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Journal articles on the topic 'Spaced learning activity'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

LaTour, Kathryn A., and Hayden N. Noel. "Self-Directed Learning Online: An Opportunity to Binge." Journal of Marketing Education 43, no. 2 (2021): 174–88. http://dx.doi.org/10.1177/0273475320987295.

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The online classroom is self-directed, where students decide when and how often they access their course material. Even in the traditional classroom, students have shown a propensity to shift their time allocation to the last minute, so it is not clear what happens when they have full control over their learning schedules. Our interest is whether this self-directed learning environment produces similar harmful binge behavior as observed with online television, where memory and satisfaction with the experience decrease over time. With access to clickstream data from an online e-educator, we fou

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Eisenberg, Sarita. "What Works in Therapy: Further Thoughts on Improving Clinical Practice for Children With Language Disorders." Language, Speech, and Hearing Services in Schools 45, no. 2 (2014): 117–26. http://dx.doi.org/10.1044/2014_lshss-14-0021.

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Purpose In this response to Kamhi (2014), the author reviewed research about what does and does not help children with language impairment (LI) to learn grammatical features and considered how that research might inform clinical practice. Method The author reviewed studies about therapy dose (the number of learning episodes per session) and dose frequency (how learning episodes are spaced over time) and also reviewed studies about dose form, including input characteristics and therapy strategies. Conclusion Although the research is limited, it offers implications for how clinicians do therapy.

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Scharf, Matthew T., Newton H. Woo, K. Matthew Lattal, Jennie Z. Young, Peter V. Nguyen, and Ted Abel. "Protein Synthesis Is Required for the Enhancement of Long-Term Potentiation and Long-Term Memory by Spaced Training." Journal of Neurophysiology 87, no. 6 (2002): 2770–77. http://dx.doi.org/10.1152/jn.2002.87.6.2770.

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Spaced training is generally more effective than massed training for learning and memory, but the molecular mechanisms underlying this trial spacing effect remain poorly characterized. One potential molecular basis for the trial spacing effect is the differential modulation, by distinct temporal patterns of neuronal activity, of protein synthesis-dependent processes that contribute to the expression of specific forms of synaptic plasticity in the mammalian brain. Long-term potentiation (LTP) is a type of synaptic modification that may be important for certain forms of memory storage in the mam

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Miyamoto, Yohsuke Roy, Cody Coleman, Joseph Jay Williams, Jacob Whitehill, Sergiy Nesterko, and Justin Reich. "Beyond Time-on-Task: The Relationship Between Spaced Study and Certification in MOOCs." Journal of Learning Analytics 2, no. 2 (2015): 47–69. http://dx.doi.org/10.18608/jla.2015.22.5.

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A long history of laboratory and field experiments has demonstrated that dividing study time into many sessions is often superior to massing study time into few sessions, a phenomenon widely known as the “spacing effect.” Massive open online courses (MOOCs) collect abundant data about student activity over time, but little of its early research has used learning theory to interrogate these data. Taking inspiration from this psychology literature, here we use data collected from MOOCs to identify observational evidence for the benefits of spaced practice in educational settings. We investigated

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Yazidi, Anis, Asieh Abolpour Mofrad, Morten Goodwin, Hugo Lewi Hammer, and Erik Arntzen. "Balanced difficulty task finder: an adaptive recommendation method for learning tasks based on the concept of state of flow." Cognitive Neurodynamics 14, no. 5 (2020): 675–87. http://dx.doi.org/10.1007/s11571-020-09624-3.

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Abstract An adaptive task difficulty assignment method which we reckon as balanced difficulty task finder (BDTF) is proposed in this paper. The aim is to recommend tasks to a learner using a trade-off between skills of the learner and difficulty of the tasks such that the learner experiences a state of flow during the learning. Flow is a mental state that psychologists refer to when someone is completely immersed in an activity. Flow state is a multidisciplinary field of research and has been studied not only in psychology, but also neuroscience, education, sport, and games. The idea behind th

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Markelz, Ana Elizabeth, Alice Barsoumian, and Heather Yun. "Formalization of a Specialty-Specific Military Unique Curriculum: A Joint United States Army and United States Air Force Infectious Disease Fellowship Program." Military Medicine 184, no. 9-10 (2019): 509–14. http://dx.doi.org/10.1093/milmed/usz006.

