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LaTour, Kathryn A., and Hayden N. Noel. "Self-Directed Learning Online: An Opportunity to Binge." Journal of Marketing Education 43, no. 2 (January 17, 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 found 62% of the sample binged their learning by concentrating their studies within the semester rather than distributing their online activity throughout. Two types of binge learning emerged as significant: Front-bingers, who accessed the majority of their education early, performed more similarly over time to those who spaced their learning activities. Back-bingers, who accessed the majority of their material late in the semester, did not perform as well. To help us better understand these findings, we used a relatively new measure of behavior called “clumpiness” to summarize their overall online activity. We discuss our findings and their implications for online education and marketing course design.
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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 (April 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. Children with LI need many learning episodes clustered together within sessions but spread out over time across sessions. Input must be grammatical and consistent while providing varied exemplars of the target features. Learning episodes should actively engage children in producing utterances with the target form, but only after they have had the chance to hear some utterances with that feature. The author suggests a session plan that starts with a structured activity and then incorporates the target form into an embedded activity such as storytelling.
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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 (June 1, 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 mammalian brain. To explore the role of protein synthesis in the trial spacing effect, we assessed the protein synthesis dependence of hippocampal LTP induced by 100-Hz tetraburst stimulation delivered to mouse hippocampal slices in either a temporally massed (20-s interburst interval) or spaced (5-min interburst interval) fashion. To extend our studies to the behavioral level, we trained mice in fear conditioning using either a massed or spaced training protocol and examined the sensitivity of long-term memory to protein synthesis inhibition. Larger LTP was induced by spaced stimulation in hippocampal slices. This improvement of synaptic potentiation following temporally spaced synaptic stimulation in slices was attenuated by bath application of an inhibitor of protein synthesis. Further, the maintenance of LTP induced by spaced synaptic stimulation was more sensitive to disruption by anisomycin than the maintenance of LTP elicited following massed stimulation. Temporally spaced behavioral training improved long-term memory for contextual but not for cued fear conditioning, and this enhancement of memory for contextual fear was also protein synthesis dependent. Our data reveal that altering the temporal spacing of synaptic stimulation and behavioral training improved hippocampal LTP and enhanced contextual long-term memory. From a broad perspective, these results suggest that the recruitment of protein synthesis-dependent processes important for long-term memory and for long-lasting forms of LTP can be modulated by the temporal profiles of behavioral training and synaptic stimulation.
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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 (December 7, 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 tracking logs from 20 HarvardX courses to examine whether there was any relationship between how students allocated their participation and what performance they achieved. While controlling for the effect of total time on-site, we show that the number of sessions students initiate is an important predictor of certification rate, across students in all courses. Furthermore, we demonstrate that when students spend similar amounts of time in multiple courses, they perform better in courses where that time is distributed among more sessions, suggesting the benefit of spaced practice independently of student characteristics. We conclude by proposing interventions to guide students’ study schedules and for leveraging such an effect.
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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 (August 27, 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 this paper is to try to achieve a flow state in a similar way as Elo’s chess skill rating (Glickman in Am Chess J 3:59–102) and TrueSkill (Herbrich et al. in Advances in neural information processing systems, 2006) for matching game players, where “matched players” should possess similar capabilities and skills in order to maintain the level of motivation and involvement in the game. The BDTF draws analogy between choosing an appropriate opponent or appropriate game level and automatically choosing an appropriate difficulty level of a learning task. This method, as an intelligent tutoring system, could be used in a wide range of applications from online learning environments and e-learning, to learning and remembering techniques in traditional methods such as adjusting delayed matching to sample and spaced retrieval training that can be used for people with memory problems such as people with dementia.
