Relevant bibliographies by topics / Learning building blocks

Academic literature on the topic 'Learning building blocks'

Author: Grafiati
Published: 18 August 2021
Last updated: 2 February 2022

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Journal articles on the topic "Learning building blocks":

1

Kirk, Treasa. "Cooperative learning- the building blocks." Improving Schools 4, no. 2 (July 2001): 28–35. http://dx.doi.org/10.1177/136548020100400206.

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2

Kang, Sonia K., and Michael Inzlicht. "Stigma Building Blocks." Personality and Social Psychology Bulletin 38, no. 3 (October 31, 2011): 357–69. http://dx.doi.org/10.1177/0146167211426729.

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Gaining an understanding of intergroup relations and outgroup rejection is an important childhood development. Children learn about rejection by outgroups via their own experiences and external instruction. A comparison of the impact of experience and instruction on first-, third-, and fifth-grade children’s evaluations of rejection by outgroups in a minimal-groups paradigm suggests that the relative impact of experience and instruction differs as children age. In Study 1, younger children were more influenced by instruction, and older children were more influenced by what they experienced for themselves. In Study 2, younger children were more influenced by instruction, even when that instruction conflicted with what they experienced; older children were more influenced by their own experiences, even when those experiences contradicted what they were told to expect. These findings suggest that children begin learning about outgroup rejection through instruction but start to rely more on their own experiences as they age.
3

Trawick-Smith, Jeffrey, Sudha Swaminathan, Brooke Baton, Courtney Danieluk, Samantha Marsh, and Monika Szarwacki. "Block play and mathematics learning in preschool: The effects of building complexity, peer and teacher interactions in the block area, and replica play materials." Journal of Early Childhood Research 15, no. 4 (December 1, 2016): 433–48. http://dx.doi.org/10.1177/1476718x16664557.

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Block play has been included in early childhood classrooms for over a century, yet few studies have examined its effects on learning. Several previous investigations indicate that the complexity of block building is associated with math ability, but these studies were often conducted in adult-guided, laboratory settings. In the present investigation, the relationship of block play variables to both the complexity of block structures and math learning was studied in naturalistic free play settings. A total of 41 preschool children were videorecorded playing with blocks. Time in blocks, number of structures built, levels of social participation, frequency of teacher interactions, percentage of buildings without replica play toys, and structure complexity were coded. Findings indicated that level of social participation and percentage of structures built without toys predicted the complexity of children’s buildings. This building complexity was, in turn, associated with growth in math learning, as measured by Tools for Early Assessment in Mathematics. Based on these findings, a path model was constructed to hypothesize causal relationships between block play features, structure complexity, and math learning.
4

Kitchens, Brent, Tawnya Means, and Yinliang (Ricky) Tan. "Captivate: Building blocks for implementing active learning." Journal of Education for Business 93, no. 2 (January 30, 2018): 58–73. http://dx.doi.org/10.1080/08832323.2017.1417232.

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Schildkamp, Kim, Iwan Wopereis, Marian Kat-De Jong, Annette Peet, and IJsbrand Hoetjes. "Building blocks of instructor professional development for innovative ICT use during a pandemic." Journal of Professional Capital and Community 5, no. 3/4 (July 13, 2020): 281–93. http://dx.doi.org/10.1108/jpcc-06-2020-0034.

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PurposeInnovative use of information and communications technology (ICT) requires (new) knowledge and skills for the group that has the biggest impact on the quality of education: instructors. Facilitating professional development (PD) of instructors is crucial for the quality of one’s education system(s), perhaps even more so in times of a pandemic.Design/methodology/approachBased on the authors’ analysis of reviews published in the last decade, this paper summarizes the key building blocks of effective PD on the innovative use of ICT during a pandemic. The authors used these building blocks to reflect on two national PD initiatives developed to support institutions of higher education in instructional use of ICT while dealing with the consequences of the COVID-19 pandemic.FindingsBoth PD initiatives include the same building blocks: (1) content-related building blocks focused on technological knowledge, (2) active learning and expert-supported PD (didactics-related building blocks) and (3) contextual building blocks consisting of clearly defined goals focused on the instructor's own practice, use of technology, sustained duration (e.g. taking place over a longer period of time) and evidence-informed PD. One contextual building block that was not evident in the reviews but emerged as a vital building block is “responsiveness” to the situation and needs of the participants.Originality/valueHigh-quality PD is crucial if one wants to safeguard the quality of (online) instruction and learning to ensure high-quality education for all students. This paper can contribute to enhancing the quality of much-needed PD on online teaching (during, but also after COVID-19).
6

