Academic literature on the topic 'Activity led learning'
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Journal articles on the topic "Activity led learning"
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Dietz-Uhler, Beth, and Jason R. Lanter. "Perceptions of Group-Led Online Discussions: The Benefits of Cooperative Learning." Journal of Educational Technology Systems 40, no. 4 (June 2012): 381–88. http://dx.doi.org/10.2190/et.40.4.d.
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To assess the effectiveness of a cooperative learning activity, students were randomly assigned to small groups and asked to lead an online discussion. Responses to a survey administered at the completion of the course suggest that the activity was effective in meeting its goals of promoting student interaction and increasing perceived student learning. More interesting are results showing that student satisfaction with elements of cooperative learning was positively related to their satisfaction with the activity, perceptions of the success of the activity in meeting its goals, perceived amount of learning, past group experiences, and grade on the activity. These results are discussed in the context of the benefits of constructing group activities with the elements of cooperative learning in mind.
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Iqbal, Rahat, Faiyaz Doctor, Nazaraf Shah, and Xiang Fei. "An intelligent framework for activity led learning in network planning and management." International Journal of Communication Networks and Distributed Systems 12, no. 4 (2014): 401. http://dx.doi.org/10.1504/ijcnds.2014.062228.
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Ye, Juan. "Shared learning activity labels across heterogeneous datasets." Journal of Ambient Intelligence and Smart Environments 13, no. 2 (March 26, 2021): 77–94. http://dx.doi.org/10.3233/ais-210590.
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Nowadays, the advancement of sensing and communication technologies has led to the possibility of collecting a large amount of sensor data, however, to build a reliable computational model and accurately recognise human activities we still need the annotations on sensor data. Acquiring high-quality, detailed, continuous annotations is a challenging task. In this paper, we explore the solution space on sharing annotated activities across different datasets in order to enhance the recognition accuracies. The main challenge is to resolve heterogeneity in feature and activity space between datasets; that is, each dataset can have a different number of sensors in heterogeneous sensing technologies and deployed in diverse environments and record various activities on different users. To address the challenge, we have designed and developed sharing data and sharing classifiers algorithms that feature the knowledge model to enable computationally-efficient feature space remapping and uncertainty reasoning to enable effective classifier fusion. We have validated the algorithms on three third-party real-world datasets and demonstrated their effectiveness in recognising activities only with annotations from as little as 0.1% of each dataset.
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Fedorova, Marina A. "Actualization of reflexive and didactic potential of students’ independent learning activities in the learning process." Psychological-Pedagogical Journal GAUDEAMUS, no. 47 (2021): 14–20. http://dx.doi.org/10.20310/1810-231x-2021-20-1(47)-14-20.
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The change in educational paradigms has led to the need to define new methodological regulations that allow to consider the objects of pedagogical reality from a different angle. This led to the need to study traditional issues of pedagogy in an innovative context. The issue of forming students’ independent learning activities is not new for pedagogy. However, we present it from the perspective of an integrative-reflexive approach, which allowed us to identify its internal potential for personal development. The theoretical methods of pedagogical research used in the study: analysis, synthesis, comparison, generalization, method of causal relationships research, etc., which allowed to mentally penetrate into the essence of the studied pedagogical phenomenon and rethink it in a new educational reality. It is established that the educational independent activity accumulates the reflexive and didactic potential for professional and personal formation and development in the process of studying at the university. The possibilities of reflexive discourse as a way of realizing the reflexive-didactic potential of educational independent activity in the learning process are determined. According to the structure of the process of reflection in educational independent activity we distinguish the stages of reflexive discourse: reflexive-indicative, reflexive-presentative and reflexive-realizational. We consider the relationship of these stages of the discourse with various types of reflection and features of self-assessment, self-analysis, self-design and self-realization as structural components of educational independent activity.
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Kurpis, Lada Helen, and James Hunter. "Developing Students’ Cultural Intelligence Through an Experiential Learning Activity." Journal of Marketing Education 39, no. 1 (July 25, 2016): 30–46. http://dx.doi.org/10.1177/0273475316653337.
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Business schools can increase their competitiveness by offering students intercultural skills development opportunities integrated into the traditional curricula. This article makes a contribution by proposing an approach to developing students’ cultural intelligence that is based on the cultural intelligence (CQ) model, experiential learning theory, and contact theory. This study empirically tests the effectiveness of the proposed approach by developing and conducting a cost-efficient, easy-to-implement experiential learning activity where marketing students and advanced English as a Second Language students interview each other about consumer behavior differences. The activity led to a perceived increase in cultural knowledge, motivation, and confidence in the students’ ability to communicate with people from other cultures. Overall, students deemed the activity a valuable part of their education. Students’ CQ was positively correlated with the self-reported (perceived) prior experience-based and studies-based intercultural competence. Compared with domestic students, international students scored higher only on the Cognitive dimension of CQ.
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KUMYSHEVA, Rimma M. "COGNITIVE ACTIVITY MODEL OF MUSICIANS-STUDENTS IN CONTEXTUAL LEARNING." PRIMO ASPECTU, no. 3(47) (September 15, 2021): 82–87. http://dx.doi.org/10.35211/2500-2635-2021-3-47-82-87.
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One of the urgent problems in professional music education is the lack of a system and mechanisms for the formation of a holistic world picture and systemic personality development of students. The reasons are: inconsistency in the teaching of musical and humanitarian disciplines; training without taking into account the specific personal characteristics of the musicians. This article presents a model of music students’ cognitive activity, built from the standpoint of systemic, personal, activity and contextual approaches. The proposed model of the students-musicians cognitive activity is based on the specific features of the musicians’ cognitive sphere revealed by the method of theoretical analysis. The students-musicians cognitive activity model is presented as a combination of intuitive, logical and transitional modes, in each of which implicit information processing and decision-making are manifested with varying degrees of activity; explicit reproduction of knowledge and decision making, explicit modeling of musical activity. The experience of applying the model in practice has led to the transformation of psychological and pedagogical knowledge in musical activity and the world picture of students.
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Chauca, Mario, Ynes Phun, Olga Curro, Carmen Chauca, Ramiro Yallico, and Virgilio Quispe. "Disruptive Innovation in Active Activity-Based Learning Methodologies through Digital Transformation." International Journal of Information and Education Technology 11, no. 4 (2021): 200–204. http://dx.doi.org/10.18178/ijiet.2021.11.4.1512.
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This article develops the proposal of a disruptive innovation in learning methodologies based on active activity through digital transformation. The vertiginous changes that have taken place a few decades ago with respect to the advancement of knowledge and technology, encompass educational processes. Traditional teacher-centered teaching has led to student-centered learning, seeking to develop the skills necessary for performance beyond the professional field. There are tools or supports based on current knowledge that can set trends in the educational process. The portable tool for universities to quickly and up-to-date access to information are digital devices, the use of which is becoming popular in education.
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Barkai, E., R. E. Bergman, G. Horwitz, and M. E. Hasselmo. "Modulation of associative memory function in a biophysical simulation of rat piriform cortex." Journal of Neurophysiology 72, no. 2 (August 1, 1994): 659–77. http://dx.doi.org/10.1152/jn.1994.72.2.659.
