work-based learning providers: Topics by Science.gov

Sample records for work-based learning providers

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

ERIC Educational Resources Information Center

Hudson River Center for Program Development, Glenmont, NY.

This resource guide is intended to provide New York schools, business/industry, and others with resources to develop work-based learning strategies and components. Section 1 examines the scope, foundation, categories, and operation of work-based learning. Section 2 presents detailed information about the following forms of work-based learning:…
Measuring Work-Based Learning for Continuous Improvement. Connecting the Classroom to Careers: The State's Role in Work-Based Learning

ERIC Educational Resources Information Center

Advance CTE: State Leaders Connecting Learning to Work, 2016

2016-01-01

Work-based learning provides a continuum of activities--from career exploration and job shadowing to internships and apprenticeships--that help students develop technical and professional skills in an authentic work environment. While many work-based learning programs are designed and operated at the local level, several states have begun building…
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…
Improving patient care through work-based learning.

PubMed

Chapman, Linda

To record post-registration community nurses' perceptions of the impact of work-based learning on the quality of patient care. Ten nurses were interviewed. Each interviewee, who had successfully completed work-based learning programmes, was asked to describe their impact on the quality of patient care. The participants valued work-based learning. Four themes emerged where work-based learning contributed to improving the quality of care: increased health promotion, increased access to services, increased patient choice and reduced risk of infection. The relevance of studies and distance learning materials were perceived to be the main aspects that influenced changes in practice. The study provides insight into how work-based learning helped staff develop practice. It highlights that time for learning and mentoring are paramount for changes in practice to occur through work-based learning. Further studies are required to establish the best structure and style of distance learning materials needed to meet the needs of post-registration community nurses.
An exploration of the relationship between academic and experiential learning approaches in vocational education.

PubMed

de Jong, Jan A Stavenga; Wierstra, Ronny F A; Hermanussen, José

2006-03-01

Research on individual learning approaches (or learning styles) is split in two traditions, one of which is biased towards academic learning, and the other towards learning from direct experience. In the reported study, the two traditions are linked by investigating the relationships between school-based (academic) and work-based (experiential) learning approaches of students in vocational education programs. Participants were 899 students of a Dutch school for secondary vocational education; 758 provided data on school-based learning, and 407 provided data on work-based learning, resulting in an overlap of 266 students from whom data were obtained on learning in both settings. Learning approaches in school and work settings were measured with questionnaires. Using factor analysis and cluster analysis, items and students were grouped, both with respect to school- and work-based learning. The study identified two academic learning dimensions (constructive learning and reproductive learning), and three experiential learning dimensions (analysis, initiative, and immersion). Construction and analysis were correlated positively, and reproduction and initiative negatively. Cluster analysis resulted in the identification of three school-based learning orientations and three work-based learning orientations. The relation between the two types of learning orientations, expressed in Cramér's V, appeared to be weak. It is concluded that learning approaches are relatively context specific, which implies that neither theoretical tradition can claim general applicability.
Illinois Work-Based Learning Programs: Worksite Mentor Knowledge and Training

ERIC Educational Resources Information Center

Chadd, Julie; Anderson, Marcia A.

2005-01-01

Teacher-coordinators and worksite mentors of high school work-based learning programs throughout Illinois were the subjects of this study which described worksite mentors' knowledge of teaching work skills to students participating in work-based learning programs and the nature of the training provided to these worksite mentors. There were no…
Understanding the essential elements of work-based learning and its relevance to everyday clinical practice.

PubMed

Williams, Caroline

2010-09-01

To critically review the work-based learning literature and explore the implications of the findings for the development of work-based learning programmes. With NHS budgets under increasing pressure, and challenges to the impact of classroom-based learning on patient outcomes, work-based learning is likely to come under increased scrutiny as a potential solution. Evidence from higher education institutions suggests that work-based learning can improve practice, but in many cases it is perceived as little more than on-the-job training to perform tasks. The CINAHL database was searched using the keywords work-based learning, work-place learning and practice-based learning. Those articles that had a focus on post-registration nursing were selected and critically reviewed. Using the review of the literature, three key issues were explored. Work-based learning has the potential to change practice. Learning how to learn and critical reflection are key features. For effective work-based learning nurses need to take control of their own learning, receive support to critically reflect on their practice and be empowered to make changes to that practice. A critical review of the literature has identified essential considerations for the implementation of work-based learning. A change in culture from classroom to work-based learning requires careful planning and consideration of learning cultures. To enable effective work-based learning, nurse managers need to develop a learning culture in their workplace. They should ensure that skilled facilitation is provided to support staff with critical reflection and effecting changes in practice. CONTRIBUTION TO NEW KNOWLEDGE: This paper has identified three key issues that need to be considered in the development of work-based learning programmes. © 2010 The Authors. Journal compilation © 2010 Blackwell Publishing Ltd.
A work-based learning approach for clinical support workers on mental health inpatient wards.

PubMed

Kemp, Philip; Gilding, Moorene; Seewooruttun, Khooseal; Walsh, Hannah

2016-09-14

Background With a rise in the number of unqualified staff providing health and social care, and reports raising concerns about the quality of care provided, there is a need to address the learning needs of clinical support workers. This article describes a qualitative evaluation of a service improvement project that involved a work-based learning approach for clinical support workers on mental health inpatient wards. Aim To investigate and identify insights in relation to the content and process of learning using a work-based learning approach for clinical support workers. Method This was a qualitative evaluation of a service improvement project involving 25 clinical support workers at the seven mental health inpatient units in South London and Maudsley NHS Foundation Trust. Three clinical skills tutors were appointed to develop, implement and evaluate the work-based learning approach. Four sources of data were used to evaluate this approach, including reflective journals, qualitative responses to questionnaires, three focus groups involving the clinical support workers and a group interview involving the clinical skills tutors. Data were analysed using thematic analysis. Findings The work-based learning approach was highly valued by the clinical support workers and enhanced learning in practice. Face-to-face learning in practice helped the clinical support workers to develop practice skills and reflective learning skills. Insights relating to the role of clinical support workers were also identified, including the benefits of face-to-face supervision in practice, particularly in relation to the interpersonal aspects of care. Conclusion A work-based learning approach has the potential to enhance care delivery by meeting the learning needs of clinical support workers and enabling them to apply learning to practice. Care providers should consider how the work-based learning approach can be used on a systematic, organisation-wide basis in the context of budgetary restrictions.
Learning to Work during Work Placement: Negotiating Access to Work and Participation through "Origination" and Establishing a "Legitimate Presence"

ERIC Educational Resources Information Center

Pang, Priscilla

2015-01-01

Research on work-based learning has produced much insight into how newcomers to work roles acquire the skills and knowledge required in their work. Overwhelmingly, studies have shown that learning takes place through participation in work activities which provides opportunities for learning. But participation can be problematic when workers and…
Improving Initial Assessment in Work-Based Learning.

ERIC Educational Resources Information Center

Green, Muriel

This document, which is designed to assist managers, trainers, or assessors in work-based provision across the United Kingdom, shares the experiences of five work-based learning providers that sought to improve their initial assessment processes. Section 1 explains the purpose of initial assessment and presents guidelines for evaluating intake…
Making a Virtue out of a Necessity: Part Time Work as a Site for Undergraduate Work-Based Learning

ERIC Educational Resources Information Center

Shaw, Sue; Ogilvie, Chrissy

2010-01-01

Purpose: This paper seeks to challenge the view that student part time employment detracts from academic attainment and presents evidence that when linked to formal undergraduate study provides rich learning experiences. It also explores the extent to which formerly accepted pre-requisites for work based learning (WBL) apply in this model and how…
DACUM Research Chart on the Work-Based Learning Teacher Coordinator. Post Research Report

ERIC Educational Resources Information Center

Wichowski, Chester P.

2011-01-01

A research and development effort was undertaken to provide definition and validate the emerging role of the Work-Based Learning Teacher Coordinator through the use of a DACUM process in cooperation with the Pennsylvania Cooperative Education Association with funding support provided by the Pennsylvania Department of Education, Bureau of Career…
Making It Work: Embedding a Supported Employment Approach in Vocational Education and Training for People with Learning Difficulties

ERIC Educational Resources Information Center

Jacobsen, Yola

2010-01-01

The "Making it Work" book is for practitioners and managers working with people with learning difficulties in FE colleges, adult and community learning services, work-based learning and voluntary sector organisations. This book was produced as a result of a two-year project funded by the Department of Health. It provides information…
Utilizing Technology for Professional Learning in the Dissemination of Evidence-Based Practices to Paraprofessionals Working in Public Education

ERIC Educational Resources Information Center

Wright, Patricia I.; Prescott, Rosalind

2018-01-01

Although paraprofessionals are pivotal for the educational success of learners with autism, limited professional learning opportunities are provided resulting in inadequate application of evidence-based practices in their work. In this participatory action research study, thirty-six paraprofessionals participated in professional learning utilizing…
Investigating Learning through Work: What the Literature Says. Support Document

ERIC Educational Resources Information Center

Chappell, Clive; Hawke, Geof

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). While couched in very different terms, the analysis presented in this report points to a substantial overlap in the conceptual bases that…
Work-based learning in health care organisations experienced by nursing staff: A systematic review of qualitative studies.

PubMed

Nevalainen, Marja; Lunkka, Nina; Suhonen, Marjo

2018-03-01

The aim of this review is to systematically summarise qualitative evidence about work-based learning in health care organisations as experienced by nursing staff. Work-based learning is understood as informal learning that occurs inside the work community in the interaction between employees. Studies for this review were searched for in the CINAHL, PubMed, Scopus and ABI Inform ProQuest databases for the period 2000-2015. Nine original studies met the inclusion criteria. After the critical appraisal by two researchers, all nine studies were selected for the review. The findings of the original studies were aggregated, and four statements were prepared, to be utilised in clinical work and decision-making. The statements concerned the following issues: (1) the culture of the work community; (2) the physical structures, spaces and duties of the work unit; (3) management; and (4) interpersonal relations. Understanding the nurses' experiences of work-based learning and factors behind these experiences provides an opportunity to influence the challenges of learning in the demanding context of health care organisations. Copyright © 2017 Elsevier Ltd. All rights reserved.
Timely Diagnostic Feedback for Database Concept Learning

ERIC Educational Resources Information Center

Lin, Jian-Wei; Lai, Yuan-Cheng; Chuang, Yuh-Shy

2013-01-01

To efficiently learn database concepts, this work adopts association rules to provide diagnostic feedback for drawing an Entity-Relationship Diagram (ERD). Using association rules and Asynchronous JavaScript and XML (AJAX) techniques, this work implements a novel Web-based Timely Diagnosis System (WTDS), which provides timely diagnostic feedback…
University of Wolverhampton Case Study: Embedding Practical Work-Based Modules into a Traditionally, Theoretical Programme

ERIC Educational Resources Information Center

Nicholls, Emma; Walsh, Margaret

2007-01-01

Purpose: This case study aims to provide a critical evaluation of the decision by the University of Wolverhampton's School of Legal Studies to develop a number of work-based learning modules, offered as part of the undergraduate programme. It seeks to examine why the School has taken the approach of embedding work-based learning into what has…
Managing Home and Work Responsibilities. Secondary Learning Guide 9. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on managing home and work responsibilities is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve…
Balancing Work and Family. Secondary Learning Guide 5. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on balancing work and family is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish…

Affordance Analysis--Matching Learning Tasks with Learning Technologies

ERIC Educational Resources Information Center

Bower, Matt

2008-01-01

This article presents a design methodology for matching learning tasks with learning technologies. First a working definition of "affordances" is provided based on the need to describe the action potentials of the technologies (utility). Categories of affordances are then proposed to provide a framework for analysis. Following this, a…
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.
Career Activity File K-12: School-Based Enterprise.

ERIC Educational Resources Information Center

2000

School-Based Enterprises or SBEs provide work-based learning opportunities to students in communities lacking business and industry involvement. SBEs promote discovery learning and student responsibility in the learning process. They expose students to creative thinking, problem solving, planning and organizational skills, and teamwork. SBEs help…
Writing the Book…Literally: The Convergence of Authentic Intellectual Work (AIW) and Project-Based Learning (PBL)

ERIC Educational Resources Information Center

Buckmiller, Tom M.; Kruse, Jerrid W.

2015-01-01

Using the Project-Based Learning (PBL) and Authentic Intellectual Work (AIW) models, we sought to create coursework that had value beyond the classroom. Refinements in the self-publishing book industry provide the opportunity to present student work to a larger audience and in a different, more engaging format. With the help of free software, our…
Tomorrow's Learning Leaders: Developing Leadership and Management for Post-Compulsory Learning. 2002 Survey Report. Research Report.

ERIC Educational Resources Information Center

Frearson, Michael

The development of leadership and management in postcompulsory learning in England was examined in a survey of managers and leaders at English colleges, work-based learning (WBL) providers, and adult and community learning (ACL) providers. Of the 22,000 questionnaires distributed, nearly 2,000 were completed. The respondents were predominately…
Who's Minding the Store? A Guide for Educators Working with School-Based Enterprises. Activities and Strategies for Creating and Operating Innovative and Productive Learning Experiences.

ERIC Educational Resources Information Center

Larson, Rick

Intended for educators who work with or plan to establish a school-based enterprise (SBE) in their school, this guide provides tools and strategies to establish and operate an SBE that provides a context for students to learn a range of academic and career-oriented skills. Section 1 suggests steps educators can take to help their enterprise--an…
Work-Based Learning: A Resource Guide for Change.

ERIC Educational Resources Information Center

Hudson River Center for Program Development, Glenmont, NY.

This document is intended to provide New York schools, business/industry representatives, and others with resources to develop or further refine work-based learning (WBL) strategies or components. Section 1 presents background information on the following topics: (1) the scope of WBL; (2) foundations for the development of WBL; (3) categories of…
Promoting Life-Long Learning in a Multimedia-Based Learning Environment: A Malaysian Experience

ERIC Educational Resources Information Center

Neo, Tse-Kian; Neo, Mai; Kwok, Wai-Jing; Tan, Jeen Yu; Chen-Haw, Lai; Embi, Zarina Che

2012-01-01

Many studies have indicated that by having students work in groups and participate in project-based activities provide a more active approach to their learning process. With the increased emphasis on social constructivism, the need to acquire communications, organizational and teamwork skills have become vital lifelong learning skills for the…
Psychological Factors Affecting Medical Students' Learning with Erroneous Worked Examples

ERIC Educational Resources Information Center

Klopp, Eric; Stark, Robin; Kopp, Veronika; Fischer, Martin R.

2013-01-01

The acquisition of diagnostic competence is seen as a major goal during the course of study in medicine. One innovative method to foster this goal is problem-based learning with erroneous worked examples provided in a computer learning environment. The present study explores the relationship of attitudinal, emotional and cognitive factors for…
Engaging Micro-Businesses: A Guide for Learning Providers Delivering Skills Provision for Unemployed Adults

ERIC Educational Resources Information Center

National Institute of Adult Continuing Education, 2012

2012-01-01

This guide is primarily aimed at skills providers for unemployed adults, but will also be of interest to learning providers that wish to engage micro-businesses for the purpose of delivering other forms of provision such as apprenticeships and work-based learning through full cost recovery. The National Institute of Adult Continuing Education…
Distance learning: the future of continuing professional development.

PubMed

Southernwood, Julie

2008-10-01

The recent development of a market economy in higher education has resulted in the need to tailor the product to the customers, namely students, employers and commissioning bodies. Distance learning is an opportunity for nurse educators and institutions to address marketing initiatives and develop a learning environment in order to enhance continuing professional development. It provides options for lifelong learning for healthcare professionals--including those working in community settings--that is effective and cost efficient. Development of continuing professional development programmes can contribute to widening the participation of community practitioners in lifelong learning, practice and role development. This paper considers the opportunities that web-based and online education programmes can provide community practitioners to promote professional skills while maintaining a work-life balance, and the role of the lecturer in successfully supporting professionals on web-based learning programmes.
A Learner-Centered Grading Method Focused on Reaching Proficiency with Course Learning Outcomes

ERIC Educational Resources Information Center

Toledo, Santiago; Dubas, Justin M.

2017-01-01

Getting students to use grading feedback as a tool for learning is a continual challenge for educators. This work proposes a method for evaluating student performance that provides feedback to students based on standards of learning dictated by clearly delineated course learning outcomes. This method combines elements of standards-based grading…
Team-Based Learning in a Statistical Literacy Class

ERIC Educational Resources Information Center

St. Clair, Katherine; Chihara, Laura

2012-01-01

Team-based learning (TBL) is a pedagogical strategy that uses groups of students working together in teams to learn course material. The main learning objective in TBL is to provide students the opportunity to "practice" course concepts during class-time. A key feature is multiple-choice quizzes that students take individually and then re-take as…
Testing the Model-Observer Similarity Hypothesis with Text-Based Worked Examples

ERIC Educational Resources Information Center

Hoogerheide, Vincent; Loyens, Sofie M. M.; Jadi, Fedora; Vrins, Anna; van Gog, Tamara

2017-01-01

Example-based learning is a very effective and efficient instructional strategy for novices. It can be implemented using text-based worked examples that provide a written demonstration of how to perform a task, or (video) modelling examples in which an instructor (the "model") provides a demonstration. The model-observer similarity (MOS)…
Work-based learning in health care environments.

PubMed

Spouse, J

2001-03-01

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

ERIC Educational Resources Information Center

Simmons, Robin

2009-01-01

Entry to Employment (E2E) is a work-based learning programme aimed at 16-19 year-olds in England deemed not yet ready for employment, an apprenticeship or further education and training. Taking into account educational, social and personal circumstances which are often severely disadvantaged, it aspires to provide these young people with training…
Teachers' experiences of teaching in a blended learning environment.

PubMed

Jokinen, Pirkko; Mikkonen, Irma

2013-11-01

This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.
3D interactive augmented reality-enhanced digital learning systems for mobile devices

NASA Astrophysics Data System (ADS)

Feng, Kai-Ten; Tseng, Po-Hsuan; Chiu, Pei-Shuan; Yang, Jia-Lin; Chiu, Chun-Jie

2013-03-01

With enhanced processing capability of mobile platforms, augmented reality (AR) has been considered a promising technology for achieving enhanced user experiences (UX). Augmented reality is to impose virtual information, e.g., videos and images, onto a live-view digital display. UX on real-world environment via the display can be e ectively enhanced with the adoption of interactive AR technology. Enhancement on UX can be bene cial for digital learning systems. There are existing research works based on AR targeting for the design of e-learning systems. However, none of these work focuses on providing three-dimensional (3-D) object modeling for en- hanced UX based on interactive AR techniques. In this paper, the 3-D interactive augmented reality-enhanced learning (IARL) systems will be proposed to provide enhanced UX for digital learning. The proposed IARL systems consist of two major components, including the markerless pattern recognition (MPR) for 3-D models and velocity-based object tracking (VOT) algorithms. Realistic implementation of proposed IARL system is conducted on Android-based mobile platforms. UX on digital learning can be greatly improved with the adoption of proposed IARL systems.
Education on electrical phenomena involved in electroporation-based therapies and treatments: a blended learning approach.

PubMed

Čorović, Selma; Mahnič-Kalamiza, Samo; Miklavčič, Damijan

2016-04-07

Electroporation-based applications require multidisciplinary expertise and collaboration of experts with different professional backgrounds in engineering and science. Beginning in 2003, an international scientific workshop and postgraduate course electroporation based technologies and treatments (EBTT) has been organized at the University of Ljubljana to facilitate transfer of knowledge from leading experts to researches, students and newcomers in the field of electroporation. In this paper we present one of the integral parts of EBTT: an e-learning practical work we developed to complement delivery of knowledge via lectures and laboratory work, thus providing a blended learning approach on electrical phenomena involved in electroporation-based therapies and treatments. The learning effect was assessed via a pre- and post e-learning examination test composed of 10 multiple choice questions (i.e. items). The e-learning practical work session and both of the e-learning examination tests were carried out after the live EBTT lectures and other laboratory work. Statistical analysis was performed to compare and evaluate the learning effect measured in two groups of students: (1) electrical engineers and (2) natural scientists (i.e. medical doctors, biologists and chemists) undergoing the e-learning practical work in 2011-2014 academic years. Item analysis was performed to assess the difficulty of each item of the examination test. The results of our study show that the total score on the post examination test significantly improved and the item difficulty in both experimental groups decreased. The natural scientists reached the same level of knowledge (no statistical difference in total post-examination test score) on the post-course test take, as do electrical engineers, although the engineers started with statistically higher total pre-test examination score, as expected. The main objective of this study was to investigate whether the educational content the e-learning practical work presented to the students with different professional backgrounds enhanced their knowledge acquired via lectures during EBTT. We compared the learning effect assessed in two experimental groups undergoing the e-learning practical work: electrical engineers and natural scientists. The same level of knowledge on the post-course examination was reached in both groups. The results indicate that our e-learning platform supported by blended learning approach provides an effective learning tool for populations with mixed professional backgrounds and thus plays an important role in bridging the gap between scientific domains involved in electroporation-based technologies and treatments.

Grades, Student Satisfaction and Retention in Online and Face-to-Face Introductory Psychology Units: A Test of Equivalency Theory.

PubMed

Garratt-Reed, David; Roberts, Lynne D; Heritage, Brody

2016-01-01

There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association has highlighted the importance of ensuring the effectiveness of online psychology courses (Halonen et al., 2013). Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory (Simonson, 1999; Simonson et al., 1999) posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Using quasi-experimental methods, academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit developed to provide equivalent learning experiences produced comparable outcomes to the 'traditional' unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting students with an equivalent learning experience, we recommend that future research investigate means of successfully facilitating collaborative group-work assessment, and to explore contributing factors to actual student retention in online units beyond that of non-equivalent learning experiences.
Grades, Student Satisfaction and Retention in Online and Face-to-Face Introductory Psychology Units: A Test of Equivalency Theory

PubMed Central

Garratt-Reed, David; Roberts, Lynne D.; Heritage, Brody

2016-01-01

There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association has highlighted the importance of ensuring the effectiveness of online psychology courses (Halonen et al., 2013). Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory (Simonson, 1999; Simonson et al., 1999) posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Using quasi-experimental methods, academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit developed to provide equivalent learning experiences produced comparable outcomes to the ‘traditional’ unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting students with an equivalent learning experience, we recommend that future research investigate means of successfully facilitating collaborative group-work assessment, and to explore contributing factors to actual student retention in online units beyond that of non-equivalent learning experiences. PMID:27242587
I Thought This Was Going to Be a Waste of Time: How Portfolio Construction Can Support Student Learning from Project-Based Experiences

ERIC Educational Resources Information Center

Turns, Jennifer; Cuddihy, Elisabeth; Guan, Zhiwei

2010-01-01

In this work, we sought to understand ways that students experienced a small-scale portfolio assignment provided to them as an opportunity reflect on their experiences in a project-based class. This work was motivated by research in various instructional contexts showing that portfolio construction results in important learning outcomes. We wanted…
Motor learning and working memory in children born preterm: a systematic review.

PubMed

Jongbloed-Pereboom, Marjolein; Janssen, Anjo J W M; Steenbergen, Bert; Nijhuis-van der Sanden, Maria W G

2012-04-01

Children born preterm have a higher risk for developing motor, cognitive, and behavioral problems. Motor problems can occur in combination with working memory problems, and working memory is important for explicit learning of motor skills. The relation between motor learning and working memory has never been reviewed. The goal of this review was to provide an overview of motor learning, visual working memory and the role of working memory on motor learning in preterm children. A systematic review conducted in four databases identified 38 relevant articles, which were evaluated for methodological quality. Only 4 of 38 articles discussed motor learning in preterm children. Thirty-four studies reported on visual working memory; preterm birth affected performance on visual working memory tests. Information regarding motor learning and the role of working memory on the different components of motor learning was not available. Future research should address this issue. Insight in the relation between motor learning and visual working memory may contribute to the development of evidence based intervention programs for children born preterm. Copyright © 2012 Elsevier Ltd. All rights reserved.
Teaching Macro Practice: An Experiential Learning Project

ERIC Educational Resources Information Center

Carey, Lois A.

2007-01-01

This paper presents a model for teaching an undergraduate social work macro practice course utilizing an experiential learning paradigm. The model provides a campus-based project with social work majors in simultaneous dual roles of students and grassroots leaders, focusing on rape and sexual assault prevention training for college students. This…
Changing the Marks-Based Culture of Learning through Peer-Assisted Tutorials

ERIC Educational Resources Information Center

Alpay, E.; Cutler, P. S.; Eisenbach, S.; Field, A. J.

2010-01-01

We describe and evaluate an approach to student learning that aims to instil a culture of formative assessment based on peer-assisted learning. The idea is for suitably qualified undergraduates to assist in the running of weekly first-year tutorials. They mark submitted work, provide written and verbal feedback and lead problem-solving discussions…
Understanding the Impact of New Technology on Life and Work. Secondary Learning Guide 12. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on understanding the impact of new technology is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve…
Linked Learning Communities. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2014

2014-01-01

Linked learning communities in postsecondary education are programs defined by having social and curricular linkages that provide undergraduate students with intentional integration of the themes and concepts that they are learning. The theory behind these programs is that active learning in a community-based setting can improve academic outcomes…
Developing nursing practice through work-based learning.

PubMed

Clarke, David J; Copeland, Lisa

2003-12-01

Developing nursing practice in any area demands skills, knowledge, support and a long term commitment to the achievement of best practice. It is easy to become overwhelmed by the competing demands for client care and service delivery. It is not always easy to see how good ideas, clinical concerns and professionally led objectives, can be realised in practice. Ongoing professional development activities, including formal educational programmes can contribute to individual staff members' ability to take on practice development projects. Too often however, educational programmes are seen as making little real difference to clinical practice. Work-based learning, a relatively new approach in higher education in the United Kingdom, presents opportunities for Universities and healthcare providers to work in partnership to realise the shared aims of developing nursing practice. Specific examples, drawn from the personal experiences of one of the authors, will examine the contribution of a work-based learning approach to integrating learning and developing practice in the field of cancer care. The work-based learning approach can bring about tangible benefits for patients, practitioners and organisations, but only if the organisational and contextual factors which impact on practice and its development are properly considered and managed through effective partnerships.
Problem-based learning in the NICU.

PubMed

Pilcher, Jobeth

2014-01-01

Problem-based learning (PBL) is an educational strategy that provides learners with the opportunity to investigate and solve realistic problem situations. It is also referred to as project-based learning or work-based learning. PBL combines several learning strategies including the use of case studies coupled with collaborative, facilitated, and self-directed learning. Research has demonstrated that use of PBL can result in learners having improved problem-solving skills, increased breadth and analysis of complex data, higher-level thinking skills, and improved collaboration. This article will include background information and a description of PBL, followed by examples of how this strategy can be used for learning in neonatal settings.
34 CFR 692.1 - What is the Leveraging Educational Assistance Partnership?

Code of Federal Regulations, 2013 CFR

2013-07-01

... (LEAP) Program assists States in providing grants and work-study assistance to eligible students who attend institutions of higher education and have substantial financial need. The work-study assistance is provided through campus-based community service work learning study programs, hereinafter referred to as...
34 CFR 692.1 - What is the Leveraging Educational Assistance Partnership?

Code of Federal Regulations, 2012 CFR

2012-07-01

... (LEAP) Program assists States in providing grants and work-study assistance to eligible students who attend institutions of higher education and have substantial financial need. The work-study assistance is provided through campus-based community service work learning study programs, hereinafter referred to as...
34 CFR 692.1 - What is the Leveraging Educational Assistance Partnership?

Code of Federal Regulations, 2011 CFR

2011-07-01

... (LEAP) Program assists States in providing grants and work-study assistance to eligible students who attend institutions of higher education and have substantial financial need. The work-study assistance is provided through campus-based community service work learning study programs, hereinafter referred to as...
34 CFR 692.1 - What is the Leveraging Educational Assistance Partnership?

Code of Federal Regulations, 2014 CFR

2014-07-01

... (LEAP) Program assists States in providing grants and work-study assistance to eligible students who attend institutions of higher education and have substantial financial need. The work-study assistance is provided through campus-based community service work learning study programs, hereinafter referred to as...
Education and Training for Young People at Risk of Becoming NEET: Findings from an Ethnographic Study of Work-Based Learning Programmes

ERIC Educational Resources Information Center

Simmons, Robin; Thompson, Ron

2011-01-01

This report provides a summary of findings from an ethnographic study of work-based learning provision for 16-18-year-olds who would otherwise fall into the UK Government category of not in education, employment or training (NEET). The research project took place in the north of England during 2008-2009, and investigated the biographies,…
Learning communication from erroneous video-based examples: A double-blind randomised controlled trial.

PubMed

Schmitz, Felix Michael; Schnabel, Kai Philipp; Stricker, Daniel; Fischer, Martin Rudolf; Guttormsen, Sissel

2017-06-01

Appropriate training strategies are required to equip undergraduate healthcare students to benefit from communication training with simulated patients. This study examines the learning effects of different formats of video-based worked examples on initial communication skills. First-year nursing students (N=36) were randomly assigned to one of two experimental groups (correct v. erroneous examples) or to the control group (no examples). All the groups were provided an identical introduction to learning materials on breaking bad news; the experimental groups also received a set of video-based worked examples. Each example was accompanied by a self-explanation prompt (considering the example's correctness) and elaborated feedback (the true explanation). Participants presented with erroneous examples broke bad news to a simulated patient significantly more appropriately than students in the control group. Additionally, they tended to outperform participants who had correct examples, while participants presented with correct examples tended to outperform the control group. The worked example effect was successfully adapted for learning in the provider-patient communication domain. Implementing video-based worked examples with self-explanation prompts and feedback can be an effective strategy to prepare students for their training with simulated patients, especially when examples are erroneous. Copyright © 2017 Elsevier B.V. All rights reserved.
Resource-Based Learning and Class Organisation for Adult EFL Learners.

ERIC Educational Resources Information Center

Gewirtz, Agatha

1979-01-01

A list is presented of special factors pertaining to English as a foreign language class in England that provide strong arguments for organizing them along resource-based learning situations. Students can be in control of their studies, engaging in independent, individual work. (SW)
Toward an Optimal Pedagogy for Teamwork.

PubMed

Earnest, Mark A; Williams, Jason; Aagaard, Eva M

2017-10-01

Teamwork and collaboration are increasingly listed as core competencies for undergraduate health professions education. Despite the clear mandate for teamwork training, the optimal method for providing that training is much less certain. In this Perspective, the authors propose a three-level classification of pedagogical approaches to teamwork training based on the presence of two key learning factors: interdependent work and explicit training in teamwork. In this classification framework, level 1-minimal team learning-is where learners work in small groups but neither of the key learning factors is present. Level 2-implicit team learning-engages learners in interdependent learning activities but does not include an explicit focus on teamwork. Level 3-explicit team learning-creates environments where teams work interdependently toward common goals and are given explicit instruction and practice in teamwork. The authors provide examples that demonstrate each level. They then propose that the third level of team learning, explicit team learning, represents a best practice approach in teaching teamwork, highlighting their experience with an explicit team learning course at the University of Colorado Anschutz Medical Campus. Finally, they discuss several challenges to implementing explicit team-learning-based curricula: the lack of a common teamwork model on which to anchor such a curriculum; the question of whether the knowledge, skills, and attitudes acquired during training would be transferable to the authentic clinical environment; and effectively evaluating the impact of explicit team learning.
Work-based Project Overcomes Basic Skills Stigma.

ERIC Educational Resources Information Center

Wallis, Emma

2002-01-01

A project to provide steel workers in North Wales with guidance about learning opportunities and to promote lifelong learning in the workplace focused on the development of basic information technology skills. (JOW)
Example-based learning: comparing the effects of additionally providing three different integrative learning activities on physiotherapy intervention knowledge.

PubMed

Dyer, Joseph-Omer; Hudon, Anne; Montpetit-Tourangeau, Katherine; Charlin, Bernard; Mamede, Sílvia; van Gog, Tamara

2015-03-07

Example-based learning using worked examples can foster clinical reasoning. Worked examples are instructional tools that learners can use to study the steps needed to solve a problem. Studying worked examples paired with completion examples promotes acquisition of problem-solving skills more than studying worked examples alone. Completion examples are worked examples in which some of the solution steps remain unsolved for learners to complete. Providing learners engaged in example-based learning with self-explanation prompts has been shown to foster increased meaningful learning compared to providing no self-explanation prompts. Concept mapping and concept map study are other instructional activities known to promote meaningful learning. This study compares the effects of self-explaining, completing a concept map and studying a concept map on conceptual knowledge and problem-solving skills among novice learners engaged in example-based learning. Ninety-one physiotherapy students were randomized into three conditions. They performed a pre-test and a post-test to evaluate their gains in conceptual knowledge and problem-solving skills (transfer performance) in intervention selection. They studied three pairs of worked/completion examples in a digital learning environment. Worked examples consisted of a written reasoning process for selecting an optimal physiotherapy intervention for a patient. The completion examples were partially worked out, with the last few problem-solving steps left blank for students to complete. The students then had to engage in additional self-explanation, concept map completion or model concept map study in order to synthesize and deepen their knowledge of the key concepts and problem-solving steps. Pre-test performance did not differ among conditions. Post-test conceptual knowledge was higher (P < .001) in the concept map study condition (68.8 ± 21.8%) compared to the concept map completion (52.8 ± 17.0%) and self-explanation (52.2 ± 21.7%) conditions. Post-test problem-solving performance was higher (P < .05) in the self-explanation (63.2 ± 16.0%) condition compared to the concept map study (53.3 ± 16.4%) and concept map completion (51.0 ± 13.6%) conditions. Students in the self-explanation condition also invested less mental effort in the post-test. Studying model concept maps led to greater conceptual knowledge, whereas self-explanation led to higher transfer performance. Self-explanation and concept map study can be combined with worked example and completion example strategies to foster intervention selection.

Work-Based Learning: Learning To Work; Working To Learn; Learning To Learn.

ERIC Educational Resources Information Center

Strumpf, Lori; Mains, Kristine

This document describes a work-based learning approach designed to integrate work and learning at the workplace and thereby help young people develop the skills required for changing workplaces. The following considerations in designing work-based programs are discussed: the trend toward high performance workplaces and changes in the way work is…
20 CFR 670.515 - What responsibilities do the center operators have in managing work-based learning?

Code of Federal Regulations, 2010 CFR

2010-04-01

... have in managing work-based learning? 670.515 Section 670.515 Employees' Benefits EMPLOYMENT AND... managing work-based learning? (a) The center operator must emphasize and implement work-based learning... arrangements with employers. Work-based learning must be under actual working conditions and must be designed...
20 CFR 670.515 - What responsibilities do the center operators have in managing work-based learning?

Code of Federal Regulations, 2011 CFR

2011-04-01

... have in managing work-based learning? 670.515 Section 670.515 Employees' Benefits EMPLOYMENT AND... managing work-based learning? (a) The center operator must emphasize and implement work-based learning... arrangements with employers. Work-based learning must be under actual working conditions and must be designed...
Improving nurses' perceptions of competency in diabetes self-management education through the use of simulation and problem-based learning.

PubMed

Tschannen, Dana; Aebersold, Michelle; Sauter, Cecilia; Funnell, Martha M

2013-06-01

Nurses who provide case management can improve care practice and outcomes among patients who have type 2 diabetes through appropriate training and systems of care. This study was conducted to improve ambulatory care nurses' perceptions of competency in empowerment-based skills required for diabetes self-management education after participation in a multifaceted educational session that included problem-based learning and simulation. After participation in the multifaceted educational session, nurses (n = 21) perceived that the education provided an excellent opportunity for knowledge uptake and applicability to their respective work settings. The learning strategies provided opportunities for engagement in a safe and relaxed atmosphere. The simulation experience allowed participants to deliberately practice the competencies. These nurses considered this a very effective learning activity. Through the use of problem-based learning and simulation, nurses may be able to more efficiently and effectively develop the necessary skills to provide effective case management of chronic disease. Copyright 2013, SLACK Incorporated.
A PKI Approach for Deploying Modern Secure Distributed E-Learning and M-Learning Environments

ERIC Educational Resources Information Center

Kambourakis, Georgios; Kontoni, Denise-Penelope N.; Rouskas, Angelos; Gritzalis, Stefanos

2007-01-01

While public key cryptography is continuously evolving and its installed base is growing significantly, recent research works examine its potential use in e-learning or m-learning environments. Public key infrastructure (PKI) and attribute certificates (ACs) can provide the appropriate framework to effectively support authentication and…
Using Mobile Peer Mentors for Student Engagement: Student Rovers in the Learning Commons

ERIC Educational Resources Information Center

Tout, Dan; Pancini, Geri; McCormack, Rob

2014-01-01

This paper presents findings from a 2010 evaluation of Victoria University's Student Rover program, an on-campus work-based learning program in which mobile student mentors are employed and deployed within the university's Learning Commons to provide "just-in-time" and "just-in-place" learning support to other students. Student…
Center-Based Teaching and Children's Learning: The Effects of Learning Centers on Young Children's Growth and Development

ERIC Educational Resources Information Center

Bottini, Michael; Grossman, Sue

2005-01-01

Many early childhood professionals recommend the use of learning centers in classrooms for young children (Kostelnik, Soderman, & Whiren, 2004). Centers provide children with opportunities for making choices, working with others, being involved in hands-on activities, and becoming fully engaged in learning. In contrast, traditional classroom…
Handbook for Implementing a Comprehensive Work-Based Learning Program According to the Fair Labor Standards Act. Third Edition. Essential Tools: Improving Secondary Education with Transition for Youth with Disabilities

ERIC Educational Resources Information Center

Johnson, David R.; Sword, Carrie; Habhegger, Barbara

2005-01-01

Work-Based Learning (WBL) is an effective approach in delivering career and technical education and training to youth with disabilities. This handbook provides guidance to schools operating WBL programs and encourages the adoption of WBL programs by schools not presently using this approach. By following the information and examples in this…
Work-Based Courses: Bringing College to the Production Line

ERIC Educational Resources Information Center

Kobes, Deborah; Girardi, Amy

2016-01-01

Work-based courses are an innovative way to bring college to the production line by using the job as a learning lab. This toolkit provides guidance to community college administrators and faculty who are interested in bringing a work-based course model to their college. It contains video content and teaching tips that introduce the six steps of…
Contrastive Constraints Guide Explanation-Based Category Learning

ERIC Educational Resources Information Center

Chin-Parker, Seth; Cantelon, Julie

2017-01-01

This paper provides evidence for a contrastive account of explanation that is motivated by pragmatic theories that recognize the contribution that context makes to the interpretation of a prompt for explanation. This study replicates the primary findings of previous work in explanation-based category learning (Williams & Lombrozo, 2010),…
Rule-Based Category Learning in Children: The Role of Age and Executive Functioning

PubMed Central

Rabi, Rahel; Minda, John Paul

2014-01-01

Rule-based category learning was examined in 4–11 year-olds and adults. Participants were asked to learn a set of novel perceptual categories in a classification learning task. Categorization performance improved with age, with younger children showing the strongest rule-based deficit relative to older children and adults. Model-based analyses provided insight regarding the type of strategy being used to solve the categorization task, demonstrating that the use of the task appropriate strategy increased with age. When children and adults who identified the correct categorization rule were compared, the performance deficit was no longer evident. Executive functions were also measured. While both working memory and inhibitory control were related to rule-based categorization and improved with age, working memory specifically was found to marginally mediate the age-related improvements in categorization. When analyses focused only on the sample of children, results showed that working memory ability and inhibitory control were associated with categorization performance and strategy use. The current findings track changes in categorization performance across childhood, demonstrating at which points performance begins to mature and resemble that of adults. Additionally, findings highlight the potential role that working memory and inhibitory control may play in rule-based category learning. PMID:24489658
I CAN Learn®. [Secondary Mathematics.] What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2017

2017-01-01

"I CAN Learn"® is a computer-based math curriculum for students in middle school, high school, and college. It provides math instruction through a series of interactive lessons that students work on individually at their own computers. Students move at their own pace and must demonstrate mastery of each concept before progressing to the…
I CAN Learn®. [Primary Mathematics.] What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2017

2017-01-01

"I CAN Learn"® is a computer-based math curriculum for students in middle school, high school, and college. It provides math instruction through a series of interactive lessons that students work on individually at their own computers. Students move at their own pace and must demonstrate mastery of each concept before progressing to the…
Translating research into practice: evaluation of an e-learning resource for health care professionals to provide nutrition advice and support for cancer survivors.

PubMed

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

2015-01-01

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

ERIC Educational Resources Information Center

Lee, Geoffrey; McGuiggan, Robyn; Holland, Barbara

2010-01-01

Community engagement is growing across higher education. Cooperative education and other internships are well established in the literature as pedagogies with links to experiential and connected learning. Cooperative programs combine business, industry, educational providers and students paid on-the-job. Most studies of work-based learning focus…
Case study: use of problem-based learning to develop students' technical and professional skills

NASA Astrophysics Data System (ADS)

Warnock, James N.; Mohammadi-Aragh, M. Jean

2016-03-01

Problem-based learning (PBL) is a pedagogy that has attracted attention for many biomedical engineering curricula. The aim of the current study was to address the research question, 'Does PBL enable students to develop desirable professional engineering skills?' The desirable skills identified were communication, teamwork, problem solving and self-directed learning. Forty-seven students enrolled in a biomedical materials course participated in the case study. Students worked in teams to complete a series of problems throughout the semester. The results showed that students made significant improvements in their problem-solving skills, written communication and self-directed learning. Students also demonstrated an ability to work in teams and communicate orally. In conclusion, this case study provides empirical evidence of the efficacy of PBL on student learning. We discuss findings from our study and provide observations of student performance and perceptions that could be useful for faculty and researchers interested in PBL for biomedical engineering education.
Team sponsors in community-based health leadership programs.

PubMed

Patterson, Tracy Enright; Dinkin, Donna R; Champion, Heather

2017-05-02

Purpose The purpose of this article is to share the lessons learned about the role of team sponsors in action-learning teams as part of community-based health leadership development programs. Design/methodology/approach This case study uses program survey results from fellow participants, action learning coaches and team sponsors to understand the value of sponsors to the teams, the roles they most often filled and the challenges they faced as team sponsors. Findings The extent to which the sponsors were perceived as having contributed to the work of the action learning teams varied greatly from team to team. Most sponsors agreed that they were well informed about their role. The roles sponsors most frequently played were to provide the teams with input and support, serve as a liaison to the community and serve as a sounding board, motivator and cheerleader. The most common challenges or barriers team sponsors faced in this role were keeping engaged in the process, adjusting to the role and feeling disconnected from the program. Practical implications This work provides insights for program developers and community foundations who are interested in building the capacity for health leadership by linking community sponsors with emerging leaders engaged in an action learning experience. Originality/value This work begins to fill a gap in the literature. The role of team sponsors has been studied for single organization work teams but there is a void of understanding about the role of sponsors with multi-organizational teams working to improve health while also learning about leadership.
Overcoming Barriers between Volunteer Professionals Advising Project-Based Learning Teams with Regulation Tools

ERIC Educational Resources Information Center

Rees Lewis, Daniel G.; Easterday, Matthew W.; Harburg, Emily; Gerber, Elizabeth M.; Riesbeck, Christopher K.

2018-01-01

To provide the substantial support required for project-based learning (PBL), educators can incorporate professional experts as "design coaches." However, previous work shows barriers incorporating design coaches who can rarely meet face-to-face: (1) communication online is time-consuming, (2) updating coaches online is not perceived as…
20 CFR 670.515 - What responsibilities do the center operators have in managing work-based learning?

Code of Federal Regulations, 2012 CFR

2012-04-01

... have in managing work-based learning? 670.515 Section 670.515 Employees' Benefits EMPLOYMENT AND... operators have in managing work-based learning? (a) The center operator must emphasize and implement work... training, and through arrangements with employers. Work-based learning must be under actual working...

20 CFR 670.515 - What responsibilities do the center operators have in managing work-based learning?

Code of Federal Regulations, 2013 CFR

2013-04-01

... have in managing work-based learning? 670.515 Section 670.515 Employees' Benefits EMPLOYMENT AND... operators have in managing work-based learning? (a) The center operator must emphasize and implement work... training, and through arrangements with employers. Work-based learning must be under actual working...
20 CFR 670.515 - What responsibilities do the center operators have in managing work-based learning?

