What Can Technology Offer to Linguistically Diverse Classrooms? Using Multilingual Content in a Computer-Based Learning Environment for Primary Education

ERIC Educational Resources Information Center

Van Laere, Evelien; Rosiers, Kirsten; Van Avermaet, Piet; Slembrouck, Stef; van Braak, Johan

2017-01-01

Computer-based learning environments (CBLEs) have the potential to integrate the linguistic diversity present in classrooms as a resourceful tool in pupils' learning process. Particularly for pupils who speak a language at home other than the language which is used at school, more understanding is needed on how CBLEs offering multilingual content…

Development and Deployment of a Library of Industrially Focused Advanced Immersive VR Learning Environments

ERIC Educational Resources Information Center

Cameron, Ian; Crosthwaite, Caroline; Norton, Christine; Balliu, Nicoleta; Tadé, Moses; Hoadley, Andrew; Shallcross, David; Barton, Geoff

2008-01-01

This work presents a unique education resource for both process engineering students and the industry workforce. The learning environment is based around spherical imagery of real operating plants coupled with interactive embedded activities and content. This Virtual Reality (VR) learning tool has been developed by applying aspects of relevant…

The Teaching Voice on the Learning Platform: Seeking Classroom Climates within a Virtual Learning Environment

ERIC Educational Resources Information Center

Crook, Charles; Cluley, Robert

2009-01-01

University staff are now encouraged to supplement their classroom activity with computer-based tools and resources accessible through virtual learning environments (VLEs). Meanwhile, university students increasingly make recreational use of computer networks in the form of various social software applications. This paper explores tensions of…

20 Ways To Promote Brain-Based Teaching and Learning.

ERIC Educational Resources Information Center

Prigge, Debra J.

2002-01-01

Based on current knowledge about cognitive processes, this article presents strategies for preparing the learner, managing the environment to motivate students, gaining and keeping learner attention, and increasing memory and recall by making learning personally relevant to students. Resources are listed for brain-based teaching and learning. (CR)

Nursing students' perceptions of factors influencing their learning environment in a clinical skills laboratory: A qualitative study.

PubMed

Haraldseid, Cecilie; Friberg, Febe; Aase, Karina

2015-09-01

The mastery of clinical skills learning is required to become a trained nurse. Due to limited opportunities for clinical skills training in clinical practice, undergraduate training at clinical skills laboratories (CSLs) is an essential part of nursing education. In a sociocultural learning perspective learning is situated in an environment. Growing student cohorts, rapid introduction of technology-based teaching methods and a shift from a teaching- to a learning-centered education all influence the environment of the students. These changes also affect CSLs and therefore compel nursing faculties to adapt to the changing learning environment. This study aimed to explore students' perceptions of their learning environment in a clinical skills laboratory, and to increase the knowledge base for improving CSL learning conditions identifying the most important environmental factors according to the students. An exploratory qualitative methodology was used. Nineteen second-year students enrolled in an undergraduate nursing program in Norway participated in the study. They took the same clinical skills course. Eight were part-time students (group A) and 11 were full-time students (group B). Focus group interviews and content analysis were conducted to capture the students' perception of the CSL learning environment. The study documents students' experience of the physical (facilities, material equipment, learning tools, standard procedures), psychosocial (expectations, feedback, relations) and organizational (faculty resources, course structure) factors that affect the CSL learning environment. Creating an authentic environment, facilitating motivation, and providing resources for multiple methods and repetitions within clinical skills training are all important for improving CSL learning environments from the student perspective. Copyright © 2015 Elsevier Ltd. All rights reserved.

Virtual Reference Services.

ERIC Educational Resources Information Center

Brewer, Sally

2003-01-01

As the need to access information increases, school librarians must create virtual libraries. Linked to reliable reference resources, the virtual library extends the physical collection and library hours and lets students learn to use Web-based resources in a protected learning environment. The growing number of virtual schools increases the need…

Lost in Interaction in IMS Learning Design Runtime Environments

ERIC Educational Resources Information Center

Derntl, Michael; Neumann, Susanne; Oberhuemer, Petra

2014-01-01

Educators are exploiting the advantages of advanced web-based collaboration technologies and massive online interactions. Interactions between learners and human or nonhuman resources therefore play an increasingly important pedagogical role, and the way these interactions are expressed in the user interface of virtual learning environments is…

Moving beyond the White Cane: Building an Online Learning Environment for the Visually Impaired Professional.

ERIC Educational Resources Information Center

Mitchell, Donald P.; Scigliano, John A.

2000-01-01

Describes the development of an online learning environment for a visually impaired professional. Topics include physical barriers, intellectual barriers, psychological barriers, and technological barriers; selecting appropriate hardware and software; and combining technologies that include personal computers, Web-based resources, network…

Location-Based Learning through Augmented Reality

ERIC Educational Resources Information Center

Chou, Te-Lien; Chanlin, Lih-Juan

2014-01-01

A context-aware and mixed-reality exploring tool cannot only effectively provide an information-rich environment to users, but also allows them to quickly utilize useful resources and enhance environment awareness. This study integrates Augmented Reality (AR) technology into smartphones to create a stimulating learning experience at a university…

Dimensions of E-Learning.

ERIC Educational Resources Information Center

Khan, Badrul H.

2002-01-01

Considers factors that must be weighed in creating effective electronic learning environments and presents a basic framework for Web-based or electronic learning. Highlights include the institutional dimension; the pedagogical dimension; technological dimension; interface design; evaluation; management; resource support; and ethical…

Developing Online Problem-Based Resources for the Professional Development of Teachers of Children with Visual Impairment

ERIC Educational Resources Information Center

McLinden, Mike; McCall, Steve; Hinton, Danielle; Weston, Annette; Douglas, Graeme

2006-01-01

This article presents a summary of the results from phase 1 of a two-phase research project. Drawing on the principles of problem-based learning (PBL), the aims of phase 1 were to design, develop and evaluate a set of flexible online teaching resources for use within a virtual learning environment. Participants in the project (n = 10) were…

Flipping Business Education: Transformative Use of Team-Based Learning in Human Resource Management Classrooms

ERIC Educational Resources Information Center

Huang, Chung-Kai; Lin, Chun-Yu

2017-01-01

With the globalization of macro-economic environments, it is important to think about how to use instructional design and web-based digital technologies to enhance students' self-paced learning, stir up learning motivation and enjoyment, build up knowledge-sharing channels, and enhance individual learning. This study experimented with the flipped…

Intrigue at the Museum: Facilitating Engagement and Learning through a Location-Based Mobile Game

ERIC Educational Resources Information Center

Xhembulla, Jetmir; Rubino, Irene; Barberis, Claudia; Malnati, Giovanni

2014-01-01

The use of portable devices to explore informal learning environments has recently exposed museums to a mobile learning (m-learning) scenario. In particular, location-based mobile applications that take into account not only a specific physical venue, but also the personal and social context can be valuable resources to enhance the visitor…

General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction

NASA Astrophysics Data System (ADS)

Kersting, Magdalena; Henriksen, Ellen Karoline; Bøe, Maria Vetleseter; Angell, Carl

2018-06-01

Because of its abstract nature, Albert Einstein's theory of general relativity is rarely present in school physics curricula. Although the educational community has started to investigate ways of bringing general relativity to classrooms, field-tested educational material is rare. Employing the model of educational reconstruction, we present a collaborative online learning environment that was introduced to final year students (18-19 years old) in six Norwegian upper secondary physics classrooms. Design-based research methods guided the development of the learning resources, which were based on a sociocultural view of learning and a historical-philosophical approach to teaching general relativity. To characterize students' learning from and interaction with the learning environment we analyzed focus group interviews and students' oral and written responses to assigned problems and discussion tasks. Our findings show how design choices on different levels can support or hinder understanding of general relativity, leading to the formulation of design principles that help to foster qualitative understanding and encourage collaborative learning. The results indicate that upper secondary students can obtain a qualitative understanding of general relativity when provided with appropriately designed learning resources and sufficient scaffolding of learning through interaction with teacher and peers.

On the Design and Development of a UML-Based Visual Environment for Novice Programmers

ERIC Educational Resources Information Center

Moor, Brian D.; Deek, Fadi P.

2006-01-01

Few beginners find learning to program easy. There are many factors at work in this phenomenon with some being simply inherent in the subject itself, while others have more to do with deficiencies in learning methods and resources. As a result, many programming environments, software applications, and learning tools have been developed to address…

Evaluation of Keyphrase Extraction Algorithm and Tiling Process for a Document/Resource Recommender within E-Learning Environments

ERIC Educational Resources Information Center

Mangina, Eleni; Kilbride, John

2008-01-01

The research presented in this paper is an examination of the applicability of IUI techniques in an online e-learning environment. In particular we make use of user modeling techniques, information retrieval and extraction mechanisms and collaborative filtering methods. The domains of e-learning, web-based training and instruction and intelligent…

Meaningful Learning from Practice: Web-Based Video in Professional Preparation Programmes in University

ERIC Educational Resources Information Center

Admiraal, Wilfried

2014-01-01

Web-based video is one of the technologies which can support meaningful learning from practice--in addition to practical benefits such as accessibility of practices, flexibility in updating information, and incorporating video into multimedia resources. A multiple case study was set up on the use of a web-based video learning environment in two…

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…

Design Issues Related to the Evaluation of Learner--Computer Interaction in a Web-Based Environment: Activities v. Tasks

ERIC Educational Resources Information Center

Hemard, Dominique

2006-01-01

If web-based technology is increasingly becoming the central plank of contemporary teaching and learning processes, there is still too little evidence to suggest that it is delivering purposeful learning activities beyond its widely perceived potential as a learning resource providing content and learning objects. This is due in part to the…

Market Model for Resource Allocation in Emerging Sensor Networks with Reinforcement Learning

PubMed Central

Zhang, Yue; Song, Bin; Zhang, Ying; Du, Xiaojiang; Guizani, Mohsen

2016-01-01

Emerging sensor networks (ESNs) are an inevitable trend with the development of the Internet of Things (IoT), and intend to connect almost every intelligent device. Therefore, it is critical to study resource allocation in such an environment, due to the concern of efficiency, especially when resources are limited. By viewing ESNs as multi-agent environments, we model them with an agent-based modelling (ABM) method and deal with resource allocation problems with market models, after describing users’ patterns. Reinforcement learning methods are introduced to estimate users’ patterns and verify the outcomes in our market models. Experimental results show the efficiency of our methods, which are also capable of guiding topology management. PMID:27916841

Increasing Students' Science Writing Skills through a PBL Simulation

ERIC Educational Resources Information Center

Brown, Scott W.; Lawless, Kimberly A.; Rhoads, Christopher; Newton, Sarah D.; Lynn, Lisa

2016-01-01

Problem-based learning (PBL) is an instructional design approach for promoting student learning, in context-rich settings. GlobalEd 2 (GE2) is PBL intervention that combines face-to-face and online environments into a 12-week simulation of international negotiations of science advisors on global water resource issues. The GE2 environment is…

Distance Education, Disciplinary Environments and Deep Learning: A Quantitative Exploration of Faculty Instruction

ERIC Educational Resources Information Center

Bucci, David Andrew

2014-01-01

Many institutions have increasingly turned to distance education as a way to meet student and institutional needs while living within a constantly shrinking budget. While distance education has the potential to meet many resource-based challenges, its presence provides additional challenges to the faculty who direct the learning environment and…

Digital Resource Developments for Mathematics Education Involving Homework across Formal, Non-Formal and Informal Settings

ERIC Educational Resources Information Center

Radovic, Slaviša; Passey, Don

2016-01-01

The aim of this paper is to explore further an under-developed area--how drivers of curriculum, pedagogy and assessment conceptions and practices shape the creation and uses of technologically based resources to support mathematics learning across informal, non-formal and formal learning environments. The paper considers: the importance of…

Engaging Professional Learning in Online Environments

ERIC Educational Resources Information Center

Bell, Amani; Morris, Gayle

2009-01-01

Much of what is regarded as effective professional learning is that which is situated, incorporates a social dimension and enables practitioners to converge in and around authentic practice. This article describes an inter-university online learning resource for tutors which is underpinned by a practice based approach to professional learning. The…

Reusable Models of Pedagogical Concepts--A Framework for Pedagogical and Content Design.

ERIC Educational Resources Information Center

Pawlowski, Jan M.

Standardization initiatives in the field of learning technologies have produced standards for the interoperability of learning environments and learning management systems. Learning resources based on these standards can be reused, recombined, and adapted to the user. However, these standards follow a content-oriented approach; the process of…

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

An Evaluation of Electronic Product Design Education Using Hypermedia-Resourced Learning Environments

ERIC Educational Resources Information Center

Page, Tom; Thorsteinsson, Gisli

2006-01-01

The work outlined here provides a comprehensive report and formative observations of the development and implementation of hypermedia resources for learning and teaching used in conjunction with a managed learning environment (MLE). These resources are used to enhance teaching and learning of an electronics module in product design at final year…

Outdoor Education and Mobile Learning: An Autobiographical Narrative Using Application-Based Information and Resources

ERIC Educational Resources Information Center

Nikolaeff, Ivan

2016-01-01

Although mobile learning using smartphones and applications or apps have the potential to inform and educate individuals in an outdoor environment, users may find that connectivity issues and basic knowledge of outdoor environments, including both physical and emotional, could be limited by what this technology provided. This study provided my…

Going International: What We Can Learn about International Strategy, Market Entry, and Resource Allocation from the Game of Go

ERIC Educational Resources Information Center

Watson, Andrew; Chatterjee, Sangit

2006-01-01

We identify three aspects of management particularly crucial in the environment of globalization: the formulation of international strategy; entry into foreign markets; and resource allocation. We advocate the board game Go as an aid to learning management amidst globalization. Our advocacy is based on drawing links between Go and each of the…

A Taxonomy for Choosing, Evaluating, and Integrating In-the-Cloud Resources in a University Environment

ERIC Educational Resources Information Center

Kahn, Russell L.

2013-01-01

This article develops and applies an analytic matrix for searching and using Web 2.0 resources along a learning continuum based on learning styles. This continuum applies core concepts of cognitive psychology, which places an emphasis on internal processes, such as motivation, thinking, attitudes, and reflection. A pilot study found that access to…

The Impact of Environmental Resource Learning Applied to Geometry in Education for Power and Citizenship

ERIC Educational Resources Information Center

Morales, Roosevelt Barros; Guerra, Mara Cabanilla; Barros, Carlos; Froment, Sunny Bores

2018-01-01

This article is based on education for power and citizenship and related educational and social problems, where the axis of the issue is the environmental resources applied to learning geometry. These have a great impact on the teaching process, as it is currently considered that education should be interactive with respect to the environment. In…

Effects of Integrating an Active Learning-Promoting Mechanism into Location-Based Real-World Learning Environments on Students' Learning Performances and Behaviors

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Chang, Shao-Chen; Chen, Pei-Ying; Chen, Xiang-Ya

2018-01-01

Engaging students in real-world learning contexts has been identified by educators as being an important way of helping them learn to apply what they have learned from textbooks to practical problems. The advancements in mobile and image-processing technologies have enabled students to access learning resources and receive learning guidance in…

Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Elementary Science

ERIC Educational Resources Information Center

Forbes, Cory T.

2011-01-01

Curriculum materials are important resources with which teachers make pedagogical decisions about the design of science learning environments. To become well-started beginning elementary teachers capable of engaging their students in inquiry-based science, preservice elementary teachers need to learn to use science curriculum materials…

Web-Based Instruction (WBI): An Introduction.

ERIC Educational Resources Information Center

Khan, Badrul H.

1998-01-01

Advances in information technology, coupled with changes in society, are creating new paradigms for education. The Web, as a medium of learning and instruction, has the potential to support the creation of well-designed resources. A table of features and components associated with Web-based instruction learning environments is provided.…

A University's Strategic Adoption Process of an PBL-Aligned eLearning Environment: An Exploratory Case Study

ERIC Educational Resources Information Center

Blackburn, Greg

2017-01-01

Much has been written about the promise and peril of technology in education. This paper presents an empirical study that explores how technology can play a pivotal role in student learning and how teaching staff can adopt innovative technology-based approaches in the creation of interactive online problem-based learning (PBL) resources, allowing…

Construction and validation of a distance learning module on premedication antisepsis for nursing professionals.

PubMed

Pereira, Barbara Juliana da Costa; Mendes, Isabel Amélia Costa; Beatriz Maria, Jorge; Mazzo, Alessandra

2013-11-01

The aim of this descriptive study, carried out at a public university, was to design, develop, and validate a distance learning module on intramuscular premedication antisepsis. The content was introduced in the Modular Object-Oriented Dynamic Learning Environment, based on the Systematic Model for Web-Based Training projects. Ten nurses and information technologists at work consented to participate, in compliance with ethical guidelines, and answered a questionnaire to validate the Virtual Learning Environment. The educational aspects of the environment interface were mostly evaluated as "excellent," whereas the assessment of didactic resources indicated interactivity difficulties. It is concluded that distance learning is an important tool for the teaching of premedication antisepsis. To ensure its effectiveness, appropriate methods and interactive devices must be used.

Using Websites Wisely

ERIC Educational Resources Information Center

Coiro, Julie; Fogleman, Jay

2011-01-01

Online resources can deepen student learning--if teachers design the right tasks and learner supports. In this article, the authors look at instructional websites teachers will want to use with their students. They focus on three types of web-based learning environments--(1) informational reading systems; (2) interactive learning systems; and (3)…

Real-Time Collaboration of Virtual Laboratories through the Internet

ERIC Educational Resources Information Center

Jara, Carlos A.; Candelas, Francisco A.; Torres, Fernando; Dormido, Sebastian; Esquembre, Francisco; Reinoso, Oscar

2009-01-01

Web-based learning environments are becoming increasingly popular in higher education. One of the most important web-learning resources is the virtual laboratory (VL), which gives students an easy way for training and learning through the Internet. Moreover, on-line collaborative communication represents a practical method to transmit the…

A Design Methodology for Complex (E)-Learning. Innovative Session.

ERIC Educational Resources Information Center

Bastiaens, Theo; van Merrienboer, Jeroen; Hoogveld, Bert

Human resource development (HRD) specialists are searching for instructional design models that accommodate e-learning platforms. Van Merrienboer proposed the four-component instructional design model (4C/ID model) for competency-based education. The model's basic message is that well-designed learning environments can always be described in terms…

Providing a Platform for Parents? Exploring the Nature of Parental Engagement with School Learning Platforms

ERIC Educational Resources Information Center

Selwyn, N.; Banaji, S.; Hadjithoma-Garstka, C.; Clark, W.

2011-01-01

This paper investigates how schools are supporting parents' involvement with their children's education through the use of "Learning Platform" technologies--i.e. the integrated use of virtual learning environments, management information systems, communications, and other information and resource-sharing technologies. Based on in-depth…

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.

Memristive device based learning for navigation in robots.

PubMed

Sarim, Mohammad; Kumar, Manish; Jha, Rashmi; Minai, Ali A

2017-11-08

Biomimetic robots have gained attention recently for various applications ranging from resource hunting to search and rescue operations during disasters. Biological species are known to intuitively learn from the environment, gather and process data, and make appropriate decisions. Such sophisticated computing capabilities in robots are difficult to achieve, especially if done in real-time with ultra-low energy consumption. Here, we present a novel memristive device based learning architecture for robots. Two terminal memristive devices with resistive switching of oxide layer are modeled in a crossbar array to develop a neuromorphic platform that can impart active real-time learning capabilities in a robot. This approach is validated by navigating a robot vehicle in an unknown environment with randomly placed obstacles. Further, the proposed scheme is compared with reinforcement learning based algorithms using local and global knowledge of the environment. The simulation as well as experimental results corroborate the validity and potential of the proposed learning scheme for robots. The results also show that our learning scheme approaches an optimal solution for some environment layouts in robot navigation.

Development and Evaluation of a Web 2.0-Based Ubiquitous Learning Platform for Schoolyard Plant Identification

ERIC Educational Resources Information Center

Hwang, Gwo-Haur; Chu, Hui-Chun; Chen, Beyin; Cheng, Zheng Shan

2014-01-01

The rapid progress of wireless communication, sensing, and mobile technologies has enabled students to learn in an environment that combines learning resources from both the real world and the digital world. It can be viewed as a new learning style which has been called context-aware ubiquitous learning. Most context-aware ubiquitous learning…

Learning by Doing Approach in the Internet Environment to Improve the Teaching Efficiency of Information Technology

NASA Astrophysics Data System (ADS)

Zhang, X.-S.; Xie, Hua

This paper presents a learning-by-doing method in the Internet environment to enhance the results of information technology education by experimental work in the classroom of colleges. In this research, an practical approach to apply the "learning by doing" paradigm in Internet-based learning, both for higher educational environments and life-long training systems, taking into account available computer and network resources, such as blogging, podcasting, social networks, wiki etc. We first introduce the different phases in the learning process, which aimed at showing to the readers that the importance of the learning by doing paradigm, which is not implemented in many Internet-based educational environments. Secondly, we give the concept of learning by doing in the different perfective. Then, we identify the most important trends in this field, and give a real practical case for the application of this approach. The results show that the attempt methods are much better than traditional teaching methods.

Translating research into practice: evaluation of an e-learning resource for health care professionals to provide nutrition advice and support for cancer survivors.

PubMed

Murphy, Jane; Worswick, Louise; Pulman, Andy; Ford, Grainne; Jeffery, Jaana

2015-01-01

Nurses and other allied health professionals are in a key position to provide appropriate and consistent advice on nutritional issues to support cancer survivors. However gaps in their nutrition knowledge and education warrant the need for enhanced learning as part of their Continued Professional Development (CPD). In the UK there are currently no formally recognised nutrition education programmes. Therefore e-learning offers a solution to provide flexible learning to target this need. This study aimed to develop and evaluate the efficacy of a freely available, internet-based learning resource, for nurses and allied health professionals who provide nutrition, diet and lifestyle advice for cancer survivors. It sought to explore the attitudes and conceptions of the resource and current knowledge base of those involved in the care pathway for cancer survivors. The design and development of the e-learning resource were informed by the best available research and policy evidence and in a format to facilitate on-line learning. A robust evaluation strategy incorporated focus groups and telephone interviews to gain in depth insights into the experiences of using the resource. Themes included 'Plugging a Gap' which shows an improved knowledge base for nutrition. Information was 'All in One Place' showing that the resource was valued as being within a 'trusted' organisation. 'Everyone Benefits' illustrates how learners felt that the resource provided them with an evidence base, whilst the 'Current and Live' theme captured how professionals felt about the information being up-to-date. The project has shown the benefits of interprofessional working to develop an e-learning resource for Health Care Professionals to support cancer survivors in following healthier lifestyles. Positive attitudes and potential improvements in the knowledge base and changes for professional practice were demonstrated. Further research is required to gauge sustained impact in the work environment by embedding the resource as part of CPD. Copyright © 2014. Published by Elsevier Ltd.

The Role of Multicultural Information in Experiential Learning

ERIC Educational Resources Information Center

Shen, Lan

2011-01-01

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

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…

Evaluating Online Resources in Terms of Learning Environment and Student Attitudes in Middle-Grade Mathematics Classes

ERIC Educational Resources Information Center

Earle, James E.; Fraser, Barry J.

2017-01-01

The main objective of this research was to use learning environment and attitude scales in evaluating online resource materials for supporting a traditional mathematics curriculum. The sample consisted of 914 middle-school students in 49 classes. A second research focus was the validation of the chosen learning environment questionnaire, the…

A Wiki-Based Teaching Material Development Environment with Enhanced Particle Swarm Optimization

ERIC Educational Resources Information Center

Lin, Yen-Ting; Lin, Yi-Chun; Huang, Yueh-Min; Cheng, Shu-Chen

2013-01-01

One goal of e-learning is to enhance the interoperability and reusability of learning resources. However, current e-learning systems do little to adequately support this. In order to achieve this aim, the first step is to consider how to assist instructors in re-organizing the existing learning objects. However, when instructors are dealing with a…

Does Environmental Knowledge Inhibit Hominin Dispersal?

PubMed

Wren, Colin D; Costopoulos, Andre

2015-07-01

We investigated the relationship between the dispersal potential of a hominin population, its local-scale foraging strategies, and the characteristics of the resource environment using an agent-based modeling approach. In previous work we demonstrated that natural selection can favor a relatively low capacity for assessing and predicting the quality of the resource environment, especially when the distribution of resources is highly clustered. That work also suggested that the more knowledge foraging populations had about their environment, the less likely they were to abandon the landscape they know and disperse into novel territory. The present study gives agents new individual and social strategies for learning about their environment. For both individual and social learning, natural selection favors decreased levels of environmental knowledge, particularly in low-heterogeneity environments. Social acquisition of detailed environmental knowledge results in crowding of agents, which reduces available reproductive space and relative fitness. Agents with less environmental knowledge move away from resource clusters and into areas with more space available for reproduction. These results suggest that, rather than being a requirement for successful dispersal, environmental knowledge strengthens the ties to particular locations and significantly reduces the dispersal potential as a result. The evolved level of environmental knowledge in a population depends on the characteristics of the resource environment and affects the dispersal capacity of the population.

The role of information and communication technology in developing smart education

NASA Astrophysics Data System (ADS)

Roslina; Zarlis, Muhammad; Mawengkang, Herman; Sembiring, R. W.

2017-09-01

The right to get a proper education for every citizen had been regulated by the government, but not all citizens have the same opportunity. This is due to the other factors in the nation's infrastructure, Frontier, Outermost, and Disadvantaged (3T) which have not beenaccomodatedto access information and communication technology (ICT), and the ideal learning environment in order to pursue knowledge. This condition could be achieved by reforming higher education. Such reforms include the provision of educational services in the form of a flexible learner-oriented, and to change the curriculum with market based.These changes would include the provision of lecturers, professors, and professional teaching force. Another important effort is to update the quality of higher education with resource utilization. This paper proposes a new education business model to realize the Smart Education (SE), with an orientation on the proven skills and competitive.SE is the higher education system to optimize output (outcome) learning with combine individual learning and collaboration techniques based network system, informal practice learning and formal theory. UtilizingICT resources can improve the quality and access to higher education in supporting activities of higher education.This paper shows that ICT resources can support virtual connected with the use of shared resources, such as resource of information, learning resources, computing resources, and human resources.

From Learning Object to Learning Cell: A Resource Organization Model for Ubiquitous Learning

ERIC Educational Resources Information Center

Yu, Shengquan; Yang, Xianmin; Cheng, Gang

2013-01-01

The key to implementing ubiquitous learning is the construction and organization of learning resources. While current research on ubiquitous learning has primarily focused on concept models, supportive environments and small-scale empirical research, exploring ways to organize learning resources to make them available anywhere on-demand is also…

Development of inquiry-based learning activities integrated with the local learning resource to promote learning achievement and analytical thinking ability of Mathayomsuksa 3 student

NASA Astrophysics Data System (ADS)

Sukji, Paweena; Wichaidit, Pacharee Rompayom; Wichaidit, Sittichai

2018-01-01

The objectives of this study were to: 1) compare learning achievement and analytical thinking ability of Mathayomsuksa 3 students before and after learning through inquiry-based learning activities integrated with the local learning resource, and 2) compare average post-test score of learning achievement and analytical thinking ability to its cutting score. The target of this study was 23 Mathayomsuksa 3 students who were studying in the second semester of 2016 academic year from Banchatfang School, Chainat Province. Research instruments composed of: 1) 6 lesson plans of Environment and Natural Resources, 2) the learning achievement test, and 3) analytical thinking ability test. The results showed that 1) student' learning achievement and analytical thinking ability after learning were higher than that of before at the level of .05 statistical significance, and 2) average posttest score of student' learning achievement and analytical thinking ability were higher than its cutting score at the level of .05 statistical significance. The implication of this research is for science teachers and curriculum developers to design inquiry activities that relate to student's context.

The charged particle accelerators subsystems modeling

NASA Astrophysics Data System (ADS)

Averyanov, G. P.; Kobylyatskiy, A. V.

2017-01-01

Presented web-based resource for information support the engineering, science and education in Electrophysics, containing web-based tools for simulation subsystems charged particle accelerators. Formulated the development motivation of Web-Environment for Virtual Electrophysical Laboratories. Analyzes the trends of designs the dynamic web-environments for supporting of scientific research and E-learning, within the framework of Open Education concept.

Fundamental concepts of problem-based learning for the new facilitator.

PubMed Central

Kanter, S L

1998-01-01

Problem-based learning (PBL) is a powerful small group learning tool that should be part of the armamentarium of every serious educator. Classic PBL uses ill-structured problems to simulate the conditions that occur in the real environment. Students play an active role and use an iterative process of seeking new information based on identified learning issues, restructuring the information in light of the new knowledge, gathering additional information, and so forth. Faculty play a facilitatory role, not a traditional instructional role, by posing metacognitive questions to students. These questions serve to assist in organizing, generalizing, and evaluating knowledge; to probe for supporting evidence; to explore faulty reasoning; to stimulate discussion of attitudes; and to develop self-directed learning and self-assessment skills. Professional librarians play significant roles in the PBL environment extending from traditional service provider to resource person to educator. Students and faculty usually find the learning experience productive and enjoyable. PMID:9681175

Web-Based Notes Is an Inadequate Learning Resource.

ERIC Educational Resources Information Center

Amory, Alan; Naicker, Kevin

Development of online courses requires the use of appropriate educational philosophies that discourage rote learning and passive transfer of information from teacher to learner. This paper reports on the development, use and evaluation of two second year Biology online software packages used by students in constructivist environments. The courses…

Emissions Trading Resources

EPA Pesticide Factsheets

Learn about emissions trading programs, also known as cap and trade programs, which are market-based policy tools for protecting human health and the environment by controlling emissions from a group of sources.

Resource sharing of online teaching materials: The lon-capa project

NASA Astrophysics Data System (ADS)

Bauer, Wolfgang

2004-03-01

The use of information technology resources in conventional lecture-based courses, in distance-learning offerings, as well as hybrid courses, is increasing. But this may put additional burden on faculty, who are now asked to deliver this new content. Additionally, it may require the installation of commercial courseware systems, putting the colleges and universities in new financial licensing dependencies. To address exactly these two problems, the lon-capa system was invented to provide an open-source, gnu public license based, courseware system that allows for sharing of educational resources across institutional and disciplinary boundaries. This presentation will focus on both aspects of the system, the courseware capabilities that allow for customized environments for individual students, and the educational resources library that enables teachers to take full advantages of the work of their colleagues. Research results on learning effectiveness, resource and system usage patterns, and customization for different learning styles will be shown. Institutional perceptions of and responses to open source courseware systems will be discussed.

The networked student: A design-based research case study of student constructed personal learning environments in a middle school science course

NASA Astrophysics Data System (ADS)

Drexler, Wendy

This design-based research case study applied a networked learning approach to a seventh grade science class at a public school in the southeastern United States. Students adapted emerging Web applications to construct personal learning environments for in-depth scientific inquiry of poisonous and venomous life forms. The personal learning environments constructed used Application Programming Interface (API) widgets to access, organize, and synthesize content from a number of educational Internet resources and social network connections. This study examined the nature of personal learning environments; the processes students go through during construction, and patterns that emerged. The project was documented from both an instructional and student-design perspective. Findings revealed that students applied the processes of: practicing digital responsibility; practicing digital literacy; organizing content; collaborating and socializing; and synthesizing and creating. These processes informed a model of the networked student that will serve as a framework for future instructional designs. A networked learning approach that incorporates these processes into future designs has implications for student learning, teacher roles, professional development, administrative policies, and delivery. This work is significant in that it shifts the focus from technology innovations based on tools to student empowerment based on the processes required to support learning. It affirms the need for greater attention to digital literacy and responsibility in K12 schools as well as consideration for those skills students will need to achieve success in the 21st century. The design-based research case study provides a set of design principles for teachers to follow when facilitating student construction of personal learning environments.

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).

Interactive eLearning - a safe place to practice.

PubMed

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

2009-01-01

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

Social Web Content Enhancement in a Distance Learning Environment: Intelligent Metadata Generation for Resources

ERIC Educational Resources Information Center

García-Floriano, Andrés; Ferreira-Santiago, Angel; Yáñez-Márquez, Cornelio; Camacho-Nieto, Oscar; Aldape-Pérez, Mario; Villuendas-Rey, Yenny

2017-01-01

Social networking potentially offers improved distance learning environments by enabling the exchange of resources between learners. The existence of properly classified content results in an enhanced distance learning experience in which appropriate materials can be retrieved efficiently; however, for this to happen, metadata needs to be present.…

Model of Distributed Learning Objects Repository for a Heterogenic Internet Environment

ERIC Educational Resources Information Center

Kaczmarek, Jerzy; Landowska, Agnieszka

2006-01-01

In this article, an extension of the existing structure of learning objects is described. The solution addresses the problem of the access and discovery of educational resources in the distributed Internet environment. An overview of e-learning standards, reference models, and problems with educational resources delivery is presented. The paper…

Environment: A Learning Resource.

ERIC Educational Resources Information Center

Tasmanian Education Dept., Hobart (Australia).

The aim of this document is to give teachers in Tasmania an understanding of the importance and usefulness of the environment as a learning resource both as an immediate stimulus for learning and for the long term process of forming sound community values. The document provides schools with a basis for the development of environmental resources…

Ubiquitous Learning Environments in Higher Education: A Scoping Literature Review

ERIC Educational Resources Information Center

Virtanen, Mari Aulikki; Haavisto, Elina; Liikanen, Eeva; Kääriäinen, Maria

2018-01-01

Ubiquitous learning and the use of ubiquitous learning environments heralds a new era in higher education. Ubiquitous learning environments enhance context-aware and seamless learning experiences available from any location at any time. They support smooth interaction between authentic and digital learning resources and provide personalized…

Problem solving strategies used by RN-to-BSN students in an online problem-based learning course.

PubMed

Oldenburg, Nancy L; Hung, Wei-Chen

2010-04-01

It is essential that nursing students develop the problem solving and critical thinking skills required in the current health care environment. Problem-based learning has been promoted as a way to help students acquire those skills; however, gaps exist in the knowledge base of the strategies used by learners. The purpose of this case study was to gain insight into the problem solving experience of a group of six RN-to-BSN students in an online problem-based learning course. Data, including discussion transcripts, reflective papers, and interview transcripts, were analyzed using a qualitative approach. Students expanded their use of resources and resolved the cases, identifying relevant facts and clinical applications. They had difficulty communicating their findings, establishing the credibility of sources, and offering challenging feedback. Increased support and direction are needed to facilitate the development of problem solving abilities of students in the problem-based learning environment.

Learning in a u-Museum: Developing a Context-Aware Ubiquitous Learning Environment

ERIC Educational Resources Information Center

Chen, Chia-Chen; Huang, Tien-Chi

2012-01-01

Context-awareness techniques can support learners in learning without time or location constraints by using mobile devices and associated learning activities in a real learning environment. Enrichment of context-aware technologies has enabled students to learn in an environment that integrates learning resources from both the real world and the…

Supporting Self-Improvement in Teaching, Literacy, Language and Numeracy. Tools for Staff Development. Module 3: Resources and the Learning Environment

ERIC Educational Resources Information Center

Basic Skills Agency, 2007

2007-01-01

In unit 1 we consider practical approaches to: (1) creating an effective learning environment; (2) selecting and using resources; (3) using ICT at different stages in the teaching and learning cycle; and (4) getting away from worksheets. Unit 2 looks at effective working with learning supporters and co-workers. [For related reports, see…

Communication Resource Use in a Networked Collaborative Design Environment.

ERIC Educational Resources Information Center

Gay, Geri; Lentini, Marc

The purpose of this exploratory study was to examine student use of a prototype networked collaborative design environment to support or augment learning about engineering design. The theoretical framework is based primarily on Vygotsky's social construction of knowledge and the belief that collaboration and communication are critical components…

Resources for Science Learning: Tools, Tasks, and Environment

ERIC Educational Resources Information Center

Hewson, Peter W.

2004-01-01

This article addresses the question of how science learning can be improved. It recognizes that, while learners themselves are responsible for their own learning, the quality of this learning is greatly influenced when appropriate resources are available to learners. These resources are provided through a partnership between teachers and learners.…

Context Aware Ubiquitous Learning Environments for Peer-to-Peer Collaborative Learning

ERIC Educational Resources Information Center

Yang, Stephen J. H.

2006-01-01

A ubiquitous learning environment provides an interoperable, pervasive, and seamless learning architecture to connect, integrate, and share three major dimensions of learning resources: learning collaborators, learning contents, and learning services. Ubiquitous learning is characterized by providing intuitive ways for identifying right learning…

Web-based learning in professional development: experiences of Finnish nurse managers.

PubMed

Korhonen, Teija; Lammintakanen, Johanna

2005-11-01

The aim of this article is to describe the nurse managers' expectations, attitudes and experiences on web-based learning before and after participation in a web-based course. Information technology has rapidly become more common in health care settings. However, little is known about nurse managers' experiences on web-based learning, although they have a crucial role in promoting the professional development of their staff. Diagnostic assignments (n = 18) written before and interviews (n = 8) taken after the web-based education. The data were analysed by inductive content analysis. Nurse managers found web-based education to be a suitable and modern method of learning. On the basis of their experience they found multiple ways to utilize web-based learning environments in health care. Information technology skills, equipment, support and time were considered essential in web-based learning. Additionally, they found that their own experience might lead to more widespread implementation of web-based learning in health care settings. Information technology skills of nurse managers and staff need to be developed in order to use information technology effectively. In order to learn in a web-based environment, everyone needs the opportunity and access to required resources. Additionally, nurse managers' own experiences are important to promote wider utilization of web-based learning.

Knowledge Maps for E-Literacy in ICT-Rich Learning Environments

ERIC Educational Resources Information Center

Taha, Ahmed

2005-01-01

The Web-based information and communication technology (w-ICT) has become a powerful means for delivery and dissemination of digitised information among the emerging virtual learning and business communities. The w-ICT has engendered a growing cybersphere paradigm to accommodate a huge mass of e-resources cast over the Web. Such abundance of…

Towards Individualized Online Learning: The Design and Development of an Adaptive Web Based Learning Environment

ERIC Educational Resources Information Center

Inan, Fethi A.; Flores, Raymond; Ari, Fatih; Arslan-Ari, Ismahan

2011-01-01

The purpose of this study was to document the design and development of an adaptive system which individualizes instruction such as content, interfaces, instructional strategies, and resources dependent on two factors, namely student motivation and prior knowledge levels. Combining adaptive hypermedia methods with strategies proposed by…

System for Training Aviation Regulations (STAR): Using Multiple Vantage Points To Learn Complex Information through Scenario-Based Instruction and Multimedia Techniques.

ERIC Educational Resources Information Center

Chandler, Terrell N.

1996-01-01

The System for Training of Aviation Regulations (STAR) provides comprehensive training in understanding and applying Federal aviation regulations. STAR gives multiple vantage points with multimedia presentations and storytelling within four categories of learning environments: overviews, scenarios, challenges, and resources. Discusses the…

A Creative Learning Ecosystem, Quality of Education and Innovative Capacity: A Perspective from Higher Education

ERIC Educational Resources Information Center

Crosling, Glenda; Nair, Mahendhiran; Vaithilingam, Santha

2015-01-01

Globally, governments recognize the importance of creativity and innovation for sustainable socioeconomic development, and many invest resources to develop learning environments that foster these capacities. This paper provides a systematic framework based on Nair's "Innovation Helix" model for studying the factors of a country's…

E-Business in Education. What You Need To Know: Building Competencies for Tomorrow's Opportunities.

ERIC Educational Resources Information Center

Norris, Donald M.; Olson, Mark A.

This guidebook is based on the belief that e-business applications will transform academia and academic support experiences, with learners participating in distributed learning environments that mix physical and virtual learning resources in many combinations, and it offers insights into the strategies and planning needed to develop a college…

Researching into Learning Resources in Colleges and Universities. The Practical Research Series.

ERIC Educational Resources Information Center

Higgins, Chris; Reading, Judy; Taylor, Paul

This book examines issues and methods for conducting research into the educational resource environment in colleges and universities. That environment is defined as whatever is used to facilitate the learning process, including learning space, support staff, and teaching staff. Chapter 1 is an introduction to the series and lays out the process of…

Developing a Friendly and Productive Language Learning Environment (FPLE) Using the Learner as a Resource

ERIC Educational Resources Information Center

Masaazi, Fred M.

2015-01-01

This article addresses the need to develop a friendly and productive Language learning environment (FPLE) using the learners as a resource in schools in Uganda. This is in light of the persistent challenging reality that the teaching and learning of languages in schools appears to be still largely traditional, teacher-centered and…

Immersive simulated reality scenarios for enhancing students' experience of people with learning disabilities across all fields of nurse education.

PubMed

Saunder, Lorna; Berridge, Emma-Jane

2015-11-01

Poor preparation of nurses, regarding learning disabilities can have devastating consequences. High-profile reports and the Nursing and Midwifery Council requirements led this University to introduce Shareville into the undergraduate and postgraduate nursing curriculum. Shareville is a virtual environment developed at Birmingham City University, in which student nurses learn from realistic, problem-based scenarios featuring people with learning disabilities. Following the implementation of the resource an evaluation of both staff and student experience was undertaken. Students reported that problem-based scenarios were sufficiently real and immersive. Scenarios presented previously unanticipated considerations, offering new insights, and giving students the opportunity to practise decision-making in challenging scenarios before encountering them in practice. The interface and the quality of the graphics were criticised, but, this did not interfere with learning. Nine lecturers were interviewed, they generally felt positively towards the resource and identified strengths in terms of blended learning and collaborative teaching. The evaluation contributes to understandings of learning via simulated reality, and identifies process issues that will inform the development of further resources and their roll-out locally, and may guide other education providers in developing and implementing resources of this nature. There was significant parity between lecturers' expectations of students' experience of Shareville. Copyright © 2015 Elsevier Ltd. All rights reserved.

Italy-Japan international project-based learning for developing human resources using design of welfare equipment as a subject.

PubMed

Hanafusa, A; Komeda, T; Ito, K; Zobel, P Beomonte

2015-08-01

Project-based learning (PBL) is effective for developing human resources of young students. The design of welfare equipment, such as wheelchairs and gait assistive devices, is taken as the subject in this study because these devices must be fit to their environment, users, and method of use; students must consider the circumstances of each country concerned. The program commenced in 2012 at L'Aquila, Italy, and the Shibaura Institute of Technology, Japan and has been continuing for three years. Students were divided into four groups and discussions were held on how to adapt the equipment to the user and environment. After discussion, they designed and simulated a model of the equipment using CAD. Finally, they presented their designs to each other. Through the program, students had fruitful discussions, exchanged ideas from different cultures, and learned from each other. Furthermore, friendships among the students were nurtured. It is believed that the objective of the program was satisfactorily accomplished.

Online professional development for digitally differentiated nurses: An action research perspective.

