An Instructional Strategy Framework for Online Learning Environments.

ERIC Educational Resources Information Center

Johnson, Scott D.; Aragon, Steven R.

The rapid growth of Web-based instruction has raised many questions about the quality of online courses. It appears that many online courses are simply modeled after traditional forms of instruction instead of incorporating a design that takes advantage of the unique capabilities of Web-based learning environments. This paper describes a research…

Feasibility of Using an Augmented Immersive Virtual Reality Learning Environment to Enhance Music Conducting Skills

ERIC Educational Resources Information Center

Orman, Evelyn K.; Price, Harry E.; Russell, Christine R.

2017-01-01

Acquiring nonverbal skills necessary to appropriately communicate and educate members of performing ensembles is essential for wind band conductors. Virtual reality learning environments (VRLEs) provide a unique setting for developing these proficiencies. For this feasibility study, we used an augmented immersive VRLE to enhance eye contact, torso…

Learning in 3-D Multiuser Virtual Environments: Exploring the Use of Unique 3-D Attributes for Online Problem-Based Learning

ERIC Educational Resources Information Center

Omale, Nicholas; Hung, Wei-Chen; Luetkehans, Lara; Cooke-Plagwitz, Jessamine

2009-01-01

The purpose of this article is to present the results of a study conducted to investigate how the attributes of 3-D technology such as avatars, 3-D space, and comic style bubble dialogue boxes affect participants' social, cognitive, and teaching presences in a blended problem-based learning environment. The community of inquiry model was adopted…

Design of Affectively Evocative Smart Ambient Media for Learning

ERIC Educational Resources Information Center

Kwok, Ron Chi-Wai; Cheng, Shuk Han; Ip, Horace Ho-Shing; Kong, Joseph Siu-Lung

2011-01-01

This study proposes a teaching and research initiative, named SAMAL (Smart AMbience for Affective Learning) that will provide a unique ambient mediated environment for integrating cognitive and affective approaches to enhance learning. Also, this study illustrates a design of SAMAL classroom with affectively evocative scenarios for learning de…

Heritability, family, school and academic achievement in adolescence.

PubMed

Pokropek, Artur; Sikora, Joanna

2015-09-01

We demonstrate how genetically informed designs can be applied to administrative exam data to study academic achievement. ACE mixture latent class models have been used with Year 6 and 9 exam data for seven cohorts of Polish students which include 24,285 pairs of twins. Depending on a learning domain and classroom environment history, from 58% to 88% of variance in exam results is attributable to heritability, up to 34% to shared environment and from 8% to 15% depends on unique events in students' lives. Moreover, between 54% and 66% of variance in students' learning gains made between Years 6 and 9 is explained by heritability. The unique environment accounts for between 34% and 46% of that variance. However, we find no classroom effects on student progress made between Years 6 and 9. We situate this finding against the view that classroom peer groups and teachers matter for adolescent learning. Copyright © 2015 Elsevier Inc. All rights reserved.

Teachers as Participatory Designers: Two Case Studies with Technology-Enhanced Learning Environments

ERIC Educational Resources Information Center

Cober, Rebecca; Tan, Esther; Slotta, Jim; So, Hyo-Jeong; Könings, Karen D.

2015-01-01

Teachers are not typically involved as participatory designers in the design of technology-enhanced learning environments. As they have unique and valuable perspectives on the role of technology in education, it is of utmost importance to engage them in a participatory design process. Adopting a case study methodology, we aim to reveal in what…

Inequality and the Home Learning Environment: Predictions about Seven-Year-Olds' Language and Literacy

ERIC Educational Resources Information Center

Hartas, Dimitra

2012-01-01

Using a UK representative sample from the Millennium Cohort Study, the present study examined the unique and cumulative contribution of children's characteristics and attitudes to school, home learning environment and family's socio-economic background to children's language and literacy at the end of Key Stage 1 (age seven-years-old).…

Pre-K Standards (Guidelines): Utah State Office of Education.

ERIC Educational Resources Information Center

Utah State Office of Education, Salt Lake City.

This document presents standards created for parents, preschool teachers, and child care providers as they endeavor to develop the best learning environment for the 3- and 4-year-old children in Utah. The document is organized in six sections. Section 1 defines the elements of a positive learning environment related to the unique nature of each…

Cognitive Theory of Multimedia Learning, Instructional Design Principles, and Students with Learning Disabilities in Computer-Based and Online Learning Environments

ERIC Educational Resources Information Center

Greer, Diana L.; Crutchfield, Stephen A.; Woods, Kari L.

2013-01-01

Struggling learners and students with Learning Disabilities often exhibit unique cognitive processing and working memory characteristics that may not align with instructional design principles developed with typically developing learners. This paper explains the Cognitive Theory of Multimedia Learning and underlying Cognitive Load Theory, and…

Active Learning: Engaging Students to Maximize Learning in an Online Course

ERIC Educational Resources Information Center

Khan, Arshia; Egbue, Ona; Palkie, Brooke; Madden, Janna

2017-01-01

Student engagement is key to successful teaching and learning, irrespective of the content and format of the content delivery mechanism. However, engaging students presents a particular challenge in online learning environments. Unlike face-to-face courses, online courses present a unique challenge as the only social presence between the faculty…

Effective Blended Learning Practices: Evidence-Based Perspectives in ICT-Facilitated Education

ERIC Educational Resources Information Center

Stacey, Elizabeth, Ed.; Gerbic, Philippa, Ed.

2009-01-01

New innovations of online learning within blended environments create a need within academia for research on best practices in teaching. This book provides insight into the practice of blended learning in higher education. This unique book collects new international research into many aspects of blended learning from the perspectives of learners,…

How an Active Learning Classroom Transformed IT Executive Management

ERIC Educational Resources Information Center

Connolly, Amy; Lampe, Michael

2016-01-01

This article describes how our university built a unique classroom environment specifically for active learning. This classroom changed students' experience in the undergraduate executive information technology (IT) management class. Every college graduate should learn to think critically, solve problems, and communicate solutions, but 90% of…

Differences in Learning Styles and Satisfaction between Traditional Face-to-Face and Online Web-Based Sport Management Studies Students

ERIC Educational Resources Information Center

West, Ellen Jo

2010-01-01

Each student has a unique learning style or individual way of perceiving, interacting, and responding to a learning environment. The purpose of this study was to identify and compare the prevalence of learning styles among undergraduate Sport Management Studies (SMS) students at California University of Pennsylvania (Cal U). Learning style…

The Impacts of System and Human Factors on Online Learning Systems Use and Learner Satisfaction

ERIC Educational Resources Information Center

Alshare, Khaled A.; Freeze, Ronald D.; Lane, Peggy L.; Wen, H. Joseph

2011-01-01

Success in an online learning environment is tied to both human and system factors. This study illuminates the unique contributions of human factors (comfort with online learning, self-management of learning, and perceived Web self-efficacy) to online learning system success, which is measured in terms of usage and satisfaction. The research model…

Environmental Education in a Culturally Diverse School

ERIC Educational Resources Information Center

Tangen, Donna; Fielding-Barnsley, Ruth

2007-01-01

School gardens provide a unique learning environment for English as Second Language (ESL) students; students are able to engage in experiential outdoor learning that will enhance in-class lessons. This study evaluated the effects of school gardening on ESL students' learning about good nutrition. Data collected indicated that there were positive…

Factors Influencing Learning Environments in an Integrated Experiential Program

NASA Astrophysics Data System (ADS)

Koci, Peter

The research conducted for this dissertation examined the learning environment of a specific high school program that delivered the explicit curriculum through an integrated experiential manner, which utilized field and outdoor experiences. The program ran over one semester (five months) and it integrated the grade 10 British Columbian curriculum in five subjects. A mixed methods approach was employed to identify the students' perceptions and provide richer descriptions of their experiences related to their unique learning environment. Quantitative instruments were used to assess changes in students' perspectives of their learning environment, as well as other supporting factors including students' mindfulness, and behaviours towards the environment. Qualitative data collection included observations, open-ended questions, and impromptu interviews with the teacher. The qualitative data describe the factors and processes that influenced the learning environment and give a richer, deeper interpretation which complements the quantitative findings. The research results showed positive scores on all the quantitative measures conducted, and the qualitative data provided further insight into descriptions of learning environment constructs that the students perceived as most important. A major finding was that the group cohesion measure was perceived by students as the most important attribute of their preferred learning environment. A flow chart was developed to help the researcher conceptualize how the learning environment, learning process, and outcomes relate to one another in the studied program. This research attempts to explain through the consideration of this case study: how learning environments can influence behavioural change and how an interconnectedness among several factors in the learning process is influenced by the type of learning environment facilitated. Considerably more research is needed in this area to understand fully the complexity learning environments and how they influence learning and behaviour. Keywords: learning environments; integrated experiential programs; environmental education.

The Adolescent Community of Engagement: A Framework for Research on Adolescent Online Learning

ERIC Educational Resources Information Center

Borup, Jered; West, Richard E.; Graham, Charles R.; Davies, Randall S.

2014-01-01

This paper describes the Adolescent Community of Engagement (ACE) framework as a lens to guide research and design in adolescent online learning environments. Several online learning frameworks have emerged from higher education contexts, but these frameworks do not explicitly address the unique student and environmental characteristics of the…

Exploring Self-Regulated Learning Choices in a Customisable Learning Pathway MOOC

ERIC Educational Resources Information Center

Crosslin, Matt

2018-01-01

Open online courses provide a unique opportunity to examine learner preferences in an environment that removes several pressures associated with traditional learning. This mixed methods study sought to examine the pathways that learners will create for themselves when given the choice between an instructor-directed modality and learner-directed…

Learner Variables Associated with Reading and Learning in a Hypertext Environment.

ERIC Educational Resources Information Center

Niederhauser, Dale S.; Shapiro, Amy

While many elements like character decoding, word recognition, comprehension, and others remain the same as in learning from traditional text, when learning from hypertext, a number of features that are unique to reading hypertext produce added complexity. It is these features that drive research on hypertext in education. There is a greater…

Physical and Psychosocial Environments Associated with Networked Classrooms

ERIC Educational Resources Information Center

Zandvliet, David B.; Fraser, Barry J.

2005-01-01

This article reports a study of the learning environments in computer networked classrooms. The study is unique in that it involved an evaluation of both the physical and psychosocial classroom environments in these computerised settings through the use of a combination of questionnaires and ergonomic evaluations. The study involved administering…

Living and learning in a rural environment: a nursing student perspective.

PubMed

Pront, Leeanne; Kelton, Moira; Munt, Rebecca; Hutton, Alison

2013-03-01

This study investigates the influences on nursing student learning who live and learn in the same rural environment. A declining health workforce has been identified both globally and in Australia, the effects of which have become significantly apparent in the rural nursing sector. In support of rural educational programs the literature portrays rural clinical practice experiences as significant to student learning. However, there is little available research on what influences learning for the nursing student who studies in their own rural community. The aim of this study was to understand what influences student learning in the rural clinical environment. Through a multiple case study design five nursing students and two clinical preceptors from a rural clinical venue were interviewed. The interviews were transcribed and thematically analysed to identify factors that influenced student learning outcomes. The most significant influence on nursing student learning in the rural clinical environment was found to include the environment itself, the complex relationships unique to living and studying in a rural community along with the capacity to link theory to practice. The rural environment influences those in it, the demands placed on them, the relationships they form, the ability to promote learning and the time to teach and learn. Copyright © 2012. Published by Elsevier Ltd.

Finding the "Royal Road" to Learning to Teach: Listening to Novice Teacher Voices in Order to Improve the Effectiveness of Teacher Education

ERIC Educational Resources Information Center

Snyder, Catherine

2012-01-01

Adults learn differently than children or adolescents (Brookfield, 1986; Dewey, 1938; Kegan, 1994; Kolb, 1984; Mezirow, 2000). A thorough understanding of how adults learn is imperative to the successful education of adults. It is only by understanding the unique ways in which adults learn that the academy can create environments where adults…

The Social Foundation of Team-Based Learning: Students Accountable to Students

ERIC Educational Resources Information Center

Sweet, Michael; Pelton-Sweet, Laura M.

2008-01-01

As one form of small group learning, team-based learning's (TBL's) unique sequence of individual and group work with immediate feedback enables and encourages students to engage course content and each other in remarkable ways. Specifically, TBL creates an environment where students can fulfill their human need to belong in the process of…

Lecturers' Perception of Classroom Management: An Empirical Study of Higher Learning Institutions in Malaysia

ERIC Educational Resources Information Center

Grapragasem, Selvaraj; Krishnan, Anbalagan; Joshi, Prem Lal; Krishnan, Shubashini; Azlin, Azlin

2015-01-01

The classroom is a learning environment where active interactions and meaningful learning occur between learners and knowledge providers. The teachers and the learners have a unique relationship and this relationship is highly determined by their backgrounds and experiences. Teachers have the responsibility to manage the classroom with the aim of…

Learning and Teaching as Emergent Features of Informal Settings: An Ethnographic Study in an Environmental Action Group

ERIC Educational Resources Information Center

Boyer, Leanna; Roth, Wolff-Michael

2006-01-01

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

School in the Park: Bridging Formal and Informal Learning Environments

ERIC Educational Resources Information Center

Mathison, Carla; Wachowiak, Susan; Feldman, Linda

2007-01-01

In San Diego, California, 800 public school students from the inner city are attending a program called School in the Park (SITP), for approximately one-fourth of their 3rd-, 4th-, and 5th-grade education. This unique program blends rigorous academic standards (formal learning) with hands-on, experiential curricula (informal learning), using…

Science Practical Work Instructional Technologies and Open Distance Learning in Science Teacher Training: A Case Study in Zimbabwe

ERIC Educational Resources Information Center

Bhukuvhani, Crispen; Mupa, Mathew; Mhishi, Misheck; Dziva, Daimond

2012-01-01

The practical work component offers unique challenges for university science courses. This is even more pertinent in an Open and Distance Learning (ODL) environment like the Bindura University of Science Education's Virtual and Open Distance Learning (VODL) programme. Effective ODL education should be flexible enough to accommodate science…

Enhancing the Motor Skills of Children with Autism Spectrum Disorders: A Pool-Based Approach

ERIC Educational Resources Information Center

Lee, Jihyun; Porretta, David L.

2013-01-01

Children with autism spectrum disorders (ASDs) often experience difficulties with motor skill learning and performance. The pool is a unique learning environment that can help children with ASDs learn or improve aquatic skills, fitness, and social skills. A pool-based approach is also aligned with the elements of dynamic systems theory, which…

Virtual Education in Universities: A Technological Imperative.

ERIC Educational Resources Information Center

O'Donoghue, John; Singh, Gurmak; Dorward, Lisa

2001-01-01

Discusses virtual universities and virtual classrooms, exploring both the benefits and the disadvantages of technology-based delivery systems. Highlights include competitive pressures to use technology; impacts on students; the need for flexibility to meet unique student needs and learning styles; learning environments; impact on society; and…

Situativity theory: a perspective on how participants and the environment can interact: AMEE Guide no. 52.

PubMed

Durning, Steven J; Artino, Anthony R

2011-01-01

Situativity theory refers to theoretical frameworks which argue that knowledge, thinking, and learning are situated (or located) in experience. The importance of context to these theories is paramount, including the unique contribution of the environment to knowledge, thinking, and learning; indeed, they argue that knowledge, thinking, and learning cannot be separated from (they are dependent upon) context. Situativity theory includes situated cognition, situated learning, ecological psychology, and distributed cognition. In this Guide, we first outline key tenets of situativity theory and then compare situativity theory to information processing theory; we suspect that the reader may be quite familiar with the latter, which has prevailed in medical education research. Contrasting situativity theory with information processing theory also serves to highlight some unique potential contributions of situativity theory to work in medical education. Further, we discuss each of these situativity theories and then relate the theories to the clinical context. Examples and illustrations for each of the theories are used throughout. We will conclude with some potential considerations for future exploration. Some implications of situativity theory include: a new way of approaching knowledge and how experience and the environment impact knowledge, thinking, and learning; recognizing that the situativity framework can be a useful tool to "diagnose" the teaching or clinical event; the notion that increasing individual responsibility and participation in a community (i.e., increasing "belonging") is essential to learning; understanding that the teaching and clinical environment can be complex (i.e., non-linear and multi-level); recognizing that explicit attention to how participants in a group interact with each other (not only with the teacher) and how the associated learning artifacts, such as computers, can meaningfully impact learning.

A Model for Designing Library Instruction for Distance Learning

ERIC Educational Resources Information Center

Rand, Angela Doucet

2013-01-01

Providing library instruction in distance learning environments presents a unique set of challenges for instructional librarians. Innovations in computer-mediated communication and advances in cognitive science research provide the opportunity for designing library instruction that meets a variety of student information seeking needs. Using a…

The Development of Associative Word Learning in Monolingual and Bilingual Infants

ERIC Educational Resources Information Center

Byers-Heinlein, Krista; Fennell, Christopher T.; Werker, Janet F.

2013-01-01

Children growing up bilingual face a unique linguistic environment. The current study investigated whether early bilingual experience influences the developmental trajectory of associative word learning, a foundational mechanism for lexical acquisition. Monolingual and bilingual infants (N = 98) were tested on their ability to learn…

Facilitative and obstructive factors in the clinical learning environment: Experiences of pupil enrolled nurses.

PubMed

Lekalakala-Mokgele, Eucebious; Caka, Ernestine M

2015-03-31

The clinical learning environment is a complex social entity that influences student learning outcomes in the clinical setting. Students can experience the clinical learning environment as being both facilitative and obstructive to their learning. The clinical environment may be a source of stress, creating feelings of fear and anxiety which in turn affect the students' responses to learning. Equally, the environment can enhance learning if experienced positively. This study described pupil enrolled nurses' experiences of facilitative and obstructive factors in military and public health clinical learning settings. Using a qualitative, contextual, exploratory descriptive design, three focus group interviews were conducted until data saturation was reached amongst pupil enrolled nurses in a military School of Nursing. Data analysed provided evidence that acceptance by clinical staff and affordance of self-directed learning facilitated learning. Students felt safe to practise when they were supported by the clinical staff. They felt a sense of belonging when the staff showed an interest in and welcomed them. Learning was obstructed when students were met with condescending comments. Wearing of a military uniform in the public hospital and horizontal violence obstructed learning in the clinical learning environment. Students cannot have effective clinical preparation if the environment is not conducive to and supportive of clinical learning, The study shows that military nursing students experience unique challenges as they are trained in two professions that are hierarchical in nature. The students experienced both facilitating and obstructing factors to their learning during their clinical practice. Clinical staff should be made aware of factors which can impact on students' learning. Policies need to be developed for supporting students in the clinical learning environment.

Virtual Jupiter - Real Learning

NASA Astrophysics Data System (ADS)

Ruzhitskaya, Lanika; Speck, A.; Laffey, J.

2010-01-01

How many earthlings went to visit Jupiter? None. How many students visited virtual Jupiter to fulfill their introductory astronomy courses’ requirements? Within next six months over 100 students from University of Missouri will get a chance to explore the planet and its Galilean Moons using a 3D virtual environment created especially for them to learn Kepler's and Newton's laws, eclipses, parallax, and other concepts in astronomy. The virtual world of Jupiter system is a unique 3D environment that allows students to learn course material - physical laws and concepts in astronomy - while engaging them into exploration of the Jupiter's system, encouraging their imagination, curiosity, and motivation. The virtual learning environment let students to work individually or collaborate with their teammates. The 3D world is also a great opportunity for research in astronomy education to investigate impact of social interaction, gaming features, and use of manipulatives offered by a learning tool on students’ motivation and learning outcomes. Use of 3D environment is also a valuable source for exploration of how the learners’ spatial awareness can be enhanced by working in 3-dimensional environment.

More Technology, Better Learning Resources, Better Learning? Lessons from Adopting Virtual Microscopy in Undergraduate Medical Education

ERIC Educational Resources Information Center

Helle, Laura; Nivala, Markus; Kronqvist, Pauliina

2013-01-01

The adoption of virtual microscopy at the University of Turku, Finland, created a unique real-world laboratory for exploring ways of reforming the learning environment. The purpose of this study was to evaluate the students' reactions and the impact of a set of measures designed to boost an experimental group's understanding of abnormal histology…

Knowledge Transfer in Online Learning Environments

ERIC Educational Resources Information Center

Hansen, David E.

2008-01-01

Research comparing online and traditional course delivery methods has sought to demonstrate the equivalence of student performance in online and traditional courses. This study examines the unique proposition that online course delivery is superior to traditional when it comes to applied learning and is thus superior in the process of knowledge…

The Classroom Environment and Students' Reports of Avoidance Strategies in Mathematics: A Multimethod Study.

ERIC Educational Resources Information Center

Turner, Julianne C.; Midgley, Carol; Meyer, Debra K.; Gheen, Margaret; Anderman, Eric M.; Kang, Yongjin; Patrick, Helen

2002-01-01

The relation between learning environment (perceptions of classroom goal structure and teachers' instructional discourse) and students' reported use of avoidance strategies (self-handicapping, avoidance of help seeking) and preference to avoid novelty in mathematics was examined. High incidence of motivational support was uniquely characteristic…

Security Engineering Lessons Learned for Migrating Independent LANs to an Enterprise Environment

ERIC Educational Resources Information Center

Marchant, Robert L.; Bonneau, Thomas

2013-01-01

Transition from small, independent LANs into larger enterprise managed infrastructures is becoming more prominent in academia, business and government. Consolidation of IT resources into larger, more disciplined, and more professionally managed environments has significant advantages however they do bring their own unique issues to solve in order…

Best Practice in Motivation and Management in the Classroom.

ERIC Educational Resources Information Center

Wiseman, Dennis G.; Hunt, Gilbert H.

This book is designed to help teachers become more knowledgeable, skilled, and effective in their work, explaining the importance of understanding students' interests, learning styles, and backgrounds in order to meet their unique needs and describing why having the ability to manage the learning environment, motivate students, and teach is itself…

A Study of Professional Learning Communities in International Schools in Bangkok, Thailand

ERIC Educational Resources Information Center

Gerhard, James Herbert

2010-01-01

Teacher collaboration and professional development are crucial components to any school improvement process. In an international school context differences among teachers emerging from culture, language, training, and environment can present a unique view of how teachers collaborate and learn together. The purpose of the study was to determine…

A Behaviour-Genetic Analysis of Orthographic Learning, Spelling and Decoding

ERIC Educational Resources Information Center

Byrne, Brian; Coventry, William L.; Olson, Richard K.; Hulslander, Jacqueline; Wadsworth, Sally; DeFries, John C.; Corley, Robin; Willcutt, Erik G.; Samuelsson, Stefan

2008-01-01

As part of a longitudinal twin study of literacy and language, we conducted a behaviour-genetic analysis of orthographic learning, spelling and decoding in Grade 2 children (225 identical and 214 fraternal twin pairs) in the United States and Australia. Each variable showed significant genetic and unique environment influences. Multivariate…

Pre-Service Teacher Training at the Museum School

ERIC Educational Resources Information Center

Stetson, Ranae; Stroud, Nicole Devlin

2014-01-01

This article describes the powerful and long-term partnership between a museum preschool and a local university teacher preparation program. The authors describe the unique and rich learning environment of the Museum School and its dramatic and positive impact on pre-service teacher training. The hands-on learning experiences taught at the Museum…

Transition and Transformation--From Military Combat to College Classroom: Strategies for Success

ERIC Educational Resources Information Center

Brewer, Charles Mark

2016-01-01

Research shows that faculty, staff, and administrators at institutions of higher learning have a fundamental responsibility to create a safe and effective learning environment for returning military combat veterans. Studies of student veterans have shown that combat veterans have both unique strengths and barriers that must be taken into account…

Blending Arts and Academics with a Community Spirit

ERIC Educational Resources Information Center

Crawford, Jennifer; Roberts, Patricia

2013-01-01

AIM Academy of Conshohocken, Pennsylvania is a K-12 school modeled after the Lab School of Washington. AIM promises its 200 students and their parents a unique and innovative learning environment. Applying the latest techniques proven to help children who learn differently, AIM Academy taps into students' talents in ways that are both fully…

Reflect and learn together - when two supervisors interact in the learning support process of nurse education.

PubMed

Berglund, Mia; Sjögren, Reet; Ekebergh, Margaretha

2012-03-01

To describe the importance of supervisors working together in supporting the learning process of nurse students through reflective caring science supervision. A supervision model has been developed in order to meet the need for interweaving theory and practice. The model is characterized by learning reflection in caring science. A unique aspect of the present project was that the student groups were led by a teacher and a nurse. Data were collected through interviews with the supervisors. The analysis was performed with a phenomenological approach. The results showed that theory and practice can be made more tangible and interwoven by using two supervisors in a dual supervision. The essential structure is built on the constituents 'Reflection as Learning Support', 'Interweaving Caring Science with the Patient's Narrative', 'The Student as a Learning Subject' and 'The Learning Environment of Supervision'. The study concludes that supervision in pairs provides unique possibilities for interweaving and developing theory and practice. The supervision model offers unique opportunities for cooperation, for the development of theory and practice and for the development of the professional roll of nurses and teachers. © 2012 Blackwell Publishing Ltd.

The patient as experience broker in clinical learning.

PubMed

Stockhausen, Lynette J

2009-05-01

A review of the literature reveals deficit information on patient's involvement in student's learning. The study presented in this paper investigates how the educationally unprepared patient engages with students and experienced clinicians to become involved in learning and teaching encounters. As a qualitative study 14 adult patients were interviewed to determine how they perceived experienced clinicians and students engage in learning and teaching moments and how the patient contributes to students learning to care. Revealed is a new and exciting dimension in learning and teaching in the clinical environment. Patients as experience brokers are positioned in a unique learning triad as they mediate and observe teaching and learning to care between students and experienced clinicians whilst also becoming participants in teaching to care. Further investigation is warranted to determine the multi-dimensional aspects of patients' involvement in student learning in various clinical environments. Future studies have the potential to represent a new educational perspective (andragogy).

Explaining human uniqueness: genome interactions with environment, behaviour and culture.

PubMed

Varki, Ajit; Geschwind, Daniel H; Eichler, Evan E

2008-10-01

What makes us human? Specialists in each discipline respond through the lens of their own expertise. In fact, 'anthropogeny' (explaining the origin of humans) requires a transdisciplinary approach that eschews such barriers. Here we take a genomic and genetic perspective towards molecular variation, explore systems analysis of gene expression and discuss an organ-systems approach. Rejecting any 'genes versus environment' dichotomy, we then consider genome interactions with environment, behaviour and culture, finally speculating that aspects of human uniqueness arose because of a primate evolutionary trend towards increasing and irreversible dependence on learned behaviours and culture - perhaps relaxing allowable thresholds for large-scale genomic diversity.

Occupational Space Medicine

NASA Technical Reports Server (NTRS)

Tarver, William J.

2012-01-01

Learning Objectives are: (1) Understand the unique work environment of astronauts. (2) Understand the effect microgravity has on human physiology (3) Understand how NASA Space Medicine Division is mitigating the health risks of space missions.

NASA SMD STEM Activation: Enabling NASA Science Experts and Content into the Learning Environment

NASA Astrophysics Data System (ADS)

Hasan, Hashima; Erickson, Kristen

2018-01-01

The NASA Science Mission Directorate (SMD) restructured its efforts to enhance learning in science, technology, engineering, and mathematics (STEM) content areas through a cooperative agreement notice issued in 2015. This effort resulted in the competitive selection of 27 organizations to implement a strategic approach that leverages SMD’s unique assets. Three of these are exclusively directed towards Astrophysics. These unique assets include SMD’s science and engineering content and Science Discipline Subject Matter Experts. Awardees began their work during 2016 and span all areas of Earth and space science and the audiences NASA SMD intends to reach. The goal of the restructured STEM Activation program is to further enable NASA science experts and content into the learning environment more effectively and efficiently with learners of all ages. The objectives are to enable STEM education, improve US scientific literacy, advance national educational goals, and leverage efforts through partnerships. This presentation will provide an overview of the NASA SMD STEM Activation landscape and its commitment to meeting user needs.

Exploring the Impact of a Professional Practice Education Doctorate in Educational Environments

ERIC Educational Resources Information Center

Kumar, Swapna; Dawson, Kara

2013-01-01

This article presents one approach to assessing the impact of an online professional practice doctorate in education on participants' work environments. It is unique in that it explored impact during the doctoral program, before participants began their dissertation research, and it focused on how participants apply learning from the program…

A Case Study in Classroom Management and School Involvement: Designing an Art Room for Effective Learning

ERIC Educational Resources Information Center

Broome, Jeffrey L.

2013-01-01

The purpose of this research project is to investigate the design of classroom environments through the lens of a uniquely selected art educator. More specifically, the purpose is to use case study methodology (Stake, 1995) to characterize the resulting instructional experiences for an art educator who had the unique opportunity to collaborate…

The LGBTQ Component of 21st-Century Music Teacher Training: Strategies for Inclusion from the Research Literature

ERIC Educational Resources Information Center

Garrett, Matthew L.

2012-01-01

Music is important to the development of multidimensional future adults. Students have self-reported the value of music in their lives. Music educators, therefore, have a unique opportunity to create inclusive learning environments. Music learning objectives are often rooted in development of rehearsal techniques and performance skills. However,…

Lessons Learned about Inclusion While Starting a New College

ERIC Educational Resources Information Center

Jones, Michelle D.

2018-01-01

Starting a college from scratch presents a unique opportunity to think about how to build an inclusive learning environment from the beginning by selecting people and strategies that do not carry the weight of the traditional academic model and its prejudices and assumptions about who belongs and who does not. This article documents the lessons…

E-Learning and Evidence Based Practice in Schools

ERIC Educational Resources Information Center

Quong, Terrence

2016-01-01

JCTIC has used open source software to develop a unique school online environment that has made evidence based practice viable in their school. In this paper the proposition is made that eLearning enables evidence based practice which in turn leads to improved student outcomes. Much has been written about evidence based practice in schools, but…

Too Scared to Learn? The Academic Consequences of Feeling Unsafe at School. Working Paper #02-13

ERIC Educational Resources Information Center

Lacoe, Johanna

2013-01-01

A safe environment is a prerequisite for productive learning. This paper represents the first large-scale analysis of how feelings of safety at school affect educational outcomes. Using a unique longitudinal dataset of survey responses from New York City middle school students, the paper provides insight into the causal relationship between…

Creating a Transformational Learning Experience: Immersing Students in an Intensive Interdisciplinary Learning Environment

ERIC Educational Resources Information Center

White, Shelley K.; Nitkin, Mindell Reiss

2014-01-01

The Simmons World Challenge is a unique, interdisciplinary program recently developed at Simmons College. It immerses students in an intensive winter-session course that challenges them to tackle a pressing social issue, such as poverty or hunger, and create actionable solutions to the problem. The program was conceived and designed to harness the…

Experiential and authentic learning approaches in vaccine management.

PubMed

Kartoglu, Umit; Vesper, James; Teräs, Hanna; Reeves, Thomas

2017-04-19

A high level of concern is placed on the storage, handling, transportation, and distribution of vaccines and other pharmaceutical products, particularly those that are time and temperature sensitive. While active and passive cooling equipment and monitoring devices are important, it is the various personnel responsible for executing and writing procedures, designing and operating systems, and investigating problems and helping prevent them who are paramount in establishing and maintaining a "cold chain" for time and temperature sensitive pharmaceutical products (TTSPPs). These professionals must possess the required competencies, knowledge, skills and abilities so they can effectively perform these activities with appropriate levels of expertise. These are complex tasks that require the development of higher cognitive skills that cannot be adequately addressed through professional development opportunities based on simple information delivery and content acquisition. This paper describes two unique learning solutions (one on a bus called the "wheels course" and the other online called "e-learning") that have been developed by WHO Global Learning Opportunities (WHO/GLO) to provide participants with opportunities not just to learn about cold chain systems or vaccine management, but, rather, to develop high levels of expertise in their respective fields through experiential and authentic learning activities. In these interactive learning environments, participants have opportunities to address real-life situations in contexts similar to what they may face in their own work environments and develop solutions and critical thinking skills they can apply when they return to their jobs. This paper further delineates the managerial and operational vaccine management functions encompassed in these two unique learning environments. The paper also describes the alignment of the objectives addressed in the "wheels course" and the e-learning version with effective vaccine management (EVM) criteria as prescribed by WHO. The paper concludes with an example of a real world product developed by course graduates (specifically a decision tree that is now used by some national programmes). These types of products, valuable in their own right, often emerge when learning environments based on authentic learning principles are designed and implemented as they were by WHO/GLO. Copyright © 2017 The Author(s). Published by Elsevier Ltd.. All rights reserved.

Evaluation of Distance Course Effectiveness - Exploring the Quality of Interactive Processes

NASA Astrophysics Data System (ADS)

Botelho, Francisco Villa Ulhôa; Vicari, Rosa Maria

Understanding the dynamics of learning processes implies an understanding of their components: individuals, environment or context and mediation. It is known that distance learning (DL) has a distinctive characteristic in relation to the mediation component. Due to the need of overcoming the barriers of distance and time, DL intensively uses information and communication technologies (ICT) to perform interactive processes. Construction of effective learning environments depends on human relationships. It also depends on the emotionality placed on such relationships. Therefore, knowing how to act in virtual environments in the sense of creating the required ambiance for animation of learning processes has a unique importance. This is the theme of this study. Its general objectives were achieved and can be summarized as follows: analyze indexes that are significant for evaluations of distance course effectiveness; investigate to which extent effectiveness of DL courses is correlated with quality of interactive processes; search characteristics of the conversations by individuals interacting in study groups that are formed in virtual environments, which may contribute to effectiveness of distance courses.

The Learning Environment Counts: Longitudinal Qualitative Analysis of Study Strategies Adopted by First-Year Medical Students in a Competency-Based Educational Program.

PubMed

Bierer, S Beth; Dannefer, Elaine F

2016-11-01

The move toward competency-based education will require medical schools and postgraduate training programs to restructure learning environments to motivate trainees to take personal ownership for learning. This qualitative study explores how medical students select and implement study strategies while enrolled in a unique, nontraditional program that emphasizes reflection on performance and competence rather than relying on high-stakes examinations or grades to motivate students to learn and excel. Fourteen first-year medical students volunteered to participate in three, 45-minute interviews (42 overall) scheduled three months apart during 2013-2014. Two medical educators used structured interview guides to solicit students' previous assessment experiences, preferred learning strategies, and performance monitoring processes. Interviews were digitally recorded and transcribed verbatim. Participants confirmed accuracy of transcripts. Researchers independently read transcripts and met regularly to discuss transcripts and judge when themes achieved saturation. Medical students can adopt an assessment for learning mind-set with faculty guidance and implement appropriate study strategies for mastery-learning demands. Though students developed new strategies at different rates during the year, they all eventually identified study and performance monitoring strategies to meet learning needs. Students who had diverse learning experiences in college embraced mastery-based study strategies sooner than peers after recognizing that the learning environment did not reward performance-based strategies. Medical students can take ownership for their learning and implement specific strategies to regulate behavior when learning environments contain building blocks emphasized in self-determination theory. Findings should generalize to educational programs seeking strategies to design learning environments that promote self-regulated learning.

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

PubMed

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

2015-10-01

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

The nature and impact of changes in home learning environment on development of language and academic skills in preschool children.

PubMed

Son, Seung-Hee; Morrison, Frederick J

2010-09-01

In this study, we examined changes in the early home learning environment as children approached school entry and whether these changes predicted the development of children's language and academic skills. Findings from a national sample of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,018) revealed an overall improvement in the home learning environment from 36 to 54 months of children's age, with 30.6% of parents of preschoolers displaying significant improvement in the home environment (i.e., changes greater than 1 SD) and with only 0.6% showing a decrease. More important, the degree of change uniquely contributed to the children's language but not to their academic skills. Home changes were more likely to be observed from mothers with more education and work hours and with fewer symptoms of depression.

Developing a Methodology to Assess Children's Perceptions of the Tropical Environment

ERIC Educational Resources Information Center

Sorin, Reesa; Gordon, Iain J.

2013-01-01

Australia holds some of the most unique, diverse and vulnerable ecosystems in the world, ranging from marine, coral reefs, to the arid and semi-arid outback, to tropical rainforests. Young children's perceptions of, and attitudes to their environment carry with them into adulthood, determining their capacity to learn about and interact with their…

The Expectations of Teachers and Students Who Visit a Non-Formal Student Chemistry Laboratory

ERIC Educational Resources Information Center

Garner, Nicole; Eilks, Ingo

2015-01-01

Non-formal student laboratory environments for primary and secondary school science education have become a major trend in the German educational arena in recent years. These non-formal student laboratory environments are thought to offer unique experimental learning experiences that often cannot be realized in daily school routines. The biggest…

Spiritual impacts of the space program on the world

NASA Technical Reports Server (NTRS)

Esch, M.

1972-01-01

The lessons learned from the space program in showing how fragile the environment is on earth are discussed. Examples are cited of the reactions of the astronauts to the unique features of earth. The reactions of the populace in seeking better living conditions and their concern with improving the environment are given as two outgrowths of the program.

Enhancing Computer Science Education with a Wireless Intelligent Simulation Environment

ERIC Educational Resources Information Center

Cook, Diane J.; Huber, Manfred; Yerraballi, Ramesh; Holder, Lawrence B.

2004-01-01

The goal of this project is to develop a unique simulation environment that can be used to increase students' interest and expertise in Computer Science curriculum. Hands-on experience with physical or simulated equipment is an essential ingredient for learning, but many approaches to training develop a separate piece of equipment or software for…

No More CPR! Resuscitate Your Professionalism through Professional Learning Networks

ERIC Educational Resources Information Center

Cordell, Susan; Rogers, Reenay R. H.; Parker, Lesa

2012-01-01

School librarians are accustomed to their position as a unique species in their school environment. The ratio in a typical school is "everyone else" to one, or perhaps two. On the one hand, being not only the leader of the pack but the sum total of it is a point of pride, serving as "the one" to everyone else. Too frequently the unique position is…

Caregiver communication to the child as moderator and mediator of genes for language.

PubMed

Onnis, Luca

2017-05-15

Human language appears to be unique among natural communication systems, and such uniqueness impinges on both nature and nurture. Human babies are endowed with cognitive abilities that predispose them to learn language, and this process cannot operate in an impoverished environment. To be effectively complete the acquisition of human language in human children requires highly socialised forms of learning, scaffolded over years of prolonged and intense caretaker-child interactions. How genes and environment operate in shaping language is unknown. These two components have traditionally been considered as independent, and often pitted against each other in terms of the nature versus nurture debate. This perspective article considers how innate abilities and experience might instead work together. In particular, it envisages potential scenarios for research, in which early caregiver verbal and non-verbal attachment practices may mediate or moderate the expression of human genetic systems for language. Copyright © 2017 Elsevier B.V. All rights reserved.

A Comparative Analysis of E-Mail and Face-to-Face Communication in an Educational Environment

ERIC Educational Resources Information Center

Lightfoot, Jay M.

2006-01-01

Electronic mail (e-mail) is an extremely important medium for Internet-based education. Due to its unique characteristics, there is reason to be concerned that students do not put appropriate care into writing messages that are sent via e-mail. This has significant implications for the effectiveness of online learning environments. This paper…

Inclusion and Social Justice for Gay, Lesbian, Bisexual, and Transgender Members of the Learning Community in Queensland State Schools

ERIC Educational Resources Information Center

Michaelson, Matthew Thomas

2008-01-01

Although schools are meant to be safe learning environments for all children, some children are not afforded equal access to the protection of their safety and security. Every day, children who might be same-sex attracted are confronted with a unique set of challenges that are not being adequately addressed by the administrators of educational…

Vocational/Industrial Arts.

ERIC Educational Resources Information Center

American School & University, 2003

2003-01-01

Presents high school and college vocational/industrial arts buildings considered outstanding in a competition, which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent two days reviewing projects, highlighting unique concepts and ideas. For each citation, the article offers information on the…

Nursing student perceptions of community in online learning.

PubMed

Gallagher-Lepak, Susan; Reilly, Janet; Killion, Cheryl M

2009-01-01

Nursing faculty need to understand the unique aspects of online learning environments and develop new pedagogies for teaching in the virtual classroom. The concept of community is important in online learning and a strong sense of community can enhance student engagement and improve learning outcomes in online courses. Student perceptions of community in online learning environments were explored in this study. Five focus group sessions were held and online nursing students were asked to give examples of experiences related to sense of community. Fifteen major themes emerged: class structure, required participation, teamwork, technology, becoming, commonalities, disconnects, mutual exchange, online etiquette, informal discussions, aloneness, trepidation, unknowns, nonverbal communication and anonymity. Themes sorted into the categories of structural, processual and emotional factors. Theme descriptions show how sense of community can be enhanced and/or diminished in online courses. This study adds depth and detail to the limited body of research on sense of community in distance education in nursing courses.

Identifying clinical learning needs using structured group feedback: first year evaluation of pre-registration nursing and midwifery degree programmes.

PubMed

Frazer, Kate; Connolly, Michael; Naughton, Corina; Kow, Veronica

2014-07-01

Facilitating and supporting clinical learning for student nurses and midwives are essential within their practice environments. Clinical placements provide unique opportunities in preparation for future roles. Understanding the experiences of first year student nurses and midwives following clinical exposures and examining the clinical facilitators and barriers can assist in maintaining and developing clinical supports. The study used a structured group feedback approach with a convenience sample of 223 first year nursing and midwifery students in one Irish university in April 2011 to ascertain feedback on the clinical aspects of their degree programme. Approximately 200 students participated in the process. Two key clinical issues were identified by students: facilitating clinical learning and learning experiences and needs. Positive learning environments, supportive staff and increased opportunities for reflection were important issues for first year students. The role of supportive mentoring staff in clinical practice is essential to enhance student learning. Students value reflection in practice and require more opportunities to engage during placements. More collaborative approaches are required to ensure evolving and adapting practice environments can accommodate student learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

Explaining human uniqueness: genome interactions with environment, behaviour and culture

PubMed Central

Varki, Ajit; Geschwind, Daniel H.; Eichler, Evan E.

2009-01-01

What makes us human? Specialists in each discipline respond through the lens of their own expertise. In fact, ‘anthropogeny’ (explaining the origin of humans) requires a transdisciplinary approach that eschews such barriers. Here we take a genomic and genetic perspective towards molecular variation, explore systems analysis of gene expression and discuss an organ-systems approach. Rejecting any ‘genes versus environment’ dichotomy, we then consider genome interactions with environment, behaviour and culture, finally speculating that aspects of human uniqueness arose because of a primate evolutionary trend towards increasing and irreversible dependence on learned behaviours and culture — perhaps relaxing allowable thresholds for large-scale genomic diversity. PMID:18802414

Using Facebook as an informal learning environment.

PubMed

Cain, Jeff; Policastri, Anne

2011-12-15

To create, implement, and assess the effectiveness of an optional Facebook activity intended to expose students to contemporary business issues not covered in the core content of a pharmacy management and leadership course and to perspectives of experts and thought leaders external to their university. An informal learning strategy was used to create a Facebook group page and guest experts were identified and invited to submit posts pertaining to business-related topics. Students were given instructions for joining the Facebook group but informed that participation was optional. A mixed-methods approach using a student questionnaire, results on examination questions, and a student focus group was used to assess this activity. The informal design with no posting guidelines and no participation requirement was well received by students, who appreciated the unique learning environment and exposure to external experts. Facebook provides an informal learning environment for presenting contemporary topics and the thoughts of guest experts not affiliated with a college or school, thereby exposing students to relevant "real world" issues.

Using Facebook as an Informal Learning Environment

PubMed Central

Policastri, Anne

2011-01-01

Objective. To create, implement, and assess the effectiveness of an optional Facebook activity intended to expose students to contemporary business issues not covered in the core content of a pharmacy management and leadership course and to perspectives of experts and thought leaders external to their university. Design. An informal learning strategy was used to create a Facebook group page and guest experts were identified and invited to submit posts pertaining to business-related topics. Students were given instructions for joining the Facebook group but informed that participation was optional. Assessment. A mixed-methods approach using a student questionnaire, results on examination questions, and a student focus group was used to assess this activity. The informal design with no posting guidelines and no participation requirement was well received by students, who appreciated the unique learning environment and exposure to external experts. Conclusions. Facebook provides an informal learning environment for presenting contemporary topics and the thoughts of guest experts not affiliated with a college or school, thereby exposing students to relevant “real world” issues. PMID:22345726

Studying Student Motivations in an Astronomy Massive Open Online Class

NASA Astrophysics Data System (ADS)

Wenger, Matthew; Impey, Chris David; Buxner, Sanlyn; Formanek, Martin

2017-01-01

Massive Open Online Courses (MOOCs) are large-scale, free classes open to anyone around the world and are are part of an educational industry that includes a growing number of universities. Although they resemble formal classes, MOOCs are of interest to instructors and educational researchers because they are unique learning environments where various people--particularly adult learners--learn science. This research project examined learners in an astronomy MOOC in order to better understand the motivations of MOOC learners. Using a well-tested instrument that examines student motivations for learning, we wanted to compare the motivations of MOOC learners to previous results in undergraduate classrooms. Our results show that our MOOC learners scored high in intrinsic motivation, self-efficacy, and self-determination. They differed from learners in traditional formal educational environments by having lower grade and career-related motivations. These results suggest that MOOC learners have characteristics of learners in so called “free-choice” learning environments, similar to other life-long learners.

Developmental emergence of fear/threat learning: neurobiology, associations and timing

PubMed Central

Tallot, L.; Doyère, V.; Sullivan, R. M.

2016-01-01

Pavlovian fear or threat conditioning, where a neutral stimulus takes on aversive properties through pairing with an aversive stimulus, has been an important tool for exploring the neurobiology of learning. In the past decades, this neurobehavioral approach has been expanded to include the developing infant. Indeed, protracted postnatal brain development permits the exploration of how incorporating the amygdala, prefrontal cortex and hippocampus into this learning system impacts the acquisition and expression of aversive conditioning. Here, we review the developmental trajectory of these key brain areas involved in aversive conditioning and relate it to pups’ transition to independence through weaning. Overall, the data suggests that adult-like features of threat learning emerge as the relevant brain areas become incorporated into this learning. Specifically, the developmental emergence of the amygdala permits cue learning and the emergence of the hippocampus permits context learning. We also describe unique features of learning in early life that block threat learning and enhance interaction with the mother or exploration of the environment. Finally, we describe the development of a sense of time within this learning and its involvement in creating associations. Together these data suggest that the development of threat learning is a useful tool for dissecting adult-like functioning of brain circuits, as well as providing unique insights into ecologically relevant developmental changes. PMID:26534899

Creating LGBTQ-Inclusive Care and Work Environments.

PubMed

Jones-Schenk, Jan

2018-04-01

In considering the full depth of inclusion in care and work environments (and developing inclusive engagement skills for lesbian, gay, bisexual, transgender, queer or questioning [LGBTQ] patients and their families), professional development leaders must bring these discussions and shared learnings into the open. Understanding the LGBTQ population's unique needs is essential to providing personalized health care, and inclusive work environments help to foster more inclusive care for this population. J Contin Educ Nurs. 2018;49(4):151-153. Copyright 2018, SLACK Incorporated.