Code of Federal Regulations, 2014 CFR

2014-04-01

... have in managing work-based learning? 670.515 Section 670.515 Employees' Benefits EMPLOYMENT AND... operators have in managing work-based learning? (a) The center operator must emphasize and implement work... training, and through arrangements with employers. Work-based learning must be under actual working...
Inter-professional work based learning within an MSc in Advanced Practice: lessons from one UK higher education programme.

PubMed

Gaskell, Lynne; Beaton, Susan

2010-09-01

This paper will describe the implementation of inter-professional work based education (IPE) in one postgraduate Advanced Practitioner programme in the UK. The concept of Advanced Practice has developed as a response of a number of drivers including change in junior doctor training; government policy and increasing demands on the central government funded UK health service (the NHS). The programme was commissioned by the then greater Manchester Strategic Health Authority (now NHS North West) to meet service needs. The educational philosophy underpinning the MSc Advanced Practice (health and social care) provided by the University of Salford is IPE linked to work based learning. The process of work based learning (WBL) and inter-professional learning underpinning the programme will be discussed in relation to feedback from university staff, Advanced Practitioner (AP) students and employer feedback taken from programme and module evaluations. We argue that IPE at this level facilitates a greater understanding of the connectivity between professionals working in the health care system in the UK; a better understanding of the skills and knowledge base of colleagues; more inter-professional working and appropriate referrals in the work place. This has raised the profile of Advanced Practice (AP) in the region and ultimately resulted in better patient care with more effective and efficient use of resources (Acton Shapiro, 2006, 2008). (c) 2009 Elsevier Ltd. All rights reserved.
Multi-Modal Traveler Information System - Lessons Learned

DOT National Transportation Integrated Search

1997-05-19

The purpose of this working paper is to provide an information base of lessons learned from activities similar to the design of the Gary Chicago Milwaukee (GCM) Corridor Architecture and the Gateway Traveler Information System (TIS). Many similar act...
From "Employed Work" to "Associated Work" in a Diverse Society: A Challenge of Social Enterprise in Creating a New Paradigm of Community Development Learning through Works with Multi-Stakeholders

ERIC Educational Resources Information Center

Otaka, Kendo

2017-01-01

The central aim of this article is to explore the role of social enterprises in relation to providing a space for dialogical learning amongst people with different backgrounds and cultures, and hence with different perceptions towards community development practice. The case studies are based on the experiences of the Japan Workers' Co-operative.…
Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement.

PubMed

Hodges, Linda C

2018-06-01

As the use of collaborative-learning methods such as group work in science, technology, engineering, and mathematics classes has grown, so has the research into factors impacting effectiveness, the kinds of learning engendered, and demographic differences in student response. Generalizing across the range of this research is complicated by the diversity of group-learning approaches used. In this overview, I discuss theories of how group-work formats support or hinder learning based on the ICAP (interactive, constructive, active, passive) framework of student engagement. I then use this model to analyze current issues in group learning, such as the nature of student discourse during group work, the role of group learning in making our classrooms inclusive, and how classroom spaces factor into group learning. I identify key gaps for further research and propose implications from this research for teaching practice. This analysis helps identify essential, effective, and efficient features of group learning, thus providing faculty with constructive guidelines to support their work and affirm their efforts.
Designing worked examples for learning tangent lines to circles

NASA Astrophysics Data System (ADS)

Retnowati, E.; Marissa

2018-03-01

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

ERIC Educational Resources Information Center

Jong, Morris S. Y.

2016-01-01

Our work is set against the backdrop of the pervasive discussion of harnessing online games to provide students with new constructivist learning opportunities. Upon the theoretical foundation, we have developed Virtual Interactive Student-Oriented Learning Environment (VISOLE), a teaching framework for implementing constructivist online game-based…
Carnegie Learning Curricula and Cognitive Tutor™. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

"Carnegie Learning Curricula and Cognitive Tutor"®, published by Carnegie Learning, is a secondary math curricula that offers textbooks and interactive software to provide individualized, self-paced instruction based on student needs. The program includes pre-Algebra, Algebra I, Algebra II, and Geometry, as well as a three-course series…
The Personal Learning Planner: Collaboration through Online Learning and Publication

ERIC Educational Resources Information Center

Gibson, David; Sherry, Lorraine; Havelock, Bruce

2007-01-01

This paper discusses the online Personal Learning Planner (PLP) project underway at the National Institute of Community Innovations (NICI), one of the partners in the Teacher Education Network (TEN), a 2000 PT3 Catalyst grantee. The Web-based PLP provides a standards-linked "portfolio space" for both works in progress and demonstration collections…
Using Web 2.0 Technology to Enhance, Scaffold and Assess Problem-Based Learning

ERIC Educational Resources Information Center

Hack, Catherine

2013-01-01

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

ERIC Educational Resources Information Center

Fuks, Hugo; Gerosa, Marco Aurelio; Lucena, Carlos Jose Pereira de

2002-01-01

Presents the methodology, results, and difficulties encountered in the development and delivery of a course through the Internet at a university in Rio de Janeiro. Provides a model for group work, including group discussions; and shows how a Web-based environment can be used to provide support and to facilitate cooperative learning. (Author/LRW)
Internet-based learning and applications for critical care medicine.

PubMed

Wolbrink, Traci A; Burns, Jeffrey P

2012-01-01

Recent changes in duty hour allowances and economic constraints are forcing a paradigm shift in graduate medical education in the United States. Internet-based learning is a rapidly growing component of postgraduate medical education, including the field of critical care medicine. Here, we define the key concepts of Internet-based learning, summarize the current literature, and describe how Internet-based learning may be uniquely suited for the critical care provider. A MEDLINE/PubMed search from January 2000 to July 2011 using the search terms: "e-learning," "Web-based learning," "computer-aided instruction," "adult learning," "knowledge retention," "intensive care," and "critical care." The growth of the Internet is marked by the development of new technologies, including more user-derived tools. Nonmedical fields have embraced Internet-based learning as a valuable teaching tool. A recent meta-analysis described Internet-based learning in the medical field as being more effective than no intervention and likely as efficacious as traditional teaching methods. Web sites containing interactive features are aptly suited for the adult learner, complementing the paradigm shift to more learner-centered education. Interactive cases, simulators, and games may allow for improvement in clinical care. The total time spent utilizing Internet-based resources, as well as the frequency of returning to those sites, may influence educational gains. Internet-based learning may provide an opportunity for assistance in the transformation of medical education. Many features of Web-based learning, including interactivity, make it advantageous for the adult medical learner, especially in the field of critical care medicine, and further work is necessary to develop a robust learning platform incorporating a variety of learning modalities for critical care providers.
Transforming Primary Care Practice and Education: Lessons From 6 Academic Learning Collaboratives.

PubMed

Koch, Ursula; Bitton, Asaf; Landon, Bruce E; Phillips, Russell S

Adoption of new primary care models has been slow in academic teaching practices. We describe a common framework that academic learning collaboratives are using to transform primary care practice based on our analysis of 6 collaboratives nationally. We show that the work of the collaboratives could be divided into 3 phases and provide detail on the phases of work and a road map for those who seek to emulate this work. We found that learning collaboratives foster transformation, even in complex academic practices, but need specific support adapted to their unique challenges.
Evaluation Framework Based on Fuzzy Measured Method in Adaptive Learning Systems

ERIC Educational Resources Information Center

Ounaies, Houda Zouari; Jamoussi, Yassine; Ben Ghezala, Henda Hajjami

2008-01-01

Currently, e-learning systems are mainly web-based applications and tackle a wide range of users all over the world. Fitting learners' needs is considered as a key issue to guaranty the success of these systems. Many researches work on providing adaptive systems. Nevertheless, evaluation of the adaptivity is still in an exploratory phase.…
Innovative Research-Based Approaches to Learning and Teaching. OECD Education Working Papers, No. 79

ERIC Educational Resources Information Center

van den Broek, Gesa Sonja Elsa

2012-01-01

Building on an earlier 2008 summary prepared for OECD by Marlene Scardamalia and Carl Bereiter, this paper by Gesa S. E. van den Broek provides a more extensive discussion of approaches described as "research based innovation." "Fostering Communities of Learning" is a constructivist approach in which teachers help students discover important…
Teaching Service Learning in the Geosciences: An On the Cutting Edge Workshop Report

NASA Astrophysics Data System (ADS)

Bruckner, M. Z.; Laine, E. P.; Mogk, D. W.; O'Connell, S.; Kirk, K. B.

2010-12-01

Service learning is an instructional method that combines community service and academic instruction within the context of an established academic course. It is a particularly effective approach that uses active and experiential learning to develop the academic skills required of a course of study and to simultaneously address authentic community needs. Service learning projects can energize and motivate students by engaging a sense of civic responsibility by working in concert with community partners. The geosciences provide abundant opportunities to develop service learning projects on topics related to natural hazards, resources, land use, water quality, community planning, public policy, and education (K-12 and public outreach). To explore the opportunities of teaching service learning in the geosciences, the On the Cutting Edge program convened an online workshop in February 2010. The goals of the workshop were to: 1) introduce the principles and practices of effective service learning instructional activities; 2) provide examples of successful service learning projects and practical advice about "what works;" 3) provide participants with the opportunity to design, develop, and refine their own service learning courses or projects; 4) develop collections of supporting resources related to the pedagogy of service learning; and 5) support a community of scholars interested in continued work on service learning in the geoscience curriculum. The workshop consisted of a series of web-based synchronous and asynchronous sessions, including presentations from experienced practitioners of service learning, panel discussions, threaded discussions, and editable web pages used to develop new material for the website. Time was also provided for small group and individual work and for participants to peer-review each others' service learning projects and to revise their own activities based on reviewer comments. Insights from the workshop were integrated into new web pages that can help others implement service learning projects in their own institutions and communities. Online resources developed by the workshop participants, conveners, and supporting staff include an assemblage of online and print resources, a searchable collection of peer-reviewed examples of service learning projects, a tutorial on using the "8-Block Model" to design and implement a service learning project, tips on finding service learning partners, advice on motivating students, departments and the community, and example assessment instruments. Faculty are encouraged to submit their own examples of additional service learning projects in the geosciences. The entire workshop program, resources and activities are available online at: http://serc.carleton.edu/NAGTWorkshops/servicelearning/index.html
Leveraging Intermediaries to Expand Work-Based Learning. Connecting the Classroom to Careers: The State's Role in Work-Based Learning

ERIC Educational Resources Information Center

Advance CTE: State Leaders Connecting Learning to Work, 2016

2016-01-01

Work-based learning is an educational strategy that offers students an opportunity to reinforce and deepen their classroom learning, explore future career fields and demonstrate their skills in an authentic setting. Managing work-based learning requires layers of coordination, which is typically done by an individual or organizational…
Methodology of problem-based learning engineering and technology and of its implementation with modern computer resources

NASA Astrophysics Data System (ADS)

Lebedev, A. A.; Ivanova, E. G.; Komleva, V. A.; Klokov, N. M.; Komlev, A. A.

2017-01-01

The considered method of learning the basics of microelectronic circuits and systems amplifier enables one to understand electrical processes deeper, to understand the relationship between static and dynamic characteristics and, finally, bring the learning process to the cognitive process. The scheme of problem-based learning can be represented by the following sequence of procedures: the contradiction is perceived and revealed; the cognitive motivation is provided by creating a problematic situation (the mental state of the student), moving the desire to solve the problem, to raise the question "why?", the hypothesis is made; searches for solutions are implemented; the answer is looked for. Due to the complexity of architectural schemes in the work the modern methods of computer analysis and synthesis are considered in the work. Examples of engineering by students in the framework of students' scientific and research work of analog circuits with improved performance based on standard software and software developed at the Department of Microelectronics MEPhI.
Environmental Learning Centers: A Template.

ERIC Educational Resources Information Center

Vozick, Eric

1999-01-01

Provides a working model, or template, for community-based environmental learning centers (ELCs). The template presents a philosophy as well as a plan for staff and administration operations, educational programming, and financial support. The template also addresses "green" construction and maintenance of buildings and grounds and…

Strengthening Parenting Skills: Teenagers. Secondary Learning Guide 3. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on strengthening parenting skills is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems;…
Making Consumer Choices. Secondary Learning Guide 6. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on making consumer choices is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish…
Strengthening Parenting Skills: School Age. Secondary Learning Guide 2. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on strengthening parenting skills is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems;…
"UML Quiz": Automatic Conversion of Web-Based E-Learning Content in Mobile Applications

ERIC Educational Resources Information Center

von Franqué, Alexander; Tellioglu, Hilda

2014-01-01

Many educational institutions use Learning Management Systems to provide e-learning content to their students. This often includes quizzes that can help students to prepare for exams. However, the content is usually web-optimized and not very usable on mobile devices. In this work a native mobile application ("UML Quiz") that imports…
Conserving Limited Resources. Secondary Learning Guide 14. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on conserving limited resources is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish…
The Influence of Learner Strategies on Oral Presentations: A Comparison between Group and Individual Performance

ERIC Educational Resources Information Center

Chou, Mu-hsuan

2011-01-01

Cooperative learning has frequently been used in language classrooms, from in-class task-based group work to group presentations. Research suggests that cooperative learning provides mutual support, as well as successful and effective learning outcomes of tasks. The present research addressed a number of problems discovered in group oral…
Preventing Teen Pregnancy. Secondary Learning Guide 4. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on preventing teen pregnancy is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems; establish…
Developments in the Evaluation of Work-Based Learning: A UK Perspective

ERIC Educational Resources Information Center

Murdoch, Ian J.

2004-01-01

UK higher education institutions are now expected to be able to demonstrate that they are adhering to the Code of Practice for the Assurance of Academic Quality and Standards in Higher Education in Placement Learning. The responsibility for ensuring that a placement provides an adequate opportunity for its intended learning outcomes rests with the…
Assisting At-Risk Populations. Secondary Learning Guide 11. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on assisting at-risk populations (dropouts and homeless people) is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative…
Hitting the Target: Target Setting and Information Systems for the Learning and Skills Sector.

ERIC Educational Resources Information Center

Owen, Jane; Alterman, Jeff

The use of target setting in conjunction with good information systems in colleges and work-based learning (WBL) providers can lead to improved service provisions across the sector in the United Kingdom. Target setting must be carried out in a systematic way in which providers must develop target- setting processes with a focus on learner success;…
Towards case-based medical learning in radiological decision making using content-based image retrieval

PubMed Central

2011-01-01

Background Radiologists' training is based on intensive practice and can be improved with the use of diagnostic training systems. However, existing systems typically require laboriously prepared training cases and lack integration into the clinical environment with a proper learning scenario. Consequently, diagnostic training systems advancing decision-making skills are not well established in radiological education. Methods We investigated didactic concepts and appraised methods appropriate to the radiology domain, as follows: (i) Adult learning theories stress the importance of work-related practice gained in a team of problem-solvers; (ii) Case-based reasoning (CBR) parallels the human problem-solving process; (iii) Content-based image retrieval (CBIR) can be useful for computer-aided diagnosis (CAD). To overcome the known drawbacks of existing learning systems, we developed the concept of image-based case retrieval for radiological education (IBCR-RE). The IBCR-RE diagnostic training is embedded into a didactic framework based on the Seven Jump approach, which is well established in problem-based learning (PBL). In order to provide a learning environment that is as similar as possible to radiological practice, we have analysed the radiological workflow and environment. Results We mapped the IBCR-RE diagnostic training approach into the Image Retrieval in Medical Applications (IRMA) framework, resulting in the proposed concept of the IRMAdiag training application. IRMAdiag makes use of the modular structure of IRMA and comprises (i) the IRMA core, i.e., the IRMA CBIR engine; and (ii) the IRMAcon viewer. We propose embedding IRMAdiag into hospital information technology (IT) infrastructure using the standard protocols Digital Imaging and Communications in Medicine (DICOM) and Health Level Seven (HL7). Furthermore, we present a case description and a scheme of planned evaluations to comprehensively assess the system. Conclusions The IBCR-RE paradigm incorporates a novel combination of essential aspects of diagnostic learning in radiology: (i) Provision of work-relevant experiences in a training environment integrated into the radiologist's working context; (ii) Up-to-date training cases that do not require cumbersome preparation because they are provided by routinely generated electronic medical records; (iii) Support of the way adults learn while remaining suitable for the patient- and problem-oriented nature of medicine. Future work will address unanswered questions to complete the implementation of the IRMAdiag trainer. PMID:22032775
Towards case-based medical learning in radiological decision making using content-based image retrieval.

PubMed

Welter, Petra; Deserno, Thomas M; Fischer, Benedikt; Günther, Rolf W; Spreckelsen, Cord

2011-10-27

Radiologists' training is based on intensive practice and can be improved with the use of diagnostic training systems. However, existing systems typically require laboriously prepared training cases and lack integration into the clinical environment with a proper learning scenario. Consequently, diagnostic training systems advancing decision-making skills are not well established in radiological education. We investigated didactic concepts and appraised methods appropriate to the radiology domain, as follows: (i) Adult learning theories stress the importance of work-related practice gained in a team of problem-solvers; (ii) Case-based reasoning (CBR) parallels the human problem-solving process; (iii) Content-based image retrieval (CBIR) can be useful for computer-aided diagnosis (CAD). To overcome the known drawbacks of existing learning systems, we developed the concept of image-based case retrieval for radiological education (IBCR-RE). The IBCR-RE diagnostic training is embedded into a didactic framework based on the Seven Jump approach, which is well established in problem-based learning (PBL). In order to provide a learning environment that is as similar as possible to radiological practice, we have analysed the radiological workflow and environment. We mapped the IBCR-RE diagnostic training approach into the Image Retrieval in Medical Applications (IRMA) framework, resulting in the proposed concept of the IRMAdiag training application. IRMAdiag makes use of the modular structure of IRMA and comprises (i) the IRMA core, i.e., the IRMA CBIR engine; and (ii) the IRMAcon viewer. We propose embedding IRMAdiag into hospital information technology (IT) infrastructure using the standard protocols Digital Imaging and Communications in Medicine (DICOM) and Health Level Seven (HL7). Furthermore, we present a case description and a scheme of planned evaluations to comprehensively assess the system. The IBCR-RE paradigm incorporates a novel combination of essential aspects of diagnostic learning in radiology: (i) Provision of work-relevant experiences in a training environment integrated into the radiologist's working context; (ii) Up-to-date training cases that do not require cumbersome preparation because they are provided by routinely generated electronic medical records; (iii) Support of the way adults learn while remaining suitable for the patient- and problem-oriented nature of medicine. Future work will address unanswered questions to complete the implementation of the IRMAdiag trainer.
Antibiotic exposure and bacterial resistance in human and veterinary medicine: a problem-based learning topic for Master's students.

PubMed

Eveillard, Matthieu; Pouliquen, Hervé; Ruvoen, Nathalie; Couvreur, Sébastien; Krempf, Michel; Magras, Catherine; Lepelletier, Didier

2017-03-01

This report describes a problem-based learning activity concerning antibiotic exposure and bacterial resistance in human and veterinary medicine. In addition, learning outcomes and satisfaction of students were recorded by the supervisors of the activity. The students all participated actively in the group work and considered that the small size of the group facilitated interpersonal communication. They believed that working in an interdisciplinary group helped them learn better than if they were following specific courses. They also reported that their mid-term meeting with one of the supervisors was a catalyst for the initiation of a real work group. Concerning the evaluation of the activity itself, the supervisors considered that the group provided a relevant analysis of the issue. These characteristics should encourage teachers to test this method of learning certain aspects of microbiology and infectious diseases with their students. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
Probability density function learning by unsupervised neurons.

PubMed

Fiori, S

2001-10-01

In a recent work, we introduced the concept of pseudo-polynomial adaptive activation function neuron (FAN) and presented an unsupervised information-theoretic learning theory for such structure. The learning model is based on entropy optimization and provides a way of learning probability distributions from incomplete data. The aim of the present paper is to illustrate some theoretical features of the FAN neuron, to extend its learning theory to asymmetrical density function approximation, and to provide an analytical and numerical comparison with other known density function estimation methods, with special emphasis to the universal approximation ability. The paper also provides a survey of PDF learning from incomplete data, as well as results of several experiments performed on real-world problems and signals.
Service Learning in Social Work Education: The State of Knowledge, Pedagogical Practicalities, and Practice Conundrums

ERIC Educational Resources Information Center

Lemieux, Catherine M.; Allen, Priscilla D.

2007-01-01

This article reviews research-based knowledge about service learning in social work education. Student learning outcomes common to both service learning and social work education are examined, and the research-based literature on service learning in social work is analyzed. Service-learning practice issues in social work education are described:…
20 CFR 668.510 - What services may INA grantees provide to the community at large under section 166?

Code of Federal Regulations, 2011 CFR

2011-04-01

...) Strengthen the capacity of Native American-controlled institutions to provide education and work-based learning services to Native American youth and adults, whether directly or through other Native American... and retain employment; (3) Use program participants engaged in education, training, work experience...
Effectiveness of e-learning in hospitals.

PubMed

Chuo, Yinghsiang; Liu, Chuangchun; Tsai, Chunghung

2015-01-01

Because medical personnel share different work shifts (i.e., three work shifts) and do not have a fixed work schedule, implementing timely, flexible, and quick e-learning methods for their continued education is imperative. Hospitals are currently focusing on developing e-learning. This study aims to explore the key factors that influence the effectiveness of e-learning in medical personnel. This study recruited medical personnel as the study participants and collected sample data by using the questionnaire survey method. This study is based on the information systems success model (IS success model), a significant model in MIS research. This study found that the factors (i.e., information quality, service quality, convenience, and learning climate) influence the e-learning satisfaction and in turn influence effectiveness in medical personnel. This study provided recommendations to medical institutions according to the derived findings, which can be used as a reference when establishing e-learning systems in the future.
The implementation of problem-based learning in collaborative groups in a chiropractic program in Malaysia.

PubMed

Win, Ni Ni; Nadarajah, Vishna Devi V; Win, Daw Khin

2015-01-01

Problem-based learning (PBL) is usually conducted in small-group learning sessions with approximately eight students per facilitator. In this study, we implemented a modified version of PBL involving collaborative groups in an undergraduate chiropractic program and assessed its pedagogical effectiveness. This study was conducted at the International Medical University, Kuala Lumpur, Malaysia, and involved the 2012 chiropractic student cohort. Six PBL cases were provided to chiropractic students, consisting of three PBL cases for which learning resources were provided and another three PBL cases for which learning resources were not provided. Group discussions were not continuously supervised, since only one facilitator was present. The students' perceptions of PBL in collaborative groups were assessed with a questionnaire that was divided into three domains: motivation, cognitive skills, and perceived pressure to work. Thirty of the 31 students (97%) participated in the study. PBL in collaborative groups was significantly associated with positive responses regarding students' motivation, cognitive skills, and perceived pressure to work (P<0.05). The students felt that PBL with learning resources increased motivation and cognitive skills (P<0.001). The new PBL implementation described in this study does not require additional instructors or any additional funding. When implemented in a classroom setting, it has pedagogical benefits equivalent to those of small-group sessions. Our findings also suggest that students rely significantly on available learning resources.
Work-Based Learning: A Practical Approach for Learning to Work and Working to Learn. A Case Study on Decision-Makers' Professional Development in Iran

ERIC Educational Resources Information Center

Arani, Mohammad Reza Sarkar; Alagamandan, Jafar; Tourani, Heidar

2004-01-01

The work-based learning model of human resource development has captured a great deal of attention and has gained increasing importance in higher education in recent years. Work-based learning is a powerful phenomenon that attempts to help policy-makers, managers and curriculum developers improve the quality of the decision and organizational…
Nebraska Work Based Learning Manual. Planning and Implementation Guides for Educators, Employers, Policymakers, and Parents.

ERIC Educational Resources Information Center

Nebraska State Dept. of Education, Lincoln.

This manual contains a series of 10 detailed guides for school practitioners who are beginning to create work-based learning programs at their schools. Work-Based Learning Overview defines the different elements of work-based learning and describes the roles of program participants. Program Planning Guide offers suggestions about how to plan…

Networked Instructional Chemistry: Using Technology To Teach Chemistry

NASA Astrophysics Data System (ADS)

Smith, Stanley; Stovall, Iris

1996-10-01

Networked multimedia microcomputers provide new ways to help students learn chemistry and to help instructors manage the learning environment. This technology is used to replace some traditional laboratory work, collect on-line experimental data, enhance lectures and quiz sections with multimedia presentations, provide prelaboratory training for beginning nonchemistry- major organic laboratory, provide electronic homework for organic chemistry students, give graduate students access to real NMR data for analysis, and provide access to molecular modeling tools. The integration of all of these activities into an active learning environment is made possible by a client-server network of hundreds of computers. This requires not only instructional software but also classroom and course management software, computers, networking, and room management. Combining computer-based work with traditional course material is made possible with software management tools that allow the instructor to monitor the progress of each student and make available an on-line gradebook so students can see their grades and class standing. This client-server based system extends the capabilities of the earlier mainframe-based PLATO system, which was used for instructional computing. This paper outlines the components of a technology center used to support over 5,000 students per semester.
Work-Based Learning and Continuing Professional Development

ERIC Educational Resources Information Center

Sobiechowska, Paula; Maisch, Maire

2007-01-01

Purpose: The purpose of this paper is to provide an evaluation of the key features of a work-based, competency-led curriculum model of continuing professional development for social workers and to present a revised model, which addresses the issues that arise for learners pursuing continuing professional and academic development (CPD) within a…
Effective collaborative learning in biomedical education using a web-based infrastructure.

PubMed

Wu, Yunfeng; Zheng, Fang; Cai, Suxian; Xiang, Ning; Zhong, Zhangting; He, Jia; Xu, Fang

2012-01-01

This paper presents a feature-rich web-based system used for biomedical education at the undergraduate level. With the powerful groupware features provided by the wiki system, the instructors are able to establish a community-centered mentoring environment that capitalizes on local expertise to create a sense of online collaborative learning among students. The web-based infrastructure can help the instructors effectively organize and coordinate student research projects, and the groupware features may support the interactive activities, such as interpersonal communications and data sharing. The groupware features also provide the web-based system with a wide range of additional ways of organizing collaboratively developed materials, which makes it become an effective tool for online active learning. Students are able to learn the ability to work effectively in teams, with an improvement of project management, design collaboration, and technical writing skills. With the fruitful outcomes in recent years, it is positively thought that the web-based collaborative learning environment can perform an excellent shift away from the conventional instructor-centered teaching to community- centered collaborative learning in the undergraduate education.
Using Peer Feedback to Promote Reflection on Open-Ended Problems

NASA Astrophysics Data System (ADS)

Reinholz, Daniel L.; Dounas-Frazer, Dimitri R.

2016-09-01

This paper describes a new approach for learning from homework called Peer-Assisted Reflection (PAR). PAR involves students using peer feedback to improve their work on open-ended homework problems. Collaborating with peers and revising one's work based on the feedback of others are important aspects of doing and learning physics. While notable exceptions exist, homework and exams are generally individual activities that do not support collaboration and refinement, which misses important opportunities to use assessment for learning. In contrast, PAR provides students with a structure to iteratively engage with challenging, open-ended problems and solicit the input of their peers to improve their work.
Tying knots: an activity theory analysis of student learning goals in clinical education.

PubMed

Larsen, Douglas P; Wesevich, Austin; Lichtenfeld, Jana; Artino, Antony R; Brydges, Ryan; Varpio, Lara

2017-07-01

Learning goal programmes are often created to help students develop self-regulated learning skills; however, these programmes do not necessarily consider the social contexts surrounding learning goals or how they fit into daily educational practice. We investigated a high-frequency learning goal programme in which students generated and shared weekly learning goals with their clinical teams in core Year 3 clerkships. Our study explores: (i) how learning goals were incorporated into the clinical work, and (ii) the factors that influenced the use of students' learning goals in work-based learning. We conducted semi-structured interviews with 14 students and 14 supervisors (attending physicians and residents) sampled from all participating core clerkships. Interviews were coded for emerging themes. Using cultural historical activity theory and knotworking as theoretical lenses, we developed a model of the factors that influenced students' learning goal usage in a work-based learning context. Students and supervisors often faced the challenge of reconciling contradictions that arose when the desired outcomes of student skill development, grading and patient care were not aligned. Learning goals could function as tools for developing new ways of acting that overcame those contradictions by facilitating collaborative effort between students and their supervisors. However, for new collaborations to take place, both students and supervisors had to engage with the goals, and the necessary patients needed to be present. When any one part of the system did not converge around the learning goals, the impact of the learning goals programme was limited. Learning goals are potentially powerful tools to mediate interactions between students, supervisors and patients, and to reconcile contradictions in work-based learning environments. Learning goals provide a means to develop not only learners, but also learning systems. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.
Utah Work-Based Learning Manual.

ERIC Educational Resources Information Center

Utah State Office of Education, Salt Lake City.

This document presents materials to assist Utah school personnel who are initiating, implementing, or improving work-based learning opportunities for students. The document presents detailed guidelines for creating and maintaining work-based learning systems in schools and resource materials for improving existing work-based opportunities. Formal…
45 CFR 1306.33 - Home-based program option.

Code of Federal Regulations, 2011 CFR

2011-10-01

... as the child's primary learning environment. The home visitor must work with parents to help them provide learning opportunities that enhance their child's growth and development. (2) Home visits must... for the children is to emphasize peer group interaction through age appropriate activities in a Head...
Improving Responses to Individual and Family Crises. Secondary Learning Guide 10. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on improving responses to crises is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to solve problems;…
Improving Individual, Child, and Family Nutrition, Health and Wellness. Secondary Learning Guide 8. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on improving individual, child, and family nutrition is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative approaches to…
Applying Consumer and Homemaking Skills to Jobs and Careers. Secondary Learning Guide 13. Project Connect. Linking Self-Family-Work.

ERIC Educational Resources Information Center

Emily Hall Tremaine Foundation, Inc., Hartford, CT.

This competency-based secondary learning guide on applying consumer and homemaking skills to jobs and careers is part of a series that are adaptations of guides developed for adult consumer and homemaking education programs. The guides provide students with experiences that help them learn to do the following: make decisions; use creative…
Comulang: towards a collaborative e-learning system that supports student group modeling.

PubMed

Troussas, Christos; Virvou, Maria; Alepis, Efthimios

2013-01-01

This paper describes an e-learning system that is expected to further enhance the educational process in computer-based tutoring systems by incorporating collaboration between students and work in groups. The resulting system is called "Comulang" while as a test bed for its effectiveness a multiple language learning system is used. Collaboration is supported by a user modeling module that is responsible for the initial creation of student clusters, where, as a next step, working groups of students are created. A machine learning clustering algorithm works towards group formatting, so that co-operations between students from different clusters are attained. One of the resulting system's basic aims is to provide efficient student groups whose limitations and capabilities are well balanced.
Can Work-Based Learning Add to the Research Inventory of Higher Education? The Case of Collaborative Research

ERIC Educational Resources Information Center

Portwood, Derek

2007-01-01

Work-based learning's preoccupation with developing award-bearing programmes has affected the scope and style of work-based research. While offering development opportunities for work-based research, the emphasis of work-based learning programmes on the individual learner has curtailed the use of collaborative research. This article explores how…
Interprofessional problem-based learning project outcomes between prelicensure baccalaureate of science in nursing and doctor of pharmacy programs.

PubMed

Hodges, Helen F; Massey, Ann T

2015-04-01

Persistently high medical error rates, caregiver dissatisfaction, and compromised patient safety often result from poorly coordinated, increasingly complex health care. Barriers to interprofessional health professions education persist despite the urgent calls for improved quality and safety. Investigators explored the effects of a problem-based learning (PBL) strategy between prelicensure doctorate of pharmacy (PharmD) and baccalaureate nursing (BSN) students. A descriptive design was used to compare the learning gains and satisfaction with a PBL hybrid approach for BSN and PharmD prelicensure student groups over three academic terms. Consistent with earlier works, content-based learning gains and student satisfaction were not significantly different between groups. Narrative data provide insight into perceived benefits, barriers, and perspectives of participating students and facilitators. Attributes of this pedagogical approach provide opportunity for prelicensure students to explore professional interdependence while adequately mastering fact-based content. Copyright 2015, SLACK Incorporated.
A rational model of function learning.

PubMed

Lucas, Christopher G; Griffiths, Thomas L; Williams, Joseph J; Kalish, Michael L

2015-10-01

Theories of how people learn relationships between continuous variables have tended to focus on two possibilities: one, that people are estimating explicit functions, or two that they are performing associative learning supported by similarity. We provide a rational analysis of function learning, drawing on work on regression in machine learning and statistics. Using the equivalence of Bayesian linear regression and Gaussian processes, which provide a probabilistic basis for similarity-based function learning, we show that learning explicit rules and using similarity can be seen as two views of one solution to this problem. We use this insight to define a rational model of human function learning that combines the strengths of both approaches and accounts for a wide variety of experimental results.
Engaging Citizens In Discussions of Coastal Climate ChangeTwo examples of place-based research that engaged community members will be presented. Lessons learned in how to engage community members and working with high school students and hands-on learning across generations can provide insights into social and ecosystem change will be shared.

NASA Astrophysics Data System (ADS)

Kruger, L. E.; Johnson, A. C.

2017-12-01

By engaging community members as research partners, people become not just the subject of the story, they become storytellers as well. Participatory community-based research that engages community residents in gathering and sharing their lived experiences is instrumental in connecting people to each other and their forests and forest science and helpful when confronted by change. Two examples of place-based research that engaged community members as researchers will be presented. What factors led to collaborative outcomes that integrated citizen-informed knowledge with scientific knowledge? What lessons were learned in how best to engage community members? How did working with high school students draw even hesitant members of the community to participate? By strengthening bonds between students and their communities, both natural and social environments, we can provide young people with opportunities to better understand how they fit into the greater community and their natural environment. Hands-on learning that explores experiences in nature across generations can benefit communities, especially youth, and can provide insights into social and ecosystem change.
Expanding the Reach of Continuing Educational Offerings Through a Web-Based Virtual Network: The Experience of InspireNet.

PubMed

Frisch, Noreen C; Atherton, Pat; Borycki, Elizabeth M; Mickelson, Grace; Black, Agnes; Novak Lauscher, Helen; Cordeiro, Jennifer

2017-01-01

Virtual platforms using webinars, e-posters, e-newsletters, wikis and blogs connect people who have common interests in new ways. When those individuals are healthcare providers, a professional network that operates on a virtual platform can support their needs for learning, professional development and information currency. The practice of e-learning for continuing professional development is emerging , particularly in nursing where shift work shift inhibits their ability to attend conferences and classes. This article reports the experience of the InspireNet network that provided e-learning models to: 1) provide opportunities for healthcare providers to organize themselves into learning communities through development of electronic communities of practice; 2) support learning on demand; and 3) dramatically increase the reach of educational offerings.
Reward-based training of recurrent neural networks for cognitive and value-based tasks

PubMed Central

Song, H Francis; Yang, Guangyu R; Wang, Xiao-Jing

2017-01-01

Trained neural network models, which exhibit features of neural activity recorded from behaving animals, may provide insights into the circuit mechanisms of cognitive functions through systematic analysis of network activity and connectivity. However, in contrast to the graded error signals commonly used to train networks through supervised learning, animals learn from reward feedback on definite actions through reinforcement learning. Reward maximization is particularly relevant when optimal behavior depends on an animal’s internal judgment of confidence or subjective preferences. Here, we implement reward-based training of recurrent neural networks in which a value network guides learning by using the activity of the decision network to predict future reward. We show that such models capture behavioral and electrophysiological findings from well-known experimental paradigms. Our work provides a unified framework for investigating diverse cognitive and value-based computations, and predicts a role for value representation that is essential for learning, but not executing, a task. DOI: http://dx.doi.org/10.7554/eLife.21492.001 PMID:28084991
Being Online Peer Supported: Experiences from a Work-Based Learning Programme

ERIC Educational Resources Information Center

Altinay Aksal, Fahriye; Altinay, Zehra; De Rossi, Gazivalerio; Isman, Aytekin

2012-01-01

Problem Statement: Work-based learning programmes have become an increasingly popular way of fulfilling the desire for life-long learning; multi-dimensional work-based learning modes have recently played a large role in both personal and institutional development. The peculiarity of this innovative way of learning derives from the fact that…
Improving access to learning in the workplace using technology in an accredited course.

PubMed

Munro, Kathleen M; Peacock, Susi

2005-03-01

This article gives an account of a case study which seeks to explore the potential for using technology to deliver learning in the workplace: a syringe driver course for nurses. We provide a brief overview of workplace learning, continuing professional development and learning technology in the health sciences. The paper then draws upon a three-year project that involved the transition of a traditionally taught, institution-based face-to-face course to work-based learning using technology. Through the evaluation and discussion of the case study we address key issues that have emerged, such as, marketing of the product; in our case it was decided that the most cost-effective way to provide the course and recuperate some costs was to accredit the course by the Institution. Registered practitioners in the workplace assess learning and are linked to the quality assurance mechanisms of the Institution. We also consider some of the major barriers to implementation, highlighting critical areas for consideration for those undertaking a similar project. These include the lack of technical knowledge in the Group, which resulted in a steep learning curve for all members. This and numerous iterations of materials (including video and animations) lengthened the project considerably whilst technological advances meant other more sophisticated technological solutions that became available during the production process were incorporated. A cost benefit analysis would show that the product has been delivered across Scotland and production costs covered and that there have been unquantifiable gains, including improving the external profile of the academic institution and the NHS Trust, developing the technical skills of the Group and providing invaluable experience of working in a cross-disciplinary collaborative working environment.
20 CFR 668.510 - What services may INA grantees provide to the community at large under section 166?

Code of Federal Regulations, 2013 CFR

2013-04-01

... and work-based learning services to Native American youth and adults, whether directly or through..., training, work experience, or similar activities to further the economic and social development of Native...

20 CFR 668.510 - What services may INA grantees provide to the community at large under section 166?

Code of Federal Regulations, 2012 CFR

2012-04-01

... and work-based learning services to Native American youth and adults, whether directly or through..., training, work experience, or similar activities to further the economic and social development of Native...
Reminding-Based Learning

DTIC Science & Technology

1994-02-08

reasons. Second, they provide an important bridge between the huge amount of work on categorization to the much smaller body of work on problem...subjects talking more about relevant information compared to the neutral problems (i.e., a higher proption of the protocol statements concerned information
Learning from Inconsistency

NASA Technical Reports Server (NTRS)

Easterbrook, Steve

1996-01-01

This position paper argues that inconsistencies that occur during the development of a software specification offer an excellent way of learning more about the development process. We base this argument on our work on inconsistency management. Much attention has been devoted recently to the need to allow inconsistencies to occur during software development, to facilitate flexible development strategies, especially for collaborative work. Recent work has concentrated on reasoning in the presence of inconsistency, tracing inconsistencies with 'pollution markers' and supporting resolution. We argue here that one of the most important aspects of inconsistency is the learning opportunity it provides. We are therefore concerned with how to capture this learning outcome so that its significance is not lost. We present a small example of how apprentice software engineers learn from their mistakes, and outline how an inconsistency management tool could support this learning. We then argue that the approach can be used more generally as part of continuous process improvement.
Learning Probe: Benchmarking for Excellence. Questionnaire. Second Edition.

ERIC Educational Resources Information Center

Owen, Jane; Yarrow, David; Appleby, Alex

This document is a questionnaire designed for work-based learning providers. It is a diagnostic benchmarking tool developed to give organizations a snapshot of their current state. Following a brief introduction, there are instructions for filling in the questionnaire, which includes both open-ended response and scoring according to a…
Students' Experiences in Interdisciplinary Problembased Learning: A Discourse Analysis of Group Interaction

ERIC Educational Resources Information Center

Imafuku, Rintaro; Kataoka, Ryuta; Mayahara, Mitsuori; Suzuki, Hisayoshi; Saiki, Takuya

2014-01-01

Interdisciplinary problem-based learning (PBL) aims to provide students with opportunities to develop the necessary skills to work with different health professionals in a collaborative manner. This discourse study examined the processes of collective knowledge construction in Japanese students in the tutorials. Analyses of video-recorded data…
Adaptive Feedback Improving Learningful Conversations at Workplace

ERIC Educational Resources Information Center

Gaeta, Matteo; Mangione, Giuseppina Rita; Miranda, Sergio; Orciuoli, Francesco

2013-01-01

This work proposes the definition of an Adaptive Conversation-based Learning System (ACLS) able to foster computer-mediated tutorial dialogues at the workplace in order to increase the probability to generate meaningful learning during conversations. ACLS provides a virtual assistant selecting the best partner to involve in the conversation and…
Collaborative Learning for Change. NALL Working Paper.

ERIC Educational Resources Information Center

Mojab, Shahrzad; Wall, Naomi Binder; McDonald, Susan

This guide is designed as a community-based resource for women who are interested in developing leadership skills in group facilitation, community building, and community action. It provides an integrated feminist anti-oppression learning framework that links social justice issues and the questions of race, gender, class, and all other forms of…
Jobs to Manufacturing Careers: Work-Based Courses. Work-Based Learning in Action

ERIC Educational Resources Information Center

Kobes, Deborah

2016-01-01

This case study, one of a series of publications exploring effective and inclusive models of work-based learning, finds that work-based courses bring college to the production line by using the job as a learning lab. Work-based courses are an innovative way to give incumbent workers access to community college credits and degrees. They are…
Assessment formats in dental medicine: An overview

PubMed Central

Gerhard-Szep, Susanne; Güntsch, Arndt; Pospiech, Peter; Söhnel, Andreas; Scheutzel, Petra; Wassmann, Torsten; Zahn, Tugba

2016-01-01

Aim: At the annual meeting of German dentists in Frankfurt am Main in 2013, the Working Group for the Advancement of Dental Education (AKWLZ) initiated an interdisciplinary working group to address assessments in dental education. This paper presents an overview of the current work being done by this working group, some of whose members are also actively involved in the German Association for Medical Education's (GMA) working group for dental education. The aim is to present a summary of the current state of research on this topic for all those who participate in the design, administration and evaluation of university-specific assessments in dentistry. Method: Based on systematic literature research, the testing scenarios listed in the National Competency-based Catalogue of Learning Objectives (NKLZ) have been compiled and presented in tables according to assessment value. Results: Different assessment scenarios are described briefly in table form addressing validity (V), reliability (R), acceptance (A), cost (C), feasibility (F), and the influence on teaching and learning (EI) as presented in the current literature. Infoboxes were deliberately chosen to allow readers quick access to the information and to facilitate comparisons between the various assessment formats. Following each description is a list summarizing the uses in dental and medical education. Conclusion: This overview provides a summary of competency-based testing formats. It is meant to have a formative effect on dental and medical schools and provide support for developing workplace-based strategies in dental education for learning, teaching and testing in the future. PMID:27579365
Cooperative Learning through Team-Based Projects in the Biotechnology Industry †

PubMed Central

Luginbuhl, Sarah C.; Hamilton, Paul T.

2013-01-01

We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students’ professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting. PMID:24358386
Cooperative Learning through Team-Based Projects in the Biotechnology Industry.

PubMed

Luginbuhl, Sarah C; Hamilton, Paul T

2013-01-01

We have developed a cooperative-learning, case studies project model that has teams of students working with biotechnology professionals on company-specific problems. These semester-long, team-based projects can be used effectively to provide students with valuable skills in an industry environment and experience addressing real issues faced by biotechnology companies. Using peer-evaluations, we have seen improvement in students' professional skills such as time-management, quality of work, and level of contribution over multiple semesters. This model of team-based, industry-sponsored projects could be implemented in other college and university courses/programs to promote professional skills and expose students to an industry setting.
A new model in teaching undergraduate research: A collaborative approach and learning cooperatives.