PubMed

Green, J K; Huntington, A D

2017-01-01

Professional development opportunities for nurses are increasingly being offered in the online environment and therefore it is imperative that learning designers, nurse educators and healthcare organisations consider how best to support staff to enable Registered Nurses to capitalise on the resources available. Research participants explored educational strategies to support digitally differentiated nurses' engagement with professional development activities in an online environment through a participatory action research project that collected data over a 16 month period through six focus groups before being analysed thematically. The reality of work-based, e-learning while managing clinical workloads can be problematic however specific measures, such as having a quiet space and computer away from the clinical floor, access to professional development resources from anywhere and at any time, can be effective. A 'one-size-fits-all' approach to resources offered will not meet the needs of diverse staffing groups whereas heutagogical learning offers tangible benefits to Registered Nurses seeking professional development opportunities in this context. Apparent proficiency with technological skills may not reflect a Registered Nurse's actual ability in this environment and face-to-face support offered regularly, rather than remedially, can be beneficial for some staff. Implementing specific strategies can result in successful transition to the online environment. Copyright © 2016 Elsevier Ltd. All rights reserved.

Distinguishing the Learning Approaches Adopted by Undergraduates in Their Use of Online Resources

ERIC Educational Resources Information Center

Knight, Jasper

2010-01-01

This article reports a study which sought to evaluate the different learning strategies adopted by students when accessing virtual learning environment (VLE)-hosted resources because, if student achievement corresponds to the learning strategy that is adopted whilst accessing VLE resources, directed tasks can be put in place that will encourage…

A holistic model for evaluating the impact of individual technology-enhanced learning resources.

PubMed

Pickering, James D; Joynes, Viktoria C T

2016-12-01

The use of technology within education has now crossed the Rubicon; student expectations, the increasing availability of both hardware and software and the push to fully blended learning environments mean that educational institutions cannot afford to turn their backs on technology-enhanced learning (TEL). The ability to meaningfully evaluate the impact of TEL resources nevertheless remains problematic. This paper aims to establish a robust means of evaluating individual resources and meaningfully measure their impact upon learning within the context of the program in which they are used. Based upon the experience of developing and evaluating a range of mobile and desktop based TEL resources, this paper outlines a new four-stage evaluation process, taking into account learner satisfaction, learner gain, and the impact of a resource on both the individual and the institution in which it has been adapted. A new multi-level model of TEL resource evaluation is proposed, which includes a preliminary evaluation of need, learner satisfaction and gain, learner impact and institutional impact. Each of these levels are discussed in detail, and in relation to existing TEL evaluation frameworks. This paper details a holistic, meaningful evaluation model for individual TEL resources within the specific context in which they are used. It is proposed that this model is adopted to ensure that TEL resources are evaluated in a more meaningful and robust manner than is currently undertaken.

Law of Large Numbers: The Theory, Applications and Technology-Based Education

ERIC Educational Resources Information Center

Dinov, Ivo D.; Christou, Nicolas; Gould, Robert

2009-01-01

Modern approaches for technology-based blended education utilize a variety of recently developed novel pedagogical, computational and network resources. Such attempts employ technology to deliver integrated, dynamically-linked, interactive-content and heterogeneous learning environments, which may improve student comprehension and information…

Personal Learning Environments: A Study among Higher Education Students' Designs

ERIC Educational Resources Information Center

Bartolomé, Antonio; Cebrian-de-la-Serna, Manuel

2017-01-01

Even if we can find several PLE models and proposals based on the use of Web 2.0 resources, the problem of what resources to choose and how to organize them has not yet reached a specific or clear solution. During a semester, 18 students of Social Education at the University of Barcelona learnt how to use Web 2.0 resources in Social Education, and…

Using Web-Based Tools for Teaching Embryology

EPA Science Inventory

Computers, imaging technologies, and the worldwide web have assumed an important role in augmenting traditional learning. Resources to disseminate multimedia information across platforms, and the emergence of communal knowledge environments, facilitate the visualization of diffi...

E-Learning as a new tool in bioinformatics teaching

PubMed Central

Saravanan, Vijayakumar; Shanmughavel, Piramanayagam

2007-01-01

In recent years, virtual learning is growing rapidly. Universities, colleges, and secondary schools are now delivering training and education over the internet. Beside this, resources available over the WWW are huge and understanding the various techniques employed in the field of Bioinformatics is increasingly complex for students during implementation. Here, we discuss its importance in developing and delivering an educational system in Bioinformatics based on e-learning environment. PMID:18292800

Offering a Framework for Value Co-Creation in Virtual Academic Learning Environments

ERIC Educational Resources Information Center

Ranjbarfard, Mina; Heidari Sureshjani, Mahboobeh

2018-01-01

Purpose: This research aims to convert the traditional teacher-student models, in which teachers determine the learning resources, into a flexible structure and an active learning environment so that students can participate in the educational processes and value co-creation in virtual academic learning environments (VALEs).…

Metacognitive Support Promotes an Effective Use of Instructional Resources in Intelligent Tutoring

ERIC Educational Resources Information Center

Schwonke, Rolf; Ertelt, Anna; Otieno, Christine; Renkl, Alexander; Aleven, Vincent; Salden, Ron J. C. M.

2013-01-01

We tested whether the provision of metacognitive knowledge on how to cope with the complexity of a learning environment improved learning. In an experimental setting, high-school students (N = 60) worked through a computer-based geometry lesson either with or without metacognitive support in the form of a cue card. This cue card encouraged…

Using Web 2.0 Technology to Enhance, Scaffold and Assess Problem-Based Learning

ERIC Educational Resources Information Center

Hack, Catherine

2013-01-01

Web 2.0 technologies, such as social networks, wikis, blogs, and virtual worlds provide a platform for collaborative working, facilitating sharing of resources and joint document production. They can act as a stimulus to promote active learning and provide an engaging and interactive environment for students, and as such align with the philosophy…

A Design and Development of Distance Learning Support Environment for Collaborative Problem Solving in Group Learners

ERIC Educational Resources Information Center

Nitta, Takuya; Takaoka, Ryo; Ahama, Shigeki; Shimokawa, Masayuki

2014-01-01

The competency and curriculum for human resource development in knowledge based society are proposed in each country. We think the keywords are "collaborative problem solving" and "effective use of ICT". In particular, the competency to perform the collaborative problem solving and learning with others on the network is…

DELIVERing Library Resources to the Virtual Learning Environment

ERIC Educational Resources Information Center

Secker, Jane

2005-01-01

Purpose: Examines a project to integrate digital libraries and virtual learning environments (VLE) focusing on requirements for online reading list systems. Design/methodology/approach: Conducted a user needs analysis using interviews and focus groups and evaluated three reading or resource list management systems. Findings: Provides a technical…

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

PubMed

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

2018-03-01

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

MEAT: An Authoring Tool for Generating Adaptable Learning Resources

ERIC Educational Resources Information Center

Kuo, Yen-Hung; Huang, Yueh-Min

2009-01-01

Mobile learning (m-learning) is a new trend in the e-learning field. The learning services in m-learning environments are supported by fundamental functions, especially the content and assessment services, which need an authoring tool to rapidly generate adaptable learning resources. To fulfill the imperious demand, this study proposes an…

Anatomy Education Environment Measurement Inventory: A Valid Tool to Measure the Anatomy Learning Environment

ERIC Educational Resources Information Center

Hadie, Siti Nurma Hanim; Hassan, Asma'; Ismail, Zul Izhar Mohd; Asari, Mohd Asnizam; Khan, Aaijaz Ahmed; Kasim, Fazlina; Yusof, Nurul Aiman Mohd; Manan@Sulong, Husnaida Abdul; Tg Muda, Tg Fatimah Murniwati; Arifin, Wan Nor; Yusoff, Muhamad Saiful Bahri

2017-01-01

Students' perceptions of the education environment influence their learning. Ever since the major medical curriculum reform, anatomy education has undergone several changes in terms of its curriculum, teaching modalities, learning resources, and assessment methods. By measuring students' perceptions concerning anatomy education environment,…

JointZone: Users' Views of an Adaptive Online Learning Resource for Rheumatology

ERIC Educational Resources Information Center

Maier, Pat; Armstrong, Ray; Hall, Wendy; Ng, Muan Hong

2005-01-01

This paper describes an online learning resource for rheumatology that was designed for a wide constituency of users including primarily undergraduate medical students and health professionals. Although the online resources afford an informal learning environment, the site was pedagogically designed to comply with the general recommendations of…

Education for the Information Age.

ERIC Educational Resources Information Center

Breivik, Patricia Senn

1992-01-01

To be effective in the current rapidly changing environment, individuals need more than a knowledge base. They also need information literacy which includes techniques for exploring new information, synthesizing it, and using it in practical ways. Undergraduate education should focus on such resource-based learning directed at problem solving.…

Emerging Approach of Natural Language Processing in Opinion Mining: A Review

NASA Astrophysics Data System (ADS)

Kim, Tai-Hoon

Natural language processing (NLP) is a subfield of artificial intelligence and computational linguistics. It studies the problems of automated generation and understanding of natural human languages. This paper outlines a framework to use computer and natural language techniques for various levels of learners to learn foreign languages in Computer-based Learning environment. We propose some ideas for using the computer as a practical tool for learning foreign language where the most of courseware is generated automatically. We then describe how to build Computer Based Learning tools, discuss its effectiveness, and conclude with some possibilities using on-line resources.

Shifting Currents: Science Technology Society and Environment in Northern Ontario Schools

ERIC Educational Resources Information Center

Steele, Astrid

2013-01-01

The focus is on the practices of secondary science teachers in rural, resource-extraction-based communities in the boreal region of northern Ontario, Canada. In 2008 the Ontario Ministry of Education mandated that science teaching and learning should bring to the forefront consideration of the impacts of science on society and environment, and…

A Suggested Model for a Working Cyberschool.

ERIC Educational Resources Information Center

Javid, Mahnaz A.

2000-01-01

Suggests a model for a working cyberschool based on a case study of Kamiak Cyberschool (Washington), a technology-driven public high school. Topics include flexible hours; one-to-one interaction with teachers; a supportive school environment; use of computers, interactive media, and online resources; and self-paced, project-based learning.…

The Effect of Students' Perceptions of Internet Information Quality on Their Use of Internet Information in Inquiry-Based Learning

ERIC Educational Resources Information Center

Pow, Jacky; Li, Sandy C.

2015-01-01

In Web 2.0 environments, the quality of published information can vary significantly and much of the information on the Internet is unproven. This unverified information hinders rather than facilitates student learning, especially among undergraduate students who depend heavily on Internet resources for their studies. Currently, we do not have…

Development of a digital storytelling resource to support children's nursing students in neonatal care.

PubMed

Petty, Julia; Treves, Richard

2017-03-06

A digital storytelling resource focusing on the experience of nursing in neonatal care was developed using the narratives of six undergraduate children's nursing students who had undergone a practice placement on a neonatal unit. An evaluation of the resource in relation to its contribution to learning for students in a new, specialised area of practice revealed that storytelling based on peers' experiences is a valuable and insightful approach to learning. This is particularly important in a specialty such as neonatal care where the unfamiliarity of the environment and patient group can cause anxiety and uncertainty among students. Overall, the resource was seen to be useful to children's nursing students who are preparing for a practice placement in an unfamiliar clinical area.

Multimodal Research: Addressing the Complexity of Multimodal Environments and the Challenges for CALL

ERIC Educational Resources Information Center

Tan, Sabine; O'Halloran, Kay L.; Wignell, Peter

2016-01-01

Multimodality, the study of the interaction of language with other semiotic resources such as images and sound resources, has significant implications for computer assisted language learning (CALL) with regards to understanding the impact of digital environments on language teaching and learning. In this paper, we explore recent manifestations of…

Electric utility pole yard training facility: Designing an effective learning environment

NASA Astrophysics Data System (ADS)

Topping, Robert P.

The primary responsibility of electric utilities is to supply consistent, dependable, and affordable energy to private customers, businesses, and industries. As with many businesses, electric utilities are experiencing the effects of an aging workforce and expending considerable resources to train their current and replacement workers. Community colleges can partner with electric utilities to provide effective learning environments for these workers, and gain access to new sources of revenue and community support for the colleges. The purpose of this study was to describe the functions, features, and major design issues of an effective learning environment for training electric utility industry workers, the electric utility line-worker pole yard. Case studies of three "state of the art" line-worker pole yard training environments provide the basis for the study's findings and implications. The study was guided by the following research questions: (1) What is the function of a line-worker pole yard in supporting effective training? (2) What are the features of present day ("state of the art") line-worker pole yard learning environments? and (3) What are the major issues that need to be addressed in designing a line-worker pole yard learning environment for the future? The study participants included industry representatives, training coordinators, instructors, and students from the three selected "state of the art" line-worker pole yard sites. The overall findings from the study resulted in composites of the desired features of learning outcomes, learning process, and learning environment for a line-worker pole yard training program and major issues that are affecting the future design of these training programs. Composite findings of a pole-yard training environment included unique features associated with: (a) outdoor, (b) indoor, (c) underground, (d) classroom, (e) gathering places, and (f) work-based learning components. Composite findings with regard to major issues that need to be considered in future designs of pole-yard training environments included: (a) available unrestricted land for expansion, (b) resource commitment level, (c) workforce demographics, (d) aging industrial infrastructure, (e) electronic information and communication capability, (f) quality and quantity of available instructors, and (g) environmental and economic impact.

Knowledge base for v-Embryo: Information Infrastructure for in silico modeling

EPA Science Inventory

Computers, imaging technologies, and the worldwide web have assumed an important role in augmenting traditional learning. Resources to disseminate multimedia information across platforms, and the emergence of communal knowledge environments, facilitate the visualization of diffi...

Big Rock Candy Mountain. Resources for Our Education. A Learning to Learn Catalog. Winter 1970.

ERIC Educational Resources Information Center

Portola Inst., Inc., Menlo Park, CA.

Imaginative learning resources of various types are reported in this catalog under the subject headings of process learning, education environments, classroom materials and methods, home learning, and self discovery. Books reviewed are on the subjects of superstition, Eastern religions, fairy tales, philosophy, creativity, poetry, child care,…

Evolution of social learning when high expected payoffs are associated with high risk of failure.

PubMed

Arbilly, Michal; Motro, Uzi; Feldman, Marcus W; Lotem, Arnon

2011-11-07

In an environment where the availability of resources sought by a forager varies greatly, individual foraging is likely to be associated with a high risk of failure. Foragers that learn where the best sources of food are located are likely to develop risk aversion, causing them to avoid the patches that are in fact the best; the result is sub-optimal behaviour. Yet, foragers living in a group may not only learn by themselves, but also by observing others. Using evolutionary agent-based computer simulations of a social foraging game, we show that in an environment where the most productive resources occur with the lowest probability, socially acquired information is strongly favoured over individual experience. While social learning is usually regarded as beneficial because it filters out maladaptive behaviours, the advantage of social learning in a risky environment stems from the fact that it allows risk aversion to be circumvented and the best food source to be revisited despite repeated failures. Our results demonstrate that the consequences of individual risk aversion may be better understood within a social context and suggest one possible explanation for the strong preference for social information over individual experience often observed in both humans and animals.

Evolution of social learning when high expected payoffs are associated with high risk of failure

PubMed Central

Arbilly, Michal; Motro, Uzi; Feldman, Marcus W.; Lotem, Arnon

2011-01-01

In an environment where the availability of resources sought by a forager varies greatly, individual foraging is likely to be associated with a high risk of failure. Foragers that learn where the best sources of food are located are likely to develop risk aversion, causing them to avoid the patches that are in fact the best; the result is sub-optimal behaviour. Yet, foragers living in a group may not only learn by themselves, but also by observing others. Using evolutionary agent-based computer simulations of a social foraging game, we show that in an environment where the most productive resources occur with the lowest probability, socially acquired information is strongly favoured over individual experience. While social learning is usually regarded as beneficial because it filters out maladaptive behaviours, the advantage of social learning in a risky environment stems from the fact that it allows risk aversion to be circumvented and the best food source to be revisited despite repeated failures. Our results demonstrate that the consequences of individual risk aversion may be better understood within a social context and suggest one possible explanation for the strong preference for social information over individual experience often observed in both humans and animals. PMID:21508013

Design Guide for Earth System Science Education: Common Student Learning Objectives and Special Pedagogical Approaches

NASA Astrophysics Data System (ADS)

Baker, D.

2006-12-01

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

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.…

Improving resident well-being and clinical learning environment through academic initiatives.

PubMed

Lee, Nathaniel; Appelbaum, Nital; Amendola, Michael; Dodson, Kelley; Kaplan, Brian

2017-07-01

Organizational effects on job satisfaction, burnout, work-life balance, and perceived support have not been studied in the context of the clinical learning environment. We evaluated the relationship between academic resources and resident well-being, the clinical learning environment, and in-service examination performance of surgical residents. Residents of general surgery and surgical specialty programs were recruited from March 2016 through June 2016 across the Southeast, Mid-Atlantic, and Northeast regions. Program directors were asked to allow distribution of a paper survey or to forward an electronic survey link onto residents. Five dichotomous questions were asked regarding access to academic resources. Validated measures were obtained assessing resident well-being and perceived clinical learning environment. Data were analyzed through t-tests and chi-squared test of independence. We received 276 respondents across 50 programs. Residents perceiving adequate support to succeed had less burnout (P = 0.008), better resilience (P = 0.009), better job satisfaction (P < 0.001), less work/life strain (P = 0.001), better workplace climate (P < 0.001), better organizational support (P < 0.001), and were more likely to have high performance on the in-service examination (P = 0.001). Specific resources including educational stipends, review questions, in-service board prep, and support for poor performers correlated with improved well-being and perceived clinical learning environment. Provision of academic resources has implications beyond in-service examination performance, correlating with improved resident well-being and perceptions of the clinical learning environment. Copyright © 2017 Elsevier Inc. All rights reserved.

Instructional Strategies and Resource Utility in Language Teaching among Basic Educators in 21st Century Nigeria

ERIC Educational Resources Information Center

Ofodu, Graceful Onovughe

2012-01-01

Learning in the twenty-first century demands learning skills, strategies and utilizing resources which learners can deploy when they leave the school environment. The paper investigates the instructional strategies and resources employed by teachers in teaching and learning English Studies at the basic level of Nigeria's educational system. It…

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…

Bridging Individual Experiences to Organizational Knowledge: The Remodeling of a National Learning Resources Center.

ERIC Educational Resources Information Center

Jih, Huecyhing Janice; Lin, Yenjen; Wu, Szuchien Sofia

The K-12 Gas Station is a national World Wide Web site in Taiwan that serves as the educational portal that provides teachers, parents, pupils, and public communities with rich content for all subject matters in grades K-12. The K-12 Gas Station plays a critical role in the efforts to build up a technology-based learning environment to help…

E-Learning Agents

ERIC Educational Resources Information Center

Gregg, Dawn G.

2007-01-01

Purpose: The purpose of this paper is to illustrate the advantages of using intelligent agents to facilitate the location and customization of appropriate e-learning resources and to foster collaboration in e-learning environments. Design/methodology/approach: This paper proposes an e-learning environment that can be used to provide customized…

Treasure hunt of mineral resources: a serious game in a virtual world

NASA Astrophysics Data System (ADS)

Boniello, Annalisa

2015-04-01

This posterdescribes a geoscience activities on mineral resources for students of 14-18 years old. The activities are created as a treasure hunt of mineral resources, students must pass test and solve questions, search mineral in different environments: near a volcanos, in the river, in a lake, in a cave, under the sea and on a mountain. The activity is created using a virtual environment a virtual world built with a software, Opensim, a opensource software. In this virtual world every student as avatar, a virtual rapresentation of himself, search information, objects, mineral as in a serious game, a digital serious game. In the serious game buit as a treasure hunt, students interact with environment in a learning by doing, and they interact with other students in a cooperative learning and a collaborative environment. In the hunt there is a challenge that student must overcome: understanding what is a mineral resource collecting data on mineral analyzing environments where they are created so the students can improve motivation and learn, and improve scientific skills.

Efficient Resources Provisioning Based on Load Forecasting in Cloud

PubMed Central

Hu, Rongdong; Jiang, Jingfei; Liu, Guangming; Wang, Lixin

2014-01-01

Cloud providers should ensure QoS while maximizing resources utilization. One optimal strategy is to timely allocate resources in a fine-grained mode according to application's actual resources demand. The necessary precondition of this strategy is obtaining future load information in advance. We propose a multi-step-ahead load forecasting method, KSwSVR, based on statistical learning theory which is suitable for the complex and dynamic characteristics of the cloud computing environment. It integrates an improved support vector regression algorithm and Kalman smoother. Public trace data taken from multitypes of resources were used to verify its prediction accuracy, stability, and adaptability, comparing with AR, BPNN, and standard SVR. Subsequently, based on the predicted results, a simple and efficient strategy is proposed for resource provisioning. CPU allocation experiment indicated it can effectively reduce resources consumption while meeting service level agreements requirements. PMID:24701160

Computer Ethics: A Slow Fade from Black and White to Shades of Gray

ERIC Educational Resources Information Center

Kraft, Theresa A.; Carlisle, Judith

2011-01-01

The expanded use of teaching case based analysis based on current events and news stories relating to computer ethics improves student engagement, encourages creativity and fosters an active learning environment. Professional ethics standards, accreditation standards for computer curriculum, ethics theories, resources for ethics on the internet,…

Learning Objects and Virtual Learning Environments Technical Evaluation Criteria

ERIC Educational Resources Information Center

Kurilovas, Eugenijus; Dagiene, Valentina

2009-01-01

The main scientific problems investigated in this article deal with technical evaluation of quality attributes of the main components of e-Learning systems (referred here as DLEs--Digital Libraries of Educational Resources and Services), i.e., Learning Objects (LOs) and Virtual Learning Environments (VLEs). The main research object of the work is…

Health and education: a partnership required for school success.

PubMed

Pereira, Samantha; Santos, Juliana Nunes; Nunes, Maria Aparecida; Oliveira, Moisés Gonçalves; Santos, Tâmara Simone; Martins-Reis, Vanessa de Oliveira

2015-01-01

To investigate the association between home environment resources and the school performance of children from a public school in Belo Horizonte, Brazil, enrolled in the fourth year of the second cycle of Elementary School. This is a cross-sectional descriptive study in which 48 children aged between 8 and 12 years old participated. It included 28 boys, 20 girls, and their respective guardians. The children were evaluated in hearing and school performance regarding reading, writing, and arithmetic. In the home environment, the resources that promote proximal processes, activities that indicate stability in family life, parent's practices that promote a family-school connection, the resources that may contribute to the development of academic learning, the child's health, the presence of altered communication, family literacy, and socioeconomic data were assessed. There is a relationship between the home environment resources and the academic performance in reading and writing (for all categories of the Home Environment Resources Scale, HERS). The statistical relationship between performances in arithmetics was found in two of HERS' categories: home environment resources and family-school connection. The home environment influenced the learning development of the assessed children.

Growing a National Learning Environments and Resources Network for Science, Mathematics, Engineering, and Technology Education: Current Issues and Opportunities for the NSDL Program; Open Linking in the Scholarly Information Environment Using the OpenURL Framework; The HeadLine Personal Information Environment: Evaluation Phase One.

ERIC Educational Resources Information Center

Zia, Lee L.; Van de Sompel, Herbert; Beit-Arie, Oren; Gambles, Anne

2001-01-01

Includes three articles that discuss the National Science Foundation's National Science, Mathematics, Engineering, and Technology Education Digital Library (NSDL) program; the OpenURL framework for open reference linking in the Web-based scholarly information environment; and HeadLine (Hybrid Electronic Access and Delivery in the Library Networked…

Multi-Objective Reinforcement Learning-based Deep Neural Networks for Cognitive Space Communications

NASA Technical Reports Server (NTRS)

Ferreria, Paulo; Paffenroth, Randy; Wyglinski, Alexander M.; Hackett, Timothy; Bilen, Sven; Reinhart, Richard; Mortensen, Dale

2017-01-01

Future communication subsystems of space exploration missions can potentially benefit from software-defined radios (SDRs) controlled by machine learning algorithms. In this paper, we propose a novel hybrid radio resource allocation management control algorithm that integrates multi-objective reinforcement learning and deep artificial neural networks. The objective is to efficiently manage communications system resources by monitoring performance functions with common dependent variables that result in conflicting goals. The uncertainty in the performance of thousands of different possible combinations of radio parameters makes the trade-off between exploration and exploitation in reinforcement learning (RL) much more challenging for future critical space-based missions. Thus, the system should spend as little time as possible on exploring actions, and whenever it explores an action, it should perform at acceptable levels most of the time. The proposed approach enables on-line learning by interactions with the environment and restricts poor resource allocation performance through virtual environment exploration. Improvements in the multiobjective performance can be achieved via transmitter parameter adaptation on a packet-basis, with poorly predicted performance promptly resulting in rejected decisions. Simulations presented in this work considered the DVB-S2 standard adaptive transmitter parameters and additional ones expected to be present in future adaptive radio systems. Performance results are provided by analysis of the proposed hybrid algorithm when operating across a satellite communication channel from Earth to GEO orbit during clear sky conditions. The proposed approach constitutes part of the core cognitive engine proof-of-concept to be delivered to the NASA Glenn Research Center SCaN Testbed located onboard the International Space Station.

Multi-Objective Reinforcement Learning-Based Deep Neural Networks for Cognitive Space Communications

NASA Technical Reports Server (NTRS)

Ferreria, Paulo Victor R.; Paffenroth, Randy; Wyglinski, Alexander M.; Hackett, Timothy M.; Bilen, Sven G.; Reinhart, Richard C.; Mortensen, Dale J.

2017-01-01

Future communication subsystems of space exploration missions can potentially benefit from software-defined radios (SDRs) controlled by machine learning algorithms. In this paper, we propose a novel hybrid radio resource allocation management control algorithm that integrates multi-objective reinforcement learning and deep artificial neural networks. The objective is to efficiently manage communications system resources by monitoring performance functions with common dependent variables that result in conflicting goals. The uncertainty in the performance of thousands of different possible combinations of radio parameters makes the trade-off between exploration and exploitation in reinforcement learning (RL) much more challenging for future critical space-based missions. Thus, the system should spend as little time as possible on exploring actions, and whenever it explores an action, it should perform at acceptable levels most of the time. The proposed approach enables on-line learning by interactions with the environment and restricts poor resource allocation performance through virtual environment exploration. Improvements in the multiobjective performance can be achieved via transmitter parameter adaptation on a packet-basis, with poorly predicted performance promptly resulting in rejected decisions. Simulations presented in this work considered the DVB-S2 standard adaptive transmitter parameters and additional ones expected to be present in future adaptive radio systems. Performance results are provided by analysis of the proposed hybrid algorithm when operating across a satellite communication channel from Earth to GEO orbit during clear sky conditions. The proposed approach constitutes part of the core cognitive engine proof-of-concept to be delivered to the NASA Glenn Research Center SCaN Testbed located onboard the International Space Station.

Multi-Resource Learning.

ERIC Educational Resources Information Center

Cuda, Rebecca A.

2001-01-01

Describes a multi-resource learning environment in which students can engage in their own learning with the teacher taking more of a facilitative role. This type of learning can occur as part of a unit of study and must be supplemented with more traditional types of instruction to ensure that the necessary content is given by the teacher. (SAH)

Central Limit Theorem: New SOCR Applet and Demonstration Activity

ERIC Educational Resources Information Center

Dinov, Ivo D.; Christou, Nicholas; Sanchez, Juana

2008-01-01

Modern approaches for information technology based blended education utilize a variety of novel instructional, computational and network resources. Such attempts employ technology to deliver integrated, dynamically linked, interactive content and multi-faceted learning environments, which may facilitate student comprehension and information…

Preparing Teachers for Emerging Blended Learning Environments

ERIC Educational Resources Information Center

Oliver, Kevin M.; Stallings, Dallas T.

2014-01-01

Blended learning environments that merge learning strategies, resources, and modes have been implemented in higher education settings for nearly two decades, and research has identified many positive effects. More recently, K-12 traditional and charter schools have begun to experiment with blended learning, but to date, research on the effects of…

Learning to Attend and Observe: Parent-Child Meaning Making in the Natural World

NASA Astrophysics Data System (ADS)

Marin, Ananda Maria

Observation is a traditional form of learning and a scientific practice, and as such it plays a significant role in teaching and learning both inside and outside of schools. Recently, educational researchers and philosophers have called attention to the role of observation in scientific knowledge building (Brayboy & Castagno, 2008; Cajete, 2000; Datson & Lunbeck, 2011; Eberbach, 2009; Eberbach & Crowley, 2009; Kawagley, 2006; Norris, 1985; Smith & Reiser, 2005). These scholars have foregrounded the complexity of observation, particularly as it applies to inquiry practices in those domains which are heavily reliant on observation (Eberbach & Crowley, 2009; Maltese, Balliet, & Riggs, 2013; Smith & Reiser, 2005). My dissertation research examines how families with young children engage in the coordinated activity of observation during forest walks. I focus on the ways in which attentional practices support observational inquiry among parents and children between the ages of 5 to 7. Specifically, I examine how families coordinate attention and highlight features of the environment in order to make them observable. I use a mixed methods approach to investigate the range of interactional resources parents and children use as they engage in observation and learning about the natural world. Building on Indigenous scholarship (Cajete, 2000; Deloria & Wildcat, 2010; Kawagley, 2006), sociocultural theories and ecological approaches to development (Cole, 1996; Goodwin, 1994; Ingold, 2000; Rogoff, 2003) and conversation analysis (Heritage, 2008; Pomerantz & Fehr, 1997), I develop a taxonomy of forms of coordination and discuss how spatial arrangements and language work together to link attention, observations and explanations. This work further contributes to our understanding of the situated and cultural nature of learning and serves as a resource for the design of place-based learning environments that are based on the intellectual strengths and resources of diverse families.

Integration of Problem-Based Learning and Web-Based Multimedia to Enhance Soil Management Course

NASA Astrophysics Data System (ADS)

Strivelli, R.; Krzic, M.; Crowley, C.; Dyanatkar, S.; Bomke, A.; Simard, S.; Grand, S.

2012-04-01

In an attempt to address declining enrolment in soil science programs and the changing learning needs of 21st century students, several universities in North America and around the world have re-organized their soil science curriculum and adopted innovative educational approaches and web-based teaching resources. At the University of British Columbia, Canada, an interdisciplinary team set out to integrate teaching approaches to address this trend. The objective of this project was to develop an interactive web-based teaching resource, which combined a face-to-face problem-based learning (PBL) case study with multimedia to illustrate the impacts of three land-uses on soil transformation and quality. The Land Use Impacts (LUI) tool (http://soilweb.landfood.ubc.ca/luitool/) was a collaborative and concentrated effort to maximize the advantages of two educational approaches: (1) the web's interactivity, flexibility, adaptability and accessibility, and (2) PBL's ability to foster an authentic learning environment, encourage group work and promote the application of core concepts. The design of the LUI case study was guided by Herrington's development principles for web-based authentic learning. The LUI tool presented students with rich multimedia (streaming videos, text, data, photographs, maps, and weblinks) and real world tasks (site assessment and soil analysis) to encourage students to utilize knowledge of soil science in collaborative problem-solving. Preliminary student feedback indicated that the LUI tool effectively conveyed case study objectives and was appealing to students. The resource is intended primarily for students enrolled in an upper level undergraduate/graduate university course titled Sustainable Soil Management but it is flexible enough to be adapted to other natural resource courses. Project planning and an interactive overview of the tool will be given during the presentation.

Moving Past Curricula and Strategies: Language and the Development of Adaptive Pedagogy for Immersive Learning Environments

NASA Astrophysics Data System (ADS)

Hand, Brian; Cavagnetto, Andy; Chen, Ying-Chih; Park, Soonhye

2016-04-01

Given current concerns internationally about student performance in science and the need to shift how science is being learnt in schools, as a community, we need to shift how we approach the issue of learning and teaching in science. In the future, we are going to have to close the gap between how students construct and engage with knowledge in a media-rich environment, and how school classroom environments engage them. This is going to require a shift to immersive environments where attention is paid to the knowledge bases and resources students bring into the classroom. Teachers will have to adopt adaptive pedagogical approaches that are framed around a more nuanced understanding of epistemological orientation, language and the nature of prosocial environments.

Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education.

PubMed

Boulos, Maged N Kamel; Maramba, Inocencio; Wheeler, Steve

2006-08-15

We have witnessed a rapid increase in the use of Web-based 'collaborationware' in recent years. These Web 2.0 applications, particularly wikis, blogs and podcasts, have been increasingly adopted by many online health-related professional and educational services. Because of their ease of use and rapidity of deployment, they offer the opportunity for powerful information sharing and ease of collaboration. Wikis are Web sites that can be edited by anyone who has access to them. The word 'blog' is a contraction of 'Web Log' - an online Web journal that can offer a resource rich multimedia environment. Podcasts are repositories of audio and video materials that can be "pushed" to subscribers, even without user intervention. These audio and video files can be downloaded to portable media players that can be taken anywhere, providing the potential for "anytime, anywhere" learning experiences (mobile learning). Wikis, blogs and podcasts are all relatively easy to use, which partly accounts for their proliferation. The fact that there are many free and Open Source versions of these tools may also be responsible for their explosive growth. Thus it would be relatively easy to implement any or all within a Health Professions' Educational Environment. Paradoxically, some of their disadvantages also relate to their openness and ease of use. With virtually anybody able to alter, edit or otherwise contribute to the collaborative Web pages, it can be problematic to gauge the reliability and accuracy of such resources. While arguably, the very process of collaboration leads to a Darwinian type 'survival of the fittest' content within a Web page, the veracity of these resources can be assured through careful monitoring, moderation, and operation of the collaborationware in a closed and secure digital environment. Empirical research is still needed to build our pedagogic evidence base about the different aspects of these tools in the context of medical/health education. If effectively deployed, wikis, blogs and podcasts could offer a way to enhance students', clinicians' and patients' learning experiences, and deepen levels of learners' engagement and collaboration within digital learning environments. Therefore, research should be conducted to determine the best ways to integrate these tools into existing e-Learning programmes for students, health professionals and patients, taking into account the different, but also overlapping, needs of these three audience classes and the opportunities of virtual collaboration between them. Of particular importance is research into novel integrative applications, to serve as the "glue" to bind the different forms of Web-based collaborationware synergistically in order to provide a coherent wholesome learning experience.

Exploring the Effectiveness of Self-Regulated Learning in Massive Open Online Courses on Non-Native English Speakers

ERIC Educational Resources Information Center

Chung, Liang-Yi

2015-01-01

Massive Open Online Courses (MOOCs) are expanding the scope of online distance learning in the creation of a cross-country global learning environment. For learners worldwide, MOOCs offer a wealth of online learning resources. However, such a diversified environment makes the learning process complicated and challenging. To achieve their…

Design of cognitive engine for cognitive radio based on the rough sets and radial basis function neural network

NASA Astrophysics Data System (ADS)

Yang, Yanchao; Jiang, Hong; Liu, Congbin; Lan, Zhongli

2013-03-01

Cognitive radio (CR) is an intelligent wireless communication system which can dynamically adjust the parameters to improve system performance depending on the environmental change and quality of service. The core technology for CR is the design of cognitive engine, which introduces reasoning and learning methods in the field of artificial intelligence, to achieve the perception, adaptation and learning capability. Considering the dynamical wireless environment and demands, this paper proposes a design of cognitive engine based on the rough sets (RS) and radial basis function neural network (RBF_NN). The method uses experienced knowledge and environment information processed by RS module to train the RBF_NN, and then the learning model is used to reconfigure communication parameters to allocate resources rationally and improve system performance. After training learning model, the performance is evaluated according to two benchmark functions. The simulation results demonstrate the effectiveness of the model and the proposed cognitive engine can effectively achieve the goal of learning and reconfiguration in cognitive radio.

Environmental engineering education enhancement

NASA Astrophysics Data System (ADS)

Caporali, E.

2012-04-01

Since higher education plays a central role in the development of both human beings and modern societies, enhancing social, cultural and economic development, active citizenship, ethical values and expertises for a sustainable growth, environment respectful, the European Commission promotes a wide range of programmes. Among the EC programmes, the TEMPUS - Trans European Mobility Programme for University Studies, with the support of the DG EAC of the European Commission, has contributed to many aspects of general interest for higher education. Curricula harmonization, LifeLong Learning Programme development, ICT use, quality assessment, accreditation, innovation learning methods, growth of networks of institutions trusting each other, are the focused aspects. Such a solid cooperation framework is surely among the main outcomes of the TEMPUS Projects leaded by the University of Firenze UNIFI (Italy), DEREC - Development of Environment and Resources Engineering Curriculum (2005-2008), and its spin-off DEREL - Development of Environment and Resources Engineering Learning (2010-2013), and VICES - Videoconferencing Educational Services (2009-2012). DEREC and DEREL TEMPUS projects, through the co-operation of Universities in Italy, Austria, Germany, Greece, Macedonia, Albania and Serbia, are aimed at the development of first and second level curricula in "Environment and Resources Engineering" at the Ss. Cyril and Methodius University - UKIM Skopje (MK). In the DEREC Project the conditions for offering a joint degree title in the field of Environmental Engineering between UNIFI and UKIM Skopje were fulfilled and a shared educational programme leading to the mutual recognition of degree titles was defined. The DEREL project, as logical continuation of DEREC, is aimed to introduce a new, up-to-date, postgraduate second level curriculum in Environment and Resources Engineering at UKIM Skopje, University of Novi Sad (RS) and Polytechnic University of Tirana (AL). following the criteria and conditions for setting up a Joint Postgraduate Degree. A second objective foreseen the implementation of a sustainable regional network aimed at: offering lifelong learning seminars for environment and resources engineering education and training of interested stakeholders; organizing workshops focused on strengthening the links in the knowledge triangle: environment education-innovation-research, with participation of postgraduate students, public services, enterprises and NGO's. The strength of the knowledge triangle implies new educational requirements, stimulated by innovative telecommunication technologies together with novel educational materials and methodologies, and lead the development of distance learning environment. In order to provide the basis of distance learning environments based on video conferencing systems and the methodology of blended learning courses, the TEMPUS Project VICES - Videoconferencing Educational Services (2009-2012) was carried out by UNIFI with the cooperation of consortium members which includes Universities in Italy, Belgium, Hungary, Macedonia, Albania and Serbia. Within ViCES, a case study implemented in the framework of DEREC project, confirmed the positive impacts of videoconference systems within the educational context, i.e. intensification of cooperation among different education and research institutions; sharing for students and teachers of educational expertise and methods with foreign colleagues; sharing experiences and case studies as well as objectives and results in the framework of both education and research activities.

Quality of Teaching and Learning in Resource Quandary: The Case of a University in Zimbabwe

ERIC Educational Resources Information Center

Chidindi, Joseph

2012-01-01

Zimbabwe faced severe economic challenges that impacted on resource accumulation leading to a decline of quality of teaching and learning in a selected university in Zimbabwe yet the Resource Dependence Theory advocates that organizations are dependent on the environment for resources for survival and achievement of their set objectives. The study…

Web-Enhanced Instruction and Learning: Findings of a Short- and Long-Term Impact Study and Teacher Use of NASA Web Resources

NASA Technical Reports Server (NTRS)

McCarthy, Marianne C.; Grabowski, Barbara L.; Koszalka, Tiffany

2003-01-01

Over a three-year period, researchers and educators from the Pennsylvania State University (PSU), University Park, Pennsylvania, and the NASA Dryden Flight Research Center (DFRC), Edwards, California, worked together to analyze, develop, implement and evaluate materials and tools that enable teachers to use NASA Web resources effectively for teaching science, mathematics, technology and geography. Two conference publications and one technical paper have already been published as part of this educational research series on Web-based instruction and learning. This technical paper, Web-Enhanced Instruction and Learning: Findings of a Short- and Long-Term Impact Study, is the culminating report in this educational research series and is based on the final report submitted to NASA. This report describes the broad spectrum of data gathered from teachers about their experiences using NASA Web resources in the classroom. It also describes participating teachers responses and feedback about the use of the NASA Web-Enhanced Learning Environment Strategies reflection tool on their teaching practices. The reflection tool was designed to help teachers merge the vast array of NASA resources with the best teaching methods, taking into consideration grade levels, subject areas and teaching preferences. The teachers described their attitudes toward technology and innovation in the classroom and their experiences and perceptions as they attempted to integrate Web resources into science, mathematics, technology and geography instruction.

Boosting physics education through mobile augmented reality

NASA Astrophysics Data System (ADS)

Crǎciun, Dana; Bunoiu, Mǎdǎlin

2017-12-01

The integration of collaborative applications, based on modern learning technologies and the Internet, of various visualization techniques and digital strategies in open, flexible modern learning environments which facilitate access to resources, represents a challenge for physics teachers in Romania in general, and for novice teachers in particular. Although large efforts have been made worldwide to invest in educational technologies, their impact on the students' learning outcomes is quite modest. In this paper, we describe and analyze various curricular and extracurricular activities specifically designed for and undertaken by pre-service physics teachers. These activities employ new educational technologies, mobile augmented reality (MAR) and are based on modern teaching and learning theories. MAR is an extension for mobile devices of augmented reality, an interactive and in real time combination, of real and virtual objects overlaid in the real environment. The obtained results show that pre-service physics teachers are confident in using MAR in their teaching and learning activities, and consider that the activities performed helped them develop the skills necessary for science teachers in a technology-based society and to reflect upon the role of technology in the current Romanian educational context.

E-Learning as a Knowledge Management Approach for Intellectual Capital Utilization

ERIC Educational Resources Information Center

Shehabat, Issa; Mahdi, Saad A.; Khoualdi, Kamel

2008-01-01

This paper addresses human resources utilization at the university environment. We address the design issues of e-learning courses that can capture the teacher knowledge. The underlying objective is that e-learning is a key knowledge and major resources for many universities. Therefore, the design of e-learning should be an important part of the…

Self-Guided Field Trips for Students of Environments

ERIC Educational Resources Information Center

Moore, G.; Kerr, Roger; Hadgraft, Roger

2011-01-01

In many learning institutions around the world, there is a trend towards larger classes, more flexible learning pathways and reduced teaching resources. Experiential learning is often used in the form of site visits or field trips for students studying engineering, natural resource management, geography and similar disciplines. Providing…

Real, Relevant, Meaningful Learning: Community-Based Education in Native Communities.

ERIC Educational Resources Information Center

Enos, Anya Dozier

The Community-Based Education Model (CBEM) at Santa Fe Indian School (SFIS) in New Mexico was studied to determine the elements that contribute to its success and that may be replicated in other community education projects. The CBEM engages students and tribal communities in issues related to their environment, natural resources, and health in an…

Use of Online Learning Resources in the Development of Learning Environments at the Intersection of Formal and Informal Learning: The Student as Autonomous Designer

ERIC Educational Resources Information Center

Lebenicnik, Maja; Pitt, Ian; Istenic Starcic, Andreja

2015-01-01

Learning resources that are used in the education of university students are often available online. The nature of new technologies causes an interweaving of formal and informal learning, with the result that a more active role is expected from students with regard to the use of ICT for their learning. The variety of online learning resources…

Online learning in paediatrics: a student-led web-based learning modality.

