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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.
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LaDage, Lara D., Samantha L. Tornello, Jennilyn M. Vallejera, Emily E. Baker, Yue Yan, and Anik Chowdhury. "Variation in behavioral engagement during an active learning activity leads to differential knowledge gains in college students." Advances in Physiology Education 42, no. 1 (March 1, 2018): 99–103. http://dx.doi.org/10.1152/advan.00150.2017.
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There are many pedagogical techniques used by educators in higher education; however, some techniques and activities have been shown to be more beneficial to student learning than others. Research has demonstrated that active learning and learning in which students cognitively engage with the material in a multitude of ways result in better understanding and retention. The aim of the present study was to determine which of three pedagogical techniques led to improvement in learning and retention in undergraduate college students. Subjects partook in one of three different types of pedagogical engagement: hands-on learning with a model, observing someone else manipulate the model, and traditional lecture-based presentation. Students were then asked to take an online quiz that tested their knowledge of the new material, both immediately after learning the material and 2 wk later. Students who engaged in direct manipulation of the model scored higher on the assessment immediately after learning the material compared with the other two groups. However, there were no differences among the three groups when assessed after a 2-wk retention interval. Thus active learning techniques that involve direct interaction with the material can lead to learning benefits; however, how these techniques benefit long-term retention of the information is equivocal.
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Campbell, Amy Nelson, Mary R. Monk-Tutor, Rachel M. Slaton, Michael Kendrach, and John Arnold. "Student-led development, delivery, and assessment of an integrated learning activity focusing on acute myocardial infarction." Currents in Pharmacy Teaching and Learning 4, no. 1 (January 2012): 2–15. http://dx.doi.org/10.1016/j.cptl.2011.10.002.
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Paul, Blesson K., Iris Reuveni, Edi Barkai, and Raphael Lamprecht. "Learning-induced enduring changes in inhibitory synaptic transmission in lateral amygdala are mediated by p21-activated kinase." Journal of Neurophysiology 123, no. 1 (January 1, 2020): 178–90. http://dx.doi.org/10.1152/jn.00559.2019.
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In this study we explored whether learning leads to enduring changes in inhibitory synaptic transmission in lateral amygdala (LA). We revealed that olfactory discrimination (OD) learning in rats led to a long-lasting increase in postsynaptic GABAA channel-mediated miniature inhibitory postsynaptic currents (mIPSCs) in LA. Olfactory fear conditioning, but not auditory fear conditioning, also led to enduring enhancement in GABAA-mediated mIPSCs. Auditory fear conditioning, but not olfactory fear conditioning or OD learning, induced an enduring reduction in the frequency but not the current of mIPSC events. We found that p21-activated kinase (PAK) activity is needed to maintain OD and olfactory fear conditioning learning-induced enduring enhancement of mIPSCs. Further analysis revealed that OD led to an increase in GABAA channel conductance whereas olfactory fear conditioning increased the number of GABAA channels. These alterations in GABAA channels conductance and level are controlled by PAK activity. Our study shows that the learning-induced increase in postsynaptic inhibitory transmission in LA is specific to the sensory modality. However, the mechanism that mediates the increase in inhibitory transmission, namely the increase in the conductance or in the level of GABAA channel, is learning specific. NEW & NOTEWORTHY Here we studied whether learning leads to long-lasting alterations in inhibitory synaptic transmission in lateral amygdala (LA). We revealed that learning led to enduring changes in inhibitory synaptic transmission in LA that are affected by the sensory modality (auditory or olfaction) used during learning. However, the mechanism that mediated the changes in inhibitory transmission (alterations in GABAA channel level or conductance) depended on the type of learning. These long-lasting alterations are maintained by p21-activated kinase.
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Bjøru, Anne-Mette. "English learning in an intercultural perspective: Russia and Norway." EuroCALL Review 23, no. 1 (March 30, 2015): 31. http://dx.doi.org/10.4995/eurocall.2015.4658.
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<span>This paper describes a cross-border collaboration between a Russian and a Norwegian University in the English Language field, and how it is made possible by the universities' support – both in terms of strategic plans and funding. The paper shows the goals of the collaboration; to give the students an insight into how English is taught in Russia/Norway and intercultural learning, as well as how this is pursued through telecollaboration and physical mobility. The paper also explains how the physical mobility, as it is the core activity of the collaboration, has led to less telecollaborative activity.</span>
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Wilson, Johnnie. "On My Mind: Mom and Dad Math." Mathematics Teaching in the Middle School 17, no. 8 (April 2012): 454–55. http://dx.doi.org/10.5951/mathteacmiddscho.17.8.0454.
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This opinion piece describes a problem-solving activity that led to a discussion of the roles of mothers and fathers in supporting students' mathematics learning. Discussion involves how teachers might promote mathematics learning as a positive legacy to be shared with future generations.
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Kim, Hui Kwon, Younggwang Kim, Sungtae Lee, Seonwoo Min, Jung Yoon Bae, Jae Woo Choi, Jinman Park, Dongmin Jung, Sungroh Yoon, and Hyongbum Henry Kim. "SpCas9 activity prediction by DeepSpCas9, a deep learning–based model with high generalization performance." Science Advances 5, no. 11 (November 2019): eaax9249. http://dx.doi.org/10.1126/sciadv.aax9249.
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We evaluated SpCas9 activities at 12,832 target sequences using a high-throughput approach based on a human cell library containing single-guide RNA–encoding and target sequence pairs. Deep learning–based training on this large dataset of SpCas9-induced indel frequencies led to the development of a SpCas9 activity–predicting model named DeepSpCas9. When tested against independently generated datasets (our own and those published by other groups), DeepSpCas9 showed high generalization performance. DeepSpCas9 is available at http://deepcrispr.info/DeepSpCas9.