PubMed

O'Neal, Pamela V; McClellan, Lynx Carlton; Jarosinski, Judith M

2016-05-01

Forming new, innovative collaborative approaches and cooperative learning methods between universities and hospitals maximize learning for undergraduate nursing students in a research course and provide professional development for nurses on the unit. The purpose of this Collaborative Approach and Learning Cooperatives (CALC) Model is to foster working relations between faculty and hospital administrators, maximize small group learning of undergraduate nursing students, and promote onsite knowledge of evidence based care for unit nurses. A quality improvement study using the CALC Model was implemented in an undergraduate nursing research course at a southern university. Hospital administrators provided a list of clinical concerns based on national performance outcome measures. Undergraduate junior nursing student teams chose a clinical question, gathered evidence from the literature, synthesized results, demonstrated practice application, and developed practice recommendations. The student teams developed posters, which were evaluated by hospital administrators. The administrators selected several posters to display on hospital units for continuing education opportunity. This CALC Model is a systematic, calculated approach and an economically feasible plan to maximize personnel and financial resources to optimize collaboration and cooperative learning. Universities and hospital administrators, nurses, and students benefit from working together and learning from each other. Copyright © 2016 Elsevier Ltd. All rights reserved.
Nurses' learning styles: promoting better integration of theory into practice.

PubMed

Frankel, Andrew

In a climate where nurses' roles are expanding, underpinning knowledge is increasingly important. To explore staff preferences for learning and highlight the importance of recognising individual learning styles. A questionnaire was carried out with 61 nurses in an independent health and social care provider, achieving a response rate of 100%. Staff mainly prefer visual or kinaesthetic learning. This indicates the current training programme is not meeting their needs. The learning environment is recognised as having an impact in either encouraging or impeding a positive learning experience. A range of learning theories, concepts and approaches can be used to build and manage effective learning environments. Staff often prefer a visual learning style. Increased emphasis should be given to work-based learning rather than classroom-based teaching methods.
Preferred strategies for workforce development: feedback from aged care workers.

PubMed

Choy, Sarojni; Henderson, Amanda

2016-11-01

Objective The aim of the present study was to investigate how aged care workers prefer to learn and be supported in continuing education and training activities. Methods Fifty-one workers in aged care facilities from metropolitan and rural settings across two states of Australia participated in a survey and interviews. Survey responses were analysed for frequencies and interview data provided explanations to the survey findings. Results The three most common ways workers were currently learning and prefer to continue to learn are: (1) everyday learning through work individually; (2) everyday learning through work individually assisted by other workers; and (3) everyday learning plus group training courses at work from the employer. The three most common types of provisions that supported workers in their learning were: (1) working and sharing with another person on the job; (2) direct teaching in a group (e.g. a trainer in a classroom at work); and (3) direct teaching by a workplace expert. Conclusions A wholly practice-based continuing education and training model is best suited for aged care workers. Two variations of this model could be considered: (1) a wholly practice-based model for individual learning; and (2) a wholly practice-based model with guidance from coworkers or other experts. Although the model is preferred by workers and convenient for employers, it needs to be well resourced. What is known about the topic? Learning needs for aged care workers are increasing significantly because of an aging population that demands more care workers. Workforce development is largely 'episodic', based on organisational requirements rather than systematic life-long learning. This study is part of a larger 3-year Australian research to investigate models of continuing education training. What does this paper add? Based on an analysis of survey and interview data from 51 workers, the present study suggests effective models of workforce development for aged care workers. What are the implications for practitioners? The effectiveness of the suggested models necessitates a culture where aged care workers' advancement in the workplace is valued and supported. Those responsible for the development of these workers need to be adequately prepared for mentoring and coaching in the workplace.
Piaget and Organic Chemistry: Teaching Introductory Organic Chemistry through Learning Cycles

NASA Astrophysics Data System (ADS)

Libby, R. Daniel

1995-07-01

This paper describes the first application of the Piaget-based learning cycle technique (Atkin & Karplus, Sci. Teach. 1962, 29, 45-51) to an introductory organic chemistry course. It also presents the step-by-step process used to convert a lecture course into a discussion-based active learning course. The course is taught in a series of learning cycles. A learning cycle is a three phase process that provides opportunities for students to explore new material and work with an instructor to recognize logical patterns in data, and devise and test hypotheses. In this application, the first phase, exploration, involves out-of-class student evaluation of data in attempts to identify significant trends and develop hypotheses that might explain the trends in terms of fundamental scientific principles. In the second phase, concept invention, the students and instructor work together in-class to evaluate student hypotheses and find concepts that work best in explaining the data. The third phase, application, is an out-of-class application of the concept to new situations. The development of learning cycles from lecture notes is presented as an 8 step procedure. The process involves revaluation and restructuring of the course material to maintain a continuity of concept development according to the instructor's logic, dividing topics into individual concepts or techniques, and refocusing the presentation in terms of large numbers of examples that can serve as data for students in their exploration and application activities. A sample learning cycle and suggestions for ways of limited implementation of learning cycles into existing courses are also provided.
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.
Research-based recommendations for implementing international service-learning.

PubMed

Amerson, Roxanne

2014-01-01

An increasing number of schools of nursing are incorporating international service-learning and/or immersion experiences into their curriculum to promote cultural competence. The purpose of this paper is to identify research-based recommendations for implementing an international service-learning program. A review of literature was conducted in the Cumulative Index of Nursing and Allied Health Literature database using the keywords international, immersion, cultural competence, nursing, and international service-learning. Additional references were located from the reference lists of related articles. Planning of international or immersion experiences requires consideration of the type of country, the length of time, and design of the program; the use of a service-learning framework; opportunities that require the student to live and work in the community, provide hands-on care, participate in unstructured activities, and make home visits; and a method of reflection. Increasing cultural competence does not require foreign travel, but it does necessitate that students are challenged to move outside their comfort zone and work directly with diverse populations. These research-based recommendations may be used either internationally or locally to promote the most effective service-learning opportunities for nursing students. © 2014.
The WebQuest: constructing creative learning.

PubMed

Sanford, Julie; Townsend-Rocchiccioli, Judith; Trimm, Donna; Jacobs, Mike

2010-10-01

An exciting expansion of online educational opportunities is occurring in nursing. The use of a WebQuest as an inquiry-based learning activity can offer considerable opportunity for nurses to learn how to analyze and synthesize critical information. A WebQuest, as a constructivist, inquiry-oriented strategy, requires learners to use higher levels of thinking as a means to analyze and apply complex information, providing an exciting online teaching and learning strategy. A WebQuest is an inquiry-oriented lesson format in which most or all of the information learners work with comes from the web. This article provides an overview of the WebQuest as a teaching strategy and provides examples of its use. Copyright 2010, SLACK Incorporated.
Learning about population-health through a community practice learning project: An evaluation study.

PubMed

Davenport, Maggie; Ooms, Ann; Marks-Maran, Di

2016-03-01

Increasing student nurse numbers requiring community placement learning opportunities has led to insufficient numbers of community nurses being available to support student nurses in the community. Although the study presented in the article is based in the UK this issue is reported widely in the literature across the globe. Universities in many countries have had to find innovative ways of providing community health learning opportunities for student nurses. This article reports on how one university in the UK has approached this challenge through students engaging in a population-based study in the community through group work. A research study was undertaken into this innovation which found that the student nurses engaged well with the project and with their groups and undertaking the project had positive value and impact on them and their understanding of population-health. Issues that arose for them largely focused on unequal participation in the group work by some with many participants perceiving that they had done more work on the group project and presentation than others in their group. However, working in this way was perceived to be a good learning experience for the majority of participants. Copyright © 2016 Elsevier Ltd. All rights reserved.
Unions, Contractors and CTE

ERIC Educational Resources Information Center

Jarosz, Francesca

2006-01-01

Across Illinois, in places where unions thrive, construction industry professionals and career and technical education (CTE) teachers are working together in promoting work-based learning program to students. Likewise, the outreach program provides union-supported contractors with qualified candidates for future employment. Programs such as the…

Group-Based Active Learning of Classification Models.

PubMed

Luo, Zhipeng; Hauskrecht, Milos

2017-05-01

Learning of classification models from real-world data often requires additional human expert effort to annotate the data. However, this process can be rather costly and finding ways of reducing the human annotation effort is critical for this task. The objective of this paper is to develop and study new ways of providing human feedback for efficient learning of classification models by labeling groups of examples. Briefly, unlike traditional active learning methods that seek feedback on individual examples, we develop a new group-based active learning framework that solicits label information on groups of multiple examples. In order to describe groups in a user-friendly way, conjunctive patterns are used to compactly represent groups. Our empirical study on 12 UCI data sets demonstrates the advantages and superiority of our approach over both classic instance-based active learning work, as well as existing group-based active-learning methods.
Work-Based Learning and Work-Integrated Learning: Fostering Engagement with Employers

ERIC Educational Resources Information Center

Atkinson, Georgina

2016-01-01

Work-based learning and the inclusion of the world of work into tertiary students' learning lie at the heart of the Australian vocational education and training (VET) system. Traditionally this has been through apprenticeships and traineeships, which have a strong focus on "on-the-job" training, but also through "work-oriented"…
Towards a Pedagogy of Work-Based Learning: Perceptions of Work-Based Learning in Foundation Degrees

ERIC Educational Resources Information Center

Burke, Linda; Marks-Maran, Diane J.; Ooms, Ann; Webb, Marion; Cooper, Denise

2009-01-01

One of the features of foundation degrees (FDs) is the incorporation of work-based learning (WBL) into the curriculum. WBL is seen as an important part of vocational programmes and is described by Foundation Degrees Forward (FDF) as a potentially radical approach to connecting work with learning. The Quality Assurance Agency (QAA), in its…
Pedagogical Strategies for Work-Based Learning. IEE Working Paper No. 12.

ERIC Educational Resources Information Center

Hughes, Katherine L.; Moore, David Thornton

Fourteen school-to-work programs characterized by strong work-based learning components and solid employer involvement were examined in a 3-year study to identify pedagogical factors associated with successful work-based learning programs. The main data collection activities were as follows: site visits to the 15 programs to interview faculty,…
Personalized E- learning System Based on Intelligent Agent

NASA Astrophysics Data System (ADS)

Duo, Sun; Ying, Zhou Cai

Lack of personalized learning is the key shortcoming of traditional e-Learning system. This paper analyzes the personal characters in e-Learning activity. In order to meet the personalized e-learning, a personalized e-learning system based on intelligent agent was proposed and realized in the paper. The structure of system, work process, the design of intelligent agent and the realization of intelligent agent were introduced in the paper. After the test use of the system by certain network school, we found that the system could improve the learner's initiative participation, which can provide learners with personalized knowledge service. Thus, we thought it might be a practical solution to realize self- learning and self-promotion in the lifelong education age.
Applying Learning Design to Work-Based Learning

ERIC Educational Resources Information Center

Miao, Yongwu; Hoppe, Heinz Ulrich

2011-01-01

Learning design is currently slanted to reflect a course-based approach to learning. This article explores whether the concept of learning design could be applied to support the informal aspects of work-based learning (WBL). It also discusses the characteristics of WBL and presents a WBL-specific learning design that highlights the key features…
Work-based learning in health and social care.

PubMed

Phillips, Sue

This article examines some of the issues encountered in helping to develop and facilitate work-based learning (WBL) in clinical areas from the author's perspective of APEL/WBL co-ordinator. The advantages of work-based learning to both organisations and practitioners are discussed, together with possible drawbacks. The article concludes by identifying the positive aspects, including that of practice development, but suggests caution in attempting to use work-based learning in all circumstances.
A WEB based approach in biomedical engineering design education.

PubMed

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

1997-01-01

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

NASA Astrophysics Data System (ADS)

Autapao, Kanyarat; Minwong, Panthul

2018-01-01

Creative thinking was an important learning skill in the 21st Century via learning and innovation to promote students' creative thinking and working with others and to construct innovation. This is one of the important skills that determine the readiness of the participants to step into the complex society. The purposes of this research were 1) to compare the learning achievement of students after using basic character design and animation concepts using the flipped learning and project-based learning and 2) to make a comparison students' creative thinking between pretest and posttest. The populations were 29 students in Multimedia Technology program at Thepsatri Rajabhat University in the 2nd semester of the academic year 2016. The experimental instruments were lesson plans of basic character design and animation concepts using the flipped learning and project based learning. The data collecting instrument was creative thinking test. The data were analyzed by the arithmetic mean, standard deviation and The Wilcoxon Matched Pairs Signed-Ranks Test. The results of this research were 1) the learning achievement of students were statistically significance of .01 level and 2) the mean score of student's creativity assessment were statistically significance of .05 level. When considering all of 11 KPIs, showed that respondents' post-test mean scores higher than pre-test. And 5 KPIs were statistically significance of .05 level, consist of Originality, Fluency, Elaboration, Resistance to Premature Closure, and Intrinsic Motivation. It's were statistically significance of .042, .004, .049, .024 and .015 respectively. And 6 KPIs were non-statistically significant, include of Flexibility, Tolerance of Ambiguity, Divergent Thinking, Convergent Thinking, Risk Taking, and Extrinsic Motivation. The findings revealed that the flipped learning and project based learning provided students the freedom to simply learn on their own aptitude. When working together with project-based learning, Project based learning focusing on the students' project-based learning construction based on their own interests which allowed the students to increase creative project. This can be applied for other courses in order to plan activities to develop students' work process skills and creative skills. We also recommend that researchers carefully consider the design of lesson plans in accordance with all of 11 KPIs to promote students' creative thinking skills.
Neonatal nurses' perceptions of a work-based learning approach.

PubMed

Stanley, Helen; Simmons, Susanne

2011-09-01

To examine how senior neonatal nurses perceive their experience of a continuing professional development module on their practice. A qualitative approach was used. Focus group interviews were held with five senior neonatal nurses at band 6 and 7. Discussions were taped and transcribed verbatim and field notes captured non-verbal communication. Four themes emerged: work-based learning as a new way of learning; barriers to learning at work; professional role development; and complexities of evaluating such learning. Work-based learning emerged as an active form of learning that can develop personal and professional skills required in the neonatal workforce.
Using a Digital Game as an Advance Organizer

ERIC Educational Resources Information Center

Denham, André R.

2018-01-01

The use of digital games as an instructional tool has garnered increasing attention in the education community. Empirical work supported by theory on the learning affordances of digital games allowed the game-based learning community to arrive at the consensus that digital games provide an excellent medium for the acquisition of skills and the…
Service Learning and Student Engagement: A Dual Language Book Project

ERIC Educational Resources Information Center

Roessingh, Hetty

2012-01-01

A model is proposed followed by a case study of collaborative project work between student teachers, teachers and English language learners in kindergarten and grade 1. As a model, service learning provides a framework for making explicit linkages between course-based, credit bearing academic content, the identified need of the community school,…
Reconceptualizing Working Memory in Educational Research

ERIC Educational Resources Information Center

Fenesi, Barbara; Sana, Faria; Kim, Joseph A.; Shore, David I.

2015-01-01

In recent years, research from cognitive science has provided a solid theoretical framework to develop evidence-based interventions in education. In particular, research into reading, writing, language, mathematics and multimedia learning has been guided by the application of Baddeley's multicomponent model of working memory. However, an…
Work-Based Learning: A New Higher Education?

ERIC Educational Resources Information Center

Boud, David, Ed.; Solomon, Nicky, Ed.

This three-part book contains 16 chapters exploring work-based learning from a theoretical and case-study perspective in the United Kingdom. Part 1, Framing Work-based Learning, contains the following four chapters: "New Practices for New Times" (David Boud, Nicky Solomon, and Colin Symes); "Repositioning Universities and Work"…
Washington State Guide to Planning, Implementing and Improving Work-based Learning. A Guide for Educators at All Levels.

ERIC Educational Resources Information Center

Highline Community Coll., Des Moines, WA.

This guide, which is intended primarily for school and college personnel interested in initiating or improving work-based learning, examines the development and implementation of work-based education programs in Washington. The following topics are discussed: the rationale for work-based learning (legislative and educational change information,…
Faded-example as a Tool to Acquire and Automate Mathematics Knowledge

NASA Astrophysics Data System (ADS)

Retnowati, E.

2017-04-01

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

ERIC Educational Resources Information Center

Bailey, Thomas; Hughes, Katherine

A 3-year research project focused on whether sufficient numbers of employers could be recruited to create a national school-to-work system with a substantial work-based learning component as called for by the 1994 School-to-Work Opportunities Act. Research methods were as follows: case studies of 12 work-based learning programs at 9 sites located…
Assessment of a novel group-centered testing schema in an upper-level undergraduate molecular biotechnology course.

PubMed

Srougi, Melissa C; Miller, Heather B; Witherow, D Scott; Carson, Susan

2013-01-01

Providing students with assignments that focus on critical thinking is an important part of their scientific and intellectual development. However, as class sizes increase, so does the grading burden, prohibiting many faculty from incorporating critical thinking assignments in the classroom. In an effort to continue to provide our students with meaningful critical thinking exercises, we implemented a novel group-centered, problem-based testing scheme. We wanted to assess how performing critical thinking problem sets as group work compares to performing the sets as individual work, in terms of student attitudes and learning outcomes. During two semesters of our recombinant DNA course, students had the same lecture material and similar assessments. In the Fall semester, student learning was assessed by two collaborative take-home exams, followed immediately by individual, closed-book in-class exams on the same content, as well as a final cumulative exam. Student teams on the take-home exams were instructor-assigned, and each team turned in one collaborative exam. In the Spring semester, the control group of students were required to turn in their own individual take-home exams, followed by the in-class exams and final cumulative exam. For the majority of students, learning outcomes were met, regardless of whether they worked in teams. In addition, collaborative learning was favorably received by students and grading was reduced for instructors. These data suggest that group-centered, problem-based learning is a useful model for achievement of student learning outcomes in courses where it would be infeasible to provide feedback on individual critical thinking assignments due to grading volume. Copyright © 2013 Wiley Periodicals, Inc.
eLearning courses.

PubMed

2006-02-01

FAST Healthcare, at www.fasthealthcare.com , provides work based interactive elearning courses that address national service framework standards, such as those for people with diabetes, older people and those with coronary heart disease.
Accommodating student learning styles and preferences in an online occupational therapy course.

PubMed

Doyle, Nancy Wolcott; Jacobs, Karen

2013-01-01

Occupational therapy's online education must be research-based and inclusive. One way to provide a more inclusive online learning experience is to attend to individual learning styles and preferences. This study uses the best available evidence on learning styles and online education to develop, implement, and study occupational therapy students' experiences with an online learning module and related assignment. Eight students consented to take an online survey after completing a learning module and related assignment in an online post-professional graduate course in occupational therapy. The survey explored their learning experience and its applicability to clinical work. Data gathered from multiple-choice, Likert-scale, and open-ended questions were descriptively analyzed. Results from this study suggest that students find the study of learning styles and preferences enjoyable and applicable to their clinical work, but are often motivated by factors such as time and technology when selecting the format of a course assignment.

An exploration of student midwives' language to describe non-formal learning in professional practice.

PubMed

Finnerty, Gina; Pope, Rosemary

2005-05-01

The essence of non-formal learning in midwifery practice has not been previously explored. This paper provides an in-depth analysis of the language of a sample of student midwives' descriptions of their practice learning in a range of clinical settings. The students submitted audio-diaries as part of a national study (Pope, R., Graham. L., Finnerty. G., Magnusson, C. 2003. An investigation of the preparation and assessment for midwifery practice within a range of settings. Project Report. University of Surrey). Participants detailed their learning activities and support obtained whilst working with their named mentors for approximately 10 days or shifts. The rich audio-diary data have been analysed using Discourse Analysis. A typology of non-formal learning (Eraut, M. 2000. Non-formal learning and implicit knowledge in professional work. British Journal of Educational Psychology 70, 113-136) has been used to provide a framework for the analysis. Non-formal learning is defined as any learning which does not take place within a formally organised learning programme (Eraut, M. 2000. Non-formal learning and implicit knowledge in professional work. British Journal of Educational Psychology 70, 113-136). Findings indicate that fear and ambiguity hindered students' learning. Recommendations include the protection of time by mentors within the clinical curriculum to guide and supervise students in both formal and non-formal elements of midwifery practice. This paper will explore the implications of the findings for practice-based education.
Giving Students the Business.

ERIC Educational Resources Information Center

Brown, Dan

1995-01-01

Examples of school-based enterprises in Kentucky illustrate how schools can provide vital work-based learning experiences for high school students. The necessity of exposing students to career opportunities as early as possible and of developing empathy between teachers and employers is stressed. (SK)
Pedagogy of Work-Based Learning: The Role of the Learning Group

ERIC Educational Resources Information Center

Siebert, Sabina; Mills, Vince; Tuff, Caroline

2009-01-01

Purpose: The aim of this paper is to evaluate the role of learning from participation in a group of work-based learners. Design/methodology/approach: This study relies on qualitative data obtained from a survey of perspectives of students on two work-based learning programmes. A group of 16 undergraduate and seven postgraduate students…
Bridging Education and Practice with a Competency-Based Learning Contract

ERIC Educational Resources Information Center

Molina, Veronica; Molina-Moore, Tammy; Smith, Misty G.; Pratt, Francine E.

2018-01-01

Field work programs have a substantial responsibility for providing support and gatekeeping functions while ensuring an educational experience that allows students to master the nine holistic, multidimensional social work accreditation competencies. With additional emphasis on field as a "signature pedagogy," field directors are tasked…
Teaching Group Work with "The Great Debaters"

ERIC Educational Resources Information Center

Moe, Jeffry; Autry, Linda; Olson, Joann S.; Johnson, Kaprea F.

2014-01-01

An experiential learning activity, based on the film "The Great Debaters" (Washington, D., 2007), was used during a group work class. Description and preliminary evaluation of the activity is provided, including analysis of participant scores on the group leader self-efficacy instrument at multiple points. Implications and future…
Work-Based Learning, Identity and Organisational Culture

ERIC Educational Resources Information Center

Ahlgren, Linda; Tett, Lyn

2010-01-01

This paper discusses the ways in which employers view the contribution of work-based learning, how participating learners' experience the provision offered to them and how far work-based programmes can contribute to changing the discourse about learning from one of deficit to one of strengths. It draws on two complementary studies of work based…
Inequality and Opportunity in Work-Based Learning

ERIC Educational Resources Information Center

Reilly, Michael Chavez

2014-01-01

Work-based learning in college--in the form of internships, cooperative education programs, and apprenticeships--sit at the crossroads of education and employment. It can play a crucial role in shaping a student's transition from school to work. This study explores the extent to which college students participate in work-based learning and the…
Enhancing Collaborative Learning through Group Intelligence Software

NASA Astrophysics Data System (ADS)

Tan, Yin Leng; Macaulay, Linda A.

Employers increasingly demand not only academic excellence from graduates but also excellent interpersonal skills and the ability to work collaboratively in teams. This paper discusses the role of Group Intelligence software in helping to develop these higher order skills in the context of an enquiry based learning (EBL) project. The software supports teams in generating ideas, categorizing, prioritizing, voting and multi-criteria decision making and automatically generates a report of each team session. Students worked in a Group Intelligence lab designed to support both face to face and computer-mediated communication and employers provided feedback at two key points in the year long team project. Evaluation of the effectiveness of Group Intelligence software in collaborative learning was based on five key concepts of creativity, participation, productivity, engagement and understanding.
Organizing an NGO-Sponsored English-Medium School in South India: Lessons Learned

ERIC Educational Resources Information Center

Gibb, Gordon S.

2012-01-01

This paper describes lessons learned from the first-year education efforts of Rising Star Outreach of India, a U.S.-based nongovernmental charitable organization (NGO) working with leprosy colonies in Tamil Nadu, India. In 2008, Rising Star Outreach established a residential school to provide English-medium schooling for 180 colony children in…
Connecting Entrepreneurial and Action Learning in Student-Initiated New Business Ventures: The Case of SPEED

ERIC Educational Resources Information Center

Rae, David

2009-01-01

The Student Placements for Entrepreneurs in Education (SPEED) project ran in 12 higher education institutes in the UK between 2006 and 2008, providing an innovative, action learning-based route that enabled students to start new business ventures as self-started work experience, and has influenced successor programmes. The paper addresses three…
Stepping up and Out: Strategies for Promoting Feminist Activism within Community Service-Learning

ERIC Educational Resources Information Center

Rojas, Maythee

2014-01-01

This essay provides a critical analysis of the Community Service-Learning in Women's Issues (CSLWI) course and its impact on California State University, Long Beach (CSULB) students and the Long Beach community-based organizations (CBOs) that they worked with between 2008 and 2013. Specifically, it offers a pedagogical approach to creating…
Sims for Science: Powerful Tools to Support Inquiry-Based Teaching

ERIC Educational Resources Information Center

Perkins, Katherine K.; Loeblein, Patricia J.; Dessau, Kathryn L.

2010-01-01

Since 2002, the PhET Interactive Simulations project at the University of Colorado has been working to provide learning tools for students and teachers. The project has developed over 85 interactive simulations--or sims--for teaching and learning science. Although these sims can be used in a variety of ways, they are specifically designed to make…
Journeys in the Learning Sciences: The Singapore Experience

ERIC Educational Resources Information Center

Koh, Thiam Seng; Huang, David; Lim, Kenneth Y. T.; Chen, Victor; Hung, David

2008-01-01

This article provides an overview of research in the Learning Sciences from a Design Research perspective, as it has been framed in Singapore by the National Institute of Education (NIE). The initial research agenda is considered in the light of challenges and the subsequent re-casting of objectives, based on the working out of a tripartite…
Global MedAid: Evolution and Initial Evaluation of an Mlearning App for International Work-Based Learner

ERIC Educational Resources Information Center

Colley, Joanna; Bradley, Claire; Stead, Geoff; Wakelin, Jessica

2014-01-01

This paper outlines an m-learning solution, "Global MedAid", which aims to provide learning resources and tools for personnel in various roles in disaster or emergency situations. It outlines the development process and presents the design considerations and solutions for developing a cross-platform application combining a wide range of…
Linking College and Work: Exemplary Policies and Practices of Two-Year College Work-Based Learning Programs.

ERIC Educational Resources Information Center

Bragg, Debra D.; Hamm, Russell E.

Based on an initial phase of a study conducted in 1993 that surveyed 1,200 two-year colleges to describe the scope and character of work-based learning programs already in existence, phase 2 sought a more in-depth understanding of selected exemplary work-based learning programs. Ten programs in eight two-year colleges were identified for further…
A computational psychiatry approach identifies how alpha-2A noradrenergic agonist Guanfacine affects feature-based reinforcement learning in the macaque

PubMed Central

Hassani, S. A.; Oemisch, M.; Balcarras, M.; Westendorff, S.; Ardid, S.; van der Meer, M. A.; Tiesinga, P.; Womelsdorf, T.

2017-01-01

Noradrenaline is believed to support cognitive flexibility through the alpha 2A noradrenergic receptor (a2A-NAR) acting in prefrontal cortex. Enhanced flexibility has been inferred from improved working memory with the a2A-NA agonist Guanfacine. But it has been unclear whether Guanfacine improves specific attention and learning mechanisms beyond working memory, and whether the drug effects can be formalized computationally to allow single subject predictions. We tested and confirmed these suggestions in a case study with a healthy nonhuman primate performing a feature-based reversal learning task evaluating performance using Bayesian and Reinforcement learning models. In an initial dose-testing phase we found a Guanfacine dose that increased performance accuracy, decreased distractibility and improved learning. In a second experimental phase using only that dose we examined the faster feature-based reversal learning with Guanfacine with single-subject computational modeling. Parameter estimation suggested that improved learning is not accounted for by varying a single reinforcement learning mechanism, but by changing the set of parameter values to higher learning rates and stronger suppression of non-chosen over chosen feature information. These findings provide an important starting point for developing nonhuman primate models to discern the synaptic mechanisms of attention and learning functions within the context of a computational neuropsychiatry framework. PMID:28091572
School-Based Counseling of Abused Children

ERIC Educational Resources Information Center

Brassard, Marla R.; Rivelis, Erin; Diaz, Vielka

2009-01-01

Abused children experience high rates of behavior, emotional, and learning problems but infrequently receive treatment. Most services provided to abused children and their families are not based on any clear evidence that they work. A number of evidence-based treatments (EBTs), demonstrated to be safe and effective in treating a range of…
Knowledge Management through the Equilibrium Pattern Model for Learning

NASA Astrophysics Data System (ADS)

Sarirete, Akila; Noble, Elizabeth; Chikh, Azeddine

Contemporary students are characterized by having very applied learning styles and methods of acquiring knowledge. This behavior is consistent with the constructivist models where students are co-partners in the learning process. In the present work the authors developed a new model of learning based on the constructivist theory coupled with the cognitive development theory of Piaget. The model considers the level of learning based on several stages and the move from one stage to another requires learners' challenge. At each time a new concept is introduced creates a disequilibrium that needs to be worked out to return back to its equilibrium stage. This process of "disequilibrium/equilibrium" has been analyzed and validated using a course in computer networking as part of Cisco Networking Academy Program at Effat College, a women college in Saudi Arabia. The model provides a theoretical foundation for teaching especially in a complex knowledge domain such as engineering and can be used in a knowledge economy.
Work-Based Learning: Good News, Bad News and Hope. Research Brief.

ERIC Educational Resources Information Center

Bottoms, Gene; Presson, Alice

The effects of work-based learning on student achievement were examined by analyzing data from the 1996 High Schools That Work (HSTW) assessment. The comparison focused on the experiences of 12th-graders in structured work-based learning programs and 12th-graders with after-school jobs. A larger percentage of students earning school credit for…
Working Together for Learning Together: Supporting Students and Teachers with Collaborative Instruction

ERIC Educational Resources Information Center

Shamberger, Cynthia Thrasher; Friend, Marilyn

2013-01-01

Professional educators are called upon to provide effective instruction to student populations that increasingly consist of multiple cultures, languages, and ethnic backgrounds. Based on current special education law, schools are working toward establishing more collaborative cultures by stressing partnerships between general and special education…

Minding Their Business: What Employers Look for in School-to-Career Programs.

ERIC Educational Resources Information Center

Kazis, Richard

1999-01-01

Besides providing work experiences, employers can help educators improve student performance by influencing public-policy decisions and changing their own employment policies. Employers' reasons for participating in work-based-learning programs include philanthropic interest, particular labor needs, and desire to improve a community's labor…
Making Statistics "Real" for Social Work Students

ERIC Educational Resources Information Center

Wells, Melissa

2006-01-01

This article presents results from an evaluation of service learning in statistics courses for master of social work students. The article provides an overview of the application of a community-based statistics project, describes student feedback regarding the project, and illustrates some strengths and limitations of using this pedagogy with…
Solving problems with group work in problem-based learning: hold on to the philosophy.

PubMed

Dolmans, D H; Wolfhagen, I H; van der Vleuten, C P; Wijnen, W H

2001-09-01

Problem-based learning (PBL) has gained a foothold within many schools in higher education as a response to the problems faced within traditional education. Working with PBL tutorial groups is assumed to have positive effects on student learning. Several studies provide empirical evidence that PBL stimulates cognitive effects and leads to restructuring of knowledge and enhanced intrinsic interest in the subject matter. However, staff members do not always experience the positive effects of group work which they had hoped for. When confronted with problems in group work, such as students who only maintain an appearance of being actively involved and students who let others do the work, teachers all too often implement solutions which can be characterized as teacher- directed rather than student-directed. Teachers tend to choose solutions which are familiar from their own experience during professional training, i.e. using the teacher-directed model. These solutions are not effective in improving group work and the negative experiences persist. It is argued that teachers should hold on to the underlying educational philosophy when solving problems arising from group work in PBL, by choosing actions which are consistent with the student-directed view of education in PBL.
Designing a Web-Based Science Learning Environment for Model-Based Collaborative Inquiry

NASA Astrophysics Data System (ADS)

Sun, Daner; Looi, Chee-Kit

2013-02-01

The paper traces a research process in the design and development of a science learning environment called WiMVT (web-based inquirer with modeling and visualization technology). The WiMVT system is designed to help secondary school students build a sophisticated understanding of scientific conceptions, and the science inquiry process, as well as develop critical learning skills through model-based collaborative inquiry approach. It is intended to support collaborative inquiry, real-time social interaction, progressive modeling, and to provide multiple sources of scaffolding for students. We first discuss the theoretical underpinnings for synthesizing the WiMVT design framework, introduce the components and features of the system, and describe the proposed work flow of WiMVT instruction. We also elucidate our research approach that supports the development of the system. Finally, the findings of a pilot study are briefly presented to demonstrate of the potential for learning efficacy of the WiMVT implementation in science learning. Implications are drawn on how to improve the existing system, refine teaching strategies and provide feedback to researchers, designers and teachers. This pilot study informs designers like us on how to narrow the gap between the learning environment's intended design and its actual usage in the classroom.
Learning in Smaller Companies. Final Report.

ERIC Educational Resources Information Center

Seagraves, Liz; Osborne, Mike; Neal, Peter; Dockrell, Richard; Hartshorn, Christina; Boyd, Alison

The Learning in Smaller Companies (LISC) project was undertaken to develop links between academic institutions and work-based learning in Scotland. The University of Stirling worked with Falkirk College and Clackmannan College to create a number of work-based learning schemes for employers in small and medium-sized enterprises. The programs were…
Development of a Hospital-based Massage Therapy Course at an Academic Medical Center.

PubMed

Dion, Liza J; Cutshall, Susanne M; Rodgers, Nancy J; Hauschulz, Jennifer L; Dreyer, Nikol E; Thomley, Barbara S; Bauer, Brent

2015-03-01

Massage therapy is offered increasingly in US medical facilities. Although the United States has many massage schools, their education differs, along with licensure and standards. As massage therapy in hospitals expands and proves its value, massage therapists need increased training and skills in working with patients who have various complex medical concerns, to provide safe and effective treatment. These services for hospitalized patients can impact patient experience substantially and provide additional treatment options for pain and anxiety, among other symptoms. The present article summarizes the initial development and description of a hospital-based massage therapy course at a Midwest medical center. A hospital-based massage therapy course was developed on the basis of clinical experience and knowledge from massage therapists working in the complex medical environment. This massage therapy course had three components in its educational experience: online learning, classroom study, and a 25-hr shadowing experience. The in-classroom study portion included an entire day in the simulation center. The hospital-based massage therapy course addressed the educational needs of therapists transitioning to work with interdisciplinary medical teams and with patients who have complicated medical conditions. Feedback from students in the course indicated key learning opportunities and additional content that are needed to address the knowledge and skills necessary when providing massage therapy in a complex medical environment. The complexity of care in medical settings is increasing while the length of hospital stay is decreasing. For this reason, massage provided in the hospital requires more specialized training to work in these environments. This course provides an example initial step in how to address some of the educational needs of therapists who are transitioning to working in the complex medical environment.
Development of a Hospital-based Massage Therapy Course at an Academic Medical Center

PubMed Central

Dion, Liza J.; Cutshall, Susanne M.; Rodgers, Nancy J.; Hauschulz, Jennifer L.; Dreyer, Nikol E.; Thomley, Barbara S.; Bauer, Brent

2015-01-01

Background: Massage therapy is offered increasingly in US medical facilities. Although the United States has many massage schools, their education differs, along with licensure and standards. As massage therapy in hospitals expands and proves its value, massage therapists need increased training and skills in working with patients who have various complex medical concerns, to provide safe and effective treatment. These services for hospitalized patients can impact patient experience substantially and provide additional treatment options for pain and anxiety, among other symptoms. The present article summarizes the initial development and description of a hospital-based massage therapy course at a Midwest medical center. Methods: A hospital-based massage therapy course was developed on the basis of clinical experience and knowledge from massage therapists working in the complex medical environment. This massage therapy course had three components in its educational experience: online learning, classroom study, and a 25-hr shadowing experience. The in-classroom study portion included an entire day in the simulation center. Results: The hospital-based massage therapy course addressed the educational needs of therapists transitioning to work with interdisciplinary medical teams and with patients who have complicated medical conditions. Feedback from students in the course indicated key learning opportunities and additional content that are needed to address the knowledge and skills necessary when providing massage therapy in a complex medical environment. Conclusions: The complexity of care in medical settings is increasing while the length of hospital stay is decreasing. For this reason, massage provided in the hospital requires more specialized training to work in these environments. This course provides an example initial step in how to address some of the educational needs of therapists who are transitioning to working in the complex medical environment. PMID:25780472
Work-based learning: challenges and opportunities.

PubMed

Gallagher, Ann; Holland, Lesley

This article discusses some of the challenges and opportunities arising from the development and implementation of an innovative work-based open and distance learning programme available exclusively to healthcare assistants working in general health and mental health practice. The programme is based on a partnership between the sponsoring organisation and the Open University. The focus is on the development of standards of proficiency, service user involvement, partnership working, skills development and the pedagogic implications of a work-based learning format.
Energy matters: An investigation of drama pedagogy in the science classroom

NASA Astrophysics Data System (ADS)

Alrutz, Megan

The purpose of this study is to explore and document how informal and improvisational drama techniques affect student learning in the science classroom. While implementing a drama-based science unit, I examined multiple notions of learning, including, but not limited to, traditional notions of achievement, student understanding, student participation in the science classroom, and student engagement with, and knowledge of, science content. Employing an interpretivist research methodology, as outlined by Fredrick Erickson for qualitative analysis in the classroom, I collected data through personal observations; student and teacher interviews; written, artistic and performed class work; video-recorded class work; written tests; and questionnaires. In analyzing the data, I found strong support for student engagement during drama-based science instruction. The drama-based lessons provided structures that drew students into lessons, created enthusiasm for the science curriculum, and encouraged meaningful engagement with, and connections to, the science content, including the application and synthesis of science concepts and skills. By making student contributions essential to each of the lessons, and by challenging students to justify, explain, and clarify their understandings within a dramatic scenario, the classroom facilitators created a conducive learning environment that included both support for student ideas and intellectual rigor. The integration of drama-based pedagogy most affected student access to science learning and content. Students' participation levels, as well as their interest in both science and drama, increased during this drama-based science unit. In addition, the drama-based lessons accommodated multiple learning styles and interests, improving students' access to science content and perceptions of their learning experience and abilities. Finally, while the drama-based science lessons provided multiple opportunities for solidifying understanding of the science content, the data also revealed missed opportunities for sense-making within the delivery of several drama-based science lessons. In conclusion, this study demonstrates how the integration of drama and science prepares students for seeking, accessing, and organizing information in different ways, providing multiple means for students to build knowledge and understanding for actively participating in the changing world around us.
Work, Train, Win: Work-Based Learning Design and Management for Productivity Gains. OECD Education Working Papers, No. 135

ERIC Educational Resources Information Center

Kis, Viktoria

2016-01-01

Realising the potential of work-based learning schemes as a driver of productivity requires careful design and support. The length of work-based learning schemes should be adapted to the profile of productivity gains. A scheme that is too long for a given skill set might be unattractive for learners and waste public resources, but a scheme that is…
Work-Based Learning and Social Justice: "Learning to Labour" and the New Vocationalism in England

ERIC Educational Resources Information Center

Avis, James

2004-01-01

The article explores work-based learning in the context of current changes taking place in vocational education and training in England. It seeks to locate these within an understanding of the economy and the way in which work-based knowledge is construed. The article analyses these issues, drawing upon a literature that examines the work-based…
A case for safety leadership team training of hospital managers.

PubMed

Singer, Sara J; Hayes, Jennifer; Cooper, Jeffrey B; Vogt, Jay W; Sales, Michael; Aristidou, Angela; Gray, Garry C; Kiang, Mathew V; Meyer, Gregg S

2011-01-01

Delivering safe patient care remains an elusive goal. Resolving problems in complex organizations like hospitals requires managers to work together. Safety leadership training that encourages managers to exercise learning-oriented, team-based leadership behaviors could promote systemic problem solving and enhance patient safety. Despite the need for such training, few programs teach multidisciplinary groups of managers about specific behaviors that can enhance their role as leadership teams in the realm of patient safety. The aims of this study were to describe a learning-oriented, team-based, safety leadership training program composed of reinforcing exercises and to provide evidence confirming the need for such training and demonstrating behavior change among management groups after training. Twelve groups of managers from an academic medical center based in the Northeast United States were randomly selected to participate in the program and exposed to its customized, experience-based, integrated, multimodal curriculum. We extracted data from transcripts of four training sessions over 15 months with groups of managers about the need for the training in these groups and change in participants' awareness, professional behaviors, and group activity. Training transcripts confirmed the need for safety leadership team training and provided evidence of the potential for training to increase targeted behaviors. The training increased awareness and use of leadership behaviors among many managers and led to new routines and coordinated effort among most management groups. Enhanced learning-oriented leadership often helped promote a learning orientation in managers' work areas. Team-based training that promotes specific learning-oriented leader behaviors can promote behavioral change among multidisciplinary groups of hospital managers.
Processing speed enhances model-based over model-free reinforcement learning in the presence of high working memory functioning

PubMed Central

Schad, Daniel J.; Jünger, Elisabeth; Sebold, Miriam; Garbusow, Maria; Bernhardt, Nadine; Javadi, Amir-Homayoun; Zimmermann, Ulrich S.; Smolka, Michael N.; Heinz, Andreas; Rapp, Michael A.; Huys, Quentin J. M.

2014-01-01

Theories of decision-making and its neural substrates have long assumed the existence of two distinct and competing valuation systems, variously described as goal-directed vs. habitual, or, more recently and based on statistical arguments, as model-free vs. model-based reinforcement-learning. Though both have been shown to control choices, the cognitive abilities associated with these systems are under ongoing investigation. Here we examine the link to cognitive abilities, and find that individual differences in processing speed covary with a shift from model-free to model-based choice control in the presence of above-average working memory function. This suggests shared cognitive and neural processes; provides a bridge between literatures on intelligence and valuation; and may guide the development of process models of different valuation components. Furthermore, it provides a rationale for individual differences in the tendency to deploy valuation systems, which may be important for understanding the manifold neuropsychiatric diseases associated with malfunctions of valuation. PMID:25566131
Designing Worked Examples in Statics to Promote an Expert Stance: Working THRU vs. Working OUT

ERIC Educational Resources Information Center

Calfee, Robert; Stahovich, Thomas

2011-01-01

The purpose of this study was to examine the performance patterns of freshman engineering students as they completed a tutorial on freebody problems that employed a computer-based pen (CBP) to provide feedback and direct learning. A secondary analysis was conducted on detailed performance data for 16 participants from a freshman Engineering course…
The Greek Challenge in Work-Based Learning

ERIC Educational Resources Information Center

Taousanidis, Nikolaos I.; Antoniadou, Myrofora A.

2008-01-01

Work-based learning is generated, controlled and used within a community of practice and brings new understanding to pedagogical principles as the role of worker becomes also that of learner. This paper presents a series of opportunities of this type of learning, which even enables students to work at a distance, using open-learning techniques, as…
Cognitive state monitoring and the design of adaptive instruction in digital environments: lessons learned from cognitive workload assessment using a passive brain-computer interface approach

PubMed Central

Gerjets, Peter; Walter, Carina; Rosenstiel, Wolfgang; Bogdan, Martin; Zander, Thorsten O.

2014-01-01

According to Cognitive Load Theory (CLT), one of the crucial factors for successful learning is the type and amount of working-memory load (WML) learners experience while studying instructional materials. Optimal learning conditions are characterized by providing challenges for learners without inducing cognitive over- or underload. Thus, presenting instruction in a way that WML is constantly held within an optimal range with regard to learners' working-memory capacity might be a good method to provide these optimal conditions. The current paper elaborates how digital learning environments, which achieve this goal can be developed by combining approaches from Cognitive Psychology, Neuroscience, and Computer Science. One of the biggest obstacles that needs to be overcome is the lack of an unobtrusive method of continuously assessing learners' WML in real-time. We propose to solve this problem by applying passive Brain-Computer Interface (BCI) approaches to realistic learning scenarios in digital environments. In this paper we discuss the methodological and theoretical prospects and pitfalls of this approach based on results from the literature and from our own research. We present a strategy on how several inherent challenges of applying BCIs to WML and learning can be met by refining the psychological constructs behind WML, by exploring their neural signatures, by using these insights for sophisticated task designs, and by optimizing algorithms for analyzing electroencephalography (EEG) data. Based on this strategy we applied machine-learning algorithms for cross-task classifications of different levels of WML to tasks that involve studying realistic instructional materials. We obtained very promising results that yield several recommendations for future work. PMID:25538544
Educating Managers to Create Healthy Workplaces

ERIC Educational Resources Information Center

Gilbreath, Brad

2012-01-01

This article provides management educators with a comprehensive, research-based set of concepts they can use to enrich students' understanding of how to create healthy workplaces. To assist with that endeavor, learning objectives related to creating healthy workplaces are provided. Work environment stressors are discussed along with human and…
Innovation in collaborative health research training: the role of active learning.

