Teaching the principles of health management to first year veterinary students.

PubMed

Duffield, Todd; Lissemore, Kerry; Sandals, David

2003-01-01

A course called Health Management 1 was created as part of a new DVM curriculum at the Ontario Veterinary College. This full year course was designed to introduce students to basic concepts of health management, integrating the disciplines of epidemiology, ethology, and public health in the context of selected animal industries. The course was comprised of 60 lecture hours and four two-hour laboratories. A common definition of health management, incorporating five principles, was used throughout the course, in order to reinforce the concepts and to maintain continuity between lecture blocks. Unlike in the years prior to the introduction of the new curriculum, epidemiology was presented as a tool of health management rather than as a separate discipline. To supplement the lecture and laboratory material, a Web-based resource was created and the students were required to review the appropriate section prior to each lecture block. Small quizzes, consisting of 10 questions each within WebCT, were used to stimulate self-directed learning. Overall, the course was well received by the students. The Web resources combined with the WebCT quizzes proved to be an effective method of stimulating students to prepare for lecture.

Employee Engagement and Performance of Lecturers in Nigerian Tertiary Institutions

ERIC Educational Resources Information Center

Agbionu, Uchenna Clementina; Anyalor, Maureen; Nwali, Anthony Chukwuma

2018-01-01

The study investigated employee engagement and performance of lecturers in Nigerian Tertiary Institutions. It employed descriptive and correlation research designs. Stratified random sampling was used to select three tertiary institutions in Nigeria and the sample size of 314 lecturers was obtained through Taro Yamane. Questionnaires were…

Effects of e-learning, lectures, and role playing on nursing students' knowledge acquisition, retention and satisfaction.

PubMed

Pourghaznein, Tayebeh; Sabeghi, Hakimeh; Shariatinejad, Keyvan

2015-01-01

Nursing education can maintain its dynamic quality when it moves toward innovation and modern methods of teaching and learning. Therefore, teachers are required to employ up to date methods in their teaching plans. This study evaluated the effects of e-learning, lectures, and role playing on nursing students' learning, retention, and satisfaction. Sixty nursing students were selected as an experiment and control groups during two consecutive semesters. The educational content was presented as e-learning and role playing during one semester (experiment group) and as lectures in the next semester (control group). A questionnaire containing three parts was used to assess demographics, learning and satisfaction statuses. The questionnaire also included a final openended question to evaluate the students' ideas about the whole course. The mean scores of posttest were 16.13 ± 1.37 using role playing, 15.50 ± 1.44 using e-learning and 16.45 ± 1.23 using lectures. The differences between the mean scores of posttest and pretest were 12.84 ± 1.43, 12.56 ± 1.57, and 13.73 ± 1.53 in the mentioned methods, respectively. Lectures resulted in significantly better learning compared to role playing and e-learning. In contrast, retention rates were significantly lower using lectures than using role playing and e-learning. Students' satisfaction from e-learning was significantly lower than lecturing and role playing. Due to the lower rates of retention following lectures, the teachers are recommended to use student- centered approaches in their lectures. Since students' satisfaction with e-learning was lower than the other methods, further studies are suggested to explore the problems of e-learning in Iran.

Effects of e-learning, lectures, and role playing on nursing students’ knowledge acquisition, retention and satisfaction

PubMed Central

Pourghaznein, Tayebeh; Sabeghi, Hakimeh; Shariatinejad, Keyvan

2015-01-01

Background: Nursing education can maintain its dynamic quality when it moves toward innovation and modern methods of teaching and learning. Therefore, teachers are required to employ up to date methods in their teaching plans. This study evaluated the effects of e-learning, lectures, and role playing on nursing students’ learning, retention, and satisfaction. Methods: Sixty nursing students were selected as an experiment and control groups during two consecutive semesters. The educational content was presented as e-learning and role playing during one semester (experiment group) and as lectures in the next semester (control group). A questionnaire containing three parts was used to assess demographics, learning and satisfaction statuses. The questionnaire also included a final openended question to evaluate the students’ ideas about the whole course. Results: The mean scores of posttest were 16.13 ± 1.37 using role playing, 15.50 ± 1.44 using e-learning and 16.45 ± 1.23 using lectures. The differences between the mean scores of posttest and pretest were 12.84 ± 1.43, 12.56 ± 1.57, and 13.73 ± 1.53 in the mentioned methods, respectively. Lectures resulted in significantly better learning compared to role playing and e-learning. In contrast, retention rates were significantly lower using lectures than using role playing and e-learning. Students’ satisfaction from e-learning was significantly lower than lecturing and role playing. Conclusion: Due to the lower rates of retention following lectures, the teachers are recommended to use student- centered approaches in their lectures. Since students’ satisfaction with e-learning was lower than the other methods, further studies are suggested to explore the problems of e-learning in Iran. PMID:26000257

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

Lewis, Jennifer

The Association for Women in Mathematics (AWM) seeks to advance the rates of participation by women in events at national mathematical sciences conference primarily in the U.S. The grant was funded from 8/1/2007 through 3/31/2015. The first component is the lecture series (Noether, Kovalevsky and Falconer Lectures) named after celebrated mathematicians, and featuring prominent women mathematicians, with the result that men, as well as women, will learn about the achievements of women in the mathematical sciences. 22 women mathematicians gave lectures at the annual JMM, SIAM Annual Meetings, and the MAA MathFest. The second component is AWM’s “Workshops for Womenmore » Graduate Students and Recent PhDs,” which select junior women to give research talks and research poster presentations at the SIAM Annual Meeting. The workshop activities allow wider recruitment of participants and increased attention to mentoring. 122 women gave mathematics research presentations. The third component is the AWM’s 40th Anniversary Research Symposium, 2011. 300 women and men attended the two-day symposium with 135 women presenting mathematics research. These activities have succeeded in increasing the number of women speakers and presenters at meetings and have brought more women attendees to the meetings.« less

Selective Insulin Resistance and the Development of Cardiovascular Diseases in Diabetes: The 2015 Edwin Bierman Award Lecture

PubMed Central

Park, Kyoungmin; Li, Qian

2016-01-01

The Edwin Bierman Award Lecture is presented in honor of the memory of Edwin L. Bierman, MD, an exemplary scientist, mentor, and leader in the field of diabetes, obesity, hyperlipidemia, and atherosclerosis. The award and lecture recognizes a leading scientist in the field of macrovascular complications and contributing risk factors in diabetes. George L. King, MD, of the Section of Vascular Cell Biology and Complications, Dianne Nunnally Hoppes Laboratory for Diabetes Complications, Joslin Diabetes Center, Harvard Medical School, Boston, MA, received the prestigious award at the American Diabetes Association’s 75th Scientific Sessions, 5–9 June 2015, in Boston, MA. He presented the Edwin Bierman Award Lecture, “Selective Insulin Resistance and the Development of Cardiovascular Disease in Diabetes,” on Sunday, 7 June 2015. This review is focused on the factors and potential mechanisms that are causing various cardiovascular pathologies. In diabetes, insulin’s actions on the endothelium and other vascular cells have significant influence on systemic metabolisms and the development of cardiovascular pathologies. Our studies showed that insulin receptors on the endothelium are important for insulin transport across the endothelial barrier and mediate insulin’s actions in muscle, heart, fat, and the brain. Insulin actions on the vascular cells are mediated by two pathways involving the actions of either IRS/PI3K/Akt or Grb/Shc/MAPK. Insulin’s activation of IRS/PI3K/Akt results in mostly antiatherogenic actions, as this pathway induces activation of eNOS, the expressions of HO-1 and VEGF, and the reduction of VCAM-1. In contrast, insulin’s activation of the Grb/Shc/MAPK pathway mediates the expressions of ET-1 and PAI-1 and migration and proliferation of contractile cells, which have proatherogenic actions. Elevated levels of glucose, free fatty acids, and inflammatory cytokines due to diabetes and insulin resistance selectively inhibit insulin’s antiatherogenic actions via the IRS/PI3K/Akt pathway. This review provides evidence to support the importance of insulin actions in preventing cardiovascular pathology that can be selectively inhibited via the IRS/PI3K/Akt cascade in diabetes. PMID:27222390

Meeting Report of the 33rd Annual Meeting of the Academy of Surgical Research: Summary of Presentations, Labs, and Workshops, Focusing on Experimental Surgery, Las Vegas, NV, October 4-6, 2017.

PubMed

Graham, Melanie L; Ziegelhofer, Tracy; Ehrmann, Jon

2018-04-11

The 33rd Annual Meeting of the Academy of Surgical Research was held from October 4 to 6, 2017 in Las Vegas, Nevada. The meeting welcomed >160 participants from 27 different states and five countries representing the organization's diverse membership of technicians, veterinarians, medical doctors, and biomedical researchers. The Academy's annual meeting is focused on promoting the advancement of professional and academic standards, education, and research related to the art and science of experimental surgery. Presentations included four invited keynote speakers and 30 selected lectures and posters. A primary strength of the meeting was that lectures were complimented with practical sessions that included four wet lab and two dry lab half-day courses. Likewise, participants were brought together in workshops emphasizing research workflow from starting experimental design to readying results for publication. In this report, we present the highlights from this meeting and some selected abstracts that illustrate the diverse scientific expertise of the Academy and progress in surgical research.

A survey on the effectiveness of using GeoGebra software towards lecturers' conceptual knowledge and procedural mathematics

NASA Astrophysics Data System (ADS)

Wan Salleh, Masturah; Sulaiman, Hajar

2013-04-01

The use of technology in the teaching of mathematics at the university level has long been introduced; but many among the lecturers, especially those that have taught for many years, still opt for a traditional teaching method, that is, by lecture talk. One reason is that lecturers themselves were not exposed to the technologies available and how it can assist in the teaching and learning procedures (T&L) in mathematics. GeoGebra is a mathematical software which is open and free and has just recently been introduced in Malaysia. Compared with the software Cabri Geometry and Geometer's Sketchpad (GSP), which only focus on geometry, GeoGebra is able to connect geometry, algebra and numerical representation. Realizing this, the researchers have conducted a study to expose the university lecturers on the use of GeoGebra in T&L. The researchers chose to do the research on mathematics lecturers at the Department of Computer Science and Mathematics (JSKM), Universiti Teknologi Mara (UiTM), Penang. The objective of this study is to determine whether an exposure to GeoGebra software can affect the conceptual knowledge and procedural teaching of mathematics at the university level. This study is a combination of descriptive and qualitative. One session was conducted in an open workshop for all the 45 lecturers. From that total, four people were selected as a sample. The sample was selected by using a simple random sampling method. This study used materials in the form of modules during the workshop. In terms of conceptual knowledge, the results showed that the GeoGebra software is appropriate, relevant and highly effective for in-depth understanding of the selected topics. While the procedural aspects of teaching, it can be one of the teaching aids and considerably facilitate the lecturers.

Different Patterns of University Students' Integration of Lecture Podcasts, Learning Materials, and Lecture Attendance in a Psychology Course

ERIC Educational Resources Information Center

Luttenberger, Silke; Macher, Daniel; Maidl, Verena; Rominger, Christian; Aydin, Nilüfer; Paechter, Manuela

2018-01-01

Lecture podcasts are considered an efficient means for passing on learning contents to students, most notably in lectures with large numbers of students. Here, the lecturer's presentation, combined with lecture slides, is recorded and broadcasted in video form. The present study investigates how students organize learning when they have the choice…

Using paper presentation breaks during didactic lectures improves learning of physiology in undergraduate students.

PubMed

Ghorbani, Ahmad; Ghazvini, Kiarash

2016-03-01

Many studies have emphasized the incorporation of active learning into classrooms to reinforce didactic lectures for physiology courses. This work aimed to determine if presenting classic papers during didactic lectures improves the learning of physiology among undergraduate students. Twenty-two students of health information technology were randomly divided into the following two groups: 1) didactic lecture only (control group) and 2) didactic lecture plus paper presentation breaks (DLPP group). In the control group, main topics of gastrointestinal and endocrine physiology were taught using only the didactic lecture technique. In the DLPP group, some topics were presented by the didactic lecture method (similar to the control group) and some topics were taught by the DLPP technique (first, concepts were covered briefly in a didactic format and then reinforced with presentation of a related classic paper). The combination of didactic lecture and paper breaks significantly improved learning so that students in the DLPP group showed higher scores on related topics compared with those in the control group (P < 0.001). Comparison of the scores of topics taught by only the didactic lecture and those using both the didactic lecture and paper breaks showed significant improvement only in the DLPP group (P < 0.001). Data obtained from the final exam showed that in the DLPP group, the mean score of the topics taught by the combination of didactic lecture and paper breaks was significantly higher than those taught by only didactic lecture (P < 0.05). In conclusion, the combination of paper presentation breaks and didactic lectures improves the learning of physiology. Copyright © 2016 The American Physiological Society.

Memory for Lectures: How Lecture Format Impacts the Learning Experience

PubMed Central

Varao-Sousa, Trish L.; Kingstone, Alan

2015-01-01

The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms. PMID:26561235

Memory for Lectures: How Lecture Format Impacts the Learning Experience.

PubMed

Varao-Sousa, Trish L; Kingstone, Alan

2015-01-01

The present study investigated what impact the presentation style of a classroom lecture has on memory, mind wandering, and the subjective factors of interest and motivation. We examined if having a professor lecturing live versus on video alters the learning experience of the students in the classroom. During the lectures, students were asked to report mind wandering and later complete a memory test. The lecture format was manipulated such that all the students received two lectures, one live and one a pre-recorded video. Results indicate that lecture format affected memory performance but not mind wandering, with enhanced memory in the live lectures. Additionally, students reported greater interest and motivation in the live lectures. Given that a single change to the classroom environment, professor presence, impacted memory performance, as well as motivation and interest, the present results have several key implications for technology-based integrations into higher education classrooms.

Exploring Tablet PC Lectures: Lecturer Experiences and Student Perceptions in Biomedicine

ERIC Educational Resources Information Center

Choate, Julia; Kotsanas, George; Dawson, Phillip

2014-01-01

Lecturers using tablet PCs with specialised pens can utilise real-time changes in lecture delivery via digital inking. We investigated student perceptions and lecturer experiences of tablet PC lectures in large-enrolment biomedicine subjects. Lecturers used PowerPoint or Classroom Presenter software for lecture preparation and in-lecture pen-based…

Telecommunication Support System Using Keywords and Their Relevant Information in Videoconferencing — Presentation Method for Keeping Audience's Concentration at Distance Lectures

NASA Astrophysics Data System (ADS)

Asai, Kikuo; Kondo, Kimio; Kobayashi, Hideaki; Saito, Fumihiko

We developed a prototype system to support telecommunication by using keywords selected by the speaker in a videoconference. In the traditional presentation style, a speaker talks and uses audiovisual materials, and the audience at remote sites looks at these materials. Unfortunately, the audience often loses concentration and attention during the talk. To overcome this problem, we investigate a keyword presentation style, in which the speaker holds keyword cards that enable the audience to see additional information. Although keyword captions were originally intended for use in video materials for learning foreign languages, they can also be used to improve the quality of distance lectures in videoconferences. Our prototype system recognizes printed keywords in a video image at a server, and transfers the data to clients as multimedia functions such as language translation, three-dimensional (3D) model visualization, and audio reproduction. The additional information is collocated to the keyword cards in the display window, thus forming a spatial relationship between them. We conducted an experiment to investigate the properties of the keyword presentation style for an audience. The results suggest the potential of the keyword presentation style for improving the audience's concentration and attention in distance lectures by providing an environment that facilitates eye contact during videoconferencing.

An Observation of Classroom Assessment Practices among Lecturers in Selected Malaysian Higher Learning Institutions

ERIC Educational Resources Information Center

Singh, Charanjit Kaur Swaran; Lebar, Othman; Kepol, Napisah; Rahman, Rafiah Abdul; Mukhtar, Kurotol Aini Muhammad

2017-01-01

Purpose: The study was aimed at exploring and analysing the current assessment practices of lecturers in selected Malaysian higher learning institution classrooms. The focus was the different modes of assessment used in the classroom and to make recommendations on using a variety of assessment modes that would be well-aligned with the intended…

2nd international workshop on graphene and C3N4-based photocatalysts

NASA Astrophysics Data System (ADS)

Yu, Jiaguo; Jaroniec, Mietek

2018-02-01

Since 2009 graphene and C3N4-based photocatalysts have attracted a lot of attention in scientific and engineering communities because of their applications in photocatalysis. Graphene and C3N4-based photocatalysis was the main theme of the 2nd International Workshop on Graphene and C3N4-based Photocatalysts (IWGCP2) held at the Wuhan University of Technology, Wuhan, China on March 24-27, 2017. The IWGCP2 workshop was jointly organized by Wuhan University of Technology, Jianghan University, Changsha University and Kent State University, and was supported by the National Natural Science Foundation of China (NSFC), Wuhan University of Technology, Jianghan University, Changsha University, Beijing Perfectlight, ThermoFisher, LumaSense Technologies, Anhui Kemi, Zhenjiang Silver Jewelry, Instytut Fotonowy (Poland) and others. More than 240 colleagues from four continents (Asia, America, Australia and Europe) participated in this workshop, and presented 6 plenary lectures, 12 keynote lectures, 14 invited lectures, 5 oral lectures and 113 posters. A tradition of this meeting is the poster competition, which resulted in selecting 10 best posters.

The Evolution of Toxicology and Chemical Regulation ...

EPA Pesticide Factsheets

Presentation for lecture for the 17th Annual Sitlington Lecture in Toxicology at Oklahoma State University Interdisciplinary Toxicology Symposium Presentation for lecture for the 17th Annual Sitlington Lecture in Toxicology at Oklahoma State University Interdisciplinary Toxicology Symposium

Highlights lecture EANM 2014: "Gimme gimme gimme those nuclear Super Troupers".

PubMed

de Jong, Marion; Van Laere, Koen

2015-04-01

The EANM Congress 2014 took place in Gothenburg, Sweden, from 18 to 22 October under the presidency of Prof. Wim Oyen, chair of the EANM Scientific Committee. Prof. Peter Gjertsson chaired the Local Organizing Committee, according to the standardized EANM congress structure. The meeting was a highlight for the multidisciplinary community that forms the heart and soul of nuclear medicine; attendance was exceptionally high. In total almost 5,300 participants came to Gothenburg, and 1,397 colleagues participated via the EANM LIVE sessions ( http://eanmlive.eanm.org/index.php ). Participants from all continents were presented with an excellent programme consisting of symposia, scientific and featured sessions, CME sessions, and plenary lectures. These lectures were devoted to nuclear medicine therapy, hybrid imaging and molecular life sciences. Two tracks were included in the main programme, clustering multi-committee involvement: the 5th International Symposium on Targeted Radionuclide-therapy and Dosimetry (ISTARD) and the first Molecules to Man (M2M) track, an initiative of the EANM Committees for Translational Molecular Imaging, Radiopharmacy and Drug Development. The industry made a substantial contribution to the success of the congress demonstrating the latest technology and innovations in the field. During the closing Highlights Lecture, a selection of the best-rated abstracts was presented including diverse areas of nuclear medicine: physics and instrumentation, radiopharmacy, preclinical imaging, oncology (with a focus on the clinical application of newly developed tracers) and radionuclide therapy, cardiology and neurosciences. This Highlights Lecture could only be a brief summary of the large amount of data presented and discussed during the meeting, which can be found in much greater detail in the congress proceedings book, published as Volume 41, Supplement 2 of the European Journal of Nuclear Medicine and Molecular Imaging in October 2014.

Classroom modules for nanotechnology undergraduate education: development, implementation and evaluation

NASA Astrophysics Data System (ADS)

Shabani, R.; Massi, L.; Zhai, L.; Seal, S.; Cho, H. J.

2011-05-01

In order to address the challenges and restrictions given by a traditional classroom lecture environment, the top-down and bottom-up nanotechnology teaching modules were developed, implemented and evaluated. Then based on the hypothesis that instructors could further develop students' interest in this emerging area through the introduction of the teaching modules and a career module, an early stage evaluation of the effectiveness of the modules in selected engineering courses was conducted. The data suggested that adoption of modular lectures in regular engineering courses influenced attitude towards nanotechnology - overall, the teaching modules did a better job of piquing student's interest (albeit in the short term) in the subject, but there were also positive gains in interest in nanotechnology as a career. There was some evidence that the hands-on demonstration teaching modules with visual elements and the career module were more effective than traditional lecture presentations in the classroom.

A Comparative Study of Factors Influencing Male and Female Lecturers' Job Satisfaction in Ghanaian Higher Education

ERIC Educational Resources Information Center

Amos, Patricia Mawusi; Acquah, Sakina; Antwi, Theresa; Adzifome, Nixon Saba

2015-01-01

The study sought to compare factors influencing male and female lecturers' job satisfaction. Cross-sectional survey designs employing both quantitative and qualitative approaches were adopted for the study. Simple random sampling was used to select 163 lecturers from the four oldest public universities in Ghana. Celep's (2000) Organisational…

Level of Perceived Stress Among Lectures in Nigerian Universities

ERIC Educational Resources Information Center

Ofoegbu, Felicia; Nwadiani, Mon

2006-01-01

The purpose of the study was to provide empirical evidence on the level of stress among lecturers in Nigerian universities. On the whole eight universities were used for the study. A sample of 228 (123 male and 105 female) lecturers was selected according to the variables of age, sex, marital status, experience, domicile, areas of specialization,…

Effects of the Case-Based Instruction Method on the Experience of Learning

ERIC Educational Resources Information Center

Amiri Farahani, Leila; Heidari, Tooba

2014-01-01

This semi-experimental study was conducted with twenty-seven midwifery students who were randomly allocated to either case-based instruction or lecture-based instruction groups. The selected subjects -- foetal intrapartum assessment, foetal antepartum assessment, ABO and Rh blood group system mismatch -- were presented in four ninety-minute…

A retrospective look at replacing face-to-face embryology instruction with online lectures in a human anatomy course.

PubMed

Beale, Elmus G; Tarwater, Patrick M; Lee, Vaughan H

2014-01-01

Embryology is integrated into the Clinically Oriented Anatomy course at the Texas Tech University Health Sciences Center School of Medicine. Before 2008, the same instructor presented embryology in 13 face-to-face lectures distributed by organ systems throughout the course. For the 2008 and 2009 offerings of the course, a hybrid embryology instruction model with four face-to-face classes that supplemented online recorded lectures was used. One instructor delivered the lectures face-to-face in 2007 and by online videos in 2008-2009, while a second instructor provided the supplemental face-to-face classes in 2008-2009. The same embryology learning objectives and selected examination questions were used for each of the three years. This allowed direct comparison of learning outcomes, as measured by examination performance, for students receiving only face-to-face embryology instruction versus the hybrid approach. Comparison of the face-to-face lectures to the hybrid approach showed no difference in overall class performance on embryology questions that were used all three years. Moreover, there was no differential effect of the delivery method on the examination scores for bottom quartile students. Students completed an end-of-course survey to assess their opinions. They rated the two forms of delivery similarly on a six-point Likert scale and reported that face-to-face lectures have the advantage of allowing them to interact with the instructor, whereas online lectures could be paused, replayed, and viewed at any time. These experiences suggest the need for well-designed prospective studies to determine whether online lectures can be used to enhance the efficacy of embryology instruction. © 2013 American Association of Anatomists.

Do Pictures "Tell" a Thousand Words in Lectures? How Lecturers Vocalise Photographs in Their Presentations

ERIC Educational Resources Information Center

Hallewell, Madeline J.; Lackovic, Natasa

2017-01-01

This article explores how 145 photographs collected from 20 PowerPoint lectures in undergraduate psychology at 16 UK universities were integrated with lecturers' speech. Little is currently known about how lecturers refer to the distinct types of photographs included in their presentations. Findings show that only 48 photographs (33%) included in…

SETI-3: the Search for ExtraTerrestrial Intelligence. A selection of papers from 1987-1990 Symposia of the International Academy of Astronautics held during the 38th-41st Congress (Brighton, Bangalore, Malaga, Dresden) of the International Astronautical Federation.

PubMed

1992-01-01

This special issue of Acta Astronautica is a compilation of selected papers presented at Review Meetings on SETI at the 1987-1990 International Academy of Astronautics Congresses. Papers are drawn from seven areas: bioastronomical context, SETI technology, SETI searches, radio frequency interferences, possibilities for newer instrumentation, interdisciplinary connections, and public relations. Two papers presented at the Pesek Lecture are included.

Web-Based Lecture Technologies: Blurring the Boundaries between Face-to-Face and Distance Learning

ERIC Educational Resources Information Center

Woo, Karen; Gosper, Maree; McNeill, Margot; Preston, Greg; Green, David; Phillips, Rob

2008-01-01

Web-based lecture technologies (WBLT) have gained popularity amongst universities in Australia as a tool for delivering lecture recordings to students in close to real time. This paper reports on a selection of results from a larger research project investigating the impact of WBLT on teaching and learning. Results show that while staff see the…

Lecturers' Job Satisfaction in a Public Tertiary Institution in Singapore: Ambivalent and Non-Ambivalent Relationships between Job Satisfaction and Demographic Variables

ERIC Educational Resources Information Center

Paul, Emily Pakivathy; Phua, Seok Kheng

2011-01-01

Increasing lecturer turnover rates and fewer qualified recruits choosing a career in academia threaten the integrity of the tertiary education system in Singapore. The purpose of this study was to ascertain the relationship between lecturers' job satisfaction levels in a public tertiary institution and selected demographic variables. The study…

Education for Policy Roles; An Analysis of Lecturers and Reading Materials at Selected War Colleges.

ERIC Educational Resources Information Center

Crawford, Elisabeth T.

Analyses of biographical data on the 851 lecturers at three senior service (war) colleges in 1964-65 and the topics of their lectures provide the basis for a discussion of how these institutions perform the function of educating higher military officers for policy roles. The colleges studied were: the National War College, the Industrial College…

Distributed media server for the support of multimedia teaching

NASA Astrophysics Data System (ADS)

Liepert, Michael; Griwodz, Carsten; On, Giwon; Zink, Michael; Steinmetz, Ralf

1999-11-01

One major problem of using multimedia material in lecturing is the trade-off between actuality of the content and quality of the presentations. A frequent need for content refreshment exists, but high quality presentations can not be authored by the individual teacher alone at the required rate. Several past and current projects have had the goal of developing so-called learning archives, a variation of digital libraries. On demand, these deliver material with limited structure to students. For lecturing, these systems provide just as insufficient service as the unreliable WWW. Based on our system HyNoDe [HYN97] we address these issues in our distributed media server built of 'medianodes.' We add content management that addresses teachers' needs and provide guaranteed service for connected as well as disconnected operation of their presentation systems. Medianode aims at a scenario for non-real-time, shared creation and modification of presentations and presentation elements. It provides user authentication, administrative roles and authorization mechanisms. It requires an understanding of consistency, versioning and alternative content tailored to lecturing. To allow for predictable presentation quality, medianode provides application level QoS supporting alternative media and alternative presentations. Viable presentation tracks are dynamically generated based on user requests, user profiles and hardware profiles. For machines that are removed from the system according to a schedule, the systems guarantees availability of consistent, complete tracks of selected presentations at disconnect time. In this paper we present the scope of the medianode project and afterwards its architecture, following the realization steps.

JIP: Java image processing on the Internet

NASA Astrophysics Data System (ADS)

Wang, Dongyan; Lin, Bo; Zhang, Jun

1998-12-01

In this paper, we present JIP - Java Image Processing on the Internet, a new Internet based application for remote education and software presentation. JIP offers an integrate learning environment on the Internet where remote users not only can share static HTML documents and lectures notes, but also can run and reuse dynamic distributed software components, without having the source code or any extra work of software compilation, installation and configuration. By implementing a platform-independent distributed computational model, local computational resources are consumed instead of the resources on a central server. As an extended Java applet, JIP allows users to selected local image files on their computers or specify any image on the Internet using an URL as input. Multimedia lectures such as streaming video/audio and digital images are integrated into JIP and intelligently associated with specific image processing functions. Watching demonstrations an practicing the functions with user-selected input data dramatically encourages leaning interest, while promoting the understanding of image processing theory. The JIP framework can be easily applied to other subjects in education or software presentation, such as digital signal processing, business, mathematics, physics, or other areas such as employee training and charged software consumption.

Inorganic Analyses in Water Quality Control Programs. Training Manual.

ERIC Educational Resources Information Center

Kroner, Audrey; And Others

This lecture/laboratory manual for a five-day course deals with the analysis of selected inorganic pollutants. The manual is an instructional aid for classroom presentations to those with little or no experience in the field, but having one year (or equivalent) of college level inorganic chemistry, one semester of college level quantitative…

Inorganic Analyses in Water Quality Control Programs. Training Manual.

ERIC Educational Resources Information Center

Office of Water Program Operations (EPA), Cincinnati, OH. National Training and Operational Technology Center.

This document is a lecture/laboratory manual dealing with the analysis of selected inorganic pollutants. The manual is an instructional aid for classroom presentations to those with little or no experience in the field, but having one year (or equivalent) of college level inorganic chemistry and having basic laboratory skills. Topics include:…

Design of a Food Chemistry-Themed Course for Nonscience Majors

ERIC Educational Resources Information Center

Bell, Patrice

2014-01-01

The physical science curriculum design at Georgia Gwinnett College requires a theme-based course (lecture and group work, and laboratory) for nonscience majors. Increased student engagement is anticipated when science topics are taught in the context of a topic of which students can select during course registration. This paper presents the course…

Selective Insulin Resistance and the Development of Cardiovascular Diseases in Diabetes: The 2015 Edwin Bierman Award Lecture.

PubMed

King, George L; Park, Kyoungmin; Li, Qian

2016-06-01

The Edwin Bierman Award Lecture is presented in honor of the memory of Edwin L. Bierman, MD, an exemplary scientist, mentor, and leader in the field of diabetes, obesity, hyperlipidemia, and atherosclerosis. The award and lecture recognizes a leading scientist in the field of macrovascular complications and contributing risk factors in diabetes. George L. King, MD, of the Section of Vascular Cell Biology and Complications, Dianne Nunnally Hoppes Laboratory for Diabetes Complications, Joslin Diabetes Center, Harvard Medical School, Boston, MA, received the prestigious award at the American Diabetes Association's 75th Scientific Sessions, 5-9 June 2015, in Boston, MA. He presented the Edwin Bierman Award Lecture, "Selective Insulin Resistance and the Development of Cardiovascular Disease in Diabetes," on Sunday, 7 June 2015.This review is focused on the factors and potential mechanisms that are causing various cardiovascular pathologies. In diabetes, insulin's actions on the endothelium and other vascular cells have significant influence on systemic metabolisms and the development of cardiovascular pathologies. Our studies showed that insulin receptors on the endothelium are important for insulin transport across the endothelial barrier and mediate insulin's actions in muscle, heart, fat, and the brain. Insulin actions on the vascular cells are mediated by two pathways involving the actions of either IRS/PI3K/Akt or Grb/Shc/MAPK. Insulin's activation of IRS/PI3K/Akt results in mostly antiatherogenic actions, as this pathway induces activation of eNOS, the expressions of HO-1 and VEGF, and the reduction of VCAM-1. In contrast, insulin's activation of the Grb/Shc/MAPK pathway mediates the expressions of ET-1 and PAI-1 and migration and proliferation of contractile cells, which have proatherogenic actions. Elevated levels of glucose, free fatty acids, and inflammatory cytokines due to diabetes and insulin resistance selectively inhibit insulin's antiatherogenic actions via the IRS/PI3K/Akt pathway. This review provides evidence to support the importance of insulin actions in preventing cardiovascular pathology that can be selectively inhibited via the IRS/PI3K/Akt cascade in diabetes. © 2016 by the American Diabetes Association. Readers may use this article as long as the work is properly cited, the use is educational and not for profit, and the work is not altered.

Perceptions of Presentation Capture in Counselor Education

ERIC Educational Resources Information Center

Gibson, Robert; Miller, Ann

2011-01-01

Lecture/presentation capture is a gradually emerging technology at many colleges and universities and will likely increase in use because students prefer courses that offer online lectures over traditional classes that do not. Many capture products also allow faculty to segment and edit lectures, add/exchange notations, view lectures on mobile…

Lecturers and Postgraduates Perception of Libraries as Promoters of Teaching, Learning, and Research at the University of Ibadan, Nigeria

ERIC Educational Resources Information Center

Oyewole, Olawale; Adetimirin, Airen

2015-01-01

Lecturers and postgraduates are among the users of the university libraries and their perception of the libraries has influence on utilization of the information resources, hence the need for this study. Survey method was adopted for the study and simple random sampling method was used to select sample size of 38 lecturers and 233 postgraduates.…

Optional Student Use of Online Lecture Resources: Resource Preferences, Performance and Lecture Attendance

ERIC Educational Resources Information Center

Grabe, M.; Christopherson, K.

2008-01-01

One of the most common uses of a course management system in the on-campus environment is to offer lecture resources to students. Few researchers have investigated how students use such resources. This study considers student use of lecture resources that offer a representation of the lecture presented (i.e. lecture outline, lecture summary, audio…

Lecture-Recording Technology in Higher Education: Exploring Lecturer and Student Views across the Disciplines

ERIC Educational Resources Information Center

Dona, Kulari Lokuge; Gregory, Janet; Pechenkina, Ekaterina

2017-01-01

This paper presents findings of an institutional case study investigating how students and lecturers experienced a new opt-out, fully integrated lecture-recording system which enabled audio and presentation screen capture. The study's focus is on how "traditional" students (generally characterised as young, enrolled full-time and…

Embedding a Virtual Patient Simulator in an Interactive Surgical lecture.

PubMed

Kleinert, Robert; Plum, Patrick; Heiermann, Nadine; Wahba, Roger; Chang, De-Huan; Hölscher, Arnulf H; Stippel, Dirk L

2016-01-01

Lectures are traditionally used for teaching declarative knowledge. One established tool for clinical education is the demonstration of a real patient. The use of real patients in the daily clinical environment is increasingly difficult. The use of a virtual patient simulator (VPS) can potentially circumvent these problems. Unlimited availability and the opportunity of an electronic feedback system could possibly enrich traditional lectures by enabling more interactivity that meets the expectations of the current student generation. As students face the consequences of their own decisions they take a more active role in the lecture. VPS links declarative knowledge with visual perception that is known to influence students' motivation. Until now, there have been no reports covering the usage and validation of interactive VPS for supporting traditional lectures. In this study, we (1) described the development of a custom-made three-dimensional (3D) VPS for supporting the traditional lecture and (2) performed a feasibility study including an initial assessment of this novel educational concept. Conceptualization included definition of curricular content, technical realization and validation. A custom-made simulator was validated with 68 students. The degree of student acceptance was evaluated. Furthermore, the effect on knowledge gain was determined by testing prelecture and postlecture performance. A custom-made simulator prototype that displays a 3D virtual clinic environment was developed and linked to a PowerPoint presentation. Students were able to connect to the simulator via electronic devices (smartphones and tablets) and to control the simulator via majority vote. The simulator was used in 6 lectures and validated in 2 lectures with 68 students each. Student acceptance and their opinion about effectiveness and applicability were determined. Students showed a high level of motivation when using the simulator as most of them had fun using it. Effect on knowledge gain was proven by comparison of chosen therapeutic workflow before and after the lecture. Students showed significantly (p < 0.05) more correct answers in determination of the therapeutic workflow after the lecture. We successfully developed and evaluated a custom-made 3D VPS for supporting the traditional lecture. VPS is probably an effective instrument that might replace real patients in selected lectures and prepare students for bedside teaching. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Enhancing Lecture Presentations in Introductory Biology with Computer-Based Multimedia.

ERIC Educational Resources Information Center

Fifield, Steve; Peifer, Rick

1994-01-01

Uses illustrations and text to discuss convenient ways to organize and present computer-based multimedia to students in lecture classes. Includes the following topics: (1) Effects of illustrations on learning; (2) Using computer-based illustrations in lecture; (3) MacPresents-Multimedia Presentation Software; (4) Advantages of computer-based…

Effects of Three Sets of Instructional Strategies and Three Demographic Variables on the Food and Nutrition Test Performance of Some Jamaican Tenth-Graders

ERIC Educational Resources Information Center

Kelly, Dennis; Soyibo, Kola

2005-01-01

This study was designed to find out if students taught food and nutrition concepts using the lecture method and practical work would perform significantly better than their counterparts taught with the lecture and teacher demonstrations and the lecture method only. The sample comprised 114 Jamaican 10th-graders (56 boys, 58 girls) selected from…

Effect of differing PowerPoint slide design on multiple-choice test scores for assessment of knowledge and retention in a theriogenology course.

PubMed

Root Kustritz, Margaret V

2014-01-01

Third-year veterinary students in a required theriogenology diagnostics course were allowed to self-select attendance at a lecture in either the evening or the next morning. One group was presented with PowerPoint slides in a traditional format (T group), and the other group was presented with PowerPoint slides in the assertion-evidence format (A-E group), which uses a single sentence and a highly relevant graphic on each slide to ensure attention is drawn to the most important points in the presentation. Students took a multiple-choice pre-test, attended lecture, and then completed a take-home assignment. All students then completed an online multiple-choice post-test and, one month later, a different online multiple-choice test to evaluate retention. Groups did not differ on pre-test, assignment, or post-test scores, and both groups showed significant gains from pre-test to post-test and from pre-test to retention test. However, the T group showed significant decline from post-test to retention test, while the A-E group did not. Short-term differences between slide designs were most likely unaffected due to required coursework immediately after lecture, but retention of material was superior with the assertion-evidence slide design.

Advice for New and Student Lecturers on Probability and Statistics

ERIC Educational Resources Information Center

Larsen, Michael D.

2006-01-01

Lecture is a common presentation style that gives instructors a lot of control over topics and time allocation, but can limit active student participation and learning. This article presents some ideas to increase the level of student involvement in lecture. The examples and suggestions are based on the author's experience as a senior lecturer for…

What Type of Lectures Students Want? - A Reaction Evaluation of Dental Students

PubMed Central

Roopa, Srinivasan; Geetha M, Bagavad; Rani, Anitha; Chacko, Thomas

2013-01-01

Introduction: An one hour didactic lecture is the common method of teaching in dental colleges in India. Lengthy lectures are boring and students are passive recipients of the information. Interactive lectures are suggested as a means of overcoming the disadvantages of regular lectures. Aims: The present study was conducted to pilot various methods of making lectures interactive and to find the students’ reactions to interactive lectures as compared to regular lectures. Material and Methods: An entire batch of first year dental students (n = 78) was exposed to both interactive and regular lectures for the cardiovascular system in physiology. Among the total number of 12 lectures, alternate lectures were conducted in an interactive style. At the end of the 12 lecture series, students’ opinions were obtained using a structured feedback evaluation questionnaire, consisting of five statements, on a five point Likert scale. Statistical Analysis was done using SPSS software, version 15. Results: Interactive lectures were found to be more useful than regular lectures by 92% of the students. Significantly more number of students agreed or strongly agreed that interactive lectures kept them attentive, created interest, overcame monotony, motivated them for self learning and provided well defined learning than regular lectures. Among the different techniques which were used, the students preferred use of video clippings (58.1%), followed by each-one-teach-one. Results of the present study support the use of interactive lectures for ensuring increased interest and attention of students during lectures. Conclusion: Interactive lectures were more accepted and considered to be more useful than regular lectures by the students. PMID:24298487

An Evolution in Student-Centered Teaching

ERIC Educational Resources Information Center

Goodman, Barbara E.

2016-01-01

The American Physiological Society (APS) Teaching Section annually honors an educator through its Claude Bernard Distinguished Lecture at the Experimental Biology meeting. Since I knew about my selection for almost a year, I had a long time to think about what I wanted to say and how I wanted to say it. The theme of my presentation was…

Analysis of Research and Lecturing Proposals That Meet Fulbright Quality Standards.

ERIC Educational Resources Information Center

Mauch, James E.

Information on how to make an application for a Fulbright Award is presented to assist faculty members, young scholars, and women and minority group members who are often underrepresented in these scholarly opportunities. Ways to help applicants improve their chances of selection in a competitive process are identified. Every year, there are about…

Social media interruption affects the acquisition of visually, not aurally, acquired information during a pathophysiology lecture.

PubMed

Marone, Jane R; Thakkar, Shivam C; Suliman, Neveen; O'Neill, Shannon I; Doubleday, Alison F

2018-06-01

Poor academic performance from extensive social media usage appears to be due to students' inability to multitask between distractions and academic work. However, the degree to which visually distracted students can acquire lecture information presented aurally is unknown. This study examined the ability of students visually distracted by social media to acquire information presented during a voice-over PowerPoint lecture, and to compare performance on examination questions derived from information presented aurally vs. that presented visually. Students ( n = 20) listened to a 42-min cardiovascular pathophysiology lecture containing embedded cartoons while taking notes. The experimental group ( n = 10) was visually, but not aurally, distracted by social media during times when cartoon information was presented, ~40% of total lecture time. Overall performance among distracted students on a follow-up, open-note quiz was 30% poorer than that for controls ( P < 0.001). When the modality of presentation (visual vs. aural) was compared, performance decreased on examination questions from information presented visually. However, performance on questions from information presented aurally was similar to that of controls. Our findings suggest the ability to acquire information during lecture may vary, depending on the degree of competition between the modalities of the distraction and the lecture presentation. Within the context of current literature, our findings also suggest that timing of the distraction relative to delivery of material examined affects performance more than total distraction time. Therefore, when delivering lectures, instructors should incorporate organizational cues and active learning strategies that assist students in maintaining focus and acquiring relevant information.

Design and implementation of a flipped classroom learning environment in the biomedical engineering context.

PubMed

Corrias, Alberto; Cho Hong, James Goh

2015-01-01

The design and implementation of a learning environment that leverages on the use of various technologies is presented. The context is an undergraduate core engineering course within the biomedical engineering curriculum. The topic of the course is data analysis in biomedical engineering problems. One of the key ideas of this study is to confine the most mathematical and statistical aspects of data analysis in prerecorded video lectures. Students are asked to watch the video lectures before coming to class. Since the classroom session does not need to cover the mathematical theory, the time is spent on a selected real world scenario in the field of biomedical engineering that exposes students to an actual application of the theory. The weekly cycle is concluded with a hands-on tutorial session in the computer rooms. A potential problem would arise in such learning environment if the students do not follow the recommendation of watching the video lecture before coming to class. In an attempt to limit these occurrences, two key instruments were put in place: a set of online self-assessment questions that students are asked to take before the classroom session and a simple rewards system during the classroom session. Thanks to modern learning analytics tools, we were able to show that, on average, 57.9% of students followed the recommendation of watching the video lecture before class. The efficacy of the learning environment was assessed through various means. A survey was conducted among the students and the gathered data support the view that the learning environment was well received by the students. Attempts were made to quantify the impacts on learning of the proposed measures by taking into account the results of selected questions of the final examination of the course. Although the presence of confounding factors demands caution in the interpretation, these data seem to indicate a possible positive effect of the use of video lectures in this technologically enhanced learning environment.

The Web-Lecture - a viable alternative to the traditional lecture format?

NASA Astrophysics Data System (ADS)

Meibom, S.

2004-12-01

Educational research shows that students learn best in an environment with emphasis on teamwork, problem-solving, and hands-on experience. Still professors spend the majority of their time with students in the traditional lecture-hall setting where the combination of large classes and limited time prevents sufficient student-teacher interaction to foster an active learning environment. Can modern computer technology be used to provide "lecture-type" information to students via the World Wide Web? If so, will that help professors make better and/or different use of their scheduled time with the students? Answering these questions was the main motivation for the Extra-Solar Planet Project. The Extra-Solar Planet Project was designed to test the effectiveness of a lecture available to the student on the World Wide Web (Web-Lecture) and to engage the students in an active learning environment were their use the information presented in the Web-Lecture. The topic of the Web-Lecture was detection of extra-solar planets and the project was implemented into an introductory astronomy course at University of Wisconsin Madison in the spring of 2004. The Web-Lecture was designed to give an interactive presentation of synchronized video, audio and lecture notes. It was created using the eTEACH software developed at the University of Wisconsin Madison School of Engineering. In my talk, I will describe the project, show excerpts of the Web-Lecture, and present assessments of student learning and results of student evaluations of the web-lecture format.

Factors Shaping Mathematics Lecturers' Service Teaching in Different Departments

ERIC Educational Resources Information Center

Bingolbali, E.; Ozmantar, M. F.

2009-01-01

In this article we focus on university lecturers' approaches to the service teaching and factors that influence their approaches. We present data obtained from the interviews with 19 mathematics and three physics lecturers along with the observations of two mathematics lecturers' calculus courses. The findings show that lecturers' approaches to…

WSN based indoor air quality monitoring in classrooms

NASA Astrophysics Data System (ADS)

Wang, S. K.; Chew, S. P.; Jusoh, M. T.; Khairunissa, A.; Leong, K. Y.; Azid, A. A.

2017-03-01

Indoor air quality monitoring is essential as the human health is directly affected by indoor air quality. This paper presents the investigations of the impact of undergraduate students' concentration during lecture due to the indoor air quality in classroom. Three environmental parameters such as temperature, relative humidity and concentration of carbon dioxide are measured using wireless sensor network based air quality monitoring system. This simple yet reliable system is incorporated with DHT-11 and MG-811 sensors. Two classrooms were selected to install the monitoring system. The level of indoor air quality were measured and students' concentration was assessed using intelligent test during normal lecturing section. The test showed significant correlation between the collected environmental parameters and the students' level of performances in their study.

Students and Recorded Lectures: Survey on Current Use and Demands for Higher Education

ERIC Educational Resources Information Center

Gorissen, Pierre; van Bruggen, Jan; Jochems, Wim

2012-01-01

Online recordings of lectures provide students with anytime-anyplace access to lectures. Research shows that students prefer courses accompanied by online recordings and an increasing number of universities provide recorded lectures. This paper presents the results of a study into the use of recorded lectures at two universities in the…

Audience-response systems for evaluation of pediatric lectures – comparison with a classic end-of-term online-based evaluation

PubMed Central

Bode, Sebastian Felix Nepomuk; Straub, Christine; Giesler, Marianne; Biller, Silke; Forster, Johannes; Krüger, Marcus

2015-01-01

Aim: Course evaluations are often conducted and analyzed well after the course has taken place. By using a digital audience response system (ARS), it is possible to collect, view and discuss feedback during or directly following a course or lecture session. This paper analyzes a student evaluation of a lecture course with ARS to determine if significant differences exist between the results of the ARS lecture evaluation and those of the online evaluation at the end of the semester. In terms of the overall evaluation, consideration is given to the level of students’ prior knowledge, the presentation of the lecture material by the lecturers and the relevance of the lecture topic for students. Method: During the 2011-12 winter semester, the lecture on Pediatrics at the Freiburg Center for Pediatric and Adolescent Medicine (Zentrum für Kinder- und Jugendmedizin (ZKJ) Freiburg) was evaluated using ARS. Thirty-four lectures were evaluated by an average of 22 (range 8-44) students, who responded to four questions each time an evaluation took place. Results: On a 6-point Likert scale (1=very good to 6=deficient), the students rated their level of preparedness with a mean of 3.18, the presentation of the lecture with 2.44, and the relevance of the lecture topic with 2.19. The overall evaluation of the lecture course by means of ARS resulted in 2.31. The online evaluation conducted at the end of the semester yielded a score of 2.45. Highly significant correlations were seen between the results of the ARS for the overall evaluation, assessment of prior knowledge, lecture presentation, and the estimated relevance of the lecture topic. Conclusion: The use of ARS is suitable for immediate evaluation of lectures, in particular regarding timely feedback for the individual lecturerlecturers. In comparison with an end-of-term evaluation, ARS yielded a better assessment. PMID:26038683

Slide shows vs graphic tablet live drawing for anatomy teaching.

PubMed

Alsaid, B

2016-12-01

Blackboard drawing is the traditional and still widely learned method for anatomy teachers. However, for practical reasons, more and more lessons are done using slide shows. New digital learning tools are developed to create a more attractive teaching method. The objective of this study was to compare the use of graphic tablet live drawing versus slide shows. Sixty-five second-year students of the Faculty of Medicine participated in this study during their first semester of 2013-2014 academic year. The selected lecture dealt about neuroanatomy; two brain sections were taught: median sagittal and transverse. The sagittal section was presented via a slide show. The transverse section was taught using a graphics tablet using drawing software. Students were evaluated three times: before the lecture, immediately after the lecture and 8 weeks later. Means were compared using a t-test. Scores were significantly higher immediately after the lecture and 8 weeks later tests in comparing the transverse section (using the graphics tablet) versus the sagittal section (using PowerPoint ® ). Student satisfaction regarding the use of the tablet was high. The graphics tablet is a usable and efficient drawing tool in anatomy teaching. This tool requires a specific teacher training and preparation. Copyright © 2016 Elsevier Masson SAS. All rights reserved.

Proposal for research and education: joint lectures and practicals on central nervous system anatomy and physiology.