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Abstract Introduction There are many unique aspects to the practice of military Infectious Diseases (ID). San Antonio Uniformed Services Health Consortium Infectious Disease (ID) Fellowship is a combined Army and Air Force active duty program. Program leadership thought ID military unique curriculum (MUC) was well integrated into the program. We sought to verify this assumption to guide the decision to formalize the ID MUC. This study describes our strategy for the refinement and implementation of ID specific MUC, assesses the fellow and faculty response to these changes, and provides an examp

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Bernardi, Giulio, Monica Betta, Jacinthe Cataldi, et al. "Visual imagery and visual perception induce similar changes in occipital slow waves of sleep." Journal of Neurophysiology 121, no. 6 (2019): 2140–52. http://dx.doi.org/10.1152/jn.00085.2019.

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Previous studies have shown that regional slow-wave activity (SWA) during non-rapid eye movement (NREM) sleep is modulated by prior experience and learning. Although this effect has been convincingly demonstrated for the sensorimotor domain, attempts to extend these findings to the visual system have provided mixed results. In this study we asked whether depriving subjects of external visual stimuli during daytime would lead to regional changes in slow waves during sleep and whether the degree of “internal visual stimulation” (spontaneous imagery) would influence such changes. In two 8-h sessi

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Cook, Diane. "Learning Setting-Generalized Activity Models for Smart Spaces." IEEE Intelligent Systems 27, no. 1 (2012): 32–38. http://dx.doi.org/10.1109/mis.2010.112.

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Kayama, Mizue, and Toshio Okamoto. "Collaborative Learning in the Internet Learning Space." Industry and Higher Education 16, no. 4 (2002): 249–59. http://dx.doi.org/10.5367/000000002101296360.

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The purpose of this study is to support learning activity in the Internet learning space. In this paper, the authors examine knowledge management and the presentation of information for collaborative learning support. RAPSODY-EX (Remote and Adaptive Educational Environment: A Dynamic Communicative System for Collaborative Learning) is a remote learning support environment organized as a learning infrastructure. RAPSODY-EX can effectively carry out collaborative learning support in asynchronous and synchronous learning modes. Remote learning is a learning style in which both individual and coll

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Carvalho, Lucila, and Pippa Yeoman. "Performativity of Materials in Learning: The Learning-Whole in Action." Journal of New Approaches in Educational Research 10, no. 1 (2021): 28. http://dx.doi.org/10.7821/naer.2021.1.627.

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Contemporary educational practices have been calling for pedagogical models that foreground flexibility, agency, ubiquity, and connectedness in learning. These models have, in turn, been stimulating redevelopments of educational infrastructure –with physical contours reconfigured into novel complex learning spaces at universities, schools, museums, and libraries. Understanding the complexity of these innovative learning spaces requires an acknowledgement of the material and digital as interconnected. A ‘physical’ learning space is likely to involve a range of technologies and in addition to pa

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WATANABE, Yutaka, Takehisa YAIRI, and Kazuo MACHIDA. "Autonomous Motion Learning for Intra-Vehicular Activity Space Robot." JOURNAL OF THE JAPAN SOCIETY FOR AERONAUTICAL AND SPACE SCIENCES 57, no. 671 (2009): 468–75. http://dx.doi.org/10.2322/jjsass.57.468.

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Robbani, Hamzah, Nicky Rosadi, and Oktaviandani Nurfitria. "Creating a Learning Management System at the Smart Bangun Negeri Community Learning Activity Center." KANGMAS: Karya Ilmiah Pengabdian Masyarakat 1, no. 2 (2020): 75–78. http://dx.doi.org/10.37010/kangmas.v1i2.52.

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In accordance with the Education Service Circular No. 4 of 2020 related to Learning during the Covid-19 Pandemic Period, PKBM Smart Bangun Negeri developed learning methods through online methods, which in this case were accompanied by a community service team from the Indraprasta PGRI university. The abdimas team created a virtual learning room with the Moodle platform that was tailored to the learning needs of the Smart Bangun Negeri PKBM. As a result of this abdimas, PKBM Smart Bangun Negeri can organize learning in accordance with the learning standards of the BSNP (National Education Stan

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Carvalho, Lucila. "(Re)Shaping spaces for learning." New Zealand Annual Review of Education 26 (July 1, 2021): 52–59. http://dx.doi.org/10.26686/nzaroe.v26.6858.