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Lee, Young-hee, Se-jin Park, and Byoung-bu Baek. "Study of the Current Condition and Status of Students-Led Experience Learning Activity in Fields of Education." Journal of educational Research Institute 22, no. 3 (August 31, 2020): 1–27. http://dx.doi.org/10.15564/jeju.2020.08.22.3.1.
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NISHIKAWA, Tomohiro, Keiichi WATANUKI, Kazunori KAEDE, Keiichi MURAMATSU, and Naoya MASHIKO. "Machine Learning Approaches on Examination of Visual Fatigue Effect on Prefrontal Cortex Activity for LED Luminescent Sentence." Proceedings of the Conference on Information, Intelligence and Precision Equipment : IIP 2020 (2020): 2A03. http://dx.doi.org/10.1299/jsmeiip.2020.2a03.
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Kang, Min Jeong, Ming Hsu, Ian M. Krajbich, George Loewenstein, Samuel M. McClure, Joseph Tao-yi Wang, and Colin F. Camerer. "The Wick in the Candle of Learning." Psychological Science 20, no. 8 (August 2009): 963–73. http://dx.doi.org/10.1111/j.1467-9280.2009.02402.x.
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Curiosity has been described as a desire for learning and knowledge, but its underlying mechanisms are not well understood. We scanned subjects with functional magnetic resonance imaging while they read trivia questions. The level of curiosity when reading questions was correlated with activity in caudate regions previously suggested to be involved in anticipated reward. This finding led to a behavioral study, which showed that subjects spent more scarce resources (either limited tokens or waiting time) to find out answers when they were more curious. The functional imaging also showed that curiosity increased activity in memory areas when subjects guessed incorrectly, which suggests that curiosity may enhance memory for surprising new information. This prediction about memory enhancement was confirmed in a behavioral study: Higher curiosity in an initial session was correlated with better recall of surprising answers 1 to 2 weeks later.
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Liu, Chengcheng, and Zhongwen Liu. "A Creative Design and Implementation of Student-led Flipped Classroom Model in English Learning." Theory and Practice in Language Studies 6, no. 10 (October 1, 2016): 2036. http://dx.doi.org/10.17507/tpls.0610.21.
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The paper begins with the introduction of the origin and wide application of flipped classroom model (hereafter refers to as FCM) in American schools, and then analyzes the basic connotations and framework of FCM with creative thinking. Five famous American FCMs are illustrated in detail and compared in different areas, which are used for reference in the design of our own future class. The highlight and creation of the paper is presented in Part III expounding the creative design and practice of Student-led FCM in English learning in Chinese high schools. It includes the elaborate design of pre-class independent learning with two indispensable components of Chinese FCM: micro-course and in-class activity learning with group discussion. The paper finally demonstrates a case study of Student-led FCM in English class designed and implemented by the students in Dalian Yuming Senior High School tentatively, providing inspiration and references for the creative application of Student-led FCM in Chinese high schools.
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Davis, Bria, Xintian Tu, Chris Georgen, Joshua A. Danish, and Noel Enyedy. "The impact of different play activity designs on students’ embodied learning." Information and Learning Sciences 120, no. 9/10 (October 14, 2019): 611–39. http://dx.doi.org/10.1108/ils-08-2019-0081.
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Purpose This paper aims to build on work that has demonstrated the value of play or game-based learning environments and to further unpack how different kinds of play activities can support learning of academic concepts. To do so, this paper explores how students learn complex science concepts through collective embodied play by comparing two forms of play labeled as Inquiry Play and Game Play. Design/methodology/approach This study builds off of previous research that uses the Science Through Technology Enhanced Play (STEP) technology platform (Authors et al., 2015). STEP is a mixed reality platform that allows learners to playfully explore science phenomena, such as the rules of particle behavior in solid, liquid and gas, through collective embodied activity. A combination of interaction analysis and qualitative coding of teacher and student interactions are used to examine patterns in the learning processes during embodied play activities. Findings Both forms of play led to similar learning gains. However, Inquiry Play promoted more emergent, flexible modeling of underlying mechanisms while Game Play oriented students more towards “winning”. Originality/value By contrasting play environments, this paper provides new insights into how different features of play activities, as well as how teachers orient their students according to these different features, support students’ learning in collective activity. As a result, these findings can provide insights into the design of future play-based learning environments that are intended to support the learning of academic concepts.
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Heinimäki, Olli-Pekka, Simone Volet, and Marja Vauras. "Core and activity-specific functional participatory roles in collaborative science learning." Frontline Learning Research 8, no. 2 (April 21, 2020): 65–89. http://dx.doi.org/10.14786/flr.v8i2.469.
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Prior research on the significance of roles in collaborative learning has explored their impact when they are pre-assigned to group members. In this article, it is argued that focusing on assigned roles downplays the spontaneous, emergent, and interactional nature of roles in small task groups and that this focus has limited the development of generalizable frameworks aimed at understanding the impact of roles in and across collaborative learning settings. A case is built for the importance of focusing on the functional participatory roles enacted during collaborative learning and for conceptualising these roles as emergent, dynamic, and evolving in situ (first claim). Further, a flexible conceptual framework for the analysis and understanding of such roles across diverse collaborative science-learning activities is proposed, based on the assumption that during collaborative learning, both core and activity-specific roles are enacted (second claim). The core roles resemble each other across activities as they associate closely with the nature of the science discipline itself, whereas the activity-specific roles vary across activities as their emergence is dependent on the affordances, demands, and characteristics of the particular activity and environment. Data from three diverse science-learning environments, including four totally or partly student-led collaborative science activities, were scrutinized to establish the degree of empirical support for this assumption and, thereby, the conceptual usefulness of the proposed framework. The contributions of the framework for future research of collaborative science learning are discussed.
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Holmes, Naomi. "Engaging with assessment: Increasing student engagement through continuous assessment." Active Learning in Higher Education 19, no. 1 (August 24, 2017): 23–34. http://dx.doi.org/10.1177/1469787417723230.
