular, the influence of light elements on the secondary particle cascade will need study, in part through laboratory irradiations of volatile-rich materials. In the analysis of cometary data, it would be valuable to test calculations against measurements of short-lived isotopes.

International Space Station Materials: Selected Lessons Learned

NASA Technical Reports Server (NTRS)

Golden, Johnny L.

2007-01-01

The International Space Station (ISS) program is of such complexity and scale that there have been numerous issues addressed regarding safety of materials: from design to manufacturing, test, launch, assembly on-orbit, and operations. A selection of lessons learned from the ISS materials perspective will be provided. Topics of discussion are: flammability evaluation of materials with connection to on-orbit operations; toxicity findings for foams; compatibility testing for materials in fluid systems; and contamination control in precision clean systems and critical space vehicle surfaces.

Learning "While" Working: Success Stories on Workplace Learning in Europe

ERIC Educational Resources Information Center

Lardinois, Rocio

2011-01-01

Cedefop's report "Learning while working: success stories on workplace learning in Europe" presents an overview of key trends in adult learning in the workplace. It takes stock of previous research carried out by Cedefop between 2003 and 2010 on key topics for adult learning: governance and the learning regions; social partner roles in…

Observational learning by individuals with autism: a review of teaching strategies.

PubMed

Plavnick, Joshua B; Hume, Kara A

2014-05-01

Observational learning is the process used to explain the acquisition of novel behaviors or performance of previously acquired behaviors under novel conditions after observing the behavior of another person and the consequences that follow the behavior. Many learners with autism do not attend to environmental stimuli at a level sufficient to learn a range of prosocial behaviors through observation of others. Modeling, group or dyadic instruction, and explicit observation training can improve the extent to which individuals with autism learn through observation. This article reviews previous research that involved observational learning by individuals with autism and outlines future research that could benefit instructional practices.

Using Teachers' Inquiry-Oriented Curriculum Materials as a Means to Examine Their Pedagogical Design Capacity and Pedagogical Content Knowledge for Inquiry-Based Learning

ERIC Educational Resources Information Center

Papaevripidou, Marios; Irakleous, Maria; Zacharia, Zacharias C.

2017-01-01

The study aimed at examining preservice elementary teachers' inquiry-oriented curriculum materials in an attempt to unravel their pedagogical design capacity (PDC) and pedagogical content knowledge (PCK) for inquiry-based learning (IBL), after attending a professional development program (PDP) centered around inquiry-based teaching and learning.…

Tryout and Evaluation of Prototype LMS (Learning Mastery System) Training System Under Exclusive Use Agreement.

ERIC Educational Resources Information Center

McDonald, Cheryl; Hylton, John A.

In 1970-1971 Learning Mastery System (LMS) materials were made available to schools within the state of California under an Exclusive Use Agreement. The LMS is a set of materials and procedures prepared by the Southwest Regional Laboratory (SWRL) as an objectives-based framework to assist in managing the learning activities of existing reading…

Task-Based Learning and Content and Language Integrated Learning Materials Design: Process and Product

ERIC Educational Resources Information Center

Moore, Pat; Lorenzo, Francisco

2015-01-01

Content and language integrated learning (CLIL) represents an increasingly popular approach to bilingual education in Europe. In this article, we describe and discuss a project which, in response to teachers' pleas for materials, led to the production of a significant bank of task-based primary and secondary CLIL units for three L2s (English,…

The Effects of the Design and Development of a Chemistry Curriculum Reform on Teachers' Professional Growth: A Case Study

ERIC Educational Resources Information Center

Coenders, Fer; Terlouw, Cees; Dijkstra, Sanne; Pieters, Jules

2010-01-01

A curriculum innovation requires new learning material for students and a preparation program for teachers, in which teacher learning is a key ingredient. In this paper we describe how three experienced teachers, involved in the development and subsequent classroom enactment of student learning material for context-based chemistry education,…

Development of Pupils' Transfer Skills by Means of Hands On Activities with Artisan Materials in Natural Sciences Classes

ERIC Educational Resources Information Center

Ciascai, Liliana; Chicinas, Luminita

2008-01-01

Hands on activities with artisan materials used in order to realize different practical devices helpful in learning process are one of the most frequently used activity in science classes. Usually, the main strength of these activities are: a deeper learning, an increased motivation of pupils for actively learning and development of practical…

Open Learning Systems in Further Education. Some Aspects of Resource Management. Coombe Lodge Working Paper. Information Bank Number 1611.

ERIC Educational Resources Information Center

Birch, D. W.; Latcham, J.

Open learning systems require the development of learning materials. Potential economies of scale and quality control advantages argue in favor of the central development of materials packages. Instructors would be free to concentrate upon the provision of tutorial and counseling support and laboratory and workshop hands-on experience. Some method…

Learning Peace (and Conflict): The Role of Primary Learning Materials in Peacebuilding in Post-War Afghanistan, South Sudan and Sri Lanka

ERIC Educational Resources Information Center

Vanner, Catherine; Akseer, Spogmai; Kovinthan, Thursica

2017-01-01

Post-war education is usually considered a positive contributor to peacebuilding; however, it can also reinforce divisive perspectives. Textbooks and learning materials can be instrumental in maintaining or exacerbating existing inequalities. This paper uses case study literature reviews of Afghanistan, South Sudan and Sri Lanka to explore the…

The Effects of Self-Explanation and Metacognitive Instruction on Undergraduate Students' Learning of Statistics Materials Containing Multiple External Representations in a Web-Based Environment

ERIC Educational Resources Information Center

Hsu, Yu-Chang

2009-01-01

Students in the Science, Technology, Engineering, and Mathematics (STEM) fields are confronted with multiple external representations (MERs) in their learning materials. The ability to learn from and communicate with these MERs requires not only that students comprehend each representation individually but also that students recognize how the…

Use of Concept Mapping To Integrate the Different Perspectives of Designers and Other Stakeholders in the Development of E-Learning Materials.

ERIC Educational Resources Information Center

Hughes, Gwyneth; Hay, David

2001-01-01

Discussion of multidisciplinary teams and stakeholders involved in the production of electronic learning materials focuses on a constructivist methodology for course design. Explains concept mapping that provided the basis for an electronic learning development project at the University of Surrey (United Kingdom) and includes examples of concept…

School Learning Materials on Water Problems of New Mexico and the Southwest.