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1. Associative memory function was analyzed in a realistic biophysical simulation of rat piriform (olfactory) cortex containing 240 pyramidal cells and 58 each of two types of inhibitory interneurons. Pyramidal cell simulations incorporated six different intrinsic currents and three different synaptic currents. We investigated the hypothesis that acetylcholine sets the appropriate dynamics for learning within the network, whereas removal of cholinergic modulation sets the appropriate dynamics for recall. The associative memory function of the network was tested during recall after simulation of the cholinergic suppression of intrinsic fiber synaptic transmission and the cholinergic suppression of neuronal adaptation during learning. 2. Hebbian modification of excitatory synaptic connections between pyramidal cells during learning of patterns of afferent activity allowed the model to show the basic associative memory property of completion during recall in response to degraded versions of those patterns, as evaluated by a performance measure based on normalized dot products. 3. During learning of multiple overlapping patterns of afferent activity, recall of previously learned patterns interfered with the learning of new patterns. As more patterns were stored this interference could lead to the exponential growth of a large number of excitatory synaptic connections within the network. This runaway synaptic modification during learning led to excessive excitatory activity during recall, preventing the accurate recall of individual patterns. 4. Runaway synaptic modification of excitatory intrinsic connections could be prevented by selective suppression of synaptic transmission at these synapses during learning. This allowed effective recall of single learned afferent patterns in response to degraded versions of those patterns, without interference from other learned patterns. 5. During learning, cholinergic suppression of neuronal adaptation enhanced the activity of cortical pyramidal cells in response to afferent input, compensating for decreased activity due to suppression of intrinsic fiber synaptic transmission. This modulation of adaptation led to more rapid learning of afferent input patterns, as demonstrated by higher values of the performance measure. 6. During recall, when suppression of excitatory intrinsic synaptic transmission was removed, continued cholinergic suppression of neuronal adaptation led to the spread of excessive activity. More stable activity patterns during recall could be obtained when the cholinergic suppression of neuronal adaptation was removed at the same time as the cholinergic suppression of synaptic transmission. 7. A realistic biophysical simulation of the effects of acetylcholine on synaptic transmission and neuronal adaptation in the piriform cortex shows that these effects act together to set the appropriate dynamics for learning, whereas removal of both effects sets the appropriate dynamics for recall.
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Johnson, Michelle, Charlie Goldberg, Lindia Willies-Jacobo, Lori Wan, Kama Guluma, and Sunny Smith. "Implementation and Outcomes of a Community Assessment Service-Learning Activity Within Academic Learning Communities." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051986440. http://dx.doi.org/10.1177/2382120519864403.
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A community needs assessment and engagement activity was implemented in 2013 in the core preclinical curriculum as part of the doctoring course within Academic Communities at UC San Diego School of Medicine. This required educational experience included curricular learning objectives as well as goals to strengthen community service within academic communities. This activity was implemented and sustained within the academic communities with each community serving a different community of San Diego. Survey data from preclinical students from 2014 to 2017 consistently reported that the community assessment activity helped sustain or develop a service project in the academic community (67.1%-79.6% strongly agree or agree) and increased students’ knowledge of the needs in the assigned San Diego community (76.3%-80.6% strongly agree or agree). Students felt that the community assessment and engagement activity was a valuable learning experience (62.5%-77.8% strongly agree or agree). As a result of this educational intervention, 14 projects were implemented in the community. A subset of particularly interested and motivated medical students then took on leadership roles in these projects. Student-led scholarly assessment of the impact of some of these interventions resulted in 2 peer-reviewed publications thus far and 9 national presentations at the time of this publication. These assessments demonstrate not only educational impact, but health-system-level changes and meaningful change in patient outcomes.
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Bessette, Hayley, Anita I. Kapanen, Nic Medgyesi, and Jamie Yuen. "Learner Perceptions of a Video Recording Activity for Patient Consultation Training in a Pharmacist-Led Primary Care Clinic Located in an Academic Institution." INNOVATIONS in pharmacy 12, no. 3 (June 29, 2021): 3. http://dx.doi.org/10.24926/iip.v12i3.3632.
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Description of the problem: Development of evidence-based educational activities is needed to provide educators with the tools to aid learners in strengthening patient consultation skills in the primary care practice setting, an emerging area of practice in Canada. Objective: The objective was to develop an educational activity to bring self-awareness to fourth year pharmacy student and pharmacy resident consultation skills and to determine learner perceptions of this educational activity, including identifying the key areas of skill development that learners found were positively impacted. Description of the innovation: An innovative learning activity utilizing audio-video technology to enable recording and reviewing of learner-led patient consultations was developed and implemented within the University of British Columbia Pharmacists Clinic. Learners had the opportunity to lead 60-minute patient consultations. With patient and learner consent, patient consultations were recorded for learner viewing and self-assessment. Pharmacist preceptors supervised and assessed learner performance. Learners completed an online anonymous survey after the learning activity to evaluate its value. Critical analysis: Between September 2018 and July 2019, eight pharmacy learners, consisting of student pharmacists (5) and post-graduate pharmacy residents (3) completed the learning activity and provided their feedback. The majority of learners (87.5%) felt the learning activity was beneficial to the development of patient consultation skills. Learners gained awareness of areas requiring improvement which included appropriate questioning, clear and concise language, time management and non-verbal habits. Next steps: Adapting and modifying this learning activity to align with specific practice settings and learning objectives is feasible for other primary care practice sites offering experiential practicums.
Dissertations / Theses on the topic "Activity led learning"
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Igarashi, H. "The development of professional judgement capacity through activity led learning." Thesis, Coventry University, 2015. http://curve.coventry.ac.uk/open/items/9245a038-ced4-4574-9c6e-02f69f802816/1.
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The unique contribution to knowledge of this research is the study of the development of judgement capacity in apprentice and undergraduate engineering learners in Activity Led Learning (ALL) environments. Four case studies of engineering students investigated the learners' experiences of making judgements in various engineering undergraduate and apprenticeship programmes. A phenomenological research methodology was used to infer the learner's judgements from the learners' dialogues and actions that were observed during the learning activity. The findings of the study indicate that the experience and incidence of the learners' exertion of judgement is dependent upon the construct of the ALL environment to provide a problem space with potential for disjuncture, and the intentionality of the learners. The learners did not solve problems by a linear progression but repeatedly re-activated experiences and knowledge, exercising judgements until the states of disjuncture were satisfied leading to the conclusion of the problem. Heuristic judgements that may result in decision making errors tended to dominate the problem spaces though their incidence did not appear to be influenced by the technical or socio-technical demands of the project problem spaces. This thesis concludes that in ALL environments, projects of sufficient length and complexity similar to realistic professional practice, may enable students to acquire the practice of better judgement through disjuncture and by re-activating learning experiences and importing analogies into new problem spaces. However, to acquire skills and knowledge to improve judgement capacity, requires specific and purposeful interventions within ALL that enable the learner to know when heuristic judgements are reliable or otherwise unreliable, and acquiring reasoning strategies to compensate for the effects. It is proposed that in such interventions the learner learns to record their own judgements as they are exerted and to reflect critically on those judgements and their consequences. It also requires that any ALL project that aims to promote judgement capacity has in place assessment instruments that specifically consider the learner effort in the self-development of judgement.
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Khasanzyanova, Albina. "Les apprentissages des bénévoles dans l’activité associative. Quelles compétences acquièrent-ils, pour quels usages ?" Thesis, Reims, 2015. http://www.theses.fr/2015REIML010.