Renewed roles for librarians in problem-based learning in the medical curriculum.

PubMed

Mi, Misa

2011-01-01

Problem-based learning (PBL) is a teaching-learning process or method of instruction that is widely used in medical education curricula. Librarians play important roles as facilitators for PBL as well as guides for information resources. Involvement in PBL activities presents unique opportunities to incorporate library resources and instruction into the medical curriculum. This article reviews the problem-based learning method within the conceptual framework of the learning theory of constructivism. It describes how a medical librarian at a U.S. medical school used emerging technologies to facilitate PBL small group case discussions, guide students to quality information resources, and enhance the learning environment for the PBL process.

Knowledge-Driven Design of Virtual Patient Simulations

ERIC Educational Resources Information Center

Vergara, Victor; Caudell, Thomas; Goldsmith, Timothy; Panaiotis; Alverson, Dale

2009-01-01

Virtual worlds provide unique opportunities for instructors to promote, study, and evaluate student learning and comprehension. In this article, Victor Vergara, Thomas Caudell, Timothy Goldsmith, Panaiotis, and Dale Alverson explore the advantages of using virtual reality environments to create simulations for medical students. Virtual simulations…

Physical-Education Facilities/Recreation Centers.

ERIC Educational Resources Information Center

American School & University, 2003

2003-01-01

Presents K-12 and college physical education/recreation facilities considered outstanding in a competition, which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent two days reviewing projects, highlighting unique concepts and ideas. For each citation, the article offers information on the firm,…

Investigating the Relationship between Instructors’ Use of Active-Learning Strategies and Students’ Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments

PubMed Central

Cleveland, Lacy M.; Olimpo, Jeffrey T.; DeChenne-Peters, Sue Ellen

2017-01-01

In response to calls for reform in undergraduate biology education, we conducted research examining how varying active-learning strategies impacted students’ conceptual understanding, attitudes, and motivation in two sections of a large-lecture introductory cell and molecular biology course. Using a quasi-experimental design, we collected quantitative data to compare participants’ conceptual understanding, attitudes, and motivation in the biological sciences across two contexts that employed different active-learning strategies and that were facilitated by unique instructors. Students participated in either graphic organizer/worksheet activities or clicker-based case studies. After controlling for demographic and presemester affective differences, we found that students in both active-learning environments displayed similar and significant learning gains. In terms of attitudinal and motivational data, significant differences were observed for two attitudinal measures. Specifically, those students who had participated in graphic organizer/worksheet activities demonstrated more expert-like attitudes related to their enjoyment of biology and ability to make real-world connections. However, all motivational and most attitudinal data were not significantly different between the students in the two learning environments. These data reinforce the notion that active learning is associated with conceptual change and suggests that more research is needed to examine the differential effects of varying active-learning strategies on students’ attitudes and motivation in the domain. PMID:28389428

The social and learning environments experienced by underrepresented minority medical students: a narrative review.

PubMed

Orom, Heather; Semalulu, Teresa; Underwood, Willie

2013-11-01

To review the literature on the social and learning environments experienced by underrepresented minority (URM) medical students to determine what type of interventions are needed to eliminate potential barriers to enrolling and retaining URM students. The authors searched MEDLINE, PubMed, Ovid HealthStar, and Web of Science, and the reference lists of included studies, published between January 1, 1980, and September 15, 2012. Studies of the learning and social environments and of students' satisfaction, experiences with discrimination or unfair practices, and academic performance or progress, as well as assessments of programs or interventions to improve URM students' academic performance, were eligible for inclusion. The authors identified 28 studies (27 unique data sets) meeting the inclusion criteria. The results of the included studies indicated that URM students experienced less supportive social and less positive learning environments, were subjected to discrimination and racial harassment, and were more likely to see their race as having a negative impact on their medical school experiences than non-URM students. Academic performance on standardized exams was worse, progress less timely, and attrition higher for URM students as well. For URM students, an adverse climate may be decreasing the attractiveness of careers in medicine, impairing their academic performance, and increasing attrition. Improvements to the social and learning environments experienced by URM students are needed to make medicine a more inclusive profession. The current environment of health care reform creates an opportunity for institutions to implement strategies to achieve this goal.

The impact of learning communities on interpersonal relationships among medical students.

PubMed

Champaloux, Eve Privman; Keeley, Meg G

2016-01-01

Medical students at the University of Virginia (UVA) are mentored and learn within the framework of a four college learning community. Uniquely, these learning communities are used to organize the third-year clerkship rotations. Students were surveyed after their first pre-clinical year and after their clerkship year to determine what the effect of the learning community was on their social and educational interpersonal relationships. Students knew a higher percentage of their college mates after completing their third-year clerkships within the framework of the college system. Students chose peers from within the college system for social and educational interpersonal scenarios statistically more often than what would be expected at random. Small group learning environments that were not formed within the framework of the college system at UVA did not have the same effect on interpersonal relationships, indicating that learning communities are uniquely able to provide a context for relationship building. Students felt more positively about the social and educational effects of the college system after the clerkship year, with a corresponding increase in the strength of their interpersonal bonds with their college peers. This work is the first to investigate the effects of learning communities on interpersonal relationships among medical students and finds that learning communities positively impact both social and educational medical student bonds.

Linking Immersive Virtual Field Trips with an Adaptive Learning Platform

NASA Astrophysics Data System (ADS)

Bruce, G.; Taylor, W.; Anbar, A. D.; Semken, S. C.; Buxner, S.; Mead, C.; El-Moujaber, E.; Summons, R. E.; Oliver, C.

2016-12-01

The use of virtual environments in science education has been constrained by the difficulty of guiding a learner's actions within the those environments. In this work, we demonstrate how advances in education software technology allow educators to create interactive learning experiences that respond and adapt intelligently to learner input within the virtual environment. This innovative technology provides a far greater capacity for delivering authentic inquiry-driven educational experiences in unique settings from around the world. Our immersive virtual field trips (iVFT) bring students virtually to geologically significant but inaccessible environments, where they learn through authentic practices of scientific inquiry. In one recent example, students explore the fossil beds in Nilpena, South Australia to learn about the Ediacaran fauna. Students interactively engage in 360° recreations of the environment, uncover the nature of the historical ecosystem by identifying fossils with a dichotomous key, explore actual fossil beds in high resolution imagery, and reconstruct what an ecosystem might have looked like millions of years ago in an interactive simulation. With the new capacity to connect actions within the iVFT to an intelligent tutoring system, these learning experiences can be tracked, guided, and tailored individually to the immediate actions of the student. This new capacity also has great potential for learning designers to take a data-driven approach to lesson improvement and for education researchers to study learning in virtual environments. Thus, we expect iVFT will be fertile ground for novel research. Such iVFT are currently in use in several introductory classes offered online at Arizona State University in anthropology, introductory biology, and astrobiology, reaching thousands of students to date. Drawing from these experiences, we are designing a curriculum for historical geology that will be built around iVFT-based exploration of Earth history.

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

NASA Astrophysics Data System (ADS)

Topping, Robert P.

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

Head-mounted display (HMD) assessment for tracked vehicles

NASA Astrophysics Data System (ADS)

Nicholson, Gail

2011-06-01

Providing the warfighter with Head or Helmet Mounted Displays (HMDs) while in tracked vehicles provides a means to visually maintain access to systems information while in a high vibration environment. The high vibration and unique environment of military tracked and turreted vehicles impact the ability to distinctly see certain information on an HMD, especially small font size or graphics and information that requires long fixation (staring), rather than a brief or peripheral glance. The military and commercial use of HMDs was compiled from market research, market trends, and user feedback. Lessons learned from previous military and commercial use of HMD products were derived to determine the feasibility of HMDs use in the high vibration and the unique environments of tracked vehicles. The results are summarized into factors that determine HMD features which must be specified for successful implementation.

Co-Designing Mobile Apps to Assist in Clinical Nursing Education: A Study Protocol.

PubMed

O'Connor, Siobhan; Andrews, Tom

2016-01-01

Mobile applications (apps) to train health professionals is gaining momentum as the benefits of mobile learning (mLearning) are becoming apparent in complex clinical environments. However, most educational apps are generic, off-the-shelf pieces of software that do not take into consideration the unique needs of nursing students. The proposed study will apply a user-centred design process to create a tailored mobile app for nursing students to learn and apply clinical skills in practice. The app will be piloted and evaluated to understand how nursing students use mobile technology in clinical settings to support their learning and educational needs.

Comparison of Student and Instructor Perceptions of Social Presence

ERIC Educational Resources Information Center

Mathieson, Kathleen; Leafman, Joan S.

2014-01-01

As enrollment in online courses continues to grow and online education is increasingly recognized as an established instructional mode, the unique challenges posed by this learning environment should be addressed. A primary challenge for virtual educators is developing social presence such that participants feel a sense of human connection with…

The Effects of Educational Delivery Methods on Knowledge Retention

ERIC Educational Resources Information Center

Turner, Craig; Turner, Kyle Dean

2017-01-01

In today's dynamic learning environment, educational delivery methods have become increasingly diverse. Using a unique opportunity to assess three types of course delivery--face-to-face, interactive television (iTV), and purely online delivery--the authors look at both initial knowledge acquisition and the retention of this knowledge. The results…

Workplace Literacy Teacher Training: The Context.

ERIC Educational Resources Information Center

Harrington, Lois G.; And Others

These three learning guides comprise one of four packages in the Workplace Literacy Teacher Training series that provides information and skills necessary for the user to become a successful instructor in an effective workplace literacy program. The guides in this package look at the unique environment and culture involved in providing education…

A Primer on Consultation Theory: Building a Flexible Worldview.

ERIC Educational Resources Information Center

Brack, Greg; And Others

1993-01-01

Presents broad introduction to learning, gestalt, systems, organizational, psychoanalytic, and chaos theories of consultation. Demonstrates how consultant can map each of these theories onto consultation environment to produce unique perspective that each theory alone cannot provide. Describes each theory as to how it views and frames consultation…

Teaching Science in the Field. ERIC Digest.

ERIC Educational Resources Information Center

Landis, Carol

Teaching science in the field provides unique opportunities to investigate the natural world. As in the classroom, lessons designed to foster meaningful learning, provide hands-on activities, and promote student inquiry can be effectively implemented in the world's largest laboratories, the natural and built environments of the outdoors. This…

Elementary Student Knowledge Gains in the Digital Portable Planetarium

ERIC Educational Resources Information Center

Carsten-Conner, Laura D.; Larson, Angela M.; Arseneau, Jennifer; Herrick, Robert R.

2015-01-01

Immersive environments hold promise to provide unique and heightened sensory experiences that focus a learner's attention, and thus may be useful learning platforms. In particular, portable planetariums may be useful in advancing conceptual knowledge about the night sky, because they afford learners with Earth-based views of celestial motions,…

Assessing Complexity. Group Composing for a Secondary School Qualifcation

ERIC Educational Resources Information Center

Thorpe, Vicki

2017-01-01

This article examines a unique music curriculum and assessment environment through the fndings of a practical action research project carried out in secondary schools. I address two current international educational issues: the relationship between formal and informal learning in music, and how individuals' contributions in collaborative groups…

Online Learning: Cross-Cultural Development in Time Poor Environments

ERIC Educational Resources Information Center

Cameron, Heather; Limberger, Jacqui

2004-01-01

Faced with a unique problem of providing cross-cultural awareness training on a continuing basis, Griffith University, located in Brisbane, Queensland developed an innovative program to meet the challenges it faced. A key strategy in the University's Indigenous Recruitment Strategy was to establish a cross-cultural awareness program sensitising…

Promoting Quantitative Literacy in an Online College Algebra Course

ERIC Educational Resources Information Center

Tunstall, Luke; Bossé, Michael J.

2016-01-01

College algebra (a university freshman level algebra course) fulfills the quantitative literacy requirement of many college's general education programs and is a terminal course for most who take it. An online problem-based learning environment provides a unique means of engaging students in quantitative discussions and research. This article…

Corporate-Academic Partnerships: Creating a Win-Win in the Classroom

ERIC Educational Resources Information Center

Deeter-Schmelz, Dawn Reneé

2015-01-01

For instructors seeking ways to provide sales students with experiential learning projects designed to develop and enhance skills in an authentic environment, corporate-academic partnerships offer a viable option. The author describes a unique and innovative corporate-academic integrated project, including course content, role plays, and corporate…

Visual landmarks facilitate rodent spatial navigation in virtual reality environments

PubMed Central

Youngstrom, Isaac A.; Strowbridge, Ben W.

2012-01-01

Because many different sensory modalities contribute to spatial learning in rodents, it has been difficult to determine whether spatial navigation can be guided solely by visual cues. Rodents moving within physical environments with visual cues engage a variety of nonvisual sensory systems that cannot be easily inhibited without lesioning brain areas. Virtual reality offers a unique approach to ask whether visual landmark cues alone are sufficient to improve performance in a spatial task. We found that mice could learn to navigate between two water reward locations along a virtual bidirectional linear track using a spherical treadmill. Mice exposed to a virtual environment with vivid visual cues rendered on a single monitor increased their performance over a 3-d training regimen. Training significantly increased the percentage of time avatars controlled by the mice spent near reward locations in probe trials without water rewards. Neither improvement during training or spatial learning for reward locations occurred with mice operating a virtual environment without vivid landmarks or with mice deprived of all visual feedback. Mice operating the vivid environment developed stereotyped avatar turning behaviors when alternating between reward zones that were positively correlated with their performance on the probe trial. These results suggest that mice are able to learn to navigate to specific locations using only visual cues presented within a virtual environment rendered on a single computer monitor. PMID:22345484

Developmental emergence of fear/threat learning: neurobiology, associations and timing.

PubMed

Tallot, L; Doyère, V; Sullivan, R M

2016-01-01

Pavlovian fear or threat conditioning, where a neutral stimulus takes on aversive properties through pairing with an aversive stimulus, has been an important tool for exploring the neurobiology of learning. In the past decades, this neurobehavioral approach has been expanded to include the developing infant. Indeed, protracted postnatal brain development permits the exploration of how incorporating the amygdala, prefrontal cortex and hippocampus into this learning system impacts the acquisition and expression of aversive conditioning. Here, we review the developmental trajectory of these key brain areas involved in aversive conditioning and relate it to pups' transition to independence through weaning. Overall, the data suggests that adult-like features of threat learning emerge as the relevant brain areas become incorporated into this learning. Specifically, the developmental emergence of the amygdala permits cue learning and the emergence of the hippocampus permits context learning. We also describe unique features of learning in early life that block threat learning and enhance interaction with the mother or exploration of the environment. Finally, we describe the development of a sense of time within this learning and its involvement in creating associations. Together these data suggest that the development of threat learning is a useful tool for dissecting adult-like functioning of brain circuits, as well as providing unique insights into ecologically relevant developmental changes. © 2015 John Wiley & Sons Ltd and International Behavioural and Neural Genetics Society.

A learning-based semi-autonomous controller for robotic exploration of unknown disaster scenes while searching for victims.

PubMed

Doroodgar, Barzin; Liu, Yugang; Nejat, Goldie

2014-12-01

Semi-autonomous control schemes can address the limitations of both teleoperation and fully autonomous robotic control of rescue robots in disaster environments by allowing a human operator to cooperate and share such tasks with a rescue robot as navigation, exploration, and victim identification. In this paper, we present a unique hierarchical reinforcement learning-based semi-autonomous control architecture for rescue robots operating in cluttered and unknown urban search and rescue (USAR) environments. The aim of the controller is to enable a rescue robot to continuously learn from its own experiences in an environment in order to improve its overall performance in exploration of unknown disaster scenes. A direction-based exploration technique is integrated in the controller to expand the search area of the robot via the classification of regions and the rubble piles within these regions. Both simulations and physical experiments in USAR-like environments verify the robustness of the proposed HRL-based semi-autonomous controller to unknown cluttered scenes with different sizes and varying types of configurations.

The operating room as a clinical learning environment: An exploratory study.

PubMed

Meyer, Rhoda; Van Schalkwyk, Susan C; Prakaschandra, Rosaley

2016-05-01

Students undertake their clinical placement in various clinical settings for the exposure to and acquisition of skills related to that particular context. The operating room is a context that offers the opportunity to develop critical skills related to the perioperative care of the patient. Despite numerous studies that have been undertaken in this field, few have investigated the operating room as a clinical learning environment in the South African private healthcare context. The aim of this study was to determine nursing students' perceptions of the operating room as a clinical learning environment. An exploratory, interpretive and descriptive design generating qualitative data was utilized. Eight nursing students completed an open-ended questionnaire, and twelve nursing students participated in the focus group discussion. Four themes emerged, namely, 'interpersonal factors', 'educational factors', 'private operating room context', and 'recommendations'. The opinion that the operating room offers an opportunity to gain skills unique to this context was expressed. However, despite the potential learning opportunities, the key findings of this study reveal negative perceptions of nursing students regarding learning experiences in the operating room. Exploration into the preparatory needs of students specific to learning outcomes before operating room placement should be considered. It will also be necessary to improve collaboration between lecturers, mentors and theatre managers. Copyright © 2016 Elsevier Ltd. All rights reserved.

Recycling Mentors: an intergenerational, service-learning program to promote recycling and environmental awareness.

PubMed

D'abundo, Michelle L; Fugate-Whitlock, Elizabeth I; Fiala, Kelly A

2011-01-01

The purpose of Recycling Mentors was to implement an intergenerational, service-learning program focused on promoting recycling and environmental awareness among students enrolled in Community Health (HEA 301) and Current Issues in Gerontology (GRN 440/540) and adults older than 60 years. Recycling Mentors was conducted in New Hanover County (NHC), North Carolina, where a moderate climate and coastal location attracts many tourists, retirees, and college students. A community like NHC is a good place to implement service-learning that educates both students and older adults about the benefits of recycling to individual health and the environment. During the Fall 2009 semester, undergraduate and graduate students completed institutional review board training and then conducted the program with older adults. The education component of Recycling Mentors included a pre/post survey, brochure, and scheduled visits. Overall, Recycling Mentors was positive service-learning experience with students identifying salient outcomes such as learning about recycling and the environment and working with older adults. In addition, teaching the education component of Recycling Mentors was good practice for students who will be the future health professionals. While service-learning and environmentally themed projects are common, a program that combines the 2 like Recycling Mentors is unique and has the potential to motivate individual change while positively impacting the local community and the environment.

Distance learning in academic health education.

PubMed

Mattheos, N; Schittek, M; Attström, R; Lyon, H C

2001-05-01

Distance learning is an apparent alternative to traditional methods in education of health care professionals. Non-interactive distance learning, interactive courses and virtual learning environments exist as three different generations in distance learning, each with unique methodologies, strengths and potential. Different methodologies have been recommended for distance learning, varying from a didactic approach to a problem-based learning procedure. Accreditation, teamwork and personal contact between the tutors and the students during a course provided by distance learning are recommended as motivating factors in order to enhance the effectiveness of the learning. Numerous assessment methods for distance learning courses have been proposed. However, few studies report adequate tests for the effectiveness of the distance-learning environment. Available information indicates that distance learning may significantly decrease the cost of academic health education at all levels. Furthermore, such courses can provide education to students and professionals not accessible by traditional methods. Distance learning applications still lack the support of a solid theoretical framework and are only evaluated to a limited extent. Cases reported so far tend to present enthusiastic results, while more carefully-controlled studies suggest a cautious attitude towards distance learning. There is a vital need for research evidence to identify the factors of importance and variables involved in distance learning. The effectiveness of distance learning courses, especially in relation to traditional teaching methods, must therefore be further investigated.

Non-RF wireless helmet-mounted display and two-way audio connectivity using covert free-space optical communications

NASA Astrophysics Data System (ADS)

Strauss, M.; Volfson, L.

2011-06-01

Providing the warfighter with Head or Helmet Mounted Displays (HMDs) while in tracked vehicles provides a means to visually maintain access to systems information while in a high vibration environment. The high vibration and unique environment of military tracked and turreted vehicles impact the ability to distinctly see certain information on an HMD, especially small font size or graphics and information that requires long fixation (staring), rather than a brief or peripheral glance. The military and commercial use of HMDs was compiled from market research, market trends, and user feedback. Lessons learned from previous military and commercial use of HMD products were derived to determine the feasibility of HMDs use in the high vibration and the unique environments of tracked vehicles. The results are summarized into factors that determine HMD features which must be specified for successful implementation.

Expression, Purification, and Analysis of Unknown Translation Factors from "Escherichia Coli": A Synthesis Approach

ERIC Educational Resources Information Center

Walter, Justin D.; Littlefield, Peter; Delbecq, Scott; Prody, Gerry; Spiegel, P. Clint

2010-01-01

New approaches are currently being developed to expose biochemistry and molecular biology undergraduates to a more interactive learning environment. Here, we propose a unique project-based laboratory module, which incorporates exposure to biophysical chemistry approaches to address problems in protein chemistry. Each of the experiments described…

Inquiry-Guided Learning in New Zealand: From an Appetizer to an Entree

ERIC Educational Resources Information Center

O'Steen, Billy; Spronken-Smith, Rachel

2012-01-01

New Zealand is unique in the global tertiary education environment because there is a legislative requirement that teaching and research are closely interdependent and that most teaching in universities and all degree-granting institutions should be done by people who are active in advancing knowledge. Moreover, the Tertiary Education Strategy…

Intellectual, Psychosocial, and Moral Development in College: Four Major Theories. Revised.

ERIC Educational Resources Information Center

Kurfiss, Joanne

Four models are discussed with which to view students, educational goals, and learning environments. Each of the four theories emphasizes a unique aspect of the total development process. Piaget's model describes the development of structures and processes which characterize mature logical thinking. Perry provides a closer look at students'…

Dramatherapy with Children, Young People and Schools: Enabling Creativity, Sociability, Communication and Learning

ERIC Educational Resources Information Center

Leigh, Lauraine, Ed.; Gersch, Irvine, Ed.; Dix, Ann, Ed.; Haythorne, Deborah, Ed.

2012-01-01

"Dramatherapy with Children, Young People and Schools" is the first book to specifically evaluate the unique value of dramatherapy in the educational environment. A variety of highly experienced dramatherapists, educational psychologists and childhood experts discuss the benefits to the children and young people, and also in relation to…

The Importance of Sensory Functioning: Guidelines for Infant and Toddler Caregivers

ERIC Educational Resources Information Center

Bagdi, Aparna; Vacca, John; Waninger, Kendra N.

2007-01-01

All children have their own unique ways of interacting with their environments, connecting with people around them, and learning about their world. Babies take in information from their senses and use this information to respond to people and events. Children's daily experiences facilitate integration of their senses. These early sensory…

Virtual Quests As Learning Environments for K-12 Students.

ERIC Educational Resources Information Center

Spudic, Linda

Perhaps some of the most engaging, unique, Web-based activities are virtual quests that take student participants along on real expeditions, following a team in the field as they explore new territory or do research on authentic scientific problems. Virtual quests, such as the MayaQuest expedition produced by Classroom Connect, are excellent…

Perception of Competence in Middle School Physical Education: Instrument Development and Validation

ERIC Educational Resources Information Center

Scrabis-Fletcher, Kristin; Silverman, Stephen

2010-01-01

Perception of Competence (POC) has been studied extensively in physical activity (PA) research with similar instruments adapted for physical education (PE) research. Such instruments do not account for the unique PE learning environment. Therefore, an instrument was developed and the scores validated to measure POC in middle school PE. A…

AMOEBA: Designing for Collaboration in Computer Science Classrooms through Live Learning Analytics

ERIC Educational Resources Information Center

Berland, Matthew; Davis, Don; Smith, Carmen Petrick

2015-01-01

AMOEBA is a unique tool to support teachers' orchestration of collaboration among novice programmers in a non-traditional programming environment. The AMOEBA tool was designed and utilized to facilitate collaboration in a classroom setting in real time among novice middle school and high school programmers utilizing the IPRO programming…

The 100 Is There! Helen Gordon Child Development Center

ERIC Educational Resources Information Center

Reinisch, Sheryl; Parnell, Will

2006-01-01

As teacher educators, the authors visit numerous learning environments. Each school has its own unique characteristics and personality. Some schools seem to have a magnetic draw, filling the senses with energy, wonder and intrigue. This energy, writes the authors, stems from a symbiotic relationship, a flow of spaces that work together…

Targeted Food Marketing to Youth: Engaging Professionals in an Online Environment

ERIC Educational Resources Information Center

Katras, Mary Jo; Kunkel, Kelly; Croymans, Sara R.; Routh, Brianna; Schroeder, Mary; Olson, Carrie Ann

2014-01-01

The use of technology provides unique ways to create an engaged online community of learning for professionals that can be integrated into existing and future Extension programming. The Targeted Food Marketing to Youth online professional development course uses strategies and tools to create and support an engaged online community.

Business Process Reengineering towards an Integrated Learning Management System

ERIC Educational Resources Information Center

Basal, Abdelraheem Mousa

2010-01-01

The task of managing an information technology (IT) system in a school environment poses unique challenges. For example, one of the greatest challenges facing individual schools is the lack of integration among various information systems. The present situation in many schools is that there are many disconnected systems managing many different…

Views of Pre-Service Teachers on Blog use for Instruction and Social Interaction

ERIC Educational Resources Information Center

Kuzu, Abdullah

2007-01-01

Rapid development of technology and unique characteristics of the creative society require a shift from traditional teaching concepts to student centered learning in education. One of the methods to provide this change is creating teaching environments enriched by Internet. Blog (weblog) service offered to learners and teachers through Internet…

Online Course Design in a Programmatic Framework: A Case from Social Work

ERIC Educational Resources Information Center

Stewart, Patricia Lynn

2014-01-01

The focus of this study centers on the way instructors, and more specifically, instructors within a programmatic initiative, think about teaching and the decision-making process they employ to design learning experiences for an online environment. Often administrative initiatives do not consider the unique individual instructor needs when planning…

Multicultural Competence in Student Affairs: The Case of the University of Botswana

ERIC Educational Resources Information Center

Major, Thenjiwe Emily; Mangope, Boitumelo

2014-01-01

Universities and colleges of education all over the world are experiencing student populations who bring diverse values and experiences into the learning environment. Student affairs professionals are faced with the challenge of accommodating each student's unique needs. This paper intends to address the essentiality of multicultural competence in…

The Use of Piagetian Theory in the Development of Middle School Curriculum.

ERIC Educational Resources Information Center

Sproatt, Rod H.

1981-01-01

The middle school originated out of an understanding for the need of a learning environment geared specifically to the needs of the early adolescent. The transition from concrete to formal operational thought and the affective and psychomotor developmental stages demonstrate the uniqueness of the early adolescent experience. (JN)

Learning for sustainability among faith-based organizations in Kenya.

PubMed

Moyer, Joanne M; Sinclair, A John; Diduck, Alan P

2014-08-01

The complex and unpredictable contexts in which environmental and development work take place require an adaptable, learning approach. Faith-based organizations (FBOs) play a significant role in sustainability work around the world, and provide a unique setting in which to study learning. This paper explores individual learning for sustainability within two FBOs engaged in sustainability work in Kenya. Learning outcomes covered a broad range of areas, including the sustainability framework, environment/conservation, skills, community work, interpersonal engagement, and personal and faith development. These outcomes were acquired through embodied experience and activity, facilitation by the workplace, interpersonal interaction, personal reflection, and Bible study and worship. Grounded categories were compared to learning domains and processes described by Mezirow's transformative learning theory. The findings indicate that for learning in the sustainability field, instrumental learning and embodied learning processes are particularly important, and consequently they require greater attention in the theory when applied in this field.

Learning for Sustainability Among Faith-Based Organizations in Kenya

NASA Astrophysics Data System (ADS)

Moyer, Joanne M.; Sinclair, A. John; Diduck, Alan P.

2014-08-01

The complex and unpredictable contexts in which environmental and development work take place require an adaptable, learning approach. Faith-based organizations (FBOs) play a significant role in sustainability work around the world, and provide a unique setting in which to study learning. This paper explores individual learning for sustainability within two FBOs engaged in sustainability work in Kenya. Learning outcomes covered a broad range of areas, including the sustainability framework, environment/conservation, skills, community work, interpersonal engagement, and personal and faith development. These outcomes were acquired through embodied experience and activity, facilitation by the workplace, interpersonal interaction, personal reflection, and Bible study and worship. Grounded categories were compared to learning domains and processes described by Mezirow's transformative learning theory. The findings indicate that for learning in the sustainability field, instrumental learning and embodied learning processes are particularly important, and consequently they require greater attention in the theory when applied in this field.

The impact of learning communities on interpersonal relationships among medical students

PubMed Central

Champaloux, Eve Privman; Keeley, Meg G.

2016-01-01

Background Medical students at the University of Virginia (UVA) are mentored and learn within the framework of a four college learning community. Uniquely, these learning communities are used to organize the third-year clerkship rotations. Methods Students were surveyed after their first pre-clinical year and after their clerkship year to determine what the effect of the learning community was on their social and educational interpersonal relationships. Results Students knew a higher percentage of their college mates after completing their third-year clerkships within the framework of the college system. Students chose peers from within the college system for social and educational interpersonal scenarios statistically more often than what would be expected at random. Small group learning environments that were not formed within the framework of the college system at UVA did not have the same effect on interpersonal relationships, indicating that learning communities are uniquely able to provide a context for relationship building. Students felt more positively about the social and educational effects of the college system after the clerkship year, with a corresponding increase in the strength of their interpersonal bonds with their college peers. Conclusion This work is the first to investigate the effects of learning communities on interpersonal relationships among medical students and finds that learning communities positively impact both social and educational medical student bonds. PMID:27806828

Lessons Learned in the First Year Operating Software Defined Radios in Space

NASA Technical Reports Server (NTRS)

Chelmins, David; Mortensen, Dale; Shalkhauser, Mary Jo; Johnson, Sandra K.; Reinhart, Richard

2014-01-01

Operating three unique software defined radios (SDRs) in a space environment aboard the Space Communications and Navigation (SCaN) Testbed for over one year has provided an opportunity to gather knowledge useful for future missions considering using software defined radios. This paper provides recommendations for the development and use of SDRs, and it considers the details of each SDRs approach to software upgrades and operation. After one year, the SCaN Testbed SDRs have operated for over 1000 hours. During this time, the waveforms launched with the SDR were tested on-orbit to assure that they operated in space at the same performance level as on the ground prior to launch to obtain an initial on-orbit performance baseline. A new waveform for each SDR has been developed, implemented, uploaded to the flight system, and tested in the flight environment. Recommendations for SDR-based missions have been gathered from early development through operations. These recommendations will aid future missions to reduce the cost, schedule, and risk of operating SDRs in a space environment. This paper considers the lessons learned as they apply to SDR pre-launch checkout, purchasing space-rated hardware, flexibility in command and telemetry methods, on-orbit diagnostics, use of engineering models to aid future development, and third-party software. Each SDR implements the SCaN Testbed flight computer command and telemetry interface uniquely, allowing comparisons to be drawn. The paper discusses the lessons learned from these three unique implementations, with suggestions on the preferred approach. Also, results are presented showing that it is important to have full system performance knowledge prior to launch to establish better performance baselines in space, requiring additional test applications to be developed pre-launch. Finally, the paper presents the issues encountered with the operation and implementation of new waveforms on each SDR and proposes recommendations to avoid these issues.

Lessons Learned in the First Year Operating Software Defined Radios in Space

NASA Technical Reports Server (NTRS)

Chelmins, David; Mortensen, Dale; Shalkhauser, Mary Jo; Johnson, Sandra K.; Reinhart, Richard

2014-01-01

Operating three unique software defined radios (SDRs) in a space environment aboard the Space Communications and Navigation (SCaN) Testbed for over one year has provided an opportunity to gather knowledge useful for future missions considering using software defined radios. This paper provides recommendations for the development and use of SDRs, and it considers the details of each SDR's approach to software upgrades and operation. After one year, the SCaN Testbed SDRs have operated for over 1000 hours. During this time, the waveforms launched with the SDR were tested on-orbit to assure that they operated in space at the same performance level as on the ground prior to launch to obtain an initial on-orbit performance baseline. A new waveform for each SDR has been developed, implemented, uploaded to the flight system, and tested in the flight environment. Recommendations for SDR-based missions have been gathered from early development through operations. These recommendations will aid future missions to reduce the cost, schedule, and risk of operating SDRs in a space environment. This paper considers the lessons learned as they apply to SDR pre-launch checkout, purchasing space-rated hardware, flexibility in command and telemetry methods, on-orbit diagnostics, use of engineering models to aid future development, and third-party software. Each SDR implements the SCaN Testbed flight computer command and telemetry interface uniquely, allowing comparisons to be drawn. The paper discusses the lessons learned from these three unique implementations, with suggestions on the preferred approach. Also, results are presented showing that it is important to have full system performance knowledge prior to launch to establish better performance baselines in space, requiring additional test applications to be developed pre-launch. Finally, the paper presents the issues encountered with the operation and implementation of new waveforms on each SDR and proposes recommendations to avoid these issues.

Real-time modeling of primitive environments through wavelet sensors and Hebbian learning

NASA Astrophysics Data System (ADS)

Vaccaro, James M.; Yaworsky, Paul S.

1999-06-01

Modeling the world through sensory input necessarily provides a unique perspective for the observer. Given a limited perspective, objects and events cannot always be encoded precisely but must involve crude, quick approximations to deal with sensory information in a real- time manner. As an example, when avoiding an oncoming car, a pedestrian needs to identify the fact that a car is approaching before ascertaining the model or color of the vehicle. In our methodology, we use wavelet-based sensors with self-organized learning to encode basic sensory information in real-time. The wavelet-based sensors provide necessary transformations while a rank-based Hebbian learning scheme encodes a self-organized environment through translation, scale and orientation invariant sensors. Such a self-organized environment is made possible by combining wavelet sets which are orthonormal, log-scale with linear orientation and have automatically generated membership functions. In earlier work we used Gabor wavelet filters, rank-based Hebbian learning and an exponential modulation function to encode textural information from images. Many different types of modulation are possible, but based on biological findings the exponential modulation function provided a good approximation of first spike coding of `integrate and fire' neurons. These types of Hebbian encoding schemes (e.g., exponential modulation, etc.) are useful for quick response and learning, provide several advantages over contemporary neural network learning approaches, and have been found to quantize data nonlinearly. By combining wavelets with Hebbian learning we can provide a real-time front-end for modeling an intelligent process, such as the autonomous control of agents in a simulated environment.

Applications of Optical Fiber Assemblies in Harsh Environments, the Journey Past, Present and Future

NASA Technical Reports Server (NTRS)

Ott, Melanie N.; LaRocca, Frank; Thomas, William Joe; Switzer, Robert; Chuska, Richard; Macmurphy, Shawn

2008-01-01

Over the past ten years, NASA has studied the effects of harsh environments on optical fiber assemblies for communication systems, lidar systems, and science missions. The culmination of this has resulted in recent technologies that are unique and tailored to meeting difficult requirements under challenging performance constraints. This presentation will focus on the past mission applications of optical fiber assemblies including; qualification information, lessons learned and new technological advances that will enable the road ahead.

The Psychiatrist as Leader-Teacher: Promoting Learning Beyond Residency.

PubMed

Waits, Wendi; Brent, Elizabeth

2015-08-01

In today's fast-paced, data-saturated, zero-tolerance practice environment, psychiatrists and other health care providers are expected to maintain clinical, fiscal, and administrative competence. The authors present a unique type of psychiatric leader—the leader-teacher—who incorporates teaching of these elements into day-to-day practice, enhancing lifelong learning for credentialed staff and increasing their confidence in managing complex clinical and administrative issues. Particular emphasis is placed on leader-teachers working in military environments. The article discusses the primary characteristics of this type of leader, including their tendency to (1) seek clarification, (2) distill information, (3) communicate guidance, and (4) catalogue products. The authors also address the advantages and disadvantages of being a leader-teacher and present several illustrative cases.

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

NASA Astrophysics Data System (ADS)

Baker, D.

2006-12-01

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

How do medical educators design a curriculum that facilitates student learning about professionalism?

PubMed

Langendyk, Vicki; Mason, Glenn; Wang, Shaoyu

2016-02-04

This study analyses the ways in which curriculum reform facilitated student learning about professionalism. Design-based research provided the structure for an iterative approach to curriculum change which we undertook over a 3 year period. The learning environment of the Personal and Professional Development Theme (PPD) was analysed through the sociocultural lens of Activity Theory. Lave and Wenger's and Mezirow's learning theories informed curriculum reform to support student development of a patient-centred and critically reflective professional identity. The renewed pedagogical outcomes were aligned with curriculum content, learning and teaching processes and assessment, and intense staff education was undertaken. We analysed qualitative data from tutor interviews and free-response student surveys to evaluate the impact of curriculum reform. Students' and tutors' reflections on learning in PPD converged on two principle themes--'Developing a philosophy of medicine' and 'Becoming an ethical doctor'--which corresponded to the overarching PPD theme aims of communicative learning. Students and tutors emphasised the importance of the unique learning environment of PPD tutorials for nurturing personal development and the positive impact of the renewed assessment programme on learning. A theory-led approach to curriculum reform resulted in student engagement in the PPD curriculum and facilitated a change in student perspective about the epistemological foundation of medicine.

Twice-Exceptional Learners: The Journey toward a Shared Vision

ERIC Educational Resources Information Center

Baldwin, Lois; Baum, Susan; Pereles, Daphne; Hughes, Claire

2015-01-01

For more than 50 years, the unique needs of twice-exceptional (2e) learners have challenged educators. Because of this challenge, much work has been done in different areas across the country in creating appropriate learning environments for serving this population. However, no unified way has been developed to bring together the best research and…

Fostering an Adolescent-Centered Community Responsive to Student Needs: Lessons Learned and Suggestions for Middle Level Educators

ERIC Educational Resources Information Center

Ellerbock, Cheryl R.; Kiefer, Sarah M.

2014-01-01

Young adolescents have unique basic and developmental needs. Middle level educators are best able to reach and teach young adolescents when they understand students' needs and when the school environment, including its organizational structures and teacher practices, are responsive to these needs. Findings from a recently conducted qualitative…

Creating Supportive Learning Environments: Experiences of Lesbian and Gay-Parented Families in South African Schools

ERIC Educational Resources Information Center

Breshears, Diana; Lubbe-De Beer, Carien

2016-01-01

Through in-depth interviews with 21 parents and 12 children in lesbian/gay-parented families, we explored the experiences of this unique family form in South African schools. Specifically, families reflected on their positive and negative experiences in the children's education and used these reflections to offer advice to teachers and…

A Unique Design for High-Impact Safety and Awareness Training

ERIC Educational Resources Information Center

Calandra, Brendan; Harmon, Stephen W.

2012-01-01

The authors were asked to design and develop a large-scale, web-based learning environment that would effectively assist international aid workers in conducting their daily tasks in the field, at home and in the office in a safer and more secure fashion. The design, development and dissemination of the training needed to be done quickly,…

Students' Attitudes toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After-School Program

ERIC Educational Resources Information Center

Newell, Alana D.; Zientek, Linda R.; Tharp, Barbara Z.; Vogt, Gregory L.; Moreno, Nancy P.

2015-01-01

High-quality after-school programs devoted to science have the potential to enhance students' science knowledge and attitudes, which may impact their decisions about pursuing science-related careers. Because of the unique nature of these informal learning environments, an understanding of the relationships among aspects of students' content…

Cuba: The New Frontier of Study Abroad Programs for U.S. Students

ERIC Educational Resources Information Center

Henthorne, Tony L.; Panko, Thomas R.

2017-01-01

The growing reconciliation between the United States and Cuba has created a unique opportunity for U.S. business and hospitality students to observe and experience first-hand an economy in marked transition. Attempting to balance the tenets of socialism with a rapidly growing reliance on capitalism creates a rare learning environment for students.…

Nature's Notebook and Extension: Engaging Citizen-Scientists and 4-H Youth to Observe a Changing Environment

ERIC Educational Resources Information Center

Posthumus, Erin E.; Barnett, LoriAnne; Crimmins, Theresa M.; Kish, George R.; Sheftall, Will; Stancioff, Esperanza; Warren, Peter

2013-01-01

Extension, with its access to long-term volunteers, has the unique ability to teach citizen scientists about the connection between climate variability and the resulting effects on plants, animals, and thus, humans. The USA National Phenology Network's Nature's Notebook on-line program provides a science learning tool for Extension's Master…

Bringing Mohamed to the Mountain: Situated Professional Development in a Ubiquitous Computing Classroom

ERIC Educational Resources Information Center

Swan, Karen; Kratcoski, Annette; Mazzer, Pat; Schenker, Jason

2005-01-01

This article describes an ongoing situated professional development program in which teachers bring their intact classes for an extended stay in a ubiquitous computing environment equipped with a variety of state-of-the-art computing devices. The experience is unique in that it not only situates teacher learning about technology integration in…

Coming Home to School: Challenges and Strategies for Effective Teaching with Military Veterans

ERIC Educational Resources Information Center

Sportsman, Michel A.; Thomas, Lisa

2015-01-01

This article is an analysis of the unique needs of returning service members at the college or university level that impact the teaching decisions made by instructors. The article also discusses the challenges that service members are individually addressing while acclimating themselves to their new environment of learning. With the reduction in…

Erasmus Students' Involvement in Quality Enhancement of Erasmus+ Mobility through Digital Ethnography and ErasmusShouts

ERIC Educational Resources Information Center

Klemencic, Manja; Žnidaršic, Martin; Vavpetic, Anže; Martinc, Matej

2017-01-01

Erasmus+ is one of the European Union's flagship programs which supports short-term international student mobility within Europe as one of its primary purposes. Erasmus students are uniquely well placed to compare educational processes of their home and host institutions, the learning environments and student life conditions. They are so far…

Plickers: A Formative Assessment Tool for K-12 and PETE Professionals

ERIC Educational Resources Information Center

Krause, Jennifer M.; O'Neil, Kason; Dauenhauer, Brian

2017-01-01

Classroom response systems have become popular in K-12 and higher education settings in recent years in order to gauge student learning. The physical education environment is unique in that it is difficult to manage the technology associated with these systems, and therefore, student assessment can be cumbersome. A free classroom response system…

Creative Thinking in Prospective Teachers: The "Status Quo" and the Impact of Contextual Factors

ERIC Educational Resources Information Center

Meintjes, Hannetjie; Grosser, Mary

2010-01-01

To create unique and appropriate learning opportunities and environments and to nurture the development of creative thinking abilities among learners are some of the demands for creative thinking currently expected of teachers globally and also in South Africa. Creative thinking in academic context assumes, among other things, the ability to…

Embedded Library Services: From Cooperation to Collaboration to Enhance Student Learning in Asynchronous Online Course

ERIC Educational Resources Information Center

Olesova, Larisa A.; Melville, Anne Driscoll

2017-01-01

The online environment presents a unique challenge to higher education. Shifting from the face-to-face format to online not only involves rethinking course design, but requires careful consideration of when and how to teach students, how to find and evaluate information needed to successfully complete coursework. One solution is faculty teaming…

Student Perceptions of Engagement Using Mobile-Based Polling as an Audience Response System: Implications for Leadership Studies

ERIC Educational Resources Information Center

Noel, Dan; Stover, Sheri; McNutt, Mindy

2015-01-01

The increase in ownership and use of mobile-based devices among college students creates unique opportunities for faculty to develop highly engaging learning environments. With many educational institutions offering campus-wide Wi-Fi, students have the ability to use their mobile devices, including cell phones, tablets, and laptops for engaging…

Hippocampal Replay Captures the Unique Topological Structure of a Novel Environment

PubMed Central

Wu, Xiaojing

2014-01-01

Hippocampal place-cell replay has been proposed as a fundamental mechanism of learning and memory, which might support navigational learning and planning. An important hypothesis of relevance to these proposed functions is that the information encoded in replay should reflect the topological structure of experienced environments; that is, which places in the environment are connected with which others. Here we report several attributes of replay observed in rats exploring a novel forked environment that support the hypothesis. First, we observed that overlapping replays depicting divergent trajectories through the fork recruited the same population of cells with the same firing rates to represent the common portion of the trajectories. Second, replay tended to be directional and to flip the represented direction at the fork. Third, replay-associated sharp-wave–ripple events in the local field potential exhibited substructure that mapped onto the maze topology. Thus, the spatial complexity of our recording environment was accurately captured by replay: the underlying neuronal activities reflected the bifurcating shape, and both directionality and associated ripple structure reflected the segmentation of the maze. Finally, we observed that replays occurred rapidly after small numbers of experiences. Our results suggest that hippocampal replay captures learned information about environmental topology to support a role in navigation. PMID:24806672

Charting a path for health sciences librarians in an integrated information environment.

PubMed

Jones, C J

1993-10-01

Changes in the health information environment present a major challenge to health sciences librarians. To successfully meet this challenge, librarians must apply the concepts of informal, self-directed, lifelong learning to their own carers. The Joint Commission on Accreditation of Healthcare Organizations is creating an integrated information environment in health care organizations. The health sciences librarian brings unique knowledge and skills to this environment. The reference technique, a methodology that closely parallels other problem-solving approaches such as the physician's diagnostic technique, equips librarians with the conceptual skills to develop creative solutions to information management problems. Each health sciences librarian must assume responsibility for extending professional skills and abilities and demonstrating them in the workplace.

What Should Be the Unique Application of Teaching in Departments of Speech Communication Located in Urban Environments?

ERIC Educational Resources Information Center

Galvin, Kathleen M.

This paper focuses on certain approaches which an urban speech department can use as it contributes to the preparation of urban school teachers to communicate effectively with their students. The contents include: "Verbal and Nonverbal Codes," which discusses the teacher as an encoder of verbal messages and emphasizes that teachers must learn to…

Build It and They Will Come: Innovative Facilities Help Colleges Meet Academic Goals

ERIC Educational Resources Information Center

Joch, Alan

2008-01-01

Lone Star College had a unique opportunity in 2000 when it began planning its new CyFair campus in suburban Houston. The school wasn't retrofitting existing buildings or contending with entrenched attitudes about what type of physical environment best supported learning. So when it designed its sprawling 550,000-square-foot campus, paid for with…

Improving Classroom Engagement among High School Students with Disruptive Behavior: Evaluation of the Class Pass Intervention

ERIC Educational Resources Information Center

Collins, Tai A.; Cook, Clayton R.; Dart, Evan H.; Socie, Diana G.; Renshaw, Tyler L.; Long, Anna C.