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Schools and universities in Aotearoa New Zealand have been transitioning into new spatial configurations. These spaces are being carefully (re)designed to accommodate technology-rich activity, and to enable collaborative teaching and learning in ways that actively engage students in scaffolded inquiry. As teachers and students shift from traditional classroom layouts into flexible learning arrangements, educators are having to deeply rethink their own practices. In addition, the recent Covid-19 outbreak raised new questions in education about the role of technology in learning. This article ar

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Hartikainen, Jani, Anna-Maija Poikkeus, Eero A. Haapala, Arja Sääkslahti, and Taija Finni. "Associations of Classroom Design and Classroom-Based Physical Activity with Behavioral and Emotional Engagement among Primary School Students." Sustainability 13, no. 14 (2021): 8116. http://dx.doi.org/10.3390/su13148116.

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Educational reforms worldwide have resulted in schools increasingly incorporating open and flexible classroom designs. Open learning spaces may contribute to a student’s behavioral and emotional school engagement directly and by facilitating classroom-based physical activity (CPA). We investigated the associations between accelerometer-assessed CPA and student ratings of task-focused behavior and attitude towards school as indicators for behavioral and emotional engagement, respectively, with the associations of gender, grade, and classroom design on CPA among 206 3rd and 5th grade students in

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Vanichvatana, Sonthya. "How social network applications enhancing team project collaborations at home." Cypriot Journal of Educational Sciences 15, no. 2 (2020): 386–98. http://dx.doi.org/10.18844/cjes.v15i2.4812.

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Team project collaboration is an important teaching and learning activity. Informal learning spaces are required to support such outside classrooms learning activity. There are increasing numbers of students who use virtual space platforms and social network applications (SNA) to support team project works at home. The objectives of this study were to understand how students used SNA to support team project works at home, how they learn about SNA, students’ views of pro and con of SNA, and how much students need any supports from higher education institutions on this matter. This research used

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Bradley, Jessica, Emilee Moore, James Simpson, and Louise Atkinson. "Translanguaging space and creative activity: theorising collaborative arts-based learning." Language and Intercultural Communication 18, no. 1 (2017): 54–73. http://dx.doi.org/10.1080/14708477.2017.1401120.

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Demby, Tamar, G. William Rebeck, Christopher Albanese, Olga C. Rodriguez, Yichien Lee, and Jeanne Mandelblatt. "3367 A Mouse Model of APOE Genotype in Chemotherapy Related Cognitive Impairment." Journal of Clinical and Translational Science 3, s1 (2019): 1. http://dx.doi.org/10.1017/cts.2019.6.

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OBJECTIVES/SPECIFIC AIMS: Chemotherapy-related cognitive impairment (CRCI) affects 15-35% of breast cancer survivors and constitutes a significant challenge for survivor quality of life. Among older breast cancer survivors who received chemotherapy treatment, carriers of at least one ɛ4 allele of the APOE gene, which encodes apolipoprotein E, are at higher risk for developing CRCI than non-carriers. APOE4 is well characterized as the strongest genetic risk factor for Alzheimer’s disease, but how it contributes to CRCI is not yet understood, and no animal models of APOE genotype and CRCI have y

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Grzegorczyk, Grzegorz. "The Learning Space in Tutoring." Chinese Semiotic Studies 15, no. 4 (2019): 589–626. http://dx.doi.org/10.1515/css-2019-0031.

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Abstract Following the relational turn that has been observed in the areas of therapy and medical care (cf. Dinis 2010), a similar trend is beginning to develop in education. One didactic manifestation is in academic tutoring, and can be considered as a prototype of personalized education, which is founded on interactivity, dialogicality, and languaging. In our text, we focus on the phenomenon of interactivity and, predominantly, languaging as the substrate for the emergence of a special domain. Here, the learning space is defined as “a cognitive situation where a learner attunes in his/her ow

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Shelke, Sagar, and Baris Aksanli. "Static and Dynamic Activity Detection with Ambient Sensors in Smart Spaces." Sensors 19, no. 4 (2019): 804. http://dx.doi.org/10.3390/s19040804.