PubMed

Kageyama, Ikuo; Yoshimura, Ken; Satoh, Yoshihide; Nanayakkara, Chinthani D; Pallegama, Ranjith W; Iwasaki, Shin-Ichi

2016-07-01

We coordinated anatomy and physiology lectures and practicals to facilitate an integrated understanding of morphology and function in a basic medical science program for dental students and to reduce the time spent on basic science education. This method is a means to provide the essential information and skills in less time. The overall impression was that the practice of joint central nervous system lectures and practicals was an efficient method for students, which suggests that joint lectures might also be useful for clinical subjects. About two-thirds of students felt that the joint anatomy and physiology lecture on the central nervous system was useful and necessary in understanding the relationship between morphology and function, at least for this subject. One-third of students were neutral on the effectiveness of this method. However, the survey results suggest that improvements are needed in the method and timing of joint lectures and practicals. The present teaching approach can be further improved by conducting combined lectures in which the form and function of anatomic structures are presented by the relevant departments during the same lecture. Finally, joint lecturers and practicals offer an opportunity to increase student understanding of the importance of new research findings by the present authors and other researchers.

How to Present It? On the Rhetoric of an Outstanding Lecturer

ERIC Educational Resources Information Center

Movshovitz-Hadar, Nitsa; Hazzan, Orit

2004-01-01

This paper analyses a lecture by an excellent teaching award winner professor of mathematics, given to high school mathematics teachers. The analysis is based upon two sources: (i) the lecture plan, as expressed in a series of 29 transparencies, prepared by the lecturer in advance; (ii) the actual implementation of the lecture, as transcribed from…

A Tale of English Polytechnic Lecturers' Decision Making

ERIC Educational Resources Information Center

Abdullah, Suhaily; Majid, Faizah Abd

2016-01-01

Teacher decision making involves a selection of options that leads to thinking processes, underlying teaching in language classroom contexts. Due to this, as a small part of an on-going postgraduate research, this exploratory case study shares the initial findings on the lecturers' decision-making effects on their classroom orientation. Four…

Evaluating the Effectiveness of the Lecture versus Independent Study.

ERIC Educational Resources Information Center

DaRosa, Debra A.; And Others

1991-01-01

The impacts of independent study and the lecture approach on student test scores and study time were compared for 205 medical students studying surgery. Learning objective, multiple-choice, and essay questions were developed for selected topics related to surgery. Findings support increased individual active learning strategies and decreased…

Managing Problem-Based Learning in Large Lecture Sections

ERIC Educational Resources Information Center

Bledsoe, Karen E.

2011-01-01

Problem-based learning can enhance reasoning and concept development among undergraduate college students by presenting content within authentic contexts. However, large lecture sections present problems and barriers to implementing PBL. This article discusses approaches used by the author to infuse PBL into large biology lecture sections, and…

The 2008 Charles H. Thompson Lecture-Colloquium Presentation: From Du Bois to Obama--The Education of Peoples of African Descent in the United States in the 21st Century

ERIC Educational Resources Information Center

Lee, Carol D.

2009-01-01

This article presents the text of a lecture delivered by American Educational Research Association President Carol D. Lee at the 29th Annual Charles H. Thompson Lecture-Colloquium Series which was held on November 5, 2008. In her lecture, Lee discussed several points of similarities between W. E. B. Du Bois and President Barack Obama. These…

Pharmacy students teaching prescribers strategies to lower prescription drug costs for underserved patients.

PubMed

Stebbins, Marilyn R; Frear, Meghan E; Cutler, Timothy W; Lightwood, James M; Fingado, Amanda R; Lai, Cindy J; Lipton, Helene Levens

2013-09-01

The rising costs of health care and, in particular, prescription drugs remains a challenge. Health professionals' ability to promote cost-effective prescription drug use is critical, yet this subject is not included consistently in the curriculum of most health professional schools. As experts in prescription drug selection, use, and cost, pharmacists are in a unique position to help manage prescription drug regimens for the best therapeutic outcome, while also helping to keep patients' out-of-pocket (OOP) prescription drug costs low. In addition to promoting interprofessional collaboration, pharmacy student-led lectures may provide an effective means to teach prescription drug cost-savings strategies to other health professional students and current prescribers. To describe and evaluate the impact of a 60- to 90-minute standardized, case-based lecture on prescribers' attitudes and knowledge about drug cost-containment strategies. Four trained pharmacy students delivered a lecture that focused on strategies to help underserved patients with their OOP prescription drug costs. This lecture was given to health professional students and prescribers across disciplines. For purposes of this study, underserved patients included those with no drug insurance, those with limited financial resources who were unable to pay for their prescription drugs, and those whose drug insurance had significant gaps in coverage (e.g., Medicare Part D patients). Lectures targeted future and current prescribers and were delivered in multiple settings (e.g., residents' seminars, medical grand rounds, required health policy courses for medical and nursing students). Pretest/posttest surveys were administered to assess the impact of the lecture on learners' (a) knowledge of strategies to improve underserved patients' access to needed prescription drugs; (b) willingness to address and discuss cost issues with patients; (c) likelihood of collaborating with other health care professionals; and (d) perception of pharmacists as patient advocates. The survey collected demographic information about learners and assessed their knowledge through 5 case-based, multiple-choice questions. The survey also asked learners to rate their agreement with 5 statements using a 4-point Likert rating scale (4 = strongly agree to 1 = strongly disagree). To control for potential test-retest bias for the case-based knowledge questions, an alternate version of the pretest/posttest survey was developed without the pretest knowledge questions included. Learners received either 1 of the 2 surveys randomly before the lecture began and were instructed to complete the pretest portion of the survey before the start of the lecture and to complete the posttest portion of the survey at the conclusion of the lecture. From October 2010 to June 2012, trained pharmacy students delivered 19 presentations to 626 learners from other health professions. Compared with the baseline, there was a statistically significant increase in the proportion of correct answers for each knowledge-based question after delivery of the lecture (overall significance P less than 0.001). Furthermore, there was a significant increase in the proportion of learners responding that they were more confident in their ability to select prescription drug cost-saving strategies; more likely to consult with other providers to lower OOP prescription drug costs; more likely to consider costs when making prescribing decisions; and more likely to ask their patients about prescription drug affordability (overall significance of P less than 0.05). In addition, after the lecture, more learners felt that pharmacists were patient advocates. Finally, 96% of learners felt that the lecture promoted interprofessional collaboration and would recommend it to other health care professionals. This study demonstrates that a single lecture given by pharmacy students to other health care professional students and current prescribers can improve knowledge of prescription drug cost-saving strategies targeted toward vulnerable patient populations and may increase the likelihood of collaboration between prescribers and pharmacists. The format of this lecture is an efficient and effective way to disseminate important and timely policy information to health care professionals.

Curriculum Evaluation in Online Education: The Case of Teacher Candidates Preparing Online for Public Personnel Selection Examination

ERIC Educational Resources Information Center

Karacaoglu, Ömer Cem

2018-01-01

The aim of the present study is to evaluate the efficiency of an online curriculum based on the views of lecturers and students enrolled in the program. The study is mainly based on survey method. In order to collect qualitative data, interviews forms developed by the researcher were used. The reliability and validity of the interview forms were…

The Computer-based Lecture

PubMed Central

Wofford, Marcia M; Spickard, Anderson W; Wofford, James L

2001-01-01

Advancing computer technology, cost-containment pressures, and desire to make innovative improvements in medical education argue for moving learning resources to the computer. A reasonable target for such a strategy is the traditional clinical lecture. The purpose of the lecture, the advantages and disadvantages of “live” versus computer-based lectures, and the technical options in computerizing the lecture deserve attention in developing a cost-effective, complementary learning strategy that preserves the teacher-learner relationship. Based on a literature review of the traditional clinical lecture, we build on the strengths of the lecture format and discuss strategies for converting the lecture to a computer-based learning presentation. PMID:11520384

Impact of various lecture delivery methods in pharmacology

PubMed Central

Seth, Vikas; Upadhyaya, Prerna; Ahmad, Mushtaq; Kumar, Virendra

2010-01-01

The aim of the study was to assess the impact of three common lecture delivery methods viz. the lectures using chalkboard, the lectures using PowerPoint presentations and the lectures utilizing transparencies with an overhead projector. By filling in a questionnaire, the second year MBBS students were asked to assess the impact of three pharmacology lectures given by three different methods of lecture delivery. Also after each lecture an objective test was given to compare the impact of the lecture delivered by different methods. The results of the study show that as per the subjective assessment of the lectures, students preferred PowerPoint teaching the most. As far as the students' performance is concerned the impact of traditional Chalkboard and PowerPoint teaching was much more than the lectures using transparency and overhead projector (OHP). PMID:29255392

The Lecture

ERIC Educational Resources Information Center

Chaudhury, S. Raj

2011-01-01

Academic lectures for the purpose of instruction maintain an important presence in most colleges and universities worldwide. This chapter examines the current state of the lecture and how learning sciences research can inform the most effective use of this method. The author presents evidence that the lecture can be an effective element of…

Unified System Of Data On Materials And Processes

NASA Technical Reports Server (NTRS)

Key, Carlo F.

1989-01-01

Wide-ranging sets of data for aerospace industry described. Document describes Materials and Processes Technical Information System (MAPTIS), computerized set of integrated data bases for use by NASA and aerospace industry. Stores information in standard format for fast retrieval in searches and surveys of data. Helps engineers select materials and verify their properties. Promotes standardized nomenclature as well as standarized tests and presentation of data. Format of document of photographic projection slides used in lectures. Presents examples of reports from various data bases.

Close-Range Sensing Techniques in Alpine Terrain

NASA Astrophysics Data System (ADS)

Rutzinger, M.; Höfle, B.; Lindenbergh, R.; Oude Elberink, S.; Pirotti, F.; Sailer, R.; Scaioni, M.; Stötter, J.; Wujanz, D.

2016-06-01

Early career researchers such as PhD students are a main driving force of scientific research and are for a large part responsible for research innovation. They work on specialized topics within focused research groups that have a limited number of members, but might also have limited capacity in terms of lab equipment. This poses a serious challenge for educating such students as it is difficult to group a sufficient number of them to enable efficient knowledge transfer. To overcome this problem, the Innsbruck Summer School of Alpine Research 2015 on close-range sensing techniques in Alpine terrain was organized in Obergurgl, Austria, by an international team from several universities and research centres. Of the applicants a group of 40 early career researchers were selected with interest in about ten types of specialized surveying tools, i.e. laser scanners, a remotely piloted aircraft system, a thermal camera, a backpack mobile mapping system and different grade photogrammetric equipment. During the one-week summer school, students were grouped according to their personal preference to work with one such type of equipment under guidance of an expert lecturer. All students were required to capture and process field data on a mountain-related theme like landslides or rock glaciers. The work on the assignments lasted the whole week but was interspersed with lectures on selected topics by invited experts. The final task of the summer school participants was to present and defend their results to their peers, lecturers and other colleagues in a symposium-like setting. Here we present the framework and content of this summer school which brought together scientists from close-range sensing and environmental and geosciences.

An Exploration of Note-Taking in an Online Calculus Course

ERIC Educational Resources Information Center

van de Sande, Carla; Abramson, Jay; Judson-Garcia, Julia

2017-01-01

Taking notes is a popular activity for students attending instructional lectures and has been linked to achievement. Research on note-taking has shown that the contents and usefulness of student notes depends on several factors, including the pace of the lecture and the presence of organizational and selection cues. However, this research has…

Graduates', University Lecturers' and Employers' Perceptions towards Employability Skills

ERIC Educational Resources Information Center

Wickramasinghe, Vathsala; Perera, Lasantha

2010-01-01

Purpose: The purpose of this study is to explore employability skills that employers, university lecturers and graduates value to bring to the workplace, when graduates are applying for entry-level graduate jobs in the field of computer science in Sri Lanka. Design/methodology/approach: A total of three samples were selected for this exploratory…

Decisions, Decisions, Decisions: What Determines the Path Taken in Lectures?

ERIC Educational Resources Information Center

Paterson, Judy; Thomas, Mike; Taylor, Steve

2011-01-01

A group of mathematicians and mathematics educators are collaborating in the fine-grained examination of selected "slices" of video recordings of lectures, drawing on Schoenfeld's Resources, Orientations and Goals framework of teaching-in-context. In the larger project, we are exploring ways in which this model can be extended to examine…

Encouraging College Student Active Engagement in Learning: The Influence of Response Methods

ERIC Educational Resources Information Center

Barr, Michele L.

2014-01-01

The purpose of this study was to examine the use of two student response methods within selected college lecture halls. Kinesiology majors from three universities were asked to respond to questions during two consecutive lectures, one using "clickers" and the other using hand-raising. Participation and comprehension rates were…

Relationship Among Dental Students' Class Lecture Attendance, Use of Online Resources, and Performance.

PubMed

Azab, Ehab; Saksena, Yun; Alghanem, Tofool; Midle, Jennifer Bassett; Molgaard, Kathleen; Albright, Susan; Karimbux, Nadeem

2016-04-01

This study aimed to evaluate the relationship among dental students' attendance at class lectures, use of online lecture materials, and performance in didactic courses. The study was conducted with second-year predoctoral students at Tufts University School of Dental Medicine during the fall semester of 2014. Three basic science and three preclinical dental courses were selected for evaluation. Online usage for each participant was collected, and a survey with questions about attendance and online behavior was conducted. The final grade for each participant in each selected course was obtained and matched with his or her online usage and attendance. Out of a total 190 students, 146 (77%) participated. The results showed no significant relationship between students' grades and their class attendance or online usage except for a weak negative relationship between class attendance and online usage for the Epidemiology course (p<0.001) and the overall preclinical dental courses (p=0.03). Although the results did not show strong relationships among class attendance, online usage, and course grades, most of the students reported that having the online resources in addition to the lectures was helpful.

Nursing students' attitudes to biomedical science lectures.

PubMed

Al-Modhefer, A K; Roe, S

To explore what first-year nursing students believe to be the preferred characteristics of common foundation programme biomedical science lecturers, and to investigate whether students prefer active or passive learning. Survey and interview methodologies were used to explore the attitudes of a cohort of first-year nursing students at Queen's University Belfast. Questionnaires were distributed among 300 students. Individuals were asked to select five of a list of 14 criteria that they believed characterised the qualities of an effective lecturer. Informal interviews were carried out with five participants who were randomly selected from the sample to investigate which teaching methods were most beneficial in assisting their learning. Nursing students favoured didactic teaching and found interactivity in lectures intimidating. Students preferred to learn biomedical science passively and depended heavily on their instructors. In response to the survey, the authors propose a set of recommendations to enhance the learning process in large classes. This guidance includes giving clear objectives and requirements to students, encouraging active participation, and sustaining student interest through the use of improved teaching aids and innovative techniques.

The Impact of Lecture Capture Presentations in a Distributed Learning Environment in Parks, Recreation, and Tourism Management

ERIC Educational Resources Information Center

Vassar, Penny; Havice, Pamela A.; Havice, William L.; Brookover, Robert, IV

2015-01-01

Lecture capture technology allows instructors to record presentations and make them available to their students digitally. This study examined one program's implementation of lecture capture. Participants were undergraduate college students enrolled in Parks, Recreation, and Tourism Management courses at a public land grant university in the…

Using Paper Presentation Breaks during Didactic Lectures Improves Learning of Physiology in Undergraduate Students

ERIC Educational Resources Information Center

Ghorbani, Ahmad; Ghazvini, Kiarash

2016-01-01

Many studies have emphasized the incorporation of active learning into classrooms to reinforce didactic lectures for physiology courses. This work aimed to determine if presenting classic papers during didactic lectures improves the learning of physiology among undergraduate students. Twenty-two students of health information technology were…

The Effectiveness of PowerPoint Presentation and Conventional Lecture on Pedagogical Content Knowledge Attainment

ERIC Educational Resources Information Center

Cosgun Ögeyik, Muhlise

2017-01-01

In English language teaching settings, the type of lecture is important since students should be exposed to instantly recognisable linguistic features in the target language through interaction. This quasi-experimental study was designed to compare the effectiveness of PowerPoint presentations (PPP) and conventional lecture/discussion sessions on…

Student Response to Hypermedia in the Lecture Theatre: A Case Study.

ERIC Educational Resources Information Center

Conway, Damian

The Computer Science Department at Monash University (Victoria, Australia) recently began presenting lectures using projection of a hypertext system, HyperLecture, running on a notebook computer as the primary medium. This paper presents a statistical analysis of student reactions to this approach, focusing on the effects, as perceived by the…

How We Think and Learn. Lecture Series.

ERIC Educational Resources Information Center

National Learning Center, Washington, DC.

A lecture series was conducted in 1989 to present information on learning theories by learning theorists. This document contains short texts of the lectures; full texts are available on request. In lecture 1, Robert Chase discusses educational reform and Bonnie Guiton examines educational goals from the perspective of White House policy. In…

Lecturers' Experience of Using Social Media in Higher Education Courses

ERIC Educational Resources Information Center

Seechaliao, Thapanee

2015-01-01

This research paper presents lecturers' experience of using social media in higher education courses. The research methodology used a survey approach. The research instrument was a questionnaire about lecturers' experience of using social media in higher education courses. Thirty-one lecturers completed the questionnaire. The data were scored by…

Do-It-Yourself Whiteboard-Style Physics Video Lectures

ERIC Educational Resources Information Center

Douglas, Scott Samuel; Aiken, John Mark; Greco, Edwin; Schatz, Michael; Lin, Shih-Yin

2017-01-01

Video lectures are increasingly being used in physics instruction. For example, video lectures can be used to "flip" the classroom, i.e., to deliver, via the Internet, content that is traditionally transmitted by in-class lectures (e.g., presenting concepts, working examples, etc.), thereby freeing up classroom time for more interactive…

431st Brookhaven Lecture. Recombinant Science: The Birth of RHIC, A Drama of Three Acts

ScienceCinema

Crease, Robert

2017-12-22

Crease presents "Recombinant Science: The Birth of the Relativistic Heavy Ion Collider," a lecture that follows on the 429th Brookhaven Lecture, in which Crease talked about the early history of BNL. Both lectures are part of the ongoing celebration of BNL's 60th anniversary year.

Electronic Delivery of Lectures in the University Environment: An Empirical Comparison of Three Delivery Styles

ERIC Educational Resources Information Center

Stephenson, Julia E.; Brown, Clifford; Griffin, Darren K.

2008-01-01

The purpose of this study was to consider the efficacy and popularity of "Virtual Lectures" (text-based, structured electronic courseware with information presented in manageable "chunks", interaction and multimedia) and "e-Lectures" (on-screen synchrony of PowerPoint slides and recorded voice) as alternatives to traditional lectures. We…

Literary Lectures Presented at the Library of Congress.

ERIC Educational Resources Information Center

Library of Congress, Washington, DC.

This book contains 37 out-of-print lectures on American, English, and world literature that have been presented at the Library of Congress over the past 30 years. Lectures by Thomas Mann, T. S. Eliot, R. P. Blackmur, Archibald Henderson, Irving Stone, John O'Hara, MacKinlay Kantor, John Crowe Ransom, Delmore Schwartz, John Hall Wheelock, Robert…

Microcephaly: computational and organotypic modeling of a ...

EPA Pesticide Factsheets

lecture discusses computational and organotypic models of microcephaly in an AOP Framework and ToxCast assays. Lecture slide presentation at UNC Chapel Hill for Advanced Toxicology course lecture on Computational Approaches to Developmental and Reproductive Toxicology with presentation on computational and organotypic modeling of a complex human birth defect microcephaly with is associated with the recent Zika virus outbreak.

Enhancing Academic Achievement and Retention in Senior Secondary School Chemistry through Discussion and Lecture Methods: A Case Study of Some Selected Secondary Schools in Gboko, Benue State, Nigeria

ERIC Educational Resources Information Center

Omwirhiren, Efe M.

2015-01-01

The present study was initiated to determine how academic achievement and retention in chemistry is enhanced using the two instructional methods among SSII students and ascertained the differential performance of male and female students in chemistry with a view of improving student performance in chemistry. The study adopted a non-equivalent…

Detectors (5/5)

ScienceCinema

None

2018-02-01

This lecture will serve as an introduction to particle detectors and detection techniques. In the first lecture, a historic overview of particle detector development will be given. In the second lecture, some basic techniques and concepts for particle detection will be discussed. In the third lecture, the interaction of particles with matter, the basis of particle detection, will be presented. The fourth and fifth lectures will discuss different detector types used for particle tracking, energy measurement and particle identification.

Detectors (4/5)

ScienceCinema

None

2018-05-14

This lecture will serve as an introduction to particle detectors and detection techniques. In the first lecture, a historic overview of particle detector development will be given. In the second lecture, some basic techniques and concepts for particle detection will be discussed. In the third lecture, the interaction of particles with matter, the basis of particle detection, will be presented. The fourth and fifth lectures will discuss different detector types used for particle tracking, energy measurement and particle identification.

Darwin's Revolution in Thought: An Illustrated Lecture. Teaching Guide and Videotape.

ERIC Educational Resources Information Center

Gould, Stephen Jay

"Darwin's Revolution in Thought" is Stephen Jay Gould's definitive treatise on Charles Darwin. This 50-minute classroom edition videotaped lecture is structured in the form of a paradox and three riddles about Darwin's life. Each is designed to shed light on one of the key features of the theory of natural selection, its philosophical…

Active Learning outside the Classroom: Implementation and Outcomes of Peer-Led Team-Learning Workshops in Introductory Biology

ERIC Educational Resources Information Center

Kudish, Philip; Shores, Robin; McClung, Alex; Smulyan, Lisa; Vallen, Elizabeth A.; Siwicki, Kathleen K.

2016-01-01

Study group meetings (SGMs) are voluntary-attendance peer-led team-learning workshops that supplement introductory biology lectures at a selective liberal arts college. While supporting all students' engagement with lecture material, specific aims are to improve the success of underrepresented minority (URM) students and those with weaker…

416th Brookhaven Lecture

ScienceCinema

Dax Fu

2017-12-09

"Molecular Design of a Metal Transporter." Metal transporters are proteins residing in cell membranes that keep the amount of zinc and other metals in the body in check by selecting a nutritional metal ion against a similar and much moreabundant toxic one. How transporter proteins achieve this remarkable sensitivity is one of the questions addressed by Fu in this lecture.

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

NASA Astrophysics Data System (ADS)

Thornton, Ronald

2010-10-01

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

A randomized trial comparing digital and live lecture formats [ISRCTN40455708.

PubMed

Solomon, David J; Ferenchick, Gary S; Laird-Fick, Heather S; Kavanaugh, Kevin

2004-11-29

Medical education is increasingly being conducted in community-based teaching sites at diverse locations, making it difficult to provide a consistent curriculum. We conducted a randomized trial to assess whether students who viewed digital lectures would perform as well on a measure of cognitive knowledge as students who viewed live lectures. Students' perceptions of the digital lecture format and their opinion as whether a digital lecture format could serve as an adequate replacement for live lectures was also assessed. Students were randomized to either attend a lecture series at our main campus or view digital versions of the same lectures at community-based teaching sites. Both groups completed the same examination based on the lectures, and the group viewing the digital lectures completed a feedback form on the digital format. There were no differences in performance as measured by means or average rank. Despite technical problems, the students who viewed the digital lectures overwhelmingly felt the digital lectures could replace live lectures. This study provides preliminary evidence digital lectures can be a viable alternative to live lectures as a means of delivering didactic presentations in a community-based setting.

A randomized trial comparing digital and live lecture formats [ISRCTN40455708

PubMed Central

Solomon, David J; Ferenchick, Gary S; Laird-Fick, Heather S; Kavanaugh, Kevin

2004-01-01

Background Medical education is increasingly being conducted in community-based teaching sites at diverse locations, making it difficult to provide a consistent curriculum. We conducted a randomized trial to assess whether students who viewed digital lectures would perform as well on a measure of cognitive knowledge as students who viewed live lectures. Students' perceptions of the digital lecture format and their opinion as whether a digital lecture format could serve as an adequate replacement for live lectures was also assessed. Methods Students were randomized to either attend a lecture series at our main campus or view digital versions of the same lectures at community-based teaching sites. Both groups completed the same examination based on the lectures, and the group viewing the digital lectures completed a feedback form on the digital format. Results There were no differences in performance as measured by means or average rank. Despite technical problems, the students who viewed the digital lectures overwhelmingly felt the digital lectures could replace live lectures. Conclusions This study provides preliminary evidence digital lectures can be a viable alternative to live lectures as a means of delivering didactic presentations in a community-based setting. PMID:15569389

How much structuring is beneficial with regard to examination scores? A prospective study of three forms of active learning.

PubMed

Reinhardt, Claus H; Rosen, Evelyne N

2012-09-01

Many studies have demonstrated a superiority of active learning forms compared with traditional lecture. However, there is still debate as to what degree structuring is necessary with regard to high exam outcomes. Seventy-five students from a premedical school were randomly attributed to an active lecture group, a cooperative group, or a collaborative learning group. The active lecture group received lectures with questions to resolve at the end of the lecture. At the same time, the cooperative group and the collaborative group had to work on a problem and prepare presentations for their answers. The collaborative group worked in a mostly self-directed manner; the cooperative group had to follow a time schedule. For the additional work of preparing the poster presentation, the collaborative and cooperative groups were allowed 50% more working time. In part 1, all groups worked on the citric acid cycle, and in part 2, all groups worked on molecular genetics. Collaborative groups had to work on tasks and prepare presentations for their answers. At the end of each part, all three groups were subjected to the same exam. Additionally, in the collaborative and cooperative groups, the presentations were marked. All evaluations were performed by two independent examiners. Exam results of the active lecture groups were highest. Results of the cooperative group were nonsignificantly lower than the active lecture group and significantly higher than the collaborative group. The presentation quality was nonsignificantly higher in the collaborative group compared with the cooperative group. This study shows that active lecturing produced the highest exam results, which significantly differed from collaborative learning results. The additional elaboration in the cooperative and collaborative learning setting yielded the high presentation quality but apparently could not contribute further to exam scores. Cooperative learning seems to be a good compromise if high exam and presentation scores are expected.

Development of a Tool to Evaluate Lecturers' Verbal Repertoire in Action

ERIC Educational Resources Information Center

van der Rijst, R. M.; Visser-Wijnveen, G. J.; Verloop, N.; van Driel, J. H.

2014-01-01

A broad communicative repertoire can help university lecturers to motivate and engage diverse student populations. The aim of this study is to develop and explore the usefulness and validity of a tool to identify patterns in lecturers' verbal repertoire. Speech act theory is presented as a framework to study lecturers' verbal…

Legends Lecture Series

NASA Image and Video Library

2010-11-09

John C. Stennis Space Center Director Patrick Scheuermann (second from right) stands with Legends Lecture Series presenters George Hopson (l to r), Jerry Hlass and J.R. Thompson. The three former leaders reflected on their experiences in the first of several planned lecture series sessions on Nov. 9, 2010. The lecture series is part of yearlong celebration of the 50th anniversary of Stennis.

Utilizing public scientific web lectures to teach contemporary physics at the high school level: A case study of learning

NASA Astrophysics Data System (ADS)

Kapon, Shulamit; Ganiel, Uri; Eylon, Bat Sheva

2011-12-01

This paper describes a teaching experiment designed to examine the learning (i.e., retention of content and conceptual development) that takes place when public scientific web lectures delivered by scientists are utilized to present advanced ideas in physics to students with a high school background in physics. The students watched an exemplary public physics web lecture that was followed by a collaborative generic activity session. The collaborative session involved a guided critical reconstruction of the main arguments in the lecture, and a processing of the key analogical explanations. Then the students watched another exemplary web lecture on a different topic. The participants (N=14) were divided into two groups differing only in the order in which the lectures were presented. The students’ discussions during the activities show that they were able to reason and demonstrate conceptual progress, although the physics ideas in the lectures were far beyond their level in physics. The discussions during the collaborative session contributed significantly to the students’ understanding. We illustrate this point through an analysis of one of these discussions between two students on an analogical explanation of the Aharonov-Bohm effect that was presented in one of the lectures. The results from the tests that were administered to the participants several times during the intervention further support this contention.

Do not Lose Your Students in Large Lectures: A Five-Step Paper-Based Model to Foster Students’ Participation

PubMed Central

Aburahma, Mona Hassan

2015-01-01

Like most of the pharmacy colleges in developing countries with high population growth, public pharmacy colleges in Egypt are experiencing a significant increase in students’ enrollment annually due to the large youth population, accompanied with the keenness of students to join pharmacy colleges as a step to a better future career. In this context, large lectures represent a popular approach for teaching the students as economic and logistic constraints prevent splitting them into smaller groups. Nevertheless, the impact of large lectures in relation to student learning has been widely questioned due to their educational limitations, which are related to the passive role the students maintain in lectures. Despite the reported feebleness underlying large lectures and lecturing in general, large lectures will likely continue to be taught in the same format in these countries. Accordingly, to soften the negative impacts of large lectures, this article describes a simple and feasible 5-step paper-based model to transform lectures from a passive information delivery space into an active learning environment. This model mainly suits educational establishments with financial constraints, nevertheless, it can be applied in lectures presented in any educational environment to improve active participation of students. The components and the expected advantages of employing the 5-step paper-based model in large lectures as well as its limitations and ways to overcome them are presented briefly. The impact of applying this model on students’ engagement and learning is currently being investigated. PMID:28975906

Impact of utilisation of uncompleted handouts on power point presentations (PPT) in rural Indian medical institute.

PubMed

Bhaisare, Roshan; Kamble, Bhavna

2016-07-01

Note taking while attending a PPT requires high activity of memory and writing process which ultimately leads to what is called "death by power point" referring to boredom and fatigue.  To overcome this we planned to evaluate the impact of utilisation of uncompleted handouts given prior to PPT presentations. Final year MBBS students were divided in 2 batches, batch A and batch B.  For a set of lectures one batch was provided with handouts before lecture while the other batch was given lectures only. Crossover was done to avoid bias, all the lectures being given by the same presenter.  At the end of each lecture, a short questionnaire of 10 Multiple Choice Question (MCQ) was provided to the students. Mean scores were calculated for lectures with handouts and without handouts. For a set of lectures, when batch A was provided with handouts, the mean score was 28.2; for batch B to which no handouts were given the mean score was 23.4. Similarly, for batch B when provided with handouts the mean score was 29.1, for batch A which was not provided with handouts the mean score was 24. There was an average increase of 4.2 marks. Actual gain when handouts were provided was 1.2 marks per lecture.  It was more for the batch comprising of repeater students as compared to the batch of fresher students. Increase in attendance was also noted. Providing uncompleted handouts before a didactic lecture definitely results in increase in knowledge gain; repeater students benefit more with uncompleted handouts.

Your Child's Self Esteem, a Family Affair. Unit for Child Studies Selected Papers Number 7.

ERIC Educational Resources Information Center

Fahey, Mary

Two lectures on the topic of self-esteem are provided. The purposes of the first lecture are to help parents and professionals better appreciate themselves as support persons and to help them develop and practice skills which will lead to building positive self-esteem both within themselves and others. Five activities are provided to further…

Factor Analysis of Key Success Indicators in Curriculum Quality Assurance Operation for Bachelor's Degree in Physical Education

ERIC Educational Resources Information Center

Sukdee, Thitipong; Tornee, Songpol; Kraipetch, Chanita

2017-01-01

The purpose of this study was to analyze the factors of key success indicators in curriculum quality assurance operation for bachelor's degree in Physical Education. The 576 subjects were selected using cluster sampling from curriculum lecturers, staffs, and lecturers at the Academy of Physical Education Curriculum. The instrument was a related…

Content Based Lecture Video Retrieval Using Speech and Video Text Information

ERIC Educational Resources Information Center

Yang, Haojin; Meinel, Christoph

2014-01-01

In the last decade e-lecturing has become more and more popular. The amount of lecture video data on the "World Wide Web" (WWW) is growing rapidly. Therefore, a more efficient method for video retrieval in WWW or within large lecture video archives is urgently needed. This paper presents an approach for automated video indexing and video…

An Assessment of Teachers' Preference for Lecture Delivery Methods in Medical Education

ERIC Educational Resources Information Center

Seth, Vikas; Upadhyaya, Prerna; Ahmad, Mushtaq; Kumar, Virendra

2010-01-01

The aim of the study was to assess the medical teachers' preference for various lecture delivery methods like the lectures using chalkboard, utilizing transparencies with an overhead projector (OHP) or lectures using a PowerPoint presentation and their frequency of use of teaching aids. The faculty of the medical college was asked to fill in the…

Reasons to Rethink the Use of Audio and Video Lectures in Online Courses

ERIC Educational Resources Information Center

Stetz, Thomas A.; Bauman, Antonina A.

2013-01-01

Recent technological developments allow any instructor to create audio and video lectures for the use in online classes. However, it is questionable if it is worth the time and effort that faculty put into preparing those lectures. This paper presents thirteen factors that should be considered before preparing and using audio and video lectures in…

How to prepare and deliver a scientific presentation. Teaching course presentation at the 21st European Stroke Conference, Lisboa, May 2012.

PubMed

Alexandrov, Andrei V; Hennerici, Michael G

2013-01-01

A scientific presentation is a professional way to share your observation, introduce a hypothesis, demonstrate and interpret the results of a study, or summarize what is learned or to be studied on the subject. PRESENTATION METHODS: Commonly, presentations at major conferences include podium (oral, platform), poster or lecture, and if selected one should be prepared to Plan from the start (place integral parts of the presentation in logical sequence); Reduce the amount of text and visual aids to the bare minimum; Elucidate (clarify) methods; Summarize results and key messages; Effectively deliver; Note all shortcomings, and Transform your own and the current thinking of others. We provide tips on how to achieve this. PRESENTATION RESULTS: After disclosing conflicts, if applicable, start with a brief summary of what is known and why it is required to investigate the subject. State the research question or the purpose of the lecture. For original presentations follow a structure: Introduction, Methods, Results, Conclusions. Invest a sufficient amount of time or poster space in describing the study methods. Clearly organize and deliver the results or synopsis of relevant studies. Include absolute numbers and simple statistics before showing advanced analyses. Remember to present one point at a time. Stay focused. Discuss study limitations. In a lecture or a podium talk or when standing by your poster, always think clearly, have a logical plan, gain audience attention, make them interested in your subject, excite their own thinking about the problem, listen to questions and carefully weigh the evidence that would justify the punch-line. Rank scientific evidence in your presentation appropriately. What may seem obvious may turn erroneous or more complex. Rehearse your presentation before you deliver it at a conference. Challenge yourself to dry runs with your most critically thinking colleagues. When the time comes, ace it with a clear mind, precise execution and fund of knowledge. Copyright © 2013 S. Karger AG, Basel.

Programmed Multi-Image Lectures for College Biology Instruction.

ERIC Educational Resources Information Center

Jensen, William A.; Knauft, Robert L.

1977-01-01

Discusses the use of a programed multi-image lecture approach for teaching a botany course to nonmajor students at the University of California, Berkeley. Also considers the advantages, production, method of presentation, and design of the multimedia lectures. (HM)

The analysis of professional competencies of a lecturer in adult education.

PubMed

Žeravíková, Iveta; Tirpáková, Anna; Markechová, Dagmar

2015-01-01

In this article, we present the andragogical research project and evaluation of its results using nonparametric statistical methods and the semantic differential method. The presented research was realized in the years 2012-2013 in the dissertation of I. Žeravíková: Analysis of professional competencies of lecturer and creating his competence profile (Žeravíková 2013), and its purpose was based on the analysis of work activities of a lecturer to identify his most important professional competencies and to create a suggestion of competence profile of a lecturer in adult education.

Adult Learning Principles and Presentation Pearls

PubMed Central

Palis, Ana G.; Quiros, Peter A.

2014-01-01

Although lectures are one of the most common methods of knowledge transfer in medicine, their effectiveness has been questioned. Passive formats, lack of relevance and disconnection from the student's needs are some of the arguments supporting this apparent lack of efficacy. However, many authors have suggested that applying adult learning principles (i.e., relevance, congruence with student's needs, interactivity, connection to student's previous knowledge and experience) to this method increases learning by lectures and the effectiveness of lectures. This paper presents recommendations for applying adult learning principles during planning, creation and development of lectures to make them more effective. PMID:24791101

Experiences of using an interactive audience response system in lectures

PubMed Central

Uhari, Matti; Renko, Marjo; Soini, Hannu

2003-01-01

Background Lectures are good for presenting information and providing explanations, but because they lack active participation they have been neglected. Methods Students' experiences were evaluated after exposing them to the use of voting during lectures in their paediatrics course. Questions were delivered to the students taking paediatrics course. Thirty-six students out of the total of 40 (90%) attended the opening lecture, at which the first survey concerning previous experiences of lectures was performed. Thirty-nine students (98%) answered the second series of questions at the end of the paediatrics course. Results Most of the students felt that voting improved their activity during lectures, enhanced their learning, and that it was easier to make questions during lectures than earlier. Conclusions The students gained new, exciting insights much more often during the paediatrics course than before. We as teachers found that voting during lectures could easily overcome some of the obstacles of good lecturing. PMID:14678571

Creation of a web-based lecture series for psychiatry clerkship students: initial findings.

PubMed

Martin, Vicki L; Bennett, David S

2004-01-01

In recent years, the trend in medical education has been to utilize clerkship settings outside the medical school. Subsequently, students rotate at distant sites from the main campus and have lectures of varying quantity and quality. The objective of the present study was to standardize the core didactic experience for students in the Psychiatry clerkship by using web-based lectures and to assess student satisfaction with such lectures. Students completed a brief satisfaction questionnaire after viewing both web-based and live lectures. Students rated both web-based and live lectures positively, although overall satisfaction ratings were higher for live lectures. Shelf-exam scores improved for the current year, suggesting that learning was not negatively affected by the use of web-based lectures. Web-based lectures appear to be a feasible and satisfactory way to ensure didactic comparability across clinical sites.

Minds That Matter: 2007 Gairdner International Awards Lectures

PubMed Central

Krasnoshtein, F.; Nikolov, N.

2007-01-01

On October 25 and 26, 2007, at the University of Toronto, the Gairdner Foundation in partnership with Canadian Institutes of Health Research presented a two-day international symposium titled Minds That Matter. The symposium featured academic lectures by Gairdner Award winners past and present and by other leading biomedical scientists. These distinguished researchers share many characteristics in common: creativity, vision, tenacity, and driving curiosity to illuminate discovery with high degree of relevance. The present article summarizes the 2007 Gairdner Award lectures.

Lectures on combustion theory

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

Burstein, S.Z.; Lax, P.D.; Sod, G.A.

1978-09-01

Eleven lectures are presented on mathematical aspects of combustion: fluid dynamics, deflagrations and detonations, chemical kinetics, gas flows, combustion instability, flame spread above solids, spark ignition engines, burning rate of coal particles and hydrocarbon oxidation. Separate abstracts were prepared for three of the lectures. (DLC)

Lecture attendance improves success in medical physiology.

PubMed

Demir, Enver Ahmet; Tutuk, Okan; Dogan, Hatice; Egeli, Duygu; Tumer, Cemil

2017-12-01

The educators have underlined the importance of lecture attendance for decades. Nowadays, students have ample online educational sources, which began a debate on the necessity of in-class lectures. In the present study, we investigated the influence of lecture attendance on the exam success. To this aim, we adopted a novel approach and matched second-year medicine students' answers in three interim exams with the lectures related to those questions. Thereby, we were able to evaluate if attending lectures increases the chance of giving a correct answer to the exam question generated from the attended lecture. Furthermore, we examined students who had never taken the course before (first-time takers) and students who had failed and repeated the course (repeat takers) separately, since repeat takers may have attended a lecture previously. We found that first-time takers attended more lectures and gained higher total scores than repeat takers. Lecture-matched correct answers were significantly higher for attended lectures than for skipped lectures in all interim exams. Moreover, the correlation analyses revealed that the number of correct answers increases by lecture attendance in both first-time and repeat takers. These results indicate that in-class lectures still should be considered as an essential part of the medical physiology education, even in the internet era. Copyright © 2017 the American Physiological Society.

Impact of utilisation of uncompleted handouts on power point presentations (PPT) in rural Indian medical institute

PubMed Central

BHAISARE, ROSHAN; KAMBLE, BHAVNA

2016-01-01

Introduction Note taking while attending a PPT requires high activity of memory and writing process which ultimately leads to what is called “death by power point” referring to boredom and fatigue.  To overcome this we planned to evaluate the impact of utilisation of uncompleted handouts given prior to PPT presentations. Methods Final year MBBS students were divided in 2 batches, batch A and batch B.  For a set of lectures one batch was provided with handouts before lecture while the other batch was given lectures only. Crossover was done to avoid bias, all the lectures being given by the same presenter.  At the end of each lecture, a short questionnaire of 10 Multiple Choice Question (MCQ) was provided to the students. Mean scores were calculated for lectures with handouts and without handouts. Results For a set of lectures, when batch A was provided with handouts, the mean score was 28.2; for batch B to which no handouts were given the mean score was 23.4. Similarly, for batch B when provided with handouts the mean score was 29.1, for batch A which was not provided with handouts the mean score was 24. There was an average increase of 4.2 marks. Actual gain when handouts were provided was 1.2 marks per lecture.  It was more for the batch comprising of repeater students as compared to the batch of fresher students. Increase in attendance was also noted. Conclusion Providing uncompleted handouts before a didactic lecture definitely results in increase in knowledge gain; repeater students benefit more with uncompleted handouts, PMID:27382583

Using Photo Story Lectures in an Online Astronomy Class

NASA Astrophysics Data System (ADS)

Caffey, James F.

2008-05-01

Photo Story is a free program from Microsoft that was designed to allow people to make videos from photos and add a voice narration to it. I use Photo Story to create video lectures in my online Astronomy class at Drury University in Springfield, Missouri. I take power point slides from my publisher, turn them into JPEG files, and add my voice over them to create the video lecture. Students at a distance say the lectures make them feel like they are back in the classroom. I will present several lectures.

Opinion Mining for Educational Video Lectures.

PubMed

Kravvaris, Dimitrios; Kermanidis, Katia Lida

2017-01-01

The search for relevant educational videos is a time consuming process for the users. Furthermore, the increasing demand for educational videos intensifies the problem and calls for the users to utilize whichever information is offered by the hosting web pages, and choose the most appropriate one. This research focuses on the classification of user views, based on the comments on educational videos, into positive or negative ones. The aim is to give users a picture of the positive and negative comments that have been recorded, so as to provide a qualitative view of the final selection at their disposal. The present paper's innovation is the automatic identification of the most important words of the verbal content of the video lectures and the filtering of the comments based on them, thus limiting the comments to the ones that have a substantial semantic connection with the video content.

The Art of the Lecture Revisited.

ERIC Educational Resources Information Center

Journal of Chemical Education, 1983

1983-01-01

Lecturing hints, periodic table, mechanistic approach to predicting inorganic reaction products for substitution reactions, reaction rates, spectroscopy, and entropy role change in establishing position of equilibrium for vaporization of water and synthesis of ammonia were topics of lectures presented at the Seventh Biennial Conference on Chemical…

Students' Preferences for Lecturers' Personalities

ERIC Educational Resources Information Center

Tan, Sarah; Mansi, Angela; Furnham, Adrian

2018-01-01

The present study set out to examine students' preferences for lecturers' personality as a function of their classroom behaviour, core self-evaluations and self-rated character strengths. Various hypotheses were tested: first, students' Big Five traits would significantly predict corresponding personality preferences for lecturers (the matching…

Activity-Based Introductory Physics Reform *

NASA Astrophysics Data System (ADS)

Thornton, Ronald

2004-05-01

Physics education research has shown that learning environments that engage students and allow them to take an active part in their learning can lead to large conceptual gains compared to those of good traditional instruction. Examples of successful curricula and methods include Peer Instruction, Just in Time Teaching, RealTime Physics, Workshop Physics, Scale-Up, and Interactive Lecture Demonstrations (ILDs). RealTime Physics promotes interaction among students in a laboratory setting and makes use of powerful real-time data logging tools to teach concepts as well as quantitative relationships. An active learning environment is often difficult to achieve in large lecture sessions and Workshop Physics and Scale-Up largely eliminate lectures in favor of collaborative student activities. Peer Instruction, Just in Time Teaching, and Interactive Lecture Demonstrations (ILDs) make lectures more interactive in complementary ways. This presentation will introduce these reforms and use Interactive Lecture Demonstrations (ILDs) with the audience to illustrate the types of curricula and tools used in the curricula above. ILDs make use real experiments, real-time data logging tools and student interaction to create an active learning environment in large lecture classes. A short video of students involved in interactive lecture demonstrations will be shown. The results of research studies at various institutions to measure the effectiveness of these methods will be presented.

Selected Topics in the Physics of Heavy Ion Collisions (1/3)

ScienceCinema

Wiedemann, Urs Achim

2017-12-15

In these lectures, I discuss some classes of measurements accessible in heavy ion collisions at the LHC. How can these observables be measured, to what extent can they be calculated, and what do they tell us about the dense mesoscopic system created during the collision? In the first lecture, I shall focus in particular on measurements that constrain the spatio-temporal picture of the collisions and that measure centrality, orientations and extensions. In the subsequent lectures, I then discuss on how classes of measurements allow one to characterize collective phenomena, and to what extent these measurements can constrain the properties of matter produced in heavy ion collisions.

Inorganic chemical analysis of environmental materials—A lecture series

USGS Publications Warehouse

Crock, J.G.; Lamothe, P.J.

2011-01-01

At the request of the faculty of the Colorado School of Mines, Golden, Colorado, the authors prepared and presented a lecture series to the students of a graduate level advanced instrumental analysis class. The slides and text presented in this report are a compilation and condensation of this series of lectures. The purpose of this report is to present the slides and notes and to emphasize the thought processes that should be used by a scientist submitting samples for analyses in order to procure analytical data to answer a research question. First and foremost, the analytical data generated can be no better than the samples submitted. The questions to be answered must first be well defined and the appropriate samples collected from the population that will answer the question. The proper methods of analysis, including proper sample preparation and digestion techniques, must then be applied. Care must be taken to achieve the required limits of detection of the critical analytes to yield detectable analyte concentration (above "action" levels) for the majority of the study's samples and to address what portion of those analytes answer the research question-total or partial concentrations. To guarantee a robust analytical result that answers the research question(s), a well-defined quality assurance and quality control (QA/QC) plan must be employed. This QA/QC plan must include the collection and analysis of field and laboratory blanks, sample duplicates, and matrix-matched standard reference materials (SRMs). The proper SRMs may include in-house materials and/or a selection of widely available commercial materials. A discussion of the preparation and applicability of in-house reference materials is also presented. Only when all these analytical issues are sufficiently addressed can the research questions be answered with known certainty.

Diamond Anniversary Lecture Series.

ERIC Educational Resources Information Center

Adams, Dewey A.; And Others

This document contains the texts of four lectures that were presented as part of a series commemorating the 75th anniversary of Ohio State University's Department of Agricultural Education. The first lecture, "The Conceptualization Process and Vocational Education Management," (Dewey A. Adams) discusses a five-step management behavior approach for…

"Just Remember This": Lexicogrammatical Relevance Markers in Lectures

ERIC Educational Resources Information Center

Deroey, Katrien L. B.; Taverniers, Miriam

2012-01-01

This paper presents a comprehensive overview of lexicogrammatical devices which highlight important or relevant points in lectures. Despite the established usefulness of discourse organizational cues for lecture comprehension and note-taking, very little is known about the marking of relevance in this genre. The current overview of…

Child Abuse Prevention and Treatment in the 1990s. Keeping Old Promises, Meeting New Demands. Hearing before the Select Committee on Children, Youth, and Families. House of Representatives, One Hundred Second Congress, Second Session (Denver, CO, September 15, 1991).

ERIC Educational Resources Information Center

Congress of the U.S., Washington, DC. House Select Committee on Children, Youth, and Families.

Testimony on the topic of child abuse prevention and treatment is presented in this document. After an opening statement by Representative Patricia Schroeder of Colorado, testimony and supplemental materials by these persons are included: (1) Marilyn Van Derbur, motivational lecturer, Denver, Colorado; (2) Barry Bennett, program manager,…

ECBS & ICBS 2015 Joint Meeting: Bringing Chemistry to Life.

PubMed

Varon Silva, Daniel

2016-03-15

The European Chemical Biology Society (ECBS) and the International Chemical Biology Society (ICBS) recently organized a joint meeting in Berlin. This meeting had more than 250 participants. Four keynote lectures were given by Timothy Mitchison, David Tirrell, Carolyn Bertozzi and Jason Chin; in addition there were 13 invited speakers, 20 selected oral talks and 30 talks selected from 90 posters. The meeting was divided into six topics: chemoproteomics, epigenetics, conjugates for target delivering, anti-infectives, molecular imaging and probing the structure, and function of post-translational modifications. The highlights of the meeting are presented in this report. © 2016 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

PowerPoint or chalk and talk: Perceptions of medical students versus dental students in a medical college in India.