Prindible, Matt, and Irene Petrick. "Learning the Building Blocks of Service Innovation from SMEs." Research-Technology Management 58, no. 5 (September 2015): 61–63. http://dx.doi.org/10.5437/08956308x5805008.

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Sparks, H. V. "Learning the regulation of peripheral blood flow." Advances in Physiology Education 277, no. 6 (December 1999): S164. http://dx.doi.org/10.1152/advances.1999.277.6.s164.

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Students can learn a great deal about the peripheral circulation when teaching is based on five building blocks: hemodynamic principles, neurohumoral control, and three elements of local control of blood flow (metabolic, myogenic, and paracrine). Study of a particular special circulation starts with the application of these building blocks in the context of the function of that tissue. For example, control of skin blood flow is largely concerned with regulation of body temperature (neurohumoral control) and the response to injury (paracrine control). Regulation of coronary blood flow is almost entirely a matter of meeting the metabolic needs of the myocardium (metabolic control). By mixing and matching the five building blocks and keeping in mind the special functions of a particular tissue, students can master the peripheral circulation efficiently.
8

Rukiyati, Rukiyati. "Upaya Meningkatkan Kreativitas Membentuk Balok Bangunan Melalui Metode Praktik Langsung pada Anak Kelompok A TK Negeri Kabupaten Temanggung." Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran 14, no. 1 (June 25, 2020): 6–16. http://dx.doi.org/10.26877/mpp.v14i1.5522.

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Block play is the ability in constructive activities by building complex buildings using unit blocks that can improve the ability of eye and hand coordination, train fine motor skills, train children in problem solving, games that give children freedom of imagination, so that new things can created as a child's creativity a creative idea. The rationale for this improvement in learning is the lack of creativity in children. The purpose of this study are: 1) to know that through the direct practice method can increase creativity in forming building blocks in children, 2) to find out the magnitude of the increase in creativity in forming building blocks through direct practice methods in children Group A Kindergarten State Temanggung Regency Semester I 2016/2017 Academic Year. The subjects of this study were 15 students of Group A of TK Kindergarten in Temanggung Regency. Data collection methods used are observation, interviews, and documentation. The conclusion of this study is that playing building blocks has proven to be effective in increasing the creativity of children in Group A of Temanggung District Kindergarten 2016/2017 Academic Year. This is indicated by the achievement of completeness criteria in the classroom action research that has been carried out. Completeness of learning outcomes of children who get very good grades from Cycle I to Cycle II has increased by 60%, so that from the initial condition to Cycle II it has increased by 73.3%. In the performance indicators the researchers determined 80% of children could show their creativity, in Cycle II it had exceeded the expected target of 86.7% of children being able to show their creativity in creating a form using building blocks and telling the results of their work.
9

Foster, Matthew E., Jason L. Anthony, Doug H. Clements, Julie Sarama, and Jeffrey M. Williams. "Improving Mathematics Learning of Kindergarten Students Through Computer-Assisted Instruction." Journal for Research in Mathematics Education 47, no. 3 (May 2016): 206–32. http://dx.doi.org/10.5951/jresematheduc.47.3.0206.