PubMed

Poole, Gary; Egan, John P; Iqbal, Isabeau

2009-03-01

This paper describes and discusses the essential pedagogical elements of the Partnering in Community Health Research (PCHR) program, which was designed to address the training needs of researchers who participate in collaborative, interdisciplinary health research. These elements were intended to foster specific skills that helped learners develop research partnerships featuring knowledge, capabilities, values and attitudes needed for successful research projects. By establishing research teams called "clusters", PCHR provided research training and experience for graduate students and post-doctoral fellows, as well as for community health workers and professionals. Pedagogical elements relied on active learning approaches such as inquiry-based and experience-based learning. Links between these elements and learning approaches are explained. Through their work in cluster-based applied research projects, the development of learning plans, and cross-cluster learning events, trainees acquired collaborative research competencies that were valuable, relevant and theoretically informed.
20 CFR 670.520 - Are students permitted to hold jobs other than work-based learning opportunities?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 20 Employees' Benefits 4 2012-04-01 2012-04-01 false Are students permitted to hold jobs other than work-based learning opportunities? 670.520 Section 670.520 Employees' Benefits EMPLOYMENT AND... than work-based learning opportunities? Yes, a center operator may authorize a student to participate...
20 CFR 670.520 - Are students permitted to hold jobs other than work-based learning opportunities?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 20 Employees' Benefits 4 2013-04-01 2013-04-01 false Are students permitted to hold jobs other than work-based learning opportunities? 670.520 Section 670.520 Employees' Benefits EMPLOYMENT AND... than work-based learning opportunities? Yes, a center operator may authorize a student to participate...

20 CFR 670.520 - Are students permitted to hold jobs other than work-based learning opportunities?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 20 Employees' Benefits 4 2014-04-01 2014-04-01 false Are students permitted to hold jobs other than work-based learning opportunities? 670.520 Section 670.520 Employees' Benefits EMPLOYMENT AND... than work-based learning opportunities? Yes, a center operator may authorize a student to participate...
Statewide Work-Based Learning Intermediary Network: Fiscal Year 2014 Report

ERIC Educational Resources Information Center

Iowa Department of Education, 2014

2014-01-01

The Statewide Work-based Learning Intermediary Network Fiscal Year 2014 Report summarizes fiscal year 2014 (FY14) work-based learning activities of the 15 regional intermediary networks. This report includes activities which occurred between October 1, 2013, to June 30, 2014. It is notable that some intermediary regional networks have been in…
Florida's Work-Based Learning and Child Labor Law. Resource Guide.

ERIC Educational Resources Information Center

Florida State Univ., Tallahassee. School-to-Work Clearinghouse.

This guide was developed to address issues related to work-based learning experiences at an employer's worksite and to explain when and how federal and state (Florida) labor laws and minimum wage provisions apply. It includes the following documents: "Definitions of Terms--Work Based Learning" (Institute for Workforce Competitiveness);…
Understanding Core Skills and Influences in Primary School Science Learning: Taking a Scientific Approach

ERIC Educational Resources Information Center

Tolmie, Andy

2012-01-01

Recent years have seen substantial improvements in the teaching of reading and early arithmetic based on rigorous analysis of the component learning skills involved in these areas and of the ways they are developed. Despite the importance attached to science, there has been very little comparable work that might provide a steer to primary school…
Discovering and Articulating What Is Not yet Known: Using Action Learning and Grounded Theory as a Knowledge Management Strategy

ERIC Educational Resources Information Center

Pauleen, David J.; Corbitt, Brian; Yoong, Pak

2007-01-01

Purpose: To provide a conceptual model for the discovery and articulation of emergent organizational knowledge, particularly knowledge that develops when people work with new technologies. Design/methodology/approach: The model is based on two widely accepted research methods--action learning and grounded theory--and is illustrated using a case…
From the Reality of Work to Grounded Work-Based Learning in German Vocational Education and Training: Background, Concept and Tools

ERIC Educational Resources Information Center

Gessler, Michael; Howe, Falk

2015-01-01

The "Riga Conclusions" of the European Ministries of Education of 22 June 2015 for the orientation of vocational education and training in Europe are promoting work-based learning as one of five "medium-term deliverables" for the next five years. But: How should and can work-based teaching and learning be designed? Our approach…
Enhancing Social Work Education through Team-Based Learning

ERIC Educational Resources Information Center

Gillespie, Judy

2012-01-01

Group learning strategies are used extensively in social work education, despite the challenges and negative outcomes regularly experienced by students and faculty. Building on principles of cooperative learning, team-based learning offers a more structured approach that maximizes the benefits of cooperative learning while also offering…
Multi-scale learning based segmentation of glands in digital colonrectal pathology images.

PubMed

Gao, Yi; Liu, William; Arjun, Shipra; Zhu, Liangjia; Ratner, Vadim; Kurc, Tahsin; Saltz, Joel; Tannenbaum, Allen

2016-02-01

Digital histopathological images provide detailed spatial information of the tissue at micrometer resolution. Among the available contents in the pathology images, meso-scale information, such as the gland morphology, texture, and distribution, are useful diagnostic features. In this work, focusing on the colon-rectal cancer tissue samples, we propose a multi-scale learning based segmentation scheme for the glands in the colon-rectal digital pathology slides. The algorithm learns the gland and non-gland textures from a set of training images in various scales through a sparse dictionary representation. After the learning step, the dictionaries are used collectively to perform the classification and segmentation for the new image.
Multi-scale learning based segmentation of glands in digital colonrectal pathology images

NASA Astrophysics Data System (ADS)

Gao, Yi; Liu, William; Arjun, Shipra; Zhu, Liangjia; Ratner, Vadim; Kurc, Tahsin; Saltz, Joel; Tannenbaum, Allen

2016-03-01

Digital histopathological images provide detailed spatial information of the tissue at micrometer resolution. Among the available contents in the pathology images, meso-scale information, such as the gland morphology, texture, and distribution, are useful diagnostic features. In this work, focusing on the colon-rectal cancer tissue samples, we propose a multi-scale learning based segmentation scheme for the glands in the colon-rectal digital pathology slides. The algorithm learns the gland and non-gland textures from a set of training images in various scales through a sparse dictionary representation. After the learning step, the dictionaries are used collectively to perform the classification and segmentation for the new image.
Patient-Centered Precision Health In A Learning Health Care System: Geisinger's Genomic Medicine Experience.

PubMed

Williams, Marc S; Buchanan, Adam H; Davis, F Daniel; Faucett, W Andrew; Hallquist, Miranda L G; Leader, Joseph B; Martin, Christa L; McCormick, Cara Z; Meyer, Michelle N; Murray, Michael F; Rahm, Alanna K; Schwartz, Marci L B; Sturm, Amy C; Wagner, Jennifer K; Williams, Janet L; Willard, Huntington F; Ledbetter, David H

2018-05-01

Health care delivery is increasingly influenced by the emerging concepts of precision health and the learning health care system. Although not synonymous with precision health, genomics is a key enabler of individualized care. Delivering patient-centered, genomics-informed care based on individual-level data in the current national landscape of health care delivery is a daunting challenge. Problems to overcome include data generation, analysis, storage, and transfer; knowledge management and representation for patients and providers at the point of care; process management; and outcomes definition, collection, and analysis. Development, testing, and implementation of a genomics-informed program requires multidisciplinary collaboration and building the concepts of precision health into a multilevel implementation framework. Using the principles of a learning health care system provides a promising solution. This article describes the implementation of population-based genomic medicine in an integrated learning health care system-a working example of a precision health program.
Learning with the Arts: What Opportunities Are There for Work-Related Adult Learning?

ERIC Educational Resources Information Center

Manning, Claire; Verenikina, Irina; Brown, Ian

2010-01-01

What can arts-based learning offer to adult, work-related education? A study was undertaken that explored the benefits of learning with the arts for professional development of an adult learner in Australia. The individual experiences of nine adults who participated in arts-based workshops to build work-related skills were examined using the…
Work-Based Learning for Adolescents with Learning Disabilities: Creating a Context for Success

ERIC Educational Resources Information Center

Versnel, Joan; Hutchinson, Nancy L.; Munby, Hugh; Chin, Peter

2008-01-01

This paper describes cases of two adolescents with learning disabilities working in automotive repair businesses as part of a work-based education program. Neither adolescent was judged to have been successful by the workplace supervisors. The frameworks chosen for analyzing these cases draw upon recent work in self-determination, workplace…
Strategies for Teaching Fractions: Using Error Analysis for Intervention and Assessment

ERIC Educational Resources Information Center

Spangler, David B.

2011-01-01

Many students struggle with fractions and must understand them before learning higher-level math. Veteran educator David B. Spangler provides research-based tools that are aligned with NCTM and Common Core State Standards. He outlines powerful diagnostic methods for analyzing student work and providing timely, specific, and meaningful…
Lewin's Impact on Education: Instilling Cooperation and Conflict Management Skills in School Children.

ERIC Educational Resources Information Center

Maruyama, Geoffrey

1992-01-01

A Lewinian orientation to educational problems fits current innovative thinking in education (e.g., models for making education multicultural), and provides the bases of important applied work on cooperative learning techniques and constructive ways of structuring conflict within educational settings. Lewinian field theory provides a broad…
Massachusetts One-Stop Career Centers: Job Placement for Disadvantaged Students

ERIC Educational Resources Information Center

Matrundola, Lisa A.

2010-01-01

This study investigated the services provided to students' participating in career preparation programs (e.g., career counseling, mentoring, apprenticeships, work-based learning, or GED programs) provided by the Massachusetts One-Stop Career Centers. A study conducted by the President's Task Force for Disadvantaged Students (2003) found that…
Entanglement-Based Machine Learning on a Quantum Computer

NASA Astrophysics Data System (ADS)

Cai, X.-D.; Wu, D.; Su, Z.-E.; Chen, M.-C.; Wang, X.-L.; Li, Li; Liu, N.-L.; Lu, C.-Y.; Pan, J.-W.

2015-03-01

Machine learning, a branch of artificial intelligence, learns from previous experience to optimize performance, which is ubiquitous in various fields such as computer sciences, financial analysis, robotics, and bioinformatics. A challenge is that machine learning with the rapidly growing "big data" could become intractable for classical computers. Recently, quantum machine learning algorithms [Lloyd, Mohseni, and Rebentrost, arXiv.1307.0411] were proposed which could offer an exponential speedup over classical algorithms. Here, we report the first experimental entanglement-based classification of two-, four-, and eight-dimensional vectors to different clusters using a small-scale photonic quantum computer, which are then used to implement supervised and unsupervised machine learning. The results demonstrate the working principle of using quantum computers to manipulate and classify high-dimensional vectors, the core mathematical routine in machine learning. The method can, in principle, be scaled to larger numbers of qubits, and may provide a new route to accelerate machine learning.
Correlation of self-assessment with attendance in an evidence-based medicine course.

PubMed

Ramirez, Beatriz U

2015-12-01

In previous studies, correlations between attendance and grades in lectures have given variable results and, when statistically significant, the correlation has been weak. In some studies, a sex effect has been reported. Lectures are a teacher-centered learning activity. Therefore, it appeared interesting to evaluate if a stronger correlation between attendance and grades would occur in a face-to-face "evidence-based medicine" course with few lectures and more time dedicated to active learning methods. Small-group work and peer learning were used to foster deep learning and to engage students in their own learning process. Most of the time, students worked in small groups solving contextualized problems and critically analyzing the quality of published medical literature. Peer learning was also developed in collaborative evaluations, and constant feedback was provided. Therefore, it was hypothesized that high attenders would develop a higher self-perception of learning and obtain higher marks than low attenders. Student self-perceptions of their capacity to apply evidence-based medicine were measured by the application of an online self-assessment survey, and objective learning was measured as the grades obtained in a final accumulative individual test. It was found that male students obtained higher grades and were more confident in their achievements than their female peers, despite male and female student attendance being similar. In addition, attendance was correlated with the perceived capacity to apply evidence-based medicine only in male students and was not correlated with academic outcome. Copyright © 2015 The American Physiological Society.
More than just a game: the role of simulation in the teaching of product design and entrepreneurship to mechanical engineering students

NASA Astrophysics Data System (ADS)

Costello, Gabriel J.

2017-11-01

The purpose of this work is to contribute to the debate on the best pedagogical approach to developing undergraduate mechanical engineering skills to meet the requirements of contemporary complex working environments. The paper provides an example of using student-entrepreneur collaboration in the teaching of modules to Mechanical Engineering final-year students. Problem-based learning (PBL) is one of the most significant recent innovations in the area of education for the professions. This work proposes to make an original contribution by simulating a real-life entrepreneur interaction for the students. The current literature largely confines simulation-based learning to computer applications such as games. However, this paper argues that role playing by students interfacing with technology start-ups can also be regarded as 'simulation' in a wider sense. Consequently, the paper proposes the concept of simulation-action learning as an enhancement of PBL and to distinguish it from computer simulation.
The Challenges of Work-Based Learning in the Changing Context of the European Higher Education Area

ERIC Educational Resources Information Center

Schmidt, Reinhard; Gibbs, Paul

2009-01-01

This article discusses the key features of the common European framework for work-based learning (WBL) of the "Developing European Work Based Learning Approaches and Methods" (DEWBLAM) project (2003-2006). It examines the context of recent European initiatives and comments on the potential implications for policy, practice and theory,…
The Use of Work-Based Learning Pedagogical Perspectives to Inform Flexible Practice within Higher Education

ERIC Educational Resources Information Center

Nottingham, Paula

2016-01-01

The renewed emphasis on developing flexible learning practices in higher education (HE) underscores the importance of understanding pedagogies for students who are based in the workplace or undertake significant work-related elements of study. This paper draws on research that explores how work-based learning (WBL) pedagogy operates in UK HE using…

The Physics Learning Center at the University of Wisconsin-Madison

NASA Astrophysics Data System (ADS)

Nossal, S. M.; Watson, L. E.; Hooper, E.; Huesmann, A.; Schenker, B.; Timbie, P.; Rzchowski, M.

2013-03-01

The Physics Learning Center at the University of Wisconsin-Madison provides academic support and small-group supplemental instruction to students studying introductory algebra-based and calculus-based physics. These classes are gateway courses for majors in the biological and physical sciences, pre-health fields, engineering, and secondary science education. The Physics Learning Center offers supplemental instruction groups twice weekly where students can discuss concepts and practice with problem-solving techniques. The Center also provides students with access on-line resources that stress conceptual understanding, and to exam review sessions. Participants in our program include returning adults, people from historically underrepresented racial/ethnic groups, students from families in lower-income circumstances, students in the first generation of their family to attend college, transfer students, veterans, and people with disabilities, all of whom might feel isolated in their large introductory course and thus have a more difficult time finding study partners. We also work with students potentially at-risk for having academic difficulty (due to factors academic probation, weak math background, low first exam score, or no high school physics). A second mission of the Physics Learning Center is to provide teacher training and leadership experience for undergraduate Peer Mentor Tutors. These Peer Tutors lead the majority of the weekly group sessions in close supervision by PLC staff members. We will describe our work to support students in the Physics Learning Center, including our teacher-training program for our undergraduate Peer Mentor Tutors
An Evaluation Quality Framework for Analysing School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module

NASA Astrophysics Data System (ADS)

Alseddiqi, M.; Mishra, R.; Pislaru, C.

2012-05-01

The paper presents the results from a quality framework to measure the effectiveness of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Technical and Vocational Education (TVE) system in Bahrain. The framework is an extended version of existing information quality frameworks with respect to pedagogical and technological contexts. It incorporates specific pedagogical and technological dimensions as per the Bahrain modern industry requirements. Users' views questionnaire on the effectiveness of the new transition module was distributed to various stakeholders including TVE teachers and students. The aim was to receive critical information in diagnosing, monitoring and evaluating different views and perceptions about the effectiveness of the new module. The analysis categorised the quality dimensions by their relative importance. This was carried out using the principal component analysis available in SPSS. The analysis clearly identified the most important quality dimensions integrated in the new module for SBL-to-WBL transition. It was also apparent that the new module contains workplace proficiencies, prepares TVE students for work placement, provides effective teaching and learning methodologies, integrates innovative technology in the process of learning, meets modern industrial needs, and presents a cooperative learning environment for TVE students. From the principal component analysis finding, to calculate the percentage of relative importance of each factor and its quality dimensions, was significant. The percentage comparison would justify the most important factor as well as the most important quality dimensions. Also, the new, re-arranged quality dimensions from the finding with an extended number of factors tended to improve the extended version of the quality information framework to a revised quality framework.
Educating nurses about research ethics and practices with a self-directed practice-based learning program.

PubMed

Cibulka, Nancy J

2011-11-01

Learner-driven and practice-based education programs are recommended for integration of learning. A continuing education program on research ethics was introduced to five nurses in an ambulatory care setting at a Magnet® hospital, using a commercially available web-based course followed by a research practicum. The seasoned nurses reported little previous education in this area. Working with a nurse researcher, three nurses participated in a research project for improving clinic care delivery. The success of the continuing education program was determined by knowledge acquisition, satisfaction with learning activities, and perceived confidence in research participation. This continuing education program was effective in providing for knowledge and skill development in research ethics. The integrative learning format was well received. Copyright 2011, SLACK Incorporated.
An evaluation of an interprofessional practice-based learning environment using student reflections.

PubMed

Housley, Cora L; Neill, Kathryn K; White, Lanita S; Tedder, Andrea T; Castleberry, Ashley N

2018-01-01

The 12th Street Health and Wellness Center is an interprofessional, student-led, community-based clinic. Students from all University of Arkansas for Medical Sciences colleges work together to provide healthcare services for residents of an underserved community. Interprofessional student teams assess patients and present to an interprofessional preceptor team. At the conclusion of clinic, teams reflect on their experience. The objective of this study is to generate key themes from the end of clinic reflections to describe learning outcomes in an interprofessional practice environment. Student teams were asked to reflect on what they learned about patient care and interprofessional practice while volunteering at the clinic. Three hundred eighty reflection statements were assessed using the constant comparative approach with open coding by three researchers who identified and categorised themes by selecting key phrases from reflections. Eight themes emerged from this process which illuminated students' self-perceived development during practice-based learning and interprofessional collaboration. Key phrases were also coded to the four core Interprofessional Education Collaborative competency domains. These results suggest learners' perception that the Center is a practice-based environment that provides an opportunity to learn, integrate, and apply interprofessional curricular content.
Straddling care and education: Developing interprofessional collaboration through a hotspotting service learning project.

PubMed

Jones, Anne C; Li, Trudy; Zomorodi, Meg; Broadhurst, Rob; Weil, Amy B

2018-06-01

Interprofessional (IP) team work has been shown to decrease burnout and improve care and decrease costs. However, institutional barriers have challenged adoption in practice and education. Faculty and students are turning to IP service-learning projects to help students gain experience and provide needed services. This paper highlights a "hotspotting" program where students from different health professions work collaboratively to improve high utilizing patients' health. Benefits, challenges and preliminary results including cost savings and student efficacy are shared. Institutions should surmount barriers that make hotspotting service-learning challenging as IP team-based experiences prepare students for the workplace and can help mitigate burnout. Copyright © 2018 Elsevier Inc. All rights reserved.
Twelve tips for delivering successful interprofessional case conferences.

PubMed

O'Brien, Bridget C; Patel, Shalini R; Pearson, Meg; Eastburn, Abigail P; Earnest, Gillian E; Strewler, Anna; Gager, Krista; Manuel, Jennifer K; Dulay, Maya; Bachhuber, Melissa R; Shunk, Rebecca

2017-12-01

Interprofessional case conferences (ICCs) offer an interactive, practical way to engage members of two or more health professions in discussions that involve learning and working together to improve patient care. Well-orchestrated ICCs provide opportunities to integrate interprofessional (IP) education into routine clinical practice. The authors provide 12 tips to support the conceptualization, planning, implementation, facilitation, evaluation, and sustainability of ICCs. They draw from extensive experience as IP educators and facilitators of ICCs and from literature on IP education, case-based learning, small-group facilitation, peer-assisted learning, and learner engagement - all of which offer insights into ICCs but have not been integrated and applied to this context.
Out of the Comfort Zone: Enhancing Work-Based Learning about Employability through Student Reflection on Work Placements

ERIC Educational Resources Information Center

Eden, Sally

2014-01-01

This paper examines the work-based learning about employability reported by 26 undergraduate Geography and Environmental Management students on part-time, unpaid work placements. The students' "reflective essays" emphasized their learning more in terms of emotional challenges than in terms of skills, as being pushed out of their…
Exploring deliberate practice in medicine: how do physicians learn in the workplace?

PubMed

van de Wiel, Margje W J; Van den Bossche, Piet; Janssen, Sandra; Jossberger, Helen

2011-03-01

Medical professionals need to keep on learning as part of their everyday work to deliver high-quality health care. Although the importance of physicians' learning is widely recognized, few studies have investigated how they learn in the workplace. Based on insights from deliberate practice research, this study examined the activities physicians engage in during their work that might further their professional development. As deliberate practice requires a focused effort to improve performance, the study also examined the goals underlying this behaviour. Semi-structured interviews were conducted with 50 internal medicine physicians: 19 residents, 18 internists working at a university hospital, and 13 working at a non-university hospital. The results showed that learning in medical practice was very much embedded in clinical work. Most relevant learning activities were directly related to patient care rather than motivated by competence improvement goals. Advice and feedback were sought when necessary to provide this care. Performance standards were tied to patients' conditions. The patients encountered and the discussions with colleagues about patients were valued most for professional development, while teaching and updating activities were also valued in this respect. In conclusion, physicians' learning is largely guided by practical experience rather than deliberately sought. When professionals interact in diagnosing and treating patients to achieve high-quality care, their experiences contribute to expertise development. However, much could be gained from managing learning opportunities more explicitly. We offer suggestions for increasing the focus on learning in medical practice and further research.
Lo que da buen resultado en casa. Resultados de la investigacion y Actividades de aprendizaje: Sentido comun y diversion para ninos y adultos (What Works at Home. Research Findings and Learning Activities: Common Sense and Fun for Adults and Children).

ERIC Educational Resources Information Center

Crook, Shirley, Ed.

As part of an effort to encourage Hispanic parents to help their children in school, this home learning guide, which can also be obtained in taped versions, provides parents with learning activities with which to engage their children. Based on research findings, the activities are divided into the following categories: curriculum of the home,…
Learning Bridge Tool to Improve Student Learning, Preceptor Training, and Faculty Teamwork

PubMed Central

Cawley, Pauline; Arendt, Cassandra S.

2011-01-01

Objectives To implement a Learning Bridge tool to improve educational outcomes for pharmacy students as well as for preceptors and faculty members. Design Pharmacy faculty members collaborated to write 9 case-based assignments that first-year pharmacy (P1) students worked with preceptors to complete while at experiential sites. Assessment Students, faculty members, and preceptors were surveyed about their perceptions of the Learning Bridge process. As in our pilot study,1 the Learning Bridge process promoted student learning. Additionally, the Learning Bridge assignments familiarized preceptors with the school's P1 curriculum and its content. Faculty teamwork also was increased through collaborating on the assignments. Conclusions The Learning Bridge assignments provided a compelling learning environment and benefited students, preceptors, and faculty members. PMID:21655400
Learning bridge tool to improve student learning, preceptor training, and faculty teamwork.

PubMed

Karimi, Reza; Cawley, Pauline; Arendt, Cassandra S

2011-04-11

To implement a Learning Bridge tool to improve educational outcomes for pharmacy students as well as for preceptors and faculty members. Pharmacy faculty members collaborated to write 9 case-based assignments that first-year pharmacy (P1) students worked with preceptors to complete while at experiential sites. Students, faculty members, and preceptors were surveyed about their perceptions of the Learning Bridge process. As in our pilot study,(1) the Learning Bridge process promoted student learning. Additionally, the Learning Bridge assignments familiarized preceptors with the school's P1 curriculum and its content. Faculty teamwork also was increased through collaborating on the assignments. The Learning Bridge assignments provided a compelling learning environment and benefited students, preceptors, and faculty members.
Work-based learning as a means of developing and assessing nursing competence.

PubMed

Flanagan, J; Baldwin, S; Clarke, D

2000-05-01

Work-Based Learning is the bringing together of self-knowledge, expertise at work and formal knowledge. It takes a structured and learner-managed approach to maximizing opportunities for learning and professional development in the workplace. The development and assessment of nursing competence can be facilitated through Work-Based Learning, although this may require pedagogic and structural changes within nurse education. There are a number of conditions which must accompany effective participative learning, and these are discussed in the paper in relation to examples of nursing programmes. This method of learning and assessment has potential to bridge the gap between theory and practice, and as such it can only be achieved through commitment and partnership between the individual practitioner, clinical services and universities.
Design of simulation-based medical education and advantages and disadvantages of in situ simulation versus off-site simulation.

PubMed

Sørensen, Jette Led; Østergaard, Doris; LeBlanc, Vicki; Ottesen, Bent; Konge, Lars; Dieckmann, Peter; Van der Vleuten, Cees

2017-01-21

Simulation-based medical education (SBME) has traditionally been conducted as off-site simulation in simulation centres. Some hospital departments also provide off-site simulation using in-house training room(s) set up for simulation away from the clinical setting, and these activities are called in-house training. In-house training facilities can be part of hospital departments and resemble to some extent simulation centres but often have less technical equipment. In situ simulation, introduced over the past decade, mainly comprises of team-based activities and occurs in patient care units with healthcare professionals in their own working environment. Thus, this intentional blend of simulation and real working environments means that in situ simulation brings simulation to the real working environment and provides training where people work. In situ simulation can be either announced or unannounced, the latter also known as a drill. This article presents and discusses the design of SBME and the advantage and disadvantage of the different simulation settings, such as training in simulation-centres, in-house simulations in hospital departments, announced or unannounced in situ simulations. Non-randomised studies argue that in situ simulation is more effective for educational purposes than other types of simulation settings. Conversely, the few comparison studies that exist, either randomised or retrospective, show that choice of setting does not seem to influence individual or team learning. However, hospital department-based simulations, such as in-house simulation and in situ simulation, lead to a gain in organisational learning. To our knowledge no studies have compared announced and unannounced in situ simulation. The literature suggests some improved organisational learning from unannounced in situ simulation; however, unannounced in situ simulation was also found to be challenging to plan and conduct, and more stressful among participants. The importance of setting, context and fidelity are discussed. Based on the current limited research we suggest that choice of setting for simulations does not seem to influence individual and team learning. Department-based local simulation, such as simulation in-house and especially in situ simulation, leads to gains in organisational learning. The overall objectives of simulation-based education and factors such as feasibility can help determine choice of simulation setting.
Virtual Enterprises and Vocational Training.

ERIC Educational Resources Information Center

Kreber, Stefan

2001-01-01

Characteristics of virtual enterprises (client oriented, temporary working organizations that dissolve after solving specific problems, extensive technological applications) can be applied to vocational training. Virtual learning centers can provide web-based training intraorganizationally and interorganizationally via intranets and extranets. (SK)
A Comparative Case Analysis of the Innovation in Five STEM Schools Based on Zhao's Framework for 21st Century World Class Learners

ERIC Educational Resources Information Center

Griffin, Patricia A.

2015-01-01

STEM Schools purport to prepare students to learn and work in the 21st Century by providing students with innovative learning experiences through the interdisciplinary integration of science, technology, engineering, and math (Tsupros, 2009). Advocates of STEM and innovative school models argue that the traditional school system does not and…
Shoot for the Moon! the Mentors and the Middle Schoolers Explore the Intersection of Design Thinking and STEM

ERIC Educational Resources Information Center

Carroll, Maureen P.

2014-01-01

This paper describes the journey of a group of university students as they worked with underserved middle school students as mentors in a STEM-based afterschool program. Design thinking provided a frame within which students learned how to be mentors, how to create user-centered learning experiences, and how to share their experiences as…
Student Use of Academic Knowledge and Skills in Work-Based Learning

ERIC Educational Resources Information Center

Hawley, Joshua D.; Marks, Helen M.

2006-01-01

Using data from in a large Mid-western district, this study analyses the use of academic skills in work-based learning. The primary question asked in this study has to do with the impact of participating in work-based learning on the use of academic skills. Four sets of academic skills were measured using surveys (language arts, math, science, and…
Assessing the Value: Work-Based Learning Placements for Post-Graduate Human Resource Development Students?

ERIC Educational Resources Information Center

Morse, Shona M.

2006-01-01

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

PubMed

Breen, Henny

2013-01-01

This study was designed to explore the concept of virtual collaboration within the context of an online learning environment in an academic setting. Rodgers' method of evolutionary concept analysis was used to provide a contextual view of the concept to identify attributes, antecedents, and consequences of virtual collaboration. Commonly used terms to describe virtual collaboration are collaborative and cooperative learning, group work, group interaction, group learning, and teamwork. A constructivist pedagogy, group-based process with a shared purpose, support, and web-based technology is required for virtual collaboration to take place. Consequences of virtual collaboration are higher order thinking and learning to work with others. A comprehensive definition of virtual collaboration is offered as an outcome of this analysis. Clarification of virtual collaboration prior to using it as a pedagogical tool in the online learning environment will enhance nursing education with the changes in nursing curriculum being implemented today. Further research is recommended to describe the developmental stages of the collaborative process among nursing students in online education and how virtual collaboration facilitates collaboration in practice. © 2013 Wiley Periodicals, Inc.
Integrating Mathematical Modeling for Undergraduate Pre-Service Science Education Learning and Instruction in Middle School Classrooms

ERIC Educational Resources Information Center

Carrejo, David; Robertson, William H.

2011-01-01

Computer-based mathematical modeling in physics is a process of constructing models of concepts and the relationships between them in the scientific characteristics of work. In this manner, computer-based modeling integrates the interactions of natural phenomenon through the use of models, which provide structure for theories and a base for…

Not as Hard as You Think: Engaging High School Students in Work-Based Learning

ERIC Educational Resources Information Center

Cahill, Charlotte; Jackson, Sheila

2015-01-01

Employers interested in working with young people are often concerned about possible barriers that may limit youth's access to workplaces, such as labor laws and liability issues. Employers who eagerly partner with educators to provide guest speakers and company tours might nonetheless be hesitant to invite students into workplaces for experiences…
Graduate Teaching Assistants' Perceptions of Teaching Competencies Required for Work in Undergraduate Science Labs

ERIC Educational Resources Information Center

Deacon, Christopher; Hajek, Allyson; Schulz, Henry

2017-01-01

Many post-secondary institutions provide training and resources to help GTAs fulfil their teaching roles. However, few programmes focus specifically on the teaching competencies required by GTAs who work with undergraduate students in laboratory settings where learning tends to be more active and inquiry based than in classroom settings. From a…
Ask-the-expert: Active Learning Based Knowledge Discovery Using the Expert

NASA Technical Reports Server (NTRS)

Das, Kamalika; Avrekh, Ilya; Matthews, Bryan; Sharma, Manali; Oza, Nikunj

2017-01-01

Often the manual review of large data sets, either for purposes of labeling unlabeled instances or for classifying meaningful results from uninteresting (but statistically significant) ones is extremely resource intensive, especially in terms of subject matter expert (SME) time. Use of active learning has been shown to diminish this review time significantly. However, since active learning is an iterative process of learning a classifier based on a small number of SME-provided labels at each iteration, the lack of an enabling tool can hinder the process of adoption of these technologies in real-life, in spite of their labor-saving potential. In this demo we present ASK-the-Expert, an interactive tool that allows SMEs to review instances from a data set and provide labels within a single framework. ASK-the-Expert is powered by an active learning algorithm for training a classifier in the backend. We demonstrate this system in the context of an aviation safety application, but the tool can be adopted to work as a simple review and labeling tool as well, without the use of active learning.
Ask-the-Expert: Active Learning Based Knowledge Discovery Using the Expert

NASA Technical Reports Server (NTRS)

Das, Kamalika

2017-01-01

Often the manual review of large data sets, either for purposes of labeling unlabeled instances or for classifying meaningful results from uninteresting (but statistically significant) ones is extremely resource intensive, especially in terms of subject matter expert (SME) time. Use of active learning has been shown to diminish this review time significantly. However, since active learning is an iterative process of learning a classifier based on a small number of SME-provided labels at each iteration, the lack of an enabling tool can hinder the process of adoption of these technologies in real-life, in spite of their labor-saving potential. In this demo we present ASK-the-Expert, an interactive tool that allows SMEs to review instances from a data set and provide labels within a single framework. ASK-the-Expert is powered by an active learning algorithm for training a classifier in the back end. We demonstrate this system in the context of an aviation safety application, but the tool can be adopted to work as a simple review and labeling tool as well, without the use of active learning.
Experiential Learning in Accounting Work-Integrated Learning: A Three-Way Partnership

ERIC Educational Resources Information Center

Elijido-Ten, Evangeline; Kloot, Louise

2015-01-01

Purpose: Work-integrated learning (WIL) helps improve the work readiness of accounting graduates. The purpose of this paper is to explore the role played by large and small-to-medium enterprise (SME) employers in providing experiential learning opportunities to accounting students in an Australian higher education context.…
Paired-Associate and Feedback-Based Weather Prediction Tasks Support Multiple Category Learning Systems.

PubMed

Li, Kaiyun; Fu, Qiufang; Sun, Xunwei; Zhou, Xiaoyan; Fu, Xiaolan

2016-01-01

It remains unclear whether probabilistic category learning in the feedback-based weather prediction task (FB-WPT) can be mediated by a non-declarative or procedural learning system. To address this issue, we compared the effects of training time and verbal working memory, which influence the declarative learning system but not the non-declarative learning system, in the FB and paired-associate (PA) WPTs, as the PA task recruits a declarative learning system. The results of Experiment 1 showed that the optimal accuracy in the PA condition was significantly decreased when the training time was reduced from 7 to 3 s, but this did not occur in the FB condition, although shortened training time impaired the acquisition of explicit knowledge in both conditions. The results of Experiment 2 showed that the concurrent working memory task impaired the optimal accuracy and the acquisition of explicit knowledge in the PA condition but did not influence the optimal accuracy or the acquisition of self-insight knowledge in the FB condition. The apparent dissociation results between the FB and PA conditions suggested that a non-declarative or procedural learning system is involved in the FB-WPT and provided new evidence for the multiple-systems theory of human category learning.
Paired-Associate and Feedback-Based Weather Prediction Tasks Support Multiple Category Learning Systems

PubMed Central

Li, Kaiyun; Fu, Qiufang; Sun, Xunwei; Zhou, Xiaoyan; Fu, Xiaolan

2016-01-01

It remains unclear whether probabilistic category learning in the feedback-based weather prediction task (FB-WPT) can be mediated by a non-declarative or procedural learning system. To address this issue, we compared the effects of training time and verbal working memory, which influence the declarative learning system but not the non-declarative learning system, in the FB and paired-associate (PA) WPTs, as the PA task recruits a declarative learning system. The results of Experiment 1 showed that the optimal accuracy in the PA condition was significantly decreased when the training time was reduced from 7 to 3 s, but this did not occur in the FB condition, although shortened training time impaired the acquisition of explicit knowledge in both conditions. The results of Experiment 2 showed that the concurrent working memory task impaired the optimal accuracy and the acquisition of explicit knowledge in the PA condition but did not influence the optimal accuracy or the acquisition of self-insight knowledge in the FB condition. The apparent dissociation results between the FB and PA conditions suggested that a non-declarative or procedural learning system is involved in the FB-WPT and provided new evidence for the multiple-systems theory of human category learning. PMID:27445958
The Pathway Active Learning Environment: An interactive web-based tool for physics education

NASA Astrophysics Data System (ADS)

Nakamura, Christopher Matthew

The work described here represents an effort to design, construct, and test an interactive online multimedia learning environment that can provide physics instruction to students in their homes. The system was designed with one-on-one human tutoring in mind as the mode of instruction. The system uses an original combination of a video-based tutor that incorporates natural language processing video-centered lessons and additional illustrative multimedia. Our Synthetic Interview (SI) tutor provides pre-recorded video answers from expert physics instructors in response to students' typed natural language questions. Our lessons cover Newton's laws and provide a context for the tutoring interaction to occur, connect physics ideas to real-world behavior of mechanical systems, and allow for quantitative testing of physics. Additional multimedia can be used to supplement the SI tutors' explanations and illustrate the physics of interest. The system is targeted at students of algebra-based and concept-based physics at the college and high school level. The system logs queries to the SI tutor, responses to lesson questions and several other interactions with the system, tagging those interactions with a username and timestamp. We have provided several groups of students with access to our system under several different conditions ranging from the controlled conditions of our interview facility to the naturalistic conditions of use at home. In total nearly two-hundred students have accessed the system. To gain insight into the ways students might use the system and understand the utility of its various components we analyzed qualitative interview data collected with 22 algebra-based physics students who worked with our system in our interview facility. We also performed a descriptive analysis of data from the system's log of user interactions. Finally we explored the use of machine learning to explore the possibility of using automated assessment to augment the interactive capabilities of the system as well as to identify productive and unproductive use patterns. This work establishes a proof-of-concept level demonstration of the feasibility of deploying this type of system. The impact of this work and the possibility of future research efforts are discussed in the context of Internet technologies that are changing rapidly.
Perspectives on Learnerships: A Critique of South Africa's Transformation of Apprenticeships

ERIC Educational Resources Information Center

Smith, Matthew J.; Jennings, Ross; Solanki, Geetesh

2005-01-01

This article provides a critique of South Africa's attempt to transform apprenticeships using data from the 2004 Baseline Survey of the Learnership Programme in South Africa. The data suggests that Learnerships provide important opportunities for those in work to learn new theoretical and practical capabilities and thus deepen the skills base of…
Multi-Disciplinary Peer-Mark Moderation of Group Work

ERIC Educational Resources Information Center

Willmot, Peter; Pond, Keith

2012-01-01

Self and peer assessment offers benefits for enhancing student learning. Peer moderation provides a convenient solution for awarding individual marks in group assignments. This paper provides a significant review of peer-mark moderation, and describes an award winning, web-based tool that was developed in the UK and is now spreading across the…
Temperature based Restricted Boltzmann Machines

NASA Astrophysics Data System (ADS)

Li, Guoqi; Deng, Lei; Xu, Yi; Wen, Changyun; Wang, Wei; Pei, Jing; Shi, Luping

2016-01-01

Restricted Boltzmann machines (RBMs), which apply graphical models to learning probability distribution over a set of inputs, have attracted much attention recently since being proposed as building blocks of multi-layer learning systems called deep belief networks (DBNs). Note that temperature is a key factor of the Boltzmann distribution that RBMs originate from. However, none of existing schemes have considered the impact of temperature in the graphical model of DBNs. In this work, we propose temperature based restricted Boltzmann machines (TRBMs) which reveals that temperature is an essential parameter controlling the selectivity of the firing neurons in the hidden layers. We theoretically prove that the effect of temperature can be adjusted by setting the parameter of the sharpness of the logistic function in the proposed TRBMs. The performance of RBMs can be improved by adjusting the temperature parameter of TRBMs. This work provides a comprehensive insights into the deep belief networks and deep learning architectures from a physical point of view.
Towards a genetics-based adaptive agent to support flight testing

NASA Astrophysics Data System (ADS)

Cribbs, Henry Brown, III

Although the benefits of aircraft simulation have been known since the late 1960s, simulation almost always entails interaction with a human test pilot. This "pilot-in-the-loop" simulation process provides useful evaluative information to the aircraft designer and provides a training tool to the pilot. Emulation of a pilot during the early phases of the aircraft design process might provide designers a useful evaluative tool. Machine learning might emulate a pilot in a simulated aircraft/cockpit setting. Preliminary work in the application of machine learning techniques, such as reinforcement learning, to aircraft maneuvering have shown promise. These studies used simplified interfaces between machine learning agent and the aircraft simulation. The simulations employed low order equivalent system models. High-fidelity aircraft simulations exist, such as the simulations developed by NASA at its Dryden Flight Research Center. To expand the applicational domain of reinforcement learning to aircraft designs, this study presents a series of experiments that examine a reinforcement learning agent in the role of test pilot. The NASA X-31 and F-106 high-fidelity simulations provide realistic aircraft for the agent to maneuver. The approach of the study is to examine an agent possessing a genetic-based, artificial neural network to approximate long-term, expected cost (Bellman value) in a basic maneuvering task. The experiments evaluate different learning methods based on a common feedback function and an identical task. The learning methods evaluated are: Q-learning, Q(lambda)-learning, SARSA learning, and SARSA(lambda) learning. Experimental results indicate that, while prediction error remain quite high, similar, repeatable behaviors occur in both aircraft. Similar behavior exhibits portability of the agent between aircraft with different handling qualities (dynamics). Besides the adaptive behavior aspects of the study, the genetic algorithm used in the agent is shown to play an additive role in the shaping of the artificial neural network to the prediction task.
Lessons Learned From a Community–Academic Initiative: The Development of a Core Competency–Based Training for Community–Academic Initiative Community Health Workers

PubMed Central

Matos, Sergio; Kapadia, Smiti; Islam, Nadia; Cusack, Arthur; Kwong, Sylvia; Trinh-Shevrin, Chau

2012-01-01

Objectives. Despite the importance of community health workers (CHWs) in strategies to reduce health disparities and the call to enhance their roles in research, little information exists on how to prepare CHWs involved in community–academic initiatives (CAIs). Therefore, the New York University Prevention Research Center piloted a CAI–CHW training program. Methods. We applied a core competency framework to an existing CHW curriculum and bolstered the curriculum to include research-specific sessions. We employed diverse training methods, guided by adult learning principles and popular education philosophy. Evaluation instruments assessed changes related to confidence, intention to use learned skills, usefulness of sessions, and satisfaction with the training. Results. Results demonstrated that a core competency–based training can successfully affect CHWs’ perceived confidence and intentions to apply learned content, and can provide a larger social justice context of their role and work. Conclusions. This program demonstrates that a core competency–based framework coupled with CAI-research–specific skill sessions (1) provides skills that CAI–CHWs intend to use, (2) builds confidence, and (3) provides participants with a more contextualized view of client needs and CHW roles. PMID:22594730
Lessons learned from a community-academic initiative: the development of a core competency-based training for community-academic initiative community health workers.