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Student engagement is intrinsically linked to two important metrics in learning: student satisfaction and the quality of the student experience. One of the ways that engagement can be influenced is through careful curriculum design. Using the knowledge that many students are ‘assessment-driven’, a low-stakes continuous weekly summative e-assessment was introduced to a module. The impact this had on student engagement was measured by studying student activity within the module virtual learning environment. It was found that introduction of the e-assessments led to a significant increase in virtual learning environment activity compared to the virtual learning environment activity in that module the previous year, and also compared to the virtual learning environment activity of two other modules studied by the same student cohort. As many institutions move towards greater blended or online deliveries, it will become more important to ensure that virtual learning environments encourage high levels of student engagement in order to maintain or enhance the student experience.
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DHANDA, Namrata, Manuj DARBARİ, Neelu Jyoti AHUJA, and Imran Ali SIDDIQU. "An Adaptive Normative Multi Agent System using WEb 3.0 for e-Learning Platform." AJIT-e: Online Academic Journal of Information Technology 4, no. 12 (August 1, 2013): 7–16. http://dx.doi.org/10.5824/1309-1581.2013.3.001.x.
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The growing concern for education and innovative technologies has led to a new dimension of learning. The paper proposes a new framework NormATel using the concept of Normative Multi-Agent system, Activity Theory and e-Learning. The basic idea of the paper is to make e-learning more user specific using the concept of Web 3.0, like its ability to work on two separate modes: single user learning and community based learning. The proposed framework is verified using Deontic Logic.
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Repice, Michelle D., R. Keith Sawyer, Mark C. Hogrebe, Patrick L. Brown, Sarah B. Luesse, Daniel J. Gealy, and Regina F. Frey. "Talking through the problems: a study of discourse in peer-led small groups." Chemistry Education Research and Practice 17, no. 3 (2016): 555–68. http://dx.doi.org/10.1039/c5rp00154d.
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Increasingly, studies are investigating the factors that influence student discourse in science courses, and specifically the mechanisms and discourse processes within small groups, to better understand the learning that takes place as students work together. This paper contributes to a growing body of research by analyzing how students engage in conversation and work together to solve problems in a peer-led small-group setting. This qualitative study evaluates video of Peer-Led Team Learning (PLTL) sessions in general chemistry, with attention to both the activity structures and the function of discourse as students undertook different types of problems across one semester. Our findings suggest that students talk their way through the problems; practicing a combination of regulative and instructional language to manage the group dynamics of their community of peer learners while developing and using specific disciplinary vocabulary. Additionally, student discourse patterns revealed a focus on the process of complex problem-solving, where students engage in joint decision-making by taking turns, questioning and explaining, and building on one another's ideas. While students in our study engaged in less of the deeper, meaning-making discourse than expected, these observations about the function of language in small-group learning deepens an understanding of how PLTL and other types of small-group learning based on the tenets of social constructivism may lead to improvements in science education, with implications for the structure of small-group learning environments, problem design, and training of peer group leaders to encourage students to engage in more of the most effective discourse in these learning contexts.
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Whittaker, Alice A. "Effects of Team-Based Learning on Self-Regulated Online Learning." International Journal of Nursing Education Scholarship 12, no. 1 (January 1, 2015): 45–54. http://dx.doi.org/10.1515/ijnes-2014-0046.
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AbstractOnline learning requires higher levels of self-regulation in order to achieve optimal learning outcomes. As nursing education moves further into the blended and online learning venue, new teaching/learning strategies will be required to develop and enhance self-regulated learning skills in nursing students. The purpose of this study was to compare the effectiveness of team-based learning (TBL) with traditional instructor-led (IL) learning, on self-regulated online learning outcomes, in a blended undergraduate research and evidence-based practice course. The nonrandomized sample consisted of 98 students enrolled in the IL control group and 86 students enrolled in the TBL intervention group. The percentage of total possible online viewing time was used as the measure of self-regulated online learning activity. The TBL group demonstrated a significantly higher percentage (p < 0.001) of self-regulated learning activities than the IL control group. The TBL group scored significantly higher on the course examinations (p = 0.003). The findings indicate that TBL is an effective instructional strategy that can be used to achieve the essential outcomes of baccalaureate nursing education by increasing self-regulated learning capabilities in nursing students.
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Rennie, Hamish G. "Multi-level Linking of Teaching and Extra-curricular Activity with Professional Planning Research: The Case of the Lincoln Planning Review." Journal of University Teaching and Learning Practice 7, no. 2 (April 1, 2010): 99–116. http://dx.doi.org/10.53761/1.7.2.7.
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The experience in developing a student-led academic journal, the Lincoln Planning Review, to provide experiential learning that links undergraduates in a small professional planning programme directly to research publication is described. A combination of circumstances, including an impending review of the programme by the external professional body, provided the impetus for the project. From the outset, the intention was to directly link students across the learning cohorts with research while meeting a number of other objectives. Reflecting on the experience highlights the value of the journal as a framework to build confidence, critical thinking and research skills through developing a learning community that practices collaborative peer learning.
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Nicholas, Maria, Sophie McKenzie, and Muriel A. Wells. "Using Digital Devices in a First Year Classroom: A Focus on the Design and Use of Phonics Software Applications." Journal of Education and Learning 6, no. 1 (December 12, 2016): 267. http://dx.doi.org/10.5539/jel.v6n1p267.
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When integrated within a holistic literacy program, phonics applications can be used in classrooms to facilitate students’ self-directed learning of letter-sound knowledge; but are they designed to allow for such a purpose? With most phonics software applications making heavy use of image cues, this project has more specifically investigated whether the design of the images used in such applications may impact on the effectiveness of their self-directed use in classrooms. Using a quasi-experimental study, we compared two types of pictorial mnemonics used in tablet applications, along with teacher-led activity in three first-year classrooms from the one school. The difference between teacher-led activity and integrated picture cues was significant, with teacher-led activity proving more effective. The difference between teacher-led activity and form-taking picture cues, however, was not statistically significant. Given that the outcomes of this small-scale study suggest that image design may be a significant design feature contributing to the educational value of using phonics applications in the classroom, we recommend that the design features of phonics software applications attract further research.