2016-01-01

Off-task and disruptive classroom behaviors have a negative impact on the learning environment and present a unique challenge for teachers to address. The aim of this study was to evaluate the Class Pass Intervention (CPI) as a behavior management strategy for secondary students with disruptive classroom behavior. The CPI consists of providing…

The Essential Manual for Asperger Syndrome (ASD) in the Classroom: What Every Teacher Needs to Know

ERIC Educational Resources Information Center

Hoopmann, Kathy

2015-01-01

Perfect for time-poor teachers, Kathy Hoopmann's essential handbook is an easy-to-navigate resource that promotes a positive learning environment in which students with Asperger syndrome (ASD) can thrive. Kathy's unique ability to explain the ASD mind-set shines through as her concise descriptions reveal how to recognise and develop the child's…

Impact of Classroom Design on Teacher Pedagogy and Student Engagement and Performance in Mathematics

ERIC Educational Resources Information Center

Imms, Wesley; Byers, Terry

2017-01-01

A resurgence in interest in classroom and school design has highlighted how little we know about the impact of learning environments on student and teacher performance. This is partly because of a lack of research methods capable of controlling the complex variables inherent to space and education. In a unique study that overcame such difficulties…

Use of Video-Based Cases as a Medium to Develop Critical Thinking Skills in Health Science Students

ERIC Educational Resources Information Center

Zipp, Genevieve Pinto; Maher, Cathy

2010-01-01

One learning strategy that, at present, has not been widely used in graduate Physical Therapy education is "video based cases". The use of visually unfolding case-base experience provides students a unique opportunity to experience real patient scenarios in their classroom environment. The purpose of this paper is to provide data on student…

How do medical educators design a curriculum that facilitates student learning about professionalism?

PubMed Central

Mason, Glenn; Wang, Shaoyu

2016-01-01

Objectives This study analyses the ways in which curriculum reform facilitated student learning about professionalism. Methods Design-based research provided the structure for an iterative approach to curriculum change which we undertook over a 3 year period. The learning environment of the Personal and Professional Development Theme (PPD) was analysed through the sociocultural lens of Activity Theory. Lave and Wenger’s and Mezirow’s learning theories informed curriculum reform to support student development of a patient-centred and critically reflective professional identity. The renewed pedagogical outcomes were aligned with curriculum content, learning and teaching processes and assessment, and intense staff education was undertaken. We analysed qualitative data from tutor interviews and free-response student surveys to evaluate the impact of curriculum reform. Results Students’ and tutors’ reflections on learning in PPD converged on two principle themes - ‘Developing a philosophy of medicine’ and ‘Becoming an ethical doctor’- which corresponded to the overarching PPD theme aims of communicative learning. Students and tutors emphasised the importance of the unique learning environment of PPD tutorials for nurturing personal development and the positive impact of the renewed assessment programme on learning. Conclusions A theory-led approach to curriculum reform resulted in student engagement in the PPD curriculum and facilitated a change in student perspective about the epistemological foundation of medicine. PMID:26845777

E-learning in a virtual science camp for urban youth

PubMed Central

Holden, Lynne; Morrison, Andrew; Berger, Wallace; Siegel, Elliot

2014-01-01

The Virtual Science Camp (VSC) is a unique demonstration of synchronous e-learning developed by Mentoring in Medicine (MIM). This paper reports on a pilot offering during the summer of 2012 that taught advanced biological concepts, healthy living and health care career opportunities to medically underserved urban youth. Livestream’s interactive video technology was used to engage a diverse audience of mostly high school students at remote sites in a new two week instructional program that provided custom course content free of charge over the internet. We describe the technical and program preparations undertaken, their implementation, the IT environment, a multi-faceted evaluation plan, the results of the experiment, and lessons learned. PMID:24733956

CAN-Care: an innovative model of practice-based learning.

PubMed

Raines, Deborah A

2006-01-01

The "Collaborative Approach to Nursing Care" (CAN-Care) Model of practice-based education is designed to meet the unique learning needs of the accelerated nursing program student. The model is based on a synergistic partnership between the academic and service settings, the vision of which is to create an innovative practice-based learning model, resulting in a positive experience for both the student and unit-based nurse. Thus, the objectives of quality outcomes for both the college and Health Care Organization are fulfilled. Specifically, the goal is the education of nurses ready to meet the challenges of caring for persons in the complex health care environment of the 21st century.

Game theory and neural basis of social decision making

PubMed Central

Lee, Daeyeol

2008-01-01

Decision making in a social group displays two unique features. First, humans and other animals routinely alter their behaviors in response to changes in their physical and social environment. As a result, the outcomes of decisions that depend on the behaviors of multiple decision makers are difficult to predict, and this requires highly adaptive decision-making strategies. Second, decision makers may have other-regarding preferences and therefore choose their actions to improve or reduce the well-beings of others. Recently, many neurobiological studies have exploited game theory to probe the neural basis of decision making, and found that these unique features of social decision making might be reflected in the functions of brain areas involved in reward evaluation and reinforcement learning. Molecular genetic studies have also begun to identify genetic mechanisms for personal traits related to reinforcement learning and complex social decision making, further illuminating the biological basis of social behavior. PMID:18368047

Open University Learning Analytics dataset.

PubMed

Kuzilek, Jakub; Hlosta, Martin; Zdrahal, Zdenek

2017-11-28

Learning Analytics focuses on the collection and analysis of learners' data to improve their learning experience by providing informed guidance and to optimise learning materials. To support the research in this area we have developed a dataset, containing data from courses presented at the Open University (OU). What makes the dataset unique is the fact that it contains demographic data together with aggregated clickstream data of students' interactions in the Virtual Learning Environment (VLE). This enables the analysis of student behaviour, represented by their actions. The dataset contains the information about 22 courses, 32,593 students, their assessment results, and logs of their interactions with the VLE represented by daily summaries of student clicks (10,655,280 entries). The dataset is freely available at https://analyse.kmi.open.ac.uk/open_dataset under a CC-BY 4.0 license.

Open University Learning Analytics dataset

PubMed Central

Kuzilek, Jakub; Hlosta, Martin; Zdrahal, Zdenek

2017-01-01

Learning Analytics focuses on the collection and analysis of learners’ data to improve their learning experience by providing informed guidance and to optimise learning materials. To support the research in this area we have developed a dataset, containing data from courses presented at the Open University (OU). What makes the dataset unique is the fact that it contains demographic data together with aggregated clickstream data of students’ interactions in the Virtual Learning Environment (VLE). This enables the analysis of student behaviour, represented by their actions. The dataset contains the information about 22 courses, 32,593 students, their assessment results, and logs of their interactions with the VLE represented by daily summaries of student clicks (10,655,280 entries). The dataset is freely available at https://analyse.kmi.open.ac.uk/open_dataset under a CC-BY 4.0 license. PMID:29182599

Short-term memory, executive control, and children's route learning.

PubMed

Purser, Harry R M; Farran, Emily K; Courbois, Yannick; Lemahieu, Axelle; Mellier, Daniel; Sockeel, Pascal; Blades, Mark

2012-10-01

The aim of this study was to investigate route-learning ability in 67 children aged 5 to 11years and to relate route-learning performance to the components of Baddeley's model of working memory. Children carried out tasks that included measures of verbal and visuospatial short-term memory and executive control and also measures of verbal and visuospatial long-term memory; the route-learning task was conducted using a maze in a virtual environment. In contrast to previous research, correlations were found between both visuospatial and verbal memory tasks-the Corsi task, short-term pattern span, digit span, and visuospatial long-term memory-and route-learning performance. However, further analyses indicated that these relationships were mediated by executive control demands that were common to the tasks, with long-term memory explaining additional unique variance in route learning. Copyright © 2012 Elsevier Inc. All rights reserved.

An off-lattice, self-learning kinetic Monte Carlo method using local environments.

PubMed

Konwar, Dhrubajit; Bhute, Vijesh J; Chatterjee, Abhijit

2011-11-07

We present a method called local environment kinetic Monte Carlo (LE-KMC) method for efficiently performing off-lattice, self-learning kinetic Monte Carlo (KMC) simulations of activated processes in material systems. Like other off-lattice KMC schemes, new atomic processes can be found on-the-fly in LE-KMC. However, a unique feature of LE-KMC is that as long as the assumption that all processes and rates depend only on the local environment is satisfied, LE-KMC provides a general algorithm for (i) unambiguously describing a process in terms of its local atomic environments, (ii) storing new processes and environments in a catalog for later use with standard KMC, and (iii) updating the system based on the local information once a process has been selected for a KMC move. Search, classification, storage and retrieval steps needed while employing local environments and processes in the LE-KMC method are discussed. The advantages and computational cost of LE-KMC are discussed. We assess the performance of the LE-KMC algorithm by considering test systems involving diffusion in a submonolayer Ag and Ag-Cu alloy films on Ag(001) surface.

Investigating the Relationship between Instructors' Use of Active-Learning Strategies and Students' Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments.

PubMed

Cleveland, Lacy M; Olimpo, Jeffrey T; DeChenne-Peters, Sue Ellen

2017-01-01

In response to calls for reform in undergraduate biology education, we conducted research examining how varying active-learning strategies impacted students' conceptual understanding, attitudes, and motivation in two sections of a large-lecture introductory cell and molecular biology course. Using a quasi-experimental design, we collected quantitative data to compare participants' conceptual understanding, attitudes, and motivation in the biological sciences across two contexts that employed different active-learning strategies and that were facilitated by unique instructors. Students participated in either graphic organizer/worksheet activities or clicker-based case studies. After controlling for demographic and presemester affective differences, we found that students in both active-learning environments displayed similar and significant learning gains. In terms of attitudinal and motivational data, significant differences were observed for two attitudinal measures. Specifically, those students who had participated in graphic organizer/worksheet activities demonstrated more expert-like attitudes related to their enjoyment of biology and ability to make real-world connections. However, all motivational and most attitudinal data were not significantly different between the students in the two learning environments. These data reinforce the notion that active learning is associated with conceptual change and suggests that more research is needed to examine the differential effects of varying active-learning strategies on students' attitudes and motivation in the domain. © 2017 L. M. Cleveland et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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

PubMed

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

2015-11-01

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

Honeybees in a virtual reality environment learn unique combinations of colour and shape.

PubMed

Rusch, Claire; Roth, Eatai; Vinauger, Clément; Riffell, Jeffrey A

2017-10-01

Honeybees are well-known models for the study of visual learning and memory. Whereas most of our knowledge of learned responses comes from experiments using free-flying bees, a tethered preparation would allow fine-scale control of the visual stimuli as well as accurate characterization of the learned responses. Unfortunately, conditioning procedures using visual stimuli in tethered bees have been limited in their efficacy. In this study, using a novel virtual reality environment and a differential training protocol in tethered walking bees, we show that the majority of honeybees learn visual stimuli, and need only six paired training trials to learn the stimulus. We found that bees readily learn visual stimuli that differ in both shape and colour. However, bees learn certain components over others (colour versus shape), and visual stimuli are learned in a non-additive manner with the interaction of specific colour and shape combinations being crucial for learned responses. To better understand which components of the visual stimuli the bees learned, the shape-colour association of the stimuli was reversed either during or after training. Results showed that maintaining the visual stimuli in training and testing phases was necessary to elicit visual learning, suggesting that bees learn multiple components of the visual stimuli. Together, our results demonstrate a protocol for visual learning in restrained bees that provides a powerful tool for understanding how components of a visual stimulus elicit learned responses as well as elucidating how visual information is processed in the honeybee brain. © 2017. Published by The Company of Biologists Ltd.

The neural representation of unexpected uncertainty during value-based decision making.

PubMed

Payzan-LeNestour, Elise; Dunne, Simon; Bossaerts, Peter; O'Doherty, John P

2013-07-10

Uncertainty is an inherent property of the environment and a central feature of models of decision-making and learning. Theoretical propositions suggest that one form, unexpected uncertainty, may be used to rapidly adapt to changes in the environment, while being influenced by two other forms: risk and estimation uncertainty. While previous studies have reported neural representations of estimation uncertainty and risk, relatively little is known about unexpected uncertainty. Here, participants performed a decision-making task while undergoing functional magnetic resonance imaging (fMRI), which, in combination with a Bayesian model-based analysis, enabled us to separately examine each form of uncertainty examined. We found representations of unexpected uncertainty in multiple cortical areas, as well as the noradrenergic brainstem nucleus locus coeruleus. Other unique cortical regions were found to encode risk, estimation uncertainty, and learning rate. Collectively, these findings support theoretical models in which several formally separable uncertainty computations determine the speed of learning. Copyright © 2013 Elsevier Inc. All rights reserved.

New perspectives on the pedagogy of programming in a developing country context

NASA Astrophysics Data System (ADS)

Apiola, Mikko; Tedre, Matti

2012-09-01

Programming education is a widely researched and intensely discussed topic. The literature proposes a broad variety of pedagogical viewpoints, practical approaches, learning theories, motivational vehicles, and other elements of the learning situation. However, little effort has been put on understanding cultural and contextual differences in pedagogy of programming. Pedagogical literature shows that educational design should account for differences in the ways of learning and teaching between industrialized and developing countries. However, the nature and implications of those differences are hitherto unclear. Using group interviews and quantitative surveys, we identified several crucial elements for contextualizing programming education. Our results reveal that students are facing many similar challenges to students in the west: they often lack deep level learning skills and problem-solving skills, which are required for learning computer programming, and, secondly, that from the students' viewpoint the standard learning environment does not offer enough support for gaining the requisite development. With inadequate support students may resort to surface learning and may adopt extrinsic sources of motivation. Learning is also hindered by many contextually unique factors, such as unfamiliar pedagogical approaches, language problems, and cultural differences. Our analysis suggests that challenges can be minimized by increasing the number of practical exercises, by carefully selecting between guided and minimally guided environments, by rigorously monitoring student progress, and by providing students timely help, repetitive exercises, clear guidelines, and emotional support.

Statistical Learning is Related to Early Literacy-Related Skills

PubMed Central

Spencer, Mercedes; Kaschak, Michael P.; Jones, John L.; Lonigan, Christopher J.

2015-01-01

It has been demonstrated that statistical learning, or the ability to use statistical information to learn the structure of one’s environment, plays a role in young children’s acquisition of linguistic knowledge. Although most research on statistical learning has focused on language acquisition processes, such as the segmentation of words from fluent speech and the learning of syntactic structure, some recent studies have explored the extent to which individual differences in statistical learning are related to literacy-relevant knowledge and skills. The present study extends on this literature by investigating the relations between two measures of statistical learning and multiple measures of skills that are critical to the development of literacy—oral language, vocabulary knowledge, and phonological processing—within a single model. Our sample included a total of 553 typically developing children from prekindergarten through second grade. Structural equation modeling revealed that statistical learning accounted for a unique portion of the variance in these literacy-related skills. Practical implications for instruction and assessment are discussed. PMID:26478658

Essential Skills for College Living: "It's My Life!" Transition to Postsecondary Training for Deaf or Hard of Hearing Students. Teacher's Guide

ERIC Educational Resources Information Center

Franklin, Jason M.

2013-01-01

The Essential Skills Team knows that each student has a unique learning style, home and school environment, academic and personal strengths and experiences, and family backgrounds. One of the goals when creating the Essential Skills Campus was to provide resources that harness the strengths and experiences students bring with them to their first…

Investigating the Role of a Racially Biased Incident on Changes in Culture and Climate Indicators across Targeted and Non-Targeted Groups

ERIC Educational Resources Information Center

Yeung, Fanny P.; Johnston, Marc P.

2014-01-01

This study explored the influences of a racially biased incident targeting Asian students at a compositionally diverse public research institution on the U.S. West coast after an unplanned incident that occurred during data collection of the Diverse Learning Environments survey. This occurrence created a unique opportunity to explore how 2 cohorts…

Flourishing: exploring predictors of mental health within the college environment.

PubMed

Fink, John E

2014-01-01

To explore the predictive factors of student mental health within the college environment. Students enrolled at 7 unique universities during years 2008 (n=1,161) and 2009 (n=1,459). Participants completed survey measures of mental health, consequences of alcohol use, and engagement in the college environment. In addition to replicating previous findings related to Keyes' Mental Health Continuum, multiple regression analysis revealed several predictors of college student mental health, including supportive college environments, students' sense of belonging, professional confidence, and civic engagement. However, multiple measures of engaged learning were not found to predict mental health. Results suggest that supportive college environments foster student flourishing. Implications for promoting mental health across campus are discussed. Future research should build on exploratory findings and test confirmatory models to better understand relationships between the college environment and student flourishing.

Teaching with Moodle in Soil Science

NASA Astrophysics Data System (ADS)

Roca, Núria

2014-05-01

Soil is a 3-dimensional body with properties that reflect the impact of climate, vegetation, fauna, man and topography on the soil's parent material over a variable time span. Therefore, soil is integral to many ecological and social systems and it holds potential solutions for many of the world's economic and scientific problems as climate change or scarcity of food and water. The teaching of Soil Science, as a natural science in its own right, requires principles that reflect the unique features and behaviour of soil and the practices of soil scientists. It could be argued that a unique set of teaching practices applies to Soil Science; however specific teaching practices are scarce in literature. The present work was triggered by the need to develop new techniques of teaching to speed up the learning process and to experiment with new methods of teaching. For such, it is necessary to adopt virtual learning environment to new learning requirements regarding Soil Science. This paper proposes a set of e-teaching techniques (as questionnaires, chats as well as forums) introduced in Moodle virtual learning Environment in order to increase student motivation and interest in Soil Science. Such technologies can be used to: a)Increase the amount of time a teacher allots for student reflection after asking a question and before a student responds (wait-time). This practice increases the quantity and quality of students' answers. The students give longer responses, students give more evidence for their ideas and conclusions, students speculate and hypothesize more and more students participated in responding. Furthermore, students ask more questions and talk more to other students. b)Improve active learning, an essential paradigm in education. In contrast to learning-before-doing, we propose to focus on learning-in-doing, a model where learners are increasingly involved in the authentic practices of communities through learning conversations and activities involving expert practitioners, educators and peers. c)Introduce the specific specialised technical language (jargon) gradually. The excessive use of Soil Science jargon confuses students and frequently put obstacles in the way of learning. d)Encourage the students to take responsibility for their learning, continuous assessment with direct error correction and content feedback and peer review with comments sent to forum. The student interest to learn using e-project is clearly strong.

Work-based learning: supporting advanced perioperative practice.

PubMed

Quick, Julie

2010-07-01

The arrival of work-based learning awards in professional education offers an alternative route for healthcare professionals looking to undertake post-registration education. The unique way that work-based learning integrates individual learning needs with that of role requirements makes the award an ideal choice for the advanced perioperative practitioner (APP) who wishes to combine academic study with professional development. As an experienced and professionally qualified practitioner (Thatcher 2003) the APP will have an accumulation of knowledge, skills and experience that may go unrecognised in alternative awards. The term APP refers to a nurse, ODP or allied healthcare professional who undertakes a role that challenges the traditional boundaries of care within the perioperative environment (Radford 2004), such as that of a surgical care practitioner (SCP). Here Julie Quick, a SCP, examines the changes within post-registration education and in particular describes why work-based learning awards may be an appropriate choice for practitioners working at a higher level of practice.

A brief review of augmented reality science learning

NASA Astrophysics Data System (ADS)

Gopalan, Valarmathie; Bakar, Juliana Aida Abu; Zulkifli, Abdul Nasir

2017-10-01

This paper reviews several literatures concerning the theories and model that could be applied for science motivation for upper secondary school learners (16-17 years old) in order to make the learning experience more amazing and useful. The embedment of AR in science could bring an awe-inspiring transformation on learners' viewpoint towards the respective subject matters. Augmented Reality is able to present the real and virtual learning experience with the addition of multiple media without replacing the real environment. Due to the unique feature of AR, it attracts the mass attention of researchers to implement AR in science learning. This impressive technology offers learners with the ultimate visualization and provides an astonishing and transparent learning experience by bringing to light the unseen perspective of the learning content. This paper will attract the attention of researchers in the related field as well as academicians in the related discipline. This paper aims to propose several related theoretical guidance that could be applied in science motivation to transform the learning in an effective way.

Linking prenatal experience to the emerging musical mind.

PubMed

Ullal-Gupta, Sangeeta; Vanden Bosch der Nederlanden, Christina M; Tichko, Parker; Lahav, Amir; Hannon, Erin E

2013-09-03

The musical brain is built over time through experience with a multitude of sounds in the auditory environment. However, learning the melodies, timbres, and rhythms unique to the music and language of one's culture begins already within the mother's womb during the third trimester of human development. We review evidence that the intrauterine auditory environment plays a key role in shaping later auditory development and musical preferences. We describe evidence that externally and internally generated sounds influence the developing fetus, and argue that such prenatal auditory experience may set the trajectory for the development of the musical mind.

Utilising the Hand Model to promote a culturally safe environment for international nursing students.

PubMed

Mackay, Bev; Harding, Thomas; Jurlina, Lou; Scobie, Norma; Khan, Ruelle

2011-04-01

The rising number of international students studying outside their own country poses challenges for nursing education. Numbers are predicted to grow and economic factors are placing increasing pressure on tertiary institutions to accept these students. In adapting to a foreign learning environment international students must not only adapt to the academic culture but also to the socio-cultural context. The most significant acculturation issues for students are English as a second language, differences in education pedagogy and social integration and connectedness. Students studying in New Zealand need to work with Maori, the indigenous people, and assimilate and practice the unique aspects of cultural safety, which has evolved in nursing as part of the response to the principles underpinning the Treaty of Waitangi. The Hand Model offers the potential to support international students in a culturally safe manner across all aspects of acculturation including those aspects of cultural safety unique to New Zealand. The model was originally developed by Lou Jurlina, a nursing teacher, to assist her to teach cultural safety and support her students in practising cultural safety in nursing. The thumb, represents 'awareness', with the other four digits signifying 'connection" 'communication', 'negotiation' and 'advocacy' respectively. Each digit is connected to the palm where the ultimate evaluation of the Hand Model in promoting cultural safety culminates in the clasping and shaking of hands: the moment of shared meaning. It promotes a sense of self worth and identity in students and a safe environment in which they can learn.

Biologically inspired computation and learning in Sensorimotor Systems

NASA Astrophysics Data System (ADS)

Lee, Daniel D.; Seung, H. S.

2001-11-01

Networking systems presently lack the ability to intelligently process the rich multimedia content of the data traffic they carry. Endowing artificial systems with the ability to adapt to changing conditions requires algorithms that can rapidly learn from examples. We demonstrate the application of such learning algorithms on an inexpensive quadruped robot constructed to perform simple sensorimotor tasks. The robot learns to track a particular object by discovering the salient visual and auditory cues unique to that object. The system uses a convolutional neural network that automatically combines color, luminance, motion, and auditory information. The weights of the networks are adjusted using feedback from a teacher to reflect the reliability of the various input channels in the surrounding environment. Additionally, the robot is able to compensate for its own motion by adapting the parameters of a vestibular ocular reflex system.

Developing an Inclusive Learning Environment for Students with Visual Impairment in Higher Education: Progressive Mutual Accommodation and Learner Experiences in the United Kingdom

ERIC Educational Resources Information Center

Hewett, Rachel; Douglas, Graeme; McLinden, Michael; Keil, Sue

2017-01-01

Drawing on the findings of a unique longitudinal qualitative study, this article investigates the experiences of 32 young people with visual impairment (VI) in higher education (HE) in the United Kingdom (UK) to explore how well they were able to participate on their courses. We propose and apply a Bioecological Model of Inclusive HE to interpret…

Investigating Affordance of Opportunity for Young Children's Language Interactions in a Nursery Setting: How Can Small Group Talk Act as a Forum for Language Learning?

ERIC Educational Resources Information Center

King, Sarah Elizabeth; Dockrell, Julie E.

2016-01-01

The importance of research on the unique nature of the communication supporting environment in nurseries has been heightened by growing evidence of the significance of early language skills for later academic and social development. This study focussed on children's language use during small group times. Opportunities to hear and practise language…

Using virtual environments to investigate wayfinding in 8- to 12-year-olds and adults.

PubMed

Lingwood, Jamie; Blades, Mark; Farran, Emily K; Courbois, Yannick; Matthews, Danielle

2018-02-01

Wayfinding is the ability to learn and recall a route through an environment. Theories of wayfinding suggest that for children to learn a route successfully, they must have repeated experience of it, but in this experiment we investigated whether children could learn a route after only a single experience of the route. A total of 80 participants from the United Kingdom in four groups of 20 8-year-olds, 10-year-olds, 12-year-olds, and adults were shown a route through a 12-turn maze in a virtual environment. At each junction, there was a unique object that could be used as a landmark. Participants were "walked" along the route just once (without any verbal prompts) and then were asked to retrace the route from the start without any help. Nearly three quarters of the 12-year-olds, half of the 10-year-olds, and a third of the 8-year-olds retraced the route without any errors the first time they traveled it on their own. This finding suggests that many young children can learn routes, even with as many as 12 turns, very quickly and without the need for repeated experience. The implications for theories of wayfinding that emphasize the need for extensive experience are discussed. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

Unsupervised learning of contextual constraints in neural networks for simultaneous visual processing of multiple objects

NASA Astrophysics Data System (ADS)

Marshall, Jonathan A.

1992-12-01

A simple self-organizing neural network model, called an EXIN network, that learns to process sensory information in a context-sensitive manner, is described. EXIN networks develop efficient representation structures for higher-level visual tasks such as segmentation, grouping, transparency, depth perception, and size perception. Exposure to a perceptual environment during a developmental period serves to configure the network to perform appropriate organization of sensory data. A new anti-Hebbian inhibitory learning rule permits superposition of multiple simultaneous neural activations (multiple winners), while maintaining contextual consistency constraints, instead of forcing winner-take-all pattern classifications. The activations can represent multiple patterns simultaneously and can represent uncertainty. The network performs parallel parsing, credit attribution, and simultaneous constraint satisfaction. EXIN networks can learn to represent multiple oriented edges even where they intersect and can learn to represent multiple transparently overlaid surfaces defined by stereo or motion cues. In the case of stereo transparency, the inhibitory learning implements both a uniqueness constraint and permits coactivation of cells representing multiple disparities at the same image location. Thus two or more disparities can be active simultaneously without interference. This behavior is analogous to that of Prazdny's stereo vision algorithm, with the bonus that each binocular point is assigned a unique disparity. In a large implementation, such a NN would also be able to represent effectively the disparities of a cloud of points at random depths, like human observers, and unlike Prazdny's method

Evaluating the use of augmented reality to support undergraduate student learning in geomorphology

NASA Astrophysics Data System (ADS)

Ockelford, A.; Bullard, J. E.; Burton, E.; Hackney, C. R.

2016-12-01

Augmented Reality (AR) supports the understanding of complex phenomena by providing unique visual and interactive experiences that combine real and virtual information and help communicate abstract problems to learners. With AR, designers can superimpose virtual graphics over real objects, allowing users to interact with digital content through physical manipulation. One of the most significant pedagogic features of AR is that it provides an essentially student-centred and flexible space in which students can learn. By actively engaging participants using a design-thinking approach, this technology has the potential to provide a more productive and engaging learning environment than real or virtual learning environments alone. AR is increasingly being used in support of undergraduate learning and public engagement activities across engineering, medical and humanities disciplines but it is not widely used across the geosciences disciplines despite the obvious applicability. This paper presents preliminary results from a multi-institutional project which seeks to evaluate the benefits and challenges of using an augmented reality sand box to support undergraduate learning in geomorphology. The sandbox enables users to create and visualise topography. As the sand is sculpted, contours are projected onto the miniature landscape. By hovering a hand over the box, users can make it `rain' over the landscape and the water `flows' down in to rivers and valleys. At undergraduate level, the sand-box is an ideal focus for problem-solving exercises, for example exploring how geomorphology controls hydrological processes, how such processes can be altered and the subsequent impacts of the changes for environmental risk. It is particularly valuable for students who favour a visual or kinesthetic learning style. Results presented in this paper discuss how the sandbox provides a complex interactive environment that encourages communication, collaboration and co-design.

Correctional nursing: a study protocol to develop an educational intervention to optimize nursing practice in a unique context.

PubMed

Almost, Joan; Gifford, Wendy A; Doran, Diane; Ogilvie, Linda; Miller, Crystal; Rose, Don N; Squires, Mae

2013-06-21

Nurses are the primary healthcare providers in correctional facilities. A solid knowledge and expertise that includes the use of research evidence in clinical decision making is needed to optimize nursing practice and promote positive health outcomes within these settings. The institutional emphasis on custodial care within a heavily secured, regulated, and punitive environment presents unique contextual challenges for nursing practice. Subsequently, correctional nurses are not always able to obtain training or ongoing education that is required for broad scopes of practice. The purpose of the proposed study is to develop an educational intervention for correctional nurses to support the provision of evidence-informed care. A two-phase mixed methods research design will be used. The setting will be three provincial correctional facilities. Phase one will focus on identifying nurses' scope of practice and practice needs, describing work environment characteristics that support evidence-informed practice and developing the intervention. Semi-structured interviews will be completed with nurses and nurse managers. To facilitate priorities for the intervention, a Delphi process will be used to rank the learning needs identified by participants. Based on findings, an online intervention will be developed. Phase two will involve evaluating the acceptability and feasibility of the intervention to inform a future experimental design. The context of provincial correctional facilities presents unique challenges for nurses' provision of care. This study will generate information to address practice and learning needs specific to correctional nurses. Interventions tailored to barriers and supports within specific contexts are important to enable nurses to provide evidence-informed care.

A Novel Approach to Medical Student Peer-assisted Learning Through Case-based Simulations

PubMed Central

Jauregui, Joshua; Bright, Steven; Strote, Jared; Shandro, Jamie

2018-01-01

Introduction Peer-assisted learning (PAL) is the development of new knowledge and skills through active learning support from peers. Benefits of PAL include introduction of teaching skills for students, creation of a safe learning environment, and efficient use of faculty time. We present a novel approach to PAL in an emergency medicine (EM) clerkship curriculum using an inexpensive, tablet-based app for students to cooperatively present and perform low-fidelity, case-based simulations that promotes accountability for student learning, fosters teaching skills, and economizes faculty presence. Methods We developed five clinical cases in the style of EM oral boards. Fourth-year medical students were each assigned a unique case one week in advance. Students also received an instructional document and a video example detailing how to lead a case. During the 90-minute session, students were placed in small groups of 3–5 students and rotated between facilitating their assigned cases and participating as a team for the cases presented by their fellow students. Cases were supplemented with a half-mannequin that can be intubated, airway supplies, and a tablet-based app (SimMon, $22.99) to remotely display and update vital signs. One faculty member rotated among groups to provide additional assistance and clarification. Three EM faculty members iteratively developed a survey, based on the literature and pilot tested it with fourth-year medical students, to evaluate the course. Results 135 medical students completed the course and course evaluation survey. Learner satisfaction was high with an overall score of 4.6 on a 5-point Likert scale. In written comments, students reported that small groups with minimal faculty involvement provided a safe learning environment and a unique opportunity to lead a group of peers. They felt that PAL was more effective than traditional simulations for learning. Faculty reported that students remained engaged and required minimal oversight. Conclusion Unlike other simulations, our combination of brief, student-assisted cases using low-fidelity simulation provides a cost-, resource- and time-effective way to implement a medical student clerkship educational experience. PMID:29383080

A Novel Approach to Medical Student Peer-assisted Learning Through Case-based Simulations.

PubMed

Jauregui, Joshua; Bright, Steven; Strote, Jared; Shandro, Jamie

2018-01-01

Peer-assisted learning (PAL) is the development of new knowledge and skills through active learning support from peers. Benefits of PAL include introduction of teaching skills for students, creation of a safe learning environment, and efficient use of faculty time. We present a novel approach to PAL in an emergency medicine (EM) clerkship curriculum using an inexpensive, tablet-based app for students to cooperatively present and perform low-fidelity, case-based simulations that promotes accountability for student learning, fosters teaching skills, and economizes faculty presence. We developed five clinical cases in the style of EM oral boards. Fourth-year medical students were each assigned a unique case one week in advance. Students also received an instructional document and a video example detailing how to lead a case. During the 90-minute session, students were placed in small groups of 3-5 students and rotated between facilitating their assigned cases and participating as a team for the cases presented by their fellow students. Cases were supplemented with a half-mannequin that can be intubated, airway supplies, and a tablet-based app (SimMon, $22.99) to remotely display and update vital signs. One faculty member rotated among groups to provide additional assistance and clarification. Three EM faculty members iteratively developed a survey, based on the literature and pilot tested it with fourth-year medical students, to evaluate the course. 135 medical students completed the course and course evaluation survey. Learner satisfaction was high with an overall score of 4.6 on a 5-point Likert scale. In written comments, students reported that small groups with minimal faculty involvement provided a safe learning environment and a unique opportunity to lead a group of peers. They felt that PAL was more effective than traditional simulations for learning. Faculty reported that students remained engaged and required minimal oversight. Unlike other simulations, our combination of brief, student-assisted cases using low-fidelity simulation provides a cost-, resource- and time-effective way to implement a medical student clerkship educational experience.

Ice Flows: A Game-based Learning approach to Science Communication

NASA Astrophysics Data System (ADS)

Le Brocq, Anne

2017-04-01

Game-based learning allows people to become immersed in an environment, and learn how the system functions and responds to change through playing a game. Science and gaming share a similar characteristic: they both involve learning and understanding the rules of the environment you are in, in order to achieve your objective. I will share experiences of developing and using the educational game "Ice Flows" for science communication. The game tasks the player with getting a penguin to its destination, through controlling the size of the ice sheet via ocean temperature and snowfall. Therefore, the game aims to educate the user about the environmental controls on the behaviour of the ice sheet, whilst they are enjoying playing a game with penguins. The game was funded by a NERC Large Grant entitled "Ice shelves in a warming world: Filchner Ice Shelf system, Antarctica", so uses data from the Weddell Sea sector of the West Antarctic Ice Sheet to generate unique levels. The game will be easily expandable to other regions of Antarctica and beyond, with the ultimate aim of giving a full understanding to the user of different ice flow regimes across the planet.

An innovative program to address learning barriers in small schools: Washington State School Nurse Corps.

PubMed

Fast, Gail Ann; Gray, Lorali; Miles-Koehler, Mona

2013-01-01

While all schools in Washington State have had to deal with shrinking financial resources, small, rural school districts, with fewer than 2,000 students, face unique circumstances that further challenge their ability to meet rising student health needs. This article will explore how small districts utilize the services of the Washington State School Nurse Corps (SNC), an innovative program that supports student health and safety while reducing barriers to learning. Through direct registered nursing services and regional nurse administrative consultation and technical assistance, the SNC strengthens rural school districts' capacity to provide a safe and healthy learning environment. In addition, we will examine current research that links health and learning to discover how the SNC model is successful in addressing health risks as barriers to learning. Lastly, as resources continue to dwindle, partnerships between schools, the SNC, and state and local health and education organizations will be critical in maintaining health services and learning support to small, rural schools.

Transitions in sensitive period attachment learning in infancy: the role of corticosterone.

PubMed

Sullivan, Regina M; Holman, Parker J

2010-05-01

Survival of altricial infants, including humans and rats, depends on attachment to the caregiver - a process that requires infants to recognize, learn, and remember their attachment figure. The demands of a dynamic environment combined with a maturing organism require frequent neurobehavioral reorganization. This restructuring of behavior and its supporting neural circuitry can be viewed through the unique lens of attachment learning in rats in which preference learning is enhanced and aversion learning is attenuated. Behavioral restructuring is well adapted to securing the crucial infant-caregiver relationship regardless of the quality of care. With maturation and the end of the infant-caregiver attachment learning period, the complex interplay of neural structures, hormones, and social behavior coordinates the developing rat's eventual transition to life outside of the nest. Nevertheless, early-life environmental and physiological stressors can alter the resilient nature of this system, particularly with respect to the amygdala, and these changes may provide important clues to understanding the lasting effects of early stress. (c) 2009 Elsevier Ltd. All rights reserved.

Designing instruction to support mechanical reasoning: Three alternatives in the simple machines learning environment

NASA Astrophysics Data System (ADS)

McKenna, Ann Frances

2001-07-01

Creating a classroom environment that fosters a productive learning experience and engages students in the learning process is a complex endeavor. A classroom environment is dynamic and requires a unique synergy among students, teacher, classroom artifacts and events to achieve robust understanding and knowledge integration. This dissertation addresses this complex issue by developing, implementing, and investigating the simple machines learning environment (SIMALE) to support students' mechanical reasoning and understanding. SIMALE was designed to support reflection, collaborative learning, and to engage students in generative learning through multiple representations of concepts and successive experimentation and design activities. Two key components of SIMALE are an original web-based software tool and hands-on Lego activities. A research study consisting of three treatment groups was created to investigate the benefits of hands-on and web-based computer activities on students' analytic problem solving ability, drawing/modeling ability, and conceptual understanding. The study was conducted with two populations of students that represent a diverse group with respect to gender, ethnicity, academic achievement and social/economic status. One population of students in this dissertation study participated from the Mathematics, Engineering, and Science Achievement (MESA) program that serves minorities and under-represented groups in science and mathematics. The second group was recruited from the Academic Talent Development Program (ATDP) that is an academically competitive outreach program offered through the University of California at Berkeley. Results from this dissertation show success of the SIMALE along several dimensions. First, students in both populations achieved significant gains in analytic problem solving ability, drawing/modeling ability, and conceptual understanding. Second, significant differences that were found on pre-test measures were eliminated on post-test measures. Specifically, female students scored significantly lower than males on the overall pre-tests but scored as well as males on the same post-test measures. MESA students also scored significantly lower than ATDP students on pre-test measures but both populations scored equally well on the post-tests. This dissertation has therefore shown the SIMALE to support a collaborative, reflective, and generative learning environment. Furthermore, the SIMALE clearly contributes to students' mechanical reasoning and understanding of simple machines concepts for a diverse population of students.

Preceptors' perspectives of an integrated clinical learning model in a mental health environment.

PubMed

Boardman, Gayelene; Lawrence, Karen; Polacsek, Meg

2018-02-14

Supervised clinical practice is an essential component of undergraduate nursing students' learning and development. In the mental health setting, nursing students traditionally undertake four-week block placements. An integrated clinical learning model, where preceptors mentor students on an individual basis, has been used successfully in the clinical learning environment. This flexible model provides the opportunity for students to work across morning, afternoon, night and weekend shifts. There is a need to improve the evidence base for a flexible model for students undertaking a mental health placement. The aim of this study was to understand preceptors' experience of, and satisfaction with, a mental health integrated clinical learning model. Focus groups were used to elicit the views of preceptors from a mental health service. Findings highlight the advantages and disadvantages of an integrated clinical learning model in the mental health setting. Participants suggested that students may benefit from flexible work arrangements, a variety of experiences and a more realistic experience of working in a mental health service. However, they found it challenging to mentor and evaluate students under this model. Most also agreed that the model impeded students' ability to engage with consumers and develop rapport with staff. The findings indicate the need to develop a placement model that meets the unique needs of the mental health setting. © 2018 Australian College of Mental Health Nurses Inc.

CET exSim: mineral exploration experience via simulation

NASA Astrophysics Data System (ADS)

Wong, Jason C.; Holden, Eun-Jung; Kovesi, Peter; McCuaig, T. Campbell; Hronsky, Jon

2013-08-01

Undercover mineral exploration is a challenging task as it requires understanding of subsurface geology by relying heavily on remotely sensed (i.e. geophysical) data. Cost-effective exploration is essential in order to increase the chance of success using finite budgets. This requires effective decision-making in both the process of selecting the optimum data collection methods and in the process of achieving accuracy during subsequent interpretation. Traditionally, developing the skills, behaviour and practices of exploration decision-making requires many years of experience through working on exploration projects under various geological settings, commodities and levels of available resources. This implies long periods of sub-optimal exploration decision-making, before the necessary experience has been successfully obtained. To address this critical industry issue, our ongoing research focuses on the development of the unique and novel e-learning environment, exSim, which simulates exploration scenarios where users can test their strategies and learn the consequences of their choices. This simulator provides an engaging platform for self-learning and experimentation in exploration decision strategies, providing a means to build experience more effectively. The exSim environment also provides a unique platform on which numerous scenarios and situations (e.g. deposit styles) can be simulated, potentially allowing the user to become virtually familiarised with a broader scope of exploration practices. Harnessing the power of computer simulation, visualisation and an intuitive graphical user interface, the simulator provides a way to assess the user's exploration decisions and subsequent interpretations. In this paper, we present the prototype functionalities in exSim including: simulation of geophysical surveys, follow-up drill testing and interpretation assistive tools.

Agent Reward Shaping for Alleviating Traffic Congestion

NASA Technical Reports Server (NTRS)

Tumer, Kagan; Agogino, Adrian

2006-01-01

Traffic congestion problems provide a unique environment to study how multi-agent systems promote desired system level behavior. What is particularly interesting in this class of problems is that no individual action is intrinsically "bad" for the system but that combinations of actions among agents lead to undesirable outcomes, As a consequence, agents need to learn how to coordinate their actions with those of other agents, rather than learn a particular set of "good" actions. This problem is ubiquitous in various traffic problems, including selecting departure times for commuters, routes for airlines, and paths for data routers. In this paper we present a multi-agent approach to two traffic problems, where far each driver, an agent selects the most suitable action using reinforcement learning. The agent rewards are based on concepts from collectives and aim to provide the agents with rewards that are both easy to learn and that if learned, lead to good system level behavior. In the first problem, we study how agents learn the best departure times of drivers in a daily commuting environment and how following those departure times alleviates congestion. In the second problem, we study how agents learn to select desirable routes to improve traffic flow and minimize delays for. all drivers.. In both sets of experiments,. agents using collective-based rewards produced near optimal performance (93-96% of optimal) whereas agents using system rewards (63-68%) barely outperformed random action selection (62-64%) and agents using local rewards (48-72%) performed worse than random in some instances.

Exploring the factors influencing clinical students' self-regulated learning.

PubMed

Berkhout, Joris J; Helmich, Esther; Teunissen, Pim W; van den Berg, Joost W; van der Vleuten, Cees P M; Jaarsma, A Debbie C

2015-06-01

The importance of self-regulated learning (SRL) has been broadly recognised by medical education institutions and regulatory bodies. Supporting the development of SRL skills has proven difficult because self-regulation is a complex interactive process and we know relatively little about the factors influencing this process in real practice settings. The aim of our study was therefore to identify factors that support or hamper medical students' SRL in a clinical context. We conducted a constructivist grounded theory study using semi-structured interviews with 17 medical students from two universities enrolled in clerkships. Participants were purposively sampled to ensure variety in age, gender, experience and current clerkship. The Day Reconstruction Method was used to help participants remember their activities of the previous day. The interviews were transcribed verbatim and analysed iteratively using constant comparison and open, axial and interpretive coding. Self-regulated learning by students in the clinical environment was influenced by the specific goals perceived by students, the autonomy they experienced, the learning opportunities they were given or created themselves, and the anticipated outcomes of an activity. All of these factors were affected by personal, contextual and social attributes. Self-regulated learning of medical students in the clinical environment is different for every individual. The factors influencing this process are affected by personal, social and contextual attributes. Some of these are similar to those known from previous research in classroom settings, but others are unique to the clinical environment and include the facilities available, the role of patients, and social relationships pertaining to peers and other hospital staff. To better support students' SRL, we believe it is important to increase students' metacognitive awareness and to offer students more tailored learning opportunities. © 2015 John Wiley & Sons Ltd.

The key to using a learning or skill acquisition plan.

PubMed

Nicholls, Delwyn; Sweet, Linda; Westerway, Sue Campbell; Gibbins, Annie

2014-11-01

A learning plan is a tool to guide the development of knowledge, skills and professional attitudes required for practice. A learning plan is an ideal tool for both supervisors and mentors to guide the process of teaching and learning a medical ultrasound examination. A good learning plan will state the learning goal, identify the learning activities and resources needed to achieve this goal, and highlight the outcome measures, which when achieved indicate the goal has been accomplished. A skill acquisition plan provides a framework for task acquisition and skill stratification; and is an extension of the application of the student learning plan. One unique feature of a skill acquisition plan is it requires the tutor to first undertake a task analysis. The task steps are progressively learnt in sequence, termed scaffolding. The skills to develop and use a learning or skill acquisition plan are also learnt, but are an integral component to the ultrasound tutors skill set. This paper will provide an outline of how to use and apply a learning and skill acquisition plan. We will review how these tools can be personalised to each student and skill teaching environment.

Video-recorded simulated patient interactions: can they help develop clinical and communication skills in today's learning environment?

PubMed

Seif, Gretchen A; Brown, Debora

2013-01-01

It is difficult to provide real-world learning experiences for students to master clinical and communication skills. The purpose of this paper is to describe a novel instructional method using self- and peer-assessment, reflection, and technology to help students develop effective interpersonal and clinical skills. The teaching method is described by the constructivist learning theory and incorporates the use of educational technology. The learning activities were incorporated into the pre-clinical didactic curriculum. The students participated in two video-recording assignments and performed self-assessments on each and had a peer-assessment on the second video-recording. The learning activity was evaluated through the self- and peer-assessments and an instructor-designed survey. This evaluation identified several themes related to the assignment, student performance, clinical behaviors and establishing rapport. Overall the students perceived that the learning activities assisted in the development of clinical and communication skills prior to direct patient care. The use of video recordings of a simulated history and examination is a unique learning activity for preclinical PT students in the development of clinical and communication skills.

Building and strengthening infrastructure for data exchange: lessons from the beacon communities.

PubMed

Torres, Gretchen W; Swietek, Karen; Ubri, Petry S; Singer, Rachel F; Lowell, Kristina H; Miller, Wilhelmine

2014-01-01

The Beacon Community Cooperative Agreement Program supports interventions, including care-delivery innovations, provider performance measurement and feedback initiatives, and tools for providers and consumers to enhance care. Using a learning health system framework, we examine the Beacon Communities' processes in building and strengthening health IT (HIT) infrastructures, specifically successes and challenges in sharing patient information to improve clinical care. In 2010, the Office of the National Coordinator for Health Information Technology (ONC) launched the three-year program, which provided $250 million to 17 Beacon Communities to invest in HIT and health information exchange (HIE) infrastructure. Beacon Communities used this funding to develop and disseminate HIT-enabled quality improvement practices found effective in particular community and practice environments. NORC conducted 7 site visits, November 2012-March 2013, selecting Communities to represent diverse program features. From August-October 2013, NORC held discussions with the remaining 10 Communities. Following each visit or discussion, NORC summarized the information gathered, including transcripts, team observations, and other documents the Community provided, to facilitate a within-Community analysis of context and stakeholders, intervention strategies, enabling factors, and challenges. Although each Community designed and implemented data-sharing strategies in a unique environment, similar challenges and enabling factors emerged across the Beacons. From a learning health system perspective, their strategies to build and strengthen data-sharing infrastructures address the following crosscutting priorities: promoting technical advances and innovations by helping providers adapt EHRs for data exchange and performance measurement with customizable IT and offering technical support to smaller, independent providers; engaging key stakeholders; and fostering transparent governance and stewardship of the infrastructure with neutral conveners. While all the Communities developed or strengthened data-exchange infrastructure, each did this in a unique environment of existing health care market and legal factors. The Communities, however, encountered similar challenges and enabling factors. Organizations undertaking collaborative data sharing, performance measurement and clinical transformation can learn from the Beacon Communities' experience.