PubMed

Ruiz, Yumary; Matos, Sergio; Kapadia, Smiti; Islam, Nadia; Cusack, Arthur; Kwong, Sylvia; Trinh-Shevrin, Chau

2012-12-01

Despite the importance of community health workers (CHWs) in strategies to reduce health disparities and the call to enhance their roles in research, little information exists on how to prepare CHWs involved in community-academic initiatives (CAIs). Therefore, the New York University Prevention Research Center piloted a CAI-CHW training program. We applied a core competency framework to an existing CHW curriculum and bolstered the curriculum to include research-specific sessions. We employed diverse training methods, guided by adult learning principles and popular education philosophy. Evaluation instruments assessed changes related to confidence, intention to use learned skills, usefulness of sessions, and satisfaction with the training. Results demonstrated that a core competency-based training can successfully affect CHWs' perceived confidence and intentions to apply learned content, and can provide a larger social justice context of their role and work. This program demonstrates that a core competency-based framework coupled with CAI-research-specific skill sessions (1) provides skills that CAI-CHWs intend to use, (2) builds confidence, and (3) provides participants with a more contextualized view of client needs and CHW roles.
QUICR-learning for Multi-Agent Coordination

NASA Technical Reports Server (NTRS)

Agogino, Adrian K.; Tumer, Kagan

2006-01-01

Coordinating multiple agents that need to perform a sequence of actions to maximize a system level reward requires solving two distinct credit assignment problems. First, credit must be assigned for an action taken at time step t that results in a reward at time step t > t. Second, credit must be assigned for the contribution of agent i to the overall system performance. The first credit assignment problem is typically addressed with temporal difference methods such as Q-learning. The second credit assignment problem is typically addressed by creating custom reward functions. To address both credit assignment problems simultaneously, we propose the "Q Updates with Immediate Counterfactual Rewards-learning" (QUICR-learning) designed to improve both the convergence properties and performance of Q-learning in large multi-agent problems. QUICR-learning is based on previous work on single-time-step counterfactual rewards described by the collectives framework. Results on a traffic congestion problem shows that QUICR-learning is significantly better than a Q-learner using collectives-based (single-time-step counterfactual) rewards. In addition QUICR-learning provides significant gains over conventional and local Q-learning. Additional results on a multi-agent grid-world problem show that the improvements due to QUICR-learning are not domain specific and can provide up to a ten fold increase in performance over existing methods.
Removing Legal Barriers around Work-Based Learning. Connecting the Classroom to Careers: The State's Role in Work-Based Learning

ERIC Educational Resources Information Center

Advance CTE: State Leaders Connecting Learning to Work, 2016

2016-01-01

This report, the second installment in Advance CTE's "Connecting the Classroom to Careers," series, explores an issue that is often a stumbling block for K-12 work-based learning--ensuring these experiences are safe and legal for students. This report features New Jersey, Kentucky and California and their approaches to dismantling…
Higher Education Institutions and Work-Based Learning in the UK: Employer Engagement within a Tripartite Relationship

ERIC Educational Resources Information Center

Basit, Tehmina N.; Eardley, Alan; Borup, Rosemary; Shah, Hanifa; Slack, Kim; Hughes, Amanda

2015-01-01

Higher education institutions (HEIs) in the UK are increasingly engaging in work-based learning. The tripartite relationship between the HEI, the employer and the employee is viewed to be of great significance in work-based learning, not only in the initial stages of procurement of a contract, but also in designing and delivering the programme to…
Action-learning collaboratives as a platform for community-based participatory research to advance obesity prevention.

PubMed

Bazos, Dorothy A; Schifferdecker, Karen E; Fedrizzi, Rudolph; Hoebeke, Jaime; Ruggles, Laural; Goldsberry, Yvonne

2013-01-01

Although process elements that define community-based participatory research (CBPR) are well articulated and provide guidance for bringing together researchers and communities, additional models to implement CBPR are needed. One potential model for implementing and monitoring CBPR is Action Learning Collaboratives (ALCs); short term, team-based learning processes that are grounded in quality improvement. Since 2010, the Prevention Research Center at Dartmouth (PRCD) has used ALCs with three communities as a platform to design, implement and evaluate CBPR. The first ALC provided an opportunity for academia and community leadership to strengthen their relationships and knowledge of respective assets through design and evaluation of community-based QI projects. Building on this work, we jointly designed and are implementing a second ALC, a cross-community research project focused on obesity prevention in vulnerable populations. An enhanced community capacity now exists to support CBPR activities with a high degree of sophistication and decreased reliance on external facilitation.
Learning cell biology as a team: a project-based approach to upper-division cell biology.

PubMed

Wright, Robin; Boggs, James

2002-01-01

To help students develop successful strategies for learning how to learn and communicate complex information in cell biology, we developed a quarter-long cell biology class based on team projects. Each team researches a particular human disease and presents information about the cellular structure or process affected by the disease, the cellular and molecular biology of the disease, and recent research focused on understanding the cellular mechanisms of the disease process. To support effective teamwork and to help students develop collaboration skills useful for their future careers, we provide training in working in small groups. A final poster presentation, held in a public forum, summarizes what students have learned throughout the quarter. Although student satisfaction with the course is similar to that of standard lecture-based classes, a project-based class offers unique benefits to both the student and the instructor.
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.

Reflections on Distributive Leadership for Work-Based Mobile Learning of Canadian Registered Nurses

ERIC Educational Resources Information Center

Fahlman, Dorothy

2017-01-01

The ubiquity, flexibility, and accessibility of mobile devices can transform how registered nurses in Canada learn beyond the confines of traditional education/training boundaries in their work settings. Many Canadian registered nurses have actively embraced mobile technologies for their work-based learning to meet their competency requirements…
Work-Based Learning through Civic Engagement

ERIC Educational Resources Information Center

McKoy, Deborah L.; Stern, David; Bierbaum, Ariel H.

2011-01-01

Work-based learning (WBL), an important part of the 1990s "School to Work" movement, is a core component of the Linked Learning strategy which is now shaping efforts to improve secondary education in California and around the nation in cities such as Detroit, New York, and Philadelphia. WBL can include not only classic internships and…
Reflection in Work-Based Learning: Self-Regulation or Self-Liberation?

ERIC Educational Resources Information Center

Siebert, Sabina; Walsh, Anita

2013-01-01

This article considers the role of reflective practice in work-based learning in higher education. The benefits of using reflection for learning at work have been widely recognised and the pedagogy to support reflection is now established. However, the use of reflective practice has been subjected to considerable critique, and many of the…
Going Beyond the Lecture Class - Is it Worth it?

NASA Astrophysics Data System (ADS)

Funaro, G. M.; Paytan, A.; Arrigo, K. R.; Chandran, R.; Schindell, J.

2001-12-01

Lectures, labs, and seminars dominate the course offerings at most American universities. Students have been learning successfully from these teaching methods for hundreds of years. Alternatively, in order to provide a more personally meaningful learning experience, educational researchers espouse a constructivist approach to learning. To demonstrate this approach, we will describe a case study of two courses, marine chemistry and biological oceanography, that were taught as a single interdisciplinary experience by Stanford University faculty. The courses incorporated an innovative curriculum using active learning methodologies including problem-based learning and teamwork, a set of interactive and facilitative teaching practices, customized technology that worked in the background to make the course effective and efficient, and a goal to reveal the interdisciplinary nature of the content in the two courses. Videotapes of group problem solving revealed that students displayed higher order thinking skills. Students indicated in focus groups that teamwork provided a motivating, rich, learning environment. The communication technology supported both the faculty in the delivery and assessment of the course and the students in communicating with their teams. The technology was the glue that made the course work effectively and efficiently. The overall learning experience can be best expressed by the students themselves who said they felt like they were participating in "real science" for the first time.
Competence-Based Pharmacy Education in the University of Helsinki

PubMed Central

Katajavuori, Nina; Salminen, Outi; Vuorensola, Katariina; Huhtala, Helena; Vuorela, Pia; Hirvonen, Jouni

2017-01-01

In order to meet the expectations to act as an expert in the health care profession, it is of utmost importance that pharmacy education creates knowledge and skills needed in today’s working life. Thus, the planning of the curriculum should be based on relevant and up-to-date learning outcomes. In the University of Helsinki, a university wide curriculum reform called ‘the Big Wheel’ was launched in 2015. After the reform, the basic degrees of the university are two-cycle (Bachelor–Master) and competence-based, where the learning outcomes form a solid basis for the curriculum goals and implementation. In the Faculty of Pharmacy, this curriculum reform was conducted in two phases during 2012–2016. The construction of the curriculum was based on the most relevant learning outcomes concerning working life via high quality first (Bachelor of Science in Pharmacy) and second (Master of Science in Pharmacy) cycle degree programs. The reform was kicked off by interviewing all the relevant stakeholders: students, teachers, and pharmacists/experts in all the working life sectors of pharmacy. Based on these interviews, the intended learning outcomes of the Pharmacy degree programs were defined including both subject/contents-related and generic skills. The curriculum design was based on the principles of constructive alignment and new structures and methods were applied in order to foster the implementation of the learning outcomes. During the process, it became evident that a competence-based curriculum can be created only in close co-operation with the stakeholders, including teachers and students. Well-structured and facilitated co-operation amongst the teachers enabled the development of many new and innovative teaching practices. The European Union funded PHAR-QA project provided, at the same time, a highly relevant framework to compare the curriculum development in Helsinki against Europe-wide definitions of competences and learning outcomes in pharmacy education. PMID:28970441
Working Memory and Reinforcement Schedule Jointly Determine Reinforcement Learning in Children: Potential Implications for Behavioral Parent Training

PubMed Central

Segers, Elien; Beckers, Tom; Geurts, Hilde; Claes, Laurence; Danckaerts, Marina; van der Oord, Saskia

2018-01-01

Introduction: Behavioral Parent Training (BPT) is often provided for childhood psychiatric disorders. These disorders have been shown to be associated with working memory impairments. BPT is based on operant learning principles, yet how operant principles shape behavior (through the partial reinforcement (PRF) extinction effect, i.e., greater resistance to extinction that is created when behavior is reinforced partially rather than continuously) and the potential role of working memory therein is scarcely studied in children. This study explored the PRF extinction effect and the role of working memory therein using experimental tasks in typically developing children. Methods: Ninety-seven children (age 6–10) completed a working memory task and an operant learning task, in which children acquired a response-sequence rule under either continuous or PRF (120 trials), followed by an extinction phase (80 trials). Data of 88 children were used for analysis. Results: The PRF extinction effect was confirmed: We observed slower acquisition and extinction in the PRF condition as compared to the continuous reinforcement (CRF) condition. Working memory was negatively related to acquisition but not extinction performance. Conclusion: Both reinforcement contingencies and working memory relate to acquisition performance. Potential implications for BPT are that decreasing working memory load may enhance the chance of optimally learning through reinforcement. PMID:29643822
Long-term Engagement in Authentic Research with NASA (LEARN): Lessons Learned from an Innovative Model for Teacher Research Experiences

NASA Astrophysics Data System (ADS)

Pippin, M. R.; Kollmeyer, R.; Joseph, J.; Yang, M. M.; Omar, A. H.; Harte, T.; Taylor, J.; Lewis, P. M.; Weisman, A.; Hyater-Adams, S.

2013-12-01

The NASA LEARN Project is an innovative program that provides long-term immersion in the practice of atmospheric science for middle and high school in-service teachers. Working alongside NASA scientists and using authentic NASA Science Mission Directorate (SMD) Research and Analysis (R&A) related and mission-based research data, teachers develop individual research topics of interest during two weeks in the summer while on-site at NASA Langley. With continued, intensive mentoring and guidance of NASA scientists, the teachers further develop their research throughout the academic year through virtual group meetings and data team meetings mirroring scientific collaborations. At the end of the first year, the LEARN teachers present scientific posters. During summer 2013, Cohort 1 (7 teachers) presented posters at an open session and discussed their research topics with Cohort 2 (6 teachers) and science and educator personnel at Langley. The LEARN experience has had such an impact that 6 teachers from Cohort 1 have elected to continue a second year of research working alongside Cohort 2 and LEARN scientists. In addition, Cohort 1 teachers have brought their LEARN experiences back to their classrooms in a variety of ways. The LEARN project evaluation has provided insights into the outcomes of this research experience for teachers and particularly effective program elements. In particular, the LEARN evaluation has focused on how an extended research experience for teachers spanning a full year influences teacher views of science and classroom integration of scientific principles. Early findings indicate that teachers' perceptions of the scientific enterprise have changed, and that LEARN provided substantial resources to help them take real-world research to their students. Teachers also valued the teamwork and cohort approach. In addition, the LEARN evaluation focuses on the experiences of scientists involved in the LEARN program and how their experiences working with teachers have changed their ability to communicate the results of research to the public. During this presentation, we will share the LEARN model, findings from the evaluation, and our lessons learned in providing meaningful scientific research experiences for teachers. Our model incorporates intensive support and mentoring, ongoing virtual and face-to-face check-ins, and flexibility to meet teachers' needs on their research projects and in their classrooms.
Using a Sampling Strategy to Address Psychometric Challenges in Tutorial-Based Assessments

ERIC Educational Resources Information Center

Eva, Kevin W.; Solomon, Patty; Neville, Alan J.; Ladouceur, Michael; Kaufman, Karyn; Walsh, Allyn; Norman, Geoffrey R.

2007-01-01

Introduction: Tutorial-based assessment, despite providing a good match with the philosophy adopted by educational programmes that emphasize small group learning, remains one of the greatest challenges for educators working in this context. The current study was performed in an attempt to assess the psychometric characteristics of tutorial-based…
Learning and Language: Supporting Group Work so Group Work Supports Learning

ERIC Educational Resources Information Center

Mylett, Terri; Gluck, Russell

2005-01-01

This paper reports on developments in teaching and learning for first year employment relations students at the University of Wollongong based on creating conditions of learning informed by Vygotsky's "zone of proximal development" theory. Essentially, this meant emphasising collaborative learning (group work) in the lecture theatre and…
Attention, Working Memory, and Long-Term Memory in Multimedia Learning: An Integrated Perspective Based on Process Models of Working Memory

ERIC Educational Resources Information Center

Schweppe, Judith; Rummer, Ralf

2014-01-01

Cognitive models of multimedia learning such as the Cognitive Theory of Multimedia Learning (Mayer 2009) or the Cognitive Load Theory (Sweller 1999) are based on different cognitive models of working memory (e.g., Baddeley 1986) and long-term memory. The current paper describes a working memory model that has recently gained popularity in basic…
Investigating Learning through Work: The Development of the "Provider Learning Environment Scale"

ERIC Educational Resources Information Center

Chappell, Clive; Hawke, Geof

2008-01-01

The purpose of this research activity was to investigate contemporary understandings of the connections between learning and work. This initial work was then used to inform the development of an organisational tool that registered training organisations (RTOs) could use to identify organisational practices likely to lead to greater learning at…
Examining the Learning Outcomes Included in the Turkish Science Curriculum in Terms of Science Process Skills: A Document Analysis with Standards-Based Assessment

ERIC Educational Resources Information Center

Duruk, Umit; Akgün, Abuzer; Dogan, Ceylan; Gülsuyu, Fatma

2017-01-01

Science process skills have provided a valuable chance for everyone to construct their own knowledge by means of scientific inquiry. If students are to understand what science is and how it actually works, then they should necessarily make use of their science process skills as well as scientific content knowledge compulsory to be learned in any…
Institutional Assessment and the Intellectual Work of Teaching and Learning in First-Year Composition

ERIC Educational Resources Information Center

Donnelli-Sallee, Emily

2013-01-01

Institutional assessment initiatives can provide opportunities to make the intellectual work of teaching and learning in composition studies more visible. Reciprocally, the scholarship of teaching and learning's situatedness within disciplinary norms and values can enhance institutional assessments, providing a check on the tendency to rely…
National Advisory Commission on Work-Based Learning. Minutes of Full Commission Meeting (5th, Washington, District of Columbia, April 7, 1992).

ERIC Educational Resources Information Center

National Commission on Work-Based Learning (DOL), Washington, DC.

This document contains minutes of the fifth meeting of the National Advisory Commission on Work-Based Learning. The meeting's stated objective was to produce a set of specific action steps for the U.S. Department of Labor to promote work-based learning. A summary of introductory remarks (Jack MacAllister) is followed by a description of the…
[Computer-assisted multimedia interactive learning program "Primary Open-Angle Glaucoma"].

PubMed

Dick, V B; Zenz, H; Eisenmann, D; Tekaat, C J; Wagner, R; Jacobi, K W

1996-05-01

Advances in the area of information technology have opened up new possibilities for the use of interactive media in the training of medical students. Classical instructional technologies, such as video, slides, audio cassettes and computer programs with a textbook orientation, have been merged into one multimedia computer system. The medical profession has been increasingly integrating computer-based applications which can be used, for example, for record keeping within a medical practice. The goal of this development is to provide access to all modes of information storage and retrieval as well as documentation and training systems within a specific context. Since the beginning of the winter semester 1995, the Department of Ophthalmology in Giessen has used the learning program "Primary Open Angle Glaucoma" in student instruction. One factor that contributed to the implementation of this project was that actual training using patients within the clinic is difficult to conduct. Media-supported training that can provide a simulation of actual practice offers a suitable substitute. The learning program has been installed on Power PCs (Apple MacIntosh), which make up the technical foundation of our system. The program was developed using Hypercard software, which provides userfriendly graphical work environment. This controls the input and retrieval of data, direct editing of documents, immediate simulation, the creation of on-screen documents and the integration of slides that have been scanned in as well as QuickTime films. All of this can be accomplished without any special knowledge of programming language or operating systems on the part of the user. The glaucoma learning program is structured along the lines of anatomy, including an explanation of the circulation of the aqueous humor, pathology, clinical symptoms and findings, diagnosis and treatment. This structure along with the possibility for creating a list of personal files for the user with a collection of illustrations and text allows for quick access to learning content. The program is designed in such a way that working with and through it is done in a manner conducive to learning. Student response to the learning program as an accompaniment to instruction has been positive. Independent, supplemental student learning by means of an interactive learning program has raised the quality of study within the sciences. The use of a pedagogically sound multimedia program, that is oriented toward problem solving and based on actual cases offers students the opportunity to actively work ophthalmological material. An additional benefit is the development of competence in working with computer-support information systems, something that is playing an ever-increasing role within the medical profession.
Enhancing a Multi-body Mechanism with Learning-Aided Cues in an Augmented Reality Environment

NASA Astrophysics Data System (ADS)

Singh Sidhu, Manjit

2013-06-01

Augmented Reality (AR) is a potential area of research for education, covering issues such as tracking and calibration, and realistic rendering of virtual objects. The ability to augment real world with virtual information has opened the possibility of using AR technology in areas such as education and training as well. In the domain of Computer Aided Learning (CAL), researchers have long been looking into enhancing the effectiveness of the teaching and learning process by providing cues that could assist learners to better comprehend the materials presented. Although a number of works were done looking into the effectiveness of learning-aided cues, but none has really addressed this issue for AR-based learning solutions. This paper discusses the design and model of an AR based software that uses visual cues to enhance the learning process and the outcome perception results of the cues.
Atypical birdsong and artificial languages provide insights into how communication systems are shaped by learning, use, and transmission.

PubMed

Fehér, Olga

2017-02-01

In this article, I argue that a comparative approach focusing on the cognitive capacities and behavioral mechanisms that underlie vocal learning in songbirds and humans can provide valuable insights into the evolutionary origins of language. The experimental approaches I discuss use abnormal song and atypical linguistic input to study the processes of individual learning, social interaction, and cultural transmission. Atypical input places increased learning and communicative pressure on learners, so exploring how they respond to this type of input provides a particularly clear picture of the biases and constraints at work during learning and use. Furthermore, simulating the cultural transmission of these unnatural communication systems in the laboratory informs us about how learning and social biases influence the structure of communication systems in the long run. Findings based on these methods suggest fundamental similarities in the basic social-cognitive mechanisms underlying vocal learning in birds and humans, and continuing research promises insights into the uniquely human mechanisms and into how human cognition and social behavior interact, and ultimately impact on the evolution of language.
Teaching for Engagement: Part 1--Constructivist Principles, Case-Based Teaching, and Active Learning

ERIC Educational Resources Information Center

Hunter, Bill

2015-01-01

In the Winter, 2015, issue of the "College Quarterly," Donovan McFarlane provided some guidelines for the use of case studies in college teaching based in part on his own experience and in part on the published literature. This was not the first time that case-based teaching was the focus of work in the "College Quarterly."…
What Teacher Education Students Learn about Collaboration from Problem-Based Learning

ERIC Educational Resources Information Center

Murray-Harvey, Rosalind; Pourshafie, Tahereh; Reyes, Wilma Santos

2013-01-01

Group work, an essential component of learning and teaching in problem-based learning (PBL), is compromised if students' experiences of PBL are colored by dissatisfaction with the process or outcomes. For the potential benefits of PBL to be realized PBL group work must be genuinely collaborative to address students' personal and professional…
Assessment in Work-Based Learning: Investigating a Pedagogical Approach to Enhance Student Learning

ERIC Educational Resources Information Center

Brodie, Pandy; Irving, Kate

2007-01-01

Work-based learning (WBL) is undertaken in a wide variety of higher education contexts and is increasingly viewed as a valuable, and increasingly essential, component of both the undergraduate and postgraduate student learning experience. However, the development of rigorous pedagogies to underpin WBL and its assessment is still embryonic. This…

Assessing the Unassessable: Making Learning Visible in Undergraduates' Experiences of Scientific Research

ERIC Educational Resources Information Center

Wilson, Anna; Howitt, Susan; Higgins, Denise

2016-01-01

We suggest that academics involved in the provision of research experiences to undergraduate science students may benefit by reconceptualising these experiences as work-based learning. In particular, drawing on the widespread use of reflective practice in work-based learning allows for a more effective focus on process-related learning. We…
Literacy Coaching Roles in Diverse Contexts of Teaching and Learning: New Ways of Working

ERIC Educational Resources Information Center

van Leent, Lisa J.; Exley, Beryl

2013-01-01

As the demands placed on the literacy coach have evolved, so too have the roles of these educational providers who are often responsible for working with school teams to turn around student performance on standardized literacy tests. One literacy coach based in a Queensland primary school recounts her experiences via open-ended interview over a…
Enhancing the Interdisciplinary Perspective in the Marketing Management Decision Process through an Applied, Integrated, Client Project

ERIC Educational Resources Information Center

Askim-Lovseth, Mary K.; O'Keefe, Timothy P.

2012-01-01

Businesses function within a cross-functional, integrative setting, and this necessitates providing a learning environment for students that is comparable to real-life work projects. Two upper-level university classes in marketing and information systems worked collaboratively with a snack food business to design and build a Web site based on a…
A randomized trial of two e-learning strategies for teaching substance abuse management skills to physicians.

PubMed

Harris, John M; Sun, Huaping

2013-09-01

To compare the educational effectiveness of two virtual patient (VP)-based e-learning strategies, versus no training, in improving physicians' substance abuse management knowledge, attitudes, self-reported behaviors, and decision making. The 2011-2012 study was a posttest-only, three-arm, randomized controlled trial in 90 resident and 30 faculty physicians from five adult medicine primary care training programs. The intervention was one of two 2-hour VP-based e-learning programs, designed by national experts to teach structured screening, brief interventions, referral, and treatment skills. One used traditional problem solving with feedback (unworked example), and the other incorporated an expert demonstration first, followed by problem solving with feedback (worked example). The main outcome measure was performance on the Physicians' Competence in Substance Abuse Test (P-CSAT, maximum score = 315), a self-administered, previously validated measure of physicians' competence in managing substance abuse. The survey was completed at the outset of the study and two months later. Overall P-CSAT scores were virtually identical (202-211, P > .05) between both intervention groups and the no-training control group at both times. Average faculty P-CSAT scores (221.9, 224.6) were significantly higher (P < .01) than resident scores (203.7, 202.5) at both times. This study did not provide evidence that a brief, worked example, VP-based e-learning program or a traditional, unworked, VP-based e-learning program was superior to no training in improving physicians' substance abuse management skills. The study did provide additional evidence that the P-CSAT distinguishes between physicians who should possess different levels of substance abuse management skills.
Development of a health care systems curriculum.

PubMed

Pruitt, Zachary; Mhaskar, Rahul; Kane, Bryan G; Barraco, Robert D; DeWaay, Deborah J; Rosenau, Alex M; Bresnan, Kristin A; Greenberg, Marna Rayl

2017-01-01

There is currently no gold standard for delivery of systems-based practice in medical education, and it is challenging to incorporate into medical education. Health systems competence requires physicians to understand patient care within the broader health care system and is vital to improving the quality of care clinicians provide. We describe a health systems curriculum that utilizes problem-based learning across 4 years of systems-based practice medical education at a single institution. This case study describes the application of a problem-based learning approach to system-based practice medical education. A series of behavioral statements, called entrustable professional activities, was created to assess student health system competence. Student evaluation of course curriculum design, delivery, and assessment was provided through web-based surveys. To meet competency standards for system-based practice, a health systems curriculum was developed and delivered across 4 years of medical school training. Each of the health system lectures and problem-based learning activities are described herein. The majority of first and second year medical students stated they gained working knowledge of health systems by engaging in these sessions. The majority of the 2016 graduating students (88.24%) felt that the course content, overall, prepared them for their career. A health systems curriculum in undergraduate medical education using a problem-based learning approach is feasible. The majority of students learning health systems curriculum through this format reported being prepared to improve individual patient care and optimize the health system's value (better care and health for lower cost).
The Integrative Principle: Higher Education and Work-Based Learning in the UK.

ERIC Educational Resources Information Center

Saunders, Murray

1995-01-01

The United Kingdom's developing policy to integrate higher education curriculum and the demands of the workplace is explored, particularly in the context of undergraduate and graduate programs based on learning within the workplace. The policy itself, the relationship between work-based learning and conventional college instruction, and validation…
20 CFR 670.520 - Are students permitted to hold jobs other than work-based learning opportunities?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Are students permitted to hold jobs other than work-based learning opportunities? 670.520 Section 670.520 Employees' Benefits EMPLOYMENT AND...-based learning opportunities? Yes, a center operator may authorize a student to participate in gainful...
20 CFR 670.520 - Are students permitted to hold jobs other than work-based learning opportunities?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 20 Employees' Benefits 3 2011-04-01 2011-04-01 false Are students permitted to hold jobs other than work-based learning opportunities? 670.520 Section 670.520 Employees' Benefits EMPLOYMENT AND...-based learning opportunities? Yes, a center operator may authorize a student to participate in gainful...
The Development of Work-Based Learning as Part of Post-Qualifying Education: A Case Study from the School of Nursing, University of Salford, UK

ERIC Educational Resources Information Center

Owens, Denise; Rutherford, June

2007-01-01

This paper describes the conception and progress to date of the development of work-based learning as part of post-qualifying education in the School of Nursing at the University of Salford. There is a changing culture in the university in relation to the delivery of programmes via non-traditional routes. In this context, work-based learning is a…
But I Know that Already: Rhetoric or Reality the Accreditation of Prior Experiential Learning in the Context of Work-Based Learning

ERIC Educational Resources Information Center

Scott, Ian

2010-01-01

Within the context of work-based learning, this article reviews the available evidence that supports the assumptions behind, and the claims made for the practice of accrediting prior experiential learning. Many of the claims made for accreditation of prior experiential learning (APEL) were found not to have been substantiated and some of the…
Case-Based Teaching for Interprofessional Postgraduate Trainees in Adolescent Health.

PubMed

Gooding, Holly C; Ziniel, Sonja; Touloumtzis, Currie; Pitts, Sarah; Goncalves, Adrianne; Emans, Jean; Burke, Pam

2016-05-01

Adolescent health providers increasingly work in interprofessional environments. There is a lack of evidence regarding best educational practices for preparing the adolescent health care workforce of the future. We developed, implemented, and evaluated an interprofessional longitudinal case-based curriculum for postgraduate trainees in adolescent health. Faculty in an academic adolescent medicine division worked collaboratively with recent trainees to develop six teaching cases illustrative of interprofessional care of adolescents. During the 2013-2014 academic year, seven trainees (two social workers, two physicians, one nurse practitioner, one psychologist, and one dietician) completed the six month-long case modules while simultaneously working together in an interprofessional clinic. Trainees completed four-item pre- and post-case questionnaires that assessed confidence with assessment and diagnosis, comfort with counseling skills, ability to devise a treatment plan, and understanding of their colleagues' role for each of the six cases. Participants completed the 19-item Readiness for Interprofessional Learning Scale and the 12-item Interdisciplinary Education Perception Scale at three time points during the academic year and a 15-minute interview after their final session. Confidence with assessment/diagnosis, comfort counseling adolescents, and the ability to devise treatment plans increased for most case topics, as did understanding of the role of others on the interprofessional team. Mean Readiness for Interprofessional Learning Scale and Interdisciplinary Education Perception Scale scores were high at baseline and similar at all three time points. Interviews highlighted the value of role clarity, communication, and learning within interprofessional teams along with modeling from interprofessional faculty. Case-based learning in conjunction with collaborative practice provided a successful teaching strategy for interprofessionals in adolescent health. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.
Higher Education Quality and Work-Based Learning: Two Concepts Not yet Fully Integrated

ERIC Educational Resources Information Center

Gibbs, Paul; Armsby, Pauline

2010-01-01

This short paper recognises the growth in emphasis in work-based learning as Europe moves forward on economically driven life-long learning. We support such a move and point to issues which still need to be resolved.
Exploring Physics with Computer Animation and PhysGL

NASA Astrophysics Data System (ADS)

Bensky, T. J.

2016-10-01

This book shows how the web-based PhysGL programming environment (http://physgl.org) can be used to teach and learn elementary mechanics (physics) using simple coding exercises. The book's theme is that the lessons encountered in such a course can be used to generate physics-based animations, providing students with compelling and self-made visuals to aid their learning. Topics presented are parallel to those found in a traditional physics text, making for straightforward integration into a typical lecture-based physics course. Users will appreciate the ease at which compelling OpenGL-based graphics and animations can be produced using PhysGL, as well as its clean, simple language constructs. The author argues that coding should be a standard part of lower-division STEM courses, and provides many anecdotal experiences and observations, that include observed benefits of the coding work.
UPMC's blueprint for BuILDing a high-value health care system.

PubMed

Keyser, Donna; Kogan, Jane; McGowan, Marion; Peele, Pamela; Holder, Diane; Shrank, William

2018-03-30

National-level demonstration projects and real-world studies continue to inform health care transformation efforts and catalyze implementation of value-based service delivery and payment models, though evidence generation and diffusion of learnings often occurs at a relatively slow pace. Rapid-cycle learning models, however, can help individual organizations to more quickly adapt health care innovations to meet the challenges and demands of a rapidly changing health care landscape. Integrated delivery and financing systems (IDFSs) offer a unique platform for rapid-cycle learning and innovation. Since both the provider and payer benefit from delivering care that enhances the patient experience, improves quality, and reduces cost, incentives are aligned to experiment with value-based models, enhance learning about what works and why, and contribute to solutions that can accelerate transformation. In this article, we describe how the UPMC Insurance Services Division, as part of a large IDFS, uses its Business, Innovation, Learning, and Dissemination (BuILD) model to prioritize, design, test, and refine health care innovations and accelerate learning. We provide examples of how the BuILD model offers an approach for quickly assessing the impact and value of health care transformation efforts. Lessons learned through the BuILD process will offer insights and guidance for a wide range of stakeholders whether an IDFS or independent payer-provider collaborators. Copyright © 2018 Elsevier Inc. All rights reserved.
Linking School-Based and Work-Based Learning: The Implications of LaGuardia's Co-op Seminars for School-to-Work Programs.

ERIC Educational Resources Information Center

Grubb, W. Norton; Badway, Norena

The cooperative education program at LaGuardia Community College, New York, incorporates seminars that integrate school- and work-based learning. In the seminars, students examine issues related to work in general, the organizations in which they are placed, and the ways in which their academic preparation is applied at the work site. The…
E learning in surgery.

PubMed

Aryal, Kamal Raj; Pereira, Jerome

2014-12-01

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

ERIC Educational Resources Information Center

El Hajji, Mohamed; El Bouzaidi, Rachid Drissi; Douzi, Hassan; Khouya, El Hassane

2016-01-01

In a changing Moroccan educational landscape, Addressing teaching development needs is becoming a major issue in vocational work-linked Training. In this context, this paper present a new blended learning strategy based on the flipped classroom, using a social learning platform as support. Through this strategy, we increased the time dedicated to…
A Practice-Based Approach to Student Reflection in the Workplace during a Work-Integrated Learning Placement

ERIC Educational Resources Information Center

Sykes, Christopher; Dean, Bonnie Amelia

2013-01-01

In the Work-Integrated Learning (WIL) curriculum, reflection on workplace activities is widely used to support student learning. Recent critiques have demonstrated the limitations of current approaches to support students' reflective learning of workplace practices. By employing a practice-based approach, we seek to refocus WIL reflection on…
Raising Retention and Achievement in Work-Based Learning

ERIC Educational Resources Information Center

Smith, Vikki

2003-01-01

Work based learning has been subject to some negative press in recent times. Particular emphasis has been given to poor inspection reports within the sector. The Raising Quality and Achievement programme of the Learning and Skills Development Agency, funded by the Learning and Skills Council as part of a grant for a programme of research and…
Understanding Work-Related Learning: The Case of ICT Workers

ERIC Educational Resources Information Center

Gijbels, David; Raemdonck, Isabel; Vervecken, Dries; Van Herck, Jonas

2012-01-01

Purpose: A central issue in the field of workplace learning is how work-related learning can be stimulated so that a powerful learning work environment is created. This paper seeks to further enlarge understanding on this issue. Based on the demand-control-support the aim is to investigate the influence of job-characteristics on the work-related…

Investigating engagement, thinking, and learning among culturally diverse, urban sixth graders experiencing an inquiry-based science curriculum, contextualized in the local environment

NASA Astrophysics Data System (ADS)

Kelley, Sybil Schantz

This mixed-methods study combined pragmatism, sociocultural perspectives, and systems thinking concepts to investigate students' engagement, thinking, and learning in science in an urban, K-8 arts, science, and technology magnet school. A grant-funded school-university partnership supported the implementation of an inquiry-based science curriculum, contextualized in the local environment through field experiences. The researcher worked as co-teacher of 3 sixth-grade science classes and was deeply involved in the daily routines of the school. The purposes of the study were to build a deeper understanding of the complex interactions that take place in an urban science classroom, including challenges related to implementing culturally-relevant instruction; and to offer insight into the role educational systems play in supporting teaching and learning. The central hypothesis was that connecting learning to meaningful experiences in the local environment can provide culturally accessible points of engagement from which to build science learning. Descriptive measures provided an assessment of students' engagement in science activities, as well as their levels of thinking and learning throughout the school year. Combined with analyses of students' work files and focus group responses, these findings provided strong evidence of engagement attributable to the inquiry-based curriculum. In some instances, degree of engagement was found to be affected by student "reluctance" and "resistance," terms defined but needing further examination. A confounding result showed marked increases in thinking levels coupled with stasis or decrease in learning. Congruent with past studies, data indicated the presence of tension between the diverse cultures of students and the mainstream cultures of school and science. Findings were synthesized with existing literature to generate the study's principal product, a grounded theory model representing the complex, interacting factors involved in teaching and learning. The model shows that to support learning and to overcome cultural tensions, there must be alignment among three main forces or "causal factors": students, teaching, and school climate. Conclusions emphasize system-level changes to support science learning, including individualized support for students in the form of differentiated instruction; focus on excellence in teaching, particularly through career-spanning professional support for teachers; and attention to identifying key leverage points for implementing effective change.
Work-Based Learning: In Search of an Effective Model

ERIC Educational Resources Information Center

Sobiechowska, Paula; Maisch, Maire

2006-01-01

This article draws upon 10 years of pedagogic experience in developing and delivering work-based learning programmes within the United Kingdom national social work post-qualifying framework. The article is a retrospective, reflective and thematic account of our work. It briefly outlines the history of post-qualifying social work education and…
Integrated language education - a means of enhancing engineers' social competences

NASA Astrophysics Data System (ADS)

Lappalainen, P.

2010-08-01

The changes facing industries are necessitating a concomitant change in university curriculum. Before instigating a reform, however, education providers need to acquire an understanding of the most pertinent development needs essential for filling industrial competence gaps. The Language Centre at the Helsinki University of Technology in Finland set out to respond to the emerging competence demands by examining industrial requirements through previous research and stakeholder analyses. Surveys conducted among employers and students corroborated a need to shift focus towards oral communication abilities. More specifically, university education needs to address interaction skills essential in meetings and managerial tasks. As a result, a so-called integrated language course was designed and piloted to train students into multi-disciplinary, culturally and ethically aware communicators who possess leveraged self-leadership and managerial abilities. 'Organisational Communications' integrates substance matters such as finance, strategy, leadership and ethics into a language course, while harnessing the English language as a tool. Course methodology is based on project- and problem-based learning and situational learning, rooting the students in real working life by imitating authentic corporate cases and industrial contexts. The course aims to provide the students with preparedness, ability and mindset to deal with working life challenges and ways of working while applying their specialist discourse, that is, the appropriate industrial jargon and linguistic practices. The learning outcomes and student feedback from this course indicate that the pedagogy in use in this experiment, drawing from exercises emulating authentic, industrial problems, offers an effective method of preparing students for working life requirements.
Competency-based Radiology Residency: A Survey of Expectations from Singapore's Perspective.

PubMed

Yang, Hui; Tan, Colin J X; Lau, Doreen A H; Lim, Winston E H; Tay, Kiang Hiong; Kei, Pin Lin

2015-03-01

In response to the demands of an ageing nation, the postgraduate medical education in Singapore is currently in the early stage of transition into the American-styled residency programme. This study assessed the expectations of both radiology trainees and faculty on their ideal clinical learning environment (CLE) which facilitates the programme development. A modified 23-item questionnaire was administered to both trainees and faculty at a local training hospital. All items were scored according to their envisioned level of importance and categorised into 5 main CLE domains-supervision, formal training programme, work-based learning, social atmosphere and workload. 'Supervision' was identified as the most important domain of the CLE by both trainees and faculty, followed by 'formal training programmes', 'work-based learning' and 'social atmosphere'. 'Workload' was rated as the least important domain. For all domains, the reported expectation between both trainees and faculty respondents did not differ significantly. Intragroup comparison also showed no significant difference within each group of respondents. This study has provided valuable insights on both respondents' expectations on their ideal CLE that can best train competency in future radiologists. Various approaches to address these concerns were also discussed. The similarities in findings between ours and previous studies suggest that the 'supervision', 'formal training programmes' and 'work-based learning' domains are crucial for the success of a postgraduate medical training and should be emphasised in future curriculum. 'Workload' remains a challenge in postgraduate medical training, but attempts to address this will have an impact in future radiology training.
A CNN based neurobiology inspired approach for retinal image quality assessment.

PubMed

Mahapatra, Dwarikanath; Roy, Pallab K; Sedai, Suman; Garnavi, Rahil

2016-08-01

Retinal image quality assessment (IQA) algorithms use different hand crafted features for training classifiers without considering the working of the human visual system (HVS) which plays an important role in IQA. We propose a convolutional neural network (CNN) based approach that determines image quality using the underlying principles behind the working of the HVS. CNNs provide a principled approach to feature learning and hence higher accuracy in decision making. Experimental results demonstrate the superior performance of our proposed algorithm over competing methods.
Work-based learning experiences help students with disabilities transition to careers: a case study of University of Washington projects.

PubMed

Bellman, Scott; Burgstahler, Sheryl; Ladner, Richard

2014-01-01

This case study describes evidence-based practices employed by a collection of University of Washington projects that engage high school and postsecondary students with disabilities in work-based learning experiences such as industry and research internships, career development activities, job shadows, field trips, and mock interviews. The purpose of the article is two-fold. First, authors share best practices with others who wish to increase the participation of students with disabilities in work-based learning and thereby contribute to their academic and career success. The article discusses methods used to recruit students, employers and mentors, match students with specific opportunities, and prepare students for success. Second, authors share outcomes from studies regarding participation in these work-based learning opportunities, which include increased employment success, motivation to work toward a career, knowledge about careers and the workplace, job-related skills, ability to work with supervisors and coworkers, skills in self-advocating for accommodations, and perceived career options.
Dopamine selectively remediates 'model-based' reward learning: a computational approach.

PubMed

Sharp, Madeleine E; Foerde, Karin; Daw, Nathaniel D; Shohamy, Daphna

2016-02-01

Patients with loss of dopamine due to Parkinson's disease are impaired at learning from reward. However, it remains unknown precisely which aspect of learning is impaired. In particular, learning from reward, or reinforcement learning, can be driven by two distinct computational processes. One involves habitual stamping-in of stimulus-response associations, hypothesized to arise computationally from 'model-free' learning. The other, 'model-based' learning, involves learning a model of the world that is believed to support goal-directed behaviour. Much work has pointed to a role for dopamine in model-free learning. But recent work suggests model-based learning may also involve dopamine modulation, raising the possibility that model-based learning may contribute to the learning impairment in Parkinson's disease. To directly test this, we used a two-step reward-learning task which dissociates model-free versus model-based learning. We evaluated learning in patients with Parkinson's disease tested ON versus OFF their dopamine replacement medication and in healthy controls. Surprisingly, we found no effect of disease or medication on model-free learning. Instead, we found that patients tested OFF medication showed a marked impairment in model-based learning, and that this impairment was remediated by dopaminergic medication. Moreover, model-based learning was positively correlated with a separate measure of working memory performance, raising the possibility of common neural substrates. Our results suggest that some learning deficits in Parkinson's disease may be related to an inability to pursue reward based on complete representations of the environment. © The Author (2015). Published by Oxford University Press on behalf of the Guarantors of Brain. All rights reserved. For Permissions, please email: journals.permissions@oup.com.
Mental Health Care for LGBT Older Adults in Long-Term Care Settings: Competency, Training, and Barriers for Mental Health Providers.

PubMed

Smith, Ronald W; Altman, Jennifer K; Meeks, Suzanne; Hinrichs, Kate Lm

2018-06-07

To assess mental health providers' experience with LGBT older adults in long-term care (LTC) settings and perceived barriers to quality care. Providers (N = 57) completed an online survey on demographics and practice characteristics. They were also asked about: number of LGBT residents they've worked with, relevance of LGBT issues to their practice, preparedness, willingness to learn, hours of formal/informal training, and barriers to providing care to LGBT patients. Respondents were 63% psychologists, 16% social workers, 14% psychiatrists, and 5% nurses, most of whom practiced in LTC consulting roles. Most providers felt working with LGBT issues was relevant to their practice and felt well-prepared and willing to learn, though they were unaware of evidence based practices (EBTs), especially for LTC settings. They had little coursework on LGBT issues, and identified lack of training, stigma, and residents concealing their identity as the greatest barriers to quality care. Mental health providers in LTC facilities would benefit from more training in LGBT-specific mental health problems and evidence-based treatments, and efforts to destigmatize LGBT identities in these settings might improve access to mental health care. LGBT-specific training and EBTs are needed. Facilities need to address stigma with residents and providers.
A Report of the Home Based Working Conference, Learning Institute of North Carolina (LINC) (March 12-15, 1973).

ERIC Educational Resources Information Center

Learning Inst. of North Carolina, Durham.

The primary objective of this conference was to provide Head Start program representatives with information and descriptive materials on approaches to home-based education for preschool children with the parent as the focal point. Descriptions of six different programs outline objectives, services, advantages, and disadvantages, cost, evaluation…
Audiovisual facilitation of clinical knowledge: a paradigm for dispersed student education based on Paivio's Dual Coding Theory.

PubMed

Hartland, William; Biddle, Chuck; Fallacaro, Michael

2008-06-01

This article explores the application of Paivio's Dual Coding Theory (DCT) as a scientifically sound rationale for the effects of multimedia learning in programs of nurse anesthesia. We explore and highlight this theory as a practical infrastructure for programs that work with dispersed students (ie, distance education models). Exploring the work of Paivio and others, we are engaged in an ongoing outcome study using audiovisual teaching interventions (SBVTIs) that we have applied to a range of healthcare providers in a quasiexperimental model. The early results of that study are reported in this article. In addition, we have observed powerful and sustained learning in a wide range of healthcare providers with our SBVTIs and suggest that this is likely explained by DCT.
Assessing medical students' self-regulation as aptitude in computer-based learning.

PubMed

Song, Hyuksoon S; Kalet, Adina L; Plass, Jan L

2011-03-01

We developed a Self-Regulation Measure for Computer-based learning (SRMC) tailored toward medical students, by modifying Zimmerman's Self-Regulated Learning Interview Schedule (SRLIS) for K-12 learners. The SRMC's reliability and validity were examined in 2 studies. In Study 1, 109 first-year medical students were asked to complete the SRMC. Bivariate correlation analysis results indicated that the SRMC scores had a moderate degree of correlation with student achievement in a teacher-developed test. In Study 2, 58 third-year clerkship students completed the SRMC. Regression analysis results indicated that the frequency of medical students' usage of self-regulation strategies was associated with their general clinical knowledge measured by a nationally standardized licensing exam. These two studies provided evidence for the reliability and concurrent validity of the SRMC to assess medical students' self-regulation as aptitude. Future work should provide evidence to guide and improve instructional design as well as inform educational policy.
Robots show us how to teach them: feedback from robots shapes tutoring behavior during action learning.