PubMed

Gill, Peter; Kitney, Lauren; Kozan, Daniel; Lewis, Melanie

2010-03-01

undergraduate medical education is shifting away from traditional didactic methods towards a more self-directed learning environment. E-learning has emerged as a vital learning modality that allows students to apply key principles to practical scenarios in a truly personalised approach.  at the University of Alberta, paediatrics is taught longitudinally, with lectures distributed throughout the preclinical curriculum and concentrated in the 8-week paediatric clinical clerkship. As a result, students entering clerkship lack core foundational knowledge and clinical skills. PedsCases (http://www.pedscases.com) is a student-driven interactive website designed to achieve the learning outcomes identified by the competency-based paediatric curriculum. This open-access e-learning tool is a comprehensive peer-reviewed learning resource that incorporates various learning modalities. Material is student generated and peer reviewed by staff paediatricians to ensure validity, accuracy and usefulness. After 17 months, PedsCases contains 216 questions, 19 cases, 11 flashcard-type quizzes, 11 podcasts and two clinical videos, and has had 2148 unique visitors from 73 different countries. PedsCases is one of the top five references returned by Internet search engines for the phrase 'paediatrics for medical students'. PedsCases is a collaborative resource created for and by medical students that provides an opportunity for active self-directed learning while disseminating knowledge in an evidence-based, interactive and clinically relevant fashion. PedsCases encourages students to take an active role in their education and drive medical education initiatives in response to the evolving curriculum. As the focus of medical education shifts towards independent learning, student-led educational tools such as PedsCases have emerged as essential resources for students. © Blackwell Publishing Ltd 2010.

Effect of Blended Learning Strategy on Achievement in Biology and Social and Environmental Attitude of Students at Secondary Level

ERIC Educational Resources Information Center

Nair, Tara S.; Bindu, R. L.

2016-01-01

Blended Learning is mostly understood as the use of resources which combine e-learning with other educational resources. In this study, a blended learning strategy was designed with a variety of factors addressed to create a meaningful learning environment facilitated by a variety of modes, methods and moments through a combination of Objectives…

Combining advanced networked technology and pedagogical methods to improve collaborative distance learning.

PubMed

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

2005-01-01

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

Re-engineering the process of medical imaging physics and technology education and training.

PubMed

Sprawls, Perry

2005-09-01

The extensive availability of digital technology provides an opportunity for enhancing both the effectiveness and efficiency of virtually all functions in the process of medical imaging physics and technology education and training. This includes degree granting academic programs within institutions and a wide spectrum of continuing education lifelong learning activities. Full achievement of the advantages of technology-enhanced education (e-learning, etc.) requires an analysis of specific educational activities with respect to desired outcomes and learning objectives. This is followed by the development of strategies and resources that are based on established educational principles. The impact of contemporary technology comes from its ability to place learners into enriched learning environments. The full advantage of a re-engineered and implemented educational process involves changing attitudes and functions of learning facilitators (teachers) and resource allocation and sharing both within and among institutions.

Gaming in Nursing Education: A Literature Review.

PubMed

Pront, Leeanne; Müller, Amanda; Koschade, Adam; Hutton, Alison

The aim of this research was to investigate videogame-based learning in nursing education and establish how videogames are currently employed and how they link to the development of decision-making, motivation, and other benefits. Although digital game-based learning potentially offers a safe and convenient environment that can support nursing students developing essential skills, nurse educators are typically slow to adopt such resources. A comprehensive search of electronic databases was conducted, followed by a thematic analysis of the literature. Evaluations of identified games found generally positive results regarding usability and effectiveness of videogames in nursing education. Analysis of advantages of videogames in nursing education identified potential benefits for decision-making, motivation, repeated exposure, logistical, and financial value. Despite the paucity of games available and the methodological limitations identified, findings provide evidence to support the potential effectiveness of videogames as a learning resource in nursing education.

The Case of the Unhappy Sports Fan: Embracing Student-Centered Learning and Promoting Upper-Level Cognitive Skills through an Online Dispute Resolution Simulation

ERIC Educational Resources Information Center

Ponte, Lucille M.

2006-01-01

Pedagogical experts contend that students learn best when they are actively involved in and responsible for their own learning. In a student-centered learning environment, the instructor ideally serves primarily as a learning resource or facilitator. With the guidance of the instructor, students in active learning environments strive for…

Making connections: Where STEM learning and Earth science data services meet

NASA Astrophysics Data System (ADS)

Bugbee, K.; Ramachandran, R.; Maskey, M.; Gatlin, P. N.; Weigel, A. M.

2016-12-01

STEM learning is most effective when students are encouraged to see the connections between science, technology and real world problems. Helping to make these connections has become an increasingly important aspect of Earth science data research. The Global Hydrology Resource Center (GHRC), one of NASA's 12 EOSDIS data centers, has developed a new type of documentation called the micro article to facilitate making connections between data and Earth science research problems. Micro articles are short academic texts that enable a reader to quickly understand a scientific phenomena, a case study, or an instrument used to collect data. While originally designed to increase data discovery and usability, micro articles also serve as a reliable starting point for project-based learning, an educational approach in STEM education, for high school and higher education environments. This presentation will highlight micro articles at the Global Hydrology Resource Center data center and will demonstrate the potential applications of micro articles in project-based learning.

Exploring the changing learning environment of the gross anatomy lab.

PubMed

Hopkins, Robin; Regehr, Glenn; Wilson, Timothy D

2011-07-01

The objective of this study was to assess the impact of virtual models and prosected specimens in the context of the gross anatomy lab. In 2009, student volunteers from an undergraduate anatomy class were randomly assigned to study groups in one of three learning conditions. All groups studied the muscles of mastication and completed identical learning objectives during a 45-minute lab. All groups were provided with two reference atlases. Groups were distinguished by the type of primary tools they were provided: gross prosections, three-dimensional stereoscopic computer model, or both resources. The facilitator kept observational field notes. A prepost multiple-choice knowledge test was administered to evaluate students' learning. No significant effect of the laboratory models was demonstrated between groups on the prepost assessment of knowledge. Recurring observations included students' tendency to revert to individual memorization prior to the posttest, rotation of models to match views in the provided atlas, and dissemination of groups into smaller working units. The use of virtual lab resources seemed to influence the social context and learning environment of the anatomy lab. As computer-based learning methods are implemented and studied, they must be evaluated beyond their impact on knowledge gain to consider the effect technology has on students' social development.

Using Linked Data to Annotate and Search Educational Video Resources for Supporting Distance Learning

ERIC Educational Resources Information Center

Yu, Hong Qing; Pedrinaci, C.; Dietze, S.; Domingue, J.

2012-01-01

Multimedia educational resources play an important role in education, particularly for distance learning environments. With the rapid growth of the multimedia web, large numbers of educational video resources are increasingly being created by several different organizations. It is crucial to explore, share, reuse, and link these educational…

Optional Anatomy and Physiology e-Learning Resources: Student Access, Learning Approaches, and Academic Outcomes

ERIC Educational Resources Information Center

Guy, Richard,; Byrne, Bruce; Dobos, Marian

2018-01-01

Anatomy and physiology interactive video clips were introduced into a blended learning environment, as an optional resource, and were accessed by ~50% of the cohort. Student feedback indicated that clips were engaging, assisted understanding of course content, and provided lecture support. Students could also access two other optional online…

Hard Choices in School Consolidation: Providing Education in the Best Interests of Students or Preserving Community Identity

ERIC Educational Resources Information Center

Warner, Wanda; Lindle, Jane Clark

2009-01-01

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

Drivers and Effects of Enterprise Resource Planning Post-Implementation Learning

ERIC Educational Resources Information Center

Chang, Hsiu-Hua; Chou, Huey-Wen

2011-01-01

The use of enterprise resource planning (ERP) systems has grown enormously since 1990, but the failure to completely learn how to use them continues to produce disappointing results. Today's rapidly changing business environment and the integrative applications of ERP systems force users to continuously learn new skills after ERP implementation.…

Engaging the Online Learner: Activities and Resources for Creative Instruction. Updated Edition

ERIC Educational Resources Information Center

Conrad, Rita-Marie; Donaldson, J. Ana

2011-01-01

This is a revision of the first title in Jossey-Bass' Online Teaching & Learning series. This series helps higher education professionals improve the practice of online teaching and learning by providing concise, practical resources focused on particular areas or issues they might confront in this new learning environment. This revision includes…

Use of Resources, People and Approaches by Accounting Students in a Blending Learning Environment

ERIC Educational Resources Information Center

O'Keefe, Patricia; Rienks, Jane H.; Smith, Bernadette

2014-01-01

This research investigates how students used or "blended" the various learning resources, including people,while studying a compulsory, first year accounting unit. The unit design incorporated a blended learning approach. The study was motivated by perceived low rates of attendance and low levels of communication with lecturers which…

An approach to integrating and creating flexible software environments

NASA Technical Reports Server (NTRS)

Bellman, Kirstie L.

1992-01-01

Engineers and scientists are attempting to represent, analyze, and reason about increasingly complex systems. Many researchers have been developing new ways of creating increasingly open environments. In this research on VEHICLES, a conceptual design environment for space systems, an approach was developed, called 'wrapping', to flexibility and integration based on the collection and then processing of explicit qualitative descriptions of all the software resources in the environment. Currently, a simulation is available, VSIM, used to study both the types of wrapping descriptions and the processes necessary to use the metaknowledge to combine, select, adapt, and explain some of the software resources used in VEHICLES. What was learned about the types of knowledge necessary for the wrapping approach is described along with the implications of wrapping for several key software engineering issues.

Expanding the Toolkit and Resource Environment to Assist Translation (TREAT) and Its User Base

DTIC Science & Technology

2011-06-01

3 Figure 2. Screenshot of TREAT (translation of Arabic source into English target) and two corresponding markup tool windows on Arabic source...initial framework in place, we decided to expand TREAT to provide support to two new groups of users: students learning to be Arabic -language...translators and teachers training them. The students and the teachers are native English speakers, so the training includes learning how to read Arabic

The effects of age, rank and neophobia on social learning in horses.

PubMed

Krueger, Konstanze; Farmer, Kate; Heinze, Jürgen

2014-05-01

Social learning is said to meet the demands of complex environments in which individuals compete over resources and cooperate to share resources. Horses (Equus caballus) were thought to lack social learning skills because they feed on homogenously distributed resources with few reasons for conflict. However, the horse's social environment is complex, which raises the possibility that its capacity for social transfer of feeding behaviour has been underestimated. We conducted a social learning experiment using 30 socially kept horses of different ages. Five horses, one from each group, were chosen as demonstrators, and the remaining 25 horses were designated observers. Observers from each group were allowed to watch their group demonstrator opening a feeding apparatus. We found that young, low-ranking and more exploratory horses learned by observing older members of their own group, and the older the horse, the more slowly it appeared to learn. Social learning may be an adaptive specialisation to the social environment. Older animals may avoid the potential costs of acquiring complex and potentially disadvantageous feeding behaviours from younger group members. We argue that horses show social learning in the context of their social ecology and that research procedures must take such contexts into account. Misconceptions about the horse's sociality may have hampered earlier studies.

Design of Ontology-Based Sharing Mechanism for Web Services Recommendation Learning Environment

NASA Astrophysics Data System (ADS)

Chen, Hong-Ren

The number of digital learning websites is growing as a result of advances in computer technology and new techniques in web page creation. These sites contain a wide variety of information but may be a source of confusion to learners who fail to find the information they are seeking. This has led to the concept of recommendation services to help learners acquire information and learning resources that suit their requirements. Learning content like this cannot be reused by other digital learning websites. A successful recommendation service that satisfies a certain learner must cooperate with many other digital learning objects so that it can achieve the required relevance. The study proposes using the theory of knowledge construction in ontology to make the sharing and reuse of digital learning resources possible. The learning recommendation system is accompanied by the recommendation of appropriate teaching materials to help learners enhance their learning abilities. A variety of diverse learning components scattered across the Internet can be organized through an ontological process so that learners can use information by storing, sharing, and reusing it.

A network-based training environment: a medical image processing paradigm.

PubMed

Costaridou, L; Panayiotakis, G; Sakellaropoulos, P; Cavouras, D; Dimopoulos, J

1998-01-01

The capability of interactive multimedia and Internet technologies is investigated with respect to the implementation of a distance learning environment. The system is built according to a client-server architecture, based on the Internet infrastructure, composed of server nodes conceptually modelled as WWW sites. Sites are implemented by customization of available components. The environment integrates network-delivered interactive multimedia courses, network-based tutoring, SIG support, information databases of professional interest, as well as course and tutoring management. This capability has been demonstrated by means of an implemented system, validated with digital image processing content, specifically image enhancement. Image enhancement methods are theoretically described and applied to mammograms. Emphasis is given to the interactive presentation of the effects of algorithm parameters on images. The system end-user access depends on available bandwidth, so high-speed access can be achieved via LAN or local ISDN connections. Network based training offers new means of improved access and sharing of learning resources and expertise, as promising supplements in training.

A Knowledge Acquisition Approach to Developing Mindtools for Organizing and Sharing Differentiating Knowledge in a Ubiquitous Learning Environment

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Chu, Hui-Chun; Lin, Yu-Shih; Tsai, Chin-Chung

2011-01-01

Previous studies have reported the importance and benefits of situating students in a real-world learning environment with access to digital-world resources. At the same time, researchers have indicated the need to develop learning guidance mechanisms or tools for assisting students to learn in such a complex learning scenario. In this study, a…

Resource-Based Intervention: Success with Community-Centered Practices

ERIC Educational Resources Information Center

Torrey, Michelle Kerber; Leginus, Mary Anne; Cecere, Susan

2011-01-01

In this commentary the authors share their experiences on the design and implementation of community-centered early intervention programs in Prince George's County, MD. Their aim in designing community-centered programs was to provide infants and toddlers opportunities for learning, language, and motor development in natural environments with…

Fostering Problem-Solving in a Virtual Environment

ERIC Educational Resources Information Center

Morin, Danielle; Thomas, Jennifer D. E.; Saadé, Raafat George

2015-01-01

This article investigates students' perceptions of the relationship between Problem-Solving and the activities and resources used in a Web-based course on the fundamentals of Information Technology at a university in Montreal, Canada. We assess for the different learning components of the course, the extent of perceived problem-solving skills…

Teaching from the Web: Constructing a Library Learning Environment Where Connections Can Be Made.

ERIC Educational Resources Information Center

Cox, Suellen; Housewright, Elizabeth

2001-01-01

Describes a course developed by librarians at California State University, Fullerton as an introduction to information technology for freshmen students. Topics include collaboration and feedback from team teaching; formal assessment and student evaluation;, and the increasing use of Web-based resources and technology. (Author/LRW)

Indian River County Environmental Education Instructional Guide. Social Studies, Grade Nine.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee.

The teaching guide presents social studies activities to help ninth graders learn about environmental concepts, problems, and responsibilities. Based on the Indian River County environment in Florida, it is part of a series for teachers, students, and community members. The introduction describes the county's geography, natural resources,…

Indian River County Environmental Education Instructional Guide. Social Studies, Eighth Grade.

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee.

The teaching guide presents social studies activities for eighth graders to learn about environmental concepts, problems, and responsibilities. Part of a series for teachers, students, and community members, it is based on the Indian River County environment in Florida. The introduction identifies the county's natural resources, wildlife, and…

SOLE: Applying Semantics and Social Web to Support Technology Enhanced Learning in Software Engineering

NASA Astrophysics Data System (ADS)

Colomo-Palacios, Ricardo; Jiménez-López, Diego; García-Crespo, Ángel; Blanco-Iglesias, Borja

eLearning educative processes are a challenge for educative institutions and education professionals. In an environment in which learning resources are being produced, catalogued and stored using innovative ways, SOLE provides a platform in which exam questions can be produced supported by Web 2.0 tools, catalogued and labeled via semantic web and stored and distributed using eLearning standards. This paper presents, SOLE, a social network of exam questions sharing particularized for Software Engineering domain, based on semantics and built using semantic web and eLearning standards, such as IMS Question and Test Interoperability specification 2.1.

Planning Appropriate Learning Environments for Children under Three. Australian Early Childhood Resource Booklets, No. 1.

ERIC Educational Resources Information Center

Harrison, Linda

This booklet provides suggestions for reassessing, modifying, and arranging child care center environments to best serve the needs of children and staff. The booklet notes that a well-planned environment can provide young children with appropriate and challenging learning experiences within a consistent and secure setting. Such an environment also…

MODeLeR: A Virtual Constructivist Learning Environment and Methodology for Object-Oriented Design

ERIC Educational Resources Information Center

Coffey, John W.; Koonce, Robert

2008-01-01

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

Applying the Quadratic Usage Framework to Research on K-12 STEM Digital Learning Resources

ERIC Educational Resources Information Center

Luetkemeyer, Jennifer R.

2016-01-01

Numerous policymakers have called for K-12 educators to increase their effectiveness by transforming science, technology, engineering, and mathematics (STEM) learning and teaching with digital resources and tools. In this study we outline the significance of studying pressing issues related to use of digital resources in the K-12 environment and…

Consumer e-health education in HIV/AIDS: a pilot study of a web-based video workshop

PubMed Central

O'Grady, Laura A

2006-01-01

Background Members of the HIV/AIDS community are known to use web-based tools to support learning about treatment issues. Initial research indicated components such as message forums or web-based documentation were effectively used by persons with HIV/AIDS. Video has also shown promise as a technology to aid consumer health education. However, no research has been published thus far investigating the impact of web-based environments combining these components in an educational workshop format. Methods In this qualitative study HIV/AIDS community members provided feedback on an integrated web-based consumer health education environment. Participants were recruited through organizations that serve the HIV/AIDS community located in Toronto, Canada. Demographics, data on Internet use, including messages exchanged in the study environment were collected. A group interview provided feedback on usability of the study environment, preferences for information formats, use of the message forum, and other sources for learning about treatment information. Results In this pilot study analysis of the posted messages did not demonstrate use for learning of the workshop content. Participants did not generally find the environment of value for learning about treatment information. However, participants did share how they were meeting these needs. It was indicated that a combination of resources are being used to find and discuss treatment information, including in-person sources. Conclusion More research on the ways in which treatment information needs are being met by HIV/AIDS community members and how technology fits in this process is necessary before investing large amounts of money into web-based interventions. Although this study had a limited number of participants, the findings were unexpected and, therefore, of interest to those who intend to implement online consumer health education initiatives or interventions. PMID:16504148

Evaluating the Use of Metaphor in Online Learning Environments

ERIC Educational Resources Information Center

Falconer, Liz

2008-01-01

Metaphor appears to be an innate tendency in human communication and can be shown to have significant potential when applied to the design of online learning environments. This paper describes and discusses an example of an online research methods learning resource that employs metaphoric navigation. Feedback from the tutors who design and…

Work-Based Learning: A Resource Guide for Change. Test Draft.

ERIC Educational Resources Information Center

Hudson River Center for Program Development, Glenmont, NY.

This resource guide is intended to provide New York schools, business/industry, and others with resources to develop work-based learning strategies and components. Section 1 examines the scope, foundation, categories, and operation of work-based learning. Section 2 presents detailed information about the following forms of work-based learning:…

Supporting online learning with games

NASA Astrophysics Data System (ADS)

Yao, JingTao; Kim, DongWon; Herbert, Joseph P.

2007-04-01

This paper presents a study on Web-based learning support systems that is enhanced with two major subsystems: a Web-based learning game and a learning-oriented Web search. The Internet and theWeb may be considered as a first resource for students seeking for information and help. However, much of the information available online is not related to the course contents or is wrong in the worse case. The search subsystem aims to provide students with precise, relative and adaptable documents about certain courses or classes. Therefore, students do not have to spend time to verify the relationship of documents to the class. The learning game subsystem stimulates students to study, enables students to review their studies and to perform self-evaluation through a Web-based learning game such as a treasure hunt game. During the challenge and entertaining learning and evaluation process, it is hoped that students will eventually understand and master the course concepts easily. The goal of developing such a system is to provide students with an efficient and effective learning environment.

Home and School Resources as Predictors of Mathematics Performance in South Africa

ERIC Educational Resources Information Center

Visser, Mariette; Juan, Andrea; Feza, Nosisi

2015-01-01

The creation of an environment conducive to learning is vitally important in the academic achievement of learners. Such an environment extends beyond the classroom and school to include the home. It is from these environments that learners draw resources, both tangible and intangible, that impact on their educational experience. While current…

Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education

PubMed Central

Boulos, Maged N Kamel; Maramba, Inocencio; Wheeler, Steve

2006-01-01

Background We have witnessed a rapid increase in the use of Web-based 'collaborationware' in recent years. These Web 2.0 applications, particularly wikis, blogs and podcasts, have been increasingly adopted by many online health-related professional and educational services. Because of their ease of use and rapidity of deployment, they offer the opportunity for powerful information sharing and ease of collaboration. Wikis are Web sites that can be edited by anyone who has access to them. The word 'blog' is a contraction of 'Web Log' – an online Web journal that can offer a resource rich multimedia environment. Podcasts are repositories of audio and video materials that can be "pushed" to subscribers, even without user intervention. These audio and video files can be downloaded to portable media players that can be taken anywhere, providing the potential for "anytime, anywhere" learning experiences (mobile learning). Discussion Wikis, blogs and podcasts are all relatively easy to use, which partly accounts for their proliferation. The fact that there are many free and Open Source versions of these tools may also be responsible for their explosive growth. Thus it would be relatively easy to implement any or all within a Health Professions' Educational Environment. Paradoxically, some of their disadvantages also relate to their openness and ease of use. With virtually anybody able to alter, edit or otherwise contribute to the collaborative Web pages, it can be problematic to gauge the reliability and accuracy of such resources. While arguably, the very process of collaboration leads to a Darwinian type 'survival of the fittest' content within a Web page, the veracity of these resources can be assured through careful monitoring, moderation, and operation of the collaborationware in a closed and secure digital environment. Empirical research is still needed to build our pedagogic evidence base about the different aspects of these tools in the context of medical/health education. Summary and conclusion If effectively deployed, wikis, blogs and podcasts could offer a way to enhance students', clinicians' and patients' learning experiences, and deepen levels of learners' engagement and collaboration within digital learning environments. Therefore, research should be conducted to determine the best ways to integrate these tools into existing e-Learning programmes for students, health professionals and patients, taking into account the different, but also overlapping, needs of these three audience classes and the opportunities of virtual collaboration between them. Of particular importance is research into novel integrative applications, to serve as the "glue" to bind the different forms of Web-based collaborationware synergistically in order to provide a coherent wholesome learning experience. PMID:16911779

An approach for investigation of secure access processes at a combined e-learning environment

NASA Astrophysics Data System (ADS)

Romansky, Radi; Noninska, Irina

2017-12-01

The article discuses an approach to investigate processes for regulation the security and privacy control at a heterogenous e-learning environment realized as a combination of traditional and cloud means and tools. Authors' proposal for combined architecture of e-learning system is presented and main subsystems and procedures are discussed. A formalization of the processes for using different types resources (public, private internal and private external) is proposed. The apparatus of Markovian chains (MC) is used for modeling and analytical investigation of the secure access to the resources is used and some assessments are presented.

Towards a Compositional SPIN

NASA Technical Reports Server (NTRS)

Pasareanu, Corina S.; Giannakopoulou, Dimitra

2006-01-01

This paper discusses our initial experience with introducing automated assume-guarantee verification based on learning in the SPIN tool. We believe that compositional verification techniques such as assume-guarantee reasoning could complement the state-reduction techniques that SPIN already supports, thus increasing the size of systems that SPIN can handle. We present a "light-weight" approach to evaluating the benefits of learning-based assume-guarantee reasoning in the context of SPIN: we turn our previous implementation of learning for the LTSA tool into a main program that externally invokes SPIN to provide the model checking-related answers. Despite its performance overheads (which mandate a future implementation within SPIN itself), this approach provides accurate information about the savings in memory. We have experimented with several versions of learning-based assume guarantee reasoning, including a novel heuristic introduced here for generating component assumptions when their environment is unavailable. We illustrate the benefits of learning-based assume-guarantee reasoning in SPIN through the example of a resource arbiter for a spacecraft. Keywords: assume-guarantee reasoning, model checking, learning.

Educators and Operations: A Prioritized Approach to Support 21st Century Needs with Limited Resources

ERIC Educational Resources Information Center

Babuca, Pamela; Meade, Kelly

2012-01-01

Today's educators are passionate about shifting the standard classroom towards technology rich, collaborative spaces that support multiple types of learning environments (e.g. individual; peer-to-peer; problem based; hands-on; student-centered). On the other hand, facilities planners are challenged to create solutions within existing, restrictive…

Challenging Behaviors in Early Childhood Settings: Creating a Place for All Children

ERIC Educational Resources Information Center

Hart Bell, Susan; Carr, Victoria W.; Denno, Dawn; Johnson, Lawrence J.; Phillips, Louise R.

2004-01-01

Learn to manage a wide range of challenging behaviors in early childhood settings with this strategy-filled resource for teachers and other professionals. Based on the latest research and the authors' classroom experience, the book helps early childhood teams assess the classroom environment and link effective behavioral interventions to…

Building Information Literacy Using High Technology: A Guide for Schools and Libraries.

ERIC Educational Resources Information Center

Mendrinos, Roxanne

This guide to using the tools of online databases, telecommunications, and CD-ROM technology in the educational environment provides a practical introduction to the concepts and importance of information literacy and high technology resource-based learning. It also describes the drawbacks and advantages of these tools from an educator's viewpoint.…

Informal and Deliberate Learning with New Technologies

ERIC Educational Resources Information Center

Trinder, Ruth

2017-01-01

Due to the ready availability of new technologies, opportunities for the incidental as well as deliberate practice of English have multiplied and far exceed what can be done in more formal environments. Yet, despite the sizeable literature on the classroom-based use of specific digital resources, few studies have investigated how students evaluate…

Supporting cognitive engagement in a learning-by-doing learning environment: Case studies of participant engagement and social configurations in Kitchen Science Investigators

NASA Astrophysics Data System (ADS)

Gardner, Christina M.

Learning-by-doing learning environments support a wealth of physical engagement in activities. However, there is also a lot of variability in what participants learn in each enactment of these types of environments. Therefore, it is not always clear how participants are learning in these environments. In order to design technologies to support learning in these environments, we must have a greater understanding of how participants engage in learning activities, their goals for their engagement, and the types of help they need to cognitively engage in learning activities. To gain a greater understanding of participant engagement and factors and circumstances that promote and inhibit engagement, this dissertation explores and answers several questions: What are the types of interactions and experiences that promote and /or inhibit learning and engagement in learning-by-doing learning environments? What are the types of configurations that afford or inhibit these interactions and experiences in learning-by-doing learning environments? I explore answers to these questions through the context of two enactments of Kitchen Science Investigators (KSI), a learning-by-doing learning environment where middle-school aged children learn science through cooking from customizing recipes to their own taste and texture preferences. In small groups, they investigate effects of ingredients through the design of cooking and science experiments, through which they experience and learn about chemical, biological, and physical science phenomena and concepts (Clegg, Gardner, Williams, & Kolodner, 2006). The research reported in this dissertation sheds light on the different ways participant engagement promotes and/or inhibits cognitive engagement in by learning-by-doing learning environments through two case studies. It also provides detailed descriptions of the circumstances (social, material, and physical configurations) that promote and/or inhibit participant engagement in these learning environments through cross-case analyses of these cases. Finally, it offers suggestions about structuring activities, selecting materials and resources, and designing facilitation and software-realized scaffolding in the design of these types of learning environments. These design implications focus on affording participant engagement in science content and practices learning. Overall, the case studies, cross-case analyses, and empirically-based design implications begin to bridge the gap between theory and practice in the design and implementation of these learning environments. This is demonstrated by providing detailed and explanatory examples and factors that affect how participants take up the affordances of the learning opportunities designed into these learning environments.

Enhancement of environment and resources engineering studies through an international cooperation network

NASA Astrophysics Data System (ADS)

Caporali, E.; Tuneski, A.

2012-12-01

Higher education plays a very important role in the modern societies development, enhancing social, cultural and economic development for a sustainable growth, environment respectful. In this framework, the European Commission promotes the TEMPUS-Trans European Mobility Programme for University Studies. Curricula harmonization and lifelong learning programme development in higher education are among the focused aspects of the TEMPUS programme. The DEREL-Development of Environment and Resources Engineering Learning, is a three years TEMPUS project coordinated by the University of Firenze, in cooperation with colleagues of the Ss Cyril and Methodius University, Skopje financed and activated since October 2010. The DEREL Project Consortium consists of 4 EU Universities (from Italy, Greece, Germany and Austria), 7 Partner Countries (PC) Universities (from FYR of Macedonia, Serbia and Albania), and 1 PC Ministry, 4 PC National Agencies, 1 PC non governmental organization and 1 PC enterprise. In cooperation with the same 4 EU Universities and the same Macedonian Institutions, in the period 2005-2008 also a TEMPUS JEP entitled DEREC-Development of Environmental and Resources Engineering Curriculum, was also carried out by the University of Firenze in cooperation with colleagues of the Ss Cyril and Methodius University. Within DEREC a new three-years first cycle curriculum in Environmental and Resources Engineering was opened at the University Ss Cyril and Methodius, Skopje, and the necessary conditions for offering a Joint Degree Title, on the basis of an agreement between the Ss. Cyril and Methodius University and the University of Firenze, were fulfilled. The running DEREL project, as a continuation of DEREC, is aimed to introduce a new, up-to-date, postgraduate second cycle curriculum in Environment and Resources Engineering at the Ss Cyril and Methodius University in Skopje, FYR of Macedonia, University of Novi Sad, Serbia and Polytechnic University of Tirana, Albania, following the criteria and conditions for setting up a Joint Postgraduate Degree. The new second cycle degree courses are going to be activated in the academic year 2012/2012. Both the first and second cycle curricula, developed through the co-operation, exchange of know-how and expertise between partners, are based on the European Credit Transfer System and are in accordance with the Bologna Process. In DEREL a second objective is to implement a sustainable regional network aimed to offer lifelong learning seminars for environment and resources engineering education and training of interested stakeholders and organize workshops focused on strengthening the links in the knowledge triangle: environment education-innovation-research, with participation of postgraduate students, public services, enterprises and NGO's. Also, the good collaborative environment created, since 2005, with the project partners can be surely mentioned as an additional valuable objective of the two TEMPUS projects, enabling implementation of a sustainable international network for environment and resources engineering studies enhancement and development.

Multi-objects recognition for distributed intelligent sensor networks

NASA Astrophysics Data System (ADS)

He, Haibo; Chen, Sheng; Cao, Yuan; Desai, Sachi; Hohil, Myron E.

2008-04-01

This paper proposes an innovative approach for multi-objects recognition for homeland security and defense based intelligent sensor networks. Unlike the conventional way of information analysis, data mining in such networks is typically characterized with high information ambiguity/uncertainty, data redundancy, high dimensionality and real-time constrains. Furthermore, since a typical military based network normally includes multiple mobile sensor platforms, ground forces, fortified tanks, combat flights, and other resources, it is critical to develop intelligent data mining approaches to fuse different information resources to understand dynamic environments, to support decision making processes, and finally to achieve the goals. This paper aims to address these issues with a focus on multi-objects recognition. Instead of classifying a single object as in the traditional image classification problems, the proposed method can automatically learn multiple objectives simultaneously. Image segmentation techniques are used to identify the interesting regions in the field, which correspond to multiple objects such as soldiers or tanks. Since different objects will come with different feature sizes, we propose a feature scaling method to represent each object in the same number of dimensions. This is achieved by linear/nonlinear scaling and sampling techniques. Finally, support vector machine (SVM) based learning algorithms are developed to learn and build the associations for different objects, and such knowledge will be adaptively accumulated for objects recognition in the testing stage. We test the effectiveness of proposed method in different simulated military environments.

Digital Affordances on WeChat: Learning Chinese as a Second Language

ERIC Educational Resources Information Center

Jin, Li

2018-01-01

Different from the traditional term language input, affordance, an ecological term, has been deployed to analyze the perceived opportunities for second language (L2) learning an environment provides to L2 learners. L2 learning occurs only when the semiotic resources in the environment resonate with the learner's capacities such as their abilities,…

Developing Learning Environments: Challenges for Theory, Research and Practice.

ERIC Educational Resources Information Center

Iles, Paul

1994-01-01

Key challenges in development of learning organizations, promotion of learning culture, enhancement of learning processes, and development of learning communities are appropriateness of current models for interdisciplinary teams; whether valuing diversity enhances effectiveness; how global human resource development affects domestic; and what…

Work-based learning in health care environments.

PubMed

Spouse, J

2001-03-01

In reviewing contemporary literature and theories about work-based learning, this paper explores recent trends promoting life-long learning. In the process the paper reviews and discusses some implications of implementing recent policies and fostering le arning in health care practice settings. Recent Government policies designed to provide quality health care services and to improve staffing levels in the nursing workforce, have emphasized the importance of life-long learning whilst learning-on-the-job and the need to recognize and credit experiential learning. Such calls include negotiation of personal development plans tailored to individual educational need and context-sensitive learning activities. To be implemented effectively, this policy cann ot be seen as a cheap option but requires considerable financial resourcing for preparation of staff and the conduct of such activities. Successful work-based learning requires investment in staff at all levels as well as changes to staffing structures in organizations and trusts; changes designed to free people up to work and learn collaboratively. Creating an organizational environment where learning is prized depends upon a climate of trust; a climate where investigation and speculation are fostered and where time is protected for engaging in discussions about practice. Such a change may be radical for many health care organizations and may require a review of current policies and practices ensuring that they include education at all levels. The nature of such education also requires reconceptualizing. In the past, learning in practice settings was seen as formal lecturing or demonstration, and relied upon behaviourist principles of learning. Contemporary thinking suggests effective learning in work-settings is multi-faceted and draws on previously acquired formal knowledge, contextualizes it and moulds it according to situations at hand. Thinking about work-based learning in this way raises questions about how such learning can be supported and facilitated.

Games as an educational resource in the teaching and learning of mathematics: an educational experiment in Portuguese middle schools

NASA Astrophysics Data System (ADS)

Campos, Helena; Moreira, Rute

2016-04-01

This article is based on an experiment using the game 'Caminhando e Calculando' (Moving and Calculating) in order to analyse the potential of the game as an educational resource for the teaching and learning of mathematics in Portuguese middle schools, where most students are 10 or 11 years old. Students' data obtained during the games will be used to analyse the different options used for solving the game, identifying its potential and its weaknesses. We start with a theoretical analysis of games as an inherent element of human culture. Combining our innate desire for fun with the different types of teaching and learning styles allows for fun and knowledge to be combined into more efficient and meaningful types of knowledge. Playing games are a primordial aspect of what it means to be a child and they develop within a motivating environment; therefore, not to take advantage of games as a learning resource would be to neglect an important asset. With regard to mathematics, emphasis will be given to the advantages that this teaching and learning tool provides for certain mathematical processes, such as problem-solving.

Evaluation of a case-based urology learning program.

PubMed

Mishra, Kirtishri; Snow-Lisy, Devon C; Ross, Jonathan; Goldfarb, David A; Goldman, Howard; Campbell, Steven C

2013-12-01

To address the challenges that today's trainees encounter, such as information overload and reduced immersion in the field, and recognizing their preference for novel educational resources, an electronic case-based urology learning program was developed. Each case was designed to illustrate the basic principles of the disease process and the fundamentals of evaluation and management using the Socratic method, recapitulating a prototypical patient encounter. A 21-question survey was developed after review of published reports of classroom and clinical learning environment surveys. The target group was 2 pilot urology training programs (the Cleveland Clinic and University Hospitals-Case Medical Center). The responses were entirely anonymous. A total of 32 trainees participated (8 fellows and 24 residents), representing a 53% response rate. Most trainees (79%) were able to process cases within an average of ≤ 10 minutes. Of the trainees, 91% reported referring back to particular cases for patient care, to review for examinations, or for studying. Most trainees believed a case-based urology learning program would be a potentially important resource for clinical practice (69%) and for preparing for the in-service (63%) or board (69%) examinations. Most trainees believed the program met its goals of illustrating the basics principles of the disease process (88%), outlining the fundamentals of evaluation and management (94%), and improving the trainees' knowledge base (91%). An electronic case-based urology learning program is feasible and useful and stimulates learning at all trainee levels. Copyright © 2013 Elsevier Inc. All rights reserved.

Assessment of the Effectiveness of an Online Learning System in Improving Student Test Performance

ERIC Educational Resources Information Center

Buttner, E. Holly; Black, Aprille Noe

2014-01-01

Colleges and universities, particularly public institutions, are facing higher enrollments and declining resources from state and federal governments. In this resource-constrained environment, faculty are seeking more efficient and effective teaching strategies to improve student learning and test performance. The authors assessed an online…

The WEB 2.0 induced paradigm shift in the e-learning and the role of crowdsourcing in dental education.

PubMed

Thurzo, A; Stanko, P; Urbanova, W; Lysy, J; Suchancova, B; Makovnik, M; Javorka, V

2010-01-01

Authors evaluated the effect of the WEB 2.0 environment on dental education and estimated the difference in retention of knowledge by cephalometric analysis in orthodontics between conventional education and off-line e-learning. Five years of experience with complex web-based e-learning system allowed the evaluation by retrospective analysis and on-line questionnaire. The results revealed the current trends in on-line behavior of students based on the WEB 2.0 innovative technologies like Ajax. Results confirmed an increasing number of resources with a rising frequency of e-learning materials. The study confirmed that e-learning of the same subject is more efficient in immediate examination after the lecture with even better results after 12 and 24 months against the control group (Tab. 3, Fig. 1, Ref. 26).

How are medical students trained to locate biomedical information to practice evidence-based medicine? a review of the 2007–2012 literature

PubMed Central

Maggio, Lauren A.; Kung, Janice Y.

2014-01-01

Objectives: This study describes how information retrieval skills are taught in evidence-based medicine (EBM) at the undergraduate medical education (UGME) level. Methods: The authors systematically searched MEDLINE, Scopus, Educational Resource Information Center, Web of Science, and Evidence-Based Medicine Reviews for English-language articles published between 2007 and 2012 describing information retrieval training to support EBM. Data on learning environment, frequency of training, learner characteristics, resources and information skills taught, teaching modalities, and instructor roles were compiled and analyzed. Results: Twelve studies were identified for analysis. Studies were set in the United States (9), Australia (1), the Czech Republic (1), and Iran (1). Most trainings (7) featured multiple sessions with trainings offered to preclinical students (5) and clinical students (6). A single study described a longitudinal training experience. A variety of information resources were introduced, including PubMed, DynaMed, UpToDate, and AccessMedicine. The majority of the interventions (10) were classified as interactive teaching sessions in classroom settings. Librarians played major and collaborative roles with physicians in teaching and designing training. Unfortunately, few studies provided details of information skills activities or evaluations, making them difficult to evaluate and replicate. Conclusions: This study reviewed the literature and characterized how EBM search skills are taught in UGME. Details are provided on learning environment, frequency of training, level of learners, resources and skills trained, and instructor roles. Implications: The results suggest a number of steps that librarians can take to improve information skills training including using a longitudinal approach, integrating consumer health resources, and developing robust assessments. PMID:25031559

Student Learning in the Information Age. American Council on Education Series on Higher Education.

ERIC Educational Resources Information Center

Breivik, Patricia Senn

This book discusses resource-based learning in higher education. One premise of resource-based learning is that as students become able to select their own learning materials from information resources, they become active, independent learners, while professors become learning facilitators in cooperation with librarians and other information…

Exogenous and Endogenous Learning Resources in the Actiotope Model of Giftedness and Its Significance for Gifted Education

ERIC Educational Resources Information Center

Ziegler, Albert; Chandler, Kimberley L.; Vialle, Wilma; Stoeger, Heidrun

2017-01-01

Based on the Actiotope Model of Giftedness, this article introduces a learning-resource-oriented approach for gifted education. It provides a comprehensive categorization of learning resources, including five exogenous learning resources termed "educational capital" and five endogenous learning resources termed "learning…

Predicting Students' Attitudes towards Advertising on a University Virtual Learning Environment (VLE)

ERIC Educational Resources Information Center

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

2012-01-01

Most if not all UK universities and many in other parts of the world support their student learning via a virtual learning environment (VLE). Online resources are going to be increasingly important to students as the internet is very much part of their lives. However, the VLE will require ongoing investment to keep pace with technological…

Workplace learning through peer groups in medical school clerkships.

PubMed

Chou, Calvin L; Teherani, Arianne; Masters, Dylan E; Vener, Margo; Wamsley, Maria; Poncelet, Ann

2014-01-01

Purpose When medical students move from the classroom into clinical practice environments, their roles and learning challenges shift dramatically from a formal curricular approach to a workplace learning model. Continuity among peers during clinical clerkships may play an important role in this different mode of learning. We explored students' perceptions about how they achieved workplace learning in the context of intentionally formed or ad hoc peer groups. Method We invited students in clerkship program models with continuity (CMCs) and in traditional block clerkships (BCs) to complete a survey about peer relationships with open-ended questions based on a workplace learning framework, including themes of workplace-based relationships, the nature of work practices, and selection of tasks and activities. We conducted qualitative content analysis to characterize students' experiences. Results In both BCs and CMCs, peer groups provided rich resources, including anticipatory guidance about clinical expectations of students, best practices in interacting with patients and supervisors, helpful advice in transitioning between rotations, and information about implicit rules of clerkships. Students also used each other as benchmarks for gauging strengths and deficits in their own knowledge and skills. Conclusions Students achieve many aspects of workplace learning in clerkships through formal or informal workplace-based peer groups. In these groups, peers provide accessible, real-time, and relevant resources to help each other navigate transitions, clarify roles and tasks, manage interpersonal challenges, and decrease isolation. Medical schools can support effective workplace learning for medical students by incorporating continuity with peers in the main clinical clerkship year.

Workplace learning through peer groups in medical school clerkships.

PubMed

Chou, Calvin L; Teherani, Arianne; Masters, Dylan E; Vener, Margo; Wamsley, Maria; Poncelet, Ann

2014-01-01

When medical students move from the classroom into clinical practice environments, their roles and learning challenges shift dramatically from a formal curricular approach to a workplace learning model. Continuity among peers during clinical clerkships may play an important role in this different mode of learning. We explored students' perceptions about how they achieved workplace learning in the context of intentionally formed or ad hoc peer groups. We invited students in clerkship program models with continuity (CMCs) and in traditional block clerkships (BCs) to complete a survey about peer relationships with open-ended questions based on a workplace learning framework, including themes of workplace-based relationships, the nature of work practices, and selection of tasks and activities. We conducted qualitative content analysis to characterize students' experiences. In both BCs and CMCs, peer groups provided rich resources, including anticipatory guidance about clinical expectations of students, best practices in interacting with patients and supervisors, helpful advice in transitioning between rotations, and information about implicit rules of clerkships. Students also used each other as benchmarks for gauging strengths and deficits in their own knowledge and skills. Students achieve many aspects of workplace learning in clerkships through formal or informal workplace-based peer groups. In these groups, peers provide accessible, real-time, and relevant resources to help each other navigate transitions, clarify roles and tasks, manage interpersonal challenges, and decrease isolation. Medical schools can support effective workplace learning for medical students by incorporating continuity with peers in the main clinical clerkship year.

The development and evaluation of online stories to enhance clinical learning experiences across health professions in rural Australia.