PubMed

Seth, Vikas; Upadhyaya, Prerna; Ahmad, Mushtaq; Moghe, Vijay

2010-01-01

To assess students' perceptions of the impact of PowerPoint (PPT) presentations in lectures in comparison to the traditional chalk and talk method and lectures using transparencies and overhead projector (TOHP). The study analyzes the preferences for teaching aids of medical students versus dental students. Second year medical and dental undergraduates were asked to fill in a nine-item questionnaire about their perceptions of the three lecture delivery methods. Following analysis of the questionnaire the students were interviewed further. The results were analyzed separately for medical and dental students to see if there was any difference in their perceptions. The majority of the medical students (65.33%) preferred PPT presentations, while 15.16% of students preferred the lectures using chalkboard, and 19.51% preferred TOHP for teaching (P < 0.001). Of the dental students: 41.84% preferred chalkboard, 31.21% preferred TOHP, and 25.85% students preferred PPT presentations in the lectures (P < 0.05). Some important comments of the students were also recorded on interview which could be valuable for the medical teachers. The medical students clearly preferred the use of PPT presentations while the dental students did not. The study does not bring out evidence based superiority of any lecture delivery method. It appears that in the hands of a trained teacher any teaching aid would be appropriate and effective. This highlights the need for formal training in teaching technologies to develop good presentation skills and thus motivate the students.

Effects of the Use of Lecture Method and Wordle on the Performance of Students Taught Curriculum Studies 1: EDU222

ERIC Educational Resources Information Center

Afurobi, Ada; Izuagba, Angela; Obiefuna, Carol; Ifegbo, Perpetua

2015-01-01

The study sought to determine the effects of the use of Wordle and lecture method in teaching Curriculum Studies 1 EDU: 222 on students' performance. 100 students were purposively selected and to ensure homogeneity and consistency, the WRub was given to the 100 students and they were then grouped based on their performance--above average, average…

Lecture Alternatives in Teaching English.

ERIC Educational Resources Information Center

Judy, Stephen, Ed.

The five sections of the document are: General Discussion; Classroom Experiences; Evaluation and Non-Lecture Teaching; A Closing Note; and Appendix. The ten papers presented are as follows: "Lecture Alternatives and the English Class" by Stephen Judy; "Let's See How it Goes: A View of the Teacher as Manager of Student-Initiated Activities" by…

Motivation Gets You Going and Habit Gets You There

ERIC Educational Resources Information Center

Van Twembeke, Ellen; Goeman, Katie

2018-01-01

Background: Educational changes often face resistance as lecturers tend to stand by familiar methods of instruction. This reluctance presents a challenge for programme coordinators who wish to introduce other methods, such as flipped classrooms, and seek to motivate lecturers to embrace educational change. Research into lecturers' motivational…

Florence Tan Maniac Lecture, April 13, 2016

NASA Image and Video Library

2016-04-13

Florence Tan Maniac Lecture, April 13, 2016 NASA Engineer Florence Tan presented a Maniac Lecture entitled, "From Malaysia to Mars." Florence talked about her journey from Malaysia to NASA Goddard Space Flight Center, where she has been working on planetary mass spectrometers, which is characterized by challenges, frustration, excitement, and rewards.

76 FR 71048 - Sixth Annual Philip S. Chen, Jr. Distinguished Lecture on Innovation and Technology Transfer

Federal Register 2010, 2011, 2012, 2013, 2014

2011-11-16

..., Jr. Distinguished Lecture on Innovation and Technology Transfer AGENCY: National Institutes of Health... sixth annual Philip S. Chen, Jr., Ph.D. Distinguished Lecture on Innovation and Technology Transfer... present ``Treatment of Cancer with Recombinant Immunotoxins: From Technology Transfer to the Patient.'' Dr...

The Role of Lecturers and Inclusive Education

ERIC Educational Resources Information Center

Molina, Víctor M.; Perera Rodríguez, Víctor Hugo; Melero Aguilar, Noelia; Cotán Fernández, Almudena; Moriña, Anabel

2016-01-01

This paper presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project employing a non-usual research methodology in higher education research and students with disabilities: the biographical-narrative methodology. The…

Effect of the energy-environment simulator on achievement, attitudes, and behavior relative to energy-education concepts systematically replicated in higher education

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

Lees, J.R.

This study was a systematic replication of a study by Stagliano (1981). Additional hypotheses concerning pretest, student major, and student section variance were tested. Achievement in energy knowledge and conservation attitudes attained by (a) lecture-discussion enriched with the Energy-Environment Simulator and (b) lecture-discussion methods of instruction were measured. Energy knowledge was measured on the Energy Knowledge Assessment Test (EKAT), and attitudes were measured on the Youth Energy Survey (YES), the Lecture-discussion simulation (LDS) used a two hour out-of-class activity in debriefing. The population consisted of 142 college student volunteers randomly selected, and assigned to one of two groups of 71more » students for each treatment. Stagliano used three groups (n = 35), one group receiving an energy-game treatment. Both studies used the pretest-posttest true experimental design. The present study included 28 hypotheses, eight of which were found to be significant. Stagliano used 12 hypotheses, all of which were rejected. The present study hypothesized that students who received the LDS treatment would obtain significantly higher scores on the EKAT and the YES instruments. Results showed that significance was found (alpha level .05) on the EKAT and also found on the YES total subscale when covaried for effects of pretest, student major, and student section. When covarying the effects of pretest scores only, significance was found on the EKAT. All YES hypotheses were rejected.« less

Genetic Algorithms to Optimizatize Lecturer Assessment's Criteria

NASA Astrophysics Data System (ADS)

Jollyta, Deny; Johan; Hajjah, Alyauma

2017-12-01

The lecturer assessment criteria is used as a measurement of the lecturer's performance in a college environment. To determine the value for a criteriais complicated and often leads to doubt. The absence of a standard valuefor each assessment criteria will affect the final results of the assessment and become less presentational data for the leader of college in taking various policies relate to reward and punishment. The Genetic Algorithm comes as an algorithm capable of solving non-linear problems. Using chromosomes in the random initial population, one of the presentations is binary, evaluates the fitness function and uses crossover genetic operator and mutation to obtain the desired crossbreed. It aims to obtain the most optimum criteria values in terms of the fitness function of each chromosome. The training results show that Genetic Algorithm able to produce the optimal values of lecturer assessment criteria so that can be usedby the college as a standard value for lecturer assessment criteria.

Advances in Solid State Physics

NASA Astrophysics Data System (ADS)

Kramer, Bernhard

The present volume 45 of Advances in Solid-State Physics contains the written versions of selected invited lectures from the spring meeting of the Arbeitskreis Festkörperphysik of the Deutsche Physikalische Gesellschaft in the World Year of Physics 2005, the Einstein Year, which was held from 4 - 11 March 2005 in Berlin, Germany. Many topical talks given at the numerous symposia are included. Most of these were organized collaboratively by several of the divisions of the Arbeitskreis. The book presents, to some extent, the status of the field of solid-state physics in 2005 not only in Germany but also internationally.

Effect of lecture instruction on student performance on qualitative questions

NASA Astrophysics Data System (ADS)

Heron, Paula R. L.

2015-06-01

The impact of lecture instruction on student conceptual understanding in physics has been the subject of research for several decades. Most studies have reported disappointingly small improvements in student performance on conceptual questions despite direct instruction on the relevant topics. These results have spurred a number of attempts to improve learning in physics courses through new curricula and instructional techniques. This paper contributes to the research base through a retrospective analysis of 20 randomly selected qualitative questions on topics in kinematics, dynamics, electrostatics, waves, and physical optics that have been given in introductory calculus-based physics at the University of Washington over a period of 15 years. In some classes, questions were administered after relevant lecture instruction had been completed; in others, it had yet to begin. Simple statistical tests indicate that the average performance of the "after lecture" classes was significantly better than that of the "before lecture" classes for 11 questions, significantly worse for two questions, and indistinguishable for the remaining seven. However, the classes had not been randomly assigned to be tested before or after lecture instruction. Multiple linear regression was therefore conducted with variables (such as class size) that could plausibly lead to systematic differences in performance and thus obscure (or artificially enhance) the effect of lecture instruction. The regression models support the results of the simple tests for all but four questions. In those cases, the effect of lecture instruction was reduced to a nonsignificant level, or increased to a significant, negative level when other variables were considered. Thus the results provide robust evidence that instruction in lecture can increase student ability to give correct answers to conceptual questions but does not necessarily do so; in some cases it can even lead to a decrease.

1st Joint European Conference on Therapeutic Targets and Medicinal Chemistry (TTMC 2015)

PubMed Central

Le Borgne, Marc; Haidar, Samer; Duval, Olivier; Wünsch, Bernhard; Jose, Joachim

2015-01-01

The European Conference on Therapeutic Targets and Medicinal Chemistry is a new two-day meeting on drug discovery that is focused on therapeutic targets and the use of tools to explore all fields of drug discovery and drug design such as molecular modelling, bioorganic chemistry, NMR studies, fragment screening, in vitro assays, in vivo assays, structure activity relationships, autodisplay. Abstracts of keynote lectures, plenary lectures, junior lectures, flash presentations, and posters presented during the meeting are collected in this report. PMID:26712767

The Virtual Lecture Hall: Utilisation, Effectiveness and Student Perceptions

ERIC Educational Resources Information Center

Cramer, Kenneth M.; Collins, Kandice R.; Snider, Don; Fawcett, Graham

2007-01-01

We presently introduce the Virtual Lecture Hall (VLH), an instructional computer-based platform for delivering Microsoft PowerPoint slides threaded with audio clips for later review. There were 839 male and female university students enrolled in an introductory psychology class who had access to review class lectures via the VLH. This tool was…

Transforming Traditional Lectures into Problem-Based Blended Learning: Challenges and Experiences

ERIC Educational Resources Information Center

Dalsgaard, Christian; Godsk, Mikkel

2007-01-01

This paper presents our experiences and the challenges identified in transforming traditional lecture-based modules at a university into problem-based blended learning within a social constructivist approach. Our experiment was, among other factors, motivated by an urgent need to meet new curriculum requirements by reducing the lecturing time in a…

Learning in Lectures: Multiple Representations

ERIC Educational Resources Information Center

Wood, Leigh N.; Joyce, Sadhbh; Petocz, Peter; Rodd, Melissa

2007-01-01

Lectures remain the lynchpin of mathematics teaching at university even with advances in information technology and access to the internet. This paper examines the requirements for learning mathematics and shows how important it is for lecturers to be aware of the different modes of presentation they are using. Ways to assist students to make the…

Lecture Recording: Structural and Symbolic Information vs. Flexibility of Presentation

ERIC Educational Resources Information Center

Stolzenberg, Daniel; Pforte, Stefan

2007-01-01

Rapid eLearning is an ongoing trend which enables flexible and cost-effective creation of learning materials. Especially, lecture recording has turned out to be a lightweight method particularly suited for existing lectures and blended learning strategies. In order to not only sequentially play back but offer full fledged navigation, search and…

Continuous-Grouped-Self-Learning: In the Perspective of Lecturers, Tutors and Laboratory Instructors

ERIC Educational Resources Information Center

Azau, Mohd Azrin Mohd; Yao, Low Ming; Aik, Goo Soon; Yeong, Chin Kock; Nor, Mohamad Nizam; Abdullah, Ahmad Yusri; Jamil, Mohd Hafidz Mohamad; Yahya, Nasiruddin; Abas, Ahmad Fauzi; Saripan, M. Iqbal

2009-01-01

This paper presents the perception of lecturers, tutors and lab instructors towards the implemented Continuous-Group-Self-Learning (CGSL) in the Department of Computer and Communication System Engineering (CCSE), Universiti Putra Malaysia. This innovative system introduces mock teaching and student-lecturer role as a technique of delivery. The…

Diversity in Leadership

ERIC Educational Resources Information Center

Beer, Janet

2015-01-01

This paper presents a lecture given at the 17th Annual Lecture of the Association of University Administrators (AUA). The subject of the lecture is equality and diversity in higher education (HE) leadership, or possibly the absence of equality and diversity. The author focuses on what can be done to ensure that capable women enter HE leadership…

Man and His Environment. Octagon Lectures 1969.

ERIC Educational Resources Information Center

Appleyard, R. T., Ed.

Utilizing the theme "Man and His Environment," the Octagon Lectures of 1969 were presented at the University of Western Australia, Nedlands, Western Australia. Problems arising from the imbalance between the ancient forces of nature and the new forces of human culture were dealt with by the lecturers. They revealed that the most important…

Powerpoint's Power in the Classroom: Enhancing Students' Self-Efficacy and Attitudes

ERIC Educational Resources Information Center

Susskind, J.E.

2005-01-01

The current study examined the effects of non-interactive computer assisted instruction on students' performance, self-efficacy, motivation, and attitudes. Half the lectures presented to two Introduction to Psychology college classes were taught in a traditional lecture format and half were accompanied by PowerPoint multimedia. Lecture order was…

Differentiation in Access to, and the Use and Sharing of (Open) Educational Resources among Students and Lecturers at Kenyan Universities

ERIC Educational Resources Information Center

Pete, Judith; Mulder, Fred; Neto, Jose Dutra Oliveira

2017-01-01

In order to obtain a fair "OER picture" for the Global South a large-scale study has been carried out for a series of countries, including Kenya. In this paper we report on the Kenya study, run at four universities that have been selected with randomly sampled students and lecturers. Empirical data have been generated by the use of a…

A Controlled-Study of Preventive Effects of Peer Education and Single-Session Lectures on HIV/AIDS Knowledge and Attitudes among University Students in Turkey

ERIC Educational Resources Information Center

Ergene, Tuncay; Cok, Figen; Tumer, Aygen; Unal, Serhat

2005-01-01

The goal of this study was to assess the impact of peer education and single-session educational lectures on HIV/AIDS knowledge and attitude change among university students (n = 157 male, n = 230 female; mean age = 20) on the campuses of two metropolitan state universities in Ankara, Turkey. The students were randomly selected to participate in…

Highlights from the 6th International Society for Computational Biology Student Council Symposium at the 18th Annual International Conference on Intelligent Systems for Molecular Biology

PubMed Central

2010-01-01

This meeting report gives an overview of the keynote lectures and a selection of the student oral and poster presentations at the 6th International Society for Computational Biology Student Council Symposium that was held as a precursor event to the annual international conference on Intelligent Systems for Molecular Biology (ISMB). The symposium was held in Boston, MA, USA on July 9th, 2010.

The use of popular movies during lectures to aid the teaching and learning of undergraduate pharmacology.

PubMed

Ventura, Sab; Onsman, Andrys

2009-07-01

The role of the lecturer has changed to one where they must engage and motivate students to learn the subject material. To investigate whether the use of short movie references to pharmacology during lectures could stimulate learning in undergraduate students. One- to two-min film clips from popular movies containing a reference to the subject being covered were incorporated into Powerpoint presentations and shown at different times during pharmacology lectures. At the end of the lecture series, a student survey was conducted to assess the impact of the movies on student motivation, engagement and learning. Three positive effects were noted. First, students related theory to (simulated) practice by recognising that what they had learnt was actually being used. Second, students were motivated to attend lectures to see what clip would be used. Third, the clips provided a sectioning break, which helped to maintain the engagement of students throughout the lecture as well as the organisation of the lecture by the lecturer. The use of short popular movie references was a novel way to motivate and maintain the interest of large classes of undergraduate students throughout lectures.

Characteristics of good mathematics lecturers based on students and lecturers perspectives

NASA Astrophysics Data System (ADS)

Hapsari, Trusti; Putri, Dian Permana; Raharjo, Jajo Firman

2017-05-01

This study aims to determine the characteristics of good mathematics lecturers based on students' and lecturers' perspectivesand compare the characteristics of good lecturers/ teachers which are in accordance with the findings of some previous studies and the theories. This study is survey study. The Data were collected through questionnaires and interview. The population consists of some mathematics students from the first level through the third level and some mathematics education lecturers of a private university in West Java. Qualitative analysis was undertaken to examine the results of questionnaires and interviews. The finding shows that the characteristic of good mathematics lecturers is inspiring. They can inspire other mathematics lecturers and educators in general. Based on the students and lecturers' perspective, some characteristics of good mathematics lecturers are mastering the materials well, being on time, being objective, understanding the students, presenting the materials with clearly, and being disciplined. Some other characteristic mentioned are: teaching eagerly, being unhurried, being friendly, giving exemplary and preparing the lesson well. These characteristics are not much different from the characteristics described by some previous researchers and some theories of experts, i.e. mastering the subject matters well, pedagogic, and work wholeheartedly.

The role of observational research in improving faculty lecturing skills: A qualitative study in an Italian dental school.

PubMed

Visioli, Sonia; Lodi, Giovanni; Carrassi, Antonio; Zannini, Lucia

2009-08-01

This pilot study is based on observational research of lecturing skills during the annual Oral Medicine course at the Milan Dentistry School. Our goals were to explore how teachers exhibited desirable lecturing skills, to observe how their attitudes and lecturing skills affected students' attention and thereby learning, and to provide feedback. We prepared a structured observational grid divided into four categories: explaining, questioning, visual aids, and lecturer attitude. The grid was filled in by a participant, nonactive researcher. Two main types of lecture were observed: "traditional" and "interactive". Both of these can result in a high level of attention among students. Among the categories, only "lecturer attitude" appeared to affect student attention. In particular, the skills of "speaking aloud" and "sustaining verbal communication with vocal inflection" appeared to have the greatest impact on lecturer attitude. The data were then presented blindly to the five lecturers, who were able to identify their own lesson. Our grid proved to be a valid instrument although it was very expensive. When integrated with other strategies for improving lecturing, such as student scoring, peer evaluation, and microteaching, observational research can be a cost-effective method to stimulate guided reflection and to improve the lecturing skills of faculty members.

PowerPoint or chalk and talk: Perceptions of medical students versus dental students in a medical college in India

PubMed Central

Seth, Vikas; Upadhyaya, Prerna; Ahmad, Mushtaq; Moghe, Vijay

2010-01-01

Purpose To assess students’ perceptions of the impact of PowerPoint (PPT) presentations in lectures in comparison to the traditional chalk and talk method and lectures using transparencies and overhead projector (TOHP). The study analyzes the preferences for teaching aids of medical students versus dental students. Methods Second year medical and dental undergraduates were asked to fill in a nine-item questionnaire about their perceptions of the three lecture delivery methods. Following analysis of the questionnaire the students were interviewed further. The results were analyzed separately for medical and dental students to see if there was any difference in their perceptions. Results The majority of the medical students (65.33%) preferred PPT presentations, while 15.16% of students preferred the lectures using chalkboard, and 19.51% preferred TOHP for teaching (P < 0.001). Of the dental students: 41.84% preferred chalkboard, 31.21% preferred TOHP, and 25.85% students preferred PPT presentations in the lectures (P < 0.05). Some important comments of the students were also recorded on interview which could be valuable for the medical teachers. Conclusion: The medical students clearly preferred the use of PPT presentations while the dental students did not. The study does not bring out evidence based superiority of any lecture delivery method. It appears that in the hands of a trained teacher any teaching aid would be appropriate and effective. This highlights the need for formal training in teaching technologies to develop good presentation skills and thus motivate the students. PMID:23745057

Ergonomic suitability of educational furniture and possible health implications in a university setting.

PubMed

Odunaiya, Nse A; Owonuwa, Dolapo D; Oguntibeju, Oluwafemi O

2014-01-01

Ergonomically unsuitable school furniture is frequently considered one of the major causes of severe posture problems in adulthood. This study was designed to determine the ergonomic suitability of educational furniture in the lecture theaters at the University of Ibadan to serve as a case study. Sample of convenience was used to select participants for this study. The lecture theaters were selected based on their capacity, design, and dimension. A total of 240 students (120 males and 120 females) participated in this study. The ergonomic suitability of lecture theaters was determined by analyzing the mismatches between student anthropometric dimensions and furniture dimensions, and also by analyzing the design and orientation of the lecture theaters. The data were analyzed using descriptive statistics of mean, standard deviation, range, and median. The results showed that there was a significant difference in height between males and females but no significant difference between other anthropometric variables measured. About 20% of the participants had a fitting seat height, while seat height was unsuitable for the remaining 80.4%. On the other hand, 23.3% had a fitting seat depth, while it was unsuitable for 76.7% of the participants, and 99.6% of the participants had fitting desk clearance but 0.4% found it unsuitable. A total of 25.8% of the participants had a fitting desk height, while 74.2% of the students found it unsuitable. It was concluded that the furniture in the lecture theaters at the university studied was not ergonomically suitable for the students. Hence it is recommended that further studies, including more universities across a wide spectrum of society, should be performed to determine the effect of furniture on student health, and the need to adopt the use of adjustable furniture in lecture theaters to prevent health hazards that may occur secondary to the use of unsuitable furniture.

Ergonomic suitability of educational furniture and possible health implications in a university setting

PubMed Central

Odunaiya, Nse A; Owonuwa, Dolapo D; Oguntibeju, Oluwafemi O

2014-01-01

Ergonomically unsuitable school furniture is frequently considered one of the major causes of severe posture problems in adulthood. This study was designed to determine the ergonomic suitability of educational furniture in the lecture theaters at the University of Ibadan to serve as a case study. Sample of convenience was used to select participants for this study. The lecture theaters were selected based on their capacity, design, and dimension. A total of 240 students (120 males and 120 females) participated in this study. The ergonomic suitability of lecture theaters was determined by analyzing the mismatches between student anthropometric dimensions and furniture dimensions, and also by analyzing the design and orientation of the lecture theaters. The data were analyzed using descriptive statistics of mean, standard deviation, range, and median. The results showed that there was a significant difference in height between males and females but no significant difference between other anthropometric variables measured. About 20% of the participants had a fitting seat height, while seat height was unsuitable for the remaining 80.4%. On the other hand, 23.3% had a fitting seat depth, while it was unsuitable for 76.7% of the participants, and 99.6% of the participants had fitting desk clearance but 0.4% found it unsuitable. A total of 25.8% of the participants had a fitting desk height, while 74.2% of the students found it unsuitable. It was concluded that the furniture in the lecture theaters at the university studied was not ergonomically suitable for the students. Hence it is recommended that further studies, including more universities across a wide spectrum of society, should be performed to determine the effect of furniture on student health, and the need to adopt the use of adjustable furniture in lecture theaters to prevent health hazards that may occur secondary to the use of unsuitable furniture. PMID:24511247

Man: Planetary Disease. The 1971 B. Y. Morrison Memorial Lecture.

ERIC Educational Resources Information Center

McHarg, Ian L.

The 1971 B.Y. Morrison Memorial Lecture by Ian L. McHarg, noted landscape architect, planner, and lecturer, is presented in this pamphlet. His expose is two-fold. "Man is an epidemic, multiplying at a superexponential rate, destroying the environment upon which he depends, and threatening his own extinction. He treats the world as a storehouse…

The Magic of Magic: The Effect of Magic Tricks on Subsequent Engagement with Lecture Material

ERIC Educational Resources Information Center

Moss, Simon A.; Irons, Melanie; Boland, Martin

2017-01-01

Background and aims: Lecturers often present entertaining videos, or organize a variety of amusing demonstrations, to foster student engagement or to encourage critical analysis. Magic tricks, in particular, have been shown to activate neural circuits that underpin motivation or problem-solving and, therefore, could be beneficial during lectures.…

Work All Day, Study at Night: The Interactive Evening Lecture to Invigorate Working Students

ERIC Educational Resources Information Center

Stone, Gerard

2014-01-01

Gerard Stone was asked to present the evening lecture in a first-year undergraduate accounting subject. The aim of the subject matter was to provide students with an understanding of fundamental accounting issues and concepts. The subject coordinator advised Stone that, from past experience, most students who attend the evening lecture would be…

More Time for Play: 1999 Rambusch Lecturers Urge More Fun, Less Work, and Less TV.

ERIC Educational Resources Information Center

Dugan, Marie M.

1999-01-01

Summarizes presentations by Arlie Hochschild and Henry Labalme at the 1999 Rambusch Lecture Series. Hochschild's lecture focused on concerns regarding dual-career families struggling to meet work and home demands and their impact on children, proposing a national movement for reduced work hours. Labalme discussed television viewing as a public and…

Scientific Argumentation in Public Physics Lectures: Bringing Contemporary Physics into High-School Teaching

ERIC Educational Resources Information Center

Kapon, S.; Ganiel, U.; Eylon, B.

2009-01-01

This article presents an approach to integrating public e-lectures on contemporary physics into a traditional high-school syllabus. This approach was used in a long-distance professional development course for in-service physics teachers. Each lecture was related to a specific obligatory syllabus chapter, and was accompanied by learner-centred…

Evaluating the Benefits of Providing Archived Online Lectures to In-Class Math Students

ERIC Educational Resources Information Center

Cascaval, Radu C.; Fogler, Kethera A.; Abrams, Gene D.; Durham, Robert L.

2008-01-01

The present study examines the impact of a novel online video lecture archiving system on in-class students enrolled in traditional math courses at a mid-sized, primarily undergraduate, university in the West. The archiving system allows in-class students web access to complete video recordings of the actual classroom lectures, and sometimes of…

Students with Disabilities in Higher Education: A Biographical-Narrative Approach to the Role of Lecturers

ERIC Educational Resources Information Center

Moriña Díez, Anabel; Gavira, Rosario López; Molina, Víctor M.

2015-01-01

This article presents an analysis of how lecturers respond to students with disabilities, the initial question being: do lecturers aid or hinder students? Findings pertain to a broader research project being developed by a multidisciplinary team employing a non-usual research methodology in higher education (HE) research and students with…

Annual Advances in Cancer Prevention Lecture | Division of Cancer Prevention

Cancer.gov

2018 Keynote Lecture Successes and Challenges of Vaccines to Prevent HPV-associated Cancers | John T. Schiller, PhD will present the keynote lecture entitled, "Successes and Challenges of Vaccines to Prevent HPV-associated Cancers" on July 24th at NIH Main Campus, Natcher Auditorium, Building 45, from 1:00 PM - 2:00 PM EDT.

Identifying and prioritizing the preference criteria using analytical hierarchical process for a student-lecturer allocation problem of internship programme

NASA Astrophysics Data System (ADS)

Faudzi, Syakinah; Abdul-Rahman, Syariza; Rahman, Rosshairy Abd; Hew, Jafri Hj. Zulkepli

2016-10-01

This paper discusses on identifying and prioritizing the student's preference criteria towards supervisor using Analytical Hierarchical Process (AHP) for student-lecturer allocation problem of internship programme. Typically a wide number of students undertake internship every semester and many preferences criteria may involve when assigning students to lecturer for supervision. Thus, identifying and prioritizing the preference criteria of assigning students to lecturer is critically needed especially when involving many preferences. AHP technique is used to prioritize the seven criteria which are capacity, specialization, academic position, availability, professional support, relationship and gender. Student's preference alternative is classified based on lecturer's academic position which are lecturer, senior lecturer, associate professor and professor. Criteria are ranked to find the best preference criteria and alternatives of the supervisor that students prefer to have. This problem is solved using Expert Choice 11 software. A sample of 30 respondents who are from semester 6 and above are randomly selected to participate in the study. By using questionnaire as our medium in collecting the student's data, consistency index is produced to validate the proposed study. Findings and result showed that, the most important preference criteria is professional support. It is followed by specialization, availability, relationship, gender, academic position and capacity. This study found that student would like to have a supportive supervisor because lack of supervision can lead the students to achieve low grade and knowledge from the internship session.

A guided note taking strategy supports student learning in the large lecture classes

NASA Astrophysics Data System (ADS)

Tanamatayarat, J.; Sujarittham, T.; Wuttiprom, S.; Hefer, E.

2017-09-01

In higher education, lecturing has been found to be the most prevalent teaching format for large classes. Generally, this format tends not to result in effective learning outcomes. Therefore, to support student learning in these large lecture classes, we developed guided notes containing quotations, blank spaces, pictures, and problems. A guided note taking strategy was selected and has been used in our introductory physics course for many years. In this study, we investigated the results of implementing the guided note taking strategy to promote student learning on electrostatics. The samples were three groups of first-year students from two universities: 163 and 224 science students and 147 engineering students. All of the students were enrolled in the introductory physics course in the second semester. To assess the students’ understanding, we administered pre- and post-tests to the students by using the electrostatics test. The questions were selected from the conceptual survey of electricity and magnetism (CSEM) and some leading physics textbooks. The results of the students’ understanding were analyzed by the average normalized gains (). The value of each group was 0.61, 0.55, and 0.54, respectively. Furthermore, the students’ views on learning with the guided note taking strategy were explored by using the five-point rating scale survey. Most students perceived that the strategy helped support their active learning and engagement in the lectures.

Postmetaphysical Vision: Art Education's Challenge in an Age of Globalized Aesthetics (A Mondofesto)

ERIC Educational Resources Information Center

Jagodzinski, Jan

2008-01-01

The "Studies in Art Education Invited Lecture" is presented at the annual meeting of the National Art Education Association. Each year the presenter is elected from a highly competitive group of nominated scholars by the "Studies in Art Education" Editorial Board. In 2007, the lecture was presented by Professor Jan Jagodzinski, University of…

Disability: Our Challenge.

ERIC Educational Resources Information Center

Hourihan, John P., Ed.

Ten papers from a 1978 lecture series on employment, civil rights, education, social aspects, and recreation and leisure for disabled persons are presented. It is explained that as disabled persons, the lecturers presented role models to the students at the Regional Education Program for Handicapped College Students at Teachers College, Columbia.…

Trends in National Emergency Medicine Conference Didactic Lectures Over a 6-Year Period.

PubMed

Gottlieb, Michael; Riddell, Jeff; Njie, Abdoulie

2017-01-01

National conference didactic lectures have traditionally featured hour-long lecture-based presentations. However, there is evidence that longer lectures can lead to both decreased attention and retention of information. The authors sought to identify trends in lecture duration, lecture types, and number of speakers at four national emergency medicine (EM) conferences over a 6-year period. The authors performed a retrospective analysis of the length, number of speakers, and format of didactic lectures at four different national EM conferences over 6 years. The authors abstracted data from the national academic assemblies for the four largest not-for-profit EM organizations in the United States: American Academy of Emergency Medicine, American College of Emergency Physicians, Council of Emergency Medicine Residency Directors, and Society for Academic Emergency Medicine. There was a significant yearly decrease in the mean lecture lengths for three of the four conferences. There was an increase in the percentage of rapid fire sessions over the preceding 2 years with a corresponding decrease in the percentage of general educational sessions. There was no significant difference in the mean number of speakers per lecture. An analysis of 4210 didactic lecture sessions from the annual meetings of four national EM organizations over a 6-year period showed significant decreases in mean lecture length. These findings can help to guide EM continuing medical education conference planning and research.

The interrupted learner: How distractions during live and video lectures influence learning outcomes.

PubMed

Zureick, Andrew H; Burk-Rafel, Jesse; Purkiss, Joel A; Hortsch, Michael

2017-11-27

New instructional technologies have been increasingly incorporated into the medical school learning environment, including lecture video recordings as a substitute for live lecture attendance. The literature presents varying conclusions regarding how this alternative experience impacts students' academic success. Previously, a multi-year study of the first-year medical histology component at the University of Michigan found that live lecture attendance was positively correlated with learning success, while lecture video use was negatively correlated. Here, three cohorts of first-year medical students (N = 439 respondents, 86.6% response rate) were surveyed in greater detail regarding lecture attendance and video usage, focusing on study behaviors that may influence histology learning outcomes. Students who reported always attending lectures or viewing lecture videos had higher average histology scores than students who employed an inconsistent strategy (i.e., mixing live attendance and video lectures). Several behaviors were negatively associated with histology performance. Students who engaged in "non-lecture activities" (e.g., social media use), students who reported being interrupted while watching the lecture video, or feeling sleepy/losing focus had lower scores than their counterparts not engaging in these behaviors. This study suggests that interruptions and distractions during medical learning activities-whether live or recorded-can have an important impact on learning outcomes. Anat Sci Educ 00: 000-000. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Socratic dialogs and clicker use in an upper-division mechanics course

NASA Astrophysics Data System (ADS)

Kuo, H. Vincent; Kohl, Patrick B.; Carr, Lincoln D.

2012-02-01

The general problem of effectively using interactive engagement in non-introductory physics courses remains open. We present a three-year study comparing different approaches to lecturing in an intermediate mechanics course at the Colorado School of Mines. In the first year, the lectures were fairly traditional. In the second year the lectures were modified to include Socratic dialogs between the instructor and students. In the third year, the instructor used a personal response system and Peer Instruction-like pedagogy. All other course materials were nearly identical to an established traditional lecture course. We present results from a new instructor-constructed conceptual survey, exams, and course evaluations. We observe little change in student exam performance as lecture techniques varied, though students consistently stated clickers were "the best part of the course" from which they "learned the most." Indeed, when using clickers in this course, students were considerably more likely to become engaged than students in CSM introductory courses using the same methods.

Values in Higher Education. The Wilson Lecture Series.

ERIC Educational Resources Information Center

Wilson, O. Meredith

The text of a lecture in the University of Arizona Wilson Lecture Series on values in higher education is presented, with responses by Richard H. Gallagher, Jeanne McRae McCarthy, and Raymond H. Thompson. The theme of the talk is that man is by evolution and by necessity a thinking animal, who now finds himself in a technologically dependent…

Evaluating the Effectiveness of Lecture Capture: Lessons Learned from an Undergraduate Political Research Class

ERIC Educational Resources Information Center

Roberts, James C.

2015-01-01

This article presents the results of a 4-year quasi-experimental study of the effectiveness of lecture capture in an undergraduate political research class. Students self-enrolled in either a traditional in-class lecture-discussion section or a fully online section of a required political research course. The class sessions from the in-class…

Lecture-Capture Software and the Teaching of Soils

NASA Astrophysics Data System (ADS)

Brevik, Eric C.

2014-05-01

Several companies now offer software that can record academic lectures and place them on password-protected course websites for future review by students. Using lecture-capture software offers several advantages for the instructor and the students, including: 1) The ability for students who miss class for legitimate reasons (e.g., participation in school-sanctioned extra-curricular activities, illness or family emergencies) to get lecture materials by logging into the class website. This provides these students with a more complete exposure to the material than simply copying a classmate's notes. 2) The instructor is able to direct students who miss class for legitimate reasons to the recorded lecture rather than needing to spend time going over the material with those students and that recap does not end up being rushed. 3) The ability to address course conflicts for graduating seniors by allowing them to take the lecture portion of the class via recorded lecture. 4) Students who desire more in-depth learning are able to go back to selected portions of previous lectures to review and reconsider a topic of discussion or to fill in vague sections of their notes. There are also potential disadvantages to the use of lecture-capture software, including: 1) decreased student attendance in class because they feel they can watch class later at a time of their own choosing, 2) additional time spent by the instructor dealing with the technology, and 3) problems with hardware or software during class time that prevents recording a given day's lecture. These problems can often be addressed or justified relatively easily. If problem 1 is of concern to an instructor it can be addressed by blocking online access to individual students who have a poor record of class attendance. In the case of problem 2, the extra time spent with the technology is often offset by a reduction in time answering questions from students who have missed class. Problem 3 does happen, but in the author's experience it is fairly rare, representing less than 5% of class sessions per semester. Student comments have been overwhelmingly favorable towards the use of captured lectures since the technology was first adopted in the author's classes in 2009.

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

Campbell, Philip LaRoche

This report is a summary of and commentary on (a) the seven lectures that C. S. Peirce presented in 1903 on pragmatism and (b) a commentary by P. A. Turrisi, both of which are included in Pragmatism as a Principle and Method of Right Thinking: The 1903 Harvard Lectures on Pragmatism, edited by Turrisi [13]. Peirce is known as the founder of the philosophy of pragmatism and these lectures, given near the end of his life, represent his mature thoughts on the philosophy. Peirce's decomposition of thinking into abduction, deduction, and induction is among the important points in the lectures.

Teaching Principles of Economics Without Lectures

ERIC Educational Resources Information Center

McConnell, Campbell R.; Lamphear, Charles

1969-01-01

Presents important evidence thatstudents taking principles of economics with lectures, and those taking the course on a lectureless basis performed equally well on an intensive battery of objective examinations." (Editor)

Man's impact on the troposphere: Lectures in tropospheric chemistry

NASA Technical Reports Server (NTRS)

Levine, J. S. (Editor); Schryer, D. R. (Editor)

1978-01-01

Lectures covering a broad spectrum of current research in tropospheric chemistry with particular emphasis on the interaction of measurements, modeling, and understanding of fundamental processes are presented.

Modified teaching approach for an enhanced medical physics graduate education experience

PubMed Central

Rutel, IB

2011-01-01

Lecture-based teaching promotes a passive interaction with students. Opportunities to modify this format are available to enhance the overall learning experience for both students and instructors. The description for a discussion-based learning format is presented as it applies to a graduate curriculum with technical (formal mathematical derivation) topics. The presented hybrid method involves several techniques, including problem-based learning, modeling, and online lectures, eliminating didactic lectures. The results from an end-of-course evaluation show that the students appear to prefer the modified format over the more traditional methodology of “lecture only” contact time. These results are motivation for further refinement and continued implementation of the described methodology in the current course and potentially other courses within the department graduate curriculum. PMID:22279505

Explorations in Language Acquisition and Use: The Taipei Lectures.

ERIC Educational Resources Information Center

Krashen, Stephen D.

This book is based on a series of four lectures, presented at National Taipei University, Taiwan, which reviewed the fundamentals of second language acquisition theory, presented original research supporting the theory, offered counterarguments to criticisms, and explored new areas that appeared to have promise for progress in both theory and…

Using Group Performances to Demonstrate Concepts in Large Biology Classes

ERIC Educational Resources Information Center

Wellnitz, Todd

2006-01-01

While a voluminous lecture hall can present obstacles to effective teaching and learning, large classrooms containing more than 100 students also present teaching opportunities. The lecture hall offers an excellent arena for demonstrating concepts that lend themselves to demonstrations and something this author refers to as "group performances."…

Student Exposure to Actual Patients in the Classroom.

ERIC Educational Resources Information Center

Chisholm, Marie A.; McCall, Charles Y.; Francisco, George E., Jr.; Poirier, Sylvie

1997-01-01

Two clinical courses for first-year dental students were designed to develop students' interaction skills through actual patient case presentations and discussions and an interdisciplinary teaching approach. Results indicate students preferred the case presentations, with or without lecture, to the lecture-only approach and felt they learned more…

Numerical Relativity, Black Hole Mergers, and Gravitational Waves: Part III

NASA Technical Reports Server (NTRS)

Centrella, Joan

2012-01-01

This series of 3 lectures will present recent developments in numerical relativity, and their applications to simulating black hole mergers and computing the resulting gravitational waveforms. In this third and final lecture, we present applications of the results of numerical relativity simulations to gravitational wave detection and astrophysics.

When We Deal with Children; Selected Writings.

ERIC Educational Resources Information Center

Redl, Fritz

Espousing an interdisciplinary approach, the book contains selected writings, lectures, and speeches concerning clinical work with disturbed children and adolescents in institutional settings. Editorial comment introduces each of the following sections: a survey of the current status of the children's field both clinically and educationally; a…

A lecture program on complementary and alternative medicine for cancer patients--evaluation of the pilot phase.

PubMed

Huebner, J; Ebel, M; Muenstedt, K; Micke, O; Prott, F J; Muecke, R; Hoppe, A

2015-06-01

About half of all patients with cancer use complementary or alternative medicine (CAM). In 2013, we started a lecture program for patients, followed by evidence-based recommendations on counseling on CAM. These recommendations have been published before by this working group. The aim of the program is to provide scientific facts on the most often used CAM methods in standardized presentations which help patients discuss the topic with their oncologists and support shared decision making. The article presents the evaluation of the pilot phase. Participants received a standardized questionnaire before the start of the lecture. The questionnaire comprises four parts: demographic data, data concerning experience with CAM, satisfaction with the lecture, and needs for further information on CAM. In 2013, seven lectures on CAM were given in cooperation with regional branches of the German Cancer Society in several German states. Four hundred sixty patients and relatives took part (75% females and 16% males). Forty-eight percent formerly had used CAM. Most often named sources of information on CAM were print media (48%) and the Internet (37%). Most participants rated additional written information valuable. About one third would like to have an individual consultation concerning CAM. A standardized presentation of evidence on CAM methods most often used, together with recommendations on the self-management of symptoms, is highly appreciated. The concept of a highly interactive lecture comprising is feasible and if presented in lay terminology, adequate. In order to give additional support on the topic, written information should be provided as the first step.

Flipped classroom or an active lecture?

PubMed

Pickering, James D; Roberts, David J H

2018-01-01

Recent changes in anatomy education have seen the introduction of flipped classrooms as a replacement to the traditional didactic lecture. This approach utilizes the increasing availability of digital technology to create learning resources that can be accessed prior to attending class, with face-to-face sessions then becoming more student-centered via discussion, collaborative learning, and problem-solving activities. Although this approach may appear intuitive, this viewpoint commentary presents a counter opinion and highlights a simple alternative that utilizes evidence-based active learning approaches as part of the traditional lecture. The active lecture takes the traditional lecture, and (1) ensures the lecture content is relevant and has clear objectives, (2) contains lecture material that is designed according to the latest evidence-base, (3) complements it with additional supplementary material, (4) creates space to check prior understanding and knowledge levels, and (5) utilizes suitable technology to facilitate continual engagement and interaction. Clin. Anat. 31:118-121, 2018. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Implementing elements of The Physics Suite at a large metropolitan research university

NASA Astrophysics Data System (ADS)

Efthimiou, Costas; Maronde, Dan; McGreevy, Tim; del Barco, Enrique; McCole, Stefanie

2011-07-01

A key question in physics education is the effectiveness of the teaching methods. A curriculum that has been investigated at the University of Central Florida (UCF) over the last two years is the use of particular elements of The Physics Suite. Select sections of the introductory physics classes at UCF have made use of Interactive Lecture Demonstrations as part of the lecture component of the class. The laboratory component of the class has implemented the RealTime Physics curriculum, again in select sections. The remaining sections have continued with the teaching methods traditionally used. Using pre- and post-semester concept inventory tests, a student survey, student interviews, and a standard for successful completion of the course, the preliminary data indicate improved student learning.

Effective use of pause procedure to enhance student engagement and learning.

PubMed

Bachhel, Rachna; Thaman, Richa Ghay

2014-08-01

Active learning strategies have been documented to enhance learning. We created an active learning environment in neuromuscular physiology lectures for first year medical students by using 'Pause Procedure'. One hundred and fifty medical students class is divided into two Groups (Group A and Group B) and taught in different classes. Each lecture of group A (experimental Group) undergraduate first year medical students was divided into short presentations of 12-15 min each. Each presentation was followed by a pause of 2-3min, three times in a 50 min lecture. During the pauses students worked in pairs to discuss and rework their notes. Any queries were directed towards the teacher and discussed forthwith. At the end of each lecture students were given 2-3 minutes to write down the key points they remembered about the lecture (free-recall). Fifteen days after completion of the lectures a 30 item MCQ test was administered to measure long term recall. Group B (control Group) received the same lectures without the use of pause procedure and was similarly tested. Experimental Group students did significantly better on the MCQ test (p-value<0.05) in comparison to the control Group. Most of the students (83.6%) agreed that the 'pause procedure' helped them to enhance lecture recall. Pause procedure is a good active learning strategy which helps students review their notes, reflect on them, discuss and explain the key ideas with their partners. Moreover, it requires only 6-7 min of the classroom time and can significantly enhance student learning.

Effective Use of Pause Procedure to Enhance Student Engagement and Learning

PubMed Central

Thaman, Richa Ghay

2014-01-01

Introduction: Active learning strategies have been documented to enhance learning. We created an active learning environment in neuromuscular physiology lectures for first year medical students by using ‘Pause Procedure’. Materials and Methods: One hundred and fifty medical students class is divided into two Groups (Group A and Group B) and taught in different classes. Each lecture of group A (experimental Group) undergraduate first year medical students was divided into short presentations of 12-15 min each. Each presentation was followed by a pause of 2-3min, three times in a 50 min lecture. During the pauses students worked in pairs to discuss and rework their notes. Any queries were directed towards the teacher and discussed forthwith. At the end of each lecture students were given 2-3 minutes to write down the key points they remembered about the lecture (free-recall). Fifteen days after completion of the lectures a 30 item MCQ test was administered to measure long term recall. Group B (control Group) received the same lectures without the use of pause procedure and was similarly tested. Results: Experimental Group students did significantly better on the MCQ test (p-value<0.05) in comparison to the control Group. Most of the students (83.6%) agreed that the ‘pause procedure’ helped them to enhance lecture recall. Conclusion: Pause procedure is a good active learning strategy which helps students review their notes, reflect on them, discuss and explain the key ideas with their partners. Moreover, it requires only 6-7 min of the classroom time and can significantly enhance student learning. PMID:25302251

The Forty-Third Amy Morris Homans Commemorative Lecture 2009: It's All about the -ing

ERIC Educational Resources Information Center

Rintala, Jan

2009-01-01

Edith Betts (1983) presented an Amy Morris Homans lecture entitled "Keepers of the Crown Jewels." During her lecture, Betts told a story of a queen who had some beautiful crown jewels. There were four that were particularly precious to her--a ruby, a pearl, a sapphire, and an emerald. As the story evolved, the queen noticed that after she left the…

The Use of Electronic Voting Systems in Lectures within Business and Marketing: A Case Study of Their Impact on Student Learning

ERIC Educational Resources Information Center

Masikunas, George; Panayiotidis, Andreas; Burke, Linda

2007-01-01

This article presents a case study of the impact on student learning of introducing an electronic voting system (EVS) into large-group lectures for first-year undergraduate students undertaking degrees in marketing and business systems. We discuss the potential for using EVS-style interactive lectures in marketing and business programmes. We then…

The Florence Bird Lecture: "From Strength to Strength: The Interrelated Rights of Women and Children over the Life Cycle"

ERIC Educational Resources Information Center

Pearson, Landon

2012-01-01

This article presents the author's Florence Bird lecture, which was delivered at Carleton University in Ottawa, Canada on International Women's Day, March 8, 2012. In the lecture, the author focuses on the interrelated rights of women and children over the life cycle. The author explores this linkage and offers a caveat. The author shares a…

Incorporating a Modified Problem-Based Learning Exercise in a Traditional Lecture and Lab-Based Dairy Products Course

ERIC Educational Resources Information Center

Liceaga, Andrea M.; Ballard, Tameshia S.; Skura, Brent J.

2011-01-01

A modified problem-based learning (PBL) exercise was implemented in a food science Dairy Products course, which had previously been taught in the traditional lecture and laboratory format only. The first 10 wk of the course consisted of weekly lectures and laboratory exercises. During the remaining 3 wk, students were presented with a case study…

Reflections on 19th-Century Experience with Knowledge Diffusion: The Sixth Annual Howard Davis Memorial Lecture, April 11, 1991.

ERIC Educational Resources Information Center

Weiss, Carol H.

1991-01-01

Provides the text of the Howard Davis Memorial Lecture, which was presented to the Knowledge Utilization Society in 1991. The lecture describes the work of the Society for the Diffusion of Useful Knowledge, which was active in Great Britain the nineteenth century and compares it with current practices in the field of knowledge utilization. (12…

Is lecture dead? A preliminary study of medical students' evaluation of teaching methods in the preclinical curriculum.

PubMed

Zinski, Anne; Blackwell, Kristina T C Panizzi Woodley; Belue, F Mike; Brooks, William S

2017-09-22

To investigate medical students' perceptions of lecture and non-lecture-based instructional methods and compare preferences for use and quantity of each during preclinical training. We administered a survey to first- and second-year undergraduate medical students at the University of Alabama School of Medicine in Birmingham, Alabama, USA aimed to evaluate preferred instructional methods.  Using a cross-sectional study design, Likert scale ratings and student rankings were used to determine preferences among lecture, laboratory, team-based learning, simulation, small group case-based learning, large group case-based learning, patient presentation, and peer teaching. We calculated mean ratings for each instructional method and used chi-square tests to compare proportions of first- and second-year cohorts who ranked each in their top 5 preferred methods. Among participating students, lecture (M=3.6, SD=1.0), team based learning (M=4.2, SD=1.0), simulation (M=4.0, SD=1.0), small group case-based learning (M=3.8, SD=1.0), laboratory (M=3.6, SD=1.0), and patient presentation (M=3.8, SD=0.9) received higher scores than other instructional methods. Overall, second-year students ranked lecture lower (χ 2 (1, N=120) =16.33, p<0.0001) and patient presentation higher (χ 2 (1, N=120) =3.75, p=0.05) than first-year students. While clinically-oriented teaching methods were preferred by second-year medical students, lecture-based instruction was popular among first-year students. Results warrant further investigation to determine the ideal balance of didactic methods in undergraduate medical education, specifically curricula that employ patient-oriented instruction during the second preclinical year.