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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 (February 22, 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 example for other programs to follow. Methods We identified important ID areas through lessons learned from personal military experience, data from the ID Army Knowledge Online e-mail consult service, input from military ID physicians, and the Army and Air Force ID consultants to the Surgeons General. The consultants provided feedback on perceived gaps, appropriateness, and strategy. Due to restrictions in available curricular time, we devised a three-pronged strategy for revision: adapt current curricular practices to include MUC content, develop new learning activities targeted at the key content area, and sustain existing, effective MUC experiences. Learners were assessed by multiple choice question correct answer rate, performance during the simulation exercise, and burn rotation evaluation. Data on correct answer rate were analyzed according to level of training by using Mann–Whitney U test. Program assessment was conducted through anonymous feedback at midyear and end of year program evaluations. Results Twelve military unique ID content areas were identified. Diseases of pandemic potential and blood borne pathogen management were added after consultant input. Five experiences were adapted to include military content: core and noon conference series, simulation exercises, multiple choice quizzes, and infection control essay questions. A burn intensive care unit (ICU) rotation, Transport Isolation System exercise, and tour of trainee health facilities were the new learning activities introduced. The formal tropical medicine course, infection prevention in the deployed environment course, research opportunities and participation in trainee health outbreak investigations were sustained activities. Ten fellows participated in the military-unique spaced-education multiple-choice question series. Twenty-seven questions were attempted 814 times. 50.37% of questions were answered correctly the first time, increasing to 100% correct by the end of the activity. No difference was seen in the initial correct answer rate between the four senior fellows (median 55% [IQR 49.75, 63.25]) and the six first-year fellows (median 44% [IQR 39.25, 53]) (p = 0.114). Six fellows participated in the simulated deployment scenario. No failure of material synthesis was noted during the simulation exercise and all of the fellows satisfied the stated objectives. One fellow successfully completed the piloted burn ICU rotation. Fellows and faculty reported high satisfaction with the new curriculum. Conclusions Military GME programs are required by congress to address the unique aspects of military medicine. Senior fellow knowledge using the spaced interval multiple-choice quizzes did not differ from junior fellow rate, supporting our concern that the ID MUC needed to be enhanced. Enhancement of the MUC experience can be accomplished with minimal increases to curricular and faculty time.
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Bernardi, Giulio, Monica Betta, Jacinthe Cataldi, Andrea Leo, José Haba-Rubio, Raphaël Heinzer, Chiara Cirelli, et al. "Visual imagery and visual perception induce similar changes in occipital slow waves of sleep." Journal of Neurophysiology 121, no. 6 (June 1, 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 sessions spaced 1 wk apart, 12 healthy volunteers either were blindfolded while listening to audiobooks or watched movies (control condition), after which their sleep was recorded with high-density EEG. We found that during NREM sleep, the number of small, local slow waves in the occipital cortex decreased after listening with blindfolding relative to movie watching in a way that depended on the degree of visual imagery subjects reported during blindfolding: subjects with low visual imagery showed a significant reduction of occipital sleep slow waves, whereas those who reported a high degree of visual imagery did not. We also found a positive relationship between the reliance on visual imagery during blindfolding and audiobook listening and the degree of correlation in sleep SWA between visual areas and language-related areas. These preliminary results demonstrate that short-term alterations in visual experience may trigger slow-wave changes in cortical visual areas. Furthermore, they suggest that plasticity-related EEG changes during sleep may reflect externally induced (“bottom up”) visual experiences, as well as internally generated (“top down”) processes.NEW & NOTEWORTHY Previous work has shown that slow-wave activity, a marker of sleep depth, is linked to neural plasticity in the sensorimotor cortex. We show that after short-term visual deprivation, subjects who reported little visual imagery had a reduced incidence of occipital slow waves. This effect was absent in subjects who reported strong spontaneous visual imagery. These findings suggest that visual imagery may “substitute” for visual perception and induce similar changes in non-rapid eye movement slow waves.
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Cook, Diane. "Learning Setting-Generalized Activity Models for Smart Spaces." IEEE Intelligent Systems 27, no. 1 (January 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 (August 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 collaborative learning are carried out via a multimedia communication network. In the remote learning environment, the arrangement and integration of information are designed to support the decision making of learners and mediators. The aim of the project is to construct a continuously growing digital portfolio database. In addition, the architecture required for the learning environment which includes such a database is examined.