PubMed

Paliadelis, Penny Susan; Stupans, Leva; Parker, Vicki; Piper, Donella; Gillan, Pauline; Lea, Jackie; Jarrott, Helen Mary; Wilson, Rhonda; Hudson, Judith N; Fagan, Anthea

2015-01-01

Clinical placement learning experiences are integral to all health and medical curricula as a means of integrating theory into practice and preparing graduates to deliver safe, high-quality care to health consumers. A growing challenge for education providers is to access sufficient clinical placements with experienced supervisors who are skilled at maximising learning opportunities for students. This paper reports on the development and evaluation of an innovative online learning program aimed at enhancing student and clinical supervisors' preparedness for effective workplace-based learning. The evidence-based learning program used 'story-telling' as the learning framework. The stories, which were supported by a range of resources, aimed to engage the learners in understanding student and supervisor responsibilities, as well as the expectations and competencies needed to support effective learning in the clinical environment. Evaluation of this program by the learners and stakeholders clearly indicated that they felt authentically 'connected' with the characters in the stories and developed insights that suggested effective learning had occurred.

E learning in surgery.

PubMed

Aryal, Kamal Raj; Pereira, Jerome

2014-12-01

E learning means use of electronic media and information technologies in education. Virtual learning environment (VLE) provides learning platforms consisting of online tools, databases and managed resources. This article is a review of use of E learning in medical and surgical education including available evidence favouring this approach. E learning has been shown to be more effective, less costly and more satisfying to the students than the traditional methods. E learning cannot however replace direct consultant supervision at their place of work in surgical trainees and a combination of both called blended learning has been shown to be most useful. As an example of university-based qualification, one such programme is presented to clarify the components and the process of E learning. Increasing use of E learning and occasional face to face focussed supervision by the teacher is likely to enhance surgical training in the future.

Teaching Argumentation through the Visual Models in a Resource-Based Learning Environment

ERIC Educational Resources Information Center

Chang, Shu-Nu

2007-01-01

Scientific literacy is the ultimate goal in science education world-wide; especially in this modern society of science and technology. How to help individuals to make good judgments and promote their skills of argumentation becomes an important issue. Meanwhile, in the Information Age, visual image is an important medium for conveying information.…

Students' Experiences and Expectations of Technologies: An Australian Study Designed to Inform Planning and Development Decisions

ERIC Educational Resources Information Center

Gosper, Maree; Malfroy, Janne; McKenzie, Jo

2013-01-01

The pace of technological change accompanied by an evolution in social, work-based and study behaviours and norms poses particular challenges for universities as they strive to develop high quality and sustainable technology-rich learning environments. Maintaining currency with the latest advances is resource intensive, hence the costs incurred in…

Peak with Books: An Early Childhood Resource for Balanced Literacy. Third Edition.

ERIC Educational Resources Information Center

Nelsen, Marjorie R.; Nelsen-Parish, Jan

This book shows how to use popular children's literature to build reading, writing, and cognitive skills in an inquiry-based environment. This third edition has been expanded to include first and second grades. New features include: (1) new emphasis on culturally diverse storybooks; (2) a description of the experiential learning inquiry process;…

Experience in Implementing Resource-Based Learning in Agrarian College of Management and Law Poltava State Agrarian Academy

ERIC Educational Resources Information Center

Kononets, Natalia

2015-01-01

The introduction of resource-based learning disciplines of computer cycles in Agrarian College. The article focused on the issue of implementation of resource-based learning courses in the agricultural cycle computer college. Tested approach to creating elearning resources through free hosting and their further use in the classroom. Noted that the…

Evaluation of students' perception of their learning environment and approaches to learning

NASA Astrophysics Data System (ADS)

Valyrakis, Manousos; Cheng, Ming

2015-04-01

This work presents the results of two case studies designed to assess the various approaches undergraduate and postgraduate students undertake for their education. The first study describes the results and evaluation of an undergraduate course in Water Engineering which aims to develop the fundamental background knowledge of students on introductory practical applications relevant to the practice of water and hydraulic engineering. The study assesses the effectiveness of the course design and learning environment from the perception of students using a questionnaire addressing several aspects that may affect student learning, performance and satisfaction, such as students' motivation, factors to effective learning, and methods of communication and assessment. The second study investigates the effectiveness of supervisory arrangements based on the perceptions of engineering undergraduate and postgraduate students. Effective supervision requires leadership skills that are not taught in the University, yet there is rarely a chance to get feedback, evaluate this process and reflect. Even though the results are very encouraging there are significant lessons to learn in improving ones practice and develop an effective learning environment to student support and guidance. The findings from these studies suggest that students with high level of intrinsic motivation are deep learners and are also top performers in a student-centered learning environment. A supportive teaching environment with a plethora of resources and feedback made available over different platforms that address students need for direct communication and feedback has the potential to improve student satisfaction and their learning experience. Finally, incorporating a multitude of assessment methods is also important in promoting deep learning. These results have deep implications about student learning and can be used to further improve course design and delivery in the future.

MEDICOL: online learning in medicine and dentistry.

PubMed

Broudo, Marc; Walsh, Charlene

2002-09-01

MEDICOL (Medicine and Dentistry Integrated Curriculum Online) provides a variety of Web-based resources that act as important adjuncts to all the teaching components of the medical and dental undergraduate curriculum. It uses WebCT, a course-management system, to provide the following educational functions: (1) track students' progress and present course information such as time-tables, learning objectives, handout materials, images, references, course assignments, and evaluations; (2) promote student-to-student and student-to-instructor interactions (through e-mail and bulletin boards); and (3) deliver self-directed learning components, including weekly self-assessment quizzes that provide immediate feedback and multimedia learning modules (clinical skills, radiology, evidence-based medicine, etc.). The University of British Columbia Faculties of Medicine and Dentistry feature a problem-based learning (PBL) curriculum in which students access many of the same tools they will utilize in their professional practice. In the PBL curriculum, students must access the relevant clinical data and educational resources. A MEDICOL site has also been developed for medical students to use during their rural family practice, a four- to six-week experience in the summer after their second year. This site has been designed to be a supplemental learning environment for not only these students, but also for their physician preceptors. It is intended to foster communication among participants, bring new resources to the rural setting, and allow preceptors to develop their Internet skills with the help of students who are already familiar with the electronic environment. The MEDICOL sites enable the exchange of information about the learning issues between, as well as within, tutorial groups. MEDICOL also provides students with faculty-reviewed resources that are listed online; multimedia presentations; and access to histology, radiology, and pathology images through an online image database. Each week, students have access to a new interactive and automatically graded self-assessment quiz for individual study. These quizzes test learning objectives from tutorial, lecture, and lab material for each week of the curriculum and are modeled after summative examinations held twice each year. Question authors provide immediately accessible quality feedback to students. A comprehensive quiz databank of approximately 1,500 questions has been attained. WebCT enables MEDICOL to deliver anonymous, online program-evaluation questionnaires during clinical clerkships (resulting in a 99% response rate after a few e-mail reminders), with easy and timely data collection and reporting methods. Summative assessments have also been delivered through MEDICOL. Use statistics indicate that over 90% of students regularly use the MEDICOL sites and have found them helpful. University of British Columbia medical school enrollment will increase because of collaborations with campuses and medical centers across the province. MEDICOL will likely play an increased role in distance learning by continuing to deliver the resources already described, as well as facilitating synchronous communications (e.g., PBL chat rooms) and teaching (e.g., video-streamed lectures) to students located across the province.

Enhancing Environmental Higher Education in Eastern Europe

NASA Astrophysics Data System (ADS)

Palmisano, E.; Caporali, E.; Valdiserri, J.

2010-12-01

Higher Education plays a central role in the development of both human beings and modern societies as it enhances social, cultural and economic development, active citizenship, ethical values and expertises for a sustainable growth. Different initiatives are taking place at world level to guarantee accessibility and right to higher education. The sustainability of human development has, as relevant key factors, environment protection and natural resources enhancement. Environment is therefore becoming more and more important at global level. The Environmental policy is object of discussions, in different prime minister summits and conferences, and constitutes a priority of policy in an increasing number of countries. The European Higher Education institutions, to achieve the objectives above, and to encourage cooperation between countries, may take part in a wide range of European Commission funded programmes, such as TEMPUS, which supports the modernisation of higher education and creates an area of co-operation in countries surrounding the EU. Some important projects run by the University of Florence are the TEMPUS DEREC-Development of Environmental and Resources Engineering Curriculum (2005-2008) and its spin-off called DEREL-Development of Environment and Resources Engineering Learning (2010-2013), recently recommended for funding by the European Commission. Through the co-operation of all project consortium members (Universities in Austria, Germany, Greece, FYR Macedonia, Albania and Serbia) they are aimed at the development and introduction of first and second level curricula in “Environmental and Resources Engineering” at the Ss. Cyril and Methodius University in Skopje (FYR Macedonia). In the DEREC Project the conditions for offering a joint degree title in the field of Environmental Engineering between the University of Florence and the Ss. Cyril and Methodius University in Skopje were fulfilled and a shared educational programme leading to the mutual recognition of degree titles was defined. The DEREL Project, as logical continuation of DEREC, is aimed to introduce a new, up-to-date, postgraduate two-year curriculum in Environment and Resources Engineering at some Universities in FYR Macedonia, Serbia and Albania following the criteria and conditions for setting up a Joint Postgraduate Degree. The modernisation of higher education implies new educational requirements that, stimulated by the innovative telecommunication technologies together with novel educational materials and methodologies, lead to the development of distance learning environments. In order to provide the basis for the development of a distance learning environment based on video conferencing systems and develop a blended learning courses methodology, the TEMPUS Project VICES Videoconferencing Educational Services (2009-2012) was launched in 2009. The project is being carried out by the University of Florence and the Ss Cyril and Methodius University in Skopje with the co-operation and expertise of consortium members in Europe and Western Balkans and it foresees the implementation of videoconferencing educational modules in the frame of the DEREC Curriculum. In all above projects, the technical and methodological aspects related to environment protection and natural resources enhancement is highlighted.

Self-guided field trips for students of environments

NASA Astrophysics Data System (ADS)

Moore, G.; Kerr, Roger; Hadgraft, Roger

2011-05-01

In many learning institutions around the world, there is a trend towards larger classes, more flexible learning pathways and reduced teaching resources. Experiential learning is often used in the form of site visits or field trips for students studying engineering, natural resource management, geography and similar disciplines. Providing opportunities for students to undertake field trips without the traditional support mechanism is one of the more challenging issues for subject designers. How can large cohorts of students gain practical exposure to various aspects of the natural or built environment? Although this is typically done using traditional site visits and fieldwork with a high staff/student ratio, the goal has been to use action research to design and develop resources to enable small groups (three or four) to make self-guided visits to sites close to campus. Multimedia resources to examine and interpret aspects of the site that relate to their on-campus learning guide the students. One critical issue in the success of these activities has been proper risk assessment and control procedures. The outcome of this research is a framework to provide a safe, active learning experience by way of self-guided field trips that is suitable for implementation with large classes.

Data Integration for Dynamic and Sustainable Systems Biology Resources: Challenges and Lessons Learned

PubMed Central

Gabbard, Joseph L.; Shukla, Maulik; Sobral, Bruno

2010-01-01

Systems biology and infectious disease (host-pathogen-environment) research and development is becoming increasingly dependent on integrating data from diverse and dynamic sources. Maintaining integrated resources over long periods of time presents distinct challenges. This paper describes experiences and lessons learned from integrating data in two five-year projects focused on pathosystems biology: the Pathosystems Resource Integration Center (PATRIC, http://patric.vbi.vt.edu/), with a goal of developing bioinformatics resources for the research and countermeasures development communities based on genomics data, and the Resource Center for Biodefense Proteomics Research (RCBPR, http://www.proteomicsresource.org/), with a goal of developing resources based on the experiment data such as microarray and proteomics data from diverse sources and technologies. Some challenges include integrating genomic sequence and experiment data, data synchronization, data quality control, and usability engineering. We present examples of a variety of data integration problems drawn from our experiences with PATRIC and RBPRC, as well as open research questions related to long term sustainability, and describe the next steps to meeting these challenges. Novel contributions of this work include (1) an approach for addressing discrepancies between experiment results and interpreted results and (2) expanding the range of data integration techniques to include usability engineering at the presentation level. PMID:20491070

The Components of Good Acoustics in a High Performance School

ERIC Educational Resources Information Center

Stewart, William

2009-01-01

Acoustics has received greater importance in the learning environment in recent years. In August 2000, The Acoustical Society of America (ASA) published the study "Classroom Acoustics: A Resource for Creating Learning Environments with Desirable Listening Conditions" providing a framework for understanding the qualities, descriptors of the…

Assessing a Collaborative Online Environment for Music Composition

ERIC Educational Resources Information Center

Biasutti, Michele

2015-01-01

The current pilot study tested the effectiveness of an e-learning environment built to enable students to compose music collaboratively. The participants interacted online by using synchronous and asynchronous resources to develop a project in which they composed a new music piece in collaboration. After the learning sessions, individual…

Flexible Learning in an Information Society

ERIC Educational Resources Information Center

Khan, Badrul, Ed.

2007-01-01

Flexible Learning in an Information Society uses a flexible learning framework to explain the best ways of creating a meaningful learning environment. This framework consists of eight factors--institutional, management, technological, pedagogical, ethical, interface design, resource support, and evaluation--and a systematic understanding of these…

Sustainability in CALL Learning Environments: A Systemic Functional Grammar Approach

ERIC Educational Resources Information Center

McDonald, Peter

2014-01-01

This research aims to define a sustainable resource in Computer-Assisted Language Learning (CALL). In order for a CALL resource to be sustainable it must work within existing educational curricula. This feature is a necessary prerequisite of sustainability because, despite the potential for educational change that digitalization has offered since…

Social Networking: A Collaborative Open Educational Resource

ERIC Educational Resources Information Center

Toetenel, Lisette

2014-01-01

Studies undertaken since the introduction of Web 2.0 have focussed mainly on open educational resources (OERs) such as email, blogging and virtual learning environments. No consistent efforts have been undertaken to study the use of social networking sites as a tool for learning in the second language classroom. This study examined the use of…

Technological Change in the Workplace: A Statewide Survey of Community College Library and Learning Resources Personnel.

ERIC Educational Resources Information Center

Poole, Carolyn E.; Denny, Emmett

2001-01-01

Discussion of the effects of technostress on library personnel focuses on an investigation that examined how employees in Florida community college libraries and learning resources centers are dealing with technological change in their work environment. Considers implications for planning and implementing technological change and includes…

A Conceptual Model and Evaluation Process for Educational Technology Learning Resources: A Legal Case Study

ERIC Educational Resources Information Center

McDonald, Jacquie; McPhail, Janelle; Maguire, Michael; Millett, Bruce

2004-01-01

The University of Southern Queensland (USQ), Australia, has more than 25 years experience in distributed education. More recently, USQ has embraced information and communication technologies to delivery learning resources in a more integrated and interactive environment to on-campus and external students. To understand the complex reactions of…

Use of Digital Resources in an Academic Environment: A Qualitative Study of Students' Perceptions, Experiences, and Digital Literacy Skills

ERIC Educational Resources Information Center

Matusiak, Krystyna K.

2010-01-01

The use of information resources for teaching and learning in an academic environment is undergoing a dramatic transformation. The development of digital technologies and the growth of the Internet have changed the format as well as the dissemination methods of scholarly resources. Digital libraries have been created as part of the transition from…

Preclinical Medical Student Hematology/Oncology Education Environment.

PubMed

Zumberg, Marc S; Broudy, Virginia C; Bengtson, Elizabeth M; Gitlin, Scott D

2015-12-01

To better prepare medical students to care for patients in today's changing health-care environment as they transition to continuing their education as residents, many US medical schools have been reviewing and modifying their curricula and are considering integration of newer adult learning techniques, including team-based learning, flipped classrooms, and other active learning approaches (Assoc Am Med Coll. 2014). Directors of hematology/oncology (H/O) courses requested an assessment of today's H/O education environment to help them respond to the ongoing changes in the education content and environment that will be necessary to meet this goal. Several recommendations for the improvement of cancer education resulted from American Association for Cancer Education's (ACCE's) "Cancer Education Survey II" including a call for medical schools to evaluate the effectiveness of current teaching methods in achieving cancer education objectives (Chamberlain et al. J Cancer Educ 7(2):105-114.2014). To understand the current environment and resources used in medical student preclinical H/O courses, an Internet-based, Survey Monkey®-formatted, questionnaire focusing on nine topic areas was distributed to 130 United States Hematology/Oncology Course Directors (HOCDs). HOCDs represent a diverse group of individuals who work in variably supportive environments and who are variably satisfied with their position. Several aspects of these courses remain relatively unchanged from previous assessments, including a predominance of traditional lectures, small group sessions, and examinations that are either written or computer-based. Newer technology, including web-based reproduction of lectures, virtual microscopes, and availability of additional web-based content has been introduced into these courses. A variety of learner evaluation and course assessment approaches are used. The ultimate effectiveness and impact of these changes needs to be determined.

A Dynamic Ubiquitous Learning Resource Model with Context and Its Effects on Ubiquitous Learning

ERIC Educational Resources Information Center

Chen, Min; Yu, Sheng Quan; Chiang, Feng Kuang

2017-01-01

Most ubiquitous learning researchers use resource recommendation and retrieving based on context to provide contextualized learning resources, but it is the kind of one-way context matching. Learners always obtain fixed digital learning resources, which present all learning contents in any context. This study proposed a dynamic ubiquitous learning…

Augmented Reflective Learning and Knowledge Retention Perceived among Students in Classrooms Involving Virtual Laboratories

ERIC Educational Resources Information Center

Achuthan, Krishnashree; Francis, Saneesh P.; Diwakar, Shyam

2017-01-01

Learning theories converge on the principles of reflective learning processes and perceive them as fundamental to effective learning. Traditional laboratory education in science and engineering often happens in highly resource-constrained environments that compromise some of the learning objectives. This paper focuses on characterizing three…

A Framework to Support Mobile Learning in Multilingual Environments

ERIC Educational Resources Information Center

Jantjies, Mmaki E.; Joy, Mike

2014-01-01

This paper presents a multilingual mobile learning framework that can be used to support the pedagogical development of mobile learning systems which can support learning in under-resourced multilingual schools. The framework has been developed following two empirical mobile learning studies. Both studies were conducted in multilingual South…

The development and evaluation of the use of a virtual learning environment (Blackboard 5) to support the learning of pre-qualifying nursing students undertaking a human anatomy and physiology module.

PubMed

Green, Sue M; Weaver, Mike; Voegeli, David; Fitzsimmons, Debs; Knowles, Jess; Harrison, Maureen; Shephard, Kerry

2006-07-01

Students commence nurse education with varying levels of understanding of human anatomy and physiology due to a wide range of previous exposure to the topic. All students, however, are required to attain a broad knowledge of this topic prior to qualification. This paper describes the use of a Virtual Learning Environment (VLE), Blackboard 5, and the associated development of appropriate resources aimed at supporting nursing students undertaking a human anatomy and physiology module at Higher Education Level 1. The VLE was used as part of a blended learning approach. The results suggested that the majority of students utilised the VLE throughout the academic year. Opportunities for independent and self-directed learning were available in that students chose when and where to learn. Students generally commented favourably on ease of use and type of resources available. Frequency of use of the VLE, however, did not correlate strongly with the final examination mark achieved. Overall the VLE and the associated available resources appeared useful in supporting student learning and has been adopted for use in subsequent years.

Effects of congruence between preferred and perceived learning environments in nursing education in Taiwan: a cross-sectional study

PubMed Central

Yeh, Ting-Kuang; Huang, Hsiu-Mei; Chan, Wing P; Chang, Chun-Yen

2016-01-01

Objective To investigate the effects of congruence between preferred and perceived learning environments on learning outcomes of nursing students. Setting A nursing course at a university in central Taiwan. Participants 124 Taiwanese nursing students enrolled in a 13-week problem-based Fundamental Nursing curriculum. Design and methods Students' preferred learning environment, perceptions about the learning environment and learning outcomes (knowledge, self-efficacy and attitudes) were assessed. On the basis of test scores measuring their preferred and perceived learning environments, students were assigned to one of two groups: a ‘preferred environment aligned with perceived learning environment’ group and a ‘preferred environment discordant with perceived learning environment’ group. Learning outcomes were analysed by group. Outcome measures Most participants preferred learning in a classroom environment that combined problem-based and lecture-based instruction. However, a mismatch of problem-based instruction with students' perceptions occurred. Learning outcomes were significantly better when students' perceptions of their instructional activities were congruent with their preferred learning environment. Conclusions As problem-based learning becomes a focus of educational reform in nursing, teachers need to be aware of students' preferences and perceptions of the learning environment. Teachers may also need to improve the match between an individual student's perception and a teacher's intention in the learning environment, and between the student's preferred and actual perceptions of the learning environment. PMID:27207620

Effects of congruence between preferred and perceived learning environments in nursing education in Taiwan: a cross-sectional study.

PubMed

Yeh, Ting-Kuang; Huang, Hsiu-Mei; Chan, Wing P; Chang, Chun-Yen

2016-05-20

To investigate the effects of congruence between preferred and perceived learning environments on learning outcomes of nursing students. A nursing course at a university in central Taiwan. 124 Taiwanese nursing students enrolled in a 13-week problem-based Fundamental Nursing curriculum. Students' preferred learning environment, perceptions about the learning environment and learning outcomes (knowledge, self-efficacy and attitudes) were assessed. On the basis of test scores measuring their preferred and perceived learning environments, students were assigned to one of two groups: a 'preferred environment aligned with perceived learning environment' group and a 'preferred environment discordant with perceived learning environment' group. Learning outcomes were analysed by group. Most participants preferred learning in a classroom environment that combined problem-based and lecture-based instruction. However, a mismatch of problem-based instruction with students' perceptions occurred. Learning outcomes were significantly better when students' perceptions of their instructional activities were congruent with their preferred learning environment. As problem-based learning becomes a focus of educational reform in nursing, teachers need to be aware of students' preferences and perceptions of the learning environment. Teachers may also need to improve the match between an individual student's perception and a teacher's intention in the learning environment, and between the student's preferred and actual perceptions of the learning environment. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Liberating Learning Object Design from the Learning Style of Student Instructional Designers

ERIC Educational Resources Information Center

Akpinar, Yavuz

2007-01-01

Learning objects are a new form of learning resource, and the design of these digital environments has many facets. To investigate senior instructional design students' use of reflection tools in designing learning objects, a series of studies was conducted using the Reflective Action Instructional Design and Learning Object Review Instrument…

Creating learning environments.

PubMed

Ollier, D

1995-01-01

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

CaseWorld™: Interactive, media rich, multidisciplinary case based learning.

PubMed

Gillham, David; Tucker, Katie; Parker, Steve; Wright, Victoria; Kargillis, Christina

2015-11-01

Nurse educators are challenged to keep up with highly specialised clinical practice, emerging research evidence, regulation requirements and rapidly changing information technology while teaching very large numbers of diverse students in a resource constrained environment. This complex setting provides the context for the CaseWorld project, which aims to simulate those aspects of clinical practice that can be represented by e-learning. This paper describes the development, implementation and evaluation of CaseWorld, a simulated learning environment that supports case based learning. CaseWorld provides nursing students with the opportunity to view unfolding authentic cases presented in a rich multimedia context. The first round of comprehensive summative evaluation of CaseWorld is discussed in the context of earlier formative evaluation, reference group input and strategies for integration of CaseWorld with subject content. This discussion highlights the unique approach taken in this project that involved simultaneous prototype development and large scale implementation, thereby necessitating strong emphasis on staff development, uptake and engagement. The lessons learned provide an interesting basis for further discussion of broad content sharing across disciplines and universities, and the contribution that local innovations can make to global education advancement. Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.

Assessing the role of learning devices and geovisualisation tools for collective action in natural resource management: Experiences from Vietnam.

PubMed

Castella, Jean-Christophe

2009-02-01

In northern Vietnam uplands the successive policy reforms that accompanied agricultural decollectivisation triggered very rapid changes in land use in the 1990s. From a centralized system of natural resource management, a multitude of individual strategies emerged which contributed to new production interactions among farming households, changes in landscape structures, and conflicting strategies among local stakeholders. Within this context of agrarian transition, learning devices can help local communities to collectively design their own course of action towards sustainable natural resource management. This paper presents a collaborative approach combining a number of participatory methods and geovisualisation tools (e.g., spatially explicit multi-agent models and role-playing games) with the shared goal to analyse and represent the interactions between: (i) decision-making processes by individual farmers based on the resource profiles of their farms; (ii) the institutions which regulate resource access and usage; and (iii) the biophysical and socioeconomic environment. This methodological pathway is illustrated by a case study in Bac Kan Province where it successfully led to a communication platform on natural resource management. In a context of rapid socioeconomic changes, learning devices and geovisualisation tools helped embed the participatory approach within a process of community development. The combination of different tools, each with its own advantages and constraints, proved highly relevant for supporting collective natural resource management.

Online Collaborative Learning: Theory and Practice

ERIC Educational Resources Information Center

Roberts, Tim, Ed.

2004-01-01

"Online Collaborative Learning: Theory and Practice" provides a resource for researchers and practitioners in the area of online collaborative learning (also known as CSCL, computer-supported collaborative learning), particularly those working within a tertiary education environment. It includes articles of relevance to those interested in both…

Evaluation of resources and environment carrying capacity and socio-economic pressure in typical ecological regions, China

NASA Astrophysics Data System (ADS)

Qiusen, Huang; Xinyi, Xu

2017-04-01

Since the reform and opening up, the socio-economic pressures have led to increasingly tight resource constraints and serious environmental pollution problems in China, especially for typical ecological regions. The ecological system is under a severe situation and resource and environmental issues have become the bottleneck of economic development. Taking the Chen Barag Banner which has been considered as typical ecological regions as an example, the evaluation indexes system of resources and environment carrying capacity was divided into three subsystems: natural driving force, socio-economic pressure and ecological health. On the basis of the indexes system and related data of Chen Barag Banner in 2014, the evaluation model of resources and environment carrying capacity based on spring model were proposed to analysis the state of resources and environment carrying, and an assessment of influence of socio-economic pressure on the resources and environment system has been conducted by using the discretization method of socio-economic data. The results showed that:(1) The resources and environment system of Baorixile Town, Huhenuoer Town and Bayankuren Town were overloaded among the ten towns, the values of Resources and Environment Carrying Capacity(RECC) / Resources and Environment Carrying State(RECS) were 9.86, 1.37 and 1.22, respectively;(2) The natural driving force index of Xiwuzhuer Town, Hadatu state-owned farm and Bayanhada Town were 0.40, 0.42 and 0.43, respectively, which were lower than others and indicated that the natural conditions in these areas were better than others;(3) The situation of ecological environment Ewenke Town, Hadatu state-owned farm and Tenihe state-owned farm were the best due to the result that the ecological health index of these three towns were 0.21, 0.22 and 0.26, respectively, which were lower than others;(4) The influence of socio-economic pressure on the system of resources and environment in Baorixile Town, Hadatu state-owned farm and Tenihe state-owned farm were the heaviest, the values of social and economic pressure index were 0.61, 0.32 and 0.30 respectively;(5) The discretization result of socio-economic pressure in the scale of 10km*10km space unit was helpful to understand the trend of socio-economic pressure within the township, which couldn't be learned from the result based on the scale of the township;(6) The main factors that affected the environmental carrying capacity of Chen Barag Banner were soil moisture content and per capita water resources;(7) Consumption of water resources and land resources, environmental pollution resulted from the production of agriculture and animal husbandry were the main causes of socio-economic pressures.

Using Wikis as a Support and Assessment Tool in Collaborative Digital Game-Based Learning Environments

ERIC Educational Resources Information Center

Samur, Yavuz

2011-01-01

In computer-supported collaborative learning (CSCL) environments, there are many researches done on collaborative learning activities; however, in game-based learning environments, more research and literature on collaborative learning activities are required. Actually, both game-based learning environments and wikis enable us to use new chances…

The Residential Conference Center as a Learning Sanctuary.

ERIC Educational Resources Information Center

Simpson, Edward G., Jr.

1990-01-01

Adult learning in residential conference centers is enhanced when a philosophical basis underlies their design. Six integrated elements for the development of learning sanctuaries are historical context, educational program, physical environment, support services, technology, and human resources. (SK)

Paediatric musculoskeletal matters (pmm)--collaborative development of an online evidence based interactive learning tool and information resource for education in paediatric musculoskeletal medicine.

PubMed

Smith, Nicola; Rapley, Tim; Jandial, Sharmila; English, Christine; Davies, Barbara; Wyllie, Ruth; Foster, Helen E

2016-01-05

We describe the collaborative development of an evidence based, free online resource namely 'paediatric musculoskeletal matters' (pmm). This resource was developed with the aim of reaching a wide range of health professionals to increase awareness, knowledge and skills within paediatric musculoskeletal medicine, thereby facilitating early diagnosis and referral to specialist care. Engagement with stakeholder groups (primary care, paediatrics, musculoskeletal specialties and medical students) informed the essential 'core' learning outcomes to derive content of pmm. Representatives from stakeholder groups, social science and web development experts transformed the learning outcomes into a suitable framework. Target audience representatives reviewed the framework and their opinion was gathered using an online survey (n = 74) and focus groups (n = 2). Experts in paediatric musculoskeletal medicine peer reviewed the content and design. User preferences informed design with mobile, tablet and web compatible versions to facilitate access, various media and formats to engage users and the content presented in module format (i.e. Clinical assessment, Investigations and management, Limping child, Joint pain by site, Swollen joint(s) and Resources). We propose that our collaborative and evidence-based approach has ensured that pmm is user-friendly, with readily accessible, suitable content, and will help to improve access to paediatric musculoskeletal medicine education. The content is evidence-based with the design and functionality of pmm to facilitate optimal and 'real life' access to information. pmm is targeted at medical students and the primary care environment although messages are transferable to all health care professionals involved in the care of children and young people.

Development of L2 Interactional Resources for Online Collaborative Task Accomplishment

ERIC Educational Resources Information Center

Balaman, Ufuk; Sert, Olcay

2017-01-01

Technology-mediated task environments have long been considered integral parts of L2 learning and teaching processes. However, the interactional resources that the learners deploy to complete tasks in these environments have remained largely unexplored due to an overall focus on task design and outcomes rather than task engagement processes. With…

Assistive Technology for Young Children: Creating Inclusive Learning Environments

ERIC Educational Resources Information Center

Sadao, Kathleen C.; Robinson, Nancy B.

2010-01-01

Assistive technology (AT) can help young children with disabilities fully participate in natural, inclusive learning environments--but many early childhood professionals don't get the training they need to harness the power of AT. Fill that gap with this unintimidating, reader-friendly resource, the go-to guide to recommended AT practice for…

Cracking Her Codes: Understanding Shared Technology Resources as Positioning Artifacts for Power and Status in CSCL Environments

ERIC Educational Resources Information Center

Simpson, Amber; Bannister, Nicole; Matthews, Gretchen

2017-01-01

There is a positive relationship between student participation in computer-supported collaborative learning (CSCL) environments and improved complex problem-solving strategies, increased learning gains, higher engagement in the thinking of their peers, and an enthusiastic disposition toward groupwork. However, student participation varies from…

Open-Ended Learning Environments: A Theoretical Framework and Model for Design.

ERIC Educational Resources Information Center

Hill, Janette R.; Land, Susan M.

This paper presents a framework and model for design of open-ended learning environments (OELEs). First, an overview is presented that addresses key characteristics of OELEs, including: use of meaningful, complex contexts; provision of tools and resources; learner reflection and self-monitoring; and social, material, or technological scaffolding.…

Exploring the Links Between Visual Arts and Environmental Education: Experiences of Teachers Participating in an In-Service Training Programme

ERIC Educational Resources Information Center

Savva, Andri; Trimis, Eli; Zachariou, Aravella

2004-01-01

An in-service teachers' training programme was designed aiming to encourage art teachers to learn through theoretical and artistic experiential activities in a specific environmental setting (Lemithou environmental education centre, Cyprus). The programme was based on the use of the environment as an educational resource, and sought to develop…

A Resource Guide for an Exploratory Curriculum for Three-Year Old Migrant Children.

ERIC Educational Resources Information Center

Hoffman, Stevie; Mottola, Niel

The rational for the curriculum design for three-year-old migrant children in an expanded-day educational program is presented. Consideration is given for each of the program phases, the learning environment, the rationale for a pre-service workshop and on-going in-service consultancy. This curriculum is based on the premise that, because of the…

Resource-Based Learning.

ERIC Educational Resources Information Center

Brown, Sally, Ed.; Smith, Brenda, Ed.

The selections in this book encompass a broad spectrum of resource-based learning experiences, and are intended to help teachers and administrators gain a better understanding of the concepts and devise effective and efficient ways to use these materials. Titles include: "Introducing Resources for Learning" (Sally Brown and Brenda…

Globally Sustainable Management: A Dynamic Model of IHRM Learning and Control

ERIC Educational Resources Information Center

Takeda, Margaret B.; Helms, Marilyn M.

2010-01-01

Purpose: After a thorough literature review on multinational learning, it is apparent organizations "learn" when they capitalize on expatriate management, a "learning strategy" (international work teams, employee involvement and other human resource policies), technology transfer and political environment and cross-cultural adaptation. This…

Courses without classrooms.

PubMed

Boyer, S A

1999-01-01

There is an alternative to classroom lecture that provides faster, more complete instruction and introduces the learner to clinical application of skills in a safe environment. This teaching style uses multiple media to present professional, published resources that provide excellent quality, topic-specific information. The benefits of this type of teaching/learning module include improved use of student and instructor time, scheduling advantages, increased learning, revenue generation potential, and student empowerment. With this approach, a strong, sound educational base is built, and each course includes some degree or form of clinical application as a key component.

Lifewide Learning for Early Reading Development.

PubMed

Dowd, Amy Jo; Friedlander, Elliott; Jonason, Christine; Leer, Jane; Sorensen, Lisa Zook; Guajardo, Jarrett; D'Sa, Nikhit; Pava, Clara; Pisani, Lauren

2017-03-01

The authors examine the relationships between children's reading abilities and the enabling environment for learning in the context of Save the Children's Literacy Boost program. They conceptualize the enabling environment at a micro level, with two components: the home literacy environment, represented by reading materials/habits at home, and the community learning environment (community reading activities). Using longitudinal reading scores of 6,874 students in 424 schools in 12 sites across Africa and Asia, there was 1) a modest but consistent relationship between students' home literacy environments and reading scores, and 2) a strong relationship between reading gains and participation in community reading activities, suggesting that interventions should consider both home and community learning environments and their differential influences on interventions across different low-resource settings. © 2017 Wiley Periodicals, Inc.

Simulation-based crisis resource management training for pediatric critical care medicine: a review for instructors.

PubMed

Cheng, Adam; Donoghue, Aaron; Gilfoyle, Elaine; Eppich, Walter

2012-03-01

To review the essential elements of crisis resource management and provide a resource for instructors by describing how to use simulation-based training to teach crisis resource management principles in pediatric acute care contexts. A MEDLINE-based literature source. OUTLINE OF REVIEW: This review is divided into three main sections: Background, Principles of Crisis Resource Management, and Tools and Resources. The background section provides the brief history and definition of crisis resource management. The next section describes all the essential elements of crisis resource management, including leadership and followership, communication, teamwork, resource use, and situational awareness. This is followed by a review of evidence supporting the use of simulation-based crisis resource management training in health care. The last section provides the resources necessary to develop crisis resource management training using a simulation-based approach. This includes a description of how to design pediatric simulation scenarios, how to effectively debrief, and a list of potential assessment tools that instructors can use to evaluate crisis resource management performance during simulation-based training. Crisis resource management principles form the foundation for efficient team functioning and subsequent error reduction in high-stakes environments such as acute care pediatrics. Effective instructor training is required for those programs wishing to teach these principles using simulation-based learning. Dissemination and integration of these principles into pediatric critical care practice has the potential for a tremendous impact on patient safety and outcomes.

Fostering science literacy, environmental stewardship, and collaboration: Assessing a garden-based approach to teaching life science

NASA Astrophysics Data System (ADS)

Fisher-Maltese, Carley B.

Recently, schools nationwide have expressed a renewed interest in school gardens (California School Garden Network, 2010), viewing them as innovative educational tools. Most of the scant studies on these settings investigate the health/nutritional impacts, environmental attitudes, or emotional dispositions of students. However, few studies examine the science learning potential of a school garden from an informal learning perspective. Those studies that do examine learning emphasize individual learning of traditional school content (math, science, etc.) (Blaire, 2009; Dirks & Orvis, 2005; Klemmer, Waliczek & Zajicek, 2005a & b; Smith & Mostenbocker, 2005). My study sought to demonstrate the value of school garden learning through a focus on measures of learning typically associated with traditional learning environments, as well as informal learning environments. Grounded in situated, experiential, and contextual model of learning theories, the purpose of this case study was to examine the impacts of a school garden program at a K-3 elementary school. Results from pre/post tests, pre/post surveys, interviews, recorded student conversations, and student work reveal a number of affordances, including science learning, cross-curricular lessons in an authentic setting, a sense of school community, and positive shifts in attitude toward nature and working collaboratively with other students. I also analyzed this garden-based unit as a type curriculum reform in one school in an effort to explore issues of implementing effective practices in schools. Facilitators and barriers to implementing a garden-based science curriculum at a K-3 elementary school are discussed. Participants reported a number of implementation processes necessary for success: leadership, vision, and material, human, and social resources. However, in spite of facilitators, teachers reported barriers to implementing the garden-based curriculum, specifically lack of time and content knowledge.

Environment exploration and SLAM experiment research based on ROS

NASA Astrophysics Data System (ADS)

Li, Zhize; Zheng, Wei

2017-11-01

Robots need to get the information of surrounding environment by means of map learning. SLAM or navigation based on mobile robots is developing rapidly. ROS (Robot Operating System) is widely used in the field of robots because of the convenient code reuse and open source. Numerous excellent algorithms of SLAM or navigation are ported to ROS package. hector_slam is one of them that can set up occupancy grid maps on-line fast with low computation resources requiring. Its characters above make the embedded handheld mapping system possible. Similarly, hector_navigation also does well in the navigation field. It can finish path planning and environment exploration by itself using only an environmental sensor. Combining hector_navigation with hector_slam can realize low cost environment exploration, path planning and slam at the same time

Healthy eating design guidelines for school architecture.

PubMed

Huang, Terry T-K; Sorensen, Dina; Davis, Steven; Frerichs, Leah; Brittin, Jeri; Celentano, Joseph; Callahan, Kelly; Trowbridge, Matthew J

2013-01-01

We developed a new tool, Healthy Eating Design Guidelines for School Architecture, to provide practitioners in architecture and public health with a practical set of spatially organized and theory-based strategies for making school environments more conducive to learning about and practicing healthy eating by optimizing physical resources and learning spaces. The design guidelines, developed through multidisciplinary collaboration, cover 10 domains of the school food environment (eg, cafeteria, kitchen, garden) and 5 core healthy eating design principles. A school redesign project in Dillwyn, Virginia, used the tool to improve the schools' ability to adopt a healthy nutrition curriculum and promote healthy eating. The new tool, now in a pilot version, is expected to evolve as its components are tested and evaluated through public health and design research.

Earth System Science Education for the 21st Century: Progress and Plans

NASA Astrophysics Data System (ADS)

Ruzek, M.; Johnson, D. R.; Wake, C.; Aron, J.

2005-12-01

Earth System Science Education for the 21st Century (ESSE 21) is a collaborative undergraduate/graduate Earth system science education program sponsored by NASA offering small grants to colleges and universities with special emphasis on including minority institutions to engage faculty and scientists in the development of Earth system science courses, curricula, degree programs and shared learning resources. The annual ESSE 21 meeting in Fairbanks in August, 2005 provided an opportunity for 70 undergraduate educators and scientists to share their best classroom learning resources through a series of short presentations, posters and skills workshops. This poster will highlight meeting results, advances in the development of ESS learning modules, and describe a community-led proposal to develop in the coming year a Design Guide for Undergraduate Earth system Science Education to be based upon the experience of the 63 NASA-supported ESSE teams over the past 15 years. As a living document on the Web, the Design Guide would utilize and share ESSE experiences that: - Advance understanding of the Earth as a system - Apply ESS to the Vision for Space Exploration - Create environments appropriate for teaching and learning ESS - Improve STEM literacy and broaden career paths - Transform institutional priorities and approaches to ESS - Embrace ESS within Minority Serving Institutions - Build collaborative interdisciplinary partnerships - Develop ESS learning resources and modules The Design Guide aims to be a synthesis of just how ESS has been and is being implemented in the college and university environment, listing items essential for undergraduate Earth system education that reflect the collective wisdom of the ESS education community. The Design Guide will focus the vision for ESS in the coming decades, define the challenges, and explore collaborative processes that utilize the next generation of information and communication technology.

A Neural Network Model to Learn Multiple Tasks under Dynamic Environments

NASA Astrophysics Data System (ADS)

Tsumori, Kenji; Ozawa, Seiichi

When environments are dynamically changed for agents, the knowledge acquired in an environment might be useless in future. In such dynamic environments, agents should be able to not only acquire new knowledge but also modify old knowledge in learning. However, modifying all knowledge acquired before is not efficient because the knowledge once acquired may be useful again when similar environment reappears and some knowledge can be shared among different environments. To learn efficiently in such environments, we propose a neural network model that consists of the following modules: resource allocating network, long-term & short-term memory, and environment change detector. We evaluate the model under a class of dynamic environments where multiple function approximation tasks are sequentially given. The experimental results demonstrate that the proposed model possesses stable incremental learning, accurate environmental change detection, proper association and recall of old knowledge, and efficient knowledge transfer.

Digital Literacy: A Prerequisite for Effective Learning in a Blended Learning Environment?

ERIC Educational Resources Information Center

Tang, Chun Meng; Chaw, Lee Yen

2016-01-01

Blended learning has propelled into mainstream education in recent years with the help of digital technology. Commonly available digital devices and the Internet have made access to learning resources such as learning management systems, online libraries, digital media, etc. convenient and flexible for both lecturers and students. Beyond the…

Learning Styles among Students in an Advanced Soil Management Class: Impact on Students' Performance

ERIC Educational Resources Information Center

Eudoxie, Gaius D.

2011-01-01

Learning styles represent an integral component of the learning environment, which has been shown to differ across institutions and disciplines. To identify learner preferences within a discipline would aid in evaluating instructional resources geared toward active learning. The learning profiles of second-year soil science students (n = 62) were…

A review of assertions about the processes and outcomes of social learning in natural resource management.

PubMed

Cundill, G; Rodela, R

2012-12-30

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

Reconceptualizing Homework as Out-of-School Learning Opportunities. Occasional Paper 135.

ERIC Educational Resources Information Center

Alleman, Janet; Brophy, Jere

This occasional paper views homework as an opportunity to exploit the potential of outside resources and environments to complement in-school learning opportunities. Out-of-school learning opportunities are considered in the context of principles for planning and implementing learning activities. These principles involve: (1) goal relevance,…

iMidwife: midwifery students' use of smartphone technology as a mediated educational tool in clinical environments.

PubMed

DeLeo, Annemarie; Geraghty, Sadie

2017-12-18

The increasing use of smartphone technology in health care provides midwifery students with unprecedented access to online resources that facilitates the optimal care of women and supports ongoing learning. A small pilot study was conducted in Western Australia, with 29 undergraduate and postgraduate midwifery students to explore the use of smartphone technology whilst in clinical practice. This study aimed to define the impact of smartphones in clinical decision-making and learning whilst in clinical areas, by midwifery students at the point of care. An online survey was used to collect data. Five consistent themes were identified from the results. Smartphone technology encourages self-directed learning, consolidation of theory, engagement through blended learning, complements online education in clinical practice and is a trend in the future of midwifery curriculum. Smartphones enhance the learning and mobility of supportive resources that consolidate midwifery students' clinical experience in workplace environments.