Effect of Professional Development on Classroom Practices in Some Selected Saudi Universities

ERIC Educational Resources Information Center

Alghamdi, AbdulKhaliq Hajjad; Bin Sihes, Ahmad Johari

2016-01-01

"Scientific studies found the impact of professional development on effective classroom practices in Higher Education." This paper hypothesizes no statistically significant effect of lecturers' professional development on classroom practices in some selected Saudi Universities not as highlighted in the model. Hierarchical multiple…

First Year Experiences in School of Mechanical Engineering Kanazawa University

NASA Astrophysics Data System (ADS)

Kinari, Toshiyasu; Kanjin, Yuichi; Furuhata, Toru; Tada, Yukio

This paper reports two lectures of the first year experience, ‧Lecture on Life in Campus and Society‧ and ‧Freshman Seminar‧ and discusses their effects. Both lectures have been given freshmen of the school of mechanical engineering, Kanazawa University in H20 spring term. The former lecture is aimed at freshmen to keep on a proper way in both social and college life. It consists of normal class and e-learning system lectures. E-learning system examination requires students to review the whole text book and that seems to have brought better results in the survey. The latter seminar is aimed at freshmen to get active and self-disciplined learning way through their investigation, discussion, presentation, writing work, and so on.

Don't Dump the Didactic Lecture; Fix It

ERIC Educational Resources Information Center

Richardson, Daniel

2008-01-01

Numerous articles have been published on the merits of active learning, and collectively they present a body of compelling evidence that these methods do enhance learning. In presenting arguments for active learning, it is often suggested that the traditional didactic lecture is more passive in nature and less effective as a teaching tool.…

HPE and Capabilities: Towards an Active National Curriculum

ERIC Educational Resources Information Center

Reid, Alan

2011-01-01

This article presents a transcript of the 21st Fritz Duras Memorial Lecture, presented at the 27th ACHPER International Conference on Tuesday April 19 2011, at Prince Alfred College, Adelaide, South Australia. In this lecture, the author focuses on Physical Education, rather than the broader field comprising all those areas that, at least in…

Study of Visual and Auditory Presentation in Dental Lecture and Laboratory Instruction. Final Report.

ERIC Educational Resources Information Center

Allen, William H.; And Others

This study compared the relative effectiveness of an automated teaching machine with instructor presented instruction in graduate dental teaching. The objectives were to: (1) determine the effects of 3 laboratory instructional procedures used in combination with 2 lectures on the acquisition of manual operative skills, the learning of information…

The Role of Interest and Images in Slideware Presentations

ERIC Educational Resources Information Center

Tangen, Jason M.; Constable, Merryn D.; Durrant, Eric; Teeter, Chris; Beston, Brett R.; Kim, Joseph A.

2011-01-01

With the advent of technologies that allow lecturers to develop presentations using software such as Microsoft PowerPoint, Apple Keynote, and OpenOffice Impress (referred to generically here as "slideware"), lectures and meetings are beginning to resemble cinematic experiences rather than the text filled transactions that have been the norm for…

Management of hypothermia: impact of lecture-based interactive workshops on training of pediatric nurses.

PubMed

Altun, Insaf; Karakoç, Ali

2012-05-01

This study aimed to determine the efficacy of interactive workshop on the management of hypothermia and its impact on pediatric nurses' training. This is a pretest-to-posttest quasi-experimental descriptive study. Thirty pediatric nurses attended an interactive lecture-based interactive workshop on the management of hypothermia. Participants had to accept an invitation to the presentation before the training event. They completed the lecture, and a multiple-choice question test before and after the lecture was given. There was a significant improvement in mean test scores after the lecture when compared with those before the lecture (mean [SD], 15.5 [1.3] vs 5.0 [1.7], P < 0.001). The information gained in this study will be valuable as a baseline for further research and help guide improvements in the management of hypothermia with the ultimate goal of enhancing safe and quality patient care.

B.Gregory Lecture

ScienceCinema

None

2018-05-18

Third series of "Gregory lectures" on the memory of B. Gregory (1919-1977), DG from 1965 to 1970. The first conference B. Gregory is presented by Professor V. Weisskopf, his predecessor. Chriss Greeg from Berkeley also speaks.

Advanced technology and the Space Shuttle /10th Von Karman Lecture/.

NASA Technical Reports Server (NTRS)

Love, E. S.

1973-01-01

Selected topics in technology advancement related to the space shuttle are examined. Contributions from long-range research prior to the advent of the 'shuttle-focused technology program' of the past 3 years are considered together with highlights from the latter. Attention is confined to three of the shuttle's seven principal technology areas: aerothermodynamics/configurations, dynamics/aeroelasticity, and structures/materials. Some observations are presented on the shuttle's origin, the need to sustain advanced research, and future systems that could emerge from a combination of shuttle and non-shuttle technology advancements.

Lecture Notes on Topics in Accelerator Physics

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

Chao, Alex W.

These are lecture notes that cover a selection of topics, some of them under current research, in accelerator physics. I try to derive the results from first principles, although the students are assumed to have an introductory knowledge of the basics. The topics covered are: (1) Panofsky-Wenzel and Planar Wake Theorems; (2) Echo Effect; (3) Crystalline Beam; (4) Fast Ion Instability; (5) Lawson-Woodward Theorem and Laser Acceleration in Free Space; (6) Spin Dynamics and Siberian Snakes; (7) Symplectic Approximation of Maps; (8) Truncated Power Series Algebra; and (9) Lie Algebra Technique for nonlinear Dynamics. The purpose of these lectures ismore » not to elaborate, but to prepare the students so that they can do their own research. Each topic can be read independently of the others.« less

Functional Capacity Evaluation Research: Report from the Third International Functional Capacity Evaluation Research Meeting.

PubMed

Edelaar, M J A; Gross, D P; James, C L; Reneman, M F

2018-03-01

Purpose Based on the success of the first two conferences the Third International FCE Research Conference was held in The Netherlands on September 29, 2016. The aim was to provide ongoing opportunity to share and recent FCE research and discuss its implications. Methods Invitations and call for abstracts were sent to previous attendees, researchers, practicing FCE clinicians and professionals. Fifteen abstracts were selected for presentation. The FCE research conference contained two keynote lectures. Results 54 participants from 12 countries attended the conference where 15 research projects and 2 keynote lectures were presented. The conference provided an opportunity to present and discuss recent FCE research, and provided a forum for discourse related to FCE use. Conference presentations covered aspects of practical issues in administration and interpretation; protocol reliability and validity; consideration of specific injury populations; and a focused discussion on proposed inclusion of work physiology principles in FCE testing with the Heart Rate Reserve Method. Details of this Third International FCE Research Conference are available from http://repro.rcnheliomare.nl/FCE.pdf . Conclusions Researchers, clinicians, and other professionals in the FCE area have a common desire to further improve the content and quality of FCE research and to collaborate to further develop research across systems, cultures and countries. A fourth, 2-day, International FCE research conference will be held in Valens, Switzerland in August or September 2018. A 'FCE research Society' will be developed.

Evaluation of an Audio Cassette Tape Lecture Course

ERIC Educational Resources Information Center

Blank, Jerome W.

1975-01-01

An audio-cassette continuing education course (Selected Topics in Pharmacology) from Extension Services in Pharmacy at the University of Wisconsin was offered to a selected test market of pharmacists and evaluated using a pre-, post-test design. Results showed significant increase in cognitive knowledge and strong approval of students. (JT)

"Square Peg--Round Hole": The Emerging Professional Identities of HE in FE Lecturers Working in a Partner College Network in South-West England

ERIC Educational Resources Information Center

Turner, Rebecca; McKenzie, Liz; Stone, Mark

2009-01-01

The professional status of further education lecturers has been widely debated and contested within the published literature. This article presents the results of a series of semi-structured interviews undertaken with a small sample of college lecturers working within a partner college network in south-west England. Regardless of the level of the…

Lectures on Chiral Symmetries and Soft Pion Processes

DOE R&D Accomplishments Database

Nambu, Y.

1966-08-01

At the Istanbul Summer School in 1962 I gave lectures on "Chiral Symmetries in Weak and Strong Interactions." It is only recently, however, that the basic ideas that were started several years ago have begun to bear fruit. We will cover in the present lectures more or less the same general field, but certainly there will be a lot more results to be discussed now than four years ago.

Computer-science guest-lecture series at Langston University sponsored by the U.S. Geological Survey; abstracts, 1992-93

USGS Publications Warehouse

Steele, K. S.

1994-01-01

Langston University, a Historically Black University located at Langston, Oklahoma, has a computing and information science program within the Langston University Division of Business. Since 1984, Langston University has participated in the Historically Black College and University program of the U.S. Department of Interior, which provided education, training, and funding through a combined earth-science and computer-technology cooperative program with the U.S. Geological Survey (USGS). USGS personnel have presented guest lectures at Langston University since 1984. Students have been enthusiastic about the lectures, and as a result of this program, 13 Langston University students have been hired by the USGS on a part-time basis while they continued their education at the University. The USGS expanded the offering of guest lectures in 1992 by increasing the number of visits to Langston University, and by inviting participation of speakers from throughout the country. The objectives of the guest-lecture series are to assist Langston University in offering state-of-the-art education in the computer sciences, to provide students with an opportunity to learn from and interact with skilled computer-science professionals, and to develop a pool of potential future employees for part-time and full-time employment. This report includes abstracts for guest-lecture presentations during 1992-93 school year.

Human Factors for Flight Deck Certification Personnel

DOT National Transportation Integrated Search

1993-07-01

This document is a compilation of proceedings and lecture material on human : performance capabilities that was presented to FAA flight deck certification : personnel. A five-day series of lectures was developed to provide certification : specialists...

The World as a Hologram (LBNL Summer Lecture Series)

ScienceCinema

Bousso, Raphael [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States)

2017-12-09

Summer Lecture Series 2006: UC Berkeley's Raphael Bousso presents a friendly introduction to the ideas behind the holographic principle, which may be very important in the hunt for a theory of quantum gravity.

Impact of Psychological Ownership on the Performance of Business School Lecturers

ERIC Educational Resources Information Center

Md-Sidin, Samsinar; Sambasivan, Murali; Muniandy, Nanthini

2010-01-01

The purpose of the present article is to investigate the impact of psychological ownership, job performance, job commitment, and job satisfaction among business school lecturers of public universities in Malaysia. As psychological ownership is a relatively new concept, the present study expands the use of it in a different setting. Based on the…

Using Digital Photography and Image Processing for the Creation of Notes from the Blackboard

ERIC Educational Resources Information Center

Bruun, Erik

2009-01-01

This paper describes a teaching experiment involving the use of a combination of traditional chalkboard and digital photography in order to produce lecture notes from the blackboard. During lecturing the blackboard is used instead of transparencies or PowerPoint presentations. This reduces the speed of presentation and leaves room for…

Enhancing Student Altruism Using Secure Attachment Messages (SAM) in Lecture

ERIC Educational Resources Information Center

Campbell, Kelly; Ramos, Stephany

2017-01-01

In this brief report, we examine whether students' (N = 230) willingness to help individuals in distress (altruism) would be augmented after viewing Secure Attachment Messages (SAM) during lecture in a college racism course. Students were presented with SAM in alternating weeks as part of the PowerPoint presentation slides. In each of the weeks,…

Effects of three types of lecture notes on medical student achievement.

PubMed

Russell, I J; Caris, T N; Harris, G D; Hendricson, W D

1983-08-01

Two parallel studies were conducted with junior medical students to determine what influence the forms of lecture notes would have on learning. The three types of notes given to the students were: a comprehensive manuscript of the lecture containing text, tables, and figures; a partial handout which included some illustrations but required substantial annotation by the students; and a skeleton outline containing no data from the lecture. The students' knowledge about the subject was measured before the lecture, immediately after the lecture, two to four weeks later, and approximately three months later. The students' responses to questionnaires indicated a strong preference for very detained handouts as essential to preparation for examinations. By contract, the students' performances on tests generally were better for those who had received the partial or skeleton handout formats. This was particularly true for information presented during the last quarter of each lecture, when learning efficiency of the skeleton handout group increased while the other two handout groups exhibited learning fatigue. It was concluded that learning by medical students was improved when they recorded notes in class.

2002 Commercial Space Transportation Lecture Series, volumes 1,2, and 3

DOT National Transportation Integrated Search

2003-04-01

This document includes three presentations which are part of the 2002 Commercial Space Transportation Lecture Series: The Early Years, AST - A Historical Perspective; Approval of Reentry Vehicles; and, Setting Insurance Requirements: Maximum Probable...

Tested Demonstrations: Paramagnetism and Color of Liquid Oxygen: A Lecture Demonstration.

ERIC Educational Resources Information Center

Shakhashiri, Bassam Z.; And Others

1980-01-01

Presents materials and procedures for a lecture demonstration in which liquid nitrogen or liquid oxygen is poured between the poles of a powerful magnet. Hazards of these procedures are included in the discussion. (CS)

Taste in Art-Exposure to Histological Stains Shapes Abstract Art Preferences.

PubMed

Böthig, Antonia M; Hayn-Leichsenring, Gregor U

2017-01-01

Exposure to art increases the appreciation of artworks. Here, we showed that this effect is domain independent. After viewing images of histological stains in a lecture, ratings increased for restricted subsets of abstract art images. In contrast, a lecture on art history generally enhanced ratings for all art images presented, while a lecture on town history without any visual stimuli did not increase the ratings. Therefore, we found a domain-independent exposure effect of images of histological stains to particular abstract paintings. This finding suggests that the 'taste' for abstract art is altered by visual impressions that are presented outside of an artistic context.

Aptamers in Bordeaux, 24–25 June 2016

PubMed Central

Toulmé, Jean-Jacques; Giangrande, Paloma H.; Mayer, Günter; Suess, Beatrix; Ducongé, Frédéric; Sullenger, Bruce; de Franciscis, Vittorio; Darfeuille, Fabien; Peyrin, Eric

2017-01-01

The symposium covered the many different aspects of the selection and the characterization of aptamers as well as their application in analytical, diagnostic and therapeutic areas. Natural and artificial riboswitches were discussed. Recent advances for the design of mutated polymerases and of chemically modified nucleic acid bases that provide aptamers with new properties were presented. The power of aptamer platforms for multiplex analysis of biomarkers of major human diseases was described. The potential of aptamers for the treatment of cancer or cardiovascular diseases was also presented. Brief summaries of the lectures presented during the symposium are given in this report. A second edition of “Aptamers in Bordeaux” will take place on September 2017 (http://www.aptamers-in-bordeaux.com/). PMID:28117671

Improving pedagogic competence using an e-learning approach for pre-service mathematics teachers

NASA Astrophysics Data System (ADS)

Retnowati, E.; Murdiyani, N. M.; Marsigit; Sugiman; Mahmudi, A.

2018-03-01

This article reported a classroom action research that was aimed to improve student’s pedagogic competence during a course namely Methods of Mathematics Instruction. An asynchronous e-learning approach was provided as supplementary material to the main lecture. This e-learning consisted of selected references and educational website addresses and also facilitated online discussions about various methods of mathematics instructions. The subject was twenty-six pre-service teachers in the Department of Mathematics Education, Yogyakarta State University, Indonesia, conducted by the researchers. The research completed three cycles, where each cycle consisted of plan-action-reflection. Through observation, documentation, and interview, it was concluded that asynchronous e-learning might be used to improve pedagogic competence when direct instruction is also applied in the classroom. Direct instruction in this study provided review, explanation, scheme, and examples which could be used by students to select relevant resources in the e-learning portal. Moreover, the pedagogic competence improved after students accomplished assignments to identify aspects of pedagogic instruction either from analyzing videos in e-learning course or simulating in the classroom with direct commentaries. Supporting factors were enthusiasm, discipline, and interactions among students and lecturer that were built throughout the lectures.

The clinical role of lecturers in nursing in Ireland: perceptions from key stakeholder groups in nurse education on the role.

PubMed

Meskell, Pauline; Murphy, Kathleen; Shaw, David

2009-10-01

The clinical role of lecturers in nursing has been a focus of debate since the integration of nurse education into higher education institutions. The purpose of this paper is to report the findings from the preliminary phase of a study, undertaken to investigate the perceptions of key stakeholder groups in nurse education, regarding the current clinical role of nurse lecturers in Ireland. A descriptive exploratory design was used involving focus group and individual interviews, soliciting views of purposefully selected educationalists, clinicians, policy formulators and students. The issue was examined from a policy perspective, aiming to collectively represent views of all participant groups. This approach facilitated a more complete picture of perceptions of the role to emerge, to better inform future decision making. Twenty two focus group interviews and twenty one individual interviews were conducted. Content analysis was used to identify themes. All groups were in agreement that role definition was urgently required to dispel ambiguities surrounding what the clinical role should involve. Conflicting views were evident among groups regarding lecturers' clinical credibility, visibility and teaching effectiveness. Findings highlight the essential nature of nurse lecturers engaging with clinical areas to maintain their skills, demonstrate a value for the practice component of the role and provide a link between education and practice.

Effectiveness of Jigsaw learning compared to lecture-based learning in dental education.

PubMed

Sagsoz, O; Karatas, O; Turel, V; Yildiz, M; Kaya, E

2017-02-01

The objective of this study was to evaluate the success levels of students using the Jigsaw learning method in dental education. Fifty students with similar grade point average (GPA) scores were selected and randomly assigned into one of two groups (n = 25). A pretest concerning 'adhesion and bonding agents in dentistry' was administered to all students before classes. The Jigsaw learning method was applied to the experimental group for 3 weeks. At the same time, the control group was taking classes using the lecture-based learning method. At the end of the 3 weeks, all students were retested (post-test) on the subject. A retention test was administered 3 weeks after the post-test. Mean scores were calculated for each test for the experimental and control groups, and the data obtained were analysed using the independent samples t-test. No significant difference was determined between the Jigsaw and lecture-based methods at pretest or post-test. The highest mean test score was observed in the post-test with the Jigsaw method. In the retention test, success with the Jigsaw method was significantly higher than that with the lecture-based method. The Jigsaw method is as effective as the lecture-based method. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

PREFACE: 2nd National Conference on Nanotechnology 'NANO 2008'

NASA Astrophysics Data System (ADS)

Czuba, P.; Kolodziej, J. J.; Konior, J.; Szymonski, M.

2009-03-01

This issue of Journal of Physics: Conference Series contains selected papers presented at the 2nd National Conference on Nanotechnology 'NANO2008', that was held in Kraków, Poland, 25-28 June 2008. It was organized jointly by the Polish Chemical Society, Polish Physical Society, Polish Vacuum Society, and the Centre for Nanometer-scale Science and Advanced Materials (NANOSAM) of the Jagiellonian University. The meeting presentations were categorized into the following topics: 1. Nanomechanics and nanotribology 2. Characterization and manipulation in nanoscale 3. Quantum effects in nanostructures 4. Nanostructures on surfaces 5. Applications of nanotechnology in biology and medicine 6. Nanotechnology in education 7. Industrial applications of nanotechnology, presentations of the companies 8. Nanoengineering and nanomaterials (international sessions shared with the fellows of Maria-Curie Host Fellowships within the 6th FP of the European Community Project 'Nano-Engineering for Expertise and Development, NEED') 9. Nanopowders 10. Carbon nanostructures and nanosystems 11. Nanoelectronics and nanophotonics 12. Nanomaterials in catalysis 13. Nanospintronics 14. Ethical, social, and environmental aspects of nanotechnology The Conference was attended by 334 participants. The presentations were delivered as 7 invited plenary lectures, 25 invited topical lectures, 78 oral and 108 poster contributions. Only 1/6 of the contributions presented during the Conference were submitted for publication in this Proceedings volume. From the submitted material, this volume of Journal of Physics: Conference Series contains 37 articles that were positively evaluated by independent referees. The Organizing Committee gratefully acknowledges all these contributions. We also thank all the referees of the papers submitted for the Proceedings for their timely and thorough work. We would like to thank all members of the National Program Committee for their work in the selection process of invited and contributed papers and in setting up the scientific program of the Conference. P Czuba, J J Kolodziej, J Konior, M Szymonski Kraków, 30 October 2008

Evaluation of an international doctoral educational program in space life sciences: The Helmholtz Space Life Sciences Research School (SpaceLife) in Germany

NASA Astrophysics Data System (ADS)

Hellweg, C. E.; Spitta, L. F.; Kopp, K.; Schmitz, C.; Reitz, G.; Gerzer, R.

2016-01-01

Training young researchers in the field of space life sciences is essential to vitalize the future of spaceflight. In 2009, the DLR Institute of Aerospace Medicine established the Helmholtz Space Life Sciences Research School (SpaceLife) in cooperation with several universities, starting with 22 doctoral candidates. SpaceLife offered an intensive three-year training program for early-stage researchers from different fields (biology, biomedicine, biomedical engineering, physics, sports, nutrition, plant and space sciences). The candidates passed a multistep selection procedure with a written application, a self-presentation to a selection committee, and an interview with the prospective supervisors. The selected candidates from Germany as well as from abroad attended a curriculum taught in English. An overview of space life sciences was given in a workshop with introductory lectures on space radiation biology and dosimetry, space physiology, gravitational biology and astrobiology. The yearly Doctoral Students' Workshops were also interdisciplinary. During the first Doctoral Students' Workshop, every candidate presented his/her research topic including hypothesis and methods to be applied. The progress report was due after ∼1.5 years and a final report after ∼3 years. The candidates specialized in their subfield in advanced lectures, Journal Clubs, practical trainings, lab exchanges and elective courses. The students attended at least one transferable skills course per year, starting with a Research Skills Development course in the first year, a presentation and writing skills course in the second year, and a career and leadership course in the third year. The whole program encompassed 303 h and was complemented by active conference participation. In this paper, the six years' experience with this program is summarized in order to guide other institutions in establishment of structured Ph.D. programs in this field. The curriculum including elective courses is documented. The applicants' statistics revealed that personal contacts and the DLR website were most important the recruitment of doctoral candidates. The evaluation of the application and selection procedure revealed that prediction of thesis success based on master thesis mark or evaluation by the selection committee is difficult. SpaceLife Doctoral Students greatly contributed to the scientific output in terms of peer-reviewed publications of the Institute of Aerospace Medicine with a peak in the fourth year after start of the thesis and they continuously received awards for their scientific work.

Both Handwriting Speed and Selective Attention Are Important to Lecture Note-Taking

ERIC Educational Resources Information Center

Peverly, Stephen T.; Garner, Joanna K.; Vekaria, Pooja C.

2014-01-01

The primary purpose of this investigation was to evaluate the relationship of handwriting speed, fine motor fluency, speed of verbal access, language comprehension, working memory, and attention (executive control; selective) to note-taking and all of the aforementioned variables to test performance (written recall). A second purpose was to…

Empathy, Self-Reflection, and Curriculum Choice

ERIC Educational Resources Information Center

Grosseman, Suely; Hojat, Mohammadreza; Duke, Pamela M.; Mennin, Stewart; Rosenzweig, Steven; Novack, Dennis

2014-01-01

We administered the Jefferson Scale of Empathy and the Groningen Reflection Ability Scale to 61 of 64 entering medical students who self-selected a problem-based learning curricular track and to 163 of 198 who self-selected a lecture-based track (response rates of 95.3% and 82.3%, respectively, with no statistically significant differences in mean…

E-learning for medical imaging specialists: introducing blended learning in a nuclear medicine specialist course.

PubMed

Haslerud, Torjan; Tulipan, Andreas Julius; Gray, Robert M; Biermann, Martin

2017-07-01

While e-learning has become an important tool in teaching medical students, the training of specialists in medical imaging is still dominated by lecture-based courses. To assess the potential of e-learning in specialist education in medical imaging. An existing lecture-based five-day course in Clinical Nuclear Medicine (NM) was enhanced by e-learning resources and activities, including practical exercises. An anonymized survey was conducted after participants had completed and passed the multiple choice electronic course examination. Twelve out of 15 course participants (80%) responded. Overall satisfaction with the new course format was high, but 25% of the respondents wanted more interactive elements such as discussions and practical exercises. The importance of lecture handouts and supplementary online material such as selected original articles and professional guidelines was affirmed by all the respondents (92% fully, 8% partially), while 75% fully and 25% partially agreed that the lectures had been interesting and relevant. E-learning represents a hitherto unrealized potential in the education of medical specialists. It may expedite training of medical specialists while at the same time containing costs.

Nobel Prize Recipient Eric Betzig Presents Lecture on Efforts to Improve High-Resolution Microscopy | Poster

Cancer.gov

Eric Betzig, Ph.D., a 2014 recipient of the Nobel Prize in Chemistry and a scientist at Janelia Research Campus (JRC), Howard Hughes Medical Institute, in Ashburn, Va., visited NCI at Frederick on Sept. 10 to present a Distinguished Scientist lecture and discuss the latest high-resolution microscopy techniques. Betzig co-invented photoactivation localization microscopy (PALM)

An Introduction to Boiler Water Chemistry for the Marine Engineer: A Text of Audio-Tutorial Instruction.

ERIC Educational Resources Information Center

Schlenker, Richard M.; And Others

Presented is a manuscript for an introductory boiler water chemistry course for marine engineer education. The course is modular, self-paced, audio-tutorial, contract graded and combined lecture-laboratory instructed. Lectures are presented to students individually via audio-tapes and 35 mm slides. The course consists of a total of 17 modules -…

Argonne OutLoud Public Lecture Series: Nuclear Energy

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

Blomquist, Roger

2012-12-10

On November 15, 2012, Argonne National Laboratory opened its doors to the public for a presentation/discussion titled "Getting to Know Nuclear: Past, Present and Future." The speaker was Argonne researcher Roger Blomquist. The event was the latest in the Argonne OutLoud Public Lecture Series. For more information, visit the Argonne Nuclear Engineering Division website (http://www.ne.anl.gov/About/headlines...).

"The expectation gap": a look at the Sybil Palmer Bellos lecture by Ruth B. Freeman, 1970.

PubMed

Abrams, Sarah E

2005-01-01

Ruth B. Freeman was an outstanding public health nurse leader of her time. Born in 1906, Freeman earned a doctorate and became an educator at Johns Hopkins University School of Hygiene and Public Health and a prolific author in the field of public health nursing. She spoke elegantly and forthrightly about the issues of public health, placing nursing on a par with other professions working toward the improvement of health on a global level. A year before her retirement, she was invited to give the Sybil Palmer Bellos lecture, an annual event that continues today at the Yale University School of Nursing. Selected excerpts from this lecture are reprinted in this analysis of Freeman's address. The entirety of the address was printed in Public Health Nursing, Volume 1, Issue 1, in 1984.

Do-It-Yourself Whiteboard-Style Physics Video Lectures

NASA Astrophysics Data System (ADS)

Douglas, Scott Samuel; Aiken, John Mark; Greco, Edwin; Schatz, Michael; Lin, Shih-Yin

2017-01-01

Video lectures are increasingly being used in physics instruction. For example, video lectures can be used to "flip" the classroom, i.e., to deliver, via the Internet, content that is traditionally transmitted by in-class lectures (e.g., presenting concepts, working examples, etc.), thereby freeing up classroom time for more interactive instruction. To date, most video lectures are live lecture recordings or screencasts. The hand-animated "whiteboard" video is an alternative to these more common styles and affords unique creative opportunities such as stop-motion animation or visual "demonstrations" of phenomena that would be difficult to demo in a classroom. In the spring of 2013, a series of whiteboard-style videos were produced to provide video lecture content for Georgia Tech introductory physics instruction, including flipped courses and a MOOC. This set of videos (which also includes screencasts and live recordings) can be found on the "Your World is Your Lab" YouTube channel. In this article, we describe this method of video production, which is suitable for an instructor working solo or in collaboration with students; we explore students' engagement with these videos in a separate work. A prominent example of whiteboard animation is the "Minute Physics" video series by Henry Reich, whose considerable popularity and accessible, cartoony style were the original inspiration for our own video lectures.

Cable Television for Librarians. Ordinances and Franchises

ERIC Educational Resources Information Center

Drexel Library Quarterly, 1973

1973-01-01

A short lecture is presented on how librarians can incorporate their programing into that of existing and future cable television stations. The lecture was followed by a question/answer period. (Other conference materials are LI 503071-503076 and 503078 through 503084.) (SM)

Incorporation of Medicinal Chemistry into the Organic Chemistry Curriculum

ERIC Educational Resources Information Center

Forbes, David C.

2004-01-01

Application of concepts presented in organic chemistry lecture using a virtual project involving the sythesis of medicinally important compounds is emphasized. The importance of reinforcing the concepts from lecture in lab, thus providing a powerful instructional means is discussed.

Interactive Lecture Experiments in Large Introductory Physics Classes

NASA Astrophysics Data System (ADS)

Milner-Bolotin, Marina M.; Kotlicki, A.; Rieger, G.; Bates, F.; Moll, R.; McPhee, K.; Nashon, S.

2006-12-01

We describe Interactive Lecture Experiments (ILE), which build on Interactive Lecture Demonstrations proposed by Sokoloff and Thornton (2004) and extends it by providing students with the opportunity to analyze experiments demonstrated in the lecture outside of the classroom. Real time experimental data is collected, using Logger Pro combined with the digital video technology. This data is uploaded to the Internet and made available to the students for further analysis. Student learning is assessed in the following lecture using conceptual questions (clickers). The goal of this project is to use ILE to make large lectures more interactive and promote student interest in science, critical thinking and data analysis skills. We report on the systematic study conducted using the Colorado Learning Attitudes about Science Survey, Force Concept Inventory, open-ended physics problems and focus group interviews to determine the impact of ILE on student academic achievement, motivation and attitudes towards physics. Three sections of students (750 students) experienced four ILE experiments. The surveys were administered twice and academic results for students who experienced the ILE for a particular topic were compared to the students, from a different section, who did not complete the ILE for that topic. Additional qualitative data on students’ attitudes was collected using open ended survey questions and interviews. We will present preliminary conclusions about the role of ILEs as an effective pedagogy in large introductory physics courses. Sokoloff, D.R. and R.K. Thornton (2004). Interactive Lecture Demonstrations: Active Learning in Introductory Physics, J.Wiley & Sons, INC. Interactive Lecture Experiments: http://www.physics.ubc.ca/ year1lab/p100/LectureLabs/lectureLabs.html

3rd Annual NASA Ames Space Science and Astrobiology Jamboree

NASA Technical Reports Server (NTRS)

Dotson, Jessie

2015-01-01

The Space Science and Astrobiology Division at NASA Ames Research Center consists of over 50 civil servants and more than 110 contractors, co-­-ops, post-­-docs and associates. Researchers in the division are pursuing investigations in a variety of fields including exoplanets, planetary science, astrobiology and astrophysics. In addition, division personnel support a wide variety of NASA missions including (but not limited to) Kepler, SOFIA, LADEE, JWST, and New Horizons. With such a wide variety of interesting research going on, distributed among three branches in at least 5 different buildings, it can be difficult to stay abreast of what one's fellow researchers are doing. Our goal in organizing this symposium is to facilitate communication and collaboration among the scientists within the division, and to give center management and other ARC researchers and engineers an opportunity to see what scientific research and science mission work is being done in the division. We are also continuing the tradition within the Space Science and Astrobiology Division to honor one senior and one early career scientist with the Pollack Lecture and the Early Career Lecture, respectively. With the Pollack Lecture, our intent is to select a senior researcher who has made significant contributions to any area of research within the space sciences, and we are pleased to honor Dr. William Borucki this year. With the Early Career Lecture, our intent is to select a young researcher within the division who, by their published scientific papers, shows great promise for the future in any area of space science research, and we are pleased to honor Dr. Melinda Kahre this year

The views of doctors in their first year of medical practice on the lasting impact of a preparation for house officer course they undertook as final year medical students.

PubMed

Matheson, Catherine B; Matheson, David J; Saunders, John H; Howarth, Claire

2010-06-23

The UK General Medical Council recommends that medical students have the opportunity of shadowing the outgoing new doctor whose post they will soon undertake. At the University of Nottingham the two-week shadowing period was preceded by two weeks of lectures/seminars wherein students followed sessions on topics such as common medical/surgical emergencies, contracts, time management, surviving the first two years of clinical practice, careers advice and so on. The present study aimed to gain a better knowledge and understanding of the lasting impact of a four-week preparation course for new Foundation Year 1 doctors [F1 s - interns]. The objectives chosen to achieve this aim were: 1/ to determine the extent to which the lecture/seminar course and shadowing period achieved their stated aim of smoothing the transition from life as a medical student to work as a new doctor; 2/ to evaluate perceptions of the importance of various forms of knowledge in easing the transition between medical student and new doctor In the spring of 2007, 90 graduates from Nottingham were randomly selected and then emailed a link to a short, online survey of quantitative and qualitative questions. Of these 76 responded. Analysis of quantitative data was carried out using SPSS 16.0 and employed McNemar's test. Analysis of the qualitative data was carried out using the constant comparative method. Only 31% of respondents strongly agreed or agreed that the lecture/seminar part of the course prepared them well for their first FY1 post; 14% agreed that during their first job they drew on the knowledge gained during the lecture/seminar course; 94% strongly agreed or agreed that the shadowing part of the course was more useful than the lecture/seminar part. Experiential knowledge gained in the shadowing was the most highly valued, followed by procedural knowledge with propositional knowledge coming far behind. Our study shows that new doctors retrospectively value most the knowledge they are able to transfer to the workplace and value least material which seems to repeat what they had learned for their final exams.

Robotics, a Kennedy Educate to Innovate (KETI) PowerPoint Presentation

NASA Technical Reports Server (NTRS)

Davila, Dina

2010-01-01

This presentation is a series of lecture notes for a lecture on Robotics. It describes the concept of robots and differentiates between robotic devices and "true robots". It also reviews the reasons for why we use robots, generally, and specificaly.why NASA uses robots. It also explains what an end effector is and explores some of the careers available in the field of robotics.

Ambassadors of the Swedish Nation: National Images in the Teaching of the Swedish Lecturers in Germany 1918-1945

ERIC Educational Resources Information Center

Åkerlund, Andreas

2015-01-01

This article analyses the teaching of Swedish language lecturers active in Germany during the first half of the twentieth century. It shows the centrality of literature and literary constructions and analyses images of Swedishness and the Swedish nation present in the teaching material of that time in relation to the national image present in…

Studying Behaviors Among Neurosurgery Residents Using Web 2.0 Analytic Tools.

PubMed

Davidson, Benjamin; Alotaibi, Naif M; Guha, Daipayan; Amaral, Sandi; Kulkarni, Abhaya V; Lozano, Andres M

Web 2.0 technologies (e.g., blogs, social networks, and wikis) are increasingly being used by medical schools and postgraduate training programs as tools for information dissemination. These technologies offer the unique opportunity to track metrics of user engagement and interaction. Here, we employ Web 2.0 tools to assess academic behaviors among neurosurgery residents. We performed a retrospective review of all educational lectures, part of the core Neurosurgery Residency curriculum at the University of Toronto, posted on our teaching website (www.TheBrainSchool.net). Our website was developed using publicly available Web 2.0 platforms. Lecture usage was assessed by the number of clicks, and associations were explored with lecturer academic position, timing of examinations, and lecture/subspecialty topic. The overall number of clicks on 77 lectures was 1079. Most of these clicks were occurring during the in-training examination month (43%). Click numbers were significantly higher on lectures presented by faculty (mean = 18.6, standard deviation ± 4.1) compared to those delivered by residents (mean = 8.4, standard deviation ± 2.1) (p = 0.031). Lectures covering topics in functional neurosurgery received the most clicks (47%), followed by pediatric neurosurgery (22%). This study demonstrates the value of Web 2.0 analytic tools in examining resident study behavior. Residents tend to "cram" by downloading lectures in the same month of training examinations and display a preference for faculty-delivered lectures. Copyright © 2017 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Frame-of-Reference Training: Establishing Reliable Assessment of Teaching Effectiveness.

PubMed

Newman, Lori R; Brodsky, Dara; Jones, Richard N; Schwartzstein, Richard M; Atkins, Katharyn Meredith; Roberts, David H

2016-01-01

Frame-of-reference (FOR) training has been used successfully to teach faculty how to produce accurate and reliable workplace-based ratings when assessing a performance. We engaged 21 Harvard Medical School faculty members in our pilot and implementation studies to determine the effectiveness of using FOR training to assess health professionals' teaching performances. All faculty were novices at rating their peers' teaching effectiveness. Before FOR training, we asked participants to evaluate a recorded lecture using a criterion-based peer assessment of medical lecturing instrument. At the start of training, we discussed the instrument and emphasized its precise behavioral standards. During training, participants practiced rating lectures and received immediate feedback on how well they categorized and scored performances as compared with expert-derived scores of the same lectures. At the conclusion of the training, we asked participants to rate a post-training recorded lecture to determine agreement with the experts' scores. Participants and experts had greater rating agreement for the post-training lecture compared with the pretraining lecture. Through this investigation, we determined that FOR training is a feasible method to teach faculty how to accurately and reliably assess medical lectures. Medical school instructors and continuing education presenters should have the opportunity to be observed and receive feedback from trained peer observers. Our results show that it is possible to use FOR rater training to teach peer observers how to accurately rate medical lectures. The process is time efficient and offers the prospect for assessment and feedback beyond traditional learner evaluation of instruction.

The Global Health Network and globalization of higher education

PubMed Central

LaPorte, Ron

1999-01-01

The year 2001 and the next millennium will soon be upon us. The major gains in health in the 20th century were primarily the result of improvements in public health including sanitation and immunization. Global health improvements will occur in the 21st century through improvements in information (in particular health training). We will describe a new paradigm for transnational training, the supercourse. In the next century global lecture-shareware training will take place, with Deming based quality control systems on the Internet. Faculty will thus share their best, most passionate lectures on the internet. During the past 100 years there has been a 25-year increase in life expectancy. It has been estimated that 24 of the 25 years were the result of prevention. Most prevention activity is sharing of information. We are working with leaders from WHO, the World Bank, IBM, NASA, PAHO to create a discipline called telepreventive medicine. This is the application of low band with information systems (the Internet) to large numbers of well people to prevent disease. One of the most important aspect of this work is the establishment globalisation of prevention education; the Supercourse. Question: What is the best way to improve health training/research? Answer: Improve the lectures. Question: How do we improve health training/research lectures: Answer: Have academic faculty worldwide share their lectures: Question: Will faculty share lectures? Answer: Yes, The Supercourse has 1107 faculty from 101 countries who created a Library of Lectures with 110 lectures on the Internet with quality control, and cutting edge cognitive design. This is being shared worldwide. We are developing a "Library of Lectures" with passionate lectures in public health from across the world such as seen here from South Africa. We propose to expand this to all areas of research in health. Our program consists of: Shareware: A Global faculty is developing and sharing their best, most passionate lectures. This benefits all. The experienced faculty member can beef up their lectures that are not cutting edge. New instructors reduce preparation time and improve their lectures, as they can employ state of the art lectures from others. Faculty in developing countries have access to current public health information for the first time. The concept is that of a library of lectures for all to use is in many ways similar to that of "shareware" on the computer. Statistical Quality Assurance: We have established a Deming Model of statistical quality control to monitor lectures over time Supporting the teachers: The Library of Lectures consists of exciting lectures by public health experts in the field. The classroom teacher "takes" them out for free like a library book. There is no direct teaching of students from a distance, rather the concept of the system is to provide cutting edge material for all faculty to present. Hypertext comic book: The lectures are icon driven, and the students can go deep into the Internet for more information through hyperlinks. It is based upon PowerPoint for ease of usage Presentation Speed: We have discovered technologies to speed access to lectures world wide Text books: The British Medical Association has put 2 current text books on line for us Multilingual: For global use, this must be multilingual, the first lecture is in 8 languages Voice-Sound Video: We are using state of the art Internet voice-video systems. We soon will be using "clickable" voice video We have published over 68 papers in leading medical journals including the Lancet, British Medical Journal, Nature Medicine among others. We are working with PAHO to put mirrored servers into every medical school in the Americas this year, with 5 years we should reach globally all medical schools. WHO has developed a Supercourse. Initial pilot studies reveal that 2500 individuals will see each lecture each year, which is 50 times that of our classroom teaching. We have beta tested lectures in 2 centers in Japan and one in South Africa with very positive results. We are now developing a Chinese Heritage course.

The VTLA System of Course Delivery and Faculty Development in Materials Education

NASA Technical Reports Server (NTRS)

Berrettini, Robert; Roy, Rustum

1996-01-01

There is a national need for high-quality, upper division courses that address critical topics in materials synthesis, particularly those beyond the present expertise of the typical university department's faculty. A new project has been started to test a novel distance education and faculty development system, called Video Tape Live Audio (VTLA). This, if successful, would at once enlarge the national Materials Science and Engineering (MSE) student cohort studying material synthesis and develop faculty expertise at the receiving sites. The mechanics for the VTLA scheme are as follows: A course is designed in the field selected for emphasis and for which there is likely to be considerable demand, in this example 'Ceramic Materials Synthesis: Theory and Case Studies'. One of the very best researcher/teachers records lectures of TV studio quality with appropriate visuals. Universities and colleges which wish to offer the course agree to offer it at the same hour at least once a week. The videotaped lectures and accompanying text, readings and visuals are shipped to the professor in charge, who has an appropriate background. The professor arranges the classroom TV presentation equipment and supervises the course. Video lectures are played during regular course hours twice a week with time for discussion by the supervising professor. Typically the third weekly classroom period is scheduled by all sites at a common designated hour, during which the course author/presenter answers questions, provides greater depth, etc. on a live audio link to all course sites. Questions are submitted by fax and e-mail prior to the audio tutorial. coordinating professors at various sites have separate audio teleconferences at the beginning and end of the course, dealing with the philosophical and pedagogical approach to the course, content and mechanics. Following service once or twice as an 'apprentice' to the course, the coordinating professors may then offer it without the necessity of the live audio tutorial.

Asia-Pacific ISY conference, volume 1

NASA Astrophysics Data System (ADS)

1993-03-01

An overview of the proceedings of the Asia Pacific International Space Year Conference is presented. Comments, lectures in the opening ceremonies, and the keynote lectures and lectures in the following symposia on the theme of 'Mission to Planet Earth' (Session 1), 'Man in Space' (Session 2), 'Space Activities in the Asia Pacific Region' (Session 3), and 'Future Space Missions, Beyond the Horizon' (Session 4) are outlined. Dates, places and chair persons for the workshops (WS-A to O), and the exhibition and demonstrations are displayed.

Focus on Electronics, Photonics and Renewable Energy.

PubMed

Goodnick, Stephen M; Nemanich, Robert J; Korkin, Anatoli

2018-06-21

This focus collection is based on the research papers presented at the NGC 2017 conference in Tomsk (Russia), the 7th conference in the Nano and Giga Forum series, dedicated to solving scientific and technological problems in several areas of electronics, photonics and renewable energy. As early as the first forum in Moscow, Russia, in 2002, the organizers realized that publication of the lectures notes and selected research papers would be a valuable legacy of the meeting, and a significant educational resource and knowledge base for students, young researchers, and experts alike. © 2018 IOP Publishing Ltd.

Development of a prototype interactive learning system using multi-media technology for mission independent training program

NASA Technical Reports Server (NTRS)

Matson, Jack E.

1992-01-01

The Spacelab Mission Independent Training Program provides an overview of payload operations. Most of the training material is currently presented in workbook form with some lecture sessions to supplement selected topics. The goal of this project was to develop a prototype interactive learning system for one of the Mission Independent Training topics to demonstrate how the learning process can be improved by incorporating multi-media technology into an interactive system. This report documents the development process and some of the problems encountered during the analysis, design, and production phases of this system.

PREFACE: 7th International Workshop DICE2014 Spacetime - Matter - Quantum Mechanics

NASA Astrophysics Data System (ADS)

Elze, H. T.; Diósi, L.; Fronzoni, L.; Halliwell, J. J.; Kiefer, C.; Prati, E.; Vitiello, G.

2015-07-01

Presented in this volume are the Invited Lectures and the Contributed Papers of the Seventh International Workshop on Decoherence, Information, Complexity and Entropy - DICE 2014, held at Castello Pasquini, Castiglioncello (Tuscany), September 15-19, 2014. These proceedings are intended to reflect the lively exchange of ideas during the meeting for the interested public and the wider scientific community, as well as to provide a document of the scientific works presented. The number of participants has continued to grow, which may correspond to an increasing attraction, if not need, of such conference: Our very intention has always been to bring together leading researchers, advanced students, and renowned scholars from various areas, in order to stimulate new ideas and their exchange across the borders of specialization. In this way, the series of meetings successfully continued from the beginning with DICE 2002, followed by DICE 2004, DICE 2006, DICE 2008, DICE 2010, and DICE 2012. This time, DICE 2014 brought together more than 120 participants representing more than 30 countries. It has been a great honour and inspiration that we had with us Nobel Prize laureate Gerard 't Hooft (Utrecht - Keynote Lecture ''The Cellular Automaton Interpretation and Bell's Theorem''), Fields Medal winner Alain Connes (Paris - Keynote Lecture ''Quanta of geometry''), Professor Avshalom Elitzur (Rehovot - Keynote Lecture ''Voices of silence, novelties of noise: on some quantum hairsplitting methods with nontrivial consequences'', in this volume) and Professor Mario Rasetti (Torino - Keynote Lecture ''The topological field theory of data: a possible new venue for data mining'', in this volume). The opening Keynote Lecture ''History of electroweak symmetry breaking'' was presented by Sir Tom Kibble (London), co-discoverer of the Higgs mechanism, Sakurai Prize laureate and winner of, i.a., Dirac and Einstein Medals.

A Course to Promote Informed Selection of an Engineering Major Using a Partially Flipped Classroom Model

ERIC Educational Resources Information Center

Meyers, Kerry Lynn

2016-01-01

A 1 credit hour First-Year Engineering Course which provides background to students on the engineering disciplinary options available to them was redesigned to help inform the selection of their engineering major for future study. Initially, course administration was a large lecture class but was transformed into smaller classes that were…

Mathematics lecturing in the digital age

NASA Astrophysics Data System (ADS)

Trenholm, Sven; Alcock, Lara; Robinson, Carol L.

2012-09-01

In this article, we consider the transformation of tertiary mathematics lecture practice. We undertake a focused examination of the related research with two goals in mind. First, we document this research, reviewing the findings of key studies and noting that reflective pieces on individual practice as well as surveys are more prevalent than empirical studies. Second, we investigate issues related to the transformation of lecture practice by the emergence of e-lectures. We discuss the latter in terms of claims about the efficiencies offered by new technologies and contrast these with possible disadvantages in terms of student engagement in a learning community. Overall findings indicate that while survey results appear to trumpet the value of e-lecture provision, empirical study results appear to call that value into question. Two explanatory theoretical frameworks are presented. Issues concerning the instructional context (e.g. the nature of mathematical thinking), inherent complexities and recommendations for implementation are discussed.

A Randomized Crossover Design to Assess Learning Impact and Student Preference for Active and Passive Online Learning Modules.

PubMed

Prunuske, Amy J; Henn, Lisa; Brearley, Ann M; Prunuske, Jacob

Medical education increasingly involves online learning experiences to facilitate the standardization of curriculum across time and space. In class, delivering material by lecture is less effective at promoting student learning than engaging students in active learning experience and it is unclear whether this difference also exists online. We sought to evaluate medical student preferences for online lecture or online active learning formats and the impact of format on short- and long-term learning gains. Students participated online in either lecture or constructivist learning activities in a first year neurologic sciences course at a US medical school. In 2012, students selected which format to complete and in 2013, students were randomly assigned in a crossover fashion to the modules. In the first iteration, students strongly preferred the lecture modules and valued being told "what they need to know" rather than figuring it out independently. In the crossover iteration, learning gains and knowledge retention were found to be equivalent regardless of format, and students uniformly demonstrated a strong preference for the lecture format, which also on average took less time to complete. When given a choice for online modules, students prefer passive lecture rather than completing constructivist activities, and in the time-limited environment of medical school, this choice results in similar performance on multiple-choice examinations with less time invested. Instructors need to look more carefully at whether assessments and learning strategies are helping students to obtain self-directed learning skills and to consider strategies to help students learn to value active learning in an online environment.

Maniac Talk - Neil Gehrels

NASA Image and Video Library

2015-09-29

Neil Gehrels Maniac Lecture, September 29, 2015 Astrophysicist Neil Gehrels presented a Maniac lecture entitled "Adventures in Astrophysics." Neil shared his passion and adventures in astrophysics, which traces back to his astronomer father, his physicist wife, a life-long career at NASA Goddard Space Flight Center and good mentors.

BIOLOGIC EFFECTS OF LOW-LEVEL IONIZING RADIATION: DISTINGUISHED LECTURER SERIES

EPA Science Inventory

This represents the first in a series of lectures sponsored by the Agency to present a range of perspectives on controversial environmental and health issues from the vantage points of distinguished scientists. The views expressed are, therefore, not necessarily the views of the ...

Computer Series, 98. Electronics for Scientists: A Computer-Intensive Approach.

ERIC Educational Resources Information Center

Scheeline, Alexander; Mork, Brian J.

1988-01-01

Reports the design for a principles-before-details presentation of electronics for an instrumental analysis class. Uses computers for data collection and simulations. Requires one semester with two 2.5-hour periods and two lectures per week. Includes lab and lecture syllabi. (MVL)

The effectiveness of an interactive computer program versus traditional lecture in athletic training education.