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Abbaspour, Saedeh, Faranak Fotouhi, Ali Sedaghatbaf, Hossein Fotouhi, Maryam Vahabi, and Maria Linden. "A Comparative Analysis of Hybrid Deep Learning Models for Human Activity Recognition." Sensors 20, no. 19 (October 7, 2020): 5707. http://dx.doi.org/10.3390/s20195707.
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Recent advances in artificial intelligence and machine learning (ML) led to effective methods and tools for analyzing the human behavior. Human Activity Recognition (HAR) is one of the fields that has seen an explosive research interest among the ML community due to its wide range of applications. HAR is one of the most helpful technology tools to support the elderly’s daily life and to help people suffering from cognitive disorders, Parkinson’s disease, dementia, etc. It is also very useful in areas such as transportation, robotics and sports. Deep learning (DL) is a branch of ML based on complex Artificial Neural Networks (ANNs) that has demonstrated a high level of accuracy and performance in HAR. Convolutional Neural Networks (CNNs) and Recurrent Neural Networks (RNNs) are two types of DL models widely used in the recent years to address the HAR problem. The purpose of this paper is to investigate the effectiveness of their integration in recognizing daily activities, e.g., walking. We analyze four hybrid models that integrate CNNs with four powerful RNNs, i.e., LSTMs, BiLSTMs, GRUs and BiGRUs. The outcomes of our experiments on the PAMAP2 dataset indicate that our proposed hybrid models achieve an outstanding level of performance with respect to several indicative measures, e.g., F-score, accuracy, sensitivity, and specificity.
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PETRICĂ, Gabriel, and Ioan-Cosmin MIHAI. "Cyber Attacks Against E-Learning Platforms. A Case Study Using Attack Trees." International Journal of Information Security and Cybercrime 9, no. 1 (June 22, 2020): 37–42. http://dx.doi.org/10.19107/ijisc.2020.01.05.
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The global context of the first part of 2020 has led to a change in the way humanity has carried out its professional and educational activity. E-learning platforms have become an interesting target for cyber attackers. This paper presents the evolution of Moodle vulnerabilities and a possible AT (Attack Tree) built around this e-learning platform. The AT highlights software vulnerabilities and physical events that can compromise the security / availability of a Moodle platform.
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Zhou, Xiao, Rex N. Tien, Sadhana Ravikumar, and Steven M. Chase. "Distinct types of neural reorganization during long-term learning." Journal of Neurophysiology 121, no. 4 (April 1, 2019): 1329–41. http://dx.doi.org/10.1152/jn.00466.2018.
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What are the neural mechanisms of skill acquisition? Many studies find that long-term practice is associated with a functional reorganization of cortical neural activity. However, the link between these changes in neural activity and the behavioral improvements that occur is not well understood, especially for long-term learning that takes place over several weeks. To probe this link in detail, we leveraged a brain-computer interface (BCI) paradigm in which rhesus monkeys learned to master nonintuitive mappings between neural spiking in primary motor cortex and computer cursor movement. Critically, these BCI mappings were designed to disambiguate several different possible types of neural reorganization. We found that during the initial phase of learning, lasting minutes to hours, rapid changes in neural activity common to all neurons led to a fast suppression of motor error. In parallel, local changes to individual neurons gradually accrued over several weeks of training. This slower timescale cortical reorganization persisted long after the movement errors had decreased to asymptote and was associated with more efficient control of movement. We conclude that long-term practice evokes two distinct neural reorganization processes with vastly different timescales, leading to different aspects of improvement in motor behavior. NEW & NOTEWORTHY We leveraged a brain-computer interface learning paradigm to track the neural reorganization occurring throughout the full time course of motor skill learning lasting several weeks. We report on two distinct types of neural reorganization that mirror distinct phases of behavioral improvement: a fast phase, in which global reorganization of neural recruitment leads to a quick suppression of motor error, and a slow phase, in which local changes in individual tuning lead to improvements in movement efficiency.
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Hochner, Binyamin, Euan R. Brown, Marina Langella, Tal Shomrat, and Graziano Fiorito. "A Learning and Memory Area in the Octopus Brain Manifests a Vertebrate-Like Long-Term Potentiation." Journal of Neurophysiology 90, no. 5 (November 2003): 3547–54. http://dx.doi.org/10.1152/jn.00645.2003.
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Cellular mechanisms underlying learning and memory were investigated in the octopus using a brain slice preparation of the vertical lobe, an area of the octopus brain involved in learning and memory. Field potential recordings revealed long-term potentiation (LTP) of glutamatergic synaptic field potentials similar to that in vertebrates. These findings suggest that convergent evolution has led to the selection of similar activity-dependent synaptic processes that mediate complex forms of learning and memory in vertebrates and invertebrates.
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Gold, Benjamin P., Ernest Mas-Herrero, Yashar Zeighami, Mitchel Benovoy, Alain Dagher, and Robert J. Zatorre. "Musical reward prediction errors engage the nucleus accumbens and motivate learning." Proceedings of the National Academy of Sciences 116, no. 8 (February 6, 2019): 3310–15. http://dx.doi.org/10.1073/pnas.1809855116.