ERIC Educational Resources Information Center

Buethe, Chris; And Others

Schools typically make no special efforts to prepare students to cope with present and anticipated water problems. Using this as a premise, the objective of this study was to prepare a set of mediated learning packages based upon water problems of New Mexico and the dry regions of the Southwest. These learning materials were prepared and field…

Analyzing Students' Learning Progressions throughout a Teaching Sequence on Acoustic Properties of Materials with a Model-Based Inquiry Approach

ERIC Educational Resources Information Center

Hernández, María Isabel; Couso, Digna; Pintó, Roser

2015-01-01

The study we have carried out aims to characterize 15-to 16-year-old students' learning progressions throughout the implementation of a teaching-learning sequence on the acoustic properties of materials. Our purpose is to better understand students' modeling processes about this topic and to identify how the instructional design and actual…

Just Checking In: The Effect of an Office Hour Meeting and Learning Reflection in an Introductory Statistics Course

ERIC Educational Resources Information Center

McGrath, April L.

2014-01-01

Office hours provide time outside of class for students to consult with instructors about course material, progress, and evaluation. Yet office hours, at times, remain an untapped source of academic support. The current study examined whether office hour attendance in combination with a learning reflection would help students learn material in an…

Inter- and Intra-Dimensional Dependencies in Implicit Phonotactic Learning

ERIC Educational Resources Information Center

Moreton, Elliott

2012-01-01

Is phonological learning subject to the same inductive biases as learning in other domains? Previous studies of non-linguistic learning found that intra-dimensional dependencies (between two instances of the same feature) were learned more easily than inter-dimensional ones. This study compares implicit learning of intra- and inter-dimensional…

The Learning Context: Influence on Learning to Program

ERIC Educational Resources Information Center

Govender, Irene

2009-01-01

In this paper the influence of the learning context is considered when learning to program. For the purposes of this study, the lectures, study process, previous knowledge or teaching experience and tests comprised the learning context. The article argues that students' experiences of the learning context have important implications for teaching…

Personalized Virtual Learning Environment from the Detection of Learning Styles

ERIC Educational Resources Information Center

Martínez Cartas, M. L.; Cruz Pérez, N.; Deliche Quesada, D.; Mateo Quero, S.

2013-01-01

Through the previous detection of existing learning styles in a classroom, a Virtual Learning Environment (VLE) has been designed for students of several Engineering degrees, using the Learning Management System (LMS) utilized in the University of Jaen, ILIAS. Learning styles of three different Knowledge Areas; Chemical Engineering, Materials…

Development of an Adaptive Learning System with Two Sources of Personalization Information

ERIC Educational Resources Information Center

Tseng, J. C. R.; Chu, H. C.; Hwang, G. J.; Tsai, C. C.

2008-01-01

Previous research of adaptive learning mainly focused on improving student learning achievements based only on single-source of personalization information, such as learning style, cognitive style or learning achievement. In this paper, an innovative adaptive learning approach is proposed by basing upon two main sources of personalization…

The Professor-Student Learning Relationship in Higher Education: Wisdom from Students with Learning Disabilities

ERIC Educational Resources Information Center

Fox, Laurie; McNally, Jennifer Ceven

2018-01-01

This mixed-methods study addressed the professor-student learning relationship in higher education and perception of its helpfulness in learning among college students with diagnosed learning disabilities. The Relationship and Learning Questionnaire drew items from four previously researched instruments. Results identify students' preference for…

An Integrated, Problem-Based Learning Material: The "Satellite" Module

ERIC Educational Resources Information Center

Selcuk, Gamze Sezgin; Emiroglu, Handan Byacioglu; Tarakci, Mehmet; Ozel, Mustafa

2011-01-01

The purpose of this study is to introduce a problem-based learning material, the Satellite Module, that has integrated some of the subjects included in the disciplines of physics and mathematics at an introductory level in undergraduate education. The reason why this modular and problem-based material has been developed is to enable students to…

Helping Elementary Preservice Teachers Learn to Use Curriculum Materials for Effective Science Teaching

ERIC Educational Resources Information Center

Schwarz, Christina V.; Gunckel, Kristin L.; Smith, Ed L.; Covitt, Beth A.; Bae, Minjung; Enfield, Mark; Tsurusaki, Blakely K.

2008-01-01

Curriculum analysis, modification, and enactment are core components of teacher practice. Beginning teachers rely heavily on curriculum materials that are often of poor quality to guide their practice. As a result, we argue that preservice teachers need to learn how to use curriculum materials for effective teaching. To address this concern, the…

German as a Second Language: Annotated Bibliography of Learning Resources, Grades 1-12.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Language Services Branch.

The annotated bibliography of print and non-print materials for students and teachers of German includes standard student texts, audiovisual materials, student and teacher references, and other media. It is intended to guide teachers in the selection of student and instructional materials for the teaching and learning of German at the elementary…

"Go Be a Writer": Intra-Activity with Materials, Time and Space in Literacy Learning

ERIC Educational Resources Information Center

Kuby, Candace R.; Rucker, Tara Gutshall; Kirchhofer, Jessica M.

2015-01-01

This article is based on research in a United States second-grade classroom during a multimodal literacy workshop. Observing students working with tissue paper, foam board, string, pipe cleaners and other materials, we asked how is intra-activity with materials, time and space influencing literacy learning in Room 203? While the research…

The Effects of Color vs. Black and White Learning Materials on Academic Achievement.

ERIC Educational Resources Information Center

Peterson, Verletta M.

This paper examines and summarizes the findings of recent research literature on the effects of color versus black and white learning materials on academic achievement in order to determine if the effect of the color variable is significant enough to warrant the added expense of purchasing colored instructional materials for primary school…

Assessing the Effectiveness of Student Oriented Learning Outlines (SOLOs) in an Equine Classroom

ERIC Educational Resources Information Center

Jogan, Kathleen S.

2014-01-01

This study determined if the use of the student oriented learning outline (SOLO) in a University of Arkansas equine production classroom had a positive influence in three areas: mastery of material taught, retention of material taught and voluntary positive student behaviors related to the use of course material. Thirty-one students who were…

Audiovisual preconditioning enhances the efficacy of an anatomical dissection course: A randomised study.

PubMed

Collins, Anne M; Quinlan, Christine S; Dolan, Roisin T; O'Neill, Shane P; Tierney, Paul; Cronin, Kevin J; Ridgway, Paul F

2015-07-01

The benefits of incorporating audiovisual materials into learning are well recognised. The outcome of integrating such a modality in to anatomical education has not been reported previously. The aim of this randomised study was to determine whether audiovisual preconditioning is a useful adjunct to learning at an upper limb dissection course. Prior to instruction participants completed a standardised pre course multiple-choice questionnaire (MCQ). The intervention group was subsequently shown a video with a pre-recorded commentary. Following initial dissection, both groups completed a second MCQ. The final MCQ was completed at the conclusion of the course. Statistical analysis confirmed a significant improvement in the performance in both groups over the duration of the three MCQs. The intervention group significantly outperformed their control group counterparts immediately following audiovisual preconditioning and in the post course MCQ. Audiovisual preconditioning is a practical and effective tool that should be incorporated in to future course curricula to optimise learning. Level of evidence This study appraises an intervention in medical education. Kirkpatrick Level 2b (modification of knowledge). Copyright © 2015 British Association of Plastic, Reconstructive and Aesthetic Surgeons. Published by Elsevier Ltd. All rights reserved.