PubMed

Wiksten, D L; Patterson, P; Antonio, K; De La Cruz, D; Buxton, B P

1998-07-01

To evaluate the effectiveness of an interactive athletic training educational curriculum (IATEC) computer program as compared with traditional lecture instruction. Instructions on assessment of the quadriceps angle (Q-angle) were compared. Dependent measures consisted of cognitive knowledge, practical skill assessment, and attitudes toward the 2 methods of instruction. Sixty-six subjects were selected and then randomly assigned to 3 different groups: traditional lecture, IATEC, and control. The traditional lecture group (n = 22) received a 50-minute lecture/demonstration covering the same instructional content as the Q-angle module of the IATEC program. The IATEC group (n = 20; 2 subjects were dropped from this group due to scheduling conflicts) worked independently for 50 to 65 minutes using the Q-angle module of the IATEC program. The control group (n = 22) received no instruction. Subjects were recruited from an undergraduate athletic training education program and were screened for prior knowledge of the Q-angle. A 9-point multiple choice examination was used to determine cognitive knowledge of the Q-angle. A 12-point yes-no checklist was used to determine whether or not the subjects were able to correctly measure the Q-angle. The Allen Attitude Toward Computer-Assisted Instruction Semantic Differential Survey was used to assess student attitudes toward the 2 methods of instruction. The survey examined overall attitudes, in addition to 3 subscales: comfort, creativity, and function. The survey was scored from 1 to 7, with 7 being the most favorable and 1 being the least favorable. Results of a 1-way ANOVA on cognitive knowledge of the Q-angle revealed that the traditional lecture and IATEC groups performed significantly better than the control group, and the traditional lecture group performed significantly better than the IATEC group. Results of a 1-way ANOVA on practical skill performance revealed that the traditional lecture and IATEC groups performed significantly better than the control group, but there were no significant differences between the traditional lecture and IATEC groups on practical skill performance. Results of a t test indicated significantly more favorable attitudes (P < .05) for the traditional lecture group when compared with the IATEC group for comfort, creativity, and function. Our results suggest that use of the IATEC computer module is an effective means of instruction; however, use of the IATEC program alone may not be sufficient for educating students in cognitive knowledge. Further research is needed to determine the effectiveness of the IATEC computer program as a supplement to traditional lecture instruction in athletic training education.

The Effectiveness of an Interactive Computer Program Versus Traditional Lecture in Athletic Training Education

PubMed Central

Wiksten, Denise Lebsack; Patterson, Patricia; Antonio, Kimberly; De La Cruz, Daniel; Buxton, Barton P.

1998-01-01

Objective: To evaluate the effectiveness of an interactive athletic training educational curriculum (IATEC) computer program as compared with traditional lecture instruction. Instructions on assessment of the quadriceps angle (Q-angle) were compared. Dependent measures consisted of cognitive knowledge, practical skill assessment, and attitudes toward the 2 methods of instruction. Design and Setting: Sixty-six subjects were selected and then randomly assigned to 3 different groups: traditional lecture, IATEC, and control. The traditional lecture group (n = 22) received a 50-minute lecture/demonstration covering the same instructional content as the Q-angle module of the IATEC program. The IATEC group (n = 20; 2 subjects were dropped from this group due to scheduling conflicts) worked independently for 50 to 65 minutes using the Q-angle module of the IATEC program. The control group (n = 22) received no instruction. Subjects: Subjects were recruited from an undergraduate athletic training education program and were screened for prior knowledge of the Q-angle. Measurements: A 9-point multiple choice examination was used to determine cognitive knowledge of the Q-angle. A 12-point yes-no checklist was used to determine whether or not the subjects were able to correctly measure the Q-angle. The Allen Attitude Toward Computer-Assisted Instruction Semantic Differential Survey was used to assess student attitudes toward the 2 methods of instruction. The survey examined overall attitudes, in addition to 3 subscales: comfort, creativity, and function. The survey was scored from 1 to 7, with 7 being the most favorable and 1 being the least favorable. Results: Results of a 1-way ANOVA on cognitive knowledge of the Q-angle revealed that the traditional lecture and IATEC groups performed significantly better than the control group, and the traditional lecture group performed significantly better than the IATEC group. Results of a 1-way ANOVA on practical skill performance revealed that the traditional lecture and IATEC groups performed significantly better than the control group, but there were no significant differences between the traditional lecture and IATEC groups on practical skill performance. Results of a t test indicated significantly more favorable attitudes (P < .05) for the traditional lecture group when compared with the IATEC group for comfort, creativity, and function. Conclusions: Our results suggest that use of the IATEC computer module is an effective means of instruction; however, use of the IATEC program alone may not be sufficient for educating students in cognitive knowledge. Further research is needed to determine the effectiveness of the IATEC computer program as a supplement to traditional lecture instruction in athletic training education. PMID:16558517

Presentation video retrieval using automatically recovered slide and spoken text

NASA Astrophysics Data System (ADS)

Cooper, Matthew

2013-03-01

Video is becoming a prevalent medium for e-learning. Lecture videos contain text information in both the presentation slides and lecturer's speech. This paper examines the relative utility of automatically recovered text from these sources for lecture video retrieval. To extract the visual information, we automatically detect slides within the videos and apply optical character recognition to obtain their text. Automatic speech recognition is used similarly to extract spoken text from the recorded audio. We perform controlled experiments with manually created ground truth for both the slide and spoken text from more than 60 hours of lecture video. We compare the automatically extracted slide and spoken text in terms of accuracy relative to ground truth, overlap with one another, and utility for video retrieval. Results reveal that automatically recovered slide text and spoken text contain different content with varying error profiles. Experiments demonstrate that automatically extracted slide text enables higher precision video retrieval than automatically recovered spoken text.

Meeting the Discipline-Culture Framework of Physics Knowledge: A Teaching Experience in Italian Secondary School

NASA Astrophysics Data System (ADS)

Levrini, Olivia; Bertozzi, Eugenio; Gagliardi, Marta; Tomasini, Nella Grimellini; Pecori, Barbara; Tasquier, Giulia; Galili, Igal

2014-09-01

The paper deals with physics teaching/learning in high school. An investigation in three upper secondary school classes in Italy explored the reactions of students to a structuring lecture on optics within the discipline-culture (DC) framework that organises physics knowledge around four interrelated fundamental theories of light. The lecture presented optics as an unfolding conceptual discourse of physicists regarding the nature of light. Along with the knowledge constructed in a school course of a scientific lyceum, the students provided epistemological comments, displaying their perception of physics knowledge presented in the classroom. Students' views and knowledge were investigated by questionnaires prior to and after the lecture and in special discussions held in each class. They revealed a variety of attitudes and views which allowed inferences about the potential of the DC framework in an educational context. The findings and interpretation indicate the positive and stimulating impact of the lecture and the way in which DC-based approach to knowledge organization makes physics at school cultural and attractive.

Everyday attention and lecture retention: the effects of time, fidgeting, and mind wandering.

PubMed

Farley, James; Risko, Evan F; Kingstone, Alan

2013-01-01

We have all had our thoughts wander from the immediate task at hand. The emerging embodied cognition literature emphasizes the role that the body plays in human thought, and raises the possibility that changes in attentional focus may be associated with changes in body behavior. Recent research has found that when individuals view a lecture, mind wandering increases as a function of time. In the present study we asked whether this decline in attention during lecture viewing was associated with fidgeting. Participants were filmed while they watched a 40-min lecture video, and at regular 5-min intervals provided ratings of their attentiveness. Following the lecture, participant's memory for the material was assessed. Fidgeting behavior was coded from video recordings of each session. Results indicated that attention to, and retention of, lecture material declined as a function of time on task. Critically, and as predicted, fidgeting also increased with time on task. We also found that the relation between fidgeting and retention was significant even when the role of attention was factored into the equation, suggesting that fidgeting makes a unique contribution to retention of lecture material over and above that contributed by an individual's attention. We propose a novel non-attentional stress-based account of fidgeting and how this impacts retention for lecture material over and above changes in levels in mind wandering vis-a-vis changes in attention.

Brief, cooperative peer-instruction sessions during lectures enhance student recall and comprehension*

PubMed Central

Zhang, Niu; Henderson, Charles N.R.

2016-01-01

Objective: The objective of this study was to evaluate the academic impact of cooperative peer instruction during lecture pauses in an immunology/endocrinology course. Methods: Third-quarter students participated across iterations of the course. Each class offered 20 lectures of 50 minutes each. Classes were divided into a peer-instruction group incorporating cooperative peer instruction and a control group receiving traditional lectures. Peer-instruction group lectures were divided into 2–3 short presentations followed by a multiple-choice question (MCQ). Students recorded an initial answer and then had 1 minute to discuss answers with group peers. Following this, students could submit a revised answer. The control group received the same lecture material, but without MCQs or peer discussions. Final-exam scores were compared across study groups. A mixed-design analysis of covariance was used to analyze the data. Results: There was a statistically significant main effect for the peer-instruction activity (F(1, 93) = 6.573, p = .012, r = .257), with recall scores higher for MCQs asked after peer-instruction activities than for those asked before peer instruction. Final-exam scores at the end of term were greater in the peer-instruction group than the control group (F(1, 193) = 9.264, p = .003, r = .214; question type, F(1, 193) = 26.671, p = .000, r = .348). Conclusion: Lectures with peer-instruction pauses increase student recall and comprehension compared with traditional lectures. PMID:26967766

Everyday attention and lecture retention: the effects of time, fidgeting, and mind wandering

PubMed Central

Farley, James; Risko, Evan F.; Kingstone, Alan

2013-01-01

We have all had our thoughts wander from the immediate task at hand. The emerging embodied cognition literature emphasizes the role that the body plays in human thought, and raises the possibility that changes in attentional focus may be associated with changes in body behavior. Recent research has found that when individuals view a lecture, mind wandering increases as a function of time. In the present study we asked whether this decline in attention during lecture viewing was associated with fidgeting. Participants were filmed while they watched a 40-min lecture video, and at regular 5-min intervals provided ratings of their attentiveness. Following the lecture, participant's memory for the material was assessed. Fidgeting behavior was coded from video recordings of each session. Results indicated that attention to, and retention of, lecture material declined as a function of time on task. Critically, and as predicted, fidgeting also increased with time on task. We also found that the relation between fidgeting and retention was significant even when the role of attention was factored into the equation, suggesting that fidgeting makes a unique contribution to retention of lecture material over and above that contributed by an individual's attention. We propose a novel non-attentional stress-based account of fidgeting and how this impacts retention for lecture material over and above changes in levels in mind wandering vis-a-vis changes in attention. PMID:24065933

Diabetes Mellitus Coding Training for Family Practice Residents.

PubMed

Urse, Geraldine N

2015-07-01

Although physicians regularly use numeric coding systems such as the International Classification of Diseases, Ninth Revision, Clinical Modification (ICD-9-CM) to describe patient encounters, coding errors are common. One of the most complicated diagnoses to code is diabetes mellitus. The ICD-9-CM currently has 39 separate codes for diabetes mellitus; this number will be expanded to more than 50 with the introduction of ICD-10-CM in October 2015. To assess the effect of a 1-hour focused presentation on ICD-9-CM codes on diabetes mellitus coding. A 1-hour focused lecture on the correct use of diabetes mellitus codes for patient visits was presented to family practice residents at Doctors Hospital Family Practice in Columbus, Ohio. To assess resident knowledge of the topic, a pretest and posttest were given to residents before and after the lecture, respectively. Medical records of all patients with diabetes mellitus who were cared for at the hospital 6 weeks before and 6 weeks after the lecture were reviewed and compared for the use of diabetes mellitus ICD-9 codes. Eighteen residents attended the lecture and completed the pretest and posttest. The mean (SD) percentage of correct answers was 72.8% (17.1%) for the pretest and 84.4% (14.6%) for the posttest, for an improvement of 11.6 percentage points (P≤.035). The percentage of total available codes used did not substantially change from before to after the lecture, but the use of the generic ICD-9-CM code for diabetes mellitus type II controlled (250.00) declined (58 of 176 [33%] to 102 of 393 [26%]) and the use of other codes increased, indicating a greater variety in codes used after the focused lecture. After a focused lecture on diabetes mellitus coding, resident coding knowledge improved. Review of medical record data did not reveal an overall change in the number of diabetic codes used after the lecture but did reveal a greater variety in the codes used.

1. Progress toward the synthesis of vancosamine using a tandem [4+2]/[3+2] cycloaddition. 2. Discussion boards and pre-lecture quizzes in organic chemistry courses

NASA Astrophysics Data System (ADS)

Miller, Tyson A.

The sugar vancosamine is one of the two sugar residues found on the broad spectrum antibiotic vancomycin. A strategy using a tandem intermolecular [4+2]/intermolecular [3+2] cycloaddition with nitro olefins was employed in an effort to enantioselectively synthesize the target. The [4+2] cycloaddition proceeded well with tin tetrachloride in high yield. However, the products from the [3+2] cycloaddition afforded diastereomers with stereocenters that were inconsistent with the natural product. An online facilitated group work assignment was introduced to a first semester non-majors organic chemistry lecture courses with large enrollments (˜300--660 students). Student opinion surveys, performance scores, and a detailed account of time spent by the facilitator afforded insight on the value of such assignments with large class sizes. Format and number of attempts were varied in online pre-lecture quizzes administered to a first semester non-majors organic chemistry lecture course. Student quiz performance and post-quiz assessment shows significant differences in mastery of material and class preparedness with format and number of attempts. When combined with student survey data, recommendations are made as to how format selection and number of attempts can optimize the value of online pre-lecture quizzes as a learning tool and as an assessment tool.

Evaluating the Impact of Classroom Education on the Management of Septic Shock Using Human Patient Simulation.

PubMed

Lighthall, Geoffrey K; Bahmani, Dona; Gaba, David

2016-02-01

Classroom lectures are the mainstay of imparting knowledge in a structured manner and have the additional goals of stimulating critical thinking, lifelong learning, and improvements in patient care. The impact of lectures on patient care is difficult to examine in critical care because of the heterogeneity in patient conditions and personnel as well as confounders such as time pressure, interruptions, fatigue, and nonstandardized observation methods. The critical care environment was recreated in a simulation laboratory using a high-fidelity mannequin simulator, where a mannequin simulator with a standardized script for septic shock was presented to trainees. The reproducibility of this patient and associated conditions allowed the evaluation of "clinical performance" in the management of septic shock. In a previous study, we developed and validated tools for the quantitative analysis of house staff managing septic shock simulations. In the present analysis, we examined whether measures of clinical performance were improved in those cases where a lecture on the management of shock preceded a simulated exercise on the management of septic shock. The administration of the septic shock simulations allowed for performance measurements to be calculated for both medical interns and for subsequent management by a larger resident-led team. The analysis revealed that receiving a lecture on shock before managing a simulated patient with septic shock did not produce scores higher than for those who did not receive the previous lecture. This result was similar for both interns managing the patient and for subsequent management by a resident-led team. We failed to find an immediate impact on clinical performance in simulations of septic shock after a lecture on the management of this syndrome. Lectures are likely not a reliable sole method for improving clinical performance in the management of complex disease processes.

Assessing the Impact of Voice-Over Screen-Captured Presentations Delivered Online on Dental Students' Learning.

PubMed

Schönwetter, Dieter J; Gareau-Wilson, Nicole; Cunha, Rodrigo Sanches; Mello, Isabel

2016-02-01

The traditional lecturing method is still one of the most common forms of delivering content to students in dental education, but innovative learning technologies have the potential to improve the effectiveness and quality of teaching dental students. What challenges instructors is the extent to which these learning tools have a direct impact on student learning outcomes. The aim of this study was to assess the impact of a voice-over screen-captured learning tool by identifying a positive, nil, or negative impact on student learning as well as student engagement (affective, behavioral, and cognitive) when compared to the traditional face-to-face lecture. Extraneous variables thought to impact student learning were controlled by the use of baseline measures as well as random assignment of second-year dental students to one of two teaching conditions: voice-over screen-captured presentation delivered online and the traditional classroom lecture. A total of 28 students enrolled in the preclinical course in endodontics at a Canadian dental school participated in the study, 14 in each of the two teaching conditions. The results showed that, in most cases, the students who experienced the online lecture had somewhat higher posttest scores and perceived satisfaction levels than those in the face-to-face lecture group, but the differences did not achieve statistical significance except for their long-term recognition test scores. This study found that the students had comparable learning outcomes whether they experienced the face-to-face or the online lecture, but that the online lecture had a more positive impact on their long-term learning. The controls for extraneous variables used in this study suggest ways to improve research into the comparative impact of traditional and innovative teaching methods on student learning outcomes.

Spectrum Recombination.

ERIC Educational Resources Information Center

Greenslade, Thomas B., Jr.

1984-01-01

Describes several methods of executing lecture demonstrations involving the recombination of the spectrum. Groups the techniques into two general classes: bringing selected portions of the spectrum together using lenses or mirrors and blurring the colors by rapid movement or foreshortening. (JM)

Summer Course Promotes Polymer Chemistry for Small Colleges.

ERIC Educational Resources Information Center

Stinson, Stephen

1989-01-01

Describes a three-week summer program teaching selected chemistry faculty how to incorporate polymer chemistry into chemistry courses. In addition to lectures, the program conducted many experiments and provided a trip to industry laboratories. (YP)

Coping With Droughts

NASA Astrophysics Data System (ADS)

Zaporozec, Alexander

This book is a collection of selected papers from the NATO Advanced Study Institute on Droughts entitled “Drought Impact Control Technology,” held at the National Laboratory of Civil Engineering in Lisbon, Portugal, in June 1980. The editors of the book have chosen a nontraditional but successful approach to presenting the papers. Instead of including a verbatim proceedings of the institute, they assembled 21 papers presented by 14 of the institute's lecturers, reshaped and synthesized them, and supplemented them by five new papers that cover obvious gaps in topics. The result is enlightening reading and a more or less complete presentation of the subject. The edited material in the book was arranged around three central themes related to efforts needed to cope with or manage the droughts. In the process, the identity of individual contributors has been preserved.

Health care providers' acceptance of unsedated colonoscopy before and after a state-of-the-art lecture on the feasibility of the option.

PubMed

Leung, Felix W; Aljebreen, Abdulrahman

2012-01-01

The impact of education on acceptance of unsedated colonoscopy by health care providers is unknown. To test the hypothesis that knowledge imparted by a lecture on unsedated colonoscopy is associated with its enhanced acceptance. At the State-of-the-Art Lecture on "Unsedated colonoscopy: Is it feasible?" presented at the 8 th Pan-Arab Conference on Gastroenterology, February, 2011, Riyadh, Saudi Arabia, a questionnaire survey of the audience was undertaken. An expectation questionnaire was administered before and after the lecture. Attendees responded anonymously. The responses of a convenient sample of 49 attendees who provided completed responses to the questionnaire both before and after the lecture were analyzed. Data are expressed as frequency counts and means±SEM. Repeated measures analysis of variance (ANOVA), ANOVA with contrasts and Chi-square analysis (Statview II Program for Macintosh computers) were used to assess the data. A P value of <0.05 is considered significant. The mean±SEM credibility score (maximum possible score=50) was 25.8 ± 1.8 before and 33.3 ± 2.1 after the lecture, with a significant improvement in mean score of 7.5 ± 1.3 (P=0.001, paired t test). Nineteen (39%) respondents were not willing to consider unsedated colonoscopy for themselves before the lecture. This number decreased to 13 (27%) after the lecture. Before the lecture only 4 (8%) respondents were willing to consider unsedated colonoscopy for themselves. After the lecture this number increased to 8 (16%). The data suggest education of healthcare professionals regarding the feasibility of unsedated colonoscopy appears to enhance its acceptance as a credible patient care option at a Pan-Arab Gastroenterology Conference.

Practical strategies for effective lectures.

PubMed

Lenz, Peter H; McCallister, Jennifer W; Luks, Andrew M; Le, Tao T; Fessler, Henry E

2015-04-01

Lecturing is an essential teaching skill for scientists and health care professionals in pulmonary, critical care, and sleep medicine. However, few medical or scientific educators have received training in contemporary techniques or technology for large audience presentation. Interactive lecturing outperforms traditional, passive-style lecturing in educational outcomes, and is being increasingly incorporated into large group presentations. Evidence-based techniques range from the very simple, such as inserting pauses for audience discussion, to more technologically advanced approaches such as electronic audience response systems. Alternative software platforms such as Prezi can overcome some of the visual limits that the ubiquitous PowerPoint imposes on complex scientific narratives, and newer technology formats can help foster the interactive learning environment. Regardless of the technology, adherence to good principles of instructional design, multimedia learning, visualization of quantitative data, and informational public speaking can improve any lecture. The storyline must be clear, logical, and simplified compared with how it might be prepared for scientific publication. Succinct outline and summary slides can provide a roadmap for the audience. Changes of pace, and summaries or other cognitive breaks inserted every 15-20 minutes can renew attention. Graphics that emphasize clear, digestible data graphs or images over tables, and simple, focused tables over text slides, are more readily absorbed. Text slides should minimize words, using simple fonts in colors that contrast to a plain background. Adherence to these well-established principles and addition of some new approaches and technologies will yield an engaging lecture worth attending.

Maniac Talk - Joel Susskind

NASA Image and Video Library

2016-02-24

Joel Susskind Maniac Lecture, February 24, 2016 NASA climate scientist Joel Susskind presented a Maniac Lecture entitled, "Journey from Chemistry to (who would have thought it) Meteorology." Joel described the twists and turns of his professional career, starting as a young child who loved to mix household chemicals together and wanted to become a chemist, and continuing through present as a career Civil Servant of 38 years at GSFC doing meteorological research.

Introducing the Physical Education and Sport Pedagogy 2012 Scholar Lecture

ERIC Educational Resources Information Center

Flintoff, Anne; Fitzgerald, Hayley

2014-01-01

This commentary introduces David Kirk's paper entitled "Making a career in Physical Education and Sport Pedagogy in the corporatized university: Reflections on hegemony, resistance, collegiality and scholarship", which was presented in the 2012 Physical Education and Sport Pedagogy (PESP) "scholar lecture" at the British…

Nanotechnology Aerospace Applications (Applications aerospatiales de la nanotechnologie) (CD-ROM)

DTIC Science & Technology

ABSTRACT: The Educational Notes contain the abstracts and the lecture material of ten presentations, which provide a general introduction into... commercialisation . The lectures were held in October and November 2006 in four cities, namely Seattle, USA, Montreal, CAN, Ljubljana, SVN, and Bordeaux, FRA. The

Observation and Theory in Science.

ERIC Educational Resources Information Center

Nagel, Ernest; And Others

The three lectures, presented as the first series of the Alvin and Fanny Blaustein Thalheimer Lectures, concern the logical status of scientific theories in relation to observation. Nagel analyzes some of the attacks on the observational-theoretical distinction, and proposes that the proper way of construing the observational-theoretical contrast…

Computer Simulation of Developmental Processes and ...

EPA Pesticide Factsheets

see attached presentation slides Dr. Knudsen has been invited to give a lecture at XIV International Congress of Toxicology (IUTOX) in Merida-Mexico October 2-6, 2016. He was invited to speak in a workshop on “Developmental Toxicology, Different Models, Different Endpoints” and will give a lecture entitled

Teaching More by Lecturing Less

ERIC Educational Resources Information Center

Knight, Jennifer K.; Wood, William B.

2005-01-01

We carried out an experiment to determine whether student learning gains in a large, traditionally taught, upper-division lecture course in developmental biology could be increased by partially changing to a more interactive classroom format. In two successive semesters, we presented the same course syllabus using different teaching styles: in…

Active Learning and Cooperative Learning in the Organic Chemistry Lecture Class

NASA Astrophysics Data System (ADS)

Paulson, Donald R.

1999-08-01

Faculty in the physical sciences are one of the academic groups least receptive to the use of active learning strategies and cooperative learning in their classrooms. This is particularly so in traditional lecture classes. It is the objective of this paper to show how effective these techniques can be in improving student performance in classes. The use of active learning strategies and cooperative learning groups in my organic chemistry lecture classes has increased the overall pass rate in my classes by an astounding 20-30% over the traditional lecture mode. This has been accomplished without any reduction in "standards". The actual methods employed are presented as well as a discussion of how I came to radically change the way I teach my classes.

Departing from PowerPoint default mode: Applying Mayer's multimedia principles for enhanced learning of parasitology.

PubMed

Nagmoti, Jyoti Mahantesh

2017-01-01

PowerPoint (PPT™) presentation has become an integral part of day-to-day teaching in medicine. Most often, PPT™ is used in its default mode which in fact, is known to cause boredom and ineffective learning. Research has shown improved short-term memory by applying multimedia principles for designing and delivering lectures. However, such evidence in medical education is scarce. Therefore, we attempted to evaluate the effect of multimedia principles on enhanced learning of parasitology. Second-year medical students received a series of lectures, half of the lectures used traditionally designed PPT™ and the rest used slides designed by Mayer's multimedia principles. Students answered pre and post-tests at the end of each lecture (test-I) and an essay test after six months (test-II) which assessed their short and long term knowledge retention respectively. Students' feedback on quality and content of lectures were collected. Statistically significant difference was found between post test scores of traditional and modified lectures (P = 0.019) indicating, improved short-term memory after modified lectures. Similarly, students scored better in test II on the contents learnt through modified lectures indicating, enhanced comprehension and improved long-term memory (P < 0.001). Many students appreciated learning through multimedia designed PPT™ and suggested for their continued use. It is time to depart from default PPT™ and adopt multimedia principles to enhance comprehension and improve short and long term knowledge retention. Further, medical educators may be trained and encouraged to apply multimedia principles for designing and delivering effective lectures.

Authentic Astronomical Discovery in Planetariums: Data-Driven Immersive Lectures

NASA Astrophysics Data System (ADS)

Wyatt, Ryan Jason

2018-01-01

Planetariums are akin to “branch offices” for astronomy in major cities and other locations around the globe. With immersive, fulldome video technology, modern digital planetariums offer the opportunity to integrate authentic astronomical data into both pre-recorded shows and live lectures. At the California Academy of Sciences Morrison Planetarium, we host the monthly Benjamin Dean Astronomy Lecture Series, which features researchers describing their cutting-edge work to well-informed lay audiences. The Academy’s visualization studio and engineering teams work with researchers to visualize their data in both pre-rendered and real-time formats, and these visualizations are integrated into a variety of programs—including lectures! The assets are then made available to any other planetariums with similar software to support their programming. A lecturer can thus give the same immersive presentation to audiences in a variety of planetariums. The Academy has also collaborated with Chicago’s Adler Planetarium to bring Kavli Fulldome Lecture Series to San Francisco, and the two theaters have also linked together in live “domecasts” to share real-time content with audiences in both cities. These lecture series and other, similar projects suggest a bright future for astronomers to bring their research to the public in an immersive and visually compelling format.

Does the sequence of instruction matter during simulation?

PubMed

Stefaniak, Jill E; Turkelson, Carman L

2014-02-01

Instructional strategies must be balanced when subjecting students to full-immersion simulation so as not to discourage learning and increase cognitive overload. The purpose of this study was to determine if participating in a simulation exercise before lecture yielded better performance outcomes among novice learners. Twenty-nine participants were divided into 2 groups as follows: group 1 participated in simulation exercises followed by a didactic lecture and group 2 participated in the same learning activities presented in the opposite order. Participants were administered a multiple-choice cognitive assessment upon completion of a workshop. Learners who participated in the simulated exercises followed by the didactic lecture performed better on postassessments as compared with those who participated in the simulation after the lecture. A repeated-measures or nested analysis of variance generated statistically significant results in terms of model fit F (α=0.05; 4.54)=176.07 with a P<0.0001. Despite their higher levels of increased performance, 76% of those who participated in simulation activities first indicated that they would have preferred to participate in a lecture first. The findings of this study suggest that differences occur among learners when the sequencing of instructional components is altered. Learners who participated in simulation before lecture demonstrated increased knowledge compared with learners who participated in simulation after a lecture.

E-learning for medical imaging specialists: introducing blended learning in a nuclear medicine specialist course

PubMed Central

Haslerud, Torjan; Tulipan, Andreas Julius; Gray, Robert M

2017-01-01

Background While e-learning has become an important tool in teaching medical students, the training of specialists in medical imaging is still dominated by lecture-based courses. Purpose To assess the potential of e-learning in specialist education in medical imaging. Material and Methods An existing lecture-based five-day course in Clinical Nuclear Medicine (NM) was enhanced by e-learning resources and activities, including practical exercises. An anonymized survey was conducted after participants had completed and passed the multiple choice electronic course examination. Results Twelve out of 15 course participants (80%) responded. Overall satisfaction with the new course format was high, but 25% of the respondents wanted more interactive elements such as discussions and practical exercises. The importance of lecture handouts and supplementary online material such as selected original articles and professional guidelines was affirmed by all the respondents (92% fully, 8% partially), while 75% fully and 25% partially agreed that the lectures had been interesting and relevant. Conclusion E-learning represents a hitherto unrealized potential in the education of medical specialists. It may expedite training of medical specialists while at the same time containing costs. PMID:28804642

Scientific report: highlights of 25th ICAR, 16-19 April 2012, Sapporo, Japan.

PubMed

Hodge, Anthony Vere

2012-09-25

Each year, the International Society for Antiviral Research (ISAR) organises a conference covering many differing aspects of antiviral research. The 25th International Conference on Antiviral Research (ICAR) was held in Japan. This special anniversary meeting was co-sponsored by the Japanese Association for Antiviral Therapy.This Workshop Report contains summaries of the four major lectures and each of the invited presentations in the Clinical symposium and in the three mini-symposia. Of the many interesting contributor presentations, there are brief summaries of a small selection of these. This report concludes with a few personal comments and observations.A brief summary of this report is included within the ISAR News published in this issue of AVCC.

Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

ERIC Educational Resources Information Center

Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.

2016-01-01

A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment "StudentResearcher," which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum…

The Flipped Classroom in World History

ERIC Educational Resources Information Center

Gaughan, Judy E.

2014-01-01

The flipped Classroom is one in which lectures are presented as homework outside of class in online videos so that class time is reserved for engaging directly with the materials. This technique offers more personalized guidance and interaction with students, instead of lecturing. In this article, Judy Gaughan details her journey through choosing…

Clickers, iPad, and Lecture Capture in One Semester: My Teaching Transformation

ERIC Educational Resources Information Center

Latulippe, Joe

2016-01-01

Using technology to enhance the classroom environment can have a tremendous impact on student learning, as well as on an instructor's teaching. This paper describes one instructor's transition from traditional chalkboard lectures to a fully technological presentation of content. After carefully reviewing the literature, clicker technology was…

Emerging Moral Dimensions in Society: Implications for Schooling.

ERIC Educational Resources Information Center

Leeper, Robert R., Ed.

This document presents lectures and dialogues from a two-day colloquium in which experts from academic fields outside of education identified and examined values upon which schooling might and should focus; that is, the identification of moral imperatives. The Association for Supervision and Development (ASCD) lectures were planned in order to…

Is Queen Victoria Lecturing Today? Teaching Human Sexuality Using Famous Personalities.

ERIC Educational Resources Information Center

Parrot, Andrea

1987-01-01

Describes a technique for teaching human sexuality in the undergraduate classroom in which the teacher portrays a famous person presenting sexuality topics from his or her perspective. Describes the content of several of these "guest lecturers." Explains the benefits and potential problems of the method. (AEM)

Acoustic Requirements for a Multi-Purpose Hall.

ERIC Educational Resources Information Center

Schulte, W. Allen

2002-01-01

This case study examines the proposed design of a new lecture/recital hall in Centennial Hall at Lynchburg College that will be used for lectures, public events, a film studies course, and musical recitals. It explores the audio-visual challenges presented by the differing acoustical requirements for the building. (EV)

Generating OER by Recording Lectures: A Case Study

ERIC Educational Resources Information Center

Llamas-Nistal, Martín; Mikic-Fonte, Fernando A.

2014-01-01

The University of Vigo, Vigo, Spain, has the objective of making all the teaching material generated by its teachers freely available. To attain this objective, it encourages the development of Open Educational Resources, especially videos. This paper presents an experience of recording lectures and generating the corresponding videos as a step…

Experiential Learning-Based vs. Lecture-Based Discussion: The Impact of Degree of Participation and Student Characteristics on Comprehension and Retention.

ERIC Educational Resources Information Center

Specht, Pamela Hammers

1985-01-01

The article describes a study conducted to determine whether experiential learning-based discussion is more effective than lecture-based discussion in facilitating understanding of material presented in a typical undergraduate business course, specifically organizational communication networks. (CT)

Engineering Lecturers' Views on CLIL and EMI

ERIC Educational Resources Information Center

Aguilar, Marta

2017-01-01

The present study aims to shed some light on how engineering lecturers teaching in English at a Spanish university view their work (teaching goals) within the current European internationalisation trend of offering courses and master programmes in English. A questionnaire where content and language integrated learning (CLIL) and English-medium…

Personality Adjustment and Job Satisfaction among the Lecturers Working in Junior Colleges

ERIC Educational Resources Information Center

Raju, T. J. M. S.

2011-01-01

The present study focused on the relationship between personality adjustment and job satisfaction among junior college Lecturers in Vizianagaram District of Andhra Pradesh, India. The successfulness of any educational program basically depends on the right performance and acceptance of teacher community. This mainly depends on their satisfaction…

The 1978 Macmillan Education Lecture

ERIC Educational Resources Information Center

Williams, Shirley

1978-01-01

This is the text of the lecture of the British Secretary of State for Education and Science given at the 1978 Meeting of the Association for Science Education (ASE). Three themes are presented; (1) British innovative science curricula; (2) relationship between science and technology; and (3) science for non-scientist. (HM)

Maniac Talk - Frank Cepollina

NASA Image and Video Library

2015-08-28

Frank Cepollina Maniac Lecture, August 28, 2015 Frank Cepollina, 2003 National Inventors Hall of Fame Inductee, presented a Maniac lecture entitled "Servicing and NASA." Frank gave a rundown of his career in servicing spacecraft going back to 1970 and talked about the future of servicing and scientific missions working together in the future.

Interpersonal Influences in Large Lecture-Based Classes: A Socioinstructional Perspective

ERIC Educational Resources Information Center

Long, Holly E.; Coldren, Jeffrey T.

2006-01-01

The present research examines whether an interpersonal environment may exist in classrooms that are notoriously impersonal: large lecture-based freshman-level general psychology classes. The artificial categorization of teaching and learning styles, and the limits of those categories, is also addressed. Students evaluated the style of teaching in…

PREPARATION AND EVALUATION IN USE OF A SERIES OF BRIEF FILMS OF SELECTED DEMONSTRATIONS FROM THE INTRODUCTORY COLLEGE PHYSICS COURSE.

ERIC Educational Resources Information Center

TENDAM, D.J.; AND OTHERS

AN ATTEMPT WAS MADE TO ASCERTAIN WHETHER MOTION PICTURE FILMS OF SELECTED PHYSICS DEMONSTRATION EXPERIMENTS WERE AS EFFECTIVE AS DEMONSTRATIONS PERFORMED DURING COLLEGE PHYSICS LECTURES. A SECOND OBJECTIVE WAS TO DETERMINE WHETHER STUDENTS WOULD TAKE ADVANTAGE OF THE OPPORTUNITY TO VIEW SOME EXPERIMENTS ON FILM OUTSIDE OF CLASS ON A VOLUNTARY…

Neutron Physics. A Revision of I. Halpern's notes on E. Fermi's lectures in 1945

DOE R&D Accomplishments Database

Beckerley, J.G.

1951-10-16

In the Fall of 1945 a course in Neutron Physics was given by Professor Fermi as part of the program of the Los Alamos University. The course consisted of thirty lectures most of which were given by Fermi. In his absence R.F. Christy and E. Segre gave several lectures. The present revision is based upon class notes prepared by I. Halpern with some assistance by B.T. Feld and issued first as document LADC 255 and later with wider circulation as MDDC 320.

The McAndrews Leadership Lecture: February 2015, by Dr Scott Haldeman. Challenges of the Past, Challenges of the Present

PubMed Central

Haldeman, Scott; McAndrews, George P.; Goertz, Christine; Sportelli, Louis; Hamm, Anthony W.; Johnson, Claire

2015-01-01

The McAndrews Leadership Lecture was developed by the American Chiropractic Association to honor the legacy of Jerome F. McAndrews, DC, and George P. McAndrews, JD, and their contributions to the chiropractic profession. This article is a transcription of the presentation made by Dr Scott Haldeman on February 28, 2015, in Washington, DC, at the National Chiropractic Leadership Conference. PMID:26770177

NESTA Revolutionizing Teacher's Experiences at NSTA Conventions

NASA Astrophysics Data System (ADS)

Ireton, F.

2002-05-01

National Science Teachers Association (NSTA) conventions are traditionally composed of short workshops, half or full day workshops, and lectures on science teaching or education research. Occasional science lectures such as the AGU lecture offer science content information. The National Earth Science Teachers Association (NESTA) will join the National Association of Geoscience Teachers (NAGT), American Geophysical Union (AGU), and the American Geological Institute (AGI) to bring teachers a suite of exciting and informative events at the (NSTA) 2002 convention. Events begin with a guided learning field trip to Mission Trails Regional Park and Torrey Pines State Reserve where Earth and space science teachers experience a model of constructivist leaning techniques. Most field trips are a "show and tell" experience, designed to transmit knowledge from the field trip leader to the field trip participants. In the "guided learning" environment, the leader serves as a facilitator, asking questions, guiding participants to discover concepts for themselves. Participants examine selected processes and features that constitute a constructivist experience in which knowledge acquired at any given location builds on knowledge brought to the site. Employing this strategy involves covering less breadth but greater depth, modeling the concept of "less is more." On Thursday NESTA will host two Share-a-thons. These are not what a person would think of as a traditional workshop where presenter makes a presentation then the participants work on an activity. They could be called the flea market of teaching ideas. Tables are set around the perimeter of a room where the presenters are stationed. Teachers move from table to table picking up information and watching short demonstrations. The Earth and Space Science Resource Day on Friday will focus on teachers needs. Starting with breakfast, teachers will hear from Soames Summerhays, Naturalist and President of Summerhays Films, about how he works science and education into the making of IMAXr films. After breakfast, NESTA and NAGT members team up for a joint Share-a-thon. Three AGU sponsored scientists discussing their research follow the Share-a-thon. These presentations are designed to provide teachers with up-to-date content information. A highlight of the day will be the NESTA rock raffle of over 100 specimens.

IYL 2015 celebrations

NASA Astrophysics Data System (ADS)

Adams, Aaron Morgan; Beasley, Gary

2016-09-01

The International Year of Light 2015 was designed to raise awareness of light sciences. In order to raise awareness, events were encouraged to get the public involved. Both Central Carolina Community College (CCCC) and Indian River State College (IRSC) held a total of three lectures in 2015 celebrating the IYL 2015. IRSC hosted lectures on March 6th and June 11th. CCCC hosted a lecture on November 17th. These lectures drew a total of over 400 attendees. Lectures revolved around their own unique themes relating to light sciences in industry and academia. With great support from Laser-Tec, SPIE, and NSF, these lectures were successful at exposing and advertising the optics field to the public, as well as promising up-and-coming students. These lectures hosted several keynote speakers on behalf of both industry and academia. The speakers were successful at keeping the audience engaged through presentations and question-and-answer sessions. In addition, lab tours allowed the attendees a chance to see the programs in action. Many takeaways will prove to be invaluable when pursuing such events in the future. This paper will not only speak to the tremendous success of these lectures, but will take an honest look at the areas for improvement. It is important to note that independent events can be held for the expansion of local programs leading to national, if not global, increase in communal awareness and participation. These events will serve as a continuation for what the IYL 2015 was designed.

The effect of learning via module versus lecture teaching methods on the knowledge and practice of oncology nurses about safety standards with cytotoxic drugs in Shiraz University of Medical Sciences.

PubMed

Abbasi, Khadijeh; Hazrati, Maryam; Mohamadi, Nasrin Pourali; Rajaeefard, Abdolreza

2013-11-01

Several studies have established that all nurses need continuing education, especially those who are working in oncology wards. In the current programs, there are just two general patterns for teaching: Teacher-centered and student-centered patterns. In this study, the effect of teacher-centered (lecture) and student-centered (module) teaching methods in relation to safety standards with cytotoxic drugs on the knowledge and practice of oncology nurses was compared. This research was a quasi-experimental study with two intervention groups (module and lecture) and a control group. In this study, 86 nurses in Shiraz, Fars province in 2011, who participated in the prescription of cytotoxic drugs to patients were selected and randomly divided into three groups. The module group used a self-directed module, the lecture group was taught by an experienced lecturer in the classroom and the control group did not receive any intervention. Data in relation to knowledge and practice of oncology nurses in the three groups were collected before and 8 weeks after the intervention by using a questionnaire and checklist. To analyze the data paired-samples t-test and one way ANOVA analysis were used. Knowledge and practice scores increased significantly from baseline in both intervention groups, but there was no significant difference between the scores of the two groups. No considerable changes were observed in the control group. Both module and lecture methods have similar effects on improving the knowledge and practice of nurses in oncology wards. Therefore, considering the advantages of student-centered educational methods, the work load of nurses and the sensitivity of their jobs, we suggest using module.

New Learning Method of a Lecture of ‘Machine Fabrication’ by Self-study with Investigation and Presentation Incorporated

NASA Astrophysics Data System (ADS)

Kasuga, Yukio

A new teaching method was developed in learning ‘machine fabrication’ for the undergraduate students. This consists of a few times of lectures, grouping, decision of industrial products which each group wants to investigate, investigation work by library books and internet, arrangement of data containing characteristics of the products, employed materials and processing methods, presentation, discussions and revision followed by another presentation. This new method is derived from one of the Finland‧s way of primary school education. Their way of education is believed to have boosted up to the top ranking in PISA tests by OECD. After starting the new way of learning, students have fresh impressions on this lesson, especially for self-study, the way of investigation, collaborate work and presentation. Also, after four years of implementation, some improvements have been made including less use of internet, and determination of products and fabricating methods in advance which should be investigated. By this, students‧ lecture assessment shows further encouraging results.

Developing a radiology-based teaching approach for gross anatomy in the digital era.

PubMed

Marker, David R; Bansal, Anshuman K; Juluru, Krishna; Magid, Donna

2010-08-01

The purpose of this study was to assess the implementation of a digital anatomy lecture series based largely on annotated, radiographic images and the utility of the Radiological Society of North America-developed Medical Imaging Resource Center (MIRC) for providing an online educational resource. A series of digital teaching images were collected and organized to correspond to lecture and dissection topics. MIRC was used to provide the images in a Web-based educational format for incorporation into anatomy lectures and as a review resource. A survey assessed the impressions of the medical students regarding this educational format. MIRC teaching files were successfully used in our teaching approach. The lectures were interactive with questions to and from the medical student audience regarding the labeled images used in the presentation. Eighty-five of 120 students completed the survey. The majority of students (87%) indicated that the MIRC teaching files were "somewhat useful" to "very useful" when incorporated into the lecture. The students who used the MIRC files were most likely to access the material from home (82%) on an occasional basis (76%). With regard to areas for improvement, 63% of the students reported that they would have benefited from more teaching files, and only 9% of the students indicated that the online files were not user friendly. The combination of electronic radiology resources available in lecture format and on the Internet can provide multiple opportunities for medical students to learn and revisit first-year anatomy. MIRC provides a user-friendly format for presenting radiology education files for medical students. 2010 AUR. Published by Elsevier Inc. All rights reserved.

Making large class basic histology lectures more interactive: The use of draw-along mapping techniques and associated educational activities.

PubMed

Kotzé, Sanet Henriët; Mole, Calvin Gerald

2015-01-01

At Stellenbosch University, South Africa, basic histology is taught to a combination class of almost 400 first-year medical, physiotherapy, and dietetic students. Many students often find the amount of work in basic histology lectures overwhelming and consequently loose interest. The aim was to determine if a draw-along mapping activity would focus students during large class lectures. After each lecture on three basic histology tissues, a guided draw-along mapping session covering the work from the lecture was introduced in the form of a click-advance PowerPoint presentation which was used to demonstrate the unfolding of an "ideal" map. The lecturer simultaneously drew a similar map using an overhead projector allowing the students to draw their own maps on blank sheets of paper along with the lecturer. Students remained attentive during the activity and many participated in answering informal questions posed by the lecturer as the map-making session progressed. After the last session, students completed an anonymous, voluntary questionnaire (response rate of 78%). The majority of students found the draw-along maps useful (94%) and believed that its use should be continued in the future (93%). A significant increase (P < 0.001) was found in the test results of student cohorts who were given the current intervention compared to cohorts from previous years who were given mind maps as handouts only or had no intervention. The use of the draw-along mapping sessions were successful in focusing students during large class lectures while also providing them with a useful tool for their studies. © 2015 American Association of Anatomists.

Muller's Nobel Prize Lecture: when ideology prevailed over science.

PubMed

Calabrese, Edward J

2012-03-01

This paper extends and confirms the report of Calabrese (Calabrese, E. J. (2011b). Muller's Nobel Lecture on dose-response for ionizing radiation: Ideology or science? Arch. Toxicol. 85, 1495-1498) that Hermann J. Muller knowingly made deceptive comments in his 1946 Nobel Prize Lecture (Muller, H. J. (1946). Nobel Prize Lecture. Stockholm, Sweden. Available at http://www.nobelprize.org/. Accessed December 12) concerning the dose-response. Supporting a linearity perspective, Muller stated there is "no escape from the conclusion that there is no threshold" while knowing the results of a recent study by Ernst Caspari and Curt Stern contradicted these comments. Recently uncovered private correspondence between Muller and Stern reveals Muller's scientific assessment of the Caspari and Stern manuscript in a letter from Muller to Stern 5 weeks (14 January 1947) after his Nobel Prize Lecture of 12 December 1946. Muller indicated that the manuscript was of acceptable scientific quality; he indicated the manuscript should be published, but the findings needed replication because it significantly challenged the linearity hypothesis. These findings complement the previous letter (12 November 1946 letter from Muller to Stern), which revealed that Muller received the Caspari and Stern manuscript, recognized it as significant, and recommended its replication 5 weeks before his Nobel Prize Lecture. Muller therefore supported this position immediately before and after his Nobel Prize Lecture. Muller's opinions on the Caspari and Stern manuscript therefore had not changed during the time leading up to his Lecture, supporting the premise that his Lecture comments were deceptive. These findings are of historical and practical significance because Muller's comments were a notable contributory factor, changing how risks would be assessed for carcinogens (i.e., changing from a threshold to a linear model) throughout the 20th century to the present.

The Effectiveness of Lecture-Integrated, Web-Supported Case Studies in Large Group Teaching

ERIC Educational Resources Information Center

Azzawi, May; Dawson, Maureen M.

2007-01-01

The effectiveness of lecture-integrated and web-supported case studies in supporting a large and academically diverse group of undergraduate students was evaluated in the present study. Case studies and resource (web)-based learning were incorporated as two complementary interactive learning strategies into the traditional curriculum. A truncated…

Applied Fluid Mechanics. Lecture Notes.

ERIC Educational Resources Information Center

Gregg, Newton D.

This set of lecture notes is used as a supplemental text for the teaching of fluid dynamics, as one component of a thermodynamics course for engineering technologists. The major text for the course covered basic fluids concepts such as pressure, mass flow, and specific weight. The objective of this document was to present additional fluids…

Publishing Magazines: To Meet Reader Needs and Interests.

ERIC Educational Resources Information Center

Palmer, Lane M.

A series of lectures presented by "Farm Journal's" editor-in-chief Lane Palmer to the advanced agricultural writing course of the University of Wisconsin's Department of Agricultural Journalism in the spring of 1970 formed the basis for this publication. The purpose of the lectures was to stimulate student interest in feature writing and magazine…

Formative Evaluation of Lectures; An Application of Stake's Evaluation Framework.

ERIC Educational Resources Information Center

Westphal, Walter W.; And Others

The problem of major concern to the Physics Education Evaluation Project (P.E.E.P.) involved the improvement of university physics teaching and learning. The present paper describes instruments and procedures developed for systematic formative evaluation of physics lectures. The data was drawn from two sections of a first year university physics…

426th Brookhaven Lecture

ScienceCinema

David Jaffe

2017-12-09

"The Pesky Neutrino". In this lecture, Jaffe describes the past, present and possible future of the "pesky" neutrino, the existence of which was first hypothesized in 1930 to rescue energy conservation in the radioactive beta decay of nuclei. Recent evidence that neutrinos are massive is the only experimental evidence in particle physics that is inconsistent with the Standard Model.

Environmental Improvement (Air, Water, and Soil).

ERIC Educational Resources Information Center

Marquis, Ralph W., Ed.

As a community service and continuing adult education program, the Graduate School of the U. S. Department of Agriculture sponsors a series of public lectures. This book contains the texts and reactions to one of the lecture series entitled "Environmental Improvement." Given in May, 1966, the series presented "Man and His Environment - Scope,…

Student Interactions at a College Canteen: A Critical Perspective

ERIC Educational Resources Information Center

Spiteri, Damian

2015-01-01

Much has been written about the style of lecturing that is adopted by lecturers in institutions of further and higher education. However, little has been written about interactions that take place in the informal settings of college and university campuses. Using an ethnographic approach, this paper presents an exploration of how students at the…

Universities in the Twenty-First Century: A Lecture Series.