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Cette recherche doctorale a pour objectif d'étudier les types d'apprentissages que les bénévoles développent durant leur activité au sein d'associations et concerne essentiellement les apprentissages informels, c'est-à-dire dans l'action et par la pratique. Elle s'appuie sur deux enquêtes (par questionnaires et par entretiens semi-directifs) et mobilise un cadre de références composite qui intègre les concepts d'expérience, d'apprentissage par l'expérience, d'activité, de compétences et de développement. Les résultats de ce travail montrent que les bénévoles acquièrent ou renforcent des compétences « professionnelles », mais aussi des soft skills (compétences douces) de nature relationnelle, sociale et humaine. Parmi les processus qui concourent au développement des apprentissages, la reconfiguration dans l'activité des ressources cognitives à partir des expériences ou des acquis antérieurs (professionnels, académiques ou familiaux) semble essentielle.Les résultats mettent également en évidence que les bénévoles transfèrent couramment leurs acquis hors du milieu associatif et que les compétences acquises sont différentes selon les milieux socio professionnels d'appartenance (étudiants, salariés, personnes à la recherche d'un emploi). Enfin il apparait que les usages sociaux des apprentissages réalisés dans le milieu associatif sont diversifiésThis research aims to study the types of learning that volunteers develop during their activities in associations and it mainly concerns informal learning, that is to say, in action and in practice. It is based on two surveys (questionnaires and semi-structured interviews) and mobilizes a composite frame of reference which incorporates the concepts of experience, experiential learning, activity, competencies and development.The results of this study show that volunteers acquire or strengthen « professional » competencies but also soft skills; relational, social and human skills. Among the processes that contribute to the development of learning, reconfiguration of cognitive resources from prior experiences or learning (professional, academic or family) seems essential.The results also show that volunteers usually transfer their knowledge outside associations and the competencies acquired are different depending on socio professional backgrounds (students, employees, persons looking for work). Finally it appears that the social uses of the learning developed in associations are diverse
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Sansano, Sansano Emilio. "Machine learning-based techniques for indoor localization and human activity recognition through wearable devices." Doctoral thesis, Universitat Jaume I, 2020. http://dx.doi.org/10.6035/14101.2020.180044.
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This thesis approaches the study of several machine learning techniques to improve the performance of indoor positioning systems, with a special focus on wearable and low-cost devices. It also presents some tools designed to facilitate the research in this field through the development of a software framework for indoor positioning-related research, and the creation of a web platform committed to becoming a collaborative repository of data. The framework has been developed as an open-source package for the R language platform. This allows other users to collaborate in the development of future functionality.Esta tesis aborda el estudio de una serie de técnicas basadas en el aprendizaje automático (machine learning), con la intención de mejorar el rendimiento de los sistemas de posicionamiento en interiores, haciendo especial hincapié en el uso de dispositivos portátiles de bajo coste. Tambien se presentan dos herramientas destinadas a facilitar la investigación en este campo, mediante el desarrollo de un paquete de software para el estudio en el campo del posicionamiento en interiores, y mediante la creación de una plataforma web pensada para servir como un repositorio colaborativo de datos. El paquete de software ha sido desarrollado como software abierto usando el lenguaje R, con el objeto de permitir a otros usuarios colaborar en el desarrollo de futuras funcionalidades.
Programa de Doctorat en Informàtica
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Dridi, Imen. "Étude des effets neurotoxiques induits par l'exposition gestationnelle et lactationnelle des souris « SWISS» de génération F1 aux anguilles (Anguilla anguilla L.) contaminées aux POP dont les polychlorobiphényles." Thesis, Université de Lorraine, 2016. http://www.theses.fr/2016LORR0269/document.
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L'objectif de la présente étude est l’évaluation des effets de l'exposition gestationnelle et lactationnelle aux anguilles contaminées aux POP dont la Σ6 PCB-NDL, sur la mémoire, la capacité d’apprentissage, l’activité motrice, le comportement de résignation, le statut oxydatif et l'activité de l'acétylcholinestérase des souris de génération F1. Pour ce faire, des souris femelles ont été exposées, à partir du sixième jour de gestation (JG 6) jusqu'au jour postnatal 21 (JPN 21), par voie d'ingestion, aux anguilles contaminées contenant Σ 6 PCB-NDL. Trois doses de la Σ 6 PCB-NDL ont été choisies : 85, 216 et 400ng/kg/j en se référant à un groupe de souris témoins. Nos résultats ont montré que l'exposition gestationnelle et lactationnelle, aux anguilles contaminées, contenant la Σ 6 PCB-NDL, n’a pas affecté la capacité d’apprentissage, ni la mémoire. Cependant, le traitement, utilisé dans cette étude, pourrait causer une hyperactivité tardive, persistante et sexe dépendante qui ne touche les souris femelles de la génération F1. En outre, un effet « depresive-like » de l’exposition gestationnelle et lactationnelle des souris de génération F1 aux anguilles contaminée par les POP y inclus la Σ 6 PCB-NDL, a été relevé de façon sexe dépendante. Le comportement « depresive-like » ne touche que les souris mâles et il était persistant au fil de temps. L’étude du statut oxydatif des trois régions cérébrales (cortex préfrontal, hippocampe et cervelet), a révélé que le traitement pourrait perturber, de façon sexe dépendante, l’activité des enzymes antioxydants (Cat, SOD) au niveau du cortex préfrontal et de l’hippocampe. Les conséquences du stress oxydant, dans cette étude se sont manifestées par une augmentation du taux des protéines carbonylées au niveau du cortex préfrontal et de l’hippocampe de certains groupes de souris mâles traitées. Cependant, aucune différence significative, n’a été enregistrée, au niveau des trois régions cérébrales étudiées, dans le taux de MDA, entre les souris traitées et les souris témoins. La perturbation du statut oxydatif a été sexe dépendante, elle n’a touché que les souris mâles. L’étude de l’activité de l’acétylcholinestérase a montré que l’ingestion des souris gestantes et puis allaitantes des anguilles contaminées contenant Σ6PCB-NDL aux doses 85 et 400 ng / kg / jour était à l’origine d’une inhibition significative, par rapport au témoin de l’activité de l’acétylcholinestérase, au niveau du cortex préfrontal de leurs progéniture femelles. Alors qu’au niveau de l’hippocampe, une inhibition significative de l’activité de cette enzyme a été enregistrée chez les souris mâles traitées aux anguilles contenant Σ6PCB-NDL à la dose de 85 ng / kg / jour et chez toute la progéniture de souris femelles des groupes traitéesThe objective of the present study is the evaluation of gestational and lactational exposure to contaminated eels, containing Σ6 NDL-PCBs, on learning, memory, motor activity, resignation behavior, oxidative status and acetylcholinesterase activity of the offspring mice. For this purpose female mice were orally exposed during gestational and breast feeding period (from JG6 to JPN 21), through standard diet containing contaminated eel with Σ6 NDL-PCBs or no. Three doses of Σ 6 NDL-PCBs were chosen: 85ng / kg / day, 216 ng / kg / day and 400ng / kg / day. A control group of female mice, receiving the standard diet without fish, was used. Results showed that gestational and lactational exposure to contaminated eels, containing Σ6 NDL-PCBs, did not affect the memory and learning capacities. However the early-life exposure to polluted eels containing Σ6 NDL-PCBs caused late, persistent and gender dependent neurobehavioral hyperactive effects in offspring mice that affects only offspring females. Furthermore our results suggest that the consumption of polluted fish by pregnant and lactating dams might cause neurobehavioral depression only in their male offspring, at progressive life stage. Moreover the study of oxidative status on the three brain areas (prefrontal cortex, hippocampus and cerebellum), revealed that the treatment had affected the activity of antioxidant enzymes (Cat, SOD) only in the prefrontal cortex, hippocampus of male mice. The consequences of oxidative stress in this study were revealed by an increase of protein carbonyl levels in the hippocampus and the prefrontal cortex of offspring male mice, exposed to chemically contaminated fish containing Σ6 NDL-PCBs at the dose of 85 and 216 ng / kg / day, respectively. However the treatment had no effect on the lipids. Indeed there were no significant differences in the MDA rate, in the three studied regions of the brain, between treated and control mice. Moreover, gestational and lactational exposure to contaminated eels, containing Σ6NDL-PCB at the dose of 85 and 400 ng / kg / day, had inhibited acetylcholinesterase activity, in the prefrontal cortex, only of female mice. However, in the hippocampus, the enzyme activity was inhibited of male mice, exposed to contaminated eels, containing Σ6NDL-PCB at the dose of 85 ng/ kg / day and in all the treated female offspring mice
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Dunaway, Jeanne M. "Cooperative learning third grade mathematics activities for LEP students." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/706.
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Garnotel, Maël. "Apport de la reconnaissance des postures et des activités par accélérométrie à la caractérisation du comportement de mouvement chez l’humain : application à l’étude de la transition épidémiologique chez les Peuls." Thesis, Lyon, 2019. https://n2t.net/ark:/47881/m6kk9b3r.