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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 (January 15, 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 paying attention to these ‘technologies’ one must understand and account for their physical sites of use as well. This paper discusses the influence of materiality in learning, using an analytical approach that situates learning activity as an emergent process. Drawing on theories that foreground socio-materiality in learning and on the relational perspective offered by networked learning, we call for a deeper understanding of the interplay between the physical (material and digital), conceptual, and social aspects of learning, and their combined influence on emergent activity. The paper argues that in order to successfully design for innovative learning, educators need to develop their capacity to trace the intricate connections between people, ideas, digital and material tools, and tasks –to see the learning-whole in action.
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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 (July 25, 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 Standards Agency) through virtual learning spaces on the Moodle platform.
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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 argues that it is critical that Aotearoa educators understand (i) how to (re)design and (re)configure learning spaces in ways that support what they value in learning; and (ii) how they can tap on the digital to extend students experiences, both across and beyond schools and universities’ physical settings. The article introduces a way of framing the design and analysis of complex learning situations and reports on qualitative findings from a recent survey, which explored educators’ experiences of learning environments across Aotearoa New Zealand.
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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 (July 20, 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 open learning spaces and conventional classrooms. Structural equation modelling showed open classroom design to be directly associated with better attitude towards school (B = −0.336; CI95% −0.616 to −0.055), but not with task-focused behavior. The relationship between task-focused behavior and attitude towards school was statistically significant (B = 0.188; 95%CI 0.068 to 0.031). CPA was not associated with task-focused behavior and attitude towards school, while classroom design (B = 1.818; 95%CI 1.101 to 2.536), gender (B = 1.732; 95%CI 20 1.065 to 2.398), and grade (B = 1.560; 95%CI 0.893 to 2.227) were statistically significantly associated with CPA. Open learning spaces seem to be associated with better emotional engagement, which is associated with behavioral engagement. Longitudinal studies investigating associations of open learning spaces and CPA on students’ behavioral, emotional, and cognitive engagement concurrently are warranted.
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Vanichvatana, Sonthya. "How social network applications enhancing team project collaborations at home." Cypriot Journal of Educational Sciences 15, no. 2 (April 30, 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 business students of a Bangkok private university as a case study. The results showed that though numerous advantages of SNA, students still valued face-to-face meetings in many phases of a team project. Students with higher cumulative grade point averages reflected higher proportions of needs for universities to teach them how to use SNA for team project collaboration at home than the lower cumulative grade point average students.
Keywords: Higher education institutions; Home; Informal learning spaces; Social network applications; Virtual spaces
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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 (November 20, 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 (March 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 yet been established. To better understand how APOE4 acts as a risk factor for CRCI, we used APOE targeted replacement (TR) mice to develop a model of its effects on cognition following treatment with doxorubicin, a chemotherapy drug commonly used in breast cancer treatment. METHODS/STUDY POPULATION: Twelve-to-thirteen month old APOE3 and APOE4 targeted replacement mice expressing human APOE3 or human APOE4 under control of the endogenous murine promoter were treated with 10 mg/kg doxorubicin or equivolume saline given via two IP injections spaced one week apart. One week post-treatment, mice were tested using Open Field and Elevated Zero apparatuses to assess baseline locomotive activity and anxiety and exploratory behaviors. Five weeks post-treatment, mice were assessed using the Barnes Maze over four days of training trials and one 72 hour memory probe. RESULTS/ANTICIPATED RESULTS: We found no differences in Open Field and Elevated Zero behavior, indicating limited influence of doxorubicin treatment on locomotive and anxiety behaviors in both genotypes. During Barnes Maze training, APOE4 mice treated with doxorubicin showed increased latency compared to untreated APOE4 mice as well as treated and untreated APOE3 mice, indicating deficiencies in spatial learning. In APOE3 mice, no differences in performance were seen between doxorubicin-treated and untreated mice (n = 15-16/group, p <.0001). DISCUSSION/SIGNIFICANCE OF IMPACT: These results indicate that APOE4 targeted replacement mice have specific cognitive vulnerabilities to doxorubicin treatment that can be reliably detected using the Barnes Maze assessment. Future directions include experiments to determine how other chemotherapy drugs or drug combinations impact cognition of APOE4 mice. Ultimately this model may be used to assess preventive measures or therapies for CRCI in the vulnerable APOE4 carrier population with the ability to validate cognitive impacts of these interventions.