ERIC Educational Resources Information Center

National Commission on Education, London (England).

This volume presents six lectures on the future of universities in the 21st century, and how they can best meet the future economic and social needs of the United Kingdom. "The Idea of a University?" (Stewart Sutherland) reviews some dominant images of university and concludes that university educated individuals should be better…

J.B. Nash Lecture Series.

ERIC Educational Resources Information Center

Gray, Howard R., Comp.; And Others

The following lectures are presented in this publication: (1) "The Dynamics of Recreation" (Betty Van der Smissen); (2) "Recreation Prospects" (Edith L. Ball); (3) "A View of the Past--A Bridge to the Future" (Allen V. Sapora); (4) "Coming to Grips with the New Leisure" (Richard G. Kraus); (5) "The Mild Blue Yonder--Changing Lifestyles and…

A Game Plan for Teaching Logic.

ERIC Educational Resources Information Center

Woloshin, Phyllis Lerman

An experiment using game-theory to teach a unit on "fallacies" in logic was conducted at Oakton Community College. One experimental and two control group lecture-style classes were taught by three teachers using the same text and final test. The experimental class, after an introductory segment presented in lecture style, were involved in a…

Learning through Digital Storytelling: Exploring Entertainment Techniques in Lecture Video

ERIC Educational Resources Information Center

Choi, Grace Y.

2018-01-01

Although online education is popularized, it is in a developing stage that continues to struggle with communicating and engaging with students. The question remains on how students can be better engaged in online educational materials that are presented in asynchronous media, especially in lecture videos. Thus, using engagement theory, the present…

Studia Linguistica. A Journal of General Linguistics, Volume 35, Number 1-2.

ERIC Educational Resources Information Center

Sigurd, Bengt, Ed.; Svartvik, Jan, Ed.

1981-01-01

The proceedings of the 1981 International Congress of Applied Linguistics include the full text of papers read by invited speakers. The keynote address, four plenary lectures, seven special lectures, and one symposium symmary are presented. The papers cover such topics as the status of applied linguistics, bilingual education for majority and…

Getting on the Right Bus

ERIC Educational Resources Information Center

Lund, Jacalyn

2010-01-01

This article presents the author's forty-fourth Amy Morris Homans commemorative lecture. In the lecture, the author offers her thoughts about the future of physical education profession and the role that this organization plays in moving educators from good to great. The conference theme draws from a book called "Good to Great" that examined why…

Student Performance Predictors Involving Numerically Based Subject Matter: Lecture versus Web Presentation

ERIC Educational Resources Information Center

Guidry, Krisandra

2013-01-01

This study examines whether student performance predictors in a numerically based lecture course are similar to those for the web version of the same course. A numerically based course involves quantitative concepts and requires mathematical calculations. Data were collected from students taking a financial management class at a medium sized state…

Numerical Relativity, Black Hole Mergers, and Gravitational Waves: Part I

NASA Technical Reports Server (NTRS)

Centrella, Joan

2012-01-01

This series of 3 lectures will present recent developments in numerical relativity, and their applications to simulating black hole mergers and computing the resulting gravitational waveforms. In this first lecture, we introduce the basic ideas of numerical relativity, highlighting the challenges that arise in simulating gravitational wave sources on a computer.

Developing Graduate Students' Self-Efficacy with Learner-Centred Lecturing

ERIC Educational Resources Information Center

Troop, Meagan; Wallar, Lauren; Aspenlieder, Erin

2015-01-01

This paper presents the findings of a mixed-method case study conducted at the University of Guelph on the relationship between practice lecturing and graduate student self-efficacy. Building on the work of Boman (2013), and using surveys and individual interviews, we measured and characterized the perceived changes in graduate students'…

Impact of Class Lecture Webcasting on Attendance and Learning

ERIC Educational Resources Information Center

Traphagan, Tomoko; Kucsera, John V.; Kishi, Kyoko

2010-01-01

The present study investigated the impact of class lecture webcasts on students' attendance and learning. The research design employed four data collection methods in two class sections--one with webcast access and another without--of the same course taught by the same instructors. Results indicated the following four major findings. (1) The…

A Pollutant Transformation Laboratory Exercise for Environmental Chemistry: The Reduction of Nitrobenzenes by Anaerobic Solutions of Humic Acid

ERIC Educational Resources Information Center

Dunnivant, Frank M.; Reynolds, Mark-Cody

2007-01-01

The laboratory experiment, which acts as a capstone, integrated lecture-laboratory exercise involving solution preparation, pH buffers, [E[subscript]H] (reduction potential) buffers, organic reaction mechanisms, reaction kinetics, and instrumental analysis is presented. The students completing the lecture and laboratory exercises could gain a…

ManiacDec2015_720p

NASA Image and Video Library

2015-12-02

David Miller Maniac Lecture, December 2, 2015 NASA Chief Technologist David Miller presented a Maniac lecture entitled "Defying Gravity and Overcoming Inertia: a Systems Perspective." Dave shared his journey from MIT to the Air Force to NASA, from teaching to research to service, defying gravity, and overcoming inertia to do so, which has been his lifelong goal.

Reality, Causality, and Probability, from Quantum Mechanics to Quantum Field Theory

NASA Astrophysics Data System (ADS)

Plotnitsky, Arkady

2015-10-01

These three lectures consider the questions of reality, causality, and probability in quantum theory, from quantum mechanics to quantum field theory. They do so in part by exploring the ideas of the key founding figures of the theory, such N. Bohr, W. Heisenberg, E. Schrödinger, or P. A. M. Dirac. However, while my discussion of these figures aims to be faithful to their thinking and writings, and while these lectures are motivated by my belief in the helpfulness of their thinking for understanding and advancing quantum theory, this project is not driven by loyalty to their ideas. In part for that reason, these lectures also present different and even conflicting ways of thinking in quantum theory, such as that of Bohr or Heisenberg vs. that of Schrödinger. The lectures, most especially the third one, also consider new physical, mathematical, and philosophical complexities brought in by quantum field theory vis-à-vis quantum mechanics. I close by briefly addressing some of the implications of the argument presented here for the current state of fundamental physics.

Cooperative learning of neutron diffusion and transport theories

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

Robinson, Michael A.

1999-04-30

A cooperative group instructional strategy is being used to teach a unit on neutron transport and diffusion theory in a first-year-graduate level, Reactor Theory course that was formerly presented in the traditional lecture/discussion style. Students are divided into groups of two or three for the duration of the unit. Class meetings are divided into traditional lecture/discussion segments punctuated by cooperative group exercises. The group exercises were designed to require the students to elaborate, summarize, or practice the material presented in the lecture/discussion segments. Both positive interdependence and individual accountability are fostered by adjusting individual grades on the unit exam bymore » a factor dependent upon group achievement. Group collaboration was also encouraged on homework assignments by assigning each group a single grade on each assignment. The results of the unit exam have been above average in the two classes in which the cooperative group method was employed. In particular, the problem solving ability of the students has shown particular improvement. Further,the students felt that the cooperative group format was both more educationally effective and more enjoyable than the lecture/discussion format.« less

The Beginning Lecture and the Improvement of “Experiments in Innovative Chemistry” as an Entry Subjects at the Department of Biochemistry and Applied Chemistry in National College of Technology

NASA Astrophysics Data System (ADS)

Tsuda, Yusuke; Nakashima, Hiroyuki; Tsuji, Yutaka; Watanabe, Katsuhiro; Ooka, Hisako

The beginning lecture and the improvement of “Experiments in Innovative Chemistry” as an entry subjects in the Department of Biochemistry and Applied Chemistry at Kurume National College of Technology has been performed for recent three years. Every experiment was selected to sustain the young student's interest. The questionnaires were performed after first two year's programs were finished, and some of projects were improved. This subject has a good reputation for students and teachers, and seems to be very effective for the first year students of national college of technology.

Changing undergraduate human anatomy and physiology laboratories: perspectives from a large-enrollment course.

PubMed

Griff, Edwin R

2016-09-01

In the present article, a veteran lecturer of human anatomy and physiology taught several sections of the laboratory component for the first time and shares his observations and analysis from this unique perspective. The article discusses a large-enrollment, content-heavy anatomy and physiology course in relationship to published studies on learning and student self-efficacy. Changes in the laboratory component that could increase student learning are proposed. The author also points out the need for research to assess whether selective curricular changes could increase the depth of understanding and retention of learned material. Copyright © 2016 The American Physiological Society.

Academic Communication across Disciplines and Cultures. Selected Proceedings of the National Conference on Tertiary Literacy: Research and Practice, Volume 2 (1st, Melbourne, Australia, March 14-16, 1996).

ERIC Educational Resources Information Center

Golebiowski, Zofia, Ed.; Borland, Helen, Ed.

These selected papers from the First Conference on Tertiary Literacy focus on communication across differences of culture and discipline in Australian universities. Many of the papers have resulted from cooperation between applied linguists and specialist lecturers and describe cooperative models of literacy education based on interdisciplinary…

Using forum-based competitions to improve sustainability and motivation in higher education GNSS learning - Chances and risks

NASA Astrophysics Data System (ADS)

Mayer, M.

2012-04-01

The learning strategies of students seem often to be economically adapted to framework requirements in order to achieve best possible examination performances, especially. For this reason, teachers often detect surface level learning characteristics (e.g., accepting facts uncritically, isolated fact storage, fact memorisation) within the learning concepts of students. Therefore, knowledge sustainability is often suffering. This is detectable when trying to build on knowledge of earlier lectures or lecture courses. In order to improve the sustainability of geodetic knowledge, case studies were carried out at the Geodetic Institute of the Karlsruhe Institute of Technology (Karlsruhe, Germany) within the lecture course "Introduction into GNSS positioning". The lecture course "Introduction into GNSS positioning" is a compulsory part of the Bachelor study course "Geodesy and Geoinformatics" and also a supplementary module of the Bachelor study course "Geophysics". The lecture course is aiming for transferring basic knowledge and basic principles of Global Navigation Satellite Systems (e.g., GPS). During the winter semesters 2010/11 and 2011/12 ten resp. 15 students visited this compulsory attendance lecture course. In addition to classroom lectures and practical training (e.g., field exercises), a forum-based competition was included and tested using the forum feature of the learning management system ILIAS. According to the Bologna Declaration, a special focus of the innovative competition concept is on competence-related learning. The developed eLearning-related competition concept supports and motivates the students to learn more sustainable. In addition, the students have to be creative and have to deal with GNSS factual knowledge in order to win the competition. Within the presentation, the didactical concept of the enriched blended learning lecture course and the competition-based case study are discussed. The rules of the competition are presented in detail. During the semesters, the motivation and the amount of effort (e.g., time requirement of learning and teaching) were examined regularly. These parameters are going to be discussed as well. Based on the gained experiences, the forum-based sustainability competition has proofed to be an effective tool, which can contribute significantly to an increased sustainability of students' learning. In addition, the developed forum-based competition concept can be easily transferred to other lecture courses, especially focusing on factual knowledge.

The Physics of Toys.

ERIC Educational Resources Information Center

Levinstein, Henry

1982-01-01

Outlines a course in which toys are used to demonstrate physics concepts, stressing available or easily constructed toys. A recent lecture sequence included toys demonstrating equilibrium, force/torque, linear/angular momentum conservation, energy conservation/storage, flying, vibrations, programed music, and others. Illustrations of selected toys…

Ion and Bio-Selective Membrane Electrodes.

ERIC Educational Resources Information Center

Rechnitz, Garry A.

1983-01-01

Discusses topics on membrane electrodes corresponding to approximately six hours of lecture time. These include glass, liquid, crystal, gas-sensing membrane electrodes as well as enzyme and other bioselective membrane electrodes. Instructional strategies and other topics which might be discussed are provided. (JN)

Spoken Records. Third Edition.

ERIC Educational Resources Information Center

Roach, Helen

Surveying 75 years of accomplishment in the field of spoken recording, this reference work critically evaluates commercially available recordings selected for excellence of execution, literary or historical merit, interest, and entertainment value. Some types of spoken records included are early recording, documentaries, lectures, interviews,…

An Advanced Cardiovascular Pharmacotherapy Course Blending Online and Face-to-Face Instruction

PubMed Central

2009-01-01

Objective To assess the effectiveness of online instruction in a cardiology pharmacotherapy elective. Design Eight drug-focused lectures and 6 introductory presentations were added to a cardiology pharmacotherapy course. Students completed an online quiz after each online drug-focused lecture and scores were compared to quizzes taken at the beginning and end of the course, as well as on a cardiology advanced pharmacy practice experience (APPE). For online introductory presentations, students completed a quiz at the beginning of the next face-to-face session. A survey was conducted at the end of the course to obtain student feedback. Assessment Compared to baseline scores, student learning was demonstrated after online drug-focused lectures by higher quiz scores attained immediately after completing the lecture, at the end of the course, and at the beginning of the APPE. Furthermore, students performed better on quizzes at the beginning of face-to-face sessions if they first completed an online introductory presentation. Students expressed strong support for the online components of the course. Conclusions A blended learning environment with online and face-to-face instruction is an effective way to teach a cardiology pharmacotherapy elective. The online component of this course was well received by students, improved student preparation before attending class, and appeared to enhance long-term cardiovascular drug knowledge. PMID:19564994

Lecture classes in human anatomy: the students' perceptions.

PubMed

Kar, Maitreyee; Roy, Hironmoy; Ghosh, Anasuya; Tapadar, Arunabha; Chowdhury, Subhramoy; Mukherjee, Pranab; Jana, Tapan Kumar

2013-06-01

The human anatomy, or in brief, the body structure has fascinated man for ages. Due to the information explosion and the increase in specializations, this knowledge is available in a very sketchy manner in high school biology courses. The first comprehensive course on the human anatomy is taught to the first year medical students in medical colleges. This is in keeping with the regulations of the Medical Council of India. The anatomy lecture classes occupy a considerable time of the course, to provide the students with an effective knowledge of the gross anatomy, histology, embryology and the clinical anatomy. On the other hand, the students' feedback regarding the lecture methods and the teaching environment is crucial in judging the efficacy of the present curriculum. To obtain the students' feedback about the environment of the lecture classes, as regards the venue, the teaching and learning aids which are used, the lecture class schedule of the university (the number of classes per week, the durations of the lecture classes, etc.) and the existing departmental practices (display of the class routine in advance, synchronization between the lecture and the practical classes), so that their suggestions could help the faculty in planning the most effective teaching procedures. A semi structured questionnaire was supplied to the students to get their feedback. Most of the students found the air conditioned seminar room's environment to be more comfortable and they supported the existing durations of the lecture hours with the combined use of chalk and a board and overhead projectors (OHPs). The perceptions of the learners helped in modifying the departmental practice in the desired way.

Comparison of effectiveness of class lecture versus workshop-based teaching of basic life support on acquiring practice skills among the health care providers

PubMed Central

Karim, Habib Md. Reazaul; Yunus, Md.; Bhattacharyya, Prithwis; Ahmed, Ghazal

2016-01-01

Background: Basic life support (BLS) is an integral part of emergency medical care. Studies have shown poor knowledge of it among health care providers who are usually taught BLS by lecture-based teachings in classes. Objectives: This study is designed to assess the effectiveness of class lecture versus workshop-based teaching of BLS on acquiring the practice skills on mannequin. Methods: After ethical approval and informed consent from the participants, the present study was conducted among the health care providers. Participants were grouped in lecture-based class teaching and workshop-based teaching. They were then asked to practice BLS on mannequin (Resusci Anne with QCPR) and evaluated as per performance parameters based on American Heart Association BLS. Statistical analyses are done by Fisher's exact t-test using GraphPad INSTAT software and P < 0.05 is taken as significant. Results: There were 55 participants in lecture-based teaching and 50 in workshop-based teaching group. There is no statistical difference in recognition of arrest, checking pulse, and starting chest compression (P > 0.05). Though more than 83% of lecture-based teaching group has started chest compression as compared 96% of workshop group; only 49% of the participants of lecture-based group performed quality chest compression as compared to 82% of other group (P = 0.0005). The workshop group also performed better bag mask ventilation and defibrillation (P < 0.0001). Conclusion: Workshop-based BLS teaching is more effective and lecture-based class teaching better is replaced in medical education curriculum. PMID:27308252

Comparison of effectiveness of class lecture versus workshop-based teaching of basic life support on acquiring practice skills among the health care providers.

PubMed

Karim, Habib Md Reazaul; Yunus, Md; Bhattacharyya, Prithwis; Ahmed, Ghazal

2016-01-01

Basic life support (BLS) is an integral part of emergency medical care. Studies have shown poor knowledge of it among health care providers who are usually taught BLS by lecture-based teachings in classes. This study is designed to assess the effectiveness of class lecture versus workshop-based teaching of BLS on acquiring the practice skills on mannequin. After ethical approval and informed consent from the participants, the present study was conducted among the health care providers. Participants were grouped in lecture-based class teaching and workshop-based teaching. They were then asked to practice BLS on mannequin (Resusci Anne with QCPR) and evaluated as per performance parameters based on American Heart Association BLS. Statistical analyses are done by Fisher's exact t-test using GraphPad INSTAT software and P < 0.05 is taken as significant. There were 55 participants in lecture-based teaching and 50 in workshop-based teaching group. There is no statistical difference in recognition of arrest, checking pulse, and starting chest compression (P > 0.05). Though more than 83% of lecture-based teaching group has started chest compression as compared 96% of workshop group; only 49% of the participants of lecture-based group performed quality chest compression as compared to 82% of other group (P = 0.0005). The workshop group also performed better bag mask ventilation and defibrillation (P < 0.0001). Workshop-based BLS teaching is more effective and lecture-based class teaching better is replaced in medical education curriculum.

A practical introduction to tensor networks: Matrix product states and projected entangled pair states

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

Orús, Román, E-mail: roman.orus@uni-mainz.de

This is a partly non-technical introduction to selected topics on tensor network methods, based on several lectures and introductory seminars given on the subject. It should be a good place for newcomers to get familiarized with some of the key ideas in the field, specially regarding the numerics. After a very general introduction we motivate the concept of tensor network and provide several examples. We then move on to explain some basics about Matrix Product States (MPS) and Projected Entangled Pair States (PEPS). Selected details on some of the associated numerical methods for 1d and 2d quantum lattice systems aremore » also discussed. - Highlights: • A practical introduction to selected aspects of tensor network methods is presented. • We provide analytical examples of MPS and 2d PEPS. • We provide basic aspects on several numerical methods for MPS and 2d PEPS. • We discuss a number of applications of tensor network methods from a broad perspective.« less

The Urbino Summer School in Paleoclimatology: Investing in the future of paleoclimatology

NASA Astrophysics Data System (ADS)

Schellenberg, S. A.; Galeotti, S.; Brinkhuis, H.; Leckie, R. M.

2010-12-01

Improving our understanding of global climate dynamics is increasingly critical as we continue to perturb the Earth system on geologically rapid time-scales. One approach is the modeling of climate dynamics; another is the exploitation of natural archives of climate history. To promote the synergistic integration of these approaches in the next generation of paleoclimatologists, a group of international teacher-scholars have developed the Urbino Summer School in Paleoclimatology (USSP), which has been offered since 2004 at the Università degli Studi di Urbino in Urbino, Italy. The USSP provides international graduate students with an intensive three-week experience in reconstructing the history and dynamics of climate through an integrated series of lectures, investigations, and field and laboratory analyses. Complementing these formal components, informal scientific discussions and collaborations are promoted among faculty and students through group meals, coffee breaks, socials, and evening presentations. The first week begins with a broad overview of climate history and dynamics, and then focuses on the principles and methods that transform geographically- and materially-diverse data into globally time-ordinated paleoclimatic information. Lectures largely serve as “connective tissue” for student-centered investigations that use ocean drilling data and student-collected field data from the spectacular exposures of the surrounding Umbre-Marche Basin. The second week provides sessions and investigations on various biotic and geochemical proxies, and marks the start of student “working groups,” each of whom focus on current understanding of, and outstanding questions regarding, a particular geologic time-interval. Parallel sessions also commence, wherein students self-select to attend one of three concurrently-offered more specialized topics. The third week is an intensive exploration of geochemical, climate, and ocean modeling that stresses the integration of paleoclimate modeling and proxy data. The third week also includes the “Cioppino” conference comprised of lectures by experts from various fields that presenting “new and exciting ideas for digestion.” The course concludes with a series of lectures, discussion, and student presentations examining the relevance of paleoclimate to understanding modern climate dynamics and anthropogenic impacts. Student costs are increasingly being reduced per capita through governmental/institutional underwriting and individually through competitive awards (e.g., recent NSF USSP scholarships). Based on student and faculty evaluations, the current USSP structure appears largely optimized for our initial goal of promoting the integration of paleoclimate proxy data and modeling. Current planning efforts focus on strengthening course connections to Anthropocene issues and managing the large number of international faculty who donate their time and energy as an investment in the future of paleoclimatology.

PREFACE: XXVIII International Conference on Photonic, Electronic and Atomic Collisions (ICPEAC 2013)

NASA Astrophysics Data System (ADS)

Xiao, Guoqing; Cai, Xiaohong; Ding, Dajun; Ma, Xinwen; Zhao, Yongtao

2014-04-01

The 28th International Conference on Photonic, Electronic and Atomic Collisions (XXVIII ICPEAC) was held by the Institute of Modern Physics, Chinese Academy of Sciences (IMP) on 24-30 July, 2013 in Lanzhou, China. The 444 conference participants came from 37 countries and/or regions. Five plenary lectures, more than 80 progress reports and special reports had been arranged according to the decision of the ICPEAC International General Committee. Meanwhile, more than 650 abstracts were selected as poster presentations. Before the conference, three highly distinguished scientists, Professor Joachim Burgdöorfer, Professor Hossein Sadeghpour and Professor Yasunori Yamazaki, presented tutorial lectures with the support of the IMP Branch of Youth Innovation Promotion Association, CAS (IMP-YIPA). During the conference, Professor Jianwei Pan from University of Sciences and Technology in China presented an enlightening public lecture on quantum communication. Furthermore, 2013 IUPAP Young Scientist Prize was awarded to Dr T Jahnke from Johann Wolfgang Goethe University of Germany. The Sheldon Datz Prize for an Outstanding Young Scientist Attending ICPEAC was awarded to Dr Diogo Almeida from University of Fribourg of Switzerland. As a biannual academic conference, ICPEAC is one of the most important international conferences on atomic and molecular physics. The topic of the conference covers the recent progresses in photonic, electronic, atomic, ionic, molecular, cluster collisions with matter. With a history back to 1958, ICPEAC came to China for the very first time. IMP has been preparing the conference six years before, ever since the ICPEAC International General Committee made the decision to hold the XXVIII ICPEAC in Lanzhou. This proceedings includes the papers of the two plenary lectures, 40 progress reports, 17 special reports and 337 posters, which were reviewed and revised according to the comments of the referees. The Local Organizing Committee would like to express its great appreciation to National Natural Science Foundation of China (NSFC), Chinese Academy of Sciences (CAS), International Union of Pure and Applied Physics (IUPAP), IMP, and IMP-YIPA for financial support, to Fangfang Ruan, Qiang Liang, Dacheng Zhang, Shukai Tian, Yuyu Wang, Wenping Zhu, Wei Liang, Mingwu Zhang, Haibo Yuan, Shan Sha, Jieru Ren, Jie Yang and Zhenhai Chen for their contributions to the organization, and to the volunteer group from Lanzhou University, the High School Attached Northwest Normal University and IMP for their excellent volunteer work. The Local Organizing Committee would like to thank all of the participants and the authors of the proceedings for their supports and contributions to the conference. Guoqing Xiao Director of Institute of Modern Physics, Chinese Academy of Sciences

American Radium Society 92nd Annual Meeting.

PubMed

Jani, Ashesh B; Le, Quynh-Thu; Michalski, Jeff J; Sawaya, Raymond; Wilson, Lynn D

2010-08-01

We provide a summary of the 92nd Annual Meeting of the American Radium Society (ARS), the oldest organization devoted to the study of cancer. This May 2010 meeting included a postgraduate course/contouring laboratory, seven scientific sessions, two keynote lectures, one Janeway lecture, four Panel presentations, one debate, one satellite symposium and 107 poster presentations--details of each of these activities are provided. All of these academic activities revolved around the major meeting theme of 'Improved Outcomes Through Judicious Applications of Advanced Technology'.

Teaching about twins: college courses and public lectures.

PubMed

Segal, Nancy L

2013-12-01

The present article describes teaching experiences and observations in college courses and public lectures on twins. It is concluded that much more information about twins, at both research and practical levels, requires general dissemination. This discussion is followed by reviews of recent twin research on the topics of obesity control, post-zygotic mutation, in vitro fertilization, and schisis-associated defects. Media reports of twins accused of rape, infant Chinese twins sold separately for profit, a twin CEO, and twins pursuing the same career are presented.

Comments on the Development of Computational Mathematics in Czechoslovakia and in the USSR.

DTIC Science & Technology

1987-03-01

ACT (COusduMe an reverse .eld NE 4040604W SWi 1410011 6F 660" ambe The talk is an Invited lecture at Ale Conference on the History of Scientific and...Numeric Computations, May 13-15, 1987, Princeton, New Jersey. It present soon basic subjective observations about the history of numerical methods in...invited lecture at ACH Conference on the History of Scientific and Numeric Computations, May 13’-15, 1987, Princeton, New Jersey. It present some basic

PREFACE: XXVII International Conference on Photonic, Electronic and Atomic Collisions (ICPEAC 2011)

NASA Astrophysics Data System (ADS)

Williams, I. D.; van der Hart, H. W.; McCann, J. F.; Crothers, D. S. F.

2012-11-01

The XXVII International Conference on Photonic, Electronic and Atomic Collisions was held at Queen's University Belfast, Northern Ireland, 27 July - 2 August 2011. Members of the Local Organising Committee were drawn from the School of Mathematics and Physics of Queen's University Belfast, the School of Physical Sciences at Dublin City University, the School of Physics at University College Dublin and the Department of Experimental Physics at the National University of Ireland, Maynooth. The Conference was attended by 566 participants with contributions from 54 countries. The meeting attracted 786 contributed papers for presentation in the poster sessions. The conference included 20 Special Reports selected from the contributed papers, and these are included in part 1 of this volume. During the meeting a total of 65 Progress Reports were also presented, and the authors invited to submit written versions of their talks (see Part 1). Of the total number of contributed papers, 663 are included as refereed abstracts in parts 2 to 15 of this volume of Journal of Physics: Conference Series. Part 1 of this volume includes detailed write-ups of the majority of plenary lectures, progress reports and special reports, constituting a comprehensive tangible record of the meeting, and is additionally published in hard-copy as the Conference Proceedings. There were 5 plenary lectures given by Margaret Murnane on Ultrafast processes in atomic dynamics; Chris Greene on Few-body highly-correlated dynamics; Michael Allan on Electron-molecule collisions; Yasunori Yamazaki on Antiproton and positron collisions and Thomas Stöhlker on Relativistic ion collisions. Ian Spielman, winner of the IUPAP Young Scientist Prize for 2011, gave a special lecture entitled Modifying interatomic interactions using Raman coupling: a tale of slowly colliding Bose-Einstein condensates. In addition an evening public lecture by Mike Baillie on How precise tree-ring dating raises issues concerning the frequency of extraterrestrial impacts drew an attentive and appreciative audience. The editors are indebted to Tara Spencer for her exceptional organisation skills and support in compiling this volume. Thanks are also due to Ian Stewart for his assistance with gathering and indexing the documents. We would also like to express our sincere appreciation to the ICPEAC sponsors for their financial support. I D Williams Queen's University Belfast H W van der Hart Queen's University Belfast J F McCann Queen's University Belfast D S F Crothers Queen's University Belfast EDITORS

A Delicate Balance: Integrating Active Learning into a Large Lecture Course

PubMed Central

Cotner, Sehoya H.; Baepler, Paul M.; Decker, Mark D.

2008-01-01

A lecture section of introductory biology that historically enrolled more than 500 students was split into two smaller sections of approximately 250 students each. A traditional lecture format was followed in the “traditional” section; lecture time in the “active” section was drastically reduced in favor of a variety of in-class student-centered activities. Students in both sections took unannounced quizzes and multiple-choice exams. Evaluation consisted of comparisons of student survey responses, scores on standardized teaching evaluation forms, section averages and attendance, and open-ended student comments on end-of-term surveys. Results demonstrate that students perform as well, if not better, in an active versus traditional environment. However, student concerns about instructor expectations indicate that a judicious balance of student-centered activities and presentation-style instruction may be the best approach. PMID:19047423

Compendium of Lecture Notes for Training Class III Meteorological Personnel.

ERIC Educational Resources Information Center

Retallack, B. J.

This compendium of lecture notes provides a course of study for persons who may be involved in a variety of specialized meteorological tasks. The course is considered to be advanced and assumes students have had introductory experiences in meteorology and earth science (covered in a similar compendium). The material is presented in seven units…

FísicActiva: Applying Active Learning Strategies to a Large Engineering Lecture

ERIC Educational Resources Information Center

Auyuanet, Adriana; Modzelewski, Helena; Loureiro, Silvia; Alessandrini, Daniel; Míguez, Marina

2018-01-01

This paper presents and analyses the results obtained by applying Active Learning techniques in overcrowded Physics lectures at the University of the Republic, Uruguay. The course referred to is Physics 1, the first Physics course that all students of the Faculty of Engineering take in their first semester for all the Engineering-related careers.…

An Audience Response System May Influence Student Performance on Anatomy Examination Questions

ERIC Educational Resources Information Center

Hoyt, Amy; McNulty, John A.; Gruener, Gregory; Chandrasekhar, Arcot; Espiritu, Baltazar; Ensminger, David; Price, Ron, Jr.; Naheedy, Ross

2010-01-01

This study integrated an in-house audience response system (ARS) in the human anatomy course over two years to determine whether students performed better on high-stakes examinations following exposure to similar interactive questions in a large lecture format. Questions in an interactive ARS format were presented in lectures via PowerPoint…

Capturing Dynamic Presentation: Using Technology to Enhance the Chalk and the Talk

ERIC Educational Resources Information Center

Venema, Sven; Lodge, Jason M.

2013-01-01

Despite rapid changes in the ways in which university courses are being delivered, lectures have remained a common feature of many courses. The lecture is problematic for many reasons, not the least being that it does not encourage interaction. The current project attempted to address this problem by implementing "digital ink" into…

Exploring Podcasting in English as a Foreign Language Learners' Writing Performance

ERIC Educational Resources Information Center

Bamanger, Ebrahim Mohammed; Alhassan, Riyadh Abdulrahman

2015-01-01

The purpose of the present study was to determine whether giving English as a foreign language learners podcast lectures in addition to the traditional lectures help them to enhance their English language writing, and to explore and discover useful information regarding the adoption of podcasting as a learning or training tool in order to better…

Third Annual David Derse Memorial Lecture and Award | Poster

Cancer.gov

By Anne Arthur, Guest Writer The Third Annual David Derse Memorial Lecture and Award presentation was held on Nov. 18 at NCI at Frederick to honor the outstanding research accomplishments of David Derse, Ph.D., and to stimulate the exchange of innovative ideas that Derse was well known for promoting throughout his scientific career.

An Application of the Revised "Lecturer Self-Efficacy Questionnaire": An Evidence-Based Route for Initiating Transformational Change

ERIC Educational Resources Information Center

Sharp, John G.; Hemmings, Brian; Kay, Russell; Callinan, Carol

2013-01-01

This article presents findings arising from the first UK application of a revised 70-item lecturer self-efficacy questionnaire recently developed for use in the Australian higher education context. Intended to probe and systematically measure confidence in the core functions of research, teaching and other academic or service-related activities…

Staff and Student Perceptions of English Language Policies and Practices in "International" Universities: A UK Case Study

ERIC Educational Resources Information Center

Jenkins, Jennifer; Wingate, Ursula

2015-01-01

This article presents a small qualitative study which aimed to gain an understanding of how lecturers and international students perceive the English language policies and practices at their institutions. The findings show that most participants perceive current policies and practices as unfair. However, there were discrepancies in lecturers' and…

Influence of Presentation Handout Completeness on Student Learning in a Physical Therapy Curriculum

ERIC Educational Resources Information Center

Nelson-Wong, Erika; Eigsti, Heidi; Hammerich, Amy; Ellison, Nicole

2013-01-01

Students and faculty have disparate opinions on how complete lecture materials should be to optimize learning. The purpose of this study was to investigate the influence of lecture handout completeness and content area on Doctor of Physical Therapy student recall/retention in foundation level courses. These findings suggest there may not be a best…

The Role of Attendance in Lecture Classes: You Can Lead a Horse to Water...

ERIC Educational Resources Information Center

Golding, Jonathan M.

2011-01-01

A review of prior research on the role of attendance policies in large lecture classes (including psychology) is presented. This research showed that although students often did not attend class, various policies were effective in getting students to the classroom. Moreover, some research showed that an attendance policy did not lower instructor…

Social Media Interruption Affects the Acquisition of Visually, Not Aurally, Acquired Information during a Pathophysiology Lecture

ERIC Educational Resources Information Center

Marone, Jane R.; Thakkar, Shivam C.; Suliman, Neveen; O'Neill, Shannon I.; Doubleday, Alison F.

2018-01-01

Poor academic performance from extensive social media usage appears to be due to students' inability to multitask between distractions and academic work. However, the degree to which visually distracted students can acquire lecture information presented aurally is unknown. This study examined the ability of students visually distracted by social…

Teacher Capabilities in a Multicultural Educational Environment: An Analysis of the Impact of a Professional Development Project

ERIC Educational Resources Information Center

Lauridsen, Karen M.; Lauridsen, Ole

2018-01-01

With more programmes being taught through English in non-Anglophone contexts, higher education lecturers are faced with new challenges. This article briefly presents a professional development initiative carried out at departmental level as an intervention for all English Medium Instruction lecturers. In order to assess the effect of such an…

Centuries of Change: Movement's Many Faces. The Thirtieth Amy Morris Homans Lecture.

ERIC Educational Resources Information Center

Paul, Joan

1996-01-01

This Amy Morris Homans Lecture illustrates and interprets the philosophical meanings behind changing movement patterns in the field of physical education, examining the foreign gymnastic or formal era (1820s to the early 20th century), the natural movement era (1900 through the 1930s), and the present period of change, also called the discipline…

16mm Film and Videotape Lectures and Demonstrations. 1976/1977 Catalog.

ERIC Educational Resources Information Center

Massachusetts Inst. of Tech., Cambridge. Center for Advanced Engineering Study.

The Massachusetts Institute of Technology provides a catalog of 16mm filmed and videotaped lectures and demonstrations. Each listing includes title, short description, length of presentation, catalog number, purchase and rental prices, and indications as to whether the item is film or videotape and black-and-white or color. The catalog is divided…

Information Comprehension from Longhand Notes and Slides in the Language Classroom

ERIC Educational Resources Information Center

Kiliçkaya, Ferit

2016-01-01

The aim of the study presented in this paper was to compare undergraduate students' information comprehension under conditions where they took notes in longhand during traditional lectures and lectures given through slides. A quasi-experimental approach was adopted to collect the data from 42 participants enrolled in a compulsory course at a state…

Creation of a Web-Based Lecture Series for Psychiatry Clerkship Students: Initial Findings

ERIC Educational Resources Information Center

Martin, Vicki L.; Bennett, David S.

2004-01-01

Objective: In recent years, the trend in medical education has been to utilize clerkship settings outside the medical school. Subsequently, students rotate at distant sites from the main campus and have lectures of varying quantity and quality. The objective of the present study was to standardize the core didactic experience for students in the…

The Influence of Podcasting on Student Learning: A Case Study across Two Courses

ERIC Educational Resources Information Center

Collier-Reed, Brandon I.; Case, Jennifer M.; Stott, Angela

2013-01-01

There is a growing literature on the educational benefits of using podcasting of lectures in higher education, but to date little research that interrogates closely its impact on student learning. The present study investigated how students used lecture podcasts produced in two engineering courses at a South African university. The findings…

Giving up Technology and Social Media: Why University Lecturers Stop Using Technology in Teaching

ERIC Educational Resources Information Center

Shelton, Chris

2017-01-01

University lecturers use a wide range of technologies when teaching and there has been much research into how particular technologies are adopted. However, there are also many technologies that, despite early promise, are no longer being used in university teaching and have been abandoned by institutions or individuals. This article presents the…

Student Experience and Academic Success: Comparing a Student-Centred and a Lecture-Based Course Programme

ERIC Educational Resources Information Center

Severiens, Sabine; Meeuwisse, Marieke; Born, Marise

2015-01-01

Past research has shown that, under certain conditions, student-centred and small-scale course programmes result in more academic success. The present study investigates these conditions in further detail. It is examined whether, in comparison to a course programme that is relatively more lecture-based, a student-centred course programme promotes…

Combining Chemistry and Music to Engage Student Interest: Using Songs to Accompany Selected Chemical Topics

ERIC Educational Resources Information Center

Last, Arthur M.

2009-01-01

The use of recorded music to add interest to a variety of lecture topics is described. Topics include the periodic table, the formation of ionic compounds, thermodynamics, carbohydrates, nuclear chemistry, and qualitative analysis. (Contains 1 note.)

Teaching Guidebook: An Introduction to Some Basics.

ERIC Educational Resources Information Center

Blake, Veronica M.; Dinham, Sarah M.

A teaching guide designed for use by new university teaching assistants provides help in preparing for and carrying out instructional responsibilities. Separate chapters give guidance with: preparing the course description and syllabus, including writing objectives; selecting teaching strategies (lecture, discussion, and laboratory experience);…

Developing English Communication Expertise for Engineers in the Global Age

NASA Astrophysics Data System (ADS)

Ono, Yoshimasa A.; Morimura, Kumiko

This paper discusses contents and results of a new graduate course “English for Engineers and Scientists” given at School of Engineering, The University of Tokyo. This course is a new attempt to develop English communication expertise for engineering graduate students: how to write technical papers and how to make technical presentations in English. For these purposes, differences in the writing styles and in the sentence structures of English and Japanese are stressed: conclusions come first in English versus conclusions come last in Japanese; the three-step style of introduction, body, and conclusion in English versus the four-step style of ki-sho-ten-ketsu in Japanese. In addition, proper styles of technical papers (rhetoric) and related grammatical points are discussed. Technical presentation course consists of four-week lecture and seven-week practice session. In the lecture, essential points of technical presentations in English are discussed in detail, and in the practice session students‧ presentation skills are improved through guidance and instructions given by native-speaker moderators. The class evaluation results show that most students have obtained necessary skills of technical presentation, indicating that the combined course of lecture and practice session is essential for training students to make better technical presentations in English.

Causes of Incivility in Iranian Nursing Students: A Qualitative Study

PubMed Central

Rad, Mostafa; Ildarabadi, Es-hagh; Moharreri, Fatemeh; Moonaghi, Hossein Karimi

2016-01-01

Background: Incivility among nursing students is a common academic problem. Knowing the causes of students’ incivility will enable the faculty members and academic institutions to select correct strategies to deal with this problem. This study was conducted to explore the causes of incivility among nursing students from both educators’ and students’ points of view. Methods: gThis qualitative content analysis study was applied in order to explore experiences and insights of 17 nursing lecturers and 9 nursing students who were selected through purposeful sampling and interviewed on the causes of incivility. Participants were selected among students and lecturers of nursing schools in Khorasan Razavi. The inclusion criteria for the students were having passed one educational term and for the lecturers having one year experience of teaching respectively. Data gathering was done using deep semi-structured interviews starting from March 2014 to March 2015. Results: Three main categories extracted from the data were student related factors, teacher related factors, and organizational factors. Non-educational engagement, attracting attentions, lack of motivation, students’ personality, and lack of experience were the subcategories of student related factors. Subcategories of teacher related factors included lack of skills, teachers’ personal qualities, lack of experience, and incivility of teachers. Finally, the subcategories of organizational factors included no evaluation system for teachers and lack of understanding the organizational rules and regulations. Conclusion: The results of this study indicated that factors related to students, teachers, and organization may lead to nursing students’ incivility and clarified its dimensions. In order to develop a civil environment in nursing college, managers and educators’ awareness should be promoted via various ways such as workshops. PMID:26793730

Attention span during lectures: 8 seconds, 10 minutes, or more?

PubMed

Bradbury, Neil A

2016-12-01

In the current climate of curriculum reform, the traditional lecture has come under fire for its perceived lack of effectiveness. Indeed, several institutions have reduced their lectures to 15 min in length based upon the "common knowledge" and "consensus" that there is a decline in students' attention 10-15 min into lectures. A review of the literature on this topic reveals many discussions referring to prior studies but scant few primary investigations. Alarmingly, the most often cited source for a rapid decline in student attention during a lecture barely discusses student attention at all. Of the studies that do attempt to measure attention, many suffer from methodological flaws and subjectivity in data collection. Thus, the available primary data do not support the concept of a 10- to 15-min attention limit. Interestingly, the most consistent finding from a literature review is that the greatest variability in student attention arises from differences between teachers and not from the teaching format itself. Certainly, even the most interesting material can be presented in a dull and dry fashion, and it is the job of the instructor to enhance their teaching skills to provide not only rich content but also a satisfying lecture experience for the students. Copyright © 2016 the American Physiological Society.

How we used two social media tools to enhance aspects of active learning during lectures.

PubMed

George, Daniel R; Dreibelbis, Tomi D; Aumiller, Betsy

2013-12-01

Medical education is evolving to include active learning approaches, yet some courses will remain lecture-based. Social media tools used by students may foster collaborative learning during lectures. We present preliminary results from a pilot study that integrated two 'social' technologies, Google Docs and SurveyMonkey, into 22 hour-long lectures for a course called "Social Influences on Health" attended by 154 students. At the conclusion of the semester, we reviewed student usage patterns with both technologies and collected data from students via course evaluations that included a standard Likert Scale. We used thematic analysis to identify emergent themes from evaluations. On average, students contributed 6 comments/questions to the Google Doc in each lecture, and 35 students participated in SurveyMonkey. Engagement with both technologies increased throughout the semester and no unprofessional incidents were observed. The mean student rating for integration of Google Docs and SurveyMonkey was 3.4 or "above average" (SD = 1.17). Thematic analysis identified perceived strengths of this approach as well as areas for improvement. Social media such as Google Docs and SurveyMonkey can facilitate interaction and provide students with control over content and flow of lecture-based courses, but educators must be mindful of practical and conceptual limitations.

Qualitative Analysis of Collaborative Learning Groups in Large Enrollment Introductory Astronomy

NASA Astrophysics Data System (ADS)

Skala, Chija; Slater, Timothy F.; Adams, Jeffrey P.

2000-08-01

Large-lecture introductory astronomy courses for undergraduate, non-science majors present numerous problems for faculty. As part of a systematic effort to improve the course learning environment, a series of small-group, collaborative learning activities were implemented in an otherwise conventional lecture astronomy survey course. These activities were used once each week during the regularly scheduled lecture period. After eight weeks, ten focus group interviews were conducted to qualitatively assess the impact and dynamics of these small group learning activities. Overall, the data strongly suggest that students enjoy participating in the in-class learning activities in learning teams of three to four students. These students firmly believe that they are learning more than they would from lectures alone. Inductive analysis of the transcripts revealed five major themes prevalent among the students' perspectives: (1) self-formed, cooperative group composition and formation should be more regulated by the instructor; (2) team members' assigned rolls should be less formally structured by the instructors; (3) cooperative groups helped in learning the course content; (4) time constraints on lectures and activities need to be more carefully aligned; and (5) gender issues can exist within the groups. These themes serve as a guide for instructors who are developing instructional interventions for large lecture courses.

Modes of information delivery in radiologic anatomy education: Impact on student performance.

PubMed

Ketelsen, Dominik; Schrödl, Falk; Knickenberg, Inés; Heckemann, Rolf A; Hothorn, Torsten; Neuhuber, Winfried; Bautz, Werner A L; Grunewald, Markus

2007-01-01

This study provides a systematic assessment of different methods of delivering radiologic teaching content (lecture, printed text, and digital content delivery) under standard conditions, enabling comparison of the effectiveness of these methods. A printed atlas of sectional anatomy was used as a standard. Digital content was developed on the basis of the printed atlas. Lecturers used both the printed and the digital content to prepare lectures. Standardized teaching material thus created was presented to second-term undergraduate students who had attended the school's anatomy course, but had not received any radiology teaching. Multiple choice examinations were used to assess the students' ability to recognize anatomical structures in known as well as unknown images. In a survey, the students' subjective experience of the learning process was assessed. No difference was seen between the groups regarding examination results. Students preferred a combination of digital media and lectures by enthusiastic teachers. The shortage of teachers requires a compromise concerning the delivery of radiologic anatomy content in a medical school setting. Based on our results, we recommend a combined approach of lecture and digital content delivery.

Use of 3D models of vascular rings and slings to improve resident education.

PubMed

Jones, Trahern W; Seckeler, Michael D

2017-09-01

Three-dimensional (3D) printing is a manufacturing method by which an object is created in an additive process, and can be used with medical imaging data to generate accurate physical reproductions of organs and tissues for a variety of applications. We hypothesized that using 3D printed models of congenital cardiovascular lesions to supplement an educational lecture would improve learners' scores on a board-style examination. Patients with normal and abnormal aortic arches were selected and anonymized to generate 3D printed models. A cohort of pediatric and combined pediatric/emergency medicine residents were then randomized to intervention and control groups. Each participant was given a subjective survey and an objective board-style pretest. Each group received the same 20-minutes lecture on vascular rings and slings. During the intervention group's lecture, 3D printed physical models of each lesion were distributed for inspection. After each lecture, both groups completed the same subjective survey and objective board-style test to assess their comfort with and postlecture knowledge of vascular rings. There were no differences in the basic demographics of the two groups. After the lectures, both groups' subjective comfort levels increased. Both groups' scores on the objective test improved, but the intervention group scored higher on the posttest. This study demonstrated a measurable gain in knowledge about vascular rings and pulmonary artery slings with the addition of 3D printed models of the defects. Future applications of this teaching modality could extend to other congenital cardiac lesions and different learners. © 2017 Wiley Periodicals, Inc.

Exploring medical student decisions regarding attending live lectures and using recorded lectures.

PubMed

Gupta, Anmol; Saks, Norma Susswein

2013-09-01

Student decisions about lecture attendance are based on anticipated effect on learning. Factors involved in decision-making, the use of recorded lectures and their effect on lecture attendance, all warrant investigation. This study was designed to identify factors in student decisions to attend live lectures, ways in which students use recorded lectures, and if their use affects live lecture attendance. A total of 213 first (M1) and second year (M2) medical students completed a survey about lecture attendance, and rated factors related to decisions to attend live lectures and to utilize recorded lectures. Responses were analyzed overall and by class year and gender. M1 attended a higher percentage of live lectures than M2, while both classes used the same percentage of recorded lectures. Females attended more live lectures, and used a smaller percentage of recorded lectures. The lecturer was a key in attendance decisions. Also considered were the subject and availability of other learning materials. Students use recorded lectures as replacement for live lectures and as supplement to them. Lectures, both live and recorded, are important for student learning. Decisions about lecture placement in the curriculum need to be based on course content and lecturer quality.

A lesbian/straight team approach to changing attitudes toward lesbian, gay, bisexual, and transgendered people.

PubMed

Liddle, Becky J; Stowe, Angela M

2002-10-01

SUMMARY Advantages of a lesbian/heterosexual team approach to education on lesbian, gay, bisexual and transgender issues are examined and a case study is analyzed. A lesbian guest lecturer provided a contact experience, personal anecdotes, passion, and expertise. Facilitation of later class discussion by the heterosexual instructor allowed for frank discussion among students, processing of presentation content, and modeling of gay-affirmative attitudes by the instructor and other students. Summaries of the guest lecture (fantasy exercise and informational lecture) and later discussion are provided. Student comments during discussion demonstrated evidence of deep challenge, attitude change, and heightened understanding.

Second Annual David Derse Memorial Lecture and Award | Poster

Cancer.gov

By Anne Arthur, Guest Writer The Second Annual David Derse Memorial Lecture and Award presentation was held on November 12, 2013, at the NCI at Frederick Conference Center to honor David Derse’s outstanding research accomplishments and to stimulate the exchange of innovative ideas that Derse was well known for promoting throughout his scientific career. The Annual David Derse Memorial Lecture and Award is sponsored by the HIV Drug Resistance Program, with support from Hye Kyung Chung-Derse, Ph.D., the National Cancer Institute (NCI), the Foundation for the National Institutes of Health (NIH), and colleagues and friends of Derse who contributed to the memorial fund in his honor.