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Enjoying music reliably ranks among life’s greatest pleasures. Like many hedonic experiences, it engages several reward-related brain areas, with activity in the nucleus accumbens (NAc) most consistently reflecting the listener’s subjective response. Converging evidence suggests that this activity arises from musical “reward prediction errors” (RPEs) that signal the difference between expected and perceived musical events, but this hypothesis has not been directly tested. In the present fMRI experiment, we assessed whether music could elicit formally modeled RPEs in the NAc by applying a well-established decision-making protocol designed and validated for studying RPEs. In the scanner, participants chose between arbitrary cues that probabilistically led to dissonant or consonant music, and learned to make choices associated with the consonance, which they preferred. We modeled regressors of trial-by-trial RPEs, finding that NAc activity tracked musically elicited RPEs, to an extent that explained variance in the individual learning rates. These results demonstrate that music can act as a reward, driving learning and eliciting RPEs in the NAc, a hub of reward- and music enjoyment-related activity.
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Grafton, Scott T., Joanna Salidis, and Daniel B. Willingham. "Motor Learning of Compatible and Incompatible Visuomotor Maps." Journal of Cognitive Neuroscience 13, no. 2 (February 1, 2001): 217–31. http://dx.doi.org/10.1162/089892901564270.
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Brain imaging studies demonstrate increasing activity in limb motor areas during early motor skill learning, consistent with functional reorganization occurring at the motor output level. Nevertheless, behavioral studies reveal that visually guided skills can also be learned with respect to target location or possibly eye movements. The current experiments examined motor learning under compatible and incompatible perceptual/motor conditions to identify brain areas involved in different perceptual-motor transformations. Subjects tracked a continuously moving target with a joystick-controlled cursor. The target moved in a repeating sequence embedded within random movements to block sequence awareness. Psychophysical studies of behavioral transfer from incompatible (joystick and cursor moving in opposite directions) to compatible tracking established that incompatible learning was occurring with respect to target location. Positron emission tomography (PET) functional imaging of compatible learning identified increasing activity throughout the precentral gyrus, maximal in the arm area. Incompatible learning also led to increasing activity in the precentral gyrus, maximal in the putative frontal eye fields. When the incompatible task was switched to a compatible response and the previously learned sequence was reintroduced, there was an increase in arm motor cortex. The results show that learning-related increases of brain activity are dynamic, with recruitment of multiple motor output areas, contingent on task demands. Visually guided motor sequences can be linked to either oculomotor or arm motor areas. Rather than identifying changes of motor output maps, the data from imaging experiments may better reflect modulation of inputs to multiple motor areas.
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Ivanova, Svetlana Vladimirovna. "The educational conseptual formations of higher mathematics as the systems tool of student's teaching." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2010): 99–105. http://dx.doi.org/10.51314/2073-2635-2010-1-99-105.
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The article considers the system instrument of higher mathematics students' teaching in institutes with fundamental mathematical learning - the educational conceptual formations of height mathematics. The instrument is organized as typical systems of mathematical, methodical knowledge and receptions activities. The educational conceptual formations of higher mathematics are based on the fundamental mathematical notions. It allows students led by teachers to understand, to realize and purposeful use basic methods, receptions, principles of mathematical learning content, its applications and systematizations for learning, cognitive and research activity.
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Caras, Melissa L., and Dan H. Sanes. "Top-down modulation of sensory cortex gates perceptual learning." Proceedings of the National Academy of Sciences 114, no. 37 (August 28, 2017): 9972–77. http://dx.doi.org/10.1073/pnas.1712305114.
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Practice sharpens our perceptual judgments, a process known as perceptual learning. Although several brain regions and neural mechanisms have been proposed to support perceptual learning, formal tests of causality are lacking. Furthermore, the temporal relationship between neural and behavioral plasticity remains uncertain. To address these issues, we recorded the activity of auditory cortical neurons as gerbils trained on a sound detection task. Training led to improvements in cortical and behavioral sensitivity that were closely matched in terms of magnitude and time course. Surprisingly, the degree of neural improvement was behaviorally gated. During task performance, cortical improvements were large and predicted behavioral outcomes. In contrast, during nontask listening sessions, cortical improvements were weak and uncorrelated with perceptual performance. Targeted reduction of auditory cortical activity during training diminished perceptual learning while leaving psychometric performance largely unaffected. Collectively, our findings suggest that training facilitates perceptual learning by strengthening both bottom-up sensory encoding and top-down modulation of auditory cortex.
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Zhang, Xiaoyan, Ruifang Ye, Fengxian Hu, Yitao Zheng, Shuhong Gao, Yingping Zhuang, Qiyao Wang, and Yunpeng Bai. "Learning from Competition: An Outcome-Based Introductory Activity for First-Year Biotechnology Undergraduates." American Biology Teacher 81, no. 7 (September 1, 2019): 467–73. http://dx.doi.org/10.1525/abt.2019.81.7.467.
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In recent years, accreditation standards for international engineering education have led to a dramatic rise in the use of outcome-based education at universities. In this system, enticing new undergraduate students to science and engineering, although challenging, is the first important step toward building students' career competencies. An ongoing effort to attract students to biotechnology was initiated 13 years ago in the School of Biotechnology at the East China University of Science and Technology in Shanghai. We describe the design and organization of the Microbe Competition, a program attracting a total of nearly 6,500 students as of 2018. In the competition, students need to pass the microbiology knowledge test, provide a practical experiment proposal related to the topic of competition, and finish the experiment under the supervision of teachers before getting final prizes. The competition develops students' competencies in acquiring and applying knowledge, problem solving, teamwork, communication, and experimental skills. By investigating students' feedback, we have been continuously improving the quality of competition to attract more students from the biotechnology major. We hope that by sharing our experience, we can help educators at other universities organize similar introductory activities on their own campuses.
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Machado, Rui Seabra, and Pâmela Billig Mello-Carpes. "The use of an open-ended, student-led activity to aid in the learning and understanding of action potential." Advances in Physiology Education 42, no. 2 (June 1, 2018): 324–28. http://dx.doi.org/10.1152/advan.00101.2017.