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A l’heure de l’accroissement des maladies non transmissibles, l’activité physique et la sédentarité sont un enjeu sanitaire majeur. Evaluer les synergies des composantes du comportement de mouvement afin d’établir ses liens avec l’état de santé est un défi déterminant. Le développement de l’accélérométrie est venu révolutionner la compréhension de ces liens, traditionnellement étudiés sur la base de données déclaratives, dont les biais sont bien établis L’utilisation classique des accéléromètres permet une mesure continue sur de longues périodes en condition de vie libre mais se heurte à des problématiques inhérentes au traitement du signal et à la relation non-linéaire entre accélérométrie et dépense énergétique, pour caractériser le mouvement humain de façon satisfaisante. Mon premier objectif était de préciser les limites de l’approche actuelle et de contribuer à l’amélioration du phénotypage du comportement de mouvement grâce à de nouvelles techniques analytiques basées sur la reconnaissance automatique des postures et activités. Dans la 2ème partie de ma thèse, j’ai appliqué ces nouvelles approches à l’étude des Peuls du Sénégal, une population en cours de transition épidémiologique. Mes travaux ont permis de préciser les limites des approches classiques de l’accélérométrie et l’intérêt de la reconnaissance des activités par des algorithmes d’apprentissage automatique pour surmonter les difficultés rencontrées. Ils montrent, pour la première fois, l’apport de cette approche à la caractérisation fine de l’activité physique et des comportements sédentaires d’une population, en lien avec son environnement. Elle devrait contribuer de façon utile à l’établissement de futures recommandations plus adaptées à la population généraleFacing the rise of non-communicable diseases, physical activity and sedentary behavior are a major health issue. Evaluating the synergies of movement behavior dimensions in order to establish its link with health emerges is a key challenge. The development of accelerometry has revolutionized the understanding of these links, traditionally studied using declarative data, associated with well-established biases. The classical accelerometry approach allows continuous measurement over long periods in free living conditions but encounters limitations inherent in signal processing and in the non-linear relationship between accelerometry and energy expenditure to characterize human movement in a satisfactory way. My first objective was to clarify the limits of the current approach and to contribute to the improvement of the phenotyping of movement behavior through new analytic methods relying on the automatic activity recognition of postures and activities. In the second part of my thesis, I applied these new approaches to the study of the Fulani of Senegal, a population in epidemiological transition. My work has clarified the limitations of traditional approaches to accelerometry and the value of activities recognition through automatic learning algorithms to overcome the difficulties encountered. For the first time, they show the contribution of this approach to the detailed characterization of a population's physical activity and sedentary behaviors, in relation to its environment. It should contribute in a useful way to the development of future recommendations that are more appropriate for the general population
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Werling, Malin. "Musik-lek-motorik : En kvalitativ studie av förstaklasslärares uppfattningar om motorik." Thesis, Karlstads universitet, Musikhögskolan Ingesund, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-8729.
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Syftet med det här arbetet är att undersöka förstaklasslärares uppfattningar om hur motorisk träning hanteras i skolan och vad träningen kan leda till. Av intresse är också att undersöka vilken roll musiken kan spela i den motoriska träningen. Arbetet baseras på en kvalitativ undersökning i form av intervjuer med fem verksamma pedagoger inom grundskolans verksamhet. I bakgrundslitteraturen beskrivs den motoriska utvecklingen, problem som kan uppstå vid brister i motoriken, forskning om motorisk träning samt musikens roll vid motorisk träning. Den valda litteraturen visar på en splittrad syn när det gäller motorikträningens betydelse för barns lärande. Resultaten av intervjuundersökningen visar däremot att pedagogerna ser kopplingar mellan motorik och lärande, men också att det hela är mycket komplext. Kopplingen mellan motorik och lärande uppfattas i huvudsak gå via social utveckling, hjärnans utveckling samt leken med mera. Arbetet belyser att det finns likheter i pedagogernas uppfattningar, men olikheter i hur de arbetar. Den motoriska träningen kan se ut på olika sätt, men stor vikt läggs på lekens betydelse.The purpose of this work is to investigate the class teacher’s perception of how motor training is carried out in school, and what the training can lead to. The aim is also to examine what role music can play in motor training. The work is based on a qualitative study in the form of interviews with five teachers active at the primary school stage. In the background literature, motor development is described, problems that can arise from lack of motor skills, research in motor training and the role of music in training motor skills. The selected literature shows a divided view about the significance of motor training in a child’s learning process. The results of the interview analysis show however, that the teachers see connections between motor function and learning, but also that this is a very complex matter. The connection between motor function and learning can be seen in social development, development of the brain, playing, and more. The work illustrates that there are similarities in the opinions of teachers, but differences in the way they work. The motor training can be done in different ways, but great importance is attached to playing.
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Glaser, Jacqueline. "Les effets d’une activité de remédiation cognitive groupale sur les difficultés d’apprentissage liées au développement moral." Thesis, Lyon 2, 2011. http://www.theses.fr/2011LYO20076/document.
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Nous travaillons sur la remédiation cognitive engagée avec des enfants en échec scolaire du fait de problèmes liés au développement moral. La recherche se réfère à Piaget, mais pas seulement, dans la mesure où elle s’appuie sur des travaux soit inspirés des recherches de cet auteur, soit sur d’autres perspectives complémentaires des précédentes. L’objectif a été d’établir une façon de travailler favorisant des vécus de coopération et promouvant des situations facilitant l’autonomie des enfants. L’activité de remédiation a duré 6 mois, 21 enfants de 3 écoles de Lyon y ont participé en petits groupes. Une passation pour l’évaluation des domaines cognitif, moral et psycho-affectif est intervenue avant et après la remédiation. Un entretien avec les parents et une fiche d’observation remplie par les enseignants complètent la recherche, qui vise au diagnostic, à la prévention et à la remédiation de l’échec scolaireWe are working on the cognitive remediation involving children in school failure due to an impediment linked to their moral development. The research refers to Piaget, but not only, in so far as it is based on works inspired either from researchs of this author, either from other prospects complementary to the preceding one’s. The aim is to set up a way of working propitiating actual experiences of cooperation and promoting conditions allowing children autonomy. The remediation activity lasted 6 months, and 21 children of 3 schools in Lyon participated in small groups. A passation to evaluate the cognitive, moral and psychoaffective fields took place before and after the remediation. An interview with the parents and an observation form completed by the teachers finish off the research which aims the diagnosis, the prevention and the remediation of the learning disabilities
Este trabalho trata da remediação cognitiva de crianças em fracasso escolar por problèmas ligados ao desenvolvimento moral. A pesquisa se refere à Piaget, mas não somente, uma vez que se apoia também em trabalhos inspirados de pesquisas desse autor e outras perspectivas complementarias. O objetivo é de estabelecer uma maneira de trabalhar favorecendo a vivência da cooperação e promovendo situações que facilitam a autonomia das crianças. A atividade de remediação durou 6 meses, 21 crianças de 3 escolas da cidade de Lyon participaram em pequenos grupos. Uma testagem avaliou as crianças antes e depois da remediação nos dominios cognitivo, moral et psico-afetivo. Uma entrevista com os pais e uma ficha prenchida pelos professores complementam a pesquisa que pretende abranger o diagnostico, a prevenção e a remediação das dificuldades de aprendizagem
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Pereira-Paulo, Lennize. "Les instruments du travail du malade : les « agir sur soi » dans les activités au service du maintien de soi en vie et en santé." Thesis, Paris, CNAM, 2016. http://www.theses.fr/2016CNAM1074/document.