Legends Lecture Series II

NASA Image and Video Library

2011-04-05

Current and former leaders discuss the growth of NASA's John C. Stennis Space Center during a Legends Lecture Series onsite on April 5. Stennis launched the Legends Lecture Series last November as part of a yearlong celebration of its 50th anniversary. The April 5 session focused on growth of Stennis into a unique federal city during the 1970s and the establishment of NASA's Earth Resources Laboratory at the site. Presenters at the April 5 event included (l to r): George Schloegel, mayor of Gulfport; Jack Rogers, former director of NASA Center Operations at Stennis; and Wayne Mooneyhan, former director of NASA's Earth Resources Laboratory at Stennis.

Gamma-Ray Detectors: From Homeland Security to the Cosmos (443rd Brookhaven Lecture)

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

Bolotnikov, Aleksey

2008-12-03

Many radiation detectors are first developed for homeland security or industrial applications. Scientists, however, are continuously realizing new roles that these detectors can play in high-energy physics and astrophysics experiments. On Wednesday, December 3, join presenter Aleksey Bolotnikov, a physicist in the Nonproliferation and National Security Department (NNSD) and a co-inventor of the cadmium-zinc-telluride Frisch-ring (CdZnTe) detector, for the 443rd Brookhaven Lecture, entitled Gamma-Ray Detectors: From Homeland Security to the Cosmos. In his lecture, Bolotnikov will highlight two primary radiation-detector technologies: CdZnTe detectors and fluid-Xeon (Xe) detectors.

Narrowing Your Seating Options.

ERIC Educational Resources Information Center

Vukovic, Vladimir

1998-01-01

Offers guidance on selecting appropriate seating furniture for outdoor facilities, arenas, auditoriums, and lecture rooms. Considerations such as beam mounting systems to facilitate laptop computer and campuswide networking use by students and chair durability and ergonomics are discussed as are tips for choosing a seating remanufacturing company.…

An Elective Course in Separation Processes.

ERIC Educational Resources Information Center

Wankat, Phillip C.

1981-01-01

Reviews an elective course designed to incorporate: (1) study of operating methods for adsorption, chromatography, and ion exchange in a pattern set by the instructor; (2) study of student selected topics with instructor developed lectures and assignments; and (3) course project done by each student. (SK)

How has problem based learning fared in Pakistan?

PubMed

Mahmud, Waqas; Hyder, Omar

2012-10-01

To conduct a systematic review of primary research in undergraduate medical education in Pakistan in order to evaluate PBL programs, examine outcomes and competencies influenced by PBL, and compare them with conventional learning (lecture based learning, LBL). Qualitative content analysis. Rawalpindi Medical College, Rawalpindi, from June 2010 - February 2011. Literature was searched using online resources. Studies evaluating outcomes influenced by PBL, or comparing PBL with lecture based learning (LBL) were selected. Due to heterogeneity, a qualitative content analysis was performed in which studies were classified according to the methods of assessment; results were then summarized by outcome and frequencies were calculated. Eleven studies were included. Apart from knowledge acquisition, students gave high ratings to PBL in selected outcomes, alone, and in comparison with LBL. There was a disagreement among results of studies that evaluated knowledge acquisition alone. Based on student perceptions, PBL has many advantages. However, the results of this review are limited due to heterogeneity and methodological weakness of studies, specially the studies that compared exam scores to assess knowledge acquisition.

An Investigation of the Potential for a Computer-based Tutorial Program Covering the Cardiovascular System to Replace Traditional Lectures.

ERIC Educational Resources Information Center

Dewhurst, D. G.; Williams, A. D.

1998-01-01

Presents the results of a comparative study to evaluate the effectiveness of two interactive computer-based learning (CBL) programs, covering the cardiovascular system, as an alternative to lectures for first year undergraduate students at a United Kingdom University. Discusses results in relation to the design of evaluative studies and the future…

Second Annual David Derse Memorial Lecture and Award | Poster

Cancer.gov

By Anne Arthur, Guest Writer The Second Annual David Derse Memorial Lecture and Award presentation was held on November 12, 2013, at the NCI at Frederick Conference Center to honor David Derse’s outstanding research accomplishments and to stimulate the exchange of innovative ideas that Derse was well known for promoting throughout his scientific career. The Annual David Derse

Legends Lecture Series

NASA Image and Video Library

2011-10-13

Stennis Space Center Director Patrick Scheuermann (right) welcomes former leaders to the fourth Legends Lecture Series presentation Oct. 13. Stennis launched the series in November 2010 as part of a yearlong 50th anniversary celebration. The recent session focused on past rocket engine test work. Visiting Stennis legends were: (l to r) Dave Geiger, Patrick Mooney, Boyce Mix, J. Stephens Dick, James Taylor and Marvin Carpenter.

Designing an Alternative Teaching Approach (Feedback Lecture) through the Use of Guided Decision-Making.

ERIC Educational Resources Information Center

Osterman, Dean

This chapter explains how the Guided Design method of teaching can be used to solve problems, and how this method was used in the development of a new method of teaching. Called the Feedback Lecture, this method is illustrated through an example, and research data on its effectiveness is presented. The Guided Decision-Making Process is also…

Theory and practice of solving ordinary differential equations (ODEs). [Runge-Kutta method; lectures in Spanish

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

Shampine, L.F.

1978-04-01

Between January 23 and 27, 1978, several lectures were presented at the Instituto de Investigaciones en Matematicas Aplicadas y en Sistemas, National University of Mexico, Mexico City. The author concentrated on the Runge--Kutta method of solving differential equations because its details are simple and it is illustrative of classical perturbation and asymptotic methods.

Recruitment and Transition of Construction Lecturers in Further Education: The Perspective of Middle Managers

ERIC Educational Resources Information Center

Page, Damien

2013-01-01

This article presents findings from a study of 14 heads of construction in further education colleges in England as they manage the transition of new construction lecturers from a culture of hypermasculinity to one of emotional labour and caring. It focuses firstly on the dilemmas faced by heads of construction at the recruitment stage before…

Errors of Measurement, Theory, and Public Policy. William H. Angoff Memorial Lecture Series

ERIC Educational Resources Information Center

Kane, Michael

2010-01-01

The 12th annual William H. Angoff Memorial Lecture was presented by Dr. Michael T. Kane, ETS's (Educational Testing Service) Samuel J. Messick Chair in Test Validity and the former Director of Research at the National Conference of Bar Examiners. Dr. Kane argues that it is important for policymakers to recognize the impact of errors of measurement…

Maniac Talk - Spiro Antiochos

NASA Image and Video Library

2015-11-18

Spiro Antiochos Maniac Lecture, November 18, 2015 NASA Solar Scientist Spiro Antiochos presented a Maniac lecture entitled "Seeing the Light." Spiro shared his twists and turns from the last 40 years while trying to understand the workings of the Sun as revealed by observations, primarily from NASA missions, and passed on lessons learned on generating new ideas and theories that apply to all areas of science.

Adopting Online Lecturing for Improved Learning: A Case Study from Teacher Education

ERIC Educational Resources Information Center

Quinn, Marie; Kennedy-Clark, Shannon

2015-01-01

This paper presents the results of a study that examined the integration of video lectures into a pre-service teacher unit of study. The aim of the research was to ascertain how students used the pre-recorded videos to complement their learning. The focus was on the pedagogy, and explored three factors: convenience, self-regulation of learning and…

Maniac Talk - Dr. Marshall Shepherd

NASA Image and Video Library

2015-07-14

Marshall Shepherd Maniac Lecture, July 14, 2015 Dr. Marshall Shepherd, professor, University of Georgia, also the host of Sunday's talk show Weather Geeks, presented a Maniac lecture entitled "Zombies, Sports, and Cola: Implications for Communicating Weather and Climate." Believe it or not, Dr. Shepherd ties zombies, sports, and cola together to provide a compelling look at how we communicate (miscommunicate) weather and climate.

An Evaluation of the Conservative Dual-Criterion Method for Teaching University Students to Visually Inspect AB-Design Graphs

ERIC Educational Resources Information Center

Stewart, Kelise K.; Carr, James E.; Brandt, Charles W.; McHenry, Meade M.

2007-01-01

The present study evaluated the effects of both a traditional lecture and the conservative dual-criterion (CDC) judgment aid on the ability of 6 university students to visually inspect AB-design line graphs. The traditional lecture reliably failed to improve visual inspection accuracy, whereas the CDC method substantially improved the performance…

Opera and Poison: A Secret and Enjoyable Approach to Teaching and Learning Chemistry

ERIC Educational Resources Information Center

Andre, Joao Paulo

2013-01-01

The storyline of operas, with historical or fictional characters, often include potions and poisons. This has prompted a study of the chemistry behind some operatic plots. The results were originally presented as a lecture given at the University of Minho in Portugal, within the context of the International Year of Chemistry. The same lecture was…

Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (31st, Seoul, Korea, July 8-13, 2007). Volume 1

ERIC Educational Resources Information Center

Woo, Jeong-Ho, Ed.; Lew, Hee-Chan, Ed.; Park, Kyo-Sik Park, Ed.; Seo, Dong-Yeop, Ed.

2007-01-01

The first volume of the 31st annual proceedings of the International Group for the Psychology of Mathematics Education conference presents plenary lectures; research forums; discussion groups; working sessions; short oral communications; and posters from the meeting. Plenary lecture papers include: (1) On Humanistic Mathematics Education: A…

A Comparison between the Effect of Cooperative Learning Teaching Method and Lecture Teaching Method on Students' Learning and Satisfaction Level

ERIC Educational Resources Information Center

Mohammadjani, Farzad; Tonkaboni, Forouzan

2015-01-01

The aim of the present research is to investigate a comparison between the effect of cooperative learning teaching method and lecture teaching method on students' learning and satisfaction level. The research population consisted of all the fourth grade elementary school students of educational district 4 in Shiraz. The statistical population…

Listen Up, Everyone! Conquering Students' Inattentiveness When You're the Guest Lecturer. Tips from the Experts

ERIC Educational Resources Information Center

Badia, Giovanna

2015-01-01

How does an instructor capture students' attention in a guest lecture or one-shot class? In this article, the author presents some strategies to attract and maintain students' interest in a 60-90 minute session, which explore methods for understanding students' needs, obtaining buy-in, showing enthusiasm, and incorporating in-class activities. A…

Lecturers' and Students' Perception on Educational Policy Implementation Factors as Predictors for Quality Education in Nigerian Universities

ERIC Educational Resources Information Center

Oredein, Afolakemi O.; Durojaye, Toluwase G.

2012-01-01

This study is based on lecturers' and students' perception on educational policy implementation factors and quality education in Nigerian universities. Educational policies have always been formulated purposely to guide the present and future thinking, actions and decisions of managers. The potency of policy is not in formulation but in its proper…

Harry Potter and the Ghost Teacher: Resurrecting the Lost Art of Lecturing

ERIC Educational Resources Information Center

McDaniel, Kathryn N.

2010-01-01

A significant image of classroom lectures is the one presented in J. K. Rowling's "Harry Potter" series. At Harry's Hogwarts School of Witchcraft and Wizardry, the most torturous class is easily History of Magic, which is, incidentally, the only class in the school taught by a ghost. Being taught by a ghost could be quite exciting: not so in…

Evaluating the Advantages and Disadvantages of Providing Lecture Notes: The Role of Internet Technology as a Delivery System and Research Tool

ERIC Educational Resources Information Center

Grabe, Mark; Christopherson, Kimberly

2005-01-01

Relationships among patterns of access to online notes, examination performance, and student absenteeism were examined. Students who made more frequent use of online notes performed at a higher level on course examinations. Students most frequently accessed online notes while corresponding lecture content was being presented in class, but this…

Evaluating Computer-Based Simulations, Multimedia and Animations that Help Integrate Blended Learning with Lectures in First Year Statistics

ERIC Educational Resources Information Center

Neumann, David L.; Neumann, Michelle M.; Hood, Michelle

2011-01-01

The discipline of statistics seems well suited to the integration of technology in a lecture as a means to enhance student learning and engagement. Technology can be used to simulate statistical concepts, create interactive learning exercises, and illustrate real world applications of statistics. The present study aimed to better understand the…

Creativity and Effectiveness in Teaching: Perceptions of Students and Lecturers of the Lisbon Polytechnic Institute (IPL).

ERIC Educational Resources Information Center

de Sousa, Fernando Jose Vieira Cardoso

This thesis presents research that compares the ways students and lecturers of the Lisbon Polytechnic Institute (IPL) perceive and value effectiveness and creativity in teaching. Creativity can be defined in several ways; in this context, it is related to the effectiveness of a teacher. The document discusses results in light of the IPL's goals of…

A Retrospective Look at Replacing Face-to-Face Embryology Instruction with Online Lectures in a Human Anatomy Course

ERIC Educational Resources Information Center

Beale, Elmus G.; Tarwater, Patrick M.; Lee, Vaughan H.

2014-01-01

Embryology is integrated into the Clinically Oriented Anatomy course at the Texas Tech University Health Sciences Center School of Medicine. Before 2008, the same instructor presented embryology in 13 face-to-face lectures distributed by organ systems throughout the course. For the 2008 and 2009 offerings of the course, a hybrid embryology…

Supporting English-medium pedagogy through an online corpus of science and engineering lectures

NASA Astrophysics Data System (ADS)

Kunioshi, Nílson; Noguchi, Judy; Tojo, Kazuko; Hayashi, Hiroko

2016-05-01

As English-medium instruction (EMI) spreads around the world, university teachers and students who are non-native speakers of English (NNS) need to put much effort into the delivery or reception of content. Construction of scientific meaning in the process of learning is already complex when instruction is delivered in the first language of the teachers and students, and may become even more challenging in a second language, because science education depends greatly on language. In order to identify important pedagogical functions that teachers use to deliver content and to present different ways to realise each function, a corpus of lectures related to science and engineering courses was created and analysed. NNS teachers and students in science and engineering involved in EMI higher education can obtain insights for delivering and listening to lectures from the Online Corpus of Academic Lectures (OnCAL).

Is the use of 55" LCD 3D screen practicable in large seminar to lecture hall size audiences?

NASA Astrophysics Data System (ADS)

Ilgner, Justus; Sparrer, Ingo; Westhofen, Martin

2013-03-01

Introduction: The presentation of surgical contents to undergraduate medical students can be challenging, as the surgical approach is often different from the anatomist's perspective that is reproduced in textbooks. Although there are many options to record endoscopic, microscopic as well as "open" surgical procedures, presentation of contents still can be costly and entail a loss in picture quality including depth impression. Material and methods: We presented seven stereoscopic clips of 30 seconds to minute and 20 seconds each to 64 medical students (43 female / 21 male) as part of the "sensory organs" course module in 4th year; using one 55" LCD 3D screen with line-alternating, circular polarization. Students were asked for their subjective viewing impression and about their opinion on the usefulness of 3D presentations in medical lectures. Results: 63% of students returned their questionnaires completed. The main results (multiple answers allowed) were: 70% noted that 3D presentations made complex anatomy easier to comprehend from an unknown perspective, 48% would feel better motivated to learn surgical procedures, and 38% would generally prefer a 3D lecture to a 2D lecture, while 23% would not see any advantage of 3D presentations whatsoever. Conclusion: While the screen size compared to audience size was far from ideal, it gave medical students, who had not been exposed to surgical procedures in the operating theatre yet, an impression of general approach to microsurgery and how the choice of surgical approach in relation of vital structures can minimize trauma and unwanted effects to the patient. The availability of larger screens, however, may necessitate changes in production of 3D material from the microscope camera onward.

Building a Course on Global Sustainability using the grand challenges of Energy-Water-Climate

NASA Astrophysics Data System (ADS)

Myers, J. D.

2012-12-01

GEOL1600: Global Sustainability: Managing the Earth's Resources is a lower division integrated science course at the University of Wyoming that fulfills the university's science requirement. Course content and context has been developed using the grand challenge nexus of energy-water-and climate (EWC). The interconnection of these issues, their social relevance and timeliness has provided a framework that gives students an opportunity to recognize why STEM is relevant to their lives regardless of their ultimate professional career choices. The EWC nexus provides the filter to sieve the course's STEM content. It also provides an ideal mechanism by which the non-STEM perspectives important in grand challenge solutions can be seamlessly incorporated in the course. Through a combination of content and context, the relevance of these issues engage students in their own learning. Development of the course followed the Grand Challenge Scientific Literacy (GCSL) model independently developed by the author and two colleagues at the University of Wyoming. This course model stresses science principles centered on the nature of science (e.g., fundamental premises, habits of mind, critical thinking) and unifying scientific concepts (e.g., methods and tools, experimentation, modeling). Grand challenge principles identify the STEM and non-STEM concepts needed to understand the grand challenges, drawing on multiple STEM and non-STEM disciplines and subjects (i.e., economics, politics, unintended consequences, roles of stakeholders). Using the EWC nexus filter and building on the Grand Challenge Principles, specific content included in the course is selected is that most relevant to understanding the Grand Challenges, thereby stressing content depth over breadth. Because quantitative data and reasoning is critical to effectively evaluating challenge solutions, QR is a component of nearly all class activities, while engineering and technology aspects of grand challenges are explicitly stressed. Running concurrently through the course is a consideration of personal perspectives and their influence on student learning, particularly for controversial subjects. Organizationally, the course consists of three one hour lectures and a two hour lab each week. The lectures are used to introduce content and prepare the knowledge base students need for lab. Complementing traditional lectures are lecture worksheets (short activities applying topics previously presented in lecture) and lecture activities (more involved exercises that present a problem the students need to solve using previously learned scientific content and QR skills and tools). Labs focus on case studies set in global social contexts that are timely and relevant. Labs stress scientific skills (modeling groundwater flow) and also consider political and environmental issues, e.g. developing a policy to manage SO2 emissions from copper smelting. The ideas, concepts, educational materials and content developed in this course have been used as the basis for two Math Science Partnerships that have provided professional development for middle and high school science and math teachers and K-12 social, math and science teachers. These programs have worked with teachers to break down the barriers between disciplines and foster collaborative learning centered on socially relevant grand challenges.

[Flipped classroom as a strategy to enhance active learning].

PubMed

Wakabayashi, Noriyuki

2015-03-01

This paper reviews the introduction of a flipped class for fourth grade dentistry students, and analyzes the characteristics of the learning method. In fiscal 2013 and 2014, a series of ten three-hour units for removable partial prosthodontics were completed with the flipped class method; a lecture video of approximately 60 minutes was made by the teacher (author) and uploaded to the university's e-learning website one week before each class. Students were instructed to prepare for the class by watching the streaming video on their PC, tablet, or smartphone. In the flipped class, students were not given a lecture, but were asked to solve short questions displayed on screen, to make a short presentation about a part of the video lecture, and to discuss a critical question related to the main subject of the day. An additional team-based learning (TBL) session with individual and group answers was implemented. The average individual scores were considerably higher in the last two years, when the flipped method was implemented, than in the three previous years when conventional lectures were used. The following learning concepts were discussed: the role of the flipped method as an active learning strategy, the efficacy of lecture videos and short questions, students' participation in the class discussion, present-day value of the method, cooperation with TBL, the significance of active learning in relation with the students' learning ability, and the potential increase in the preparation time and workload for students.

Does teaching method affect students' perceptions regarding communication patterns in pediatric dentistry? A comparison of lecture and video methods.

PubMed

Kalwitzki, Matthias; Meller, Christina; Beyer, Christine

2011-08-01

The purpose of this study was to determine whether dental students' perceptions regarding six communication patterns for use in pediatric dentistry differed depending on whether they were taught by lecturing or by video-based teaching. Prior to the introduction of interpersonal skills in a clinical course in pediatric dentistry, four consecutive cohorts of students (n=107) in a German dental school were divided equally into two groups. Group one (n=57) was taught by video sequences and group two (n=50) by conventional lecture. Six communication patterns were presented: involvement of the child's toy(s), speaking in positive phrases, mentioning a personal aspect, recalling positive behavior of the patient, addressing fear verbally, and complimenting the patient. Immediately after the presentation, students were asked by means of a questionnaire about their assessment of and intentions regarding the clinical application of the communication patterns presented. After completion of the course, they were asked about the communication patterns that had been used. There were significant differences for three communication patterns in favor of video-based teaching (p<0.05); there were no significant differences regarding the intention for clinical application and the actual clinical application. In this study, students perceived differences between video-based teaching and lecturing regarding ease of use, but they did not seem to benefit from one method over the other regarding clinical application.

European Stroke Science Workshop

PubMed Central

Mattle, Heinrich P.; Brainin, Michael; Chamorro, Angel; Diener, Hans Christoph; Hacke, Werner; Leys, Didier; Norrving, Bo; Ward, Nick

2012-01-01

The European Stroke Organisation (ESO) held its first European Stroke Science Workshop in Garmisch-Partenkirchen, Germany (15-17 December 2011). Stroke experts based in Europe were invited to present and discuss their current research. The scope of the workshop was to review the most recent findings of selected topics in stroke, to exchange ideas, to stimulate new research and to enhance collaboration between European stroke research groups. Seven scientific sessions were held, each starting with a keynote lecture to review the state of the art of the given topic, followed by 4 or 5 short presentations by experts. They were asked to limit their presentations to 10 slides containing only recent information. The meeting was organized by the executive committee of the ESO (Heinrich Mattle, chairman, Michael Brainin, Angel Chamorro, Werner Hacke, Didier Leys) and supported by the European Stroke Conference (Michael Hennerici). In this article we summarize the main contents of this successful workshop. PMID:22836350

Selection of nursing teaching strategies in mainland China: A questionnaire survey.

PubMed

Zhou, HouXiu; Liu, MengJie; Zeng, Jing; Zhu, JingCi

2016-04-01

In nursing education, the traditional lecture and direct demonstration teaching method cannot cultivate the various skills that nursing students need. How to choose a more scientific and rational teaching method is a common concern for nursing educators worldwide. To investigate the basis for selecting teaching methods among nursing teachers in mainland China, the factors affecting the selection of different teaching methods, and the application of different teaching methods in theoretical and skill-based nursing courses. Questionnaire survey. Seventy one nursing colleges from 28 provincial-level administrative regions in mainland China. Following the principle of voluntary informed consent, 262 nursing teachers were randomly selected through a nursing education network platform and a conference platform. The questionnaire contents included the basis for and the factors influencing the selection of nursing teaching methods, the participants' common teaching methods, and the teaching experience of the surveyed nursing teachers. The questionnaires were distributed through the network or conference platform, and the data were analyzed by SPSS 17.0 software. The surveyed nursing teachers selected teaching methods mainly based on the characteristics of the teaching content, the characteristics of the students, and their previous teaching experiences. The factors affecting the selection of teaching methods mainly included large class sizes, limited class time, and limited examination formats. The surveyed nursing teachers primarily used lectures to teach theory courses and the direct demonstration method to teach skills courses, and the application frequencies of these two teaching methods were significantly higher than those of other teaching methods (P=0.000). More attention should be paid to the selection of nursing teaching methods. Every teacher should strategically choose teaching methods before each lesson, and nursing education training focused on selecting effective teaching methods should be more extensive. Copyright © 2016. Published by Elsevier Ltd.

Short and Long Baseline Neutrino Experiments

NASA Astrophysics Data System (ADS)

Autiero, Dario

2005-04-01

These two lectures discuss the past and current neutrino oscillation experiments performed with man-made neutrino sources, like accelerators and nuclear reactors. The search for neutrino oscillations is a remarkable effort, which has been performed over three decades. It is therefore interesting to discuss the short and long baseline neutrino experiments in their historical context and to see how this line of research evolved up to the present generation of experiments, looking at what was learnt from past experiments and how this experience is used in the current ones. The first lecture focuses on the past generation of short baseline experiments (NOMAD and CHORUS) performed at CERN and ends with LSND and MINIBOONE. The second lecture discusses how after the CHOOZ and the atmospheric neutrino results the line of the long baseline experiments developed and presents in details the K2K and MINOS experiments and the CNGS program.

Environmental toxicology: Interconnections between human ...

EPA Pesticide Factsheets

This presentation will discuss what has made a career in environmental toxicology rewarding, environmental and scientific challenges for the 21st century, paradigm shift in regulatory toxicology, adverse outcome framework, interconnections between human health and ecological integrity, SOT-SETAC Pellston Workshop findings, concepts for systems thinking in environmental toxicology The Eminent Toxicologist Lectures are historically relevant, high-quality presentations appropriate for senior undergraduate students, graduate students, or the scientifically oriented general public. This series of lectures is produced by the SOT Undergraduate Subcommittee of the Education Committee in conjunction with the Eminent Toxicologist Working Group.

Advanced Engineering Methods in Design and Education

NASA Astrophysics Data System (ADS)

Kamenov, Krasimir; Dobreva, Antoaneta; Ronkova, Vyarka

2017-10-01

The paper presented deals with the challenges occurring during the education of the new digital generation of students in the area of engineering subjects. This new situation in teaching technologies imposes the obtaining of appropriate feedback from the students during the lectures and tutorials. The objective of the research is to investigate the impact of the application of video games, graphical presentations, animations, etc. The feedback received in such interactive way gives the opportunity to improve the teaching models and to increase the active participation of the students during the lectures and tutorials.

[Preparation and effect of a behavioral science-based education program for sleep improvement among medical students].

PubMed

Ueda, Masumi; Adachi, Yoshiko; Hayama, Junko; Yamagami, Toshiko

2008-01-01

The present study aimed to investigate a simple education program that is effective for sleep improvement among medical students who will be medical doctors in the future. The education program applied in the present study was developed for sleep improvement based on behavioral science and changes in knowledge and sleeping habits were observed. Subjects were 6th-year medical students of 2002 and 2003. Students of 2002 attended a program including a 90-minute lecture and a 2-week practice learning session, and students of 2003 attended only the lecture. In the lecture, behavior therapy for chronic insomnia was explained using a booklet. In the practice learning session, students set a target behavior for improvement and conducted self-monitoring of their sleep and the targeted behavior. Changes in knowledge about sleep, attitude toward the therapy, sleep, and sleep-related habits were observed and compared between the 2 groups of subjects immediately and 2-weeks after the lecture. It was found that after both programs subjects had more knowledge about sleep than before. In the program including practice learning session, subjects' attitude for managing patients changed from before the lecture to after the lecture, and after the practice learning session. It was found that more than half of the students thought that they could provide sleep guidance based on the behavior therapy. Regarding the subjects' sleep, significant improvements were observed for "having nightmares upon falling asleep," "sleepiness during daytime," "sense of getting a sound sleep," and "mood upon waking up." Regarding sleep-related habits, significant improvements were observed for "taking a nap," "dozing off," and "eating breakfast." On the other hand, only the lecture subjects improved irregularity of bedtime and sleeping time. Although an increase in knowledge and improvement of sleep were observed among students who attended only the lecture, a further increase in knowledge and improvement of sleeping habits were observed among students who also attended the practice learning session. The results described herein suggest developing and providing a simple and convenient education program for sleep improvement was effective for increasing students' knowledge about sleep, developing improved coping methods regarding sleep, and improving sleep. It is also suggested that behavioral scientific instructive methods, including practice learning, are effective for medical education.

Colliding worlds: A journey in time and space through the solar system (Farinella Prize Lecture)

NASA Astrophysics Data System (ADS)

Marchi, S.

2017-09-01

The evolution of the interiors, surfaces, and atmospheres of solid bodies in the solar system is affected by interplanetary collisions. From Mercury to the outskirts of the solar system, collisions with leftover planetesimals -asteroids, comets and their debris- provide a primary evolutionary process. Impact craters mark this evolution and provide a diagnostic tool, which coupled with modeling and, when possible, sample analysis, allow us to unravel the ancient history of the solar system. In this prize talk, I will present a few selected cutting-edge research topics at the frontier between modeling and space exploration that without any doubt would have deeply interested the curious mind of Paolo Farinella.

Jmol-Enhanced Biochemistry Research Projects

ERIC Educational Resources Information Center

Saderholm, Matthew; Reynolds, Anthony

2011-01-01

We developed a protein research project for a one-semester biochemistry lecture class to enhance learning and more effectively train students to understand protein structure and function. During this semester-long process, students select a protein with known structure and then research its structure, sequence, and function. This project…

Training Methodology. Part 3: Instructional Methods and Techniques; an Annotated Bibliography.

ERIC Educational Resources Information Center

National Inst. of Mental Health (DHEW), Bethesda, MD.

One of a series of bibliographies within a larger series on mental health inservice training and training methodology, this publication contains 346 abstracts, annotations, and other recent selected references (largely 1960-68) on apprenticeship, coaching, programmed instruction, correspondence study, lectures, group discussion, meetings,…

Twenty-First Bowditch Lecture

ERIC Educational Resources Information Center

Diamond, Jared M.

1977-01-01

Discusses the discovery, physiological function and the three roles (the bridge, the gate, and the fence) of the junctions between epithelial cells. Experimental usefulness of epithelia in studying basic questions common to all cell membranes, such as extraction of channels and carriers, or origin of ion or nonelectrolyte selectivity, is…

Teaching without Telling: Contemporary Pedagogical Theory Put into Practice

ERIC Educational Resources Information Center

Feden, P.

2012-01-01

Despite years of research on effective teaching suggesting that learners must engage actively in the process and that teachers should vary their instructional strategies, direct instruction using lecture continues to dominate in America's college classrooms. The author reviews selected studies focusing on effective instructional practices and…

Incorporating geoethics into environmental engineering lectures - three years of experience from international students visiting Iceland

NASA Astrophysics Data System (ADS)

Finger, David C.

2017-04-01

Never before has human kind been facing bigger environmental challenges than today. The challenges are overwhelming: growing human population, increasing ecological footprints, accelerated climate change, severe soil degradation, eutrophication of vital fresh water resources, acidification of oceans, health threatening air pollution and rapid biodiversity loss, to name just a few. It is the task of environmental scientists to transmit established knowledge on these complex and interdisciplinary challenges while demonstrating that management and engineering solutions exist to meet these threats. In this presentation I will outline the concept of my environmental impact (EI) assessment course, where prospective engineering students can select a topic of their choice, assess the environmental impacts, discuss with relevant stakeholders and come up with innovative solutions. The course is structured in three parts: i) lecturing of theoretical methods frequently used within the EI assessment process, ii) interaction with local businesses to acquire first-hand experience and iii) hands on training by writing an EI statement on a selected topic (see link below). Over the course of three years over 70 prospective engineering students from all over the world have not only acquired environmental system understanding, but also enhanced their awareness and developed potential solutions to mitigate, compensate and reverse the persistent environmental challenges. Most importantly, during this process all involved stakeholders (students, teachers, industry partners, governmental bodies and NGO partners) will hopefully develop a mutual understanding of the above mentioned environmental challenges and engage in an open and constructive dialogue necessary to generate acceptable solutions. Link to student projects from previous years: https://fingerd.jimdo.com/teaching/courses/environmental-impact-assessment/

Educational Effect of Online Lecture using Streaming Technology

NASA Astrophysics Data System (ADS)

Akiyama, Hidenori; Teramoto, Akemi; Kozono, Kazutake

A conventional lecture on Laser Engineering had been done in a lecture room till 1999. A content using on-demand streaming method was made for an online lecture of Laser Engineering in 2000. The figures and equations used on the conventional lecture and the voice recorded for the online lecture were converted to the real media. Then an online lecture has been provided to students by using a Helix Universal Server. The trial of the online lecture was done only for the students who wanted to take the online lecture course in 2000. The online lectures have been recognized as the credits for graduation by the change of a law since 2001. About 100 students have registered the online lecture of Laser Engineering every year since 2001. Here, three years' questionnaire surveys of the online lecture are summarized, and results of examinations on the conventional lecture for two years and on the online lecture for three years are compared. It is recognized for the lecture of Laser Engineering that the educational effect of the online lecture is comparable to or better than that of the conventional lecture.

Engaging Communities using a MOOC combined with Public Library Discussions

NASA Astrophysics Data System (ADS)

Ackerman, S. A.; Mooney, M. E.; Morrill, J.; Handlos, Z.; Morrill, S.

2015-12-01

A massive open online course, or MOOC, is an noncredit education activity that delivers learning content to anyone with access to the Internet. Individual courses are generally free of charge, while a certificate can have small costs. The University of Wisconsin-Madison has exploring the use of MOOC as part of its Wisconsin Idea. In the 2015, a series of MOOCs focusing on the environment were offered via Coursera. One of those MOOCS was "Changing Weather and Climate of the Great Lakes Region." This 4-week course features a new season each week through short lectures and activities covering Great Lakes weather, observed changes in the climate, and societal impacts of climate change. (https://www.coursera.org/course/greatlakesclimate) The MOOC conveyed information from NOAA's National Weather Service (NWS) Weather-Ready Nation initiative as well as findings from the recent National Climate Assessment and the Wisconsin Initiative on Climate Change Impacts (WICCI). The course was organized by members of the Department of Atmospheric and Oceanic Sciences and the Cooperative Institute for Meteorological Satellite Studies; material included discussion, videos for lectures as well as guest lecturers. There were also weekly visits by the course team to 21 public libraries throughout the state of WI. The library collaboration as facilitated by WiLS (Wisconsin Library Services - wils.org), who organized the application and selection process. The public libraries hosted local residents and course instructors in discussions of course content in the context of their communities as well as strategies to mitigate the climate change impacts. This presentation will discuss the public library discussions experience and the our evaluation of the impact of including a face-to-face component in the MOOC activity on engagement and learning.

Spiers memorial lecture. Organic electronics: an organic materials perspective.

PubMed

Wudl, Fred

2014-01-01

This Introductory Lecture is intended to provide a background to Faraday Discussion 174: "Organic Photonics and Electronics" and will consist of a chronological, subjective review of organic electronics. Starting with "ancient history" (1888) and history (1950-present), the article will take us to the present. The principal developments involved the processes of charge carrier generation and charge transport in molecular solids, starting with insulators (photoconductors) and moving to metals, to semiconductors and ending with the most popular semiconductor devices, such as organic light-emitting diodes (OLEDs), organic field effect transistors (OFETs) and organic photovoltaics (OPVs). The presentation will be from an organic chemistry/materials point of view.

Effectiveness of the Forum Method for the Self Development Course in UKM and Its Link with Student Interest

ERIC Educational Resources Information Center

Wan Hassan, Wan Zulkifli; Jamsari, Ezad Azraai; Taha, Mohamad; Basir @ Ahmad, Aminudin; Alias, Jamsari; Muslim, Nazri

2015-01-01

Student inability to explain concepts learnt in lessons using their own words academically and intellectually and their lack of interest in learning the subject are a cause of their incompetence in the development of their personality. This presents a challenge to lecturers that they should not rely entirely on conventional lectures and tutorials.…

Enabling User to User Interactions in Web Lectures with History-Aware User Awareness

ERIC Educational Resources Information Center

Ketterl, Markus; Mertens, Robert; Wiesen, Christoph; Vornberger, Oliver

2011-01-01

Purpose: The purpose of this paper is to present a user interface for web lectures for engaging with other users while working with video based learning content. The application allows its users to ask questions about the content and to get answers from those users that currently online are more familiar with it. The filtering is based on the…

The Development of Soviet Society: Perspectives from Educational Experience. Keynote Addresses from the Horace Mann Lecture Series and the Paul Masoner International Lecture Series, 1972-1978.

ERIC Educational Resources Information Center

Johnson, William H. E.

Historical, philosophical, and social perspectives concerning the development of Soviet society are presented. The concepts of orthodoxy, autocracy, and nationalism that were integral to Russian life for nearly one thousand years of history are discussed, and principles of socialism and communism that were inaugurated in November 1917 in…

"MyWallMate": An Investigation into the Use of Mobile Technology in Enhancing Student Engagement

ERIC Educational Resources Information Center

Dobbins, Chelsea; Denton, Philip

2017-01-01

This paper is a report of an investigation in which mobile technologies were used during large lecture-type sessions in tandem with the Textwall™ software. This online program is able to receive and present messages from students' devices that the lecturer may then share. It also can be used to collect student votes on multiple-choice questions,…

Scientific Visualization: The Modern Oscilloscope for "Seeing the Unseeable" (LBNL Summer Lecture Series)

ScienceCinema

Bethel, E. Wes [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States). Computational Research Division and Scientific Visualization Group

2018-05-07

Summer Lecture Series 2008: Scientific visualization transforms abstract data into readily comprehensible images, provide a vehicle for "seeing the unseeable," and play a central role in both experimental and computational sciences. Wes Bethel, who heads the Scientific Visualization Group in the Computational Research Division, presents an overview of visualization and computer graphics, current research challenges, and future directions for the field.

Is It Live or Is It Internet? Experimental Estimates of the Effects of Online Instruction on Student Learning. NBER Working Paper No. 16089

ERIC Educational Resources Information Center

Figlio, David N.; Rush, Mark; Yin, Lu

2010-01-01

This paper presents the first experimental evidence on the effects of live versus internet media of instruction. Students in a large introductory microeconomics course at a major research university were randomly assigned to live lectures versus watching these same lectures in an internet setting, where all other factors (e.g., instruction,…

Maniac Talk - Charles Ichoku

NASA Image and Video Library

2016-07-25

Charles Ichoku Maniac Lecture, July 25, 2016 NASA climate scientist Charles Ichoku presented a Maniac lecture entitled, "Reminiscences of a scientist's journey from Nawfia to NASA." Born in a small town in Nigeria, Charles traced his captivating journey to NASA, which was full of surprises, and related his experiences with the great people he met and interacted with along the way, as well as some of his work.

Passive Endwall Treatments for Enhancing Stability

NASA Technical Reports Server (NTRS)

Hathaway, Michael D.

2007-01-01

These lecture notes were presented at the von Karman Institutes lecture series on Advances in Axial Compressor Aerodynamics, May 2006. They provide a fairly extensive overview of what's been learned from numerous investigations of various passive casing endwall technologies that have been proposed for alleviating the stall limiting physics associated with the compressor endwall flow field. The lecture notes are organized to give an appreciation for the inventiveness and understanding of the earliest compressor technologists and to provide a coherent thread of understanding that has arisen out of the early investigations. As such the lecture notes begin with a historical overview of casing treatments from their infancy through the earliest proposed concepts involving blowing, suction and flow recirculation. A summary of lessons learned from these early investigations is provided at the end of this section. The lecture notes then provide a somewhat more in-depth overview of recent advancements in the development of passive casing treatments from the late 1990's through 2006, including advancements in understanding the flow mechanism of circumferential groove casing treatments, and the development of discrete tip injection and self-recirculating casing treatments. At the conclusion of the lecture notes a final summary of lessons learned throughout the history of the development of passive casing treatments is provided. Finally, a list of future needs is given. It is hoped that these lecture notes will be a useful reference for future research endeavors to improve our understanding of the fluid physics of passive casing treatments and how they act to enhance compressor stability, and that they will perhaps provide a springboard for future research activities in this area of interest

Characterizing interactive engagement activities in a flipped introductory physics class

NASA Astrophysics Data System (ADS)

Wood, Anna K.; Galloway, Ross K.; Donnelly, Robyn; Hardy, Judy

2016-06-01

Interactive engagement activities are increasingly common in undergraduate physics teaching. As research efforts move beyond simply showing that interactive engagement pedagogies work towards developing an understanding of how they lead to improved learning outcomes, a detailed analysis of the way in which these activities are used in practice is needed. Our aim in this paper is to present a characterization of the type and duration of interactions, as experienced by students, that took place during two introductory physics courses (1A and 1B) at a university in the United Kingdom. Through this work, a simple framework for analyzing lectures—the framework for interactive learning in lectures (FILL), which focuses on student interactions (with the lecturer, with each other, and with the material) is proposed. The pedagogical approach is based on Peer Instruction (PI) and both courses are taught by the same lecturer. We find lecture activities can be categorized into three types: interactive (25%), vicarious interactive (20%) (involving questions to and from the lecturer), and noninteractive (55%). As expected, the majority of both interactive and vicarious interactive activities took place during PI. However, the way that interactive activities were used during non-PI sections of the lecture varied significantly between the two courses. Differences were also found in the average time spent on lecturer-student interactions (28% for 1A and 12% for 1B), although not on student-student interactions (12% and 12%) or on individual learning (10% and 7%). These results are explored in detail and the implications for future research are discussed.

From experiment to publication in one semester: a lecture course model on the basis of a photonic researcher's every-day tasks

NASA Astrophysics Data System (ADS)

Gerhard, Christoph; Wieneke, Stephan

2015-10-01

We report on a lecture course model that we established three semesters ago in order to strengthen practice-orientated teaching in optics and photonics: In the frame of the lecture "Advanced Laser Treatment", which is a mandatory course of our university's master degree curriculum, students now have the possibility to experience a researcher's every-day tasks. In small groups, the attendees work on a self-contained topic which is defined by the lecturers. The work load and content is in the scale of a small work package of a usual research project. It includes the initial research on the state of the art, the experimentation using different laser sources, and the subsequent evaluation of the obtained results. On the basis of this work, the students then prepare a draft of a scientific paper and finally present their results and findings orally in a conference-like exam. This lecture course model has turned out to be an appropriate teaching method for practice-orientated subjects. It was observed that the students are much more motivated and work more independently than during a classical lecture with a certain amount of lab work. Having sole responsibility supports to identify with their project. Further, this lecture course model helps to develop scientific work skills, attain first experience in every-day research tasks and encourages creativity. In some cases, the paper drafts written by the students can even be published, representing a valuable starting point for their future professional career.

Effect of a Novel Engagement Strategy Using Twitter on Test Performance.

PubMed

Webb, Amanda L; Dugan, Adam; Burchett, Woodrow; Barnett, Kelly; Patel, Nishi; Morehead, Scott; Silverberg, Mark; Doty, Christopher; Adkins, Brian; Falvo, Lauren

2015-11-01

Medical educators in recent years have been using social media for more penetrance to technologically-savvy learners. The utility of using Twitter for curriculum content delivery has not been studied. We sought to determine if participation in a social media-based educational supplement would improve student performance on a test of clinical images at the end of the semester. 116 second-year medical students were enrolled in a lecture-based clinical medicine course, in which images of common clinical exam findings were presented. An additional, optional assessment was performed on Twitter. Each week, a clinical presentation and physical exam image (not covered in course lectures) were distributed via Twitter, and students were invited to guess the exam finding or diagnosis. After the completion of the course, students were asked to participate in a slideshow "quiz" with 24 clinical images, half from lecture and half from Twitter. We conducted a one-way analysis of variance to determine the effect Twitter participation had on total, Twitter-only, and lecture-only scores. Twitter participation data was collected from the end-of-course survey and was defined as submitting answers to the Twitter-only questions "all or most of the time", "about half of the time", and "little or none of the time." We found a significant difference in overall scores (p<0.001) and in Twitter-only scores (p<0.001). There was not enough evidence to conclude a significant difference in lecture-only scores (p=0.124). Students who submitted answers to Twitter "all or most of the time" or "about half the time" had significantly higher overall scores and Twitter-only scores (p<0.001 and p<0.001, respectively) than those students who only submitted answers "little or none of the time." While students retained less information from Twitter than from traditional classroom lecture, some retention was noted. Future research on social media in medical education would benefit from clear control and experimental groups in settings where quantitative use of social media could be measured. Ultimately, it is unlikely for social media to replace lecture in medical curriculum; however, there is a reasonable role for social media as an adjunct to traditional medical education.

A study on evacuation time from lecture halls in Faculty of Engineering, Universiti Putra Malaysia

NASA Astrophysics Data System (ADS)

Othman, W. N. A. W.; Tohir, M. Z. M.

2018-04-01

An evacuation situation in any building involves many risks. The geometry of building and high potential of occupant load may affect the efficiency of evacuation process. Although fire safety rules and regulations exist, they remain insufficient to guarantee the safety of all building occupants and do not prevent the dramatic events to be repeated. The main objective of this project is to investigate the relationship between the movement time, travel speed and occupant density during a series of evacuation drills specifically for lecture halls. Generally, this study emphasizes on the movement of crowd within a limited space and includes the aspects of human behaviour. A series of trial evacuations were conducted in selected lecture halls at Faculty of Engineering, Universiti Putra Malaysia with the aim of collecting actual data for numerical analysis. The numerical data obtained during trial evacuations were used to determine the evacuation time, crowd movement and behaviour during evacuation process particularly for lecture halls. The evacuation time and number of occupants exiting from each exit were recorded. Video camera was used to record and observe the movement behaviour of occupants during evacuations. EvacuatioNZ was used to simulate the trials evacuations of DK 5 and the results predicted were compared with experimental data. EvacuatioNZ was also used to predict the evacuation time and the flow of occupants exiting from each door for DK 4 and DK 8.

Hypertension and anthropometry measurement on academic staff at public universities in Malaysia

NASA Astrophysics Data System (ADS)

Zulkifli, Ilya Zulaikha; Abdullah, Mohammad Nasir; Baharuddin, Mohd Sapuan; Arul, Elizabeth

2015-12-01

Hypertension or most commonly known as high blood pressure is a non-communicable disease affecting to health of people with non-detectible cause (primary) and some with determined causes (secondary). The prevalence of hypertension morbidity was very high globally, the consequences of the disease if not been treated is death. The purpose of this study was to determine the relationship between hypertension and anthropometry measurements such as weight, height and body mass index among academic staff in public universities in Malaysia. The design for this study was cross-sectional and the method for data collection was mailed questionnaire. The initial sample size for this study was 189, therefore, 500 questionnaires were distributed to randomly selected academicians in public universities, colleges and polytechnics in Malaysia. However, only 101 questionnaires were returned and were analysed in this study. The target population were academicians which includes lecturers and senior lecturers in public universities in Malaysia. The methods of analysis employed was logistic regression and frequency analysis. It was found that weight, height and body mass index (BMI) have no significant relationship with hypertension but based on the Crude Odd Ratio, all these three anthropometry measures showed that there were protective risk of hypertension among lecturers and senior lecturers in public university, Malaysia. In a nutshell, there were no evidence to conclude that anthropometry measurements can affect hypertension status among academic staff at public university.

Evolution of Vision

NASA Astrophysics Data System (ADS)

Ostrovsky, Mikhail

The evolution of photoreception, giving rise to eye, offers a kaleidoscopic view on selection acting at both the organ and molecular levels. The molecular level is mainly considered in the lecture. The greatest progress to date has been made in relation to the opsin visual pigments. Opsins appeared before eyes did. Two- and three-dimensional organization for rhodopsin in the rod outer segment disk membrane, as well as molecular mechanisms of visual pigments spectral tuning, photoisomerization and also opsin as a G-protein coupled receptor are considered. Molecular mechanisms of visual pigments spectral tuning, namely switching of chromophore (physiological time scale) and amino acid changes in the chromophore site of opsin (evolutionary time scale) is considered in the lecture. Photoisomerization of rhodopsin chromophore, 11-cis retinal is the only photochemical reaction in vision. The reaction is extemely fast (less that 200 fs) and high efficient (. is 0.65). The rhodopsin photolysis and kinetics of the earlier products appearance, photo- and bathorhodopsin, is considered. It is known that light is not only a carrier of information, but also a risk factor of damage to the eye. This photobiological paradox of vision is mainly due to the nature of rhodopsin chromophore. Photooxidation is the base of the paradox. All factors present in the phototrceptor cells to initiate free-radical photooxidation: photosensitizers, oxygen and substrates of oxidation: lipids and proteins (opsin). That is why photoprotective system of the eye structures appeared in the course of evolution. Three lines of protective system to prevent light damage to the retina and retina pigment epithelium is known: permanent renewal of rod and cone outer segment, powerful antioxidant system and optical media as cut-off filters where the lens is a key component. The molecular mechanisms of light damage to the eye and photoprotective system of the eye is considered in the lecture. The molecular mechanisms of phototransduction in vertebrates eye is also briefly considered in the lecture. Evolution of vision is an enormous subject for thought and investigation. In the postgenomic era evolutionary molecular physiology as a whole and evolutionary molecular physiology of vision can be considered as a key approach for understanding how genome is working.

The pedagogical toolbox: computer-generated visual displays, classroom demonstration, and lecture.

PubMed

Bockoven, Jerry

2004-06-01

This analogue study compared the effectiveness of computer-generated visual displays, classroom demonstration, and traditional lecture as methods of instruction used to teach neuronal structure and processes. Randomly assigned 116 undergraduate students participated in 1 of 3 classrooms in which they experienced the same content but different teaching approaches presented by 3 different student-instructors. Then participants completed a survey of their subjective reactions and a measure of factual information designed to evaluate objective learning outcomes. Participants repeated this factual measure 5 wk. later. Results call into question the use of classroom demonstration methods as well as the trend towards devaluing traditional lecture in favor of computer-generated visual display.

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

NASA Astrophysics Data System (ADS)

Juuso, Esko K.

2018-03-01

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

Research of CO2 concentration in naturally ventilated lecture room

NASA Astrophysics Data System (ADS)

Laska, Marta; Dudkiewicz, Edyta

2017-11-01

Naturally ventilated buildings especially dedicated for educational purposes need to be design to achieve required level of thermal comfort and indoor air quality. It is crucial in terms of both: health and productivity of the room users. Higher requirements of indoor environment are important due to the level of students concentration, their ability to acquire new knowledge and willingness to interact with the lecturer. The article presents the results of experimental study and surveys undertaken in naturally ventilated lecture room. The data is analysed in terms of CO2 concentration and its possible influence on users. Furthermore the outcome of the research is compared with the CO2 concentration models available in the literature.