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Grzegorczyk, Grzegorz. "The Learning Space in Tutoring." Chinese Semiotic Studies 15, no. 4 (November 26, 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 own epistemic change.” We observe that a learning space occurs as a teacher/tutor engages with aspects of the student’s/tutee’s epistemic frame by questioning, commenting on, or perspectivizing the utterances of the student. It follows that a learning space can be necessary but not sufficient for effective learning. As we show, some research into tutoring excessively idealizes it as an effective teaching tool. In the course of our brief scrutiny we find that success of the learning process also draws on factors like: being prepared being good at hearing and using hints being willing to improvise a learning trajectory allowing some degree of interdependence with the tutor using many kinds of first-order activity
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Shelke, Sagar, and Baris Aksanli. "Static and Dynamic Activity Detection with Ambient Sensors in Smart Spaces." Sensors 19, no. 4 (February 16, 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, random forest and artificial neural network (vanilla feed-forward) on the dataset collected in our lab. Our experiments reveal a very high static activity detection rate with all algorithms, where the feed-forward neural network method gives the best accuracy of 99.96%. We also show how data collection methods and sensor placement plays an important role in the resulting accuracy of different machine learning algorithms. To detect dynamic activities in real time, we use cross-correlation and connected components of thermal images. Our smart space implementation, with its real-time properties, can be used in various domains and applications, such as conference room automation, elderly health-care, etc.
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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 (April 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. Developing online collaborative learning activity poses many challenges as this involves developing many components to support the learning environment. Therefore it is important to understand each component’s contribution to help guide students learning by themselves socially. Activity theory provides a descriptive framework to elaborate the process of the six components involved in an online collaborative knowledge building activity. This study combines quantitative and qualitative method to collect data from survey, system log and collaborative messages posted in the customised Learning Management System (LMS) called e-Kolaborasi System. Findings suggest that online collaborative learning instructions based on the LMS system were able to assist students in their online collaborative learning activities. Nevertheless the students could only abide the rules to conduct collaborative activities during two periods of time which are during their free time and after practical sessions. This response indicates the reasons as to why the students were not able to give quick feedbacks to their community members.
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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 (November 14, 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 machine learning results with killing assays and small-angle X-ray scattering (SAXS), we find that the SVM metricσcorrelates not with a peptide’s minimum inhibitory concentration (MIC), but rather its ability to generate negative Gaussian membrane curvature. This surprising result provides a topological basis for membrane activity common to AMPs. Moreover, we highlight an important distinction between the maximal recognizability of a sequence to a trained AMP classifier (its ability to generate membrane curvature) and its maximal antimicrobial efficacy. As mutational distances are increased from known AMPs, we find AMP-like sequences that are increasingly difficult for nature to discover via simple mutation. Using the sequence map as a discovery tool, we find a unexpectedly diverse taxonomy of sequences that are just as membrane-active as known AMPs, but with a broad range of primary functions distinct from AMP functions, including endogenous neuropeptides, viral fusion proteins, topogenic peptides, and amyloids. The SVM classifier is useful as a general detector of membrane activity in peptide sequences.
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VanLehn, Kurt. "Model construction as a learning activity: a design space and review." Interactive Learning Environments 21, no. 4 (August 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 (September 20, 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 to build training data. Any classifiers constructed using such training data will have some problems associated with generalization errors caused by individual and trial differences. In order to suppress such generalization errors, feature spaces must be obtained that are less likely to generate generalization errors due to individual and trial differences. To obtain such feature spaces, we require indices to evaluate the likelihood of the feature spaces generating generalization errors due to individual and trial errors. This paper, therefore, aims to devise such evaluation indices from the perspectives. The evaluation indices we propose in this paper can be obtained by first constructing acquired data probability distributions that represent individual and trial differences, and then using such probability distributions to calculate any risks of generating generalization errors. We have verified the effectiveness of the proposed evaluation method by applying it to sensor data for butterfly and breaststroke swimming. For the purpose of comparison, we have also applied a few available existing evaluation methods. We have constructed classifiers for butterfly and breaststroke swimming by applying a support vector machine to the feature spaces obtained by the proposed and existing methods. Based on the accuracy verification we conducted with test data, we found that the proposed method produced significantly higher F-measure than the existing methods. This proves that the use of the proposed evaluation indices enables us to obtain a feature space that is less likely to generate generalization errors due to individual and trial differences.