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En s'appuyant sur les développements conceptuels apportés à la théorie de l'activité par la psychologie du travail, cette recherche se propose d'explorer la genèse et les fonctions des instruments dans la conduite des activités des sujets malades. La recherche s'appuie sur l'analyse de quatorze entretiens conduits auprès de personnes affectées par une ou plusieurs maladies chroniques sévères. Elle explore comment le sujet malade chronique déploie des " agir sur soi " au travers de ses activités. Elle démontre comment le sujet s’approprie et utilise pour ce faire, des artefacts et des instruments, élabore des stratégies et met en place des dispositifs pour étayer son travail quotidien et sa présence au monde. En s'appuyant sur les concepts de la théorie instrumentale élargie (Rabardel), sur l'activité médiatisée (Vygotski) et sur l’activité au service du maintien de soi en vie en santé (Tourette-Turgis), l'analyse des matériaux identifie trois catégories d'instruments (matériels, non matériels et mixtes) utilisés par les participants de l'étude. Ces instruments semblent remplir des fonctions d'organisateurs d'activités et de transformations des activités et des sujetsBased on the conceptual developments brought to the theory of the activity by occupational psychology, this research explores the genesis and the functions of the instruments used by the subjects living with a chronic disease in their daily life given that patient ‘s participation in their own care is conceived as a work. The research is based on analysis of fourteen interviews conducted with people affected by one or more severe chronic diseases. It explores and analyses different situations describing how the subject affected by a chronic disease creates, invents different means to « act on oneself » in order to stay alive . This research describes how participants living with one or several chronic diseases use artefacts, tools, instruments , strategies to maintain active the multiple dimensions of their involvement with the world. Using different conceptual frameworks of research on work such as extended instrumental theory ( Rabardel), mediated activity ( Vygotski), the patient’s work ( Tourette-Turgis), content analysis of interviews shows three different categories of instruments ( material, intangible, mixted ) used by the participants of the study. These instruments seem to fulfill the functions of organizers of activities and transformations of the activities and the subjects
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Vidard, Véronique. "DramAula : les apports des activités dramatiques dans la compétence d'interaction orale en espagnol langue étrangère au collège." Thesis, Toulouse 2, 2014. http://www.theses.fr/2014TOU20017/document.
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L'objet de cette thèse est d'explorer le croisement entre la didactique de l'espagnol langue vivante étrangère pour son enseignement au collège en France en 4° LV2 et la pratique théâtrale. Il s'agit de développer une dramadidactique, dans l'optique très pragmatique de son utilisation en cours par un enseignant, afin de développer particulièrement la compétence langagière qu'est l'interaction orale. Le résultat concret de ce travail est la production d'une méthode nommée DramAula. L'objectif principal de cette dramadidactique est de permettre de mieux enseigner l'espagnol aux élèves dans la motivation et l'action grâce aux éléments dynamisants des activités que le genre dramatique apporte afin d'obtenir plus de confiance en soi, d'autonomie et de créativité dans l'apprentissage de la langue espagnole par les élèves à l'oral en interaction. Cette didactique s'intègre dans la perspective actionnelle présentée dans le Cadre Européen commun de référence pour les langues. Elle entend développer des éléments qui améliorent et enrichissent l'enseignement actuelThis thesis aims to analyse Spanish didactic and theatrical performance. Spanish didactic is analysed in the context of learning a second language in school with Year 8 children (4eme). The aim is to develop a theatrical didactic to be used by teacher to improve verbal communication in school. This research allows the creation of a new methodology called DramAula. The main objective of this work is to improve the teaching of a second language in school by developing confidence, autonomy and creativity in children with the help of theatrical activities. Theatrical activity is thought to increase motivation and verbal exchanges in children and create a better learning environment. This didactic method is in accordance with the European program to improve language skills learning
Books on the topic "Activity led learning"
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Deborah, Leong, ed. Les outils de la pensée: L'approche vygotskienne dans l'éducation à la petite enfance. 2nd ed. Québec: Presses de l'Université du Québec, 2012.
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1948-, Archambault Guy, ed. 47 façons de conjuguer enseigner avec apprendre: Les pratiques spécifiques à la profession enseignante. 2nd ed. [Sainte-Foy, Québec]: Presses de l'Université Laval, 2000.
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Johansson, Eva. Lek och läroplan: Möten mellan barn och lärare i förskola och skola. Göteborg: Göteborgs universitet, 2006.
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Barrow, Harold M. Man and movement: Principles of physical education. 4th ed. Philadelphia: Lea & Febiger, 1988.
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Davidson, Jane W., and Gary E. McPherson. Learning to perform. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199346677.003.0002.
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To perform any skilled activity to expert level requires committed and intensely motivated learning. This chapter explores how musical development, particularly as it applies to learning an instrument, depends crucially on inventive and productive opportunities that coalesce in configurations unique to each learner. It reveals how an obsession with gifts and talents on the parts of researchers, teachers, parents and musicians alike has led to confusion over the nature and acquisition of the skills required for high-level music performance. It traces key theories on family scripts and self-determination to illustrate the ways in which psychological constructs shape belief and thus motivate learning. Environmental catalysts such as practice support and opportunity for creative expression offer additional significant influences. These factors are shown to align with intrapersonal characteristics and are described as syzygies, or inventive configurations, that provide pathways to committed music learning.
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1934-, Conway Jill K., Bourque Susan Carolyn 1943-, and Scott Joan Wallach, eds. Learning about women: Gender, politics and power. Ann Arbor: University of Michigan Press, 1989.
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(Editor), Jill Ker Conway, Susan C. Bourque (Editor), and Joan W. Scott (Editor), eds. Learning About Women: Gender, Politics, and Power. University of Michigan Press, 1989.
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Learning About Women: Gender, Politics, and Power. University of Michigan Press, 1989.
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James, Anthony C. Psychiatric Inpatient Treatment for Children and Adolescents. Edited by Thomas H. Ollendick, Susan W. White, and Bradley A. White. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190634841.013.43.
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Inpatient treatment of children and adolescents forms an important part of modern psychiatric care. The place of residential treatment has changed: First, effective evidence-based community treatments are now more readily available; at the same time, the increasing recognition of youth mental illness has led to greater demands for admission. Admission of more suicidal adolescents with higher complexity and greater levels of violence and self-harm has resulted in a complex inpatient environment. Second, there is a drive for shorter admissions, partly driven by costs and resource limitations. The running of residential services is a complex activity, and understanding the group dynamics and careful integration of multiple therapeutic modalities by a multidisciplinary team is important to any successful outcome. There are specialized services, including eating disorder, forensic/secure, learning disability, and autism units. The outcome of inpatient care is favorable, although costly, and crucially requires managed integration with outreach and community psychiatric services.
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Beninger, Richard J. Drug abuse and incentive learning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198824091.003.0010.
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Drug abuse and incentive learning explains how abused drugs, including nicotine, ethanol, marijuana, amphetamine, cocaine, morphine, and heroin, produce conditioned place preference and are self-administered; dopamine receptor antagonists block these effects. Stimuli that become reliable predictors of drug reward produce burst firing in dopaminergic neurons, but the drug retains its ability to activate dopaminergic neurons. Thus, repeated drug users experience two activations of dopaminergic neurotransmission, one upon exposure to the conditioned stimuli signaling the drug and another upon taking the drug. This may lead to long-term neurobiological changes that contribute to withdrawal and addiction. Withdrawal can be remediated by abstinence but this does not reduce the conditioned incentive value of cues associated with drug taking; those cues can lead to relapse. Effective treatment will include detoxification and systematic exposure to drug taking-associated conditioned incentive stimuli in the absence of drug so that those stimuli lose their ability to control responses.
Book chapters on the topic "Activity led learning"
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Baran, Jolanta, Tamara Cierpiałowska, and Ewa Dyduch. "The Use of the UDL Approach as a Factor in the Success of Inclusive Education Despite the Pandemic Period." In Inclusive Learning and Educational Equity, 119–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_6.