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This study evaluated the effects of a mathematics software program, the Building Blocks software suite, on young children's mathematics performance. Participants included 247 Kindergartners from 37 classrooms in 9 schools located in low-income communities. Children within classrooms were randomly assigned to receive 21 weeks of computer-assisted instruction (CAI) in mathematics with Building Blocks or in literacy with Earobics Step 1. Children in the Building Blocks condition evidenced higher posttest scores on tests of numeracy and Applied Problems after controlling for beginning-of-year numeracy scores and classroom nesting. These findings, together with a review of earlier CAI, provide guidance for future work on CAI aiming to improve mathematics performance of children from low-income backgrounds.
10

Lund, Henrik Hautop, and Patrizia Marti. "Physical and conceptual constructions in advanced learning environments." Interaction Studies 5, no. 2 (September 6, 2004): 271–301. http://dx.doi.org/10.1075/is.5.2.06lun.

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I-BLOCKS are an innovative concept of building blocks allowing users to manipulate conceptual structures and compose atomic actions while building physical constructions. They represent an example of enabling technologies for tangible interfaces since they emphasise physicality of interaction through the use of spatial and kinaesthetic knowledge. The technology presented in this paper is integrated in physical building blocks augmented with embedded and invisible microprocessors. Connectivity and behaviour of such structures are defined by the physical connectivity between the blocks. These are general purpose, constructive, tangible user interface devices that can have a variety of applications. Unlike other approaches, I-BLOCKS do not only specify a computation that is performed by the target system but perform at the same time the computation and the associated action/functionality. Manipulating I-BLOCKS do not only mean constructing physical or conceptual structures but also composing atomic actions into complex behaviours. To illustrate this concept, the paper presents different scenarios in which the technology has been applied: storytelling performed through the construction of physical characters exhibiting emotional states, and learning activities for speech therapy in cases of dyslexia and aphasia. The scenarios are presented; discussing both the features of the technology used and the related interaction design issues. The paper concludes by reporting about informal trials that have been conducted with children. It should be noted that, even if both trials represent application scenarios for children, the I-BLOCKS technology is in principle open to different kinds of applications and target users like, for example, games for adults or brainstorming activities.
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You might also be interested in the extended bibliographies on the topic 'Learning building blocks' for particular source types:
Journal articles Books

Dissertations / Theses on the topic "Learning building blocks":

1

Johnson, Judith M. "Service learning| Providing the building blocks for a socially responsible nursing role." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3590532.

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An explanatory correlational study was conducted to explore whether and to what extent a relationship between hours of participation in service learning and commitment to social responsibility exists for students enrolled in pre-licensure baccalaureate-nursing programs currently participating in the Nursing Licensure Compact. The convenience sample consisted of 103 volunteer professional nursing students. The Civic Attitudes and Skills Questionnaire (CASQ), comprised of six subscales: civic action, interpersonal and problem-solving skills, political awareness, leadership, social justice, and diversity, was the tool used to measure social responsibility. The total Cronbach's alpha for the CASQ was .914. The alternate hypotheses stated a significant relationship between the hours of participation in service learning and each of the CASQ subscales. Data analysis using a Spearman's rho correlation coefficient showed no statistically significant correlations between hours of participation in service learning and any of the CASQ subscales. The data did not support that social responsibility relates to how much time the students spend participating in service learning. This study expands the body of knowledge in nursing education by demonstrating that other factors and not time spent in service learning, may contribute to social responsibility. The notion that prolonged hours are always needed to achieve success can discourage educators from incorporating service learning in their courses. In the context of social responsibility, this study demonstrated that service learning may not require extended time to result in positive outcomes. With this information, nurse educators can plan service-learning experiences more efficiently.

2

Lemanski, Bethany I. "Designs for the manufacture of manipulable plastic DNA/RNA building blocks for learning life science." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/84400.

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Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 2013.
Cataloged from PDF version of thesis.
Includes bibliographical references (page 93).
The subject of this thesis is the design of custom injection-molded manipulable DNA building blocks for use in a hands-on life sciences educational kit. The new design of the DNA building blocks is meant to replace the existing building blocks, which are hand-constructed from 12 existing LEGO® blocks and glued together by volunteers. The goals of the new design are to reduce the part count, increase the ease of assembly and outsource it to the end-user, and reduce dependence on the availability of LEGO components without sacrificing function and while keeping mold and production costs low. The functional requirements for the building blocks were determined through detailed conversations with the designer of the existing LEGO DNA Learning Center Set and its supplementary curriculum materials. Simple mechanical models and 3D-printed prototypes were used in an iterative design process. The part count for each building block was reduced to 3, which require 6 unique molds. Several design options for each of the three subcomponents of the DNA building blocks are presented for further assessment of mold cost and manufacturability.
by Bethany I. Lemanski.
S.B.
3

Parthemore, Joel E. "Concepts enacted : confronting the obstacles and paradoxes inherent in pursuing a scientific understanding of the building blocks of human thought." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/6954/.