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Convergence of Machine Learning, Internet of Things, and computationally powerful single-board computers has boosted research and implementation of smart spaces. Smart spaces make predictions based on historical data to enhance user experience. In this paper, we present a low-cost, low-energy smart space implementation to detect static and dynamic human activities that require simple motions. We use low-resolution (4 × 16) and non-intrusive thermal sensors to collect data. We train six machine learning algorithms, namely logistic regression, naive Bayes, support vector machine, decision tree,

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Yusoff, Siti Rosni Mohamad, and Nor Azan Mat Zin. "Activity Theory to Guide Online Collaborative Learning Instructional Design." International Journal of Systems and Service-Oriented Engineering 3, no. 2 (2012): 15–29. http://dx.doi.org/10.4018/jssoe.2012040102.

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Learning Management Systems (LMS) are facing challenges to improve its traditional focus on individual learning towards social learning. Despite the great success in distributing learning materials and managing students, the availability of the read and write features of social networking applications had encouraged educators to move their learning spaces toward a more interactive applications. Collaborative learning builds its character from social learning, had been established as an activity that enhances students’ knowledge building, team learning and sharing of knowledge among peers. Deve

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Lee, Ernest Y., Benjamin M. Fulan, Gerard C. L. Wong, and Andrew L. Ferguson. "Mapping membrane activity in undiscovered peptide sequence space using machine learning." Proceedings of the National Academy of Sciences 113, no. 48 (2016): 13588–93. http://dx.doi.org/10.1073/pnas.1609893113.

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There are some ∼1,100 known antimicrobial peptides (AMPs), which permeabilize microbial membranes but have diverse sequences. Here, we develop a support vector machine (SVM)-based classifier to investigate ⍺-helical AMPs and the interrelated nature of their functional commonality and sequence homology. SVM is used to search the undiscovered peptide sequence space and identify Pareto-optimal candidates that simultaneously maximize the distanceσfrom the SVM hyperplane (thus maximize its “antimicrobialness”) and its ⍺-helicity, but minimize mutational distance to known AMPs. By calibrating SVM ma

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VanLehn, Kurt. "Model construction as a learning activity: a design space and review." Interactive Learning Environments 21, no. 4 (2013): 371–413. http://dx.doi.org/10.1080/10494820.2013.803125.

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Omae, Yuto, and Hirotaka Takahashi. "Feature Selection Algorithm Considering Trial and Individual Differences for Machine Learning of Human Activity Recognition." Journal of Advanced Computational Intelligence and Intelligent Informatics 21, no. 5 (2017): 813–24. http://dx.doi.org/10.20965/jaciii.2017.p0813.

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In recent years, many studies have been performed on the automatic classification of human body motions based on inertia sensor data using a combination of inertia sensors and machine learning; training data is necessary where sensor data and human body motions correspond to one another. It can be difficult to conduct experiments involving a large number of subjects over an extended time period, because of concern for the fatigue or injury of subjects. Many studies, therefore, allow a small number of subjects to perform repeated body motions subject to classification, to acquire data on which

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Yeh, Chiu-Yu, and Yaw-Shyan Tsay. "Using Machine Learning to Predict Indoor Acoustic Indicators of Multi-Functional Activity Centers." Applied Sciences 11, no. 12 (2021): 5641. http://dx.doi.org/10.3390/app11125641.

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In Taiwan, activity centers such as school auditoriums and gymnasiums are common multi-functional spaces that are often used for performances, singing, and speeches. However, most cases are designed using only Sabine’s equation for architectural acoustics. Although that estimation formula is simple and fast, the calculation process ignores many details. Furthermore, while more accurate analysis can be obtained through acoustics simulation software, it is more complicated and time-consuming and thus is rarely used in practical design. The purpose of this study is to use machine learning to prop

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Ardito, Gerald, and Betül Czerkawski. "The Development of Autonomous Student Learning Networks: Patterns of Interactions in an Open World Learning Environment for Teachers Exploring Teaching with and through Computer Science." Sustainability 13, no. 16 (2021): 8696. http://dx.doi.org/10.3390/su13168696.