PubMed

Vollmer, Anna-Lisa; Mühlig, Manuel; Steil, Jochen J; Pitsch, Karola; Fritsch, Jannik; Rohlfing, Katharina J; Wrede, Britta

2014-01-01

Robot learning by imitation requires the detection of a tutor's action demonstration and its relevant parts. Current approaches implicitly assume a unidirectional transfer of knowledge from tutor to learner. The presented work challenges this predominant assumption based on an extensive user study with an autonomously interacting robot. We show that by providing feedback, a robot learner influences the human tutor's movement demonstrations in the process of action learning. We argue that the robot's feedback strongly shapes how tutors signal what is relevant to an action and thus advocate a paradigm shift in robot action learning research toward truly interactive systems learning in and benefiting from interaction.
Robots Show Us How to Teach Them: Feedback from Robots Shapes Tutoring Behavior during Action Learning

PubMed Central

Vollmer, Anna-Lisa; Mühlig, Manuel; Steil, Jochen J.; Pitsch, Karola; Fritsch, Jannik; Rohlfing, Katharina J.; Wrede, Britta

2014-01-01

Robot learning by imitation requires the detection of a tutor's action demonstration and its relevant parts. Current approaches implicitly assume a unidirectional transfer of knowledge from tutor to learner. The presented work challenges this predominant assumption based on an extensive user study with an autonomously interacting robot. We show that by providing feedback, a robot learner influences the human tutor's movement demonstrations in the process of action learning. We argue that the robot's feedback strongly shapes how tutors signal what is relevant to an action and thus advocate a paradigm shift in robot action learning research toward truly interactive systems learning in and benefiting from interaction. PMID:24646510
Teaching Research to MSW Students: Effectiveness of the Team-Based Learning Pedagogy

ERIC Educational Resources Information Center

Macke, Caroline; Tapp, Karen

2012-01-01

Social work students often have been labeled as research-reluctant. Consequently, it is important to identify effective teaching strategies. One innovative strategy is team-based learning. The effectiveness of team-based learning has not yet been evaluated with a social work research class. As a result, the current study compared the effectiveness…
Making Work-Based Learning Work

ERIC Educational Resources Information Center

Cahill, Charlotte

2016-01-01

Americans seeking employment often face a conundrum: relevant work experience is a prerequisite for many jobs, but it is difficult to gain the required experience without being in the workplace. Work-based learning--activities that occur in workplaces through which youth and adults gain the knowledge, skills, and experience needed for entry or…
Understanding partnership practice in primary health as pedagogic work: what can Vygotsky's theory of learning offer?

PubMed

Hopwood, Nick

2015-01-01

Primary health policy in Australia has followed international trends in promoting models of care based on partnership between professionals and health service users. This reform agenda has significant practice implications, and has been widely adopted in areas of primary health that involve supporting families with children. Existing research shows that achieving partnership in practice is associated with three specific challenges: uncertainty regarding the role of professional expertise, tension between immediate needs and longer-term capacity development in families, and the need for challenge while maintaining relationships based on trust. Recently, pedagogic or learning-focussed elements of partnership practice have been identified, but there have been no systematic attempts to link theories of learning with the practices and challenges of primary health-care professionals working with families in a pedagogic role. This paper explores key concepts of Vygotsky's theory of learning (including mediation, the zone of proximal development, internalisation, and double stimulation), showing how pedagogic concepts can provide a bridge between the policy rhetoric of partnership and primary health practice. The use of this theory to address the three key challenges is explicitly discussed.
New strategies to strengthen the soil science knowledge of student during field activities

NASA Astrophysics Data System (ADS)

Benito, Marta; Hontoria, Chiquinquirá; Masaguer, Alberto; Diéguez, Carmen; Almorox, Javier; Pérez, Juana; Santano, Jesús; Mariscal, Ignacio; Gutiérrez, Jesús; Moliner, Ana

2013-04-01

Soil Science can be considered a discipline that serves as a fundamental base for other disciplines such as ecology, agronomy, plant production, etc. In order to demonstrate the relevance and connection to real world it is important to develop field and practical activities. Field activities help student to comprehend soil as part of the landscape and the natural ecosystems. These activities also help them to realize the importance of historical soil use on the quality of todaýs soil and landscapes. It is well known that fieldwork practices are essential to strengthen the soil science knowledge of students and their learning process. These fieldwork practices involve doing a physical activity rather than passively attending lectures or watching demonstrations. The simple visual and tactile observations in the field could be used to predict soil behavior and these direct observations are best made in the field. Students who learned in the field using an active work are more motivated, have more positive attitudes, and place more value in their work than those that learn passively. Therefore, when scheduling the coursework an important time is assigned to field work, which sometimes is not sufficiently profited from the standpoint of student learning taking into consideration the economic effort involved. We are aware that part of the students are simple spectators in the field so we encourage their participation by making them responsible for obtaining part of the information about the place and the types of soils that will be visited. On the other hand, we will invite the students to do some game based exercises, which are fun and force them to work in groups and to pay attention to explanations. Our objective is to present the information in a more attractive way, making the learning of soil profile description and easier task. The exercises that we propose are both field and problem-based learning to make sure that the knowledge is more memorable (non-stop learning). Fieldwork is amenable to different strategies for enhancing feedback and for providing assessments and this work presents several of them.
Neuromodulatory adaptive combination of correlation-based learning in cerebellum and reward-based learning in basal ganglia for goal-directed behavior control

PubMed Central

Dasgupta, Sakyasingha; Wörgötter, Florentin; Manoonpong, Poramate

2014-01-01

Goal-directed decision making in biological systems is broadly based on associations between conditional and unconditional stimuli. This can be further classified as classical conditioning (correlation-based learning) and operant conditioning (reward-based learning). A number of computational and experimental studies have well established the role of the basal ganglia in reward-based learning, where as the cerebellum plays an important role in developing specific conditioned responses. Although viewed as distinct learning systems, recent animal experiments point toward their complementary role in behavioral learning, and also show the existence of substantial two-way communication between these two brain structures. Based on this notion of co-operative learning, in this paper we hypothesize that the basal ganglia and cerebellar learning systems work in parallel and interact with each other. We envision that such an interaction is influenced by reward modulated heterosynaptic plasticity (RMHP) rule at the thalamus, guiding the overall goal directed behavior. Using a recurrent neural network actor-critic model of the basal ganglia and a feed-forward correlation-based learning model of the cerebellum, we demonstrate that the RMHP rule can effectively balance the outcomes of the two learning systems. This is tested using simulated environments of increasing complexity with a four-wheeled robot in a foraging task in both static and dynamic configurations. Although modeled with a simplified level of biological abstraction, we clearly demonstrate that such a RMHP induced combinatorial learning mechanism, leads to stabler and faster learning of goal-directed behaviors, in comparison to the individual systems. Thus, in this paper we provide a computational model for adaptive combination of the basal ganglia and cerebellum learning systems by way of neuromodulated plasticity for goal-directed decision making in biological and bio-mimetic organisms. PMID:25389391
Neuromodulatory adaptive combination of correlation-based learning in cerebellum and reward-based learning in basal ganglia for goal-directed behavior control.

PubMed

Dasgupta, Sakyasingha; Wörgötter, Florentin; Manoonpong, Poramate

2014-01-01

Goal-directed decision making in biological systems is broadly based on associations between conditional and unconditional stimuli. This can be further classified as classical conditioning (correlation-based learning) and operant conditioning (reward-based learning). A number of computational and experimental studies have well established the role of the basal ganglia in reward-based learning, where as the cerebellum plays an important role in developing specific conditioned responses. Although viewed as distinct learning systems, recent animal experiments point toward their complementary role in behavioral learning, and also show the existence of substantial two-way communication between these two brain structures. Based on this notion of co-operative learning, in this paper we hypothesize that the basal ganglia and cerebellar learning systems work in parallel and interact with each other. We envision that such an interaction is influenced by reward modulated heterosynaptic plasticity (RMHP) rule at the thalamus, guiding the overall goal directed behavior. Using a recurrent neural network actor-critic model of the basal ganglia and a feed-forward correlation-based learning model of the cerebellum, we demonstrate that the RMHP rule can effectively balance the outcomes of the two learning systems. This is tested using simulated environments of increasing complexity with a four-wheeled robot in a foraging task in both static and dynamic configurations. Although modeled with a simplified level of biological abstraction, we clearly demonstrate that such a RMHP induced combinatorial learning mechanism, leads to stabler and faster learning of goal-directed behaviors, in comparison to the individual systems. Thus, in this paper we provide a computational model for adaptive combination of the basal ganglia and cerebellum learning systems by way of neuromodulated plasticity for goal-directed decision making in biological and bio-mimetic organisms.
Teaching evidence-based social work in foundation practice courses: learning from pedagogical choices of allied fields.

PubMed

Traube, Dorian E; Pohle, Cara E; Barley, Melissa

2012-01-01

The field of social work is attuned to the need to incorporate evidence-based practice education into masters-level curriculum. One question remaining is how to integrate evidence-based practice in the foundation practice courses. Integration of evidence-based practice across the foundation-level curriculum coincides with the Council on Social Work Education's mandate that student's engage in research-informed practice and practice-informed research. Through a discussion of definitions, criticisms, and pedagogy across the allied fields of medicine, nursing, and social work the authors address the current status of evidence-based practice curriculum in foundation-level education. The authors incorporate the lessons learned from allied fields and a Masters of Social Work student's analyses of their experience of evidence-based practice learning to propose an adult-learner model to improve evidence-based practice pedagogy in Social Work.

Social Learning Theory and Behavioral Therapy: Considering Human Behaviors within the Social and Cultural Context of Individuals and Families.

PubMed

McCullough Chavis, Annie

2011-01-01

This article examines theoretical thoughts of social learning theory and behavioral therapy and their influences on human behavior within a social and cultural context. The article utilizes two case illustrations with applications for consumers. It points out the abundance of research studies concerning the effectiveness of social learning theory, and the paucity of research studies regarding effectiveness and evidence-based practices with diverse groups. Providing a social and cultural context in working with diverse groups with reference to social learning theory adds to the literature for more cultural considerations in adapting the theory to women, African Americans, and diverse groups.
Leadership for Nursing Work-Based Mobile Learning

ERIC Educational Resources Information Center

Fahlman, Dorothy

2016-01-01

This paper reflects on work-based mobile learning in the Canadian healthcare system for registered nurses' ongoing skills development and continuing professional development. It calls on distributed leadership to address the organizational contextual factors for making this mode of learning sustainable. [For the full proceedings, see ED571335.
Dopamine selectively remediates ‘model-based’ reward learning: a computational approach

PubMed Central

Sharp, Madeleine E.; Foerde, Karin; Daw, Nathaniel D.

2016-01-01

Patients with loss of dopamine due to Parkinson’s disease are impaired at learning from reward. However, it remains unknown precisely which aspect of learning is impaired. In particular, learning from reward, or reinforcement learning, can be driven by two distinct computational processes. One involves habitual stamping-in of stimulus-response associations, hypothesized to arise computationally from ‘model-free’ learning. The other, ‘model-based’ learning, involves learning a model of the world that is believed to support goal-directed behaviour. Much work has pointed to a role for dopamine in model-free learning. But recent work suggests model-based learning may also involve dopamine modulation, raising the possibility that model-based learning may contribute to the learning impairment in Parkinson’s disease. To directly test this, we used a two-step reward-learning task which dissociates model-free versus model-based learning. We evaluated learning in patients with Parkinson’s disease tested ON versus OFF their dopamine replacement medication and in healthy controls. Surprisingly, we found no effect of disease or medication on model-free learning. Instead, we found that patients tested OFF medication showed a marked impairment in model-based learning, and that this impairment was remediated by dopaminergic medication. Moreover, model-based learning was positively correlated with a separate measure of working memory performance, raising the possibility of common neural substrates. Our results suggest that some learning deficits in Parkinson’s disease may be related to an inability to pursue reward based on complete representations of the environment. PMID:26685155
Preceptors' Experience of Nursing Service-Learning Projects.

PubMed

Voss, Heather C

2016-03-01

Service-learning is a teaching-learning strategy in higher education that provides hands-on experiences in authentic clinical environments. Mutual decision making, shared goals, reciprocity, and tangible benefits to organizations and the people they serve are hallmarks of service-learning. However, the literature is sparse pertaining to preceptor experiences with service-learning projects, the extent of reciprocity, or the projects' impact on those who received the service. A small phenomenological study was conducted to better understand the experiences of four community-based health professionals who worked with nursing students on service-learning projects. Four themes emerged from face-to-face interviews and written reflections: (a) reciprocity among preceptor, clinical faculty, and student, (b) intentional planning and project clarity, (c) meaningful and authentic experience, and (d) valued and beneficial contributions that addressed a need. Insight gained from the experiences of the four preceptors in this study suggest that through careful planning and reciprocity, service-learning can have a positive impact on community-based organizations and the people they serve. Copyright 2016, SLACK Incorporated.
Use of personal digital assistants in diagnostic radiology resident education.

PubMed

Nishino, Mizuki; Busch, James M; Wei, Jesse; Barbaras, Larry; Yam, Chun-Shan; Hatabu, Hiroto

2004-10-01

Personal digital assistants (PDAs) are gaining widespread use in the medical community. We introduced a PDA-based mobile system that provides departmental and educational information with a seamless connection to the intranet. The objective of this study is to determine the impact a PDA has on educational resources (learning or data reference) brought to work and used at home by a radiology resident based on user surveys. Survey was performed on 32 radiology residents in our department before and 6 months after the release of the PDA-based system. We assessed the changes in (1) sources of learning at home and at work, and in (2) data reference. The second survey also evaluated the usefulness of each component of the system. After the release of the PDA-based mobile system, the use of "digital books and references" as data references and educational resources that were brought to work every day significantly increased (P = .016, P < .0001, respectively). "Traditional books and references" remained the "most useful source in learning radiology"; however, "digital books and references" increased as the residents' first choice from 0% to 16% within 6 months of introducing the package (P = .125). The introduction of a PDA-based system consisting of educational and departmental information had a statistically significant impact in increasing the use of digitized information in radiology resident education.
School to Work Fact Sheets: Making School to Work Opportunities Happen for Youth with Disabilities.

ERIC Educational Resources Information Center

Horne, Richard L.; Thuli, Kelli J.

These six fact sheets are designed to communicate strategies for serving all youth, especially youth with disabilities, in school to work programs: (1) "Overview of the School-to-Work Opportunities Act" briefly describes this 1994 federal law and the three components of school-to-work programs: school-based learning, work-based learning,…
Organizing Project-Based Learning in Work Contexts: A Cross-Cultural Cross Analysis of Data from Two Projects

ERIC Educational Resources Information Center

Poell, Rob F.; Yorks, Lyle; Marsick, Victoria J.

2009-01-01

The authors describe research aimed at developing a more comprehensive framework for project-based learning in work contexts. This grows out of a cross-cultural reanalysis of data from two previous studies using two different frameworks: actor-centered learning network theory and a critical pragmatist lens on action reflection learning. Findings…
The Effectiveness of Project-Based Learning on Pupils with Learning Difficulties Regarding Academic Performance, Group Work and Motivation

ERIC Educational Resources Information Center

Filippatou, Diamanto; Kaldi, Stavroula

2010-01-01

This study focuses upon the effectiveness of project-based learning on primary school pupils with learning difficulties regarding their academic performance and attitudes towards self efficacy, task value, group work and teaching methods applied. The present study is a part of a larger one that included six Greek fourth-grade primary school…
Connecting the Classroom to Careers: A Comprehensive Guide to the State's Role in Work-Based Learning

ERIC Educational Resources Information Center

Advance CTE: State Leaders Connecting Learning to Work, 2016

2016-01-01

As state education agencies turn their focus to preparing students for both college and careers, work-based learning is becoming an increasingly popular strategy for students to reinforce and deepen their classroom learning, explore future career fields and demonstrate their skills in an authentic setting. While much of the hard work to identify,…
Project-Based Learning as a Contributing Factor to Graduates' Work Readiness

ERIC Educational Resources Information Center

Jollands, Margaret; Jolly, Lesley; Molyneaux, Tom

2012-01-01

This paper explores what work readiness means for two cohorts of graduate engineers, one from a traditional curriculum, the second from a largely project-based curriculum. Professional bodies and employers have defined a set of attributes for engineering graduates so that graduates will be "work ready". Problem-based learning (PBL) is…
Collaborative, case-based learning: how do students actually learn from each other?

PubMed

Thurman, Joanne; Volet, Simone E; Bolton, John R

2009-01-01

The value of collaborative, case-based, and problem-based learning has received increased attention in recent years. Several studies have documented veterinary staff and students' generally positive feedback on group learning activities, but one largely unaddressed question is how students actually learn from each other. This study examined how second-year veterinary students learned from each other during a collaborative, case-based learning project. Data were students' written reflections on their learning in the veterinary course and the specific learning experience, and a matched pre- and post-task questionnaire. Consistent with prior research describing veterinary students as individualistic learners, only a third of students spontaneously mentioned learning from each other as one of their most effective strategies. However, when prompted to describe a time when they felt that group members were really learning from each other, students reported highly valuable collaborative learning processes, which they explicitly linked to learning and understanding benefits. Questionnaire data were consistent, showing that students became more positive toward several aspects of the activity as well as toward group work in general. One unexpected finding was the lack of a relationship between students' self-evaluation of their learning and how well group members knew each other. These findings provide strong support for the educational value of collaborative, case-based learning. In light of other research evidence (using observation data) that the amount of time students actually engage in high-level collaborative processes may be rather limited, this article points to the need for veterinary teachers to better prepare students for group learning activities.
Social Computing as Next-Gen Learning Paradigm: A Platform and Applications

NASA Astrophysics Data System (ADS)

Margherita, Alessandro; Taurino, Cesare; Del Vecchio, Pasquale

As a field at the intersection between computer science and people behavior, social computing can contribute significantly in the endeavor of innovating how individuals and groups interact for learning and working purposes. In particular, the generation of Internet applications tagged as web 2.0 provides an opportunity to create new “environments” where people can exchange knowledge and experience, create new knowledge and learn together. This chapter illustrates the design and application of a prototypal platform which embeds tools such as blog, wiki, folksonomy and RSS in a unique web-based system. This platform has been developed to support a case-based and project-driven learning strategy for the development of business and technology management competencies in undergraduate and graduate education programs. A set of illustrative scenarios are described to show how a learning community can be promoted, created, and sustained through the technological platform.
Pediatric cognitive rehabilitation: effective treatments in a school-based environment.

PubMed

Shaw, Dorothy R

2014-01-01

Many studies have investigated the impact of pediatric Cognitive Rehabilitation Therapy (CRT) upon intellectual functioning after traumatic brain injury; however, relatively few have identified efficacious treatment in a school setting. The purpose is to present a variety of CRT strategies that would be useful to a teacher or therapist working with students who are learning disabled or who have who have had a traumatic brain injury (TBI). This article investigates the particular challenges in learning which result from impaired cognition, and suggests techniques for improving memory and executive functioning. Students who are learning disabled or who have TBI face social and emotional issues that impact their learning. Special therapeutic interventions are necessary to assist with orienting to their setting, integrating with peers, and coping with distressing emotions. Students with TBI can adapt and flourish in a school based setting provided that therapies and learned strategies are targeted to their specific needs.
Supporting Scientific Experimentation and Reasoning in Young Elementary School Students

NASA Astrophysics Data System (ADS)

Varma, Keisha

2014-06-01

Researchers from multiple perspectives have shown that young students can engage in the scientific reasoning involved in science experimentation. However, there is little research on how well these young students learn in inquiry-based learning environments that focus on using scientific experimentation strategies to learn new scientific information. This work investigates young children's science concept learning via inquiry-based instruction on the thermodynamics system in a developmentally appropriate, technology-supported learning environment. First- and third-grade students participate in three sets of guided experimentation activities that involve using handheld computers to measure change in temperature given different types of insulation materials. Findings from pre- and post-comparisons show that students at both grade levels are able to learn about the thermodynamics system through engaging in the guided experiment activities. The instruction groups outperformed the control groups on multiple measures of thermodynamics knowledge, and the older children outperform the younger children. Knowledge gains are discussed in the context of mental models of the thermodynamics system that include the individual concepts mentioned above and the relationships between them. This work suggests that young students can benefit from science instruction centered on experimentation activities. It shows the benefits of presenting complex scientific information authentic contexts and the importance of providing the necessary scaffolding for meaningful scientific inquiry and experimentation.
Pedagogy of the logic model: teaching undergraduates to work together to change their communities.

PubMed

Zimmerman, Lindsey; Kamal, Zohra; Kim, Hannah

2013-01-01

Undergraduate community psychology courses can empower students to address challenging problems in their local communities. Creating a logic model is an experiential way to learn course concepts by "doing." Throughout the semester, students work with peers to define a problem, develop an intervention, and plan an evaluation focused on an issue of concern to them. This report provides an overview of how to organize a community psychology course around the creation of a logic model in order for students to develop this applied skill. Two undergraduate student authors report on their experience with the logic model assignment, describing the community problem they chose to address, what they learned from the assignment, what they found challenging, and what they are doing now in their communities based on what they learned.
Characterising Work-Based Learning as a Triadic Learning Endeavour

ERIC Educational Resources Information Center

Dalrymple, Roger; Kemp, Chris; Smith, Patrick

2014-01-01

With work-based learning (WBL) forming an increasingly prevalent dimension of modern higher education practice, conceptual models of the pedagogies underpinning WBL are increasingly emerging. There is broadening recognition of the need to capture and represent the values and presuppositions underlying WBL in order to support facilitators and…
Learning in and from brain-based devices.

PubMed

Edelman, Gerald M

2007-11-16

Biologically based mobile devices have been constructed that differ from robots based on artificial intelligence. These brain-based devices (BBDs) contain simulated brains that autonomously categorize signals from the environment without a priori instruction. Two such BBDs, Darwin VII and Darwin X, are described here. Darwin VII recognizes objects and links categories to behavior through instrumental conditioning. Darwin X puts together the "what,"when," and "where" from cues in the environment into an episodic memory that allows it to find a desired target. Although these BBDs are designed to provide insights into how the brain works, their principles may find uses in building hybrid machines. These machines would combine the learning ability of BBDs with explicitly programmed control systems.
School-Based Healthcare and Academic Performance: Implications of Physical Health Services for Educational Outcomes and Inequality. CEPA Working Paper No. 15-07

ERIC Educational Resources Information Center

Rochmes, Jane E.

2016-01-01

Health and education are reciprocally related, and research indicates that unhealthy students are poorly positioned to learn. Providing services that prevent health problems or help students cope with existing health concerns is one way that schools intervene in the relationship between student background and educational outcomes. Providing health…
Navigation assistance: a trade-off between wayfinding support and configural learning support.

PubMed

Münzer, Stefan; Zimmer, Hubert D; Baus, Jörg

2012-03-01

Current GPS-based mobile navigation assistance systems support wayfinding, but they do not support learning about the spatial configuration of an environment. The present study examined effects of visual presentation modes for navigation assistance on wayfinding accuracy, route learning, and configural learning. Participants (high-school students) visited a university campus for the first time and took a predefined assisted tour. In Experiment 1 (n = 84, 42 females), a presentation mode showing wayfinding information from eye-level was contrasted with presentation modes showing wayfinding information included in views that provided comprehensive configural information. In Experiment 2 (n = 48, 24 females), wayfinding information was included in map fragments. A presentation mode which always showed north on top of the device was compared with a mode which rotated according to the orientation of the user. Wayfinding accuracy (deviations from the route), route learning, and configural learning (direction estimates, sketch maps) were assessed. Results indicated a trade-off between wayfinding and configural learning: Presentation modes providing comprehensive configural information supported the acquisition of configural knowledge at the cost of accurate wayfinding. The route presentation mode supported wayfinding at the cost of configural knowledge acquisition. Both presentation modes based on map fragments supported wayfinding. Individual differences in visual-spatial working memory capacity explained a considerable portion of the variance in wayfinding accuracy, route learning, and configural learning. It is concluded that learning about an unknown environment during assisted navigation is based on the integration of spatial information from multiple sources and can be supported by appropriate visualization. PsycINFO Database Record (c) 2012 APA, all rights reserved.
Workplace learning through peer groups in medical school clerkships.

PubMed

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

2014-01-01

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

Workplace learning through peer groups in medical school clerkships.

PubMed

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

2014-01-01

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

PubMed

Blue, Amy V; Charles, Laurine; Howell, David; Koutalos, Yiannis; Mitcham, Maralynne; Nappi, Jean; Zoller, James

2010-01-01

Interprofessional education (IPE) is increasingly called upon to improve health care systems and patient safety. Our institution is engaged in a campus-wide IPE initiative. As a component of this initiative, a required online interprofessional patient-safety-focused course for a large group (300) of first-year medical, dental, and nursing students was developed and implemented. We describe our efforts with developing the course, including the use of constructivist and adult learning theories and IPE competencies to structure students' learning in a meaningful fashion. The course was conducted online to address obstacles of academic calendars and provide flexibility for faculty participation. Students worked in small groups online with a faculty facilitator. Thematic modules were created with associated objectives, online learning materials, and assignments. Students posted completed assignments online and responded to group members' assignments for purposes of group discussion. Students worked in interprofessional groups on a project requiring them to complete a root cause analysis and develop recommendations based on a fictional sentinel event case. Through project work, students applied concepts learned in the course related to improving patient safety and demonstrated interprofessional collaboration skills. Projects were presented during a final in-class session. Student course evaluation results suggest that learning objectives and content goals were achieved. Faculty course evaluation results indicate that the course was perceived to be a worthwhile learning experience for students. We offer the following recommendations to others interested in developing an in-depth interprofessional learning experience for a large group of learners: 1) consider a hybrid format (inclusion of some face-to-face sessions), 2) address IPE and broader curricular needs, 3) create interactive opportunities for shared learning and working together, 4) provide support to faculty facilitators, and 5) recognize your learners' educational level. The course has expanded to include students from additional programs for the current academic year.
Introducing students to patient safety through an online interprofessional course

PubMed Central

Blue, Amy V; Charles, Laurine; Howell, David; Koutalos, Yiannis; Mitcham, Maralynne; Nappi, Jean; Zoller, James

2010-01-01

Interprofessional education (IPE) is increasingly called upon to improve health care systems and patient safety. Our institution is engaged in a campus-wide IPE initiative. As a component of this initiative, a required online interprofessional patient-safety-focused course for a large group (300) of first-year medical, dental, and nursing students was developed and implemented. We describe our efforts with developing the course, including the use of constructivist and adult learning theories and IPE competencies to structure students’ learning in a meaningful fashion. The course was conducted online to address obstacles of academic calendars and provide flexibility for faculty participation. Students worked in small groups online with a faculty facilitator. Thematic modules were created with associated objectives, online learning materials, and assignments. Students posted completed assignments online and responded to group members’ assignments for purposes of group discussion. Students worked in interprofessional groups on a project requiring them to complete a root cause analysis and develop recommendations based on a fictional sentinel event case. Through project work, students applied concepts learned in the course related to improving patient safety and demonstrated interprofessional collaboration skills. Projects were presented during a final in-class session. Student course evaluation results suggest that learning objectives and content goals were achieved. Faculty course evaluation results indicate that the course was perceived to be a worthwhile learning experience for students. We offer the following recommendations to others interested in developing an in-depth interprofessional learning experience for a large group of learners: 1) consider a hybrid format (inclusion of some face-to-face sessions), 2) address IPE and broader curricular needs, 3) create interactive opportunities for shared learning and working together, 4) provide support to faculty facilitators, and 5) recognize your learners’ educational level. The course has expanded to include students from additional programs for the current academic year. PMID:23745069
Science-for-Teaching Discourse in Science Teachers' Professional Learning Communities

NASA Astrophysics Data System (ADS)

Lohwasser, Karin

Professional learning communities (PLCs) provide an increasingly common structure for teachers' professional development. The effectiveness of PLCs depends on the content and quality of the participants' discourse. This dissertation was conducted to add to an understanding of the science content needed to prepare to teach science, and the discourse characteristics that create learning opportunities in teachers' PLCs. To this end, this study examined how middle school science teachers in three PLCs addressed science-for-teaching, and to what effect. Insight into discourse about content knowledge for teaching in PLCs has implications for the analysis, interpretation, and support of teachers' professional discourse, their collaborative learning, and consequently their improvement of practice. This dissertation looked closely at the hybrid space between teachers' knowledge of students, of teaching, and of science, and how this space was explored in the discourse among teachers, and between teachers and science experts. At the center of the study were observations of three 2-day PLC cycles in which participants worked together to improve the way they taught their curriculum. Two of the PLC cycles were supported, in part, by a science expert who helped the teachers explore the science they needed for teaching. The third PLC worked without such support. The following overarching questions were explored in the three articles of this dissertation: (1) What kind of science knowledge did teachers discuss in preparation for teaching? (2) How did the teachers talk about content knowledge for science teaching, and to what effect for their teaching practice? (3) How did collaborating teachers' discursive accountabilities provide opportunities for furthering the teachers' content knowledge for science teaching? The teachers' discourse during the 2-day collaboration cycles was analyzed and interpreted based on a sociocultural framework that included concepts from the practice-based theory of content knowledge for teaching developed by D. L. Ball, Thames, and Phelps (2008) and the Accountable Talk framework by Michaels, O'Connor, & Resnick (2008). The study's findings could provide justification for and ideas on how to provide targeted support for PLCs to make teachers' work on science knowledge more applicable to lesson planning, teaching, and student learning.
Factors Promoting Vocational Students' Learning at Work: Study on Student Experiences

ERIC Educational Resources Information Center

Virtanen, Anne; Tynjälä, Päivi; Eteläpelto, Anneli

2014-01-01

In order to promote effective pedagogical practices for students' work-based learning, we need to understand better how students' learning at work can be supported. This paper examines the factors explaining students' workplace learning (WPL) outcomes, addressing three aspects: (1) student-related individual factors, (2) social and…
Errorless Learning for Training Individuals With Schizophrenia at a Community Mental Health Setting Providing Work Experience

PubMed Central

Kern, Robert S.; Liberman, Robert P.; Becker, Deborah R.; Drake, Robert E.; Sugar, Catherine A.; Green, Michael F.

2009-01-01

The effects of errorless learning (EL) on work performance, tenure, and personal well-being were compared with conventional job training in a community mental health fellowship club offering 12-week time-limited work experience. Participants were 40 clinically stable schizophrenia and schizoaffective disorder outpatients randomly assigned to EL vs conventional instruction (CI) at a thrift-type clothing store. EL participants received training on how to perform their assigned job tasks based on principles of EL, such as error reduction and automation of task performance. CI participants received training common to other community-based entry-level jobs that included verbal instruction, a visual demonstration, independent practice, and corrective feedback. Participants were scheduled to work 2 hours per week for 12 weeks. For both groups, job training occurred during the first 2 weeks at the worksite. Work performance (assessed using the Work Behavior Inventory, WBI) and personal well-being (self-esteem, job satisfaction, and work stress) were assessed at weeks 2, 4, and 12. Job tenure was defined as the number of weeks on the job or total number of hours worked prior to quitting or study end. The EL group performed better than the CI group on the Work Quality Scale from the WBI, and the group differences were relatively consistent over time. Results from the survival analyses of job tenure revealed a non-significant trend favoring EL. There were no group differences on self-esteem, job satisfaction, or work stress. The findings provide modest support for the extensions of EL to community settings for enhancing work performance. PMID:18326529
Errorless learning for training individuals with schizophrenia at a community mental health setting providing work experience.

PubMed

Kern, Robert S; Liberman, Robert P; Becker, Deborah R; Drake, Robert E; Sugar, Catherine A; Green, Michael F

2009-07-01

The effects of errorless learning (EL) on work performance, tenure, and personal well-being were compared with conventional job training in a community mental health fellowship club offering 12-week time-limited work experience. Participants were 40 clinically stable schizophrenia and schizoaffective disorder outpatients randomly assigned to EL vs conventional instruction (CI) at a thrift-type clothing store. EL participants received training on how to perform their assigned job tasks based on principles of EL, such as error reduction and automation of task performance. CI participants received training common to other community-based entry-level jobs that included verbal instruction, a visual demonstration, independent practice, and corrective feedback. Participants were scheduled to work 2 hours per week for 12 weeks. For both groups, job training occurred during the first 2 weeks at the worksite. Work performance (assessed using the Work Behavior Inventory, WBI) and personal well-being (self-esteem, job satisfaction, and work stress) were assessed at weeks 2, 4, and 12. Job tenure was defined as the number of weeks on the job or total number of hours worked prior to quitting or study end. The EL group performed better than the CI group on the Work Quality Scale from the WBI, and the group differences were relatively consistent over time. Results from the survival analyses of job tenure revealed a non-significant trend favoring EL. There were no group differences on self-esteem, job satisfaction, or work stress. The findings provide modest support for the extensions of EL to community settings for enhancing work performance.
Accredited work-based learning: an approach for collaboration between higher education and practice.

PubMed

Chalmers, H; Swallow, V M; Miller, J

2001-11-01

This article discusses the experience of creating a programme of accredited work based learning (AWBL) for emergency nurse practitioners (ENPs) who work in an Accident and Emergency (A&E) Department in the North East of England. The initiative highlighted the challenges of collaboration with purchasers of education and with professional colleagues, other than nurses. Accredited work-based learning was seen to be an appropriate means of supporting ENP role development. Some of the drivers of the development were: the need for a rapid response to wide ranging changes in the health service; the need to ensure rigour in the quality of both education and health care; to enable participants to engage in role development with appropriate skills, confidence and competence; and to ensure that the learning programme had parity in its design with conventional university based learning. The aim was to collaborate in the creation of learning which was relevant to the Trust's drive to improve patient care which accommodated the nurses' common and individual learning needs and offered academically recognized learning opportunities in tune with the post-Dearing ethos in higher education. This aim was reached and included a great deal of learning on the part of the collaborating partners. Copyright 2001 Harcourt Publishers Ltd.
Learning To Compete.

ERIC Educational Resources Information Center

National Advisory Commission on Work-Based Learning (DOL), Washington, DC.

The National Advisory Commission on Work-Based Learning worked to identify practical steps that the Labor Department could take to help increase the skill levels of the U.S. work force and expand work-based training. The findings gained from a series of roundtables and further studies were synthesized into a set of recommendations in five major…
Can Executive Functions Help to Understand Children with Mathematical Learning Disorders and to Improve Instruction?

ERIC Educational Resources Information Center

Desoete, Annemie; De Weerdt, Frauke

2013-01-01

Working memory, inhibition and naming speed was assessed in 22 children with mathematical learning disorders (MD), 17 children with a reading learning disorder (RD), and 45 children without any learning problems between 8 and 12 years old. All subjects with learning disorders performed poorly on working memory tasks, providing evidence that they…
Using Appreciative Inquiry for an e-Learning Change Management Programme: The ENTICE Project at Brunel University

NASA Astrophysics Data System (ADS)

Murray, Linda A.; Alberts, Philip P.; Stephenson, Julia E.

Brunel University's e-Learning strategy provides direction for the teaching staff, but remains flexible. Although all Schools had engaged with e-Learning in the past, detailed consideration of effective e-Learning and the e-experience of students had not been generally in evidence. We sought to address this gap in the strategic work of schools by implementing a change management program, the major elements of which were the development of a local evidence-base of effectiveness of e-Learning practices and conversations for change. Our program was based on the Appreciative Inquiry (AI) method, which we adapted for this educational context. The aim was to identify the pedagogic value of the diverse range of e-Learning activities already being undertaken and to encourage more widespread use. There was also a longer-term objective of assisting schools to establish or review their own e-Learning strategies and action plans. In terms of the effectiveness of the process, it is evident that the AI methodology was very beneficial. There is greater awareness among academic staff of the range of e-Learning activities that are currently being used in teaching designs of teaching staff at the University and about student use and attitudes to those activities. The evidence provides inputs to the development/review of e-Learning action plans and strategies for each school, usually within the context of the overall school plan.
Starting learning in medical practice: an evaluation of a new Introductory Clerkship.

PubMed

Jacobs, J C G; Bolhuis, S; Bulte, J A; Laan, R; Holdrinet, R S G

2005-08-01

The transition from undergraduate medical education to learning in clinical clerkships can be difficult for students. Learning in clinical practice requires awareness of learning opportunities and goals, active elaboration and reflection. Staff should provide students with guidance to learn from their experiences. A new Introductory Clerkship was designed to facilitate the start of goal-oriented, active and reflective work-based learning. This four-week clerkship is a result of the cooperation of six major specialties in the university hospital. The innovations included explicitly formulated goals, a description of the student's activities in daily practice and of the staff's role, group meetings, a logbook, a halfway formative interview and a final summative interview. The aim of this study was to investigate to what extent the innovations of the new Introductory Clerkship were implemented and how students and residents valued them. Two questionnaires were constructed: one was administered to students (n = 54) and the other to residents (n = 27). Students considered participation in daily practice very instructive, although more observations of history taking and physical examination are wanted. The interviews and group meetings promote students' learning. Use of the logbook needs improvement. Residents perceived a shortage of time and would appreciate more participation of staff members, as well as a better preparation for supervising tasks. Overall, the study demonstrates that it is possible to introduce innovations in clinical clerkships to improve the learning environment of work-based learning.
Work-Related Learning Guide for Family Literacy and Adult Education Organizations.

ERIC Educational Resources Information Center

Jobs for the Future, Boston, MA.

This guide assists family literacy and adult education organizations considering ways in which work and learning can be integrated in their educational programs. Part I addresses influences motivating the family literacy and adult education fields to incorporate work-related learning into their efforts. Part II provides a framework for designing…
The Pathway Program: How a Collaborative, Distributed Learning Program Showed Us the Future of Social Work Education

ERIC Educational Resources Information Center

Morris, Teresa; Mathias, Christine; Swartz, Ronnie; Jones, Celeste A; Klungtvet-Morano, Meka

2013-01-01

This paper describes a three-campus collaborative, distributed learning program that delivers social work education to remote rural and desert communities in California via distance learning modalities. This "Pathway Program" provides accredited social work education for a career ladder beginning with advising and developing an academic…
Development of a health care systems curriculum

PubMed Central

Pruitt, Zachary; Mhaskar, Rahul; Kane, Bryan G; Barraco, Robert D; DeWaay, Deborah J; Rosenau, Alex M; Bresnan, Kristin A; Greenberg, Marna Rayl

2017-01-01

Background There is currently no gold standard for delivery of systems-based practice in medical education, and it is challenging to incorporate into medical education. Health systems competence requires physicians to understand patient care within the broader health care system and is vital to improving the quality of care clinicians provide. We describe a health systems curriculum that utilizes problem-based learning across 4 years of systems-based practice medical education at a single institution. Methods This case study describes the application of a problem-based learning approach to system-based practice medical education. A series of behavioral statements, called entrustable professional activities, was created to assess student health system competence. Student evaluation of course curriculum design, delivery, and assessment was provided through web-based surveys. Results To meet competency standards for system-based practice, a health systems curriculum was developed and delivered across 4 years of medical school training. Each of the health system lectures and problem-based learning activities are described herein. The majority of first and second year medical students stated they gained working knowledge of health systems by engaging in these sessions. The majority of the 2016 graduating students (88.24%) felt that the course content, overall, prepared them for their career. Conclusion A health systems curriculum in undergraduate medical education using a problem-based learning approach is feasible. The majority of students learning health systems curriculum through this format reported being prepared to improve individual patient care and optimize the health system’s value (better care and health for lower cost). PMID:29138614
A reinforcement learning model of joy, distress, hope and fear

NASA Astrophysics Data System (ADS)

Broekens, Joost; Jacobs, Elmer; Jonker, Catholijn M.

2015-07-01

In this paper we computationally study the relation between adaptive behaviour and emotion. Using the reinforcement learning framework, we propose that learned state utility, ?, models fear (negative) and hope (positive) based on the fact that both signals are about anticipation of loss or gain. Further, we propose that joy/distress is a signal similar to the error signal. We present agent-based simulation experiments that show that this model replicates psychological and behavioural dynamics of emotion. This work distinguishes itself by assessing the dynamics of emotion in an adaptive agent framework - coupling it to the literature on habituation, development, extinction and hope theory. Our results support the idea that the function of emotion is to provide a complex feedback signal for an organism to adapt its behaviour. Our work is relevant for understanding the relation between emotion and adaptation in animals, as well as for human-robot interaction, in particular how emotional signals can be used to communicate between adaptive agents and humans.
Why Robots Should Be Social: Enhancing Machine Learning through Social Human-Robot Interaction

PubMed Central

de Greeff, Joachim; Belpaeme, Tony

2015-01-01

Social learning is a powerful method for cultural propagation of knowledge and skills relying on a complex interplay of learning strategies, social ecology and the human propensity for both learning and tutoring. Social learning has the potential to be an equally potent learning strategy for artificial systems and robots in specific. However, given the complexity and unstructured nature of social learning, implementing social machine learning proves to be a challenging problem. We study one particular aspect of social machine learning: that of offering social cues during the learning interaction. Specifically, we study whether people are sensitive to social cues offered by a learning robot, in a similar way to children’s social bids for tutoring. We use a child-like social robot and a task in which the robot has to learn the meaning of words. For this a simple turn-based interaction is used, based on language games. Two conditions are tested: one in which the robot uses social means to invite a human teacher to provide information based on what the robot requires to fill gaps in its knowledge (i.e. expression of a learning preference); the other in which the robot does not provide social cues to communicate a learning preference. We observe that conveying a learning preference through the use of social cues results in better and faster learning by the robot. People also seem to form a “mental model” of the robot, tailoring the tutoring to the robot’s performance as opposed to using simply random teaching. In addition, the social learning shows a clear gender effect with female participants being responsive to the robot’s bids, while male teachers appear to be less receptive. This work shows how additional social cues in social machine learning can result in people offering better quality learning input to artificial systems, resulting in improved learning performance. PMID:26422143
Why Robots Should Be Social: Enhancing Machine Learning through Social Human-Robot Interaction.

PubMed

de Greeff, Joachim; Belpaeme, Tony

2015-01-01

Social learning is a powerful method for cultural propagation of knowledge and skills relying on a complex interplay of learning strategies, social ecology and the human propensity for both learning and tutoring. Social learning has the potential to be an equally potent learning strategy for artificial systems and robots in specific. However, given the complexity and unstructured nature of social learning, implementing social machine learning proves to be a challenging problem. We study one particular aspect of social machine learning: that of offering social cues during the learning interaction. Specifically, we study whether people are sensitive to social cues offered by a learning robot, in a similar way to children's social bids for tutoring. We use a child-like social robot and a task in which the robot has to learn the meaning of words. For this a simple turn-based interaction is used, based on language games. Two conditions are tested: one in which the robot uses social means to invite a human teacher to provide information based on what the robot requires to fill gaps in its knowledge (i.e. expression of a learning preference); the other in which the robot does not provide social cues to communicate a learning preference. We observe that conveying a learning preference through the use of social cues results in better and faster learning by the robot. People also seem to form a "mental model" of the robot, tailoring the tutoring to the robot's performance as opposed to using simply random teaching. In addition, the social learning shows a clear gender effect with female participants being responsive to the robot's bids, while male teachers appear to be less receptive. This work shows how additional social cues in social machine learning can result in people offering better quality learning input to artificial systems, resulting in improved learning performance.
Internet-Based Laboratory Immersion: When The Real Deal is Not Available

NASA Astrophysics Data System (ADS)

Meisner, Gerald; Hoffman, Harol

2004-11-01

Do you want all of your students to investigate equilibrium conditions in the physics lab, but don't have time for lab investigations? Do your under-prepared students need basic, careful and detailed remedial work to help them succeed? LAAPhysics provides an answer to these questions by means of robust online physics courseware based on: (1) a sound, research-based pedagogy (2) a rich laboratory environment with skills and operational knowledge transferable to the wet lab' and (3) a paradigm which is economically scalable. LAAPhysics provides both synchronous and asynchronous learning experiences for an introductory, algebra-based course for students (undergraduate, AP High School, seekers of a second degree), those seeking career changes, and pre-service and in-service teachers. We have developed a simulated physics laboratory comprised of virtual lab equipment and instruments, associated curriculum modules and virtual guidance for real time feedback, formative assessment and collaborative learning.
The Adolescent Mentalization-based Integrative Treatment (AMBIT) approach to outcome evaluation and manualization: adopting a learning organization approach.