Developing web-based training for public health practitioners: what can we learn from a review of five disciplines?

PubMed Central

Ballew, Paula; Castro, Sarah; Claus, Julie; Kittur, Nupur; Brennan, Laura; Brownson, Ross C.

2013-01-01

During a time when governmental funding, resources and staff are decreasing and travel restrictions are increasing, attention to efficient methods of public health workforce training is essential. A literature review was conducted to inform the development and delivery of web-based trainings for public health practitioners. Literature was gathered and summarized from five disciplines: Information Technology, Health, Education, Business and Communications, following five research themes: benefits, barriers, retention, promotion and evaluation. As a result, a total of 138 articles relevant to web-based training design and implementation were identified. Key recommendations emerged, including the need to conduct formative research and evaluation, provide clear design and layout, concise content, interactivity, technical support, marketing and promotion and incentives. We conclude that there is limited application of web-based training in public health. This review offers an opportunity to learn from other disciplines. Web-based training methods may prove to be a key training strategy for reaching our public health workforce in the environment of limited resources. PMID:22987862

Anatomy drawing screencasts: enabling flexible learning for medical students.

PubMed

Pickering, James D

2015-01-01

The traditional lecture remains an essential method of disseminating information to medical students. However, due to the constant development of the modern medical curriculum many institutions are embracing novel means for delivering the core anatomy syllabus. Using mobile media devices is one such way, enabling students to access core material at a time and place that suits their specific learning style. This study has examined the effect of five anatomy drawing screencasts that replicate the popular anatomy drawing element of a lecture. These resources were uploaded to the University's Virtual Learning Environment for student access. Usage data and an end of module questionnaire were used to assess the impact of the screencasts on student education. The data revealed a high level of usage that varied in both the time of day and day of the week, with the number of downloads dramatically increasing towards the end of the module when the assessment was approaching. The student group found the additional resources extremely useful in consolidating information and revision, with many commenting on their preference to the screencasts compared to the more traditional approaches to learning. Scrutinizing the screencasts in relation to cognitive load theory and the cognitive theory of multimedia learning indicates a high correlation with an evidence-based approach to designing learning resources. Overall the screencasts have been a well-received enhancement that supports the student learning and has been shown to promote flexible learning. © 2014 American Association of Anatomists.

Developing Online Learning Resources: Big Data, Social Networks, and Cloud Computing to Support Pervasive Knowledge

ERIC Educational Resources Information Center

Anshari, Muhammad; Alas, Yabit; Guan, Lim Sei

2016-01-01

Utilizing online learning resources (OLR) from multi channels in learning activities promise extended benefits from traditional based learning-centred to a collaborative based learning-centred that emphasises pervasive learning anywhere and anytime. While compiling big data, cloud computing, and semantic web into OLR offer a broader spectrum of…

Pre-Service English Teachers in Blended Learning Environment in Respect to Their Learning Approaches

ERIC Educational Resources Information Center

Yilmaz, M. Betul; Orhan, Feza

2010-01-01

Blended learning environment (BLE) is increasingly used in the world, especially in university degrees and it is based on integrating web-based learning and face-to-face (FTF) learning environments. Besides integrating different learning environments, BLE also addresses to students with different learning approaches. The "learning…

Agent-Based Learning Environments as a Research Tool for Investigating Teaching and Learning.

ERIC Educational Resources Information Center

Baylor, Amy L.

2002-01-01

Discusses intelligent learning environments for computer-based learning, such as agent-based learning environments, and their advantages over human-based instruction. Considers the effects of multiple agents; agents and research design; the use of Multiple Intelligent Mentors Instructing Collaboratively (MIMIC) for instructional design for…

Selection and Use of Online Learning Resources by First-Year Medical Students: Cross-Sectional Study

PubMed Central

Elliott, Kristine

2017-01-01

Background Medical students have access to a wide range of learning resources, many of which have been specifically developed for or identified and recommended to them by curriculum developers or teaching staff. There is an expectation that students will access and use these resources to support their self-directed learning. However, medical educators lack detailed and reliable data about which of these resources students use to support their learning and how this use relates to key learning events or activities. Objective The purpose of this study was to comprehensively document first-year medical student selection and use of online learning resources to support their bioscience learning within a case-based curriculum and assess these data in relation to our expectations of student learning resource requirements and use. Methods Study data were drawn from 2 sources: a survey of student learning resource selection and use (2013 cohort; n=326) and access logs from the medical school learning platform (2012 cohort; n=337). The paper-based survey, which was distributed to all first-year students, was designed to assess the frequency and types of online learning resources accessed by students and included items about their perceptions of the usefulness, quality, and reliability of various resource types and sources. Of 237 surveys returned, 118 complete responses were analyzed (36.2% response rate). Usage logs from the learning platform for an entire semester were processed to provide estimates of first-year student resource use on an individual and cohort-wide basis according to method of access, resource type, and learning event. Results According to the survey data, students accessed learning resources via the learning platform several times per week on average, slightly more often than they did for resources from other online sources. Google and Wikipedia were the most frequently used nonuniversity sites, while scholarly information sites (eg, online journals and scholarly databases) were accessed relatively infrequently. Students were more likely to select learning resources based on the recommendation of peers than of teaching staff. The overwhelming majority of the approximately 70,000 resources accessed by students via the learning platform were lecture notes, with each accessed an average of 167 times. By comparison, recommended journal articles and (online) textbook chapters were accessed only 49 and 31 times, respectively. The number and type of learning resources accessed by students through the learning platform was highly variable, with a cluster analysis revealing that a quarter of students accessed very few resources in this way. Conclusions Medical students have easy access to a wide range of quality learning resources, and while some make good use of the learning resources recommended to them, many ignore most and access the remaining ones infrequently. Learning analytics can provide useful measures of student resource access through university learning platforms but fails to account for resources accessed via external online sources or sharing of resources using social media. PMID:28970187

Perception of hospital learning environment: a survey of Hong Kong nursing students.

PubMed

Chan, Dominic S K; Ip, Wan Y

2007-10-01

The last two decades have seen widespread changes to nurse education but the clinical field remains an essential and invaluable resource in preparing students for the reality of their professional role, supporting the integration of theory and practice, and linking the 'knowing what' to do with the 'knowing how' to deliver care. The clinical learning environment represents a vital element of nurse education that needs to be measurable and warrants further investigation. This survey study examined Hong Kong nursing students' perception of the social climate of the clinical learning environment. Participants were invited to complete the two versions, the Actual and Preferred Forms, of the Clinical Learning Environment Inventory following the completion of their clinical field placement. Two hundred eighty one Actual Forms and 243 Preferred Forms returned. SPPS version 11 was employed to analyse data with descriptive and inferential statistics. It was found that there were significant differences between students' perceptions of the actual clinical learning environment and the ideal clinical learning environment they desired. The study highlights the need for a supportive clinical learning environment which is of paramount importance for students in clinical practice.

A Guide for Teaching in and from an Urban School Environment, 1973.

ERIC Educational Resources Information Center

State Univ. of New York, Plattsburgh. Coll. at Plattsburgh.

The resource materials represent the cooperative efforts of graduate students enrolled in a 2-week field learning class. The specific objective of the reports was to consider the ways urban resources can be used in outdoor education teaching in and from a "city" environment. The individual reports are: Athletic Field; Community Signs; Curbs and…

Nature and the Outdoor Learning Environment: The Forgotten Resource in Early Childhood Education

ERIC Educational Resources Information Center

Cooper, Allen

2015-01-01

Longitudinal studies now confirm the economic, academic, and social importance of high-quality early childhood education. At the same time, a substantial body of research indicates that an outdoor learning and play environment with diverse natural elements advances and enriches all of the domains relevant to the development, health, and well-being…

Designs for Living and Learning: Transforming Early Childhood Environments, Second Edition

ERIC Educational Resources Information Center

Carter, Margie; Curtis, Deb

2015-01-01

You likely have dreams for your early childhood environment that are greater than rating scales, regulations, and room arrangements. "Designs for Living and Learning" has been a favorite resource among educators and caregivers for more than a decade, and this new edition is packed with even more ideas that can be used as you create…

Resources for Improving Computerized Learning Environments.

ERIC Educational Resources Information Center

Yeaman, Andrew R. J.

1989-01-01

Presents an annotated review of human factors literature that discusses computerized environments. Topics discussed include the application of office automation practices to educational environments; video display terminal (VDT) workstations; health and safety hazards; planning educational facilities; ergonomics in computerized offices; and…

Metacognitive components in smart learning environment

NASA Astrophysics Data System (ADS)

Sumadyo, M.; Santoso, H. B.; Sensuse, D. I.

2018-03-01

Metacognitive ability in digital-based learning process helps students in achieving learning goals. So that digital-based learning environment should make the metacognitive component as a facility that must be equipped. Smart Learning Environment is the concept of a learning environment that certainly has more advanced components than just a digital learning environment. This study examines the metacognitive component of the smart learning environment to support the learning process. A review of the metacognitive literature was conducted to examine the components involved in metacognitive learning strategies. Review is also conducted on the results of study smart learning environment, ranging from design to context in building smart learning. Metacognitive learning strategies certainly require the support of adaptable, responsive and personalize learning environments in accordance with the principles of smart learning. The current study proposed the role of metacognitive component in smart learning environment, which is useful as the basis of research in building environment in smart learning.

Innovative Instructional Strategies: Successful Learning Systems for Military and Civilian Educational Environments.

DTIC Science & Technology

1990-09-01

standards that he felt would hel l) youthful minds cope with everyday challenges of life . His students often missed critical points of certain lectures...mod high high _mod-high 10. Resource constraints little much little much some 11. Extrovert instructor yes no yes yes yes 12. Introvert instructor no...desire to learn. Adults and children usually initiate the learning process in their everyday environments by investigating causes of events, posing

Optional anatomy and physiology e-learning resources: student access, learning approaches, and academic outcomes.

PubMed

Guy, Richard; Byrne, Bruce; Dobos, Marian

2018-03-01

Anatomy and physiology interactive video clips were introduced into a blended learning environment, as an optional resource, and were accessed by ~50% of the cohort. Student feedback indicated that clips were engaging, assisted understanding of course content, and provided lecture support. Students could also access two other optional online resources, lecture capture recordings and an interactive atlas of anatomy, and individuals were tracked with respect to their access behavior, learning approach, and subject score. Deep learning was highest among those accessing the clips or atlas or those accessing more online resources, and thus self-regulatory skill development might be a useful approach to increase student access to optional online resources. Those who accessed clips, lecture capture recordings, or atlas achieved a significantly higher subject score than those who did not. When combinations of resources used were considered, we found an approximately linear relationship between number of resources accessed and subject score, with a 16% difference in score between those who accessed none or all of the resources. However, the low resource access rate suggests that academic advantage may not be simply due to the learning support offered by the resources. As students accessing the optional resources tended to be more self-regulated, it may be that it was the extra effort made with respect to other subject resources, rather than just the access to the online resources, that contributed to higher subject score. Further studies are required to establish the relationships between academic performance, optional online resource access, and deep learning.

Web-Based Learning Environment Based on Students’ Needs

NASA Astrophysics Data System (ADS)

Hamzah, N.; Ariffin, A.; Hamid, H.

2017-08-01

Traditional learning needs to be improved since it does not involve active learning among students. Therefore, in the twenty-first century, the development of internet technology in the learning environment has become the main needs of each student. One of the learning environments to meet the needs of the teaching and learning process is a web-based learning environment. This study aims to identify the characteristics of a web-based learning environment that supports students’ learning needs. The study involved 542 students from fifteen faculties in a public higher education institution in Malaysia. A quantitative method was used to collect the data via a questionnaire survey by randomly. The findings indicate that the characteristics of a web-based learning environment that support students’ needs in the process of learning are online discussion forum, lecture notes, assignments, portfolio, and chat. In conclusion, the students overwhelmingly agreed that online discussion forum is the highest requirement because the tool can provide a space for students and teachers to share knowledge and experiences related to teaching and learning.

How Important Are Student-Selected versus Instructor-Selected Literature Resources for Students' Learning and Motivation in Problem-Based Learning?

ERIC Educational Resources Information Center

Wijnia, Lisette; Loyens, Sofie M.; Derous, Eva; Schmidt, Henk G.

2015-01-01

In problem-based learning students are responsible for their own learning process, which becomes evident when they must act independently, for example, when selecting literature resources for individual study. It is a matter of debate whether it is better to have students select their own literature resources or to present them with a list of…

Analysis of self-directed mastery learning of honors physics

NASA Astrophysics Data System (ADS)

Athens, Wendy

Self-directed learning (SDL) is an important life skill in a knowledge-based society and prepares students to persist, manage their time and resources, use logic to construct their knowledge, argue their views, and collaborate. The purpose of this study was to facilitate mastery of physics concepts through self-directedness in formative testing with feedback, a choice of learning activities, and multiple forms of support. This study was conducted within two sections of honors physics at a private high school (N=24). Students' learning activity choices, time investments, and perceptions (assessed through a post survey) were tracked and analyzed. SDL readiness was linked to success in mastering physics concepts. The three research questions pursued in this study were: What SDL activities did honors physics students choose in their self-directed mastery learning environment? How many students achieved concept mastery and how did they spend their time? Did successful and unsuccessful students perceive the self-directed mastery learning environment differently? Only seven of 24 students were successful in passing the similar concept-based unit tests within four tries, and these seven students were separated into a "successful" group and the other 17 into an "unsuccessful" group. Differences between the two groups were analyzed. A profile of a self-directed secondary honors physics student emerged. A successful self-directed student invested more time learning from activities rather than simply completing them, focused on learning concepts more than rote operations, intentionally selected activities to fill in gaps of knowledge and practice concepts, actively constructed knowledge into a cognitive framework, engaged in academic discourse with instructor and peers as they made repeated attempts to master content and pass the test given constructive feedback, used a wide variety of learning resources, and managed their workload to meet deadlines. This capstone study found that parallel instruction in content and SDL skills could be important for improving learning outcomes and better equipping secondary honors physics students for college and life in general. Mastery learning principles coupled with modeling in self-direction appear mutually reinforcing and, when more explicitly approached, should yield dual benefits in concept mastery as well as self-efficacy.

PBS KIDS Transmedia Suites Gaming Study: A Report to the CPB-PBS "Ready to Learn Initiative"

ERIC Educational Resources Information Center

Pasnik, Shelley; Llorente, Carlin

2012-01-01

Educators are well aware that in order to positively impact children's learning, media and technology must be integrated into the teaching and learning activities of instructional environments. In order to be a powerful catalyst for learning, media and technology resources must complement the learning goals, the instructional practices, and the…

Seamless Connection between Learning and Assessment--Applying Progressive Learning Tasks in Mobile Ecology Inquiry

ERIC Educational Resources Information Center

Hung, Pi-Hsia; Hwang, Gwo-Jen; Lin, Yu-Fen; Wu, Tsung-Hsun; Su, I-Hsiang

2013-01-01

Mobile learning has been recommended for motivating students on field trips; nevertheless, owing to the complexity and the richness of the learning resources from both the real-world and the digital-world environments, information overload remains one of the major concerns. Most mobile learning designs provide feedback only for multiple choice…

Integrating Learning, Problem Solving, and Engagement in Narrative-Centered Learning Environments

ERIC Educational Resources Information Center

Rowe, Jonathan P.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.

2011-01-01

A key promise of narrative-centered learning environments is the ability to make learning engaging. However, there is concern that learning and engagement may be at odds in these game-based learning environments. This view suggests that, on the one hand, students interacting with a game-based learning environment may be engaged but unlikely to…

Here We Are on Turtle Island: Indigenous Young Adults Navigating Places, Spaces and Terrain

ERIC Educational Resources Information Center

Hudson, Audrey

2016-01-01

In this paper, I aim to investigate the migration of Indigenous youth from the reserve to the urban environment. I will investigate the implications of an arts-based programme for youth and how they utilized my programme as a resource for learning. The goals of this paper are to provide a nuance thinking of and theorizing land as related to…

In search for instructional techniques to maximize the use of germane cognitive resources: A case of teaching complex tasks in physics

NASA Astrophysics Data System (ADS)

Sliva, Yekaterina

The purpose of this study was to introduce an instructional technique for teaching complex tasks in physics, test its effectiveness and efficiency, and understand cognitive processes taking place in learners' minds while they are exposed to this technique. The study was based primarily on cognitive load theory (CLT). CLT determines the amount of total cognitive load imposed on a learner by a learning task as combined intrinsic (invested in comprehending task complexity) and extraneous (wasteful) cognitive load. Working memory resources associated with intrinsic cognitive load are defined as germane resources caused by element interactivity that lead to learning, in contrast to extraneous working memory resources that are devoted to dealing with extraneous cognitive load. However, the amount of learner's working memory resources actually devoted to a task depends on how well the learner is engaged in the learning environment. Since total cognitive load has to stay within limits of working memory capacity, both extraneous and intrinsic cognitive load need to be reduced. In order for effective learning to occur, the use of germane cognitive resources should be maximized. In this study, the use of germane resources was maximized for two experimental groups by providing a learning environment that combined problem-solving procedure with prompts to self-explain with and without completion problems. The study tested three hypotheses and answered two research questions. The first hypothesis predicting that experimental treatments would reduce total cognitive load was not supported. The second hypothesis predicting that experimental treatments would increase performance was supported for the self-explanation group only. The third hypothesis that tested efficiency measure as adopted from Paas and van Merrienboer (1993) was not supported. As for the research question of whether the quality of self-explanations would change with time for the two experimental conditions, it was determined that time had a positive effect on such quality. The research question that investigated learners' attitudes towards the instructions revealed that experimental groups understood the main idea behind the suggested technique and positively reacted to it. The results of the study support the conclusions that (a) prompting learners to self-explain while independently solving problems can increase performance, especially on far transfer questions; (b) better performance is achieved in combination with increased mental effort; (c) self-explanations do not increase time on task; and (d) quality of self-explanations can be improved with time. Results based on the analyses of learners' attitudes further support that learners in the experimental groups understood the main idea behind the suggested techniques and positively reacted to them. The study also raised concern about application of efficiency formula for instructional conditions that increase both performance and mental effort in CLT. As a result, an alternative model was suggested to explain the relationship between performance and mental effort based on Yerkes-Dodson law (1908). Keywords: instructional design, cognitive load, complex tasks, problem-solving, self-explanation.

E-Learning System of Asia through Open Courseware (OCW) and Educational Resources (OER) for Universal Access to Knowledge and Information

ERIC Educational Resources Information Center

Kayal, Soumen; Das, Baisakhi

2017-01-01

One of the most impressive uses of information and communication technology is the advent of e-learning. The current E-learning system mainly plays a role of learning assistance such as providing learning content or learning information, and sometime it provides channels or platform in the learning environment for discussion and interaction. In…

Web-Based Learning Information System for Web 3.0

NASA Astrophysics Data System (ADS)

Rego, Hugo; Moreira, Tiago; García-Peñalvo, Francisco Jose

With the emergence of Web/eLearning 3.0 we have been developing/adjusting AHKME in order to face this great challenge. One of our goals is to allow the instructional designer and teacher to access standardized resources and evaluate the possibility of integration and reuse in eLearning systems, not only content but also the learning strategy. We have also integrated some collaborative tools for the adaptation of resources, as well as the collection of feedback from users to provide feedback to the system. We also provide tools for the instructional designer to create/customize specifications/ontologies to give structure and meaning to resources, manual and automatic search with recommendation of resources and instructional design based on the context, as well as recommendation of adaptations in learning resources. We also consider the concept of mobility and mobile technology applied to eLearning, allowing access by teachers and students to learning resources, regardless of time and space.

Learning classifier systems for single and multiple mobile robots in unstructured environments

NASA Astrophysics Data System (ADS)

Bay, John S.

1995-12-01

The learning classifier system (LCS) is a learning production system that generates behavioral rules via an underlying discovery mechanism. The LCS architecture operates similarly to a blackboard architecture; i.e., by posted-message communications. But in the LCS, the message board is wiped clean at every time interval, thereby requiring no persistent shared resource. In this paper, we adapt the LCS to the problem of mobile robot navigation in completely unstructured environments. We consider the model of the robot itself, including its sensor and actuator structures, to be part of this environment, in addition to the world-model that includes a goal and obstacles at unknown locations. This requires a robot to learn its own I/O characteristics in addition to solving its navigation problem, but results in a learning controller that is equally applicable, unaltered, in robots with a wide variety of kinematic structures and sensing capabilities. We show the effectiveness of this LCS-based controller through both simulation and experimental trials with a small robot. We then propose a new architecture, the Distributed Learning Classifier System (DLCS), which generalizes the message-passing behavior of the LCS from internal messages within a single agent to broadcast massages among multiple agents. This communications mode requires little bandwidth and is easily implemented with inexpensive, off-the-shelf hardware. The DLCS is shown to have potential application as a learning controller for multiple intelligent agents.

Web Applications That Promote Learning Communities in Today's Online Classrooms

ERIC Educational Resources Information Center

Reigle, Rosemary R.

2015-01-01

The changing online learning environment requires that instructors depend less on the standard tools built into most educational learning platforms and turn their focus to use of Open Educational Resources (OERs) and free or low-cost commercial applications. These applications permit new and more efficient ways to build online learning communities…

Students with Learning Disabilities in the Foreign Language Learning Environment and the Practice of Exemption

ERIC Educational Resources Information Center

Wight, Mary Caitlin S.

2015-01-01

This examination of the literature on foreign, or second, language learning by native English-speaking students with disabilities addresses the benefits of language learning, the practices and policies of language exemption, the perceptions of students and educators regarding those practices, and available resources for supporting students with…

Challenging Hegemonies in Online Learning

ERIC Educational Resources Information Center

Godwin-Jones, Robert

2012-01-01

In Western countries today, instructed language learning in higher education normally includes use of the Web: as a resource in face-to-face classes, as an equal partner in instructional delivery in hybrid courses, or as the primary teaching and learning environment in distance learning. Most often today this is enabled through use of a learning…

Action Learning. Symposium 21. [Concurrent Symposium Session at AHRD Annual Conference, 2000.

ERIC Educational Resources Information Center

2000

This document contains three papers from a symposium on action learning that was conducted as part of a conference on human resource development (HRD). "Searching for Meaning in Complex Action Learning Data: What Environments, Acts, and Words Reveal" (Verna J. Willis) analyzes complex action learning documents produced as course…

Using the Internet and Computer Technologies in Learning/Teaching Process

ERIC Educational Resources Information Center

Geladze, Darejan

2015-01-01

According to the new national curriculum innovations are in a successful outcome for the introduction of many factors, the most important things are learning environment, which includes the suitable equipment, place, space utilization, and the selection of learning resources to support teaching and learning problem solving process, by creating the…

WE-FG-201-00: High Impact Technologies for Low Resource Environments

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

NONE

Many low- and middle-income countries lack the resources and services to manage cancer, from screening and diagnosis to radiation therapy planning, treatment and quality assurance. The challenges in upgrading or introducing the needed services are enormous, and include severe shortages in equipment and trained staff. In this symposium, we will describe examples of technology and scientific research that have the potential to impact all these areas. These include: (1) the development of high-quality/low-cost colposcopes for cervical cancer screening, (2) the application of automated radiotherapy treatment planning to reduce staffing shortages, (3) the development of a novel radiotherapy treatment unit, andmore » (4) utilizing a cloud-based infrastructure to facilitate collaboration and QA. Learning Objectives: Understand some of the issues in cancer care in low- resource environments, including shortages in staff and equipment, and inadequate physical infrastructure for advanced radiotherapy. Understand the challenges in developing and deploying diagnostic and treatment devices and services for low-resource environments. Understand some of the emerging technological solutions for cancer management in LMICs. NCI; L. Court, NIH, Varian, Elekta; I. Feain, Ilana Feain is founder and CTO of Nano-X Pty Ltd.« less

Globalization and Mobilization of Earth Science Education with GeoBrain Geospatial Web Service Technology

NASA Astrophysics Data System (ADS)

Deng, M.; di, L.

2005-12-01

The needs for Earth science education to prepare students as globally-trained geoscience workforce increase tremendously with globalization of the economy. However, current academic programs often have difficulties in providing students world-view training or experiences with global context due to lack of resources and suitable teaching technology. This paper presents a NASA funded project with insights and solutions to this problem. The project aims to establish a geospatial data-rich learning and research environment that enable the students, faculty and researchers from institutes all over the world easily accessing, analyzing and modeling with the huge amount of NASA EOS data just like they possess those vast resources locally at their desktops. With the environment, classroom demonstration and training for students to deal with global climate and environment issues for any part of the world are possible in any classroom with Internet connection. Globalization and mobilization of Earth science education can be truly realized through the environment. This project, named as NASA EOS Higher Education Alliance: Mobilization of NASA EOS Data and Information through Web Services and Knowledge Management Technologies for Higher Education Teaching and Research, is built on profound technology and infrastructure foundations including web service technology, NASA EOS data resources, and open interoperability standards. An open, distributed, standard compliant, interoperable web-based system, called GeoBrain, is being developed by this project to provide a data-rich on-line learning and research environment. The system allows users to dynamically and collaboratively develop interoperable, web-executable geospatial process and analysis modules and models, and run them on-line against any part of the peta-byte archives for getting back the customized information products rather than raw data. The system makes a data-rich globally-capable Earth science learning and research environment, backed by NASA EOS data and computing resources that are unavailable to students and professors before, available to them at their desktops free of charge. In order to efficiently integrate this new environment into Earth science education and research, a NASA EOS Higher Education Alliance (NEHEA) is formed. The core members of NEHEA consist of the GeoBrain development team led by LAITS at George Mason University and a group of Earth science educators selected from an open RFP process. NEHEA is an open and free alliance. NEHEA welcomes Earth science educators around the world to join as associate members. NEHEA promotes international research and education collaborations in Earth science. NEHEA core members will provide technical support to NEHEA associate members for incorporating the data-rich learning environment into their teaching and research activities. The responsibilities of NEHEA education members include using the system in their research and teaching, providing feedback and requirements to the development team, exchanging information on the utilization of the system capabilities, participating in the system development, and developing new curriculums and research around the environment provided by GeoBrain.

Self-Adaptive Prediction of Cloud Resource Demands Using Ensemble Model and Subtractive-Fuzzy Clustering Based Fuzzy Neural Network

PubMed Central

Chen, Zhijia; Zhu, Yuanchang; Di, Yanqiang; Feng, Shaochong

2015-01-01

In IaaS (infrastructure as a service) cloud environment, users are provisioned with virtual machines (VMs). To allocate resources for users dynamically and effectively, accurate resource demands predicting is essential. For this purpose, this paper proposes a self-adaptive prediction method using ensemble model and subtractive-fuzzy clustering based fuzzy neural network (ESFCFNN). We analyze the characters of user preferences and demands. Then the architecture of the prediction model is constructed. We adopt some base predictors to compose the ensemble model. Then the structure and learning algorithm of fuzzy neural network is researched. To obtain the number of fuzzy rules and the initial value of the premise and consequent parameters, this paper proposes the fuzzy c-means combined with subtractive clustering algorithm, that is, the subtractive-fuzzy clustering. Finally, we adopt different criteria to evaluate the proposed method. The experiment results show that the method is accurate and effective in predicting the resource demands. PMID:25691896

Creating stories for learning about the neonatal care experience through the eyes of student nurses: An interpretive, narrative study.

PubMed

Petty, Julia

2017-01-01

Storytelling is an increasingly well recognised and valued platform to learn about the human experience within healthcare. Little is known however about how stories can enhance understanding in neonatal care, a specialised field offering rich opportunities for learning. This study focuses on the creation of stories based on the experiences of student nurses to inform teaching and learning strategies in the neonatal field. The study aimed to create stories from the narratives of student nurses working within the neonatal field and identify what key themes for learning emerged in order to develop a storytelling resource to share experiences with their peers. An interpretive, constructivist approach was used to collect, analyse and create stories from student nurse's experiences, in line with narrative inquiry. Six pre-registration children's nursing students were selected by purposive sampling. Interviews were undertaken within six weeks following placement completion in an agreed location. Narratives were obtained by semi-structured interviews. Narrative analysis and core story creation was undertaken to construct stories and key learning themes emerged which provided the pedagogical basis for subsequent digital resource development. Key themes emerged relating to the insight and observances of student nurses and the neonatal journey they had experienced, including the nature of neonatal care, experiences of the neonate and parents, the environment and their own learning transition. Preliminary peer evaluation of the storytelling resource revealed storytelling as an interesting and novel approach to teaching & learning, learning from ones' peers, preparation for practice and a valuable insight into a new specialist area. The study has value to teaching and learning by enabling an appreciation of how narrative can be used to portray the experiences of learners. Findings also support an approach to analysing narrative to create stories for learning and inform subsequent digital resource development. Copyright © 2016 Elsevier Ltd. All rights reserved.

How can we cope with the complexity of the environment? A "Learning by modelling" approach using qualitative reasoning for developing causal models and simulations with focus on Sustainable River Catchment Management

NASA Astrophysics Data System (ADS)

Poppe, Michaela; Zitek, Andreas; Salles, Paulo; Bredeweg, Bert; Muhar, Susanne

2010-05-01

The education system needs strategies to attract future scientists and practitioners. There is an alarming decline in the number of students choosing science subjects. Reasons for this include the perceived complexity and the lack of effective cognitive tools that enable learners to acquire the expertise in a way that fits its qualitative nature. The DynaLearn project utilises a "Learning by modelling" approach to deliver an individualised and engaging cognitive tool for acquiring conceptual knowledge. The modelling approach is based on qualitative reasoning, a research area within artificial intelligence, and allows for capturing and simulating qualitative systems knowledge. Educational activities within the DynaLearn software address topics at different levels of complexity, depending on the educational goals and settings. DynaLearn uses virtual characters in the learning environment as agents for engaging and motivating the students during their modelling exercise. The DynaLearn software represents an interactive learning environment in which learners are in control of their learning activities. The software is able to coach them individually based on their current progress, their knowledge needs and learning goals. Within the project 70 expert models on different environmental issues covering seven core topics (Earth Systems and Resources, The Living World, Human population, Land and Water Use, Energy Resources and Consumption, Pollution, and Global Changes) will be delivered. In the context of the core topic "Land and Water Use" the Institute of Hydrobiology and Aquatic Ecosystem Management has developed a model on Sustainable River Catchment Management. River systems with their catchments have been tremendously altered due to human pressures with serious consequences for the ecological integrity of riverine landscapes. The operation of hydropower plants, the implementation of flood protection measures, the regulation of flow and sediment regime and intensive land use in the catchments have created ecological problems. A sustainable, catchment-wide management of riverine landscapes is needed and stated by water right acts, e.g. the European Water Framework and Floods Directive. This interdisciplinary approach needs the integration of natural riverine processes, flood protection, resource management, landscape planning, and social and political aspects to achieve a sustainable development. Therefore the model shows the effects of different management strategies concerning flood protection, restoration measures and land use. The model illustrates the wide range of ecosystem services of riverine landscapes that contribute to human well-being such as water supply, hydropower generation, flood regulation, and recreational opportunities. The effects of different land use strategies in the catchment are highlighted by means of the Driver-Pressure-State-Impact-Response (DPSIR) framework. The model is used to support activities of students at the University as well as at High School within the DynaLearn Software to promote scientific culture in the secondary education system. Model fragments allow learners to re-use parts of the existing model at different levels of complexity. But learners can also construct their own conceptual system knowledge, either individually or in a collaborative setting, and using the model as a reference for comparisons of their own understanding. Of special interest for the DynaLearn project is the intended development of interdisciplinary and social skills like cooperative working, cross-linked thinking, problem solving, decision-making, and the identification of the conflicts between environment, economy, legislation, science, technology, and society. A comprehensive evaluation of the DynaLearn software is part of the project. To be effective, science education should focus on understanding scientific concepts and on application of scientific knowledge to everyday life. Conceptual knowledge of systems behaviour is crucial for society to understand and successfully interact with its environment. The transfer of environmental-scientific knowledge by means of the DynaLearn software to wide parts of the society can be regarded as an important contribution to that, and contributes to foster a life-long learning process.

Selection and Use of Online Learning Resources by First-Year Medical Students: Cross-Sectional Study.

PubMed

Judd, Terry; Elliott, Kristine

2017-10-02

Medical students have access to a wide range of learning resources, many of which have been specifically developed for or identified and recommended to them by curriculum developers or teaching staff. There is an expectation that students will access and use these resources to support their self-directed learning. However, medical educators lack detailed and reliable data about which of these resources students use to support their learning and how this use relates to key learning events or activities. The purpose of this study was to comprehensively document first-year medical student selection and use of online learning resources to support their bioscience learning within a case-based curriculum and assess these data in relation to our expectations of student learning resource requirements and use. Study data were drawn from 2 sources: a survey of student learning resource selection and use (2013 cohort; n=326) and access logs from the medical school learning platform (2012 cohort; n=337). The paper-based survey, which was distributed to all first-year students, was designed to assess the frequency and types of online learning resources accessed by students and included items about their perceptions of the usefulness, quality, and reliability of various resource types and sources. Of 237 surveys returned, 118 complete responses were analyzed (36.2% response rate). Usage logs from the learning platform for an entire semester were processed to provide estimates of first-year student resource use on an individual and cohort-wide basis according to method of access, resource type, and learning event. According to the survey data, students accessed learning resources via the learning platform several times per week on average, slightly more often than they did for resources from other online sources. Google and Wikipedia were the most frequently used nonuniversity sites, while scholarly information sites (eg, online journals and scholarly databases) were accessed relatively infrequently. Students were more likely to select learning resources based on the recommendation of peers than of teaching staff. The overwhelming majority of the approximately 70,000 resources accessed by students via the learning platform were lecture notes, with each accessed an average of 167 times. By comparison, recommended journal articles and (online) textbook chapters were accessed only 49 and 31 times, respectively. The number and type of learning resources accessed by students through the learning platform was highly variable, with a cluster analysis revealing that a quarter of students accessed very few resources in this way. Medical students have easy access to a wide range of quality learning resources, and while some make good use of the learning resources recommended to them, many ignore most and access the remaining ones infrequently. Learning analytics can provide useful measures of student resource access through university learning platforms but fails to account for resources accessed via external online sources or sharing of resources using social media. ©Terry Judd, Kristine Elliott. Originally published in JMIR Medical Education (http://mededu.jmir.org), 02.10.2017.

Computer-Supported Collaborative Learning in Higher Education

ERIC Educational Resources Information Center

Roberts, Tim, Ed.

2005-01-01

"Computer-Supported Collaborative Learning in Higher Education" provides a resource for researchers and practitioners in the area of computer-supported collaborative learning (also known as CSCL); particularly those working within a tertiary education environment. It includes articles of relevance to those interested in both theory and practice in…

Healthy Eating Design Guidelines for School Architecture

PubMed Central

Huang, Terry T-K; Sorensen, Dina; Davis, Steven; Frerichs, Leah; Brittin, Jeri; Celentano, Joseph; Callahan, Kelly

2013-01-01

We developed a new tool, Healthy Eating Design Guidelines for School Architecture, to provide practitioners in architecture and public health with a practical set of spatially organized and theory-based strategies for making school environments more conducive to learning about and practicing healthy eating by optimizing physical resources and learning spaces. The design guidelines, developed through multidisciplinary collaboration, cover 10 domains of the school food environment (eg, cafeteria, kitchen, garden) and 5 core healthy eating design principles. A school redesign project in Dillwyn, Virginia, used the tool to improve the schools’ ability to adopt a healthy nutrition curriculum and promote healthy eating. The new tool, now in a pilot version, is expected to evolve as its components are tested and evaluated through public health and design research. PMID:23449281

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.…

vPELS: An E-Learning Social Environment for VLSI Design with Content Security Using DRM

ERIC Educational Resources Information Center

Dewan, Jahangir; Chowdhury, Morshed; Batten, Lynn

2014-01-01

This article provides a proposal for personal e-learning system (vPELS [where "v" stands for VLSI: very large scale integrated circuit])) architecture in the context of social network environment for VLSI Design. The main objective of vPELS is to develop individual skills on a specific subject--say, VLSI--and share resources with peers.…

Student Learning and Instructor Investment in Online and Face-to-Face Natural Resources Courses

ERIC Educational Resources Information Center

Wuellner, Melissa R.

2013-01-01

Substantial growth in online education in the United States has prompted questions on the levels of student learning and satisfaction achieved and the amount of instructor time investment required in the online environment compared to the face-to-face (F2F) environment. To date, very few have studied these measurements in science courses, and none…

Adapting the Speed of Reproduction of Audio Content and Using Text Reinforcement for Maximizing the Learning Outcome though Mobile Phones

ERIC Educational Resources Information Center

Munoz-Organero, M.; Munoz-Merino, P. J.; Kloos, Carlos Delgado

2011-01-01

The use of technology in learning environments should be targeted at improving the learning outcome of the process. Several technology enhanced techniques can be used for maximizing the learning gain of particular students when having access to learning resources. One of them is content adaptation. Adapting content is especially important when…

DLESE Teaching Boxes and Beyond: A promising prototype for structuring web services to support concept- and inquiry-based STEM learning and interdisciplinary partnerships.

NASA Astrophysics Data System (ADS)

Davis, L.; Weatherley, J.; Bhushan, S.; Khan, H.; de La Chica, S.; Deardorff, R.

2004-12-01

An exciting pilot program took place this summer, pioneering the development of Digital Library for Earth System Education (DLESE) Teaching Boxes with the Univ. of CA. Berkeley Museum of Paleontology, SF State Univ., USGS and 7 middle/high school teachers from the San Francisco area. This session will share the DLESE Teaching Box concept, explain the pilot program, and explore the tremendous opportunities for expanding this notion to embrace interdisciplinary approaches to learning about the Earth in the undergraduate science and pre-service teaching arenas. A Teaching Box is a metaphor for an online assembly of interrelated learning concepts, digital resources, and cohesive narration that bridges the gap between discrete resources and understanding. Within a Teaching Box, an instructor or student can pick a topic and see the concepts that build an understanding of that topic, explore online resources that support learning of those concepts, and benefit from the narration (the glue) that weaves concepts, activities, and background information together into a complete teaching/learning story. In this session, we will demonstrate the emerging Teaching Box prototypes and explore how this platform may promote STEM learning by utilizing DLESE tools and services in ways that begin to blur traditional disciplinary boundaries, overcome limitations of discipline-specific vocabularies, and foster collaboration. We will show ways in which new DLESE Web Services could support learning in this highly contextualized environment. We will see glimpses of how learners and educators will be able to modify or create their own Teaching Boxes specific to a unit of study or course, and perhaps share them with the Earth Science Education community. We will see ways to stay abreast of current Earth events, emerging research, and real-time data and incorporate such dynamic information into one learning environment. Services will be described and demonstrated in the context of Teaching Boxes: - DLESE Web Services provide a programmatic interface that allows the Teaching Box (or any web page) to have the same DLESE search, bookmarking features, and data management that are found at the DLESE web site. - DLESE Smart Links are hyperlinks that can be created by anyone and implemented as easily as defining a specific query. Clicking a Smart Link displays a list of resources that corresponds to the specific query. We'll talk about how this service can help to bridge the gap between vocabularies and disciplines and the interesting possibilities it presents for contextualizing searches and building custom topical menus. - The Really Simple Syndication (RSS) service delivers online information immediately, and allows end-users to subscribe to receive regular news, events, and data on a given Teaching Box topic. This opens the door to event-based learning. - Strand Maps, developed by the AAAS, are diagrams of interconnected learning concepts across a range of science, technology, engineering, and mathematics disciplines. The University of Colorado and its project partners are developing the Strand Map Service (SMS) to provide an interactive interface to interrelated learning goals, content knowledge, (including student misconceptions) and educational resources in the National Science Digital Library and DLESE.

Ontology Mappings to Improve Learning Resource Search

ERIC Educational Resources Information Center

Gasevic, Dragan; Hatala, Marek

2006-01-01

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

Optimization through satisficing with prospects

NASA Astrophysics Data System (ADS)

Oyo, Kuratomo; Takahashi, Tatsuji

2017-07-01

As the broadening scope of reinforcement learning calls for a rational and more efficient heuristics, we test a satisficing strategy named RS, based on the theory of bounded rationality that considers the limited resources in agents. In K-armed bandit problems, despite its simpler form than the previous formalization of satisficing, RS shows better-than-optimal performances when the optimal aspiration level is given. We also show that RS shows a scalability for the number of actions, K, and an adaptability in the face of an infinite number of actions. It may be an efficient means for online learning in a complex or real environments.

Revitalizing Society: Practicing Human Resource Development through the Lifespan.

ERIC Educational Resources Information Center

Carter, Phillip Dean

1988-01-01

It is time to practice sound principles of human resources development in learning environments and to promote a cooperative, creative, collaboative, and participative leadership style in education as well as in industry, business, and government. (JOW)

Physiotherapy students' perceptions of learning in clinical practice in Sweden and India.

PubMed

Gard, Gunvor; Dagis, Daina

2016-01-01

It is reasonable to assume that conditions for learning differ between universities and countries. Increased understanding of similarities and differences of student's perceptions of learning environment can be useful in the development of the physiotherapy education as well as of the profession as such. Through international comparisons the benefits and challenges of educational programmes can be made transparent and serve as base for improvement. The objective of this study is to describe and compare physiotherapy students' perceptions of their learning environment in clinical practice in India and Sweden. A questionnaire study was performed, covering physiotherapy students' perceptions of their clinical learning environment, the physiotherapy supervisor within the clinical context, their supervisory relationship and the role of the clinical supervisor at two Universities, Luleå in Sweden and Amity in New Delhi, India. Undergraduate students at two physiotherapy programmes, in New Delhi, India and in Luleå, Sweden participated in the questionnaire study. In general, both groups had high rankings of their perceptions of the clinical learning environment. The Swedish students ranked individual supervision, participation in meetings, the supervisor as a resource, being a part of the team and giving them valuable feedback higher than the Indian group. The supervisory relationship was equally satisfying in groups, providing valuable feedback and acknowledging equality and mutuality in the relationship. The Indian group ranked the supervisor as a colleague, as a support in learning, and that he/she made them feel comfortable in meetings higher than the Swedish group. Both groups had high ratings of the supervisor and the clinical learning context Participation at meetings was higher rated in the Swedish and the supervisor as a support in learning higher rated of the Indian students. Copyright © 2015 Elsevier Ltd. All rights reserved.

A collaboration among health sciences schools to enhance faculty development in teaching.

PubMed

Sicat, Brigitte L; O'Kane Kreutzer, Kathy; Gary, Judy; Ivey, Carole K; Marlowe, Elizabeth P; Pellegrini, Joan M; Shuford, Veronica P; Simons, Dianne F

2014-06-17

Those involved in providing faculty development may be among only a few individuals for whom faculty development is an interest and priority within their work setting. Furthermore, funding to support faculty development is limited. In 2010, an interprofessional, self-formed, faculty learning community on faculty development in teaching was established to promote collaboration on faculty development initiatives that have transference to faculty members across disciplines and to share expertise and resources for wider impact. The organic structure and processes of the faculty learning community created an environment that has not only resulted in an increased offering of faculty development opportunities and resources across the health science campus, but has created a rich environment that combines the knowledge, innovation, and experience to promote collaborative efforts that benefit all. The background, structure, processes, successes, and lessons learned of the interprofessional faculty learning community on faculty development in teaching are described.