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This thesis confronts a fundamental shortcoming in cognitive science research: a failure to be explicit about the theory of concepts underlying cognitive science research and a resulting failure to justify that theory philosophically or otherwise. It demonstrates how most contemporary debates over theories of concepts divide over whether concepts are best understood as (mental) representations or as non-representational abilities. It concludes that there can be no single correct ontology, and that both perspectives are logically necessary. It details three critical distinctions that are frequently neglected: between concepts as we possess and employ them non-reflectively, and concepts as we reflect upon them; between the private (subjective) and public (inter-subjective) aspects of concepts; and between concepts as approached from a realist versus anti-realist perspective. Metaphysical starting points fundamentally shape conclusions. The main contribution of this thesis is a pragmatic, meticulously detailed, and distinctive account of concepts in terms of their essential nature, core properties, and context of application. This is done within the framework of Peter Gärdenfors' conceptual spaces theory of concepts, which is offered as a bridging account, best able to tie existing theories together into one framework. A set of extensions to conceptual spaces theory, called the unified conceptual space theory, are offered as a means of pushing Gärdenfors' theory in a more algorithmically amenable and empirically testable direction. The unified conceptual space theory describes how all of an agent's many different conceptual spaces, as described by Gärdenfors, are mapped together into one unified space of spaces, and how an analogous process happens at the societal level. The unified conceptual space theory is put to work offering a distinctive account of the co-emergence of concepts and experience out of a circularly causal process. Finally, an experimental application of the theory is presented, in the form of a simple computer program.
4

Ingvaldsdóttir, Embla, and Mikaela Sundin. "Learning Ecosystem : A framework for large manufacturing firms based on practical and theoretical insights." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-299781.

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The purpose of the study has been to investigate and shed light on practical measures companies take to create a culture that promotes learning, as well as the role of technology. It is an important topic for organizations to face major challenges regarding reskilling and upskilling of employees, to ensure that the company has the right skills for the future. We have examined 11 companies where we took a closer look at their organizational structure, how they use leadership around learning, their vision, mission and strategy for learning, what technology is used for learning (and how and why exactly these technologies), how they create and buy digital content / courses, what can be measured and used as guidelines for driving learning and finally we have looked at the challenges production companies are especially faced with. Our analysis shows that there are some common denominators in which competencies and tasks must exist and take place internally to be able to facilitate work towards a learning culture, that learning is designed after having a high business relevance, that the top management's attitude to learning is essential, that learning technologies are used frequently, there is data on learning activities that can be used as guidelines and that production companies need to take special measures to be able to include their entire workforce in their learning initiatives. Our analysis also shows that the quality and usefulness of learning technologies has accelerated in recent years and has been given a leading role in organizations' investments to improve the learning culture. In the report, we propose that companies realize the power they have to influence how learning is done by setting up and working with the essential building blocks of the learning ecosystem we have identified.
Syftet med studien har varit att undersöka och belysa praktiska åtgärder företag tar sig an för att skapa en kultur som främjar lärande, samt vilken roll teknologi har. Det är ett viktigt ämne för att organisationer står inför stora utmaningar gällande upplärning och omskolning av anställda, för att säkerställa att företaget har rätt kompetenser. Vi har undersökt 11 företag där vi har tittat närmare på deras organisationsstruktur, hur de använder sig av ledarskap kring lärande, deras vision, mission och strategi för lärande, vilka teknologier som används för lärande (samt hur och varför just dessa teknologier), hur de skapar och köper in digitalt innehåll/kurser, vad som kan mätas och användas som riktlinjer för att driva lärande och till sist har vi tittat på utmaningar produktionsföretag speciellt ställs inför. Vår analys visar att det finns några gemensamma nämnare i vilka kompetenser och arbetsuppgifter som ska finnas internt för att lättare kunna arbeta mot en lärande kultur, att lärande designas efter att ha hög affärsrelevans, att högsta ledningens inställning till lärande är essentiell, att lärande teknologier används flitigt, det finns data kring lärande aktiviteter som kan användas som riktlinjer samt att produktionsbolag behöver vidta särskilda åtgärder för att kunna inkludera hela sin arbetsstyrka i sina lärande initiativ. Vår analys visar även att kvaliteten på och nyttan av lärande teknologier har accelererat de senaste åren och har fått en huvudroll i organisationers investeringar för att förbättra lärande kulturen. I rapporten föreslår vi att företag inser makten de har att påverka hur lärande går till genom att sätta upp och arbeta med de olika delarna vi belyser är essentiella i ett lärande ekosystem.
5