Building and Strengthening Infrastructure for Data Exchange: Lessons from the Beacon Communities

PubMed Central

Torres, Gretchen W.; Swietek, Karen; Ubri, Petry S.; Singer, Rachel F.; Lowell, Kristina H.; Miller, Wilhelmine

2014-01-01

Introduction: The Beacon Community Cooperative Agreement Program supports interventions, including care-delivery innovations, provider performance measurement and feedback initiatives, and tools for providers and consumers to enhance care. Using a learning health system framework, we examine the Beacon Communities’ processes in building and strengthening health IT (HIT) infrastructures, specifically successes and challenges in sharing patient information to improve clinical care. Background: In 2010, the Office of the National Coordinator for Health Information Technology (ONC) launched the three-year program, which provided $250 million to 17 Beacon Communities to invest in HIT and health information exchange (HIE) infrastructure. Beacon Communities used this funding to develop and disseminate HIT-enabled quality improvement practices found effective in particular community and practice environments. Methods: NORC conducted 7 site visits, November 2012–March 2013, selecting Communities to represent diverse program features. From August–October 2013, NORC held discussions with the remaining 10 Communities. Following each visit or discussion, NORC summarized the information gathered, including transcripts, team observations, and other documents the Community provided, to facilitate a within-Community analysis of context and stakeholders, intervention strategies, enabling factors, and challenges. Results: Although each Community designed and implemented data-sharing strategies in a unique environment, similar challenges and enabling factors emerged across the Beacons. From a learning health system perspective, their strategies to build and strengthen data-sharing infrastructures address the following crosscutting priorities: promoting technical advances and innovations by helping providers adapt EHRs for data exchange and performance measurement with customizable IT and offering technical support to smaller, independent providers; engaging key stakeholders; and fostering transparent governance and stewardship of the infrastructure with neutral conveners. Conclusion: While all the Communities developed or strengthened data-exchange infrastructure, each did this in a unique environment of existing health care market and legal factors. The Communities, however, encountered similar challenges and enabling factors. Organizations undertaking collaborative data sharing, performance measurement and clinical transformation can learn from the Beacon Communities’ experience. PMID:25848619

Health care employee perceptions of patient-centered care.

PubMed

Balbale, Salva Najib; Turcios, Stephanie; LaVela, Sherri L

2015-03-01

Given the importance of health care employees in the delivery of patient-centered care, understanding their unique perspectives is essential for quality improvement. The purpose of this study was to use photovoice to evaluate perceptions and experiences around patient-centered care among U.S. Veterans Affairs (VA) health care employees. We asked participants to take photographs of salient features in their environment related to patient-centered care. We used the photographs to facilitate dialogue during follow-up interviews. Twelve VA health care employees across two VA sites participated in the project. Although most participants felt satisfied with their work environment and experiences at the VA, they identified several areas for improvement. These included a need for more employee health and wellness initiatives and a need for enhanced opportunities for training and professional growth. Application of photovoice enabled us to learn about employees' unique perspectives around patient-centered care while engaging them in an evaluation of care delivery. © The Author(s) 2014.

Health Care Employee Perceptions of Patient-Centered Care: A Photovoice Project

PubMed Central

Balbale, Salva Najib; Turcios, Stephanie; LaVela, Sherri L.

2015-01-01

Given the importance of health care employees in the delivery of patient-centered care, understanding their unique perspective is essential for quality improvement. The purpose of this study was to use photovoice to evaluate perceptions and experiences around patient-centered care among Veterans Affairs (VA) health care employees. We asked participants to take photographs of salient features in their environment related to patient-centered care. We used the photographs to facilitate dialogue during follow-up interviews. Twelve VA health care employees across two VA sites participated in the project. Although most participants felt satisfied with their work environment and experiences at the VA, several areas for improvement were identified. These included a need for more employee health and wellness initiatives and a need for enhanced opportunities for training and professional growth. Application of photovoice enabled us to learn about employees' unique perspectives around patient-centered care while engaging them in an evaluation of care delivery. PMID:25274626

A Network Neuroscience of Human Learning: Potential To Inform Quantitative Theories of Brain and Behavior

PubMed Central

Bassett, Danielle S.; Mattar, Marcelo G.

2017-01-01

Humans adapt their behavior to their external environment in a process often facilitated by learning. Efforts to describe learning empirically can be complemented by quantitative theories that map changes in neurophysiology to changes in behavior. In this review we highlight recent advances in network science that offer a sets of tools and a general perspective that may be particularly useful in understanding types of learning that are supported by distributed neural circuits. We describe recent applications of these tools to neuroimaging data that provide unique insights into adaptive neural processes, the attainment of knowledge, and the acquisition of new skills, forming a network neuroscience of human learning. While promising, the tools have yet to be linked to the well-formulated models of behavior that are commonly utilized in cognitive psychology. We argue that continued progress will require the explicit marriage of network approaches to neuroimaging data and quantitative models of behavior. PMID:28259554

A Network Neuroscience of Human Learning: Potential to Inform Quantitative Theories of Brain and Behavior.

PubMed

Bassett, Danielle S; Mattar, Marcelo G

2017-04-01

Humans adapt their behavior to their external environment in a process often facilitated by learning. Efforts to describe learning empirically can be complemented by quantitative theories that map changes in neurophysiology to changes in behavior. In this review we highlight recent advances in network science that offer a sets of tools and a general perspective that may be particularly useful in understanding types of learning that are supported by distributed neural circuits. We describe recent applications of these tools to neuroimaging data that provide unique insights into adaptive neural processes, the attainment of knowledge, and the acquisition of new skills, forming a network neuroscience of human learning. While promising, the tools have yet to be linked to the well-formulated models of behavior that are commonly utilized in cognitive psychology. We argue that continued progress will require the explicit marriage of network approaches to neuroimaging data and quantitative models of behavior. Copyright © 2017 Elsevier Ltd. All rights reserved.

Health Promotion Practice and Interprofessional Education in Aging: Senior Wellness Fairs.

PubMed

Diwan, Sadhna; Perdue, Megan; Lee, Sang E; Grossman, Brian R

2016-01-01

Senior wellness fairs (SWFs) offer a unique opportunity for community health promotion and interprofessional education (IPE). The authors describe and evaluate the impact of a 3-year, university-community SWF collaboration on interprofessional competencies among students across multiple professional programs. Participation in the SWF enhanced student knowledge and skills in providing health promotion information to older adults in an interprofessional, collaborative setting as indicated by mean scores on the Perceived Learning Outcomes Survey, an instrument developed for this project. Open-ended data highlighted aspects of the SWF that students found most useful (interaction with seniors, community resources, interprofessional learning, and self-awareness) and most challenging (communication barriers, limited opportunity for interaction, and physical environment). Pre- and posttest scores on the Multidisciplinary SWF Practice Learning Quiz, another instrument developed for this project, illustrated improvement in student understanding of other professions and the importance of interprofessional cooperation to promote and maintain healthy aging. Implications and suggestions for structuring learning opportunities that combine community health promotion practice and interprofessional learning are discussed.

"A Place Where Nobody Makes Fun of Me Because I Love Science"--An In-School Mini Science Museum as a Meaningful Learning Environment to Its Student Trustees

ERIC Educational Resources Information Center

Spektor-Levy, Ornit; Aloni, Oshra; Zion, Michal

2016-01-01

The novelty of this study is rooted in the uniqueness of its setting: Informal, in school, Mini Science Museum that is managed by high school students who also develop teaching materials and guide the visitors. The phenomenological study presented here followed, over a period of 9 months, a group of 11 students that served as the museum's…

Paired-Associate Learning Ability Accounts for Unique Variance in Orthographic Learning

ERIC Educational Resources Information Center

Wang, Hua-Chen; Wass, Malin; Castles, Anne

2017-01-01

Paired-associate learning is a dynamic measure of the ability to form new links between two items. This study aimed to investigate whether paired-associate learning ability is associated with success in orthographic learning, and if so, whether it accounts for unique variance beyond phonological decoding ability and orthographic knowledge. A group…

Unique Access to Learning

ERIC Educational Resources Information Center

Goble, Don

2009-01-01

This article describes the many learning opportunities that broadcast technology students at Ladue Horton Watkins High School in St. Louis, Missouri, experience because of their unique access to technology and methods of learning. Through scaffolding, stepladder techniques, and trial by fire, students learn to produce multiple television programs,…

Learning Relative Motion Concepts in Immersive and Non-immersive Virtual Environments

NASA Astrophysics Data System (ADS)

Kozhevnikov, Michael; Gurlitt, Johannes; Kozhevnikov, Maria

2013-12-01

The focus of the current study is to understand which unique features of an immersive virtual reality environment have the potential to improve learning relative motion concepts. Thirty-seven undergraduate students learned relative motion concepts using computer simulation either in immersive virtual environment (IVE) or non-immersive desktop virtual environment (DVE) conditions. Our results show that after the simulation activities, both IVE and DVE groups exhibited a significant shift toward a scientific understanding in their conceptual models and epistemological beliefs about the nature of relative motion, and also a significant improvement on relative motion problem-solving tests. In addition, we analyzed students' performance on one-dimensional and two-dimensional questions in the relative motion problem-solving test separately and found that after training in the simulation, the IVE group performed significantly better than the DVE group on solving two-dimensional relative motion problems. We suggest that egocentric encoding of the scene in IVE (where the learner constitutes a part of a scene they are immersed in), as compared to allocentric encoding on a computer screen in DVE (where the learner is looking at the scene from "outside"), is more beneficial than DVE for studying more complex (two-dimensional) relative motion problems. Overall, our findings suggest that such aspects of virtual realities as immersivity, first-hand experience, and the possibility of changing different frames of reference can facilitate understanding abstract scientific phenomena and help in displacing intuitive misconceptions with more accurate mental models.

Space Operations Learning Center

NASA Technical Reports Server (NTRS)

Lui, Ben; Milner, Barbara; Binebrink, Dan; Kuok, Heng

2012-01-01

The Space Operations Learning Center (SOLC) is a tool that provides an online learning environment where students can learn science, technology, engineering, and mathematics (STEM) through a series of training modules. SOLC is also an effective media for NASA to showcase its contributions to the general public. SOLC is a Web-based environment with a learning platform for students to understand STEM through interactive modules in various engineering topics. SOLC is unique in its approach to develop learning materials to teach schoolaged students the basic concepts of space operations. SOLC utilizes the latest Web and software technologies to present this educational content in a fun and engaging way for all grade levels. SOLC uses animations, streaming video, cartoon characters, audio narration, interactive games and more to deliver educational concepts. The Web portal organizes all of these training modules in an easily accessible way for visitors worldwide. SOLC provides multiple training modules on various topics. At the time of this reporting, seven modules have been developed: Space Communication, Flight Dynamics, Information Processing, Mission Operations, Kids Zone 1, Kids Zone 2, and Save The Forest. For the first four modules, each contains three components: Flight Training, Flight License, and Fly It! Kids Zone 1 and 2 include a number of educational videos and games designed specifically for grades K-6. Save The Forest is a space operations mission with four simulations and activities to complete, optimized for new touch screen technology. The Kids Zone 1 module has recently been ported to Facebook to attract wider audience.

Training a medical workforce to meet the needs of diverse minority communities.

PubMed

Sopoaga, Faafetai; Zaharic, Tony; Kokaua, Jesse; Covello, Sahra

2017-01-21

The growing demand for a competent health workforce to meet the needs of increasingly diverse societies has been widely acknowledged. One medical school in New Zealand explored the integration of the commonly used patient-centred model approach, with an intersectional framework in the development of a cultural competency training programme. In the Pacific Immersion Programme, medical students in their fourth year of training are given the opportunity to learn about different factors that influence the health and health care of a minority community through immersion in that community. The programme objectives include enabling students to learn through experience living within the local community context, and supporting them to re-evaluate their own personal beliefs, assumptions and/or prior prejudices. This study evaluates the usefulness of this programme in the training of medical students to work in diverse communities. Two analytical approaches were used for evaluation. Deductive and inductive analyses were conducted on 235 reflective essays completed by three cohorts of students from 2011 to 2013 to ascertain the value of the programme for student learning. In addition, one cohort was invited to complete a pre and post-programme questionnaire. Overall, the students found the programme to be a valued learning environment. They found living within a Pacific family environment to be an eye opening experience. It increased students comfort level in cross cultural engagement and emphasised the importance of patient's perspectives in health care provision. Students' self-reported knowledge about Pacific cultural values, protocols, traditional beliefs and the main health challenges increased significantly after the programme. They appreciated learning directly from community members, and through observations about how culture, beliefs and the socio-economic environment influence peoples' health and wellbeing. Medical schools are required to train a competent health workforce to meet the needs of diverse communities. The Pacific Immersion Programme provides a unique learning environment which can improve the training of doctors to work in diverse communities. The key to its success is enabling students to be engaged learners from "the inside" rather than an "outsider looking in". The Programme enables experiential learning in a sensitive and meaningful way and can be useful for training in other institutions.

Online Experiential Learning: Effective Applications for Geoscience Education

NASA Astrophysics Data System (ADS)

Matias, A.; Eriksson, S. C.

2015-12-01

Students today are rarely satisfied with a one-size-fits-all educational experience. The rapid changing landscape of the web and other technologies are breaking down communicationand geographic barries. More students are increasingly turning to the web for quality education that fits into their lives. As a result, higher education institutions are expanding their offerings through online courses. Nonetheless, online learning brings challenges as well as a fresh opportunityfor exploring practices not present in traditional higher education programs, particularly in the sciences. We are in a unique position to empower students to make strategic academic and professional decisions in global terms. Online learning, supportedwith hands-on and minds-on activities, actively engages student with critical thinking skills and higher level learning. This presentation will showcase examples from a series of geoscience and environmental science courses currently offered fully online at SUNY Empire State College (ESC). Taking advantage of the proliferation of tools currently available for online learning management systems, we will explore how we approach course developent to create an interactive learning environment. Students learn through case studies, group projects and understanding real-world issues while learning concepts. Particular focus will be given to an international collaboration with the Tecnologico de Monterrey, Chihuahua Campus. This collaboration took place during the Spring of 2015 with students from the fully-online, lower-level Geology and the Environment course at ESC and the upper-level, face-to-face Mobile Programming course in Mexico. Ultimately, the goal of this presentation is to show faculty members and afministrators the pedagogical principles and approach used with the expectation that it could help support development of online learning opportunities at their institutions.

Problem-based learning in an on-line biotechnology course

NASA Astrophysics Data System (ADS)

Cheaney, James Daniel

Problem-based learning (PBL) is a pedagogical tool that uses a "real world" problem or situation as a context for learning. PBL encourages student development of critical thinking skills, a high professional competency, problem-solving ability, knowledge acquisition, the ability to work productively as a team member and make decisions in unfamiliar situations, and the acquisition of skills that support self-directed life-long learning, metacognition, and adaptation to change. However, little research has focused on the use of PBL in on-line "virtual" classes. We conducted two studies exploring the use of PBL in an on-line biotechnology course. In the first study, ethical, legal, social, and human issues were used as a motivation for learning about DNA testing technologies, applications, and bioethical issues. In the second study, we combined PBL pedagogy with a rich multimedia environment of streaming video interviews, physical artifacts, and extensive links to articles and databases to create a multidimensional immersive PBL environment called "Robert's World". In "Robert's World", a man is determining whether to undergo a pre-symptomatic DNA test for an untreatable, incurable, fatal genetic disease for which he has a family history. In both studies, design and implementation issues of the on-line PBL environment are discussed, as are differences between on-line PBL and face-to-face PBL. Both studies provide evidence to suggest that PBL stimulates higher-order learning in students. However, in both studies, student performance on an exam testing acquisition of lower-order factual learning was lower for PBL students than for students who learned the same material through a traditional lecture-based approach. Possible reasons for this lower level of performance are explored. Student feedback expressed engagement with the issues and material covered, with reservations about some aspects of the PBL format, such as the lack of flexibility provided in cooperative learning. We conclude that on-line PBL is a powerful tool in helping to develop higher-order learning in students. The reasons for the decrease in student understanding of factual information are unclear. However, there are certain circumstances unique to on-line classes to keep in mind when implementing on-line PBL. These are summarized in concluding recommendations.

A mixed-method evaluation of a New Zealand based midwifery education development unit.

PubMed

McAra-Couper, Judith; Gilkison, Andrea; Fielder, Anna; Donald, Heather

2017-07-01

The Midwifery Development Education Service was established in the Birthing Unit at Middlemore Hospital in South Auckland New Zealand in 2007. The service is unique in the New Zealand midwifery context for the way it operates as a collaboration between the education and health provider to optimise the clinical learning experience of student midwives. This paper reports on the evaluation of the Midwifery Development Education Service that was undertaken in 2015. The evaluation captured the views and experience of students and midwives who had been involved with, or had worked alongside, the service. A mixed-method approach was adopted for the evaluation study, comprising of an anonymous on-line survey, qualitative interviews and focus group discussion. Considerable satisfaction with the service was identified. This article draws attention to participants' perceptions of the service as supporting student midwives; the significance of quality time in the provision of the clinical midwifery education; the situating of the service at a unique vantage point (overseeing the needs of the university and the hospital) and its impact upon the learning culture of education within the unit. A potential tension is also identified between the provision of a supportive learning environment and the assessment of student performance. Copyright © 2017. Published by Elsevier Ltd.

Early space experiments in materials processing

NASA Technical Reports Server (NTRS)

Naumann, R. J.

1979-01-01

A comprehensive survey of the flight experiments conducted in conjunction with the United States Materials Processing in Space Program is presented. Also included are a brief description of the conditions prevailing in an orbiting spacecraft and the research implications provided by this unique environment. What was done and what was learned are summarized in order to serve as a background for future experiments. It is assumed that the reader has some knowledge of the physical sciences but no background in spaceflight experimentation or in the materials science per se.

Commercial Generic Bioprocessing Apparatus Science Insert - 03

NASA Technical Reports Server (NTRS)

Moreno, Nancy; Stodieck, Louis; Cushing, Paula; Stowe, Mark; Hamilton, Mary Ann; Werner, Ken

2008-01-01

Commercial Generic Bioprocessing Apparatus Science Insert - 03 (CSI-03) is the third set of investigations in the CSI program series. The CSI program provides the K-12 community opportunities to utilize the unique microgravity environment of the International Space Station as part of the regular classroom to encourage learning and interest in science, technology, engineering and math. CSI-03 will examine the complete life cycle of the painted lady butterfly and the ability of an orb weaving spider to spin a web, eat and remain healthy in space.

From emergent literacy to reading: how learning to read changes a child's brain.

PubMed

Horowitz-Kraus, Tzipi; Hutton, John S

2015-07-01

The ability to comprehend language is uniquely human. Behavioural and neuroimaging data reinforce the importance of intact oral language as foundational for the establishment of proficient reading. However, proficient reading is achieved not only via intact biological systems, but also a stimulating Home Literacy Environment. Behavioural and neuroimaging correlates for linguistic ability and literacy exposure support the engagement of neural circuits related to reading acquisition. ©2015 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

OSC in the 1970s: a springboard for a career in optical engineering

NASA Astrophysics Data System (ADS)

Harvey, James E.

2014-09-01

Anecdotes and recollections from a graduate student at the Optical Sciences Center (OSC) in the late 1960s and early 1970s. The early faculty of the OCS fostered an exciting environment where even graduate students served significant roles on major government research contracts. Teamwork and collaboration between research groups was often required to meet the contract goals. This unique learning experience at the OSC almost 50 years ago served as a springboard for a satisfying and rewarding career in Optical Engineering.

D.E.E.P. Learning: Promoting Informal STEM Learning through a Popular Gaming Platform

NASA Astrophysics Data System (ADS)

Simms, E.; Rohrlick, D.; Layman, C.; Peach, C. L.; Orcutt, J. A.

2011-12-01

The research and development of educational games, and the study of the educational value of interactive games in general, have lagged far behind efforts for games created for the purpose of entertainment. But evidence suggests that digital simulations and games have the "potential to advance multiple science learning goals, including motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning." (NRC, 2011). It is also generally recognized that interactive digital games have the potential to promote the development of valuable learning and life skills, including data processing, decision-making, critical thinking, planning, communication and collaboration (Kirriemuir and MacFarlane, 2006). Video games are now played in 67% of American households (ESA, 2010), and across a broad range of ages, making them a potentially valuable tool for Science, Technology, Engineering and Mathematics (STEM) learning among the diverse audiences associated with informal science education institutions (ISEIs; e.g., aquariums, museums, science centers). We are attempting to capitalize on this potential by developing games based on the popular Microsoft Xbox360 gaming platform and the free Microsoft XNA game development kit. The games, collectively known as Deep-sea Extreme Environment Pilot (D.E.E.P.), engage ISEI visitors in the exploration and understanding of the otherwise remote deep-sea environment. Players assume the role of piloting a remotely-operated vehicle (ROV) to explore ocean observing systems and hydrothermal vent environments, and are challenged to complete science-based objectives in order to earn points under timed conditions. The current games are intended to be relatively brief visitor experiences (on the order of several minutes) that support complementary exhibits and programming, and promote interactive visitor experiences. In addition to creating a unique educational product, our efforts are intended to inform the broader understanding of the key elements of a successful STEM-based game experience at an ISEI. Which characteristics of the ISEI environment (e.g., age and cultural diversity, limited time of engagement) are conducive or inhibitive to learning via digital gaming? Which aspects of game design (e.g., challenge, curiosity, fantasy, personal recognition) are most effective at maximizing both learning and enjoyment? We will share our progress and assessment results to date, and discuss the potential benefits and challenges to interactive gaming as a tool to support STEM literacy at ISEIs.

Encouraging choice, serendipity and experimentation: experiences from Griffith University library (G11) extension and Gumurrii Centre.

PubMed

Legerton, Graham

2013-09-01

The refurbishment and extension of existing university buildings is a critical consideration for many universities. This article details an architect's perspective of an innovative and collaborative design approach to transforming an existing library into a futuristic and student-centric interactive learning environment. The design is responsive to people, place, the community and the environment, due, in part, to the enhanced physical permeability of the building. Associated user-group forums comprised the end user client, the university's facilities body, the builder, lead architectural consultants, the Centre for Indigenous Students (Gumurrii Centre) and architectural sub-consultants. This article discusses five key design moves--"triangulate", "unique geometries and spaces", "learning aviary", "sky lounge" and "understanding flexibility". It goes on to discuss these elements in relation to designing spaces to enhance interprofessional education and collaboration. In summary, this article identifies how it is possible to maximise the value and characteristics of an existing library whilst creating a series of innovative spaces that offer choice, encourage serendipity and embrace experimentation.

Understanding Classrooms through Social Network Analysis: A Primer for Social Network Analysis in Education Research

PubMed Central

Wiggins, Benjamin L.; Goodreau, Steven M.

2014-01-01

Social interactions between students are a major and underexplored part of undergraduate education. Understanding how learning relationships form in undergraduate classrooms, as well as the impacts these relationships have on learning outcomes, can inform educators in unique ways and improve educational reform. Social network analysis (SNA) provides the necessary tool kit for investigating questions involving relational data. We introduce basic concepts in SNA, along with methods for data collection, data processing, and data analysis, using a previously collected example study on an undergraduate biology classroom as a tutorial. We conduct descriptive analyses of the structure of the network of costudying relationships. We explore generative processes that create observed study networks between students and also test for an association between network position and success on exams. We also cover practical issues, such as the unique aspects of human subjects review for network studies. Our aims are to convince readers that using SNA in classroom environments allows rich and informative analyses to take place and to provide some initial tools for doing so, in the process inspiring future educational studies incorporating relational data. PMID:26086650

Parent-to-parent support: a critical component of health care services for families.

PubMed

Hartman, A F; Radin, M B; McConnell, B

1992-01-01

Families of children with chronic medical conditions or disabilities face many unique difficulties. It is often necessary for them to assimilate technical medical information and participate in important decisions regarding their children's care before they have had time to adjust to their children's condition. Health care providers are not always available to help parents learn how to function in their dramatically changed roles. To adjust to their new parenting roles and work through feelings of confusion, denial, anxiety, guilt, anger, and depression, parents of children with special health care needs need opportunities to fully vent feelings, and to experience the grieving processes in their own way and at their own pace, in a nonthreatening, nonjudgmental environment. An informal support network is a powerful tool for accomplishing these tasks, for teaching day-to-day coping skills, and for supporting the establishment of new value systems that incorporate families' unique needs. The literature on family support documents ways in which parents of children with special health care needs are particularly qualified to help each other. This article briefly describes the philosophy of parent-to-parent support, its unique contributions in the health care setting, and the ways that health care providers can assist in creating an environment in which parents and professionals can work together more effectively.

Utilising the Hand Model to promote a culturally safe environment for international nursing students.

PubMed

Mackay, Bev; Harding, Thomas; Jurlina, Lou; Scobie, Norma; Khan, Ruelle

2012-03-01

The rising number of international students studying outside their own country poses challenges for nursing education. Numbers are predicted to grow and economic factors are placing increasing pressure on tertiary institutions to accept these students. In adapting to a foreign learning environment international students must not only adapt to the academic culture but also to the social cultural context. The most significant acculturation issues for students are English as a second language, differences in education pedagogy and social integration and connectedness. Students studying in New Zealand need to work with Māori, the indigenous people, and assimilate and practice the unique aspects of cultural safety, which has evolved in nursing as part of the response to the principles underpinning the Treaty of Waitangi. The Hand Model offers the potential to support international nursing students in a culturally safe manner across all aspects of acculturation including those aspects of cultural safety unique to New Zealand. The model was originally developed by Lou Jurlina, a nursing teacher, to assist her to teach cultural safety and support her students in practising cultural safety in nursing. The thumb, represents 'awareness', with the other four digits signifying 'connection', 'communication', 'negotiation' and 'advocacy' respectively. Each digit is connected to the palm where the ultimate evaluation of The Hand Model in promoting cultural safety culminates in the clasping and shaking of hands: the moment of shared meaning. It promotes a sense of self worth and identity in students and a safe environment in which they can learn. Copyright © 2011 Nursing Praxis in New Zealand. Published by Elsevier Ltd.. All rights reserved.

Using tablets to support self-regulated learning in a longitudinal integrated clerkship.

PubMed

Archbold Hufty Alegría, Dylan; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

2014-01-01

Introduction The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. Methods We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Results Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. Conclusions LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students' ability to develop and employ self-regulatory skills in a clinical context.

Using tablets to support self-regulated learning in a longitudinal integrated clerkship.

PubMed

Alegría, Dylan Archbold Hufty; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

2014-01-01

The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students' ability to develop and employ self-regulatory skills in a clinical context.

Using tablets to support self-regulated learning in a longitudinal integrated clerkship

PubMed Central

Alegría, Dylan Archbold Hufty; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

2014-01-01

Introduction The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. Methods We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Results Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. Conclusions LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students’ ability to develop and employ self-regulatory skills in a clinical context. PMID:24646438

The Impact of Cognitive Load Theory on Learning Astronomy

NASA Astrophysics Data System (ADS)

Foster, Thomas M.

2010-01-01

Every student is different, which is the challenge of astronomy education research (AER) and teaching astronomy. This difference also provides the greatest goal for education researchers - our GUT - we need to be able to quantify these differences and provide explanatory and predictive theories to curriculum developers and teachers. One educational theory that holds promise is Cognitive Load Theory. Cognitive Load Theory begins with the well-established fact that everyone's working memory can hold 7 ± 2 unique items. This quirk of the human brain is why phone numbers are 7 digits long. This quirk is also why we forget peoples’ names after just meeting them, leave the iron on when we leave the house, and become overwhelmed as students of new material. Once the intricacies of Cognitive Load are understood, it becomes possible to design learning environments to marshal the resources students have and guide them to success. Lessons learned from Cognitive Load Theory can and should be applied to learning astronomy. Classroom-ready ideas will be presented.

Twelve tips for a successful interprofessional team-based high-fidelity simulation education session

PubMed Central

Bould, M. Dylan; Layat Burn, Carine; Reeves, Scott

2014-01-01

Simulation-based education allows experiential learning without risk to patients. Interprofessional education aims to provide opportunities to different professions for learning how to work effectively together. Interprofessional simulation-based education presents many challenges, including the logistics of setting up the session and providing effective feedback to participants with different backgrounds and mental models. This paper aims to provide educators with a series of practical and pedagogical tips for designing, implementing, assessing, and evaluating a successful interprofessional team-based simulation session. The paper is organized in the sequence that an educator might use in developing an interprofessional simulation-based education session. Collectively, this paper provides guidance from determining interprofessional learning objectives and curricular design to program evaluation. With a better understanding of the concepts and pedagogical methods underlying interprofessional education and simulation, educators will be able to create conditions for a unique educational experience where individuals learn with and from other specialties and professions in a controlled, safe environment. PMID:25023765

Assessing curriculum effectiveness: a survey of Uniformed Services University medical school graduates.

PubMed

Picho, Katherine; Gilliland, William R; Artino, Anthony R; DeZee, Kent J; Dong, Ting; McManigle, John E; Cruess, David F; Durning, Steven J

2015-04-01

This study assessed alumni perceptions of their preparedness for clinical practice using the Accreditation Council for Graduate Medical Education (ACGME) competencies. We hypothesized that our alumni's perception of preparedness would be highest for military-unique practice and professionalism and lowest for system-based practice and practice-based learning and improvement. 1,189 alumni who graduated from the Uniformed Services University (USU) between 1980 and 2001 completed a survey modeled to assess the ACGME competencies on a 5-point, Likert-type scale. Specifically, self-reports of competencies related to patient care, communication and interpersonal skills, medical knowledge, professionalism, systems-based practice, practice-based learning and improvement, and military-unique practice were evaluated. Consistent with our expectations as the nation's military medical school, our graduates were most confident in their preparedness for military-unique practice, which included items assessing military leadership (M = 4.30, SD = 0.65). USU graduates also indicated being well prepared for the challenges of residency education in the domain of professionalism (M = 4.02, SD = 0.72). Self-reports were also high for competencies related to patient care (M = 3.86, SD = 0.68), communication and interpersonal skills (M = 3.88, SD = 0.66), and medical knowledge (M = 3.78, SD = 0.73). Consistent with expectations, systems-based practice (M = 3.50, SD = 0.70) and practice-based learning and improvement (M = 3.57, SD = 0.62) were the lowest rated competencies, although self-reported preparedness was still quite high. Our findings suggest that, from the perspective of our graduates, USU is providing both an effective military-unique curriculum and is preparing trainees for residency training. Further, these results support the notion that graduates are prepared to lead and to practice medicine in austere environments. Compared to other competencies that were assessed, self-ratings for systems-based practice and practice-based learning and improvement were the lowest, which suggests the need to continue to improve USU education in these areas. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

Evaluation of the learning experiences afforded through multipractice learning in primary care: a project in the development of a multiprofessional learning organisation.

PubMed

Layzell, Sarah

2012-11-01

This mixed methods study used questionnaires and focus groups to evaluate a multiprofessional learning environment in which undergraduate pharmacy students were attached to general practices to learn alongside general practice specialist trainees (GPSTRs). All 27 of the first cohort of third-year undergraduate pharmacists elected to take part in the study. Mean Interdisciplinary Education Perception Scale (IEPS) scores showed little change between pre- and post-attachment questionnaires in the four domains: competency and autonomy; perceived need for cooperation; perception of actual cooperation and understanding of others' values. Individual paired tests showed an increase in understanding the values of others, which did not achieve statistical significance. The questionnaires further identified issues of trainee pharmacists' perceived low status, and feeling undervalued. Focus groups increased understanding of the perceptions and identified what the trainees saw as the unique learning experiences of their attachements: opportunities to practice their professional roles; to explore professional boundaries; and to achieve a better understanding of the organisation of primary care. However, full participation in interprofessional learning was limited by the interactions of powerplay between doctors and other team members and the perceived differences in professional standing.

Radiant thinking and the use of the mind map in nurse practitioner education.

PubMed

Spencer, Julie R; Anderson, Kelley M; Ellis, Kathryn K

2013-05-01

The concept of radiant thinking, which led to the concept of mind mapping, promotes all aspects of the brain working in synergy, with thought beginning from a central point. The mind map, which is a graphical technique to improve creative thinking and knowledge attainment, utilizes colors, images, codes, and dimensions to amplify and enhance key ideas. This technique augments the visualization of relationships and links between concepts, which aids in information acquisition, data retention, and overall comprehension. Faculty can promote students' use of the technique for brainstorming, organizing ideas, taking notes, learning collaboratively, presenting, and studying. These applications can be used in problem-based learning, developing plans of care, health promotion activities, synthesizing disease processes, and forming differential diagnoses. Mind mapping is a creative way for students to engage in a unique method of learning that can expand memory recall and help create a new environment for processing information. Copyright 2013, SLACK Incorporated.

Centre of Excellence For Simulation Education and Innovation (CESEI).

PubMed

Qayumi, A Karim

2010-01-01

Simulation is becoming an integral part of medical education. The American College of Surgeons (ACS) was the first organization to recognize the value of simulation-based learning, and to award accreditation for educational institutions that aim to provide simulation as part of the experiential learning opportunity. Centre of Excellence for Simulation Education and Innovation (CESEI) is a multidisciplinary and interprofessional educational facility that is based at the University of British Columbia (UBC) and Vancouver Costal Health Authority (VCH). Centre of Excellence for Simulation Education and Innovation's goal is to provide excellence in education, research, and healthcare delivery by providing a technologically advanced environment and learning opportunity using simulation for various groups of learners including undergraduate, postgraduate, nursing, and allied health professionals. This article is an attempt to describe the infrastructure, services, and uniqueness of the Centre of Excellence for Simulation Education and Innovation. Copyright 2010 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Courage to care for our United States veterans: A constructivist way of teaching and learning for future nurses.

PubMed

Magpantay-Monroe, Edna R

2018-01-01

The knowledge and skills in providing veteran centered care is essential. The purpose of this retrospective evaluation is to examine a faculty's reflections on a BSN psychiatric mental health curriculum initiative that provides knowledge and skills regarding veterans care through several avenues to senior nursing students. This qualitative study use self-reflections through a constructivist view of teaching and learning as the framework. Open discussions in didactic about the unique psychological health issues of veterans formed a foundational knowledge for the students. The seminar time was used to discuss real veteran case situations. Simulation provided opportunities to address veteran resources. Problem based projects use available evidence to solve veteran health issues. The educators show their commitment to the compassionate and caring ideals of our profession by fostering an educational environment where future nurses can truly learn about veteran centered care. Copyright © 2017. Published by Elsevier Ltd.

Movement rehabilitation: are the principles of re-learning in the recovery of function the same as those of original learning?

PubMed

Newell, Karl M; Verhoeven, F Martijn

2017-01-01

This paper addresses the change in movement dynamics in rehabilitation through discussing issues that pertain to the question as to whether the principles of re-learning in functional recovery are the same as those of original learning. The many varieties of disease and injury states lead to significant differences in the constraints to action and these impairments in turn influence the pathway of change in re-learning and/or recovery of function. These altered constraints channel the effectiveness of many conditions and strategies of practice that influence learning and performance. Nevertheless, it is proposed that there is a small set of principles for the change in dynamics of motor learning, which drive the continuously evolving stability and instability of movement forms through the lifespan. However, this common set of dynamical principles is realized in individual pathways of change in the movement dynamics of learning, re-learning and recovery of function. The inherent individual differences of humans and environments insure that the coordination, control and skill of movement rehabilitation are challenged in distinct ways by the changing constraints arising from the many manifestations of disease and injury. Implications for rehabilitation The many varieties of disease and injury states lead to significant differences in the constraints to action that in turn influence the pathway of change in re-learning and/or recovery of function, and the effectiveness of the many conditions/strategies of practice to influence learning and performance. There are a small set of principles for the change in dynamics of motor learning that drive the continuously evolving ebb and flow of stability and instability of movement forms through the lifespan. The inherent individual differences of humans and environments insure that the coordination, control and skill of movement rehabilitation are uniquely challenged by the changing constraints arising from the many manifestations of disease and injury.

Social Inquiry and Social Action: Priorities for Preparing School Leaders

ERIC Educational Resources Information Center

Gale, Trevor

2010-01-01

Schools are uniquely placed in democracies. Among other things, they are sites of learning about things democratic, including learning "through" as one (important) way of learning "about." There are other sites in which to learn about and through democracies but schooling's uniqueness is that it is a site through which all must pass. So…

A dual use case study of space technologies for terrestrial medical applications (Conference Presentation)

NASA Astrophysics Data System (ADS)

Cozmuta, Ioana

2017-05-01

Many challenges exist in understanding the human body as a whole, its adaptability, its resilience, its immunological response, its healing and regeneration power. New knowledge is usually obtained by exploring unique conditions and environments and space is one such variable. Primarily, these attributes have been studied in space for the purpose of understanding the effect of the space environment on long duration space travel. However a myriad of lessons learned have emerged that are important for terrestrial medicine problems such as cardiovascular changes, intracranial pressure changes, vision changes, reduced immunity, etc. For medical study purposes, the changes induced by the space environment on the human body are in general fast and predictable; they persist while in the space environment but also revert to the initial pre-flight healthy state upon return to Earth. This provides a unique cycle to study wellness and disease prediction as well as to develop more effective countermeasures for the benefit of people on earth. At a scientific level, the environment of space can be used to develop new lines of investigations and new knowledge to push the terrestrial state of the art (i.e. study of phase diagrams, identification of new system's states, etc). Moreover, the specialized requirements for space medicine have driven advances in terrestrial medical technologies in areas such as monitoring, diagnostic, prevention and treatment. This talk will provide an overview of compelling examples in key areas of interest for terrestrial medical applications.

Post-Closure Challenges of U.S. Department of Energy Sites in Desert Environments of the Southwestern United States - 12095

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

Gil, April; Steckley, Deborah; Gauthier, Cassie

2012-07-01

U.S. Department of Energy (DOE) sites located in harsh desert environments of the Four Corners region of the southwestern United States require diligence and continual maintenance to ensure the remediation systems function as designed to protect human health and the environment. The geology and climate of this area create issues that are unique to these sites. Geologic formations contain naturally occurring constituents that are often the same as the residual contaminants remaining from historical milling activities at the sites. Although annual precipitation is low, when precipitation events occur they can be of extreme intensity, resulting in erosion and flooding thatmore » can quickly destroy infrastructure and rapidly change site conditions. Winds can cause sand storms and sand mounding that effect site features. These challenging environmental conditions, along with the remote locations of the sites, require active management beyond what was originally envisioned for uranium disposal sites to address concerns in a safe and cost-effective manner. The unique environment of the Four Corners region creates many challenges to the LTSM of LM sites in southwestern United States. The remediation efforts and approaches to infrastructure have to be specifically structured to work in this environment. Often, the systems and structures have to be modified based on lessons learned on how to best adapt to these difficult conditions and remote locations. These sites require continual maintenance and additional efforts compared to many other LM sites. (authors)« less

Surprise responses in the human brain demonstrate statistical learning under high concurrent cognitive demand

NASA Astrophysics Data System (ADS)

Garrido, Marta Isabel; Teng, Chee Leong James; Taylor, Jeremy Alexander; Rowe, Elise Genevieve; Mattingley, Jason Brett

2016-06-01

The ability to learn about regularities in the environment and to make predictions about future events is fundamental for adaptive behaviour. We have previously shown that people can implicitly encode statistical regularities and detect violations therein, as reflected in neuronal responses to unpredictable events that carry a unique prediction error signature. In the real world, however, learning about regularities will often occur in the context of competing cognitive demands. Here we asked whether learning of statistical regularities is modulated by concurrent cognitive load. We compared electroencephalographic metrics associated with responses to pure-tone sounds with frequencies sampled from narrow or wide Gaussian distributions. We showed that outliers evoked a larger response than those in the centre of the stimulus distribution (i.e., an effect of surprise) and that this difference was greater for physically identical outliers in the narrow than in the broad distribution. These results demonstrate an early neurophysiological marker of the brain's ability to implicitly encode complex statistical structure in the environment. Moreover, we manipulated concurrent cognitive load by having participants perform a visual working memory task while listening to these streams of sounds. We again observed greater prediction error responses in the narrower distribution under both low and high cognitive load. Furthermore, there was no reliable reduction in prediction error magnitude under high-relative to low-cognitive load. Our findings suggest that statistical learning is not a capacity limited process, and that it proceeds automatically even when cognitive resources are taxed by concurrent demands.

Sampling over Nonuniform Distributions: A Neural Efficiency Account of the Primacy Effect in Statistical Learning.

PubMed

Karuza, Elisabeth A; Li, Ping; Weiss, Daniel J; Bulgarelli, Federica; Zinszer, Benjamin D; Aslin, Richard N

2016-10-01

Successful knowledge acquisition requires a cognitive system that is both sensitive to statistical information and able to distinguish among multiple structures (i.e., to detect pattern shifts and form distinct representations). Extensive behavioral evidence has highlighted the importance of cues to structural change, demonstrating how, without them, learners fail to detect pattern shifts and are biased in favor of early experience. Here, we seek a neural account of the mechanism underpinning this primacy effect in learning. During fMRI scanning, adult participants were presented with two artificial languages: a familiar language (L1) on which they had been pretrained followed by a novel language (L2). The languages were composed of the same syllable inventory organized according to unique statistical structures. In the absence of cues to the transition between languages, posttest familiarity judgments revealed that learners on average more accurately segmented words from the familiar language compared with the novel one. Univariate activation and functional connectivity analyses showed that participants with the strongest learning of L1 had decreased recruitment of fronto-subcortical and posterior parietal regions, in addition to a dissociation between downstream regions and early auditory cortex. Participants with a strong new language learning capacity (i.e., higher L2 scores) showed the opposite trend. Thus, we suggest that a bias toward neural efficiency, particularly as manifested by decreased sampling from the environment, accounts for the primacy effect in learning. Potential implications of this hypothesis are discussed, including the possibility that "inefficient" learning systems may be more sensitive to structural changes in a dynamic environment.

Metacognitive components in smart learning environment

NASA Astrophysics Data System (ADS)

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

2018-03-01

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

Seeing odors in color: Cross-modal associations in children and adults from two cultural environments.

PubMed

Goubet, Nathalie; Durand, Karine; Schaal, Benoist; McCall, Daniel D

2018-02-01

We investigated the occurrence and underlying processes of odor-color associations in French and American 6- to 10-year-old children (n = 386) and adults (n = 137). Nine odorants were chosen according to their familiarity to either cultural group. Participants matched each odor with a color, gave hedonic and familiarity judgments, and identified each odor. By 6 years of age, children displayed culture-specific odor-color associations, but age differences were noted in the type of associations. Children and adults in both cultural groups shared common associations and formed associations that were unique to their environment, underscoring the importance of exposure learning in odor-color associations. Copyright © 2017 Elsevier Inc. All rights reserved.

The Special Place Project: Efficacy of a Place-Based Case Study Approach for Teaching Geoscience

NASA Astrophysics Data System (ADS)

Moosavi, Sadredin

2014-05-01

Achieving geoscience literacy of the general population has become increasingly important world wide as ever more connected and growing societies depend more and more on our planet's limited natural resource base. Building citizen understanding of their dependence on the local environment, and the geologic processes which created and continue to change it, has become a great challenge to educators at all levels of the education system. The Special Place Project described in this presentation explores use of a place-based case study approach combining instruction in geoscience content with development of observation, reasoning, writing and presentation skills. The approach allows students to select the locations for their individual case studies affording development of personal connections between the learner and his environment. The approach gives instructors at many grade levels the ability to develop core pedagogical content and skills while exploring the unique geologic environments relevant to the local population including such critical issues as land use, resource depletion, energy, climate change and the future of communities in a changing world. The geologic reasons for the location of communities and key events in their histories can be incorporated into the students' case studies as appropriate. The project is unique in placing all course instruction in the context of the quest to explore and gain understanding of the student's chosen location by using the inherently more generalized course content required by the curriculum. By modeling how scientists approach their research questions, this pedagogical technique not only integrates knowledge and skills from across the curriculum, it captures the excitement of scientific thinking on real world questions directly relevant to students' lives, increasing student engagement and depth of learning as demonstrated in the case study reports crafted by the students and exam results. Student learning of topics directly touched upon by the case study, such as geomorphologic features and processes observable at Earth's surface, is compared to learning on more abstract topics, such as subsurface Earth structure and tectonic processes, to provide a quantitative assessment of this pedagogical approach.

A Learning System for Discriminating Variants of Malicious Network Traffic

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

Beaver, Justin M; Symons, Christopher T; Gillen, Rob

Modern computer network defense systems rely primarily on signature-based intrusion detection tools, which generate alerts when patterns that are pre-determined to be malicious are encountered in network data streams. Signatures are created reactively, and only after in-depth manual analysis of a network intrusion. There is little ability for signature-based detectors to identify intrusions that are new or even variants of an existing attack, and little ability to adapt the detectors to the patterns unique to a network environment. Due to these limitations, the need exists for network intrusion detection techniques that can more comprehensively address both known unknown networkbased attacksmore » and can be optimized for the target environment. This work describes a system that leverages machine learning to provide a network intrusion detection capability that analyzes behaviors in channels of communication between individual computers. Using examples of malicious and non-malicious traffic in the target environment, the system can be trained to discriminate between traffic types. The machine learning provides insight that would be difficult for a human to explicitly code as a signature because it evaluates many interdependent metrics simultaneously. With this approach, zero day detection is possible by focusing on similarity to known traffic types rather than mining for specific bit patterns or conditions. This also reduces the burden on organizations to account for all possible attack variant combinations through signatures. The approach is presented along with results from a third-party evaluation of its performance.« less

Comm for Small Sats: The Lunar Atmosphere and Dust Environment Explorer (LADEE) Communications Subsystem

NASA Technical Reports Server (NTRS)

Kuroda, Vanessa M.; Allard, Mark R.; Lewis, Brian; Lindsay, Michael

2014-01-01

September 6, 2013 through April 21, 2014 marked the mission lifecycle of the highly successful LADEE (Lunar Atmosphere and Dust Environment Explorer) mission that orbited the moon to gather detailed information about the thin lunar atmosphere. This paper will address the development, risks, and lessons learned regarding the specification, selection, and deployment of LADEE's unique Radio Frequency based communications subsystem and supporting tools. This includes the Electronic Ground Support Equipment (EGSE), test regimes, and RF dynamic link analysis environment developed to meet mission requirements for small, flexible, low cost, high performance, fast turnaround, and reusable spacecraft communication capabilities with easy and reliable application to future similar low cost small satellite missions over widely varying needs for communications and communications system complexity. LADEE communication subsystem key components, architecture, and mission performance will be reviewed toward applicability for future mission planning, design, and utilization.

Beyond Risk and Protective Factors: An Adaptation-Based Approach to Resilience.

PubMed

Ellis, Bruce J; Bianchi, JeanMarie; Griskevicius, Vladas; Frankenhuis, Willem E

2017-07-01

How does repeated or chronic childhood adversity shape social and cognitive abilities? According to the prevailing deficit model, children from high-stress backgrounds are at risk for impairments in learning and behavior, and the intervention goal is to prevent, reduce, or repair the damage. Missing from this deficit approach is an attempt to leverage the unique strengths and abilities that develop in response to high-stress environments. Evolutionary-developmental models emphasize the coherent, functional changes that occur in response to stress over the life course. Research in birds, rodents, and humans suggests that developmental exposures to stress can improve forms of attention, perception, learning, memory, and problem solving that are ecologically relevant in harsh-unpredictable environments (as per the specialization hypothesis). Many of these skills and abilities, moreover, are primarily manifest in currently stressful contexts where they would provide the greatest fitness-relevant advantages (as per the sensitization hypothesis). This perspective supports an alternative adaptation-based approach to resilience that converges on a central question: "What are the attention, learning, memory, problem-solving, and decision-making strategies that are enhanced through exposures to childhood adversity?" At an applied level, this approach focuses on how we can work with, rather than against, these strengths to promote success in education, employment, and civic life.