Pre-registration student nurses perception of the hospital-learning environment during clinical placements.

PubMed

Midgley, Kirsten

2006-05-01

If we subscribe to the notion that nursing is an action profession, that nurses learn by doing [Neary, M., 2000. Responsive assessment: assessing student nurses' clinical competence. Nurse Education Today 21, 3-17], then the mastery of fundamental clinical skills must be a key component of courses leading to registration. The last two decades have seen widespread changes to nurse education but the clinical field remains an invaluable resource in preparing students for the reality of their professional role supporting the integration of theory and practice and linking the 'knowing what' with the 'knowing how'. The clinical-learning environment represents an essential element of nurse education that needs to be measurable and warrants further investigation. This exploratory cohort study (n = 67) examined pre-registration student nurses' perception of the hospital-learning environment during clinical placements together with the key characteristics of the students' preferred learning environment utilising an established tool, the clinical-learning environment inventory (CLEI) tool [Chan, D., 2001a. Development of an innovative tool to assess hospital-learning environments. Nurse Education Today 21, 624-631; Chan, D., 2001b. Combining qualitative and quantitative methods in assessing hospital-learning environments. International Journal of Nursing Studies 3, 447-459]. The results demonstrated that in comparison with the actual hospital environment, students would prefer an environment with higher levels of individualisation, innovation in teaching and learning strategies, student involvement, personalisation and task orientation.

Modern information and telecommunication technologies in educational process as the element of ongoing personnel training for high-tech Russian industry

NASA Astrophysics Data System (ADS)

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

2017-01-01

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

Mobile Learning

ERIC Educational Resources Information Center

Hockly, Nicky

2013-01-01

In this series, we explore current technology-related themes and topics. The series aims to discuss and demystify what may be new areas for some readers and to consider their relevance to English language teachers. In future articles, we will be covering topics such as learning technologies in low-resource environments, personal learning networks,…

Crime Scene Soil Investigation

ERIC Educational Resources Information Center

Deaton, Cynthia; Simms, Sarah

2017-01-01

Mobile learning is an incredible way to engage students in activities that encourage exploration and critical thinking. This type of learning is defined by the use of portable technology, such as laptops, tablets, and smart phones, to support learning in various environments and in various ways. Depending on the technologies and resources already…

Business Simulation Games: Effective Teaching Tools or Window Dressing?

ERIC Educational Resources Information Center

Tanner, John R.; Stewart, Geoffrey; Totaro, Michael W.; Hargrave, Melissa

2012-01-01

Business simulations serve as learning platforms that stimulate the "gaming" interest of students, that provide a structured learning environment, and that should help manage the time resources of faculty. Simulations appear to provide a context where students feel learning can take place. However, faculty perception of simulation…

Intelligent Learning Management Systems: Definition, Features and Measurement of Intelligence

ERIC Educational Resources Information Center

Fardinpour, Ali; Pedram, Mir Mohsen; Burkle, Martha

2014-01-01

Virtual Learning Environments have been the center of attention in the last few decades and help educators tremendously with providing students with educational resources. Since artificial intelligence was used for educational proposes, learning management system developers showed much interest in making their products smarter and more…

Enhancing environmental engineering education in Europe

NASA Astrophysics Data System (ADS)

Caporali, Enrica; Tuneski, Atanasko

2013-04-01

In the frame of knowledge triangle: education-innovation-research, the environmental engineering higher education is here discussed with reference to the TEMPUS-Trans European Mobility Programme for University Studies promoted by the European Commission. Among the focused aspects of TEMPUS are curricula harmonization and lifelong learning programme development in higher education. Two are the curricula, since the first TEMPUS project, coordinated in the period 2005-2008 by University of Firenze in cooperation with colleagues of the Ss Cyril and Methodius University, Skopje. The second three years TEMPUS Joint Project denominated DEREL-Development of Environment and Resources Engineering Learning, is active since October 2010. To the consortium activities participate 4 EU Universities (from Italy, Greece, Germany and Austria), 7 Partner Countries (PC) Universities (from FYR of Macedonia, Serbia and Albania), and 1 PC Ministry, 4 PC National Agencies, 1 PC non governmental organization and 1 PC enterprise. The same 4 EU Universities and the same Macedonian Institutions participated at the first TEMPUS JEP entitled DEREC-Development of Environmental and Resources Engineering Curriculum. Both the first and second cycle curriculum, developed through the co-operation, exchange of know-how and expertise between partners, are based on the European Credit Transfer System and are in accordance with the Bologna Process. Within DEREC a new three-years first cycle curriculum in Environmental and Resources Engineering was opened at the University Ss Cyril and Methodius, Skopje, and the necessary conditions for offering a Joint Degree Title, on the basis of an agreement between the Ss. Cyril and Methodius University and the University of Firenze, were fulfilled. The running DEREL project, as a continuation of DEREC, is aimed to introduce a new, up-to-date, postgraduate second cycle curriculum in Environment and Resources Engineering at the Ss Cyril and Methodius University in Skopje, FYR of Macedonia, University of Novi Sad, Serbia and Polytechnic University of Tirana, Albania, following the criteria and conditions for setting up a Joint Postgraduate Degree. The new second cycle degree curriculum has been just activated in the current academic year 2012/2013. In DEREL a second objective is to implement a sustainable regional network aimed to offer lifelong learning seminars for environment and resources engineering education and training of interested stakeholders and organize workshops focused on strengthening the links in the knowledge triangle: environment education-innovation-research, with participation of postgraduate students, public services, enterprises and NGO's.

The Electron Microscopy Outreach Program: A Web-based resource for research and education.

PubMed

Sosinsky, G E; Baker, T S; Hand, G; Ellisman, M H

1999-01-01

We have developed a centralized World Wide Web (WWW)-based environment that serves as a resource of software tools and expertise for biological electron microscopy. A major focus is molecular electron microscopy, but the site also includes information and links on structural biology at all levels of resolution. This site serves to help integrate or link structural biology techniques in accordance with user needs. The WWW site, called the Electron Microscopy (EM) Outreach Program (URL: http://emoutreach.sdsc.edu), provides scientists with computational and educational tools for their research and edification. In particular, we have set up a centralized resource containing course notes, references, and links to image analysis and three-dimensional reconstruction software for investigators wanting to learn about EM techniques either within or outside of their fields of expertise. Copyright 1999 Academic Press.

Distributing vs. Blocking Learning Questions in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Kapp, Felix; Proske, Antje; Narciss, Susanne; Körndle, Hermann

2015-01-01

Effective studying in web-based learning environments (web-LEs) requires cognitive engagement and demands learners to regulate their learning activities. One way to support learners in web-LEs is to provide interactive learning questions within the learning environment. Even though research on learning questions has a long tradition, there are…

A Case Study of the Dynamics of Scaffolding among ESL Learners and Online Resources in Collaborative Learning

ERIC Educational Resources Information Center

Hsieh, Yi Chin

2017-01-01

Collaborative learning has been widely applied in education, and has been seen as conducive to student learning. The advent of technology and its applications in education have also greatly enhanced the classroom learning environment, leading to increasing research attention on the combination of technology and collaboration. The case study…

How Artefacts Mediate Small-Group Co-Creation Activities in a Mobile-Assisted Seamless Language Learning Environment?

ERIC Educational Resources Information Center

Wong, L. -H.; Chen, W.; Jan, M.

2012-01-01

The rich learning resources and contexts learners experience in their everyday life could play important roles in complementing formal learning, but are often neglected by learners and teachers. In this paper, we present an intervention study in "Move, Idioms!", a mobile-assisted Chinese language learning approach that emphasizes contextualized…

Cocreating Collaborative Leadership Learning Environments: Using Adult Learning Principles and a Coach Approach

ERIC Educational Resources Information Center

Page, M. Beth; Margolis, Rhonda L.

2017-01-01

As educators, we seek to answer the following question: "What magic can happen when you believe that people are whole and resourceful and you hold the space for generative, collective wisdom?" This chapter explores collaborative leadership and learning with adult learners. We focus on creative ways to optimize learning and enhance…

Impact of Cooperative Learning in Developing Students' Cognitive Abilities for Academic Achievement

ERIC Educational Resources Information Center

Hoorani, Bareerah Hafeez

2014-01-01

This study used an Action Research Method to investigate ways to improve the thinking and reasoning skills of grade eight science students in an under-resourced school in Karachi. The students' rote learning patterns were challenged using the schema provided by Blooms' taxonomy of learning domains. A cooperative learning environment was generated…

Navigating a strange and complex environment: experiences of Sudanese refugee women using a new nutrition resource

PubMed Central

Mannion, Cynthia A; Raffin-Bouchal, Shelley; Henshaw, Christena Jane

2014-01-01

Background Refugees experience dietary changes as part of the daily challenges they face resettling in a new country. Sudanese women seek to care and feed their families, but face language barriers in the marketplace, limited access to familiar foods, and forced new food choices. This study aimed to understand the acceptability of a purse-sized nutrition resource, “The Market Guide”, which was developed to help recently immigrated Sudanese refugee women identify and purchase healthy foods and navigate grocery stores. Methods Eight women participated in a focus group, four of whom were also observed during accompanied grocery store visits. Individual interviews were conducted with four health care workers at the resettlement center to gather perceptions about the suitability of The Market Guide. Focus groups and interviews were audiotaped and transcribed. Data from field notes and transcripts were analyzed using grounded theory for preliminary open codes, followed by selective and theoretical coding. Results The Market Guide was of limited use to Sudanese women. Their response to this resource revealed the struggles of women acculturating during their first year in Calgary, Canada. We discovered the basic social process, “Navigating through a strange and complex environment: learning ways to feed your family.” Language, transportation, and an unfamiliar marketplace challenged women and prevented them from exercising their customary role of “knowing” which foods were “safe and good” for their families. The nutrition resource fell short of informing food choices and purchases, and we discovered that “learning to feed your family” is a relational process where trusted persons, family, and friends help navigate dietary acculturation. Conclusion Emergent theory based on the basic social process may help health care professionals consider relational learning when planning health promotion and nutrition activities with Sudanese families. PMID:24790470

Discovery and Use of Online Learning Resources: Case Study Findings

ERIC Educational Resources Information Center

Recker, Mimi M.; Dorward, James; Nelson, Laurie Miller

2004-01-01

Much recent research and funding have focused on building Internet-based repositories that contain collections of high-quality learning resources, often called "learning objects." Yet little is known about how non-specialist users, in particular teachers, find, access, and use digital learning resources. To address this gap, this article…

Health professional learner attitudes and use of digital learning resources.

PubMed

Maloney, Stephen; Chamberlain, Michael; Morrison, Shane; Kotsanas, George; Keating, Jennifer L; Ilic, Dragan

2013-01-16

Web-based digital repositories allow educational resources to be accessed efficiently and conveniently from diverse geographic locations, hold a variety of resource formats, enable interactive learning, and facilitate targeted access for the user. Unlike some other learning management systems (LMS), resources can be retrieved through search engines and meta-tagged labels, and content can be streamed, which is particularly useful for multimedia resources. The aim of this study was to examine usage and user experiences of an online learning repository (Physeek) in a population of physiotherapy students. The secondary aim of this project was to examine how students prefer to access resources and which resources they find most helpful. The following data were examined using an audit of the repository server: (1) number of online resources accessed per day in 2010, (2) number of each type of resource accessed, (3) number of resources accessed during business hours (9 am to 5 pm) and outside business hours (years 1-4), (4) session length of each log-on (years 1-4), and (5) video quality (bit rate) of each video accessed. An online questionnaire and 3 focus groups assessed student feedback and self-reported experiences of Physeek. Students preferred the support provided by Physeek to other sources of educational material primarily because of its efficiency. Peak usage commonly occurred at times of increased academic need (ie, examination times). Students perceived online repositories as a potential tool to support lifelong learning and health care delivery. The results of this study indicate that today's health professional students welcome the benefits of online learning resources because of their convenience and usability. This represents a transition away from traditional learning styles and toward technological learning support and may indicate a growing link between social immersions in Internet-based connections and learning styles. The true potential for Web-based resources to support student learning is as yet unknown.

Health Professional Learner Attitudes and Use of Digital Learning Resources

PubMed Central

Chamberlain, Michael; Morrison, Shane; Kotsanas, George; Keating, Jennifer L; Ilic, Dragan

2013-01-01

Background Web-based digital repositories allow educational resources to be accessed efficiently and conveniently from diverse geographic locations, hold a variety of resource formats, enable interactive learning, and facilitate targeted access for the user. Unlike some other learning management systems (LMS), resources can be retrieved through search engines and meta-tagged labels, and content can be streamed, which is particularly useful for multimedia resources. Objective The aim of this study was to examine usage and user experiences of an online learning repository (Physeek) in a population of physiotherapy students. The secondary aim of this project was to examine how students prefer to access resources and which resources they find most helpful. Methods The following data were examined using an audit of the repository server: (1) number of online resources accessed per day in 2010, (2) number of each type of resource accessed, (3) number of resources accessed during business hours (9 am to 5 pm) and outside business hours (years 1-4), (4) session length of each log-on (years 1-4), and (5) video quality (bit rate) of each video accessed. An online questionnaire and 3 focus groups assessed student feedback and self-reported experiences of Physeek. Results Students preferred the support provided by Physeek to other sources of educational material primarily because of its efficiency. Peak usage commonly occurred at times of increased academic need (ie, examination times). Students perceived online repositories as a potential tool to support lifelong learning and health care delivery. Conclusions The results of this study indicate that today’s health professional students welcome the benefits of online learning resources because of their convenience and usability. This represents a transition away from traditional learning styles and toward technological learning support and may indicate a growing link between social immersions in Internet-based connections and learning styles. The true potential for Web-based resources to support student learning is as yet unknown. PMID:23324800

Improving health care quality and safety: the role of collective learning.

PubMed

Singer, Sara J; Benzer, Justin K; Hamdan, Sami U

2015-01-01

Despite decades of effort to improve quality and safety in health care, this goal feels increasingly elusive. Successful examples of improvement are infrequently replicated. This scoping review synthesizes 76 empirical or conceptual studies (out of 1208 originally screened) addressing learning in quality or safety improvement, that were published in selected health care and management journals between January 2000 and December 2014 to deepen understanding of the role that collective learning plays in quality and safety improvement. We categorize learning activities using a theoretical model that shows how leadership and environmental factors support collective learning processes and practices, and in turn team and organizational improvement outcomes. By focusing on quality and safety improvement, our review elaborates the premise of learning theory that leadership, environment, and processes combine to create conditions that promote learning. Specifically, we found that learning for quality and safety improvement includes experimentation (including deliberate experimentation, improvisation, learning from failures, exploration, and exploitation), internal and external knowledge acquisition, performance monitoring and comparison, and training. Supportive learning environments are characterized by team characteristics like psychological safety, appreciation of differences, openness to new ideas social motivation, and team autonomy; team contextual factors including learning resources like time for reflection, access to knowledge, organizational capabilities; incentives; and organizational culture, strategy, and structure; and external environmental factors including institutional pressures, environmental dynamism and competitiveness and learning collaboratives. Lastly learning in the context of quality and safety improvement requires leadership that reinforces learning through actions and behaviors that affect people, such as coaching and trust building, and through influencing contextual factors, including providing resources, developing culture, and taking strategic actions that support improvement. Our review highlights the importance of leadership in both promoting a supportive learning environment and implementing learning processes.

Improving health care quality and safety: the role of collective learning

PubMed Central

Singer, Sara J; Benzer, Justin K; Hamdan, Sami U

2015-01-01

Despite decades of effort to improve quality and safety in health care, this goal feels increasingly elusive. Successful examples of improvement are infrequently replicated. This scoping review synthesizes 76 empirical or conceptual studies (out of 1208 originally screened) addressing learning in quality or safety improvement, that were published in selected health care and management journals between January 2000 and December 2014 to deepen understanding of the role that collective learning plays in quality and safety improvement. We categorize learning activities using a theoretical model that shows how leadership and environmental factors support collective learning processes and practices, and in turn team and organizational improvement outcomes. By focusing on quality and safety improvement, our review elaborates the premise of learning theory that leadership, environment, and processes combine to create conditions that promote learning. Specifically, we found that learning for quality and safety improvement includes experimentation (including deliberate experimentation, improvisation, learning from failures, exploration, and exploitation), internal and external knowledge acquisition, performance monitoring and comparison, and training. Supportive learning environments are characterized by team characteristics like psychological safety, appreciation of differences, openness to new ideas social motivation, and team autonomy; team contextual factors including learning resources like time for reflection, access to knowledge, organizational capabilities; incentives; and organizational culture, strategy, and structure; and external environmental factors including institutional pressures, environmental dynamism and competitiveness and learning collaboratives. Lastly learning in the context of quality and safety improvement requires leadership that reinforces learning through actions and behaviors that affect people, such as coaching and trust building, and through influencing contextual factors, including providing resources, developing culture, and taking strategic actions that support improvement. Our review highlights the importance of leadership in both promoting a supportive learning environment and implementing learning processes. PMID:29355197

A Simulation-Based Blended Curriculum for Short Peripheral Intravenous Catheter Insertion: An Industry-Practice Collaboration.

PubMed

Glover, Kevin R; Stahl, Brian R; Murray, Connie; LeClair, Matthew; Gallucci, Susan; King, Mary Anne; Labrozzi, Laura J; Schuster, Catherine; Keleekai, Nowai L

2017-09-01

Despite peripheral intravenous catheter (PIVC) insertion being a commonly performed skill, practicing nurses may receive little substantive education, training, or opportunities to practice this skill at a competent level. This article describes a collaboration between private industry and a hospital to modify, implement, and evaluate a simulation-based blended PIVC insertion continuing education program for staff nurses. Included is an overview of the practical and theoretical rationale for the initial development of the curriculum to address an identified PIVC insertion education gap, the collaborative modification and implementation of the program, and an evaluation of the program. The curriculum combined self-paced e-learning and classroom-based deliberate practice with simulation tools of varying fidelity in a peer-to-peer learning environment. Given the mutual challenges of resource allocation in industry training and clinical nursing education departments, interprofessional partnerships may be an effective option for sharing instructional knowledge and resources to promote innovation and improve patient care. J Contin Educ Nurs. 2017;48(9):397-406. Copyright 2017, SLACK Incorporated.

Collaborative Visualization Project: shared-technology learning environments for science learning

NASA Astrophysics Data System (ADS)

Pea, Roy D.; Gomez, Louis M.

1993-01-01

Project-enhanced science learning (PESL) provides students with opportunities for `cognitive apprenticeships' in authentic scientific inquiry using computers for data-collection and analysis. Student teams work on projects with teacher guidance to develop and apply their understanding of science concepts and skills. We are applying advanced computing and communications technologies to augment and transform PESL at-a-distance (beyond the boundaries of the individual school), which is limited today to asynchronous, text-only networking and unsuitable for collaborative science learning involving shared access to multimedia resources such as data, graphs, tables, pictures, and audio-video communication. Our work creates user technology (a Collaborative Science Workbench providing PESL design support and shared synchronous document views, program, and data access; a Science Learning Resource Directory for easy access to resources including two-way video links to collaborators, mentors, museum exhibits, media-rich resources such as scientific visualization graphics), and refine enabling technologies (audiovisual and shared-data telephony, networking) for this PESL niche. We characterize participation scenarios for using these resources and we discuss national networked access to science education expertise.

A Folksonomy-Based Lightweight Resource Annotation Metadata Schema for Personalized Hypermedia Learning Resource Delivery

ERIC Educational Resources Information Center

Lau, Simon Boung-Yew; Lee, Chien-Sing; Singh, Yashwant Prasad

2015-01-01

With the proliferation of social Web applications, users can now collaboratively author, share and access hypermedia learning resources, contributing to richer learning experiences outside formal education. These resources may or may not be educational. However, they can be harnessed for educational purposes by adapting and personalizing them to…

Natural Partners: Resource-Based and Integrative Learning.

ERIC Educational Resources Information Center

Porter, John R.

1992-01-01

With resource-based learning projects, college students at the Philadelphia College of Pharmacy and Science develop a better sense of the information resources available, the nature of scientific literature, and the characteristics of scientific writing. Faculty motivations, benefits, and disappointments with this approach are addressed.…

K-12 Networking: Breaking Down the Walls of the Learning Environment.

ERIC Educational Resources Information Center

Epler, Doris, Ed.

Networks can benefit school libraries by: (1) offering multiple user access to information; (2) managing and distributing information and data; (3) allowing resources to be shared; (4) improving and enabling communications; (5) improving the management of resources; and (6) creating renewed interest in the library and its resources. As a result,…

Challenging clinical learning environments: experiences of undergraduate nursing students.

PubMed

O'Mara, Linda; McDonald, Jane; Gillespie, Mary; Brown, Helen; Miles, Lynn

2014-03-01

Clinical learning is an essential component of becoming a nurse. However at times, students report experiencing challenging clinical learning environments (CCLE), raising questions regarding the nature of a challenging clinical learning environment, its impact on students' learning and how students might respond within a CCLE. Using an Interpretive Descriptive study design, researchers held focus groups with 54 students from two Canadian sites, who self-identified as having experienced a CCLE. Students defined a CCLE as affected by relationships in the clinical area and by the context of their learning experiences. CCLE decreased students' learning opportunities and impacted on them as persons. As students determined which relationships were challenging, they tapped other resources and they used strategies to rebuilt, reframe, redirect and/or retreat relative to the specific challenge. Relationships also acted as buffers to unsupportive practice cultures. Implications for practice and research are addressed. Copyright © 2013 Elsevier Ltd. All rights reserved.

The Safety of Crowds

ERIC Educational Resources Information Center

Dron, Jon

2007-01-01

If we assume that learning is best achieved in a social setting, then a vital aspect of any learning environment is its ability to support the development of trust. Trust takes many forms, from helping to identify the validity or the effectiveness of a learning resource to feelings of safety and reliance on support from fellow learners and…

Designing for Ab Initio Blended Learning Environments: Identifying Systemic Contradictions

ERIC Educational Resources Information Center

Ó Doinn, Oisín

2017-01-01

In recent years, Computer Assisted Language Learning (CALL) has become more accessible than ever before. This is largely due to the proliferation of mobile computing devices and the growth of open online language-learning resources. Additionally, since the beginning of the millennium there has been massive growth in the number of students studying…

Polling on a Budget: Implementing Telephone Surveys in Introductory and Advanced American Politics Courses

ERIC Educational Resources Information Center

Williamson, Jonathan

2011-01-01

Research suggests that student learning is enhanced when students are engaged through active learning strategies. In studying public opinion and polling, challenges include the provision of meaningful active learning environments when resources are limited. In this article, I discuss the design and implementation of telephone surveys as a teaching…

Integrating a Learning Management System with a Student Assignments Digital Repository. A Case Study

ERIC Educational Resources Information Center

Díaz, Javier; Schiavoni, Alejandra; Osorio, María Alejandra; Amadeo, Ana Paola; Charnelli, María Emilia

2013-01-01

The integration of different platforms and information Systems in the academic environment is highly important and quite a challenge within the field of Information Technology. This integration allows for higher resource availability and improved interaction among intervening actors. In the field of e-Learning, where Learning Management Systems…

Active Learning with Interactive Videos: Creating Student-Guided Learning Materials

ERIC Educational Resources Information Center

Baker, Ariana

2016-01-01

Distance learning programs across the country continue to grow and evolve. In order to support these programs, librarians are often expected to convert face-to-face classes and reference sessions to the online environment. Due to the necessity of explaining information literacy concepts and demonstrating the access and use of library resources,…

An Interactive Concept Map Approach to Supporting Mobile Learning Activities for Natural Science Courses

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Wu, Po-Han; Ke, Hui-Ru

2011-01-01

Mobile and wireless communication technologies not only enable anytime and anywhere learning, but also provide the opportunity to develop learning environments that combine real-world and digital-world resources. Nevertheless, researchers have indicated that, without effective tools for helping students organize their observations in the field,…

Action Research in a Business Classroom--Another Lens to Examine Learning

ERIC Educational Resources Information Center

Smith, Janice Witt; Clark, Gloria

2010-01-01

This research study looks at the implementation of an action research project within a blended learning human resource management class in employee and labor relations. The internal and external environment created conditions that converged in the Perfect Storm and resulted in an almost disastrous learning experience for faculty and students. What…

Distance Learning and Jihad: The Dark Side of the Force

ERIC Educational Resources Information Center

Bates, Rodger; Mooney, Mara

2014-01-01

The ability to reach a variety of audiences in diverse environments has made distance learning a major form of education and training in the 21st century. Though traditionally encountered in the educational and business communities, distance learning has proven an important resource for a variety of other constituencies. Terrorist groups have…

Key Words in Instruction. Online Learning and Virtual Schools

ERIC Educational Resources Information Center

Lamb, Annette; Callison, Daniel

2005-01-01

Online learning and virtual schools allow students to take classes any time and anywhere. These emerging learning environments require school library media specialists to expand their thinking about their resources and services. Creation of a virtual library can provide access to remote materials that enhance the experience of online learners.…

Local wisdom of Ngata Toro community in utilizing forest resources as a learning source of biology

NASA Astrophysics Data System (ADS)

Yuliana, Sriyati, Siti; Sanjaya, Yayan

2017-08-01

Indonesian society is a pluralistic society with different cultures and local potencies that exist in each region. Some of local community still adherethe tradition from generation to generation in managing natural resources wisely. The application of the values of local wisdom is necessary to teach back to student to be more respect the culture and local potentials in the region. There are many ways developing student character by exploring local wisdom and implementing them as a learning resources. This study aims at revealing the values of local wisdom Ngata Toro indigenous people of Central Sulawesi Province in managing forest as a source of learning biology. This research was conducted by in-depth interviews, participant non-observation, documentation studies, and field notes. The data were analyzed with triangulation techniques by using a qualitative interaction analysis that is data collection, data reduction, and data display. Ngata Toro local community manage forest by dividing the forest into several zones, those arewana ngkiki, wana, pangale, pahawa pongko, oma, and balingkea accompanied by rules in the management of result-based forest conservation and sustainable utilization. By identifying the purpose of zonation and regulation of the forest, such values as the value of environmental conservation, balance value, sustainable value, and the value of mutual cooperation. These values are implemented as a biological learning resource which derived from the competences standard of analyze the utilization and conservation of the environment.

[Prevention of Mental Health as Part of a Holistic Health Management].

PubMed

Toska, Marko; Behrendt, Dörte; Erzberger, Melanie

2015-07-01

Mental illnesses are increasingly common in workplace environments. But interventions that focus exclusively on reducing workplace-stressors are not enough. It takes long-term primary and secondary preventive, integrated solutions on an individual, role-based and organizational level. The promotion of resources of mental and physical health in everyday work can improve an efficient health development and thus should be fostered systematically. TPIII under psychenet starts at this need and systematically investigates two interventions (Employee Assistance Program, Blended Learning), that are intended to promote personal and job-related resources.This study contributes to the evidence base of an established prevention program which allows for broad dissemination building on existing capacities for broad dissemination. © Georg Thieme Verlag KG Stuttgart · New York.

Development of Web-Based Learning Environment Model to Enhance Cognitive Skills for Undergraduate Students in the Field of Electrical Engineering

ERIC Educational Resources Information Center

Lakonpol, Thongmee; Ruangsuwan, Chaiyot; Terdtoon, Pradit

2015-01-01

This research aimed to develop a web-based learning environment model for enhancing cognitive skills of undergraduate students in the field of electrical engineering. The research is divided into 4 phases: 1) investigating the current status and requirements of web-based learning environment models. 2) developing a web-based learning environment…

Technology Toolkit.

ERIC Educational Resources Information Center

Brooklyn Public Library, NY.

This reference resource identifies issues concerning technology use in library literacy programs and describes approaches that work at the Brooklyn (New York) Public Library. Section 1 discusses the learning centers at the library, including its mission, philosophy, curriculum, technology, volunteer tutors, and active learning environment. Section…

The Web Resource Collaboration Center

ERIC Educational Resources Information Center

Dunlap, Joanna C.

2004-01-01

The Web Resource Collaboration Center (WRCC) is a web-based tool developed to help software engineers build their own web-based learning and performance support systems. Designed using various online communication and collaboration technologies, the WRCC enables people to: (1) build a learning and professional development resource that provides…

Capturing the Range of Learning: Implications for Disaster Health in a Resource Constrained Future

DTIC Science & Technology

2012-12-01

article suggests the value of Coombs and Ahmed’s three interrelated “modes of education” (formal, nonformal, and informal) in considering disaster health...learning by health professionals, amidst an environment of resource constraint, is challenging. This article suggests the value of Coombs and...TABLES Table 1. Coombs and Ahmed’s three interelated "modes of education" (formal, nonformal, and informal)a,b with disaster health examples

Contemporary teaching strategies of exemplary community preceptors--is technology helping?

PubMed

Scott, Stephen M; Schifferdecker, Karen E; Anthony, David; Chao, Jason; Chessman, Alexander W; Margo, Katherine; Seagrave, Martha; Leong, Shou Ling

2014-01-01

Many schools rely upon community preceptors for office-based education of medical students. These preceptors struggle to balance clinical care with the learning needs of students. We aim to gain a deeper understanding of the teaching rewards and challenges of current community preceptors. Five schools' family medicine clerkship directors conducted in-depth interviews of two exemplary preceptors at each of their programs. Following qualitative analysis of the interviews, three directors conducted one focus group at their school. The individual and group interviews were recorded, transcribed, and analyzed using grounded theory. Exemplary community preceptors described strategies to improve the learning environment and specific teaching approaches. Well-known teaching strategies such as role modeling, adjusting instruction to the learner's needs, and selecting patients appropriate for a specific student were used. They also described newer techniques such as co-learning and integrating technology, for example, accessing online, current practice guidelines together with the student. They detailed challenges to teaching, including time constraints and too much content to cover and provided advice about teaching tools. While challenged by clinical demands, preceptors enjoyed teaching and found it rewarding. They used time-proven teaching strategies as well as technology and online resources to facilitate ambulatory teaching. Community preceptors continue to struggle to integrate learners and the priorities of the medical school curriculum into the clinical environment. Further development of electronic tools and other resources to support the teaching needs of preceptors may contribute to learning and help minimize preceptor burden.

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

Competition for resources can explain patterns of social and individual learning in nature.

PubMed

Smolla, Marco; Gilman, R Tucker; Galla, Tobias; Shultz, Susanne

2015-09-22

In nature, animals often ignore socially available information despite the multiple theoretical benefits of social learning over individual trial-and-error learning. Using information filtered by others is quicker, more efficient and less risky than randomly sampling the environment. To explain the mix of social and individual learning used by animals in nature, most models penalize the quality of socially derived information as either out of date, of poor fidelity or costly to acquire. Competition for limited resources, a fundamental evolutionary force, provides a compelling, yet hitherto overlooked, explanation for the evolution of mixed-learning strategies. We present a novel model of social learning that incorporates competition and demonstrates that (i) social learning is favoured when competition is weak, but (ii) if competition is strong social learning is favoured only when resource quality is highly variable and there is low environmental turnover. The frequency of social learning in our model always evolves until it reduces the mean foraging success of the population. The results of our model are consistent with empirical studies showing that individuals rely less on social information where resources vary little in quality and where there is high within-patch competition. Our model provides a framework for understanding the evolution of social learning, a prerequisite for human cumulative culture. © 2015 The Author(s).

Competition for resources can explain patterns of social and individual learning in nature

PubMed Central

Smolla, Marco; Gilman, R. Tucker; Galla, Tobias; Shultz, Susanne

2015-01-01

In nature, animals often ignore socially available information despite the multiple theoretical benefits of social learning over individual trial-and-error learning. Using information filtered by others is quicker, more efficient and less risky than randomly sampling the environment. To explain the mix of social and individual learning used by animals in nature, most models penalize the quality of socially derived information as either out of date, of poor fidelity or costly to acquire. Competition for limited resources, a fundamental evolutionary force, provides a compelling, yet hitherto overlooked, explanation for the evolution of mixed-learning strategies. We present a novel model of social learning that incorporates competition and demonstrates that (i) social learning is favoured when competition is weak, but (ii) if competition is strong social learning is favoured only when resource quality is highly variable and there is low environmental turnover. The frequency of social learning in our model always evolves until it reduces the mean foraging success of the population. The results of our model are consistent with empirical studies showing that individuals rely less on social information where resources vary little in quality and where there is high within-patch competition. Our model provides a framework for understanding the evolution of social learning, a prerequisite for human cumulative culture. PMID:26354936

A pilot study exploring the relationship between lifelong learning and factors associated with evidence-based medicine.

PubMed

Mi, Misa; Halalau, Alexandra

2016-07-03

To explore possible relationships between residents' lifelong learning orientation, skills in practicing evidence-based medicine (EBM), and perceptions of the environment for learning and practicing EBM. This was a pilot study with a cross-sectional survey design. Out of 60 residents in a medical residency program, 29 participated in the study. Data were collected using a survey that comprised three sections: the JeffSPLL Scale, EBM Environment Scale, and an EBM skill questionnaire. Data were analyzed using SPSS and were reported with descriptive and inferential statistics (mean, standard deviation, Pearson's correlation, and a two-sample t-test). Mean scores on the JeffSPLL Scale were significantly correlated with perceptions of the EBM Scale and use of EBM resources to keep up to date or solve a specific patient care problem. There was a significant correlation between mean scores on the EBM Scale and hours per week spent in reading medical literature to solve a patient care problem. Two-sample t-tests show that residents with previous training in research methods had significantly higher scores on the JeffSPLL Scale (p=0.04), EBM Scale (p=0.006), and self-efficacy scale (p =0.024). Given the fact that physicians are expected to be lifelong learners over the course of their professional career, developing residents' EBM skills and creating interventions to improve specific areas in the EBM environment would likely foster residents' lifelong learning orientation.

Getting educated: e-learning resources in the design and execution of surgical trials.

PubMed

Bains, Simrit

2009-01-01

An evidence-based approach to research, which includes important aspects such as critical appraisal, is essential for the effective conduct of clinical trials. Researchers who are interested in educating themselves about its principles in order to incorporate them into their trials face challenges when attempting to acquire this information from traditional learning sources. E-learning resources offer an intriguing possibility of overcoming the challenges posed by traditional learning, and show promise as a way to expand accessibility to quality education about evidence-based principles. An assessment of existing e-learning resources reveals positive educational avenues for researchers, although significant flaws exist. The Global EducatorTM by Global Research Solutions addresses many of these flaws and is an e-learning resource that combines convenience with comprehensiveness.

Exploring salutogenic mechanisms of an outdoor experiential learning programme on youth care farms in the Netherlands: untapped potential?

PubMed Central

Schreuder, Ester; Rijnders, Mandy; Vaandrager, Lenneke; Hassink, Jan; Enders-Slegers, Marie-José; Kennedy, Lynne

2014-01-01

This study explored how (learning) experiences offered through outdoor experiential programmes, particularly the youth care farm approach, may (or may not) enhance young peoples’ ability to recognise and then utilise available resources for personal growth, protection and health promotion. A total of 11 youngsters were asked to look back on their half-year stay on a care farm in the Netherlands, by using semi-structured interviews to elicit their experiences from a salutogenic perspective. Analysis revealed that several resources (and the interaction of these resources) on the youth care farm worked well for the youngsters; contributed to their personal development and to their sense of coherence: the feeling that the world is or can be meaningful, comprehensible and manageable, associated with positive outcome in endeavours linked to improving health and well-being. In general, the attitude of the farmer, working with animals, the informal atmosphere and being temporarily cut-off from the former environment were elements most positively highlighted by the youngsters. The farm environment was mentioned as calming, however, as structuring as well. The strength of the programme as an experiential learning opportunity appears to be the diversity and richness of resources (and stressors!) available to the participants. This creates various opportunities for learning: making sense, interpreting and giving meaning to resources and stressors. Further research into the impact of this kind of programmes, compared to more ‘traditional’ programmes, especially on the ability of youngsters to use resources to finish school, find employment and develop better relationships with their parents is recommended. PMID:24910490

Exploring salutogenic mechanisms of an outdoor experiential learning programme on youth care farms in the Netherlands: untapped potential?

PubMed

Schreuder, Ester; Rijnders, Mandy; Vaandrager, Lenneke; Hassink, Jan; Enders-Slegers, Marie-José; Kennedy, Lynne

2014-06-01

This study explored how (learning) experiences offered through outdoor experiential programmes, particularly the youth care farm approach, may (or may not) enhance young peoples' ability to recognise and then utilise available resources for personal growth, protection and health promotion. A total of 11 youngsters were asked to look back on their half-year stay on a care farm in the Netherlands, by using semi-structured interviews to elicit their experiences from a salutogenic perspective. Analysis revealed that several resources (and the interaction of these resources) on the youth care farm worked well for the youngsters; contributed to their personal development and to their sense of coherence: the feeling that the world is or can be meaningful, comprehensible and manageable, associated with positive outcome in endeavours linked to improving health and well-being. In general, the attitude of the farmer, working with animals, the informal atmosphere and being temporarily cut-off from the former environment were elements most positively highlighted by the youngsters. The farm environment was mentioned as calming, however, as structuring as well. The strength of the programme as an experiential learning opportunity appears to be the diversity and richness of resources (and stressors!) available to the participants. This creates various opportunities for learning: making sense, interpreting and giving meaning to resources and stressors. Further research into the impact of this kind of programmes, compared to more 'traditional' programmes, especially on the ability of youngsters to use resources to finish school, find employment and develop better relationships with their parents is recommended.

Hybrid evolutionary computing model for mobile agents of wireless Internet multimedia

NASA Astrophysics Data System (ADS)

Hortos, William S.

2001-03-01

The ecosystem is used as an evolutionary paradigm of natural laws for the distributed information retrieval via mobile agents to allow the computational load to be added to server nodes of wireless networks, while reducing the traffic on communication links. Based on the Food Web model, a set of computational rules of natural balance form the outer stage to control the evolution of mobile agents providing multimedia services with a wireless Internet protocol WIP. The evolutionary model shows how mobile agents should behave with the WIP, in particular, how mobile agents can cooperate, compete and learn from each other, based on an underlying competition for radio network resources to establish the wireless connections to support the quality of service QoS of user requests. Mobile agents are also allowed to clone themselves, propagate and communicate with other agents. A two-layer model is proposed for agent evolution: the outer layer is based on the law of natural balancing, the inner layer is based on a discrete version of a Kohonen self-organizing feature map SOFM to distribute network resources to meet QoS requirements. The former is embedded in the higher OSI layers of the WIP, while the latter is used in the resource management procedures of Layer 2 and 3 of the protocol. Algorithms for the distributed computation of mobile agent evolutionary behavior are developed by adding a learning state to the agent evolution state diagram. When an agent is in an indeterminate state, it can communicate to other agents. Computing models can be replicated from other agents. Then the agents transitions to the mutating state to wait for a new information-retrieval goal. When a wireless terminal or station lacks a network resource, an agent in the suspending state can change its policy to submit to the environment before it transitions to the searching state. The agents learn the facts of agent state information entered into an external database. In the cloning process, two agents on a host station sharing a common goal can be merged or married to compose a new agent. Application of the two-layer set of algorithms for mobile agent evolution, performed in a distributed processing environment, is made to the QoS management functions of the IP multimedia IM sub-network of the third generation 3G Wideband Code-division Multiple Access W-CDMA wireless network.

The Asset-Based Context Matrix: A Tool for Assessing Children's Learning Opportunities and Participation in Natural Environments

ERIC Educational Resources Information Center

Wilson, Linda L.; Mott, Donald W.; Batman, Deb

2004-01-01

This article provides a description of the "Asset-Based Context Matrix" (ABC Matrix). The ABC Matrix is an assessment tool for designing interventions for children in natural learning environments. The tool is based on research evidence indicating that children's learning is enhanced in contextually meaningful learning environments. The ABC Matrix…

The Effects of Cross-Modality and Level of Self-Regulated Learning on Knowledge Acquisition with Smartpads

ERIC Educational Resources Information Center

Lee, Hye Yeon; Lee, Hyeon Woo

2018-01-01

Recently, there has been a transition from traditional paper or computer-based learning environments to smartpad-based learning environments, which are based on touch and involve various cognitive strategies such as touch operation and note taking. Accordingly, the use of smartpads can provide an effective learning environment through…

Students' Perceptions of Computer-Based Learning Environments, Their Attitude towards Business Statistics, and Their Academic Achievement: Implications from a UK University

ERIC Educational Resources Information Center

Nguyen, ThuyUyen H.; Charity, Ian; Robson, Andrew

2016-01-01

This study investigates students' perceptions of computer-based learning environments, their attitude towards business statistics, and their academic achievement in higher education. Guided by learning environments concepts and attitudinal theory, a theoretical model was proposed with two instruments, one for measuring the learning environment and…

Allocating Resources for Learning Support: A Case Study.

ERIC Educational Resources Information Center

Sharp, Stephen

2000-01-01

Examines how learning-support resources are allocated to Scottish secondary schools, drawing on data from an Edinburgh education authority. Although a rationale for allocating resources based on socioeconomic indices can be constructed, basing decisions on a combination of standardized attainment tests and special-needs audits is preferable.…

Student-Led Podcasting for Engineering Education

ERIC Educational Resources Information Center

Alpay, E.; Gulati, S.

2010-01-01

The use of podcasts is challenging traditional communication methods in higher education, with the potential for creating engaging and flexible resources for learning and development. Likewise, podcasts are helping to facilitate a stronger student identity and community within learning environments, replacing traditional student newsletter and…

Study on environmental cost accounting under low-carbon economy

NASA Astrophysics Data System (ADS)

Pei, Zhoukun

2017-03-01

With the strengthen of people's ability to use and transform nature, on the one hand, people acquire more resources from nature and make life more comfortable, on the other hand, the amount of waste that people emit has also increased rapidly. Excessive excavation of resources and disposal of waste emissions led to the deterioration of the environment, affecting the country's sustainable development and the Earth's ecological balance. In this paper, from the perspective of low-carbon economy, to explore corporate environmental cost recognition, measurement, collection, distribution methods, expectations for the relevant enterprises, especially high-polluting, high-emission energy-based enterprises to learn from.

The Role of Hands-On Science Labs in Engaging the Next Generation of Space Explorers

NASA Astrophysics Data System (ADS)

Williams, Teresa A. J.

2002-01-01

Each country participating on the International Space Station (ISS) recognizes the importance of educating the coming generation about space and its opportunities. In 2001 the St. James School in downtown Houston, Texas was approached with a proposal to renovate an unused classroom and become involved with the "GLOBE" Program and other Internet based international learning resources. This inner-city school willingly agreed to the program based on "hands-on" learning. One month after room conversion and ten computer terminals donated by area businesses connectivity established to the internet the students immediately began using the "Global Learning and Observations to Benefit the Environment (GLOBE)" program and the International Space Station (ISS) Program educational resources. The "GLOBE" program involves numerous scientific and technical agencies studying the Earth, who make it their goal to provide educational resources to an international community of K-12 scientist. This project was conceived as a successor to the "Interactive Elementary Space Museum for the New Millennium" a space museum in a school corridor without the same type of budget. The laboratory is a collaboration, which involved area businesses, volunteers from the NASA/Johnson Space Center ISS Outreach Program, and students. This paper will outline planning and operation of the school science laboratory project from the point of view of the schools interest and involvement and assess its success to date. It will consider the lessons learned by the participating school administrations in the management of the process and discuss some of the issues that can both promote and discourage school participation in such projects.