Learning on human resources management in the radiology residency program*

PubMed Central

de Oliveira, Aparecido Ferreira; Lederman, Henrique Manoel; Batista, Nildo Alves

2014-01-01

Objective To investigate the process of learning on human resource management in the radiology residency program at Escola Paulista de Medicina - Universidade Federal de São Paulo, aiming at improving radiologists' education. Materials and Methods Exploratory study with a quantitative and qualitative approach developed with the faculty staff, preceptors and residents of the program, utilizing a Likert questionnaire (46), taped interviews (18), and categorization based on thematic analysis. Results According to 71% of the participants, residents have clarity about their role in the development of their activities, and 48% said that residents have no opportunity to learn how to manage their work in a multidisciplinary team. Conclusion Isolation at medical records room, little interactivity between sectors with diversified and fixed activities, absence of a previous culture and lack of a training program on human resources management may interfere in the development of skills for the residents' practice. There is a need to review objectives of the medical residency in the field of radiology, incorporating, whenever possible, the commitment to the training of skills related to human resources management thus widening the scope of abilities of the future radiologists. PMID:25741056

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

PubMed

Burdo, Joseph; O'Dwyer, Laura

2015-12-01

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

Shared Neural Mechanisms for the Prediction of Own and Partner Musical Sequences after Short-term Piano Duet Training.

PubMed

Lappe, Claudia; Bodeck, Sabine; Lappe, Markus; Pantev, Christo

2017-01-01

Predictive mechanisms in the human brain can be investigated using markers for prediction violations like the mismatch negativity (MMN). Short-term piano training increases the MMN for melodic and rhythmic deviations in the training material. This increase occurs only when the material is actually played, not when it is only perceived through listening, suggesting that learning predictions about upcoming musical events are derived from motor involvement. However, music is often performed in concert with others. In this case, predictions about upcoming actions from a partner are a crucial part of the performance. In the present experiment, we use magnetoencephalography (MEG) to measure MMNs to deviations in one's own and a partner's musical material after both engaged in musical duet training. Event-related field (ERF) results revealed that the MMN increased significantly for own and partner material suggesting a neural representation of the partner's part in a duet situation. Source analysis using beamforming revealed common activations in auditory, inferior frontal, and parietal areas, similar to previous results for single players, but also a pronounced contribution from the cerebellum. In addition, activation of the precuneus and the medial frontal cortex was observed, presumably related to the need to distinguish between own and partner material.

The Consortium of E-Learning in Geriatrics Instruction.

PubMed

Ruiz, Jorge G; Teasdale, Thomas A; Hajjar, Ihab; Shaughnessy, Marianne; Mintzer, Michael J

2007-03-01

This paper describes the activities of the Consortium of E-Learning in Geriatrics Instruction (CELGI), a group dedicated to creating, using, and evaluating e-learning to enhance geriatrics education. E-learning provides a relatively new approach to addressing geriatrics educators' concerns, such as the shortage of professionals trained to care for older people, overcrowded medical curricula, the move to transfer teaching venues to community settings, and the switch to competency-based education models. However, this innovative education technology is facing a number of challenges as its use and influence grow, including proof of effectiveness and efficiency. CELGI was created in response to these challenges, with the goal of facilitating the development and portability of e-learning materials for geriatrics educators. Members represent medical and nursing schools, the Department of Veterans Affairs healthcare system, long-term care facilities, and other institutions that rely on continuing streams of quality health education. CELGI concentrates on providing a coordinated approach to formulating and adapting specifications, standards, and guidelines; developing education and training in e-learning competencies; developing e-learning products; evaluating the effect of e-learning materials; and disseminating these materials. The vision of consortium members is that e-learning for geriatric education will become the benchmark for valid and successful e-learning throughout medical education.

Analysing the physics learning environment of visually impaired students in high schools

NASA Astrophysics Data System (ADS)

Toenders, Frank G. C.; de Putter-Smits, Lesley G. A.; Sanders, Wendy T. M.; den Brok, Perry

2017-07-01

Although visually impaired students attend regular high school, their enrolment in advanced science classes is dramatically low. In our research we evaluated the physics learning environment of a blind high school student in a regular Dutch high school. For visually impaired students to grasp physics concepts, time and additional materials to support the learning process are key. Time for teachers to develop teaching methods for such students is scarce. Suggestions for changes to the learning environment and of materials used are given.

Learning Resources Organization Using Ontological Framework

NASA Astrophysics Data System (ADS)

Gavrilova, Tatiana; Gorovoy, Vladimir; Petrashen, Elena

The paper describes the ontological approach to the knowledge structuring for the e-learning portal design as it turns out to be efficient and relevant to current domain conditions. It is primarily based on the visual ontology-based description of the content of the learning materials and this helps to provide productive and personalized access to these materials. The experience of ontology developing for Knowledge Engineering coursetersburg State University is discussed and “OntolingeWiki” tool for creating ontology-based e-learning portals is described.

Learning Activities: Students and Recycling. [and] Automobile Aerodynamics.

ERIC Educational Resources Information Center

McLaughlin, Charles H., Jr.; Schieber, Rich

1994-01-01

The first learning activity is intended to heighten students' awareness of the need for recycling, reuse, and reduction of materials; the second explores the aerodynamics of automobiles. Both include context, concept, objectives, procedure, and materials needed. (SK)

Improving Educator Development by Innovation in Teaching Activity via web 2.0

NASA Astrophysics Data System (ADS)

Saadah Abdullah, Nurhanim; Aziz, Mohd Ismail Abd; Ismail, Affero; Hashim, Suhaizal

2017-05-01

Preparing insightful teaching and learning materials for a lesson does need the effort from the educators. Educators should make some research of suitable ways to improve their teaching and learning sessions. In this 21st century, technologies are widely used as tools for education. Even so, there are educators that willing to support and some who do not agree to change. The aim of this study is to develop an innovation teaching materials by applying web 2.0 tools. The intention is to broaden knowledge and in the same time getting response and feedback from people regarding the teaching and learning session materials produced with proper instruction. Action research was used to give a structured flow of this study. The outcome of this study was encouraging and the reflection of this study can help educators in improvising their teaching and learning sessions and materials using action research.

Developing Teaching Material Software Assisted for Numerical Methods

NASA Astrophysics Data System (ADS)

Handayani, A. D.; Herman, T.; Fatimah, S.