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This pilot case study sought to investigate patterns of interactions between learners and their instructor in a teacher education course called “Computer Science for Teachers”. This course was constructed to leverage aspects of open world game design elements in order to investigate the effects of degrees of autonomy in gameplay/learning. This course was conducted in a specially built social learning platform based on Elgg software. Student interactions with the instructor and other students in this course were analyzed to determine the learning networks students constructed during each key le

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Schirmer, Frank, and Silke Geithner. "Power relations in organizational change: an activity-theoretic perspective." Journal of Accounting & Organizational Change 14, no. 1 (2018): 9–32. http://dx.doi.org/10.1108/jaoc-11-2016-0074.

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Purpose The purpose of this study is to develop a multi-level and politically informed perspective on organizational learning and change based on the cultural-historical activity theory (CHAT) in order to contribute to a less managerialist and more multi-voiced understanding of change. The authors aim for a better understanding of the links between expansive learning, contradictions in and of activity systems and episodic and systemic power. Design/methodology/approach The authors develop a framework on expansive learning, integrating the concept of faces of power. The framework is applied to

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Vanichvatana, Sonthya. "How social network applications enhancing team project collaborations at home." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 5 (2019): 36–49. http://dx.doi.org/10.18844/prosoc.v6i5.4372.

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Team project collaboration is an important teaching and learning activity. Informal learning spaces are required to support such outside classrooms learning activity. There are increasing numbers of students who use virtual space platforms and social network applications (SNA) to support team project works at home. The objectives of this study were to understand how students used SNA to support team project works at home, how they learn about SNA, students’ views of pro and con of SNA and how much students need any supports from higher education institutions (HEI) on this matter. This research

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Silchenkova, Lyudmila, Sergey Likhachev, Natalya Desyaeva, Tatyana Likhacheva, and Natalia Sheveleva. "Learning opportunities of urban space semiotics." SHS Web of Conferences 98 (2021): 03008. http://dx.doi.org/10.1051/shsconf/20219803008.

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The article deals with the study of the semiotic opportunities of the urban space as a learning tool. The authors analyze the literature on urban research and point to the significant interest of the education system in various manifestations of urban life: architectural, design, environmental, adaptational, etc. The notion of “city” in numerous studies usually means an environment full of different natural objects and structures. The latter should include houses, sculptural and architectural monuments, specially organized urban space, for example, the city center and its peripheral area marke

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Szécsi, Gábor. "Communication and Learning in the New Media Space." Acta Technologica Dubnicae 2, no. 1 (2012): 43–46. http://dx.doi.org/10.1515/atd-2015-0052.

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AbstractThe age of electronic communication is the age of opening categorical and classification boundaries. In the new media space the traditional distinctions between children and adult experiences collapse and disappear. The aim of this essay is to show that the use of electronic technologies has abolished the traditional pedagogical thinking, and brings in new conventions. As a result of evolving new practices which rely on electronic communication devices, communication has become an essential activity among children, helping them acquire and share everyday information and knowledge with

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Kampamba, Royda. "Teaching and Learning of Chemistry: The Hybridity of Third Space Approach." Interdisciplinary Journal of Education Research 3, no. 2 (2021): 74–83. http://dx.doi.org/10.51986/ijer-2021.vol3.02.08.

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This article explored diversity and hybridity in the third space as a teaching resource. Students bring to the classroom or third space their diverse sociocultural issues, knowledge levels of chemistry, and socioeconomic status. Educators also bring to the third space their university knowledge and culture. Hence, a classroom or third space is a hybrid. The intersection of the students’ activity systems and educators’ activity systems created a third space. Activity systems are social practices that include the norms, values, divisions of labour, and community goals. The study intended to expl

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Новикова, Е., and E. Novikova. "Principles of Creating an Electronic Educational Space in Humanities." Scientific Research and Development. Economics of the Firm 8, no. 1 (2019): 4–10. http://dx.doi.org/10.12737/article_5c7f8efd3d9f17.92237617.