Zhu, Shaojuan. "Associative memory as a Bayesian building block /." Full text open access at:, 2008. http://content.ohsu.edu/u?/etd,655.

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Marfia, Jessica. "Back2Basics: mental health building blocks for learning." Thesis, 2021. https://hdl.handle.net/2144/41872.

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There is mental health crisis affecting America’s children and youth and a significant gap exists between professional knowledge and the practical application of prevention and intervention strategies for this population. Since children spend a significant portion of their waking hours in school settings, applying mental health programming within educational contexts is a logical concept. However, with such a significant need for mental health services, neither the US healthcare system nor school systems are able to keep up in providing adequate support for struggling children (Blackman et al., 2016; Franz et al., 2016; Merikangas et al., 2010; Merikangas et al., 2011; Torio et al., 2015). As holistic healthcare practitioners with a rich history in mental health, school-based occupational therapy practitioners are in a particularly advantageous position to address psychosocial issues in children and youth and are considered qualified professionals when it comes to providing both universal and targeted mental health supports for students in California Public Schools (AOTA, 2014; California Department of Education, 2012). However, several barriers pose challenges to this model of practice, and school occupational therapy practitioners rarely focus on social emotional factors (Barnes et al., 2003). This limited focus also results in misperceptions of the role and scope of occupational therapy practice, particularly as it relates to mental health (Cahill & Egan, 2017; Henderson et al, 2005; Pottebaum & Svinarich, 2005; Smith & Mackenzie, 2011). So, although schools struggle to provide adequate mental health services for at-risk students, occupational therapy practitioners are not invited to the table when it comes to discussing school-based mental health interventions or initiatives (Cahill & Egan, 2017; California Department of Education, 2012; Chan et al., 2017; Henderson et al., 2015). In order to reinforce the role and capacity of occupational therapy practitioners and educators in the promotion of positive mental health and social emotional well-being in students, a program is needed to support school-based practitioners in providing effective mental health interventions. Back2Basics aims to do this by supporting school occupational therapy practitioners’ knowledge and confidence in mental health service provision, facilitating enhanced collaborative relationships between occupational therapy practitioners and school staff and providing an evidence-based framework for teachers and administrators to create school environments and educational programming that supports the psychosocial needs of their students (Ryan & Deci, 2017). As such, the program being proposed has been aptly named Back2Basics to represent its focus on practical interventions intended to fulfill the foundational components of psychosocial health and well-being.
7

Simsek, Ozgur. "Behavioral building blocks for autonomous agents: Description, identification, and learning." 2008. https://scholarworks.umass.edu/dissertations/AAI3337035.

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The broad problem I address in this dissertation is design of autonomous agents that can efficiently learn how to achieve desired behaviors in large, complex environments. I focus on one essential design component: the ability to form new behavioral units, or skills, from existing ones. I propose a characterization of a useful class of skills in terms of general properties of an agent's interaction with its environment—in contrast to specific properties of a particular environment—and I introduce methods that can be used to identify and acquire such skills autonomously.
8

Kuo, Chi-Lien, and 郭啓鍊. "Correct Recognition of Building Blocks in Mixed-Signal Circuits Based on Machine Learning Model." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/3ge63r.