2017-09-01

The NCTM vision shows the importance of two things in school mathematics, which is knowing the mathematics of the 21st century and the need to continue to improve mathematics education to answer the challenges of a changing world. One of the competencies associated with the great challenges of the 21st century is the use of help and tools (including IT), such as: knowing the existence of various tools for mathematical activity. One of the significant challenges in mathematical learning is how to teach students about abstract concepts. In this case, technology in the form of mathematics learning software can be used more widely to embed the abstract concept in mathematics. In mathematics learning, the use of mathematical software can make high level math activity become easier accepted by student. Technology can strengthen student learning by delivering numerical, graphic, and symbolic content without spending the time to calculate complex computing problems manually. The purpose of this research is to design and develop teaching materials software assisted for numerical method. The process of developing the teaching material starts from the defining step, the process of designing the learning material developed based on information obtained from the step of early analysis, learners, materials, tasks that support then done the design step or design, then the last step is the development step. The development of teaching materials software assisted for numerical methods is valid in content. While validator assessment for teaching material in numerical methods is good and can be used with little revision.

Digital case-based learning system in school.

PubMed

Gu, Peipei; Guo, Jiayang

2017-01-01

With the continuing growth of multi-media learning resources, it is important to offer methods helping learners to explore and acquire relevant learning information effectively. As services that organize multi-media learning materials together to support programming learning, the digital case-based learning system is needed. In order to create a case-oriented e-learning system, this paper concentrates on the digital case study of multi-media resources and learning processes with an integrated framework. An integration of multi-media resources, testing and learning strategies recommendation as the learning unit is proposed in the digital case-based learning framework. The learning mechanism of learning guidance, multi-media materials learning and testing feedback is supported in our project. An improved personalized genetic algorithm which incorporates preference information and usage degree into the crossover and mutation process is proposed to assemble the personalized test sheet for each learner. A learning strategies recommendation solution is proposed to recommend learning strategies for learners to help them to learn. The experiments are conducted to prove that the proposed approaches are capable of constructing personalized sheets and the effectiveness of the framework.

Digital case-based learning system in school

PubMed Central

Gu, Peipei

2017-01-01

With the continuing growth of multi-media learning resources, it is important to offer methods helping learners to explore and acquire relevant learning information effectively. As services that organize multi-media learning materials together to support programming learning, the digital case-based learning system is needed. In order to create a case-oriented e-learning system, this paper concentrates on the digital case study of multi-media resources and learning processes with an integrated framework. An integration of multi-media resources, testing and learning strategies recommendation as the learning unit is proposed in the digital case-based learning framework. The learning mechanism of learning guidance, multi-media materials learning and testing feedback is supported in our project. An improved personalized genetic algorithm which incorporates preference information and usage degree into the crossover and mutation process is proposed to assemble the personalized test sheet for each learner. A learning strategies recommendation solution is proposed to recommend learning strategies for learners to help them to learn. The experiments are conducted to prove that the proposed approaches are capable of constructing personalized sheets and the effectiveness of the framework. PMID:29107965

Recommendation System Based On Association Rules For Distributed E-Learning Management Systems

NASA Astrophysics Data System (ADS)

Mihai, Gabroveanu

2015-09-01

Traditional Learning Management Systems are installed on a single server where learning materials and user data are kept. To increase its performance, the Learning Management System can be installed on multiple servers; learning materials and user data could be distributed across these servers obtaining a Distributed Learning Management System. In this paper is proposed the prototype of a recommendation system based on association rules for Distributed Learning Management System. Information from LMS databases is analyzed using distributed data mining algorithms in order to extract the association rules. Then the extracted rules are used as inference rules to provide personalized recommendations. The quality of provided recommendations is improved because the rules used to make the inferences are more accurate, since these rules aggregate knowledge from all e-Learning systems included in Distributed Learning Management System.

PAIR: A Cooperative Effort to Meet Informational Needs

PubMed Central

Closurdo, Janette S.; Pehkonen, Charles A.

1973-01-01

St. Joseph Mercy Hospital organized a cooperative association of area institutions (the Pontiac Area Instructional Resources group: PAIR) in order to (1) promote a forum in which to exchange ideas and information on software used for learning materials and hardware for using such materials, (2) provide a resource library system to lend such learning materials, and (3) cooperatively produce such learning materials for use in member institutions. In less than one year of cooperation, a union list of serials and a union list of software for the area have been produced. A forum has been created in which ideas and information can be shared, and a sound/slide program has been produced. PMID:4122093

Development of Contextual Mathematics teaching Material integrated related sciences and realistic for students grade xi senior high school

NASA Astrophysics Data System (ADS)

Helma, H.; Mirna, M.; Edizon, E.

2018-04-01

Mathematics is often applied in physics, chemistry, economics, engineering, and others. Besides that, mathematics is also used in everyday life. Learning mathematics in school should be associated with other sciences and everyday life. In this way, the learning of mathematics is more realstic, interesting, and meaningful. Needs analysis shows that required contextual mathematics teaching materials integrated related sciences and realistic on learning mathematics. The purpose of research is to produce a valid and practical contextual mathematics teaching material integrated related sciences and realistic. This research is development research. The result of this research is a valid and practical contextual mathematics teaching material integrated related sciences and realistic produced

Retrieval practice is an efficient method of enhancing the retention of anatomy and physiology information.

PubMed

Dobson, John L

2013-06-01

Although a great deal of empirical evidence has indicated that retrieval practice is an effective means of promoting learning and memory, very few studies have investigated the strategy in the context of an actual class. The primary purpose of this study was to determine if a series of very brief retrieval quizzes could significantly improve the retention of previously tested information throughout an anatomy and physiology course. A second purpose was to determine if there were any significant differences between expanding and uniform patterns of retrieval that followed a standardized initial retrieval delay. Anatomy and physiology students were assigned to either a control group or groups that were repeatedly prompted to retrieve a subset of previously tested course information via a series of quizzes that were administered on either an expanding or a uniform schedule. Each retrieval group completed a total of 10 retrieval quizzes, and the series of quizzes required (only) a total of 2 h to complete. Final retention of the exam subset material was assessed during the last week of the semester. There were no significant differences between the expanding and uniform retrieval groups, but both retained an average of 41% more of the subset material than did the control group (ANOVA, F = 129.8, P = 0.00, ηp(2) = 0.36). In conclusion, retrieval practice is a highly efficient and effective strategy for enhancing the retention of anatomy and physiology material.

Improving patient care through work-based learning.