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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 (June 18, 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 propose a predictive model of acoustic indicators as a simple evaluation tool for the architectural design and interior decoration of multi-functional activity centers. We generated 800 spaces using parametric design, adopting Odeon to obtain acoustic indicators. The machine learning model was trained with basic information of the space. We found that through GBDT and ANN algorithms, almost all acoustic indicators could be predicted within JND ± 2, and the JND of C50, C80, STI, and the distribution of SPL could reach within ±1. Through machine learning methods, we established a convenient, fast, and accurate prediction model and were able to obtain various acoustic indicators of the space without 3D-modeling or simulation software.
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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 (August 4, 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 learning activity as well as the epistemic spaces defined by these interactions. Descriptive statistics along with social network analysis (SNA) and epistemic network analysis (ENA) were used to investigate these data. The findings indicate that more traditional/less open world gaming type learning activities were associated with learning networks and epistemic spaces that were teacher-centered and narrower, while more open world gaming/high levels of autonomy (student-centric) learning activities were associated with learning networks that were highly decentralized and epistemic spaces that featured students asking and answering questions of/for one another. These findings were consistent with existing research into player behavior in open world type games and learner behavior in settings with high levels of autonomy support. Implications for further research are discussed.
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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 (March 5, 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 a case study. Findings The authors show productive and restrictive effects of episodic and systemic power for dealing with contradictions in expansive learning and organizational change. The productive role of change critics and non-managerial actors is shown. Research limitations/implications The case study is illustrative and findings need to be validated and expanded through more detailed empirical investigations. Future studies should particularly investigate how patterns of power could itself become the object of expansive learning. Practical implications The framework fosters an understanding of organizational change as multi-voiced, decentralized and driven by contradictions. Emancipation of actors and protected social spaces are essential for unfolding the productive potential of multi-voicedness against the backdrop of asymmetric power relations in organizations. Originality/value The authors step back from a managerialist perspective on organizational change by developing a politically informed, activity theoretic perspective on learning systems. The paper contributes to a better understanding of contradictions, related multi-voicedness and effects of episodic/systemic power in expansive learning and change.
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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 (September 30, 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 used business students of a Bangkok private university as a case study. The results showed that though numerous advantages of SNA, students still valued face-to-face meetings in many phases of a team project. Students with higher grade point averages (GPA) reflected higher proportions of needs for HEI to teach them how to use SNA for team project collaboration at home than the lower GPA students.
Keywords: HEI, home, ILS, social network applications, virtual spaces.
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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 marked with certain signs. Researchers insist that a city is a complex semiotic space in which a citizen lives and navigates. Various types of signs are actively involved in the organization of urban life (Ch. Peirce). Thus, iconic signs make it easy to navigate the city without resorting to decoding symbolic signs, i.e. without reading the signs and names of, for example, stores: a boot hanging next to the signboard allows one to determine that the citizen is in front of a shoe store. A child navigates such signs easily, however, participating in orienting activities on par with adults. The purpose of this article is to consider the city learning opportunities for helping young children to form the semiotic activity which is included in various types of educational activities. The novelty of the research presented in the article is confirmed by the lack of scientific publications that directly consider the educational opportunities of urban space semiotics. The main research method is the code reconstruction method. The figure of a child plays an important role in the study. The child acts as the central subject of perception of the city-textbook. Following the idea of the most prominent researchers of semiotics, the authors regard the city as a text for a child to read. The analytical part of the article is based on recording children’s impressions of the urban text.
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Szécsi, Gábor. "Communication and Learning in the New Media Space." Acta Technologica Dubnicae 2, no. 1 (June 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 intensity and efficiency that can even change the traditional pedagogical thinking. The use of new communication technologies and forms of learning support gain particular importance especially in a system of lifelong learning, which provides identical frameworks for children and adults.