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博士
國立中央大學
電機工程學系
106
The design of analog/mixed-signal (AMS) integrated circuits is getting complex as technology advances. Speeding up AMS simulation becomes a key to solve the system verification issues for SOC designs. Building their behavioral models for analog circuit blocks by hardware description language is an efficient approach for verifying AMS systems. If each analog circuit can be transformed into their corresponding behavioral models automatically, the simulation time for the analog part can be greatly reduced. In this thesis, we have developed an efficient structure analysis flow that can extract the building blocks, no matter it is an analog block or digital block, in a mixed-signal design automatically based on given circuit specifications and netlist. Using a special encoding scheme, the digital and analog blocks in the netlist can be identified quickly and replaced by the behavior models built in the library. However, in previous works, the identified blocks may have overlap issues. In this thesis, we use machine learning model to help users determine the correct structure that each device belongs to based on the similarity of real simulation behaviors. As shown in the experiments, the efficiency and accuracy of the identification results can be improved to reduce the extra efforts for system verification.
9

Liao, Sze-yu, and 廖斯于. "Effects of Improving Teaching Strategies Leading in Program Building Blocks on Learning Motivation of Skill-based High School Students' Program Design Course -Taking Code.org as an Example." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/wms3j6.

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碩士
國立交通大學
理學院科技與數位學習學程
105
Learning motivation is an inner psychic factor that can drive students to study. As a teacher, it's a big challenge how to arouse student's learning motivation and aim to the teaching indicators. According to the plan of 12-year Compulsory Education, the programming course is the major curriculum in technology domain, which language is assigned to be one subject of Technological College Entrance Exam, but these students will feel frustrated due to its rigorous procedures and complex grammar. The purpose of this study is to enhance students' learning motivation by the improvement of the comprehensive teaching strategies leading programming building blocks into the course. This research was conducted using Quasi-Experimental Design, The subjects were the first-year students who studied at data processing department in the skill-based high school. They were divided into Experimental and Control group. The former was taught by leading-in programming building blocks with the code.org website 8 hours, and processed by the teaching strategies of ARCS (Attention Relevance Confidence Satisfaction, ARCS) model(Keller, 1987) which was constructed on four factors to stimulate the motivation to learn. The other was taught 8 hours by the traditional method classes. Utilizing evaluation of pre-test and post-test learning motivation questionnaire, this study will discuss the influence of the leading-in programming blocks strategies on students' learning motivation. Significant results were as followed: 1. Leading-in programming blocks matching the teaching strategies can improve the student learning motivation. 2. Interesting teaching materials and getting self-confidence by getting learning acknowledgement can enhance the student learning motivation. 3. Offer the display opportunity of the Highly positive students can be arousing their learning motivation.
10

Wang, Jyun-Di, and 王俊迪. "Children’s Learning with Fischertechnik Digital Teaching-Material and Building Block: A Feasibility Study." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/14026202406900691371.

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Abstract:
碩士
國立臺北教育大學
數位科技設計學系(含玩具與遊戲設計碩士班)
103
Today the Science and Technology course taught in elementary schools comprises topics in nature, science, and daily life knowledge and tends to learner-centered, which means letting children acquire knowledge in science through doing experiments themselves. However, for chapters related to transportation, there is limited equipment in the laboratory for students to gain hands-on experiences. For this reason, building blocks are being used as substitute equipment. According to our observation, many types of laboratory equipment are available in Taiwan, but very few can actually be meet teachers’ needs in teaching while also providing learning opportunity for children. In this study, we used the combination of fischertechnik building blocks available on the market and digital teaching-materials made by ourselves, so as to help children increase their concentration and patience in learning and to teach them the principles of science formation and reaction. We used case study research method to understand the participants’ perceptions before vs. after the application of the new teaching aid. Interviews were also made with their parents for further analysis. The results are as follows: first, the digital teaching-materials have created motivations for the children to learn. Second, the children can better understand the principles behind transportation if aided by the digital teaching-materials. Third, the parents of our participants have shown great interest in our project. In the future, teachers or parents can use this method that combines digital games and physical teaching aids to help maximize students’ learning.