Visuomotor adaptation in head-mounted virtual reality versus conventional training

PubMed Central

Anglin, J. M.; Sugiyama, T.; Liew, S.-L.

2017-01-01

Immersive, head-mounted virtual reality (HMD-VR) provides a unique opportunity to understand how changes in sensory environments affect motor learning. However, potential differences in mechanisms of motor learning and adaptation in HMD-VR versus a conventional training (CT) environment have not been extensively explored. Here, we investigated whether adaptation on a visuomotor rotation task in HMD-VR yields similar adaptation effects in CT and whether these effects are achieved through similar mechanisms. Specifically, recent work has shown that visuomotor adaptation may occur via both an implicit, error-based internal model and a more cognitive, explicit strategic component. We sought to measure both overall adaptation and balance between implicit and explicit mechanisms in HMD-VR versus CT. Twenty-four healthy individuals were placed in either HMD-VR or CT and trained on an identical visuomotor adaptation task that measured both implicit and explicit components. Our results showed that the overall timecourse of adaption was similar in both HMD-VR and CT. However, HMD-VR participants utilized a greater cognitive strategy than CT, while CT participants engaged in greater implicit learning. These results suggest that while both conditions produce similar results in overall adaptation, the mechanisms by which visuomotor adaption occurs in HMD-VR appear to be more reliant on cognitive strategies. PMID:28374808

The ebb and flow model: a philosophy of organizational learning in the academic health center.

PubMed

Dimario, Francis J

2012-02-01

Academic health centers (AHCs) have traditionally been a vibrant locale for cutting-edge medical research, androgogic education and innovative clinical care for the most vexing diseases. While these pursuits have coexisted and flourished, the realities of the health-care business environment have demanded reformatting and emulation of a corporate organizational model. This evolution has impacted the core identities of the AHC and challenged individual medical-educators, clinician-scientists and basic science investigators to persist and succeed in this milieu. The AHC has a unique capacity to muster the innate learning drive of these individuals into an organizational mission as it balances the pressures exerted from both the internal and external environments. The AHC as an organization can be viewed as an experimental condition with modifiable variables to which its professionals can react, adapt to, and transform. Organizational learning and change implementation is in essence an experiment in human behavior modification. While all individuals are subject to change, merely assembling them in a single locale determines neither a predictable homogeneous outcome nor the success of their endeavor. This article highlights some of these propositions and offers a philosophical approach to advance the AHC as an organization through the creativity and innovation of its professional ranks.

The uniqueness of elderly care: registered nurses' experience as preceptors during clinical practice in nursing homes and home-based care.

PubMed

Carlson, Elisabeth; Bengtsson, Mariette

2014-04-01

The expected shortage of registered nurses with an advanced degree as specialists in geriatric care or gerontology is imminent. Previous studies report that clinical practice where student nurses are supervised by registered nurses has a direct impact on how students perceive nursing as a profession and future career choice. Considering the anticipated need for well-educated and specialised nurses it is therefore, relevant as well as necessary to describe clinical learning with a focus on preceptorship in geriatric nursing care. This paper is a report of a study describing registered nurses' experience of precepting undergraduate student nurses during clinical practice in nursing homes and home-based care. A qualitative design, based on seven focus group interviews, was employed with 30 registered nurses with preceptor experience from nursing homes and home-based care for the elderly. Our findings present three precepting strategies that are unique to elderly care: preparing students for end of life care, facilitating a respectful approach to the older person and promoting creativity and independent work. The findings are discussed using a socio-cultural perspective and illustrate how communities of elderly practice can be valuable learning environments. © 2013.

iVFTs - immersive virtual field trips for interactive learning about Earth's environment.

NASA Astrophysics Data System (ADS)

Bruce, G.; Anbar, A. D.; Semken, S. C.; Summons, R. E.; Oliver, C.; Buxner, S.

2014-12-01

Innovations in immersive interactive technologies are changing the way students explore Earth and its environment. State-of-the-art hardware has given developers the tools needed to capture high-resolution spherical content, 360° panoramic video, giga-pixel imagery, and unique viewpoints via unmanned aerial vehicles as they explore remote and physically challenging regions of our planet. Advanced software enables integration of these data into seamless, dynamic, immersive, interactive, content-rich, and learner-driven virtual field explorations, experienced online via HTML5. These surpass conventional online exercises that use 2-D static imagery and enable the student to engage in these virtual environments that are more like games than like lectures. Grounded in the active learning of exploration, inquiry, and application of knowledge as it is acquired, users interact non-linearly in conjunction with an intelligent tutoring system (ITS). The integration of this system allows the educational experience to be adapted to each individual student as they interact within the program. Such explorations, which we term "immersive virtual field trips" (iVFTs), are being integrated into cyber-learning allowing science teachers to take students to scientifically significant but inaccessible environments. Our team and collaborators are producing a diverse suite of freely accessible, iVFTs to teach key concepts in geology, astrobiology, ecology, and anthropology. Topics include Early Life, Biodiversity, Impact craters, Photosynthesis, Geologic Time, Stratigraphy, Tectonics, Volcanism, Surface Processes, The Rise of Oxygen, Origin of Water, Early Civilizations, Early Multicellular Organisms, and Bioarcheology. These diverse topics allow students to experience field sites all over the world, including, Grand Canyon (USA), Flinders Ranges (Australia), Shark Bay (Australia), Rainforests (Panama), Teotihuacan (Mexico), Upheaval Dome (USA), Pilbara (Australia), Mid-Atlantic Ridge (Iceland), and Mauna Kea (Hawaii). iVFTs are being beta-tested and used at ASU in several large-enrollment courses to assess its usability and effectiveness in meeting specific learning objectives. We invite geoscience educators to partake of this resource and find new applications to their own teaching.

Gravity Sensor Plasticity in the Space Environment

NASA Technical Reports Server (NTRS)

Ross, Muriel D.

1996-01-01

The ability of the brain to learn from experience and to adapt to new environments is recognized to be profound. This ability, called 'neural plasticity,' depends directly on properties of neurons (nerve cells) that permit them to change in dimension, sprout new parts called spines, change the shape and/or size of existing parts, and to generate, alter, or delete synapses. (Synapses are communication sites between neurons.) These neuronal properties are most evident during development, when evolution guides the laying down of a general plan of the nervous system. However, once a nervous system is established, experience interacts with cellular and genetic mechanisms and the internal milieu to produce unique neuronal substrates that define each individual. The capacity for experience-related neuronal growth in the brain, as measured by the potential for synaptogenesis, is speculated to be in the trillions of synapses, but the range of increment possible for any one part of the nervous system is unknown. The question has been whether more primitive endorgans such as gravity sensors of the inner ear have a capacity for adaptive change, since this is a form of learning from experience.

Genetic Counselors in Startup Companies: Redefining the Genetic Counselor Role.

PubMed

Rabideau, Marina M; Wong, Kenny; Gordon, Erynn S; Ryan, Lauren

2016-08-01

Genetic counselors (GCs) have recently begun moving into non-clinic based roles in increasing numbers. A relatively new role for GCs is working for startup companies. Startups are newly established companies in the phase of developing and researching new scalable businesses. This article explores the experiences of four GCs working at different startup companies and aims to provide resources for GCs interested in learning more about these types of roles. The article describes startup culture, including a relatively flat organizational structure, quick product iterations, and flexibility, among other unique cultural characteristics. Financial considerations are described, including how to understand and evaluate a company's financial status, along with a brief explanation of alternate forms of compensation including stock options and equity. Specifically, the article details the uncertainties and rewards of working in a fast-paced startup environment that affords opportunities to try new roles and use the genetic counseling skill set in new ways. This article aims to aid GCs in determining whether a startup environment would be a good fit, learning how to evaluate a specific startup, and understanding how to market themselves for positions at startups.

Using Learning-Strategies Instruction with Students Who Are Gifted and Learning Disabled

ERIC Educational Resources Information Center

Bisland, Amy

2004-01-01

Regardless of prevalence, students who are gifted and learning disabled do exist in America's public schools, and they have unique needs that must be met through our education system (Bees, 1998). Special education teachers, regular education teachers, and teachers of the gifted should be aware of the unique characteristics of students who are…

A Unique Marine and Environmental Science Program for High School Teachers in Hawai'i: Professional Development, Teacher Confidence, and Lessons Learned

ERIC Educational Resources Information Center

Rivera, Malia Ana J.; Manning, Mackenzie M.; Krupp, David A.

2013-01-01

Hawai'i is a unique and special place to conduct environmental science inquiry through place based learning and scientific investigation. Here, we describe and evaluate a unique professional development program for science teachers in Hawai'i that integrates the traditional approach of providing training to improve content knowledge, with the…

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

PubMed

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

2016-05-20

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

The Representation of Motor (Inter)action, States of Action, and Learning: Three Perspectives on Motor Learning by Way of Imagery and Execution

PubMed Central

Frank, Cornelia; Schack, Thomas

2017-01-01

Learning in intelligent systems is a result of direct and indirect interaction with the environment. While humans can learn by way of different states of (inter)action such as the execution or the imagery of an action, their unique potential to induce brain- and mind-related changes in the motor action system is still being debated. The systematic repetition of different states of action (e.g., physical and/or mental practice) and their contribution to the learning of complex motor actions has traditionally been approached by way of performance improvements. More recently, approaches highlighting the role of action representation in the learning of complex motor actions have evolved and may provide additional insight into the learning process. In the present perspective paper, we build on brain-related findings and sketch recent research on learning by way of imagery and execution from a hierarchical, perceptual-cognitive approach to motor control and learning. These findings provide insights into the learning of intelligent systems from a perceptual-cognitive, representation-based perspective and as such add to our current understanding of action representation in memory and its changes with practice. Future research should build bridges between approaches in order to more thoroughly understand functional changes throughout the learning process and to facilitate motor learning, which may have particular importance for cognitive systems research in robotics, rehabilitation, and sports. PMID:28588510

Transferring experience labs for production engineering students to universities in newly industrialized countries

NASA Astrophysics Data System (ADS)

Leiden, A.; Posselt, G.; Bhakar, V.; Singh, R.; Sangwan, K. S.; Herrmann, C.

2018-01-01

The Indian economy is one of the fastest growing economies in the world and the demand for the skilled engineers is increasing. Subsequently the Indian education sector is growing to provide the necessary number of skilled engineers. Current Indian engineering graduates have broad theoretical background but lack in methodological, soft and practical skills. To bridge this gap, the experience lab ideas from the engineering education at “Die Lernfabrik” (learning factory) of the Technische Universität Braunschweig (TU Braunschweig) is transferred to the Birla Institute of Technology and Science in Pilani (BITS Pilani), India. This Lernfabrik successfully strengthened the methodological, soft and practical skills of the TU Braunschweig production-engineering graduates. The target group is discrete manufacturing education with focusing on energy and resource efficiency as well as cyber physical production systems. As the requirements of industry and academia in India differs from Germany, the transfer of the experience lab to the Indian education system needs special attention to realize a successful transfer project. This publication provides a unique approach to systematically transfer the educational concept in Learning Factory from a specific university environment to a different environment in a newly industrialized country. The help of a bilateral university driven practice partnership between the two universities creates a lighthouse for the Indian university environment.

All the world's a stage: evaluating psychiatry role-play based learning for medical students.

PubMed

King, Joel; Hill, Kathryn; Gleason, Andrew

2015-02-01

This paper describes an evaluation of an innovative approach, role-play based learning (RBL), as a vehicle for teaching psychiatry. The aim of this intervention, where medical students perform both doctor and patients roles, was to provide an interactive learning format that engaged students while developing clinical knowledge and communication skills in a structured, reflective environment. Questionnaires were completed by 107 students from three clinical schools of the University of Melbourne. Data were analysed using descriptive and inferential statistics and thematic content analysis. Student evaluations of the RBL sessions were overwhelmingly positive. Respondents reported improvements in engagement, confidence and empathy, as well as in their learning, and that the sessions provided good preparation for internship as well as for exams. The RBL tutorial programme is unique and flexible and could readily be adapted for use in other specialty rotations. It is also timely, given the increased interest in simulation prompted by increasing pressure on training places across the health sciences in Australia. © The Royal Australian and New Zealand College of Psychiatrists 2014.

Delivering accessible fieldwork: preliminary findings from a collaborative international study

NASA Astrophysics Data System (ADS)

Stokes, Alison; Atchison, Christopher; Feig, Anthony; Gilley, Brett

2017-04-01

Students with disabilities are commonly excluded from full participation in geoscience programs, and encounter significant barriers when accessing field-learning experiences. In order to increase talent and diversity in the geoscience workforce, more inclusive learning experiences must be developed that will enable all students to complete the requirements of undergraduate degree programs, including fieldwork. We discuss the outcomes of a completely accessible field course developed through the collaborative effort of geoscience education practitioners from the US, Canada and the UK. This unique field workshop has brought together current geoscience academics and students with disabilities to share perspectives on commonly-encountered barriers to learning in the field, and explore methods and techniques for overcoming them. While the student participants had the opportunity to learn about Earth processes while situated in the natural environment, participating geoscience instructors began to identify how to improve the design of field courses, making them fully inclusive of learners with disabilities. The outcomes from this experience will be used to develop guidelines to facilitate future development and delivery of accessible geoscience fieldwork.

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

PubMed Central

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

2016-01-01

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

Science Learning Outcomes in Alignment with Learning Environment Preferences

NASA Astrophysics Data System (ADS)

Chang, Chun-Yen; Hsiao, Chien-Hua; Chang, Yueh-Hsia

2011-04-01

This study investigated students' learning environment preferences and compared the relative effectiveness of instructional approaches on students' learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth Science Learning Outcomes Inventory. The results showed that most students preferred learning in a classroom environment where student-centered and teacher-centered instructional approaches coexisted over a teacher-centered learning environment. A multivariate analysis of covariance also revealed that the STBIM students' cognitive achievement and attitude toward earth science were enhanced when the learning environment was congruent with their learning environment preference.

Different neurodevelopmental symptoms have a common genetic etiology.

PubMed

Pettersson, Erik; Anckarsäter, Henrik; Gillberg, Christopher; Lichtenstein, Paul

2013-12-01

Although neurodevelopmental disorders are demarcated as discrete entities in the Diagnostic Statistical Manual of mental disorders, empirical evidence indicates that there is a high degree of overlap among them. The first aim of this investigation was to explore if a single general factor could account for the large degree of observed overlap among neurodevelopmental problems, and explore whether this potential factor was primarily genetic or environmental in origin. The second aim was to explore whether there was systematic covariation, either genetic or environmental, over and above that contributed by the potential general factor, unique to each syndrome. Parents of all Swedish 9- and 12-year-old twin pairs born between 1992 and 2002 were targeted for interview regarding problems typical of autism spectrum disorders, ADHD and other neurodevelopmental conditions (response rate: 80 percent). Structural equation modeling was conducted on 6,595 pairs to examine the genetic and environmental structure of 53 neurodevelopmental problems. One general genetic factor accounted for a large proportion of the phenotypic covariation among the 53 symptoms. Three specific genetic subfactors identified 'impulsivity,' 'learning problems,' and 'tics and autism,' respectively. Three unique environment factors identified 'autism,' 'hyperactivity and impulsivity,' and 'inattention and learning problems,' respectively. One general genetic factor was responsible for the wide-spread phenotypic overlap among all neurodevelopmental symptoms, highlighting the importance of addressing broad patient needs rather than specific diagnoses. The unique genetic factors may help guide diagnostic nomenclature, whereas the unique environmental factors may highlight that neurodevelopmental symptoms are responsive to change at the individual level and may provide clues into different mechanisms and treatments. Future research would benefit from assessing the general factor separately from specific factors to better understand observed overlap among neurodevelopmental problems. © 2013 The Authors. Journal of Child Psychology and Psychiatry © 2013 Association for Child and Adolescent Mental Health.

Empirical grounding of the nature of scientific inquiry: A study of developing researchers

NASA Astrophysics Data System (ADS)

Stucky, Amy Preece

This work uses grounded theory methodology for developing theory about the nature of authentic scientific inquiry that occurs on a day-to-day basis in an academic research laboratory. Symbolic interaction and situated learning provide a theoretical framework. Data were collected from field notes, over 100 hours of videotape of researchers working in a chemical research laboratory, and interviews with participants. The phenomena of a research laboratory suggest that authentic daily work stretches scientists in three learning modalities: cognitive, affective and motivational beliefs and goals, which influence action to promote learning. A laboratory's line of research is divided into individual, thematic projects. Researchers are enabled in a specialized laboratory environment with sets of unique artifacts, substances, people and theoretical concepts to facilitate production of significant research goals. The work itself consists of chemical and mechanical processes facilitated by human actions, appropriate mental states, and theoretical explanations. The cognitive, affective (emotional), and conative (motivational) stretching then leads to explicit learning as well as implicit learning in the gain of experience and tacit knowledge. Implications of these findings about the nature of authentic scientific research on a day-to-day basis are applied to inquiry in science education in undergraduate and graduate education.

Caring For Kids Where They Live: interprofessional collaboration in teaching and learning in school settings.

PubMed

Ogenchuk, Marcella; Spurr, Shelley; Bally, Jill

2014-05-01

Across North America, educators are challenged with finding learning opportunities for students in the health professions. Faculty members with a pediatric specialization in nursing recognized that schools were an ideal setting to provide children with care from the health continuum including health promotion, assessment and treatment, and chronic disease management. The faculty of nursing at a Western Canadian University established a unique educational approach by creating an interprofessional pediatric clinical learning experience titled, Caring For Kids Where They Live. This practicum brings together students in the health professions (nurses, dentists, and kinesiologists) and students and their families from three urban schools; one elementary school and two high schools. The primary goals of this partnership were to create an interprofessional clinical learning experience and to promote health and wellness of children and youth. This initiative far exceeded the initial goals. This descriptive article with the use of reflective elements from student journals, identifies learning that occurred in an environment whereby students from the health professions had the opportunity to meet and interact, to collaborate, and to gain experience in caring for children and youth. Copyright © 2013 Elsevier Ltd. All rights reserved.

Play, attention, and learning: How do play and timing shape the development of attention and influence classroom learning?

PubMed Central

Hedges, James H; Adolph, Karen E; Amso, Dima; Bavelier, Daphne; Fiez, Julie A; Krubitzer, Leah; McAuley, J Devin; Newcombe, Nora S; Fitzpatrick, Susan M; Ghajar, Jamshid

2013-01-01

The behavioral and neurobiological connections between play and the development of critical cognitive functions, such as attention, remain largely unknown. We do not yet know how these connections relate to the formation of specific abilities, such as spatial ability, and to learning in formal environments, such as in the classroom. Insights into these issues would be beneficial not only for understanding play, attention, and learning individually, but also for the development of more efficacious systems for learning and for the treatment of neurodevelopmental disorders. Different operational definitions of play can incorporate or exclude varying types of behavior, emphasize varying developmental time points, and motivate different research questions. Relevant questions to be explored in this area include, How do particular kinds of play relate to the development of particular kinds of abilities later in life? How does play vary across societies and species in the context of evolution? Does play facilitate a shift from reactive to predictive timing, and is its connection to timing unique or particularly significant? This report will outline important research steps that need to be taken in order to address these and other questions about play, human activity, and cognitive functions. PMID:23763338

Academicians and Neurologic Physical Therapy Residents Partner to Expand Clinical Reflection Using the SOLO Taxonomy: A Novel Approach.

PubMed

Pinto Zipp, Genevieve; Maher, Catherine; Donnelly, Erin; Fritz, Brian; Snowdon, Lauren

2016-01-01

Creating curriculums that develop physical therapy (PT) students into evidenced-based, critically reflective, entry-level practitioners is one of the primary goals for PT programs. Academic faculty partnering with neurologic residency programs to design learning environments that capitalize upon the strengths of both can create insightful educational experiences for students during their didactic training. These partnerships support the development of critical thinking skills and provide mentorship for residents transitioning from their role as a clinician to that of an educator. Using the SOLO (structure of observed learning outcomes) taxonomy as a framework for developing learning experiences, Seton Hall University neurologic academic faculty and program directors from the Kessler Institute for Rehabilitation Residency in Neurologic Physical Therapy have built a partnership that seeks to develop critical reflection skills in both the neurologic resident and entry-level PT students. While integration of residents into entry-level PT curriculum may not be novel, we believe that utilizing the SOLO model within this partnership is unique. This paper describes the partnership and learning experiences rooted in the SOLO taxonomy theoretical framework and discusses perceived benefits of this learning experience across professional health science programs.

Understanding Our Service-Learning Community: An Exploratory Study of Parent, Teacher, and Student Perceptions about Childhood Obesity

ERIC Educational Resources Information Center

Massey-Sokes, Marilyn; Meaney, Karen S.

2006-01-01

Childhood obesity has reached epidemic proportions in the U.S. University health and physical education programs have a unique opportunity to assist in childhood obesity prevention through service-learning programs. However, prior to the implementation of service-learning curricula, it is imperative to gain insight in the unique needs of the…

Talent development of high performance coaches in team sports in Ireland.

PubMed

Sherwin, Ian; Campbell, Mark J; Macintyre, Tadhg Eoghan

2017-04-01

Coaches are central to the development of the expert performer and similarly to continued lifelong participation in sport. Coaches are uniquely positioned to deliver specific technical and tactical instruction and mentoring programmes that support the psychological and social development of athletes in a challenging, goal-oriented and motivational environment. The current study aimed to qualitatively investigate current coach learning sources and coaches' educational backgrounds in team sports in Ireland. Coaches from five team sports in Ireland were asked to complete an online questionnaire. Subsequently male coaches (n = 19) from five team sports who completed the questionnaire and met the inclusion criteria were invited to attend a follow-up semi-structured interview. Inclusion criteria for coaches were that they possess at least 10 years' experience coaching their sport and were coaching more than 4 hours per week. Formal coach education does not meet the needs of high performance coaches who rely more on self-directed learning and coaching experience as their main sources of CPD. Although prior playing experience at a high level is both valuable and desirable, there are concerns about fast-tracking of ex-players into high performance coaching roles. Preferred sources of education and the best learning environment for coaches of team sports in Ireland are more informal than formal. Further research is needed to examine how this learning is applied in a practical manner by examining coaching behaviours and the impact it has on the athlete development process.

Learning from the Mars Rover Mission: Scientific Discovery, Learning and Memory

NASA Technical Reports Server (NTRS)

Linde, Charlotte

2005-01-01

Purpose: Knowledge management for space exploration is part of a multi-generational effort. Each mission builds on knowledge from prior missions, and learning is the first step in knowledge production. This paper uses the Mars Exploration Rover mission as a site to explore this process. Approach: Observational study and analysis of the work of the MER science and engineering team during rover operations, to investigate how learning occurs, how it is recorded, and how these representations might be made available for subsequent missions. Findings: Learning occurred in many areas: planning science strategy, using instrumen?s within the constraints of the martian environment, the Deep Space Network, and the mission requirements; using software tools effectively; and running two teams on Mars time for three months. This learning is preserved in many ways. Primarily it resides in individual s memories. It is also encoded in stories, procedures, programming sequences, published reports, and lessons learned databases. Research implications: Shows the earliest stages of knowledge creation in a scientific mission, and demonstrates that knowledge management must begin with an understanding of knowledge creation. Practical implications: Shows that studying learning and knowledge creation suggests proactive ways to capture and use knowledge across multiple missions and generations. Value: This paper provides a unique analysis of the learning process of a scientific space mission, relevant for knowledge management researchers and designers, as well as demonstrating in detail how new learning occurs in a learning organization.

South-to-North, Cross-Disciplinary Training in Global Health Practice: Ten Years of Lessons Learned from an Infectious Disease Field Course in Jamaica

PubMed Central

Scarlett, Henroy P.; Nisbett, Richard A.; Stoler, Justin; Bain, Brendan C.; Bhatta, Madhav P.; Castle, Trevor; Harbertson, Judith; Brodine, Stephanie K.; Vermund, Sten H.

2011-01-01

Global commerce, travel, and emerging and resurging infectious diseases have increased awareness of global health threats and opportunities for collaborative and service learning. We review course materials, knowledge archives, data management archives, and student evaluations for the first 10 years of an intensive summer field course in infectious disease epidemiology and surveillance offered in Jamaica. We have trained 300 students from 28 countries through collaboration between the University of the West Indies and U.S. partner universities. Participants were primarily graduate students in public health, but also included health professionals with terminal degrees, and public health nurses and inspectors. Strong institutional synergies, committed faculty, an emphasis on scientific and cultural competencies, and use of team-based field research projects culminate in a unique training environment that provides participants with career-developing experiences. We share lessons learned over the past decade, and conclude that South-to-North leadership is critical in shaping transdisciplinary, cross-cultural, global health practice. PMID:21896794

Learning to push and learning to move: the adaptive control of contact forces

PubMed Central

Casadio, Maura; Pressman, Assaf; Mussa-Ivaldi, Ferdinando A.

2015-01-01

To be successful at manipulating objects one needs to apply simultaneously well controlled movements and contact forces. We present a computational theory of how the brain may successfully generate a vast spectrum of interactive behaviors by combining two independent processes. One process is competent to control movements in free space and the other is competent to control contact forces against rigid constraints. Free space and rigid constraints are singularities at the boundaries of a continuum of mechanical impedance. Within this continuum, forces and motions occur in “compatible pairs” connected by the equations of Newtonian dynamics. The force applied to an object determines its motion. Conversely, inverse dynamics determine a unique force trajectory from a movement trajectory. In this perspective, we describe motor learning as a process leading to the discovery of compatible force/motion pairs. The learned compatible pairs constitute a local representation of the environment's mechanics. Experiments on force field adaptation have already provided us with evidence that the brain is able to predict and compensate the forces encountered when one is attempting to generate a motion. Here, we tested the theory in the dual case, i.e., when one attempts at applying a desired contact force against a simulated rigid surface. If the surface becomes unexpectedly compliant, the contact point moves as a function of the applied force and this causes the applied force to deviate from its desired value. We found that, through repeated attempts at generating the desired contact force, subjects discovered the unique compatible hand motion. When, after learning, the rigid contact was unexpectedly restored, subjects displayed after effects of learning, consistent with the concurrent operation of a motion control system and a force control system. Together, theory and experiment support a new and broader view of modularity in the coordinated control of forces and motions. PMID:26594163

Toward a critical approach to the study of learning environments in science classrooms

NASA Astrophysics Data System (ADS)

Lorsbach, Anthony; Tobin, Kenneth

1995-03-01

Traditional learning environment research in science classrooms has been built on survey methods meant to measure students' and teachers' perceptions of variables used to define the learning environment. This research has led mainly to descriptions of learning environments. We argue that learning environment research should play a transformative role in science classrooms; that learning environment research should take into account contemporary post-positivist ways of thinking about learning and teaching to assist students and teachers to construct a more emancipatory learning environment. In particular, we argue that a critical perspective could lead to research playing a larger role in the transformation of science classroom learning environments. This argument is supplemented with an example from a middle school science classroom.

Tools, Resources, and Innovations for Active Learning of Solar and Geospace Environment Content in the Undergraduate Classrooms

NASA Astrophysics Data System (ADS)

Knipp, D. J.

2013-12-01

An undergraduate course in solar and geospace (helio) physics should link fundamental principles from introductory physics and astronomy courses to concepts that appear unique, or are uniquely named in the heliophysics course. This paper discusses short topics and activities that can be addressed in an approximately 15-min class segment, that introduce students to aspects of solar, solar wind, and geospace storms that are a step beyond, or a special application of, an introductory physics concept. Some of these activities could be assigned as pre- or post- class activities as well. Many of the actives are aligned with images or diagrams in textbook, "Understanding Space Weather and the Physics Behind It," but could be easily adapted to other texts. We also address activities that link to information from space weather forecasting and/or modeling websites.

Swedish nurses' experiences of caring for dying people: a holistic approach.

PubMed

Iranmanesh, Sedigheh; Häggström, Terttu; Axelsson, Karin; Sävenstedt, Stefan

2009-01-01

Most people need to be cared for at the end of their lives by professionals. This study aimed to elucidate the meaning of nurses' experiences of caring for dying persons at home and in a special unit in a hospital. Four registered nurses working in private homes and 4 registered nurses working in a specific unit in a hospital setting were interviewed. The study was planned and carried out with a phenomenological hermeneutic approach. A naive reading guided a structural analysis, which resulted in 3 main themes: meeting patients and family members as unique persons, learning in a challenging environment, and gaining personal strength. The interpreted comprehensive understanding conveyed a meaning that caring for families with a member awaiting the end of life created a situation where the presence of an inevitable death demanded nurses to create close relationships with each unique person involved.

Linear Proof Mass Actuator

NASA Technical Reports Server (NTRS)

Holloway, Sidney E., III

1994-01-01

This paper describes the mechanical design, analysis, fabrication, testing, and lessons learned by developing a uniquely designed spaceflight-like actuator. The linear proof mass actuator (LPMA) was designed to attach to both a large space structure and a ground test model without modification. Previous designs lacked the power to perform in a terrestrial environment while other designs failed to produce the desired accelerations or frequency range for spaceflight applications. Thus, the design for a unique actuator was conceived and developed at NASA Langley Research Center. The basic design consists of four large mechanical parts (mass, upper housing, lower housing, and center support) and numerous smaller supporting components including an accelerometer, encoder, and four drive motors. Fabrication personnel were included early in the design phase of the LPMA as part of an integrated manufacturing process to alleviate potential difficulties in machining an already challenging design. Operating testing of the LPMA demonstrated that the actuator is capable of various types of load functions.

Linear Proof Mass Actuator

NASA Technical Reports Server (NTRS)

Holloway, S. E., III

1995-01-01

This paper describes the mechanical design, analysis, fabrication, testing, and lessons learned by developing a uniquely designed spaceflight-like actuator. The Linear Proof Mass Actuator (LPMA) was designed to attach to both a large space structure and a ground test model without modification. Previous designs lacked the power to perform in a terrestrial environment while other designs failed to produce the desired accelerations or frequency range for spaceflight applications. Thus, the design for a unique actuator was conceived and developed at NASA Langley Research Center. The basic design consists of four large mechanical parts (Mass, Upper Housing, Lower Housing, and Center Support) and numerous smaller supporting components including an accelerometer, encoder, and four drive motors. Fabrication personnel were included early in the design phase of the LPMA as part of an integrated manufacturing process to alleviate potential difficulties in machining an already challenging design. Operational testing of the LPMA demonstrated that the actuator is capable of various types of load functions.

Inspiring the Next Generation in Space Life Sciences

NASA Technical Reports Server (NTRS)

Hayes, Judith

2010-01-01

Competitive summer internships in space life sciences at NASA are awarded to college students every summer. Each student is aligned with a NASA mentor and project that match his or her skills and interests, working on individual projects in ongoing research activities. The interns consist of undergraduate, graduate, and medical students in various majors and disciplines from across the United States. To augment their internship experience, students participate in the Space Life Sciences Summer Institute (SLSSI). The purpose of the Institute is to offer a unique learning environment that focuses on the current biomedical issues associated with human spaceflight; providing an introduction of the paradigms, problems, and technologies of modern spaceflight cast within the framework of life sciences. The Institute faculty includes NASA scientists, physicians, flight controllers, engineers, managers, and astronauts; and fosters a multi-disciplinary science approach to learning with a particular emphasis on stimulating experimental creativity and innovation within an operational environment. This program brings together scientists and students to discuss cutting-edge solutions to problems in space physiology, environmental health, and medicine; and provides a familiarization of the various aspects of space physiology and environments. In addition to the lecture series, behind-the-scenes tours are offered that include the Neutral Buoyancy Laboratory, Mission Control Center, space vehicle training mockups, and a hands-on demonstration of the Space Shuttle Advanced Crew Escape Suit. While the SLSSI is managed and operated at the Johnson Space Center in Texas, student interns from the other NASA centers (Glenn and Ames Research Centers, in Ohio and California) also participate through webcast distance learning capabilities.

NASA - Johnson Space Center's New Capabilities for Air Purification

NASA Technical Reports Server (NTRS)

Graf, John

2015-01-01

NASA has some unique and challenging air purification problems that cannot be adequately met with COTS technology: 1) ammonia removal from air, 2) hydrazine removal from air, 3) CO conversion to CO2 in low temperature, high humidity environments. NASA has sponsored the development of new sorbents and new catalysts. These new sorbents and catalysts work better than COTS technology for our application. If attendees have a need for an effective ammonia sorbent, an effective hydrazine sorbent, or an effective CO conversion catalyst, we should learn to see if NASA sponsored technology development can help.

An Examination through Conjoint Analysis of the Preferences of Students Concerning Online Learning Environments According to Their Learning Styles

ERIC Educational Resources Information Center

Daghan, Gökhan; Akkoyunlu, Buket

2012-01-01

This study examines learning styles of students receiving education via online learning environments, and their preferences concerning the online learning environment. Maggie McVay Lynch Learning Style Inventory was used to determine learning styles of the students. The preferences of students concerning online learning environments were detected…

Exposing the Challenges and Coping Strategies of Field-Ecology Graduate Students

NASA Astrophysics Data System (ADS)

Leon-Beck, Mika; Dodick, Jeff

2012-11-01

In this paper, we expose the unique challenges confronting graduate field-ecology students and the coping strategies they adopt to overcome such challenges. To do so, we used a qualitative (in vivo) research method that combines interviews, observations and open questionnaires with a group of five Israeli graduate students. The two major challenges that the students faced were the uncontrolled nature of field research (or complexity), and the nature of field setting, which isolated the students from authoritative guidance. In response to these challenges, the students developed a set of research skills which were expressed in this study by a series of three (metacognitive) strategies which we designated as 'protocol-dominated', 'intermediate' or 'field-dominated'. In order to develop such research skills, our subjects rely upon declarative and procedural knowledge. In contrast to declarative knowledge, learned in coursework, procedural knowledge is learned and activated via the situated experience of implementing research in authentic field environments. We also found that fieldwork complexity imposes itself the minute the students step into the field; potentially, this can negatively impact students' motivation. However, as the students accumulate field experience and acquire the knowledge and skills needed to overcome the field's complexity, their motivation improves. Recognizing the unique learning components connected to field research will help novice students better cope with fieldwork challenges, as well as help their advisers in guiding them. This work also has implications for designing inquiry curricula in field sciences for university and high-school students.

Early Childhood Environmental Education in Tropical and Coastal Areas: A Meta-Analysis

NASA Astrophysics Data System (ADS)

Sawitri, D. R.

2017-02-01

Early childhood years are the period of the greatest and most significant developments in ones’ life, and are generally regarded as the basis upon which the rest of their life is constructed. However, these early years are those that traditionally have received the least attention from environmental education. This paper was aimed to summarize several day-to-day activities that can be conducted to educate children in their early years about environment. Environmental education is an educational process that deals with the human interrelationships with the environment, and that uses an interdisciplinary problem solving approach with value clarification. Environmental education is aimed at producing a community that is knowledgeable about the biophysical environment and its associated problems, aware of how to solve these problems, and enthusiastic to work toward their solution. It highlights the progress of knowledge, understanding, attitudes, skills, and commitment for environmental problems and considerations. Further, environmental education can help children expand their ecological worldview, promote active care to the environment, and explain the relationship between modern life style and current environmental problems. Several types of environmental education have been identified from the literature, such as outdoor activities in natural outdoor setting, school gardening, play-based learning, and drawing activities. Each of these activities has its own characteristics and effects on children’s environmental-related attitudes and behaviors. Through these activities, the unique characteristics of tropical and coastal areas can potentially be used to facilitate children to learn about nature and environment. Recommendations for childhood education practitioners and future researchers are discussed.

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

ERIC Educational Resources Information Center

Yilmaz, M. Betul; Orhan, Feza

2010-01-01

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

Impact of an informal learning science camp on urban, low socioeconomic status middle school students and participating teacher-leaders

NASA Astrophysics Data System (ADS)

Votaw, Nikki L.

Studies suggest that students have difficulty connecting science to their own lives (Lee & Fradd, 1998; Aikenhead, 1996). This difficulty results in a decline in students' attitudes toward science, leading to low science achievement. These factors result in fewer students interested in careers related to science, specifically for urban, minority students. The purpose of this study was to examine the impact that a ten day informal learning immersion science camp had on the participants, both urban, low-socioeconomic status middle school students and teacher-leaders. The students were incoming seventh grade students involved in a community-based scholar program designed to recruit and support socioeconomically disadvantaged, academically talented students. The teacher-leaders were professional educators working toward an advanced degree. This ten day camp included seven visits to different sites and complementary classroom-based activities. The purpose of the camp was to immerse the students in informal learning environments that affect their daily lives. Students and teacher-leaders visited facilities that provide public utility services (i.e. power plant, sewage treatment facility, and water company), zoo, large commercial cave system, planetarium, university based electrooptics and nanotechnology center, and forest and arboretum. These site visits were supported by activities that were provided by teacher-leaders. A model used as a framework for studying learning in the context of this ten day camp as Falk and Dierking's (2000) Contextual Model for Learning. This model described three basic intersecting elements that contributed to learning within the given context. The three contexts (personal, sociocultural, and physical) intersect affecting the learning that takes place. A mixed methodology design was employed to determine the impact of the camp on students' content knowledge and attitudes toward science. Qualitative data were collected to determine the impact of the camp on teacher-leaders' content knowledge and pedagogy. A variety of data sources were used including data collected before, during, and immediately following the camp as well as data collected several months after the conclusion of the camp. Results of the study indicated that both students and teacher-leaders were positively impacted by their experience at the camp. Data from the content assessments, interviews, and student journals indicate that students' content knowledge was enhanced and expanded through the learning of factual knowledge as well as understanding of the importance of broad scientific processes. Through their new experiences, students developed an awareness of the natural world and a foundation for future learning. Students also developed an awareness of science as it applies to their own lives. Data from students' letters to themselves, student interviews, and parent focus groups indicated that students' attitudes toward science were positively impacted through development of an increased resource appreciation, positive social experiences, and experiential sharing with others. Teacher-leader experiences with the camp also had positive results. Teacher-leaders entered the camp with a variety of unique personal contexts, and in spite of this variability each reported that this was a value-added experience for their teaching. These personal contexts helped to enhance the sociocultural context which provided a rich environment to support teacher-leader learning. Among the pedagogical impacts, teacher-leaders expressed enhanced teaching capacity through acquisition of: new classroom activities; new connections among science content; new stories and experiences to share with future classes; and new contexts for situating the understanding of science principles. Along with the positive impacts, teacher-leaders also identified and articulated several barriers to implementing site visits in their own classrooms. This camp is unique in that it is an immersion experience within informal learning contexts where seven sites were visited within ten days. It is also unique in that students and teacher-leaders were simultaneously experiencing most of these sites for the first time. This study has implications for science camp coordinators (i.e. university faculty), classroom teachers, and informal educators (i.e. museum, zoo, planetarium).

Lessons learned for the National Children's Study from the National Institute of Environmental Health Sciences/U.S. Environmental Protection Agency Centers for Children's Environmental Health and Disease Prevention Research.

PubMed

Kimmel, Carole A; Collman, Gwen W; Fields, Nigel; Eskenazi, Brenda

2005-10-01

This mini-monograph was developed to highlight the experiences of the National Institute of Environmental Health Sciences (NIEHS)/U.S. Environmental Protection Agency (EPA) Centers for Children's Environmental Health and Disease Prevention Research, focusing particularly on several areas of interest for the National Children's Study. These include general methodologic issues for conducting longitudinal birth cohort studies and community-based participatory research and for measuring air pollution exposures, pesticide exposures, asthma, and neurobehavioral toxicity. Rather than a detailed description of the studies in each of the centers, this series of articles is intended to provide information on the practicalities of conducting such intensive studies and the lessons learned. This explication of lessons learned provides an outstanding opportunity for the planners of the National Children's Study to draw on past experiences that provide information on what has and has not worked when studying diverse multiracial and multiethnic groups of children with unique urban and rural exposures. The Children's Centers have addressed and overcome many hurdles in their efforts to understand the link between environmental exposures and health outcomes as well as interactions between exposures and a variety of social and cultural factors. Some of the major lessons learned include the critical importance of long-term studies for assessing the full range of developmental consequences of environmental exposures, recognition of the unique challenges presented at different life stages for both outcome and exposure measurement, and the importance of ethical issues that must be dealt with in a changing medical and legal environment. It is hoped that these articles will be of value to others who are embarking on studies of children's environmental health.

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

ERIC Educational Resources Information Center

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

2011-01-01

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

Narrative environments and the capacity of disability narratives to motivate leisure-time physical activity among individuals with spinal cord injury.

PubMed

Perrier, Marie-Josée; Smith, Brett M; Latimer-Cheung, Amy E

2013-01-01

Few individuals with spinal cord injury (SCI) engage in the recommended amount of leisure time physical activity (LTPA). Yet little is known about how, and why, active individuals engage in specific types of LTPA. This study explored how a unique narrative environment and disability narratives motivated individuals with SCI to engage in LTPA. Fourteen individuals with SCI from a physical activity program participated in approximately hour-long interviews. Interviews were then subjected to a narrative analysis. Individuals who used a restitution narrative (n = 6) were motivated to engage in functional LTPA because of the desire to maintain the body and restore the past self. The individual who used the chaos narrative (n = 1) preferred solitary LTPA as exposure to others with SCI was a constant reminder of the lost, pre-injury self. Individuals who used a quest narrative (n = 7) explored LTPA options that fit with their interests; these individuals were open to new types of LTPA, such as sport and outdoor recreation. The plot of three disability narratives can all motivate the pursuit of LTPA; however, not all types of LTPA are seen as equal. LTPA interventions can be enhanced through the lessons learned from this unique type of environment. Despite individuals' views about their disability, they can still be motivated to engage in routine LTPA. Different theoretical determinants, such as health or social benefits, hold different relevance for LTPA among individuals with differing disability narratives. The environment provided by practitioners can therefore elicit some stories of SCI while stifling others. Open narrative environment will attract individuals to listen and maintain involvement in LTPA.

Shaping a valued learning journey: Student satisfaction with learning in undergraduate nursing programs, a grounded theory study.

PubMed

Smith, Morgan R; Grealish, Laurie; Henderson, Saras

2018-05-01

Student satisfaction is a quality measure of increasing importance in undergraduate programs, including nursing programs. To date theories of student satisfaction have focused primarily on students' perceptions of the educational environment rather than their perceptions of learning. Understanding how students determine satisfaction with learning is necessary to facilitate student learning across a range of educational contexts and meet the expectations of diverse stakeholders. To understand undergraduate nursing students' satisfaction with learning. Constructivist grounded theory methodology was used to identify how nursing students determined satisfaction with learning. Two large, multi-campus, nursing schools in Australia. Seventeen demographically diverse undergraduate nursing students studying different stages of a three year program participated in the study. Twenty nine semi-structured interviews were conducted. Students were invited to describe situations where they had been satisfied or dissatisfied with their learning. A constructivist grounded theory approach was used to analyse the data. Students are satisfied with learning when they shape a valued learning journey that accommodates social contexts of self, university and nursing workplace. The theory has three phases. Phase 1 - orienting self to valued learning in the pedagogical landscape; phase 2 - engaging with valued learning experiences across diverse pedagogical terrain; and phase 3 - recognising valued achievement along the way. When students experience a valued learning journey they are satisfied with their learning. Student satisfaction with learning is unique to the individual, changes over time and maybe transient or sustained, mild or intense. Finding from the research indicate areas where nurse academics may facilitate satisfaction with learning in undergraduate nursing programs while mindful of the expectations of other stakeholders such as the university, nurse registering authorities, employers and the receivers of nursing care. Copyright © 2018 Elsevier Ltd. All rights reserved.

An Eye-Tracking Study of Multiple Feature Value Category Structure Learning: The Role of Unique Features

PubMed Central

Liu, Zhiya; Song, Xiaohong; Seger, Carol A.

2015-01-01

We examined whether the degree to which a feature is uniquely characteristic of a category can affect categorization above and beyond the typicality of the feature. We developed a multiple feature value category structure with different dimensions within which feature uniqueness and typicality could be manipulated independently. Using eye tracking, we found that the highest attentional weighting (operationalized as number of fixations, mean fixation time, and the first fixation of the trial) was given to a dimension that included a feature that was both unique and highly typical of the category. Dimensions that included features that were highly typical but not unique, or were unique but not highly typical, received less attention. A dimension with neither a unique nor a highly typical feature received least attention. On the basis of these results we hypothesized that subjects categorized via a rule learning procedure in which they performed an ordered evaluation of dimensions, beginning with unique and strongly typical dimensions, and in which earlier dimensions received higher weighting in the decision. This hypothesis accounted for performance on transfer stimuli better than simple implementations of two other common theories of category learning, exemplar models and prototype models, in which all dimensions were evaluated in parallel and received equal weighting. PMID:26274332

An Eye-Tracking Study of Multiple Feature Value Category Structure Learning: The Role of Unique Features.

PubMed

Liu, Zhiya; Song, Xiaohong; Seger, Carol A

2015-01-01

We examined whether the degree to which a feature is uniquely characteristic of a category can affect categorization above and beyond the typicality of the feature. We developed a multiple feature value category structure with different dimensions within which feature uniqueness and typicality could be manipulated independently. Using eye tracking, we found that the highest attentional weighting (operationalized as number of fixations, mean fixation time, and the first fixation of the trial) was given to a dimension that included a feature that was both unique and highly typical of the category. Dimensions that included features that were highly typical but not unique, or were unique but not highly typical, received less attention. A dimension with neither a unique nor a highly typical feature received least attention. On the basis of these results we hypothesized that subjects categorized via a rule learning procedure in which they performed an ordered evaluation of dimensions, beginning with unique and strongly typical dimensions, and in which earlier dimensions received higher weighting in the decision. This hypothesis accounted for performance on transfer stimuli better than simple implementations of two other common theories of category learning, exemplar models and prototype models, in which all dimensions were evaluated in parallel and received equal weighting.