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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 (August 15, 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 explore the negotiations by chemistry educators and first-year students in teaching-learning of acids-bases reactions. It is a topic that most students experience challenges from secondary school to graduate level. Acids-bases are one of the threshold concepts. Qualitative research was employed in the study. Data were collected through classroom observations. A thematic approach was employed to analyse data. Five chemistry educators and their classes were purposely sampled. Cultural-Historical Activity Theory (CHAT) was employed to unpack group dynamics in a Zambian university. Interactions in the learning spaces generated constraints, tensions, diversity, and affordances for both educators and students. The findings suggest that hybridity may be a resource in teaching acids-bases threshold concepts. Educators should understand students’ knowledge and cultural diversities. Researchers can investigate how students’ different acids-bases knowledge levels can promote success in chemistry.
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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 (April 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 learning in accordance with educational trajectories.
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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 (October 25, 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 an important role in generating ideas and activities of community members and that it is an important venue for community members’ informal learning. Ethnomethodological research in two public spaces (the Tabor community in Ljubljana and a small community in the coastal town of Izola) show that there are differences between both public spaces regarding top-down initiatives and bottom-up, self-organized activities. However, although the activity initiators were in one case different associations rooted in the community, and in the other the local people themselves, most of the activities were conducted by people living in the selected communities/public spaces themselves as is typical of grassroots activities. It was confirmed that learning was not often mentioned by members of either community and was mostly a hidden activity, resulting in tacit knowledge.
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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 (November 21, 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 a learning activity.
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Patterson, Pam. "(En)Gendering Difference: A For(u)m for Possibilities." LEARNing Landscapes 4, no. 2 (April 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 (June 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 contrasting public spaces show how the mobile preschool group moves in space as a collective body co-produced by children’s and teachers’ individual bodies. It is argued that walks in line are not merely a form of ‘transport’ between places but are important as social and learning spaces. While walking in line, children collectively ‘do’ space in diverse ways depending on where and how they move, and in relation to where and when teachers negotiate safety issues. In this process, the spaces, activities and routines alike are transformed.
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Hagenah, Sara. "Laughing and Learning Together: Intersections of Socioemotional Activity with Science Talk." Science Education International 32, no. 1 (March 4, 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 middle school young women fell into naturally occurring forms of friendship-talk as they learned science concepts and learned to take a stand against a toxic lake next door to their school. This multiple case study examined moment-to-moment discourse and interactions between students including facial expressions and body movements to explore the connection between everyday human social activity and productive science. Analysis revealed patterns of strangely familiar forms of friendship and how they were instrumental in constructing a nature walk and an animated film about saving the local lake for community members. This research indicates the need for structured opportunities in science classrooms to share ideas that are also linked to student social and emotional connections.
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Dobson, Elizabeth. "Talk for collaborative learning in computer-based music production." Journal of Music, Technology & Education 12, no. 2 (September 1, 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 weeks. Sociocultural discourse analysis methods were used to explore how social, cultural and concrete situations shaped the students’ developing common knowledge. Interaction analysis has been used to code turn functions and display talk characteristics and patterns. This research found that collaborative computer music production is a ‘cumulative conversation’, comprised of many ‘thinking spaces’ that foster ‘post-dialogic’ activity’ and ‘connection building’. In this case the students developed new ‘tools for progressive discourse’ providing them access to the remote and private ‘thinking spaces’ that are characteristic of longer-term co-creating. This research argues for the development of new pedagogies that focus on understanding how talk shapes collaborative learning within music technology.
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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 undergraduate conference demonstrates that properly designing the conference as a High-Impact learning activity does, as expected, benefit underserved student populations, including women. Additionally, the study also revealed unexpected opportunities to intervene on student learning. Third, we argue, also in line with our data, that undergraduate conferences occupy a previously taxonomically unrecognized grouping (Culminating Events) among recognized High-Impact Practices.