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AbstractThe action research reported in this chapter lasted for one semester. This was a novel time because schools, due to the COVID-19 pandemic, suspended their in-person activities and implemented online learning. This has necessitated the formulation of research purposes and problems appropriate to the dynamically changing educational reality (and beyond). This chapter provides a theoretical background to the risks to education during a pandemic. The assumptions, implementation and results of the research project implemented by the action research method in the selected Polish class are also discussed. The empirical data, mainly qualitative, triangulated by various sources of information, reconciled perspectives that were used to identify specific topics and threads appearing in the gathered inputs, to present it in an orchestrated manner and to interpret it. The analyses carried out lead to the conclusion that the application of the UDL approach promotes the success of inclusive education, despite the difficult experiences of the pandemic period. It has been proven that UDL approach implementation has a positive impact on the course of the teaching-learning process, optimises it to enhance the activity, commitment, self-reliance and responsibility of students and develops their cooperation, which breeds inclusion in education. The extraordinary situation faced by teachers and pupils due to the need to switch to online learning, contrary to temporary concerns, has reinforced the changes brought about by the implementation of the UDL approach in the learning process.
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Huegler, Nathalie, and Natasha Kersh. "Social Inclusion, Participation and Citizenship in Contexts of Neoliberalism: Examples of Adult Education Policy and Practice with Young People in the UK, The Netherlands and Ireland." In Young Adults and Active Citizenship, 57–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_4.
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AbstractThis chapter focuses on contexts where public discourses regarding the education of young adults have been dominated by socio-economic perspectives, with a focus on the role of employment-related learning, skills and chances and with active participation in the labour market as a key concern for policy makers. A focus on ‘employability’ alone has been linked to narrow conceptualisations of participation, inclusion and citizenship, arising in the context of discourse shifts through neoliberalism which emphasise workfare over welfare and responsibilities over rights. A key critique of such contexts is that the focus moves from addressing barriers to participation to framing social inclusion predominantly as related to expectations of ‘activation’ and sometimes, assimilation. Key target groups for discourses of activation include young people not in education, employment or training (‘NEET’), while in- and exclusion of migrant and ethnic minority young people are often framed within the complex and contradictory interplay between discourses of assimilation and experiences of discrimination. These developments influence the field of adult education aimed at young people vulnerable to social exclusion. An alternative discourse to ‘activation’ is the promotion of young people’s skills and capabilities that enables them to engage in forms of citizenship activism, challenging structural barriers that lead to exclusion. Our chapter considers selected examples from EduMAP research in the UK, the Netherlands and Ireland which indicate that as well as framing the participation of young people as discourses of ‘activation’, adult education can also enable and facilitate skills related to more activist forms of citizenship participation.
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Wilson-Medhurst, Sarah. "Student attainment through activity-led cooperative learning." In Student Attainment in Higher Education, 127–43. Routledge, 2016. http://dx.doi.org/10.4324/9781315730325-10.
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Lai, Alice. "Student-Led Online Discussions." In Research Anthology on Developing Effective Online Learning Courses, 1896–918. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8047-9.ch094.
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Digital gender inequality is well alive in online classrooms in U.S. higher education. The present study aimed to investigate this persistent issue and proposed a feminist pedagogy-inspired, student-led online discussion activity as a means to mitigate digital gender inequality. Specifically, the purpose of this chapter is threefold: (1) to expose and unravel the issue of digital gender disparity and inequality with a particular focus on its relevance to the online discussions, (2) to contextualize the feminist pedagogy within the postmodern technoculture and analyze its potential to sustain gender-equitable and empowered online education, and (3) to exemplify the feminist pedagogy through a student-led discussion activity implemented in an online undergraduate art history course. Reflecting on qualitative and learning survey data, this chapter is concluded with a diagnosis of the students' perceptions of the positive, challenging, and transformative aspects of the student-led discussion.
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Lai, Alice. "Student-Led Online Discussions." In Handbook of Research on Online Discussion-Based Teaching Methods, 435–57. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3292-8.ch018.
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Digital gender inequality is well alive in online classrooms in U.S. higher education. The present study aimed to investigate this persistent issue and proposed a feminist pedagogy-inspired, student-led online discussion activity as a means to mitigate digital gender inequality. Specifically, the purpose of this chapter is threefold: (1) to expose and unravel the issue of digital gender disparity and inequality with a particular focus on its relevance to the online discussions, (2) to contextualize the feminist pedagogy within the postmodern technoculture and analyze its potential to sustain gender-equitable and empowered online education, and (3) to exemplify the feminist pedagogy through a student-led discussion activity implemented in an online undergraduate art history course. Reflecting on qualitative and learning survey data, this chapter is concluded with a diagnosis of the students' perceptions of the positive, challenging, and transformative aspects of the student-led discussion.
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Broughton, Stephen James, Paul Hernandez-Martinez, and Carol L. Robinson. "The Effectiveness of Computer-Aided Assessment for the Purposes of a Mathematical Sciences Lecturer." In Learning and Performance Assessment, 639–55. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0420-8.ch030.
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Computer-Aided Assessment (CAA) is becoming an increasingly popular method for assessing students in their mathematics courses in higher education. This article examines six lecturers' practices of using CAA on their mathematics courses. The interviews with these lecturers revealed that the CAA system did provide many of the benefits that were promised; however, there were some important aims not satisfied by the system, which limited the scope of its effectiveness. Using a model for effective assessment, which draws upon ideas from the assessment literature and cultural-historical activity theory, the lecturer interviews give an insight into what stops this assessment tool from remaining effective. This study shows that the CAA system was reasonably effective to an extent, and lecturers had achieved a relatively stable practice that they were satisfied to maintain; however, there were shortcomings with the existing system that limited the scope of its effectiveness, which led to diverse practices and a desire to change system.
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Stoerger, Sharon. "Making Connections." In Cases on Formal and Informal E-Learning Environments, 1–18. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1930-2.ch001.
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In their personal lives, many students are using social media to create, communicate, and connect with others from around the world. Yet, the research suggests that students’ use of these tools in an academic setting is often minimal, at best. This chapter examines the use of social media by students to extend the learning beyond the formal boundaries of one fully online course. Using a social media tool, the students were instructed to follow individuals affiliated with the topics covered with this course throughout the semester. The purpose of this activity was to provide students with informal learning opportunities and enable them to make connections with individuals in the field. While a small number of students initially expressed frustration with the tools, as well as the quality and quantity of the content, the majority stated that this activity led to a greater understanding of the course topic.
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P., Dhivya. "A Study on Self-Regulating Traffic Light Control Using RFID and Machine Learning Algorithm." In Applications of Big Data in Large- and Small-Scale Systems, 206–12. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6673-2.ch013.
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Traffic control light frameworks are generally used to control and screen the stream of cars through the intersection of numerous streets. As the quantity of street clients always increments and assets gave are constrained, savvy activity flag controller is an exceptionally real prerequisite. One disadvantage of customary methodologies for movement administration is that they don't consider the distinctive valuations of holding up time lessening of the drivers. This chapter proposed another component for versatile activity control utilizing machine learning. In the proposed framework, the authors are utilizing picture sensor in the LED publication which catches the pictures of streets in every one of the bearings and returns the number of head checks of the vehicles to a machine learning calculation. The machine learning calculation is intended to take in the rush hour gridlock thickness without anyone else with first caught picture and consider reference. In this manner, the proposed activity control framework will be an exceptional technique for self-learning and security improving.
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Sim, Alvin, and Paulin Tay Straughan. "A Design Thinking Odyssey." In Applying Design Thinking to the Measurement of Experiential Learning, 123–33. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7768-4.ch008.