Machine learning based Intelligent cognitive network using fog computing

NASA Astrophysics Data System (ADS)

Lu, Jingyang; Li, Lun; Chen, Genshe; Shen, Dan; Pham, Khanh; Blasch, Erik

2017-05-01

In this paper, a Cognitive Radio Network (CRN) based on artificial intelligence is proposed to distribute the limited radio spectrum resources more efficiently. The CRN framework can analyze the time-sensitive signal data close to the signal source using fog computing with different types of machine learning techniques. Depending on the computational capabilities of the fog nodes, different features and machine learning techniques are chosen to optimize spectrum allocation. Also, the computing nodes send the periodic signal summary which is much smaller than the original signal to the cloud so that the overall system spectrum source allocation strategies are dynamically updated. Applying fog computing, the system is more adaptive to the local environment and robust to spectrum changes. As most of the signal data is processed at the fog level, it further strengthens the system security by reducing the communication burden of the communications network.

Efficacy of a Meiosis Learning Module Developed for the Virtual Cell Animation Collection

PubMed Central

Goff, Eric E.; Reindl, Katie M.; Johnson, Christina; McClean, Phillip; Offerdahl, Erika G.; Schroeder, Noah L.; White, Alan R.

2017-01-01

Recent reports calling for change in undergraduate biology education have resulted in the redesign of many introductory biology courses. Reports on one common change to course structure, the active-learning environment, have placed an emphasis on student preparation, noting that the positive outcomes of active learning in the classroom depend greatly on how well the student prepares before class. As a possible preparatory resource, we test the efficacy of a learning module developed for the Virtual Cell Animation Collection. This module presents the concepts of meiosis in an interactive, dynamic environment that has previously been shown to facilitate learning in introductory biology students. Participants (n = 534) were enrolled in an introductory biology course and were presented the concepts of meiosis in one of two treatments: the interactive-learning module or a traditional lecture session. Analysis of student achievement shows that students who viewed the learning module as their only means of conceptual presentation scored significantly higher (d = 0.40, p < 0.001) than students who only attended a traditional lecture on the topic. Our results show the animation-based learning module effectively conveyed meiosis conceptual understanding, which suggests that it may facilitate student learning outside the classroom. Moreover, these results have implications for instructors seeking to expand their arsenal of tools for “flipping” undergraduate biology courses. PMID:28188282

Improving Evidence Dissemination and Accessibility through a Mobile-based Resource Platform.

PubMed

Zhu, Zheng; Xing, Weijie; Hu, Yan; Zhou, Yingfeng; Gu, Ying

2018-05-28

Current mobile information technologies fundamentally influence evidence dissemination from the perspective of both evidence seekers and evidence providers. However, there is no related study which tried using a mobile-based platform to disseminate evidence in China. The main object of this study is to develop a mobile-based evidence resource platform and to evaluate its effects of improving nurses' access to evidence-based practice resources and meeting users' demands. The mobile-based evidence resource platform was developed in 2014. A cross-sectional study was conducted over a period of 2 months between December 2015 and January 2016 to evaluate user experiences of and preferences regarding the platform. Descriptive analysis was adopted to analyze information and its communication effects from December 2014 to March 2017. A total of 472 participants met the inclusion criteria and responded to the survey. High scores were received for the overall rating (4.34 ± 0.67), evidence section (4.30 ± 0.63), learning materials section (4.26 ± 0.65), news section (4.27 ± 0.66), readability (4.38 ± 0.63), design and structure (4.38 ± 0.63), and interactivity (3.58 ± 0.84). As of March 31, 2017, the total number of followers was 28,954. The total number of readings was 584,834. The most current WCI value was 388.72. Our study demonstrated that the mobile-based platform for evidence transfer can promote the accessibility of evidence and meet users' demands. This mobile-based platform is currently available in the WeChat application environment. It will be a wise option for healthcare professionals for the purposes of learning about EBP and disseminating evidence in China.

Assessing the Value: Work-Based Learning Placements for Post-Graduate Human Resource Development Students?

ERIC Educational Resources Information Center

Morse, Shona M.

2006-01-01

Purpose: The objective of the pilot study reported on here was to identify some of the more elusive "costs and benefits" of work-based learning (WBL) placements. This was addressed by exploring the views and experience of a small number of human resource development (HRD) professionals who currently offer supervised work-based learning placements…

WE-FG-201-04: Cloud-Based Collaboration for Radiotherapy Clinical Trials, Research and Training

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

Palta, J.

Many low- and middle-income countries lack the resources and services to manage cancer, from screening and diagnosis to radiation therapy planning, treatment and quality assurance. The challenges in upgrading or introducing the needed services are enormous, and include severe shortages in equipment and trained staff. In this symposium, we will describe examples of technology and scientific research that have the potential to impact all these areas. These include: (1) the development of high-quality/low-cost colposcopes for cervical cancer screening, (2) the application of automated radiotherapy treatment planning to reduce staffing shortages, (3) the development of a novel radiotherapy treatment unit, andmore » (4) utilizing a cloud-based infrastructure to facilitate collaboration and QA. Learning Objectives: Understand some of the issues in cancer care in low- resource environments, including shortages in staff and equipment, and inadequate physical infrastructure for advanced radiotherapy. Understand the challenges in developing and deploying diagnostic and treatment devices and services for low-resource environments. Understand some of the emerging technological solutions for cancer management in LMICs. NCI; L. Court, NIH, Varian, Elekta; I. Feain, Ilana Feain is founder and CTO of Nano-X Pty Ltd.« less

Investigating Effects of Problem-Based versus Lecture-Based Learning Environments on Student Motivation

ERIC Educational Resources Information Center

Wijnia, Lisette; Loyens, Sofie M. M.; Derous, Eva

2011-01-01

This study examines the effects of two learning environments (i.e., problem-based learning [PBL] versus lecture-based [LB] environments) on undergraduates' study motivation. Survey results demonstrated that PBL students scored higher on competence but did not differ from LB students on autonomous motivation. Analyses of focus groups further…

PELS: A Noble Architecture and Framework for a Personal E-Learning System (PELS)

ERIC Educational Resources Information Center

Dewan, Jahangir; Chowdhury, Morshed; Batten, Lynn

2014-01-01

This article presents a personal e-learning system architecture in the context of a social network environment. The main objective of a personal e-learning system is to develop individual skills on a specific subject and share resources with peers. The authors' system architecture defines the organisation and management of a personal learning…

Pedagogic Practice Integrating Primary Science and Elearning: The Need for Relevance, Recognition, Resource, Reflection, Readiness and Risk

ERIC Educational Resources Information Center

Rodrigues, Susan

2006-01-01

This article describes a well-funded and well-equipped model of teacher professional development that encouraged the promotion of information-rich learning environments for learning science. A community of practice using face-to-face and electronic communication encouraged learning, and generated and ensured pedagogical change and innovation. The…

A Context-Aware Knowledge Map to Support Ubiquitous Learning Activities for a u-Botanical Museum

ERIC Educational Resources Information Center

Wang, Shu-Lin; Chen, Chia-Chen; Zhang, Zhe George

2015-01-01

Recent developments in mobile and wireless communication technologies have played a vital role in building the u-learning environment that now combines both real-world and digital learning resources. However, learners still require assistance to control real objects and manage the abundance of available materials; otherwise, their mental workload…

WebQuest Learning as Perceived by Higher-Education Learners

ERIC Educational Resources Information Center

Zheng, Robert; Stucky, Bradd; McAlack, Matt; Menchaca, Mike; Stoddart, Sue

2005-01-01

The WebQuest as an inquiry-oriented approach in web learning has gained considerable attention from educators and has been integrated widely into curricula in K-12 and higher education. It is considered to be an effective way to organize chaotic internet resources and help learners gain new knowledge through a guided learning environment.…

Online English Learning Using Internet for English-as-a-Foreign-Language Students.

ERIC Educational Resources Information Center

Wang, Lih-Ching Chen; Dalton, David W.

Learning to communicate in English is an essential tool to access many resources via worldwide networks in the global society. Like students from many other countries, students in Taiwan study English for years, but lack opportunities to practice. For English-as-a-Second-Language students, the World Wide Web provides a learning environment in…

Investigating Learners' Attitudes toward Virtual Reality Learning Environments: Based on a Constructivist Approach

ERIC Educational Resources Information Center

Huang, Hsiu-Mei; Rauch, Ulrich; Liaw, Shu-Sheng

2010-01-01

The use of animation and multimedia for learning is now further extended by the provision of entire Virtual Reality Learning Environments (VRLE). This highlights a shift in Web-based learning from a conventional multimedia to a more immersive, interactive, intuitive and exciting VR learning environment. VRLEs simulate the real world through the…

Web-based resources for critical care education.

PubMed

Kleinpell, Ruth; Ely, E Wesley; Williams, Ged; Liolios, Antonios; Ward, Nicholas; Tisherman, Samuel A

2011-03-01

To identify, catalog, and critically evaluate Web-based resources for critical care education. A multilevel search strategy was utilized. Literature searches were conducted (from 1996 to September 30, 2010) using OVID-MEDLINE, PubMed, and the Cumulative Index to Nursing and Allied Health Literature with the terms "Web-based learning," "computer-assisted instruction," "e-learning," "critical care," "tutorials," "continuing education," "virtual learning," and "Web-based education." The Web sites of relevant critical care organizations (American College of Chest Physicians, American Society of Anesthesiologists, American Thoracic Society, European Society of Intensive Care Medicine, Society of Critical Care Medicine, World Federation of Societies of Intensive and Critical Care Medicine, American Association of Critical Care Nurses, and World Federation of Critical Care Nurses) were reviewed for the availability of e-learning resources. Finally, Internet searches and e-mail queries to critical care medicine fellowship program directors and members of national and international acute/critical care listserves were conducted to 1) identify the use of and 2) review and critique Web-based resources for critical care education. To ensure credibility of Web site information, Web sites were reviewed by three independent reviewers on the basis of the criteria of authority, objectivity, authenticity, accuracy, timeliness, relevance, and efficiency in conjunction with suggested formats for evaluating Web sites in the medical literature. Literature searches using OVID-MEDLINE, PubMed, and the Cumulative Index to Nursing and Allied Health Literature resulted in >250 citations. Those pertinent to critical care provide examples of the integration of e-learning techniques, the development of specific resources, reports of the use of types of e-learning, including interactive tutorials, case studies, and simulation, and reports of student or learner satisfaction, among other general reviews of the benefits of utilizing e-learning. Review of the Web sites of relevant critical care organizations revealed the existence of a number of e-learning resources, including online critical care courses, tutorials, podcasts, webcasts, slide sets, and continuing medical education resources, some requiring membership or a fee to access. Respondents to listserve queries (>100) and critical care medicine fellowship director and advanced practice nursing educator e-mail queries (>50) identified the use of a number of tutorials, self-directed learning modules, and video-enhanced programs for critical care education and practice. In all, >135 Web-based education resources exist, including video Web resources for critical care education in a variety of e-learning formats, such as tutorials, self-directed learning modules, interactive case studies, webcasts, podcasts, and video-enhanced programs. As identified by critical care educators and practitioners, e-learning is actively being integrated into critical care medicine and nursing training programs for continuing medical education and competency training purposes. Knowledge of available Web-based educational resources may enhance critical care practitioners' ongoing learning and clinical competence, although this has not been objectively measured to date.

Building Interactivity in Higher Education to Support Student Engagement in Spatial Problem Solving and Programming

NASA Astrophysics Data System (ADS)

Gulland, E.-K.; Veenendaal, B.; Schut, A. G. T.

2012-07-01

Problem-solving knowledge and skills are an important attribute of spatial sciences graduates. The challenge of higher education is to build a teaching and learning environment that enables students to acquire these skills in relevant and authentic applications. This study investigates the effectiveness of traditional face-to-face teaching and online learning technologies in supporting the student learning of problem-solving and computer programming skills, techniques and solutions. The student cohort considered for this study involves students in the surveying as well as geographic information science (GISc) disciplines. Also, students studying across a range of learning modes including on-campus, distance and blended, are considered in this study. Student feedback and past studies reveal a lack of student interest and engagement in problem solving and computer programming. Many students do not see such skills as directly relevant and applicable to their perceptions of what future spatial careers hold. A range of teaching and learning methods for both face-to-face teaching and distance learning were introduced to address some of the perceived weaknesses of the learning environment. These included initiating greater student interaction in lectures, modifying assessments to provide greater feedback and student accountability, and the provision of more interactive and engaging online learning resources. The paper presents and evaluates the teaching methods used to support the student learning environment. Responses of students in relation to their learning experiences were collected via two anonymous, online surveys and these results were analysed with respect to student pass and retention rates. The study found a clear distinction between expectations and engagement of surveying students in comparison to GISc students. A further outcome revealed that students who were already engaged in their learning benefited the most from the interactive learning resources and opportunities provided.

INDIVIDUALIZING UNIVERSITY INSTRUCTION, EXPLORING COMPUTER POTENTIAL TO AID COLLEGE TEACHERS BY DIRECTING THE LEARNING PROCESS. INTER-UNIVERSITY PROJECT ONE, PUBLICATIONS SERIES.

ERIC Educational Resources Information Center

FALL, CHARLES R.

THIS DOCUMENT CONCLUDES THAT INSTRUCTION BY COMPUTER-BASED RESOURCE UNITS CAN FACILITATE LEARNING AND PROVIDE THE INSTRUCTOR WITH VALUABLE ASSISTANCE. BY PRE-PLANNING THE TEACHING-LEARNING SITUATION, RESOURCE UNITS CAN FREE THE INSTRUCTOR FOR DECISION-MAKING TASKS. RESOURCE UNITS CAN ALSO PROVIDE APPROPRIATE LEARNING GOALS AND STUDY GUIDES TO EACH…

Sustaining Teacher Control in a Blog-Based Personal Learning Environment

ERIC Educational Resources Information Center

Tomberg, Vladimir; Laanpere, Mart; Ley, Tobias; Normak, Peeter

2013-01-01

Various tools and services based on Web 2.0 (mainly blogs, wikis, social networking tools) are increasingly used in formal education to create personal learning environments, providing self-directed learners with more freedom, choice, and control over their learning. In such distributed and personalized learning environments, the traditional role…

Visualising Learning Design in LAMS: A Historical View

ERIC Educational Resources Information Center

Dalziel, James

2011-01-01

The Learning Activity Management System (LAMS) provides a web-based environment for the creation, sharing, running and monitoring of Learning Designs. A central feature of LAMS is the visual authoring environment, where educators use a drag-and-drop environment to create sequences of learning activities. The visualisation is based on boxes…

Supporting Interoperability and Context-Awareness in E-Learning through Situation-Driven Learning Processes

ERIC Educational Resources Information Center

Dietze, Stefan; Gugliotta, Alessio; Domingue, John

2009-01-01

Current E-Learning technologies primarily follow a data and metadata-centric paradigm by providing the learner with composite content containing the learning resources and the learning process description, usually based on specific metadata standards such as ADL SCORM or IMS Learning Design. Due to the design-time binding of learning resources,…

Interactional Coherence in Asynchronous Learning Networks: A Rhetorical Approach

ERIC Educational Resources Information Center

Potter, Andrew

2008-01-01

Numerous studies have affirmed the value of asynchronous online communication as a learning resource. Several investigations, however, have indicated that discussions in asynchronous environments are often neither interactive nor coherent. The research reported sought to develop an enhanced understanding of interactional coherence, argumentation,…

Conditioning Factors of an Organizational Learning Culture

ERIC Educational Resources Information Center

Rebelo, Teresa Manuela; Gomes, Adelino Duarte

2011-01-01

Purpose: The aim of this study is to assess the relationship between some variables (organizational structure, organizational dimension and age, human resource characteristics, the external environment, strategy and quality) and organizational learning culture and evaluate the way they interact with this kind of culture.…

Good Schools: What Research Says about Improving Student Achievement.

ERIC Educational Resources Information Center

Hawley, Willis D.; And Others

1985-01-01

This journal, presented in monograph form, reviews research findings in order to identify elements that influence student academic achievement. Sections focus on effective teaching, effect of school leadership on achievement, schoolwide learning environment, learning resources, and parent involvement. An extensive bibliography is included. (DF)

Continuing professional development and ICT: target practice.

PubMed

Eaton, K A; Reynolds, P A

2008-07-26

Ever-increasing needs and demands by dentists and all other members of the dental team for education and training at all levels - undergraduate, postgraduate and continuing - are straining the resources of existing providers of such education. At the same time, there are ever-increasing opportunities to develop online delivery and the use of a range of information and communication technology (ICT) systems and services further, in all aspects of dental education. This paper reviews recent developments that have led to an increased demand for dental postgraduate programmes and continuing professional development (CPD) courses in the United Kingdom and then discusses how ICT has and will impact on teaching practice. Examples include the use of teaching and learning resources in a virtual learning environment (VLE) and the increasing use of blended learning. The paper then explores the need for both teachers and students to adapt to the new environment to ensure they can benefit to the maximum and that teaching and learning practices are changed accordingly.

THE CLEAN ENERGY-ENVIRONMENT GUIDE TO ACTION ...

EPA Pesticide Factsheets

The Guide to Action identifies and describes sixteen clean energy policies and strategies that are delivering economic and environmental results for states. For each policy, the Guide describes: Objectives and benefits of the policy; Examples of states that have implemented the policy; Responsibilities of key players at the state level, including typical roles of the main stakeholders; Opportunities to coordinate implementation with other federal and state policies, partnerships and technical assistance resources; Best practices for policy design, implementation, and evaluation, including state examples; Action steps for states to take when adopting or modifying their clean energy policies, based on existing state experiences; Resources for additional information on individual state policies, legislative and regulatory language, and analytical tools and methods. States participating in the Clean Energy-Environment State Partnership Program will use the Guide to Action to: Develop their own Clean Energy-Environment Action Plan that is appropriate to their state; Identify the roles and responsibilities of key decision-makers, such as environmental regulators, state legislatures, public utility commissioners, and state energy offices; Access and apply technical assistance resources, models, and tools available for state-specific analyses and program implementation; and Learn from each other as they develop their own clean energy programs and policies.

A Web-Based Learning and Assessment System To Support Flexible Education.

ERIC Educational Resources Information Center

Gardner, Lesley; Sheridan, D.; White, D.

2002-01-01

Describes the development of a computer-supported, Web-based learning system, CECIL, at the University of Auckland (New Zealand). Discusses the potential benefits that a university-wide resource management system may have in terms of educational flexibility, such as online learning for distance education, and resource sharing, as well as…

Online EEG-Based Workload Adaptation of an Arithmetic Learning Environment.

PubMed

Walter, Carina; Rosenstiel, Wolfgang; Bogdan, Martin; Gerjets, Peter; Spüler, Martin

2017-01-01

In this paper, we demonstrate a closed-loop EEG-based learning environment, that adapts instructional learning material online, to improve learning success in students during arithmetic learning. The amount of cognitive workload during learning is crucial for successful learning and should be held in the optimal range for each learner. Based on EEG data from 10 subjects, we created a prediction model that estimates the learner's workload to obtain an unobtrusive workload measure. Furthermore, we developed an interactive learning environment that uses the prediction model to estimate the learner's workload online based on the EEG data and adapt the difficulty of the learning material to keep the learner's workload in an optimal range. The EEG-based learning environment was used by 13 subjects to learn arithmetic addition in the octal number system, leading to a significant learning effect. The results suggest that it is feasible to use EEG as an unobtrusive measure of cognitive workload to adapt the learning content. Further it demonstrates that a promptly workload prediction is possible using a generalized prediction model without the need for a user-specific calibration.

Teaching the practice of geophysics: A prototype world wide web environment for conceptual learning

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

Boyd, T.M.; Romig, P.R.

1996-11-01

The history of the United States has been driven by a surplus of resources (energy, materials, air, water, open space). Today we are entering an era when there will no longer be more resources than people. This transition from a resource-rich to a resource-limited environment is responsible for many of the changes occurring within our society today, including the restructuring of industry and government. With regard to the earth sciences, one of the dominant issues of the 21st century will be how to use a finite earth to support a burgeoning global Population. We must continue to provide the rawmore » materials needed to feed, clothe, house, and provide a reasonable standard of living for all humans on earth. We must learn to extract and use resources and dispose of the waste products of that activity without poisoning the air we breathe and the water we drink. The quality of life of future generations depends on the earth sciences being equal to this challenge.« less

Students' perceptions of constructivist Internet learning environments by a physics virtual laboratory: the gap between ideal and reality and gender differences.

PubMed

Chuang, Shih-Chyueh; Hwang, Fu-Kwun; Tsai, Chin-Chung

2008-04-01

The purpose of this study was to investigate the perceptions of Internet users of a physics virtual laboratory, Demolab, in Taiwan. Learners' perceptions of Internet-based learning environments were explored and the role of gender was examined by using preferred and actual forms of a revised Constructivist Internet-based Learning Environment Survey (CILES). The students expressed a clear gap between ideal and reality, and they showed higher preferences for many features of constructivist Internet-based learning environments than for features they had actually learned in Demolab. The results further suggested that male users prefer to be involved in the process of discussion and to show critical judgments. In addition, male users indicated they enjoyed the process of negotiation and discussion with others and were able to engage in reflective thoughts while learning in Demolab. In light of these findings, male users seemed to demonstrate better adaptability to the constructivist Internet-based learning approach than female users did. Although this study indicated certain differences between males and females in their responses to Internet-based learning environments, they also shared numerous similarities. A well-established constructivist Internet-based learning environment may encourage more female learners to participate in the science community.

Conducting and Supporting a Goal-Based Scenario Learning Environment.

ERIC Educational Resources Information Center

Montgomery, Joel; And Others

1994-01-01

Discussion of goal-based scenario (GBS) learning environments focuses on a training module designed to prepare consultants with new skills in managing clients, designing user-friendly graphical computer interfaces, and working in a client/server computing environment. Transforming the environment from teaching focused to learning focused is…

VET Students' Integration of Knowledge Engaged with in School-Based and Workplace-Based Learning Environments in the Netherlands

ERIC Educational Resources Information Center

Baartman, L. K. J.; Kilbrink, N.; de Bruijn, E.

2018-01-01

In vocational education, students learn in different school-based and workplace-based learning environments and engage with different types of knowledge in these environments. Students are expected to integrate these experiences and make meaning of them in relation to their own professional knowledge base. This study focuses both on…

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

ERIC Educational Resources Information Center

Chen, Chih-Ming; Chang, Chia-Cheng

2014-01-01

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

Promoting Science Learning and Scientific Identification through Contemporary Scientific Investigations

NASA Astrophysics Data System (ADS)

Van Horne, Katie

This dissertation investigates the implementation issues and the educational opportunities associated with "taking the practice turn" in science education. This pedagogical shift focuses instructional experiences on engaging students in the epistemic practices of science both to learn the core ideas of the disciplines, as well as to gain an understanding of and personal connection to the scientific enterprise. In Chapter 2, I examine the teacher-researcher co-design collaboration that supported the classroom implementation of a year-long, project-based biology curriculum that was under development. This study explores the dilemmas that arose when teachers implemented a new intervention and how the dilemmas arose and were managed throughout the collaboration of researchers and teachers and between the teachers. In the design-based research of Chapter 3, I demonstrate how students' engagement in epistemic practices in contemporary science investigations supported their conceptual development about genetics. The analysis shows how this involved a complex interaction between the scientific, school and community practices in students' lives and how through varied participation in the practices students come to write about and recognize how contemporary investigations can give them leverage for science-based action outside of the school setting. Finally, Chapter 4 explores the characteristics of learning environments for supporting the development of scientific practice-linked identities. Specific features of the learning environment---access to the intellectual work of the domain, authentic roles and accountability, space to make meaningful contributions in relation to personal interests, and practice-linked identity resources that arose from interactions in the learning setting---supported learners in stabilizing practice-linked science identities through their engagement in contemporary scientific practices. This set of studies shows that providing students with the tools and means of contemporary scientific inquiry allows them to gain conceptual development and proficiency with the scientific practices within the contexts of their lives, in ways that provided access to resources that promoted students' stabilization of practice-linked identities. For teachers implementing this instructional model in their classrooms, it brought up dilemmas and opportunities related to their school contexts and their personal history of instructional practices. The work collectively informs how interest-driven project-based science instruction can happen across a range of school contexts and how such models can support meaningful science learning and identification.

The Edinburgh Electronic Veterinary Curriculum: an online program-wide learning and support environment for veterinary education.

PubMed

Ellaway, Rachel; Pettigrew, Graham; Rhind, Susan; Dewhurst, David

2005-01-01

The Edinburgh Electronic Veterinary Curriculum (EEVeC) is a purpose-built virtual learning support environment for the veterinary medicine program at the University of Edinburgh. It is Web based and adapted from a system developed for the human medical curriculum. It is built around a set of databases and learning objects and incorporates features such as course materials, personalized timetables, staff and student contact pages, a notice board, and discussion forums. The EEVeC also contains global or generic resources such as information on quality enhancement and research options. Many of these features contribute to the aim of building a learning community, but a challenge has been to introduce specific features that enhance student learning. One of these is a searchable lecture database in which learning activities such as quizzes and computer-aided learning exercises (CALs) can be embedded to supplement a synopsis of the lecture and address the key needs of integration and reinforcement of learning. Statistics of use indicate extensive student activity during evenings and weekends, with a pattern of increased usage over the years as more features become available and staff and students progressively engage with the system. An essential feature of EEVeC is its flexibility and the way in which it is evolving to meet the changing needs of the teaching program.

Optimizing T-Learning Course Scheduling Based on Genetic Algorithm in Benefit-Oriented Data Broadcast Environments

ERIC Educational Resources Information Center

Huang, Yong-Ming; Chen, Chao-Chun; Wang, Ding-Chau

2012-01-01

Ubiquitous learning receives much attention in these few years due to its wide spectrum of applications, such as the T-learning application. The learner can use mobile devices to watch the digital TV based course content, and thus, the T-learning provides the ubiquitous learning environment. However, in real-world data broadcast environments, the…

Teaching with technology: free Web resources for teaching and learning.

PubMed

Wink, Diane M; Smith-Stoner, Marilyn

2011-01-01

In this bimonthly series, the department editor examines how nurse educators can use Internet and Web-based computer technologies such as search, communication, collaborative writing tools; social networking, and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. In this article, the department editor and her coauthor describe free Web-based resources that can be used to support teaching and learning.

An Evaluation of Resource Development and Dissemination Activities Designed to Promote Problem-Based Learning at the University of Ulster

ERIC Educational Resources Information Center

Hack, Catherine; McKillop, Aine; Sweetman, Sandra; McCormack, Jacqueline

2015-01-01

The transition from traditional instruction to a problem-based approach to learning requires many changes for educators and for students. The aim of this project was to develop an online problem-based learning (PBL) resource centre to provide academic staff from across the University with support in incorporating PBL in their curriculum design.…

Supporting Accomplished Facilitation: Examining the Use of Sppreciative Inquiry to Inform the Development of Learning Resources for Medical Educators

ERIC Educational Resources Information Center

McIntosh, Paul; Freeth, Della; Berridge, Emma Jane

2013-01-01

This paper examines the use of appreciative inquiry (AI) to guide development of web-based learning resources for medical educators who facilitate simulation-based learning experiences for doctors-in-training. AI can be viewed as a positive form of action research, which seeks to avoid deficit-based analyses and solutions, and commonly associated…

The effects of different learning environments on students' motivation for learning and their achievement.

PubMed

Baeten, Marlies; Dochy, Filip; Struyven, Katrien

2013-09-01

Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement. The purpose of the study is to investigate the effects of different learning environments on students' motivation for learning and achievement, while taking into account the perceived need support. First-year student teachers (N= 1,098) studying a child development course completed questionnaires assessing motivation and perceived need support. In addition, a prior knowledge test and case-based assessment were administered. A quasi-experimental pre-test/post-test design was set up consisting of four learning environments: (1) lectures, (2) case-based learning (CBL), (3) alternation of lectures and CBL, and (4) gradual implementation with lectures making way for CBL. Autonomous motivation and achievement were higher in the gradually implemented CBL environment, compared to the CBL environment. Concerning achievement, two additional effects were found; students in the lecture-based learning environment scored higher than students in the CBL environment, and students in the gradually implemented CBL environment scored higher than students in the alternated learning environment. Additionally, perceived need support was positively related to autonomous motivation, and negatively to controlled motivation. The study shows the importance of gradually introducing students to CBL, in terms of their autonomous motivation and achievement. Moreover, the study emphasizes the importance of perceived need support for students' motivation. © 2012 The British Psychological Society.

Unveiling the Mobile Learning Paradox.

PubMed

Mather, Carey; Cummings, Elizabeth

2015-01-01

A mobile learning paradox exists in Australian healthcare settings. Although it is increasingly acknowledged that timely, easy, and convenient access to health information using mobile learning technologies can enhance care and improve patient outcomes, currently there is an inability for nurses to access information at the point of care. Rapid growth in the use of mobile technology has created challenges for learning and teaching in the workplace. Easy access to educational resources via mobile devices challenges traditional strategies of knowledge and skill acquisition. Redesign of learning and teaching in the undergraduate curriculum and the development of policies to support the use of mobile learning at point of care is overdue. This study explored mobile learning opportunities used by clinical supervisors in tertiary and community-based facilities in two Australian States. Individual, organisation and systems level governance were sub-themes of professionalism that emerged as the main theme and impacts on learning and teaching in situ in healthcare environments. It is imperative healthcare work redesign includes learning and teaching that supports professional identity formation of students during work integrated learning.

Proposed learning strategies of medical students in a clinical rotation in obstetrics and gynecology: a descriptive study.

PubMed

Deane, Richard P; Murphy, Deirdre J

2016-01-01

Medical students face many challenges when learning within clinical environments. How students plan to use their time and engage with learning opportunities is therefore critical, as it may be possible to highlight strategies that optimize the learning experience at an early stage in the rotation. The aim of the study was to describe the learning drivers and proposed learning strategies of medical students for a clinical rotation in obstetrics and gynecology. A descriptive study of personal learning plans completed by students at the start of their clinical rotation in obstetrics and gynecology was undertaken. Data relating to students' learning strategies were obtained from the personal learning plans completed by students. Quantitative and qualitative analyses were used. The desire to obtain a good examination result was the most significant reason why the rotation was important to students (n=67/71, 94%). Students struggled to create a specific and practical learning outcome relevant to their career interest. Target scores of students were significantly higher than their reported typical scores (P<0.01). Textbooks were rated as likely to be the most helpful learning resource during the rotation. Bedside tutorials were rated as likely to be the most useful learning activity and small group learning activities were rated as likely to be more useful than lectures. Most students intended to study the course material linked to their clinical program rather than the classroom-based tutorial program. The main learning driver for medical students was academic achievement, and the proposed learning strategy favored by medical students was linking their study plans to clinical activities. Medical educators should consider strategies that foster more intrinsic drivers of student learning and more student-oriented learning resources and activities.

Adaptable Web Modules to Stimulate Active Learning in Engineering Hydrology using Data and Model Simulations of Three Regional Hydrologic Systems

NASA Astrophysics Data System (ADS)

Habib, E. H.; Tarboton, D. G.; Lall, U.; Bodin, M.; Rahill-Marier, B.; Chimmula, S.; Meselhe, E. A.; Ali, A.; Williams, D.; Ma, Y.

2013-12-01

The hydrologic community has long recognized the need for broad reform in hydrologic education. A paradigm shift is critically sought in undergraduate hydrology and water resource education by adopting context-rich, student-centered, and active learning strategies. Hydrologists currently deal with intricate issues rooted in complex natural ecosystems containing a multitude of interconnected processes. Advances in the multi-disciplinary field include observational settings such as Critical Zone and Water, Sustainability and Climate Observatories, Hydrologic Information Systems, instrumentation and modeling methods. These research advances theory and practices call for similar efforts and improvements in hydrologic education. The typical, text-book based approach in hydrologic education has focused on specific applications and/or unit processes associated with the hydrologic cycle with idealizations, rather than the contextual relations in the physical processes and the spatial and temporal dynamics connecting climate and ecosystems. An appreciation of the natural variability of these processes will lead to graduates with the ability to develop independent learning skills and understanding. This appreciation cannot be gained in curricula where field components such as observational and experimental data are deficient. These types of data are also critical when using simulation models to create environments that support this type of learning. Additional sources of observations in conjunction with models and field data are key to students understanding of the challenges associated with using models to represent such complex systems. Recent advances in scientific visualization and web-based technologies provide new opportunities for the development of active learning techniques utilizing ongoing research. The overall goal of the current study is to develop visual, case-based, data and simulation driven learning experiences to instructors and students through a web server-based system. Open source web technologies and community-based tools are used to facilitate wide dissemination and adaptation by diverse, independent institutions. The new hydrologic learning modules are based on recent developments in hydrologic modeling, data, and resources. The modules are embedded in three regional-scale ecosystems, Coastal Louisiana, Florida Everglades, and Utah Great Salt Lake Basin. These sites provide a wealth of hydrologic concepts and scenarios that can be used in most water resource and hydrology curricula. The study develops several learning modules based on the three hydro-systems covering subjects such as: water-budget analysis, effects of human and natural changes, climate-hydrology teleconnections, and water-resource management scenarios. The new developments include an instructional interface to give critical guidance and support to the learner and an instructor's guide containing adaptation and implementation procedures to assist instructors in adopting and integrating the material into courses and provide a consistent experience. The design of the new hydrologic education developments will be transferable to independent institutions and adaptable both instructionally and technically through a server system capable of supporting additional developments by the educational community.

Understanding Motivational System in Open Learning: Learners' Engagement with a Traditional Chinese-Based Open Educational Resource System

ERIC Educational Resources Information Center

Huang, Wenhao David; Wu, Chorng-Guang

2017-01-01

Learning has embraced the "open" process in recent years, as many educational resources are made available for free online. Existing research, however, has not provided sufficient evidence to systematically improve open learning interactions and engagement in open educational resource (OER) systems. This deficiency presents two…

Methods and Frequency of Sharing of Learning Resources by Medical Students

ERIC Educational Resources Information Center

Judd, Terry; Elliott, Kristine

2017-01-01

University students have ready access to quality learning resources through learning management systems (LMS), online library collections and generic search tools. However, anecdotal evidence suggests they sometimes turn to peer-based sharing rather than sourcing resources directly. We know little about this practice--how common it is, what sort…

Beginning Teachers' Use of Resources to Enact and Learn from Ambitious Instruction

ERIC Educational Resources Information Center

Stroupe, David

2016-01-01

I investigated how five first-year teachers--all peers from the same science methods class framed around ambitious instruction--used resources to plan and learn in schools that promoted pedagogy anchored around information delivery. The participants engaged in different cycles of resource-driven learning based on the instructional framework they…

New perspectives on health professions students' e-learning: Looking through the lens of the "visitor and resident" model.

PubMed

Druce, Maralyn; Howden, Stella

2017-07-01

The growth of e-learning in health professional education reflects expansion of personal use of online resources. Understanding the user perspective in a fast-changing digital world is essential to maintain the currency of our approach. Mixed methods were used to investigate a cohort of postgraduate, e-learning healthcare students' perspectives on their use of online resources for personal and/or professional roles, via questionnaire and student-constructed diagrams, capturing use of online resources (underpinned by White's model of "resident" and "visitor" online engagement). Semistructured interviews explored the use and value of resources afforded via the online environment. The 45 study participants described a range of prior experiences with online resources in personal and professional capacities, but overall students tended to use online "tools" ("visitor" mode) rather than highly collaborative networks ("resident" mode). In relation to e-learning, the dominant interview theme was valuing knowledge transfer from the tutor and using "visitor" behaviors to maximize knowledge acquisition. Peer-learning opportunities were less valued and barriers to collaborative "resident" modes were identified. These findings help to inform e-learning course design to promote engagement. The results enable recommendations for use of the "Visitor and Residents" model and for planning activities that learners might utilize effectively.

Benefits of State-by-State Comparisons.

ERIC Educational Resources Information Center

Phillips, Gary W.

1991-01-01

Suggests that the National Assessment of Educational Progress's (NAEP) Trial State Assessment (TSA) will provide reliable and valid state-by-state comparisons of what students have learned and will assess their progress over time. The TSA will also provide information on home learning environments, instructional practices, educational resources,…

Twelve Schools That Succeed.

ERIC Educational Resources Information Center

Horenstein, Mary Ann

This booklet describes 12 Blue Ribbon secondary schools chosen during the 1991 federal recognition program. Representing a cross-section of America, these schools are characterized by a clear vision; empowered, hard-working teachers; a school environment that supports learning; use of local resources; and programs other than classroom learning.…

Gifted/Talented Curriculum Bulletin No. 2: Differentiating.

ERIC Educational Resources Information Center

Goldman, Nancy T.

The document provides a collection of curriculum ideas and suggestions for teaching gifted and talented students, with emphasis on self-directed learning and differentiation of the curriculum. Section I outlines steps for developinq a self-directed learning environment and includes resource materials lists and sample evaluation sheets. Among…

Challenge: Teacher's Utilization Manual.

ERIC Educational Resources Information Center

Lincoln Public Schools, NE.

Published as a guide to educational television viewing for the gifted, the stated objective is to extend the learning environment, validate and individualize learning, provide resources, and use a nonverbal approach. For each area discussed the text provides information on the target audience, the need and purpose, methods of achieving the…

Transformation for Adults in an Internet-Based Learning Environment--Is It Necessary to Be Self-Directed?

ERIC Educational Resources Information Center

Chu, Regina Juchun; Chu, Anita Zichun; Weng, Cathy; Tsai, Chin-Chung; Lin, Chia-chun

2012-01-01

This research explores the relationships between self-directed learning readiness and transformative learning theory (TLT) reflected by the Constructivist Internet-based Learning Environment Scale (CILES). A questionnaire survey about adult learner's perceptions of Internet-based learning was administered to adults enrolled in classes in community…

TA Beliefs in a SCALE-UP Style Classroom

NASA Astrophysics Data System (ADS)

DeBeck, George; Settelmeyer, Sam; Li, Sissi; Demaree, Dedra

2010-10-01

In Spring 2010, the Oregon State University physics department instituted a SCALE-UP (Student-Centered Active Learning Environment for Undergraduate Programs) style studio classroom in the introductory, calculus-based physics series. In our initial implementation, comprised of two hours lecture, two hours of studio, and two hours lab work, the studio session was lead by a faculty member and either 2 GTAs or 1 GTA and 1 LA. We plan to move to a model where senior GTAs can lead studio sections after co-teaching with the faculty member. It is critical that we know how to prepare and support the instructional team in facilitating student learning in this setting. We examine GTA and LA pedagogical beliefs through reflective journaling, interviews, and personal experience of the authors. In particular, we examine how these beliefs changed over their first quarter of instruction, as well as the resources used to adapt to the new classroom environment.

Human Needs and Nature's Balance: Population, Resources, and the Environment. A Population Learning Series.

ERIC Educational Resources Information Center

Crews, Kimberly A.

One of the challenges that face humanity is how to manage resource and environmental endowments in a way that will guarantee continued survival and ensure the well-being of future generations. Those resources most important to human survival are food, water, and energy. When the population of the world reached 5 billion in 1987, approximately 87…

Use of Online Information Resources by RMIT University Economics, Finance, and Marketing Students Participating in a Cooperative Education Program

ERIC Educational Resources Information Center

Costa, Cathy

2009-01-01

This paper examines the use of online information resources by Economics, Finance, and Marketing 3rd year students in a cooperative education program and explores some possible factors and issues that influence how students use these resources. The nature of Work Integrated Learning (WIL) programs, the business information environment, and the…

eLearning resources to supplement postgraduate neurosurgery training.

PubMed

Stienen, Martin N; Schaller, Karl; Cock, Hannah; Lisnic, Vitalie; Regli, Luca; Thomson, Simon

2017-02-01

In an increasingly complex and competitive professional environment, improving methods to educate neurosurgical residents is key to ensure high-quality patient care. Electronic (e)Learning resources promise interactive knowledge acquisition. We set out to give a comprehensive overview on available eLearning resources that aim to improve postgraduate neurosurgical training and review the available literature. A MEDLINE query was performed, using the search term "electronic AND learning AND neurosurgery". Only peer-reviewed English-language articles on the use of any means of eLearning to improve theoretical knowledge in postgraduate neurosurgical training were included. Reference lists were crosschecked for further relevant articles. Captured parameters were the year, country of origin, method of eLearning reported, and type of article, as well as its conclusion. eLearning resources were additionally searched for using Google. Of n = 301 identified articles by the MEDLINE search, n = 43 articles were analysed in detail. Applying defined criteria, n = 28 articles were excluded and n = 15 included. Most articles were generated within this decade, with groups from the USA, the UK and India having a leadership role. The majority of articles reviewed existing eLearning resources, others reported on the concept, development and use of generated eLearning resources. There was no article that scientifically assessed the effectiveness of eLearning resources (against traditional learning methods) in terms of efficacy or costs. Only one article reported on satisfaction rates with an eLearning tool. All authors of articles dealing with eLearning and the use of new media in neurosurgery uniformly agreed on its great potential and increasing future use, but most also highlighted some weaknesses and possible dangers. This review found only a few articles dealing with the modern aspects of eLearning as an adjunct to postgraduate neurosurgery training. Comprehensive eLearning platforms offering didactic modules with clear learning objectives are rare. Two decades after the rise of eLearning in neurosurgery, some promising solutions are readily available, but the potential of eLearning has not yet been sufficiently exploited.

Examining High-School Students' Preferences toward Learning Environments, Personal Beliefs and Concept Learning in Web-Based Contexts

ERIC Educational Resources Information Center

Yang, Fang-Ying; Chang, Cheng-Chieh

2009-01-01

The purpose of the study is to explore three kinds of personal affective traits among high-school students and their effects on web-based concept learning. The affective traits include personal preferences about web-based learning environments, personal epistemological beliefs, and beliefs about web-based learning. One hundred 11th graders…

Story-Based Pedagogical Agents: A Scaffolding Design Approach for the Process of Historical Inquiry in a Web-Based Self-Learning Environment

ERIC Educational Resources Information Center

Fujimoto, Toru

2010-01-01

The purpose of this research was to design and evaluate a web-based self-learning environment for historical inquiry embedded with different types of instructional support featuring story-based pedagogical agents. This research focused on designing a learning environment by integrating story-based instruction and pedagogical agents as a means to…

Measuring learning gain: Comparing anatomy drawing screencasts and paper-based resources.