Books on the topic "Learning building blocks":

1

Jenkinson, Jill. Building Blocks for Learning Occupational Therapy Approaches. New York: John Wiley & Sons, Ltd., 2008.

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Watt, Molly. Teaching with Logo: Building blocks for learning. Menlo Park, Calif: Addison-Wesley Pub. Co., 1986.

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Jenkinson, Jill, Tessa Hyde, and Saffia Ahmad. Building Blocks for Learning: Occupational Therapy Approaches. Chichester, West Sussex, United Kingdom: John Wiley & Sons, Ltd, 2008. http://dx.doi.org/10.1002/9780470988138.

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Young, Mark E. Learning the art of helping: Building blocks and techniques. 2nd ed. Upper Saddle River, N.J: Merrill, 2001.

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Young, Mark E. Learning the art of helping: Building blocks and techniques. 3rd ed. Upper Saddle River, N.J: Pearson, 2005.

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Young, Mark E. Learning the art of helping: Building blocks and techniques. 4th ed. Upper Saddle River, N.J: Merrill/Pearson, 2009.

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Young, Mark E. Learning the art of helping: Building blocks and techniques. 5th ed. Upper Saddle River, N.J: Prentice Hall, 2013.

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Young, Mark E. Learning the art of helping: Building blocks and techniques. Upper Saddle River, N.J: Merrill, 1998.

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Laurie, Sanders G. Building blocks of light: Teaching students with learning disabilities how to improve their minds : building blocks of light : a guide for counselors and elementary school educators. [S.l.]: M. Laurie, 2003.

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MacDonald, Sharon. Block play: The complete guide to learning and playing with blocks. Beltsville, MD: Gryphon House, 2001.

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Book chapters on the topic "Learning building blocks":

1

Workman, Barbara, and Darryll Bravenboer. "Flexible frameworks and building blocks." In Facilitating Work-based Learning, 52–72. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40325-4_4.

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Paul, Peter. "Words: The Building Blocks of Meaning." In Linguistics for Language Learning, 216–32. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-15182-0_13.

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Okita, Alex. "Basics: The Building Blocks of Code." In Learning C# Programming with Unity 3D, 117–94. Second edition. | Boca Raton, FL : CRC Press/Taylor & Francis Group, 2019.: A K Peters/CRC Press, 2019. http://dx.doi.org/10.1201/9780429810251-4.

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Sangkavichitr, Chalermsub, and Prabhas Chongstitvatana. "Fragment as a Small Evidence of the Building Blocks Existence." In Evolutionary Learning and Optimization, 25–44. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-12834-9_2.

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Lin, Juncong, Wei Yang, Xing Gao, and Minghong Liao. "Learning to Assemble Building Blocks with a Leap Motion Controller." In Advances in Web-Based Learning -- ICWL 2015, 258–63. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25515-6_25.

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Bærendsen, Niels Kristian, Carsten Jessen, and Jacob Nielsen. "Music-Making and Musical Comprehension with Robotic Building Blocks." In Learning by Playing. Game-based Education System Design and Development, 399–409. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03364-3_48.

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Jonassen, David H. "Assembling and Analyzing the Building Blocks of Problem-Based Learning Environments." In Handbook of Improving Performance in the Workplace: Volumes 1-3, 361–94. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2010. http://dx.doi.org/10.1002/9780470592663.ch11.

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Lucas, S. M. "Forward-backward building blocks for evolving neural networks with intrinsic learning behaviours." In Biological and Artificial Computation: From Neuroscience to Technology, 723–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/bfb0032531.

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Shepherd, Dean A., and Holger Patzelt. "A Lean Framework for Starting a New Venture." In Entrepreneurial Strategy, 51–71. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78935-0_3.