Perceptions of teaching and learning automata theory in a college-level computer science course

NASA Astrophysics Data System (ADS)

Weidmann, Phoebe Kay

This dissertation identifies and describes student and instructor perceptions that contribute to effective teaching and learning of Automata Theory in a competitive college-level Computer Science program. Effective teaching is the ability to create an appropriate learning environment in order to provide effective learning. We define effective learning as the ability of a student to meet instructor set learning objectives, demonstrating this by passing the course, while reporting a good learning experience. We conducted our investigation through a detailed qualitative case study of two sections (118 students) of Automata Theory (CS 341) at The University of Texas at Austin taught by Dr. Lily Quilt. Because Automata Theory has a fixed curriculum in the sense that many curricula and textbooks agree on what Automata Theory contains, differences being depth and amount of material to cover in a single course, a case study would allow for generalizable findings. Automata Theory is especially problematic in a Computer Science curriculum since students are not experienced in abstract thinking before taking this course, fail to understand the relevance of the theory, and prefer classes with more concrete activities such as programming. This creates a special challenge for any instructor of Automata Theory as motivation becomes critical for student learning. Through the use of student surveys, instructor interviews, classroom observation, material and course grade analysis we sought to understand what students perceived, what instructors expected of students, and how those perceptions played out in the classroom in terms of structure and instruction. Our goal was to create suggestions that would lead to a better designed course and thus a higher student success rate in Automata Theory. We created a unique theoretical basis, pedagogical positivism, on which to study college-level courses. Pedagogical positivism states that through examining instructor and student perceptions of teaching and learning, improvements to a course are possible. These improvements can eventually develop a "best practice" instructional environment. This view is not possible under a strictly constructivist learning theory as there is no way to teach a group of individuals in a "best" way. Using this theoretical basis, we examined the gathered data from CS 341. (Abstract shortened by UMI.)

NASA’s Universe of Learning: Connecting Scientists, Educators, and Learners

NASA Astrophysics Data System (ADS)

Smith, Denise A.; Lestition, Kathleen; Squires, Gordon K.; Greene, W. M.; Biferno, Anya A.; Cominsky, Lynn R.; Goodman, Irene; Walker, Allyson; Universe of Learning Team

2017-01-01

NASA’s Universe of Learning (UoL) is one of 27 competitively awarded education programs selected by NASA’s Science Mission Directorate (SMD) in its newly restructured education effort. Through these 27 programs, SMD aims to infuse NASA science experts and content more effectively and efficiently into learning environments serving audiences of all ages. UoL is a unique partnership between the Space Telescope Science Institute, Chandra X-ray Center, IPAC at Caltech, Jet Propulsion Laboratory Exoplanet Exploration Program, and Sonoma State University that will connect the scientists, engineers, science, technology and adventure of NASA Astrophysics with audience needs, proven infrastructure, and a network of partners to advance SMD education objectives. External evaluation is provided through a partnership with Goodman Research Group and Cornerstone Evaluation Associates. The multi-institutional team is working to develop and deliver a unified, consolidated and externally evaluated suite of education products, programs, and professional development offerings that spans the full spectrum of NASA Astrophysics, including the Cosmic Origins, Physics of the Cosmos, and Exoplanet Exploration themes. Products and programs focus on out-of-school-time learning environments and include enabling educational use of Astrophysics mission data and offering participatory experiences; creating multimedia and immersive experiences; designing exhibits and community programs; and producing resources for special needs and underserved/underrepresented audiences. The UoL team also works with a network of partners to provide professional learning experiences for informal educators, pre-service educators, and undergraduate instructors. This presentation will provide an overview of the UoL team’s approach to partnering scientists and educators to engage learners in Astrophysics discoveries and data; progress to date; and pathways for science community involvement.

Medical students' unique experience of army leadership training: a qualitative study.

PubMed

Earis, John; Garner, J; Haddock, D; Jenkins, J; Jha, V

2017-10-01

To assess the interactive experience of first year medical students attending the leadership and management course hosted by a British Army Reserve Field Hospital developed in partnership with Liverpool University. 244 students submitted a 1000-word structured reflective learning assignment about their reaction to, learning from and any behaviour and attitude changes as a result of, the training. The assignments were thematically analysed to identify how aspects of the training had impacted upon the students' understanding of leadership and teamwork. Their comments relating to the army were analysed to gain insight into their views and experience of the training. Students were surprised at how enjoyable and useful they found the course. Initially they expressed scepticism about what they could learn in an army-based environment. However, the training, particularly command and planning tasks, helped them appreciate and understand the different skills individuals can bring to a team environment, and the importance of everyone contributing. While some students were challenged by aspects of the course, with support and encouragement from team-mates and the army personnel, they learned they could achieve more together. Teaching leadership and management skills to medical students is a challenge which can be effectively addressed by adapting and developing army training resources. Students overcame initial scepticism about participating, and learned a lot about themselves and each other. In addition, the army developed a better understanding of the doctors of the future. The expertise of the army in delivering this training was crucial to its success as the medical school could not have provided this experience unsupported. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

"The Eye of the Cyclone" - Teaching Natural Hazards in Schools by Using M-Learning and Augmented Reality Techniques

NASA Astrophysics Data System (ADS)

Ortwein, Annette; Schultz, Johannes; Rienow, Andreas

2017-04-01

Earth observation from space enables scientists and decision makers to forecast and react on the impacts of tropical storms. The project "Columbus Eye - Live-Imagery from the ISS in School Lessons" teaches pupils the implications of the coupled human-environment systems by applying remote sensing and digital image processing. Recently, Columbus Eye launched its first Android App featuring ISS videos. Generating a smartphone-based learning environment for working with ISS imagery introduces m-learning to the classrooms. The learning unit "The Eye of the Cyclone" addresses the formation and path of Philippine typhoon Maysak by using a multi-media approach. Based on a traditional work sheet, the diagrams of typhoon Maysak come alive when viewed through the smartphone's camera. A diagram of the typhoon's secret interior mechanics turns into a video of typhoon Maysak as seen from the ISS on 31st of March 2015, holding additional information on its unique specifications. The second diagram of air masses suddenly moves and shows the path of typhoon Maysak over time. But before those interactive parts are explored, the background information is presented in the work sheet by means of written scientific learning materials, including information on the occurrence, formation and inner structure of typhoons. Thus, fostering the reading competence, the pupils' understanding on the topic is assessed by several tasks on the work sheet's final page. The oral presentation explains how the haptic experience of writing the solutions on a sheet of paper makes the knowledge paperbound and "real", literally lifting pens & papers into space. In the light of the Copernicus services, it will be explained how Sentinel-based teaching units can be developed in order to communicating the knowledge and the handling of natural hazards in times of global change.

The Blue Öresund Bridge of Knowledge

NASA Astrophysics Data System (ADS)

Hellström, Åsa; Palmgren, Michael

2017-04-01

The Blue Öresund Bridge of Knowledge (BÖBK) is a unique project between Malmö, Sweden and Copenhagen, Denmark around The Sound. BÖBK aims to educate the next generation to become active citizens who take part in creating a sustainable marine future. It is important that future generations are capable of responding to challenges generated in society. Through practical, creative and innovative learning programs we are working on giving the school children, and their teachers, the insight, skills and commitment needed to take on the fight for a clean environment, bright future and blue waters. Thirty years ago, the Sound was a dead, eutrophic and polluted sea. With joint efforts for those environmental issues and with greater understanding of our sea, from both countries, the water in The Sound has improved, fish stocks increased, and the seabed is healthy. Despite one of Europe's largest constructions works, The Öresund Bridge. The Sound is a unique ocean with strong currents and with varying salinity. Which means a rich, varied biological life. In BÖBK, which is a unique three-year project between the two municipalities, Malmö and Copenhagen and actors like Malmö Museum, Malmö Aquarium, SEA-U Marine Science Center in Sweden and The Blue Planet, Öresund Environmental School in Denmark, we work hands-on with students and teachers from the two schools, in Malmö and Copenhagen. The aim of the project is that the students, who are 13-15 years old, get a deeper understanding of our marine environment, The Sound, through its ecosystem services, and what human influence can do. Students also practice their action competence regarding own actions and lifestyle choices based on this knowledge. Students learn more about history, marine science and the biodiversity of The Sound. But also, how important fisheries have been in the region since the Middle Ages. Marine food has a prominent position in the project where students are taught to fish their own fish in a sustainable way, cook the catch of fish and algae and then the students together eating the food. Students will also examine how blue biomass from the sea (mussels and algae) can be used to produce biogas fuel for the city buses. In parallel with the curriculum, the project also has elements of language development, both in Swedish and Danish. Together we also work for The Sound to become a biosphere area within the UNESCO's Man and the Biosphere Programme and with the support of the new marine science center, which will open later this fall, we build greater knowledge and skills of citizens around the Sound. BÖBK is build on the Öresund region's thoughts of becoming a metropolitan region in the future. Keywords: biodiversity, ecosystem services. education, involvement, sustainable future, youth, citizenship, collaboration, language development, ocean literacy, outdoor learning/education, place based learning, challenge based learning.

Real-time maneuver optimization of space-based robots in a dynamic environment: Theory and on-orbit experiments

NASA Astrophysics Data System (ADS)

Chamitoff, Gregory E.; Saenz-Otero, Alvar; Katz, Jacob G.; Ulrich, Steve; Morrell, Benjamin J.; Gibbens, Peter W.

2018-01-01

This paper presents the development of a real-time path-planning optimization approach to controlling the motion of space-based robots. The algorithm is capable of planning three dimensional trajectories for a robot to navigate within complex surroundings that include numerous static and dynamic obstacles, path constraints and performance limitations. The methodology employs a unique transformation that enables rapid generation of feasible solutions for complex geometries, making it suitable for application to real-time operations and dynamic environments. This strategy was implemented on the Synchronized Position Hold Engage Reorient Experimental Satellite (SPHERES) test-bed on the International Space Station (ISS), and experimental testing was conducted onboard the ISS during Expedition 17 by the first author. Lessons learned from the on-orbit tests were used to further refine the algorithm for future implementations.

The UNIQUe Label: Supporting a Culture of Innovation and Quality in Higher Education

NASA Astrophysics Data System (ADS)

Boonen, Annemie; Bijnens, Helena

European higher education institutions will need significant reforms, in order to guarantee their leading role in a globalized knowledge economy. These reforms can be enhanced by improving the way in which traditional universities integrate new technologies both in their educational activities and throughout their strategic and operational processes. The UNIQUe institutional accreditation scheme, analyzed and described in this chapter, intends to support this process of integrating the use of new technologies in higher education. With its specific open approach to quality in e-Learning, UNIQUe emphasizes innovation and creativity in a process that includes self-assessment and constructive dialog with peers and stakeholders involved. UNIQUe intends to use the institutional quality label as a catalyst for continuous improvement and change while setting up collaborative bench learning processes among universities for the adoption and integration of e-Learning.

Hypermedia in Vocational Learning: A Hypermedia Learning Environment for Training Management Skills

ERIC Educational Resources Information Center

Konradt, Udo

2004-01-01

A learning environment is defined as an arrangement of issues, methods, techniques, and media in a given domain. Besides temporal and spatial features a learning environment considers the social situation in which learning takes place. In (hypermedia) learning environments the concept of exploration and the active role of the learner is…

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

ERIC Educational Resources Information Center

Samur, Yavuz

2011-01-01

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

Assessing culturally sensitive factors in the learning environment of science classrooms

NASA Astrophysics Data System (ADS)

Fisher, Darrell L.; Waldrip, Bruce G.

1997-03-01

As schools are becoming increasingly diverse in their scope and clientele, any examination of the interaction of culturally sensitive factors of students' learning environments with learning science assumes critical importance. The purpose of this exploratory study was to develop an instrument to assess learning environment factors that are culturally sensitive, to provide initial validation information on the instrument and to examine associations between students' perceptions of their learning environments and their attitudes towards science and achievement of enquiry skills. A measure of these factors of science student's learning environment, namely the Cultural Learning Environment Questionnaire (CLEQ), was developed from past learning environment instruments and influenced by Hofstede's four dimensions of culture (Power Distance, Uncertainty Avoidance, Individualism, and Masculinity/Femininity). The reliability and discriminant validity for each scale were obtained and associations between learning environment, attitude to science and enquiry skills achievement were found.

Meeting the Needs of Students with Coexisting Visual Impairments and Learning Disabilities

ERIC Educational Resources Information Center

Jones, Beth A.; Hensley-Maloney, Lauren

2015-01-01

The coexistence of visual impairments and learning disabilities presents unique challenges. It is imperative that teachers be apprised of the characteristics of this population as well as instructional strategies targeted at meeting their unique needs. The authors highlight typical patterns of performance and provide suggestions for effective…

In vivo porcine training model for cranial neurosurgery.

PubMed

Regelsberger, Jan; Eicker, Sven; Siasios, Ioannis; Hänggi, Daniel; Kirsch, Matthias; Horn, Peter; Winkler, Peter; Signoretti, Stefano; Fountas, Kostas; Dufour, Henry; Barcia, Juan A; Sakowitz, Oliver; Westermaier, Thomas; Sabel, Michael; Heese, Oliver

2015-01-01

Supplemental education is desirable for neurosurgical training, and the use of human cadaver specimen and virtual reality models is routine. An in vivo porcine training model for cranial neurosurgery was introduced in 2005, and our recent experience with this unique model is outlined here. For the first time, porcine anatomy is illustrated with particular respect to neurosurgical procedures. The pros and cons of this model are described. The aim of the course was to set up a laboratory scenery imitating an almost realistic operating room in which anatomy of the brain and neurosurgical techniques in a mentored environment free from time constraints could be trained. Learning objectives of the course were to learn about the microsurgical techniques in cranial neurosurgery and the management of complications. Participants were asked to evaluate the quality and utility of the programme via standardized questionnaires by a grading scale from A (best) to E (worst). In total, 154 residents have been trained on the porcine model to date. None of the participants regarded his own residency programme as structured. The bleeding and complication management (97%), the realistic laboratory set-up (89%) and the working environment (94%) were favoured by the vast majority of trainees and confirmed our previous findings. After finishing the course, the participants graded that their skills in bone drilling, dissecting the brain and preserving cerebral vessels under microscopic magnification had improved to level A and B. In vivo hands-on courses, fully equipped with microsurgical instruments, offer an outstanding training opportunity in which bleeding management on a pulsating, vital brain represents a unique training approach. Our results have shown that education programmes still lack practical training facilities in which in vivo models may act as a complementary approach in surgical training.

The 4A Metric Algorithm: A Unique E-Learning Engineering Solution Designed via Neuroscience to Counter Cheating and Reduce Its Recidivism by Measuring Student Growth through Systemic Sequential Online Learning

ERIC Educational Resources Information Center

Osler, James Edward

2016-01-01

This paper provides a novel instructional methodology that is a unique E-Learning engineered "4A Metric Algorithm" designed to conceptually address the four main challenges faced by 21st century students, who are tempted to cheat in a myriad of higher education settings (face to face, hybrid, and online). The algorithmic online…

Getting Students Outside: Using Technology as a Way to Stimulate Engagement

NASA Astrophysics Data System (ADS)

Boyce, Carrie J.; Mishra, Chandrani; Halverson, Kristy L.; Thomas, Aimée K.

2014-12-01

Informal environments provide students with unique experiences that allow them to actively participate in activities while promoting a positive attitude toward and an increased interest in science. One way to enhance informal science experiences is through the integration of mobile technologies. This integration is particularly useful in engaging underrepresented students in learning science. Our informal environmental science program engages underrepresented, fifth-grade students in an informal learning environment supplemented with mobile tablet technology (iPads). The purpose of this study was to explore how fifth-grade students interacted with nature using mobile technology during a nature hike series. Participants included 55 fifth-grade students from two low-income schools. We found that students used the mobile technology to explore nature and stay engaged throughout the hike. The iPads were used as references, data collectors, and engagement tools. Students had an intense desire in returning to the site and responded positively toward interacting with nature. Prior research has indicated that students in this age group are likely to lose interest in science and the incorporation of field-friendly technology that engages students with nature, not technology alone, is a useful tool for keeping students interested in science.

Enhancing astronaut performance using sensorimotor adaptability training.

PubMed

Bloomberg, Jacob J; Peters, Brian T; Cohen, Helen S; Mulavara, Ajitkumar P

2015-01-01

Astronauts experience disturbances in balance and gait function when they return to Earth. The highly plastic human brain enables individuals to modify their behavior to match the prevailing environment. Subjects participating in specially designed variable sensory challenge training programs can enhance their ability to rapidly adapt to novel sensory situations. This is useful in our application because we aim to train astronauts to rapidly formulate effective strategies to cope with the balance and locomotor challenges associated with new gravitational environments-enhancing their ability to "learn to learn." We do this by coupling various combinations of sensorimotor challenges with treadmill walking. A unique training system has been developed that is comprised of a treadmill mounted on a motion base to produce movement of the support surface during walking. This system provides challenges to gait stability. Additional sensory variation and challenge are imposed with a virtual visual scene that presents subjects with various combinations of discordant visual information during treadmill walking. This experience allows them to practice resolving challenging and conflicting novel sensory information to improve their ability to adapt rapidly. Information obtained from this work will inform the design of the next generation of sensorimotor countermeasures for astronauts.

Preliminary Outcomes from a Week-Long Environmental Engineering Summer Camp for High School Female Students

NASA Astrophysics Data System (ADS)

Balasubramanian, S.; Koloutsou-Vakakis, S.

2014-12-01

There is a need for environment engineers and sustainability managers to address global environmental, energy and health challenges. Environmental literacy programs at K-12 level provide a unique opportunity in motivating young minds in joining STEM and also provide additional value in learning about "saving planet earth". The Women in Engineering at the University of Illinois organize an annual week long camp, for female high school students with tracks corresponding to different fields of Engineering. The Environmental Engineering and Sustainability (EES) track is organized by faculty and graduate students of the Civil and Environmental Engineering department and introduces students to concepts in sustainability and systems thinking in connection with air and water quality, climate change and renewable energy. This study is a preliminary assessment of the relevance of the EES outreach track conducted in July 2014 in student learning. Specific goals include assessing (a) demographics of participants and their motivation to join this camp, (b) educational and enjoyability quotients of the modules and (c) learning and motivational outcomes using the Likert scale. A pre-camp survey indicated keen interest in learning about environmental engineering (4.56/5.0) and expected this camp to be a venue to learn about related career choices (4.9/5.0). Five days of instruction were divided thematically and included a mix of lectures, activity based learning, demonstrations and field visits. Overall modules were rated as educational (4.4/5.0) and enjoyable (4.5/5.0). Modules with hands-on learning were best received (4.67/5.0) and rated unique (4.7/5.0). Post camp, participants acknowledged the important contribution of environmental engineers to society (4.8/5.0) and could relate the different modules to the role engineer's play (4.06/5.0) for sustainability. On an average, the participants evinced interest in engineering as a career choice (4.0/5.0) but there was a broader range of responses regarding environmental engineering as their career choice (3.13/5.0).

Relationship between learning environment characteristics and academic engagement.

PubMed

Opdenakker, Marie-Christine; Minnaert, Alexander

2011-08-01

The relationship between learning environment characteristics and academic engagement of 777 Grade 6 children located in 41 learning environments was explored. Questionnaires were used to tap learning environment perceptions of children, their academic engagement, and their ethnic-cultural background. The basis of the learning environment questionnaire was the International System for Teacher Observation and Feedback (ISTOF). Factor analysis indicated three factors: the teacher as a helpful and good instructor (having good instructional skills, clear instruction), the teacher as promoter of active learning and differentiation, and the teacher as manager and organizer of classroom activities. Multilevel analysis indicated that about 12% of the differences in engagement between children was related to the learning environment. All the mentioned learning environment characteristics mattered, but the teacher as a helpful, good instructor was most important followed by the teacher as promoter of active learning and differentiation.

Nigerian Physiotherapy Clinical Students' Perception of Their Learning Environment Measured by the Dundee Ready Education Environment Measure Inventory

ERIC Educational Resources Information Center

Odole, Adesola C.; Oyewole, Olufemi O.; Ogunmola, Oluwasolape T.

2014-01-01

The identification of the learning environment and the understanding of how students learn will help teacher to facilitate learning and plan a curriculum to achieve the learning outcomes. The purpose of this study was to investigate undergraduate physiotherapy clinical students' perception of University of Ibadan's learning environment. Using the…

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

NASA Astrophysics Data System (ADS)

Gardner, Christina M.

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

Lessons Learned in Thermal Coatings from the DSCOVR Mission

NASA Technical Reports Server (NTRS)

Abraham, Nithin S.

2015-01-01

Finding solutions to thermal coating issues on the Deep Space Climate Observatory (DSCOVR) mission was a very challenging and unique endeavor. As a passive thermal control system, coatings provide the desired thermal, optical, and electrical charging properties, while surviving a harsh space environment. DSCOVR mission hardware was repurposed from the late 1990s satellite known as Triana. As a satellite that was shelved for over a decade, the coating surfaces consequently degraded with age, and became fairly outdated. Although the mission successfully launched in February 2015, there were unfamiliar observations and unanticipated issues with the coating surfaces during the revival phases of the project. For example, the thermal coatings on DSCOVR experienced particulate contamination and resistivity requirement problems, among other issues. While finding solutions to these issues, valuable lessons were learned in thermal coatings that may provide great insight to future spaceflight missions in similar situations.

Behavioral development in embryonic and early juvenile cuttlefish (Sepia officinalis).

PubMed

O'Brien, Caitlin E; Mezrai, Nawel; Darmaillacq, Anne-Sophie; Dickel, Ludovic

2017-03-01

Though a mollusc, the cuttlefish Sepia officinalis possesses a sophisticated brain, advanced sensory systems, and a large behavioral repertoire. Cuttlefish provide a unique perspective on animal behavior due to their phylogenic distance from more traditional (vertebrate) models. S. officinalis is well-suited to addressing questions of behavioral ontogeny. As embryos, they can perceive and learn from their environment and experience no direct parental care. A marked progression in learning and behavior is observed during late embryonic and early juvenile development. This improvement is concomitant with expansion and maturation of the vertical lobe, the cephalopod analog of the mammalian hippocampus. This review synthesizes existing knowledge regarding embryonic and juvenile development in this species in an effort to better understand cuttlefish behavior and animal behavior in general. It will serve as a guide to future researchers and encourage greater awareness of the utility of this species to behavioral science. © 2016 Wiley Periodicals, Inc.

How People Learn in an Asynchronous Online Learning Environment: The Relationships between Graduate Students' Learning Strategies and Learning Satisfaction

ERIC Educational Resources Information Center

Choi, Beomkyu

2016-01-01

The purpose of this study was to examine the relationships between learners' learning strategies and learning satisfaction in an asynchronous online learning environment. In an attempt to shed some light on how people learn in an online learning environment, one hundred and sixteen graduate students who were taking online learning courses…

Elective course in acute care using online learning and patient simulation.

PubMed

Seybert, Amy L; Kane-Gill, Sandra L

2011-04-11

To enhance students' knowledge of and critical-thinking skills in the management of acutely ill patients using online independent learning partnered with high-fidelity patient simulation sessions. Students enrolled in the Acute Care Simulation watched 10 weekly Web-based video presentations on various critical care and advanced cardiovascular pharmacotherapy topics. After completing each online module, all students participated in groups in patient-care simulation exercises in which they prepared a pharmacotherapeutic plan for the patient, recommended this plan to the patient's physician, and completed a debriefing session with the facilitator. Students completed a pretest and posttest before and after each simulation exercise, as well as midterm and final evaluations and a satisfaction survey. Pharmacy students significantly improved their scores on 9 of the 10 tests (p ≤ 0.05). Students' performance on the final evaluation improved compared with performance on the midterm evaluation. Overall, students were satisfied with the unique dual approach to learning and enjoyed the realistic patient-care environment that the simulation laboratory provided. Participation in an elective course that combined self-directed Web-based learning and hands-on patient simulation exercises increased pharmacy students' knowledge and critical-thinking skills in acute care.

Strategies of learning from failure.

PubMed

Edmondson, Amy C

2011-04-01

Many executives believe that all failure is bad (although it usually provides Lessons) and that Learning from it is pretty straightforward. The author, a professor at Harvard Business School, thinks both beliefs are misguided. In organizational life, she says, some failures are inevitable and some are even good. And successful learning from failure is not simple: It requires context-specific strategies. But first leaders must understand how the blame game gets in the way and work to create an organizational culture in which employees feel safe admitting or reporting on failure. Failures fall into three categories: preventable ones in predictable operations, which usually involve deviations from spec; unavoidable ones in complex systems, which may arise from unique combinations of needs, people, and problems; and intelligent ones at the frontier, where "good" failures occur quickly and on a small scale, providing the most valuable information. Strong leadership can build a learning culture-one in which failures large and small are consistently reported and deeply analyzed, and opportunities to experiment are proactively sought. Executives commonly and understandably worry that taking a sympathetic stance toward failure will create an "anything goes" work environment. They should instead recognize that failure is inevitable in today's complex work organizations.

Scaffolding in Connectivist Mobile Learning Environment

ERIC Educational Resources Information Center

Ozan, Ozlem

2013-01-01

Social networks and mobile technologies are transforming learning ecology. In this changing learning environment, we find a variety of new learner needs. The aim of this study is to investigate how to provide scaffolding to the learners in connectivist mobile learning environment: (1) to learn in a networked environment; (2) to manage their…

Online Resource-Based Learning Environment: Case Studies in Primary Classrooms

ERIC Educational Resources Information Center

So, Winnie Wing Mui; Ching, Fiona Ngai Ying

2012-01-01

This paper discusses the creation of learning environments with online resources by three primary school teachers for pupil's learning of science-related topics with reference to the resource-based e-learning environments (RBeLEs) framework. Teachers' choice of contexts, resources, tools, and scaffolds in designing the learning environments are…

The Predicaments of Language Learners in Traditional Learning Environments

ERIC Educational Resources Information Center

Shafie, Latisha Asmaak; Mansor, Mahani

2009-01-01

Some public universities in developing countries have traditional language learning environments such as classrooms with only blackboards and furniture which do not provide conducive learning environments. These traditional environments are unable to cater for digital learners who need to learn with learning technologies. In order to create…

The Integration of Personal Learning Environments & Open Network Learning Environments

ERIC Educational Resources Information Center

Tu, Chih-Hsiung; Sujo-Montes, Laura; Yen, Cherng-Jyh; Chan, Junn-Yih; Blocher, Michael

2012-01-01

Learning management systems traditionally provide structures to guide online learners to achieve their learning goals. Web 2.0 technology empowers learners to create, share, and organize their personal learning environments in open network environments; and allows learners to engage in social networking and collaborating activities. Advanced…

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

ERIC Educational Resources Information Center

Huerta-Wong, Juan Enrique; Schoech, Richard

2010-01-01

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

Moving toward heutagogical learning: Illuminating undergraduate nursing students' experiences in a flipped classroom.

PubMed

Green, Rebecca D; Schlairet, Maura C

2017-02-01

Nurse educators rely on the tenets of educational theory and evidence-based education to promote the most effective curriculum and facilitate the best outcomes. The flipped classroom model, in which students assume personal responsibility for knowledge acquisition in a highly engaging and interactive environment, supports self-directed learning and the unique needs of clinical education. To understand how students perceived their experiences in the flipped classroom and how students' learning dispositions were affected by the flipped classroom experience. A phenomenological approach was used to gain deeper understanding about students' perspectives, perceptions and subjective experiences of the flipped classroom model. The focus of the study was on characteristics of student learning. Fourteen Bachelors of Science of Nursing (BSN) students at a regional university in the southeastern United States. Using data transcribed from face-to-face, semi-structured interviews, experiential themes were extracted from the qualitative data (student-reported experiences, attributes, thoughts, values, and beliefs regarding teaching and learning in the context of their experience of the flipped classroom) using Graneheim's and Lundman's (2004) guidelines; and were coded and analyzed within theoretical categories based on pedagogical, andragogical or heutagogical learning dispositions. Experiential themes that emerged from students' descriptions of their experiences in the flipped classroom included discernment, challenge, relevance, responsibility, and expertise. The flipped classroom model offers promising possibilities for facilitating students' movement from learning that is characteristic of pedagogy and andragogy toward heutagogical learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom, and the Relationship between Them

ERIC Educational Resources Information Center

Alzahrani, Ibraheem; Woollard, John

2013-01-01

This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified by giving an example of the learning environment. Due to wiki characteristics, Wiki technology is one of the most famous learning environments that can show the…

Practice education learning environments: the mismatch between perceived and preferred expectations of undergraduate health science students.

PubMed

Brown, Ted; Williams, Brett; McKenna, Lisa; Palermo, Claire; McCall, Louise; Roller, Louis; Hewitt, Lesley; Molloy, Liz; Baird, Marilyn; Aldabah, Ligal

2011-11-01

Practical hands-on learning opportunities are viewed as a vital component of the education of health science students, but there is a critical shortage of fieldwork placement experiences. It is therefore important that these clinical learning environments are well suited to students' perceptions and expectations. To investigate how undergraduate students enrolled in health-related education programs view their clinical learning environments and specifically to compare students' perception of their 'actual' clinical learning environment to that of their 'preferred/ideal' clinical learning environment. The Clinical Learning Environment Inventory (CLEI) was used to collect data from 548 undergraduate students (55% response rate) enrolled in all year levels of paramedics, midwifery, radiography and medical imaging, occupational therapy, pharmacy, nutrition and dietetics, physiotherapy and social work at Monash University via convenience sampling. Students were asked to rate their perception of the clinical learning environment at the completion of their placements using the CLEI. Satisfaction of the students enrolled in the health-related disciplines was closely linked with the five constructs measured by the CLEI: Personalization, Student Involvement, Task Orientation, Innovation, and Individualization. Significant differences were found between the student's perception of their 'actual' clinical learning environment and their 'ideal' clinical learning environment. The study highlights the importance of a supportive clinical learning environment that places emphasis on effective two-way communication. A thorough understanding of students' perceptions of their clinical learning environments is essential. Copyright © 2010 Elsevier Ltd. All rights reserved.

Automated vehicle identification tags in San Antonio : lessons learned from the metropolitan model deployment initiative : unique method for collecting arterial travel speed information

DOT National Transportation Integrated Search

2000-10-01

This report demonstrates a unique solution to the challenge of providing accurate, timely estimates of arterial travel times to the motoring public. In particular, it discusses the lessons learned in deploying the Vehicle Tag Project in San Antonio, ...

A Week in the Wilderness of the Great Smoky Mountains Institute at Tremont: An Outdoor Science Education Course for Graduate and Undergraduate Students

NASA Astrophysics Data System (ADS)

Radencic, S.; Walker, R. M.; Anthony, K. V.

2014-12-01

Graduate and undergraduate students with an interest in science education complete an intensive three-week "Maymester" course at Mississippi State University that includes one week of field experience teaching science in outdoor environments. The focus of the course includes the history and rationales for interdisciplinary outdoor education and informal learning environments while promoting successful pedagogical practices to enhance science instruction. Students gain valuable outdoor education field experience through a week of full emersion at a residential environmental learning center at the Great Smoky Mountains Institute at Tremont, TN (www.gsmit.org) that challenges perceptions of what many believe are "good teaching" practices. Tremont offers multiple overnight educational options for K-12 schools, teacher professional development programs, master naturalists trainings, and citizen science opportunities to the public. Being fully immersed in the outdoors teaching and learning about Earth Science interdisciplinary topics creates a paradigm shift in what is considered to be effective teaching by the graduate and undergraduate participants. Prior to the week at Tremont, students select a Tremont created outdoor educational activity to teach their fellow the graduate and undergraduate students while at Tremont. All activities promote inquiry and hands-on exploration utilizing authentic science process skills in outdoor field research settings that can also be adapted for local school environments. At Tremont the students reside in platform tents located at the center to allow complete immersion in the culture of informal learning unique to outdoor education. In addition to gaining personal experiences leading outdoor science activities, the college students get to actively observe experts in the field of outdoor ecological education model exemplary pedagogical practices of guided inquiry and effective questioning strategies. The impact of the full emersion field experience gained by class participants will be one that they can implement into a variety of science education settings to enrich understanding of the Geosciences to diverse audiences.

D.E.E.P. Learning: Promoting Informal STEM Learning through Ocean Research Simulation Games

NASA Astrophysics Data System (ADS)

Simms, E.; Rohrlick, D.; Layman, C.; Peach, C. L.; Orcutt, J. A.; Keen, C. S.; Matthews, J.; Nsf Ooi-Ci Education; Public Engagement Team

2010-12-01

It is generally recognized that interactive digital games have the potential to promote the development of valuable learning and life skills, including data processing, decision-making, critical thinking, planning, communication and collaboration (Kirriemuir and MacFarlane, 2006). But the research and development of educational games, and the study of the educational value of interactive games in general, have lagged far behind the same efforts for games created for the purpose of entertainment. Our group is attempting to capitalize on the facts that games are now played in 67% of American households (ESA, 2010), and across a broad range of ages, by developing effective and engaging simulation games that promote Science, Technology, Engineering and Mathematics (STEM) literacy in informal science education institutions (ISEIs; e.g., aquariums, museums, science centers). In particular, we are developing games based on the popular Microsoft Xbox360 gaming platform and the free Microsoft XNA game development kit, which engage ISEI visitors in the exploration and understanding of the deep-sea environment. Known as Deep-sea Extreme Environment Pilot (D.E.E.P.), the games place players in the role of piloting a remotely-operated vehicle (ROV) to complete science-based objectives associated with the exploration of ocean observing systems and hydrothermal vent environments. In addition to creating a unique educational product, our efforts are intended to identify 1) the key elements of a successful STEM-based simulation game experience in an informal science education institution, and 2) which aspects of game design (e.g., challenge, curiosity, fantasy, personal recognition) are most effective at maximizing both learning and enjoyment. We will share our progress to date, including formative assessment results from testing the game prototypes at Birch Aquarium at Scripps, and discuss the potential benefits and challenges to interactive gaming as a tool to support STEM literacy.

Applying a Framework for Student Modeling in Exploratory Learning Environments: Comparing Data Representation Granularity to Handle Environment Complexity

ERIC Educational Resources Information Center

Fratamico, Lauren; Conati, Cristina; Kardan, Samad; Roll, Ido

2017-01-01

Interactive simulations can facilitate inquiry learning. However, similarly to other Exploratory Learning Environments, students may not always learn effectively in these unstructured environments. Thus, providing adaptive support has great potential to help improve student learning with these rich activities. Providing adaptive support requires a…

A Simultaneous Mobile E-Learning Environment and Application

ERIC Educational Resources Information Center

Karal, Hasan; Bahcekapili, Ekrem; Yildiz, Adil

2010-01-01

The purpose of the present study was to design a mobile learning environment that enables the use of a teleconference application used in simultaneous e-learning with mobile devices and to evaluate this mobile learning environment based on students' views. With the mobile learning environment developed in the study, the students are able to follow…

Using Scenarios to Design Complex Technology-Enhanced Learning Environments

ERIC Educational Resources Information Center

de Jong, Ton; Weinberger, Armin; Girault, Isabelle; Kluge, Anders; Lazonder, Ard W.; Pedaste, Margus; Ludvigsen, Sten; Ney, Muriel; Wasson, Barbara; Wichmann, Astrid; Geraedts, Caspar; Giemza, Adam; Hovardas, Tasos; Julien, Rachel; van Joolingen, Wouter R.; Lejeune, Anne; Manoli, Constantinos C.; Matteman, Yuri; Sarapuu, Tago; Verkade, Alex; Vold, Vibeke; Zacharia, Zacharias C.

2012-01-01

Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire…

Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement

ERIC Educational Resources Information Center

Özerem, Aysen; Akkoyunlu, Buket

2015-01-01

Problem Statement: While designing a learning environment it is vital to think about learner characteristics (learning styles, approaches, motivation, interests… etc.) in order to promote effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level,…

Pedagogical Approaches to Diagnostic Imaging Education: A Narrative Review of the Literature

PubMed Central

Linaker, Kathleen L.

2015-01-01

Objective The purpose of this study was to examine literature on how radiology is taught and learned by both radiology residents and undergraduates in the health professions. Methods A review of the literature was performed using relevant key words. Articles were retrieved through December 2012 using PubMed, ScienceDirect, ERIC, Proquest, and ICL databases along with a manual review of references. Results Of the 4716 unique abstracts reviewed by the author, 91 were found to be relevant to the purpose of this study. The literature retrieved reported pedagogical approaches to teaching radiology including the following: problem solving, technology as teacher, independent learning tools, visiting lectureships, case based teaching, and conferences. There was some exploration of the relative effectiveness of educational formats. Suggestions for future research identify 7 areas of relative consistency. Conclusion Radiology is a clinical skill that requires integration science, clinical information, clinical experiences, and information recorded on diagnostic imaging studies. The research in this area focuses on problem solving, the use of algorithm/scripts, introducing uncertainty in clinical scenarios, incorporating technology in learning environments, active learning techniques, and methods of independent learning. Although the literature in this area is still in its infancy, the research examining the relative effectiveness of these various educational formats is often contradictory, suggesting that this is a complex area of study with numerous factors influencing student learning. PMID:26770173

A framework for recognition of prior learning within a Postgraduate Diploma of Nursing Management in South Africa.

PubMed

Jooste, Karien; Jasper, Melanie

2010-09-01

The present study focuses on the development of an initial framework to guide educators in nursing management in designing a portfolio for the recognition of prior learning for accreditation of competencies within a postgraduate diploma in South Africa. In South Africa, there is a unique educational need, arising from the legacy of apartheid and previous political regimes, to facilitate educational development in groups previously unable to access higher education. Awareness of the need for continuous professional development in nursing management practice and recognition of prior learning in the educational environment has presented the possibility of using one means to accomplish both aims. Although the content of the present study is pertinent to staff development of nurse managers, it is primarily written for nurse educators in the field of nursing management. The findings identify focus areas to be addressed in a recognition of prior learning portfolio to comply with the programme specific outcomes of Nursing Service Management. Further work to refine these focus areas to criteria that specify the level of performance required to demonstrate achievement is needed. CONCLUSION AND IMPLICATIONS FOR NURSE MANAGERS: Managers need to facilitate continuous professional development through portfolio compilation which acknowledges the learning opportunities within the workplace and can be used as recognition of prior learning. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.

Web-Based Learning Environment Based on Students’ Needs

NASA Astrophysics Data System (ADS)

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

2017-08-01

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

The squirrel monkey as a candidate for space flight

NASA Technical Reports Server (NTRS)

Brizzee, K. R.; Ordy, J. M.; Kaack, B.

1977-01-01

Because of its size and other unique diurnal-primate characteristics, the squirrel monkey is used in: (1) actual bioflight missions, (2) in laboratory tests designed to clarify the risks to man during launch and recovery as well as in hazardous spaceflight environments; and (3) in the acquisition of data on unknown risks encountered in long duration space exploration. Pertinent data concerning samiri sciureus as described in published and unpublished reports are summarized. Topics include: taxonomy, ethology, life history, sensory-learning-motor capabilities in primate perspective, anatomy and physiology (including homeostatic adaptation to stress), susceptibility to environmental hazards, reproduction, care and clinical management, and previous use in aerospace biomedical research.

The size-weight illusion induced through human echolocation.

PubMed

Buckingham, Gavin; Milne, Jennifer L; Byrne, Caitlin M; Goodale, Melvyn A

2015-02-01

Certain blind individuals have learned to interpret the echoes of self-generated sounds to perceive the structure of objects in their environment. The current work examined how far the influence of this unique form of sensory substitution extends by testing whether echolocation-induced representations of object size could influence weight perception. A small group of echolocation experts made tongue clicks or finger snaps toward cubes of varying sizes and weights before lifting them. These echolocators experienced a robust size-weight illusion. This experiment provides the first demonstration of a sensory substitution technique whereby the substituted sense influences the conscious perception through an intact sense. © The Author(s) 2014.

Yaxx: Yet another X-ray extractor

NASA Astrophysics Data System (ADS)

Aldcroft, Tom

2013-06-01

Yaxx is a Perl script that facilitates batch data processing using Perl open source software and commonly available software such as CIAO/Sherpa, S-lang, SAS, and FTOOLS. For Chandra and XMM analysis it includes automated spectral extraction, fitting, and report generation. Yaxx can be run without climbing an extensive learning curve; even so, yaxx is highly configurable and can be customized to support complex analysis. yaxx uses template files and takes full advantage of the unique Sherpa / S-lang environment to make much of the processing user configurable. Although originally developed with an emphasis on X-ray data analysis, yaxx evolved to be a general-purpose pipeline scripting package.

Eclipse of the Floating Orbs: Controlling Robots on the International Space Station

NASA Technical Reports Server (NTRS)

Wheeler, D. W.

2017-01-01

I will describe the Control Station for a free-flying robot called Astrobee. Astrobee will serve as a mobile camera, sensor platform, and research testbed when it is launched to the International Space Station (ISS)in 2017. Astronauts on the ISS as well as ground-based users will control Astrobee using the Eclipse-based Astrobee Control Station. Designing theControl Station for use in space presented unique challenges, such as allowing the intuitive input of 3D information without a mouse or trackpad. Come to this talk to learn how Eclipse is used in an environment few humans have the chance to visit.

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Learning with Collaborative Inquiry: A Science Learning Environment for Secondary Students

ERIC Educational Resources Information Center

Sun, Daner; Looi, Chee-Kit; Xie, Wenting

2017-01-01

When inquiry-based learning is designed for a collaborative context, the interactions that arise in the learning environment can become fairly complex. While the learning effectiveness of such learning environments has been reported in the literature, there have been fewer studies on the students' learning processes. To address this, the article…

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

ERIC Educational Resources Information Center

Chen, Chia-Chen; Huang, Tien-Chi

2012-01-01

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

Basic Visual Disciplines in Heritage Conservation: Outline of Selected Perspectives in Teaching and Learning

NASA Astrophysics Data System (ADS)

Lobovikov-Katz, A.

2017-08-01

Acknowledgement of the value of a basic freehand sketch by the information and communication community of researchers and developers brought about the advanced developments for the use of sketches as free input to complicated processes of computerized visualization, so as to make them more widely accessible. However, a sharp reduction and even exclusion of this and other basic visual disciplines from education in sciences, technology, engineering and architecture dramatically reduces the number of future users of such applications. The unique needs of conservation of cultural heritage pose specific challenges as well as encourage the formulation of innovative development tasks in related areas of information and communication technologies (ICT). This paper claims that the introduction of basic visual disciplines to both communities is essential to the effectiveness of integration of heritage conservation needs and the advanced ICT development of conservation value, and beyond. It provides an insight into the challenges and advantages of introducing these subjects in a relevant educational context, presents some examples of their teaching and learning in the modern environment, including e-learning, and sketches perspectives to their application.

Unique genetic loci identified for emotional behavior in control and chronic stress conditions.

PubMed

Carhuatanta, Kimberly A K; Shea, Chloe J A; Herman, James P; Jankord, Ryan

2014-01-01

An individual's genetic background affects their emotional behavior and response to stress. Although studies have been conducted to identify genetic predictors for emotional behavior or stress response, it remains unknown how prior stress history alters the interaction between an individual's genome and their emotional behavior. Therefore, the purpose of this study is to identify chromosomal regions that affect emotional behavior and are sensitive to stress exposure. We utilized the BXD behavioral genetics mouse model to identify chromosomal regions that predict fear learning and emotional behavior following exposure to a control or chronic stress environment. 62 BXD recombinant inbred strains and C57BL/6 and DBA/2 parental strains underwent behavioral testing including a classical fear conditioning paradigm and the elevated plus maze. Distinct quantitative trait loci (QTLs) were identified for emotional learning, anxiety and locomotion in control and chronic stress populations. Candidate genes, including those with already known functions in learning and stress were found to reside within the identified QTLs. Our data suggest that chronic stress history reveals novel genetic predictors of emotional behavior.

Unique genetic loci identified for emotional behavior in control and chronic stress conditions

PubMed Central

Carhuatanta, Kimberly A. K.; Shea, Chloe J. A.; Herman, James P.; Jankord, Ryan

2014-01-01

An individual's genetic background affects their emotional behavior and response to stress. Although studies have been conducted to identify genetic predictors for emotional behavior or stress response, it remains unknown how prior stress history alters the interaction between an individual's genome and their emotional behavior. Therefore, the purpose of this study is to identify chromosomal regions that affect emotional behavior and are sensitive to stress exposure. We utilized the BXD behavioral genetics mouse model to identify chromosomal regions that predict fear learning and emotional behavior following exposure to a control or chronic stress environment. 62 BXD recombinant inbred strains and C57BL/6 and DBA/2 parental strains underwent behavioral testing including a classical fear conditioning paradigm and the elevated plus maze. Distinct quantitative trait loci (QTLs) were identified for emotional learning, anxiety and locomotion in control and chronic stress populations. Candidate genes, including those with already known functions in learning and stress were found to reside within the identified QTLs. Our data suggest that chronic stress history reveals novel genetic predictors of emotional behavior. PMID:25374516

Assessing the Impact of Student Learning Style Preferences

NASA Astrophysics Data System (ADS)

Davis, Stacey M.; Franklin, Scott V.

2004-09-01

Students express a wide range of preferences for learning environments. We are trying to measure the manifestation of learning styles in various learning environments. In particular, we are interested in performance in an environment that disagrees with the expressed learning style preference, paying close attention to social (group vs. individual) and auditory (those who prefer to learn by listening) environments. These are particularly relevant to activity-based curricula which typically emphasize group-work and de-emphasize lectures. Our methods include multiple-choice assessments, individual student interviews, and a study in which we attempt to isolate the learning environment.

Virtual reality in medical education and assessment

NASA Technical Reports Server (NTRS)

Sprague, Laurie A.; Bell, Brad; Sullivan, Tim; Voss, Mark; Payer, Andrew F.; Goza, Stewart Michael

1994-01-01

The NASA Johnson Space Center (JSC)/LinCom Corporation, the University of Texas Medical Branch at Galveston (UTMB), and the Galveston Independent School District (GISD) have teamed up to develop a virtual visual environment display (VIVED) that provides a unique educational experience using virtual reality (VR) technologies. The VIVED end product will be a self-contained educational experience allowing students a new method of learning as they interact with the subject matter through VR. This type of interface is intuitive and utilizes spatial and psychomotor abilities which are now constrained or reduced by the current two dimensional terminals and keyboards. The perpetual challenge to educators remains the identification and development of methodologies which conform the learners abilities and preferences. The unique aspects of VR provide an opportunity to explore a new educational experience. Endowing medical students with an understanding of the human body poses some difficulty challenges. One of the most difficult is to convey the three dimensional nature of anatomical structures. The ideal environment for addressing this problem would be one that allows students to become small enough to enter the body and travel through it - much like a person walks through a building. By using VR technology, this effect can be achieved; when VR is combined with multimedia technologies, the effect can be spectacular.

Developing a Natural Gas-Powered Bus Rapid Transit Service. A Case Study

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

Mitchell, George

2015-11-01

The Roaring Fork Transit Authority (RFTA) and its VelociRFTA Bus Rapid Transit (BRT) program are unique in many ways. For example, VelociRFTA was the first rural BRT system in the United States and the operational environment of the VelociRFTA BRT is one of the most severe in the country, with extreme winter temperatures and altitudes close to 8,000 feet. RFTA viewed high altitude operation as the most challenging characteristic when it began considering the use of natural gas. RFTA is the second-largest public transit system in Colorado behind Denver's Regional Transportation District (RTD), and it is one of the largestmore » rural public transit systems in the country. In 2013, RFTA accepted delivery of 22 new compressed natural gas (CNG) buses that went into service after completion of maintenance and refueling facilities earlier that year. This paper examines the lessons learned from RFTA's experience of investigating--and ultimately choosing--CNG for their new BRT program and focuses on the unique environment of RFTA's BRT application; the decision process to include CNG fueling in the project; unforeseen difficulties encountered in the operation of CNG buses; public perception; cost comparison to competing fuels; and considerations for indoor fueling facilities and project funding.« less

Developing a Natural Gas-Powered Bus Rapid Transit Service: A Case Study

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

Mitchell, G.