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Chiang, Shyh-Bao. "Covariant Factors of Activity-Oriented Curriculum Operation in Cooperative Learning Effectiveness." International Research in Higher Education 6, no. 2 (July 28, 2021): 21. http://dx.doi.org/10.5430/irhe.v6n2p21.
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The purpose of this study is to explore the operation of an activity-oriented curriculum. Class members were grouped by their majors to complete an academic seminar together and fill in the evaluation for the two variables of cooperative learning and participation attitude, so that this study could explore the relationship between covariate factors for cooperative learning effectiveness. The subjects of this study are the master students in the Department of Visual Communication Design of a university of science and technology in central Taiwan. The course is a required course seminar. In order to properly arrange the manpower, the nominal variables in research design were formed by grouping through professional division of labor. The research tools include cooperative learning evaluation and participation attitude evaluation. The data were obtained through the questionnaire about the two variables. The two-factor covariate analysis was used to test the hypothesis. The results showed that the cooperative learning effectiveness did not vary according to the grouping type when the co-variable interference of participation attitude was excluded. It was found that the academic group had the best evaluation among all groups. Therefore, it was concluded that the students in the master class, due to their mature mental development, were generally able to put themselves in the membership’s position and pay attention to team efficiency in the learning environment of team cooperation, so as to gather the centripetal force from the group to the whole class, and jointly complete the task assigned by the course. Among the groups, the academic group had few members but heavy works. Due to proper division of labor, they completed the task on time, and the experience of being responsible for the administrative processing of the academic paper was profound, which led to the best evaluation of the cooperative learning effectiveness. Due to limited number of members, this study also received many suggestions during the review meetings, which aided in facilitating successful implementations of the subsequent course activities and enabling students to gain practical experiences from this activity.
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Dwyer, Julie, and Allen G. Harbaugh. "Where and when is support for vocabulary development occurring in preschool classrooms?" Journal of Early Childhood Literacy 20, no. 2 (March 29, 2018): 252–95. http://dx.doi.org/10.1177/1468798418763990.
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This study investigates how eight public, centre-based preschool teachers working with low-income children are using different activity settings and content foci to support one aspect of academic language: vocabulary development. Findings indicate that, on average, when teachers engaged children in teacher-led, whole group activities, read-alouds, morning meetings and interactions that focused on science content, they provided a relatively dense vocabulary learning experience. However, there were stark differences between teachers in the amount of support they were providing in these activity settings and content foci – some teachers were frequently supporting vocabulary learning, whereas others were providing almost no support. In contrast, during informal activity settings, such as free play, transitions and mealtimes, there was very little variability across teachers – all teachers were providing very little support for vocabulary learning during these activity settings, despite the fact that these activities comprised more than half of observational time. Findings suggest that while some preschool teachers were using certain activity settings and content foci to support vocabulary learning, all teachers in this sample were missing many opportunities to provide support for vocabulary development. Recommendations for early childhood educators and professional development providers are discussed.
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Read, Timothy, Agnes Kukulska-Hulme, Elena Barcena, and John Traxler. "Mobile Open Social Learning for Languages (MOSL4L)." JUCS - Journal of Universal Computer Science 27, no. 5 (May 28, 2021): 425–36. http://dx.doi.org/10.3897/jucs.67701.
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An extensive literature exists on how to help students learn languages. The learning process is particularly challenging since it combines different types of knowledge and skills into a dual process of comprehension and production, using both oral and written modalities. Networked technology has led to the emergence of different types of learning that can be applied to languages. In this article three of these types are highlighted as being particularly useful for language learning, as can be seen by their impact in the literature, namely mobile, open and social learning. After an analysis of each one, a proposal is made to combine them into a single framework called Mobile Open Social Learning for Languages (or MOSL4L). It is subsequently characterized using Activity Theory and some suggestions are made for establishing a rubric that could enable language learning scenarios to be analyzed in terms of the constituent parts that define their nature and enable the causal relations with learning to be highlighted.
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Hoel, Erik P., Larissa Albantakis, Chiara Cirelli, and Giulio Tononi. "Synaptic refinement during development and its effect on slow-wave activity: a computational study." Journal of Neurophysiology 115, no. 4 (April 1, 2016): 2199–213. http://dx.doi.org/10.1152/jn.00812.2015.
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Recent evidence suggests that synaptic refinement, the reorganization of synapses and connections without significant change in their number or strength, is important for the development of the visual system of juvenile rodents. Other evidence in rodents and humans shows that there is a marked drop in sleep slow-wave activity (SWA) during adolescence. Slow waves reflect synchronous transitions of neuronal populations between active and inactive states, and the amount of SWA is influenced by the connection strength and organization of cortical neurons. In this study, we investigated whether synaptic refinement could account for the observed developmental drop in SWA. To this end, we employed a large-scale neural model of primary visual cortex and sections of the thalamus, capable of producing realistic slow waves. In this model, we reorganized intralaminar connections according to experimental data on synaptic refinement: during prerefinement, local connections between neurons were homogenous, whereas in postrefinement, neurons connected preferentially to neurons with similar receptive fields and preferred orientations. Synaptic refinement led to a drop in SWA and to changes in slow-wave morphology, consistent with experimental data. To test whether learning can induce synaptic refinement, intralaminar connections were equipped with spike timing-dependent plasticity. Oriented stimuli were presented during a learning period, followed by homeostatic synaptic renormalization. This led to activity-dependent refinement accompanied again by a decline in SWA. Together, these modeling results show that synaptic refinement can account for developmental changes in SWA. Thus sleep SWA may be used to track noninvasively the reorganization of cortical connections during development.
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RADIUK, P. "AN APPROACH TO ACCELERATE THE TRAINING OF CONVOLUTIONAL NEURAL NETWORKS BY TUNING THE HYPERPARAMETERS OF LEARNING." Computer Systems and Information Technologies 2, no. 2 (November 3, 2020): 32–37. http://dx.doi.org/10.31891/csit-2020-2-5.