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Abstract:
AbstractThe lean startup framework is one of the most popular contributions in the practitioner-oriented entrepreneurship literature. This chapter builds on a recent paper (Shepherd & Gruber in Entrepreneurship Theory and Practice. 10.1177/1042258719899415, 2020) to highlight new insights into how new ventures are started based on the lean startup framework. Specifically, we describe the origin of the lean startup framework and its five main building blocks—(1) identifying and evaluating market opportunities in startups, (2) designing business models, (3) engaging in validated learning (including customer development), (4) building minimum viable products, and (5) learning whether to persevere with or pivot from the current course of action. We organize these building blocks into a framework suggesting how considering the contextual characteristics of and the interdependencies between the building blocks can enrich our understanding of using the lean startup framework to start a new venture.
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Dong, Longzhu, Angie Stombaugh, and Cindy Albert. "Structuring Your IB Course to Create a Foreign Market Entry Plan Using Active Learning Strategies as “Building Blocks”." In The Palgrave Handbook of Learning and Teaching International Business and Management, 137–57. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20415-0_7.

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Conference papers on the topic "Learning building blocks":

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Stary, Christian, and Claudia Kaar. "Design-Integrated IoT Capacity Building using Tangible Building Blocks." In 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2020. http://dx.doi.org/10.1109/icalt49669.2020.00060.

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Nielsen, Jacob, Niels K. Baerendsen, and Carsten Jessen. "RoboMusicKids – Music Education with Robotic Building Blocks." In 2008 Second IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning. IEEE, 2008. http://dx.doi.org/10.1109/digitel.2008.25.

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Enriquez-Mier-y-Teran, F. E., G. Angelis, O. Brandt, S. R. Meikle, R. R. Fulton, and A. Z. Kyme. "Building Blocks for Deep Learning-Based Motion Correction in PET." In 2020 IEEE Nuclear Science Symposium and Medical Imaging Conference (NSS/MIC). IEEE, 2020. http://dx.doi.org/10.1109/nss/mic42677.2020.9508099.

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Vanloffelt, Marnick, Gonzalo Napoles, and Koen Vanhoof. "Fuzzy-Rough Cognitive Networks: Building Blocks and Their Contribution to Performance." In 2019 18th IEEE International Conference On Machine Learning And Applications (ICMLA). IEEE, 2019. http://dx.doi.org/10.1109/icmla.2019.00159.

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Iqbal, Muhammad, Will N. Browne, and Mengjie Zhang. "Extracting and using building blocks of knowledge in learning classifier systems." In the fourteenth international conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2330163.2330283.

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Yu, Tian-Li, Kumara Sastry, and David E. Goldberg. "Linkage learning, overlapping building blocks, and systematic strategy for scalable recombination." In the 2005 conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1068009.1068209.

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Lucas, S. M. "Forward-backward building blocks for evolving neural networks with intrinsic learning behaviours." In IEE Colloquium on Neural and Fuzzy Systems: Design, Hardware and Applications. IEE, 1997. http://dx.doi.org/10.1049/ic:19970734.

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Perera, Ian, James Allen, Choh Man Teng, and Lucian Galescu. "Building and Learning Structures in a Situated Blocks World Through Deep Language Understanding." In Proceedings of the First International Workshop on Spatial Language Understanding. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/w18-1402.

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Chen, Liang-Yu, Po-Ming Lee, and Tzu-Chien Hsiao. "A sensor tagging approach for reusing building blocks of knowledge in learning classifier systems." In 2015 IEEE Congress on Evolutionary Computation (CEC). IEEE, 2015. http://dx.doi.org/10.1109/cec.2015.7257256.

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Kreienbuhl, Tobias, Richard Wetzel, Naomi Burgess, Andrea Maria Schmid, and Dorothee Brovelli. "AR Circuit Constructor: Combining Electricity Building Blocks and Augmented Reality for Analogy-Driven Learning and Experimentation." In 2020 IEEE International Symposium on Mixed and Augmented Reality Adjunct (ISMAR-Adjunct). IEEE, 2020. http://dx.doi.org/10.1109/ismar-adjunct51615.2020.00019.

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