Quantitative analysis of the text and graphic content in ophthalmic slide presentations.

PubMed

Ing, Edsel; Celo, Erdit; Ing, Royce; Weisbrod, Lawrence; Ing, Mercedes

2017-04-01

To determine the characteristics of ophthalmic digital slide presentations. Retrospective quantitative analysis. Slide presentations from a 2015 Canadian primary eye care conference were analyzed for their duration, character and word count, font size, words per minute (wpm), lines per slide, words per slide, slides per minute (spm), text density product (wpm × spm), proportion of graphic content, and Flesch Reading Ease (FRE) score using Microsoft PowerPoint and Word. The median audience evaluation score for the lectures was used to dichotomize the higher scoring lectures (HSL) from the lower scoring lectures (LSL). A priori we hypothesized that there would be a difference in the wpm, spm, text density product, and FRE score between HSL and LSL. Wilcoxon rank-sum tests with Bonferroni correction were utilized. The 17 lectures had medians of 2.5 spm, 20.3 words per slide, 5.0 lines per slide, 28-point sans serif font, 36% graphic content, and text density product of 136.4 words × slides/minute 2 . Although not statistically significant, the HSL had more wpm, fewer words per slide, more graphics per slide, greater text density, and higher FRE score than LSL. There was a statistically significant difference in the spm of the HSL (3.1 ± 1.0) versus the LSL (2.2 ± 1.0) at p = 0.0124. All presenters showed more than 1 slide per minute. The HSL showed more spm than the LSL. The descriptive statistics from this study may aid in the preparation of slides used for teaching and conferences. Copyright © 2017 Canadian Ophthalmological Society. Published by Elsevier Inc. All rights reserved.

Design Course for Micropower Generation Devices

ERIC Educational Resources Information Center

Mitsos, Alexander

2009-01-01

A project-based design course is developed for man-portable power generation via microfabricated fuel cell systems. Targeted audience are undergraduate chemical/process engineering students in their final year. The course covers 6 weeks, with three hours of lectures per week. Two alternative projects are developed, one focusing on selection of…

"Frankenstein" Goes to Engineering School

ERIC Educational Resources Information Center

Winkelman, Paul

2006-01-01

The development of an engineering curriculum assumes a body of knowledge that students, as future engineers, will need to know. Students acquire this body of knowledge through lectures, laboratories, projects and assignments and other means. The question then arises, how does one select the content and processes that are appropriate for the…

Adult Education in Sweden.

ERIC Educational Resources Information Center

Stahre, Sven-Arne

The chief components of Swedish formal adult education are (1) independent lectures, which stress popularization of public affairs and of selected aspects of culture, science, and technology; (2) the folk high schools, whose object is to impart to young adults a general and civic education; (3) special schools operated by the popular movements;…

Accountability and the Public Trust: Restoring the Balance. An Annotated Bibliography

ERIC Educational Resources Information Center

Beaulieu, Paul

2006-01-01

This bibliography was compiled for the 2006 Summer Institute at The Centre for Literacy-"Accountability and Public Trust: Restoring the Balance." The selections include lectures, research studies, policy papers, and government documents that describe and analyze recent concepts of accountability in the context of government funding in…

Effects of case-based learning on communication skills, problem-solving ability, and learning motivation in nursing students.

PubMed

Yoo, Moon-Sook; Park, Hyung-Ran

2015-06-01

The purpose of this study was to explore the effects of case-based learning on communication skills, problem-solving ability, and learning motivation in sophomore nursing students. In this prospective, quasi-experimental study, we compared the pretest and post-test scores of an experimental group and a nonequivalent, nonsynchronized control group. Both groups were selected using convenience sampling, and consisted of students enrolled in a health communication course in the fall semesters of 2011 (control group) and 2012 (experimental group) at a nursing college in Suwon, South Korea. The two courses covered the same material, but in 2011 the course was lecture-based, while in 2012, lectures were replaced by case-based learning comprising five authentic cases of patient-nurse communication. At post-test, the case-based learning group showed significantly greater communication skills, problem-solving ability, and learning motivation than the lecture-based learning group. This finding suggests that case-based learning is an effective learning and teaching method. © 2014 Wiley Publishing Asia Pty Ltd.

Feature confirmation in object perception: Feature integration theory 26 years on from the Treisman Bartlett lecture.

PubMed

Humphreys, Glyn W

2016-10-01

The Treisman Bartlett lecture, reported in the Quarterly Journal of Experimental Psychology in 1988, provided a major overview of the feature integration theory of attention. This has continued to be a dominant account of human visual attention to this day. The current paper provides a summary of the work reported in the lecture and an update on critical aspects of the theory as applied to visual object perception. The paper highlights the emergence of findings that pose significant challenges to the theory and which suggest that revisions are required that allow for (a) several rather than a single form of feature integration, (b) some forms of feature integration to operate preattentively, (c) stored knowledge about single objects and interactions between objects to modulate perceptual integration, (d) the application of feature-based inhibition to object files where visual features are specified, which generates feature-based spreading suppression and scene segmentation, and (e) a role for attention in feature confirmation rather than feature integration in visual selection. A feature confirmation account of attention in object perception is outlined.

Supporting Interactive Teaching Methods at the New Faculty Workshop with Astronomy Lecture-Tutorials

NASA Astrophysics Data System (ADS)

Slater, T. F.; Brissenden, G.; Duestua, S.; Prather, E. E.

2004-05-01

Ongoing research by the Conceptual Astronomy and Physics Education Research (CAPER) Team at the University of Arizona Steward Observatory suggests that, although faculty realize that lecture-based instruction is ineffective for many students, they are not aware of what interactive teaching strategies are available, particularly for large enrollment courses. A major emphasis of the AAPT/AAS New Faculty Workshop was to introduce faculty to effective active-learning strategies based on an understanding of how people learn. Faculty were introduced to think-pair-share methods where students work together to explain difficult concepts to each other. Faculty were also introduced to authentic assessment strategies that go beyond using traditional multiple-choice tests. In particular, faculty were introduced to Lecture-Tutorials for Introductory Astronomy. The Lecture-Tutorials are instructional materials intended for use with collaborative student learning groups and are designed specifically to be easily integrated into existing courses centered on conventional lectures and do not require any outside equipment or a drastic course revision for implementation. The materials are based on research into student beliefs and reasoning difficulties and use effective instructional strategies that center on student learning. Each workshop presentation was complimented by a follow-up small group discussion session.

Students’ Perceptions of ‘Technology-Based’ Lecture Handouts

PubMed Central

Islam, Mohammed Nazrul; Majumder, Md. Anwarul Azim; Ja’afar, Rogayah; Rahman, Sayeeda

2005-01-01

Lecture handouts are widely used instructional tools. Handouts supplement rather than substitute students’ regular reading. It is now a common practice to supply PowerPoint handouts and publish lecture handouts on the web for students’ access. A study was conducted among the first year medical students (n=142) of School of Medical Sciences (SMS), Universiti Sains Malaysia (USM) in order to determine their perceptions and expectations with regards to lecture handouts provided to them. The majority of the students reported that they read the lecture handouts as a reference and found them useful as a guide for future learning. More than half (68%) of the students expressed dissatisfaction with the overall presentation format of the handouts which is mainly technology-related i.e. PowerPoint and photocopying. This study indicated that students’ expectations and experiences were positive towards the use of handouts. They used handouts as a means of supplementing rather than substituting their learning. Much care is needed when educators supply computer-based handouts, as this study shows a number of limitations when students use them. Medical schools should consider publishing web-based handouts with online and other facilities to make it interesting and effective. PMID:22605944

Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning.

PubMed

Choi, Eunyoung; Lindquist, Ruth; Song, Yeoungsuk

2014-01-01

Problem-based learning (PBL) is a method widely used in nursing education to develop students' critical thinking skills to solve practice problems independently. Although PBL has been used in nursing education in Korea for nearly a decade, few studies have examined its effects on Korean nursing students' learning outcomes, and few Korean studies have examined relationships among these outcomes. The objectives of this study are to examine outcome abilities including critical thinking, problem-solving, and self-directed learning of nursing students receiving PBL vs. traditional lecture, and to examine correlations among these outcome abilities. A quasi-experimental non-equivalent group pretest-posttest design was used. First-year nursing students (N=90) were recruited from two different junior colleges in two cities (GY and GJ) in South Korea. In two selected educational programs, one used traditional lecture methods, while the other used PBL methods. Standardized self-administered questionnaires of critical thinking, problem-solving, and self-directed learning abilities were administered before and at 16weeks (after instruction). Learning outcomes were significantly positively correlated, however outcomes were not statistically different between groups. Students in the PBL group improved across all abilities measured, while student scores in the traditional lecture group decreased in problem-solving and self-directed learning. Critical thinking was positively associated with problem-solving and self-directed learning (r=.71, and r=.50, respectively, p<.001); problem-solving was positively associated with self-directed learning (r=.75, p<.001). Learning outcomes of PBL were not significantly different from traditional lecture in this small underpowered study, despite positive trends. Larger studies are recommended to study effects of PBL on critical student abilities. Copyright © 2013 Elsevier Ltd. All rights reserved.

A study of the conceptual comprehension of electric circuits that engineer freshmen display

NASA Astrophysics Data System (ADS)

Chang, Wheijen; Shieh, Ruey S.

2018-07-01

The purpose of this study was to examine the extent of students’ conceptual comprehension of electric circuits obtained during their high school years, as opposed to in recent class lectures. A total of 201 first-year university students majoring in Engineering in four introductory physics classes were involved in the study. A lecture demonstration of electric circuits was designed to achieve the study purpose. After observing the demonstration, the students were required to identify the associated phenomena and then explain the underlying physical laws. The students’ reasoning performance was used to examine their conceptual comprehension. Two instructional strategies, group discussion without prior lecture and individual reasoning with prior lecture, were implemented to assess student performance. The findings disclosed that although the students had studied the topic previously, most of them could only identify the key phenomena involving simple principles, but failed to identify those involving profound ones. The models most of them adopted were scientifically acceptable but inappropriate in the given context. The students who engaged in group discussion appeared to have a higher phenomenon identification rate than that of the individual-reasoning group. Contrarily, the individual-reasoning group was found to have adopted the valid principles more effectively than the discussion group, probably due to the prior instruction received in the current class. The topics recently lectured seemed to have guided the students’ cognitive orientations toward selecting principles, regardless of their validity. The study findings reveal that the concepts the students had acquired from their earlier learning were rather limited. That is, sophisticated instructional design is always pivotal, regardless of students’ prior learning experiences. Moreover, when adopting demonstration as a teaching tool, explicit instructional guidance is also crucial.

Programmable integration of heterogeneous nanomaterial arrays onto arbitrary substrates with applications in gas sensing

NASA Astrophysics Data System (ADS)

Miller, Jenna Olivia

Genetic counselors periodically see incarcerated patients, however, there is virtually no research on genetic counseling in this population. To initiate a conversation on the genetic counseling of incarcerated women, six guest lectures on the science and ethics of human genetics were prepared and delivered to a select group of 19 students in the Bedford Hills College Program at the Bedford Hills Correctional Facility for women in Bedford Hills, New York. Each lecture was analyzed for its effectiveness and impact. Additionally, 12 participating students were administered a course evaluation wherein they shared their thoughts on the lectures. The student inmates' responses suggested that prenatal genetics issues, such as age-related risks during pregnancy, were most relevant and valuable to them. Results also indicated that those attempting to teach genetics or biology in the women's prison setting should create a flexible course that includes ample handouts, visual aids, and class discussion. Additionally, the information gleaned through a review of the literature, the participants' responses, and the lecture series itself identified key issues to address as genetic counselors attempt to better serve incarcerated patients. The students who participated in this lecture series benefitted from simple explanations and visual aids, as would most genetic counseling patients, incarcerated or not. They also expressed significant distrust of the medical system. Results show that genetic counselors should strive to build rapport with incarcerated patients, and should be prepared to address sensitive subjects such as substance abuse, domestic violence, and mental illness with them. Furthermore, educating more incarcerated women about genetics may help them establish more faith in genetic counseling as a valuable health service.

IASS Activity

NASA Astrophysics Data System (ADS)

Hojaev, Alisher S.; Ibragimova, Elvira M.

2015-08-01

It’s well known, astronomy in Uzbekistan has ancient roots and traditions (e.g., Mirzo Ulugh Beg, Abū al-Rayhān al-Bīrūnī, Abū ‘Abdallāh al-Khwārizmī) and astronomical heritage carefully preserved. Nowadays uzbek astronomers play a key role in scientific research but also in OAD and Decadal Plan activity in the Central Asia region. International Aerospace School (IASS) is an amazing and wonderful event held annually about 30 years. IASS is unique project in the region, and at the beginning we spent the Summer and Winter Schools. At present in the summer camp we gather about 50 teenage and undergraduate students over the country and abroad (France, Malaysia, Turkey, Azerbaijan, Pakistan, Russia, etc.). They are selected on the basis of tests of astronomy and space issues. During two weeks of IASS camp the invited scientists, cosmonauts and astronauts as well as other specialists give lectures and engage in practical exercises with IASS students in astronomy, including daily observations of the Sun and night sky observations with meniscus telescope, space research and exploration, aerospace modelling, preparation and presentation of original projects. This is important that IASS gives not theoretical grounds only but also practically train the students and the hands-on training is the major aims of IASS. Lectures and practice in the field of astronomy carried out with the direct involvement and generous assistance of Uranoscope Association (Paris, France). The current 26-th IASS is planned to held in July 2015.

Impact of oral health education on oral hygiene knowledge, practices, plaque control and gingival health of 13- to 15-year-old school children in Bangalore city.

PubMed

D'Cruz, A M; Aradhya, S

2013-05-01

To assess effectiveness of an oral health education (OHE) programme on oral hygiene knowledge, practices, plaque control and gingival health of 13- to 15-year-old school children in Bangalore city. Three schools were randomly selected and assigned to experimental I, experimental II and control groups. At baseline, a 20-item questionnaire was used to assess the oral hygiene knowledge and practices. Clinical examinations (Turesky-Gilmore-Glickman modification of Quigley Hein plaque index; Loe-Silness gingival index) were performed by 2 examiners. OHE was provided by the investigator for experimental groups I (lecture using a PowerPoint presentation) and II (lecture using a PowerPoint presentation with toothbrushing demonstration). Control group did not receive any intervention. Reinforcement was provided for experimental groups at 3 and 6 months. At end of 9 months, questionnaire was administered and clinical examinations were performed. Data were analysed using chi-square, anova and post hoc Tukey's tests. Nine months post-intervention, there was significant improvement in oral hygiene knowledge and practices in experimental groups. There were significant reductions in mean plaque index and gingival index scores in the experimental groups. The control group did not show any significant improvement. Active involvement of school children with reinforcement of OHE can improve oral hygiene knowledge, practices and gingival health and decrease plaque levels. © 2012 John Wiley & Sons A/S.

Localization and Entanglement in Relativistic Quantum Physics

NASA Astrophysics Data System (ADS)

Yngvason, Jakob

These notes are a slightly expanded version of a lecture presented in February 2012 at the workshop "The Message of Quantum Science—Attempts Towards a Synthesis" held at the ZIF in Bielefeld. The participants were physicists with a wide range of different expertise and interests. The lecture was intended as a survey of a small selection of the insights into the structure of relativistic quantum physics that have accumulated through the efforts of many people over more than 50 years. (Including, among many others, R. Haag, H. Araki, D. Kastler, H.-J. Borchers, A. Wightman, R. Streater, B. Schroer, H. Reeh, S. Schlieder, S. Doplicher, J. Roberts, R. Jost, K. Hepp, J. Fröhlich, J. Glimm, A. Jaffe, J. Bisognano, E. Wichmann, D. Buchholz, K. Fredenhagen, R. Longo, D. Guido, R. Brunetti, J. Mund, S. Summers, R. Werner, H. Narnhofer, R. Verch, G. Lechner, ….) This contribution discusses some facts about relativistic quantum physics, most of which are quite familiar to practitioners of Algebraic Quantum Field Theory (AQFT) [Also known as Local Quantum Physics (Haag, Local quantum physics. Springer, Berlin, 1992).] but less well known outside this community. No claim of originality is made; the goal of this contribution is merely to present these facts in a simple and concise manner, focusing on the following issues: Explaining how quantum mechanics (QM) combined with (special) relativity, in particular an upper bound on the propagation velocity of effects, leads naturally to systems with an infinite number of degrees of freedom (relativistic quantum fields).

Program for developing leadership in pharmacy residents.

PubMed

Fuller, Patrick D

2012-07-15

An innovative, structured approach to incorporating leadership development activities into pharmacy residency training is described. The American Society of Health-System Pharmacists (ASHP) has called for increased efforts to make leadership development an integral component of the training of pharmacy students and new practitioners. In 2007, The Nebraska Medical Center (TNMC) took action to systematize leadership training in its pharmacy residency programs by launching a new Leadership Development Series. Throughout the residency year, trainees at TNMC participate in a variety of activities: (1) focused group discussions of selected articles on leadership concepts written by noted leaders of the past and present, (2) a two-day offsite retreat featuring trust-building exercises and physical challenges, (3) a self-assessment designed to help residents identify and use their untapped personal strengths, (4) training on the effective application of different styles of communication and conflict resolution, and (5) education on the history and evolution of health-system pharmacy, including a review and discussion of lectures by recipients of ASHP's Harvey A. K. Whitney Award. Feedback from residents who have completed the series has been positive, with many residents indicating that it has stimulated their professional growth and helped prepared them for leadership roles. A structured Leadership Development Series exposes pharmacy residents to various leadership philosophies and principles and, through the study of Harvey A. K. Whitney Award lectures, to the thoughts of past and present pharmacy leaders. Residents develop an increased self-awareness through a resident fall retreat, a StrengthsFinder assessment, and communication and conflict-mode assessment tools.

Climate Change Education in Earth System Science

NASA Astrophysics Data System (ADS)

Hänsel, Stephanie; Matschullat, Jörg

2013-04-01

The course "Atmospheric Research - Climate Change" is offered to master Earth System Science students within the specialisation "Climate and Environment" at the Technical University Bergakademie Freiberg. This module takes a comprehensive approach to climate sciences, reaching from the natural sciences background of climate change via the social components of the issue to the statistical analysis of changes in climate parameters. The course aims at qualifying the students to structure the physical and chemical basics of the climate system including relevant feedbacks. The students can evaluate relevant drivers of climate variability and change on various temporal and spatial scales and can transform knowledge from climate history to the present and the future. Special focus is given to the assessment of uncertainties related to climate observations and projections as well as the specific challenges of extreme weather and climate events. At the end of the course the students are able to critically reflect and evaluate climate change related results of scientific studies and related issues in media. The course is divided into two parts - "Climate Change" and "Climate Data Analysis" and encompasses two lectures, one seminar and one exercise. The weekly "Climate change" lecture transmits the physical and chemical background for climate variation and change. (Pre)historical, observed and projected climate changes and their effects on various sectors are being introduced and discussed regarding their implications for society, economics, ecology and politics. The related seminar presents and discusses the multiple reasons for controversy in climate change issues, based on various texts. Students train the presentation of scientific content and the discussion of climate change aspects. The biweekly lecture on "Climate data analysis" introduces the most relevant statistical tools and methods in climate science. Starting with checking data quality via tools of exploratory data analysis the approaches on climate time series, trend analysis and extreme events analysis are explained. Tools to describe relations within the data sets and significance tests further corroborate this. Within the weekly exercises that have to be prepared at home, the students work with self-selected climate data sets and apply the learned methods. The presentation and discussion of intermediate results by the students is as much part of the exercises as the illustration of possible methodological procedures by the teacher using exemplary data sets. The total time expenditure of the course is 270 hours with 90 attendance hours. The remainder consists of individual studies, e.g., preparation of discussions and presentations, statistical data analysis, and scientific writing. Different forms of examination are applied including written or oral examination, scientific report, presentation and portfolio work.

Active learning in the lecture theatre using 3D printed objects.

PubMed

Smith, David P

2016-01-01

The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Visualisation of biological molecules often involves vocal explanations or the use of two dimensional slides and video presentations. A deeper understanding of these molecules can however be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didactic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation, for example, of an enzyme's active site or the difference between the major and minor groove of DNA. Models and other artefacts can be handled in small groups within a lecture theatre and act as a focal point to generate conversation. Through the approach presented here core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery was adjusted based around experiential learning activities by moving the object from mental cognition and into the physical environment. This approach led to students being able to better visualise biological molecules and a positive engagement in the lecture. The use of objects in teaching allows the lecturer to create interactive sessions that both challenge and enable the student.

Active learning in the lecture theatre using 3D printed objects

PubMed Central

Smith, David P.

2016-01-01

The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Visualisation of biological molecules often involves vocal explanations or the use of two dimensional slides and video presentations. A deeper understanding of these molecules can however be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didactic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation, for example, of an enzyme’s active site or the difference between the major and minor groove of DNA. Models and other artefacts can be handled in small groups within a lecture theatre and act as a focal point to generate conversation. Through the approach presented here core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery was adjusted based around experiential learning activities by moving the object from mental cognition and into the physical environment. This approach led to students being able to better visualise biological molecules and a positive engagement in the lecture. The use of objects in teaching allows the lecturer to create interactive sessions that both challenge and enable the student. PMID:27366318

The Death of the Dinosaurs: 27 Years Later (LBNL Summer Lecture Series)

ScienceCinema

Muller, Rich [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States). Dept. of Physics

2017-12-15

Summer Lecture Series 2006: Rich Muller, a Berkeley Lab physicist, discusses Nobel laureate Luis Alvarez and colleagues' 1979 discovery that an asteroid impact killed the dinosaurs. He also discusses what scientists have learned in the subsequent 27 years. Alvarez's team detected unusual amounts of iridium in sedimentary layers. They attributed the excess iridium to an impact from a large asteroid. His talk was presented June 30, 2006.

Quit Surfing and Start "Clicking": One Professor's Effort to Combat the Problems of Teaching the U.S. Survey in a Large Lecture Hall

ERIC Educational Resources Information Center

Cole, Stephanie

2010-01-01

Teaching an introductory survey course in a typical lecture hall presents a series of related obstacles. The large number of students, the size of the room, and the fixed nature of the seating tend to maximize the distance between instructor and students. That distance then grants enrolled students enough anonymity to skip class too frequently and…

Preventing Cancer in the Workplace and Community. Volume I. Cancer, the Worker and the Workplace. A Teacher's Guide.

ERIC Educational Resources Information Center

Li, Virginia C., Ed.; And Others

This first volume of a two-volume set on prevention of cancer in the workplace is a teacher's guide designed to serve as a basis for lecture presentations and class discussions within the context of a formal course setting and structure. The course is organized into nine modules that can be taught using a lecture and discussion format in single…

The Death of the Dinosaurs: 27 Years Later (LBNL Summer Lecture Series)

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

Muller, Rich

2006-06-30

Summer Lecture Series 2006: Rich Muller, a Berkeley Lab physicist, discusses Nobel laureate Luis Alvarez and colleagues' 1979 discovery that an asteroid impact killed the dinosaurs. He also discusses what scientists have learned in the subsequent 27 years. Alvarez's team detected unusual amounts of iridium in sedimentary layers. They attributed the excess iridium to an impact from a large asteroid. His talk was presented June 30, 2006.

Numerical Relativity, Black Hole Mergers, and Gravitational Waves: Part II

NASA Technical Reports Server (NTRS)

Centrella, Joan

2012-01-01

This series of 3 lectures will present recent developments in numerical relativity, and their applications to simulating black hole mergers and computing the resulting gravitational waveforms. In this second lecture, we focus on simulations of black hole binary mergers. We hig hlight the instabilities that plagued the codes for many years, the r ecent breakthroughs that led to the first accurate simulations, and the current state of the art.

Proceedings of the 1983 Annual Meeting of the Canadian Mathematics Education Study Group (7th, Vancouver, British Columbia, June 8-12, 1983).

ERIC Educational Resources Information Center

Verhille, Charles, Ed.

The papers in this document follow the order of the meeting and consist of two guest lecturers and reports from four working groups; two topic group presentations are noted but not included. One lecture, delivered by Peter Hilton, discusses the nature of mathematics today and implications for mathematics teaching, while, in the other paper,…

The Centrality of Culture to the Scientific Study of Learning and Development: How an Ecological Framework in Education Research Facilitates Civic Responsibility. 2008 Wallace Foundation Distinguished Lecture

ERIC Educational Resources Information Center

Lee, Carol D.

2008-01-01

This article was presented as the 2008 Wallace Foundation Distinguished Lecture at the annual meeting of the American Educational Research Association in New York City. It argues that, to generate robust and generative theories of human learning and development, researchers must address the range of diversity within human cultural communities. The…

Comparing face-to-face, synchronous, and asynchronous learning: postgraduate dental resident preferences.

PubMed

Kunin, Marc; Julliard, Kell N; Rodriguez, Tobias E

2014-06-01

The Department of Dental Medicine of Lutheran Medical Center has developed an asynchronous online curriculum consisting of prerecorded PowerPoint presentations with audio explanations. The focus of this study was to evaluate if the new asynchronous format satisfied the educational needs of the residents compared to traditional lecture (face-to-face) and synchronous (distance learning) formats. Lectures were delivered to 219 dental residents employing face-to-face and synchronous formats, as well as the new asynchronous format; 169 (77 percent) participated in the study. Outcomes were assessed with pretests, posttests, and individual lecture surveys. Results found the residents preferred face-to-face and asynchronous formats to the synchronous format in terms of effectiveness and clarity of presentations. This preference was directly related to the residents' perception of how well the technology worked in each format. The residents also rated the quality of student-instructor and student-student interactions in the synchronous and asynchronous formats significantly higher after taking the lecture series than they did before taking it. However, they rated the face-to-face format as significantly more conducive to student-instructor and student-student interaction. While the study found technology had a major impact on the efficacy of this curricular model, the results suggest that the asynchronous format can be an effective way to teach a postgraduate course.

Proceedings of the XXVI SLAC Summer Institute on Particle Physics: Gravity from the Hubble Length to the Planck Length

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

Deporcel, Lilian

2001-04-02

The XXVI SLAC Summer Institute on Particle Physics was held from August 3 to August 14, 1998. The topic, ''Gravity--from the Hubble Length to the Planck Length,'' brought together 179 physicists from 13 countries. The lectures in this volume cover the seven-day school portion of the Institute, which took us from the largest scales of the cosmos, to the Planck length at which gravity might be unified with the other forces of nature. Lectures by Robert Wagoner, Clifford Will, and Lynn Cominsky explored the embedding of gravity into general relativity and the confrontation of this idea with experiments in themore » laboratory and astrophysical settings. Avishai Deckel discussed observations and implications of the large-scale structure of the universe, and Tony Tyson presented the gravitational lensing effect and its use in the ongoing search for signatures of the unseen matter of the cosmos. The hunt for the wave nature of gravity was presented by Sam Finn and Peter Saulson, and Joe Polchinski showed us what gravity might look like in the quantum limit at the Planck scale. The lectures were followed by afternoon discussion sessions, where students could further pursue questions and topics with the day's lecturers. The Institute concluded with a three-day topical conference covering recent developments in theory and experiment from around the world of elementary particle physics and cosmology; its proceedings are also presented in this volume.« less

Webinar Software: A Tool for Developing More Effective Lectures (Online or In-Person)

PubMed Central

Mayorga, Eduardo P.; Bekerman, Jesica G.; Palis, Ana G.

2014-01-01

Purpose: To describe the use of online seminars (webinars) to improve learning experience for medical residents and fostering critical thinking. Materials and Methods: Sixty-one online seminars (webinars) for residents were developed from April 2012 to February 2013. Residents attended the lectures in the same room as the presenter or from distant locations. Residents interacted with the presenter using their personal computers, tablets, or smartphones. They were able to ask questions and answer the instructor's multiple choice or open-ended questions. The lecture dynamics consisted of: (1) The presentation of a clinical case by an expert on the clinical topic; (2) the instructor asked open-ended and multiple-choice questions about the problem-resolution process; (3) participants responded questions individually; (4) participants received feedback on their answers; (5) a brief conference was given on the learning objectives and the content, also fostering interactive participation; (6) lectures were complemented with work documents. Results: This method allowed for exploration of learning of scientific knowledge and the acquisition of other medical competences (such as patient care, interpersonal and communication skills, and professionalism). The question-and-answer activity and immediate feedback gave attendees the chance to participate actively in the conference, reflect on the topic, correct conceptual errors, and exercise critical thinking. All these factors are necessary for learning. Conclusions: This modality, which facilitates interaction, active participation, and immediate feedback, could allow learners to acquire knowledge more effectively. PMID:24791102

[Approach to Teaching Kampo Medicine at Kyoto Pharmaceutical University].

PubMed

Matsuda, Hisashi

2016-01-01

An approach to educating our pharmaceutical students about Kampo medicine in the six-year system of undergraduate pharmacy education at Kyoto Pharmaceutical University is introduced, including the author's opinions. Curriculum revisions have been made in our university for students entering after 2012. In teaching Kampo medicine at present, a medical doctor and an on-site pharmacist share information difficult to give in a lecture with the teaching staff in my laboratory. For example, before the curriculum revision, we conferred with a pharmacist and a doctor in the course "Kampo Medicine A, B" for 4th year students, in which students were presented a basic knowledge of Kampo medicine, the application of important Kampo medicines, combinations of crude drugs, etc. Further, in our "Introduction to Kampo Medicine" for 6th year students, presented after they have practiced in hospitals and community pharmacies, we again lecture on the pharmacological characteristics of Kampo medicines, on "pattern (Sho)", and on evidence-based medicine (EBM) and research studies of important Kampo medicines. After our curriculum revision, "Kampo Medicine A, B" was rearranged into the courses "Kampo and Pharmacognosy" and "Clinical Kampo Medicine". "Kampo and Pharmacognosy" is now provided in the second semester of the 3rd year, and in this course we lecture on the basic knowledge of Kampo medicine. An advanced lecture will be given on "Clinical Kampo Medicine" in the 6th year. We are searching for the best way to interest students in Kampo medicine, and to counteract any misunderstandings about Kampo medicine.

SU-F-E-08: Medical Physics as a Teaching Tool for High School Science Curriculum

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

Buckley, L

Purpose: Delivering high school science curriculum in a timely manner and in way that is accessible to all students is a challenge for teachers. Although many high schools offer career workshops, these are typically directed at senior students and do not relate directly to details of the curriculum. The objective of this initiative was to create a series of lectures that use medical physics to relate many aspects of the high school science curriculum to tangible clinical applications and to introduce students to alternate pathways into a career in health sciences. Methods: A series of lectures has been developed basedmore » on the Ontario High School Science Curriculum. Each lecture uses a career in radiotherapy medical physics as the framework for discussion of topics specific to the high school course being addressed. Results: At present, these lectures have been delivered in five area high schools to students ranging from sophomores to seniors. Survey documents are given to the students before and after the lecture to assess their awareness of careers in health care, applications of physics and their general interest in the subject areas. As expected, students have limited up front awareness of the wide variety of health related career paths. The idea of combining a career lecture with topics specific to the classroom curriculum has been well-received by teachers and students alike. Conclusion: Career talks for high school students are useful for students contemplating their post- secondary career path. Relating career discussion with direct course curriculum makes their studies more relevant and engaging. Students aspiring to a career in health sciences often focus their studies on life sciences due to limited knowledge of potential careers. An early introduction to medical physics presents them with an alternate path through the physical sciences into health care.« less

The Haiti Medical Education Project: development and analysis of a competency based continuing medical education course in Haiti through distance learning.

PubMed

Battat, Robert; Jhonson, Marc; Wiseblatt, Lorne; Renard, Cruff; Habib, Laura; Normil, Manouchka; Remillard, Brian; Brewer, Timothy F; Sacajiu, Galit

2016-10-19

Recent calls for reform in healthcare training emphasize using competency-based curricula and information technology-empowered learning. Continuing Medical Education programs are essential in maintaining physician accreditation. Haitian physicians have expressed a lack access to these activities. The Haiti Medical Education Project works in alliance with Haitian medical leadership, faculty and students to support the Country's medical education system. We present the creation, delivery and evaluation of a competency-based continuing medical education curriculum for physicians in rural Haiti. Real time lectures from local and international institutions were teleconferenced to physicians in remote Haitian sites using VidyoConferencing™ technology. With American Academy of Family Physicians (AAFP) and College of Family Physicians Canada (CFPC) guidelines as references, a competency-derived syllabus was created for a Haitian continuing medical education program. The resulting educational goals were reviewed by a committee of Haitian and North American physician/medical education practitioners to reflect local needs. All authors reviewed lectures and then conferred to establish agreement on competencies presented for each lecture. Sixty-seven lectures were delivered. Human immunodeficiency virus/Acquired Immunodeficiency Syndrome, ophthalmologic, infectious diseases, renal and endocrine competencies were well-represented, with more than 50 % of the joint AAFP and CFPC recommended competencies outlined. Areas under-represented included allergy and immunology, cardiology, surgery, pain management, gastroenterology, neurology, pulmonology, men's health and rheumatology; these topics accounted for less than 25 % of AAFP/CFPC recommended competencies. Areas not covered included geriatrics, nutrition, occupational health and women's health. Within practice-based lectures, only disaster medicine, health promotion and information management were included, but only partially covered. We identified teaching goals covered and competencies that were missing from a CME program for rural Haitian physicians. We aim to use this analysis to provide a competency-based CME lecture series that proportionally meets local needs while following recommendations of recognized national family medicine organizations.

Electronic voting to encourage interactive lectures: a randomised trial

PubMed Central

2007-01-01

Background Electronic Voting Systems have been used for education in a variety of disciplines. Outcomes from these studies have been mixed. Because results from these studies have been mixed, we examined whether an EVS system could enhance a lecture's effect on educational outcomes. Methods A cohort of 127 Year 5 medical students at the University of Adelaide was stratified by gender, residency status and academic record then randomised into 2 groups of 64 and 63 students. Each group received consecutive 40-minute lectures on two clinical topics. One group received the EVS for both topics. The other group received traditional teaching only. Evaluation was undertaken with two, 15-question multiple-choice questionnaires (MCQ) assessing knowledge and problem solving and undertaken as a written paper immediately before and after the lectures and repeated online 8–12 weeks later. Standardised institutional student questionnaires were completed for each lecture and independent observers assessed student behaviour during the lectures. Lecturer's opinions were assessed by a questionnaire developed for this study. Results Two-thirds of students randomised to EVS and 59% of students randomised to traditional lectures attended. One-half of the students in the EVS group and 41% in the traditional group completed all questionnaires. There was no difference in MCQ scores between EVS and traditional lectures (p = 0.785). The cervical cancer lectures showed higher student ranking in favour of EVS in all parameters. The breast cancer lectures showed higher ranking in favour of traditional lectures in 5 of 7 parameters (p < 0.001). The observed higher-order lecturer-students interactions were increased in the EVS lecture for one lecturer and reduced for the other. Both lecturers felt that the EVS lectures were difficult to prepare, that they were able to keep to time in the traditional lectures, that the educational value of both lecture styles was similar, and that they were neutral-to-slightly favourably disposed to continue with the EVS technology. The 2 lecturers disagreed regarding the ease of preparation of the traditional lecture, their ability to keep to time in the EVS lecture, and personal satisfaction with the EVS lecture. The lecturers felt that EVS encouraged student participation and helped identify where students were having difficulty. Conclusion In this setting, EVS technology used in large group lectures did not offer significant advantages over the more traditional lecture format. PMID:17655773

CFD Methods and Tools for Multi-Element Airfoil Analysis

NASA Technical Reports Server (NTRS)

Rogers, Stuart E.; George, Michael W. (Technical Monitor)

1995-01-01

This lecture will discuss the computational tools currently available for high-lift multi-element airfoil analysis. It will present an overview of a number of different numerical approaches, their current capabilities, short-comings, and computational costs. The lecture will be limited to viscous methods, including inviscid/boundary layer coupling methods, and incompressible and compressible Reynolds-averaged Navier-Stokes methods. Both structured and unstructured grid generation approaches will be presented. Two different structured grid procedures are outlined, one which uses multi-block patched grids, the other uses overset chimera grids. Turbulence and transition modeling will be discussed.

An introduction to MATLAB.

PubMed

Sobie, Eric A

2011-09-13

This two-part lecture introduces students to the scientific computing language MATLAB. Prior computer programming experience is not required. The lectures present basic concepts of computer programming logic that tend to cause difficulties for beginners in addition to concepts that relate specifically to the MATLAB language syntax. The lectures begin with a discussion of vectors, matrices, and arrays. Because many types of biological data, such as fluorescence images and DNA microarrays, are stored as two-dimensional objects, processing these data is a form of array manipulation, and MATLAB is especially adept at handling such array objects. The students are introduced to basic commands in MATLAB, as well as built-in functions that provide useful shortcuts. The second lecture focuses on the differences between MATLAB scripts and MATLAB functions and describes when one method of programming organization might be preferable to the other. The principles are illustrated through the analysis of experimental data, specifically measurements of intracellular calcium concentration in live cells obtained using confocal microscopy.

An Introduction to MATLAB

PubMed Central

Sobie, Eric A.

2014-01-01

This two-part lecture introduces students to the scientific computing language MATLAB. Prior computer programming experience is not required. The lectures present basic concepts of computer programming logic that tend to cause difficulties for beginners in addition to concepts that relate specifically to the MATLAB language syntax. The lectures begin with a discussion of vectors, matrices, and arrays. Because many types of biological data, such as fluorescence images and DNA microarrays, are stored as two-dimensional objects, processing these data is a form of array manipulation, and MATLAB is especially adept at handling such array objects. The students are introduced to basic commands in MATLAB, as well as built-in functions that provide useful shortcuts. The second lecture focuses on the differences between MATLAB scripts and MATLAB functions and describes when one method of programming organization might be preferable to the other. The principles are illustrated through the analysis of experimental data, specifically measurements of intracellular calcium concentration in live cells obtained using confocal microscopy. PMID:21934110

Correlation between active-learning coursework and student retention of core content during advanced pharmacy practice experiences.

PubMed

Lucas, Kristy H; Testman, Julie A; Hoyland, Marcella N; Kimble, Angel M; Euler, Mary L

2013-10-14

To implement an active-learning approach in a pharmacotherapy course sequence in the second year (P2) and third (P3) year of a doctor of pharmacy (PharmD) program and determine whether the pedagogical changes correlated with retention of core content in the fourth year (P4). Class sessions were transitioned from slides-based lectures to discussion-based active-learning pedagogy. A comprehensive examination was created and administered to assess student retention of therapeutic topics taught. Students demonstrated significantly improved overall scores on questions derived from the active-learning pedagogy used in Pharmacotherapy II and III compared to those derived from Pharmacotherapy I in which content was delivered by lecture. The use of active-learning strategies over lecture-based methods in pharmacotherapy courses resulted in higher retention of core content. Students' performance in areas taught using the discussion-based methodology was superior to that which was taught using lecture-based slide presentations.

Correlation Between Active-Learning Coursework and Student Retention of Core Content During Advanced Pharmacy Practice Experiences

PubMed Central

Testman, Julie A.; Hoyland, Marcella N.; Kimble, Angel M.; Euler, Mary L.

2013-01-01

Objective. To implement an active-learning approach in a pharmacotherapy course sequence in the second year (P2) and third (P3) year of a doctor of pharmacy (PharmD) program and determine whether the pedagogical changes correlated with retention of core content in the fourth year (P4). Design. Class sessions were transitioned from slides-based lectures to discussion-based active-learning pedagogy. Assessment. A comprehensive examination was created and administered to assess student retention of therapeutic topics taught. Students demonstrated significantly improved overall scores on questions derived from the active-learning pedagogy used in Pharmacotherapy II and III compared to those derived from Pharmacotherapy I in which content was delivered by lecture. Conclusion. The use of active-learning strategies over lecture-based methods in pharmacotherapy courses resulted in higher retention of core content. Students’ performance in areas taught using the discussion-based methodology was superior to that which was taught using lecture-based slide presentations. PMID:24159212

Comparison of the effect of lecture and blended teaching methods on students’ learning and satisfaction

PubMed Central

SADEGHI, ROYA; SEDAGHAT, MOHAMMAD MEHDI; SHA AHMADI, FARAMARZ

2014-01-01

Introduction: Blended learning, a new approach in educational planning, is defined as an applying more than one method, strategy, technique or media in education. Todays, due to the development of infrastructure of Internet networks and the access of most of the students, the Internet can be utilized along with traditional and conventional methods of training. The aim of this study was to compare the students’ learning and satisfaction in combination of lecture and e-learning with conventional lecture methods. Methods: This quasi-experimental study is conducted among the sophomore students of Public Health School, Tehran University of Medical Science in 2012-2013. Four classes of the school are randomly selected and are divided into two groups. Education in two classes (45 students) was in the form of lecture method and in the other two classes (48 students) was blended method with e-Learning and lecture methods. The students’ knowledge about tuberculosis in two groups was collected and measured by using pre and post-test. This step has been done by sending self-reported electronic questionnaires to the students' email addresses through Google Document software. At the end of educational programs, students' satisfaction and comments about two methods were also collected by questionnaires. Statistical tests such as descriptive methods, paired t-test, independent t-test and ANOVA were done through the SPSS 14 software, and p≤0.05 was considered as significant difference. Results: The mean scores of the lecture and blended groups were 13.18±1.37 and 13.35±1.36, respectively; the difference between the pre-test scores of the two groups was not statistically significant (p=0.535). Knowledge scores increased in both groups after training, and the mean and standard deviation of knowledge scores of the lectures and combined groups were 16.51±0.69 and 16.18±1.06, respectively. The difference between the post-test scores of the two groups was not statistically significant (p=0.112). Students’ satisfaction in blended learning method was higher than lecture method. Conclusion: The results revealed that the blended method is effective in increasing the students' learning rate. E-learning can be used to teach some courses and might be considered as economic aspects. Since in universities of medical sciences in the country, the majority of students have access to the Internet and email address, using e-learning could be used as a supplement to traditional teaching methods or sometimes as educational alternative method because this method of teaching increases the students’ knowledge, satisfaction and attention. PMID:25512938

Comparison of the effect of lecture and blended teaching methods on students' learning and satisfaction.

PubMed

Sadeghi, Roya; Sedaghat, Mohammad Mehdi; Sha Ahmadi, Faramarz

2014-10-01

Blended learning, a new approach in educational planning, is defined as an applying more than one method, strategy, technique or media in education. Todays, due to the development of infrastructure of Internet networks and the access of most of the students, the Internet can be utilized along with traditional and conventional methods of training. The aim of this study was to compare the students' learning and satisfaction in combination of lecture and e-learning with conventional lecture methods. This quasi-experimental study is conducted among the sophomore students of Public Health School, Tehran University of Medical Science in 2012-2013. Four classes of the school are randomly selected and are divided into two groups. Education in two classes (45 students) was in the form of lecture method and in the other two classes (48 students) was blended method with e-Learning and lecture methods. The students' knowledge about tuberculosis in two groups was collected and measured by using pre and post-test. This step has been done by sending self-reported electronic questionnaires to the students' email addresses through Google Document software. At the end of educational programs, students' satisfaction and comments about two methods were also collected by questionnaires. Statistical tests such as descriptive methods, paired t-test, independent t-test and ANOVA were done through the SPSS 14 software, and p≤0.05 was considered as significant difference. The mean scores of the lecture and blended groups were 13.18±1.37 and 13.35±1.36, respectively; the difference between the pre-test scores of the two groups was not statistically significant (p=0.535). Knowledge scores increased in both groups after training, and the mean and standard deviation of knowledge scores of the lectures and combined groups were 16.51±0.69 and 16.18±1.06, respectively. The difference between the post-test scores of the two groups was not statistically significant (p=0.112). Students' satisfaction in blended learning method was higher than lecture method. The results revealed that the blended method is effective in increasing the students' learning rate. E-learning can be used to teach some courses and might be considered as economic aspects. Since in universities of medical sciences in the country, the majority of students have access to the Internet and email address, using e-learning could be used as a supplement to traditional teaching methods or sometimes as educational alternative method because this method of teaching increases the students' knowledge, satisfaction and attention.

The effectiveness of computer-generated 3D animations in inquiry chemistry laboratory

NASA Astrophysics Data System (ADS)

Theall, Rachel Morgan

It has been shown that students need a molecular-level understanding of substances in order to comprehend chemistry. For solid structures, atomic-level understanding requires students to learn additional and different concepts than for other states of matter. To aid understanding, animations were created to model unit cell structures and depict the properties of unit cells. In order to determine if these animations are helpful to students, they were tested during a laboratory exercise in which students had previously been using model kits and images from textbooks to learn about solid structures. Students evaluated in this study were from two lecture sections of general chemistry, one that routinely used animations during lecture and one that used a more traditional lecture format that did not include animations or models. Twelve laboratory sections of these lectures, taught by six different instructors each teaching two sections, were chosen for participation. One section for each instructor was given the animations as an optional tool for completing the laboratory assignment, which consisted of questions about unit cells and crystal structures. The results of the study indicate that students who looked at the animations performed significantly better on the assignment. For the control group, students who routinely viewed multiple representations of chemistry in lecture performed significantly better on the lab assignment than students in the lecture section where chemistry concepts were only presented on the chalkboard and overhead projector. Students in the traditional lecture section also had significantly less appreciation for the model kits used in the laboratory than students in the other lecture section. Observations of students in the lab combined with statistical results led to the revision of the solid structures investigation. Additional animations were created and inserted into the module that covered areas where students indicated more help was needed. Movies of "real life" chemistry were also incorporated into the module to help students relate the investigation to prior knowledge.

Are emergency medical technician-basics able to use a selective immobilization of the cervical spine protocol?: a preliminary report.

PubMed

Dunn, Thomas M; Dalton, Alice; Dorfman, Todd; Dunn, William W

2004-01-01

To be a first step in determining whether emergency medicine technician (EMT)-Basics are capable of using a protocol that allows for selective immobilization of the cervical spine. Such protocols are coming into use at an advanced life support level and could be beneficial when used by basic life support providers. A convenience sample of participants (n=95) from 11 emergency medical services agencies and one college class participated in the study. All participants evaluated six patients in written scenarios and decided which should be placed into spinal precautions according to a selective spinal immobilization protocol. Systems without an existing selective spinal immobilization protocol received a one-hour continuing education lecture regarding the topic. College students received a similar lecture written so laypersons could understand the protocol. All participants showed proficiency when applying a selective immobilization protocol to patients in paper-based scenarios. Furthermore, EMT-Basics performed at the same level as paramedics when following the protocol. Statistical analysis revealed no significant differences between EMT-Basics and paramedics. A follow-up group of college students (added to have a non-EMS comparison group) also performed as well as paramedics when making decisions to use spinal precautions. Differences between college students and paramedics were also statistically insignificant. The results suggest that EMT-Basics are as accurate as paramedics when making decisions regarding selective immobilization of the cervical spine during paper-based scenarios. That laypersons are also proficient when using the protocol could indicate that it is extremely simple to follow. This study is a first step toward the necessary additional studies evaluating the efficacy of EMT-Basics using selective immobilization as a regular practice.

20-Year Status Report on the Human Systems Integration (HSI)/Manpower and Personnel Integration (MANPRINT) Soldier Survivability Domain

DTIC Science & Technology

2015-05-01

ARL/SLAD Electromagnetic Vulnerability Analysis Facility: provides the results of radio frequency detection and jamming susceptibility analysis of the...Lecture 10: Environment/Weather*  Lecture 11 : Habitability*  Lecture 12: Air Composition and Pressure*  Lecture 14: Communications ...Lecture 15: Radio Frequency /Microwave/E3I  Lecture 16: Vibration/Acoustic Noise  Lecture 17: Acceleration/Stabilization  Lecture 18

Do prerecorded lecture VODcasts affect lecture attendance of first-yearpre-clinical Graduate Entry to Medicine students?

PubMed

Rae, Mark G; O'Malley, Dervla

2017-03-01

There is increasing concern amongst educators that the provision of recorded lectures may reduce student attendance of live lectures. We therefore sought to determine if the provision of prerecorded lecture video podcasts (VODcasts) to first-year Graduate Entry to Medicine (GEM) students, affected attendance at 21 Physiology lectures within three separate pre-clinical modules. Data on lecture attendance, utilization of VODcasts, and whether VODcasts should replace live lectures were drawn from three surveys conducted in academic years 2014-2015 and 2015-2016 on all first-year GEM students in two first-year pre-clinical modules where prerecorded Physiology VODcasts were available for viewing or downloading prior to scheduled live lectures. A total of 191/214 (89%) students responded to the three surveys, with 84.3% of students attending all 21 lectures in the study. Only 4% of students missed more than one lecture in each of the three lecture series, with 79% indicating that VODcasts should not replace lectures. Therefore, we conclude that the attendance of pre-clinical GEM students at live lectures is not significantly impacted upon by the provision of lecture VODcasts, with most students viewing them as useful revision tools rather than as a replacement for live lectures.