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Over the last decade, a set of machine learning algorithms called deep learning has led to significant improvements in computer vision, natural language recognition and processing. This has led to the widespread use of a variety of commercial, learning-based products in various fields of human activity. Despite this success, the use of deep neural networks remains a black box. Today, the process of setting hyperparameters and designing a network architecture requires experience and a lot of trial and error and is based more on chance than on a scientific approach. At the same time, the task of simplifying deep learning is extremely urgent. To date, no simple ways have been invented to establish the optimal values of learning hyperparameters, namely learning speed, sample size, data set, learning pulse, and weight loss. Grid search and random search of hyperparameter space are extremely resource intensive. The choice of hyperparameters is critical for the training time and the final result. In addition, experts often choose one of the standard architectures (for example, ResNets and ready-made sets of hyperparameters. However, such kits are usually suboptimal for specific practical tasks. The presented work offers an approach to finding the optimal set of hyperparameters of learning ZNM. An integrated approach to all hyperparameters is valuable because there is an interdependence between them. The aim of the work is to develop an approach for setting a set of hyperparameters, which will reduce the time spent during the design of ZNM and ensure the efficiency of its work. In recent decades, the introduction of deep learning methods, in particular convolutional neural networks (CNNs), has led to impressive success in image and video processing. However, the training of CNN has been commonly mostly based on the employment of quasi-optimal hyperparameters. Such an approach usually requires huge computational and time costs to train the network and does not guarantee a satisfactory result. However, hyperparameters play a crucial role in the effectiveness of CNN, as diverse hyperparameters lead to models with significantly different characteristics. Poorly selected hyperparameters generally lead to low model performance. The issue of choosing optimal hyperparameters for CNN has not been resolved yet. The presented work proposes several practical approaches to setting hyperparameters, which allows reducing training time and increasing the accuracy of the model. The article considers the function of training validation loss during underfitting and overfitting. There are guidelines in the end to reach the optimization point. The paper also considers the regulation of learning rate and momentum to accelerate network training. All experiments are based on the widespread CIFAR-10 and CIFAR-100 datasets.
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Chen, Si, Zheng Tan, Wenran Xia, Carlos Alexandre Gomes, Xilei Zhang, Wenjing Zhou, Shuli Liang, Nikolai Axmacher, and Liang Wang. "Theta oscillations synchronize human medial prefrontal cortex and amygdala during fear learning." Science Advances 7, no. 34 (August 2021): eabf4198. http://dx.doi.org/10.1126/sciadv.abf4198.
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Numerous animal studies have demonstrated that fear acquisition and expression rely on the coordinated activity of medial prefrontal cortex (mPFC) and amygdala and that theta oscillations support interregional communication within the fear network. However, it remains unclear whether these results can be generalized to fear learning in humans. We addressed this question using intracranial electroencephalography recordings in 13 patients with epilepsy during a fear conditioning paradigm. We observed increased power and inter-regional synchronization of amygdala and mPFC in theta (4 to 8 hertz) oscillations for conditioned stimulus (CS+) versus CS−. Analysis of information flow revealed that the dorsal mPFC (dmPFC) led amygdala activity in theta oscillations. Last, a computational model showed that trial-by-trial changes in amygdala theta oscillations predicted the model-based associability (i.e., learning rate). This study provides compelling evidence that theta oscillations within and between amygdala, ventral mPFC, and dmPFC constitute a general mechanism of fear learning across species.
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Hoshino, Osamu. "Subthreshold Membrane Depolarization as Memory Trace for Perceptual Learning." Neural Computation 23, no. 12 (December 2011): 3205–31. http://dx.doi.org/10.1162/neco_a_00211.
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Experience-dependent synaptic plasticity characterizes the adaptable brain and is believed to be the cellular substrate for perceptual learning. A chemical agent such as gamma-aminobutyric acid (GABA) is known to affect synaptic alteration, perhaps gating perceptual learning. We examined whether and how ambient (extrasynaptic) GABA affects experience-dependent synaptic alteration. A cortical neural network model was simulated. Transporters on GABAergic interneurons regulate ambient GABA levels around their axonal target neurons by removing GABA from (forward transport) or releasing it into (reverse transport) the extracellular space. The ambient GABA provides neurons with tonic inhibitory currents by activating extrasynaptic GABAa receptors. During repeated exposures to the same stimulus, we modified the synaptic connection strength between principal cells in a spike-timing-dependent manner. This modulated the activity of GABAergic interneurons, and reduced or augmented ambient GABA concentration. Reduction in ambient GABA concentration led to slight depolarization (less than several millivolts) in ongoing-spontaneous membrane potential. This was a subthreshold neuronal behavior because ongoing-spontaneous spiking activity remained almost unchanged. The ongoing-spontaneous subthreshold depolarization improved a suprathreshold neuronal response. If the stimulus was long absent for perceptual learning, augmentation of ambient GABA concentration took place and the ongoing-spontaneous subthreshold depolarization was depressed. We suggest that a perceptual memory trace could be left in neuronal circuitry as an ongoing-spontaneous subthreshold membrane depolarization, which would allow that memory to be accessed easily afterward, whereas a trace of a memory that has not recently been retrieved fades away when the ongoing-spontaneous subthreshold membrane depolarization built by previous perceptual learning is depressed. This would lead that memory to be accessed with some difficulty. In the brain, ambient GABA, whose level could be regulated by transporter may have an important role in leaving memory trace for perceptual learning.
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Schoenbrodt, Lisa. "Service Learning 201: Beyond the Basics." Perspectives on Issues in Higher Education 11, no. 1 (June 2008): 36–40. http://dx.doi.org/10.1044/ihe11.1.36.