PubMed

Chapman, Linda

To record post-registration community nurses' perceptions of the impact of work-based learning on the quality of patient care. Ten nurses were interviewed. Each interviewee, who had successfully completed work-based learning programmes, was asked to describe their impact on the quality of patient care. The participants valued work-based learning. Four themes emerged where work-based learning contributed to improving the quality of care: increased health promotion, increased access to services, increased patient choice and reduced risk of infection. The relevance of studies and distance learning materials were perceived to be the main aspects that influenced changes in practice. The study provides insight into how work-based learning helped staff develop practice. It highlights that time for learning and mentoring are paramount for changes in practice to occur through work-based learning. Further studies are required to establish the best structure and style of distance learning materials needed to meet the needs of post-registration community nurses.

Problem Solving-based Learning Materials on Fraction for Training Creativity of Elementary School Students

NASA Astrophysics Data System (ADS)

Widhitama, Y. N.; Lukito, A.; Khabibah, S.

2018-01-01

The aim of this research is to develop problem solving based learning materials on fraction for training creativity of elementary school students. Curriculum 2006 states that mathematics should be studied by all learners starting from elementary level in order for them mastering thinking skills, one of them is creative thinking. To our current knowledge, there is no such a research topic being done. To promote this direction, we initiate by developing learning materials with problem solving approach. The developed materials include Lesson Plan, Student Activity Sheet, Mathematical Creativity Test, and Achievement Test. We implemented a slightly modified 4-D model by Thiagajan et al. (1974) consisting of Define, Design, Development, and Disseminate. Techniques of gathering data include observation, test, and questionnaire. We applied three good qualities for the resulted materials; that is, validity, practicality, and effectiveness. The results show that the four mentioned materials meet the corresponding criteria of good quality product.

Urban schools' teachers enacting project-based science

NASA Astrophysics Data System (ADS)

Tal, Tali; Krajcik, Joseph S.; Blumenfeld, Phyllis C.

2006-09-01

What teaching practices foster inquiry and promote students to learn challenging subject matter in urban schools? Inquiry-based instruction and successful inquiry learning and teaching in project-based science (PBS) were described in previous studies (Brown & Campione, [1990]; Crawford, [1999]; Krajcik, Blumenfeld, Marx, Bass, & Fredricks, [1998]; Krajcik, Blumenfeld, Marx, & Solloway, [1994]; Minstrell & van Zee, [2000]). In this article, we describe the characteristics of inquiry teaching practices that promote student learning in urban schools. Teaching is a major factor that affects both achievement of and attitude of students toward science (Tamir, [1998]). Our involvement in reform in a large urban district includes the development of suitable learning materials and providing continuous and practiced-based professional development (Fishman & Davis, in press; van Es, Reiser, Matese, & Gomez, [2002]). Urban schools face particular challenges when enacting inquiry-based teaching practices like those espoused in PBS. In this article, we describe two case studies of urban teachers whose students achieved high gains on pre- and posttests and who demonstrated a great deal of preparedness and commitment to their students. Teachers' attempts to help their students to perform well are described and analyzed. The teachers we discuss work in a school district that strives to bring about reform in mathematics and science through systemic reform. The Center for Learning Technologies in Urban Schools (LeTUS) collaborates with the Detroit Public Schools to bring about reform in middle-school science. Through this collaboration, diverse populations of urban-school students learn science through inquiry-oriented projects and the use of various educational learning technologies. For inquiry-based science to succeed in urban schools, teachers must play an important role in enacting the curriculum while addressing the unique needs of students. The aim of this article is to describe patterns of good science teaching in urban school.

Evaluation of Student Outcomes in Materials Science and Technology

NASA Technical Reports Server (NTRS)

Piippo, Steven

1996-01-01

This paper specifies 14 benchmarks and exit standards for the introduction of Materials Science and Technology in a secondary school education. Included is the standard that students should be able to name an example of each category of technological materials including metals, glass/ceramics, polymers (plastics) and composites. Students should know that each type of solid material has specific properties that can be measured. Students will learn that all solid materials have either a long range crystalline structure or a short range amorphous structure (i.e., glassy). They should learn the choice of materials for a particular application depends on the properties of the material, and the properties of the material depends on its crystal structure and microstructure. The microstructure may be modified by the methods by which the material is processed; students should explain this by the example of sintering a ceramic body to reduce its porosity and increase its densification and strength. Students will receive exposure to the world of work, post secondary educational opportunities, and in general a learning that will lead to a technologically literate intelligent citizen.

Relationships among student attitudes, motivation, learning styles, learning strategies, patterns of learning, and achievement: A formative evaluation of distance education via Web-based courses

NASA Astrophysics Data System (ADS)

Shih, Ching-Chun

The World Wide Web (WWW) is the latest in a long line of educational technologies, and the list of courses on it is growing daily. Formative evaluations would help educators enhance teaching and learning in Web-based courses. This study analyzed the relationships between student achievement and the following variables: attitudes, motivation, learning strategies, patterns of learning, learning styles, and selected demographics. It was a population study that included 99 students taking two non-major introductory biology courses offered over the WWW by Iowa State University in the fall of 1997. Seventy-four (75%) students completed a learning style test, an on-line questionnaire, and received a grade by the end of the semester. The learning style test was the Group Embedded Figures Test (GEFT), which classified students as either field-dependent or field-independent. The on-line questionnaire consisted of four scales (attitude, motivation, learning strategies, and patterns of learning), whose pilot-test reliabilities ranged from .71 to .91. The selected demographic variables were gender, class level, previous experience in subject area, hours per week studying and working, computer access, and types of students as off-campus, on-campus, or adult students. Over two-thirds of the students taking the Web-based courses were field-independent learners; however, there were no significant differences (.05 level) in achievement by learning style. Also, different backgrounds of students with different learning styles learned equally well in Web-based courses. The students enjoyed the convenience and self-controlled learning pace and were motivated by competition and high expectations in Web-based learning. They used most the learning strategies of finding important ideas from lectures and memorizing key words of important concepts and least the learning strategy of making charts or tables to organize the material. They seemed more interested in checking their grades than in communicating with the class and instructors via e-mail, discussion netforum or chat netforum. Motivation and learning strategies were the two significant factors that explained more than one-third of student achievement measured by class grade. Educators should assist students in mastering different motivational and learning strategies to help them become self-regulated learners.

Learning to predict slip for ground robots

NASA Technical Reports Server (NTRS)

Angelova, Anelia; Matthies, Larry; Helmick, Daniel; Sibley, Gabe; Perona, Pietro

2006-01-01

In this paper we predict the amount of slip an exploration rover would experience using stereo imagery by learning from previous examples of traversing similar terrain. To do that, the information of terrain appearance and geometry regarding some location is correlated to the slip measured by the rover while this location is being traversed. This relationship is learned from previous experience, so slip can be predicted later at a distance from visual information only.