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Co-curricular experiences should be warranted a fair amount of attention in higher education, particularly for their ability to help students develop real-world employability skills and a platform for them to critically reflect upon and expand their perspectives. These are crucial in developing the future-ready graduate – the type of graduate the Singapore Management University (SMU) strives to nurture. Yet, the authors have discovered that many students go from one activity to another without understanding what they can actually be getting out of these activities and how each activity connects to life after university. This has led the authors to seek to address the problem: “How might we rethink the purpose and delivery of co-curricular learning?” As part of the design thinking odyssey, this chapter details the prototype SMU has embarked on to measure and document students' learning in the co-curricular space.
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Johnston, Marilyn. "Constructing Ourselves: The Beginning of an Evolving Philosophy." In Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0005.
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From the beginning of my experience as a teacher in the OC and its private school precursor, the Thoreau School, I was intrigued with the role that an evolving philosophy played in the development and sustenance of the program. The debating and refining of the philosophy stands in sharp contrast to my experience in educational settings before and after my involvement in this school. In other teaching contexts in which I have participated, both in elementary schools and at the university level, philosophies are seldom discussed or made explicit. Philosophical positions are sometimes imposed, other times taken for granted; seldom are they debated. Even less often are philosophical discussions used as the central activity for constructing the program. In the beginning of the program, especially during the Thoreau School years (the private school endeavor that began in 1971 and led into the OC public school in 1977), our very survival depended on articulating a philosophy that would bind us together as a group and entice others to join us. Without a clear philosophy to guide us, we had no mission or purpose. As I worked with the program over 15 years, as both a teacher and parent, I was convinced that a continuing discussion of our philosophical roots and putting this philosophy into practice was our lifeline. I worry about the program over the long term if it loses this sense of debate and introspection. The process of clarifying the philosophy not only developed shared norms and practices and articulated these to others, it was also how we educated ourselves. I was hired by the instigating group of parents to be the first teacher at Thoreau School. The first year I had 21 children from 14 families in a kindergarten-to-sixth-grade classroom, from age 5 to 12 years. The basic characteristics of this first school have survived past the Thoreau School years, over the more than 20 years of the OC program's existence as a public school. This was to be a parent co-operative program that encouraged children, parents, and teachers to collaboratively design the program and the curriculum.
Conference papers on the topic "Activity led learning"
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Bird, Robert, Rahat Iqbal, Margarida Romero, and Anne James. "Collaborative design of computer network using Activity-Led Learning approach." In 2011 15th International Conference on Computer Supported Cooperative Work in Design (CSCWD). IEEE, 2011. http://dx.doi.org/10.1109/cscwd.2011.5960068.
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Iqbal, Rahat, Faiyaz Doctor, Margarida Romero, and Anne James. "Activity-led learning approach and group performance analysis using fuzzy rule-based classification model." In 2013 IEEE 17th International Conference on Computer Supported Cooperative Work in Design (CSCWD). IEEE, 2013. http://dx.doi.org/10.1109/cscwd.2013.6581029.
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Bird, Robert, and Madeline Cheah. "The Development of Constructive Alignment in Activity Led Learning and Assessment of Digital Forensics." In the Western Canadian Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2597959.2597975.
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Alonso, Marta Elena, Jose Ramiro Gonzalez Montaña, Juan Carlos Dominguez, and Juan Manuel Lomillos. "Veterinary students´ perceptions of participation in a service-learning activity." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11196.
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Citizens worldwide are increasingly concerned about the animal welfare of farm animals but lack knowledge about animal production systems, as fewer and fewer people have a direct connection to rural environment. Veterinary students these days present low motivation for teaching subjects related to agricultural species because they are more focused on companion animals. The aim of this work was to evaluate the perception of veterinary students about the degree of utility for learing achieve, satisfaction and acceptability of participation on an service-learning activity integrated in a teaching innovation project. We choose the service-learning activity because learner-centered methodologies could be appealing to students to stimulate external motivation and, simultaneously, provide benefits for society. The participants reported increases in the awareness of lack of knowledge about food animal production aspects and the importance of university involvement in activities that provide social benefits. Together with a 94 % of high or very high self-reported learning increase about the specific topics of the curricula of the subject and an 80% of high or very high self-reported global satisfaction with the participation in the SL activity, despite some technical difficulties, led us to conclude that service-learning methodologies could be successfully integrated in the veterinary curricula.
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Lai, Heather L., and Laura Bryant. "Mechanical Engineering Student Developed Lego Engineering Design Learning Activity for 6th Grade Science Students." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87499.
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A linkage synthesis and analysis project from a 3rd year mechanical engineering Kinematics of Machines course at SUNY New Paltz was used by the ASME student section to develop a Lego based middle school activity to teach engineering design as a part of the new 6th grade New York State Science Learning Standards. This activity was brought to a local middle school, where mechanical engineering students from the ASME student section led the learning activity in four 6th grade science classes. The activity involved the building and testing of a mechanized soccer goalie, which included several design parameters selected by the 6th grade students based on the results of experimental measurements, using an engineering decision making process. The development and refinement of this activity is presented along with guidance for its implementation elsewhere.
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SHishelova, A. YU, and K. S. Smirnov. "The role of social isolation in critical periods of early postnatal ontogenesis in the formation of epileptic activity of the brain and learning ability in adulthood." In Global science. Development and novelty. L-Journal, 2020. http://dx.doi.org/10.18411/gsdn-25-12-2020-03.
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The effect of complete social isolation in the critical periods of early postnatal ontogenesis on the learning and epileptic activity in Wag/Rij rats with a genetic predisposition to the absence epilepsy was studied. The different learning tasks with positive reinforcement (the Intellicage test) and punishment (the two-way active avoidance in the “shuttle box”) were used. It was found that a 3-hour daily social isolation of rat pups from the mother and siblings in early postnatal ontogenesis changes the learning ability and its connection with epileptic activity in adulthood depending on the period of isolation. The isolation from 2th to 8th postnatal day led to a decrease of epileptic activity and improved the learning with positive reinforcement in adult rats. The isolation from 9th to 15th postnatal day improved the learning a conditioned avoidance response with punishment and induced the interrelations between epileptic activity and the active avoidance learning. The isolation from 16th to 22th postnatal – 14 – Global science. Development and novelty day led to an improvement of positive reward-related learning and formation of the significant interactions between epileptic activity and the learning with positive and negative reinforcement.
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Whatley, Janice, Frances Bell, Jan Shaylor, Elena Zaitseva, and Danuta Zakrzewska. "CAB - Collaboration across Borders: Peer Evaluation for Collaborative Learning." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2848.
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Use of information and communication technologies (ICT) and the development of tools to enable communication, can change the ways in which students in higher education learn, including online learning, both as individuals and through collaboration with other learners. This paper is a review of two cases of online peer evaluation of web sites or multimedia presentations, between students from several countries. Examining the research feedback from these collaborative activities has contributed to our understanding of online learning tasks, and led to the development of a dedicated online portal for carrying out collaborative activities. We have found that there is a clear benefit to be derived from incorporating activities of this type within the learning of students in higher education. The CAB portal we have developed helps tutors, wishing to set up a collaborative activity, to address issues of reciprocity of learning outcomes and guidelines for students’ participation.
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Ibrahim, I., M. W. B. Khalid, G. Shoukat, and M. Sajid. "An Integrated Approach for the Teaching of Pipe Network Analysis Using Project Based Learning." In ASME 2018 5th Joint US-European Fluids Engineering Division Summer Meeting. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/fedsm2018-83382.
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This paper discusses the results of a study regarding the impact of using Project-Based Learning (PBL) to enhance the understanding of the concepts related to Pipe Network Analysis, a subtopic of Fluid Mechanics, studied by students enrolled in a mechanical engineering degree. It has been frequently reported by students and professors alike, that a lecture-only approach is not effective in terms of helping students grasp the fundamentals of a subject, nor does it help students in actual problem solving where different variables have to be catered to, which may have been ignored in a conventional lecture. Therefore, in this study, a more open-ended, complex project-based approach was used in addition to the lectures on the subject of Pipe Network Analysis. The project required students to design a pipe network for a scaled setup based on specified fluid flow and pressure head requirements at different nodes. An experimental setup that implemented these pipe networks was also developed in order to validate the theoretical results. The students’ grades and their documented responses were used as the criterion for compiling and analyzing the results. We also describe how we incorporated PBL into the classrooms in order to improve the learning experience, and evaluate the efficacy of the proposed method. The overall results show that the students were proactively engaged in the PBL activity, linking their knowledge to the real world, which ultimately led to improved concept development.