PubMed

Fuggle, Peter; Bevington, Dickon; Cracknell, Liz; Hanley, James; Hare, Suzanne; Lincoln, John; Richardson, Garry; Stevens, Nina; Tovey, Heather; Zlotowitz, Sally

2015-07-01

AMBIT (Adolescent Mentalization-Based Integrative Treatment) is a developing team approach to working with hard-to-reach adolescents. The approach applies the principle of mentalization to relationships with clients, team relationships and working across agencies. It places a high priority on the need for locally developed evidence-based practice, and proposes that outcome evaluation needs to be explicitly linked with processes of team learning using a learning organization framework. A number of innovative methods of team learning are incorporated into the AMBIT approach, particularly a system of web-based wiki-formatted AMBIT manuals individualized for each participating team. The paper describes early development work of the model and illustrates ways of establishing explicit links between outcome evaluation, team learning and manualization by describing these methods as applied to two AMBIT-trained teams; one team working with young people on the edge of care (AMASS - the Adolescent Multi-Agency Support Service) and another working with substance use (CASUS - Child and Adolescent Substance Use Service in Cambridgeshire). Measurement of the primary outcomes for each team (which were generally very positive) facilitated team learning and adaptations of methods of practice that were consolidated through manualization. © The Author(s) 2014.

Practice-based learning and improvement.

PubMed

Moore, Donald E; Pennington, Floyd C

2003-01-01

Workplace learning is becoming increasingly important in all fields. While workplace learning in medicine, also called practice-based learning and improvement (PBLI) is not new, understanding how it works and how it fits with an individual physician's continuing professional development is new. In this article, we describe seven issues associated with PBLI and then pose questions for reflections, as continuing medical education (CME) planners consider working with PBLI.
Project-based learning as a contributing factor to graduates' work readiness

NASA Astrophysics Data System (ADS)

Jollands, Margaret; Jolly, Lesley; Molyneaux, Tom

2012-05-01

This paper explores what work readiness means for two cohorts of graduate engineers, one from a traditional curriculum, the second from a largely project-based curriculum. Professional bodies and employers have defined a set of attributes for engineering graduates so that graduates will be 'work ready'. Problem-based learning (PBL) is claimed to be a suitable approach to develop such skills. The graduates were interviewed some months after starting work, along with their managers. All the graduates recognised the benefits of taking PBL subjects as well as vacation work, with success in communication attributed more to PBL. Both cohorts had similar learning outcomes, high skill levels in project management, problem solving, communication skills, research and sustainability. A skills gap in ethics was identified for both cohorts of graduates and their managers. Further work is planned to link skill development with undergraduate learning experience.
Helping working Equidae and their owners in developing countries: monitoring and evaluation of evidence-based interventions.

PubMed

Upjohn, Melissa M; Pfeiffer, Dirk U; Verheyen, Kristien L P

2014-02-01

There are an estimated 112 million Equidae (horses, donkeys, mules) in the developing world, providing essential resources for their owners' livelihoods and well-being. The impoverished situation of their owners and the often harsh conditions in which they work mean that the animals' welfare is a cause for concern. A number of equine non-governmental organisations (NGOs) operate within working equid communities providing veterinary care, education and training programmes aimed at improving equine welfare. However, there is little published information available that describes monitoring and evaluation (M&E) of such interventions using objective outcome-based indicators and where baseline data are available. The aim of this paper is to summarise the peer-reviewed reports of M&E in this sector and identify the key issues which need to be addressed in ensuring that such evaluations provide useful information on the work of these organisations. A rigorous evidence base for designing future interventions will provide an opportunity for enhancing the effectiveness of working equid NGO operations. Increased availability of M&E reports in the peer-reviewed literature will enable NGOs to learn from one another and disseminate to a wider audience information on the role of working Equidae and the issues they face. Copyright © 2013 Elsevier Ltd. All rights reserved.
Using a Touch-Based, Computer-Assisted Learning System to Promote Literacy and Math Skills for Low-Income Preschoolers

ERIC Educational Resources Information Center

McManis, Mark H.; McManis, Lilla Dale

2016-01-01

The use of touch-based technologies by young children to improve academic skills has seen growth outpacing empirical evidence of its effectiveness. Due to the educational challenges low-income children face, the stakes for providing instructional technology with demonstrated efficacy are high. The current work presents an empirical study of the…
Three Forms of the Knowledge Economy: Learning, Creativity and Openness

ERIC Educational Resources Information Center

Peters, Michael A.

2010-01-01

This paper outlines and reviews three forms and associated discourses of the "knowledge economy": the "learning economy", based on the work of Bengt-Ake Lundvall; the "creative economy" based on the work of Charles Landry, John Howkins and Richard Florida; and the "open knowledge economy" based on the work of Yochai Benkler and others. Arguably,…
Work-Based Learning Opportunities for High School Students

ERIC Educational Resources Information Center

Alfeld, Corinne; Charner, Ivan; Johnson, Lisa; Watts, Eric

2013-01-01

This report describes the Year 5 work of the National Research Center for Career and Technical Education's (NRCCTE) Technical Assistance (TA) Academy. In 2011-2012, the TA plan carried out by FHI 360 on behalf of the NRCCTE focused on developing a conceptual base for work-based learning (WBL), a strategy that helps students apply academic and…
Developing the Theory of Perspective Transformation

ERIC Educational Resources Information Center

Hoggan, Chad; Mälkki, Kaisu; Finnegan, Fergal

2017-01-01

Mezirow's theory of perspective transformation has proved to be a great asset to the scholarship of adult education and has provided a solid theoretical base for understanding complex learning phenomena. However, in the discussions surrounding Mezirow's work, a certain "stuckness" appears which we think is unproductive. Critiques of…
Continuous Progress Education: An Ideal that Works.

ERIC Educational Resources Information Center

Jenkins, John M.

1982-01-01

Continuous progress education (CP) provides for the individualization of all significant aspects of learning, including materials, content, objectives, methods, pacing, and student-teacher relationships. It is based on the proposition that no general prescriptions are equally appropriate for all students. A brief description of Hood River Valley…
Removing Barriers to Learning

ERIC Educational Resources Information Center

Nealis, Libby Kuffner

2013-01-01

Specialized instructional support personnel (SISP) are part of a multidisciplinary education team that provides a wide range of school-based prevention and intervention services to help students become effective learners and productive citizens. They work with teachers, principals, and parents to ensure that all students are successful in school.…
Work-Based Learning: Finding a New Niche.

ERIC Educational Resources Information Center

Johnston, George H.

2001-01-01

Describes how a new manufacturing technology program at one college, seeking to use work-based learning extensively, has addressed success factors identified in a national study of exemplary programs. (Contains 10 references.) (AUTH/NB)
Do Facilitate, Don’t Demonstrate: Meaningful Engagement for Science Outreach

NASA Astrophysics Data System (ADS)

Gelderman, Richard

2017-01-01

We are encouraged to hand over the learning experience to the students who must do the learning. After the 1957 launch of Sputnik it seemed that learning by discovery would replace lectures and other forms of learning by rote. The innovative Physical Science Study Committee (PSSC), Chemical Education Materials Study (ChEMS), and Biological Sciences Curriculum Study (BSCS) provided teachers with hands-on, activity-based curriculum materials emphasizing problem solving, process skills, and creativity. Our current reforms, based on the Next Generation Science Standards, stress that learner-centered strategies need to become commonplace throughout the classrooms of our formal education system. In this presentation, we share tips on how to double check your style of interactions for science outreach, to ensure the audience is working with a facilitator rather than simply enjoying an expert’s entertaining demonstration.
Evaluating Experiential Learning in the Business Context: Contributions to Group-Based and Cross-Functional Working

ERIC Educational Resources Information Center

Piercy, Niall

2013-01-01

The use of experiential learning techniques has become popular in business education. Experiential learning approaches offer major benefits for teaching contemporary management practices such as cross-functional and team-based working. However, there remains relatively little empirical data on the success of experiential pedagogies in supporting…
Undergraduate Social Work Students' Perceptions of a Team-Based Learning Approach to Exploring Adult Development

ERIC Educational Resources Information Center

Watkins, Karen; Forge, Nicholas; Lewinson, Terri; Garner, Brittany; Carter, Larance D.; Greenwald, Lindsay

2018-01-01

Social work educators are challenged to adopt innovative instructional methods and pedagogies to prepare students to meet the contemporary needs of diverse client populations. A team-based learning (TBL) approach is a pedagogical strategy that utilizes cooperative and collaborative learning principles to inspire academic, professional, and…
Life History Methodologies: An Investigation into Work-Based Learning Experiences of Community Education Workers

ERIC Educational Resources Information Center

Issler, Sally; Nixon, David

2007-01-01

This article focuses on an investigation into the learning journeys undertaken by managers of a community education project in an area of urban deprivation. A constructivist interpretation of life history narrative revealed the positive effects of community workers' heavy dependence on experiential work-based learning, which resulted in the…
Using MBTI for the Success Assessment of Engineering Teams in Project-Based Learning

ERIC Educational Resources Information Center

Rodríguez Montequín, V.; Mesa Fernández, J. M.; Balsera, J. Villanueva; García Nieto, A.

2013-01-01

Project-Based Learning (PBL) is a teaching and learning methodology that emphasizes student centered instruction by assigning projects. The students have to conduct significant projects and cope with realistic working conditions and scenarios. PBL is generally done by groups of students working together towards a common goal. Several factors play…
Knowledge Acquisition at Work. IEE Brief Number 2.

ERIC Educational Resources Information Center

Scribner, Sylvia; Sachs, Patricia

An exploratory investigation attempted to determine how learning at work actually takes place and in what ways learning on the job differs from classroom learning. The study was based on extensive observations and interviews over a 5-year period at two manufacturing plants that implemented a computer-based system known as Manufacturing Resource…
Guided Work-Based Learning: Sharing Practical Teaching Knowledge with Student Teachers

ERIC Educational Resources Information Center

van Velzen, Corinne; Volman, Monique; Brekelmans, Mieke; White, Simone

2012-01-01

Building quality work-based learning opportunities for student teachers is a challenge for schools in school-university partnerships. This study focused on the guidance of student teachers by means of a mentoring approach aimed at sharing practical knowledge, with student teachers' learning needs as an emphasis. The approach was built on…
Professional development that works: Impacting elementary science teachers' learning and practice during the implementation of an inquiry-oriented science curriculum

NASA Astrophysics Data System (ADS)

Schlang, Jodi A.

One of the most important factors for developing science literacy for all students is teacher knowledge of science content and pedagogy. This study was designed to evaluate the impact of professional development on teacher learning, changes in teacher behavior, and student learning. The goal was to develop a deeper understanding of how the Elementary Science Teaching and Learning (ESTL) program affected teacher learning and changed teacher behavior in the classroom. This study also provided insight into the effect of the ESTL program on student learning during the first year of the professional development. This mixed method case study was used to examine the link between participation in the ESTL program, teacher learning, changes in teacher classroom behavior, and student learning. Qualitative observations and videotaped sessions provided rich description of the professional development and implementation of inquiry-oriented strategies in participant's classrooms. Artifacts and interviews provided evidence of teacher learning and changes in teacher behaviors. Quantitative data included self-report survey data examining changes in teacher behavior and the measurement of student learning used both science district assessment scores and CSAP writing scores. Key findings include: (1) teacher learning was reported in the areas of questioning and scope and sequence of the curriculum occurred; (2) statistically significant changes teacher behavior were reported and were noted in teacher interviews; (3) participation in the ESTL program did not positively impact student learning; (4) unanticipated findings include the role of camaraderie in professional development and the role of additional training in teacher's confidence in both their own teaching and in helping others; and, (5) teacher's perceptions identified the role of inquiry-based science curriculum as providing the rich experiences necessary for improved student writing. Overall participation in the ESTL program increased the implementation of inquiry-oriented strategies and it strengthened teacher inquiry-based science teaching in the classroom even though no increases were found in student test scores.
Computer-Based Learning of Geometry from Integrated and Split-Attention Worked Examples: The Power of Self-Management

ERIC Educational Resources Information Center

Tindall-Ford, Sharon; Agostinho, Shirley; Bokosmaty, Sahar; Paas, Fred; Chandler, Paul

2015-01-01

This research investigated the viability of learning by self-managing split-attention worked examples as an alternative to learning by studying instructor-managed integrated worked examples. Secondary school students learning properties of angles on parallel lines were taught to integrate spatially separated text and diagrammatic information by…
Did the Americanization Movement Succeed? An Evaluation of the Effect of English-Only and Compulsory Schools Laws on Immigrants' Education. NBER Working Paper No. 18302

ERIC Educational Resources Information Center

Lleras-Muney, Adriana; Shertzer, Allison

2012-01-01

In the early twentieth century, education legislation was often passed based on arguments that new laws were needed to force immigrants to learn English and "Americanize." We provide the first estimates of the effect of statutes requiring English as the language of instruction and compulsory schooling laws on the school enrollment, work, literacy…

Comparing SVM and ANN based Machine Learning Methods for Species Identification of Food Contaminating Beetles.

PubMed

Bisgin, Halil; Bera, Tanmay; Ding, Hongjian; Semey, Howard G; Wu, Leihong; Liu, Zhichao; Barnes, Amy E; Langley, Darryl A; Pava-Ripoll, Monica; Vyas, Himansu J; Tong, Weida; Xu, Joshua

2018-04-25

Insect pests, such as pantry beetles, are often associated with food contaminations and public health risks. Machine learning has the potential to provide a more accurate and efficient solution in detecting their presence in food products, which is currently done manually. In our previous research, we demonstrated such feasibility where Artificial Neural Network (ANN) based pattern recognition techniques could be implemented for species identification in the context of food safety. In this study, we present a Support Vector Machine (SVM) model which improved the average accuracy up to 85%. Contrary to this, the ANN method yielded ~80% accuracy after extensive parameter optimization. Both methods showed excellent genus level identification, but SVM showed slightly better accuracy for most species. Highly accurate species level identification remains a challenge, especially in distinguishing between species from the same genus which may require improvements in both imaging and machine learning techniques. In summary, our work does illustrate a new SVM based technique and provides a good comparison with the ANN model in our context. We believe such insights will pave better way forward for the application of machine learning towards species identification and food safety.
Disseminating Innovations in Teaching Value-Based Care Through an Online Learning Network.

PubMed

Gupta, Reshma; Shah, Neel T; Moriates, Christopher; Wallingford, September; Arora, Vineet M

2017-08-01

A national imperative to provide value-based care requires new strategies to teach clinicians about high-value care. We developed a virtual online learning network aimed at disseminating emerging strategies in teaching value-based care. The online Teaching Value in Health Care Learning Network includes monthly webinars that feature selected innovators, online discussion forums, and a repository for sharing tools. The learning network comprises clinician-educators and health system leaders across North America. We conducted a cross-sectional online survey of all webinar presenters and the active members of the network, and we assessed program feasibility. Six months after the program launched, there were 277 learning community members in 22 US states. Of the 74 active members, 50 (68%) completed the evaluation. Active members represented independently practicing physicians and trainees in 7 specialties, nurses, educators, and health system leaders. Nearly all speakers reported that the learning network provided them with a unique opportunity to connect with a different audience and achieve greater recognition for their work. Of the members who were active in the learning network, most reported that strategies gleaned from the network were helpful, and some adopted or adapted these innovations at their home institutions. One year after the program launched, the learning network had grown to 364 total members. The learning network helped participants share and implement innovations to promote high-value care. The model can help disseminate innovations in emerging areas of health care transformation, and is sustainable without ongoing support after a period of start-up funding.
Problem Based Learning in Science

ERIC Educational Resources Information Center

Pepper, Coral

2009-01-01

Problem based learning (PBL) is a recognised teaching and learning strategy used to engage students in deep rather than surface learning. It is also viewed as a successful strategy to align university courses with the real life professional work students are expected to undertake on graduation (Biggs, 2003). Problem based learning is practised…
Learning and Processing Abstract Words and Concepts: Insights From Typical and Atypical Development.

PubMed

Vigliocco, Gabriella; Ponari, Marta; Norbury, Courtenay

2018-05-21

The paper describes two plausible hypotheses concerning the learning of abstract words and concepts. According to a first hypothesis, children would learn abstract words by extracting co-occurrences among words in linguistic input, using, for example, mechanisms as described by models of Distributional Semantics. According to a second hypothesis, children would exploit the fact that abstract words tend to have more emotional associations than concrete words to infer that they refer to internal/mental states. Each hypothesis makes specific predictions with regards to when and which abstract words are more likely to be learned; also they make different predictions concerning the impact of developmental disorders. We start by providing a review of work characterizing how abstract words and concepts are learned in development, especially between the ages of 6 and 12. Second, we review some work from our group that tests the two hypotheses above. This work investigates typically developing (TD) children and children with atypical development (developmental language disorders [DLD] and autism spectrum disorder [ASD] with and without language deficits). We conclude that the use of strategies based on emotional information, or on co-occurrences in language, may play a role at different developmental stages. © 2018 Cognitive Science Society Inc.
Problem-Based Learning in Social Work Education: Students' Experiences in Denmark

ERIC Educational Resources Information Center

Monrad, Merete; Mølholt, Anne-Kirstine

2017-01-01

Problem-based learning (PBL) constitutes a promising way of integrating academia and social work practice because PBL fosters engagement with real-life problems and enhances important skills needed in social work practice. However, little attention has been given to social work students' experiences of PBL. In this article we address this gap by…
A Qualitative Inquiry of the Roles, Responsibilities, and Relationships within Work-Based Learning Supervision

ERIC Educational Resources Information Center

Kenny, Maureen E.; Medvide, Mary Beth; Minor, Kelly A.; Walsh-Blair, Lynn Y.; Bempechat, Janine; Seltzer, Joanne M. Ruane; Blustein, David L.

2015-01-01

Although meaningful work experience and the support of caring adults are recognized as factors that promote positive youth development, research has given minimal attention to the role of the work-based learning (WBL) supervisor. Interviews with 12 supervisors, from work sites that were identified as successful by leaders from a Catholic high…
Adolescent Learning in the Zoo: Embedding a Non-Formal Learning Environment to Teach Formal Aspects of Vertebrate Biology

NASA Astrophysics Data System (ADS)

Randler, Christoph; Kummer, Barbara; Wilhelm, Christian

2012-06-01

The aim of this study was to assess the outcome of a zoo visit in terms of learning and retention of knowledge concerning the adaptations and behavior of vertebrate species. Basis of the work was the concept of implementing zoo visits as an out-of-school setting for formal, curriculum based learning. Our theoretical framework centers on the self-determination theory, therefore, we used a group-based, hands-on learning environment. To address this questions, we used a treatment—control design (BACI) with different treatments and a control group. Pre-, post- and retention tests were applied. All treatments led to a substantial increase of learning and retention knowledge compared to the control group. Immediately after the zoo visit, the zoo-guide tour provided the highest scores, while after a delay of 6 weeks, the learner-centered environment combined with a teacher-guided summarizing scored best. We suggest incorporating the zoo as an out-of-school environment into formal school learning, and we propose different methods to improve learning in zoo settings.
A Comparative Study of Pairwise Learning Methods Based on Kernel Ridge Regression.

PubMed

Stock, Michiel; Pahikkala, Tapio; Airola, Antti; De Baets, Bernard; Waegeman, Willem

2018-06-12

Many machine learning problems can be formulated as predicting labels for a pair of objects. Problems of that kind are often referred to as pairwise learning, dyadic prediction, or network inference problems. During the past decade, kernel methods have played a dominant role in pairwise learning. They still obtain a state-of-the-art predictive performance, but a theoretical analysis of their behavior has been underexplored in the machine learning literature. In this work we review and unify kernel-based algorithms that are commonly used in different pairwise learning settings, ranging from matrix filtering to zero-shot learning. To this end, we focus on closed-form efficient instantiations of Kronecker kernel ridge regression. We show that independent task kernel ridge regression, two-step kernel ridge regression, and a linear matrix filter arise naturally as a special case of Kronecker kernel ridge regression, implying that all these methods implicitly minimize a squared loss. In addition, we analyze universality, consistency, and spectral filtering properties. Our theoretical results provide valuable insights into assessing the advantages and limitations of existing pairwise learning methods.
Web-based faculty development: e-learning for clinical teachers in the London Deanery.

PubMed

McKimm, Judy; Swanwick, Tim

2010-03-01

the London Deanery has provided a web-based resource for supporting the educational development needs of clinical teachers since 2002. This forms part of a range of resources supporting the professional development of clinical teachers and postgraduate supervisors. Following a review in 2007, the deanery commissioned a series of new e-learning modules designed as an introduction to clinical teaching. the deanery's faculty development initiatives are one response to requirements of the Postgraduate Medical Education and Training Board (PMETB), other policy drivers, workforce demands and service changes. Increasingly, doctors are required to provide an educational portfolio of evidence, and satisfy the teaching and training component of Good Medical Practice in revalidation or recertification. 'E-learning for clinical teachers' comprises 16 short, open-access, free-standing modules. The modules are built around a unifying structure, and cover core topics in clinical teaching: feedback; supervision; workplace-based learning; assessment; diversity and equal opportunities; career development; appraisal; lecturing; small group teaching; interprofessional education; and setting learning objectives. The modules can be used as a complementary resource to award-bearing programmes. On completion of a module, a certificate can be printed out for the teacher's portfolio. reflective practice and engagement with an individual's teaching practice is encouraged through self-assessment and a reflective log. The open-access, web-based format enables engagement with the material to suit a doctor's working and learning patterns, and is a valuable adjunct to other forms of learning. The site has been accessed by over 64000 health professionals (including students, trainees, qualified professionals, supervisors and staff developers) from 155 countries. Blackwell Publishing Ltd 2010.
Perceptions of desirable graduate competencies for science and technology new graduates

NASA Astrophysics Data System (ADS)

Coll, Richard K.; Zegwaard, Karsten E.

2006-05-01

Work-integrated learning (WIL) programmes that combine on-campus classroom-based study with off-campus authentic work experience are a growing area of interest internationally. Despite widespread practice of WIL, there are few reports that shed light on appropriate pedagogies for the work experience in particular. As with any form of education, providers hold certain views as to desirable outcomes in terms of graduate profiles and of desirable graduate competencies. A complication for multi-party WIL programmes is that educational stakeholders (e.g., staff working in tertiary education provider institutions and employers) may hold different views as to desirable graduate competencies. Here we argue that an understanding of stakeholder views of desirable graduate competencies is an essential prerequisite of pedagogical design. The research reported here is an intrinsic case study and comprised an investigation of perceptions of 24 desirable graduate competencies for new science and technology graduates entering the workforce both today, and in ten years’ time. Stakeholders for four sector stakeholder groups (n = 458): undergraduate students (n = 71), recent graduates (n = 143), employers of graduates (n = 172), and faculty (n = 72), were surveyed using a previously reported and validated instrument. The research findings suggest that science and technology stakeholders see all 24 competencies as desirable, and see the importance of all skills and some skills in particular as likely to increase in ten years’ time. Despite emphasis on cognitive and technical skills (often termed ‘hard’ skills), the single most desirable skill is ability and willingness to learn, a behavioural skill (often termed ‘soft’ skills). It is proposed that classroom-based instruction is unlikely to produce graduates with the desired skills, and that work-integrated learning may have a role to play in the development of graduate competencies.
Interactive knowledge networks for interdisciplinary course navigation within Moodle.

PubMed

Scherl, Andre; Dethleffsen, Kathrin; Meyer, Michael

2012-12-01

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

PubMed Central

2016-01-01

Background Case-based learning (CBL) is an educational approach where students work in small, collaborative groups to solve problems. Web-conferencing software provides a platform to present information and share concepts that are vital to CBL. Previous studies have found that participants were resistant to change associated with implementing e-learning; however, strategies to reduce this resistance have not been explored. Objective This study was designed to explore student preconceptions and understanding of remote-online case-based learning (RO-CBL). Methods The study took place during the Bachelor of Physiotherapy program at Monash University, Victoria, Australia, in 2013. The entire third-year cohort (n=73) was invited to participate. The primary outcome of interest was students’ preconceptions of RO-CBL, collected via pre- and posttraining surveys. Results Of the 73 students, 66 completed both surveys (attrition rate 9.6%). Three key themes relevant to student preconceptions of RO-CBL emerged: flexibility in time and location of CBL, readiness or hesitation to change to a Web-based format, and the value of training in RO-CBL that included a demonstration and trial run. Thirty-four percent of the participants were hesitant to move to an online format. Conclusions This study explored students’ preconceptions of Web-based learning and evaluated the change in students’ attitudes after training. The results suggest that educational designers should not assume that students are confident and competent in applying these technologies to professional educational activities. By identifying students’ needs before implementation, training sessions can be designed to target these needs, and improve the understanding of RO-CBL and how it works in practice. This may reduce resistance to change, enhance students’ satisfaction, and ultimately improve the learning experience. PMID:27731854
Exploring Student Preconceptions of Readiness for Remote-Online Case-Based Learning: A Case Study.

PubMed

Nicklen, Peter; Keating, Jennifer L; Maloney, Stephen

2016-04-28

Case-based learning (CBL) is an educational approach where students work in small, collaborative groups to solve problems. Web-conferencing software provides a platform to present information and share concepts that are vital to CBL. Previous studies have found that participants were resistant to change associated with implementing e-learning; however, strategies to reduce this resistance have not been explored. This study was designed to explore student preconceptions and understanding of remote-online case-based learning (RO-CBL). The study took place during the Bachelor of Physiotherapy program at Monash University, Victoria, Australia, in 2013. The entire third-year cohort (n=73) was invited to participate. The primary outcome of interest was students' preconceptions of RO-CBL, collected via pre- and posttraining surveys. Of the 73 students, 66 completed both surveys (attrition rate 9.6%). Three key themes relevant to student preconceptions of RO-CBL emerged: flexibility in time and location of CBL, readiness or hesitation to change to a Web-based format, and the value of training in RO-CBL that included a demonstration and trial run. Thirty-four percent of the participants were hesitant to move to an online format. This study explored students' preconceptions of Web-based learning and evaluated the change in students' attitudes after training. The results suggest that educational designers should not assume that students are confident and competent in applying these technologies to professional educational activities. By identifying students' needs before implementation, training sessions can be designed to target these needs, and improve the understanding of RO-CBL and how it works in practice. This may reduce resistance to change, enhance students' satisfaction, and ultimately improve the learning experience.
Blending problem-based learning with Web technology positively impacts student learning outcomes in acid-base physiology.

PubMed

Taradi, Suncana Kukolja; Taradi, Milan; Radic, Kresimir; Pokrajac, Niksa

2005-03-01

World Wide Web (Web)-based learning (WBL), problem-based learning (PBL), and collaborative learning are at present the most powerful educational options in higher education. A blended (hybrid) course combines traditional face-to-face and WBL approaches in an educational environment that is nonspecific as to time and place. To provide educational services for an undergraduate second-year elective course in acid-base physiology, a rich, student-centered educational Web-environment designed to support PBL was created by using Web Course Tools courseware. The course is designed to require students to work in small collaborative groups using problem solving activities to develop topic understanding. The aim of the study was to identify the impact of the blended WBL-PBL-collaborative learning environment on student learning outcomes. Student test scores and satisfaction survey results from a blended WBL-PBL-based test group (n = 37) were compared with a control group whose instructional opportunities were from a traditional in-class PBL model (n = 84). WBL students scored significantly (t = 3.3952; P = 0.0009) better on the final acid-base physiology examination and expressed a positive attitude to the new learning environment in the satisfaction survey. Expressed in terms of a difference effect, the mean of the treated group (WBL) is at the 76th percentile of the untreated (face-to-face) group, which stands for a "medium" effect size. Thus student progress in the blended WBL-PBL collaborative environment was positively affected by the use of technology.
Development of Learning Resources to Promote Knowledge Sharing in Problem Based Learning

ERIC Educational Resources Information Center

Uden, Lorna; Page, Tom

2008-01-01

Problem Based Learning offers many benefits to students' learning, however, the design and implementation of effective problem based learning (PBL) is not trivial. Central to effective implementation of PBL are the problem design and group working of the students. Design of good problems requires that the learning outcomes of the subject are…
A Space-Based Learning Service for Schools Worldwide

NASA Astrophysics Data System (ADS)

White, Norman A.; Gibson, Alan

2002-01-01

This paper outlines a scheme for international collaboration to enrich the use of space in school education, to improve students' learning about science and related subjects and to enhance the continuity of science-related studies after the age of 16. Guidelines are presented for the design of an on-line learning service to provide schools worldwide with:- interactive curriculum-related learning resources for teaching about space and through - access to a purpose-designed education satellite or satellites; - opportunities for hands-on work by students in out-of-school hours; - news about space developments to attract, widen and deepen initial interest among teachers - support services to enable teachers to make effective use of the learning service. The Learning Service is the product of almost twenty years of experience by a significant number of UK schools in experimenting with, and in using, satellites and space to aid learning; and over four years of study and development by the SpaceLink Learning Foundation - a private-sector, not- for-profit UK registered charity, which is dedicated to help in increasing both the supply of scientists and engineers and the public understanding of science. This initiative provides scope for, and could benefit from, the involvement of relevant/interested organisations drawn from different countries. The Foundation would be ready, from its UK base, to be among such a group of initiating organisations.
Evaluating Work-Based Learning: Insights from an Illuminative Evaluation Study of Work-Based Learning in a Vocational Qualification

ERIC Educational Resources Information Center

van Rensburg, Estelle

2008-01-01

This article outlines an illuminative evaluation study of the work-based module in a vocational qualification in Animal Health offered for the paraveterinary industry by a distance education institution in South Africa. In illuminative evaluation, a programme is studied by qualitative methods to gain an in-depth understanding of its…
Engaging students in learning: findings from a study of project-led education

NASA Astrophysics Data System (ADS)

Fernandes, Sandra; Mesquita, Diana; Assunção Flores, Maria; Lima, Rui M.

2014-01-01

This paper reports on findings from a three-year study of project-based learning implemented in the first year of the Industrial Engineering and Management programme, at the University of Minho, Portugal. This particular model was inspired on project-led education (PLE), following Powell and Weenk's [2003. Project-Led Engineering Education. Utrecht: Lemma] work. It aims to analyse students' perceptions of PLE as a learning device and its implications for faculty and students' role in teaching and learning. Data collection took place in two phases through individual surveys and focus groups to students. Findings suggest the importance of PLE as a device to enhance meaningful learning and provide evidence from students that it helps to increase their engagement in learning. Implications of PLE for faculty and students role in teaching and learning will be discussed in the paper.
In Search of Social Movement Learning: The Growing Jobs for Living Project. NALL Working Paper.

ERIC Educational Resources Information Center

Clover, Darlene E.; Hall, Budd L.

The New Approaches to Lifelong Learning (NALL) project is a Canada-wide 5-year research initiative during which more than 70 academic and community members are working collaboratively within a framework of informal learning to address the following issues: informal computer-based learning, recognition of prior learning, informal learning in a…
Sequence-specific bias correction for RNA-seq data using recurrent neural networks.

PubMed

Zhang, Yao-Zhong; Yamaguchi, Rui; Imoto, Seiya; Miyano, Satoru

2017-01-25

The recent success of deep learning techniques in machine learning and artificial intelligence has stimulated a great deal of interest among bioinformaticians, who now wish to bring the power of deep learning to bare on a host of bioinformatical problems. Deep learning is ideally suited for biological problems that require automatic or hierarchical feature representation for biological data when prior knowledge is limited. In this work, we address the sequence-specific bias correction problem for RNA-seq data redusing Recurrent Neural Networks (RNNs) to model nucleotide sequences without pre-determining sequence structures. The sequence-specific bias of a read is then calculated based on the sequence probabilities estimated by RNNs, and used in the estimation of gene abundance. We explore the application of two popular RNN recurrent units for this task and demonstrate that RNN-based approaches provide a flexible way to model nucleotide sequences without knowledge of predetermined sequence structures. Our experiments show that training a RNN-based nucleotide sequence model is efficient and RNN-based bias correction methods compare well with the-state-of-the-art sequence-specific bias correction method on the commonly used MAQC-III data set. RNNs provides an alternative and flexible way to calculate sequence-specific bias without explicitly pre-determining sequence structures.

Simulating Issue Networks in Small Classes using the World Wide Web.

ERIC Educational Resources Information Center

Josefson, Jim; Casey, Kelly

2000-01-01

Provides background information on simulations and active learning. Discusses the use of simulations in political science courses. Describes a simulation exercise where students performed specific institutional role playing, simulating the workings of a single congressional issue network, based on the reauthorization of the Endangered Species Act.…
Mapping or Tracing? Rethinking Curriculum Mapping in Higher Education

ERIC Educational Resources Information Center

Wang, Chia-Ling

2015-01-01

Curriculum mapping has been emphasized in recent curriculum innovations in higher education in the drive for global competitiveness. This paper begins by providing an outline of current discourses of curriculum mapping in higher education. Curriculum mapping is frequently associated with outcome-based learning and work readiness, and guiding the…
Conflict, Militarization, and Their After-Effects: Key Challenges for TESOL

ERIC Educational Resources Information Center

Nelson, Cynthia D.; Appleby, Roslyn

2015-01-01

Skyrocketing military spending, ongoing military conflicts, and human displacement worldwide have significant consequences for the teaching and learning of English. TESOL increasingly requires a robust research base that can provide informed, critical guidance in preparing English language teachers for work in and near conflict zones, for teaching…
Paternity Testing in a PBL Environment

ERIC Educational Resources Information Center

Casla, Alberto Vicario; Zubiaga, Isabel Smith

2010-01-01

Problem Based Learning (PBL) makes use of real-life scenarios to stimulate students' prior knowledge and to provide a meaningful context that is also related to the student's future professional work. In this article, Paternity testing is presented using a PBL approach that involves a combination of classroom, laboratory, and out-of-class…
Entrepreneurship Education in the Caribbean: Learning and Teaching Tools

ERIC Educational Resources Information Center

Pounder, Paul A.

2016-01-01

This article reports on research that took place over two academic years (September 2013-April 2015). It provides a rich understanding of entrepreneurship education based on experiential knowledge and best practices from five entrepreneurship educators who have all worked as consultants to entrepreneurs, advisors to the government on…
Teacher Language Awareness in Supervisory Feedback Cycles

ERIC Educational Resources Information Center

Lindahl, Kristen; Baecher, Laura

2016-01-01

This study investigates pre- and post-observation feedback provided to TESOL teacher candidates who are preparing to work in content-based instruction/content and language integrated learning contexts, extending the conceptualization of teacher language awareness (TLA) to candidate supervision. It examines the extent to which TLA is manifested by…
Engaging Employers in Apprenticeship Opportunities: Making It Happen Locally

ERIC Educational Resources Information Center

OECD Publishing, 2017

2017-01-01

This joint OECD-ILO publication provides guidance on how local and regional governments can foster business-education partnerships in apprenticeship programmes and other types of work-based learning, drawing on case studies across nine countries. There has been increasing interest in apprenticeships which combine on the job training with…
Scanning the Future: Preparing for Employment through Career Development.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia. Office of Occupational Education.

This curriculum guide, developed in South Carolina, provides opportunities for students to develop positive attitudes toward work, learn about occupations, and seek and retain employment. It is based on the competencies and foundations identified by the Secretary's Commission on Achieving Necessary Skills (SCANS). The guide's four units cover…
Survey on Intelligent Assistance for Workplace Learning in Software Engineering

NASA Astrophysics Data System (ADS)

Ras, Eric; Rech, Jörg

Technology-enhanced learning (TEL) systems and intelligent assistance systems aim at supporting software engineers during learning and work. A questionnaire-based survey with 89 responses from industry was conducted to find out what kinds of services should be provided and how, as well as to determine which software engineering phases they should focus on. In this paper, we present the survey results regarding intelligent assistance for workplace learning in software engineering. We analyzed whether specific types of assistance depend on the organization's size, the respondent's role, and the experience level. The results show a demand for TEL that supports short-term problem solving and long-term competence development at the workplace.
Cross-cultural Comparison of Learning in Human Hunting : Implications for Life History Evolution.

PubMed

MacDonald, Katharine

2007-12-01

This paper is a cross-cultural examination of the development of hunting skills and the implications for the debate on the role of learning in the evolution of human life history patterns. While life history theory has proven to be a powerful tool for understanding the evolution of the human life course, other schools, such as cultural transmission and social learning theory, also provide theoretical insights. These disparate theories are reviewed, and alternative and exclusive predictions are identified. This study of cross-cultural regularities in how children learn hunting skills, based on the ethnographic literature on traditional hunters, complements existing empirical work and highlights future areas for investigation.
Interprofessional immersion: Use of interprofessional education collaborative competencies in side-by-side training of family medicine, pharmacy, nursing, and counselling psychology trainees.

PubMed

Boland, Daubney Harper; Scott, Mary Alice; Kim, Helen; White, Traci; Adams, Eve

2016-11-01

While supported by the Affordable Care Act, in the United States, interprofessional training often takes place after healthcare providers graduate and are practicing in the field. This article describes the implementation and evaluation of an interprofessional training for graduate-level healthcare trainees. A group of interprofessional healthcare faculty provided a weeklong interprofessional immersion for doctoral-level healthcare trainees (n = 24) in Pharmacy, Counselling Psychology, Nursing, and Family Medicine residents. Healthcare faculty and staff from each profession worked side-by-side to provide integrated training utilising the Interprofessional Education Collaborative core competency domains. Trainees were placed into small teams with representatives from each profession; each team observed, learned, and practiced working within teams to provide quality patient care. Qualitative and quantitative data were collected to identify the effect of the training on trainees' self-reported team skills, as well as the extent to which the trainees learned and utilised the competencies. The results suggest that after completing the training, trainees felt more confident in their ability to work within an interprofessional team and more likely to utilise a team-based approach in the future.
Kris Gutiérrez: designing with and for diversity in the learning sciences

NASA Astrophysics Data System (ADS)

Jurow, A. Susan

2016-03-01

This article reviews the significance of the theoretical and practical contributions of Kris Gutiérrez to research on science education. Gutierrez's ideas about design and equity have inspired scholars to investigate how to leverage learners' everyday practices to make meaningful connections to disciplinary-based knowledge and skills. Her work has provided valuable direction on how to engage the challenges of organizing for more equitable futures through critical understanding of cultural diversity as a resource for transformative learning.
Making the Grade: A Report on Standards in Work-Based Learning for Young People.

ERIC Educational Resources Information Center

Hughes, Maria

The reasons for the deterioration of the inspection grades awarded for work-based learning (WBL) provision in England were examined. The main data collection activities were as follows: (1) a statistical analysis of the Training Standards Council (TSC) and Adult Learning Inspectorate (ALI) inspection grades in 1998-2001; (2) a qualitative review…
Teaching with Game-Based Learning Management Systems: Exploring a Pedagogical Dungeon

ERIC Educational Resources Information Center

Carron, Thibault; Marty, Jean-Charles; Heraud, Jean-Mathias

2008-01-01

The work reported here takes place in the educational domain. The authors propose a learning environment based on a graphical representation of a course. The emergence of online multiplayer games led the authors to apply the following metaphor to the digital work environments: The method of acquiring knowledge during a learning session is similar…
Contributions of Early Work-Based Learning: A Case Study of First Year Pharmacy Students

ERIC Educational Resources Information Center

Ting, Kang Nee; Wong, Kok Thong; Thang, Siew Ming

2009-01-01

Generally work-based learning opportunities are only offered to students in their penultimate year of undergraduate study. Little is known about the benefits and shortcomings of such experiential learning for students in the early stages of their undergraduate education. This is a mixed method study investigating first year undergraduate pharmacy…
Work-based learning: a leadership development example from an action research study of shared governance implementation.

PubMed

Williamson, Tracey

2005-11-01

An empowering action research study was undertaken to evaluate and strengthen the implementation of shared governance. One aim was to identify factors that acted as aids or barriers to effective decision-making by clinical leaders. As a work-based learning approach, action research was expected to lead to integration of learning into practice by researcher and participants alike. Shared governance replaces traditional hierarchies and requires and develops clinical leaders. Strategies are needed to maximize learning from introduction of such initiatives at the individual, group and organizational level. Participant-observations and interviews were undertaken with shared governance council members from one model in north-west England. Leadership skills and knowledge and shared governance practices were significantly enhanced. Preparation for council roles was considered inadequate. Increased structured time for reflection and action planning was indicated. Implementation of shared governance has succeeded in developing leadership capacity. Evaluation findings have led to improvements in the overall shared governance model. Action research has been found to have great utility at optimizing work-based learning. Nurse Managers need to develop their coaching and facilitating skills and recognize there is no "quick fix" for developing clinical leaders. Implications include the need to support learners in identifying and implementing changes arising from work-based learning activities, the significant resource implications and the need to optimize the organizational climate if work-based learning approaches to leadership and management development are to succeed.
Scaling up Evidence-based Practices for Children and Families in New York State: Towards Evidence-based Policies on Implementation for State Mental Health Systems

PubMed Central

Hoagwood, Kimberly Eaton; Olin, S. Serene; Horwitz, Sarah; McKay, Mary; Cleek, Andrew; Gleacher, Alissa; Lewandowski, Eric; Nadeem, Erum; Acri, Mary; Chor, Ka Ho Brian; Kuppinger, Anne; Burton, Geraldine; Weiss, Dara; Frank, Samantha; Finnerty, Molly; Bradbury, Donna M.; Woodlock, Kristin M.; Hogan, Michael

2014-01-01

Dissemination of innovations is widely considered the sine qua non for system improvement. At least two dozen states are rolling-out evidence-based mental health practices targeted at children and families using trainings, consultations, webinars, and learning collaboratives to improve quality and outcomes. In New York State (NYS) a group of researchers, policy-makers, providers and family support specialists have worked in partnership since 2002 to redesign and evaluate the children’s mental health system. Five system strategies driven by empirically-based practices and organized within a state-supported infrastructure have been used in the child and family service system with over 2,000 providers: (a) business practices; (b) use of health information technologies in quality improvement; (c) specific clinical interventions targeted at common childhood disorders; (d) parent activation; and (e) quality indicator development. The NYS system has provided a laboratory for naturalistic experiments. We describe these initiatives, key findings and challenges, lessons learned for scaling, and implications for creating evidence-based implementation policies in state systems. PMID:24460518
Integrated pillar scatterers for speeding up classification of cell holograms.

PubMed

Lugnan, Alessio; Dambre, Joni; Bienstman, Peter

2017-11-27

The computational power required to classify cell holograms is a major limit to the throughput of label-free cell sorting based on digital holographic microscopy. In this work, a simple integrated photonic stage comprising a collection of silica pillar scatterers is proposed as an effective nonlinear mixing interface between the light scattered by a cell and an image sensor. The light processing provided by the photonic stage allows for the use of a simple linear classifier implemented in the electric domain and applied on a limited number of pixels. A proof-of-concept of the presented machine learning technique, which is based on the extreme learning machine (ELM) paradigm, is provided by the classification results on samples generated by 2D FDTD simulations of cells in a microfluidic channel.
Working Community-Related Interaction Factors Building Occupational Well-Being--Learning Based Intervention in Finnish and Estonian Schools (2010-2013)

ERIC Educational Resources Information Center

Pertel, Tiia; Laine, Sari; Saaranen, Terhi; Hansen, Siivi; Lepp, Kädi; Liiv, Krystiine; Tossavainen, Kerttu

2018-01-01

This article examines whether a three-year learning-based work community intervention resulted in changes in working community-related interaction factors and occupational well-being among Finnish and Estonian school staff. It reports the types of changes in working community-related interaction factors and their associations to the subjective…
Learning, Realizability and Games in Classical Arithmetic

NASA Astrophysics Data System (ADS)

Aschieri, Federico

2010-12-01

In this dissertation we provide mathematical evidence that the concept of learning can be used to give a new and intuitive computational semantics of classical proofs in various fragments of Predicative Arithmetic. First, we extend Kreisel modified realizability to a classical fragment of first order Arithmetic, Heyting Arithmetic plus EM1 (Excluded middle axiom restricted to Sigma^0_1 formulas). We introduce a new realizability semantics we call "Interactive Learning-Based Realizability". Our realizers are self-correcting programs, which learn from their errors and evolve through time. Secondly, we extend the class of learning based realizers to a classical version PCFclass of PCF and, then, compare the resulting notion of realizability with Coquand game semantics and prove a full soundness and completeness result. In particular, we show there is a one-to-one correspondence between realizers and recursive winning strategies in the 1-Backtracking version of Tarski games. Third, we provide a complete and fully detailed constructive analysis of learning as it arises in learning based realizability for HA+EM1, Avigad's update procedures and epsilon substitution method for Peano Arithmetic PA. We present new constructive techniques to bound the length of learning processes and we apply them to reprove - by means of our theory - the classic result of Godel that provably total functions of PA can be represented in Godel's system T. Last, we give an axiomatization of the kind of learning that is needed to computationally interpret Predicative classical second order Arithmetic. Our work is an extension of Avigad's and generalizes the concept of update procedure to the transfinite case. Transfinite update procedures have to learn values of transfinite sequences of non computable functions in order to extract witnesses from classical proofs.