Tonic or Phasic Stimulation of Dopaminergic Projections to Prefrontal Cortex Causes Mice to Maintain or Deviate from Previously Learned Behavioral Strategies

PubMed Central

Ellwood, Ian T.; Patel, Tosha; Wadia, Varun; Lee, Anthony T.; Liptak, Alayna T.

2017-01-01

Dopamine neurons in the ventral tegmental area (VTA) encode reward prediction errors and can drive reinforcement learning through their projections to striatum, but much less is known about their projections to prefrontal cortex (PFC). Here, we studied these projections and observed phasic VTA–PFC fiber photometry signals after the delivery of rewards. Next, we studied how optogenetic stimulation of these projections affects behavior using conditioned place preference and a task in which mice learn associations between cues and food rewards and then use those associations to make choices. Neither phasic nor tonic stimulation of dopaminergic VTA–PFC projections elicited place preference. Furthermore, substituting phasic VTA–PFC stimulation for food rewards was not sufficient to reinforce new cue–reward associations nor maintain previously learned ones. However, the same patterns of stimulation that failed to reinforce place preference or cue–reward associations were able to modify behavior in other ways. First, continuous tonic stimulation maintained previously learned cue–reward associations even after they ceased being valid. Second, delivering phasic stimulation either continuously or after choices not previously associated with reward induced mice to make choices that deviated from previously learned associations. In summary, despite the fact that dopaminergic VTA–PFC projections exhibit phasic increases in activity that are time locked to the delivery of rewards, phasic activation of these projections does not necessarily reinforce specific actions. Rather, dopaminergic VTA–PFC activity can control whether mice maintain or deviate from previously learned cue–reward associations. SIGNIFICANCE STATEMENT Dopaminergic inputs from ventral tegmental area (VTA) to striatum encode reward prediction errors and reinforce specific actions; however, it is currently unknown whether dopaminergic inputs to prefrontal cortex (PFC) play similar or distinct roles. Here, we used bulk Ca2+ imaging to show that unexpected rewards or reward-predicting cues elicit phasic increases in the activity of dopaminergic VTA–PFC fibers. However, in multiple behavioral paradigms, we failed to observe reinforcing effects after stimulation of these fibers. In these same experiments, we did find that tonic or phasic patterns of stimulation caused mice to maintain or deviate from previously learned cue–reward associations, respectively. Therefore, although they may exhibit similar patterns of activity, dopaminergic inputs to striatum and PFC can elicit divergent behavioral effects. PMID:28739583

How can students contribute? A qualitative study of active student involvement in development of technological learning material for clinical skills training.

PubMed

Haraldseid, Cecilie; Friberg, Febe; Aase, Karina

2016-01-01

Policy initiatives and an increasing amount of the literature within higher education both call for students to become more involved in creating their own learning. However, there is a lack of studies in undergraduate nursing education that actively involve students in developing such learning material with descriptions of the students' roles in these interactive processes. Explorative qualitative study, using data from focus group interviews, field notes and student notes. The data has been subjected to qualitative content analysis. Active student involvement through an iterative process identified five different learning needs that are especially important to the students: clarification of learning expectations, help to recognize the bigger picture, stimulation of interaction, creation of structure, and receiving context- specific content. The iterative process involvement of students during the development of new technological learning material will enhance the identification of important learning needs for students. The use of student and teacher knowledge through an adapted co-design process is the most optimal level of that involvement.

Action research on the development of a caring curriculum in Taiwan: Part II.

PubMed

Lee-Hsieh, Jane; Kuo, Chien-Lin; Turton, Michael A; Hsu, Chin-Lung; Chu, Hsiu-Chi

2007-12-01

This article presents the development, design, implementation, and evaluation of the third-year course of a caring curriculum being developed for a 5-year associate degree nursing program in Taiwan. The course, titled Application of Caring Concepts, was taught to more than 800 students by 16 instructors recruited from various departments. The instructors attended workshops and seminars on caring and then developed the course materials and teaching strategies. Instructional strategies included role modeling, dialogue, discussions, journaling, simulations, readings, and projects that involved students' applying caring skills outside of the classroom. Students were evaluated by patients in clinical practice using the Caring Behavior Measurement, developed in a previous study, and the course was evaluated by qualitative analysis of student feedback. Student responses to course content and instructional strategies were positive. Patients generally indicated that students always or normally performed caring behaviors. The study showed that with an appropriate curriculum and learning strategies, students can learn caring skills.

The impact of a service learning experience to enhance curricular integration in a physical therapist education program.

PubMed

Gazsi, Claudia C; Oriel, Kathryn N

2010-01-01

A goal when designing the Physical Therapy Program at Lebanon Valley College (LVC) was to maximize vertical and horizontal integration of course content related to (a) medical Spanish, (b) geriatrics, and (c) health promotion through a service learning engagement. Seventeen Doctor of Physical Therapy students from LVC participated in a fall risk screening at a local senior center in a Spanish-speaking neighborhood. The screen included the single leg stance, timed-up-and-go (TUG), and functional reach tests. The students screened 30 participants over a 3-hour time period. Following the screening event, students were asked to reflect on their experience. Reflections revealed that the activity supported integration of concurrent didactic course material and Core Values, reinforced cultural issues presented the previous year, and convinced students that physical therapists have a distinct and important role in primary and secondary prevention in meeting the needs of the Spanish-speaking elderly community.

Materials Screening for the Discovery of New Half-Heuslers: Machine Learning versus ab Initio Methods.

PubMed

Legrain, Fleur; Carrete, Jesús; van Roekeghem, Ambroise; Madsen, Georg K H; Mingo, Natalio

2018-01-18

Machine learning (ML) is increasingly becoming a helpful tool in the search for novel functional compounds. Here we use classification via random forests to predict the stability of half-Heusler (HH) compounds, using only experimentally reported compounds as a training set. Cross-validation yields an excellent agreement between the fraction of compounds classified as stable and the actual fraction of truly stable compounds in the ICSD. The ML model is then employed to screen 71 178 different 1:1:1 compositions, yielding 481 likely stable candidates. The predicted stability of HH compounds from three previous high-throughput ab initio studies is critically analyzed from the perspective of the alternative ML approach. The incomplete consistency among the three separate ab initio studies and between them and the ML predictions suggests that additional factors beyond those considered by ab initio phase stability calculations might be determinant to the stability of the compounds. Such factors can include configurational entropies and quasiharmonic contributions.

The Interplay of Perceptions of the Learning Environment, Personality and Learning Strategies: A Study amongst International Business Studies Students

ERIC Educational Resources Information Center

Nijhuis, Jan; Segers, Mien; Gijselaers, Wim

2007-01-01

Previous research on students' learning strategies has examined the relationships between either perceptions of the learning environment or personality and learning strategies. The focus of this study was on the joint relationships between the students' perceptions of the learning environment, their personality, and the learning strategies they…

The Nature of Self-Directed Learning and Transformational Learning in Self-Managing Bipolar Disorder to Stay Well

ERIC Educational Resources Information Center

Francik, Wendy A.