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The article deals with the approaches to the creation of electronic educational space of the University. Modernization of education requires the implementation of multiple approaches to learning aimed at building the professional potential of students. The main approaches are competence-based, motivational-personal, activity-based, cognitive, structural, information-technical, sociocultural. Systematic application of approaches provides a synergetic effect in the learning process. The variability of methods for creating electronic educational space is also aimed at individualization of learnin

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Jelenc Krašovec, Sabina, Željka Bosanac, Sara Dalila Hočevar, Neža Vrhovec, Nuša Zankolič, and Sonja Kump. "Community members’ initiatives in public open spaces: two case studies from Slovenia." Andragoška spoznanja 23, no. 3 (2017): 55–70. http://dx.doi.org/10.4312/as.23.3.55-70.

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The paper deals with public spaces as open, everyday arenas where people share experiences beyond their immediate circle of friends, family and age group. Public space is understood as a forum for social and personal change (Harvey, 2011; Lefebvre, 2013; Arendt, 1996; Habermas, 1989; 2001). Questions are analysed from the point of view of community members, who are strongly attached to the space and who are interested in belonging and in proactive changes in their living environment (Iecovich, 2014; Kohn 2004; Mean and Tims, 2005). The paper is based on the presumptions that public space has a

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Tilwaldi, Dilmurat, Shigeto Kaneko, Tsukasa Hosomura, Takashi Dasai, Hiroyasu Mitsui, and Hisao Koizumi. "A Cooperation Support Method between Discussion Space and Activity Space in Collaborative Learning and its Experimental Evaluation." IEEJ Transactions on Electronics, Information and Systems 129, no. 4 (2009): 744–54. http://dx.doi.org/10.1541/ieejeiss.129.744.

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Tabuenca, Wu, and Tovar. "The PRISMA: A Visual Feedback Display for Learning Scenarios." Proceedings 31, no. 1 (2019): 81. http://dx.doi.org/10.3390/proceedings2019031081.

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Ambient displays can play an important role in the teaching process guiding students to perform learning activities in public spaces. In the last years, automated feedback is becoming popular due to the proliferation of sensors, actuators, mobile devices, and networks. The contribution of this paper is twofold: (1) first, we present the implementation of an ambient display designed to provide feedback in learning scenarios using different actuators; (2) second, we present the results of a survey to investigate how adequate might be Bluetooth technology to sense and attract students to perform

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Patterson, Pam. "(En)Gendering Difference: A For(u)m for Possibilities." LEARNing Landscapes 4, no. 2 (2011): 233–55. http://dx.doi.org/10.36510/learnland.v4i2.398.

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This inquiry observes how cultural collaborations can create for(u)ms—forms representing narrative activity; for-"ums" for reflective pauses; and forums for discussion— to critically address and provide spaces for playing in and with differences in ability, race, gender, and ethnicity. Using the project gender/TROUBLING as template, it theorizes a performative model for learning to explore the possibilities for engendering diversity and for building responsive, creative, and inclusive teaching/learning practices.

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Ladru, Danielle Ekman, and Katarina Gustafson. "‘Yay, a downhill!’: Mobile preschool children’s collective mobility practices and ‘doing’ space in walks in line." Journal of Pedagogy 9, no. 1 (2018): 87–107. http://dx.doi.org/10.2478/jped-2018-0005.

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Abstract In the field of early childhood research children’s mobility is usually discussed only in terms of physical activity in the preschool yard. More seldom is it discussed in terms of mobility practices and how young children move in public spaces. With unique detailed video-ethnographic data on mobile preschools and a new combination of theories on space, mobilities and peer culture this article analyses how young children negotiate mobility practices and engage in embodied learning in the collective preschool routine of walking in line. Two empirical examples of walking in line in contr

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Hagenah, Sara. "Laughing and Learning Together: Intersections of Socioemotional Activity with Science Talk." Science Education International 32, no. 1 (2021): 14–22. http://dx.doi.org/10.33828/sei.v32.i1.2.