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"Blockchain: Open Source Platforms-A Review." In International Conference on Women Researchers in Electronics and Computing. AIJR Publisher, 2021. http://dx.doi.org/10.21467/proceedings.114.49.
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Blockchain is a revolution in systems of record. It has much more to it than just crypto currencies in because of its flexible nature. It can be applied to any activity that requires a database, and to tackle data management issues, especially around privacy, security and authentication, blockchain software brings to bear tools, and it follows that. Nowadays, the fastest-growing skill is blockchain who is leaving behind the skills like Tensor Flow and Machine Learning as well as led to an increase in demand for developers of blockchain. Ethereum, BigchainDB, HydraChain and Corda are some of the examples of blockchain platforms. Whereas, Ethereum is considered as one of the best open-source blockchain platforms, which helps in running smart contract and gives distinctive tools for programming to create them. This paper highlights the best open-source blockchain platforms which are used in testing of applications and for security purpose.
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Zaharia (Ştefănescu), Diana Elena, and Bogdan Ştefănescu. "Leadership and Motivation, Determinants of Sustainability." In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/10.
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This article pays more attention to the analysis of the direct relationship between staff motivation and applied leadership, with the final result - the sustainability of the organization's activity. Organizational culture and the environment are characterized by mutual adaptation, by the way in which human practices and organizations are led to a cohabiting relationship. Their adaptation is defined as a learning process, rather than an activity in itself, guided by material forces. Through this article we aim to highlight the importance of the interdependent relationship between staff motivation, leadership and sustainability. A big obstacle is the lack of awareness of this triangular relationship, at the level of the organization's management. Starting from the theory of self-motivation and from the research of psychologists Edward Deci and Richard Ryan, we deduce that each individual has three basic psychological needs: the need for connection, the need for competence and the need for control, which must be met. If, at the level of the organization's management, there is a real concern about these needs, employees will feel motivated to maximize their involvement in achieving proposed objectives. The need to connect refers to the desire to be visible, valued, respected, unique, self-confident, connected, belonging to a group. The need for competence implies the need to be able, to succeed. The need for control is the power to make decisions, to make choices, to be the source of your own behaviors. Satisfying these needs of the team members must be a real concern of the leader, if the sustainability of the organization's activity is desired.
Reports on the topic "Activity led learning"
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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, Dimitrios Gerontogiannis, Jay Mackenzie, David Nkansah, Jamie Quinn, Hector Spencer-Wood, Keren Thomson, and Andrew Wilson. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, February 2021. http://dx.doi.org/10.36399/gla.pubs.234071.
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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!
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Babu M.G., Sarath, Debjani Ghosh, Jaideep Gupte, Md Asif Raza, Eric Kasper, and Priyanka Mehra. Kerala’s Grass-roots-led Pandemic Response: Deciphering the Strength of Decentralisation. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/ids.2021.049.
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This paper presents an analysis of the role of decentralised institutions to understand the learning and challenges of the grass-roots-led pandemic response of Kerala. The study is based on interviews with experts and frontline workers to ensure the representation of all stakeholders dealing with the outbreak, from the state level to the household level, and a review of published government orders, health guidelines, and news articles. The outcome of the study shows that along with the decentralised system of governance, the strong grass-roots-level network of Accredited Social Health Activists (ASHA) workers, volunteer groups, and Kudumbashree members played a pivotal role in pandemic management in the state. The efficient functioning of local bodies in the state, experience gained from successive disasters, and the Nipah outbreak naturally aided grass-roots-level actions. The lessons others can draw from Kerala are the importance of public expenditure on health, investment for building social capital, and developing the local self-delivery system.
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Thompson, Joseph. How WASH Programming has Adapted to the COVID-19 Pandemic. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/slh.2021.001.
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Since first appearing at the end of 2019, the novel coronavirus disease (COVID-19) has spread at a pace and scale not seen before. On 11 March 2020, the World Health Organization (WHO) declared COVID-19 a pandemic. A rapid response was called for, and actors across the globe worked quickly to develop sets of preventative measures to contain the disease. One mode of transmission identified early on in the crisis was via surfaces and objects (fomites) (Howard et al. 2020). To combat this, hand hygiene was put forward as a key preventative measure and heralded as ‘the first line of defence against the disease’ (World Bank 2020). What followed was an unprecedented global focus on handwashing with soap. Health messages on how germs spread, the critical times at which hands should be washed, and methods for correct handwashing were shared (Centers for Disease Control and Prevention 2020). Political leaders around the world promoted handwashing and urged people to adopt the practice to protect against the coronavirus. The primary and secondary impacts of COVID-19 have affected people and industries in a variety of different ways. For the WASH sector, the centring of handwashing in the pandemic response has led to a sudden spike in hygiene activity. This SLH Rapid Topic Review takes stock of some of the cross-cutting challenges the sector has been facing during this period and explores the adaptations that have been made in response. It then looks forwards, thinking through what lies ahead for the sector, and considers the learning priorities for the next steps.
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Gender mainstreaming in local potato seed system in Georgia. International Potato Center, 2020. http://dx.doi.org/10.4160/9789290605645.
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This report presents the study findings associated with the project “Enhancing Rural Livelihoods in Georgia: Introducing Integrated Seed Health Approaches to Local Potato Seed Systems” in Georgia. It also incorporates information from the results of gender training conducted within the framework of the USAID Potato Program in Georgia. The study had three major aims: 1) to understand the gender-related opportunities and constraints impacting the participation of men and women in potato seed systems in Georgia; 2) to test the multistakeholder framework for intervening in root, tuber, and banana (RTB) seed systems as a means to understand the systems themselves and the possibilities of improving gender-related interventions in the potato seed system; and 3) to develop farmers’ leadership skills to facilitate women’s active involvement in project activities. Results of the project assessment identified certain constraints on gender mainstreaming in the potato seed system: a low level of female participation in decision-making processes, women’s limited access to finances that would enable their greater involvement in larger scale potato farming, and a low awareness of potato seed systems and of possible female involvement in associated activities. Significantly, the perception of gender roles and stereotypes differs from region to region in Georgia; this difference is quite pronounced in the target municipalities of Kazbegi, Marneuli, and Akhalkalaki, with the last two having populations of ethnic minorities (Azeri and Armenian, respectively). For example, in Marneuli, although women are actively involved in potato production, they are not considered farmers but mainly as assistants to farmers, who are men. This type of diversity (or lack thereof) results in a different understanding of gender mainstreaming in the potato seed system as well. Based on the training results obtained in three target regions—Akhalkalaki, Akhaltsikhe, and Marneuli—it is evident that women are keen on learning new technologies and on acquiring updated agricultural information, including on potato production. It is also clear that women spend as much time as men do on farming activities such as potato production, particularly in weeding and harvesting. However, women are heavily burdened with domestic work, and they are not major decision-makers with regard to potato variety selection, agricultural investments, and product sales, nor with the inclusion of participants in any training provided. Involving women in project activities will lead to greater efficiency in the potato production environment, as women’s increased knowledge will certainly contribute to an improved production process, and their new ideas will help to improve existing production systems, through which women could also gain confidence and power. As a general recommendation, it is extremely important to develop equitable seed systems that take into consideration, among other factors, social context and the cultural aspects of local communities. Thus, understanding male and female farmers’ knowledge may promote the development of seed systems that are sustainable and responsive to farmers’ needs and capacities.