2012-01-01

The purpose of the research was to explore the self-directed learning and transformational learning experiences among persons with bipolar disorder. A review of previous research pointed out how personal experiences with self-directed learning and transformational learning facilitated individuals' learning to manage HIV, Methicillan-resitant…

Teaching to Different Learning Styles.

ERIC Educational Resources Information Center

Stickle, Julia E.

1999-01-01

Illustrates how to support and incorporate different student learning styles into teaching. Presents example materials pertaining to laboratory diagnosis of liver disease in a veterinary medical curriculum and demonstrates how a body of material can be adapted to multiple presentation formats. (EV)

Effects of dopamine on reinforcement learning and consolidation in Parkinson's disease.

PubMed

Grogan, John P; Tsivos, Demitra; Smith, Laura; Knight, Brogan E; Bogacz, Rafal; Whone, Alan; Coulthard, Elizabeth J

2017-07-10

Emerging evidence suggests that dopamine may modulate learning and memory with important implications for understanding the neurobiology of memory and future therapeutic targeting. An influential hypothesis posits that dopamine biases reinforcement learning. More recent data also suggest an influence during both consolidation and retrieval. Eighteen Parkinson's disease patients learned through feedback ON or OFF medication, with memory tested 24 hr later ON or OFF medication (4 conditions, within-subjects design with matched healthy control group). Patients OFF medication during learning decreased in memory accuracy over the following 24 hr. In contrast to previous studies, however, dopaminergic medication during learning and testing did not affect expression of positive or negative reinforcement. Two further experiments were run without the 24 hr delay, but they too failed to reproduce effects of dopaminergic medication on reinforcement learning. While supportive of a dopaminergic role in consolidation, this study failed to replicate previous findings on reinforcement learning.

Temporally Coordinated Deep Brain Stimulation in the Dorsal and Ventral Striatum Synergistically Enhances Associative Learning.

PubMed

Katnani, Husam A; Patel, Shaun R; Kwon, Churl-Su; Abdel-Aziz, Samer; Gale, John T; Eskandar, Emad N

2016-01-04

The primate brain has the remarkable ability of mapping sensory stimuli into motor behaviors that can lead to positive outcomes. We have previously shown that during the reinforcement of visual-motor behavior, activity in the caudate nucleus is correlated with the rate of learning. Moreover, phasic microstimulation in the caudate during the reinforcement period was shown to enhance associative learning, demonstrating the importance of temporal specificity to manipulate learning related changes. Here we present evidence that extends upon our previous finding by demonstrating that temporally coordinated phasic deep brain stimulation across both the nucleus accumbens and caudate can further enhance associative learning. Monkeys performed a visual-motor associative learning task and received stimulation at time points critical to learning related changes. Resulting performance revealed an enhancement in the rate, ceiling, and reaction times of learning. Stimulation of each brain region alone or at different time points did not generate the same effect.

Developing learning material of introduction to operation research course based on problem-based learning

NASA Astrophysics Data System (ADS)

Yerizon; Jazwinarti; Yarman

2018-01-01

Students have difficulties experience in the course Introduction to Operational Research (PRO). The purpose of this study is to analyze the requirement of students in the developing lecturing materials PRO based Problem Based Learning which is valid, practice, and effective. Lecture materials are developed based on Plomp’s model. The development process of this device consists of 3 phases: front-end analysis/preliminary research, development/prototype phase and assessment phase. Preliminary analysis was obtained by observation and interview. From the research, it is found that students need the student’s worksheet (LKM) for several reasons: 1) no LKM available, 2) presentation of subject not yet based on real problem, 3) experiencing difficulties from current learning source.

Meeting the Dual Goals of Content Knowledge and English Language Learning: A Study of the CCUEI Curriculum Materials

ERIC Educational Resources Information Center

Huang, Xiaodan; Trube, Barbara; Yi, Chunlan

2011-01-01

This article reports a study on the China-Canada-United States English Immersion (CCUEI) Moral Education and Social Studies (MESS) curriculum materials for elementary classes (Grades 3-6) with the aim of learning how the curriculum addressed the dual goals of MESS content and English language learning. An analysis comparing the CCUEI third grade…

Applying Social Tagging to Manage Cognitive Load in a Web 2.0 Self-Learning Environment

ERIC Educational Resources Information Center

Huang, Yueh-Min; Huang, Yong-Ming; Liu, Chien-Hung; Tsai, Chin-Chung

2013-01-01

Web-based self-learning (WBSL) has received a lot of attention in recent years due to the vast amount of varied materials available in the Web 2.0 environment. However, this large amount of material also has resulted in a serious problem of cognitive overload that degrades the efficacy of learning. In this study, an information graphics method is…

The Old Brain, the New Mirror: Matching Teaching and Learning Styles in Foreign Language Class (Based on Neuro-Linguistic Programming).

ERIC Educational Resources Information Center

Knowles, John K.

The process of matching teaching materials and methods to the student's learning style and ability level in foreign language classes is explored. The Neuro-Linguistic Programming (NLP) model offers a diagnostic process for the identification of style. This process can be applied to the language learning setting as a way of presenting material to…

Learning from Learners: A Non-Standard Direct Approach to the Teaching of Writing Skills in EFL in a University Context

ERIC Educational Resources Information Center

Fuster-Márquez, Miguel; Gregori-Signes, Carmen

2018-01-01

Corpora have been used in English as a foreign language materials for decades, and native corpora have been present in the classroom by means of direct approaches such as Data-Driven Learning (Johns, T., and P. King 1991. "'Should you be Persuaded'- Two Samples of Data-Driven Learning Materials." In "Classroom Concordancing,"…

Learning Progressions Provide Road Maps for the Development and Validity of Assessments and Curriculum Materials

ERIC Educational Resources Information Center

Krajcik, Joseph

2011-01-01

Paul Black, Mark Wilson, and Shih-Ying Yao in "Road Maps for Learning: A Guide to the Navigation of Learning Progressions" provide a number of important ideas to consider regarding the development of assessments and curriculum materials to support development of core ideas. One major idea that the author found most valuable is the focus on student…

Learning Activities That Combine Science Magic Activities with the 5E Instructional Model to Influence Secondary-School Students' Attitudes to Science

ERIC Educational Resources Information Center

Lin, Jang-Long; Cheng, Meng-Fei; Chang, Ying-Chi; Li, Hsiao-Wen; Chang, Jih-Yuan; Lin, Deng-Min