2015-11-03

The Roaring Fork Transit Authority (RFTA) and its VelociRFTA Bus Rapid Transit (BRT) program are unique in many ways. For example, VelociRFTA was the first rural BRT system in the United States and the operational environment of the VelociRFTA BRT is one of the most severe in the country, with extreme winter temperatures and altitudes close to 8,000 feet. RFTA viewed high altitude operation as the most challenging characteristic when it began considering the use of natural gas. RFTA is the second-largest public transit system in Colorado behind Denver's Regional Transportation District (RTD), and it is one of the largestmore » rural public transit systems in the country. In 2013, RFTA accepted delivery of 22 new compressed natural gas (CNG) buses that went into service after completion of maintenance and refueling facilities earlier that year. This paper examines the lessons learned from RFTA's experience of investigating--and ultimately choosing--CNG for their new BRT program and focuses on the unique environment of RFTA's BRT application; the decision process to include CNG fueling in the project; unforeseen difficulties encountered in the operation of CNG buses; public perception; cost comparison to competing fuels; and considerations for indoor fueling facilities and project funding.« less

Construction of a Digital Learning Environment Based on Cloud Computing

ERIC Educational Resources Information Center

Ding, Jihong; Xiong, Caiping; Liu, Huazhong

2015-01-01

Constructing the digital learning environment for ubiquitous learning and asynchronous distributed learning has opened up immense amounts of concrete research. However, current digital learning environments do not fully fulfill the expectations on supporting interactive group learning, shared understanding and social construction of knowledge.…

A Well Designed School Environment Facilitates Brain Learning.

ERIC Educational Resources Information Center

Chan, Tak Cheung; Petrie, Garth

2000-01-01

Examines how school design facilitates learning by complementing how the brain learns. How the brain learns is discussed and how an artistic environment, spaciousness in the learning areas, color and lighting, and optimal thermal and acoustical environments aid student learning. School design suggestions conclude the article. (GR)

Turning the tide against cancer through sustained medical innovation: the pathway to progress.

PubMed

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

2014-03-01

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

Imitation and Innovation: The Dual Engines of Cultural Learning.

PubMed

Legare, Cristine H; Nielsen, Mark

2015-11-01

Imitation and innovation work in tandem to support cultural learning in children and facilitate our capacity for cumulative culture. Here we propose an integrated theoretical account of how the unique demands of acquiring instrumental skills and cultural conventions provide insight into when children imitate, when they innovate, and to what degree. For instrumental learning, with an increase in experience, high fidelity imitation decreases and innovation increases. By contrast, for conventional learning, imitative fidelity stays high, regardless of experience, and innovation stays low. We synthesize cutting edge research on the development of imitative flexibility and innovation to provide insight into the social learning mechanisms underpinning the uniquely human mind. Copyright © 2015 Elsevier Ltd. All rights reserved.

Students' perception of the learning environment in a distributed medical programme.

PubMed

Veerapen, Kiran; McAleer, Sean

2010-09-24

The learning environment of a medical school has a significant impact on students' achievements and learning outcomes. The importance of equitable learning environments across programme sites is implicit in distributed undergraduate medical programmes being developed and implemented. To study the learning environment and its equity across two classes and three geographically separate sites of a distributed medical programme at the University of British Columbia Medical School that commenced in 2004. The validated Dundee Ready Educational Environment Survey was sent to all students in their 2nd and 3rd year (classes graduating in 2009 and 2008) of the programme. The domains of the learning environment surveyed were: students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of the atmosphere, and students' social self-perceptions. Mean scores, frequency distribution of responses, and inter- and intrasite differences were calculated. The perception of the global learning environment at all sites was more positive than negative. It was characterised by a strongly positive perception of teachers. The work load and emphasis on factual learning were perceived negatively. Intersite differences within domains of the learning environment were more evident in the pioneer class (2008) of the programme. Intersite differences consistent across classes were largely related to on-site support for students. Shared strengths and weaknesses in the learning environment at UBC sites were evident in areas that were managed by the parent institution, such as the attributes of shared faculty and curriculum. A greater divergence in the perception of the learning environment was found in domains dependent on local arrangements and social factors that are less amenable to central regulation. This study underlines the need for ongoing comparative evaluation of the learning environment at the distributed sites and interaction between leaders of these sites.

Personal Learning Environments: A Solution for Self-Directed Learners

ERIC Educational Resources Information Center

Haworth, Ryan

2016-01-01

In this paper I discuss "personal learning environments" and their diverse benefits, uses, and implications for life-long learning. Personal Learning Environments (PLEs) are Web 2.0 and social media technologies that enable individual learners the ability to manage their own learning. Self-directed learning is explored as a foundation…

Ubiquitous Learning Environments in Higher Education: A Scoping Literature Review

ERIC Educational Resources Information Center

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

2018-01-01

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

Co-Regulation of Learning in Computer-Supported Collaborative Learning Environments: A Discussion

ERIC Educational Resources Information Center

Chan, Carol K. K.

2012-01-01

This discussion paper for this special issue examines co-regulation of learning in computer-supported collaborative learning (CSCL) environments extending research on self-regulated learning in computer-based environments. The discussion employs a socio-cognitive perspective focusing on social and collective views of learning to examine how…

Creativity in Unique Problem-Solving in Mathematics and Its Influence on Motivation for Learning

ERIC Educational Resources Information Center

Bishara, Saied

2016-01-01

This research study investigates the ability of students to tackle the solving of unique mathematical problems in the domain of numerical series, verbal and formal, and its influence on the motivation of junior high students with learning disabilities in the Arab sector. Two instruments were used to collect the data: mathematical series were…

Trajectories of the home learning environment across the first 5 years: associations with children's vocabulary and literacy skills at prekindergarten.

PubMed

Rodriguez, Eileen T; Tamis-LeMonda, Catherine S

2011-01-01

Children's home learning environments were examined in a low-income sample of 1,852 children and families when children were 15, 25, 37, and 63 months. During home visits, children's participation in literacy activities, the quality of mothers' engagements with their children, and the availability of learning materials were assessed, yielding a total learning environment score at each age. At 63 months, children's vocabulary and literacy skills were assessed. Six learning environment trajectories were identified, including environments that were consistently low, environments that were consistently high, and environments characterized by varying patterns of change. The skills of children at the extremes of learning environment trajectories differed by more than 1 SD and the timing of learning experiences related to specific emerging skills. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

The Interplay of Perceptions of the Learning Environment, Personality and Learning Strategies: A Study amongst International Business Studies Students

ERIC Educational Resources Information Center

Nijhuis, Jan; Segers, Mien; Gijselaers, Wim

2007-01-01

Previous research on students' learning strategies has examined the relationships between either perceptions of the learning environment or personality and learning strategies. The focus of this study was on the joint relationships between the students' perceptions of the learning environment, their personality, and the learning strategies they…

CLEW: A Cooperative Learning Environment for the Web.

ERIC Educational Resources Information Center

Ribeiro, Marcelo Blois; Noya, Ricardo Choren; Fuks, Hugo

This paper outlines CLEW (collaborative learning environment for the Web). The project combines MUD (Multi-User Dimension), workflow, VRML (Virtual Reality Modeling Language) and educational concepts like constructivism in a learning environment where students actively participate in the learning process. The MUD shapes the environment structure.…

Evaluating and Implementing Learning Environments: A United Kingdom Experience.

ERIC Educational Resources Information Center

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

2002-01-01

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

But Does It Work? Reflective Activities, Learning Outcomes and Instrumental Learning in Continuing Professional Development

ERIC Educational Resources Information Center

Roessger, Kevin M.

2015-01-01

This paper examines the relationship between reflective practice and instrumental learning within the context of continuing professional development (CPD). It is argued that instrumental learning is a unique process of adult learning, and reflective practice's impact on learning outcomes in instrumental learning contexts remains unclear. A…

Group Modeling in Social Learning Environments

ERIC Educational Resources Information Center

Stankov, Slavomir; Glavinic, Vlado; Krpan, Divna

2012-01-01

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

The clinical learning environment in nursing education: a concept analysis.

PubMed

Flott, Elizabeth A; Linden, Lois

2016-03-01

The aim of this study was to report an analysis of the clinical learning environment concept. Nursing students are evaluated in clinical learning environments where skills and knowledge are applied to patient care. These environments affect achievement of learning outcomes, and have an impact on preparation for practice and student satisfaction with the nursing profession. Providing clarity of this concept for nursing education will assist in identifying antecedents, attributes and consequences affecting student transition to practice. The clinical learning environment was investigated using Walker and Avant's concept analysis method. A literature search was conducted using WorldCat, MEDLINE and CINAHL databases using the keywords clinical learning environment, clinical environment and clinical education. Articles reviewed were written in English and published in peer-reviewed journals between 1995-2014. All data were analysed for recurring themes and terms to determine possible antecedents, attributes and consequences of this concept. The clinical learning environment contains four attribute characteristics affecting student learning experiences. These include: (1) the physical space; (2) psychosocial and interaction factors; (3) the organizational culture and (4) teaching and learning components. These attributes often determine achievement of learning outcomes and student self-confidence. With better understanding of attributes comprising the clinical learning environment, nursing education programmes and healthcare agencies can collaborate to create meaningful clinical experiences and enhance student preparation for the professional nurse role. © 2015 John Wiley & Sons Ltd.

Educational environment and approaches to learning of undergraduate nursing students in an Indonesian school of nursing.

PubMed

Rochmawati, Erna; Rahayu, Gandes Retno; Kumara, Amitya

2014-11-01

The aims of this study were to assess students' perceptions of their educational environment and approaches to learning, and determine if perceptions of learning environment associates with approaches to learning. A survey was conducted to collect data from a regional private university in Indonesia. A total of 232 nursing students completed two questionnaires that measured their perceptions of educational environment and approaches to learning. The measurement was based on Dundee Ready Education Environment Measurement (DREEM) and Approaches and Study Skills Inventory for Students (ASSIST). Five learning environments dimensions and three learning approaches dimensions from two measures were measured. The overall score of DREEM was 131.03/200 (SD 17.04), it was in the range considered to be favourable. The overall score is different significantly between years of study (p value = 0.01). This study indicated that the majority of undergraduate nursing students' adopt strategic approach (n = 139. 59.9%). The finding showed that perceived educational environment significantly associated with approaches to learning. This study implicated the need to maintain conducive learning environment. There is also a need to improve the management of learning activities that reflect the use of student-centered learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

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

PubMed

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

2010-03-01

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

Teaching and learning in the operating room is a two-way street: resident perceptions.

PubMed

Vikis, Elena A; Mihalynuk, Tanis V; Pratt, Dan D; Sidhu, Ravi S

2008-05-01

The transformation of a trainee into a surgeon is influenced strongly by communication patterns in the operating room (OR). In the current era of limited educational opportunities, elucidation of teaching and learning strategies in this environment is critical. The aim of this study was to further understand the elements of an effective communicative instructional interaction (CII) as perceived by surgical residents. Qualitative research methodology was used to explore University of British Columbia surgery residents' perceptions of what constitutes an effective CII in the OR. Purposeful sampling was used to select participants from various years of training. Eighteen residents participated in semistructured interviews to facilitate reflection of their OR experiences. Interviews were transcribed, analyzed, and fed back to residents to confirm their accuracy. Independent coding and analysis led to the development of key emergent themes. Themes represented the interplay of ideals expressed by the residents. The primary emergent theme was that both teacher and learner play a major role in the creation of an effective CII. The ideal teacher had an instructional plan, facilitated surgical independence, and showed support and empathy for the surgical resident. The ideal resident was receptive, prepared, and acknowledged limitations. The contextual constraints of the OR played a central role in learning, and residents identified ways to maintain educational value despite primarily nonmodifiable contextual elements (ie, time constraints). In a unique environment such as the OR, both teacher and learner may benefit by an enhanced understanding of the elements of an effective CII.

As accessible as a book on a library shelf: the imperative of routine simulation in modern health care.

PubMed

Gordon, James A

2012-01-01

Technology-enhanced patient simulation has emerged as an important new modality for teaching and learning in medicine. In particular, immersive simulation platforms that replicate the clinical environment promise to revolutionize medical education by enabling an enhanced level of safety, standardization, and efficiency across health-care training. Such an experiential approach seems unique in reliably catalyzing a level of emotional engagement that fosters immediate and indelible learning and allows for increasingly reliable levels of performance evaluation-all in a completely risk-free environment. As such, medical simulation is poised to emerge as a critical component of training and certification throughout health care, promising to fundamentally enhance quality and safety across disciplines. To encourage routine simulation-based practice as part of its core quality and safety mission, Massachusetts General Hospital now incorporates simulation resources within its historic medical library (est. 1847), located at the center of the campus. In this new model, learners go to the library not only to read about a patient's illness, but also to take care of their "patient." Such an approach redefines and advances the central role of the library on the campus and ensures that simulation-based practice is centrally available as part of everyday hospital operations. This article describes the reasons for identifying simulation as an institutional priority leading up to the Massachusetts General Hospital Bicentennial Celebration (1811-2011) and for creating a simulation-based learning laboratory within a hospital library.

Viewing Mobile Learning from a Pedagogical Perspective

ERIC Educational Resources Information Center

Kearney, Matthew; Schuck, Sandra; Burden, Kevin; Aubusson, Peter

2012-01-01

Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity, collaboration and personalisation, embedded in the unique timespace contexts of mobile learning. A…

Alternative Education, Not Alternative Location

ERIC Educational Resources Information Center

Mills, Anna-Marie; O'Dwyer, Kevin

2007-01-01

The Adventure Based Learning Experience (ABLE) program is designed for students who require a non-traditional approach to learning with varied program delivery options or need a flexible learning landscape. This unique experiential learning program provides students from Mississauga and Brampton the opportunity to "learn from doing" in…

Learning with Hypertext Learning Environments: Theory, Design, and Research.

ERIC Educational Resources Information Center

Jacobson, Michael J.; And Others

1996-01-01

Studied 69 undergraduates who used conceptually-indexed hypertext learning environments with differently structured thematic criss-crossing (TCC) treatments: guided and learner selected. Found that students need explicit modeling and scaffolding support to learn complex knowledge from these learning environments, and considers implications for…

Leaders by example: Best practices and advice on establishing a state-of-the art surgical simulation center that optimizes available resources.

PubMed

Gardner, A K; Ritter, E M; Dunkin, B J; Smink, D S; Lau, J N; Paige, J T; Phitayakorn, R; Acton, R D; Stefanidis, D; Gee, D W

2018-02-01

The role of simulation-based education continues to expand exponentially. To excel in this environment as a surgical simulation leader requires unique knowledge, skills, and abilities that are different from those used in traditional clinically-based education. Leaders in surgical simulation were invited to participate as discussants in a pre-conference course offered by the Association for Surgical Education. Highlights from their discussions were recorded. Recommendations were provided on topics such as building a simulation team, preparing for accreditation requirements, what to ask for during early stages of development, identifying tools and resources needed to meet educational goals, expanding surgical simulation programming, and building educational curricula. These recommendations provide new leaders in simulation with a unique combination of up-to-date best practices in simulation-based education, as well as valuable advice gained from lessons learned from the personal experiences of national leaders in the field of surgical simulation and education. Copyright © 2017 Elsevier Inc. All rights reserved.

Watershed development practices for ecorestoration in a tribal area - A case study in Attappady hills, South India

NASA Astrophysics Data System (ADS)

Vishnudas, Subha; Savenije, Hubert H. G.; Zaag, Pieter Van der

Attappady is a rural area in Kerala, South India, that has suffered from severe land degradation and which is inhabited by a poor and predominantly tribal population. The combination of severe land degradation, poverty and a tribal population make Attappady hydrologically and socially unique. Ecological degradation and deforestation followed the gradual building up of land pressure resulting from immigration by more wealthy outsiders. The hills of Attappady were once the forest land of Kerala. Recently it was on the verge of complete degradation. This paper explains how an ecorestoration project involving soil and water conservation interventions, the introduction of agro-forestry, nutritional diversification, income generation activities and training was implemented in a participatory manner. The project had positive impacts on both the environment and the livelihoods of the people living in the watershed, but it also suffered from drawbacks. This paper reports on the successes as well as the lessons learned from this unique ecorestoration project.

Science Learning Outcomes in Alignment with Learning Environment Preferences

ERIC Educational Resources Information Center

Chang, Chun-Yen; Hsiao, Chien-Hua; Chang, Yueh-Hsia

2011-01-01

This study investigated students' learning environment preferences and compared the relative effectiveness of instructional approaches on students' learning outcomes in achievement and attitude among 10th grade earth science classes in Taiwan. Data collection instruments include the Earth Science Classroom Learning Environment Inventory and Earth…

Exploring Collaborative Learning Effect in Blended Learning Environments

ERIC Educational Resources Information Center

Sun, Z.; Liu, R.; Luo, L.; Wu, M.; Shi, C.

2017-01-01

The use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher…

Droppin' Knowledge: Black Women's Communication and Informal Learning in an Online Community

ERIC Educational Resources Information Center

Steptoe, Leslye Carynn

2011-01-01

The experiences of black women offer a unique perspective on how life is lived at the juncture of race and gender in the United States. This case study of an online community for black women centers on the site's potentiality as an online learning community as well as a uniquely black woman's space. It also explores interrelated aspects of…

A Preliminary Investigation of Self-Directed Learning Activities in a Non-Formal Blended Learning Environment

ERIC Educational Resources Information Center

Schwier, Richard A.; Morrison, Dirk; Daniel, Ben K.

2009-01-01

This research considers how professional participants in a non-formal self-directed learning environment (NFSDL) made use of self-directed learning activities in a blended face-to-face and on line learning professional development course. The learning environment for the study was a professional development seminar on teaching in higher education…

Students' Reflections on the Relationships between Safe Learning Environments, Learning Challenge and Positive Experiences of Learning in a Simulated GP Clinic

ERIC Educational Resources Information Center

Young, J. E.; Williamson, M. I.; Egan, T. G.

2016-01-01

Learning environments are a significant determinant of student behaviour, achievement and satisfaction. In this article we use students' reflective essays to identify key features of the learning environment that contributed to positive and transformative learning experiences. We explore the relationships between these features, the students'…

Personal Learning Environments in the Workplace: An Exploratory Study into the Key Business Decision Factors

ERIC Educational Resources Information Center

Chatterjee, Arunangsu; Law, Effie Lai-Chong; Mikroyannidis, Alexander; Owen, Glyn; Velasco, Karen

2013-01-01

Personal Learning Environments (PLEs) have emerged as a solution to the need of learners for open and easily customisable learning environments. PLEs essentially hand complete control over the learning process to the learner. However, this learning model is not fully compatible with learning in the workplace, which is influenced by certain…

Experiencing Soil Science from your office through virtual experiences

NASA Astrophysics Data System (ADS)

Beato, M. Carmen; González-Merino, Ramón; Campillo, M. Carmen; Fernández-Ahumada, Elvira; Ortiz, Leovigilda; Taguas, Encarnación V.; Guerrero, José Emilio

2017-04-01

Currently, numerous tools based on the new information and communication technologies offer a wide range of possibilities for the implementation of interactive methodologies in Education and Science. In particular, virtual reality and immersive worlds - artificially generated computer environments where users interact through a figurative individual that represents them in that environment (their "avatar") - have been identified as the technology that will change the way we live, particularly in educational terms, product development and entertainment areas (Schmorrow, 2009). Gisbert-Cervera et al. (2011) consider that the 3D worlds in education, among others, provide a unique training and exchange of knowledge environment which allows a goal reflection to support activities and achieve learning outcomes. In Soil Sciences, the experimental component is essential to acquire the necessary knowledge to understand the biogeochemical processes taking place and their interactions with time, climate, topography and living organisms present. In this work, an immersive virtual environment which reproduces a series of pits have been developed to evaluate and differentiate soil characteristics such as texture, structure, consistency, color and other physical-chemical and biological properties for educational purposes. Bibliographical material such as pictures, books, papers and were collected in order to classify the information needed and to build the soil profiles into the virtual environment. The programming language for the virtual recreation was Unreal Engine4 (UE4; https://www.unrealengine.com/unreal-engine-4). This program was chosen because it provides two toolsets for programmers and it can also be used in tandem to accelerate development workflows. In addition, Unreal Engine4 technology powers hundreds of games as well as real-time 3D films, training simulations, visualizations and it creates very realistic graphics. For the evaluation of its impact and its usefulness in teaching, a series of surveys will be presented to undergraduate students and teachers. REFERENCES: Gisbert-Cervera M, Esteve-Gonzalez V., Camacho-Marti M.M. (2011). Delve into the Deep: Learning Potential in Metaverses and 3D Worlds. eLearning (25) Papers ISSN: 1887-1542 Schmorrow D.D. (2009). Why virtual? Theoretical Issues in Ergonomics Science 10(3): 279-282.

Argumentative Knowledge Construction in Online Learning Environments in and across Different Cultures: A Collaboration Script Perspective

ERIC Educational Resources Information Center

Weinberger, A.; Clark, D. B.; Haekkinen, P.; Tamura, Y.; Fischer, F.

2007-01-01

In recent years, information and communication technology has established new opportunities to participate in online learning environments around the globe. These opportunities include the dissemination of specific online learning environments as well as opportunities for learners to connect to online learning environments in distant locations.…

Turkish High School Student's Perceptions of Learning Environment in Biology Classrooms and Their Attitudes toward Biology.

ERIC Educational Resources Information Center

Cakiroglu, Jale; Telli, Sibel; Cakiroglu, Erdinc

The purpose of this study was to examine Turkish high school students' perceptions of learning environment in biology classrooms and to investigate relationships between learning environment and students' attitudes toward biology. Secondly, the study aimed to investigate the differences in students' perceptions of learning environments in biology…

Does academic performance or personal growth share a stronger association with learning environment perception?

PubMed

Colbert-Getz, Jorie M; Tackett, Sean; Wright, Scott M; Shochet, Robert S

2016-08-28

This study was conducted to characterize the relative strength of associations of learning environment perception with academic performance and with personal growth. In 2012-2014 second and third year students at Johns Hopkins University School of Medicine completed a learning environment survey and personal growth scale. Hierarchical linear regression analysis was employed to determine if the proportion of variance in learning environment scores accounted for by personal growth was significantly larger than the proportion accounted for by academic performance (course/clerkship grades). The proportion of variance in learning environment scores accounted for by personal growth was larger than the proportion accounted for by academic performance in year 2 [R(2)Δ of 0.09, F(1,175) = 14.99,  p < .001] and year 3 [R(2)Δ of 0.28, F(1,169) = 76.80, p < .001]. Learning environment scores shared a small amount of variance with academic performance in years 2 and 3.  The amount of variance between learning environment scores and personal growth was small in year 2 and large in year 3. Since supportive learning environments are essential for medical education, future work must determine if enhancing personal growth prior to and during the clerkship year will increase learning environment perception.

Does academic performance or personal growth share a stronger association with learning environment perception?

PubMed Central

Tackett, Sean; Wright, Scott M.; Shochet, Robert S.

2016-01-01

Objectives This study was conducted to characterize the relative strength of associations of learning environment perception with academic performance and with personal growth. Methods In 2012-2014 second and third year students at Johns Hopkins University School of Medicine completed a learning environment survey and personal growth scale. Hierarchical linear regression analysis was employed to determine if the proportion of variance in learning environment scores accounted for by personal growth was significantly larger than the proportion accounted for by academic performance (course/clerkship grades). Results The proportion of variance in learning environment scores accounted for by personal growth was larger than the proportion accounted for by academic performance in year 2 [R2Δ of 0.09, F(1,175) = 14.99,  p < .001] and year 3 [R2Δ of 0.28, F(1,169) = 76.80, p < .001]. Learning environment scores shared a small amount of variance with academic performance in years 2 and 3.  The amount of variance between learning environment scores and personal growth was small in year 2 and large in year 3. Conclusions Since supportive learning environments are essential for medical education, future work must determine if enhancing personal growth prior to and during the clerkship year will increase learning environment perception. PMID:27570912

Facebook as a learning environment for teaching medical emergencies in dental practice.

PubMed

Alshiekhly, Ulla; Arrar, Rebal; Barngkgei, Imad; Dashash, Mayssoon

2015-01-01

Social media can be part of the formal education of health professsionals and in their lifelong learning activities. The effectiveness of Facebook, an online social medium, application for educational purposes was evaluated in this study. It was used to serve as a teaching medium of a course in medical emergencies in dental practice (MEDP). Syrian dental students were invited to join a Facebook group "Medical emergencies in dental practice" during the second semester of the academic year 2013-2014. The group privacy settings were changed from an open group to a closed group after the registration period. Administrators of the group published 61 posts during the course period, which extended for one month. Students' progress in learning was evaluated using self-assessment questionnaires administered to the students before and after the course. These questionnaires also queried their opinions regarding the use of Facebook as an educational modality. Qualitative statistics, Wilcoxon signed ranks and Mann-Whitney U-tests were used to analyze the data. Out of 388 students registered in this course, 184 completed it. Two-third of students agreed that Facebook was useful in education. Their impressions of this course were 17.4% as excellent, 52.2% as very good. P values of the self-assessment questions of Wilcoxon signed ranks test were <0.001, indicating self-assessed improvement in MEDP skills. Facebook as a social medium provides a unique learning environment. It allows students to discuss topics more openly in a flexible setting with less rigid time and place constraints. In the light of this study it was found that Facebook may be useful in teaching medical emergencies in dental practice in its theoretical aspect.

Science, Technology, Engineering, Math (STEM) in Higher Education from the Perspective of Female Students: An Institutional Ethnography

NASA Astrophysics Data System (ADS)

Parson, Laura J.

A persistent disadvantage for females is systemically embedded in Science, Technology, Engineering, and Math (STEM) education in postsecondary institutions. As a result, undergraduate women majoring in STEM fields face a uniquely difficult path; yet, for the most part, recommendations made and supported in the literature have focused on recruitment of women to STEM fields or on ways to make women more successful and comfortable in their STEM major. These recommendations have so far proved to be insufficient to remedy a gender gap and serve to replicate the existing male hierarchy. In order to truly make the STEM classroom one in which women are welcome and comfortable and to challenge the existing social and scientific systems, it is necessary to explore and understand the social and political implications embedded within teaching and learning choices. This institutional ethnography addresses that gap. The purpose of this study was to uncover and describe the institutional practices of STEM education at a Midwest research university (MRU) from the standpoint of female undergraduate students. Using the framework of feminist standpoint theory, this study explored the everyday "work" of female undergraduate STEM students to provide a unique perspective on the STEM education teaching and learning environment. Data collection began with in-depth interviews with female undergraduate math and physics students. As the institutional processes shaping undergraduate participant experiences were identified, subsequent data collection included classroom observations, additional interviews with students and faculty, and analysis of the texts that mediate these processes (e.g., syllabi and student handbooks). Data analysis followed Carspecken's process of ethnographic data analysis that began with low-level coding, followed by high-level coding, and concluded by pulling codes together through the creation of themes. Analysis of data led to three key findings. First, undergraduate participants reported being challenged by difficult and intimidating aspects of the teaching and learning environment. Second, undergraduate participants reported challenges meeting some of the characteristics of successful math and physics students (e.g., taking risks, asking questions, putting school first) and preferred a collectivistic environment. Third, participants described challenges from conflicting STEM academic expectations and institutional policies, which made it harder for them to meet STEM expectations. Findings indicate that efforts to reduce the "chilly" climate have been unsuccessful, largely because discourses that motivate the chilly climate have not changed. Those discourses are evidence of a masculine STEM institution, which also creates a male ideal that female students are expected to meet, further exacerbating their discomfort in the STEM environment. The masculinized nature of a STEM institution is reinforced by neoliberal policies that emphasize the importance of meeting gendered ideal STEM student characteristics. The result is that while women persist, they face stress, anxiety, and discomfort. Recommendations to improve the chilly climate include: revising the STEM institution from one that is masculine to one that is inclusive of women; and, to create a STEM educational environment that supports, validates, and gives women an equal voice.

Developing Learning Theory by Refining Conjectures Embodied in Educational Designs

ERIC Educational Resources Information Center

Sandoval, William A.

2004-01-01

Designed learning environments embody conjectures about learning and instruction, and the empirical study of learning environments allows such conjectures to be refined over time. The construct of embodied conjecture is introduced as a way to demonstrate the theoretical nature of learning environment design and to frame methodological issues in…

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…

Issues of Learning Games: From Virtual to Real

ERIC Educational Resources Information Center

Carron, Thibault; Pernelle, Philippe; Talbot, Stéphane

2013-01-01

Our research work deals with the development of new learning environments, and we are particularly interested in studying the different aspects linked to users' collaboration in these environments. We believe that Game-based Learning can significantly enhance learning. That is why we have developed learning environments grounded on graphical…

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

ERIC Educational Resources Information Center

Baylor, Amy L.

2002-01-01

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

Student-Centred Learning Environments: An Investigation into Student Teachers' Instructional Preferences and Approaches to Learning

ERIC Educational Resources Information Center

Baeten, Marlies; Dochy, Filip; Struyven, Katrien; Parmentier, Emmeline; Vanderbruggen, Anne

2016-01-01

The use of student-centred learning environments in education has increased. This study investigated student teachers' instructional preferences for these learning environments and how these preferences are related to their approaches to learning. Participants were professional Bachelor students in teacher education. Instructional preferences and…

Active Learning Environment with Lenses in Geometric Optics

ERIC Educational Resources Information Center

Tural, Güner

2015-01-01

Geometric optics is one of the difficult topics for students within physics discipline. Students learn better via student-centered active learning environments than the teacher-centered learning environments. So this study aimed to present a guide for middle school teachers to teach lenses in geometric optics via active learning environment…

Practical Applications and Experiences in K-20 Blended Learning Environments

ERIC Educational Resources Information Center

Kyei-Blankson, Lydia, Ed.; Ntuli, Esther, Ed.

2014-01-01

Learning environments continue to change considerably and is no longer confined to the face-to-face classroom setting. As learning options have evolved, educators must adopt a variety of pedagogical strategies and innovative technologies to enable learning. "Practical Applications and Experiences in K-20 Blended Learning Environments"…

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

ERIC Educational Resources Information Center

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

2005-01-01

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

What great managers do.

PubMed

Buckingham, Marcus

2005-03-01

Much has been written about the qualities that make a great manager, but most of the literature overlooks a fundamental question: What does a great manager actually do? While there are countless management styles, one thing underpins the behavior of all great managers. Above all, an exceptional manager comes to know and value the particular quirks and abilities of her employees. She figures out how to capitalize on her staffers' strengths and tweaks her environment to meet her larger goals. Such a specialized approach may seem like a lot of work. But in fact, capitalizing on each person's uniqueness can save time. Rather than encourage employees to conform to strict job descriptions that may include tasks they don't enjoy and aren't good at, a manager who develops positions for his staff members based on their unique abilities will be rewarded with behaviors that are far more efficient and effective than they would be otherwise. This focus on individuals also makes employees more accountable. Because staffers are evaluated on their particular strengths and weaknesses, they are challenged to take responsibility for their abilities and to hone them. Capitalizing on a person's uniqueness also builds a stronger sense of team. By taking the time to understand what makes each employee tick, a great manager shows that he sees his people for who they are. This personal investment not only motivates individuals but also galvanizes the entire team. Finally, this approach shakes up existing hierarchies, which leads to more creative thinking. To take great managing from theory to practice, the author says, you must know three things about a person: her strengths, the triggers that activate those strengths, and how she learns. By asking the right questions, squeezing the right triggers, and becoming aware of your employees' learning styles, you will discover what motivates each person to excel.

Students' perception of the learning environment in a distributed medical programme

PubMed Central

Veerapen, Kiran; McAleer, Sean

2010-01-01

Background The learning environment of a medical school has a significant impact on students' achievements and learning outcomes. The importance of equitable learning environments across programme sites is implicit in distributed undergraduate medical programmes being developed and implemented. Purpose To study the learning environment and its equity across two classes and three geographically separate sites of a distributed medical programme at the University of British Columbia Medical School that commenced in 2004. Method The validated Dundee Ready Educational Environment Survey was sent to all students in their 2nd and 3rd year (classes graduating in 2009 and 2008) of the programme. The domains of the learning environment surveyed were: students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of the atmosphere, and students' social self-perceptions. Mean scores, frequency distribution of responses, and inter- and intrasite differences were calculated. Results The perception of the global learning environment at all sites was more positive than negative. It was characterised by a strongly positive perception of teachers. The work load and emphasis on factual learning were perceived negatively. Intersite differences within domains of the learning environment were more evident in the pioneer class (2008) of the programme. Intersite differences consistent across classes were largely related to on-site support for students. Conclusions Shared strengths and weaknesses in the learning environment at UBC sites were evident in areas that were managed by the parent institution, such as the attributes of shared faculty and curriculum. A greater divergence in the perception of the learning environment was found in domains dependent on local arrangements and social factors that are less amenable to central regulation. This study underlines the need for ongoing comparative evaluation of the learning environment at the distributed sites and interaction between leaders of these sites. PMID:20922033

The effects of different learning environments on students' motivation for learning and their achievement.

PubMed

Baeten, Marlies; Dochy, Filip; Struyven, Katrien

2013-09-01

Research in higher education on the effects of student-centred versus lecture-based learning environments generally does not take into account the psychological need support provided in these learning environments. From a self-determination theory perspective, need support is important to study because it has been associated with benefits such as autonomous motivation and achievement. The purpose of the study is to investigate the effects of different learning environments on students' motivation for learning and achievement, while taking into account the perceived need support. First-year student teachers (N= 1,098) studying a child development course completed questionnaires assessing motivation and perceived need support. In addition, a prior knowledge test and case-based assessment were administered. A quasi-experimental pre-test/post-test design was set up consisting of four learning environments: (1) lectures, (2) case-based learning (CBL), (3) alternation of lectures and CBL, and (4) gradual implementation with lectures making way for CBL. Autonomous motivation and achievement were higher in the gradually implemented CBL environment, compared to the CBL environment. Concerning achievement, two additional effects were found; students in the lecture-based learning environment scored higher than students in the CBL environment, and students in the gradually implemented CBL environment scored higher than students in the alternated learning environment. Additionally, perceived need support was positively related to autonomous motivation, and negatively to controlled motivation. The study shows the importance of gradually introducing students to CBL, in terms of their autonomous motivation and achievement. Moreover, the study emphasizes the importance of perceived need support for students' motivation. © 2012 The British Psychological Society.

Understanding teacher responses to constructivist learning environments: Challenges and resolutions

NASA Astrophysics Data System (ADS)

Rosenfeld, Melodie; Rosenfeld, Sherman

2006-05-01

The research literature is just beginning to uncover factors involved in sustaining constructivist learning environments, such as Project-Based Learning (PBL). Our case study investigates teacher responses to the challenges of constructivist environments, since teachers can play strong roles in supporting or undermining even the best constructivist environments or materials. We were invited to work as mediators with a middle-school science staff that was experiencing conflicts regarding two learning environments, PBL (which was the school's politically correc learning environment) and traditional. With mediated group workshops, teachers were sensitized to their own and colleagues' individual learning differences (ILDs), as measured by two styles inventories (the LSI - Kolb, 1976; and the LCI - Johnston & Dainton, 1997). Using these inventories, a learning-environment questionnaire, field notes, and delayed interviews a year later, we found that there was a relationship between teachers' preferred styles, epistemological beliefs, and their preferred teaching environment. Moreover, when the participating teachers, including early-adopters and nonvolunteers to PBL, became more sensitive to their colleagues' preferences, many staff conflicts were resolved and some mismatched teachers expressed more openness to PBL. We argue that having teachers understand their own ILDs and related responses to constructivist learning environments can contribute to resolving staff conflicts and sustaining such environments. We present a cognitive model and a strategy which illustrate this argument.

Inherit Space

NASA Technical Reports Server (NTRS)

Giarratano, Joseph C.; Jenks, K. C.

1997-01-01

The objective of the proposed research was to begin development of a unique educational tool targeted at educating and inspiring young people 12-16 years old about NASA and the Space Program. Since these young people are the future engineers, scientists and space pioneers, the nurturing of their enthusiasm and interest is of critical importance to the Nation. This summer the basic infrastructure of the tool was developed in the context of an educational game paradigm. The game paradigm has achieved remarkable success in maintaining the interest of young people in a self-paced, student-directed learning environment. This type of environment encourages student exploration and curiosity which are exactly the traits that future space pioneers need to develop to prepare for the unexpected. The Inherit Space Educational Tool is an open-ended learning environment consisting of a finite-state machine classic adventure game paradigm. As the young person explores this world, different obstacles must be overcome. Rewards will be offered such as using the flight simulator to fly around and explore Titan. This simulator was modeled on conventional Earth flight simulators but has been considerably enhanced to add texture mapping of Titan's atmosphere utilizing the latest information from the NASA Galileo Space Probe. Additional scenery was added to provide color VGA graphics of a futuristic research station on Titan as well as an interesting story to keep the youngster's attention. This summer the game infrastructure has been developed as well as the Titan Flight Simulator. A number of other enhancements are planned.

Use of Heuristics to Facilitate Scientific Discovery Learning in a Simulation Learning Environment in a Physics Domain

ERIC Educational Resources Information Center

Veermans, Koen; van Joolingen, Wouter; de Jong, Ton

2006-01-01

This article describes a study into the role of heuristic support in facilitating discovery learning through simulation-based learning. The study compares the use of two such learning environments in the physics domain of collisions. In one learning environment (implicit heuristics) heuristics are only used to provide the learner with guidance…

The Impacts of Network Centrality and Self-Regulation on an E-Learning Environment with the Support of Social Network Awareness

ERIC Educational Resources Information Center

Lin, Jian-Wei; Huang, Hsieh-Hong; Chuang, Yuh-Shy

2015-01-01

An e-learning environment that supports social network awareness (SNA) is a highly effective means of increasing peer interaction and assisting student learning by raising awareness of social and learning contexts of peers. Network centrality profoundly impacts student learning in an SNA-related e-learning environment. Additionally,…

Students' Conception of Learning Environment and Their Approach to Learning and Its Implication on Quality Education

ERIC Educational Resources Information Center

Belaineh, Matheas Shemelis

2017-01-01

Quality of education in higher institutions can be affected by different factors. It partly rests on the learning environment created by teachers and the learning approach students are employing during their learning. The main purpose of this study is to examine the learning environment at Mizan Tepi University from students' perspective and their…

MoLeNET Mobile Learning Conference 2009: Research Papers

ERIC Educational Resources Information Center

Guy Parker, Ed.

2010-01-01

The Mobile Learning Network (MoLeNET) is a unique collaborative approach to encouraging, supporting, expanding and promoting mobile learning, primarily in English post-14 education and training, via supported shared cost mobile learning projects. Collaboration at national level involves participating institutions and the Learning and Skills…

Review of Opinions of Math Teachers Concerning the Learning Environment That They Design

ERIC Educational Resources Information Center

Aydin, Bünyamin; Yavuz, Ayse

2016-01-01

Design of appropriate learning environment has a significant importance in creation of aims of the math teaching. In the design of learning environments, teachers play a significant role. The aim of this study is determination of opinions of the math teachers concerning the learning environment that they design. In accordance with this aim, an…

An Effect of the Learning Environment Management System toward Student Quality of Thai Secondary School

ERIC Educational Resources Information Center

Wirussawa, Seatuch; Tesaputa, Kowat; Duangpaeng, Amporn

2016-01-01

This study aimed at 1) investigating the element of the learning environment management system in the secondary schools, 2) exploring the current states and problems of the system on the learning environment management in the secondary schools, 3) designing the learning environment management system for the secondary schools, and 4) identifying…

Authoring Adaptive 3D Virtual Learning Environments

ERIC Educational Resources Information Center

Ewais, Ahmed; De Troyer, Olga

2014-01-01

The use of 3D and Virtual Reality is gaining interest in the context of academic discussions on E-learning technologies. However, the use of 3D for learning environments also has drawbacks. One way to overcome these drawbacks is by having an adaptive learning environment, i.e., an environment that dynamically adapts to the learner and the…

Assessing the Quality of Learning Environments in Swedish Schools: Development and Analysis of a Theory-Based Instrument

ERIC Educational Resources Information Center

Westling Allodi, Mara

2007-01-01

The Goals, Attitudes and Values in School (GAVIS) questionnaire was developed on the basis of theoretical frameworks concerning learning environments, universal human values and studies of students' experience of learning environments. The theory hypothesises that learning environments can be described and structured in a circumplex model using…

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Blackboard as an Online Learning Environment: What Do Teacher Education Students and Staff Think?

ERIC Educational Resources Information Center

Heirdsfield, Ann; Walker, Susan; Tambyah, Mallihai; Beutel, Denise

2011-01-01

As online learning environments now have an established presence in higher education we need to ask the question: How effective are these environments for student learning? Online environments can provide a different type of learning experience than traditional face-to-face contexts (for on-campus students) or print-based materials (for distance…

Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load

ERIC Educational Resources Information Center

Choi, Hwan-Hee; van Merriënboer, Jeroen J. G.; Paas, Fred

2014-01-01

Although the theoretical framework of cognitive load theory has acknowledged a role for the learning environment, the specific characteristics of the physical learning environment that could affect cognitive load have never been considered, neither theoretically nor empirically. In this article, we argue that the physical learning environment, and…

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

ERIC Educational Resources Information Center

Yang, Stephen J. H.

2006-01-01

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

[The use of virtual learning environment in teaching basic and advanced life support].

PubMed

Cogo, Ana Luísa Petersen; Silveira, Denise Tolfo; Lírio, Aline de Morais; Severo, Carolina Lopes

2003-12-01

The present paper is the result of an experiment conducted as part of the Nursing: basic and advanced life support course, which was offered as a semi-online course using the virtual learning environment called Learning Space. The virtual learning environment optimizes classroom dynamics, since in the classroom setting, practical activities may be privileged; besides, learning is customized as students may access the environment whenever and wherever they wish.

Smile: Student Modification in Learning Environments. Establishing Congruence between Actual and Preferred Classroom Learning Environment.

ERIC Educational Resources Information Center

Yarrow, Allan; Millwater, Jan

1995-01-01

This study investigated whether classroom psychosocial environment, as perceived by student teachers, could be improved to their preferred level. Students completed the College and University Classroom Environment Inventory, discussed interventions, then completed it again. Significant deficiencies surfaced in the learning environment early in the…

Play, attention, and learning: how do play and timing shape the development of attention and influence classroom learning?

PubMed

Hedges, James H; Adolph, Karen E; Amso, Dima; Bavelier, Daphne; Fiez, Julie A; Krubitzer, Leah; McAuley, J Devin; Newcombe, Nora S; Fitzpatrick, Susan M; Ghajar, Jamshid

2013-07-01

The behavioral and neurobiological connections between play and the development of critical cognitive functions, such as attention, remain largely unknown. We do not yet know how these connections relate to the formation of specific abilities, such as spatial ability, and to learning in formal environments, such as in the classroom. Insights into these issues would be beneficial not only for understanding play, attention, and learning individually, but also for the development of more efficacious systems for learning and for the treatment of neurodevelopmental disorders. Different operational definitions of play can incorporate or exclude varying types of behavior, emphasize varying developmental time points, and motivate different research questions. Relevant questions to be explored in this area include, How do particular kinds of play relate to the development of particular kinds of abilities later in life? How does play vary across societies and species in the context of evolution? Does play facilitate a shift from reactive to predictive timing, and is its connection to timing unique or particularly significant? This report will outline important research steps that need to be taken in order to address these and other questions about play, human activity, and cognitive functions. © 2013 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals Inc. on behalf of The New York Academy of Sciences.

Reflections as near-peer facilitators of an inquiry project for undergraduate anatomy: Successes and challenges from a term of trial-and-error.

PubMed

Anstey, Lauren M; Michels, Alison; Szymus, Julianna; Law, Wyanne; Edwin Ho, Man-Hymn; Qu, Fei; Yeung, Ralph T T; Chow, Natalie

2014-01-01

Near-peer facilitators (senior students serving as facilitators to their more junior peers) bring a unique student-based perspective to teaching. With fewer years of teaching experience however, students who become involved in a facilitator role typically develop related skills quickly through a process of trial-and-error within the classroom. The aim of this paper is to report on the authors' own experiences and reflections as student near-peer facilitators for an inquiry-based project in an undergraduate anatomy course. Three areas of the facilitator experience are explored: (1) offering adequate guidance as facilitators of inquiry, (2) motivating students to engage in the inquiry process, and (3) fostering creativity in learning. A practical framework for providing guidance to students is discussed which offers facilitators a scaffold for asking questions and assisting students through the inquiry process. Considerations for stimulating intrinsic motivations toward inquiry learning are made, paying attention to ways in which facilitators might influence feelings of motivation towards learning. Also, the role of creativity in inquiry learning is explored by highlighting the actions facilitators can take to foster a creative learning environment. Finally, recommendations are made for the development of formalized training programs that aid near-peer facilitators in the acquisition of facilitation skills before entering into a process of trial-and-error within the classroom. © 2013 American Association of Anatomists.

Integrating Model-Driven and Data-Driven Techniques for Analyzing Learning Behaviors in Open-Ended Learning Environments

ERIC Educational Resources Information Center

Kinnebrew, John S.; Segedy, James R.; Biswas, Gautam

2017-01-01

Research in computer-based learning environments has long recognized the vital role of adaptivity in promoting effective, individualized learning among students. Adaptive scaffolding capabilities are particularly important in open-ended learning environments, which provide students with opportunities for solving authentic and complex problems, and…

A Comparison of Participation Patterns in Selected Formal, Non-Formal, and Informal Online Learning Environments

ERIC Educational Resources Information Center

Schwier, Richard A.; Seaton, J. X.

2013-01-01

Does learner participation vary depending on the learning context? Are there characteristic features of participation evident in formal, non-formal, and informal online learning environments? Six online learning environments were chosen as epitomes of formal, non-formal, and informal learning contexts and compared. Transcripts of online…

Student-Teachers' Approaches to Learning, Academic Performance and Teaching Efficacy

ERIC Educational Resources Information Center

Swee-Choo, Pauline Goh; Kung-Teck, Wong; Osman, Rosma

2012-01-01

Purpose: It is argued that the approaches to learning of students undergoing teacher training are likely to be related to their teaching and learning environment, especially as they move from a more regimented, structured learning environment in school to a tertiary learning environment that encourages more independent thinking and perhaps…

Visits to Cultural Learning Places in the Early Childhood

ERIC Educational Resources Information Center

Mudiappa, Michael; Kluczniok, Katharina

2015-01-01

Studies show the important role of the home learning environment in early childhood for later school success. This article focuses on a particular aspect of the home learning environment: visits to cultural learning places (e.g. museums) as a component of the quality of the home learning environment. Therefore the educational concept of…

Investigating Learning through Work: Learning Environment Scale & User Guide to the Provider. Support Document

ERIC Educational Resources Information Center

Hawke, Geof; Chappell, Clive

2008-01-01

This Support Document was produced by the authors based on their research for the report, "Investigating Learning through Work: The Development of the 'Provider Learning Environment Scale'" (ED503392). It provides readers with a complete copy of the "Provider Learning Environment Scale" (version 2.0); and an accompanying user…

Assessing and Monitoring Student Progress in an E-Learning Personnel Preparation Environment.