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

NASA Astrophysics Data System (ADS)

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

2016-08-01

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

ERIC Educational Resources Information Center

O'Donovan, Dermot

2018-01-01

This article explores the varied learning experiences among third-year students undertaking a structured work placement module in the furniture and wood manufacturing industries. Using situated learning theory, the article considers the outcomes of in-depth interviews with 10 students and offers an insight into the multifaceted interactions…
Indirect decentralized learning control

NASA Technical Reports Server (NTRS)

Longman, Richard W.; Lee, Soo C.; Phan, M.

1992-01-01

The new field of learning control develops controllers that learn to improve their performance at executing a given task, based on experience performing this specific task. In a previous work, the authors presented a theory of indirect learning control based on use of indirect adaptive control concepts employing simultaneous identification and control. This paper develops improved indirect learning control algorithms, and studies the use of such controllers in decentralized systems. The original motivation of the learning control field was learning in robots doing repetitive tasks such as on an assembly line. This paper starts with decentralized discrete time systems, and progresses to the robot application, modeling the robot as a time varying linear system in the neighborhood of the nominal trajectory, and using the usual robot controllers that are decentralized, treating each link as if it is independent of any coupling with other links. The basic result of the paper is to show that stability of the indirect learning controllers for all subsystems when the coupling between subsystems is turned off, assures convergence to zero tracking error of the decentralized indirect learning control of the coupled system, provided that the sample time in the digital learning controller is sufficiently short.
Learning through "huddles" for health care leaders: why do some work teams learn as a result of huddles and others do not?

PubMed

Little, Johanna

2014-01-01

The health care industry embraces the concept that collective learning occurs through group social interactions and has been initiating huddles as an avenue for collaborative learning. During change of shift or prior to beginning daily tasks, a huddle is initiated and facilitated by the manager or frontline supervisor. Given that "shared knowledge is obtained through group-based learning," why are some teams learning and others are not? The phenomenon is perplexing, given that the same resources are provided to all teams. Based on the findings in the literature review on learning in groups, teams learn from huddles and others do not because of the following: communication style and dialogue among the group members, communication style and dialogue facilitated by the leader, team and member perceptions, and team membership. Teams that learn from huddles do so because of the elements within the dialogue between team members (reflexive questioning, redundancy of information, metaphors, analogies, dramatic dialogue, strategic meaning) and because the huddle team exhibits higher levels of collegiality, tenure, heterogeneity, team identification, and collective efficacy. Facilitators must encourage a conversation in order to encourage reframing of cognitive maps that encourage learning by huddle members.
Problem-Solving Models for Computer Literacy: Getting Smarter at Solving Problems. Student Lessons.

ERIC Educational Resources Information Center

Moursund, David

This book is intended for use as a student guide. It is about human problem solving and provides information on how the mind works, placing a major emphasis on the role of computers as an aid in problem solving. The book is written with the underlying philosophy of discovery-based learning based on two premises: first, through the appropriate…
Earth Observation from the International Space Station -Remote Sensing in Schools-

NASA Astrophysics Data System (ADS)

Schultz, Johannes; Rienow, Andreas; Graw, Valerie; Heinemann, Sascha; Selg, Fabian; Menz, Gunter

2016-04-01

Since spring 2014, the NASA High Definition Earth Viewing (HDEV) mission at the International Space Station (ISS) is online. HDEV consists of four cameras mounted at ESA's Columbus laboratory and is recording the earth 24/7. The educational project 'Columbus Eye - Live-Imagery from the ISS in Schools' has published a learning portal for earth observation from the ISS (www.columbuseye.uni-bonn.de). Besides a video live stream, the portal contains an archive providing spectacular footage, web-GIS and an observatory with interactive materials for school lessons. Columbus Eye is carried out by the University of Bonn and funded by the German Aerospace Center (DLR) Space Administration. Pupils should be motivated to work with the footage in order to learn about patterns and processes of the coupled human-environment system like volcano eruptions or deforestation. The material is developed on the experiences of the FIS (German abbreviation for "Remote Sensing in Schools") project and its learning portal (http://www.fis.uni-bonn.de). Based on the ISS videos three different teaching material types are developed. The simplest teaching type are provided by worksheets, which have a low degree of interactivity. Alongside a short didactical commentary for teachers is included. Additionally, videos, ancillary information, maps, and instructions for interactive school experiments are provided. The observatory contains the second type of the Columbus Eye teaching materials. It requires a high degree of self-organisation and responsibility of the pupils. Thus, the observatory provides the opportunity for pupils to freely construct their own hypotheses based on a spatial analysis tool similar to those provided by commercial software. The third type are comprehensive learning and teaching modules with a high degree of interactivity, including background information, interactive animations, quizzes and different analysis tools (e.g. change detection, classification, polygon or NDVI tool). All materials and modules are developed based on the school curricular and can be used in lessons that are mainly based on self-reliant learning and require only minimal lead and instruction by the teacher. The poster presents new tools and strategies to educate pupils and to enhance their fascination of earth observation imagery in the light of problem-based learning in everyday school lessons.
Enacting Critical Learning: Power, Politics and Emotions at Work

ERIC Educational Resources Information Center

Trehan, Kiran; Rigg, Clare

2015-01-01

This article seeks to develop the understanding of critical action learning (CAL) and to make a contribution to its theory and practice. The article begins by conceptualising critical action learning and builds on the work of Revans (1982) to stimulate fresh thinking. It provides a different calibration of his coupling of action and learning. An…
Learning Providers' Work with Neet Young People

ERIC Educational Resources Information Center

Beck, Vanessa

2015-01-01

This article investigates the impact of the relationship between learning providers and young people who have experienced Not being in Education, Employment or Training (NEET) on the latters' agency development. Agency is defined as not only bounded but generated by intra-action with relations of force, including learning providers themselves.…
Assessing the effectiveness of problem-based learning of preventive medicine education in China.

PubMed

Ding, Xiaojie; Zhao, Liping; Chu, Haiyan; Tong, Na; Ni, Chunhui; Hu, Zhibin; Zhang, Zhengdong; Wang, Meilin

2014-05-30

Problem-based learning (PBL) is defined as a student-centered pedagogy which can provide learners more opportunities for application of knowledge acquired from basic science to the working situations than traditional lecture-based learning (LBL) method. In China, PBL is increasingly popular among preventive medicine educators, and multiple studies have investigated the effectiveness of PBL pedagogy in preventive medicine education. A pooled analysis based on 15 studies was performed to obtain an overall estimate of the effectiveness of PBL on learning outcomes of preventive medicine. Overall, PBL was associated with a significant increase in students' theoretical examination scores (SMD = 0.62, 95% CI = 0.41-0.83) than LBL. For the attitude- and skill-based outcomes, the pooled PBL effects were also significant among learning attitude (OR = 3.62, 95% CI = 2.40-5.16), problem solved skill (OR = 4.80, 95% CI = 2.01-11.46), self-directed learning skill (OR = 5.81, 95% CI = 3.11-10.85), and collaborative skill (OR = 4.21, 95% CI = 0.96-18.45). Sensitivity analysis showed that the exclusion of a single study did not influence the estimation. Our results suggest that PBL of preventive medicine education in China appears to be more effective than LBL in improving knowledge, attitude and skills.
The Acadia Learning Project: Lessons Learned from Engaging High School Teachers and Students in Citizen Science Supporting National Parks

NASA Astrophysics Data System (ADS)

Nelson, S. J.; Zoellick, B.; Davis, Y.; Lindsey, E.

2009-12-01

In 2007 the authors initiated a citizen science research project, supported with funding from the Maine Department of Education, designed to extend research at Acadia National Park to a broader geographic area while also providing high school students and teachers with an opportunity to engage in authentic research in cooperation with working scientists. The scientific focus of the work has been on providing information about the mercury burden of organisms at different trophic levels across different geographic and environmental settings. The pedagogical focus has been on providing students with immersion in a substantial, field-based project, including background research, hypothesis formulation, data collection and analysis, and presentation of research findings. Starting work with 6 teachers in two schools the first year, the project expanded to involve more than 20 teachers and 350 students in a dozen schools in its second year. In coming years, with support from NOAA and cooperation from other National Parks in the region, the project will expand to include work in other states along the coast of the Gulf of Maine. In this paper the authors describe evolution in the use of the Internet over the first two years of the project, a sharpened focus on professional development for teachers, survey results regarding student views of the nature of science, the importance of focusing on rigorous, useful data collection from an educational perspective, success in establishing that samples collected by students are useful in research, the disjuncture between scientific and pedagogical outcomes, an assessment of the value of student poster presentations, and lessons learned about preparation and use of curriculum support materials. The authors also describe future directions, which include an increased focus on professional development and student work with graphs, a narrower focus in sample collection, and increased use of the Internet to provide participating teachers and students with a picture of how their fieldwork contributes to overall objectives. The authors describe the expected course of research supported by this citizen science project and the work, now underway, on developing learning progressions to support such research.
Intuitive Physics: Current Research and Controversies.

PubMed

Kubricht, James R; Holyoak, Keith J; Lu, Hongjing

2017-10-01

Early research in the field of intuitive physics provided extensive evidence that humans succumb to common misconceptions and biases when predicting, judging, and explaining activity in the physical world. Recent work has demonstrated that, across a diverse range of situations, some biases can be explained by the application of normative physical principles to noisy perceptual inputs. However, it remains unclear how knowledge of physical principles is learned, represented, and applied to novel situations. In this review we discuss theoretical advances from heuristic models to knowledge-based, probabilistic simulation models, as well as recent deep-learning models. We also consider how recent work may be reconciled with earlier findings that favored heuristic models. Copyright © 2017 Elsevier Ltd. All rights reserved.
7 Principles for Effective Work-Based Learning

ERIC Educational Resources Information Center

Cahill, Charlotte

2016-01-01

Americans seeking employment often face a conundrum: relevant work experience is a prerequisite for many jobs, but it is difficult to gain the required experience without being in the workplace. Work-based learning--activities that occur in workplaces through which youth and adults gain the knowledge, skills, and experience needed for entry or…
Working To Learn: A Holistic Approach to Young People's Education and Training.

ERIC Educational Resources Information Center

Senker, Peter; Rainbird, Helen; Evans, Karen; Hodkinson, Phil; Keep, Ewart; Maguire, Malcolm; Raffe, David; Unwin, Lorna

2000-01-01

Highlights deficiencies in current British policies on work-based learning for 16-19 year-olds. Discusses problems arising from employers' voluntary participation. Outlines a holistic approach based on the community of practice model. (SK)
Behavioral and neural properties of social reinforcement learning

PubMed Central

Jones, Rebecca M.; Somerville, Leah H.; Li, Jian; Ruberry, Erika J.; Libby, Victoria; Glover, Gary; Voss, Henning U.; Ballon, Douglas J.; Casey, BJ

2011-01-01

Social learning is critical for engaging in complex interactions with other individuals. Learning from positive social exchanges, such as acceptance from peers, may be similar to basic reinforcement learning. We formally test this hypothesis by developing a novel paradigm that is based upon work in non-human primates and human imaging studies of reinforcement learning. The probability of receiving positive social reinforcement from three distinct peers was parametrically manipulated while brain activity was recorded in healthy adults using event-related functional magnetic resonance imaging (fMRI). Over the course of the experiment, participants responded more quickly to faces of peers who provided more frequent positive social reinforcement, and rated them as more likeable. Modeling trial-by-trial learning showed ventral striatum and orbital frontal cortex activity correlated positively with forming expectations about receiving social reinforcement. Rostral anterior cingulate cortex activity tracked positively with modulations of expected value of the cues (peers). Together, the findings across three levels of analysis - social preferences, response latencies and modeling neural responses – are consistent with reinforcement learning theory and non-human primate electrophysiological studies of reward. This work highlights the fundamental influence of acceptance by one’s peers in altering subsequent behavior. PMID:21917787
An interprofessional education project to address the health care needs of women transitioning from prison to community reentry.

PubMed

Busen, Nancy H

2014-01-01

With the implementation of the Patient Protection and Affordable Care Act, the need for health care providers to work collaboratively in teams to provide cost-effective, quality health care has become even more apparent because an estimated additional 22 million Americans gain health care coverage by 2014. The need for evidenced-based care that combines the expertise of various disciplines has been acknowledged by policy makers and health educators. With support from national Association for Prevention, Teaching and Research, an interprofessional education course was designed and implemented by health professionals in nursing, nutrition, and dentistry, in collaboration with a local community agency, to address the health care needs of women transitioning from prison to the community. Health care needs of women in prison are often overlooked, and access to care is limited. When released from prison, utilization of even basic health services is rare. Four interactive teaching-learning sessions were offered at a residential facility for women in transition over a 12-week period. Topics were selected based on feedback from the participants and included stress reduction, self-beast examination, hypertension, and common dental conditions. Teaching methods and materials were interactive and designed for sustainability. The model for this interprofessional education project, which employed a service-learning approach, can be adapted for other communities. Working with our communities requires innovative thinking to be effective but provides an enriching life experience to those involved. A community-based reciprocal learning environment benefits all partners in the real-world environment. Copyright © 2014 Elsevier Inc. All rights reserved.
Combating Learning

ERIC Educational Resources Information Center

Jarvensivu, Anu; Koski, Pasi

2012-01-01

Purpose: The purpose of this paper is to look at workplace learning through research into sociology of work. It explores the "learning discourse" at work place level looking for possibilities to oppose learning. Design/methodology/approach: This paper is based on case studies conducted at six workplaces. The data on the cases include…
Neural Mechanisms Supporting Acquired Phasic Dopamine Responses in Learning: An Integrative Synthesis

PubMed Central

Hazy, Thomas E.; Frank, Michael J.; O’Reilly, Randall C.

2010-01-01

What biological mechanisms underlie the reward-predictive firing properties of midbrain dopaminergic neurons, and how do they relate to the complex constellation of empirical findings understood as Pavlovian and instrumental conditioning? We previously presented PVLV, a biologically-inspired Pavlovian learning algorithm accounting for DA activity in terms of two interrelated systems: a primary value (PV) system, which governs how DA cells respond to a US (reward) and; a learned value (LV) system, which governs how DA cells respond to a CS. Here, we provide a more extensive review of the biological mechanisms supporting phasic DA firing and their relation to the spate of Pavlovian conditioning phenomena and their sensitivity to focal brain lesions. We further extend the model by incorporating a new NV (novelty value) component reflecting the ability of novel stimuli to trigger phasic DA firing, providing “novelty bonuses” which encourages exploratory working memory updating and in turn speeds learning in trace conditioning and other working memory-dependent paradigms. The evolving PVLV model builds upon insights developed in many earlier computational models, especially reinforcement learning models based on the ideas of Sutton and Barto, biological models, and the psychological model developed by Savastano and Miller. The PVLV framework synthesizes these various approaches, overcoming important shortcomings of each by providing a coherent and specific mapping to much of the relevant empirical data at both the micro- and macro-levels, and examines their relevance for higher order cognitive functions. PMID:19944716
Evidenced-Based Cognitive Rehabilitation for Persons With Multiple Sclerosis: An Updated Review of the Literature From 2007 to 2016.

PubMed

Goverover, Yael; Chiaravalloti, Nancy D; O'Brien, Amanda R; DeLuca, John

2018-02-01

To update the clinical recommendations for cognitive rehabilitation of people with multiple sclerosis (MS), based on a systematic review of the literature from 2007 through 2016. Searches of MEDLINE, PsycINFO, and CINAHL were conducted with a combination of the following terms: attention, awareness, cognition, cognitive, communication, executive, executive function, language, learning, memory, perception, problem solving, reasoning, rehabilitation, remediation, training, processing speed, and working memory. One hundred twenty-nine articles were identified and underwent initial screening. Fifty-nine articles were selected for inclusion after initial screening. Nineteen studies were excluded after further detailed review. Forty studies were fully reviewed and evaluated. Articles were assigned to 1 of 6 categories: attention, learning and memory, processing speed and working memory, executive functioning, metacognition, or nonspecified/combined cognitive domains. Articles were abstracted and levels of evidence were decided using specific criteria. The current review yielded 6 class I studies, 10 class II studies, and 24 class III studies. One intervention in the area of verbal learning and memory received support for a practice standard, 2 computer programs received support as practice guidelines (in the area of attention and multicognitive domains), and several studies provided support for 5 practice options in the domains of attention and learning and memory. Substantial progress has been made since our previous review regarding the identification of effective treatments for cognitive impairments in persons with MS. However, much work remains to be done to optimize rehabilitation potential by applying the most methodologically rigorous research designs to provide class I evidence in support of a given treatment strategy. Copyright © 2017 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.
Online human training of a myoelectric prosthesis controller via actor-critic reinforcement learning.

PubMed

Pilarski, Patrick M; Dawson, Michael R; Degris, Thomas; Fahimi, Farbod; Carey, Jason P; Sutton, Richard S

2011-01-01

As a contribution toward the goal of adaptable, intelligent artificial limbs, this work introduces a continuous actor-critic reinforcement learning method for optimizing the control of multi-function myoelectric devices. Using a simulated upper-arm robotic prosthesis, we demonstrate how it is possible to derive successful limb controllers from myoelectric data using only a sparse human-delivered training signal, without requiring detailed knowledge about the task domain. This reinforcement-based machine learning framework is well suited for use by both patients and clinical staff, and may be easily adapted to different application domains and the needs of individual amputees. To our knowledge, this is the first my-oelectric control approach that facilitates the online learning of new amputee-specific motions based only on a one-dimensional (scalar) feedback signal provided by the user of the prosthesis. © 2011 IEEE
Semi-supervised Learning for Phenotyping Tasks.

PubMed

Dligach, Dmitriy; Miller, Timothy; Savova, Guergana K

2015-01-01

Supervised learning is the dominant approach to automatic electronic health records-based phenotyping, but it is expensive due to the cost of manual chart review. Semi-supervised learning takes advantage of both scarce labeled and plentiful unlabeled data. In this work, we study a family of semi-supervised learning algorithms based on Expectation Maximization (EM) in the context of several phenotyping tasks. We first experiment with the basic EM algorithm. When the modeling assumptions are violated, basic EM leads to inaccurate parameter estimation. Augmented EM attenuates this shortcoming by introducing a weighting factor that downweights the unlabeled data. Cross-validation does not always lead to the best setting of the weighting factor and other heuristic methods may be preferred. We show that accurate phenotyping models can be trained with only a few hundred labeled (and a large number of unlabeled) examples, potentially providing substantial savings in the amount of the required manual chart review.

Introduction to the Symposium "Leading Students and Faculty to Quantitative Biology through Active Learning".

PubMed

Waldrop, Lindsay D; Miller, Laura A

2015-11-01

The broad aim of this symposium and set of associated papers is to motivate the use of inquiry-based, active-learning teaching techniques in undergraduate quantitative biology courses. Practical information, resources, and ready-to-use classroom exercises relevant to physicists, mathematicians, biologists, and engineers are presented. These resources can be used to address the lack of preparation of college students in STEM fields entering the workforce by providing experience working on interdisciplinary and multidisciplinary problems in mathematical biology in a group setting. Such approaches can also indirectly help attract and retain under-represented students who benefit the most from "non-traditional" learning styles and strategies, including inquiry-based, collaborative, and active learning. © The Author 2015. Published by Oxford University Press on behalf of the Society for Integrative and Comparative Biology. All rights reserved. For permissions please email: journals.permissions@oup.com.
Influencing Work-Related Learning: The Role of Job Characteristics and Self-Directed Learning Orientation in Part-Time Vocational Education

ERIC Educational Resources Information Center

Gijbels, David; Raemdonck, Isabel; Vervecken, Dries

2010-01-01

Based on the Demand-Control-Support (DCS) model, the present paper aims to investigate the influence of job characteristics such as job demands, job control, social support at work and self-directed learning orientation on the work-related learning behaviour of workers. The present study was conducted in a centre for part-time vocational education…
Assessing Medical Students’ Self-regulation as Aptitude in Computer-based Learning

PubMed Central

Song, Hyuksoon S.; Kalet, Adina L.; Plass, Jan L.

2013-01-01

We developed a Self-Regulation Measure for Computer-based learning (SRMC) tailored toward medical students, by modifying Zimmerman’s Self-Regulated Learning Interview Schedule (SRLIS) for K-12 learners. The SRMC’s reliability and validity were examined in 2 studies. In Study 1, 109 first-year medical students were asked to complete the SRMC. Bivariate correlation analysis results indicated that the SRMC scores had a moderate degree of correlation with student achievement in a teacher-developed test. In Study 2, 58 third-year clerkship students completed the SRMC. Regression analysis results indicated that the frequency of medical students’ usage of self-regulation strategies was associated with their general clinical knowledge measured by a nationally standardized licensing exam. These two studies provided evidence for the reliability and concurrent validity of the SRMC to assess medical students’ self-regulation as aptitude. Future work should provide evidence to guide and improve instructional design as well as inform educational policy. PMID:20872071
The Role of Working Memory in Multimedia Instruction: Is Working Memory Working during Learning from Text and Pictures?

ERIC Educational Resources Information Center

Schuler, Anne; Scheiter, Katharina; van Genuchten, Erlijn

2011-01-01

A lot of research has focused on the beneficial effects of using multimedia, that is, text and pictures, for learning. Theories of multimedia learning are based on Baddeley's working memory model (Baddeley 1999). Despite this theoretical foundation, there is only little research that aims at empirically testing whether and more importantly how…
Reclaiming the Disengaged? A Bourdieuian Analysis of Work-Based Learning for Young People in England

ERIC Educational Resources Information Center

Thompson, Ron

2011-01-01

This paper uses Bourdieu's concept of field to analyse findings from an ethnographic study of Entry to Employment (E2E) programmes in England. Entry to Employment is a work-based learning programme which aims to re-engage young people with "barriers to learning" inhibiting access to further education, training or employment. The paper…
The Workplace as Learning Environment in Early Childhood Teacher Education: An Investigation of Work-Based Education

ERIC Educational Resources Information Center

Kaarby, Karen Marie Eid; Lindboe, Inger Marie

2016-01-01

The article focuses on the workplace as a learning environment in work-based early childhood teacher education in Norway. The main question is: Which understandings of the workplace as a learning environment are to be found in regulations and policy documents, among students and among staff managers? Taking as the point of departure, a theoretical…
Stories from the Front Line: Unlocking the Voices of Students and Employers Engaged in Innovative Postgraduate Work-Based Learning Programmes in English Universities

ERIC Educational Resources Information Center

Smith, Paul J.; Scott, Jonathan M.

2011-01-01

This paper explores the views that students and employers have on innovative work-based learning (WBL) programmes in English higher education. The experiences of both students and employers were analysed methodologically, using the organizational story-telling framework (Gabriel, 1999). The themes that have emerged are learning support,…
Is Peer Interaction Necessary for Optimal Active Learning?

PubMed

Linton, Debra L; Farmer, Jan Keith; Peterson, Ernie

2014-01-01

Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a "lecture" course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises. © 2014 D. L. Linton et al. CBE—Life Sciences Education © 2014 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).
Time and learning efficiency in Internet-based learning: a systematic review and meta-analysis.

PubMed

Cook, David A; Levinson, Anthony J; Garside, Sarah

2010-12-01

Authors have claimed that Internet-based instruction promotes greater learning efficiency than non-computer methods. determine, through a systematic synthesis of evidence in health professions education, how Internet-based instruction compares with non-computer instruction in time spent learning, and what features of Internet-based instruction are associated with improved learning efficiency. we searched databases including MEDLINE, CINAHL, EMBASE, and ERIC from 1990 through November 2008. STUDY SELECTION AND DATA ABSTRACTION we included all studies quantifying learning time for Internet-based instruction for health professionals, compared with other instruction. Reviewers worked independently, in duplicate, to abstract information on interventions, outcomes, and study design. we identified 20 eligible studies. Random effects meta-analysis of 8 studies comparing Internet-based with non-Internet instruction (positive numbers indicating Internet longer) revealed pooled effect size (ES) for time -0.10 (p = 0.63). Among comparisons of two Internet-based interventions, providing feedback adds time (ES 0.67, p =0.003, two studies), and greater interactivity generally takes longer (ES 0.25, p = 0.089, five studies). One study demonstrated that adapting to learner prior knowledge saves time without significantly affecting knowledge scores. Other studies revealed that audio narration, video clips, interactive models, and animations increase learning time but also facilitate higher knowledge and/or satisfaction. Across all studies, time correlated positively with knowledge outcomes (r = 0.53, p = 0.021). on average, Internet-based instruction and non-computer instruction require similar time. Instructional strategies to enhance feedback and interactivity typically prolong learning time, but in many cases also enhance learning outcomes. Isolated examples suggest potential for improving efficiency in Internet-based instruction.
Exploring the Links between Mentoring and Work-Integrated Learning

ERIC Educational Resources Information Center

Smith-Ruig, Theresa

2014-01-01

The role of work-integrated learning (WIL) is a popular focus at many universities, including among academics in the business disciplines in Australia. This article explores whether a mentoring programme provided for female business and law students results in similar benefits as those reported for WIL activities and, hence, provides career- and…
Building environment analysis based on temperature and humidity for smart energy systems.

PubMed

Yun, Jaeseok; Won, Kwang-Ho

2012-10-01

In this paper, we propose a new HVAC (heating, ventilation, and air conditioning) control strategy as part of the smart energy system that can balance occupant comfort against building energy consumption using ubiquitous sensing and machine learning technology. We have developed ZigBee-based wireless sensor nodes and collected realistic temperature and humidity data during one month from a laboratory environment. With the collected data, we have established a building environment model using machine learning algorithms, which can be used to assess occupant comfort level. We expect the proposed HVAC control strategy will be able to provide occupants with a consistently comfortable working or home environment.
VR Medical Gamification for Training and Education.

PubMed

Nicola, Stelian; Virag, Ioan; Stoicu-Tivadar, Lăcrămioara

2017-01-01

The new virtual reality based medical applications is providing a better understanding of healthcare related subjects for both medical students and physicians. The work presented in this paper underlines gamification as a concept and uses VR as a new modality to study the human skeleton. The team proposes a mobile Android platform application based on Unity 5.4 editor and Google VR SDK. The results confirmed that the approach provides a more intuitive user experience during the learning process, concluding that the gamification of classical medical software provides an increased interactivity level for medical students during the study of the human skeleton.
Men Learning through Life (and Men's Sheds)

ERIC Educational Resources Information Center

Golding, Barry

2015-01-01

This "Futures" column shares insights about men's learning beyond work, based on several decades of research in men's learning in international community contexts. The article focuses' particularly on men who want and need to learn to re-create and broaden their identities beyond their working lives. This practice, well established in…
Mobile Adaptive Communication Support for Vocabulary Acquisition

ERIC Educational Resources Information Center

Epp, Carrie Demmans

2014-01-01

This work explores the use of an adaptive mobile tool for language learning. A school-based deployment study showed that the tool supported learning. A second study is being conducted in informal learning environments. Current work focuses on building models that increase our understanding of the relationship between application usage and learning.
The evolutionary basis of human social learning

PubMed Central

Morgan, T. J. H.; Rendell, L. E.; Ehn, M.; Hoppitt, W.; Laland, K. N.

2012-01-01

Humans are characterized by an extreme dependence on culturally transmitted information. Such dependence requires the complex integration of social and asocial information to generate effective learning and decision making. Recent formal theory predicts that natural selection should favour adaptive learning strategies, but relevant empirical work is scarce and rarely examines multiple strategies or tasks. We tested nine hypotheses derived from theoretical models, running a series of experiments investigating factors affecting when and how humans use social information, and whether such behaviour is adaptive, across several computer-based tasks. The number of demonstrators, consensus among demonstrators, confidence of subjects, task difficulty, number of sessions, cost of asocial learning, subject performance and demonstrator performance all influenced subjects' use of social information, and did so adaptively. Our analysis provides strong support for the hypothesis that human social learning is regulated by adaptive learning rules. PMID:21795267
The evolutionary basis of human social learning.

PubMed

Morgan, T J H; Rendell, L E; Ehn, M; Hoppitt, W; Laland, K N

2012-02-22

Humans are characterized by an extreme dependence on culturally transmitted information. Such dependence requires the complex integration of social and asocial information to generate effective learning and decision making. Recent formal theory predicts that natural selection should favour adaptive learning strategies, but relevant empirical work is scarce and rarely examines multiple strategies or tasks. We tested nine hypotheses derived from theoretical models, running a series of experiments investigating factors affecting when and how humans use social information, and whether such behaviour is adaptive, across several computer-based tasks. The number of demonstrators, consensus among demonstrators, confidence of subjects, task difficulty, number of sessions, cost of asocial learning, subject performance and demonstrator performance all influenced subjects' use of social information, and did so adaptively. Our analysis provides strong support for the hypothesis that human social learning is regulated by adaptive learning rules.
How Dutch employees experience freedom of learning for work

NASA Astrophysics Data System (ADS)

van Dellen, Theo; Heidekamp, Ina

2015-12-01

This article focuses on the perceived freedom of Dutch employees to embark on workplace learning in terms of whether they feel it is "voluntary" or "compulsory". The paper is based on the findings of a large international explorative survey carried out by the Workplace Learning (WPL) Research Network (RN2) of the Asia-Europe Meeting (ASEM) Lifelong Learning (LLL) Research Hub. The comparative study focused on employees' quest for "freedom of learning for work". This paper reports on the Dutch part of the research, the quantitative results of which seem to indicate that the freedom of learning for work is not as important to Dutch employees as might be expected. In a second phase, to investigate employees' experiences of work-related learning in more depth, the Dutch researchers added a follow-up qualitative study, involving one-on-one interviews. In order to triangulate the results of the quantitative and qualitative research phases, the authors then added a mixed-methods sequential explanatory analysis. They assessed the quality of the collected data in both distinct phases by identifying converging results, which are useful for refining our understanding of learning for work. The paper draws both on rich insights into workplace learning based on this research as well as on theoretical literature which refers to concepts like motivation, subjectivity, work identity and agency in connection with the quest for freedom of learning.
A spatial paradigm, the allothetic place avoidance alternation task, for testing visuospatial working memory and skill learning in rats.

PubMed

Dockery, Colleen A; Wesierska, Malgorzata J

2010-08-30

We present a paradigm for assessing visuospatial working memory and skill learning in a rodent model, based on the place avoidance test. In our allothetic place avoidance alternation task (APAAT) the paradigm is comprised of minimal training sessions, tests various aspects of learning and memory and provides a rich set of parameters. A single working memory session consists of four conditions: habituation (no shock), two place avoidance training intervals (shock activated) and a retrieval test (shock inactivated). The location of the shock sector is alternated for each training day which initially requires extinction of previous representations and further working memory to achieve effective place avoidance across sessions. Visuospatial skill memory was evaluated by the shock/entrance ratio by tracking locomotor activity which is essential to execute a place avoidance strategy. For each day rats learned to avoid a new place with shock, as shown by a decreased number of entrances, and an increased time to the first entrance and maximum avoidance time. Skill learning improved according to the decreased number of shocks per entrance across conditions. These results indicate that complex cognitive functions are captured by this behavioral method. This APAAT paradigm expands and complements existing tools for studying hippocampal-prefrontal dependent functions to support development of treatment interventions. Copyright (c) 2010 Elsevier B.V. All rights reserved.
Implementation of a team-based learning course: Work required and perceptions of the teaching team.

PubMed

Morris, Jenny

2016-11-01

Team-based learning was selected as a strategy to help engage pre-registration undergraduate nursing students in a second-year evidence-informed decision making course. To detail the preparatory work required to deliver a team-based learning course; and to explore the perceptions of the teaching team of their first experience using team-based learning. Descriptive evaluation. Information was extracted from a checklist and process document developed by the course leader to document the work required prior to and during implementation. Members of the teaching team were interviewed by a research assistant at the end of the course using a structured interview schedule to explore perceptions of first time implementation. There were nine months between the time the decision was made to use team-based learning and the first day of the course. Approximately 60days were needed to reconfigure the course for team-based learning delivery, develop the knowledge and expertise of the teaching team, and develop and review the resources required for the students and the teaching team. This reduced to around 12days for the subsequent delivery. Interview data indicated that the teaching team were positive about team-based learning, felt prepared for the course delivery and did not identify any major problems during this first implementation. Implementation of team-based learning required time and effort to prepare the course materials and the teaching team. The teaching team felt well prepared, were positive about using team-based learning and did not identify any major difficulties. Crown Copyright © 2016. Published by Elsevier Ltd. All rights reserved.
Agentic Perspective on Fostering Work-Related Learning

ERIC Educational Resources Information Center

Vähäsantanen, Katja; Paloniemi, Susanna; Hökkä, Päivi; Eteläpelto, Anneli

2017-01-01

Despite the increased recognition of the role that professional agency plays in work-related learning, little is known about what supports it. Based on current theoretical notions, the first purpose of this paper is to show that professional agency is closely intertwined with work-related learning. The second purpose is to introduce some main…

DreamBox Learning. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

"DreamBox Learning" is a supplemental online mathematics program that provides adaptive instruction for students in grades K-5 and focuses on number and operations, place value, and number sense. The What Works Clearinghouse (WWC) identified one study of "DreamBox Learning" that both falls within the scope of the Elementary…
Dream Box Learning. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

"DreamBox Learning" is a supplemental online mathematics program that provides adaptive instruction for students in grades K-5 and focuses on number and operations, place value, and number sense. The What Works Clearinghouse (WWC) identified one study of "DreamBox Learning" that both falls within the scope of the Elementary…
Learning through Work: Exploring Instances of Relational Interdependencies

ERIC Educational Resources Information Center

Billett, Stephen

2008-01-01

This paper provides an account of the inter-psychological processes that constitute learning through work. It does this by drawing on deliberations about the relative contributions of the immediate social world (i.e., workplace setting) that individuals encounter and the personal premises for individuals' learning. This account is realised through…
Defining and Measuring the Outcomes of Non-Regulated Learning: Report of Findings from Provider Consultation and Desk Research

ERIC Educational Resources Information Center

Learning and Work Institute, 2016

2016-01-01

Learning and Work Institute is an independent policy and research organisation dedicated to promoting lifelong learning, full employment and inclusion. This report sets out the findings of research and consultation carried out by Learning and Work Institute (L&W) for the Department of Business, Innovation and Skills (BIS) on learning…
Flexible Learning, Human Resource and Organisational Development: Putting Theory To Work.

ERIC Educational Resources Information Center

Jakupec, Viktor, Ed.; Garrick, John, Ed.

This book addresses contemporary contexts of flexible learning and its practices and provides insights about directions that education and training providers may be required to follow to implement flexible learning in a variety of settings. Key issues and debates include the following: social and economic dimensions of flexible learning and…
Photography. Technology Learning Activity. Teacher Edition. Technology Education Series.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This curriculum guide provides technology learning activities designed to prepare students in grades 6-10 to work in the world of the future. The 8-day course provides exploratory, hands-on learning activities and information that can enhance the education of students of all types in an integrated curriculum that provides practical applications of…
Machine Learning Based Malware Detection

DTIC Science & Technology

2015-05-18

A TRIDENT SCHOLAR PROJECT REPORT NO. 440 Machine Learning Based Malware Detection by Midshipman 1/C Zane A. Markel, USN...COVERED (From - To) 4. TITLE AND SUBTITLE Machine Learning Based Malware Detection 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM...suitably be projected into realistic performance. This work explores several aspects of machine learning based malware detection . First, we
Student Development of Information Literacy Skills during Problem-Based Organic Chemistry Laboratory Experiments

ERIC Educational Resources Information Center

Shultz, Ginger V.; Li, Ye

2016-01-01

Problem-based learning methods support student learning of content as well as scientific skills. In the course of problem-based learning, students seek outside information related to the problem, and therefore, information literacy skills are practiced when problem-based learning is used. This work describes a mixed-methods approach to investigate…
Use of Problem-Based Learning in the Teaching and Learning of Horticultural Production

ERIC Educational Resources Information Center

Abbey, Lord; Dowsett, Eric; Sullivan, Jan

2017-01-01

Purpose: Problem-based learning (PBL), a relatively novel teaching and learning process in horticulture, was investigated. Proper application of PBL can potentially create a learning context that enhances student learning. Design/Methodology/Approach: Students worked on two complex ill-structured problems: (1) to produce fresh baby greens for a…
DAGAN: Deep De-Aliasing Generative Adversarial Networks for Fast Compressed Sensing MRI Reconstruction.

PubMed

Yang, Guang; Yu, Simiao; Dong, Hao; Slabaugh, Greg; Dragotti, Pier Luigi; Ye, Xujiong; Liu, Fangde; Arridge, Simon; Keegan, Jennifer; Guo, Yike; Firmin, David; Keegan, Jennifer; Slabaugh, Greg; Arridge, Simon; Ye, Xujiong; Guo, Yike; Yu, Simiao; Liu, Fangde; Firmin, David; Dragotti, Pier Luigi; Yang, Guang; Dong, Hao

2018-06-01

Compressed sensing magnetic resonance imaging (CS-MRI) enables fast acquisition, which is highly desirable for numerous clinical applications. This can not only reduce the scanning cost and ease patient burden, but also potentially reduce motion artefacts and the effect of contrast washout, thus yielding better image quality. Different from parallel imaging-based fast MRI, which utilizes multiple coils to simultaneously receive MR signals, CS-MRI breaks the Nyquist-Shannon sampling barrier to reconstruct MRI images with much less required raw data. This paper provides a deep learning-based strategy for reconstruction of CS-MRI, and bridges a substantial gap between conventional non-learning methods working only on data from a single image, and prior knowledge from large training data sets. In particular, a novel conditional Generative Adversarial Networks-based model (DAGAN)-based model is proposed to reconstruct CS-MRI. In our DAGAN architecture, we have designed a refinement learning method to stabilize our U-Net based generator, which provides an end-to-end network to reduce aliasing artefacts. To better preserve texture and edges in the reconstruction, we have coupled the adversarial loss with an innovative content loss. In addition, we incorporate frequency-domain information to enforce similarity in both the image and frequency domains. We have performed comprehensive comparison studies with both conventional CS-MRI reconstruction methods and newly investigated deep learning approaches. Compared with these methods, our DAGAN method provides superior reconstruction with preserved perceptual image details. Furthermore, each image is reconstructed in about 5 ms, which is suitable for real-time processing.
Uncertainty in Driftless Area Cold-Water Fishery Decision Making and a Framework for Stakeholder-Based Science

NASA Astrophysics Data System (ADS)

Schuster, Z.

2015-12-01

The paradigm of stakeholder-based science is becoming more popular as organizations such as the U.S. Department of the Interior Climate Science Centers adopt it as a way of providing practicable climate change information to practitioners. One of the key issues stakeholders face in adopting climate change information into their decision processes is how uncertainty is addressed and communicated. In this study, we conducted a series of semi-structured interviews with managers and scientists working on stream habitat restoration of cold-water fisheries in the Driftless Area of Wisconsin that were focused on how they interpret and manage uncertainty and what types of information they need to make better decisions. One of the important lessons we learned from the interviews is that if researchers are going to provide useful climate change information to stakeholders, they need to understand where and how decisions are made and what adaptation measures are actually available in a given decision arena. This method of incorporating social science methods into climate science production can provide a framework for researchers from the Climate Science Centers and others who are interested in pursuing stakeholder-based science. By indentifying a specific ecological system and conducting interviews with actors who work on that system, researchers will be able to gain a better understanding of how their climate change science can fit into existing or shape new decision processes. We also interpreted lessons learned from our interviews via existing literature in areas such as stakeholder-based modeling and the decision sciences to provide guidance specific to the stakeholder-based science process.
Working in a Hose Building Factory. Youth Training Scheme. Core Exemplar Work Based Project.

ERIC Educational Resources Information Center

Further Education Staff Coll., Blagdon (England).

This trainer's guide is intended to assist supervisors of work-based career training projects in helping students learn about the operations of a marine hose factory, requisition supplies, rewarp nylon binders, determine the cost of material depreciation, communicate with coworkers, and learn about health and safety procedures. Though specific to…
Work-Based Learning at Higher Education Level: Value, Practice and Critique

ERIC Educational Resources Information Center

Lester, Stan; Costley, Carol

2010-01-01

Since the 1980s there has been significant growth in the engagement of higher education with workforce development, with among other things the emergence of a distinct if varied area of provision commonly referred to as work-based learning. Recent examination of practice and literature indicates a growing sophistication in the way that work-based…
Strengthening Attainment of Student Learning Outcomes during Work-Integrated Learning: A Collaborative Governance Framework across Academia, Industry and Students

ERIC Educational Resources Information Center

Henderson, Amanda; Trede, Franziska

2017-01-01

Graduate capability and employability are regarded as critical success factors for degree programs by universities, industry, and the students. Furthering work-based experiences for academic credit within degree programs is being increasingly explored to assist employability. Effective work-based experiences are reliant on good partnerships…
Project-Based Learning: A Literature Review. Working Paper

ERIC Educational Resources Information Center

Condliffe, Barbara

2017-01-01

The concept of project-based learning (PBL) has garnered wide support among a number of K-12 education policy advocates and funders. This working paper builds on and updates a seminal literature review of PBL published in 2000. Focused primarily on articles and studies that have emerged in the 17 years since then, the working paper discusses the…
Team Experiences for Science and Social Studies Preservice Teachers.

ERIC Educational Resources Information Center

Burlbaw, Lynn M.; Borowiec, Jonathan B.; James, Robert K.

2001-01-01

Describes how senior-level, preservice teacher certification candidates in secondary science and social science methods classes work in teams to prepare instructional materials on a community-based issue (such as the effect of the deposition of arsenic in a creek and small city lake). Argues that such projects provide valuable learning experiences…
Care, Thoughtfulness, and Tact: A Conceptual Framework for University Supervisors

ERIC Educational Resources Information Center

Cuenca, Alexander

2010-01-01

The pedagogical work of university supervisors has received little attention in teacher education literature. Based on this concern, this paper provides a conceptual framework for university supervisors, recasting their role as teacher pedagogues focused on responding to the particular contextual needs of student teachers as they learn to teach.…
Hold on to This!: Strategies for Teacher Feedback in Online Dance Courses

ERIC Educational Resources Information Center

Risner, Doug

2014-01-01

Drawn from current research on web-based learning, this practical article presents applied research and informed applications for online dance educators engaged in undergraduate and graduate dance education course work. With a focus on written assessment feedback, the author provides a review of recent literature, an overview of written feedback…
Experiential Therapy with Troubled Youth: The Ropes Course for Adolescent Inpatients.

ERIC Educational Resources Information Center

Blanchard, Charles W.

This paper provides information about conducting adventure-based counseling using a ropes course with adolescent psychiatric inpatients. Active learning in the process of therapy is widely accepted, but it is not clear how the complex nature of that relationship works and how programs should be structured to facilitate change. Theoretical…
Interactive Simulations: Improving Learning Retention in Knowledge-Based Online Training Courses

ERIC Educational Resources Information Center

Boyd, James L.

2017-01-01

The purpose of this quasi-experimental quantitative study was to investigate whether online interactive simulations would provide a positive improvement in learners' ability to apply critical thinking skills in a dangerous work environment. The course in which an improvement in critical thinking skills was the target outcome was a course which…

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