2014-01-01

The purpose of this study was to investigate how learning materials based on Science Magic activities affect student attitudes to science. A quasi-experimental design was conducted to explore the combination of Science Magic with the 5E Instructional Model to develop learning materials for teaching a science unit about friction. The participants…

The Effects of Different Levels of Disfluency on Learning Outcomes and Cognitive Load

ERIC Educational Resources Information Center

Seufert, Tina; Wagner, Felix; Westphal, Julia

2017-01-01

In some cases difficult-to-read learning materials lead to better performance than easy to-read materials. This phenomenon is called the disfluency effect and is attributed to a subjective feeling of task difficulty resulting in a deeper learning approach. In two studies (n[subscript 1] = 67, n[subscript 2] = 73) we investigated the impact of…

CLIMANDES climate science e-learning course

NASA Astrophysics Data System (ADS)

Hunziker, Stefan; Giesche, Alena; Jacques-Coper, Martín; Brönnimann, Stefan

2016-04-01

Over the past three years, members of the Oeschger Centre for Climate Change Research (OCCR) and the Climatology group at the Institute of Geography at the University of Bern, have developed a new climate science e-learning course as part of the CLIMANDES project. This project is a collaboration between Peruvian and Swiss government, research, and education institutions. The aim of this e-learning material is to strengthen education in climate sciences at the higher education and professional level. The course was recently published in 2015 by Geographica Bernensia, and is hosted online by the Peruvian Servicio Nacional de Meteorología e Hidrología (SENAMHI): http://surmx.com/chamilo/climandes/e-learning/. The course is furthermore available for offline use through USB sticks, and a number of these are currently being distributed to regional training centers around the world by the WMO (World Meteorological Organization). There are eight individual modules of the course that each offer approximately 2 hours of individual learning material, featuring several additional learning activities, such as the online game "The Great Climate Poker" (http://www.climatepoker.unibe.ch/). Overall, over 50 hours of learning material are provided by this course. The modules can be integrated into university lectures, used as single units in workshops, or be combined to serve as a full course. This e-learning course presents a broad spectrum of topics in climate science, including an introduction to climatology, atmospheric and ocean circulation, climate forcings, climate observations and data, working with data products, and climate models. This e-learning course offers a novel approach to teaching climate science to students around the world, particularly through three important features. Firstly, the course is unique in its diverse range of learning strategies, which include individual reading material, video lectures, interactive graphics, responsive quizzes, as well as group activities and discussions that are led by a tutor. This combination of self-learning and group-based learning presents a new and more interactive style of online education. Secondly, the course provides links to many existing e-learning and other online learning resources for specific climate science topics. This makes the course a starting point for students looking to deepen their knowledge in specific areas. Lastly, the existing course template is available upon request, for teachers to add modules that they would like to offer in addition to the CLIMANDES course. This gives instructors an easy way to adapt the course to their needs and learn about the software needed to make more e-learning material.

Transfer of dimensional associability in human contingency learning.

PubMed

Kattner, Florian; Green, C Shawn

2016-01-01

Several studies have demonstrated processing advantages for stimuli that were experienced to be reliable predictors of an outcome relative to other stimuli. The present study tested whether such increases in associability apply at the level of entire stimulus dimensions (as suggested by Sutherland & Mackintosh, 1971). In 4 experiments, participants had to learn associations between Gabor gratings and particular responses. In a first experiment, some gratings were more predictive of the response than other gratings, whereas in 3 subsequent experiments, one stimulus dimension (i.e., either the orientation or spatial frequency of the grating) was more predictive than the other dimension. In contrast to the learned predictiveness of individual gratings (Experiment 1), dimensional predictiveness did not affect the subsequent rate of learning (Experiments 2 and 3), suggesting changes in the associability of specific stimuli, but not of stimulus dimensions. Moreover, greater transfer of predictiveness was found in all experiments when particular stimulus values of the test discrimination did not lie between the previously relevant stimuli. In Experiment 4, an increased learning rate was found for discriminations along the previously predictive dimension compared with a dimension that was indicative of uncertainty, but again the transfer was more pronounced for specific stimuli that were compatible with the previously learned discrimination. Taken together, the results imply that a transfer of associability typically applies to individual stimuli and depends on how the transfer stimuli relate to those stimuli that individuals previously learned to attend. (c) 2016 APA, all rights reserved).

Partial Testing Can Potentiate Learning of Tested and Untested Material from Multimedia Lessons

ERIC Educational Resources Information Center

Yue, Carole L.; Soderstrom, Nicholas C.; Bjork, Elizabeth Ligon

2015-01-01

Test-potentiated learning occurs when testing renders a subsequent study period more effective than it would have been without an intervening test. We examined whether testing only a subset of material from a multimedia lesson would potentiate the restudy of both tested and untested material. In Experiments 1a and 1b, participants studied a…

Effect of Instructional vs. Authentic Video Materials on Introvert and Extrovert Iranian EFL Learners' Vocabulary Learning

ERIC Educational Resources Information Center

Isazadeh, Parya; Makui, Selma Mohammad Zadeh; Ansarian, Loghman

2016-01-01

The study delved into the effect of instructional video materials vs. authentic video materials on vocabulary learning of extrovert and introvert Iranian EFL learners. To this end, Nelson proficiency test was administered to one hundred eighty (n = 180) language learners. Considering 1 standard deviation above and below the mean score, one hundred…

Inventory of Innovative Learning Materials in Marine Science and Technology. UNESCO Reports in Marine Science 60.

ERIC Educational Resources Information Center

Richards, Adrian F.; Richards, Efrosine A.

The Inventory of Innovative Learning Materials in Marine Science and Technology includes 32 computer-, 148 video-, 16 film-, and 11 CD-ROM-based entries. They concern materials in biosciences (67), chemistry (5), geosciences (16), physics (23), technology (76) and other (20). This first, initial compilations is conceived as the basis for more…

A Study of Multimodal Discourse in the Design of Interactive Digital Material for Language Learning

ERIC Educational Resources Information Center

Burset, Silvia; Bosch, Emma; Pujolà, Joan-Tomàs

2016-01-01

This study analyses some published interactive materials for the learning of Spanish as a f?irst language and English as a Foreign Language (EFL) commonly used in primary and secondary education in Spain. The present investigation looks into the relationships between text and image on the interface of Interactive Digital Material (IDM) to develop…

Using Educative Curriculum Materials to Support the Development of Prospective Teachers' Knowledge

ERIC Educational Resources Information Center

Drake, Corey; Land, Tonia J.; Tyminski, Andrew M.

2014-01-01

Building on the work of Ball and Cohen and that of Davis and Krajcik, as well as more recent research related to teacher learning from and about curriculum materials, we seek to answer the question, How can prospective teachers (PTs) learn to read and use educative curriculum materials in ways that support them in acquiring the knowledge needed…