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Abstract Service learning is not a new concept in the field of education or communication disorders, involving a partnership that is formed between a community agency and a university training program. For service learning to effective, equal “buy in” is needed from all parties involved. Service learning is a natural fit in the area of communication disorders because the types of agencies involved and the types of experiences dovetail with the range of disorders in the population. In one department of Speech Pathology, we offered a variety of service-learning courses to students in training throughout their undergraduate curriculum, with different commitments in terms of time to service. In the past, our introductory level coursework involved brief experiences that were woven into the coursework, but was not the intensity of time or commitment that is required in graduate courses. In addition, with this introductory class, I had to consider the level of the student with little to no background with individuals with disabilities. These factors led us to design a service-learning course that incorporated time directly spent with the community partner agency on site and time spent indirectly planning an activity for clients at the community center.
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Kaye, Shaina, Joshua Pathman, and Joseph A. Skelton. "Development and Implementation of a Student-Led Lifestyle Medicine Curriculum." American Journal of Lifestyle Medicine 13, no. 3 (December 29, 2018): 253–61. http://dx.doi.org/10.1177/1559827618821322.
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Significant contributors to rising health care costs are diseases influenced by lifestyle, such as cardiovascular disease, diabetes, and cancer. Unfortunately, American medical education devotes disproportionately little time training future doctors in prevention. Approach. With the support of medical education leadership, medical students collaborated with a faculty advisor at Wake Forest School of Medicine to test the feasibility of a broad-based, student-led lifestyle medicine curriculum. After 3 introductory sessions delivered to an entire medical school class, a smaller pilot series with 16 first-year medical students was held after-hours, featuring experiential learning in nutrition and cooking, physical activity, and sleep. The 8 modules were designed to improve student health, wellness, and knowledge of health behaviors. Feedback. The program was implemented into the first-year medical school class. An unforeseen benefit of the pilot was increased student volunteering in community-based wellness activities and research. Two components of success were the hands-on, experiential modules and being student-led. Details on curriculum development, schedule, and content are provided.
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Boiarska-Khomenko, Anna. "Adult Learning Development in Poland in the 20th Century." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 76–81. http://dx.doi.org/10.1515/rpp-2017-0053.
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Abstract The article presents a retrospective analysis of adult learning development in Poland in the 20th century. Based on the study and analysis of historical and pedagogical literature, normative documents of the official bodies of Polish government, the periodical press of the 20th century, several stages of adult learning development, in the particular historical period, have been determined: 1905–1913 years were defined by the legalization of educational institutions for adults, the search for new forms and methods of education, the involvement of a wide range of people; 1914–1945 was the stage of world wars that had led to the destruction of the adult learning system, which led to the decline of educational institutions; 1950–1960 years were characterized by the restoration of adult learning institutions, the adaptation to the new political system, a new approach to formulating the goals and objectives of adult learning; in the 70s and 80s of the 20th century, there was the cardinal rethinking of the goals and objectives of adult learning, educational institutions practiced new forms and methods of teaching, the idea of lifelong education was widespread in the society; the period of the end of the 20th century had initiated the integration of adult learning in Poland into the Common Educational Space, which contributed to the intensification of the theoretical substantiation and practical implementation of the international concepts of adult learning. Among the criteria for determining the stages, there were socio-political, socio-economic, organizational and pedagogical factors that led to the change of subjects, goals, objectives, content, principles, forms, methods of organizing adult learning in Poland in the 20th century. The historical and pedagogical features of each stage are shown, the influence of historical events on the formation and development of adult education in Poland is taken into account and analyzed. In accordance with each stage, the leading forms and methods of adult learning are have been determined. The peculiarities of the activity of adult learning institutions at all stages have been demonstrated. The disadvantages of the adult learning system, as well as the difficulties of its development, have been identified.
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Rybalko, Iryna, Olha Bukrieieva, and Natalia Skrypnyk. "The use of active learning methods to stimulate student activity in the online course." e-mentor 86, no. 4 (2020): 47–53. http://dx.doi.org/10.15219/em86.1481.
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The development of innovations and related changes in the labor market, as well as Ukraine’s aspiration toward Euro integration, have led to the need for transformation of teaching media and methods in higher education. The consequence of this is a massive transition to e-learning, both in the native language and in English, which, however, creates psychological and pedagogical problems. These are difficulties for students with self-organization and self-training, establishing interpersonal contacts, maintaining the motivation to learn, and meeting a certain level of foreign language proficiency.The problems for teachers include the need to develop new teaching methods and technologies, changing the role of the teacher and the methods of interaction between participants in the educational process. The article presents the experience of mitigating these problems in the online course, “Fundamentals of Vehicle Certification” in Ukrainian and English by using active learning methods, innovative methods of motivation, and organization of reflection and communication, presenting some sections both in the native and foreign language. The introduction of this course into the educational process in the extramural form of education showed that the methods proposed by the authors reduced these problems, while the number of A and B grades increased. In addition, it was concluded that the effective use of online courses requires their preliminary approbation and further improvement, taking into account the characteristics of the discipline, experience and goals of the students.
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Boysen, Guy A. "An Evaluation of Production Versus Error-Recognition Techniques for Teaching APA-Style Citations and References." Teaching of Psychology 46, no. 4 (September 8, 2019): 328–33. http://dx.doi.org/10.1177/0098628319872609.
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American Psychological Association (APA)-style writing is an essential part of the undergraduate psychology curriculum. However, little is known about the effectiveness of specific techniques for instructing students on how to format APA-style citations and references. The current research compared the effectiveness of having students ( N = 76) produce versus recognize errors in APA-style citations and references. Production of materials led to significantly better performance on both an immediate quiz and a later test. Student evaluations ( N = 43) of the activities showed that they elicited similar enjoyment and effort, but most students preferred the error-recognition activity despite indicating that the production activity would lead to more learning. These results indicate that initial instruction of APA style should emphasize the production of correctly formatted APA-style materials.