PubMed

Pickering, James D

2017-07-01

The use of technology-enhanced learning (TEL) resources is now a common tool across a variety of healthcare programs. Despite this popular approach to curriculum delivery there remains a paucity in empirical evidence that quantifies the change in learning gain. The aim of the study was to measure the changes in learning gain observed with anatomy drawing screencasts in comparison to a traditional paper-based resource. Learning gain is a widely used term to describe the tangible changes in learning outcomes that have been achieved after a specific intervention. In regard to this study, a cohort of Year 2 medical students voluntarily participated and were randomly assigned to either a screencast or textbook group to compare changes in learning gain across resource type. Using a pre-test/post-test protocol, and a range of statistical analyses, the learning gain was calculated at three test points: immediate post-test, 1-week post-test and 4-week post-test. Results at all test points revealed a significant increase in learning gain and large effect sizes for the screencast group compared to the textbook group. Possible reasons behind the difference in learning gain are explored by comparing the instructional design of both resources. Strengths and weaknesses of the study design are also considered. This work adds to the growing area of research that supports the effective design of TEL resources which are complimentary to the cognitive theory of multimedia learning to achieve both an effective and efficient learning resource for anatomical education. Anat Sci Educ 10: 307-316. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Benefits of Informal Learning Environments: A Focused Examination of STEM-Based Program Environments

ERIC Educational Resources Information Center

Denson, Cameron D.; Austin Stallworth, Chandra; Hailey, Christine; Householder, Daniel L.

2015-01-01

This paper examines STEM-based informal learning environments for underrepresented students and reports on the aspects of these programs that are beneficial to students. This qualitative study provides a nuanced look into informal learning environments and determines what is unique about these experiences and makes them beneficial for students. We…

The Conceptual Structure of IMS Learning Design Does Not Impede Its Use for Authoring

ERIC Educational Resources Information Center

Derntl, M.; Neumann, S.; Griffiths, D.; Oberhuemer, P.

2012-01-01

IMS Learning Design (LD) is the only available interoperability specification in the area of technology enhanced learning that allows the definition and orchestration of complex activity flows and resource environments in a multirole setting. IMS LD has been available since 2003, and yet it has not been widely adopted either by practitioners or by…

Understanding a Brazilian High School Blended Learning Environment from the Perspective of Complex Systems

ERIC Educational Resources Information Center

de Barros, Ana Paula Rodrigues Magalhães; Simmt, Elaine; Maltempi, Marcus Vinicius

2017-01-01

The use of technological resources has the potential to make viable new and less traditional methodologies of teaching that take into account student differences. Blended learning can be a way to rethink classes so that students have more freedom in their processes of learning. The goal of this article is to understand a blended learning…

More Technology, Better Learning Resources, Better Learning? Lessons from Adopting Virtual Microscopy in Undergraduate Medical Education

ERIC Educational Resources Information Center

Helle, Laura; Nivala, Markus; Kronqvist, Pauliina

2013-01-01

The adoption of virtual microscopy at the University of Turku, Finland, created a unique real-world laboratory for exploring ways of reforming the learning environment. The purpose of this study was to evaluate the students' reactions and the impact of a set of measures designed to boost an experimental group's understanding of abnormal histology…

Mobile learning in resource-constrained environments: a case study of medical education.

PubMed

Pimmer, Christoph; Linxen, Sebastian; Gröhbiel, Urs; Jha, Anil Kumar; Burg, Günter

2013-05-01

The achievement of the millennium development goals may be facilitated by the use of information and communication technology in medical and health education. This study intended to explore the use and impact of educational technology in medical education in resource-constrained environments. A multiple case study was conducted in two Nepalese teaching hospitals. The data were analysed using activity theory as an analytical basis. There was little evidence for formal e-learning, but the findings indicate that students and residents adopted mobile technologies, such as mobile phones and small laptops, as cultural tools for surprisingly rich 'informal' learning in a very short time. These tools allowed learners to enhance (a) situated learning, by immediately connecting virtual information sources to their situated experiences; (b) cross-contextual learning by documenting situated experiences in the form of images and videos and re-using the material for later reflection and discussion and (c) engagement with educational content in social network communities. By placing the students and residents at the centre of the new learning activities, this development has begun to affect the overall educational system. Leveraging these tools is closely linked to the development of broad media literacy, including awareness of ethical and privacy issues.

The Community Resource Person's Guide for Experience-Based Learning.

ERIC Educational Resources Information Center

Burt, Ruth Fredine; Douglas, Marcia

The booklet is a guide for community resource people who have agreed to share their job experiences with high school students involved in experience-based learning programs. The programs allow students to observe and participate in the daily routines required in careers they may wish to pursue. Resource people can use this booklet to determine how…

Assessing the Utilization Level of E-Learning Resources among ODL Based Pre-Service Teacher Trainees

ERIC Educational Resources Information Center

Olaniran, Sunday O.; Duma, M. A. N.; Nzima, D. R.

2017-01-01

Electronic resources have become a dominant feature of higher education, both traditional and distance learning based. Unlike in the past when universities relied majorly on the physical library and hard copy of books, e-books accessible through e-libraries are the dominant features of this century's institutions of higher learning. This study…

Designing Science Learning Environments That Support Emerging Bilingual Students to Problematize Electrical Phenomena

NASA Astrophysics Data System (ADS)

Suarez, Enrique A.

This dissertation investigates how emerging bilingual students make sense of natural phenomena through engaging in certain epistemic practices of science, and the elements of the learning environment that created those opportunities. Specifically, the dissertation focuses on how emerging bilingual students problematized electrical phenomena, like electric flow and electrical resistance, and how the design features of the environment (e.g., sequencing of activities, linguistic practices) may have supported students as they made sense of phenomena. The first study describes how for students presented and evaluated mechanistic models of electric flow, focusing specifically on how students identified and negotiated a disagreement between their explanatory models. The results from this study highlight the complexity of students' disagreements, not only because of the epistemological aspects related to presenting and evaluating knowledge, but also due to interpersonal dynamics and the discomfort associated with disagreeing with another person. The second study focuses on the design features of the learning environment that supported emerging bilingual students' investigations of electrical phenomena. The findings from this study highlight how a carefully designed set of activities, with the appropriate material resources (e.g., experimental tools), could support students to problematize electrical resistance. The third study describes how emerging bilingual students engaged in translanguaging practices and the contextual features of the learning environment that created and hindered opportunities for translanguaging. The findings from this study identify and articulate how emerging bilingual students engaged in translanguaging practices when problematizing electrical resistance, and strengthen the perspective that, in order to be equitable for emerging bilingual students, science learning environments need to act as translanguaging spaces. This dissertation makes three contributions to how science educators understand how elementary-aged emerging bilingual students learning science. First, I offer a detailed account of how emerging bilingual students engaged in epistemic practices to problematize electrical phenomena. Secondly, I argue learning environments need to create opportunities for emerging bilingual students to engage in productive epistemic work through leveraging multiple kinds of resources from their semiotic repertoires. Finally, this dissertation contributes to our understanding of how emerging bilingual students engage in translanguaging practices as they investigate and talk about the natural world.

Hermeneutics as a Methodological Resource for Understanding Empathy in On-Line Learning Environments

ERIC Educational Resources Information Center

Walshaw, Margaret; Duncan, Wayne

2015-01-01

Hermeneutics is both a philosophical tradition and a methodological resource. In this qualitative study, hermeneutics provided, simultaneously, a framework and a methodology for understanding empathy in synchronous multimedia conferencing. As a framework for the design of the study, hermeneutics supported the overriding objective to understand the…

Terra II--A Spaceship Earth Simulation.

ERIC Educational Resources Information Center

Mastrude, Peggy

1985-01-01

This simulation helps students in grades four to eight see their planet as one environment with limited resources shared by all. Students learn that the earth is a large system comprised of small systems, that systems are interdependent and often have irreplaceable parts, and that resources are not equally divided among countries. (RM)

Managing Open Learning.

ERIC Educational Resources Information Center

Wright, Vicky

1994-01-01

This paper describes the 3-year development of the Language Resources Centre at the University of Southampton. The Centre provides a range of self-access resources and facilities in a pleasant working environment for language learners. It offers assistance for languages taught at the university as well as for languages not taught at the…

Public health practice course using Google Plus.

PubMed

Wu, Ting-Ting; Sung, Tien-Wen

2014-03-01

In recent years, mobile device-assisted clinical education has become popular among nursing school students. The introduction of mobile devices saves manpower and reduces errors while enhancing nursing students' professional knowledge and skills. To respond to the demands of various learning strategies and to maintain existing systems of education, the concept of Cloud Learning is gradually being introduced to instructional environments. Cloud computing facilitates learning that is personalized, diverse, and virtual. This study involved assessing the advantages of mobile devices and Cloud Learning in a public health practice course, in which Google+ was used as the learning platform, integrating various application tools. Users could save and access data by using any wireless Internet device. The platform was student centered and based on resource sharing and collaborative learning. With the assistance of highly flexible and convenient technology, certain obstacles in traditional practice training can be resolved. Our findings showed that the students who adopted Google+ were learned more effectively compared with those who were limited to traditional learning systems. Most students and the nurse educator expressed a positive attitude toward and were satisfied with the innovative learning method.

Mapping and Managing Knowledge and Information in Resource-Based Learning

ERIC Educational Resources Information Center

Tergan, Sigmar-Olaf; Graber, Wolfgang; Neumann, Anja

2006-01-01

In resource-based learning scenarios, students are often overwhelmed by the complexity of task-relevant knowledge and information. Techniques for the external interactive representation of individual knowledge in graphical format may help them to cope with complex problem situations. Advanced computer-based concept-mapping tools have the potential…

Learning How to Design a Technology Supported Inquiry-Based Learning Environment

ERIC Educational Resources Information Center

Hakverdi-Can, Meral; Sonmez, Duygu

2012-01-01

This paper describes a study focusing on pre-service teachers' experience of learning how to design a technology supported inquiry-based learning environment using the Internet. As part of their elective course, pre-service science teachers were asked to develop a WebQuest environment targeting middle school students. A WebQuest is an…

Using Design-Based Research in Informal Environments

ERIC Educational Resources Information Center

Reisman, Molly

2008-01-01

Design-Based Research (DBR) has been a tool of the learning sciences since the early 1990s, used as a way to improve and study learning environments. Using an iterative process of design with the goal of reining theories of learning, researchers and educators now use DBR seek to identify "how" to make a learning environment work. They then draw…

A Systems Model Comparing Australian and Chinese HRM Education

ERIC Educational Resources Information Center

Davidson, Paul; Tsakissiris, Jane; Guo, Yuanyuan

2017-01-01

This paper explores the implications for learning design in HRM education in the 21st century. An open systems perspective is used to argue the importance of establishing productive relationships between academia, professional associations, regulators and industry (resource inputs) to support the creation of optimal learning environments (the…

E-Learning Development in Higher Education: Maximising Efficiency--Maintaining Quality.

ERIC Educational Resources Information Center

Jones, Deborah; Sims, Rod

Many tertiary institutions in Australia provide support to develop online teaching and learning resources, an environment characterized by demands from students for quality face-to-face and distance education, staff concern over workloads, institutional budgeting constraints and an imperative to use management systems. There also remains a…

Transforming School Grounds into Natural Learning Environments.

ERIC Educational Resources Information Center

Keetch, Tammy

1996-01-01

Discusses the benefits as well as the concerns of changing traditional asphalt and turf grass grounds into educational resources. Benefits include an opportunity for hands-on learning, a softer and more creative area for play, a reduction in school ground violence among students, an ecologically improved landscape, and a reduction in maintenance…

Advances in Computer-Supported Learning

ERIC Educational Resources Information Center

Neto, Francisco; Brasileiro, Francisco

2007-01-01

The Internet and growth of computer networks have eliminated geographic barriers, creating an environment where education can be brought to a student no matter where that student may be. The success of distance learning programs and the availability of many Web-supported applications and multimedia resources have increased the effectiveness of…

Professional Discussion Groups: Informal Learning in a Third Space

ERIC Educational Resources Information Center

Jordan, Robert A.

2013-01-01

In this ethnographic study, I explored two discussion groups and discovered Third Space elements such as cultural hybridity, counterscript, and sharing of experiences and resources contributed to a safe learning environment existing at the boundaries between participant personal and professional spaces. The groups operated under the auspices of a…

The Community College Department Chair and Curriculum Leadership: Managing Learning and Learning to Manage

ERIC Educational Resources Information Center

Sweeney, Kathleen Jennings

2012-01-01

Dwindling resources, the challenges of providing postsecondary remedial education, and an environment that emphasizes outcomes assessment are realities that confront the community college department chair. The role of the department chair is particularly challenging in the community college context due to accountability pressures, fiscal…

A Multi-Agent System Approach for Distance Learning Architecture

ERIC Educational Resources Information Center

Turgay, Safiye

2005-01-01

The goal of this study is to suggest the agent systems by intelligence and adaptability properties in distance learning environment. The suggested system has flexible, agile, intelligence and cooperation features. System components are teachers, students (learners), and resources. Inter component relations are modeled and reviewed by using the…

A Security Monitoring Framework For Virtualization Based HEP Infrastructures

NASA Astrophysics Data System (ADS)

Gomez Ramirez, A.; Martinez Pedreira, M.; Grigoras, C.; Betev, L.; Lara, C.; Kebschull, U.; ALICE Collaboration

2017-10-01

High Energy Physics (HEP) distributed computing infrastructures require automatic tools to monitor, analyze and react to potential security incidents. These tools should collect and inspect data such as resource consumption, logs and sequence of system calls for detecting anomalies that indicate the presence of a malicious agent. They should also be able to perform automated reactions to attacks without administrator intervention. We describe a novel framework that accomplishes these requirements, with a proof of concept implementation for the ALICE experiment at CERN. We show how we achieve a fully virtualized environment that improves the security by isolating services and Jobs without a significant performance impact. We also describe a collected dataset for Machine Learning based Intrusion Prevention and Detection Systems on Grid computing. This dataset is composed of resource consumption measurements (such as CPU, RAM and network traffic), logfiles from operating system services, and system call data collected from production Jobs running in an ALICE Grid test site and a big set of malware samples. This malware set was collected from security research sites. Based on this dataset, we will proceed to develop Machine Learning algorithms able to detect malicious Jobs.

The Effects of Study Tasks in a Computer-Based Chemistry Learning Environment

ERIC Educational Resources Information Center

Urhahne, Detlef; Nick, Sabine; Poepping, Anna Christin; Schulz , Sarah Jayne

2013-01-01

The present study examines the effects of different study tasks on the acquisition of knowledge about acids and bases in a computer-based learning environment. Three different task formats were selected to create three treatment conditions: learning with gap-fill and matching tasks, learning with multiple-choice tasks, and learning only from text…

Enabling People Who Are Blind to Experience Science Inquiry Learning through Sound-Based Mediation

ERIC Educational Resources Information Center

Levy, S. T.; Lahav, O.

2012-01-01

This paper addresses a central need among people who are blind, access to inquiry-based science learning materials, which are addressed by few other learning environments that use assistive technologies. In this study, we investigated ways in which learning environments based on sound mediation can support science learning by blind people. We used…

Self Regulated Learning for Developing Nursing Skills via Web-Based

ERIC Educational Resources Information Center

Razak, Rafiza Abdul; Hua, Khor Bee

2013-01-01

The purpose of this study is to find out whether the first year student nurses able to learn and develop the psychomotor skills for basic nursing care using web-based learning environment. More importantly, the researcher investigated whether web-based learning environment using self regulated learning strategy able to help students to apply the…

Diversity in livestock resources in pastoral systems in Africa.

PubMed

Kaufmann, B A; Lelea, M A; Hulsebusch, C G

2016-11-01

Pastoral systems are important producers and repositories of livestock diversity. Pastoralists use variability in their livestock resources to manage high levels of environmental variability in economically advantageous ways. In pastoral systems, human-animal-environment interactions are the basis of production and the key to higher productivity and efficiency. In other words, pastoralists manage a production system that exploits variability and keeps production costs low. When differentiating, characterising and evaluating pastoral breeds, this context-specific, functional dimension of diversity in livestock resources needs to be considered. The interaction of animals with their environment is determined not only by morphological and physiological traits but also by experience and socially learned behaviour. This high proportion of non-genetic components determining the performance of livestock means that current models for analysing livestock diversity and performance, which are based on genetic inheritance, have limited ability to describe pastoral performance. There is a need for methodological innovations to evaluate pastoral breeds and animals, since comparisons based on performance 'under optimal conditions' are irrelevant within this production system. Such innovations must acknowledge that livestock or breed performance is governed by complex human-animal-environment interactions, and varies through time and space due to the mobile and seasonal nature of the pastoral system. Pastoralists' breeding concepts and selection strategies seem to be geared towards improving their animals' capability to exploit variability, by - among other things - enhancing within-breed diversity. In-depth studies of these concepts and strategies could contribute considerably towards developing methodological innovations for the characterisation and evaluation of pastoral livestock resources.

Web-Based Learning Support System

NASA Astrophysics Data System (ADS)

Fan, Lisa

Web-based learning support system offers many benefits over traditional learning environments and has become very popular. The Web is a powerful environment for distributing information and delivering knowledge to an increasingly wide and diverse audience. Typical Web-based learning environments, such as Web-CT, Blackboard, include course content delivery tools, quiz modules, grade reporting systems, assignment submission components, etc. They are powerful integrated learning management systems (LMS) that support a number of activities performed by teachers and students during the learning process [1]. However, students who study a course on the Internet tend to be more heterogeneously distributed than those found in a traditional classroom situation. In order to achieve optimal efficiency in a learning process, an individual learner needs his or her own personalized assistance. For a web-based open and dynamic learning environment, personalized support for learners becomes more important. This chapter demonstrates how to realize personalized learning support in dynamic and heterogeneous learning environments by utilizing Adaptive Web technologies. It focuses on course personalization in terms of contents and teaching materials that is according to each student's needs and capabilities. An example of using Rough Set to analyze student personal information to assist students with effective learning and predict student performance is presented.

Usability Testing of a Multimedia e-Learning Resource for Electrolyte and Acid-Base Disorders

ERIC Educational Resources Information Center

Davids, Mogamat Razeen; Chikte, Usuf; Grimmer-Somers, Karen; Halperin, Mitchell L.

2014-01-01

The usability of computer interfaces may have a major influence on learning. Design approaches that optimize usability are commonplace in the software development industry but are seldom used in the development of e-learning resources, especially in medical education. We conducted a usability evaluation of a multimedia resource for teaching…

Creating a Project-Based Learning Environment to Improve Project Management Skills of Graduate Students

ERIC Educational Resources Information Center

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

2015-01-01

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

Constructing of Research-Oriented Learning Mode Based on Network Environment

ERIC Educational Resources Information Center

Wang, Ying; Li, Bing; Xie, Bai-zhi

2007-01-01

Research-oriented learning mode that based on network is significant to cultivate comprehensive-developing innovative person with network teaching in education for all-around development. This paper establishes a research-oriented learning mode by aiming at the problems existing in research-oriented learning based on network environment, and…

E-simulation: preregistration nursing students' evaluation of an online patient deterioration program.

PubMed

Cant, Robyn; Young, Susan; Cooper, Simon J; Porter, Joanne

2015-03-01

This study explores preregistration nursing students' views of a Web-based simulation program: FIRST ACTWeb (Feedback Incorporating Review and Simulation Techniques to Act on Clinical Trends-Web). The multimedia program incorporating three videoed scenarios portrayed by a standardized patient (human actor) aims to improve students' recognition and management of hospital patient deterioration. Participants were 367 final-year nursing students from three universities who completed an online evaluation survey and 19 students from two universities who attended one of five focus groups. Two researchers conducted a thematic analysis of the transcribed narratives. Three core themes identified were as follows: "ease of program use," "experience of e-Simulation," and "satisfaction with the learning experience." The Web-based clinical learning environment was endorsed as functional, feasible, and easy to use and was reported to have high fidelity and realism. Feedback in both focus groups and surveys showed high satisfaction with the learning experience. Overall, evaluation suggested that the Web-based simulation program successfully integrated elements essential for blended learning. Although Web-based educational applications are resource intensive to develop, positive appraisal of program quality, plus program accessibility and repeatability, appears to provide important educational benefits. Further research is needed to determine the transferability of these learning experiences into real-world practice.

Murder on Grimm Isle: The Impact of Game Narrative Design in an Educational Game-Based Learning Environment

ERIC Educational Resources Information Center

Dickey, Michele D.

2011-01-01

The purpose of this research is to investigate the impact of narrative design in a game-based learning environment. Specifically, this investigation focuses the narrative design in an adventure-styled, game-based learning environment for fostering argumentation writing by looking at how the game narrative impacted player/learner (1) intrinsic…

Engaging Learners through Interactive Media: Findings and Implications from a Technology Enhanced Problem-Based Learning Environment

ERIC Educational Resources Information Center

Horton, Lucas; Liu, Min; Olmanson, Justin; Toprac, Paul

2011-01-01

In this paper we explore students' engagement in a new media enhanced problem-based learning (PBL) environment and investigate the characteristics of these environments that facilitate learning. We investigated both student experiences using a new media enhanced PBL environment and the specific elements students found most supportive of their…

A Computer Environment for Beginners' Learning of Sorting Algorithms: Design and Pilot Evaluation

ERIC Educational Resources Information Center

Kordaki, M.; Miatidis, M.; Kapsampelis, G.

2008-01-01

This paper presents the design, features and pilot evaluation study of a web-based environment--the SORTING environment--for the learning of sorting algorithms by secondary level education students. The design of this environment is based on modeling methodology, taking into account modern constructivist and social theories of learning while at…

Teaching Inquiry using NASA Earth-System Science: Preparing Pre- and Inservice K-12 Educators to Use Authentic Inquiry in the Classroom

NASA Astrophysics Data System (ADS)

Ellis, T. D.; Tebockhorst, D.

2012-12-01

Teaching Inquiry using NASA Earth-System Science (TINES) is a comprehensive program to train and support pre-service and in-service K-12 teachers, and to provide them with an opportunity to use NASA Earth Science mission data and Global Learning and Observations to Benefit the Environment (GLOBE) observations to incorporate scientific inquiry-based learning in the classroom. It uses an innovative blended-learning professional development approach that combines a peer-reviewed pedagogical technique called backward-faded scaffolding (BFS), which provides a more natural entry path to understanding the scientific process, with pre-workshop online content learning and in-situ and online data resources from NASA and GLOBE. This presentation will describe efforts to date, share our impressions and evaluations, and discuss the effectiveness of the BFS approach to both professional development and classroom pedagogy.

WE-FG-201-02: Automated Treatment Planning for Low-Resource Settings

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

Court, L.

Many low- and middle-income countries lack the resources and services to manage cancer, from screening and diagnosis to radiation therapy planning, treatment and quality assurance. The challenges in upgrading or introducing the needed services are enormous, and include severe shortages in equipment and trained staff. In this symposium, we will describe examples of technology and scientific research that have the potential to impact all these areas. These include: (1) the development of high-quality/low-cost colposcopes for cervical cancer screening, (2) the application of automated radiotherapy treatment planning to reduce staffing shortages, (3) the development of a novel radiotherapy treatment unit, andmore » (4) utilizing a cloud-based infrastructure to facilitate collaboration and QA. Learning Objectives: Understand some of the issues in cancer care in low- resource environments, including shortages in staff and equipment, and inadequate physical infrastructure for advanced radiotherapy. Understand the challenges in developing and deploying diagnostic and treatment devices and services for low-resource environments. Understand some of the emerging technological solutions for cancer management in LMICs. NCI; L. Court, NIH, Varian, Elekta; I. Feain, Ilana Feain is founder and CTO of Nano-X Pty Ltd.« less

Potential Teachers' Appropriate and Inappropriate Application of Pedagogical Resources in a Model-Based Physics Course: A "Knowledge in Pieces" Perspective on Teacher Learning

ERIC Educational Resources Information Center

Harlow, Danielle B.; Bianchini, Julie A.; Swanson, Lauren H.; Dwyer, Hilary A.

2013-01-01

We used a "knowledge in pieces" perspective on teacher learning to document undergraduates' pedagogical resources in a model-based physics course for potential teachers. We defined pedagogical resources as small, discrete ideas about teaching science that are applied appropriately or inappropriately in specific contexts. Neither…

Engaging students as partners in developing online learning and feedback activities for first-year fluid mechanics

NASA Astrophysics Data System (ADS)

Brown, Alan

2018-01-01

Much learning takes place outside of formal class settings, yet students starting in higher education are not always well equipped with independent learning skills, appropriate self-knowledge or the required levels of intrinsic motivation This project used students as partners to develop resources that could be used by first-year undergraduates in fluid mechanics, using activities and receiving feedback through the virtual learning environment (VLE), in order to build these three attributes of independent learners. While there were significant benefits to the students who developed the resources, the target students saw much lower benefits as a result of poorer than expected engagement. The challenge this research presents is to develop activities that maximise engagement in large classes, as well as develop appropriate independent learning skills.

Construction of a Digital Learning Environment Based on Cloud Computing

ERIC Educational Resources Information Center

Ding, Jihong; Xiong, Caiping; Liu, Huazhong

2015-01-01

Constructing the digital learning environment for ubiquitous learning and asynchronous distributed learning has opened up immense amounts of concrete research. However, current digital learning environments do not fully fulfill the expectations on supporting interactive group learning, shared understanding and social construction of knowledge.…

A Simultaneous Mobile E-Learning Environment and Application

ERIC Educational Resources Information Center

Karal, Hasan; Bahcekapili, Ekrem; Yildiz, Adil

2010-01-01

The purpose of the present study was to design a mobile learning environment that enables the use of a teleconference application used in simultaneous e-learning with mobile devices and to evaluate this mobile learning environment based on students' views. With the mobile learning environment developed in the study, the students are able to follow…

Using Scenarios to Design Complex Technology-Enhanced Learning Environments

ERIC Educational Resources Information Center

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

2012-01-01

Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire…

Library use and information-seeking behavior of veterinary medical students revisited in the electronic environment.

PubMed

Pelzer, N L; Wiese, W H; Leysen, J M

1998-07-01

Veterinary medical students at Iowa State University were surveyed in January of 1997 to determine their general use of the Veterinary Medical Library and how they sought information in an electronic environment. Comparisons were made between this study and one conducted a decade ago to determine the effect of the growth in electronic resources on student library use and information-seeking behavior. The basic patterns of student activities in the library, resources used to find current information, and resources anticipated for future education needs remained unchanged. The 1997 students used the library most frequently for photocopying, office supplies, and studying coursework; they preferred textbooks and handouts as sources of current information. However, when these students went beyond textbooks and handouts to seek current information, a major shift was seen from the use of print indexes and abstracts in 1987 towards the use of computerized indexes and other electronic resources in 1997. Almost 60% of the students reported using the Internet for locating current information. Overall use of electronic materials was highest among a group of students receiving the problem-based learning method of instruction. Most of the students surveyed in 1997 indicated that electronic resources would have some degree of importance to them for future education needs. The electronic environment has provided new opportunities for information professionals to help prepare future veterinarians, some of whom will be practicing in remote geographical locations, to access the wealth of information and services available on the Internet and Web.

Developing awareness of sustainability in nursing and midwifery using a scenario-based approach: Evidence from a pre and post educational intervention study.

PubMed

Richardson, Janet; Grose, Jane; Bradbury, Martyn; Kelsey, Janet

2017-07-01

The delivery of healthcare has an impact on the environment and contributes to climate change. As a consequence, the way in which nurses and midwives use and dispose of natural resources in clinical practice, and the subsequent impact on the environment, should be integral component of nursing and midwifery education. Opportunities need to be found to embed such issues into nursing curricula; thus bringing sustainability issues 'closer to home' and making them more relevant for clinical practice. The study was designed to measure the impact of a sustainability-focussed, scenario-based learning educational intervention on the attitudes and knowledge of student nurses and midwives. Pre test/Post test intervention study using scenario-based learning as the educational intervention. The Sustainability Attitudes in Nursing Survey (SANS_2) was used as the outcome measure. Clinical skills session in a UK University School of Nursing and Midwifery. 676 second year undergraduate nursing and midwifery students. The 7-point scale SANS survey was completed before and after the teaching session; standard non-parametric analysis compared pre and post intervention scores. Changes were observed in attitude towards climate change and sustainability and to the inclusion of these topics within the nursing curricula (p=0.000). Participants demonstrated greater knowledge of natural resource use and the cost of waste disposal following the session (p=0.000). Participants also reported that sessions were realistic, and levels of agreement with statements supporting the value of the session and the interactive nature of delivery were higher following the session. Using a scenario-based learning approach with nursing and midwifery students can change attitudes and knowledge towards sustainability and climate change. Embedding this approach in the context of clinical skills provides a novel and engaging approach that is both educationally sound and clinically relevant. Copyright © 2017. Published by Elsevier Ltd.

Active Learning Techniques Applied to an Interdisciplinary Mineral Resources Course.

NASA Astrophysics Data System (ADS)

Aird, H. M.

2015-12-01

An interdisciplinary active learning course was introduced at the University of Puget Sound entitled 'Mineral Resources and the Environment'. Various formative assessment and active learning techniques that have been effective in other courses were adapted and implemented to improve student learning, increase retention and broaden knowledge and understanding of course material. This was an elective course targeted towards upper-level undergraduate geology and environmental majors. The course provided an introduction to the mineral resources industry, discussing geological, environmental, societal and economic aspects, legislation and the processes involved in exploration, extraction, processing, reclamation/remediation and recycling of products. Lectures and associated weekly labs were linked in subject matter; relevant readings from the recent scientific literature were assigned and discussed in the second lecture of the week. Peer-based learning was facilitated through weekly reading assignments with peer-led discussions and through group research projects, in addition to in-class exercises such as debates. Writing and research skills were developed through student groups designing, carrying out and reporting on their own semester-long research projects around the lasting effects of the historical Ruston Smelter on the biology and water systems of Tacoma. The writing of their mini grant proposals and final project reports was carried out in stages to allow for feedback before the deadline. Speakers from industry were invited to share their specialist knowledge as guest lecturers, and students were encouraged to interact with them, with a view to employment opportunities. Formative assessment techniques included jigsaw exercises, gallery walks, placemat surveys, think pair share and take-home point summaries. Summative assessment included discussion leadership, exams, homeworks, group projects, in-class exercises, field trips, and pre-discussion reading exercises.An interdisciplinary active learning course was introduced at the University of Puget Sound entitled 'Mineral Resources and the Environment'. Various formative assessment and active learning techniques that have been effective in other courses were adapted and implemented to improve student learning, increase retention and broaden knowledge and understanding of course material. This was an elective course targeted towards upper-level undergraduate geology and environmental majors. The course provided an introduction to the mineral resources industry, discussing geological, environmental, societal and economic aspects, legislation and the processes involved in exploration, extraction, processing, reclamation/remediation and recycling of products. Lectures and associated weekly labs were linked in subject matter; relevant readings from the recent scientific literature were assigned and discussed in the second lecture of the week. Peer-based learning was facilitated through weekly reading assignments with peer-led discussions and through group research projects, in addition to in-class exercises such as debates. Writing and research skills were developed through student groups designing, carrying out and reporting on their own semester-long research projects around the lasting effects of the historical Ruston Smelter on the biology and water systems of Tacoma. The writing of their mini grant proposals and final project reports was carried out in stages to allow for feedback before the deadline. Speakers from industry were invited to share their specialist knowledge as guest lecturers, and students were encouraged to interact with them, with a view to employment opportunities. Formative assessment techniques included jigsaw exercises, gallery walks, placemat surveys, think pair share and take-home point summaries. Summative assessment included discussion leadership, exams, homeworks, group projects, in-class exercises, field trips, and pre-discussion reading exercises.

The Relative Effectiveness of Computer-Based and Traditional Resources for Education in Anatomy

ERIC Educational Resources Information Center

Khot, Zaid; Quinlan, Kaitlyn; Norman, Geoffrey R.; Wainman, Bruce

2013-01-01

There is increasing use of computer-based resources to teach anatomy, although no study has compared computer-based learning to traditional. In this study, we examine the effectiveness of three formats of anatomy learning: (1) a virtual reality (VR) computer-based module, (2) a static computer-based module providing Key Views (KV), (3) a plastic…

Sex-Role Stereotyping and Women's Studies. A Resource Guide for Teachers Including Suggestions, Units of Study, and Resource Lists.

ERIC Educational Resources Information Center

Ontario Dept. of Education, Toronto.

This document was developed to assist educators in the ongoing task of developing a learning environment that is free from sex-role stereotyping, and a curriculum that accurately depicts the roles of women. As a resource guide, this document actively supports a number of Ontario's Ministry of Education guidelines concerning the education of…

Towards the Development of a Cultural Competence Framework for Human Resource Development Professionals in International Business: A Study of Best Practice Learning and Diversity Companies

ERIC Educational Resources Information Center

Kyeyune, Catherine

2012-01-01

In a global environment, growing business corporations have recognized the role diversity plays in business development. However, the human resource development (HRD) profession charged with the responsibility for developing any organization's human resources, has not defined what cultural competence is and its role in improving the…

Spatial education: improving conservation delivery through space-structured decision making

USGS Publications Warehouse

Moore, Clinton T.; Shaffer, Terry L.; Gannon, Jill J.

2013-01-01

Adaptive management is a form of structured decision making designed to guide management of natural resource systems when their behaviors are uncertain. Where decision making can be replicated across units of a landscape, learning can be accelerated, and biological processes can be understood in a larger spatial context. Broad-based partnerships among land management agencies, exemplified by Landscape Conservation Cooperatives (conservation partnerships created through the U.S. Department of the Interior), are potentially ideal environments for implementing spatially structured adaptive management programs.

Planning for Reform-Based Science: Case Studies of Two Urban Elementary Teachers

NASA Astrophysics Data System (ADS)

Mangiante, Elaine Silva

2018-02-01

The intent of national efforts to frame science education standards is to promote students' development of scientific practices and conceptual understanding for their future role as scientifically literate citizens (NRC 2012). A guiding principle of science education reform is that all students receive equitable opportunities to engage in rigorous science learning. Yet, implementation of science education reform depends on teachers' instructional decisions. In urban schools serving students primarily from poor, diverse communities, teachers typically face obstacles in providing reform-based science due to limited resources and accountability pressures, as well as a culture of teacher-directed pedagogy, and deficit views of students. The purpose of this qualitative research was to study two white, fourth grade teachers from high-poverty urban schools, who were identified as transforming their science teaching and to investigate how their beliefs, knowledge bases, and resources shaped their planning for reform-based science. Using the Shavelson and Stern's decision model for teacher planning to analyze evidence gathered from interviews, documents, planning meetings, and lesson observations, the findings indicated their planning for scientific practices was influenced by the type and extent of professional development each received, each teacher's beliefs about their students and their background, and the mission and learning environment each teacher envisioned for the reform to serve their students. The results provided specific insights into factors that impacted their planning in high-poverty urban schools and indicated considerations for those in similar contexts to promote teachers' planning for equitable science learning opportunities by all students.

Learning with Collaborative Inquiry: A Science Learning Environment for Secondary Students

ERIC Educational Resources Information Center

Sun, Daner; Looi, Chee-Kit; Xie, Wenting

2017-01-01

When inquiry-based learning is designed for a collaborative context, the interactions that arise in the learning environment can become fairly complex. While the learning effectiveness of such learning environments has been reported in the literature, there have been fewer studies on the students' learning processes. To address this, the article…

An analysis of learning in an online biology course for teachers and teacher candidates: A mixed methods approach

NASA Astrophysics Data System (ADS)

Lebec, Michael Thomas

Due to discipline specific shortages, web-based learning has been proposed as a convenient way to upgrade the content knowledge of instructors interested in learning to teach science. Despite quantitative evidence that web-based instruction is equivalent to traditional methods, questions remain regarding its use. The efficiency and practicality of this approach with teachers in particular has not been extensively studied. This investigation examines learning in an online biology course designed to help teachers prepare for science certification exams. Research questions concern flow teachers learn biology in the online environment and how this setting influences the learning process. Quantitative and qualitative methodologies are employed in an attempt to provide a more complete perspective than typical studies of online learning. Concept maps, tests, and online discussion transcripts are compared as measures of assimilated knowledge, while interviews reflect participants' views on the course. Findings indicate that participants experienced gains in declarative knowledge, but little improvement with respect to conditional knowledge. Qualitative examination of concept maps demonstrates gaps in participants' understandings of key course ideas. Engagement in the use of online resources varied according to participants' attitudes towards online learning. Subjects also reported a lack of motivation to fully engage in the course due to busy teaching schedules and the absence of accountability.

Earth System Grid II, Turning Climate Datasets into Community Resources

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

Middleton, Don

2006-08-01

The Earth System Grid (ESG) II project, funded by the Department of Energy’s Scientific Discovery through Advanced Computing program, has transformed climate data into community resources. ESG II has accomplished this goal by creating a virtual collaborative environment that links climate centers and users around the world to models and data via a computing Grid, which is based on the Department of Energy’s supercomputing resources and the Internet. Our project’s success stems from partnerships between climate researchers and computer scientists to advance basic and applied research in the terrestrial, atmospheric, and oceanic sciences. By interfacing with other climate science projects,more » we have learned that commonly used methods to manage and remotely distribute data among related groups lack infrastructure and under-utilize existing technologies. Knowledge and expertise gained from ESG II have helped the climate community plan strategies to manage a rapidly growing data environment more effectively. Moreover, approaches and technologies developed under the ESG project have impacted datasimulation integration in other disciplines, such as astrophysics, molecular biology and materials science.« less

Human resource recommendation algorithm based on ensemble learning and Spark

NASA Astrophysics Data System (ADS)

Cong, Zihan; Zhang, Xingming; Wang, Haoxiang; Xu, Hongjie

2017-08-01

Aiming at the problem of “information overload” in the human resources industry, this paper proposes a human resource recommendation algorithm based on Ensemble Learning. The algorithm considers the characteristics and behaviours of both job seeker and job features in the real business circumstance. Firstly, the algorithm uses two ensemble learning methods-Bagging and Boosting. The outputs from both learning methods are then merged to form user interest model. Based on user interest model, job recommendation can be extracted for users. The algorithm is implemented as a parallelized recommendation system on Spark. A set of experiments have been done and analysed. The proposed algorithm achieves significant improvement in accuracy, recall rate and coverage, compared with recommendation algorithms such as UserCF and ItemCF.

Co-Regulation of Learning in Computer-Supported Collaborative Learning Environments: A Discussion

ERIC Educational Resources Information Center

Chan, Carol K. K.

2012-01-01

This discussion paper for this special issue examines co-regulation of learning in computer-supported collaborative learning (CSCL) environments extending research on self-regulated learning in computer-based environments. The discussion employs a socio-cognitive perspective focusing on social and collective views of learning to examine how…

Evolution of an information literacy curriculum for third-year medical students.

PubMed

O'Dwyer, Linda; Kerns, Stephanie C

2011-01-01

Information literacy curriculum for third-year medical students at Northwestern University has evolved over several years under the guidance of librarians at the Galter Health Sciences Library. Starting as a series of rotation-specific information resource overviews, initial evaluation and feedback led to the curriculum being developed to include more focused and interactive clinical information sessions with a quiz-based assessment. Future enhancements will include web-based self-directed learning using online tutorials, additional search exercises that mimic the on-the-go clinical environment, and better assessment of the curriculum's impact on students' information literacy and clinical search skills.

The Acquisition of Integrated Science Process Skills in a Web-Based Learning Environment

ERIC Educational Resources Information Center

Saat, Rohaida Mohd

2004-01-01

Web-based learning is becoming prevalent in science learning. Some use specially designed programs, while others use materials available on the Internet. This qualitative case study examined the process of acquisition of integrated science process skills, particularly the skill of controlling variables, in a web-based learning environment among…

Problem-Based Educational Game Becomes Student-Centered Learning Environment

ERIC Educational Resources Information Center

Rodkroh, Pornpimon; Suwannatthachote, Praweenya; Kaemkate, Wannee

2013-01-01

Problem-based educational games are able to provide a fun and motivating environment for teaching and learning of certain subjects. However, most educational game models do not address the learning elements of problem-based educational games. This study aims to synthesize and to propose the important elements to facilitate the learning process and…

Learners' Perceptions and Illusions of Adaptivity in Computer-Based Learning Environments

ERIC Educational Resources Information Center

Vandewaetere, Mieke; Vandercruysse, Sylke; Clarebout, Geraldine

2012-01-01

Research on computer-based adaptive learning environments has shown exemplary growth. Although the mechanisms of effective adaptive instruction are unraveled systematically, little is known about the relative effect of learners' perceptions of adaptivity in adaptive learning environments. As previous research has demonstrated that the learners'…

Personalisation in Web-Based Learning Environments

ERIC Educational Resources Information Center

Santally, Mohammad Issack; Alain, Senteni

2006-01-01

It is postulated that one of the main problems with e-learning environments is their lack of personalisation. This article presents a comprehensive review of the current work in the field and proposes a framework for research in promoting personalisation in Web-based learning environments. The concepts of adaptability, adaptivity and the…

EVA: Collaborative Distributed Learning Environment Based in Agents.

ERIC Educational Resources Information Center

Sheremetov, Leonid; Tellez, Rolando Quintero

In this paper, a Web-based learning environment developed within the project called Virtual Learning Spaces (EVA, in Spanish) is presented. The environment is composed of knowledge, collaboration, consulting, experimentation, and personal spaces as a collection of agents and conventional software components working over the knowledge domains. All…

EVA: An Interactive Web-Based Collaborative Learning Environment

ERIC Educational Resources Information Center

Sheremetov, Leonid; Arenas, Adolfo Guzman

2002-01-01

In this paper, a Web-based learning environment developed within the project called Virtual Learning Spaces (EVA, in Spanish) is described. The environment is composed of knowledge, collaboration, consulting and experimentation spaces as a collection of agents and conventional software components working over the knowledge domains. All user…

Evaluating and Implementing Learning Environments: A United Kingdom Experience.

ERIC Educational Resources Information Center

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

2002-01-01

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

The Impact of Resource Programs Upon the Self-Concept and Peer Acceptance of Learning Disabled Children

ERIC Educational Resources Information Center

Sheare, Joseph B.

1978-01-01

Experimental group consisted of learning disabled children in regular classes with resource room interventions. Control group consisted of non-learning disabled children stratified by sex and classrooms. The resource based program did not result in significant changes in either self-concept or peer acceptance after one year for the LD group.…

Out of sight, out of mind: Do repeating students overlook online course components?

PubMed

Holland, Jane; Clarke, Eric; Glynn, Mark

2016-11-01

E-Learning is becoming an integral part of undergraduate medicine, with many curricula incorporating a number of online activities and resources, in addition to more traditional teaching methods. This study examines physical attendance, online activity, and examination outcomes in a first-year undergraduate medical program. All 358 students who completed the Alimentary System module within the first semester of the program were included, 30 of whom were repeating the year, and thus the module. This systems-based, multidisciplinary module incorporated didactic lectures, cadaveric small group tutorials and additional e-Learning resources such as online histology tutorials. Significant differences were demonstrated in physical attendance and utilization of online resources between repeating students and those participating in the module for the first time. Subsequent analyses confirmed that physical attendance, access of online lecture resources, and utilization of online histology tutorials were all significantly correlated. In addition, both physical attendance and utilization of online resources significantly correlated with summative examination performance. While nonattendance may be due to a variety of factors, our data confirm that significant differences exist in both physical attendance and online activity between new entrants and repeating students, such that all students repeating a module or academic year should be routinely interviewed and offered appropriate supports to ensure that they continue to engage with the program. While the development of complex algorithmic models may be resource intensive, using readily available indices from virtual learning environments is a straightforward, albeit less powerful, means to identify struggling students prior to summative examinations. Anat Sci Educ 9: 555-564. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.