ERIC Educational Resources Information Center

Meyen, Edward L.; Aust, Ronald J.; Bui, Yvonne N.; Isaacson, Robert

2002-01-01

Discussion of e-learning in special education personnel preparation focuses on student assessment in e-learning environments. It includes a review of the literature, lessons learned by the authors from assessing student performance in e-learning environments, a literature perspective on electronic portfolios in monitoring student progress, and the…

A Context-Adaptive Teacher Training Model in a Ubiquitous Learning Environment

ERIC Educational Resources Information Center

Chen, Min; Chiang, Feng Kuang; Jiang, Ya Na; Yu, Sheng Quan

2017-01-01

In view of the discrepancies in teacher training and teaching practice, this paper put forward a context-adaptive teacher training model in a ubiquitous learning (u-learning) environment. The innovative model provides teachers of different subjects with adaptive and personalized learning content in a u-learning environment, implements intra- and…

How to build an information gathering and processing system: lessons from naturally and artificially intelligent systems.

PubMed

Chappell, Jackie; Demery, Zoe P; Arriola-Rios, Veronica; Sloman, Aaron

2012-02-01

Imagine a situation in which you had to design a physical agent that could collect information from its environment, then store and process that information to help it respond appropriately to novel situations. What kinds of information should it attend to? How should the information be represented so as to allow efficient use and re-use? What kinds of constraints and trade-offs would there be? There are no unique answers. In this paper, we discuss some of the ways in which the need to be able to address problems of varying kinds and complexity can be met by different information processing systems. We also discuss different ways in which relevant information can be obtained, and how different kinds of information can be processed and used, by both biological organisms and artificial agents. We analyse several constraints and design features, and show how they relate both to biological organisms, and to lessons that can be learned from building artificial systems. Our standpoint overlaps with Karmiloff-Smith (1992) in that we assume that a collection of mechanisms geared to learning and developing in biological environments are available in forms that constrain, but do not determine, what can or will be learnt by individuals. Copyright © 2011 Elsevier B.V. All rights reserved.

Enhanced music sensitivity in 9-month-old bilingual infants.

PubMed

Liu, Liquan; Kager, René

2017-02-01

This study explores the influence of bilingualism on the cognitive processing of language and music. Specifically, we investigate how infants learning a non-tone language perceive linguistic and musical pitch and how bilingualism affects cross-domain pitch perception. Dutch monolingual and bilingual infants of 8-9 months participated in the study. All infants had Dutch as one of the first languages. The other first languages, varying among bilingual families, were not tone or pitch accent languages. In two experiments, infants were tested on the discrimination of a lexical (N = 42) or a violin (N = 48) pitch contrast via a visual habituation paradigm. The two contrasts shared identical pitch contours but differed in timbre. Non-tone language learning infants did not discriminate the lexical contrast regardless of their ambient language environment. When perceiving the violin contrast, bilingual but not monolingual infants demonstrated robust discrimination. We attribute bilingual infants' heightened sensitivity in the musical domain to the enhanced acoustic sensitivity stemming from a bilingual environment. The distinct perceptual patterns between language and music and the influence of acoustic salience on perception suggest processing diversion and association in the first year of life. Results indicate that the perception of music may entail both shared neural network with language processing, and unique neural network that is distinct from other cognitive functions.

Sandboxes for Model-Based Inquiry

NASA Astrophysics Data System (ADS)

Brady, Corey; Holbert, Nathan; Soylu, Firat; Novak, Michael; Wilensky, Uri

2015-04-01

In this article, we introduce a class of constructionist learning environments that we call Emergent Systems Sandboxes ( ESSs), which have served as a centerpiece of our recent work in developing curriculum to support scalable model-based learning in classroom settings. ESSs are a carefully specified form of virtual construction environment that support students in creating, exploring, and sharing computational models of dynamic systems that exhibit emergent phenomena. They provide learners with "entity"-level construction primitives that reflect an underlying scientific model. These primitives can be directly "painted" into a sandbox space, where they can then be combined, arranged, and manipulated to construct complex systems and explore the emergent properties of those systems. We argue that ESSs offer a means of addressing some of the key barriers to adopting rich, constructionist model-based inquiry approaches in science classrooms at scale. Situating the ESS in a large-scale science modeling curriculum we are implementing across the USA, we describe how the unique "entity-level" primitive design of an ESS facilitates knowledge system refinement at both an individual and social level, we describe how it supports flexible modeling practices by providing both continuous and discrete modes of executability, and we illustrate how it offers students a variety of opportunities for validating their qualitative understandings of emergent systems as they develop.

Medical Student Perceptions of the Learning Environment in Medical School Change as Students Transition to Clinical Training in Undergraduate Medical School.

PubMed

Dunham, Lisette; Dekhtyar, Michael; Gruener, Gregory; CichoskiKelly, Eileen; Deitz, Jennifer; Elliott, Donna; Stuber, Margaret L; Skochelak, Susan E

2017-01-01

Phenomenon: The learning environment is the physical, social, and psychological context in which a student learns. A supportive learning environment contributes to student well-being and enhances student empathy, professionalism, and academic success, whereas an unsupportive learning environment may lead to burnout, exhaustion, and cynicism. Student perceptions of the medical school learning environment may change over time and be associated with students' year of training and may differ significantly depending on the student's gender or race/ethnicity. Understanding the changes in perceptions of the learning environment related to student characteristics and year of training could inform interventions that facilitate positive experiences in undergraduate medical education. The Medical School Learning Environment Survey (MSLES) was administered to 4,262 students who matriculated at one of 23 U.S. and Canadian medical schools in 2010 and 2011. Students completed the survey at the end of each year of medical school as part of a battery of surveys in the Learning Environment Study. A mixed-effects longitudinal model, t tests, Cohen's d effect size, and analysis of variance assessed the relationship between MSLES score, year of training, and demographic variables. After controlling for gender, race/ethnicity, and school, students reported worsening perceptions toward the medical school learning environment, with the worst perceptions in the 3rd year of medical school as students begin their clinical experiences, and some recovery in the 4th year after Match Day. The drop in MSLES scores associated with the transition to the clinical learning environment (-0.26 point drop in addition to yearly change, effect size = 0.52, p < .0001) is more than 3 times greater than the drop between the 1st and 2nd year (0.07 points, effect size = 0.14, p < .0001). The largest declines were from items related to work-life balance and informal student relationships. There was some, but not complete, recovery in perceptions of the medical school learning environment in the 4th year. Insights: Perceptions of the medical school learning environment worsen as students continue through medical school, with a stronger decline in perception scores as students' transition to the clinical learning environment. Students reported the greatest drop in finding time for outside activities and students helping one another in the 3rd year. Perceptions differed based on gender and race/ethnicity. Future studies should investigate the specific features of medical schools that contribute most significantly to student perceptions of the medical school learning environment, both positive and negative, to pinpoint potential interventions and improvements.

Ratcheting up the ratchet: on the evolution of cumulative culture

PubMed Central

Tennie, Claudio; Call, Josep; Tomasello, Michael

2009-01-01

Some researchers have claimed that chimpanzee and human culture rest on homologous cognitive and learning mechanisms. While clearly there are some homologous mechanisms, we argue here that there are some different mechanisms at work as well. Chimpanzee cultural traditions represent behavioural biases of different populations, all within the species’ existing cognitive repertoire (what we call the ‘zone of latent solutions’) that are generated by founder effects, individual learning and mostly product-oriented (rather than process-oriented) copying. Human culture, in contrast, has the distinctive characteristic that it accumulates modifications over time (what we call the ‘ratchet effect’). This difference results from the facts that (i) human social learning is more oriented towards process than product and (ii) unique forms of human cooperation lead to active teaching, social motivations for conformity and normative sanctions against non-conformity. Together, these unique processes of social learning and cooperation lead to humans’ unique form of cumulative cultural evolution. PMID:19620111

Predicting College Success: The Relative Contributions of Five Social/Personality Factors, Five Cognitive/Learning Factors, and SAT Scores

PubMed Central

Hannon, Brenda

2014-01-01

To-date, studies have examined simultaneously the relative predictive powers of two or three factors on GPA. The present study examines the relative powers of five social/personality factors, five cognitive/learning factors, and SAT scores to predict freshmen and non-freshmen (sophomores, juniors, seniors) academic success (i.e., GPA). The results revealed many significant predictors of GPA for both freshmen and non-freshmen. However, subsequent regressions showed that only academic self-efficacy, epistemic belief of learning, and high-knowledge integration explained unique variance in GPA (19%-freshmen, 23.2%-non-freshmen). Further for freshmen, SAT scores explained an additional unique 10.6% variance after the influences attributed to these three predictors was removed whereas for non-freshmen, SAT scores failed to explain any additional variance. These results highlight the unique and important contributions of academic self-efficacy, epistemic belief of learning and high-knowledge integration to GPA beyond other previously-identified predictors. PMID:25568884

From Residency to Lifelong Learning.

PubMed

Brandt, Keith

2015-11-01

The residency training experience is the perfect environment for learning. The university/institution patient population provides a never-ending supply of patients with unique management challenges. Resources abound that allow the discovery of knowledge about similar situations. Senior teachers provide counseling and help direct appropriate care. Periodic testing and evaluations identify deficiencies, which can be corrected with future study. What happens, however, when the resident graduates? Do they possess all the knowledge they'll need for the rest of their career? Will medical discovery stand still limiting the need for future study? If initial certification establishes that the physician has the skills and knowledge to function as an independent physician and surgeon, how do we assure the public that plastic surgeons will practice lifelong learning and remain safe throughout their career? Enter Maintenance of Certification (MOC). In an ideal world, MOC would provide many of the same tools as residency training: identification of gaps in knowledge, resources to correct those deficiencies, overall assessment of knowledge, feedback about communication skills and professionalism, and methods to evaluate and improve one's practice. This article discusses the need; for education and self-assessment that extends beyond residency training and a commitment to lifelong learning. The American Board of Plastic Surgery MOC program is described to demonstrate how it helps the diplomate reach the goal of continuous practice improvement.

How do we facilitate international clinical placements for nursing students: A cross-sectional exploration of the structure, aims and objectives of placements.

PubMed

Browne, Caroline A; Fetherston, Catherine M

2018-07-01

International clinical placements provide undergraduate students with a unique and complex clinical learning environment, to explore cultural awareness, experience different health care settings and achieve clinical competencies. Higher education institutions need to consider how to structure these placements to ensure appropriate and achievable aims and learning outcomes. In this study we described the structure, aims and learning outcomes associated with international clinical placement opportunities currently undertaken by Australian undergraduate nursing students in the Asia region. Forty eight percent (n = 18) of the institutions invited responded. Eight institutions met the inclusion criteria, one of which offered three placements in the region, resulting in 10 international placements for which data were provided. An online survey tool was used to collect data during August and September 2015 on international clinical placements conducted by the participating universities. Descriptive data on type and numbers of placements is presented, along with results from the content analysis conducted to explore data from open ended questions on learning aims and outcomes. One hundred students undertook 10 International Clinical Placements offered in the Asian region by eight universities. Variations across placements were found in the length of placement, the number of students participating, facilitator to student ratios and assessment techniques used. Five categories related to the aims of the programs were identified: 'becoming culturally aware through immersion', 'working with the community to promote health', 'understanding the role of nursing within the health care setting', 'translating theory into professional clinical practice', and 'developing relationships in international learning environments'. Four categories related to learning outcomes were identified: 'understanding healthcare and determinants of health', 'managing challenges', 'understanding the role of culture within healthcare' and 'demonstrating professional knowledge, skills and behaviour'. International clinical placements in the Asia region appear to vary greatly from one education institution to the next with no clear consensus from either this study's findings or the literature on which structure, support and assessments lead to greater student learning. Copyright © 2018 Elsevier Ltd. All rights reserved.

The Use of Deep and Surface Learning Strategies among Students Learning English as a Foreign Language in an Internet Environment

ERIC Educational Resources Information Center

Aharony, Noa

2006-01-01

Background: The learning context is learning English in an Internet environment. The examination of this learning process was based on the Biggs and Moore's teaching-learning model (Biggs & Moore, 1993). Aim: The research aims to explore the use of the deep and surface strategies in an Internet environment among EFL students who come from…

Virtual Workshop Environment (VWE): A Taxonomy and Service Oriented Architecture (SOA) Framework for Modularized Virtual Learning Environments (VLE)--Applying the Learning Object Concept to the VLE

ERIC Educational Resources Information Center

Paulsson, Fredrik; Naeve, Ambjorn

2006-01-01

Based on existing Learning Object taxonomies, this article suggests an alternative Learning Object taxonomy, combined with a general Service Oriented Architecture (SOA) framework, aiming to transfer the modularized concept of Learning Objects to modularized Virtual Learning Environments. The taxonomy and SOA-framework exposes a need for a clearer…

The Nitty Gritty: How We Make Analogs Work

NASA Technical Reports Server (NTRS)

Self, A. L.; Huppman, S. R.; Spence, L. A.

2017-01-01

NASA's Human Research Program (HRP) is becoming increasingly reliant on Isolated, Confined and Controlled (ICC) analogs to accomplish many of its research objectives. Compared to other research platforms, ICC analogs present a unique set of operational challenges that must be addressed in order to ensure a high fidelity research environment. In particular, the Human Exploration Research Analog (HERA) habitat, which is classified as an ICC environment, has been developed over the past three years to accommodate the operational needs of research investigations from each of the HRP Elements. During the development period, various types of requirements have contributed to the current operational model, which strives to achieve the highest possible level of mission fidelity with limited resources. This presentation will focus on the operational aspects of the HERA habitat, with emphasis on how we develop the analog research environment to meet researchers' needs. Specific discussion topics include mission scenario development, operational tasks, mission timeline integration, stressor implementation, console support, and improvements based on lessons learned. The information is intended to help investigators better understand the details behind HERA operations and the benefits to their research goals.

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

PubMed

Midgley, Kirsten

2006-05-01

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

The Integration of Javanese Indigenous Knowledge in Biology Learning Resources Development

NASA Astrophysics Data System (ADS)

Anazifa, D.; Hadi, R. F.

2017-02-01

The student’s difficulties in learning and understanding Biology concepts are caused by the adoption of scientific phenomenon that not suitable with the environment they live in. Students who comes from the Javanese background sometimes find the Biology concepts hard to understand. Science content that comes from the West sometimes is not suitable with the student’s background, because the cultural and geographical background that underlining the science development are different. It can potentially cause the clash in constructing knowledge of students. The proportion of western knowledge and indigenous knowledge has to be balanced, in order to give the scientific rationale of the natural phenomenon that faced by students in everyday life. The ethnoscience experienced by student is still in the form of concrete experience as a result of the interaction with the nature. As one of the largest tribe in Indonesia, Javanese has many unique cultures that can be adopted in science classroom especially in Biology class. The role on ethnoscience in the context of developing Biology learning resources is to connect the science concept with the real world situation. By considering indigenous knowledge as one of learning resources, teachers can start to adjust the Javanese indigenous knowledge into the curriculum. This paper is literature review which will present the background, rationale, and procedure in integrating Javanese indigenous knowledge into Biology classroom as learning resources. The integration of Javanese indigenous knowledge in Biology learning resources development is necessary in order to connect the Biology concept into real situation.

The Educational Kanban: promoting effective self-directed adult learning in medical education.

PubMed

Goldman, Stuart

2009-07-01

The author reviews the many forces that have driven contemporary medical education approaches to evaluation and places them in an adult learning theory context. After noting their strengths and limitations, the author looks to lessons learned from manufacturing on both efficacy and efficiency and explores how these can be applied to the process of trainee assessment in medical education.Building on this, the author describes the rationale for and development of the Educational Kanban (EK) at Children's Hospital Boston--specifically, how it was designed to integrate adult learning theory, Japanese manufacturing models, and educator observations into a unique form of teacher-student collaboration that allows for continuous improvement. It is a formative tool, built on the Accreditation Council for Graduate Medical Education's six core competencies, that guides educational efforts to optimize teaching and learning, promotes adult learner responsibility and efficacy, and takes advantage of the labor-intensive clinical educational setting. The author discusses how this model, which will be implemented in July 2009, will lead to training that is highly individualized, optimizes faculty and student educational efforts, and ultimately conserves faculty resources. A model EK is provided for general reference.The EK represents a novel approach to adult learning that will enhance educational effectiveness and efficiency and complement existing evaluative models. Described here in a specific graduate medical setting, it can readily be adapted and integrated into a wide range of undergraduate and graduate clinical educational environments.

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

PubMed

Haraldseid, Cecilie; Friberg, Febe; Aase, Karina

2015-09-01

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

DAVE: A plug and play model for distributed multimedia application development

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

Mines, R.F.; Friesen, J.A.; Yang, C.L.

1994-07-01

This paper presents a model being used for the development of distributed multimedia applications. The Distributed Audio Video Environment (DAVE) was designed to support the development of a wide range of distributed applications. The implementation of this model is described. DAVE is unique in that it combines a simple ``plug and play`` programming interface, supports both centralized and fully distributed applications, provides device and media extensibility, promotes object reuseability, and supports interoperability and network independence. This model enables application developers to easily develop distributed multimedia applications and create reusable multimedia toolkits. DAVE was designed for developing applications such as videomore » conferencing, media archival, remote process control, and distance learning.« less

Design and Development of a Two-Axis Thruster Gimbal with Xenon Propellant Lines

NASA Technical Reports Server (NTRS)

Asadurian, Armond

2010-01-01

A Two-Axis Thruster Gimbal was developed for a two degree-of-freedom tip-tilt gimbal application. This light weight gimbal mechanism is equipped with flexible xenon propellant lines and features numerous thermal control features for all its critical components. Unique thermal profiles and operating environments have been the key design drivers for this mechanism which is fully tolerant of extreme space environmental conditions. Providing thermal controls that are compatible with flexible components and are also capable of surviving launch vibration within this gimbal mechanism has proven to be especially demanding, requiring creativity and significant development effort. Some of these features, design drivers, and lessons learned will be examined herein.

Validation of the Clinical Learning Environment Inventory.

PubMed

Chan, Dominic S

2003-08-01

One hundred eight preregistration nursing students took part in this survey study, which assessed their perceptions of the clinical learning environment. Statistical data based on the sample confirmed the reliability and validity of the Clinical Learning Environment Inventory (CLEI), which was developed using the concept of classroom learning environment studies. The study also found that there were significant differences between students' actual and preferred perceptions of the clinical learning environments. In terms of the CLEI scales, students preferred a more positive and favorable clinical environment than they perceived as being actually present. The achievement of certain outcomes of clinical field placements might be enhanced by attempting to change the actual clinical environment in ways that make it more congruent with that preferred by the students.

Nursing students' perceptions of learning in practice environments: a review.

PubMed

Henderson, Amanda; Cooke, Marie; Creedy, Debra K; Walker, Rachel

2012-04-01

Effective clinical learning requires integration of nursing students into ward activities, staff engagement to address individual student learning needs, and innovative teaching approaches. Assessing characteristics of practice environments can provide useful insights for development. This study identified predominant features of clinical learning environments from nursing students' perspectives across studies using the same measure in different countries over the last decade. Six studies, from three different countries, using the Clinical Leaning Environment Inventory (CLEI) were reviewed. Studies explored consistent trends about learning environment. Students rated sense of task accomplishment high. Affiliation also rated highly though was influenced by models of care. Feedback measuring whether students' individual needs and views were accommodated consistently rated lower. Across different countries students report similar perceptions about learning environments. Clinical learning environments are most effective in promoting safe practice and are inclusive of student learners, but not readily open to innovation and challenges to routine practices. Crown Copyright © 2011. Published by Elsevier Ltd. All rights reserved.

Influences of Formal Learning, Personal Learning Orientation, and Supportive Learning Environment on Informal Learning

ERIC Educational Resources Information Center

Choi, Woojae; Jacobs, Ronald L.

2011-01-01

While workplace learning includes formal and informal learning, the relationship between the two has been overlooked, because they have been viewed as separate entities. This study investigated the effects of formal learning, personal learning orientation, and supportive learning environment on informal learning among 203 middle managers in Korean…

Effects of Presence, Copresence, and Flow on Learning Outcomes in 3D Learning Spaces

ERIC Educational Resources Information Center

Hassell, Martin D.; Goyal, Sandeep; Limayem, Moez; Boughzala, Imed

2012-01-01

The level of satisfaction and effectiveness of 3D virtual learning environments were examined. Additionally, 3D virtual learning environments were compared with face-to-face learning environments. Students that experienced higher levels of flow and presence also experienced more satisfaction but not necessarily more effectiveness with 3D virtual…

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

ERIC Educational Resources Information Center

Salmi, Laura

2013-01-01

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

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

ERIC Educational Resources Information Center

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

2010-01-01

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

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

ERIC Educational Resources Information Center

Kang, M.; Im, T.

2013-01-01

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

Self-Regulated Learning in Technology Enhanced Learning Environments: An Investigation with University Students

ERIC Educational Resources Information Center

Lenne, Dominique; Abel, Marie-Helene; Trigano, Philippe; Leblanc, Adeline

2008-01-01

In Technology Enhanced Learning Environments, self-regulated learning (SRL) partly relies on the features of the technological tools. The authors present two environments they designed in order to facilitate SRL: the first one (e-Dalgo) is a website dedicated to the learning of algorithms and computer programming. It is structured as a classical…

Using Student-Centred Learning Environments to Stimulate Deep Approaches to Learning: Factors Encouraging or Discouraging Their Effectiveness

ERIC Educational Resources Information Center

Baeten, Marlies; Kyndt, Eva; Struyven, Katrien; Dochy, Filip

2010-01-01

This review outlines encouraging and discouraging factors in stimulating the adoption of deep approaches to learning in student-centred learning environments. Both encouraging and discouraging factors can be situated in the context of the learning environment, in students' perceptions of that context and in characteristics of the students…

Perceived Satisfaction, Perceived Usefulness and Interactive Learning Environments as Predictors to Self-Regulation in e-Learning Environments

ERIC Educational Resources Information Center

Liaw, Shu-Sheng; Huang, Hsiu-Mei

2013-01-01

The research purpose is to investigate learner self-regulation in e-learning environments. In order to better understand learner attitudes toward e-learning, 196 university students answer a questionnaire survey after use an e-learning system few months. The statistical results showed that perceived satisfaction, perceived usefulness, and…

Learning in a Changing Environment

ERIC Educational Resources Information Center

Speekenbrink, Maarten; Shanks, David R.

2010-01-01

Multiple cue probability learning studies have typically focused on stationary environments. We present 3 experiments investigating learning in changing environments. A fine-grained analysis of the learning dynamics shows that participants were responsive to both abrupt and gradual changes in cue-outcome relations. We found no evidence that…

Student-Teacher Interaction in Online Learning Environments

ERIC Educational Resources Information Center

Wright, Robert D., Ed.

2015-01-01

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

Preferred-Actual Learning Environment "Spaces" and Earth Science Outcomes in Taiwan

ERIC Educational Resources Information Center

Chang, Chun-Yen; Hsiao, Chien-Hua; Barufaldi, James P.

2006-01-01

This study examines the possibilities of differential impacts on students' earth science learning outcomes between different preferred-actual learning environment spaces by using a newly developed ESCLEI (Earth Science Classroom Learning Environment Instrument). The instrument emphasizes three simultaneously important classroom components:…

Causal Model Progressions as a Foundation for Intelligent Learning Environments.

DTIC Science & Technology

1987-11-01

Foundation for Intelligent Learning Environments 3Barbara Y. White and John R. Frederiksen ~DTIC Novemr1987 ELECTE November1987 JUNO 9 88 Approved I )’I...Learning Environments 12. PERSONAL AUTHOR(S? Barbara Y. White and John R. Frederiksen 13a. TYPE OF REPORT 13b TIME COVERED 14. DATE OF REPORT (Year...architecture of a new type of learning environment that incorporates features of microworlds and of intelligent tutorng systems. The environment is based on

Innovative Engagement with NASA Data: Best Practices in Hosting a Space-Themed Game Jam Event

NASA Astrophysics Data System (ADS)

Mader, M. M.

2015-12-01

Planetary mission milestones provide key opportunities to engage the public in the day to day work and showcase the value, wonder, and innovative technologies of planetary exploration. The Royal Ontario Museum (ROM), Canada, is designing unique experiences that will allow new audiences to relate to planetary mission results, through direct interaction with planetary materials and data. Through co-creation and collaboration, we aim to encourage STEM and STEAM learning through interactive programs that are interest driven by the participants. Based on these principles, the ROM, in collaboration with the University of Toronto, is hosting a Game Jam event (see http://www.rom.on.ca/en/activities-programs/programs/game-jam). A Game Jam invites creative, motivated, and inspired game developers to work in a collaborative environment over the course of 3 days to create games linked to a theme. This year's theme is "Space Rocks". Video games, fuelled by actual mission data, capture public interest in space and science in a unique and powerful way, giving us new insight into the real challenges we have on Earth and in space. The ROM Game Jam will allow 100 game developers to draw inspiration from our collection of over 100,000 rocks, minerals, and gems, including over 500 martian, lunar, and asteroidal meteorites. Participants will learn about the history of these specimens directly from ROM experts. NASA datasets related to our collection will be highlighted and curated for this event. The games produced during the Game Jam will live on and be featured online and at numerous ROM events throughout the year. Our presentation will highlight lessons learned from this experience, best practices, and future plans.

Informal Workplace Learning. Practice Application Brief No. 10.

ERIC Educational Resources Information Center

Cofer, David A.

Research on informal learning in the workplace suggests several definitions, including that informal learning is a process of learning that takes place in everyday experience, often at subconscious levels, and that it is unique to, and rests in the hands of, the learner. Research supports introducing informal learning not as a replacement for…

Inquisitivism or "The HHHMMM??? What Does This Button Do?" Approach to Learning.

ERIC Educational Resources Information Center

Harapnuik, Dwayne

This paper discusses the development of a learning approach based on the unique needs of adult learners who are required to learn and use new information technologies. It establishes how the "Inquisitivism" learning approach has evolved from a synthesis of key cognitive learning theories into one cohesive approach and how the…

"What Haven't I Learned?" Learning Resulting from the Resident Advisor Role

ERIC Educational Resources Information Center

Benjamin, Mimi; Davis, Laura

2016-01-01

Employment can enhance learning for many college students, and on-campus jobs provide unique opportunities for this experience. The resident advisor position is one on-campus position offering the potential for learning experiences. This qualitative study highlights learning noted by 78 resident advisors at a large research institution during a…

Multimodal Learning Analytics and Education Data Mining: Using Computational Technologies to Measure Complex Learning Tasks

ERIC Educational Resources Information Center

Blikstein, Paulo; Worsley, Marcelo

2016-01-01

New high-frequency multimodal data collection technologies and machine learning analysis techniques could offer new insights into learning, especially when students have the opportunity to generate unique, personalized artifacts, such as computer programs, robots, and solutions engineering challenges. To date most of the work on learning analytics…

The Relationship between Learning Styles and Learning Outcomes for Adults in an Informal Educational Setting

ERIC Educational Resources Information Center

Roberts, Larry N.

2013-01-01

With more adults seeking unique and meaningful learning experiences in both recreational and professional arenas, informal learning institutions, such as museums, zoos, and botanical gardens are a natural source. Informal learning opportunities are the business of these institutions; moreover, a goal in education mission statements of many of…

The use of deep and surface learning strategies among students learning English as a foreign language in an Internet environment.

PubMed

Aharony, Noa

2006-12-01

The learning context is learning English in an Internet environment. The examination of this learning process was based on the Biggs and Moore's teaching-learning model (Biggs & Moore, 1993). The research aims to explore the use of the deep and surface strategies in an Internet environment among EFL students who come from different socio-economic backgrounds. The results of the research may add an additional level to the understanding of students' functioning in the Internet environment. One hundred fourty-eight Israeli junior and high school students participated in this research. The methodology was based on special computer software: Screen Cam, which recorded the students' learning process. In addition, expert judges completed a questionnaire which examined and categorized the students' learning strategies. The research findings show a clear preference of participants from all socio-economic backgrounds towards the surface learning strategy. The findings also showed that students from the medium to high socio-economic background used both learning strategies more frequently than low socio-economic students. The results reflect the habits that students acquire during their adjustment process throughout their education careers. A brief encounter with the Internet learning environment apparently cannot change norms or habits, which were acquired in the non-Internet learning environment.

Teaching and Learning with Individually Unique Exercises

ERIC Educational Resources Information Center

Joerding, Wayne

2010-01-01

In this article, the author describes the pedagogical benefits of giving students individually unique homework exercises from an exercise template. Evidence from a test of this approach shows statistically significant improvements in subsequent exam performance by students receiving unique problems compared with students who received traditional…

Designing new collaborative learning spaces in clinical environments: experiences from a children's hospital in Australia.

PubMed

Bines, Julie E; Jamieson, Peter

2013-09-01

Hospitals are complex places that provide a rich learning environment for students, staff, patients and their families, professional groups and the community. The "new" Royal Children's Hospital opened in late 2011. Its mission is focused on improving health and well-being of children and adolescents through leadership in healthcare, research and education. Addressing the need to create "responsive learning environments" aligned with the shift to student-centred pedagogy, two distinct learning environments were developed within the new Royal Children's Hospital; (i) a dedicated education precinct providing a suite of physical environments to promote a more active, collaborative and social learning experience for education and training programs conducted on the Royal Children's Hospital campus and (ii) a suite of learning spaces embedded within clinical areas so that learning becomes an integral part of the daily activities of this busy Hospital environment. The aim of this article is to present the overarching educational principles that lead the design of these learning spaces and describe the opportunities and obstacles encountered in the development of collaborative learning spaces within a large hospital development.

Perceptions of Pre-Service Teachers on the Design of a Learning Environment Based on the Seven Principles of Good Practice

ERIC Educational Resources Information Center

Al-Furaih, Suad Abdul Aziz

2017-01-01

This study explored the perceptions of 88 pre-service teachers on the design of a learning environment using the Seven Principles of Good Practice and its effect on participants' abilities to create their Cloud Learning Environment (CLE). In designing the learning environment, a conceptual model under the name 7 Principles and Integrated Learning…

A Case Study of the Experiences of Instructors and Students in a Virtual Learning Environment (VLE) with Different Cultural Backgrounds

ERIC Educational Resources Information Center

Lim, Keol; Kim, Mi Hwa

2015-01-01

The use of virtual learning environments (VLEs) has become more common and educators recognized the potential of VLEs as educational environments. The learning community in VLEs can be a mixture of people from all over the world with different cultural backgrounds. However, despite many studies about the use of virtual environments for learning,…

Virtual Representations in 3D Learning Environments

ERIC Educational Resources Information Center

Shonfeld, Miri; Kritz, Miki

2013-01-01

This research explores the extent to which virtual worlds can serve as online collaborative learning environments for students by increasing social presence and engagement. 3D environments enable learning, which simulates face-to-face encounters while retaining the advantages of online learning. Students in Education departments created avatars…

Nursing students' reflections on the learning experience of a unique mental health clinical placement.

PubMed

Patterson, Christopher; Moxham, Lorna; Brighton, Renee; Taylor, Ellie; Sumskis, Susan; Perlman, Dana; Heffernan, Tim; Hadfield, Louise

2016-11-01

There exists a need for innovative thinking to identify new clinical placement opportunities for nursing students. Recovery-based clinical placements for mental health nurse students remain unique and require investigation. To examine the learning experience of Bachelor of Nursing students who undertook an innovative mental health clinical placement known as Recovery Camp. This study incorporated qualitative analysis of written reflections. Using Braun and Clarke's (2006) six phases of thematic analysis the corpus of student reflections were reviewed by three members of the research team independent to each other. Four themes emerged. The theme of Pre-placement Expectations incorporates participant foci on pre-conceptions of Recovery Camp. The theme of Student Learning incorporates the ways in which participants recognised the experience of Recovery Camp influenced learning. Reflections themed under the title Placement Setting include discussion of the Recovery Camp as a clinical placement. The theme of Future Practice incorporates students' reflections on how they plan to practice as nurses as a result the learning experiences of Recovery Camp. An immersive clinical placement such as Recovery Camp can influence students' perceptions of people with mental illness, have a positive impact on student learning and influence students' decisions about future practice. The learning experience of nursing students whom attend unique, recovery-orientated clinical placements can be both positive and educative. Copyright © 2016 Elsevier Ltd. All rights reserved.

P3: a practice focused learning environment

NASA Astrophysics Data System (ADS)

Irving, Paul W.; Obsniuk, Michael J.; Caballero, Marcos D.

2017-09-01

There has been an increased focus on the integration of practices into physics curricula, with a particular emphasis on integrating computation into the undergraduate curriculum of scientists and engineers. In this paper, we present a university-level, introductory physics course for science and engineering majors at Michigan State University called P3 (projects and practices in physics) that is centred around providing introductory physics students with the opportunity to appropriate various science and engineering practices. The P3 design integrates computation with analytical problem solving and is built upon a curriculum foundation of problem-based learning, the principles of constructive alignment and the theoretical framework of community of practice. The design includes an innovative approach to computational physics instruction, instructional scaffolds, and a unique approach to assessment that enables instructors to guide students in the development of the practices of a physicist. We present the very positive student related outcomes of the design gathered via attitudinal and conceptual inventories and research interviews of students’ reflecting on their experiences in the P3 classroom.

A New Dimension for Earth Science Learning

NASA Astrophysics Data System (ADS)

Bland, G.; Henry, A.; Bydlowski, D.

2017-12-01

NASA Science Objectives include capturing the global view of Earth from space. This unique perspective is often augmented by instrumented research aircraft, to provide in-situ and remote sensing observations in support of the world picture. Our "Advancing Earth Research Observations with Kites and Atmospheric /Terrestrial Sensors" (AEROKATS) project aims to bring this novel and exciting perspective into the hands of learners young and old. The practice of using instrumented kites as surrogate satellites and aircraft is gaining momentum, as our team undertakes the technical, operational, and scientific challenges in preparations to bring new and easy-to-field tools to broad audiences. The third dimension in spatial perception ("up") has previously been difficult to effectively incorporate in learning and local-scale research activities. AEROKATS brings simple to use instrumented aerial systems into the hands of students, educators, and scientists, with the tangible benefits of detailed, high resolution measurements and observations directly applicable to real-world studies of the environments around us.

Development of the Modes of Collaboration framework

NASA Astrophysics Data System (ADS)

Pawlak, Alanna; Irving, Paul W.; Caballero, Marcos D.

2018-01-01

Group work is becoming increasingly common in introductory physics classrooms. Understanding how students engage in these group learning environments is important for designing and facilitating productive learning opportunities for students. We conducted a study in which we collected video of groups of students working on conceptual electricity and magnetism problems in an introductory physics course. In this setting, students needed to negotiate a common understanding and coordinate group decisions in order to complete the activity successfully. We observed students interacting in several distinct ways while solving these problems. Analysis of these observations focused on identifying the different ways students interacted and articulating what defines and distinguishes them, resulting in the development of the modes of collaboration framework. The modes of collaboration framework defines student interactions along three dimensions: social, discursive, and disciplinary content. This multidimensional approach offers a unique lens through which to consider group work and provides a flexibility that could allow the framework to be adapted for a variety of contexts. We present the framework and several examples of its application here.

Honeybees Learn Odour Mixtures via a Selection of Key Odorants

PubMed Central

Reinhard, Judith; Sinclair, Michael; Srinivasan, Mandyam V.; Claudianos, Charles

2010-01-01

Background The honeybee has to detect, process and learn numerous complex odours from her natural environment on a daily basis. Most of these odours are floral scents, which are mixtures of dozens of different odorants. To date, it is still unclear how the bee brain unravels the complex information contained in scent mixtures. Methodology/Principal Findings This study investigates learning of complex odour mixtures in honeybees using a simple olfactory conditioning procedure, the Proboscis-Extension-Reflex (PER) paradigm. Restrained honeybees were trained to three scent mixtures composed of 14 floral odorants each, and then tested with the individual odorants of each mixture. Bees did not respond to all odorants of a mixture equally: They responded well to a selection of key odorants, which were unique for each of the three scent mixtures. Bees showed less or very little response to the other odorants of the mixtures. The bees' response to mixtures composed of only the key odorants was as good as to the original mixtures of 14 odorants. A mixture composed of the other, non-key-odorants elicited a significantly lower response. Neither an odorant's volatility or molecular structure, nor learning efficiencies for individual odorants affected whether an odorant became a key odorant for a particular mixture. Odorant concentration had a positive effect, with odorants at high concentration likely to become key odorants. Conclusions/Significance Our study suggests that the brain processes complex scent mixtures by predominantly learning information from selected key odorants. Our observations on key odorant learning lend significant support to previous work on olfactory learning and mixture processing in honeybees. PMID:20161714

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

ERIC Educational Resources Information Center

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

2012-01-01

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

Analysis of Means for Building Context-Aware Recommendation System for Mobile Learning

ERIC Educational Resources Information Center

Shcherbachenko, Larysa; Nowakowski, Samuel

2017-01-01

One of the rapidly developing tools for online learning is learning through a mobile environment. Therefore, developing and improving mobile learning environments is an active topic now. One of the ways to adapt the learning environment to the user's needs is to use his context. Context of the user consists of the current context in online…

Design Patterns for Learning and Assessment: Facilitating the Introduction of a Complex Simulation-Based Learning Environment into a Community of Instructors

ERIC Educational Resources Information Center

Frezzo, Dennis C.; Behrens, John T.; Mislevy, Robert J.

2010-01-01

Simulation environments make it possible for science and engineering students to learn to interact with complex systems. Putting these capabilities to effective use for learning, and assessing learning, requires more than a simulation environment alone. It requires a conceptual framework for the knowledge, skills, and ways of thinking that are…

Visual Earth observation performance in the space environment. Human performance measurement 4: Flight experiments

NASA Technical Reports Server (NTRS)

Huth, John F.; Whiteley, James D.; Hawker, John E.

1993-01-01

A wide variety of secondary payloads have flown on the Space Transportation System (STS) since its first flight in the 1980's. These experiments have typically addressed specific issues unique to the zero-gravity environment. Additionally, the experiments use the experience and skills of the mission and payload specialist crew members to facilitate data collection and ensure successful completion. This paper presents the results of the Terra Scout experiment, which flew aboard STS-44 in November 1991. This unique Earth Observation experiment specifically required a career imagery analyst to operate the Spaceborne Direct-View Optical System (SpaDVOS), a folded optical path telescope system designed to mount inside the shuttle on the overhead aft flight deck windows. Binoculars and a small telescope were used as backup optics. Using his imagery background, coupled with extensive target and equipment training, the payload specialist was tasked with documenting the following: (1) the utility of the equipment; (2) his ability to acquire and track ground targets; (3) the level of detail he could discern; (4) the atmospheric conditions; and (5) other in-situ elements which contributed to or detracted from his ability to analyze targets. Special emphasis was placed on the utility of a manned platform for research and development of future spaceborne sensors. The results and lessons learned from Terra Scout will be addressed including human performance and equipment design issues.

Sustaining Teacher Control in a Blog-Based Personal Learning Environment

ERIC Educational Resources Information Center

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

2013-01-01

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

Supporting the Transition of Learning Disabled Students to the Postsecondary Environment

ERIC Educational Resources Information Center

Gray, Patricia Jean

2012-01-01

Students with learning disabilities present a diverse spectrum of learning needs; research suggest they may have difficulty making the transition to the postsecondary environment. Learning disabled students at the subject high school were not successfully making the transition from the secondary to the postsecondary environment. This study was…

Utilizing Virtual and Personal Learning Environments for Optimal Learning

ERIC Educational Resources Information Center

Terry, Krista, Ed.; Cheney, Amy, Ed.

2016-01-01

The integration of emerging technologies in higher education presents a new set of challenges and opportunities for educators. With a growing need for customized lesson plans in online education, educators are rethinking the design and development of their learning environments. "Utilizing Virtual and Personal Learning Environments for…

Flipped Education: Transitioning to the Homeschool Environment

ERIC Educational Resources Information Center

Alamry, Adel; karaali, Abeer

2016-01-01

This paper seeks to introduce flipped learning as a viable learning method that can be used in the homeschool environment. Flipped learning can become a valuable aspect of homeschooling when the learning environment is conducive to the application of self-taught knowledge. In fact, the sessions evidently act as clarification bridges and…

Visualising Learning Design in LAMS: A Historical View

ERIC Educational Resources Information Center

Dalziel, James

2011-01-01

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

Determination of Science Teachers' Opinions about Outdoor Education

ERIC Educational Resources Information Center

Kubat, Ulas

2017-01-01

The aim of this research is to discover what science teachers' opinions about outdoor education learning environments are. Outdoor education learning environments contribute to problem-solving, critical and creative thinking skills of students. For this reason, outdoor education learning environments are very important for students to learn by…

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

ERIC Educational Resources Information Center

Ranjbarfard, Mina; Heidari Sureshjani, Mahboobeh

2018-01-01

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

Constructivist Learning Environment among Palestinian Science Students

ERIC Educational Resources Information Center

Zeidan, Afif

2015-01-01

The purpose of this study was to investigate the constructivist learning environment among Palestinian science students. The study also aimed to investigate the effects of gender and learning level of these students on their perceptions of the constructivist learning environment. Data were collected from 125 male and 101 female students from the…

Disrupting a Learning Environment for Promotion of Geometry Teaching

ERIC Educational Resources Information Center

Jojo, Zingiswa

2017-01-01

Creating a classroom learning environment that is suitably designed for promotion of learners' performance in geometry, a branch of mathematics that addresses spatial sense and geometric reasoning, is a daunting task. This article focuses on how grade 8 teachers' action learning changed the learning environment for the promotion of geometry…

Criteria, Strategies and Research Issues of Context-Aware Ubiquitous Learning

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Tsai, Chin-Chung; Yang, Stephen J. H.

2008-01-01

Recent progress in wireless and sensor technologies has lead to a new development of learning environments, called context-aware ubiquitous learning environment, which is able to sense the situation of learners and provide adaptive supports. Many researchers have been investigating the development of such new learning environments; nevertheless,…

Kitchen Science Investigators: Promoting Identity Development as Scientific Reasoners and Thinkers

ERIC Educational Resources Information Center

Clegg, Tamara Lynnette

2010-01-01

My research centers upon designing transformative learning environments and supporting technologies. Kitchen Science Investigators (KSI) is an out-of-school transformative learning environment we designed to help young people learn science through cooking. My dissertation considers the question, "How can we design a learning environment in which…

Improving Collaborative Learning by Supporting Casual Encounters in Distance Learning.

ERIC Educational Resources Information Center

Contreras, Juan; Llamas, Rafael; Vizcaino, Aurora; Vavela, Jesus

Casual encounters in a learning environment are very useful in reinforcing previous knowledge and acquiring new knowledge. Such encounters are very common in traditional learning environments and can be used successfully in social environments in which students can discover and construct knowledge through a process of dialogue, negotiation, or…

Citizen Science as a REAL Environment for Authentic Scientific Inquiry

ERIC Educational Resources Information Center

Meyer, Nathan J.; Scott, Siri; Strauss, Andrea Lorek; Nippolt, Pamela L.; Oberhauser, Karen S.; Blair, Robert B.

2014-01-01

Citizen science projects can serve as constructivist learning environments for programming focused on science, technology, engineering, and math (STEM) for youth. Attributes of "rich environments for active learning" (REALs) provide a framework for design of Extension STEM learning environments. Guiding principles and design strategies…

Enhancing the early home learning environment through a brief group parenting intervention: study protocol for a cluster randomised controlled trial.

PubMed

Nicholson, Jan M; Cann, Warren; Matthews, Jan; Berthelsen, Donna; Ukoumunne, Obioha C; Trajanovska, Misel; Bennetts, Shannon K; Hillgrove, Tessa; Hamilton, Victoria; Westrupp, Elizabeth; Hackworth, Naomi J

2016-06-02

The quality of the home learning environment has a significant influence on children's language and communication skills during the early years with children from disadvantaged families disproportionately affected. This paper describes the protocol and participant baseline characteristics of a community-based effectiveness study. It evaluates the effects of 'smalltalk', a brief group parenting intervention (with or without home coaching) on the quality of the early childhood home learning environment. The study comprises two cluster randomised controlled superiority trials (one for infants and one for toddlers) designed and conducted in parallel. In 20 local government areas (LGAs) in Victoria, Australia, six locations (clusters) were randomised to one of three conditions: standard care (control); smalltalk group-only program; or smalltalk plus (group program plus home coaching). Programs were delivered to parents experiencing socioeconomic disadvantage through two existing age-based services, the maternal and child health service (infant program, ages 6-12 months), and facilitated playgroups (toddler program, ages 12-36 months). Outcomes were assessed by parent report and direct observation at baseline (0 weeks), post-intervention (12 weeks) and follow-up (32 weeks). Primary outcomes were parent verbal responsivity and home activities with child at 32 weeks. Secondary outcomes included parenting confidence, parent wellbeing and children's communication, socio-emotional and general development skills. Analyses will use intention-to-treat random effects ("multilevel") models to account for clustering. Across the 20 LGAs, 986 parents of infants and 1200 parents of toddlers enrolled and completed baseline measures. Eighty four percent of families demonstrated one or more of the targeted risk factors for poor child development (low income; receives government benefits; single, socially isolated or young parent; culturally or linguistically diverse background). This study will provide unique data on the effectiveness of a brief group parenting intervention for enhancing the early home learning environment of young children from disadvantaged families. It will also provide evidence of the extent to which additional one-on-one support is required to achieve change and whether there are greater benefits when delivered in the 1st year of life or later. The program has been designed for scale-up across existing early childhood services if proven effective. 8 September 2011; ACTRN12611000965909 .

Building an Undergraduate STEM Team Using Team-Based Learning Leading to the Production of a Storyboard Appropriate for Elementary Students

NASA Astrophysics Data System (ADS)

Cutright, Teresa J.; Evans, Edward; Brantner, Justin S.

2014-06-01

A unique undergraduate team that spans five different engineering disciplines, chemistry, biology, and mathematics was formed. The team was formed to promote cross-disciplinary learning, to improve retention, and to prepare the students for the kind of problems they will face in their careers. This paper describes the variety of activities used over 2 years to tie the team together, as well as afford opportunities to develop team-building skills. The activities described highlight the critical elements of a faculty leader whose own work is interdisciplinary, correct balance of disciplines in the team, and sufficient time for team development. The use of external feedback was essential for all activities. Clearly defined goals and hard deadlines were critical for the completion of individual activities, as well as developing a healthy team environment. Although the student cohort has learned from the activities, more time is needed to assess whether the students have become a fully efficient team. Furthermore, an additional cohort would be needed to assess whether the approach was able to assist with student's interest in STEM and their desire to help other people.