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Culturally sustaining and science education theorists advocate that children need to have opportunities to use personal experiences and background knowledge in dialogue with peers as they make sense of phenomena in the natural world. Practically, this is a challenge to orchestrate—both in classrooms and in out-of-school learning spaces—as teachers and learners navigate the personal, interpersonal, and structural components of talk. What is not well understood, are the multitudes of social interactions that support rigorous and responsive talk. In this paper, I examine how a group of nineteen m

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Dobson, Elizabeth. "Talk for collaborative learning in computer-based music production." Journal of Music, Technology & Education 12, no. 2 (2019): 141–64. http://dx.doi.org/10.1386/jmte_00003_1.

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This article presents a case study exploring the interrelationship between talk and learning in collaborative computer-based music production. Framed by Neil Mercer and Karen Littleton’s Sociocultural perspective on collaborative learning, research on talk and ‘thinking together’ for learning, this study observed two undergraduate composers as they co-produced a contemporary dance film soundtrack across one academic term. The composers recorded their collaboration, providing data for a systematic moment-by-moment micro-analysis focusing on the audio-visual aspects of this project over twelve w

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Koolage, W. John, and Danielle Clevenger. "Undergraduate Conferences as High Impact Practices with an Impact on Gender Parity." Teaching Philosophy 41, no. 3 (2018): 261–84. http://dx.doi.org/10.5840/teachphil201882890.

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There has been a recent explosion of undergraduate philosophy conferences across the United States. In this paper, we explore undergraduate conferences along three lines. First, we argue that, as a well-designed learning activity, undergraduate conferences can serve to increase gender parity in philosophical spaces—a widely accepted and important goal for our discipline. Second, we argue that this increase in parity (and other beneficial learning outcomes) is due, at least in part, to the proper design of undergraduate conferences as High-Impact Practices. Our empirical work on our own undergr

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Maximov, L. K., and L. V. Maximova. "Vasily Vasilyevich Davydov in Nizhnevartovsk: Expanding the Educational Space of Developmental Learning." Психологическая наука и образование 25, no. 4 (2020): 89–99. http://dx.doi.org/10.17759/pse.2020250409.

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Using one of the Russian regions as an example, the article describes the activities of an outstanding Russian psychologist and scientist V.V. Davydov during the period of active introduction of the technology of learning activity into the mass educational practice in Russian schools. We outline the problems V.V. Davydov was interested in, the ones connected with the practical implementation of the theoretical approach of his scientific school to the development of a new content, forms and methods of education. The applied researches of V.V. Davydov’s scientific school which were defined as th

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Reinius, Hanna, Tiina Korhonen, and Kai Hakkarainen. "The design of learning spaces matters: perceived impact of the deskless school on learning and teaching." Learning Environments Research 24, no. 3 (2021): 339–54. http://dx.doi.org/10.1007/s10984-020-09345-8.

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AbstractThis exploratory case study examined the kinds of activity that a ‘deskless school” (i.e., flexible physical school spaces) engenders among pupils and teachers. We also considered the meaning and significance that pupils and teachers attach to various features of the school, as well as the associated action possibilities. The data were gathered in a new school in the Helsinki capital area that was architecturally designed to have flexible learning spaces (FLS) without traditional classrooms or desks for pupils in an attempt to encourage pedagogical renewal. The participants comprised 1

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Tilwaldi, Dilmurat, Shigeto Kaneko, Tsukasa Hosomura, Takashi Dasai, Hiroyasu Mitsui, and Hisao Koizumi. "A method for cooperation support between discussion space and activity space in collaborative learning and its experimental evaluation." Electronics and Communications in Japan 95, no. 2 (2012): 25–38. http://dx.doi.org/10.1002/ecj.10366.

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Istenič, Andreja. "Editorial: Learning and Development." Education & Self Development 16, no. 1 (2021): 6–7. http://dx.doi.org/10.26907/esd16.1.01.

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Learning and development are the focus of The Journal of Education and Selfdevelopment. In the computation era, the contexts and spaces for learning need to be reconsidered. In early learning, the child acts in an approximate environment interacting with parents and also mediated by artefacts. The child learns by sensing human touch and non-verbal communication as well as from the material world surrounding her. Interaction in this approximate environment affords a child in its learning and development through the socialisation process. In post-digital era, the environment is constructed in so

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Matsuki, Moe, Paula Lago, and Sozo Inoue. "Characterizing Word Embeddings for Zero-Shot Sensor-Based Human Activity Recognition." Sensors 19, no. 22 (2019): 5043. http://dx.doi.org/10.3390/s19225043.