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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 the system of developmental learning by D.B. Elkonin—V.V. Davydov are still in demand. We describe the attitude of V.V. Davydov to the regional specifics of training teachers for the Elkonin— Davydov developmental learning system and to teaching primary school children with special educational needs within the learning activity framework. The article is based on our recollections, audio and video recordings of V.V. Davydov at a scientific and practical seminar, meetings with teachers and students of Nizhnevartovsk and Megion.
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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 (January 16, 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 17 pupils in one second-grade class and their two teachers. The data were collected by participant observation (15 lessons over 3 weeks) and interviews with the teachers and groups of pupils. Those working in FLS engaged in collaborative learning and teaching activities. Pupils worked constantly in pairs or small groups and studied collaboratively. They also incorporated mobility into their own learning activities and developed agency by choosing how and where they would work. In particular, they appreciated being able to collaborate with their peers and freely choose where and how to study. Teachers approved of the school environment’s facilitation of collaborative learning and highlighted the importance of professional co-planning and other aspects of collaboration. Overall, the design of school environments matters at the pedagogical and professional level. With thoughtful planning, such design can support deeper collaboration among teachers and pupils, foster knowledge sharing, and even develop pupils’ agency. Although the learning space itself does not ensure change, it does enable new kinds of interaction and joint learning activities.
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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 (January 23, 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 (March 31, 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 societal processes utilising physical and digital materiality. The proliferation of digital technologies is affecting socialisation and perception of reality (materiality of physical and digital and transmedia practices) and the child’s agency. How the interaction process takes place utilising a set of media is affecting self-development and self-conception. The environment is established by social practices which in post-digital era blur the boundary between physical and digital. In defining literacy, the terms online and offline activity are introduced (Sefton-Green, Marsh, Erstad, & Flewitt, 2016). The boundaries between physical and virtual are blurred (Marsh, 2010; Plowman, 2016).
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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 (November 19, 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, no such studies exist, to the best of our knowledge. In this paper, we compare and thoroughly evaluate the Zero-shot method with different semantic vectors: (1) attribute vector, (2) embedding vector, and (3) expanded embedding vector and analyze their correlation to performance. Our results indicate that the performance of the three spaces is similar but the use of word embedding leads to a more efficient method, since this type of semantic vector can be generated automatically. Moreover, our suggested method achieved higher accuracy than attribute-vector methods, in cases when there exist similar information in both the given sensor data and in the semantic vector; the results of this study help select suitable classes and sensor data to build a training dataset.
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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 (August 6, 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, we describe an approach to writing instruction that builds intentional connections between paper-based texts and digital technologies, describing the rationale for the design decisions in an introductory composition course through a design case model. Classroom applications are discussed for physical learning spaces where student writing is incorporated into overall course learning activities.
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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 (June 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 conditions: freeplay in session 1, constraints on process in session 2 (rules for assembly), and constraints on product in session 3 (set goals). Throughout this time, students were required to keep a ‘metacognitive diary’ of their experiences, and to reflect on their own learning processes within and across sessions. Evaluation was carried out by means of a post-activity questionnaire. The paper reports on the kinds of structures produced under each set of constraints, patterns of student learning experiences, motivational changes, and student evaluations of the activity as a whole. It is suggested that, used in this way, LEGO provides a simple, highly enjoyable, yet effective medium for teaching, learning and research in the psychology of creativity.
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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 (September 16, 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 expansion system, teaching activity design steps of learning space platform, and teaching framework system in detail. The relationship between data point number and parameter number in the model was adopted to analyze the identification features of degree of freedom which conforms to the decision model in the research model. Meanwhile, the factors influencing ecological learning space of college basketball were deeply analyzed, and the ecological learning space teaching model based on inquiry learning was constructed. The teaching effect test shows that this teaching mode is approved by students, can obviously improve students’ learning interest and learning initiative, and contributes to improving students’ physical quality.
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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 (June 1, 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 will help designers devise better planning for Malaysian preschools in the future.Keywords: building size; children’s activity spaces; preschool design; learning environmenteISSN: 2398-4287 © 2020. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.DOI: https://doi.org/10.21834/ebpj.v5iSI1.2289
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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 (February 2, 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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