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In this paper, we address Zero-shot learning for sensor activity recognition using word embeddings. The goal of Zero-shot learning is to estimate an unknown activity class (i.e., an activity that does not exist in a given training dataset) by learning to recognize components of activities expressed in semantic vectors. The existing zero-shot methods use mainly 2 kinds of representation as semantic vectors, attribute vector and embedding word vector. However, few zero-shot activity recognition methods based on embedding vector have been studied; especially for sensor-based activity recognition,

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Buchenot, Andy, and Tiffany Anne Roman. "Reframing Writing Instruction in Physical Learning Environments: Making Connections Between Digital and Nondigital Technologies." Journal of Teaching and Learning with Technology 8, no. 1 (2019): 87–98. http://dx.doi.org/10.14434/jotlt.v8i1.26793.

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Active Learning Classrooms provide several advantages for teaching and learning by offering many physical and technological affordances that one can choose from when designing instruction. For courses where student writing is central activity to course learning outcomes, a challenge exists in that the innovative digital technologies may hide the opportunity to incorporate non-digital tools, such as paper-based student writing. We argue that treating student writing as a technology can increase opportunities for active learning within technology-enhanced learning environments. In this article,

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Pike, Christopher. "Exploring the Conceptual Space of LEGO: Teaching and Learning the Psychology of Creativity." Psychology Learning & Teaching 2, no. 2 (2002): 87–94. http://dx.doi.org/10.2304/plat.2002.2.2.87.

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This paper reports on the use of the construction toy LEGO as an effective learning resource for undergraduate classes in the psychology of creativity. Students first attended a short series of lectures on aspects of creativity, including learner characteristics such as motivation and metacognition, and theoretical approaches to problem-finding and problem-solving including the Geneplore model and the metaphor of learning as navigation in a multidimensional conceptual space. This was followed by three sessions in which students explored the conceptual space of LEGO under each of three conditio

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Zhang, Jianpeng, and Wei Zhang. "A Network Digital Teaching Mode of Basketball Based on Ecological Learning Space." International Journal of Emerging Technologies in Learning (iJET) 14, no. 17 (2019): 59. http://dx.doi.org/10.3991/ijet.v14i17.11207.

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College basketball course is a basic course concerning students’ physical quality. Traditional physical education neglects students’ dominant role, and limits the development of students’ subjective initiative, thus leading to the situation that students are fond of basketball activities but dislike basketball course. Thus, a network digital teaching mode based on ecological learning space was constructed on the basis of inquiry learning. Based on the development of inquiry learning and ecological learning space, college basketball course was taken for example to analyze digital resource expan

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Shaari, Mariam Felani, Sabarinah Sheikh Ahmad, and Izaham Shah Ismail. "Assessing the Quality of Overall Planning for Public Preschools at Klang Valley in Malaysia." Environment-Behaviour Proceedings Journal 5, SI1 (2020): 3–9. http://dx.doi.org/10.21834/ebpj.v5isi1.2289.

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Poor overall planning leads to overcrowding in preschools. Ample space and a low teacher-child ratio in activity spaces are crucial. This paper investigates and proposes improvements to the overall planning quality of 26 Malaysian public preschools in Klang Valley. Four planning aspects were assessed (building size, size of indoor activity spaces, enrolment and quality of modules) using the Children’s Physical Environment Rating Scale. Most preschools were too small and the average planning quality of the studied preschools was only rated Fair. Design recommendations discussed in this paper wi

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Kuby, Candace R., Tara Gutshall Rucker, and Jessica M. Kirchhofer. "‘Go Be a Writer’: Intra-activity with materials, time and space in literacy learning." Journal of Early Childhood Literacy 15, no. 3 (2015): 394–419. http://dx.doi.org/10.1177/1468798414566702.

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Kumpulainen, Kristiina, and Antti Rajala. "Negotiating time-space contexts in students’ technology-mediated interaction during a collaborative learning activity." International Journal of Educational Research 84 (2017): 90–99. http://dx.doi.org/10.1016/j.ijer.2016.05.002.

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